L2+Freeman,+Zackary

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON


 * Teacher’s Name: ** Mr. Freeman **Date of Lesson:** Lesson 2 (Empathy)
 * Grade Level:** 11 **Topic:** Trigonometry

measurements.
 * __Objectives __**
 * Student will understand that ** angles can be converted from degrees to radians and radians to degrees.
 * Student will know** radian=pi/180*degree, degree=180/pi*radian, radian, degree, Unit Circle, Unit Circle
 * Student will be able to do** consider where responsible to use degrees vs. radians.

 Maine Learning Results: Mathematics- C Geometry Geometric Figures Grades 9- Diploma 3. Students understand and use basic ideas of trigonometry a. Identify and find the values of trigonometric ratios and for angles in right triangles. the parameters of radians instead of what they were taught of degrees. They also must know how to use a calculator to be able to go back and forth between the two.
 * __Maine Learning Results Alignment __**
 * Rationale:** To be able to solve for sin, cos and tan students must be able to complete their work inside

The formative evaluation for this section will come as a non graded quiz. Students will come up with random questions for the other people in their group; students will answer questions from other students. This will let them play the maker, and the questioned. Through this process students will learn what parts they need help on and what part they know how to do correctly already. These "quizzes" will be comprised of questions that they will be able to show that they know how to use the calculator correctly transferring back and forth between radians and degrees.
 * __Assessment __**
 * Formative (Assessment for Learning) **

They will be able to use graphing calculators to solve things in the unit circle. Students may not know exactly what each sin, cos and tan mean but this will show them that there is a difference between radians and degrees. At the end of the "quiz" students will fill out a worksheet that will show they have mastered how to convert back and forth between radians and degrees. By doing this students will be able to use the technology correctly in the future when later in life they will need to be able to do that.
 * Summative (Assessment of Learning)**


 * __Integration __**
 * Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will using graphing calculators which can do the math for you if you know how to use them correctly. In the real world people will not be asked to go off the top of their heads instead they will be asked to come up with answers using techonology which they will learn how to use here.
 * English:** Students will have to do a quick write-up on what they learned from the graphing calculator and how they will imply it to their future. Students will also be asked to read different passages on how they may use the calculator in their lives.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be set up so that they are in groups of two that are shaped in a horseshoe around the outside of the classroom. In these pairs students will be asked to come up with what they think they will be using the calculator for over the course of the next few weeks in the class. Students will than after the lesson be asked to administer a non graded partner quiz to their partners. This quiz will provide each student with what they need to work on and what they have mastered already in the class. A group of three will be used if there are too many students in the class to come out evenly.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Groupings __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">

speak their mind during the partner sections, and lastly they will learn again through the group discussion. assessment will give them another view of this material. given to them, they will also be given the opportunity to also discuss in the class setting as a whole. believe will be the best for themselves; they will also be given a time to self evaluating during the non graded quiz. at least one example of nature, it will most likely be many more than one example though. the opportunity to use their logical intelligence on the non graded partner quiz.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Differentiated Instruction __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Verbal:** Students will listen to the original filling out of the graphic organizer, they will also be able to
 * Visual:** Students will be able to see the graphic organizer laid out in front of them, the formative
 * Interpersonal:** Students will be given the opportunity to talk in small groups collaborating on the material
 * Intrapersonal:** Students will be given the opportunity to change their graphic organizers to what they
 * Naturaralist:** Students will be given the opportunity to give examples, these examples must contain
 * Logical:** Students will be given the opportunity to set up their graphic organizer. They will also be given


 * Modifications/Accommodations**
 * //I will review student's IEP, 504, and EELIDEP and make appropriate modifications and accommodations.//

Absent Students:** Notes from each class will be posted online, these notes may be printed out but the student must also come see the teacher for a review of what all of the notes mean. Students are expected to see other students to gather websites for their graphic organizers. Students who are absent must show me that they are proficient in graphing calculators.


 * Extensions:** Students will show that they are able to use the graphing calculators when solving for radians and degrees. By doing this students will know how to use the technology that is provided to them in later tests and quizzes and in situations that may arise after they graduate high school.

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 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Materials, Resources and Technology __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptops with Internet
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Graphing Calculator
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">T-Chart
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pencils
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Graphing Calculator Worksheet
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Cell Phones
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Smartboard
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Completed Graphic Organizer
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Red Pens/ Blue Pens/ Black Pens

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> T-Chart: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Graphing Calculator Tutorials: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Modes Tutorials: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Source for Lesson Plan and Research __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Rationale:** In this lesson I will make sure that all of the students know what is being expected of them at all times by providing them with an agenda. I will make sure students have copies of all of the necessary worksheets before we begin to work upon them. Students will be given the option to right down the order of the operations that we do. The enviorment in the class will be serious yet very lax in nature. Students will be allowed to think for themselves by using the internet to find more sources on how to complete this lesson. Students will be asked to ask questions of the period of lesson to make sure that they are grasping all of the knowledge. Students will be given a set of plans in which they will customize to their favorite style in which they are able to learn. Students are being asked to learn the material three different ways, once by my presentation, once by their research online and lastly through their groups and their group findings online. In the end I will wrap the lesson up by making sure the students do not have any more questions about how to use the basic buttons on a calculator.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Students are being asked to explain what they know about the subject to their peers, it is said that if someone is able to teach a subject they are more capable of doing it than most anyone else. Students will make sure they know the information by coming up with questions they themselves may not know and coming up with the answer to such questions. This will give the student time to research their own mind so that they know what is expect of them in the end. Students are being asked to work with partners so that if questions do arise they may ask one another before reverting directly back to the teacher. Students are making sure that they are on task with the end goal of knowing how to covert back and forth between radians and degrees while using a calculator.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** speak their mind during the partner sections, and lastly they will learn again through the group discussion. assessment will give them another view of this material. given to them, they will also be given the opportunity to also discuss in the class setting as a whole. believe will be the best for themselves, they will also be given a time to self evaluate during the non graded quiz. at least one example of nature, it will most likely be many more than one example though. the opportunity to use their logical intelligence on the non graded partner quiz. They will be able to use graphing calculators to solve things in the unit circle. Students may not know exactly what each sin, cos and tan mean but this will show them that there is a difference between radians and degrees. At the end of the "quiz" students will fill out a worksheet that will show they have mastered how to convert back and forth between radians and degrees. By doing this students will be able to use the technology correctly in the future when later in life they will need to be able to do that.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students will listen to the original filling out of the graphic organizer, they will also be able to
 * Visual:** Students will be able to see the graphic organizer laid out in front of them, the formative
 * Interpersonal:** Students will be given the opportunity to talk in small groups collaborating on the material
 * Intrapersonal:** Students will be given the opportunity to change their graphic organizers to what they
 * Naturaralist:** Students will be given the opportunity to give examples, these examples must contain
 * Logical:** Students will be given the opportunity to set up their graphic organizer. They will also be given

Rationale:** The formative evaluation for this section will come as a non graded quiz. Students will come up with random questions for the other people in their group; students will answer questions from other students. This will let them play the maker, and the questioned. Through this process students will learn what parts they need help on and what part they know how to do correctly already. These "quizzes" will be comprised of questions that they will be able to show that they know how to use the calculator correctly transferring back and forth between radians and degrees. They will be able to use graphing calculators to solve things in the unit circle. Students may not know exactly what each sin, cos and tan mean but this will show them that there is a difference between radians and degrees. At the end of the "quiz" students will fill out a worksheet that will show they have mastered how to convert back and forth between radians and degrees. By doing this students will be able to use the technology correctly in the future when later in life they will need to be able to do that.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative**
 * Summative**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be arranged in a horse show shape with two desks paired off together so that students will be in sets of two, if there is an odd amount of students, students will be paired off as so and one group of three will be allowed. This is to allow students to quickly be able to collaborate with their partner who will be making the "quiz" that the other will be taking.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Teaching and Learning Sequence __**<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">

Cell Phone Activity: 10 Minutes Graphing Calculator Presentation (Buttons): 10 Minutes Partner Exploration: 10 Minutes Partner Presentations: 10 Minutes Graphing Calculator Presentation (Mode): 10 Minutes Partner Quizzes: 20 Minutes Review of Quizzes: 10 Minutes
 * Day 1:**

Students will understand that angles can be converted from degrees to radians and radians to degrees. The reason for radians to degrees is so that it is possible to differentiate when radians is needed for math, and degrees is needed for real world applications. **//Students understand and use basic basic ideas of trigonometry.//** Students will attempt to answer questions posed to them through the cell phone calculator. Students will be given a series of about ten questions that are very easy to do on the calculator but when you are on a cell phone it is impossible. This will show the student that these tools are needed for the real world. As for the teacher, during this time they will be giving the students the questions making sure that they are not doing other things with their cell phones that they should not be doing.
 * Day 1:**
 * Where, What, Why, Hook Tailor: Verbal, Logical, Interpersonal, Kinesthetic (10 Minutes)**

Students will know radians, degrees, radian = degrees*pi/180, degree= radians*180/pi. Students will create a T-Chart to set up a map on which one is needed. Students will combine with a partner and discuss what they have listed down to increase their list to as many as possible. As the teacher I will make sure the students are on task with what they are working on at the moment. The students will be creating a T-Chart with what functions they deem necessary to what they are using on the calculator. No chart is correct or wrong they will compare the chart to make sure it is responsible compared to others in the class. The students will than listen to another presentation adding another set of things they believe will be needed and not be needed in the class they are taking at the moment. Students will receive a handout that tells them how to use the basics of a TI 83 calculator so that they know the key parts of the calculator.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Interpersonal, Kinesthetic (30 Minutes)**

Students will be able to consider where responsible to use degrees vs. radians. (Empathy) Students will have to complete an exercise on the graphing calculators, showing that they know the difference between radian and degree modes. Students will join in groups to search the internet for different ways to solve radians and degrees. Students will compare these results to the original chart that they have filled out. Students will change their graphic organizer to better fit what they believe to be the easiest way to solve this question. Students will than discuss what they have learned to make sure that what they have updated to their organizers makes mathematical sense. At this time the teacher will be walking around the room to make sure the students are on task with what they are learning. During the middle of this time the partners will present a few things that they have learned about calculators and radians vs. degrees. After this the teacher will discuss the importance of the mode of the calculator as it relates to sin, cos and tan.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Interpersonal, Kinesthetic (20 Minutes)**

The formative assessment of this section will come as a partner non graded quiz, where they come up with the questions for their partner. Students will compare the answers they receive on each section of the quiz with each other. This will give them time to problem solve on what may of may not be the problem that they are trying to not create. Students will not know exactly what the numbers they are punching out mean but the next few lessons will discover this. Instead of trying to teach the lesson over the course of a longer period of time. Students instead will learn this important information first so that in the end they do not need to learn it 6 times over and over and over. Students will be asked to challenge what they already know so that they can come up with a better solution in the end and problem solving steps in the end.
 * Evaluate, Tailors: Verbal, Logical, Interpersonal, Visual, Kinesthetic (20 Minutes)**


 * Content Notes**

First off students will be asked to do an activity on their cell phones of converting back and forth between radians and degrees. Students will be given 5 numbers and degrees and asked to come up with the closest amount of radians possible. The numbers to give the students are 30 degrees, 73 degrees, 81 degrees, 132 degrees, and lastly 326 degrees. After the students believe they know how to do it, show them the correct answers.

Have a student at this time pass a TI 83 Graphing Calculator out to every single student in the class. At this time show the students the buttons to do the square root, the exponent, the natural log, the log, the e to a power button. Also she them how to put in equations to the y= sections and the ability to graph shapes using this tool.

Let the students play around with the calculator exploring the every little part of it so that in the end they are able to come up with a way to solve a question they do not know how to solve easily on the calculator.

After about twenty minutes, ten minutes of them exploring and ten minutes of each group reporting out what they have learned show them that there is a way to change between radians and degrees. At this time show them how to solve back and forth between radians and degrees on a graphing calculator.

At this time ask the students to come up with five questions for their partners to answer, making sure that at least three of them include the functions, sin, cos, and tan. After this point make sure the students comprehend what is occurring. At the end of the class have a quick question and answer period for the students to ask questions about how to use the calculator properly.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will receive a handout that is a T-Chart so that students may put notes about what they like and dislike about the calculator and how it is possible to be used.
 * Handouts**
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