UMF Secondary Education Lesson Plan Template

Name: Aurora Turmelle Program: Secondary Course: Practicum (EDU 222,

Education EDU 223, SED 220)

Lesson Topic / Title: Triangles: Sine, Cosine, and Pythagorean Theorem

Lesson Date: Lesson Length: Grade/Grade Range: Sophomores

(Lesson # in your unit sequence) 120 Minutes (1.5 blocks) - 10th Grade - Geometry Students
3 of 3 LE UNSURE OF TIME FRAME
CURRENTLY
TEAL COLORED

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings.​

Learning Objective(s) Instructional Decisions / Reasoning

(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you
observable and age/content appropriate. They may be from Stage 1 chose these objectives. How are they content, age
and/or they may be more detailed ones specific to this lesson. They and lesson topic appropriate?)
must align with targeted standards and conceptual understandings. If
you have any additional objectives for particular students related to IEP
goals, you can include those here too.)

Content Standard(s) Instructional Decisions / Reasoning

(Identify the relevant content standards (CCSS, MLR, ISTE, other) and
discipline specific standards (mathematical practice, ELA literacy,
anchor, cross-cutting, other). Align objectives with content- and
discipline-specific standards.)
Prove theorems involving similarity
CCSS.MATH.CONTENT.HSG.SRT.B.5
A1 ​Use congruence and similarity criteria for triangles to solve
problems and to prove relationships in geometric figures.
Define trigonometric ratios and solve problems involving
right triangles
CCSS.MATH.CONTENT.HSG.SRT.C.7
B1 ​Explain and use the relationship between the sine and
cosine of complementary angles.
(In bulleted form, why did you choose these
standards?)
A1 ​Students must be able to recognize
that roofs utilize trusses (triangles) of the
same dimension, shapes and size to build
even and symmetric rooves. Therefore,
students must be able to use congruence
and similar criteria in order to effectively
build and design a model home for their
GRASPS project.
B1 ​As trigonometry will continue to be built
on as they continue with their mathematics
CCSS.MATH.CONTENT.HSG.SRT.C.8
B2 ​Use trigonometric ratios and the Pythagorean Theorem to
solve right triangles in applied problems.*
Apply trigonometry to general triangle
CCSS.MATH.CONTENT.HSG.SRT.D.10
C1 ​Prove the Laws of Sines and Cosines and use them to solve
problems.
CCSS.MATH.CONTENT.HSG.SRT.D.11
C2​​ Understand and apply the Law of Sines and the Law of
Cosines to find unknown measurements in right and non-right
triangles (e.g., surveying problems, resultant forces).
Apply Geometric Concepts and Methods in Modeling
Situations
CCSS.MATH.CONTENT.HSG.MG.A.3
D1 ​Apply geometric methods to solve design problems (e.g.,
designing an object or structure to satisfy physical constraints or
minimize cost; working with typographic grid systems based on
ratios).
Craft and Structure:
CCSS.ELA-LITERACY.RST.9-10.4
E1 ​Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to ​grades 9-10
texts and topics​.
educations, students need to understand
how sine and cosine relate to angles in
order so solve for specific components of
said angles (x value, y value, etc)
B2 ​Students will be learning the
Pythagorean Theorem, and will be using it
to solve for missing side lengths for
triangles in the real world
C1 ​The Law of Sines and Law of Cosines
are necessary for students understanding,
and required for solving triangles when
only given one leg-length and two angles.
Further as this is a property that will
continue to pop up later in their
mathematics career, students must be
familiar with this a=b=c kind of problem set
up.
C2 ​Building off of ​C1​​, students will need to
understand how to specific components of
triangles are related, and how they can be
used to solve for missing components of a
triangle.
D1​​ In order to effectively design a model
home that is within a specified budget,
students must be able to apply the
geometric methods (the Pythagorean
Theorem, the Law of Sines, Law of
Cosines) that they have been learning
throughout this unit to their model-home
design.
E1 ​Students will able to recognize
math-specific symbols (such as the angle
symbol, the parallel symbol, degree, etc),
key terms, and other content-specific
words and apply them to solve problems.
Students will need to understand these
because these mathematics symbols will
follow them into later math classes (both in
high school and in college).
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning

● In bulleted form, list at least one assessment for each instructional
objective.
● At least one of these assessments should come from your Stage 2.
● Put brief description of each formative and summative assessment
for this lesson here; full description in teaching & learning sequence.
● In bulleted form that aligns with assessments on
the left, state whether the assessment is formative
or summative and what type of assessment it is:
pre-, self-, peer- or teacher-.
● What are the differentiated ways students can
demonstrate their understanding of the learning
objectives?
● What accommodations, modifications, or
extensions in assessment are you using?
● What data will be gathered (prior knowledge, skill
level, potential misconception,...) and how will it
be used to give feedback to students and make
decisions about further teaching?)

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, and Instructional Decisions / Reasoning

/ or Technology
(What teacher and student materials are necessary for this lesson to be
implementation ready? In bulleted form, list handouts, types of
manipulatives, varied texts, models etc. Describe how technology
augments learning or assists in planning this lesson and what specific
technology is necessary for this lesson, when applicable.)
(In bulleted form, describe how these materials,
resources, and technology are relevant, accurate,
appropriate and accessible to the learners. Include
how you addressed students with disabilities,
language needs or giftedness.)

Computers for students to use during the research Computers allow students to complete the
portion of class. research that they need to complete the
project.
Projector
Projector allows the teacher to show
Materials to build a 3D Model (cardboard, wood, poster students various types of climates, as well
board, etc) as different architectural home styles.

Students will be building a 3D Model of the

home they’ve designed during this learning
event. As some students may not have the
ability to buy the materials that they would
like to use when building their home, this
gives all students the opportunity to have
access to the materials that they need to
completed the project.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)
Teaching and Learning Sequence
● Describe the plan and sequence of your lesson that is connected to
the objectives.
● Clearly identify timeframe.
● Describe the introduction (and hook) and closure of the lesson.
● What homework, if any, will students have following this lesson?
● Describe student groupings and room arrangement.
● Show where in the sequence technology is used to engage learners
in meeting learning objectives when appropriate.
● The sequence should include processes for monitoring student
progress.
GRASPS Project Introduction (Day 1)
40 minutes
After the class has completed the quiz from LE2, students
will be introduced to the GRASPS Project (the large
summative project for the end of the unit).
GRASPS
GOAL​​: Students will understand and be able to
apply geometric applications in the real world
ROLE​​: Architect
AUDIENCE​​: Clients
SITUATION​​: The student is an architect tasked with
designing a home for a client a specific climate.
They must research, design and execute a working
model of the home for their client. The students will
design their homes in to be best suited to specific
climates, and they will need to meet a set number of
square footage, while conforming to a set budget of
$300,000.
PRODUCT​​/Performance & Purpose: A 3D Model of
a house/building using geometric principles and
skills by using either physical or online models.
The teacher will assign the students a region at
random (​Northeast, the Southwest, the West, the
Southeast and the Midwest). After receiving the
climate that their home must be built in, students will
spend the duration of class learning about the
Instructional Decisions / Reasoning
(In bulleted form, provide any additional information
pertaining to your teaching and learning sequence
including details such as specific strategies or
instructional formats used, instructional dialogue and
potential teacher and student questions.)
Students must be introduced to the activity
that they’re going to be doing as their final
summative project before they are able to
begin working on it.
This GRASPS Project allows all students
the opportunity to engage with the material
that they have learned in various ways that
encourage the use of multiple
intelligences, and a hands-on approach to
math.
By giving students a “role-playing” activity
that is going to be used as they’re large
summative project, this gives students the
opportunity to become invested in the
material that they are learning, as it allows
them to “experience” real-world examples
of their learning.
By assigning a region at random, this
allows students to have a “real-world”
experience where architect/contractures do
not choose where they are going to be
designing a home for, which plays into
nicely into the GRASPS story, where the
students are taking on the role of meeting
the wants/needs of the client.
climate of the given region. Specifically, students will
be researching the climate’s extremes (snow, rain,
hurricanes, etc), which the students will then have to By using the environment's extremes, this
design their home, meaning that their home will
have to withstand whatever extremes it may face.
After student learned about the climate’s extremes,
they will begin researching the various styles of
architecture-designs, and finding which styles are
prevalent within that climate, as well as the purpose
of said architecture styles (ex. The benefits of
having an alpine home within the Northeast).
Further, this project will have a theoretical list of
materials, which will include the cost of the material
for one unit. This list students will use as a guideline
for staying within their budget of $300,000.
Should the student finish their research before the
end of class, whatever time they have left they will
be able to begin working on their 3D Model.
In-Class Work and Research (Day 2)
This class period will be dedicated for students to finish
up any research that they were unable to complete within
the previous class, and for them get a headstart on their
model-home building so they will have less to complete
when they are home.
informs students practices, as they must
account for what the home that they are
designing must be able to withstand in the
given environment. Further, researching
the different architectural styles that are
prevalent within the climate, this informs
the students practice further, as this gives
insight as to what has been successful
within the climate.
By having a list of materials that shows the
cost for a given unit, it requires students to
think deeply about what materials will
benefit their home best within their given
climate, and also requires students to track
their monetary value of their home, and
allows them to meet standard ​D1​​.
Giving students time to get ahead on their
3D model encourages students to
complete their model. Further, this gives
students access to their teachers and
classmates to whom they can ask any
clarifying questions that may come up
during the building of their model.
A work period will give students
opportunity to get a head start on the work
that they will need to do for their model
home.
Additionally, a work period gives the
students the opportunity to ask any
questions that may start popping up as the
begin working on their project. Having
access to the teacher during this time will
give opportunity for clarification, and if
needed, the teacher to make
announcements to the class regarding
instruction/one aspect of the
GRASPS PROJECT Presentation (Day 3 and 4)
120 minutes
Students will give 3-5 minutes presentations about their
model homes.
Presentations must include:
● The region that the student’s home is in.
● The architectural style commonly used in said
region.
● Weather extremes of the region that the students
home is in.
● How they have designed their home to combat
said extremes.
● An explanation of their roof design
○ Pitch of the roof
○ Why they designed it that way
○ What materials the roof is made out of
● End cost of their model home.
Students will have the option to give a presentation in a
video format, or in person, given their preference.
After their presentation, the students will be passing in a
written reflection of their work, which will include the
following:
●
Meeting students’ needs (differentiation, extensions,
modifications, accommodations)
● Describe how you met the needs of students who were missing prior
knowledge needed for success in this lesson.
● Describe the adaptation/ scaffolding/ enriching/ extended learning
needs of a specific student based on their profile. Describe aspects
of your lesson that accommodated the needs of this student.
Providing the resources that students will need in
order to built their model home.
Presentations allow me, as the teacher, to
check understanding of the unit in an
informal way. Further, as students are
presenting over a home that they designed
and created, I feel that students will be
more engaged, and excited to show off
their work. By creating a way for them to
present their work, I have created an
environment where students are excited to
learn about the material, and that values
different types of intelligences.
Instructional Decisions / Reasoning
● In bulleted form, discuss your reasoning for
including specific activities or strategies.
● Identify any misconceptions and how you are
providing scaffolds and differentiated instruction.
● Describe how your lesson shows implementation
of Universal Design for Learning. How did you:
● Engage a range of learner preferences and
abilities
● Plan for learner choice/ interest that results
in variation of pace, process, product
and/or environment
● Challenge students
● Incorporate Multiple Means of
Representation (Strategies to Deliver
Content)
● Incorporate Multiple Means of Engagement
(Strategies to Facilitate the Process of
Learning)
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical
environment (i.e. room arrangement,
 positive/humanistic behavior supports, use
of space, facilitation of peer interaction)

Some students may not have access

to the materials that they will need in
order successful build their model
successfully.

Field Courses Only – Post lesson

Reflection

Teaching Standards and Rationale