## Trigonometry Quiz - Section 4: Summary

# Trigonometry Practice and Applications

Lesson 3 of 3

## Objective: SWBAT apply trigonometric ratios to solve problems

#### Do Now

*7 min*

In the Do Now, students answer questions based on concepts learned in the previous lessons. I use this Do Now to assess how much information students have retained and how much they understand. If I see that students still have misconceptions, I am able to reteach concepts these students need more clarification on while other students work on the activity later in the lesson.

*expand content*

#### Mini-Lesson

*3 min*

In the Mini-Lesson, we go over the terms "angle of elevation" and "angle of depression." Students copy the diagram showing the two angles. I ask them what the relationship between these two angles is. They are able to identify the angles as alternate interior angles, which are congruent. Students need this information for problems during the activity.

*expand content*

#### Activity

*25 min*

During the activity, I assign pairs of students one or two questions from the activity sheet, which consists of real-world problems involving right triangles (G.SRT.8, MP4). The students work together to solve the problem (MP1). Both students record their responses on their own sheet, but one student writes the work on a separate paper, as well. The recorder must ensure that his or her partner understands the work shown on the paper enough for the partner to be able to present the solution to the class (MP3). Any pair that finishes early can continue working on other problems on the sheet.

After about 10 minutes, I call on students to present their problems. Students are only given about 2 minutes to present. They read the problem and show their solution for the rest of the class to copy. At the end of the activity, each student should have all of the questions answered.

#### Resources

*expand content*

#### Summary

*10 min*

At the end of the lesson, the students take a quiz. Since this is a short unit, I give the students a short assessment. When I grade the assessment, I look to see if the students are able to correctly distinguish between when to use the pythagorean theorem and when to use trigonometric ratios. Additionally, I check to see if students can apply the pythagorean theorem and trigonometric ratios to a real world situation (G.SRT.8). If I see that students are still having difficulty, I can provide extra practice for them.

#### Resources

*expand content*

##### Similar Lessons

###### Riding a Ferris Wheel - Day 2 of 2

*Favorites(5)*

*Resources(10)*

Environment: Suburban

###### Final Exam Review Stations (Day 1 of 3)

*Favorites(6)*

*Resources(23)*

Environment: Urban

###### Problem Solving with Isosceles Triangles and Circles

*Favorites(0)*

*Resources(14)*

Environment: Urban

- UNIT 1: Preparing for the Geometry Course
- UNIT 2: Geometric Constructions
- UNIT 3: Transformational Geometry
- UNIT 4: Rigid Motions
- UNIT 5: Fall Interim Assessment: Geometry Intro, Constructions and Rigid Motion
- UNIT 6: Introduction to Geometric Proofs
- UNIT 7: Proofs about Triangles
- UNIT 8: Common Core Geometry Midcourse Assessment
- UNIT 9: Proofs about Parallelograms
- UNIT 10: Similarity in Triangles
- UNIT 11: Geometric Trigonometry
- UNIT 12: The Third Dimension
- UNIT 13: Geometric Modeling
- UNIT 14: Final Assessment