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By understanding form, we are able to make
generalisations about more complex matters,
explaining and justifying our conclusions using models.
Aims of the Unit
During the course of this unit students will:
● Develop their understanding of triangles
● Develop their understanding of Pythagoras’s theorem
and its real life applications
● Be introduced to basic trigonometry, sin/cos/tan and
their real life applications
● Build on mental maths skills
● Learn how to go about understanding and solving word
problems
● Understand how the ATL skills will help solve word
problems
● See how trigonometry will help solve real world problems such as crime scene analysis
● Communicate their understanding mathematically, narratively, and orally
Key Concept
Form: understanding the elements and properties of triangles and how they can be used to help solve
complicated problems.
Related Concepts
Model: Students will create mathematical models to solve various crimes.
Justification: students will need to provide valid mathematical reasons to support their statements and
conclusions
Global Context
Scientific and technical innovation: Students will learn how trigonometry is used in the world of
forensics.
Statement of Inquiry
By understanding form, we are able to make generalisations about more
complex matters, explaining and justifying our conclusions using models.
Lines of Inquiry
Factual:
1. What are some of the properties of triangles?
2. What are the properties of a right angled triangle?
3. What is Pythagoras’s theorem?
4. What is the Trigonometry theorem?
Conceptual:
1. What makes a relationship special?
2. What is a theorem?
Debatable:
1. Does everything have form?
2. How much evidence do we need to prove a theorem?
3. What is an acceptable degree of accuracy?
Approach to Learning Skills
Information literacy skills
(Understanding what word problems are asking you, being able to identify the relevant information
needed to solve the problem, and being able to present the information for di erent purposes)
· Collect, record and verify data
· Access information to be informed and inform others
· Use memory techniques to develop long-term memory
· Present information in a variety of formats and platforms
· Collect and analyze data to identify solutions and make informed decisions
· Process data and report results
Beginner Learner Practitioner Expert
You are beginning to You understand, with You understand what you You independently
understand what you are clarification, what you are are being asked to do, understand what you are
being asked to do, and being asked to do, gather and evaluate the being asked to do, gather
can identify some of the identifying and gathering relevant information and evaluate the relevant
relevant information the relevant information needed to solve the information needed to
needed to solve the needed to solve the problem, and present solve the problem, and
problem. problem, and are able to your findings in a variety confidently present your
present your findings to of ways to others. findings mathematically,
others. narratively, orally, …
Critical Thinking Skills
(Being able to select and apply mathematical principles and theorems to solve problems and create
ways to test for accuracy)
· Practice observing carefully in order to recognize problems
· Gather and organize relevant information to formulate an argument
· Interpret data
· Evaluate evidence and arguments
· Draw reasonable conclusions and generalizations
· Test generalizations and conclusions
· Use models and simulations to explore complex systems and issues
Beginner Learner Practitioner Expert
You are beginning to You are applying You accurately apply You accurately and
apply mathematical mathematical principles mathematical principles confidently apply
principles and theories to and theories to the and theories to the mathematical principles
the information you have information you have information you have and theories to the
been given to solve been given to solve been given to solve information you have
problems. problems, but you still problems, and and been given to solve
sometimes need to ask beginning to test your problems in multiple
the teacher for help. answer for accuracy. ways. You are also able to
create tests to check the
accuracy of your answer.
Assessment: Objectives Assessed
Criterion A: Knowing and Understanding
Students should be able to:
· select appropriate mathematics when solving problems in both familiar and unfamiliar situations
· apply the selected mathematics successfully when solving problems
· solve problems correctly in a variety of contexts
Criterion C: Communicating
Students should be able to:
· use appropriate mathematical language (notation, symbols and terminology) in both oral and
written explanations
· use di erent forms of mathematical representation to present information
· move between di erent forms of mathematical representation
· communicate complete and coherent mathematical lines of reasoning
· organise information using a logical structure
Criterion D: Applying mathematics and real-life contexts
Students should be able to
· identify relevant elements of authentic real-life situations
· select appropriate mathematical strategies when solving authentic real-life situations
· apply the selected mathematical strategy successfully to reach a solution
· justify the degree of accuracy is of a solution
· justify whether a solution makes sense in the context of the authentic real-life situation
Summative Assessment Tasks
Task 1: Trigonometry Test
Criteria A and C
This with take the form of a formal test comprising of easy short answer questions testing knowledge
and the application of mathematical skills, building up to more open ended questions where students
need to solve unfamiliar problems, justify the mathematical decisions they are making, their lines of
reasoning, and use of mathematical language.
Task 2: Creating a video that documents how you you went about solving a crime
Criteria A, C and D
Students are given CSI information and must examine it and make a decision as to the innocence or
guilt of the accused parties. They need to create a video/courtroom report justifying their decision with
mathematical reasoning. The stronger the evidence they gather, the stronger their case will be, and the
higher their grade will be.
Useful resources
Introduction to trigonometry
http://www.mathsisfun.com/algebra/trigonometry.html
Curriculum Ideas
http://www.mathsisfun.com/algebra/trigonometry-index.html
https://www.ixl.com/math/geometry
https://eu.ixl.com/math/trigonometry
Hand Trigonometry
https://youtu.be/xXGfp9PKdXM
https://youtu.be/jI81WXyFrL0
Shadowplay
https://youtu.be/HtMliF0ntX4
Trig Word Problems
https://youtu.be/LXPu-POyb4s
https://youtu.be/ILQ9TC-0_DA
Real World Applications of Trigonometry (problem solving questions)
http://www.mathwarehouse.com/trigonometry/sohcahtoa-real-world-applications.php
https://mathspace.co/learn/world-of-maths/trigonometry/applications-to-real-life-6610/questions/
https://reflectionsfromanasymptote.files.wordpress.com/2013/08/trigonometrymurdermystery_answe
rs.pdf
https://news.smus.ca/2015/11/27/math-10-students-use-trigonometry-to-solve-a-crime/
http://malini-math.blogspot.com/2011/08/applications-of-trigonometry-in-real.html