Intro to Trig Lesson Plans

Day 1. Chapter overview (8.1): Pythagorean Theorem & Using the Pythagorean Theorem
categorize other triangles.
Learning Target: I can use the Pythagorean Theorem and its converses.
Standards: G-SRT.B.4 & G-SRT.C.8
Materials: Deck of cards (1 card for each student) or Popsicle sticks with students names on it.
Estimated
Time

Activity/Procedures

Notes:

3-5mins

Start of class. Review homework if needed.

Group formulation could be

done with names from a hat.
Another alternative is
students picking numbers out
of a hat/bucket if there arent
cards at the disposal.

Formulate small groups: Deck of limited card

(# of students), match students with their
number groups with respect to what card
number they have obtained, like numbers will
match together to formulate a group.
Please sit with your group members.
5-7mins

Group Activity: Give examples of a

Pythagorean Triple on the board, Each group
will solve one of the examples. One volunteer
from each group,come up to the board and
show how their group solved for the missing
length.
Examples: (5, 12, 13), (8, 15, 17), (7, 24, 25)
(9,12,15)

Take away one side of the

example problems for them to
solve for.
Factors of: (3,4,5) Are good
common ones to know!

3-4mins

Debrief activity: Discuss any confusion about Trying to generalize the

Pythagorean theorem to other
solving for a missing length of a triangle. We
triangles.
know, by the Pythagorean Theorem, that if a
triangles legs squared are added together must
be the same as the hypotenuse squared, which
means it must be a right triangle. Right?
Well, arent there other triangles we use that
arent right triangles?

3-4mins

Direct Instruction: Here, lets look at this

example, (Show) Problem 4 on the board.
Have students assist in solving the problems
by identifying steps.
So, tell me my first step in identifying that his
possible right triangle is actually a right

I/ We do.
Giving students a choice to
either explain verbally or
visually.

triangle. (Raise hands or come up here and do

a step for me)
What can we deduce about the solution we
come up with?
3-4 mins

Release:Exercise:16, 48,& 50 triangles from

problem 4a.
What happens if our result was not a righttriangle?
What would that tell us?
Possible answers: It's non-right, the sides are
longer than the hypotenuse. The sides are
shorter than the longest side, Obtuse or acute
triangles.

Asking Questions while

circulating the room.

5-7mins

Direction Instruction: Script: Well, the

Converse of the Pythagorean Theorem, which
well call Theorem 8-3 & 8-4 and they state
the following (Write theorems on board). That
sort of makes sense right? If your hypotenuse
is large than the two legs it will look like:
(draw a picture of an obtuse triangle) and this
makes some sense because remember the side
lengths have a connection to the angles?
If we find that the hypotenuse is smaller
than the two legs squared and combines, what
will you expect it to look like? (Popsicle
Stick-Cold Call to give their suggestion)

Want them to use what they

know already and expand
upon it.

3-4mins

Group activity: Students work on Problem 5.

Then come back together and explain the steps
needed to complete problem 5 together.
(Think-Aloud from students).

3-4mins

Release: then student groups complete

problem 5a triangle with side lengths 7, 8
and 9, is it acute, obtuse or right? Show your
work!

4-5mins.

Exit Ticket:What, What! What? (Three Ws)

Students write (Review Pythagorean triples
and converse of Pythagorean triples.)

Students will eventually pick

up on Pythagorean triplets
with exposure and

What did we learn today?

understanding what makes a
So What? (relevancy, importance, usefulness) Pythagorean triplet.
Now What? (how does this fit into what we
are learning, does it affect our thinking, can we
predict where we are going)
When students complete their exit-ticket, they
will receive their homework.
Chpt. 8.1 practice problems: 7, 9, 12, 16, 17, 19, 22, 24, 27, 29, 30, 39, 41
Day 2.
Chapter overview (8.3): Introduction to Trigonometry
Learning Target: I can use the sine, cosine and tangent ratios to determine side lengths and
angle measures in right triangles
Standards: G-SRT.C.6, G-SRT.C.7, G-SRT.C.8, & G-MG.A.1
2-3mins

Start of class: Find a partner at your table (or

can move to a new partner if you have odd
numbers). Discuss the following questions and
be ready to share what you talked about.

2-3mins

Partner Discussion: What are Functions? What

do you think trigonometric functions are?

7-9mins

Direct Instruction: Introduce & Define

Trigonometry, Trigonometric functions, What
they mean.Mention the inverses. Draw
pictures of triangles for reference!
Sine = Opposite/Hypotenuse,
Cosine=Adjacent/Hypotenuse,
Tangent= Opposite/Adjacent
We also have inverse trig functions, which we
will discuss a bit later. There are 3 other trig
functions we will not be discussing.
So a way to remember each trigonometric
function and what they mean is by using
mnemonic device to remember. Chant with
me, SOH-CAH-TOA...
SOH - Sine = Opposite/Hypotenuse
CAH- Cosine = Adjacent/Hypotenuse
TOA- Tangent= Opposite/Adjacent
Trig functions find us missing side lengths.

Explain the three levels of

confusion. Raise your
finger(s), Demonstrate for
them as a protocol for the
class. One finger = dont
know how to start/Completely
lost. 2 fingers = I got stuck
somewhere/Got lost
somewhere. 3 fingers = Can
you check my answer? (How
can you check your own
answer?)

Inverse trig functions find missing angles from

the ratio we put in.
One key thing to remember is that we should
use the givens in the problem if we are
solving for multiple angles or sides! Youll see
what I mean!
The Trig functions take in lengths of the
triangles and creates a ratio with them to
help us find a missing angle!
7-8mins

Whole Class Activity: Complete problem 1

6 Volunteers or cold call on 6
Together. Well identity each ratio with respect people with popsicle sticks.
to angle T, and then do the same for angle G.
(Need 6 volunteers, to come up to the board
and write down their trig ratio)

8-10mins

Release: With the same partners you had the

discussion with, complete problem 2.

6-8mins

Debrief & Change of topic: Script: Great work

with using the trig functions! We now are
going to go back to the idea that I briefly
mentioned at the first half of class about
inverse trig functions.
Does anyone have an example of inverse
functions?
Possible answers for Inverse functions:
Squaring and Square rooting, Cubing and
Cube rooting, a specific example such as,
2x+3 & (y-3)/2, Adding & subtracting.
Multiply and dividing.
Just like other functions, trigonometric
functions have inverses which are denoted as;
sin^-1, cos^-1, tan^-1. (Write on board and
explain how to use them) Inverse trig
functions take in these ratios to give us an
angle. Remember the first three trig functions
took in side lengths to give us a ratio. The
inverses are going to be doing the operation of
calculating the angles from these ratios.

Can supplement practice

problems: 2a, b, c.

8-10mins

Release: Students in their groups to attempt to

use the Inverse Trig Functions to solve for
angles. Problem 3b.

Write Problem 3b. on the

board or show on projector.

4-5mins

Debrief /Script: First, I want to know what

angle Im looking at. Well the problem asks
me about angle X, thus lets identify which
angel so I can make the trig ratios with that
angle in mind. I know the length of the
hypotenuse and the opposite side, what trig
ratio is that? (Answer: Sine), Awesome! So
Now I just tell sine X = my ratio. Then I can
take the inverse of sine to get angle X alone
and it will equal about 37 degrees.

May only need to discuss

strategies or difficult steps
and not go through the whole
problem if majority of
students are completing the
process.

3-5mins

Exit Ticket: Three-Dollar Summary: Write a

30 word summary about what we did today or
what you learned today! Please hand this in
before you leave today and you will be given
your homework exercises.

Chpt. 8.3 Homework: 11, 12, 14, 15, 18, 22, 23, 26.30, 31, 32.

Day3.
Chapter overview (8.4): Angles of Elevation and Depression
Learning Target: I can use angles of elevation and depression to solve problems.
Standards: G-SRT.C.8
5-7mins

Start of class: Answer/Review any questions

people struggled on the homework.

2-3mins

Whole Class Activity: Demonstrate angles of

elevation/depression with a live example. Ask
for two volunteers, (Who wants to stand on a
chair!?) and have one person stand on a chair,
and one person standing normally. This
demonstrates what the key principle of angles
of elevations and depression: one is looking
up/ one is looking down

2-3mins

Direction Instruction Now lets apply this,

look at example problem 1a & 1b. (Popsicle
stick calling).
Grouping strategy: Students count off to the
half the size of the class is, may have a group
of three.), Students meet with matching
numbers (1s meet together. 2s meet
together. Etc.).

10-12mins

Release: Complete 2 & 2b with your partners.

3-4mins

Debrief: What did people do to start

themselves off? Did anyone do anything
differently? Are all of our answers the same?
Share out what people got for their answers
on 2a & 2b. (Popsicle sticks for calling on
students)

10-12mins

Release: with the same partners, solve 3a &

3b.

3-5mins

Debrief: How did they set up the problem?

Strategies/whole
problem/difficult parts or
What trig functions did they use and why?
Identify a common mistake!? (Popsicle sticks misconceptions.
for calling on students)

3-5mins

Exit Ticket: Quick Doodles Draw two or

three concepts presented in the lessons, may
include words or numbers. I would like you to
draw me a picture of two or three concepts
that we learned today! You can include words
or numbers!
Exit ticket in, you can receive your
homework.

Chpt. 8.4 Homework: Problems: 7-12, 17,18,20,21, 25, 26.

Day 4

Hint: Trig functions and

inverse Trig functions!

Solving for angles appears to

take more time because of the
additional step of using the
inverse trig function.

What Im looking for is:

pictures of angles of
depressions, elevation,
triangles, and or their
diagrams from the in-class
practices.

Chapter overview (8.5): Law of sines

Learning Target: I can apply the Law of Sines.
Standards: G-SRT.D.10 & G-SRT.D.11
6-7mins

Start of class: Review/answer questions about

homework problems.

Students suggestions for

problems? Perhaps use
students who completed the
homework as a resource?

5-6mins

Direct Instruction:
I want you to know how to use these two laws
that we will be discussing rather than knowing
where they come from.
So lets jump right into the law of sines.

Law of sines appeared to

require more practice so more
class time will be devoted to
having the students solving
law of sines problems.

What is the difference of this triangle and the

triangles we have been working with? (Drawn
on the board is a triangle with no angles
given, thus cannot conclude it being a right
triangle).
First, the law of sines works with any triangle.
What we need to be able to use the law of
sines is reference to two angles and two side
lengths. (One of these angles or side lengths
could be a variable). This is extremely
important to know when we can use the law
of sines you may want to write it down on
your formula sheets.
Write out the Law of Sines:
SinA/a=SinB/b=SinC/c. A If we have a
triangle, ABC and side lengths, a,b,c
respectively. Then the law of Sines relates the
sines of each angle to the length of the
opposite side! (Draw a picture for the
students!)
Grouping Strategy: Popsicle stick call out
(Pull two names out and formulate partners).
8-10mins

Release: Work on Problem 1 with your

partner(s), shown on the projector.

3-4mins

Debrief: discuss a confusing step? Process

used/ how to set up the problem? Did
everyone get the same answer? (Rounding
errors?)

7-8mins

Release: Try Problem 2! Recall: what we need

to use when we are solving for a missing
angle!?

3-4mins

Debrief: Discuss a confusing step? Process

used/ how to set up the problem? Did
everyone get the same answer? (Rounding
errors?)

6-7mins

Release: to work on problem 3 (or another

application problem with partners).

Less time sense they should

be getting the general idea of
the problems

2-3mins

Exit ticket: when can you use the law of

sines? How do I know I can use the law of
sines?

Put the problem 3/application

problem on the exit ticket?
For something to specifically
see student thinking.

Chpt. 8.5 Homework: 4, 6-10, 14

Day 5
Chapter overview (8.6): Law of Cosines
Learning Target: I can apply the law of Cosines.
Standards: G-SRT.D.10 & G-SRT.D.11
3-5mins

Introduction/review homework? Need

legitimate questions about the homework.
Use students who have finished as a
resource.

9-10mins

Introduce law of Cosines formula

Then explain it with problem 1 (8.6).
What if we just have side lengths of a nonright triangle? Or what if we have cannot
apply the law of sines because we dont have
enough information to set two sines equal to
one another?We can use the law of cosines

Problem 1 (done to illustrate

how to apply the law of
cosines while thinking aloud
for the students to see what
information is needed to set
up the law of cosines)

for this!
8-10mins.

Have students work in the same pairs (as

previous day) for problem 2 (shown on
projector/board)

Unless pairs need adjusting,

then adjust accordingly.

3-4mins.

Debrief: Have students share with another set Want students sharing with
of partners what they got, and then call on a
students before whole class.
few students to see what they got and how
their process for each problem. (popsicle
sticks for calling on students)

8-10mins.

Release: Pais work on Problem 3.

3-4mins

Debrief: Have students share with another

set of partners what they got, and then call on
a few students to see what they got and how
their process for each problem. (popsicle
sticks for calling on students)

4-5mins

Closing activity: I Care Why? Students

explain relevancy of the concept to their life
or how they might use it. They can discuss
this idea with partners before writing down
on Index card/Half sheet of paper.

May extend time here to have

a group discussion about
possible applications?

8.6 Homework: 2, 6, 11, 12, 15, 19-22.

Day 6
Review and practice: Start of class: review any questions about 8.6 homework. May or may not
use Putting it all together performance task as a review question to start us off.
Any questions students have? Go through the lessons/concepts and have fist of five/clear as
mud, either from homework and or previous lessons
Then discuss and review Chapter 8 review.
o Pythagorean Theorem.
o Theorem 8-3 & Theorem 8-4 (Acute and Obtuse triangles)
o Theorem 8-5 (45-45-90 triangle, Hypotenuse trick) MAY SKIP THIS!
o Theorem 8-6 (30-60-90 triangle, Hypotenuse, long leg, short leg) MAY SKIP
THIS!
o Sine, Cosine, Tangent + Inverses and what each means & how to use them.
o Angles of Elevation and depression.

o Law of sines (How to use it, when to use it + applying it)

o Law of cosines (How to use it, When to use it + applying it)
Day 7
Chapter 8-Test: Students work silently and independently on Chapter 8 test.

*Note: I would skip this section all together as I do not feel like the Special Right triangles
contribute anything to the students knowledge base in developing their geometric understanding
or preparing them for trigonometry. They will be able solve these right triangles through the
Pythagorean Theorem which is perfectly fine.*
Chapter overview (8.2): Special Right Triangles
Learning Target: I can use properties of special triangles. Standards: G-SRT.C.8
5-6mins

Start of class: Address any questions about

homework (Write down the new practice
problems) Did anyone have any questions
about their homework? Was the homework
fairly straight forward/easy?

9-10mins

We will do some in class practice with a

Ask students to show their
review problem using right triangles to develop work on the board while
circulating the class.
the shortest path around a quad.
(Getting ready Problem).
Students will complete this review individually
Then a few students will come up to the board
and demonstrate what they were thinking.

2-3mins

Debrief: discuss strategies different students

used to solve this problem. Any
misconception/confusions?

1-2mins

Launch: We are all about speed arent we!?

Fast cars, fast food and even faster math!?
How can I quickly determine the hypotenuse
of a triangle with equal leg lengths but semidifficult/difficult numbers to compute? (Give a
little wait-time) Well, we have a general
formula for this!

(Possible answers to question:

Calculator, Square roots/
Factors)

8-9mins

Introduce Theorem 8-5. By looking at the

Pythagorean Theorem in very general terms.
(Xs & Ys). Why does this work? (Give them
wait time to digest the general concept)

Draw pictures!

5-6mins

Start them off with on Problem 2, then let them Help them set up the problem
and then release them to
finish the problem.
finish the problem.

6-7mins

Students individually work on (Got it? 2 &

Problem 3a.)

2-3mins

Debrief: Any questions, concerns,confusions or May go quicker. Most

students understand the
strategies
pythagorean formula at this
point.

4-5mins

Introduce Theorem 8-6, Sometimes we have

Can debrief with individual
students while circulating the
different types of triangles we are working
with, for example what if we are working with room.
another common type of triangle? The
306090 triangle.Start problem 4 together and
then let them finish the problem.

5-6mins

Do independently problem 5.
And Debrief both problems

3-5mins

Closing activity: Exit ticket with the question:

what are the similarities and differences
between 8-5, 8-6 and Pythagorean theorems?
Exit ticket turned in, Can get the homework.

Chpt. 8.2 Homework: 8, 9, 10, 12, 15, 16, 21, 23.