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					                      University of Wisconsin-Parkside
       Teacher Education


                              Math Student Teaching Lesson Plan


Name :_Sookyoung Lee

Course Title and Grade: _Pre-Calculus, Grade 10-12__

Content to be Covered: Chapter 6 Additional Topics in Trigonometry
                        Lesson 6.1 Law of Sines

Date of Lesson__4/18/2011______ Time Allotment ___9:33 a.m. – 10:52 a.m. (79 minutes)__


I. COMMON CORE STATE, WISCONSIN STANDARDS

        C-10.12PC I can use trigonometric functions to model and solve real life problems.
        C-13.12PC I can use Law of Sines or Law of Cosines to solve triangles.


II. LESSON OBJECTIVES

        Students can use the Law of Sines to solve oblique triangles (AAS or ASA).
        Students can use the Law of Sines to solve oblique triangles (SSA).
        Students can find areas of oblique triangles.
        Students can use the Law of Sines to model and solve real-life problems.


III. METHOD(S) OF EVALUATION: formal informal assessment
      Questioning, „Thumps up‟
      Homework, Quiz, Chapter Test

IV. SPECIFIC CONTENT ELEMENTS
     Mathematical Concept
         1. Proving of the law of sines
         2. Understanding how to use the law of sines with the given information for AAS,
            ASA, and SSA cases.
         3. Understanding the ambiguous case of SSA.
         4. Understanding how to use the law of sines in real-life situations.

    Vocabulary (possible)
        1. The law of sines
        2. An oblique triangle




Lesson Plan Developed Dr. Shi Hae Kim for FIPSE
    Connections-selected Example
        1. Example 1 - AAS case
        2. Example 2 – ASA case
        3. Example 3 – SSA case has only one triangle
        4. Example 4 - SSA case has no triangle
        5. Example 5 – SSA case has two possible triangles
        6. Example 6 – Finding the area of the triangle
        7. Example 7 – Real-life problem 1
        8. Example 8 – Real-life problem 2

    Calculations
        1. Using calculators with the trigonometric functions

V. PEDAGOGICAL CONTENT KNOWLEDGE

      Problem solving
         1. I will ask students (pin pointing) how to solve the given examples and show them
             the steps with Power Point materials.
         2. I will ask students to draw a figure from real-life problems (word problems).

      Multiple Representations
         1. Students will experience different real-life problems and solve them using the law
              of sines.

      Mathematical Steps and Procedures
       1. Students will understand that the given information is proper to use the law of sines.
       2. Students will set up an equation.
       3. Students will use multiple cross method.
       4. Students will solve trigonometric functions using calculators.

      Examples, Discrepancies and Counterexamples
       1. From example1, I will put 45°/30 = 50°/45 instead of using sines. After solving the
          equation, students will see this is incorrect. Then I will ask what was wrong.
       2. From example 4, I will put h=19.4 on the given triangle. Then ask students if it makes
          sense to have a triangle with h longer than a. I will assume we have the triangle.
          Students will solve the triangle using the law of sines and they will see the value of
          sine is greater than 1 which is error.

      Questioning from Teacher to pupil
       1. At the beginning of the lesson, I will introduce a real-life problem that cannot be
          easily solved with what students have learned so far.
       2. From example 5, I will show one of the possible triangles on the PowerPoint and I
          will ask if there are any other triangles satisfying the given information.

IV. MATERIALS AND EQUIPMENT (Technology Tools)
     White board, PowerPoint lesson, Over Head Projector, Laser pointer.



Lesson Plan Developed Dr. Shi Hae Kim for FIPSE
VI. Possible Misconceptions (Include any possible misconceptions that students may have for
the concepts)
     Students use angle measure instead of using sine value.
     Students may think the ambiguous case (SSA) is only the case with the letter „a‟ and „b‟.

VII. Guided Questions (Include any possible preplanned questions that you may want to use to
help students‟ learning.)
     “Can we solve this problem using right triangle trigonometry?” on the introduction
        question
     “Once we have the ratio, and given the side b, can we know the angle B?” on „What good
        is it?‟
     “If we are given the angle C, can we know the side c?”
     “Given sinx=50. How can I solve for x?” for example 5.



Reference
http://www.uen.org/Lessonplan/preview.cgi?LPid=19845




Lesson Plan Developed Dr. Shi Hae Kim for FIPSE

				
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