Lesson Cover Page

Lesson Topic: Solving Problems Using Sine and Cosine Length of Class Period: 57 minutes

Course: Geometry Grade Level: 10th

TERMINAL BEHAVIORAL OBJECTIVE

The student will be able to solve a real world trigonometry problem.

CONTENT STANDARDS
Arizona Mathematics Standards Geometry
G.G-SRT.C.8 – Use trigonometric rations (including inverse trigonometric ratios) and the Pythagorean Theorem to find unknown measurements in right
triangles utilizing real-world context.

ELL STANDARDS AND ACCOMMODATIONS

ELL Stage V: Grades 9-12
Standard 1: The student will listen actively to the ideas of other in order to acquire new knowledge.
Comprehension of Oral Communication - E-5: Identifying the main ideas/concepts of presentations.
Standard 2: The student will express orally his or her own thinking and ideas.
Delivery of Oral Communications - E-5: Asking and responding to academic questions in complete sentences.

List any ELL accommodations, vocabulary, strategies you will use:

Read the problem aloud and ask the students to summarize the situation with their elbow partner.
Key vocabulary for this lesson will be displayed on posters. The poster will have visual examples of sine, cosine, tangent, opposite, adjacent and hypotenuse.

ADAPTATIONS/ENRICHMENT
List accommodations you will make for Exceptional Education students:
Simplifying the problems by drawing only the triangle and labeling the measures of the angle and the hypotenuse and then asking students to find the
unknown lengths.

List enrichment/extension activities you will provide for students:

Provide enough problems that the students can continue to work on problems as they complete them.

HOMEWORK
No homework

RESOURCES/MATERIALS

• Workbook: Hart Interactive Geometry Module 3, Unit 7, Lesson 24 engage ny

• Graphing calculator

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
 The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)

TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(Sub-tasks/topics) (BW, lecture, lab, group work, handout, (Active participation, Int. Closure)
guiding questions, etc)
8 min 1. Opening Exercise – Approximate the BW: Opening Exercise 1A and 1B, page 235. • Students should answer bellwork
distance between two locations on a Working with elbow partner. • Int. Closure: Describe similar real-world
map and discuss situations in the real Class discussion: Other real-world situations that situation
world that use trigonometry use trigonometry.

8 min 2. Use a calculator to get the sine and Calling on non-volunteers for the guiding • Students should individually fill in the
cosine of angles. Examine patterns in questions. table
the table of angles. Guiding Questions: What do you notice about • Int. Closure: Each student makes
the numbers? (exercises 3&4) observations about the number in the
table.
5 min 1. Find missing side lengths on a triangle Calling on non-volunteers for the guiding • Students should complete problem 5
(exercise 5) questions.
Guiding Questions: What can we do to find the
length of side a?
Could we have used another method to determine
the length of side b?
5 min 2. Solve a real-world problem using Direct Instruction/Lecture: Boat traveling off • Students should work thru the problem in
trigonometry as a class. course, exercise 6. their workbook with the teacher

10 min 3. Find the value of the trigonometric
ratio and find the missing angle.
15 min 4. Solve real world problems using
trigonometry.
3 min 5. Explain how to find the unknown
length of a side of a right triangle.
(If time) Explain how you can find the
unknown length of a side of a triangle
that does not have a right angle.
Workbook: Problems 1-10.
Students may work with their elbow partners.
Walking the trenches, asking students to
explain their work.
Workbook: Problems 11-16.
Students may work with their elbow partners.
Walking the trenches, asking students to
explain their work.
Closure
Call on non-volunteers to share their explanation.
• Students should work problems 1-10.
• Students should be able to explain their
thought process.
• Students should work problems 11-16.
• Students should be able to explain their
thought process.
• Students should write down an answer to
the closure question, then share with their
partners and be prepared to share with the
class.
• Int. Closure: Think, Pair, Share
 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

Lesson 24: Solving Problems Using Sine and Cosine

Opening Exercise
1. The bus drops you off at the corner of H Street and 1st Street, approximately 300 ft. from school. You plan
to walk to your friend Janneth’s house after school to work on a project.

A. Approximately how many feet will you have to walk from school to Janneth’s house? Round your
answer to the nearest foot. (Hint: Use the ratios you developed in Lesson 20.)

B. In real life, it is unlikely that you would calculate the distance between school and Janneth’s house in
this manner. Describe a similar situation in which you might actually want to determine the distance
between two points using a trigonometric ratio.

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.235
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

2. Use a calculator to find the sine and cosine of 𝜃𝜃. Give your answer rounded to the ten-thousandth place.

𝜽𝜽 𝟎𝟎 𝟏𝟏𝟎𝟎 𝟐𝟐𝟎𝟎 𝟑𝟑𝟎𝟎 𝟒𝟒𝟎𝟎 𝟓𝟓𝟎𝟎 𝟔𝟔𝟎𝟎 𝟕𝟕𝟎𝟎 𝟖𝟖𝟎𝟎 𝟗𝟗𝟎𝟎

sin 𝜃𝜃

cos 𝜃𝜃

3. What do you notice about the numbers in the row sin 𝜃𝜃 compared with the numbers in the row cos 𝜃𝜃?

4. Provide an explanation for what you noticed in Exercise 2.

Now that we can calculate the sine and cosine of a given angle using a calculator, we can use the decimal
value of the ratio to determine the unknown side length of a triangle.

5. Find the values of 𝑎𝑎 and 𝑏𝑏.

𝑎𝑎
When we use a calculator to compute, what we get is a decimal approximation of the ratio . Our
26
calculators are programmed to know which number 𝑎𝑎 is needed, relative to 26, so that the value of the ratio
𝑎𝑎 𝑎𝑎
is equal to the value of sin 40. For example, sin 40 = and sin 40 ≈ 0.6428. Our calculators give us the
26 26
number 𝑎𝑎 that, when divided by 26, is closest to the actual value of sin 40.

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.236
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

6. A shipmate set a boat to sail exactly 27° NE from the dock. After traveling 120 miles, the shipmate
realized he had misunderstood the instructions from the captain; he was supposed to set sail going
directly east!

A. How many miles will the shipmate have to travel directly south before he is directly east of the dock?
Round your answer to the nearest mile.

B. How many extra miles does the shipmate travel by going the wrong direction compared to going
directly east? Round your answer to the nearest mile.

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.237
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

Lesson Summary

Your calculator can give you sine, cosine and tangent values for any angle – some will be exact
values and some will be approximations. Be sure you are in degree mode!

Degree toggle

sine, cosine and

tangent

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.238
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

Homework Problem Set

SPIRAL REVIEW: Problems 1 – 4

Find the value of each trigonometric ratio.

1. tan Z 2. cos C

3. sin C 4. tan X

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.239
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

Find the missing side. Round to the nearest tenth.

5. 6.

7. 8.

9. 10.

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.240
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

11. Given right triangle 𝐺𝐺𝐺𝐺𝐺𝐺, with right angle at 𝐺𝐺, 𝐺𝐺𝐺𝐺 = 12.2, and 𝑚𝑚∠𝐺𝐺 = 28°, find the measures of the remaining
sides and angle to the nearest tenth.

12. The Occupational Safety and Health Administration (OSHA) provides standards for safety at the
workplace. A ladder is leaned against a vertical wall according to OSHA standards and
forms an angle of approximately 75° with the floor.
a. If the ladder is 25 ft. long, what is the distance from the base of the ladder to the
base of the wall?

b. How high on the wall does the ladder make contact?

c. Describe how to safely set a ladder according to OSHA standards without using a protractor.

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.241
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

13. A regular pentagon with side lengths of 14 cm is inscribed in a circle. What is the radius of the circle?

14. The circular frame of a Ferris wheel is suspended so that

it sits 4 ft. above the ground and has a radius of 30 ft.
A segment joins center 𝐶𝐶 to point 𝑆𝑆 on the
���� makes an angle of 48° with the
circle. If 𝐶𝐶𝑆𝑆
horizon, what is the distance of point 𝑆𝑆 to the
ground?
C
Horizontal Center Line

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.242
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

15. Tim is a contractor who is designing a wheelchair ramp for handicapped access to a business. According
to the Americans with Disabilities Act (ADA), the maximum slope allowed for a public wheelchair ramp
forms an angle of approximately 4.76° to level ground. The length of a ramp’s surface cannot exceed
30 ft. without including a flat 5 ft. × 5 ft. platform (minimum dimensions) on which a person can rest, and
such a platform must be included at the bottom and top of any ramp.
Tim designs a ramp that forms an angle of 4° to the level ground to reach the entrance of the building.
The entrance of the building is 2 ft. 9 in. above the ground. Let 𝑥𝑥 and 𝑦𝑦 as shown in Tim’s initial design
below be the indicated distances in feet.
a. Assuming that the ground in front of the building’s entrance is flat, use Tim’s measurements and the
ADA requirements to complete and/or revise his wheelchair ramp design.

(For more information, see section 405 of the 2010 ADA Standards for Accessible Design at the
following link: http://www.ada.gov/regs2010/2010ADAStandards/2010ADAstandards.htm#pgfId-
1006877.)

b. What is the total distance from the start of the ramp to the entrance of the building in your design?

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.243
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 Hart Interactive – Geometry Lesson 24 M3
GEOMETRY

16. Tim is designing a roof truss in the shape of an isosceles triangle. The design shows the base angles of the
truss to have measures of 18.5°. If the horizontal base of the roof truss is 36 ft. across, what is the height
of the truss?

Lesson 24: Solving Problems Using Sine and Cosine

Unit 7: Trigonometry S.244
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This file derived from GEO-M2-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.