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Understanding by Design
Brief Summary of Unit (including curricular context and unit goals): This unit acquaints students with
trigonometric functions in preparation for an in depth look at their behavior in the next unit. Therefore,
the primary goal of the unit is to use knowledge of geometry and algebra to discover trigonometric
properties and functions of triangles and the unit circle. The continuing goals include: 1) functions are
defined over a domain for which there is a specific output (range); 2) logical thinking and arguing are a
basis of mathematical theory; and 3) mathematical modeling in the real-world is dependent on the
scenario and is a simplified version of the original problem. Lectures in this unit are a guided
discussion/ dialogue between the teacher and students with a focus on understanding mathematical
theory and logical progression from one idea to the next in exploring trigonometry. All group work in
this unit is based on differentiate learning pairs, in which students are paired with someone of similar
but slightly higher (lower) capabilities, ensuring the zone of proximal development for each student.
Thinker problems are spread throughout the unit for those advanced students, while the struggling
student is ensured the help of their learning pair and the teachers guidance at every level.
Established Goals:
The student will use knowledge of geometry and algebra to discover trigonometric properties and
functions of triangles and the unit circle. The student will create, prove, and use the unit circle to solve
trigonometric functions and their inverses. The student will be able to graph trigonometric functions
and understand how changing the amplitude and period cause a shift of the function. (SOL T.1, T.2,
T.3, T.4, T.6, T.9)
Consider the WHERETO elements. You must include enough instruction for 10 lessons (~90 min each).
1. 2. 3. 4. 5.
Start with the (1) Pre- Start with (8) Take me out to Start with (9) Graph it- Start with (11) Unit Circle (13) Homework set #1 due.
assessment. Use (2) The the ball game as a quick Angles and transition Quiz, collect for grading and This class is devoted to
Impossible Triangle review of previous lesson and discussion of answers to discuss briefly the answers. applying the previous lectures
Challenge to spark discussion informal assessment. lecture: (10) Special Angles. Transition from unit circle to and understandings to real-
on why trigonometry of Transition to (6) Circle Mini- Use Exit ticket to assess gaps lecture on (12) Values of world situations while
triangles is important. Quiz by asking In what other in understanding by asking for Trigonometric Functions, in modeling the structure of the
Transition into lecture: (3) ways do we represent angles? one remaining question after which functions are solved Real-Life assignment. Split
Review of Triangular Trade with partner and grade the previous lectures. using reference angles or any into 2-pair groups, based on
Trigonometry, and use (5) for immediate feedback and angle using a calculator. Close differentiated learning groups
See the light performance transition to lecture: (7) with any questions so far on to solve problem set, as
task to apply lecture. Close Nature of Angles. Close by the homework set. described for (14) Apply it-
with Unit overview, how this handing out unit circle handout Values of Trigonometric
trigonometry will be different to be used next lesson and functions. Collect one
than geometry and introduce assign them to graph and label random, unannounced group
(4) Real-Life Assignment #1. each special angle members work for assessing
(0,30,45,60,90) on the circle. purposes. Each student will
reflect on the effectiveness of
the application of
trigonometry.
6. 7. 8. 9. 10.
Start with (15) Functions Start with (17) Ferris Wheel (19) Homework set #2 due. Peer-review of (4) Real-life (4) Real-Life Assignment #1
Mini-Quiz, trade with learning and transition the discussion of This class is devoted to Assignment #1. This means due. (21) Unit Test.
partner for grading and answer to lecture: (18) Graph applying the previous lectures the students should have it
immediate feedback. it #2. Close with any questions and understandings to real- completed and bring it to class 11.
Transition from general so far on the homework set. world situations while to exchange. They then have (22) Unit Discussion: (up to 1
functions to the lecture on modeling the structure of the this class period to ask final class period in length) Lead
trigonometric functions: (16) Real-Life assignment. Split questions and make changes to discussion of missed questions
Graph it #1. into 2-pair groups, based on their final draft. on Unit test and how to arrive
differentiated learning groups at the correct answer. Discuss
to solve problem set, as also the Real-Life Application
described for (20) Apply it- #1 assignment and introduce
Graphs. Collect one random, the second stage for the next
unannounced group members unit. (Optional: time
work for assessing purposes. permitting, start next unit)
Each student will reflect on the
effectiveness of the application
References
Danielson, C., & Marquez, E. (1998). A Collection of Performance Tasks and Rubrics: High School
Mathematics. Larchmont, NY: Eye on Education.
Sobel, M., & Maletsky, E. (1988). Teaching Mathematics: A sourcebook of aids, activities, and
strategies (3rd ed.). Boston: Allyn and Bacon.
Swokowski, E., & Cole, J. (2003). Algebra and Trigonometry with Analytic Geometry (10th ed.). Pacific
Grove, CA: Brooks/Cole.