Day 1: Introduction to Trigonometric Ratios

Content Area:
9-10

Geometry

Grade Level:

CCSS.ELALITERACY.W.9-10.2.D
Use precise language and
domain-specific
vocabulary to manage
the complexity of the
topic.

What do students
need to know?
-domain specific
vocabulary: opposite,
hypotenuse, adjacent,
ratio, sine, cosine,
tangent

What do students need to be able to

do?
-identify the hypotenuse, opposite, and
adjacent side of a triangle and use them to
write the trigonometric ratios

CCSS.ELALITERACY.RST.9-10.7
Translate quantitative or
technical information
expressed in words in a
text into visual form
(e.g., a table or chart)
and translate information
expressed visually or
mathematically (e.g., in
an equation) into words.

What do students
need to know?
-vocabulary words
needed to describe
information expressed
visually in a diagram
of a triangle

What do students need to be able to

do?
-identify the hypotenuse, opposite, and
adjacent side of a triangle and use them to
write the trigonometric ratios for a given
angle in a triangle, as shown visually in a
diagram of a triangle

Lesson Objective: To identify opposite, adjacent, and hypotenuse in a right triangle and
understand how to write sine, cosine, and tangent of an angle from a visual representation of a
right triangle.
CCSS.MATH.CONTENT.HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.

Lesson Outline and Task for the students:

1. Students will begin class with the following Do Now activity. (Note that they will be
drawing on information learned previously about the ratios of the sides in similar
triangles.)

ABC ~ PQR
<A and <P are right angles.
1. Complete the following ratios:
AB = __

AC = __
BC

AC = __
BC

AB

2. If m<B=, what is m<Q?

3. Students will be introduced to the concepts of sine, cosine, and tangent. First, we will
define the terms opposite, adjacent, and hypotenuse (students should already know what
a hypotenuse is, since theyve learned the Pythagorean Theorem already), and then use
these terms to define sine, cosine, and tangent of an angle in a right triangle. Students
will be given the text Naming the Sides of a Right Triangle. I will demonstrate with a
diagram drawn on the board how to find opposite, adjacent, and hypotenuse. I will also
point out that the hypotenuse is always the side opposite the right angle, but that the
sides labeled opposite and adjacent depend on the angle being referenced.
4. Class Activity: Trigonometry Ball (This is designed to help students, especially our 3
case study students, understand how to identify opposite, adjacent, and hypotenuse.)
Everyone will stand up and form a right triangle in the center of the classroom, and
everyone stands facing the center of the triangle.
The person standing at an angle will be given a ball, and they will be told to throw
the ball to someone who is either on the opposite side of the triangle, the adjacent
side, or the hypotenuse.
Once someone on the appropriate side has gotten the ball, it gets passed to the
next person at an angle. This person will be instructed to throw the ball to either
the opp, adj, or hyp.
Play continues by passing the ball to an angle and then a side. Students will rotate
clockwise so that everyone gets the chance to be at an angle.

Summative Assessment (how will you know if students hit the objective at the level
of the standard?):
Students should be able to use the visual of the triangle figure to determine the three
trigonometric ratios for a given angle. We will revisit the figure and ratios from the do now and
classify the ratios that were written as sin, cos, and tan. (For example, sin = AC/BC =
PR/QR.)

Notes:

I would place this lesson at Understand Level 1 on the cognitive rigor matrix, since we
are focusing on identifying parts of a right triangle and defining/identifying trigonometric
ratios.
This lesson uses UDL Guideline 4: Provide options for physical action and UDL
Guideline 2: Provide options for language, mathematical expressions, and
symbols.
The trigonometry ball activity will help the 3 case study students make the connection
between the vocabulary words and the sides of a triangle because they can now associate
the words with a physical action. The use of visual diagrams will also help when the
students are struggling with text comprehension. This is using Strategy 33: Use Visuals
and Graphics and Strategy 35: Be Dramatic from 120 Content Strategies. Also, the
use of the mnemonic device SOH CAH TOA could help them remember the trigonometric
ratios.