Grades 9-12
Getting Triggy Wit It
David Rush
Harrisonburg City Schools
________________________________________________________________________
Overview
In this lesson, students will find trigonometric ratios using right triangles and then use
those ratios to solve for a given side. Students will then be asked to apply these ideas to
solve triangles using real-world data (finding height of objects outside).
Time Allotment
Two 90 minute blocks
Learning Objective
Upon the completion of this lesson, students will
-be able to identify trigonometric ratios using right triangles
-be able to solve real-world problems involving trigonometric ratios
-be able to solve problems using the angle of elevation/depression
VA SOL G.7 The student will solve practical problems involving right triangles by
using the Pythagorean Theorem, properties of special right triangles, and
right triangle trigonometry. Solutions will be expressed in radical form or
as decimal approximations. (Virginia Department of Education, Standards
of Learning, 2001)
Media Components
-Website: youtube video
Doffaren. “Getting Jiggy With It.” Perf. Will Smith. 6 August, 2007.
YouTube. 8 April, 2011.
http://www.youtube.com/watch?v=j4G1L8lV6LQ
-Website: youtube video
HSHSmath. “Gettin Triggy Wit It.” 31 January, 2011. YouTube. 8 April,
2011. http://www.youtube.com/watch?v=t2uPYYLH4Zo
- Note Taking via Document Camera/SmartBoard
Materials and Student Handouts
- Computer/Projector
- Trig Notes (1 per student)
- Method of delivering notes (Smartboard/Document Camera)
- Measuring Tape (enough for each pair)
- Clinometer (Or take extra time to make your own) (enough for each pair)
- Student Calculators with trig functions
- Pre-Algebra with Pizzazz worksheets (pgs. 167, 169, 170) from Creative
Publications Arthors: Steve and Janis Marcy
Teacher Preparations
*All worksheets and notes are available in Smart Notebook, PowerPoint and Jpeg
formats at:
http://staff.harrisonburg.k12.va.us/~drush/index.php?pages_id=17&t=NTTIlesson-plan
- Prepare the videos for viewing
- Get all supplies together
- Copy guided notes and homework worksheets
- Get access to the football field (light poles)
Introductory Activity
Focus: “You have been studying various characteristics of right triangles.
Today, we are going to learn some basic right triangle trigonometry. The
word trigonometry comes from 2 Greek words, trigon, meaning triangle, and
metron, meaning measure. So, we are basically studying the measures of
triangles –angles and sides. Who has heard of a singer named Will Smith?
Have you heard his song Getting Jiggy Wit It? Let’s listen to a little bit of it.”
Play : Getting Jiggy With It by Will Smith (:35 to 1:10)
Learning Activities
#1
Focus: “Some students at another school made a video entitled “Getting Triggy
Wit It.” We are going to use sections of this video to help us learn about trig
ratios. First, we have to identify the various sides of a triangle. Pick out what
the 3 sides of the right triangle are and where they are located. Make a
reference to them on your notes”
Play: “Getting Triggy Wit It“ (0:00 – 1:00) (replay if needed)
Activity: Complete Notes Section Identifying Sides
Follow-up: “What were the 3 sides of the right triangle and how do we locate
them?”
#2
Focus: “Next, we are going to set up some trig ratios. The trig functions we will
be using are the sine, cosine, and tangent functions. I am going to show you
part of this video that shows you the ratios. Please try to identify the 3 trig
ratios for each function and reference them on our notes.”
Play: “Getting Triggy Wit It” (1:00-1:55) (replay if necessary)
Activity: Complete notes section Setting up ratios and give the students practice
with the additional problem. Also, show them how to use the calculator to
find the trig ratio for a specific angle measure.
Follow-up: “What are some ways that you can remember these three ratios?”
SOH CAH TOA
Some Old Hippy Caught A High Tripping On Acid
Come up with your own Acronym
#3
Focus: “Now that we know how to set up the ratios, let’s solve them. If we are
given 2 sides or angles, we can figure out the others. During this segment of
the video, try to look for how to solve the ratios to find a given side and
reference them on your notes.”
Play: “Getting Triggy Wit It” (2:00-2:31) (replay if needed)
Activity: Complete notes section Solving for a side and give the students practice
with the additional problems.
Follow-up: “I your own words, how is it that we can solve for a side?”
#4
Focus: “We’ve solved for sides, now do you think it is possible to solve for an
angle measure? Any ideas of how we might do this? Let’s take a look at the
video. See if you can explain to me how we might do this after this segment.”
Play: “Getting Jiggy Wit It” (2:31-2:48) (replay if necessary)
Activity: Complete notes section “Solving for an angle” and give time for the
students to work the extra practice problems.
Follow-up: “What function are we using to solve for an angle?”
Culminating Activity
Focus: “Now that we know how to solve a triangle for both sides and angles, how
might we use these ideas? In what sort of job might this come in handy?
(Pause to take ideas and explore them a bit) Let me give you one scenario
where we could use this. The football stadium has a few lights that need to be
replaced. They are way too tall to use a ladder or to safely climb, so we will
need something with a boom to lift us up there. How high will the boom need
to reach?”
Activity: Separate the students into small groups. Give each group a tape
measure and a clinometer. Let them start discussing the measurements they
will need to gather in order to find the height of the light poles. Take them
outside to gather the information needed. Have them draw a picture and show
work in figuring how tall the poles are.
Follow-up: “How tall were the poles? Since some of your answers are different,
why might they be different? What inconsistencies might there be to give us
different answers?”
Assessment
The homework assignments for these two days would include three
worksheets from the Pre-Algebra with Pizzazz workbook:
Pg. 167 (setting up ratios)
Pg. 169 (solving for a side)
Pg. 170 (solving for an angle)
Have the students write an exit journal each day summarizing what they
learned that day and how it may be useful to them in the future.
About the Author
David Rush is currently teaching mathematics at Harrisonburg High School in
Harrisonburg, VA. The 2010-2011 school year is his 12th year teaching. He
taught 9 years at Stonewall Jackson High School in Shenandoah County prior
to teaching at HHS. He got is undergraduate degree at Eastern Mennonite
University and has a Master’s in School Administration from James Madison
University. He coached basketball and soccer and was an assistant Athletic
director. He enjoys watching and playing various sports.