The lesson opener asks students to think of a question they have about trigonometry. I will use the time available before the quiz (about 15 minutes) to address the questions most students have. I anticipate that students may not come up with questions, yet I know that several are confused about inverse trigonometric functions. If this happens, I will display the alternate lesson opener, which asks students to find the measure of the acute angle of a right triangle whose side lengths are known.
This activity follows our Team Warmup routine, which is described in my Strategy folder.
While students are working on the lesson opener, I complete administrative tasks. These include taking attendance and noting which students have not completed their homework or brought required items to class.
If student questions (or the alternate Lesson Opener) reveal that students are confused about inverse trigonometric functions, I plan to give them 2-3 questions to answer from the problem set included in the slide show. Students answer those questions on white boards, which they hold up for me to check. I display problems two at a time; if students are working fast, I ask them to complete two problems; otherwise, students complete the single problem of their choice.
Following 5-10 minutes of practice on inverse trig functions, I have students get out their homework. The multiple choice handout that was assigned last lesson is preparation for the multiple choice section of the unit quiz. As a class, we review the answers, and I answer student questions.
I ask students to place their desks in rows and clear their desks. I distribute Part 1 of the Unit Quiz to students. Two versions are provided. I distribute different versions to students in adjacent rows. Part I of each quiz consists of 10 multiple-choice questions. This part of the quiz is ‘closed notes’.
As students complete Part I, they turn them in to the basket at the resource center. I bring them Part II, which is ‘open notes’.
For more information on how I conduct summative assessment, check out my Strategy folder.
As students complete their Introduction to Trigonometry unit quiz, I bring them the Triangles and Congruence Unit pre-test. Students know that this pre-test does not count as a grade. I ask them to make an effort, answer every problem and make educated guesses where they do not know the answers. I tell them that the pre-test tells me what they already know about the new topic, and it gives them an advance look at the sort of questions they should be able to answer at the end of the new unit. Students generally complete the pre-test in 5-10 minutes.
As students turn in their pre-test, they take a copy of the Triangles and Congruence Unit syllabus.
Before class: Make copies of the Triangles and Congruence Unit pre-test and Triangles and Congruence Unit syllabus, one per student.ï»¿
I display the lesson close question on the front board using the slideshow. I have the students brainstorm in pairs, then in teams, before writing their answers in their learning journals. The purpose of the learning journal is to encourage students to reflect on what they have learned (as well as to provide individual accountability). Time permitting, I also ask one student from each team to write a team answer on the white board. This gives me immediate feedback on what students learned from the lesson.
Before class is dismissed, I remind students of their homework assignment, as listed on the unit syllabus.