Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Rationale
This unit of a very brief unit because it is so closely tied to their previous years in
mathematics in both content and timing. Therefore, there will be a less weight imposed
upon this unit. This unit will also focus more heavily on the application of these idea and
examples where trigonometry is used regularly.
In this unit, students will learn more about the trigonometry in 2D and 3D scenarios.
This unit is intended to build off of those things learnt in the several previous years and
especially in 10-3 which many of the students will be coming from. In turn, the things learnt
in this unit will be helpful with some topics which will be faced in grade 12 math. The
greatest use will come from the applications which occur outside of mathematics in school.
Nevertheless, the topics which are learnt here in this first unit of the year can, and will, be
applied in other units in this course such as similar representations, and the graphing unit.
Making sure that students make and will make connections in the future is a key principle
which will kept in mind throughout this units vision and individual lesson plans.
Trigonometry is important because all of the mathematical concepts are used by
many careers and are very useful at certain times in life. Because this course is focused for
preparing students for the trades it is going to be a very important unit for many students
which are pursuing the trades. Careers in construction, farming, production, design,
automotive, etc. all use these topics regularly. Without strong skills in this unit the students
will have hard times in their future endeavours in and outside of the trades. These
concepts are also used with things around the home and ways they will spend their money
efficiently. Students will cone day need to buy food, products, and objects which will be
sensitive to buying the correct amount of these things. With the use of money being
paramount through ones life it will be important for students to know how to best use their
well earned money.
As already previously mentioned, this unit will further develop students
measurement and critical thinking skills. This will be accomplished in a variety of ways.
Students will draw, replicate, construct, problem solve, think critically, identify, and
understand the characteristics which are used to calculate and apply surface area, volume,
and capacity. Throughout this unit students will also accomplish the unit goals by working
individually, in groups, work stations, and presentations. All of these methods are intended
to work together towards the goals of developing their mathematical skills in geometry
through different modes which will diversify and strengthen learning. This will also require
the students to be able to communicate, connect, visualize, and reason with themselves,
their classmates, and their teacher in order to learn the material to their fullest potential.
The scaffolding and inquiry used throughout this unit aids the students in developing their
skills thoroughly.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Assessment in this unit is in line with good assessment practices. Learning will
heavily be assessed formatively. Out of class assignments/prep work will be periodically
given on an as-needed basis and are intended to maximize the time we have in class to
learn. There will be several summative assessments which will ultimately make up the
students final mark in this unit. These assessments will be based on individual
achievement with the exception of the project which will be done in partners. Nevertheless,
the assessment mark will be given with consideration to the individual and not on the basis
of how well they worked with their partner nor what their partner did or learnt through the
processes taken to complete it.
Differentiation will occur in every lesson to reach the learning needs of each student.
The sequence of this unit allows for the use of natural progression and building upon
previous material to develop their understanding. Ultimately, all scaffolding will be
provided and achieved through superior teaching strategies, mindfulness, and
resourcefulness on the part of the teacher. Differentiation will also occur through the types
of work which a student will complete as well as how they complete it. There are many
different strategies which may be used to find and apply the topics in this unit and they will
all be supported by the teacher.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Established Goals:
GLO:
Mathematics 20-3: Develop spatial sense
Understandings:
Essential Questions:
Students will understand that
1 Identify all of the right triangles in a
given illustration for a context.
How do I apply trigonometry in a 3D
context?
2 Determine if a solution to a problem
that involves two or three right triangles
is reasonable.
How will I know when and which
trigonometric function in a problem solving
context?
3 Sketch a representation of a given
description of a problem in a 2-D or 3-D
context.
What is the difference between using
angles of elevation and angles of
declination?
4 Solve a contextual problem that
involves angles of elevation or angles of
depression.
5 Solve a contextual problem that
involves two or three right triangles,
using the primary trigonometric ratios.
Students will be able to
1. Solve problems that involve two and
three right triangles.
[CN, PS, T, V]
[ICT: C64.1]
Connections [CN] make connections
among mathematical ideas, other
concepts in mathematics, everyday
-In this unit, we are going to make many
connections to what is all around them. They are
also going to make many strong connections to
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
experience and other disciplines.
the previous unit and units in the future.
Technology [T] select and use
technology as a tool for learning and for
solving problems.
- In this unit, we will select and use technology as
a tool for learning and for solving problems.
Problem Solving [PS] develop and
apply new mathematical knowledge
through problem solving
-Problem solving is going to be a big part of this
unit. We are going to do lots of inquiry activities
and problems which require the students to think
critically in order to solve.
Visualization [V] develop
visualization skills to assist in processing
information, making connections and
solving problems.
Resources Needed:
Teacher
Alberta Education Program of Studies
Alberta Education Achievement Indicators
Learn Everywhere 20: Trigonometry
Math Works 20 Teachers Resource
Youtube
Learn Alberta
Student
Math Works 11
-Although we are not going to be using
manipulative, we are going to use tools and real
materials and objects in order to visualize our
learning. This will be time consuming yet worth
the time to have students make stronger
connections which will last over time.
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Materials
Pens, Markers, Protractor, Paper, Grid Paper, Projector, Pencils, Poster Paper, and Computers.
Assessment
Learnin
g
Outcom
es
Title
Type
(Format
ive/Sum
mative)
Weig
ht
1. Solve problems
that involve two
and three right
triangles.
[CN, PS, T, V]
[ICT: C64.1]
Observation
Conversation
Quiz
Quiz
Trade
Quiz
Workshe
et/
Assignm
ents
Project /
SelfAssessmen
t
Test
F/S
F/S
10
20
30
40
Exit
Ticket
or Slip
Checkli
st
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
Assessment Tool Overview
Assessment
Tool Title
Outcomes
Brief Description
SLO 1
This assessment is very self-explanatory. Throughout the unit I will
continuously wander and monitor the class instead of staying at my
desk. In this process, I will also ask thoughtful questions to all
students. This will inform me of students learning on an individual
scale while they are learning, before they learn a new concept (preassessment), and after they have learnt.
SLO 1
This Kegan Structure puts students in control of formulating small
quizzes for their peers. It allows students to become the master of
the subject by testing their skills to create questions accurately whi
will then test their peers knowledge. After a students has created
quiz they find a friend and quiz them on their knowledge. This
strategy will be used several times in the unit in order to solidify key
concepts. It will also be a great time and tool to assess students as
they are learning. I am going to use this at the beginning of the uni
to show their knowledge of similar rectangles.
SLO 1
Exit slips and exit tickets are forms of assessing students as they
finish or begin a class (entrance slips). The exit slip typically contai
a single question which students answer before leaving the class an
can be assessed after class for learning. The exit ticket is a little
more immediate. The ticket contains a question which students nee
to respond to correctly in order to be done work for the class. This
formative strategy will happen a couple of times a week in order to
keep me involved in their learning. An example of this would be
asking students to identify the similar figures on in the PowerPoint
presentation.
SLO 1
While students are working on specific tasks (like quiz quiz trade an
their projects) I will have simple checklists which address students
understanding, engagement, and learning. This is meant to inform
my future practice, lesson planning, and student formative
assessment. Some examples of categories are are on topic and
engaged and making connections between complex polygons and
triangles.
Quiz
SLO 1
There will be one mid-unit quiz which will take about a half hour to
complete. The quiz will involve T/F, MC, and short answer response
in order or to assess the students before we close out the unit.
Assignment /
Worksheet
SLO 1
Observation
Conversation
Quiz Quiz Trade
Exit Ticket or Slip
Checklist
Assignment will predominantly be done in class time and be used to
both assess and test knowledge. This will be done by giving studen
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
multiple different types of questions about the topic. Similar to
assignment, worksheet are guided by the teacher in order to have a
unifying theme and learning of mathematical concepts. This
contains, definitions, examples, and uncompleted problems. This
assessment category will be done as, of, and for learning. For
learning because they will inform me what gaps they still possess a
well inform successive lessons. As learning because the worksheets
will provide me the opportunities to assess them as they learn.
Finally, of learning because these will be graded and tallied towards
their final unit grade.
Project / SelfAssessment
Test
SLO 1
The project is intended to help students learn key concepts in an
interesting way where they can show various skills both
mathematical and other skills. After the project is completed, the
students will do a self-assessment on the work they completed for
the unit. The assessment will mainly grade based on mathematical
concepts learnt and presented. However, there will be a small selfassessment portion which will be taken for a grade and subjectively
given by the student. I will take their self-assigned grade and put it
towards their project grade.
SLO 1
The unit exam will assess all of the required concepts and SLO #3 in
order to keep students accountable of their learning. This format w
be done on paper and through two modes (MC, Short response).
Their grade will be calculated based on their responses and will
account for the greatest single summative percent in this unit.
Geometry
General Outcome Specific Outcomes
It is expected that students will:
Develop spatial sense
Lesson and
Topic
Curriculum Key
Concepts
CrossOutcomes Curricul
ar
1. Solve problems that involve two and thre
triangles.
[CN, PS, T, V]
[ICT: C64.1]
Resources and Activities
Assessment
Textbook,
Homework
Relevant
Questions
Subject Area
Grade Level
Topic
Length of Unit
(days)
Mathematics
20-3
Trigonometry
9
1
Solving for
angles
G1
Introduction to unit
Presentation of the unit project
Solving for unknown angles
Observation
Conversation
Preassessment
Pg. 166-184
2
Solving for
unknown
lengths
G1
Recall Pythagorean Theorem
Solving for unknown lengths
Assignment
Observation
Conversation
Checklist
Pg. 166-184
3
Solving for
angles and
lengths
G1
Finish solving unknown lengths
Quiz quiz trade
Roller coaster designing
Assignment
Observation
Pg. 166-184
4
Complex
Problems
G1
Station word problems
Making simple clinometers
Checklist
Observation
5
Complex
Problems
G1
Investigating engineers
working with the clinometers
Assignment
Conversation
Pg. 185-207
Where can I
apply my
knowledge of
trigonometry
solve problem
Pg. 185-207
How do
engineers use
trigonometry?
6-F
Complex
Problems
G1
Individual complex word
problems
Checklist
Observation
7
Unit Project
G1
Present the unit project
Plan out the project
Complete the project
Project report
Checklist
8
Review
G1
Review sheets
Class questioning and answers
Observation
Conversation
Checklist
Pg. 185-207
Where can I
apply my
knowledge of
trigonometry
solve problem
Homework Complete Pro
Subject Area
Grade Level
Topic
Length of Unit
(days)
9
Unit Test
G1
Test
Mathematics
20-3
Trigonometry
9
Test
