Differentiated Lesson Plan 1

Digital Harbor Lesson Plan Grade/Level: 10 3/15/17

Teacher: Ms. Borkowski
Common Core Standards: Unit: Right Triangles and Trig Relationships
Lesson Title: Trigonometric Ratios
G-SRT.B.05 (Geometry)
Use congruence and similarity criteria for triangles to solve problems Objective:
and to prove relationships in geometric figures. SWBAT determine the sine, cosine, and
CCSS.Math.Content.HSG.SRT.C.6 tangent of angles by using the ratios of the
Understand that by similarity, side ratios in right triangles are sides of right triangles.
properties of the angles in the triangle, leading to definitions of
trigonometric ratios for acute angles.
CCSS.Math.Content.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.*

Materials/Resources Needed: Lesson Summary

Opener, Professionalism Tracker, Projector, Classwork Worksheets, Students are introduced to trig ratios after
Computers Exit Ticket Slips focusing on special right triangles.
Diagnostic:
Prerequisite Skills (Agilemind, 2017):
Triangle Congruence Postulates The diagnostic for the prerequisite skills is
Similarity the previous unit test, pre-unit diagnostic,
Slope concept assessments, and iReady. These
Definition of Congruent triangles diagnostics are essential for determining
learner variance and forming groupings
Connection to Achievement Goal: (Laureate Education, 2012b). Students just
This objective connects to the greater achievement goal of 80 percent completed iReady, which provides an
mastery of all Geometry standards. This improves students accurate picture of their math abilities. Based
understanding of triangles and builds their conception of trigonometric on the result, students mastery of
ratios including sine, cosine, and tangent. Trigonometric ratios are prerequisite content, like slope, is revealed.
essential for success in Geometry with future units, like circles. Triangle congruence, dilations, and similarity
were assessed on concept assessments and
Key Points: the previous summative assessment unit test.
These formal assessments provide data
1.Sine:
regarding students abilities on these
sin = opposite leg
prerequisite skills. Moreover, students took a
Hypotenuse
brief pre-assessment at the start of this unit
2. Cosine:
on needed core skills. The pretest included
cos = adjacent leg
prerequisite skills as well as simplifying
hypotenuse
fractions, and labeling sides of triangles. This
3. Tangent:
was the primary tool used to group students.
tan = opposite leg
adjacent leg
4. SOHCAHTOA- a mnemonic device used to help remember the
trigonometric ratios.

Assessment:
Differentiated Lesson Plan 2

I will know if my students are making progress on this objective based on their responses on the exit ticket. If they are
able to set up trigonometric ratios correctly.
Exit Ticket:
Choose one of the two following problems.
1. Find the sine, cosine, and tangent of angle C in the right triangle below:

sin C =
cos C=
tan C=

2. Draw a right triangle and label the sides with your chosen lengths. Find the sine, cosine and tangent of the angle of
your choosing.

Learner Variance:
What are your students strengths, needs, and preferences? How will you differentiate for
readiness, interest, and/ or learning profile?
I have determined my learner variance through getting to know my students personally and careful reflection of
individual's daily work and mastery progress (Tomlinson and Imbeau, 2010). Everyday I warmly greet my students at
the door. This provides an opportunity to get to know my students better. This is reinforced by the weekly restorative
circles, which my students and I participate in. Circles are a space for me to collect information about my students and
for my students to build bonds with each other. Through these spaces, I have found out about the interests, readiness
and preferences of my students, even related to classwork (Laureate Education, 2012a). For example, K.J. really enjoys
taking notes because she likes having something to refer back to. E.P. learns by asking clarifying questions. A.J. and
J.A. like to participate in groups but get nervous speaking individually. B.G. likes to use practice problems to
understand better and learns experientially. N.P. likes to come to the board, and she explains solutions to the class
extremely well.

My learners academic strengths are individual and are illustrated by their performance on the diagnostic. Group 1
demonstrated the least readiness for this topic based on the diagnostic. These students mastery percentage on
diagnostic test was less than 30 percent and these students struggled to label sides of triangles, find slope identify
congruent parts of triangles and with the concept of similarity. Group 2 scored between 30 percent and 45 percent
mastery of perquisite skills. Group 3 includes students with prerequisite skill mastery between 45 and 60 percent.
Group 4 contains student with mastery percentages between 60 and 75. Group 5 demonstrated over 75 percent mastery
of prerequisite skills and labeled almost all sides accurately on the diagnostic. Groups are ordered from lowest to
highest readiness in this lesson plan. Based on this data, all students need a review of how to identify sides as the
opposite leg, adjacent leg, or the hypotenuse.

In this lesson, I differentiate primarily by readiness because I am new to using differentiation. I plan to gradually build
strategies and its use in my room (Laureate Education, 2012b). I want to focus primarily on differentiating for
readiness by using tiered assignments, giving tiered choice in sense making activities and utilizing purposeful
groupings based on data (Tomlinson and Imbeau, 2010). My tiered group activity is also reflecting of learner profile
Differentiated Lesson Plan 3

because it allows for students to choose an activity that aligns with their learning preferences.

Group 1: Group 2: Group 3: Group 4: Group 5:

Eric Nelson Yetson Emmanuel Fatou
Ciara Jessy Birhane Karla Nancy
Annieta Jocelyn Chris Candida Nicole
Will

Procedures/Instructional Activities: Model of

Mathematics
Instruction
Exploration: Greet students on their way into class, and remind students of the Do-Now routine as Review
(Opener) they enter. Elizabeth Borkowski 3/29/2017 5:56 PM
Time: 5 min Students will pick up their folder and copy down the objective and Do-Now on their Automaticity Comment [1]: As I greet students
Do-Now tracker. This is a classroom routine. The Do-Now and objective are always personally, I ask them quick questions that
displayed at the front of the room. incorporate what I already know about students
Do Now: (Tomlinson and Imbeau, 2010). This strategy
is important for building student trust and,
Find the missing sides of the following special right triangles. therefore, increasing their willingness to do
challenging work (Tomlinson and Imbeau,
2010).
Elizabeth Borkowski 4/9/2017 6:30 PM
Comment [2]: This is an exceptionally
strong routine that requires little, if any,
prompting on my part. This has been taught
1. gradually since the start of the year (Laureate
Education, 2012a). Routines are central to
x = _______ y = ________ managing a differentiated classroom (Laureate
Education, 2012b).

Engagement: Have a student pass out the classwork for today and introduce the new unit on Automaticity
(Lesson special right triangles. Discuss the importance of the triangles that will be covered
preview) today, trig ratios, for future math classes and for success during the remainder of the
Time: 4 min year in Geometry. Frame this topic as necessary for success in Algebra II and Pre-
Calculus and beyond. Connect this topic to college math courses and to its possible Elizabeth Borkowski 4/9/2017 5:54 PM
use in construction for building structures or surveying in construction. Comment [3]: Framing this topic was
essential for increasing engagement with the
We have spent significant time learning different methods to solve missing sides of material, and is very effective. A significant
right triangles. Ask students to list one formula or theorem used to solve for missing portion of my class is interested in attending
sides. college and in future success. Therefore, the
(Expected Student Response: Pythagorean Theorem/ Special Right Triangle ratios) choice to frame the content through this lens
connects learners to content (Tomlinson and
Explain that we will be using trigonometric ratios to solve for missing sides as well.
Imbeau, 2010, pg.14). Some of my students
This strategy is another tool in their tool box. currently work construction. The choice to
additionally connect content to all of my
MVP: Today, we will begin to learn about trigonometric ratios. students interests is important for engagement.
Elizabeth Borkowski 4/9/2017 6:49 PM
Introduction Teaching New
Comment [4]: This relates instruction to
of New Concepts content that we have been working on
Material: Begin the lesson by review terminology of triangles that will be used today prior previously and to students prior knowledge
Time: 20 min to beginning content - hypotenuse, opposite leg, and adjacent leg. Many students Automaticity (Tomlinson and Imbeau, 2010).
should be familiar with the term hypotenuse from previous lessons and adjacent
from a previous unit. Share/
Summarize
Differentiated Lesson Plan 4

Define trigonometric ratio and label diagram of right triangle. Use an arrow to
demonstrate opposite and compare to the arrow used to designate the hypotenuse. Ongoing
Learning &
Practice

(C. Hetrick, personal communication, March 1, 2017)

Ask students label the second right triangle and check for understanding from
students on which sides represent the opposite and adjacent for right triangles.

Define trigonometric ratio as ratios of two sides of a right triangle (AgileMind,

2017). Students will put definition on guided note sheet.
CFU: What is a ratio?
Expected Response: A comparison between two numbers.

On Slide 2, use the animation to remind students of the slope of a line. Use slope
to introduce the ratio of the two legs of a right triangle as the tangent of one of the
acute angles in the right triangle. In the animation on this screen, give students the
opportunity to change the angle and sides of a triangle and to see the
measurements of the slope and tangent (AgileMind, 2017). The students will learn
that tangent and slope are the same since the ratios are based on the sides of the
triangle in question (AgileMind, 2017). Allow students to manipulate the triangle
on panel 5 of the animation to generalize their observations (AgileMind, 2017). Elizabeth Borkowski 4/9/2017 6:32 PM
Comment [5]: I ask students to come to the
front to manipulate the various panels. I use
cold call cards to select students randomly to
participate by moving the diagram, reading the
text on the slides, and answering the questions
on the slides. These cold call cards ensure that
all students have the opportunity and
responsibility to speak, (Tomlinson and
Imbeau, 2010, pg. 116).

(AgileMind, 2017)
Differentiated Lesson Plan 5

(AgileMind, 2017).

Now define the sine, cosine, and tangent of a right triangle in the graphic
organizer. Students will copy down definitions on their guided note sheet before
introducing the mnemonic SOH CAH TOA.

S O H C A H T O A



Elizabeth Borkowski 11/28/2017 9:51 PM
Have students repeat SOHCAHTOA as a class chant. Comment [6]: This rhythmic repetition is
responsive to the learner profile of some of my
students, like J.M. and C.T. (Tomlinson and
Imbeau, 2010). These students learn better
with multiple repetitions and verbally. Students
had a lot of fun practicing this chant and
relating it to other words or phrases.
Differentiated Lesson Plan 6

(AgileMind, 2017)

Review sin A, cos, A and tan A using a think aloud to model how to apply
trigonometric ratios.

Give students 3 minutes to attempt sin B. Using cold call cards, call on one
student for sin B (Tomlinson and Imbeau, 2010). Prime Annieta and Jocelyn to
respond to cos B and tan B respectively (Tomlinson and Imbeau, 2010).

Cold call students and ask students to label the sides. Review the answers and
demonstrate how to solve using SOHCAHTOA.

(C. Hetrick, personal communication, March 1, 2017)

Guided Students will work in similar readiness groups that have been determined using Teaching New
Practice: the diagnostic tests. Groups are ordered from lowest to highest readiness in this Concepts Elizabeth Borkowski 4/9/2017 6:48 PM
Time: 15 min lesson plan. Moreover, groups have been partially developed with concern for Comment [7]: There was initially some
negative relationships between students in the classroom. Share/Summariz pushback about groupings, but students joined
e in after some encouragement through positive
Frame groupings as a way to ensure that we are building a classroom where narration and repetition of the expectation. I
everyone is learning together and has an opportunity to share, learn and help typically employ turn and talks, or counting off
others to grow. Project groupings and give students 30 seconds to get into group. for group work as flexible grouping. This was
Display timer. a novel experience for my learners.
Elizabeth Borkowski 4/9/2017 6:23 PM
Groups are given a choice of activity , which accommodates for learning style and Comment [8]: Like the problems given in
readiness level. The opportunity to choose their activity will increase Erica Mozzzeralls Algebra classroom, these
engagement. Introduce each activity to the group and give each group an activities are tiered for readiness, but take into
opportunity to choose. Strongly encourage groups to challenge themselves. consideration learner style and allow for
Groups will read the instructions together. The activities are color coded for easy students to choose their own task (Laureate
Education, 2012d).
Differentiated Lesson Plan 7

recognition.

Group 1: Group 2: Group 3: Group 4: Group 5:

Eric Nelson Yetson Emmanuel Fatou
Ciara Jessy Birhane Karla Nancy
Annieta Jocelyn Chris Candida Nicole
Will
Choice 1 Blue Description:
The group will be given a mat with a right triangle labeled with various angle
measures and side lengths and tiles, which correspond to the tile lengths. Students
should place the tiles on top of the diagram in the correct place and then using the
tiles set up the trigonometric ratios (sine, cosine and tangent) for an angle in the
triangle by pulling the tiles into the correct position. The group should check their
work. Each group must complete two of these mat-matching activities then raise Elizabeth Borkowski 4/9/2017 6:46 PM
their hand to check in. Comment [9]: This is a sense-making
activity which adjusts the process by which my
Choice 2 Orange Description: learners are making sense of the content
Each member of the group will draw a right triangle and label the angle measures. (Tomlinson and Imbeau, 2010). This activity is
They will pass their triangle to the person on their right and this person will form less complex because the triangle has already
the trigonometric ratios (sine, cosine and tangent) for that triangle. They will then been provided for students to work with.
Moreover, it provides students the opportunity
pass their work to the person again on their right. This person is responsible for
to really understand the concept of substitution
checking the work. The group will then raise their hand to check in with the experientially and tactilely because they are
teacher. dragging the tiles from the mat to form their
trigonometric ratios. Therefore, it is reflective
Distribute tiered practice while students are still in groups. Give students an of learner style and helps students to work to
opportunity to review instructions and problems together understand the objective.
Independent Students return to seats to work independently but are seated in pairs. Students Ongoing Elizabeth Borkowski 4/9/2017 6:40 PM
Practice: may ask their partner a question prior to asking the teacher. Learning and Comment [10]: This task is higher order
(Wrap up, Practice and more rigorous because students are
Introduce The independent practice is a tiered practice adapted from Kuta Worksheets and creating, solving and correcting their own
homework, assigned based on learner readiness level (Laureate Education, 2012d). For low Review problems. Moreover, this activity provides an
exit ticket) readiness students, their practice problems first ask them to label all sides of 2 opportunity for students to support each other
Time: 15 triangles as opposite, hypotenuse, or adjacent using the labeled angle. Part two is in their learning and strengthen their learning
min split into three sections sine, cosine and tangent, with each section of the community (Tomlinson and Imbeau, 2010).
worksheet containing a reminder of the formulas for the trigonometric ratios at top
of each section and an example problem. The numbers used will not require
simplification. Middle level readiness students must find individual trigonometric
ratios for each triangle given and label all sides. Students with high readiness must
find the sine, cosine and tangent for all triangles and reduce ratios (Kuta Software,
2017). Students have the opportunity for extension if they finish early. If students
finish early, they should log on to AgileMind and complete the real world
application problems. (These problems ask students to set up trigonometric ratios
using measurements and scenarios from the real world.)

Closing: (9 Students receive choice on the exit ticket. This choice allows all students an Assessment
minutes) opportunity to demonstrate mastery or progress toward mastery of the objective. Review

Choice 1: Find the sine, cosine, and tangent of angle C in the right triangle below:
Differentiated Lesson Plan 8

(Kuta Software, 2017)

sin C =
cos C=
tan C=

Choice 2: Draw a right triangle and label the sides with your chosen lengths. Find
the sine, cosine and tangent of the angle of your choosing.

After all exit tickets have been submitted, ask student volunteers to summarize
one important thing they learned during todays lesson and state why it is
important. Students will be engaged because exit tickets and participation are a
part of their daily grade.

Students complete their end of class routine by grading themselves on their

professionalism trackers, and reflecting in their tracker about what they have
learned that day and any questions or problems they have. Lastly, students put
their folders away. Elizabeth Borkowski 4/9/2017 6:32 PM
Accommodations/Modifications: Comment [11]: This practice relates to the
Some pairs may be assigned less homework and core activity work, Levels of Blooms: exit card strategy (Laureate Education, 2012c).
depending on fluency demonstrated in the opener. o Knowledge Folders stay in the room, and I review trackers
o Comprehension daily to give professionalism scores. I use this
o Application information to improve my lesson for the
following day, as students very often write
o Synthesis
down what they are currently struggling with. I
o Evaluation For example, I applied the feedback I was
given in this lesson about SOHCAHTOA the
following day.
Differentiated Lesson Plan 9

Works Cited:

AgileMind. (2017). Geometry module. Retrieved from https://bcps10.agilemind.com/

Kuta Software LLC. (2017). Trigonometric Ratios. Gaithersburg, MD.

Laureate Education, Inc. (Executive Producer). (2012a). Differentiating instruction: Learner

Differences. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2012b). Differentiating instruction- Managing the

Differentiated Classroom. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2012c). Differentiating instruction-Strategies for`

Differentiating. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2012d). Middle School Algebra- Differentiating

by Readiness and Learning Profile. Baltimore, MD: Author.

Tomlinson, C.A., & Imbeau, M .B. (2010). Leading and managing a differentiated classroom.

Alexandria, VA: ASCD.