Lesson Plan Template
IMPORTANT NOTE: This is a generic lesson plan template. Please check the rubric found in moodle for
instructions on which sections need to be filled in.. Follow the directions and observe the rubrics for all four lesson
plans. The points assigned to the lessons vary according to requirements for each lesson plan.
Name
Abhilasha Singh
Subject and Grade Level Geometry, 9-12
Unit Title
Trigonometry
G.GSRT.6 Understand how the properties of similar right triangles allow the
trigonometric ratios to be defined and determine the sine, cosine and tangent
in a right triangle.
TSWBAT identify sine, cosine and tangent ratios using three similar
Objective(s)
triangles.
TSWBAT use similarity to explain the definition of trigonometric ratios for
acute angles.
Instructional Design
Include what the teacher will be doing AND what the students will be doing in each Pacing
segment of the instructional design
In order to get students excited about the new lesson the teacher
will show a video “Getting Triggy with it. The video shows a high 5 min
Hook
school in Ohio recreating Will Smith song to “ Getting Triggy
with it.” (Aural) (musical intelligence)
Present a mini lecture. First I will show them some pictures that
25 min
Presentation/
demonstrates real world examples. Teacher will explain each
Demonstration
trigonometric ratio and will define opposite side, adjacent side and
hypotenuse in respect of a given angle of a triangle. Student will
begin taking notes. (Visual, Auditory) (logicalmathematical/spatial and linguistic)
*Teacher will make sure the students understand that the
hypotenuse of a right triangle will only be hypotenuse. It will
never be adjacent or opposite.
Standard(s)
*Teacher will make sure students do not use the 90 degree angle
as the reference angle.
ESOL students will be given a copy of teacher’s notes.
Guided Practice
Basically the lecture will start with a guided activity. Before
35 min
presentation teacher will write a problem on board. After writing
the problem teacher will ask students to turn to a partner, the
person with shorter height has 30 seconds to share how they would
find the measure of all the sides and angles to solve the problem.
At the end of 30 seconds, tell the partner that listened to say, “That
is an interesting idea.” Then, have the partners switch so that the
listening partner is now sharing. Give the students 30 seconds to
reveal their ideas. Teacher will circulate the room and listen to
several conversations to gauge what students know for the
concept. Once time is up, teacher will choose several students to
share an idea discussed in their group.
After this activity teacher will present the lecture. At the end of the
lecture, slide 10 will be used for guided practice with instructor.
Teacher will work the first example to demonstrate for the
students.



Have the students think about: What would the
trigonometric ratios for angle T be? (3-5 seconds)
Allow the students to discuss this with their partner (30
secs)
Teacher pick students to share with the class ideas that
were discussed.
(Visual, logical and social) (logical-mathematical/social,spatial)
Independent
Practice
Closure
Teacher will write three more problems on board and ask students
to solve it while teacher will move around the class and help
students having difficulty solving the problem. After slide 5
independent practice will be assigned.
Students will identify the types of triangles that are pictured,
20 min
find the missing leg of a triangle using the Pythagorean Theorem,
and find the missing angle of a triangle when two angles are given.
Give the students about 5 minutes to complete the problems. Take
2 minutes to review the problems and answer any questions.
Teacher will 6 trigonometric ratios problems on board for
students sitting as paired partners. The shorter partner will be
named as A and the taller as B. On the worksheet partner A will
do even numbered question and B will do odd numbered.
(logical, solitary) (logical-mathematical, intrapersonal)
Teacher will give each student an index card. She will tell the
5 min
students that they must each create one question that can be solved
using trigonometric ratios. On the front of the card, the student
will create their question. On the back of the card, the student
must show all steps to answer their question and provide the
answer. Each student must write their name and period in the
lower left corner on the back of the card.
Questions
Starter- for chapter Sin x = 5/6 find cos x
Find Sin C, Cos C and Tan C in ∆ABC if BC=30, AB=21 and AC
= 28 then find Sin B, Cos B and Tan B for the same triangle.
Which answers are same.
Find Sin C, Cos C and Tan C in ∆ABC if BC=50, AB=48 and AC
= 24 then find Sin B, Cos B and Tan B for the same triangle.
Which answers are same.
List of
Materials
https://www.youtube.com/watch?v=t2uPYYLH4Zo&feature=emb_title
Assessments
Brief Description of Formal Teacher will use worksheet for independent
work as formal class work.
Brief Description of Informal Observation and Polling.