Ted 5060-Unit Plan

TED 5060 Unit Plan
Amanda Anderson
Unit Plan Summary:

The unit plan should include:
Summary that includes

o Unit title or theme and subject area(s):
Similar Triangles, Pythagorean Theorem, and Trigonometric Ratios
o State standards that cover the learning objectives for this unit:
G-SRT-4: Prove theorems about triangles
G-SRT-5: Use congruence and similarity criteria for triangles to solve problems and to
prove relationships in geometric figures.
G-SRT-6: Understand that similarity, side ratios in right triangles and properties for the
angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
G-SRT-8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles
in applied problems.
o Grade level in which the unit is taught
High School Geometry
o Rationale that explains the purpose of the unit and an overview of the unit.
The concepts taught in these lessons will provide a solid framework for their further
studies in mathematics. Triangles are all around us, so the students have seen them
before. The concepts are relevant to the students because triangles are used in many
different subjects.
Specific measurable objectives.
o Students will be able to apply concepts of similar triangles and the Pythagorean Theorem to reallife similar triangles in order to determine the height of the schools flagpole.
o Students will be able to demonstrate and explain the logic behind two different proofs of the
Pythagorean Theorem by walking through the steps together with a partner, then the instructor,
and then writing them in their own words in their notes/journal.
o Students will be able to: understand the relationship between an identified angle of a right triangle
and the sides of the same triangle (and similar triangles) and use trigonometric ratios to calculate
the measure of the sides and angles of right triangles.
Lesson Plans (minimum 3) using the COE lesson plan format (see Lesson Plan Rubric).
o Included below
List
o Sources
http://www.cpalms.org/Public/PreviewResource/Preview/46546
Describe the learning environment.
o The learning environment is a combination of discovery, group work, paired work, individual work,
and class discussion.
TED 5060 Unit Plan
Amanda Anderson
OFFICIAL WSU LESSON PLAN FORMAT 2014
The following 3 points need to be thought about before you create your lesson plan.
a.
Important Facts: The teacher needs to know the Pythagorean Theorem and trigonometric identities.
The teacher must also complete the activity first in order to know the height of the flagpole.
b. Key Concepts: Teamwork, Collaboration,
c. Skills students need for lesson and skills taught: Measurement skills, ratio skills, and drawing skills are
needed for this lesson. Students will improve their math skills by applying mathematical theorems to
real life situations and calculations.
I. Demographic Information
The following should be given:
a. Student Teachers Name: Amanda Anderson
b. Grade Level: High School Geometry
c. Topic: Using Similar Triangles with Pythagorean Theorem
d. Lesson Plan Title: How Tall is the Flagpole?
e. Duration: 1-2 days
II.
Objectives
Students will be able to apply concepts of similar triangles and the Pythagorean Theorem to real-life
similar triangles in order to determine the height of the schools flagpole.
III.
Core Curriculum
a. List Core Curriculum items used in lesson:
1. G-SRT-4: Prove theorems about triangles
2. G-SRT-5: Use congruence and similarity criteria for triangles to solve problems and
to prove relationships in geometric figures.
3. G-SRT-6: Understand that similarity, side ratios in right triangles and properties for
the angles in the triangle, leading to definitions of trigonometric ratios for acute
angles.
4. G-SRT-8: Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.
b. Explain why you decided to teach this lesson and how it is theoretically sound.
1. This lesson allows the students to apply prior knowledge and new material to a reallife situation. Its an active activity that will not only reinforce important
mathematical concepts that they already know, but will allow the students to extend
their knowledge to deeper ideas.
c.
IV.
How is the content relevant to students?

1. Students see the flagpole everyday at school and are using their own height and
shadow to calculate its height.
Learning Resources and Materials

a.
List appropriate materials:

1. Paper
2. Pencil
3. Sidewalk chalk
4. Measuring tape
TED 5060 Unit Plan
Amanda Anderson
5. Color pencils/markers
b. List resources
1. Worksheet (see attached)
2. Textbook
3. Notes
c. List technology:
1. Calculators
V.
Teacher Procedure/Lesson Development

a.
Introduction
1. Anticipatory Set- I will start the lesson by asking the students, how tall do you think
the flagpole is? I will write the guesses on the board and then explain that we are
going to figure the answer out today. Whoever guessed the closest gets extra credit,
and whoever calculates the closest answer gets extra credit too (this usually gets the
students focused).
2. How you will link the lesson to the students prior knowledge: As a class, we will list
some properties of similar/congruent triangles. I will have the students walk me
through an example on the board of using ratios to solve for triangle side lengths.
b.
Methods/Procedures (Lesson Development)

1. Essential Question: How tall is the schools flagpole?
2. Lesson Described in Detail Step-by-Step
a. Students will be put into pairs
b. Each pair will get the supplies listed above
c. The pairs will go outside and measure the following as explained in the
worksheet (see attached):
i. each others height
ii. each others shadow
iii. the flagpoles shadow
d. When everyone is done measure, we will return to the classroom
e. Students will draw a nice diagram of what took place outside and label it
with measurements. (these must be quality work because they will be hung
outside the classroom when completed)
f. The students will use what they know about similar triangles and ratios to
calculate the height of the flagpole.
g. Each pair will write their answer on the board
h. As a class, we will compare and discuss their findings
i. The extra credit will be awarded
j. I will introduce the Pythagorean Theorem by asking the students, Do you
think there is a way for us to solve for the hypotenuse of triangles?
k. I will give a short intro/lecture to the Pythagorean Theorem
l. We will complete a couple examples together
m. Students will complete an EXIT SLIP: Can we use the Pythagorean Theorem
with our triangles? How?
n. For homework, students will complete some problems from the textbook
3.
Type(s) of Teaching Described

a. Direct Teaching: This takes place at the end when lecturing/introducing the
Pythagorean Theorem
b. Inductive/Inquiry Teaching: This is taking place for most of the lesson.
Students are trying to solve the question of How tall is the flagpole?
c. Cooperative Group Teaching: Students are paired for the beginning activity
in this lesson.
TED 5060 Unit Plan
Amanda Anderson
4.
Strategy/ies Listed and Explained (Best Practices)

a. This lesson allows students to explain concepts to each other, and we know
that when you can explain/teach a concept you have reached the highest
level of learning.
b. This activity incorporates different learning types (visual, auditory,
kinesthetic). So everyones learning style is being met.
c. Students are applying mathematical principles to real-life situations, which
solidifies their understanding.
d. Critically thinking is being used in order to extend their thinking.
e. Students are also applying concepts from other classes, which demonstrates
how subjects are connected.
5.
Method of Practice
a. Guided PracticeThis is done while the students are measuring, drawing
and calculating.
b. Independent PracticeStudents will work independently in class on
example problems and at home on assigned homework problems
6.
Your RoleDescribe your role.

a. Modeling: I will explain the activity and post a diagram/picture on the board
to model the concept.
b. Facilitating: I will be walking around, assisting the students as needed.
7.
How Will You Implement Varying Perspectives?

a. I will ask for students thoughts/ideas as to what is taking place. Students
will look for and share mathematical relationships and see if they are
applicable in this situation or every situation.
8.
How Will You Integrate Across the Curriculum?

a. We will be able to incorporate earth science into this lesson. We will discuss
why the angles and triangles might look different from class to class. (The
sun is constantly moving throughout the day, causing the angles to change
and therefore producing different triangles)
9.
Closure
a. How you will help students summarize what they have learned
i. Students will draw a diagram, show their calculations, do math
problems and then complete an EXIT SLIP.
b. How this leads into next lesson
i. The EXIT SLIPS responses will help determine where we need to
start our conversation the next day. Hopefully we will be able to
move on and introduce the trigonometric identities, and then apply
them to our diagrams to calculate the triangles angels.
c.
Accommodations/Adaptations
1. How you differentiate instruction according to students needs?
a. Students will be paired strategically; so higher-level learners can help
lower-level learners and etc.
b. Students are allowed to work together, reference the textbook and any
notes.
c. This activity requires the students to discuss, work together draw and
more; which touched many different levels of multiples intelligences
(Logical/mathematical, bodily/kinesthetic, visual/spatial, etc).
TED 5060 Unit Plan
Amanda Anderson
2.
d.
VI.
What will be done to ensure that all students learn?

a. I will be walking around to assist students, gauge learning, and assess
their understanding. We will also be doing problems together.
Outcomes
1. Describe the criteria by which you can assess/evaluate student performance.
a. When walking around, are the students able to answer my questions?
b. What kinds of questions were they asking me?
c. Did the students struggle with any part of the lesson?
d. What were their responses during the lecture/discussion?
e. What did the students drawings and calculations look like?
f. How much depth was in their EXIT SLIPS?
g. How close were their answers for the flagpoles height
2.
How were the objectives/outcomes reflected in the students work?

a. Students will be able to use the ratios to find the flagpoles height
b. Students will be able to extend their knowledge of triangles to the
Pythagorean Theorem by completing problems
3.
Did the criteria support the learning objectives?

a. YES
Methods of Assessment and Evaluation utilized, such as (these are suggestions):

Questioning
Discussing/Collaborating
Drawing a model
Calculations
Homework problems
EXIT SLIPS
a.
Did assessment and evaluation provide evidence of student learning?

Students will provide evidence of understanding through:
o Oral discussions
o Visual representations (their diagrams)
o Written calculations
b. How you will give feedback?

This will be based on the type of assessment. While walking around and during the
discussions I will provide verbal feedback. On the homework, diagrams, calculations,
and EXIT SLIPS I will provide written feedback.
c.
How will you help students summarize what they have learned and prepare them for the
next lesson?
Students will summarize what they have learned in the example problems and EXIT
SLIP. The homework problems and this entire activity prepares them for the next
lesson because we are able to extend this information even further to trigonometric
identities.
d. Does your evaluation match your objectives?

YES
VII.
Teacher Reflectiondone AFTER teaching the lesson to help you gain insight into your practice and help
you make adjustments in your teaching. (NOT APPLICABLE)
TED 5060 Unit Plan
Amanda Anderson
How tall is the flagpole?

1. Mark the very end of the flagpoles shadow with the chalk.
2. Take turns standing on the flagpoles shadow so that your own shadow touches the
very end of the flagpoles shadow mark.
3. Mark that spot you are standing on with the sidewalk chalk.
4. Have your partner measure the length of your shadow (while you still stand on your
spot of the shadow).
5. Switch.
6. Then take turns measuring each others exact height.
7. Together, measure the distance from the flagpoles base to the very end of the
flagpoles shadow.
8. (An example is pictured below)
9. Draw your own picture and label with your own measurements.
10. What is the height of your schools flagpole?
Height of flagpole: x
TED 5060 Unit Plan
Amanda Anderson
Sample Answer Key:

George wants to measure the height of a flagpole. He is 6 feet tall and his shadow is 10 feet long. At the
same time, the shadow of the flagpole was 85 feet long. How tall is the flagpole?
It is safe to assume that George and the flagpole stand vertically, making right angles with the ground. Also,
the angle where the suns rays hit the ground is the same for both. The two triangles are similar. Set up a
proportion.
10=6
85 x
10x=510
x=51ft
The height of the flagpole is 51 feet.
**You can use this same method to solve the height of your schools flagpole**
TED 5060 Unit Plan
Amanda Anderson
The follow 3 points need to be thought about before you create your lesson plan.
d.
e.
f.
Important Facts: The teacher needs to understand the following proofs of the Pythagorean Theorem:
Bhaskaras First Proof and the Proof by Homothetic Copies. The teacher also needs to be able to walk
students through the proofs and explain each step.
Key Concepts: The concepts taught in this lesson are: respect, logic, relationships, and independence.
Skills students need for lesson and skills taught: Students need to be able to cut out shapes, develop
three scalar triangles from an original, understand properties of similar triangles and have a basic idea
of the Pythagorean Theorem.
VIII. Demographic Information

f. Student Teachers Name: Amanda Anderson
g. Grade Level: High School Geometry
h. Topic: Pythagorean Theorem
i. Lesson Plan Title: Proving the Pythagorean Theorem
j. Duration: 1 day
IX.
Objectives
Students will be able to demonstrate and explain the logic behind two different proofs of the
Pythagorean Theorem by walking through the steps together with a partner, then the instructor, and
then writing them in their own words in their notes/journal.
X.
Core Curriculum
d. List Core Curriculum items used in lesson
1. G-SRT-4: Prove theorems about triangles
2. G-SRT-5: Use congruence and similarity criteria for triangles to solve problems and
to prove relationships in geometric figures.
3. G-SRT-8: Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.
e.
f.
XI.
Explain why you decided to teach this lesson and how it is theoretically sound.
1. This lesson allows students to understand why the Pythagorean Theorem works as
opposed to simply memorizing an equation. When students understand why they
can then prove it on their own and then later apply the concept to deeper
relationship.
How is the content relevant to students?

1. Students see applications of the Pythagorean Theorem every day (screen sizes,
shortest distance calculations, etc). They should know where the concept came from
and why it really works.
d. List appropriate materials:
1. Ruler
2. Protractor
3. Scissors
4. Paper
5. Pencil/pen
e. List resources:
1. Bhaskaras worksheet (attached)
TED 5060 Unit Plan
Amanda Anderson
2. Notes
List technology:
1. Calculator
2. Overhead projector/Elmo System
f.
XII.

e.
Introduction
3. Anticipatory Set- I will ask the students how many proofs they think there are of the
Pythagoren Theorem. Students will share their guesses. I will tell them there are over
40, and the number keeps climbing. Today we are going to look at and understand
two different proofs.
4.
f.
How you will link the lesson to the students prior knowledge-Students will tell me
what the Pythagorean Theorem is and give me examples of how it is used in real life.

10. Essential Question: How can we prove the Pythagorean Theorem?
11. Lesson Described in Detail Step-by-Step:
a. Students will be given the Bhaskaras Worksheet and will cut out the shapes.
b. We will discuss as a class what the side lengths of the shapes are and how
we know them by arranging the shapes in different ways.
c. Students will be give a couple minutes to work with partners to see if they
can take the information we just discovered and use it to prove the
Pythagorean Theorem.
d. After a couple minutes, we will walk through the proof together.
e. Students will then explain the proof to their partner.
f. We as a class will then write the proof in our notes/journal.
g. Next, students will be told to draw a right triangle.
h. Then they will need to make 3 similar triangles based off the first one
triangle.
i. Students will then cut them out.
j. Again we will discuss the side lengths of the triangles and write them in
terms of a, b, c.
k. Students will be given a couple of minutes to work with their partners and
triangles to try and prove the theorem.
l. After a couple of minutes, we will discuss as a class and go over the proof.
m. Students will explain the proof to their partner.
n. As a class, we will write the formal proof of the Pythagorean Theorem by
Homothetic copies in our notes/journal.
o. Any questions will be answered.
p. Students will fill out an EXIT SLIP: Which proof of the Pythagorean Theorem
did you prefer and why?
q. For homework, students will have to find one other proof of the
Pythagorean Theorem that they understand enough to where they could
explain/teach it to another student.
12. Type(s) of Teaching Described
a. Direct Teaching: This takes places when we are reviewing what the students
found with their partners, and when writing the formal proofs in our
notes/journal.
b. Inductive/Inquiry Teaching: This takes place when the students are using
the triangles to try and prove the theorem.
c. Cooperative Group Teaching: Students are paired for this lesson.
TED 5060 Unit Plan
Amanda Anderson
13. Strategy/ies Listed and Explained (Best Practices)
level of learning.
c. Critically thinking is being used in order to extend their thinking.
d. Students are given time to work alone, with a partner and then with the
entire class.
e. Students are being exposed to different ways of explaining the same
concept/idea.
14. Method of Practice
c. Guided PracticeThis is done while the students are using their triangles to
prove the theorem.
d. Independent PracticeStudents will work independently at home to find
another proof of the Pythagorean Theorem that they understand.
15. Your RoleDescribe your role.
a. Modeling: I will guide the students through the proofs, and try to help the
students see the relationships so that they can make the logical connections
of the proof.
b. Facilitating: I will be walking around, assisting as needed, and lecturing in
front of the class.
16. How Will You Implement Varying Perspectives?
a. We are showing varying perspectives by proving the Pythagorean Theorem
two different ways, and students will look for a third. Students will also be
able to share what they see with their triangles.
17. How Will You Integrate Across the Curriculum?
a. If we have time, we will be able to incorporate a little history into the lesson
by discussing how old the theorem is and who discovered it and etc.
18. Closure
i. The students will explain each theorem to their partner, to check
each others understanding, they will write the proofs in their
notes, fill out an EXIT SLIP and complete their homework.
i. Based on the students reaction to the proofs, EXIT SLIPS, and
homework, we will be able to decide if we can move on to more
applications of the Pythagorean Theorem.
g.
a. Students will be paired strategically; so higher-level learners can help
lower-level learners and etc.
b. Students are allowed to work together.
c. This activity requires the students to discuss, work together draw and
more; which touches many different levels of multiples intelligences
4.

a. I will be walking around to assist students, gauge learning, and assess
their understanding. We will also be doing discussing each proof
TED 5060 Unit Plan
Amanda Anderson
together as a class so I can get a feel to the level of their understating.
Students will be able to ask questions at any time.
h.
Outcomes
5.
XIII.
XIV.

a. Students will be able to explain two proofs of the Pythagorean Theorem
to a partner.
b. Students will be able to write the two proofs for the Pythagorean
Theorem in their own words in the notes/journal.
6. Did the criteria support the learning objectives?
a. YES
Questioning
Discussion/Collaborating
Note/Journal writing
Drawing a model
Technology
EXIT SLIPS
Homework Assignment
e.
Did assessment and evaluation provide evidence of student learning?

o Oral discussion
o Visual Representations (written proofs)
o Written calculations
o Answering questions
f.
How you will give feedbackis it written, is it verbal?

This will be based on the type of assessment. While walking around and during the
discussions I will provide verbal feedback. On the homework, and EXIT SLIPS I will
provide written feedback.
g.
next lesson?
Students will summarize what they have learned in their notes, EXIT SLIPS, and
homework. This entire activity prepares them for future lessons because this
theorem is applicable in many areas of mathematics.
h. Does your evaluation match your objectives?

a. YES
TED 5060 Unit Plan
Amanda Anderson
Bhaskaras Worksheet:
Directions: Cut out the following shapes
TED 5060 Unit Plan
Amanda Anderson
Bhaskara's First Proof

Bhaskara's proof is also a dissection proof. It is similar to the proof
provided by Pythagoras. Bhaskara was born in India. He was one of the
most important Hindu mathematicians of the second century AD. He used
the following diagrams in proving the Pythagorean Theorem.
In the above diagrams, the blue triangles are all congruent and the yellow
squares are congruent. First we need to find the area of the big square two
different ways. First let's find the area using the area formula for a square.
Thus, A=c^2. Now, lets find the area by finding the area of each of the
components and then sum the areas. Area of the blue triangles =
4(1/2)ab Area of the yellow square = (b-a)^2 Area of the big square =
4(1/2)ab + (b-a)^2 = 2ab + b^2 - 2ab + a^2 = b^2 + a^2 Since, the
square has the same area no matter how you find it A = c^2 = a^2 +
b^2, concluding the proof.
TED 5060 Unit Plan
Amanda Anderson
Pythagorean Theorem by Homothetic

Copies
Create 3 scaled copies of the triangle with sides a, b, c by

multiplying it by a, b, and c in turn. Put together, the three
similar triangles thus obtained to form a rectangle whose upper
side is a + b, whereas the lower side is c.
TED 5060 Unit Plan
Amanda Anderson
The follow 3 points need to be thought about before you create your lesson plan.
g.
Important Facts: The teacher needs to know what the trigonometric ratios are, how to find them, and
how to explain the concepts to the students.
h. Key Concepts: Concepts taught in this lesson include: collaboration, discovery, inquiry, relationship,
respect and etc.
i. Skills students need for lesson and skills taught: Students should knoow: how to apply the Pythagorean
Theorem, to find a missing side length, the sum of all angles in a triangle is 180 degrees, how to identify
the hypotenuse and sides of a triangles.
XV. Demographic Information
k. Student Teachers Name: Amanda Anderson
l. Grade Level: High School Geometry
m. Topic: Pythagorean Theorem into Trigonometric Ratios
n. Lesson Plan Title: Discovering Trigonometric Ratios
o. Duration: 1 day
XVI.
Objectives
Students will be able to: understand the relationship between an identified angle of a right triangle and
the sides of the same triangle (and similar triangles) and use trigonometric ratios to calculate the
measure of the sides and angles of right triangles.
XVII.
Core Curriculum
g. List Core Curriculum items used in lesson
1. G-SRT-5: Use congruence and similarity criteria for triangles to solve problems and to
prove relationships in geometric figures.
2. G-SRT-6: Understand that by similarity, side ratios in right triangles are properties of
the angles in the triangle, leasing to definitions of trigonometric ratios for acute
angles.
3. G-SRT-8: Use trigonometric ratios and Pythagorean Theorem to solve right triangles
in applied problems.
h. Explain why you decided to teach this lesson and how it is theoretically sound.
1. Students need to discover relationships and make connections on their own, and not
be given all the information. Inquiry into the subject gives the students a deeper
understanding of the material. They will also remember it longer than if than were
told facts.
i. How is the content relevant to students?
1. Triangles are everywhere, and are used so frequently because of their special
properties. The students need to know these properties to better understand the
world around them.
XVIII.

g. List appropriate materials:
1. Paper
2. Pencil/Pen
3. ruler
h. List resources
1. Discover Trig Worksheet (attached)
2. Homework worksheet: Trigonometric Ratios
TED 5060 Unit Plan
Amanda Anderson
3. Book/Notes
List technology:
1. Calculator
Bibliography
1. Worksheets and main lesson taken from:
http://www.cpalms.org/Public/PreviewResource/Preview/46546
i.
j.
XIX.

i.
Introduction
5. Anticipatory Set-I will ask where else students see triangles, besides in math class
and textbooks. We will discuss how triangles have special properties that make them
very useful in other areas of study such as architecture, art, engineering, physics, and
more. We can also discuss how triangles have been studied all throughout history.
6.
j.
How you will link the lesson to the students prior knowledge: We will review how
to identify the hypotenuse and legs of a triangle and other triangle properties.

19. Essential Question: Is there a relationship between a triangles side lengths and angle
measures.
20. Lesson Described in Detail Step-by-Step:
a. Students will be put into groups of three.
b. Each student will get the Discovery Trig Worksheet and work through it
alone and as a group
c. At the end of class, the groups will share their findings
d. We will summarize the relationships we discovered in our notes
e. Students will compete an EXIT SLIP: What does the acronym SOH/CAH/TOA
stand for?
f. Students will get a worksheet for homework
21. Type(s) of Teaching Described
a. Direct Teaching: This is at the very end of the class, when I am leading the
discussion and we summarizing our findings in our notes.
b. Inductive/Inquiry Teaching: This is the majority of the lesson. The worksheet
walks the students through the lesson.
c. Cooperative Group Teaching: Students work on the worksheet I groups of
three in order to collaborate on their findings.
22. Strategy/ies Listed and Explained (Best Practices)
level of learning.
c. Critically thinking is being used in order to extend their thinking.
d. Students are being exposed to different ways of explaining the same
concept/idea.
e. Students are discovering the relationships, and not being told them.
23. Method of Practice
e. Guided PracticeThis is done while the students are working on the
Discovery worksheet in their groups. The teacher is walking around and
guiding the learning.
TED 5060 Unit Plan
Amanda Anderson
f.
Independent PracticeStudents will work independently at home on their

homework.
24. Your Role

a. Modeling: At the end of class we will summarize what the students found in
their notes.
b. Facilitating: I will be walking around, assisting as needed, and lecturing in
front of the class.
25. How Will You Implement Varying Perspectives?
a. I will ask for students thoughts/ideas as to what is taking place. Students
will look for and share mathematical relationships and see if they are
applicable in this situation or every situation.
26. How Will You Integrate Across the Curriculum?
a. At the beginning of the class, we will be able to incorporate other subjects
into this lesson; such as: history, art, architecture, engineering and physics.
We will discuss why and how triangles are used in these different subjects.
27. Closure
i. The groups will share the relationships they found in a group
discussion. They will also write in their notes, complete an EXIT SLIP,
and do a worksheet for homework.
i. Students will take the trigonometric ratios discovered/discussed in
todays lesson and apply them to problems and real-life situations
later on. These ratios will also be used later on in other lessons.
k.
1. The teacher can model different part of the activity to bring clarity.
2. Students will be paired strategically; so higher-level learners can help lower-level
learners and etc.
3. Students are allowed to work together.
4. This activity requires the students to discuss, work together draw and more;
which touches many different levels of multiples intelligences
6.
l.

1. I will be walking around to assist students, gauge learning, and assess their
understanding. We will also be doing discussing the ratios and findings together
as a class so I can get a feel to the level of their understating. Students will be
able to ask questions at any time.
2.
Outcomes
TED 5060 Unit Plan
XX.
8.

a. Students will discover the relationships between a triangles angle
measure and side length by answering the questions on the worksheet
b. Students will be able to apply these trigonometric ratios to problems,
which will demonstrate their level of understanding.
9.
Did the criteria support the learning objectives?

a. YES

Questioning
Discussion/Collaborating
Notes/Journal writing
Drawing a model
EXIT SLIPS
Homework assignment
i.
Did assessment and evaluation provide evidence of student learning

o Oral discussion
o Visual Representations
o Written calculations on the worksheet
o Answering questions
j.
How you will give feedbackis it written, is it verbal?

This will be based on the type of assessment. While walking around and during
the discussions I will provide verbal feedback. On the homework, and EXIT SLIPS I
will provide written feedback.
k.
next lesson?
Students will summarize what they have learned in their notes, EXIT SLIPS, and
homework. They will apply these trigonometric ratios in problems in future
lessons.
l.
XXI.
Amanda Anderson
Does your evaluation match your objectives?

YES

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Ted 5060-Unit Plan

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