Sheila Smith

Sept. 30, 2015

EDU 723 Teaching and Learning in Inclusive Settings
UNE
DI Lesson Plan : Guided Notes

Grade : Math 10 Common

There are 36 students : 21female, 15 male

Students work in groups of 2 ( paired as mixed ability)
There are 4 IPP students : one ADHD, two code 54 learning disability need extra time,
one code 80 (gifted).

Pre-assessment: Students took the questionnaire on learning styles at the beginning for the year
and it was found that there are 19 kinesthetic learners, 6 auditory learners , 5 visual learners and
six were a combination of learning styles.
General Curriculum Outcome: To develop spacial sense and proportional reasoning
Specific Outcome: Develop and apply trigonometric ratios (sine,cosine,tangent) to solve
problems that involve right triangles.
Objectives and Goals:

Students will be able to calculate missing sides of a right triangle using one of the
three primary trig ratios
Students will be able to calculate missing angles of a right triangle using one of the three
primary trig ratios

Materials provided by teacher: Ruler and protractor for each student, guided notes and
work sheet with key. Class set of chrome book computers
Material needed by student: Paper, pencil, scientific calculator

Day 1 Procedure:
Part 1 Activity: (30 min)

All students are asked to draw a triangle that has angles measuring 30o,60o, and 90o(the length of
the sides of the triangle does not matter). A large triangle is drawn on the white board by the
teacher and the use of the protractor is modeled for any student who has forgotten how to
measure angles. Students are then asked to measure the length of each side of their triangles
using centimeters. The teacher asks students to label the 30o as angle A, and label the side
opposite angle A as opposite, the longest side as hypotenuse and the remaining side as adjacent.
After all triangles are measured and labeled correctly students will then calculate to the nearest
tenth the ratio of the opposite side to the hypotenuse. Teacher calls on a few students to offer
their answers. It is discovered that all students answers are the same (or very close). Students
are then shown the sine ratio of a right triangle is the length of the opposite side over the length
of the hypotenuse. Students are asked to enter the sine 30o into their calculators and see if they
get the same answer. The students are asked to give ratios for the other two primary trig ratios
and check if their answer is close to the calculator. Once we are certain that the calculator has
stored all these ratios, we can use it to find missing information like sides and angles of right
triangles.
This lesson plan is a hands on activity well suited to the kinesthetic learners in the class. I
move around the class as the students are drawing and measuring making sure the two code 54
students are on track and have enough time to complete the exercise before moving on. The
student with ADHD is given the freedom to move in the classroom (as necessary) and is given a
cue when to return to his desk, I also keep close proximity to him to make sure he is staying on
track.
Part 2: (30 minutes)
Guided notes handed out to students. Guided notes with extra scaffolding provided for the code
54 students. These notes have less information missing and the math problems have the first step
complete to get the students started. I work through the lesson with students, talking through
steps used to solve each problem. Students then work together with their partner to try to solve
like problems. Code 54 students are paired with strong students to work through problems.
Support is offered to all students as I walk around classroom. Strong students (code 80) are
encouraged to work ahead in their guided notes.

Day 2 Procedure:
Students are asked to pick up a chrome book on their way into class and proceed to log into the
online math program Mathletics. Our high school is one of a few in Calgary to buy into this
program. The program is aligned to the Alberta curriculum and provides an endless number of
practice problems for the students. The students sign on and the assignments the teacher has
chosen are shown in a pop up. The program prevents the Students from doing any other activities
until the assigned activities are complete. The students are able to do the assignments as many
times as necessary to master the material (at least a 90%). The program gives immediate
feedback and shows how the problem should be worked out. The students can also access help
with a tutorial on the topic (provided if question was answered incorrectly) or ask the teacher for
help. Once the activities are mastered the students are able to access other aspects of the program
including challenging the next level challenging their class mates, and challenging other students
around the world.
The mathletics program is well suited to a varied group of learners. The code 54 students are
given as much time as necessary to succeed and can keep doing the same assignment until it is
mastered. This gives the students a sense of accomplishment and confidence that they can get
high marks doing this. The code 80 student is given the opportunity to move ahead of the class
with activities that are more challenging. Students enjoy the competitive nature of challenging
their classmates and other students around the world.

Guided notes: