Edma417 Madelinecooney Year10trigonometry Unit Overview

EDMA417: MATHEMATICS CURRICULUM & TEACHING
M.COONEY S00154343
EDMA417 Assessment 2: Unit Overview Year 10 Pythagoras Theorem & Trigonometry.
Rationale:
The following unit has been developed for the year 10 in depth study of trigonometry, in accordance
with the relevant AusVELS and Australian Curriculum standards and progression points (Australian
Curriculum, 2015; AusVELS, 2015). It is expected that students would have already completed units
on linear functions and algebra as well as geometry (while completion of a geometry unit isnt
integral to completing this unit, understanding of angle properties would help with many tasks in
this unit).
This unit aims to help students develop an understanding of the concepts associated with
trigonometry and apply these understandings to various problems. Tasks in this unit have ample
opportunity for teacher scaffolding and can be altered easily enough to cater for various learners in
the classroom. The lessons in this unit are structured around classroom discussion and investigation,
allowing students to make connections between content, develop deeper understandings and
actively participate in their own learning (Wolfe, 2014; Ghousseini, 2015). As such, the lessons
include scaffolding questions and discussion topics rather than actual teaching or classroom
management techniques. It is not the purpose of this unit to inform how to run a class, it is more
about what to include in a class.
The lessons and assessment tasks in this unit also include links to relevant aspects of everyday life.
Connecting math with real world problems gives students the opportunity to find relevance in the
mathematics and apply their world knowledge to the problem (Welchman-Tischler, 1992).
Technology in this unit is also used to support, not replace, student learning. This is evident in the
mid-unit assessment task (as will be explained later in the unit outline).
This unit can also be used for a 10 A curriculum, however it would serve as the beginning of their
unit and would extend further into sine and cosine rules, unit circles and symmetry properties as the
curriculum requires. As such, the summative would differ, however the Shot on Goal task would still
be relevant as well as the key learning tasks and activities for each lesson.
EDMA417_2015_MadelineCooney_TrigonometryUnit
M.COONEY S00154343
Unit Overview:
Lesson Topic:
Introduction to
Lesson Number:
1
Trigonometry.
Key Learning ideas:
Knowledge process:
Labelling sides.
Orientating.
Angle size in relation to

side length size.
Trigonometric Ratios.
Finding Lengths.
Finding Angles.
2
3 & 4.
5&6
Soh-Cah-Toa
Enhancing.
Identifying relevant
Orientating and
angles and sides.
enhancing.
Inverse trigonometry
Orientating and
process.
enhancing
Using side lengths to find

angles.
Mid Unit Assessment
Shot on Goal Part 1
Task.
Mid Unit Assessment
evaluating.
8
Shot on Goal Part 2
Task.
Mid Unit Assessment
Enhancing and
evaluating.
Shot on Goal Part 3
Task.
Angles of Elevation and
Enhancing and
Enhancing and
evaluating.
10 & 11
Depression.
Introduction: Mountain
Enhancing.
peak task
Bearings.
12 & 13
Introduction to bearings.
Orientating.
Bearings.
14
Orienteering Task.
Enhancing.
End of Unit Test
15
Multiple Choice and
Evaluating.
Short Answer test.

Possible re-organisation of lessons: lessons 1-9 followed by lessons 14, 13, 12, 11 and 10. Bearings
are able to be taught before Angles of Elevation and depression. Lessons 1-6 must be taught
before the mid unit assessment task and the end of unit test must be at the end of all the content.
M.COONEY S00154343
Established Goal(s)/Content Standard(s): AusVELS/AC

-Students are confident, creative users and communicators of mathematics, able to investigate,
represent and interpret situations in their personal and work lives and as active citizens.
-Students develop an increasingly sophisticated understanding of mathematical concepts and
fluency with processes, and are able to pose and solve problems and reason in Number and
Algebra, Measurement and Geometry, and Statistics and Probability.
-Students recognise connections between the areas of mathematics and other disciplines and
appreciate mathematics as an accessible and enjoyable discipline to study.
- [Students] use parallel and perpendicular lines, angle and triangle properties, similarity,
trigonometry and congruence to solve practical problems and develop proofs involving lengths,
angles and areas in plane shapes. They use digital technology to construct and manipulate
geometric shapes and objects, and explore symmetry and pattern in two dimensions.
-Solve right-angled triangle problems including those involving direction and angles of elevation
and depression (ACMMG245)
Understanding (s)
Essential Question(s):
Students will understand:
in a triangle?
The size of angles in a triangles directly

correlates with the size of side lengths,
e.g. right angle in a triangle is the

largest angles and is directly opposite
The applications of Soh-Cah-Toa and its

use in finding unknown angles and side
lengths.
The links between trigonometry and

previous triangle work such as
Pythagoras Theorem and previous angle
work such as Geometry.
The applications of trigonometry to real

life situations such sport, leisure and
the environment.
How do we find unknown angles and

side lengths?
the largest side length, the hypotenuse.
What is the relationship between angles
What is already known about right

angle triangles?
What are the real life applications of

trigonometry?
M.COONEY S00154343
Student Outcomes:
By the end of this unit students will be able to:
-
Identify and use trigonometric rations in order to find and angle or side length.
Apply their trigonometry knowledge to real life situations.
Evaluate the usefulness of certain trigonometric rations to specific problems.
Create links between trigonometry and previous content strands such as geometry and
linear functions
Solve trigonometry ratio problems with ease and apply this knowledge to higher order
questions.
Performance Task(s):
Other Evidence:
Formative:
Formal formative assessments for this unit will
include the mountain task in Angles of Elevation
and Depression lessons and the orienteering
task in a Bearings lesson. Other informal
formatives will include student engagement in
the Shot on Goal task and how well they
collaborate with their partners.
Summative:
Summative assessments for this unit will be the
Shot on Goal task and an end of unit test. The
end of unit test will be made up of multiple
choice questions for the basic knowledge
(identifying sides, angles, ratios, etc.) and short
answer questions for the application type
questions (angles of elevation and depression,
bearings, etc.).
In class discussions and work will be a

key indicator of student understanding
and learning. Engagement in tasks such
as those outlined in this unit will give a
great indication of student
understanding.
M.COONEY S00154343
LESSON 1.
Introduction to Trigonometry.
Lesson
This lesson aims to introduce students to the idea of labelling sides in relation to
Rationale:
the angles. Students will already have previous knowledge of the hypotenuse
from the study on Pythagoras Theorem, and some knowledge of trigonometric
ratios from year 9 work.
The main aim of this lesson is to broaden students understanding of right angles
triangles and the relationship between angles and side lengths. Understanding
that the size of the angle correlates with the side length will help students
analyse their own working and evaluate correct and incorrect workings which
will help to eliminate silly mistakes.
OVERVIEW.
POINTS:
Key Questions:
What is adjacent? Opposite?
EXAMPLE:
What is the side adjacent/opposite to?

What is the hypotenuse? What makes
it the largest side? What is it related
to?
Key Tasks:
Identifying opposite, adjacent and

hypotenuse within varying right angle
H
X
triangles.
A
Creating their own triangles and
identifying opposite, adjacent and
hypotenuse.
Discussion into the relationship with
angle size and the length of the
opposing side.
O
H
X
A

Assessment:
M.COONEY S00154343
Informal formatives can occur during this class. Discussions and participation in
the class as well as workbook checks and conversations with students are great
indicators as to where students are in regards to the content and how much they
are understanding.
M.COONEY S00154343
LESSON 2.
Trigonometric Ratios.
Lesson
The aim of this lesson is a little tedious but still necessary.
Rationale:
While many students would have studied and successfully completed the year 9
unit on trigonometry, others may still have issues with sine, cosine and tangent
relationships with right angle triangles. This lesson is a re-cap of the Soh-Cah-Toa
relationship and as such a lot of the work will be discussions in class, working on
examples collaboratively and simply identifying the relationship required to find
an unknown.
Students will also investigate the relationship between sine and cosine in
relation to tangent and evaluate what this means for trigonometric rations and
right angle triangles.
OVERVIEW.
POINTS:
Key Questions:
What is sine concerned with?
EXAMPLE:
What is cosine concerned with?

What is tangent concerned with?
What is the relationship between
tangent and the other two
trigonometric functions? What does
this tell is about these functions?
Key Tasks:
Using Soh-Cah-Toa and identifying

triangles that require sine, cosine or
tangent.
X
5

identifying the sine, cosine and
3
tangent relationship within them.

Discussing the link between tangent
and sine and cosine and using this
understanding to fins sine and cosine
without a triangle.
Sin(x)=O/H
tan(x)=O/A
= 3/5
=3/4
Cos(x)=A/H
=4/5

Assessment:
M.COONEY S00154343
are understanding.
M.COONEY S00154343
LESSON 3 &4.
Finding Lengths.
Lesson
These lessons is based around finding the unknown length of sides by identifying
Rationale:
relevant angles and sides lengths. Again these are tedious lessons, however a
grasp of trigonometric rations and finding unknown lengths is necessary for the
next lessons in the unit sequence.
OVERVIEW.
POINTS:
Key Questions:
What is it we are trying to find?
EXAMPLE:
How can we find it?

What ratios can we use to find the
unknown? Could we have used any
others? Will we still get the same
result?
Key Tasks:
Finding unknown side lengths using

trigonometric ratios.
55
finding the unknown.
4
Adjacent and opposite values.
Sin(55)=4/x
x*sin(55)=4
x=4/(sin(55))
OR cos(55)=3/x
x*cos(55)=3
x=3/(sin(55))
M.COONEY S00154343
5
X
35
4
Looking for opposite angle, that is out
unknown:
Sin(35)=x/5
x=5*sin(35)
Assessment:
are understanding.
Links to
-Solve right-angled triangle problems including those involving direction and
AusVELS:
angles of elevation and depression (ACMMG245)
M.COONEY S00154343
LESSON 5 & 6.
Finding Angles.
Lesson
These lessons focus on finding unknown angles in a right angle triangle using
Rationale:
trigonometric ratios. Students will investigate first how they might find an
unknown angle, working collaboratively as a class and discussing the possible
ways to approach the problems. Again, some students may have previously
learnt this in the year 9 curriculum, however it is still a necessary focus
developing an understanding of trigonometry and is essential to the Shot on
Goal task occurring after these lessons.
OVERVIEW.
POINTS:
Key Questions:
What is our unknown?
EXAMPLE:
How would we utilise a formula for

this? What would our equation look
like?
What might we do to find our
unknown? What processes could we
apply to find it?
Key Tasks:
Labelling unknowns and knowns on a

tight angle triangle.
Constructing an equation for the
5
3
unknown and applying the relevant

X
processes to find the angle.

4
*arctan, arcos and arcsin are used here

instead of inverse tangent, sine and
Can work with cosine, sine or tangent
cosine for simplicity.
for this problem.

sin(x)=3/5
x=arcsin(3/5)
cos(x)=4/5
x=arcos(4/5)
tan(x)=3/4
x=arctan(3/4)

Assessment:
M.COONEY S00154343
are understanding.
Links to
AusVELS:
M.COONEY S00154343
LESSON 7, 8 &
Extended Student Task Shot on Goal (adapted from Goos, Stillman and Vale,
9.
2007; EDMA417 workshop week 11).
Lesson
This task aims to extend students learning of the basics of trigonometry. The task
Rationale:
is technology based, however this technology doesnt replace the student

learning. Students still have to demonstrate their own understanding and
learning in order for the technology to support the task.
This three part task is advised to take place over three lessons, i.e. one part per
lesson.
Each part has ample opportunity for teacher scaffolding and it is completely up
to the teacher as to when and how to scaffold their children. It is not advised
that this task is done in test conditions or without teacher support. This task
works best when students are allowed to collaborate together and bounce ideas
off their peers and teachers.
For further notes and comments, see the student task.
Links to
- [Students] use parallel and perpendicular lines, angle and triangle properties,
AusVELS
similarity, trigonometry and congruence to solve practical problems and develop

proofs involving lengths, angles and areas in plane shapes. They use digital
technology to construct and manipulate geometric shapes and objects, and
explore symmetry and pattern in two dimensions.
LESSON 10 &
M.COONEY S00154343
Angles of Elevation and Depression.
11.
Lesson
In the first lesson, angles of elevation and depression will be introduced through
Rationale:
a Mountain Peak Task. Students will be given information and, working in pairs,
will be asked to find the angle of elevation or depression (not labelled as such).
They will work collaboratively, using their previous knowledge on trigonometric
ratios to find the unknown angles. They may also use previous geometry
knowledge to find the angles as well if that is the path they choose, however the
main focus should be trigonometry.
Teachers will scaffold where necessary, working one on one, one to many or
pausing the class to support students working through a section if a majority of
the class is struggling.
Lesson 11 is simply an extension of this investigation, using other examples to
strengthen the students understanding of the content.
OVERVIEW.
Key Questions:
What are our unknowns? How do you propose we find them?

What do we know? How does that help us find our unknowns?
Key Tasks:
*mountain task adapted from Cambridge Essential Mathematics for the

Australian Curriculum Year 10 and 10A, pg 236.
Two mountain peaks in victoria are Mt Stirling (1749m) and Mt Buller (1805m).
the horizontal distance between these two mountains is 6.8km (6800m)
-
Is there enough information here to find an angle? What angle would we

be looking for?
What could our diagram look like?
If I asked for the angle of elevation what would I be looking for? How
about depression?
Students are to take the information given to them and attempt to work out the
problem, listening to prompts and collaborating with each other.

Assessment:
M.COONEY S00154343
are understanding.
Links to
AusVELS:

LESSON 12 &
M.COONEY S00154343
Bearings.
13.
Lesson
Students will be introduced to bearings in these lessons, working through
Rationale:
various problems to develop an understanding of how angles work with

direction.
Teacher scaffolding will be necessary in this task as students may or may not
have been introduced to bearings before. Previous knowledge of geometry
properties should assist in developing an understanding of bearings and
direction.
OVERVIEW.
POINTS:
Key Questions:
Where is north, south, east and west?

Can we see any relation to trigonometry? What hints to us that trigonometry
could be used?
Key Tasks:
Working with bearings and identifying the triangles within the bearing.
Assessment:
are understanding.
Links to
AusVELS:

LESSON 14.
Bearings.
Lesson
Orienteering task.
Rationale:
M.COONEY S00154343
This task is going to change for each school and its architecture and building
placement. Students are given a list of instructions and a compass and told to
follow the directions, given as bearing problems. Successful completion of the
task would require students to reach their required destination.
This task can have one required destination or multiple with different ending
spots for different groups (up to the teachers discretion). If differentiating the
end position, this would be a great indicator of how many students really
worked through the task compared with how many just followed other groups.
OVERVIEW.
Assessment:
Completion of the orienteering task would be a great formative for this concept.
if students can complete the task
Links to
AusVELS:
M.COONEY S00154343
LESSON 15.
End of Unit Summative Test.
Lesson
This lesson is dedicated to an end of unit summative test.
Rationale:
This test consists of multiple choice questions for the more simple tasks (such as
identifying sides and using Soh-Cah-Toa) and short answer questions for the
application type tasks such as bearings, angles of elevation and depression and
application of trigonometric ratios (as is investigated in the Shot on Goal task).
The questions on the test are up to teachers discretion and are to be indicative
of the level of understanding of the class. There is no point focusing entirely on
trigonometric ratios if the class is past that level, just as there is no point having
a test consist entirely of application type questions if the class isnt quite there
yet.
An even distribution of marks between the multiple choice and short answer
questions (as well as topic and content covered) is needed for a fair test and to
allow students to have a fair chance of doing well. Some sample questions are
included in the assessment task of this plan.
OVERVIEW.
Links to
AusVELS:

- [Students] use parallel and perpendicular lines, angle and triangle properties,
similarity, trigonometry and congruence to solve practical problems and develop
proofs involving lengths, angles and areas in plane shapes. They use digital
technology to construct and manipulate geometric shapes and objects, and
explore symmetry and pattern in two dimensions.

*Appendices (shot on goal task) added as separate files in submission.
M.COONEY S00154343
M.COONEY S00154343
REFERENCES.
Edwards, I. (2006). Teachers Teaching with Technology: Shot on Goal. Retrieved from
https://extranet.education.unimelb.edu.au/DSME/RITEMATHS/general_access/curriculum_resou
rces/trig_functions/shots_on_goal/nspire_class.pdf
Greenwood, D., Woolley, S., Vaughan, J. & Goodman, J. (2011). Essential Mathematics for the
Australian Curriculum Year 10 & 10A. Great Britain: Cambridge University Press.
Ghousseini, H. (2015). Core practices and problems of practice in learning to lead classroom
discussions. The Elementary School Journal, 115 (3), 334-357.
Goos, M., Stillman, G. & Vale, C. (2007). Teaching Secondary School Mathematics. New South Wales,
Australia: Allen & Unwin
Welchman-Tischler, R. (1992). Making mathematical connections. The Arithmetic Teacher, 39 (9), 1217.
Wolfe, K. (2004). Teaching methods using discussions in the classroom. Journal of Teaching on
Travel & Tourism, 3 (4), 79-83. doi: 10.1300/J172v03n04_05

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EDMA417: MATHEMATICS CURRICULUM & TEACHING

EDMA417 Assessment 2: Unit Overview Year 10 Pythagoras Theorem & Trigonometry.

EDMA417: MATHEMATICS CURRICULUM & TEACHING

Key Learning ideas:

Angle size in relation to

angles and sides.

Using side lengths to find

Shot on Goal Part 1

Shot on Goal Part 2

Shot on Goal Part 3

End of Unit Test

Multiple Choice and

Short Answer test.

EDMA417: MATHEMATICS CURRICULUM & TEACHING

Established Goal(s)/Content Standard(s): AusVELS/AC

Students will understand:

The size of angles in a triangles directly

e.g. right angle in a triangle is the

The applications of Soh-Cah-Toa and its

The links between trigonometry and

The applications of trigonometry to real

How do we find unknown angles and

the largest side length, the hypotenuse.

What is the relationship between angles

What is already known about right

What are the real life applications of

EDMA417: MATHEMATICS CURRICULUM & TEACHING

Apply their trigonometry knowledge to real life situations.

Evaluate the usefulness of certain trigonometric rations to specific problems.

In class discussions and work will be a

EDMA417: MATHEMATICS CURRICULUM & TEACHING

What is adjacent? Opposite?

What is the side adjacent/opposite to?

Identifying opposite, adjacent and

EDMA417: MATHEMATICS CURRICULUM & TEACHING

EDMA417: MATHEMATICS CURRICULUM & TEACHING

The aim of this lesson is a little tedious but still necessary.

What is sine concerned with?

What is cosine concerned with?

Using Soh-Cah-Toa and identifying

Creating their own triangles and

tangent relationship within them.

EDMA417: MATHEMATICS CURRICULUM & TEACHING

EDMA417: MATHEMATICS CURRICULUM & TEACHING

What is it we are trying to find?

How can we find it?

Finding unknown side lengths using

finding the unknown.

EDMA417: MATHEMATICS CURRICULUM & TEACHING

-Solve right-angled triangle problems including those involving direction and

angles of elevation and depression (ACMMG245)

EDMA417: MATHEMATICS CURRICULUM & TEACHING

What is our unknown?

How would we utilise a formula for

Labelling unknowns and knowns on a

unknown and applying the relevant

processes to find the angle.

*arctan, arcos and arcsin are used here

Can work with cosine, sine or tangent

cosine for simplicity.

for this problem.

EDMA417: MATHEMATICS CURRICULUM & TEACHING

-Solve right-angled triangle problems including those involving direction and