This lesson plan is for a 10th grade geometry class and involves teaching students about trigonometric ratios. The teacher will begin with a bellringer review activity using a photoshopped picture. Students will then take notes while the teacher introduces sine, cosine, and tangent ratios. Students will explore additional ratios on a Glogster poster and watch an example video. For homework, students must blog about what they learned about trig ratios, their relationship to the Pythagorean theorem, and real-world applications, and tweet the link to the teacher. The teacher plans to assess the blog posts for understanding but may need to add more active practice with the ratios beyond the Glogster exploration.

1. Analyze the Learners: My class is a 10th grade geometry class which consists of 17 boys
and 13 girls. In my 30 student class, there are 10 African Americans, 4 Asian Americans,
6Latin Americans, and 10 Caucasians. I also have 4 ADD/ADHD students, and 5
learning-disabled students.
State the Objective: After my students complete their bellringer review, take notes about the
three basic trig functions, practice calculations with trig ratios, and explore the Glogster
for more trig functions, my students will write a blog post on blogger.com (via a google
account) about what trig ratios are (a summary of what they learned in class), how the
ratios are related to the Pythagorean Theorem, and what practical applications trig ratios
have in the real world. The students will complete the assignment and tweet the link at
me (@missccarrion) by the beginning of class tomorrow with 100% accuracy.
Select Methods: We will review yesterday’s lesson with a bellringer. The bellringer will be a
photoshopped picture I created. After reviewing the bellringer, we will move on to an
introduction of trigonometric ratios as they pertain to right triangles. I will explain what
cosine, sine, and tangent do and how to calculate them. Their attention will be directed to
the poster hanging on the wall for future reference, and a QR code joke. They will have
the opportunity to scan the QR on their own time. My students will explore the Glogster
poster on their smartphone, computer, or tablet, and watch the embedded example video.
My students will have the remaining time to begin their blog, scan the QR code on the
poster, and explore the Glogster.
Media: This lesson requires a computer, TV screen or Smartboard, document camera or
projector to complete the bellringer and content development. My students will need
tablets and/or computers, calculators, and headphones.
Materials: My students will need pencil and paper to complete the bellringer, take notes
during content development, and practicing calculations. They will also need gmail and
twitter accounts to complete their assignments.
Utilize Materials: The photoshopped picture will be displayed on a TV screen or Smartboard
for students to clearly see as they walk into the classroom. My students will complete that
assignment as review from the previous day’s information. When the lesson begins, my
students will take notes about the basic trigonomentric ratios (cosine, sine, and tangent).
The class lesson will transition to individual exploration of the Glogster, which is an
extension of the basic trig ratios (cosecant, cotangent, secant). My students will have the
opportunity to learn about the 3 other trig ratios (the reciprocals of the basic trig ratios),

2. and watch a video on how to use those trig ratios. My students will blog about the day’s
lesson, and tweet the link to their blog to me.
Require Learner Participation: My students are encouraged to ask questions during content
development. They are required to explore Glogster, and learn about the trig ratios. They
will be assessed by their blog post.
Evaluate and Revise: My students will be assess by their blog post, specifically the
summary of the lesson and how trig ratios are related to the Pythagorean Theorem. The
blog serves as a platform for my students to begin thinking like mathematicians. I want
them to realize that math builds on itself. I think this lesson may need more practice with
the trig ratios rather than simply being exposed to them via Glogster; it seems passive.