SWBAT use terminology of angles to model real world problems.

Through a flipped classroom activity students prepare for a quiz over key terms of angles and apply the terminology to draw models for real world situations.

Before we can start this unit students need to be familiar with some basic terms. I use a flipped classroom approach to give students the opportunity to prepare for the lesson individually. Earlier in the week, students received a page with important terms about angles along with a reading on converting Degrees minutes and seconds. The article is from Augusta Technical College. The assignment was to read and review these resources before today's lesson.

8 minutes

As students walk into class they receive the learning targets for the unit along with the suggested homework. We review the learning log along with the objectives on the homework to see what they will be learning in this unit.

Students groups that I have chosen for today's activity. I let students work with groups they pick but today I have picked groups. I have two reasons for making the groups. The first is to help students learn to work with other people. In the work place you will have to work with a team that is not decided by you so learning to get along is very important. The second reason is that I divided up the students so that one group did not have all the students that are struggling. I tried to have 1 to 2 students that will have the work completed and can explain the concepts to others. I have noticed that the most proficient students stick together which I understand but it is sometime important for those students to hear other student's struggles,

Students review the work they completed for the article on conversion and the Angles Preparation worksheet. Any group my request a member move to the back of the room if the student has not completed the take home task. This gives the groups a way to make student accountable. Any student asked to leave a group may return when they have completed the prep work.

Groups are given about 5 minutes for discussion. If I notice groups needing more time I add a couple of minutes. This discussion time allows students to help each other and to ask me questions when necessary.

20 minutes

Now that students have helped each other, I want to see what concepts I need to spend more time explaining so we will take a quick quiz. For the quiz, my students will use response clickers to submit their answers electronically. Students will work in groups to answer questions, but each student will enter their own response (i.e., students do not have to agree with the others in their groups.

Once the quiz is complete, I am able to see and share the results immediately. I plan to give students time to ask questions about problems that were confusing or challenging. See my ** Expected Sources of Difficulty** reflection for my thoughts about where my students may struggle.

At the end of this segment of the class, I remind students to work on the problems suggested in the Angles Preparation worksheet.

15 minutes

Once we have clarified terminology questions I give my students the opportunity to work on another area of difficulty for them, reading and understanding challenging word problems.

Reading mathematical texts is a key focus in my classes and we work on it throughout the year. Today I give students a worksheet to focus on identifying what needs to be found and drawing diagrams from given information. I have found that for my students, a major source of difficulty is identifying a good starting point.

I always do my best to avoid providing assistance too early, so that students can gain experience interpreting the problem and coming up with a strategy. Today, I encourage my Students to use the remaining class to set up the diagrams and identify what is to be found. We will review the solutions to these problems after tomorrow's lesson.

5 minutes

Two terms that are introduced in the word problems are **angle of elevation** and **angle of depression**. As class comes to an end, I share the following situation:

**You are at the bottom of the Verruckt water slide and see your friend at the top. You have a special tool that measures the angle of elevation from you to your friend as 15 degrees. What is the measure of the angle of depression your friend would use to see you? Explain your reasoning.**

Students work together to answer the question and turn in an Exit Slip as they leave.

Verrückt

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