Lesson Planning Sheet Title: Trigonometry Angles Learning Objectives: By the end of the lesson: All students should

d be able to use the Sine and Cosine function to calculate angles in right-angled triangles. Most students should be able to use the Sine, Cosine and Tangent function to calculate angles in right angled triangles. Some students should be able to calculate an angle in an isosceles triangle using Trigonometrical functions. Keywords: Trigonometry, Opposite, Adjacent, Hypotenuse, ArcTan, ArcCos, ArcSin Learning Activities Starter/Introduction Students develop their problem solving skills by using Pytha goras theorem and trigonometric functions to calculate the lengths in right-angled triangles. It is important for the class to sketch their diagrams and label the edges in respect to the angle, i.e., Opposite, Adjacent and Hypotenuse side. Development To calculate an angle in a triangle it is necessary to first identify which trigonometric function can be used. Use the angle to label the sides the opposite side is opposite the angle, the adjacent side runs adjacent to it and the hypotenuse is opposite the right angle. In the base of the diagram to the right both the Opposite and Adjacent are known to therefore the Tangent function is necessary since Sine and Cosine require the hypotenuse side. Explain that ArcTan, ArcSin and ArcCos are the opposite functions to Tan, Sin, and Cos respectively. In a similar way to that plus is the opposite function to subtract and divide is the opposite to multiply. Therefore, in the example above, by taking the ArcTan of both sides the Tan function on the left hand side is cancelled. When demonstrating this to the class it is important to provide a clear writing frame since multiple lines of working are needed. Continue to work through the remaining examples on the second slide for consolidation. The interactive Microsoft Excel file can be used to provide examples for the students to work from on mini-whiteboards in order to assess their progress. When ready students could progress through the problems on the third slide independently. Feedback solutions throughout to maintain pace and challenge. Plenary The plenary is intended to both consolidate and extend the learning by having the class consider an isosceles triangle rather than one that is right-angled. It may be necessary to guide the students to create a right angled triangle by bisecting and halving the vertical distance. Have the class attempt this on mini-whiteboards for assessment and feedback. Differentiation More able: Students could consider right angled triangles within 3D grids. Less Able Students may benefit from using only the sine and cosine function one lesson and move on to all three functions in the next. Resources: MiniWhiteboards Calculators Interactive Microsoft Excel file. YouTube Videos