CarpentersMath:Using

TrigonometryintheEverydayLife:
AnInterdisciplinaryUnitUsing
UnderstandingbyDesign

AbbyFish,WilliamGruman,andLinseyZimmerman

INSTECH6240:InstructionalDesign

December,2014
Dr.PingGao

TableofContents
TeamComponents

ProjectOverview

IntroduceSchoolContexts

IdentifyProblems/Issues

ArticulateRationale(s)ofProject

ConductLearnerAnalysis

AnalyzeChallengesandResourcesforProjectDevelopment

PlanOverallStructure

IdentifyDesiredResults(Stage1)

IntroduceImportanceofIdentifyDesiredResults
SelectEstablishedGoals
CraftTransferGoal(s)

CraftMeaningmakingGoals(Understanding)
CraftKnowledgeandSkillGoals
SummarizeRelationshipsamongFourGoalTypes
DetermineAcceptableEvidence(Stage2)

Introduction
AlignAssessmentwithStage1Goals

ProvideOverviewofPerformanceTasksforTransferGoals

ProvideOverviewofAssessmentforMeaningmakingGoals
ProvideOverviewofAssessmentforKnowledgeandSkillAcquisition

PlanLearningExperiencesandInstruction(Stage3)
SpecifyWHERETOElements
2

DesignLearningExperiencesbySelectingTeachingApproaches

IntegrateTechnology

RefineDesign

GettingFeedbackStrategies

SelfAssessment:UbDFeedbackMatrix(Figurep.2onPage120)
PeerReview:UbDDesignStandards2.0(Figurep.3onPage121)
ExpertReview
ObservationbytheDesignerduringImplementation
Observationbyoutsiders
FeedbackfromResults
FinalSelfassessmentForm(Figurep.5,P.127)
ReviewingStudentworkinPLCTeams
FeedbackfromStudents

ExplainhowtheALIGNMENTwasmade.

SummaryofAlignmentChecking

IndividualComponents:Abby,Linsey,William

OverviewoftheIndividualComponent

IdentifyDesiredResults(Stage1)

SelectEstablishedGoals

DetermineTransferGoals
DetermineMeaningmakingGoals
Predict/AnticipateMisunderstandings

CompareOverarchingQuestionsvs.TopicalQuestions

CompareOverarchingVersusTopicalUnderstanding
CraftKnowledgeandSkillsGoals
SummarizeRelationshipsamongGoals

DetermineAcceptableEvidence(Stage2)

IntroduceOverviewofStage2
DesignPerformanceTasks

DesignAssessmentSamples

PlanLearningExperiencesandInstruction
IntroduceConnectionbetweenStage3andOtherTwoStages

DesignPreassessment
DesignBeginningandEndingLessons
AnalyzeSequenceofLessons
DesignSamplesofInstructionalmaterials
PlanSelfassessment

TeamComponents
ProjectOverview
Introduction

Thepurposeofthisprojectistodesignaninterdisciplinaryunitaboutthebasicsoftrigonometryandits
useinrealworldapplicationsforhighschoolstudentsatOsageHighSchoolinOsage,Iowabyteachers:
AbbyFish,BillGruman,andLinseyZimmerman.

Theprojectoverviewwilldescribetheissuesthat21stcenturylearnersandteachersfaced.The
reasoningfortheunitwillbeaddressed,aswellasananalysisofthestudentsinvolved.Lastly,the
overviewwillexplainanychallengesandpossiblesolutionsfordevelopmentandprovideabriefstructureof
theunit.

Describing School Contexts

Thedistrictselectedisamidsized,primarilyruralcommunity,quiterepresentativeofatypicalIowaschool
district.

OsageCommunitySchoolsDemographics

TheOsageSchoolDistrictservesthecommunitiesofOsage,Mitchell,Orchard,LittleCedar,and
surroundingruralareas.OsageisthecountyseatofMitchellCounty,locatedinnorthcentralIowa.Itis
about150milesnorthofDesMoinesand150milessouthofMinneapolis.

K12Students:
935
Teachers:
70
DropoutRate
1%
AverageCompositeACTScore
21.7(StateAve.22.1)
Ave.TeacherExperience
13.9years

StudentsperTeacher
13.2
StudentsperAdministrator
312

Title1ReadingStudents
75
TalentedandGifted
64
SpecialEducation
110
EnglishLanguageLearners
3

Thestudentbodyisquitehomogeneouswithonly2%ofthepopulationconsideredintheracialminority,
wherethestateaverageis19%.

Likemanyruralschooldistricts,itfacesthechallengeofdecliningenrollmentandtransitioninthefamilies
andstudentsitserves.Fortunately,theenrollmenttrendforthelast4yearshasremainedrelativelyflat.
TheDistricthasalsometitsannualprogressgoalsand,atthistime,isnotontheNoChildLeftBehind
watchlist.

TheOsageSchoolsrecentlyadopteda1:1technologyinitiative,purchasingDellChromebooksforevery4th
through12gradestudentin2014.Studentsin5ththrough12thgradeareallowedtotaketheircomputers
homeeachdaytouseonschoolwork.

Source:OsageCommunitySchoolsReporttotheCommunity

Identifying Problem/Issue

TheOsageCommunitySchoolsfacesmanyofthesamechallengesofothersmallruralschools.This
includesmaintainingfinancialstabilityinanenvironmentofdecliningenrollment.Theprimarycostsinclude
infrastructureneedsandteachersalaries.Whilekeepingthelightsonisimportant,including21stCentury
Skillsintothedailycurriculumisachallengewithoutasignificantinvestment.Studentsneedaccessto
digitaldevicestokeepupwithcommunication,collaboration,andnewdigitaltools,developinginto
competitive,techsavvygraduate.Thisprojectwillbeanimportantpartofenhancingtheseskills.Withthe
recentdistrict1:1technologyinitiative,modelprojectslikethisonearenecessaryaspilotexamplesforthe
teachingstaff.
ByusingtheIowaCoreCurriculum,westrivetoprepareourstudentsforthe21stcentury.Wehave
identifiedthefollowing21stCenturySkills,accordingtotheIowaCoreCurriculum,thatrelatetotheunit:
1.
2.
3.
4.
5.

Canstudentscommunicateandworkproductivelywithothersthroughcollaborationandhave
culturalawareness,toincreaseinnovationandthequalityofwork?
Canstudentsdemonstrateleadershipskills,ethicalbehaviorandsocialresponsibilitywhile
collaboratingtoachievecommongoals?
Dostudentsshowinitiativeinlearningandexploringwaysthatindividualtalentsandskillscan
benefitthemintheirpersonalandprofessionallife?
Canstudentscollaborateeffectivelyatadistancetoassistothers?
Canstudentsusedigitaltoolsandresourcestoexplorerealworldapplicationsorsolveproblems?

Propose Solution by Articulating Rationale(s)

Thefocusoftheprojectistoshowstudentsrealworldapplicationsofmathematics.Students
alwayswanttoknowwhentheyareevergoingtousemath,specifictothetopicathand.Studentswillbe
abletolearnwhentheymightpossiblyusetrigonometryintherealworldwithcarpentry.Wewantstudents
tothinkcriticallywhileproblemsolving.Themissionofthedistrictistosustainandenhanceacaring
communitytoproduceenthusiasmforlifelonglearning.Byshowingstudentsrealworldapplications,
studentsaregoingtobecomethatlifelonglearner.

Learner Analysis
Thisunitwillreachstudentsatvariouslevelsofmathematics.Theyarehighschoolstudentsrangingfrom
9thto12thgrade.ThisunitwillbeimplementedinGeometry,Algebra2,andEngineeringPrepcourses.

TheGeometrycoursehas23studentsfrom9thand10thgrade.Studentsarebetweentheagesof14to16
yearsold.

TheAlgebra2coursehas22studentsfrom11thand12thgrade.Studentsarebetweentheagesof16to
18yearsold.

ThePrinciplesofEngineeringcoursehas12studentsingrades10,11,and12.Studentsarebetweenthe
agesof15and17yearsold.

Theclassesarecompletelyinclusive.Thestudentscognitiveabilitiesrangefromspecialneedsstudents
withIndividualizedEducationProgramstostudentswhoreceiveTalentedandGiftedservices.

Figure:

Terms

EntryBehaviors

PriorKnowledge

Attitudestowardthe
content

GeneralLearning
Preference

Others,suchas
motivation,and
learningability

Overallimpression

DataSources&
Collection

IowaAssessment
Scores

Prior,prerequisite
coursesummative
assessments.

Administeraunitsurvey
withpretest.

Completealearning
stylesassessment

Administeraunit
survey.

Identifystudentswith
IEPor504Plans.

Administeraunitsurvey
alongwiththeunit
surveyandpretest.

Summaryofthecharacteristics

93%ofstudentshaveachievedbasicreadingand
basicmathproficiencyontheIowaAssessments.

AllstudentshavecompletedAlgebra1andEnglish
coursework.

Inthepretest,amajorityofstudentsviewed
themselvesasaverageoraboveaverageintheir
mathabilities.

75%ofstudentsviewedthemselvesin10yearsin
aSTEMcareer(science,technology,engineering,
ormathematics)

Moststudentsconsiderthemselvesauditoryor
kinestheticlearners.

Onestudenthasa504planpertainingtoreading.

NostudentsinthisclasshaveanIEP(Individual
EducationPlan).

83%ofstudentsinthecourseindicatedthatthey
likedschool.

MoststudentsinthecourseintendtopursueSTEM
careers.83%ofthestudentsindicatedthatthey
hadafavorableimpressionoftheirmathand
sciencecourses.Thesamepercentageindicated
thattheylikedschool.
Only50%ofthestudentsviewedthemselvesas
technologyproficient.

Analyze Challenges and Resources for Project Development

Challenge:Thedistricthasjustimplementeda1:1technologyinitiative,whichmaypresentchallengesas
somestaffmaystruggletousethetechnologyathand.

Solution:WewillworkwiththeTechnologyIntegrationistinthedistricttohelpassistteacherswith
findingappropriateresources,web2.0tools,curriculumsharingideasandmore.

Challenge:TeachersmaythinkthatUbDwilltaketoomuchtime,outsideoftheschool,thattheydonot
have.

Solution:Wewillworkwiththeadministratorstoprovideteacherswithadequateprofessional
developmenttimetoreorganizetheircontentfollowingUbd.Wewillalsoassistthemduring
professionaldevelopmenttimetohelpfamiliarizestaffwithUbD.Wewillinsistthatoneofthefocus
objectivesofthedistrictProfessionalLearningCommunities(PLC)istoimplementUbD.

Challenge:NotallstudentsmayhaveInternetavailableathome.

Solution:Wewillneedtohelpteachersfindresourcesthatwouldbeavailableforstudentstowork
onoffline.Ifworkingofflineisnotpossible,teachersneedtoprovidestudentswiththeclassroom
timetofinishthetaskathand.

Design Overall Structure

Theme:CarpentersMath:UsingTrigonometryintheEverydayLife

Topic:Usingtrigonometryintherealworld.

BigIdeas:Trigonometricratios,PythagoreanTheorem

LengthofUnit:3.5weeks
Geometry:Five50minuteclassperiodsaweek
Algebra2:Five50minuteclassperiodsaweek
PrinciplesofEngineering:Five50minuteclassperiodsaweek

Thisunitfocusesprimarilyonthemathematicssubjectareas.

Identify Desired Results: Stage 1

Introduce Importance for Identifying Desired Results
UndertheframeworkofUbD,stage1identifiesthedesiredresults.Identifyingthedesiredresultskeepsthe
unitfocusedatwhatisimportantandwhatisnot.Teacherscanthenmakesurethatthelearningactivities
andassessments/evidencearerelevantandapplicabletothedesiredresults.Beestablishingthegoalsin
thebeginning,studentsandteachersknowwheretheunitisgoing.Thegoalsalsoshowwhatthestudents
willunderstandattheendoftheunit.

Select Established Goals

Definetrigonometricratiosandsolveproblemsinvolvingrighttriangles.Thisisanestablishedgoalsetby
theIowaCore(HSG.SRT.C).Werephrasedittothefollowing:Studentswilldefinetrigonometricratiosand
solverealworldproblemsinvolvingrighttriangles.
Rationale:Studentsshouldbeabletoapplytrigonometricratiostoproblemswithoutunitsor
measurements,aswellastorealworldsituations.

Applytrigonometrytogeneraltriangles.ThisisanestablishedgoalsetbytheIowaCore(HSG.SRT.D).We
rephrasedittothefollowing:Studentswillapplytrigonometricratiostoalltrianglesinrealworldsituations.
Rationale:Studentsshouldbeabletoseetheconnectionbetweenrighttrianglesandgeneral
trianglestoapplytrigonometricratios.Studentsshouldalsobeabletoseeaconnectionbetween
theareaofatriangleandtrigonometricratios.

Extendthedomainoftrigonometricfunctionsusingtheunitcircle.ThisisanestablishedgoalsetbytheIowa
Core(HSF.TF.A).Werephrasedittothefollowing:Studentswillapplytrigonometricfunctionsandtheunit
circletodeterminevaluesinspecialtriangles.
Rationale:Studentsshouldmakeaconnectionbetweentheunitcircleandspecialtriangles.
Figure2

Determining Transfer Goals

LongTermTransferGoals

Why(andWhen)TheseareTransferGoals

Subject1:Geometry
Studentswillbeabletoindependentlyuse
trigonometricratiostocalculatesidelengthsand
anglemeasuresinrealworldsituations,suchas
roofangles.

Thisisatransfergoalbecauseitsetsataskto
demonstrateandapplytheirunderstandingof
solvinganglemeasuresandsidelengthsusing
trigonometricratios.

Subject2:Algebra2

Studentswillbeabletofluentlyandindependently
usetrigonometricratiosandspecialrighttriangles
inrealworldsituations.

Thisisatransfergoalbecauseithasstudents
demonstratetheirunderstandingofthe
trigonometricratiosandtheuseofspecialright
triangles.

Subject3:PrinciplesofEngineering

Studentswillbeabletofluentlyandindependently
applytrigonometryratiostorealworldengineering

Thisisatransfergoalbecausestudentswillapply
classroomprinciplesoftrigonometrytoroutine
vocationalapplications.

andconstructionapplications

Craft Meaning-making Goals (Understanding)

DetermineBigIdeas:
TrigonometricRatios,SpecialRightTriangleValues,FunctionandApplication

Figure3

Overarching essential questions

Intent

Open:

Guiding:

OverarchingQuestions

Isitpossibletousetrigonometryintrianglesotherthanright
triangles?
Howistrigonometryusedinotherrealworldsituations
besidescarpentry?
Whyarethespecialrighttrianglesvaluesused?
Howdoanglemeasuresaffectthesidelengthswithina
triangle?

Figure4

Crafting Successful Meaning-Making Goals

Studentsshowthattheyunderstandwhen

Studentswillunderstandthattrigonometricratiosareusedinfinding
sidelengthsandanglemeasuresofvarioustriangleswhenthey
continuetoconsider
howandwhytousethePythagoreantheoreminsolving
problems
howandwhythepropertiesofatrianglearerelatedtothe
trigonometricratios
Studentswillunderstandthatstoryproblemsorrealworldapplications
areinterpretationswhentheycontinuetoconsider
howtodeterminetheimportantinformationwithinthestory
problem
howtousedifferentproblemsolvingstrategiesthey(the
students)haveusedpreviously
Studentswillunderstandthatmathematicalrelationshipscanbeuseful
tosolveproblemswhentheycontinuetoconsider
howcommonratiosareinrealworldsettings
whyidentifyingratiossimplifiesmanyadvancedandchallenging
problems

Facet(s)
Application

Application
Intepret

Application
Perspective(relationof
previousknowledgeto
advancedproblems)

10

Craft Knowledge and Skill Goals

Studentswillknow.

ValuesofSpecialRightTriangles
Whatisaspecialrighttriangle
Whatarecomplementaryangles
Whatunitcirclereferenceanglesareinradiananddegreemeasure

Studentswillbeskillfulat...

1. usingtrigonometricratiostofindanglemeasures
2. convertingbetweendegreeandradianmeasures
3. determiningwhichtrigonometricratiotouse
4. identifyingahypotenuse,oppositesideandadjacentside
5. usingtrigonometricratiostofindsidelengths
6. usingtheUnitCircletofindvarioustrigonometricvalues

Summarize Relationships Among Four Goals Types

Theestablishedgoalsarethecontentgoalsorstandardsthateveryteachermustmeet,whichgivethe
generaldirectionoftheunit.Transfergoalsarewhatteacherswantstudentstounderstandandbeable
toapplyintherealworldsituations.Thetransfergoalshelpguidethestudentstodeveloptheir
understanding.Theouterringcontainsskillandknowledgegoalsasthesearethebasisof
understanding.TheouterringiscomparabletothelowestlevelinBloomsTaxonomy.

Determine Acceptable Evidence: Stage 2

Introduce Importance of Alignment of Stage 1 and Stage 2
InstagetwowewillbeassessingstudentunderstandingbyusingaGRASPStask/projectthatwillcover

11

eachmathsubjectarea,aswellas,thePrinciplesofEngineeringcourse.Stagetwoisdesignedfor
studentstoshowtheirunderstandingbyperformingdifferenttasks.Thesetasksareevidenceforthe
teacher.Theevidencethatisdesigned(stage2),mustalignthedesiredresultsinstage1.

Design Performance Tasks for Transfer Goals

StudentswilldesignaminiaturegolfholeusingeverythingtheyvelearnedaboutTrigonometry.They
willsketchthedesignedholetofitaspecificareaanduseobstaclestoincreasethelevelofdifficultyforthe
golfer.Studentswillneedtoapplythespecialrighttrianglevaluesandthetrigonometricratiostheyhave
learnedtocreatetheminiaturegolfholeoftheirliking.Oncestudentshavedrawnthescalemodeloftheir
golfholeandcalculatedtheareaofthedesign,thestudentwillthenwriteareportonwhytheirgolfhole
shouldbechosenasoneoftheholesatalocalminiaturegolfcourse.
Goal:

Yourtaskistodesignaminiaturegolfcourseholethatwillfitaspecificareaanduseobstaclesto
increasethelevelofdifficultyforthegolfer.

Theproblemorchallengeisthattrigonometrymaynotbeseenasusedinthedesign.

Role:

Youareenteringadesigncontestforagolfcourse.

Audience:

Youarepresentingyourdesigntotheownersofthegolfcourse.

Youalsoneedtomakesuretheholeisfunandchallengingfortheplayersbyincorporating3
differentobstacles..

Situation:

Yourchallengeisthatyourdesignhasbeinarectangleof128squarefeet.

Youalsofindyourselfinacontest,soyouneedtomakesurethatyourdesignwillwinthecontest.

Product:

Youneedtosketchadesignusingtechnology,suchasSketchUporGeoGebra,foragolfholethat
ischallenging,yetfun.

Youalsoneedtowriteareportastoconvincetheownersthattheyshouldchooseyourdesign.

Standards:

12

GolfCourseRubric

CATEGORY

Mathematical
Concepts

Explanationshows
complete
understandingof
themathematical
conceptsusedto
solvethe
problem(s).

Explanationshows
substantial
understandingof
themathematical
conceptsusedto
solvethe
problem(s).

Explanationshows
some
understandingof
themathematical
conceptsneededto
solvethe
problem(s).

Explanationshows
verylimited
understandingof
theunderlying
conceptsneededto
solvethe
problem(s)ORis
notwritten.

Mathematical
Terminologyand
Notation

Correctterminology
andnotationare
alwaysused,
makingiteasyto
understandwhat
wasdone.

Correctterminology
andnotationare
usuallyused,
makingitfairlyeasy
tounderstandwhat
wasdone.

Correctterminology
andnotationare
used,butitis
sometimesnot
easytounderstand
whatwasdone.

Thereislittleuse,
oralotof
inappropriateuse,
ofterminologyand
notation.

Diagramsand
Sketches

Diagramsand/or
sketchesareclear
andgreatlyaddto
thereader's
understandingof
thegolfhole..

Diagramsand/or
sketchesareclear
andeasyto
understand.

Diagramsand/or
sketchesare
somewhatdifficult
tounderstand.

Diagramsand/or
sketchesare
difficultto
understandorare
notused.

WorkingwithOthers

Studentwasan
engagedpartner,
listeningto
suggestionsof
othersandworking
cooperatively
throughoutlesson.

Studentwasan
engagedpartner
buthadtrouble
listeningtoothers
and/orworking
cooperatively.

Studentcooperated
withothers,but
neededprompting
tostayontask.

Studentdidnot
workeffectively
withothers.

Neatnessand
Organization

Theworkis
presentedina
neat,clear,
organizedfashion
thatiseasytoread.

Theworkis
presentedinaneat
andorganized
fashionthatis
usuallyeasyto
read.

Theworkis
presentedinan
organizedfashion
butmaybehardto
readattimes.

Theworkappears
sloppyand
unorganized.Itis
hardtoknowwhat
informationgoes
together.

LevelofDifficulty

Thereareseveral
obstaclesthat
makethecourse
challenging,butnot

Thereare2
obstaclesthat
makethecourse
challenging.

Thereis1
obstaclesinthe
course.

Noobstacles,only
slopesonthe
course.

13

toodifficult.

Subject1Geometry:
Studentswillbeabletoindependentlyusetrigonometricratiostofindsidelengthsandanglemeasures
inrealworldsituations.
Subject2Algebra2:
Studentswillbeabletofluentlyandindependentlyusetrigonometricratiosandspecialrighttrianglesin
realworldsituations.
Subject3PrinciplesofEngineering:
Studentswillbeabletofluentlyandindependentlyapplytrigonometryratiostorealworldengineeringand
constructionapplications

Design Assessment for Making-meaning Tasks and Criteria

Figure6

Brainstorming Tasks Using the Six Facets

Essentialquestions

SixFacetsof
Understanding

IdeasforPossible
AssessmentTasks

Evaluative
Criteria

Geometry:Studentswill
understandthat
trigonometricratiosare
usedinfindingside
lengthsandangle
measuresofvarious
triangles

Application

Critical
thinking

Interpretation

Rubric

3Ddesign

EssentialQuestions:

Isitpossibleto
usetrigonometry
intrianglesother
thanright
triangles?

Blogging

Howis
trigonometry

Accurate
information

Discussion

14

usedinotherreal
worldsituations
besides
carpentry?

Peerreview

Selfassessment

Algebra2:Studentswill
understandthat
mathematical
relationshipsmaybe
usefultosolveproblems

Rubric

Perspective

DesignofMiniature
GolfHole

Problem
Solving

Peerreview

Workshownof
calculationsusedto
designhole

Accurate
Information

Interpretation

Application

Rubric

Developed
Proposal

Perspective

SelfAssessment

Interpretation

Principlesof
Engineering:Students
willunderstandthatstory
problemsorrealworld
applicationsare
interpretations

PeerReview

GroupDiscussion

Accurate
Information

Design Assessment for Knowledge and Skill Acquisition

Studentswillbeassessedonthefollowingtopicsusingaquizwiththefollowingquestions:
1.

Findthevaluey.Writeyouranswerinsimplestradicalform.

2.

Findthevalueofxusingspecialtriangles.

15

3.

Findthevalueofbothvariablesusingspecialtriangles.

4.

Findthevalueofx.Roundtothenearesttenth.

5.

Findthevalueofx.Roundtothenearesttenth.

6.

Convertthedegreemeasuretoradianmeasure.
225

7.

Findtheexactvalueofthefunction.
sin(180)

Studentswillknowthat...

16

ValuesofSpecialRightTriangles

Whatisaspecialrighttriangle

Whatarecomplementaryangles

Whatunitcirclereferenceanglesareinradiananddegreemeasure

Studentswillbeskillfulat...

Howtousetrigonometricratiostofindanglemeasures

Howtoconvertbetweendegreeandradianmeasures

Howtodeterminewhichtrigonometricratiotouse

Howtoidentifyahypotenuse,oppositesideandadjacentside

Howtousetrigonometricratiostofindsidelengths

HowtousetheUnitCircletofindvarioustrigonometricvalues

Summary
Instage2,theassessmentsalignwiththedesiredunderstandings.Theperformancetaskofbuildinga
miniaturegolfcourseholealignswiththetransfergoal.Studentsaretoapplytrigonometricratiostoreal
worldapplicationsandmakeapersonalconnectionwiththecontent.Stage2allowsforthestudentsto
makethatpersonalconnection.Stagetwoalsolooksintothesixfacetsofunderstandings,whichhelpsto
aligntheassessmentstotheestablished,meaningmaking,knowledgeandskillgoals.Sincestage1looks
atthedesiredunderstandings,stage2helpstostayfocusedonthosedesiredunderstandings.

PlanLearningExperiencesandInstruction:Stage3

Introducing Alignment of Three Stages

Instage3,thelessonsandteachingstrategiesareprovidedtogivetheteachertheideaofthe
sequencingoftheunit.Thestandards,goalsandassessmentshaveallbeenexplainedintheprevioustwo
stages,andnowthedaybydaysequenceofthelessonisalignedwiththemtocompletetheunit.Inthis
stage,thereareexamplesofdailyactivitiesdesignedtoassiststudentsingainingknowledgeand
understanding,aswell,asskillineachofthesubjectareas.Lastly,theWHERETOelementsofUbDare

17

includedtoguidetheinstructionfortheteacherandstudents.

Figure7

Alignment of Three Stages

Stage1

Stage2

Stage3

Ifthedesiredendresultisfor
learnersto>

thenyouneedevidenceofthe
learnersabilityto>

thenthelearningevents
needto

Subject1:Geometry
Transfer:Studentswillbeableto
independentlyusetrigonometric
ratiostofindsidelengthsandangle
measuresinrealworldsituations.

MeaningMaking:Studentswill
understandthattrigonometricratios
areusedinfindingsidelengthsand
anglemeasuresofvarioustriangles

Skill:
Howtouse
trigonometricratiosto
findanglemeasures

Transfer:Designasafety
brochurethatshowcasesthe
properladderdistancebasedon
trigonometricratios.

MeaningMaking:

Transfer:Studentswill
beinvolvedinthe
problembasedlearningin
whichtheywillsolvereal
worldproblemswith
trigonometricratios,such
asdesigningaminiature
golfcoursehole.

MeaningMaking:
Collaborative
groupworksin
whichstudentswill
havegroup
discussions
Collaborative
learninginwhich
studentscan
teachothersby
explainingwhich
problemsolving
strategyworks
bestwhilesolving
storyproblems
Reflectionby
justifying/supportin
gtheirdecisionon
trigonometric
ratiosusedto
solverealworld
problems

Howtodeterminewhich
trigonometricratiotouse
Howtoidentifya
hypotenuse,oppositeside
andadjacentside
Howtouse
trigonometricratiosto
findsidelengths

Skill:

Knowledge:
ValuesofSpecialRight
Triangles
Whatisaspecialright
triangle
Whatarecomplementary
angles

Interpretstoryproblemsto
determinewhich
trigonometricratiotouse.
Createastoryproblem
thatwoulduse
trigonometricratios,forthe
classtouseaspartofan
informalcheck.
Applytrigonometricratios
tostoryproblemsinorder
tosolveforanangle
measureorsidelength
Createalistof
Pythagoreantriples

Determineifasidelength
isreasonabletomakea
righttriangle
Determineifanangle
measureisreasonable

Knowledge:

Createaclassroom
definitionofhypotenuse,
oppositeandadjacent
sidesandbeableto
provideitasanansweron
aquizortest.

Skill:

18

Createaclassroom
definitionof
complementaryanglesand
beabletoprovideitasan
answeronaquizortest.

Using
teachercentered
approach(direct
instruction)with
questioningto
helpstudents
understandwhich
trigonometricratio
shouldbeused
basedupona
picture(SOHCAH
TOA)
Equipstudents
withtheskilltobe
abletodetermine
reasonable
answersbasedon
thePythagorean
theorem

Knowledge:

Subject2:Algebra2

Transfer:Studentswillbeableto
fluentlyandindependentlyuse
trigonometricratiosandspecialright
trianglesinrealworldsituations.

Transfer:

ApplythePythagorean
TheoremortheSpecial
RightTrianglevaluesto
findmissingsidelengths
ofatrianglegivenina

Thinkpairshare
wholeclass
discussion
Informstudents
onthedefinitionof
differentsideson
atriangle
(hypotenuse,
oppositeand/or
adjacent)
Handsonlearning
Equipstudents
withtheskillsto
determinea
relationship
betweenthe
anglesinaright
triangle

Transfer:
Assiststudentsin
understandinghow
trigonometricratios
areusedinthereal
world.

19

MeaningMaking:Studentswill
understandthatstoryproblemsor
realworldapplicationsare
interpretations

Skill:

Howtouse
trigonometricratiosto
findanglemeasures
Howtoconvert
betweendegreeand
radianmeasures
Howtodeterminewhich
trigonometricratiotouse
Howtouse
trigonometricratiosto
findsidelengths
HowtousetheUnit
Circletofindvarious
trigonometricvalues

realworldsituation.The
studentwillthenchoose
atrigonometricratioto
findtheanglemeasure
neededtocreatethose
ratios.
CompletetheUnitCircle
showingdegreeand
radianmeasure,andthe
corresponding
trigonometricratiosas
coordinatesontheunit
circle.Thiswillalso
demonstratestudent
understandingofthe
specialrighttriangles
values.

MeaningMaking:

Knowledge:
ValuesofSpecialRight
Triangles
Whatisaspecialright
triangle
Whatunitcirclereference
anglesareinradianand
degreemeasure

Studentswillshowtheir
understandingofthe
trigonometricvalues
representedontheUnit
Circlebycompleting
variousshortUnitCircle
quizzesthroughoutthe
TrigonometryUnit.The
quizzeswilldemonstrate
theinformationtheyare
retaininginordertoapply
itinfuturemathematics
courses.

MeaningMaking:
Helpstudents
understandwhere
thevaluesofthe
trigonometricratios
comefromandhow
thepatternrepeats
itselfoveracertain
period.

Skill:
Guidestudents
understandingof
wherethesevalues
comefromandhow
theyareusedin
Trigonometry.

Knowledge:
Assiststudentsin
learningthese
valuesandhow
theywere
discovered.

Skill:

Choosetheproper
trigonometricratiofora
giventriangle.
Choosetheproper
trigonometricratiofora
giventriangleandusethe
inversetrigonometricvalue
tofindtheanglemeasure
thatcorrespondswiththat
ratio.
Demonstrateconversions
betweendegreeand
radianmeasureusing
properconversions.
Choosetheproper
trigonometricratiofora
giventriangleandusethe

20

anglemeasuretofindthe
trigonometricvaluethat
correspondswiththatratio.
UsetheUnitCircleand
trigonometricvaluesto
createthegraphofsine
andcosine.

Knowledge:

Demonstrateknowledge
ofspecialrighttriangles
sidelengthandangle
measuresonaquiz.
Usereferenceangles
fromtheunitcircletofind
trigonometricvaluesofan
angleinradianand
degreemeasureona
quiz.

Subject3:Principlesof
Engineering

Studentswillbeabletofluentlyand
independentlyapplytrigonometry
ratiostorealworldengineeringand
constructionapplications

MeaningMaking:

Studentswillunderstandhowratios
canbeusedtosolveproblems.

Skill:

Usetrigonometricratiostofind
anglemeasures
Usetrigonometricratiostofindside
lengths

Knowledge:

Thefollowingterms:
hypotenuse,
oppositeleg,
adjacentleg,
sineratio,
cosineratio,
tangentratio,
freebodydiagram.

Transfer:
Studentswillbeabletofluently
andindependentlyapplyratios
torealworldproblems.
Studentswillbeabletofluently
andindependentlysolve
trigonometricproblemsfinding
eitherasidelengthorangle
measure.
Knowledge:
Studentswillunderstandthatreal
lifeproblemscanbesolvedusinga
trigonometryratio.

Studentsunderstandthatsimilar
trianglescanbeusedtosolve
reallifeproblems.

Transfer:
Engagestudentsto
considerproblemssolved
inSTEMcareers

UseProjectBased
Learningtocreatean
engineeringsolution.

MeaningMaking:
Studentswillanalyze
applicationproblemsthat
userighttriangles.

Skill:

Studentswillmodel
applicationswithknown
trigonometricratios

Knowledge:
Statethetrigonometric
ratios.
Identifythepartsofaright
triangle.

21

Specify WHERETO Elements

WhereandWhy
Atthebeginningoftheunit,introducetheassessmenttasksandrubrics.Thiswillshowstudentswhenthe
finalassessmentwilltakeplaceorwherewearegoingintheunit.Thiswillalsoshowwhytheessential
questions,knowledge,skillandtransfergoalsaredesigned.

HookandHold
Engagestudentswiththeopportunitytoplayaroundofminiaturegolfusing
http://www.miniclip.com/games/minigolf/en/Studentswilllookatvariousminiaturegolfholesandbegin
thinkingofhowtocreatetheirownbasedonanglemeasures,distances,etc.Thiswillgetthestudents
involvedandshowthemarealworldapplicationofwhattheyareabouttolearn.Bypresentingthis
opportunitytothemandexplainingtheirfinalproject,studentswillholdtheirinterestthroughouttheunit.
ExperienceandEquip

Thenewlessonswillequipstudentswithabetterunderstandingofhowandwhentousetrigonometryinthe
realworld.Studentswillpracticeskillsthatwillhelpthemtounderstandanddepictstoryproblemsthatwill
bepresented.Thelessonswillbemoredirectedtowardsthedesiredunderstandings,suchastheGRASPS
task.

Rethinking,Review,Reflect

Studentswillhavetheopportunitytoreviewandprovideconstructivefeedbackforanothergroupproject.
Then,studentswillreflectontheirownwork,creatingablogposting,eitherbyvoiceortext,withtheirown
groupmembersastheintendedaudience.Groupmemberswillthenhavetheopportunitytoupdateand
makeimprovements.

Evaluate
Throughouttheunitstudentswillhavetheopportunitytoevaluatetheirlearningthroughformative
assessments.Theseassessmentswillallowthemtochecktheirunderstandingofthematerialneededto
createtheirfinalproject.Afterthefinalproject,thestudentswillreflectontheirownprojectbyusingthe
rubrictogradetheirownproject.Theyalsomustprovideanexplanationtobacktheirgrade.

Tailor
WewilldifferentiateinstructionforstudentswithlearningneedsaccordingtotheirIndividualEducation
Plans.StudentsmaysubstituteGoogleSketchUpwiththeamodeloftheminigolfhole.Theminigolfhole
themeorstyleisdesignedbythegrouptotailortotheirindividualinterestsandstyles.
Organize
Thisprojectwillbethefinalprojectfortheunit.Theprojectwillbeintroducedonthefirstdayandstudents
willplaythegameonthewebsitetostartgettingthemideasofhowtodesigntheirownminiaturegolfhole.
Thenext3dayswillbeleftforthestudentstodesign,create,workontheirproject.Thelastdayortwocan
beusedtoevaluateeachgroupsdesignandpresentthemtotheclass.

22

Design Learning Experiences by Selecting Teaching Approaches

Figure8

Types of Teaching

13purposefullyselected
effectiveteaching
approachesacross
subjects
1. Problembased
learning

2. InstructionalGame

2. TeacherCentered
Instruction

Whatthestudentsneedtodo
(highlightonemostengaging
learningexperienceforeach
subject)
1PrinciplesofEngineering:
Studentswillworktogetherina
smallgrouptopropose,design,and
developageometric,engineering
construction.

2Geometry:Studentswillpartake
intheinstructionalgameduringthe
hookandholdportion.Studentswill
alsoparticipateinKahoot,which
willbeusedasaformative
assessmentcheck.

3Algebra2:Theteacherwill
provideinstructionforthestudents
throughouttheunittogivestudents
anunderstandingoftheinformation
neededtoapplytotheirfinal
project.Studentswillbuildtheir
mathematical/trigonometricskills
throughteacherinstruction.

When/why(thetransferorfacets
ofunderstanding)

1.Perspective:Studentswillview
theproblemfromthepointofview
ofaproductionteam.(Beginningof
Unit)
Apply:Studentswillapply
trigonometricratiosindevelopinga
solution.(MiddleofUnit)
Empathize:Studentswillreflecton
thetaskaftercompletingthetask
(EndofUnit)

2.Interpret:Studentswillbe
interpretingthestoryproblems
throughouttheinstructionalgame
onhowtosolvetheproblem.
(BeginningandmiddleoftheUnit)

SelfKnowledge:Studentswill
thenhaveaselfawarenessoftheir
understandingsor
misunderstandingsafter
completingtheinstructionalgame.
(Endoftheunit).

3.Explain:Theteacherwill
explainthemathematicstothe
studentsinorderforthemto
understandit.(Beginningofthe
unit)

Perspective:Theteacherwillthen
providestudentswithrealworld
applicationsasexamplestosolve,
givingthemaperspectiveofwhere
thisisusedintherealworld.
(Middleoftheunit)

Apply:Theteacherwillthenhave
thestudentsapplythe

23

mathematicspresentedtosolve
therealworldexamples.(Endof
theunit)

Integrating Technology
Theteacherwillutilizetechnologythroughouttheunitbypresentinglessons,andproviding
studentswithavarietyofopportunitieswheretheywillusetechnology.Studentswilluse
Geogebraand/orGoogleSketchUptocreatea3Dmodelofaminiaturegolfhole.Students
mayalsouseablogwebsite,alearningmanagementsystemforclassdiscussions
(Schoology),aswellasaninteractivegametoengagethem.
Figure8

Technology integration
Kindsoftechnologies
Usedbywhom,ifany
MathDemonstrationSoftware: Students
Geogebra

DesignSoftware:
GoogleSketchUp

Students

Internet:
InteractiveGame
Blog/Schoology

Students/Teacher

Software:
MicrosoftPowerPoint

Teacher

When/why
Studentswillusethisasa
modelingsoftware.

Studentswillusethissoftware
todemonstrate/modeltheir
calculationsindesigninga
solutiontothegroupproject.
Studentswillcreatea3
dimensionalrenderingoftheir
groupproject.

Studentswillplayaninteractive
miniaturegolfgameonlineto
hookthemandintroducethem
tothefinalproject.studentswill
alsoplayKahootasaformative
assessmentcheck.

Studentswillusea
blog/discussionposton
Schoologytoreflectontheir
finalproject.Theteacherwill
thenreadthoseonline.
Theteacherwillcreate
informationallessonstodirectly
instructthestudentsandhelp
buildtheirtrigonometricskills.

24

Summarize the Key Learning Events and Instruction

Instage3,thesequenceofinstructionislaidoutintheTrigonometry:CarpentrysMathunit.Thisstagehas
beenalignedwithstages1and2inthefactthatthedesiredunderstandingsareatthecoreofthisunit.The
learningactivitiesaredesignedtohelpthestudentsunderstandthematerial,whichtheywillthenshow
evidenceofduringstage2.TheWHERETOelementsofUbDhelpmakethelearningeventsengagingand
effective,whichisbeneficialforthestudentsunderstandingswithintheunit.

Refine Design
Introduce Refining Design
Afterthecompletionofstagesone,twoandthree,thedesignersneedtogobackthroughtorefinethe
design.Thisallowsforthebestdesignapproachtobeimplemented.Duringthisstage,theunitisrefined
throughselfassessment,peerreview,expertreview,observableindicators,andfinalassessment.

Unit Design Cycle

Thedesignwasbasedonthecontextoftheschool,theIowaCoreCurriculum,andtheUbDframework.

Unit Design and Feedback Loop

FigureP.2

UbDFeedbackMatrix

Stage

FeedbackSource

Drafting

Implementation

Results

SelfAssessment

Peer/ExpertReview

ExpertReview

Designers

Observation
5

Formative
Assessments

OutsideObservers

AnalysisofResults

Students

X
X

25

Peer Review
Aspartoftherefiningprocess,weasagroupreviewedtheteamandindividualcomponentsthroughout
thedesignprocess.WemetonZoomtoreviewandrevisetheteamcomponent,aswellasourindividual
components.Duringthedesignprocess,wealsocommentedoneachindividualcomponentwithquestions,
supportand/orsuggestions.Asanotherpeerreview,wealsoreceivedcommentsfromfellowstudents
withinothergroups.

FigureP.3

UbDDesignStandards2.0

3=Meetsthestandard

2=Partiallymeetsthestandard 1=Doesnotyetmeetthestandard

UnitPlan

Feedback
and
Guidance

1.Specifiesthedesiredlongtermtransfergoalsthatinvolve
genuineaccomplishment.

2.Identifiesimportant,transferableideasworthexploringand
understanding.

3.Identifiesunderstandingsstatedasfullsentencegeneraliza
tions:Studentswillunderstandthat...

4.Isframedbyafewopenended,thoughtprovoking,and
focusingessentialquestions.

5.Identifiesrelevantstandards,mission,orprogramgoals,tobe
addressedinallthreestages.

6.Identifiesknowledgeandskillneededtoachieveunderstand
ingandaddresstheestablishedgoals.

7.AlignsalltheelementssothatStage1isfocusedandcoherent.

8.Specifiesvalidassessmentevidenceofalldesiredresults:
Stage2alignswithStage1.

9.Includesauthenticperformancetasksbasedononeormore
facetsofunderstanding.

10.Providessufficientopportunitiesforstudentstorevealtheir
achievement.

11.Includesevaluativecriteriatoaligneachtasktodesiredresults
andtoprovidesuitablefeedbackonperformance.

Stage1

Stage2

Stage3

26

12.Includeslearningeventsandinstructionneededtohelp
learners.
a.Acquiretargetedknowledgeandskills.
b.Makemeaningofimportantideas.

c.Transfertheirlearningtonewsituations.

b.

c.

14.Iscoherent,withallthreestagesinalignment.

15.Islikelytoworkisfeasibleandappropriateforthissituation.

13.EffectivelyincorporatestheWHERETOelementssothatthe
unitislikelytobeengagingandeffectiveforalllearners.
Overall

Expert Review
Toimplementreviewbyanexpert,whetheritbeaninstructionaldesigner,stateeducationagency,or
curriculumdirector,wewouldprovidethemwiththeunit,includingtheUbDDesignStandards2.0rubricfor
themtoprovidefeedbackandanyguidancetheycanprovide.Sofar,thisunithasbeenreviewedbya
universityfacultymemberattheUniversityofNorthernIowaduringthedraftinganddevelopmentstages.
ThefeedbackgivenwasusedtomodifytheunittobestfittheUbDmodel.

Observation by the Designer and Outsiders During Implementation

Thedesignteamwillconductobservationsduringimplementationtoensuretheunitisbeingtaughtwith
accuracy.Wewouldalsorequestateamtoperformobservationsduringinstructionaswell,suchasan
administrator,areaeducationagencyconsultant,otherareaexpertteachers,curriculumspecialistsand/or
universityfaculty.Theteamwouldthendocumentobservationsusingtheformbelow.Theformcontains
valuableinformationregardinglearningexperiences,instruction,engagement,effectivenessand
suggestionsforimprovement.
ObservableIndicatorsintheClassroomForm

Feedback from Results

ReviewingStudentworkinPLCTeams
WewillaskPLC(ProfessionalLearningCommunity)teamstoanswerthefollowingquestionstoevaluate
andassistintherevisingoftheTrigonometryUnit.
Evaluate:
Whatunderstandingandtransfergoalsarebeingassessed?
Whatknowledgeandskillsarebeingassessed?
Whatkindsofthinkingarerequired(e.g.,interpretation,problemsolving,evaluation)?
Whatkindsoftechnologyarerequired(e.g.wordprocessing,web2.0tools,software)?
ArethesetheresultsI(we)expected?Whyorwhynot?

Givenestablishedcriteria/rubric(s):
Inwhatsubjecttaskdidthestudent(s)performbest?

27

Whatweaknessesareevident?
Whatmisconceptionsarerevealed?

Interpret
Whatdoesthisworkrevealaboutstudentunderstandingandperformance?
Whatpatternsareevident?
Aretheseresultsconsistentwithotherachievementdata?
Whatquestionsdoesthisworkraise?
Arethereanysurprises?Anyanomalies?
Isthereevidenceofimprovementordecline?Ifso,whatcausedthechanges?
Aretheredifferentpossibleexplanationsfortheseresults?
FeedbackfromStudents

FeedbackfromStudentsForm
WewillprovideourstudentswiththeattachedGoogleFormtogainfeedbackontheunitinaneffortto
improveupontheunitinthefuture.

Final Self-assessment Form

FigureP.5
UbDStage6:FinalUnitAssessmentFormUnit

Unit

Overalluniteffectiveness:
ineffective|somewhateffective|effective
Percentforwhomeffective:
afew|aminority|amajority|all
Overallunitengagement:
afew|aminority|amajority|all
UNITSTRENGTHS:Checkandbrieflynoteanyrelevantobservation:
Studentsweremostsuccessfulat
Studentsweremostengagedwhen
TheStage1elementsbestachievedwere
Evidenceshowedunusuallystrongresultsat
Evenmylessablestudents
UNITWEAKNESSES:Checkandbrieflynoteanyrelevantobservation:
Theunitwasnotaseffectiveasitmighthavebeen,asshownby
Studentswereleastsuccessfulat
Studentswereleastengagedwhen
Stage1elementstargetedthatwerenotachievedwere
Evidenceshoweddisappointingresultsat
Mylessablestudentshadtroublewith

28

Summarize Alignment Checking

Inthissection,wecompletedthefinalthreestagesoftheUbDframework.Thesestagesprovideself
assessment,peerreview,expertreview,observableindicators,andfinalassessment.Therearespecific
questionsprovidedwitheachstageforthereviewertogivefeedback.Throughoutthedesignoftheunit,we
commentedwithinourteamsindividualcomponents,metonZoomasagrouptorefineeachstageand
proposedhowwewouldconductexpertreview.WealsodesignedGoogleformstogainefficientstudent
and/orexpertfeedback.

29

Individual Component
Abby Fish
Geometry
Stage 1: Identify Desired Results
Introduction
Instage1,thegoalsaredetermined.Thisdeterminationleadstowhereistheunitgoingorwhatare
thedesiredunderstandingsofthestudentsbytheendoftheunit.ByusingtheUbDframework,instructionis
notdesignedfirst,buttheunderstandingsandessentialcomponentsoftheunitarefirst.Thisallowsforthe
onlythenecessaryconceptsorinstructionalactivitiestobeincluded.

Select Established Goals

Understandthatbysimilarity,sideratiosinrighttrianglesarepropertiesoftheanglesin
thetriangle,leadingtodefinitionsoftrigonometricratiosforacuteangles.(GSRT.C.6)(Establishedbythe
IowaCore.)
Rationale:Thisisthesetupofdefiningtrigonometricratiosandhowtheseratiosareused.A
problemmayariseofstudentsunderstandingthatthetrigonometricratiosaredefinedusing
similarity.

Explainandusetherelationshipbetweenthesineandcosineofcomplementaryangles.
(GSRT.C.7)(EstablishedbytheIowaCore).
Rationale:Thisspecificgoalistargetingstudentstoseesimilaritybetweencomplementaryangles
andhowthesineandcosineoftheseanglesareconnected,whichiscriticalthinkingskills.
Studentsmayseethatthereisarelationship,butmaynotrealizeitisbecausethetwoanglesare
complements.Thisgoalisimportantforstudentstounderstandtheconnectionbetween
trigonometricratiosandcomplementaryangles.

Determine Transfer Goal(s)

Figure 1 (Individual)
Determine Transfer Goals

LongTermTransfer
Goals
Studentswillbeableto
fluentlyandindependently
problemsolve.
Studentswillbeableto
fluentlyandindependently
calculateanglemeasures
andsidelengthsinreal

Why(andWhen)aretheseTransferGoals

Thisisatransfergoalbecauseitsetsataskforstudentsto
analyzeaproblem.Studentswillneedtoanalyzeproblems
throughouttheirlifetime.
Thisisatransfergoalbecauseitsetsatasktodemonstrate
andapplytheirunderstandingofsolvinganglemeasures
andsidelengthsusingtrigonometricratios.

30

worldsituations,suchas
roofangles.

Figure 2 (Individual)
Predict/anticipate misunderstandings

DesiredUnderstanding

PossibleMisunderstanding

Studentswillunderstandthat
trigonometricratios(sine,cosineor
tangent)areusedineverydaylife,
suchascarpentry.

Determiningthehypotenuse
Determiningwhichanglemeasuretouse
withinthesituation/problem

Studentswillunderstandthat
trigonometricratioscanbeusedin
alltrianglestofindsidelengthsand
anglemeasures.

Trigonometricratioscanonlybeappliedto
righttriangles
Specialrighttriangleshavespecial
trigonometricratiosthatcanbeapplied

Figure 3 (Individual)
Overarching questions vs. Topical questions

Overarchingquestions

Topicalquestions

Wheredoyouseerighttrianglesintheworld?
Howistrigonometryusedinotherrealworld
situationsbesidescarpentry?

Whyarethespecialrighttrianglesvaluesused?
Howdoanglemeasureseffectthesidelengths
withinatriangle?

Howdoesacarpenteruse
trigonometry?
Howaretrigonometricratios
usedinrighttriangles?
Whatisaspecialrighttriangle?
Doalltrianglesobeythe
Pythagoreantriples?Whyor
whynot?

Figure 4 (Individual)
Overarching Versus Topical Understanding

31

Overarchingunderstanding

Topicalunderstanding

Studentswillunderstandthattrigonometricratios
areusedinfindingsidelengthsandangle
measuresofvarioustriangleswhentheycontinue
toconsider
howandwhytousethePythagorean
theoreminsolvingproblems
howandwhythepropertiesofatriangle
arerelatedtothetrigonometricratios

Studentswillseethatthe
anglesinarighttrianglehave
tomeetananglesumof180
degrees.Studentswillseethat
thesidelengthsinaright
trianglemustmeetthecriteria
ofaPythagoreantriple.

Studentswillunderstandthatstoryproblemsor
realworldapplicationsareapplicationsof
trigonometricratioswhentheycontinueto
consider
howtodeterminetheimportant
informationwithinthestoryproblem
howtousedifferentproblemsolving
strategiesthey(thestudents)haveused
previously

Studentswillseethatthereare
sevendifferentproblemsolving
strategiesinmathematics.
(Findapattern,writean
equation,drawapicture,make
atableofgraph,uselogical
reasoning,workbackwards,
andguessandcheck)

Studentswillunderstandthatmathematical
relationshipsmaybeusefultosolveproblems
whentheycontinuetoconsider
howcommonratiosareinrealworld
settings
whyidentifyingratiossimplifiesmany
advancedandchallengingproblems

Studentswillknowhowto
solveaproportionofequal
ratios.

Craft Knowledge and Skills Goals

KnowledgeGoals:

Whatisahypotenuse,oppositeandadjacentsides
Whatarecomplementaryangles

SkillsGoals:

Howtousetrigonometricratiostofindanglemeasures
Howtodeterminewhichtrigonometricratiotouse
Howtousetrigonometricratiostofindsidelengths

Summarize Interactions of Goals

32

Theestablishedgoalsarethecontentgoalsorstandardsthateveryteachermustmeet,whichgivethe
generaldirectionoftheunit.Transfergoalsarewhatteacherswantstudentstounderstandandbeable
toapplyintherealworldsituations.Thetransfergoalshelpguidethestudentstodeveloptheir
understanding.Theouterringcontainsskillandknowledgegoalsasthesearethebasisof
understanding.TheouterringiscomparabletothelowestlevelinBloomsTaxonomy.

Stage 2: Determine Acceptable Evidence

Introduce Overview of Stage 2
DuringStage1thegoalsareestablished,buthowarethosegoalsgoingtobemet?Thisisdiscussed
inStage2.Evidencethatistobecollectedwillbethroughobservations,quizzes,informalchecksand
performancetasks.AlloftheseassessmentitemsarealignedtoatleastonethegoalsinStage1.These
assessmentsprovidetheteacherandthestudentascrapbookofunderstandingthroughouttheentireunit.

Alignment between Stage1 with Stage 2

Figure Name and Figure No.
Stage1

Ifthedesiredendresultisforlearners
to...

Transfer

Stage2

thenyouneedevidenceofthelearnersability
to...

Designasafetybrochurethatshowcasestheproper

33

ladderdistancebasedontrigonometricratios.
Studentswillbeabletofluentlyand
independentlycalculateanglemeasures
andsidelengthsinrealworldsituations,
suchasroofangles.

Makingmeaningof
Studentswillunderstandthat
trigonometricratiosareusedinfinding
sidelengthsandanglemeasureof
varioustriangles.(Interpretation)

Studentswillunderstandthatstory
problemsorrealworldapplicationsare
applicationsoftrigonometricratios.
(Application/Interpretation)

Interpretstoryproblemstodeterminewhich
trigonometricratiotouse.

Createastoryproblemthatwoulduse
trigonometricratios,fortheclasstouseaspart
ofaninformalcheck.

Applytrigonometricratiostostoryproblemsin
ordertosolveforananglemeasureorside
length

CreatealistofPythagoreantriples.

Determineifasidelengthisreasonableto
makearighttriangle

Determineifananglemeasureisreasonable

Createaclassroomdefinitionofhypotenuse,
oppositeandadjacentsidesandbeableto
provideitasanansweronaquizortest.

Createaclassroomdefinitionof
complementaryanglesandbeabletoprovideit
asanansweronaquizortest.

Studentswillunderstandthat
mathematicalrelationshipswillbe
usefultosolveproblems.
(Explain/Perspective)

Beskilledat
Howtousetrigonometricratiostofind
anglemeasures

Howtodeterminewhichtrigonometric
ratiotouse

Howtousetrigonometricratiostofind
sidelengths

Know
Whatisahypotenuse,oppositeand
adjacentsides

Whatarecomplementaryangles

Figure No.

Determine Acceptable Evidence

Code

Evaluative

34

Criteria
T

Mathematical
calculationsare
correct.

Clearexplanation

Welldesigned

Mechanicallysound

Revealingand
informative

PERFORMANCETASK(S):

Createabrochureoverladdersafety.Theladder
shouldbeplacedatasafedistancefromthewall
usingatriangle.(T)

Produceaphotoessayofdifferentrighttrianglesin
therealworldandstatehowyoucouldyouuse
trigonometryrelatedtothepictures(U)

Writeablogpostoveratleasttwooccupationsthat
usetrigonometry.(U)

OTHEREVIDENCE

Mathematical
calculationsare
correct.

Wellspoken

Testonfindingangleandsidelengthsusing
trigonometry.

Completedfrayermodels(graphicorganizers)over
thevocabulary(hypotenuse,oppositeside,adjacent
side,andrighttriangle)

Design Performance Tasks

GRASPS Task Scenario Builder

Goals:

Theproblemorchallengeistoplacealadderatasafedistanceawayfromawall.

Role:

Youarealocalfirefightertryingtogettothesecondstoryofahouse,butneedtoknowthesafe
distancetoplaceyourladder.

Audience

Youneedtoconvincecityhalltoplaceacitycodeforladdersafety.

Situation:

Thechallengesinvolvescheckingoncurrentcitycode,aswellasconvincingthecitythatthecode
needstobechanged.

35

ProductsorPerformanceandPurpose:

Youneedtodevelopasafetybrochureofladdersafetyaboutthenewcitycodesothateveryonein
thecityknowsthepropersafetydistanceonplacingaladder.Thisbrochurewillhelpprevent
accidentsbasedontheproperangleoftheladder.

StandardsandCriteriaforSuccess:

Yourworkwillbejudgedbythecorrectdistancefromthewalltotheladder,isitmechanically
sound,clearexplanation,welldesignedandrevealing/informative.Isthiscitycodesafe?Howdid
youusethetrigonometricratiosinordertodeterminetheproperangleanddistance?Seetherubric
below.

Assess Understanding

FacetsofUnderstanding

IdeasforPossibleAssessment
Tasks

Perspective

Compareandcontrastrighttrianglesto
obtuseandacutetrianglesusingaVenn
diagram.

Application

Studentsaretocompleteastory
problemthatisarealworldapplication
oftrigonometryandfindingangle
measures.

Interpretation

Studentswillinterpretstoryproblemson
theirownorcreatestoryproblemsbased
ontheirpreviousinterpretations.

EvaluativeCriteria

Welldesignedandwith
clearexplanations

Mathematical
calculationsarecorrect
andallthe
steps/processesare
shown

Welldesignedand
creativestory
problems

Assess Knowledge and Skills

Design Assessment Samples

1.

Rubricforthesafetybrochure(transfergoalandmeaningmakinggoal)

MakingaBrochure:LadderSafety
Teacher:Mrs.Fish
Name:___________________________________

36

CATEGORY

ContentAccuracy

Allfactsinthe
brochureare
accurate.

9990%ofthe
factsinthe
brochureare
accurate.

8990%ofthe
factsinthe
brochureare
accurate.

Fewerthan80%of
thefactsinthe
brochureare
accurate.

Graphics/Pictures

Graphicsgowell
withthetextand
thereisagood
mixoftextand
graphics.

Graphicsgowell
withthetext,but
therearesomany
thattheydistract
fromthetext.

Graphicsgowell
withthetext,but
therearetoofew
andthebrochure
seemstext
heavy.

Graphicsdonotgo
withthe
accompanyingtext
orappeartobe
randomlychosen.

Sources

Carefuland
accuraterecords
arekeptto
documentthe
sourceof
95100%ofthe
factsand
graphicsinthe
brochure.

Carefuland
accuraterecords
arekeptto
documentthe
sourceof9485%
ofthefactsand
graphicsinthe
brochure.

Carefuland
accuraterecords
arekeptto
documentthe
sourceof8475%
ofthefactsand
graphicsinthe
brochure.

Sourcesarenot
documents
accuratelyorare
notkeptonmany
factsandgraphics.

Mathematics

Allcalculations
arecorrectand
accurate.

Afew
miscalculations
arewithinthe
safetybrochure.

Halfofthe
brochurehas
miscalculations.

Overhalfofthe
brochurehas
miscalculations.

2.
3.

QuizAssessment(skillandknowledgegoal)
Blogpost(transfergoal)

Researchtwooccupationsthatusetrigonometry.Createablogpostdiscussinghowthetwo
occupationsusetrigonometryandhowoftenitisusedonthejob.alsodiscussthedegreeorcollege
coursesneededforthatparticularoccupation.Besuretoincludebothresourcesaslinksinthepost.

Summarize Stage 2
Instage2,theassessmentsalignwiththedesiredunderstandings.Forinstance,thesafetybrochure
showsstudentsunderstandingoftrigonometricratiosandhowtheseratioscanbeappliedinreallife
(transfergoal).Stagetwoalsolooksintothesixfacetsofunderstandings,whichhelpstoalignthe
assessmentstotheestablished,meaningmaking,knowledgeandskillgoals.Sincestage1looksatthe
desiredunderstandings,stage2helpstostayfocusedonthosedesiredunderstandings.

Stage 3: Plan Learning Experience and Instruction

Introduction:
ThefinalstageinUbDisdesigningthelearningactivities.Thisstageisimportantbecausethe
teacherneedstodeveloplearningactivitiesthataregoingtoaligntostage2andtostage1.Thesequence

37

ofinstructionwilladdressedinstage3,whichwillhelpstudentsenhancetheirknowledgeandskillsin
regardstothestandardandtransfergoalsfromstage1.

Figure No.
Alignment among the Three Stages
Stage1

Stage2

Stage3

Ifthedesiredendresultisfor
learnersto...

thenyouneedevidenceofthe
learnersabilityto...

Next,youneedtoadoptteaching
approaches(referringtothetableof
instructionalapproachesand
componentsprovidedinthegoogle
document)todesignmeaningful
learningexperiencesto

Transfer
Studentswillbeableto
fluentlyandindependently
calculateanglemeasures
andsidelengthsinreal
worldsituations.

Designasafetybrochurethat
showcasestheproperladder
distancebasedontrigonometric
ratios.

Makingmeaningof
Studentswill
understandthat
trigonometricratios
areusedinfinding
sidelengthsand
anglemeasureof
varioustriangles.
Studentswill
understandthatstory
problemsorreal
worldapplicationsare
applicationsof
trigonometricratios.
Studentswill
understandthat
mathematical
relationshipswillbe
usefultosolve
problems.

Studentswillbeinvolvinginthe
problembasedlearninginwhichthey
willsolverealworldproblemswith
trigonometricratios,suchas
designingasafetybrochureover
laddersafety.

Interpretstoryproblems
todeterminewhich
trigonometricratiotouse.
Createastoryproblem
thatwoulduse
trigonometricratios,for
theclasstouseaspartof
aninformalcheck.
Applytrigonometricratios
tostoryproblemsinorder
tosolveforanangle
measureorsidelength
Createalistof
Pythagoreantriples

Collaborativegroupworksin
whichstudentswillhave
groupdiscussions
Collaborativelearningin
whichstudentscanteach
othersbyexplainingwhich
problemsolvingstrategy
worksbestwhilesolving
storyproblems
Reflectionby
justifying/supportingtheir
decisionontrigonometric
ratiosusedtosolvereal
worldproblems

38

Beskilledat
Howtouse
trigonometricratiosto
findanglemeasures
Howtodetermine
whichtrigonometric
ratiotouse
Howtouse
trigonometricratiosto
findsidelengths

Know
Whatisa
hypotenuse,opposite
andadjacentsides
Whatare
complementary
angles

Determineifasidelength
isreasonabletomakea
righttriangle
Determineifanangle
measureisreasonable

Createaclassroom
definitionofhypotenuse,
oppositeandadjacent
sidesandbeableto
provideitasananswer
onaquizortest.
Createaclassroom
definitionof
complementaryangles
andbeabletoprovideit
asanansweronaquizor
test.

Usingteachercentered
approach(directinstruction)
withquestioningtohelp
studentsunderstandwhich
trigonometricratioshouldbe
usedbaseduponapicture
(SOHCAHTOA)
Equipstudentswiththeskill
tobeabletodetermine
reasonableanswersbased
onthePythagoreantheorem
Thinkpairshare
wholeclassdiscussion
Informstudentsonthe
definitionofdifferentsides
onatriangle(hypotenuse,
oppositeand/oradjacent)
HandsonlearningEquip
studentswiththeskillsto
determinearelationship
betweentheanglesina
righttriangle

Design Learning Event by Using WHERETO

Whereandwhy
Iwillintroducetheassessmenttasksandrubricsatthebeginningoftheunit.Thiswillshowstudentswhen
thefinalassessmentorwherewearegoingintheunit.Thiswillalsoshowwhytheessentialquestions,
knowledge,skillandtransfergoalsaredesigned.
Hookandhold
Tohookthestudentswithtrigonometry,IplanonintroducingKhanAcademytothestudents.WithKhan
Academy,studentsarehookedwiththemissionsthatarepresented.Thesemissionsarereallythe
instruction,butseemtobemorefunthanalecture.
Experienceandequip
Ifeelthatmynewlessonswillequipmystudentswithabetterunderstandingofhowandwhentouse
trigonometryintherealworld.Ialsofeelthatmylessonwillbemorefocusedonthedesiredunderstandings
ratherthanthecontentthatmaynotbeusefulintheend.Thestudentshaveavarietyofexperienceswith
trigonometry.Somestudentshaveheardoftrigonometricratios,butdoknowtheprocess,whilesothers
havenoexperienceatall.

39

Rethink,review,reflect
Inordertohavestudentsrethinkabouttheessentialquestion,Ineedtoaskthemsomethoughtprovoking
questions.Iftrigonometrycanusedbeforrighttriangles,arethereotherratiosthatcouldbeusedforobtuse
andacutetriangles?IstherearelationshipbetweenPythagoreantriplesandanglemeasures?
(Self)evaluate
Thesafetybrochureandotherassessmentsallowforampleopportunitiesforstudentstoshowtheir
understandingoftrigonometryandfindinganglemeasuresandsidelengths.BeforeIevaluatestudents
safetybrochures,IwillallowthempeerreviewsofthebrochuresinsmallgroupsbasedontheGRASPS
rubric.Thiswillallowforstudentstoreviseandpresenttheirbestwork.
Tailor
Toaccommodatestudentsthathaveattentiondisorders,Iwillgivethemtheirquizzesinaseparateroom
withfewdistractions.Iwillalsomakesurethereisanotheradultintheroomtoreadthequiztothestudents
andkeepthemfocused.Whileworkingonthesafetybrochure,studentsthatneedtobechallengedwill
workonusingplacingaladderthatisonaslopehillandnotflatground.Thiswillpresentachallenge
becausethetrigonometrywillnotbeusedforarighttriangle.Thelowerlevelstudentswillbeabletouse
theladderonflatground.

Organize and sequence the learning

Atthebeginningoftheunit,studentswilltakeapreassessmentquizthatiscomprisedofquestions
regardingthePythagoreanTheoremandanglemeasureswithinatriangle.Basedupontheresultsofthis
quiz,theteacherwillbeabletodeterminewhatthepriorknowledgeandprerequisitesthestudentsare
bringing.Theteacherwillalsodetermineifthelearningactivitiescouldgofasterorslower.

40

Figure No.
Beginning and Ending lessons
BeginningLessonsinaUnitincludes

Classroomdiscussiononthe
PythagoreanTheoremandhow
thishelpsdeterminesidelengths
AssignKhanacademymissions
tohookthelearner

EndingLessonsinaUnitincludes

Studentswillcomplete
variousstoryproblems
relatedtocarpentry.
Studentswillcreateaphoto
essayofdifferentright
trianglesintheirenvironment.
Theywillthenneedto
calculateallthesidelengths
andanglesbasedontheir
righttriangles.
Studentswillcreateatableto
illustratetheanglesmeasures
withinarighttriangleandtheir
sidelengthstocompareand
contrast.

41

Figure No.
Analyzing Sequence
SequencingQuestions

HowisthePythagorean
Theoremrelatedtoright
triangletrigonometry?

Examples

Studentswillbegintheir
Khanacademymissions
startingwiththe
PythagoreanTheorem.

Howarethesine,cosine, Studentswilllearnand
andtangentratios
utilizetheSOHCOA
related?
TOAratios.

Studentswillanalyzeand
Whatarethespecial
calculatesidelengths
righttriangles?
andanglemeasures
basedonspecialright

triangles.

Studentswillcomplete
theGRASPStask.

IdeasforSequencingYourUnit

Utilizethepreassessmenttodetermine
whereinstructionshouldbegin.

Theunitistospanapproximately3
weekswithgeometrymeeting5timesa
week.Giventhis,thesequenceofthe
geometryportioncouldbebrokendown
likethis:

Week1

D1:Introductionoftopicandskillbuild
concerningtheuseofthePythagorean
Theorem.

D2:Continuewithskillbuildingusing
Khanacademyforabellringerinclass.
startinstructiononsineandcosineratios
usingsidelengthsonly.

D3:Continuewithskillbuilding.Start
instructionontangentratiosusingside
lengths.

D4:Continueskillbuilding,butnow
workingondeterminingratios.Reviewall
thedifferentratiosusingsidelengths
only.

D5:Continueskillbuilding.Start
instructiononusingsine,cosine,and
tangentratioswithanglemeasuresand
sidelengths.

Week2

42

D6:Startinstructiononspecialright
triangles.

D7:Formativeassessmentonstudents
understandingofthefirstweek.

D8:StudentswillbegintheGRASPS
task.

D9:ContinueworkontheGRASPStask.

D10:WrapupworkontheGRASPStask
andpresentations.

Week3

D11:Studentswillgooutintheschool
buildingandcollectphotosofright
trianglesfortheirphotoessay.

D12:Studentswillworkandfinishon
photoessayofrighttriangles.

D13:Studentswillcreateninedifferent
triangleswithvaryinganglemeasures.
Theywillthenneedtostarttheirtableof
informationbasedontheangle
measures.

D14:Continueworkandfinishtable
baseduponthecreationofright
triangles.Studentswillthenblogabout
theirfindings.

D15:Finalassessmentday.

Week4

D16:Finalassessmentworkday

D17:Finalassessmentworkday

D18:Presentgolfcourseholestothe
class

43

Create and Choose Teaching Materials

Designaphotoessayofrighttriangles:Thisactivityprovidespresentationtoolsthatstudentscould
potentiallyusefortheirGRASPSproject,suchasPowToon,Prezi,SlideDog,etc.Belowisanexampleof
whatstudentscouldcreate.(Clickhereforthefullversion.)Therearealotofdifferentplaceswithinour
everydaylifewhererighttrianglesexist,butareoverlooked.Studentshavethecreativityfortheir
presentationsoftwareandwhichpicturestouse.

Createatable:StudentswoulduseGoogleSheetstocreateatablewiththeinformationfromtheircreating
righttrianglerelationships.Belowisastarttothetable,inwhichstudentsshouldseearelationshipbetween
thecomplementaryangles.Inthisparticulartable,30and60arecomplements,whichexplainswhythesine
andcosineflipflopbutthetangentremainsthesame.Studentswillthenblogabouttherelationshipsusing
Kidblog.

44

ExistingDigitalMaterials:
KhanAcademy:Providesstudentswithmissionsthatareassignedtobytheteacher.Thesemissionscould
bereviewortointroducethenewtopic.Thisisgreatfordifferentiationamongstudents.
VoiceComments:ChromeextensionthatprovidesstudentswithaudiofeedbackusingGoogleDrive.Asa
teacher,providecommentsonstudentstablestoguidethemwithprobingquestionsthatcouldbeanswered
intheirblogpost.

Strategies for Differentiated Instruction

Allstudentswillbepresentedwithopportunitiestopresenttheirunderstandingsinalternativeways.
Forexample,ifastudenthasawritingdifficulty,thatstudentmaychoosetoaddaudiooverthepresentation
iftheysochoose.Whilegivingvoicefeedbacktostudentsregardingtherelationshiptable,theprobing
questionsaredifferentiatedfortheparticularstudent.Somestudentswillrequiremorechallenging
reflections,whileotherswillneedsomehelpwithseeingapattern.However,allstudentshavethe
availabilityofacomputerattheirfingertips.

Monitor Progress
Progressmonitoringwillbedoneintheformofformativeassessmentsdaily,whetherthatisthrough
observations,exittickets,homeworkpractice,orthroughquizzesdependsontheday.Theteacherwill
providefeedbacktothestudentsthroughoraland/orwrittencommunicationthroughindividualized
instruction.

Conduct Self-assessment for Teaching

Usetheevidencetoanswerthefollowingquestions

45

Doesthelearningplanmakecleartostudentswheretheyregoing,whyandwhatisrequiredof
them?Yes,studentswillbeintroducedtotheconceptsandskillsatthebeginningoftheunit,aswell
astheendoftheunitprojectandrequirements.
Doesthelearningplanincludeoneortwohookstoengagelearnersaroundtheunitsimportant
ideas?Yes,engagingdiscussionsonthePythagoreanTheoremandtheKhanacademymissions.
Doesthelearningplanprovideadequateopportunitiesforstudentstoexplorebigideasand
essentialquestions,andtoreceiveinstructiontoequipthemfortherequiredperformance?Yes,the
sequenceofinstructionincludesopportunitiesforstudentstomovetowardsmeaningmakingand
transfergoals,suchasthephotoessay.Thesetaskshowever,asbuiltuponaspectsofessential
questionsandbigideasinthebeginningfewdays.

Doesthelearningplanprovidesufficientopportunitiesforstudentstorethink,rehearse,revise,or
refinetheirworkbasedupontimelyfeedback?performance?Yes,studentswillbeevaluateddaily
throughformativeassessments,suchasobservations,quizzes,andexittickets.Studentswillalso
begivenfeedbackregardingtheirprogressbasedupontheseformativeassessments.
Doesthelearningplanincludeopportunitiesforstudentstoselfevaluatetheirwork,reflectontheir
learningandsetfuturegoals?Yes,studentswillhaveaccesstoallrubricspriortotheperformance
tasksathand.
Isthelearningplantailedinresponsetodifferencesinstudentsreadinesslevels,learningprofile,
andinterests?Yes,thereisadifferentiatedplaninplaceforstudentswhoareonanindividualized
educationplan.
Isthelearningplanorganizedandsequencedformaximumengagementandeffectiveness?Yes,
thesequenceofinstructionisdesignedinawaytohookstudentsforthecontent.Theywillthen
beassessedthroughtheunitwithformativeassessments.Attheendoftheunit,studentswillbe
evaluatedontheperformancetasks,whichshowtheirdepthofunderstanding.

Summarize Overall Alignment of Three Stages

Thethreestagesalignwitheachothertomeetthestudentsneeds.Thebeginningstage
determinesthestandardsandtransfergoalsthataretobemetbythisparticularunit.Withoutknowing
wheretogo,theteachermaynotknowwhatisvaluableornecessaryforthestudents.Stage2aligns
assessmentsorevidencethatwillmeettheendinthemind.Howwillstudentsshowtheirunderstandings?
Oncetheevidencehasbeendetermined,stage3determineslearningactivitiesthatwillfosterandsupport
theunderstandings.Theselearningactivitiesarealsodesignedtobeengagingandeffective.Usingthe
UbDframework,teachershavearigorousandrelevantunit,whichisinthebestinterestforthestudent.

UnitPlan

Stage1
1.Specifiesthedesiredlongtermtransfergoalsthat
involvegenuineaccomplishment.

Feedbackand
Guidance

46

4.Isframedbyafewopenended,
thoughtprovoking,andfocusingessentialquestions.

5.Identifiesrelevantstandards,mission,orprogramgoals,
tobeaddressedinallthreestages.

6.Identifiesknowledgeandskillneededtoachieve
understandingandaddresstheestablishedgoals.

7.AlignsalltheelementssothatStage1is
focusedandcoherent.

GRASPStask
covers
application,
interpretation,
andexplanation

Studentshave
performance
tasks,quizzes,
andwritingto
showtheir
understandings.

2.Identifiesimportant,transferableideasworth
exploringandunderstanding.
3.Identifiesunderstandingsstatedasfullsentence
generalizations:Studentswillunderstandthat...

Stage2

8.Specifiesvalidassessmentevidenceofalldesired
results:Stage2alignswithStage1.
9.Includesauthenticperformancetasksbasedononeor
morefacetsofunderstanding.

10.Providessufficientopportunitiesforstudentsto
revealtheirachievement.

11.Includesevaluativecriteriatoaligneachtasktodesired
resultsandtoprovidesuitablefeedbackonperformance.

Stage3

12.Includeslearningeventsandinstructionneededtohelp

Standardsare
alignedwiththe
IowaCommon
CoreContent
Standards.

Important
meanings are
reflected in
students blog

47

post about
relationships.

learners
a.
a.Acquiretargetedknowledgeandskills.
b.Makemeaningofimportantideas.
b.
c.Transfertheirlearningtonewsituations.
c.

13.EffectivelyincorporatestheWHERETOelementsso
thattheunitislikelytobeengagingandeffectiveforall
learners.

Overall

14.Iscoherent,withallthreestagesinalignment.

15.Islikelytoworkisfeasibleandappropriateforthis
situation.

48

Individual Component
Linsey Zimmerman
Algebra 2
Introduction
Asapartofthedesignoftheunit,CarpentersMath:UsingTrigonometryintheEverydayLife,this
designfocusesonAlgebra2inwhichstudentshavehadanintroductiontorighttriangletrigonometryinthe
previousGeometrycourse.Inthiscomponent,thestudentswilllearnhowtrigonometryisusedinthereal
worldasthetransfergoals.Studentscanalsomaketheirpersonalmeaningbyunderstandingthatthe
trigonometricratioswillbeappliedtogeneraltriangles.Theycancalculatespecialrighttriangles.TheUnit
Circleisalsointroducedtogainanunderstandingofhowtrigonometryalsoappliestowaves,orrealworld
applicationsthatrepeatovertime.Thegoalsareexplainedatthebeginningofthisindividualcomponentin
ordertoprovideclearexpectationsofeachtransfer,meaningmaking,skillandknowledgegoaloftheunit.
Thetransfergoalsprovideexpectationsofwhatstudentscanapply.Theunderstandinggoalsprovide
expectationsofwhatstudentshavelearned,andtheknowledgeandskillgoalsprovideexpectationsofhow
studentswilldemonstratetheirskillsandknowledgethroughouttheunit.

Select Established Goals

Definetrigonometricratiosandsolveproblemsinvolvingrighttriangles.(HSG.SRT.C)Iowa
Core
Rationale:Trigonometricratiosareusedoftenincarpentrytofindsidelengthandangle
measure.Studentsshouldbeabletoapplytrigonometricratiostoproblemswithoutunitsor
measurements,aswellastorealworldsituations.Thiswillbeareviewforstudentsin
Algebra2.

Applytrigonometrytogeneraltriangles.(HSG.SRT.D)IowaCore
Rationale:Studentswillapplytheirknowledgeoftrigonometricratiosandspecialright
trianglestorealworldsituationsinordertodemonstratetheirunderstanding.

Extendthedomainoftrigonometricfunctionsusingtheunitcircle.(HSF.TF.A)IowaCore
Rationale:Studentsshouldmakeaconnectionbetweentheunitcircleandspecial
triangles.Byusingtheunitcircle,studentscanquicklyseetherelationshipofnumerous
anglemeasuresandtheirtrigonometricratiovalues.Studentswillalsolookintoradian
measure

49

Determine Transfer Goal(s)

Figure 1 (Individual)
Determine Transfer Goals

LongTermTransferGoals

Why(andWhen)TheseareTransfer
Goals

Aftercompletingthisunit,studentswill
solvereallifeproblemsbyindependently
usingtrigonometricratios,Pythagorean
TheoremandSpecialRightTriangles.

Thisisatransfergoalbecauseitisusing
priorknowledgeandapplyingittoreal
worldsituations.Thiswillalsohave
studentsgainabetterunderstandingof
whenthesetrigonometricideascanbe
appliedtotheirdailylives.

Studentswillcreateagraphshowingone
ferriswheelbucketsheightovertimeby
usingtheUnitCircle.

Thisrepresentsatransfergoalasit
providesstudentsnewinformationtheywill
beabletouseinfuturemathematics
courses.Thisinformationallowsthe
studentstobuildontheirunderstandingof
Trigonometryandprovidesthemawayto
transfertheinformation.

Determine Meaning-making Goals

PredictMisunderstandings
1.
2.
3.
4.
5.

Studentsmaynotrecallallofthespecialrighttrianglevalues.
StudentsmaynotbeabletoapplytheTrigonometrytotherealworldsituations.
Studentsmaynotunderstandthevariousanglemeasures(degree&radian).
StudentsmaynotunderstandtherelationshipofthetrigonometricratiosandthepointsontheUnit
Circle.
StudentsmaynotunderstandthereasoningfortheUnitCircle.

Figure 2 (Individual)
Predict/anticipate misunderstandings

DesiredUnderstanding

PossibleMisunderstanding

50

Thestudentwillunderstandthatmany
realworldsituationsutilizeTrigonometry
andSpecialRightTriangles(application,
Interpretation).

StudentsmaythinkthatTrigonometry,andupper
levelmathematics,isnotusedintherealworld
becausesomuchisdonewithtechnologynow.

Studentswillunderstandthatthe
trigonometricvaluesrepresentedonthe
UnitCirclewillbeusedinfuture
mathematicscoursestogainadeeper
understandingofTrigonometry
(interpretation&selfknowledge).

Thiswillneverbeusedinthefuturebecausethe
occupationtheyplantogointowillnotuseitdirectly.

Compare Overarching questions vs. Topical questions

Figure 3 (Individual)
Overarching questions vs. Topical questions

Overarchingquestions

Topicalquestions

WhyshouldIusetrigonometricratios?
Howwouldtrigonometrybeusedinotherreal
worldsituations,besidescarpentry?

Whyarethespecialrighttrianglesvaluesused?
Howdoanglemeasureseffectthesidelengths
withinatriangle?

Whatinformationisnecessaryto
haveinordertosolvearight
triangle,forallanglesandside
lengths?
Howdothetrigonometricratios
helponesolvearighttriangle?

Wheredothevaluesforspecial
righttrianglescomefrom?
Dotrigonometricratioschange
fromtriangletotriangle?

Compare Overarching versus Topical Understanding

Figure 4 (Individual)
Overarching Versus Topical Understanding

51

Overarchingunderstanding
Studentswillunderstandthattrigonometricratios
areusedinfindingsidelengthsandangle
measuresofvarioustriangleswhentheycontinue
toconsider
howandwhytousethePythagorean
theoreminsolvingproblems
howandwhythepropertiesofatriangle
arerelatedtothetrigonometricratios
Studentswillunderstandthatstoryproblemsor
realworldapplicationsareinterpretationswhen
theycontinuetoconsider
howtodeterminetheimportant
informationwithinthestoryproblem
howtousedifferentproblemsolving
strategiesthey(thestudents)haveused
previously
Studentswillunderstandthatmathematical
relationshipsmaybeusefultosolveproblems
whentheycontinuetoconsider
howcommonratiosareinrealworld
settings
whyidentifyingratiossimplifiesmany
advancedandchallengingproblems

Topicalunderstanding
Thestudentwillunderstandthatmany
realworldsituationsutilize
TrigonometryandSpecialRight
Triangles(application,Interpretation).

Studentswillunderstandthat
problemsolvingstrategiesareused
todeterminethereferenceangleand
trigonometricratiosneededtosolve
realworldproblems.

Studentswillunderstandthatradian
anddegreemeasuresareusedto
findvarioustrigonometricvalues.
Thesevalueswillbeusedinsolving
realworldproblems.

Craft Knowledge and Skills Goals

KnowledgeGoals

ValuesofSpecialRightTriangles
aspecialrighttriangle
unitcirclereferenceanglesinradiananddegreemeasure

SkillsGoals:

Howtodeterminewhichtrigonometricratiotouse
Howtousetrigonometricratiostofindanglemeasures
Howtoconvertbetweendegreeandradianmeasures
Howtousetrigonometricratiostofindsidelengths
HowtousetheUnitCircletofindvarioustrigonometricvalue

Summarize Interactions of Goals

52

Theestablishedgoalsarethecontentgoalsorstandardsthateveryteachermustmeet,whichgive
thegeneraldirectionoftheunit.Transfergoalsarewhatteacherswantstudentstounderstandandbe
abletoapplyintherealworldsituations.Thetransfergoalshelpguidethestudentstodeveloptheir
understanding.Theouterringcontainsskillandknowledgegoalsasthesearethebasisof
understanding.TheouterringiscomparabletothelowestlevelinBloomsTaxonomy.

Stage 2
Introduce Overview of Stage 2
Stagetwoprovidesthecriteriaandassessmentrequiredtoshowthatthestudentscapacitiesto
transfer,tomaketheirpersonalmeaningbyusingknowledgeandskills.ThisiswheretheUbDconceptsof
skill,knowledge,understanding,andtransferareroundedout.
IntheAlgebra2class,stagetwowillbeusedtoprovideassessments,rubrics,andexpectedoverall
outcomes.Studentswillbeabletoselfassessandprovidetheteacherwithaninsightintowhatthey
understandandhavelearned.UsingtheUbDframework,theassessmentswillbedesignedtomeasurethe
understandingofeachessentialconcept.

Alignment between Stage 1 with Stage 2

Stage1
Ifthedesiredendresultisfor
learnersto...

Stage2
thenyouneedevidenceofthelearners
abilityto...

53

Transfer:Aftercompletingthisunit,
studentswillbeabletoindependentlyuse
trigonometricratios,PythagoreanTheorem
andSpecialRightTrianglesinrealworld
situations.

ApplythePythagoreanTheoremortheSpecialRight
Trianglevaluestofindmissingsidelengthsofa
trianglegiveninarealworldsituation.Thestudent
willthenchooseatrigonometricratiotofindthe
anglemeasureneededtocreatethoseratios.

Studentswillcreateagraphshowingone
ferriswheelbucketsheightovertimeby
usingtheUnitCircle.

Createagraphoftheheightoftheferriswheelover
time.ThenstudentswillusethevaluesfromtheUnit
Circletocreatethetrigonometricgraphs.Thiswill
alsodemonstratestudentunderstandingofthe
specialrighttrianglesvalues.

Makingmeaningof

Studentswillunderstandthatthetrigonometric
valuesrepresentedontheUnitCirclewillbe
usedinfuturemathematicscoursestogaina
deeperunderstandingofTrigonometry.

Studentswillshowtheirunderstandingofthe
trigonometricvaluesbycompletingtheTrigonometric
Tripassessment.Studentswillwriteastoryproblem
tofindaninaccessibledistance/heightandshowtheir
solution.
SelfassessmentUsetheTrigonometricTriprubric
DiscussiononSchoologyofhowspecialrighttriangles
areusedintherealworldandwhattrigonometric
valuesreallyare.Studentswilldoapeerreviewby
commentingoneachothersideas.

Beskilledat
1.

Howtodeterminewhich
trigonometricratiotouse

2.

Howtousetrigonometricratiosto
findanglemeasures

3.

Howtoconvertbetweendegree
andradianmeasures

4.

Howtousetrigonometricratiosto
findsidelengths

5.

HowtousetheUnitCircletofind
varioustrigonometricvalues

Knowledge
1.

ValuesofSpecialRightTriangles

QuizzesDemonstratingskillgoals
ObservationStudentobservationthroughout
classroompractice
Dialoguesbetweenstudentandteacher,aswellas
studenttostudent

Quizzessameastheoneusedtodemonstrateskill
Discussion/Dialoguebetweenstudentandteacher,as
wellasstudenttostudent

54

2.

Whatisaspecialrighttriangle

3.

Whatunitcirclereferenceanglesare
inradiananddegreemeasure

Figure No.
Determine Acceptable Evidence

Code
T(ransfer)

EvaluativeCriteria
T

PERFORMANCETASK(S):

Graphsare
createdcorrectly

Clearexplanations

Examplesprovided

arewellthoughtout

Creatingagraphoftheferriswheeltoshow
theheightincreasinganddecreasingover
time.Alsocreatingthegraphofsineand
cosineusingtheUnitCircle(T).

DiscussiononSchoologyofhowspecialright
trianglesareusedintherealworldandwhat
trigonometricvaluesreallyare(U).

TrigonometricTripwherestudentsusethe
surroundingareatocreateastoryproblemof
findinganinaccessibleheightordistance.(U).

U(nderstanding)

A(cquire
Information)

Postprovided
answering
questionsabout
wherespecialright
trianglesareused
intherealworld
Problemexplained
well
Solutionsdisplayed
clearlyand
correctly

OTHEREVIDENCE
Acceptableunitquizscores

Measurements
listedarecorrect.

Discussionanddialogue
UnitCircle
completedcorrectly

Observation

55

Design Performance Tasks

GRASPS Task Scenario Builder

Goals:

Yourtaskistoshowtheheightofaferriswheelseatovertime.

Role:

Asaferriswheeldesigneryouaredesigningaferriswheelandneedtomakesuretheheightofthe
ferriswheelissafeforthepersonriding.

Audience

Thetargetaudienceisanyferriswheelrider.

Situation:

Anamusementparkhashiredyoutomakesuretheheightofaferriswheelissafefortheriders.

ProductsorPerformanceandPurpose:

Youwillcreateagraphshowingonebucketsheightovertime.Inordertodothis,youwilluse
desmos.com/carnival.Onceyoucreatethegraph,youmustusetheUnitCircletocreatethegraphs
ofsineandcosine.

StandardsandCriteriaforSuccess:

ReferringtotheRubric1:

Criteria:
Graphshaveproperunitslabeled
Accuracyofplottedpoints
Appropriatelabelingofthexaxis
CompletedUnitCircle

Assess Understanding
Figure No. 6 (Individual)
Assess Understanding

56

Facetsof
Understanding
SelfKnowledge

IdeasforPossibleAssessment
Tasks

Giveapreandpostassessment
toseewhatstudentsalready
knowfromtheirprevious
Geometrycourseregarding
SpecialRightTrianglesandthe
3trigonometricratios

Application

Studentswillsolveastory
problemusingrighttriangle
trigonometrytodemonstrate
theirunderstandingofapplyingit
intherealworld.

Perspective/Application

Selfawareof
Measurementsareall
listedcorrectly

Fluentlyuseproper
trigonometricratios

EvaluativeCriteria

Fluentlyuseproper
trigonometricratios

Effectiveworkis
showninalogical
sequence

Studentswillcreatetheirown
storyproblemusingrighttriangle
trigonometry.Onceapproved,
theywillbesharedwithother

groupstosolveaccordingly.
Groupswillthenprovide
feedbackonlevelofdifficulty,
applicationanduseof
trigonometricratios.

Efficient
measurementsareall
listedcorrectly.
Insightfulstory
problemappliesto
realworld.
Meaningfulgroup
feedback

Assess Knowledge and Skills

UnitCircleQuiztodemonstrateknowledgeoftrigonometricratios,specialrighttriangles,andtheUnitCircle.
(Knowledge/Skillgoals)

Algebra 2 Right Triangle Trigonometry & Unit Circle Quiz

57

Formative Assessment on Right Triangle Trigonometry

Studentswilltaketheformativeassessmenttodemonstratetheirknowledgeofrighttriangletrigonometry.
Thiswillallowthemtoshowwhattheyknowandalsoprovidetheteacherwithinformationonstudentneeds.

58

Design Assessment Samples

Rubricforthegraphsofthesineandcosinefunctions.(Transfer/Meaningmakinggoal)

Graphing:TrigonometricFunctions

TeacherName:Mrs.Zimmerman
StudentName:________________________________________
CATEGORY

59

Units

Allunitsare
described(inakey
orwithlabels)and
areappropriately
sizedforthedata
set.

Mostunitsare
described(inakey
orwithlabels)and
areappropriately
sizedforthedata
set.

Allunitsare
described(inakey
orwithlabels)but
arenot
appropriatelysized
forthedataset.

Unitsareneither
describedNOR
appropriatelysized
forthedataset.

AccuracyofPlot

Allpointsare
plottedcorrectly
andareeasyto
see.Thegraph
showstwocycles
forboththesine
andcosine
functions.

Allpointsare
plottedcorrectly
andareeasyto
see.Thegraph
showsonecycle
forboththesine
andcosine
functions.

Allpointsare
plottedcorrectly.

Pointsarenot
plottedcorrectly
ORextrapoints
wereincluded.

LabelingofXaxis

TheXaxishasa
clear,neatlabel
thatdescribesthe
unitsusedforthe
independent
variableinradians.

TheXaxishasa
clearlabelthat
describestheunits
usedforthe
independent
variablein
degrees.

TheXaxishasa
label.

TheXaxisisnot
labeled.

UnitCircle

UnitCircleisfilled
outcompletely
withappropriate
values.

UnitCircleis
partiallyfilledout
withappropriate
values.

UnitCirclehasthe
firstquadrantonly
filledout.

UnitCircleisnot
includedinthe
finalproject.

RubricfortheTrigonometricTripwherestudentsusethesurroundingareatocreateaproblemoffindingan
inaccessibleheightordistance.(Transfer/Meaningmakinggoals)
MathProblemSolving:TrigonometricTrip

TeacherName:Mrs.Zimmerman

StudentName:________________________________________

CATEGORY

Mathematical
Concepts

Explanation
showscomplete
understandingof

Explanation
showssubstantial
understandingof

Explanation
showssome
understandingof

Explanation
showsvery
limited

60

themathematical
conceptsusedto
solvethe
problem(s).

themathematical
conceptsusedto
solvethe
problem(s).

themathematical
conceptsneeded
tosolvethe
problem(s).

understandingof
theunderlying
conceptsneeded
tosolvethe
problem(s)ORis
notwritten.

Mathematical
Terminologyand
Notation

Correct
terminologyand
notationare
alwaysused,
makingiteasyto
understandwhat
wasdone.

Correct
terminologyand
notationare
usuallyused,
makingitfairly
easyto
understandwhat
wasdone.

Correct
terminologyand
notationareused,
butitis
sometimesnot
easyto
understandwhat
wasdone.

Thereislittleuse,
oralotof
inappropriateuse,
ofterminology
andnotation.

Strategy/Procedures

Typically,usesan
efficientand
effectivestrategy
tosolvethe
problem(s).

Typically,usesan
effectivestrategy
tosolvethe
problem(s).

Sometimesuses
aneffective
strategytosolve
problems,but
doesnotdoit
consistently.

Rarelyusesan
effectivestrategy
tosolveproblems.

Diagramsand
Sketches

Diagramsand/or
sketchesare
clearandgreatly
addtothe
reader's
understandingof
theprocedure(s).

Diagramsand/or
sketchesareclear
andeasyto
understand.

Diagramsand/or
sketchesare
somewhatdifficult
tounderstand.

Diagramsand/or
sketchesare
difficultto
understandorare
notused.

WorkingwithOthers

Studentwasan
engagedpartner,
listeningto
suggestionsof
othersand
working
cooperatively
throughout
lesson.

Studentwasan
engagedpartner
buthadtrouble
listeningtoothers
and/orworking
cooperatively.

Student
Studentdidnot
cooperatedwith
workeffectively
others,but
withothers.
neededprompting
tostayontask.

Neatnessand
Organization

Theworkis
presentedina
neat,clear,
organizedfashion
thatiseasyto
read.

Theworkis
presentedina
neatand
organizedfashion
thatisusually
easytoread.

Theworkis
presentedinan
organizedfashion
butmaybehard
toreadattimes.

Theworkappears
sloppyand
unorganized.Itis
hardtoknowwhat
informationgoes
together.

61

LevelofDifficulty

Challenging,but
notso
complicatedno
onecouldfigureit
out.

Wellthoughtout,
butnot
challenging.
Doesn'tusemuch
trigonometryto
solve.

Verybasic
trigonometric
conceptsused.

Nothoughtput
intothecreation
ofthisproblem.

Applicable

VeryApplicable

Couldhappenbut
notlikely.

Notlikelyto
happen.

NotApplicableto
anyone.

UseofTrigRatios

Definitelyneeded
trigonometry
multipletimesto
solvethis.

Used
trigonometrya
fewtimesto
solve.

Used
trigonometryonce
tosolve.

Didn'tuse
trigonometryat
all.

Summarize Stage 2
Instagetwostudentswillreviewspecialrighttrianglesandthetrigonometricratiostheylearned
previouslyinGeometry.Studentswillapplytheirknowledgetorealworldsituationsanddemonstratewhat
theyknowusingunitquizzesanddiscussionposts.Studentswillthenapplythevaluesofspecialright
trianglestocompletetheUnitcircle.Afterusingformativeassessmentstomakesuretheyunderstandthe
UnitCircle,theywillusetheUnitCircletoderivethegraphsofsineandcosinefunctionswhichwillprepare
themforfuturemathematicscourses.Studentswillcreatenewunderstandingsthroughouttheunitto
preparethemforthesecourses.

Stage 3
Introduce Overview of Stage 3
Stage3providesasequenceofeachlessonfortheAlgebra2unitthatisalignedwitheachofthe
standardsandgoalsprovidedinstageoneandtwo.Nowthattheknowledge,skillandunderstandinggoals
andexpectationsareexplainedinthepreviousstages,thedaytodaylessonplansandactivitiesarenow
explained.Afewexamplesofactivitiesareprovidedtoassisttheteacher,aswellastheWHERETO
elementsofUbD.
AlignmentamongThreeStages
FigureNo.

Stage1

Stage2

Stage3

62

Ifthedesiredendresultis
forlearnersto...

thenyouneed
evidenceofthe
learnersabilityto...

Next,youneedtoselectappropriate
instructionalapproachesand
componentsfromthetable
providedtodesignengaging
learningexperiencesinwhich
studentswill

Transfer

beProblemBasedLearningtosolvea
realworldproblem.Studentswilluse
desmos.com/carnivaltocreateagraph
showingthebucketheightovertime.

Studentswillbeableto
independentlyuse
trigonometricratios,
PythagoreanTheoremand
SpecialRightTrianglesin
realworldsituations.

Studentswillcreatea
graphshowingone
ferriswheelbuckets
heightovertimeby
usingtheUnitCircle.

Makingmeaningof

Discoverhowthevalues
oftheunitcirclecreatea
waveusingtheUnit
Circle.

Reflection

Groupdiscussion

Studentswillparticipateina
discussiononSchoologyofhow
specialrighttrianglesareusedinthe
realworldandwhattrigonometric
valuesreallyare.Studentswilldoa
peerreviewbycommentingoneach
othersideas.

Studentswillunderstandthat
thetrigonometricvalues
representedontheUnitCircle
willbeusedinfuture
mathematicscoursestogaina
deeperunderstandingof
Trigonometry.

StudentswillusetheTrigonometric
Triprubrictoselfassess.

Studentcentered
Studentswillconstructtheir
understandingofwherethevaluesof
thetrigonometricratioscomefromand
howthepatternrepeatsitselfovera
certainperiod.
Studentswillshowtheir
understandingofthetrigonometric
valuesbycompletingthe
TrigonometricTripassessment.
Studentswillwriteastoryproblemto
findaninaccessibledistance/height
andshowtheirsolution.

63

Beskilledat

Howtodetermine
which
trigonometricratio
touse
Howtouse
trigonometric
ratiostofindangle
measures
Howtoconvert
betweendegree
andradian
measures
Howtouse
trigonometric
ratiostofindside
lengths
Howtousethe
UnitCircletofind
various
trigonometric
values

Determineifa
sidelengthand
andangle
measureseem
reasonable
Determine
trigonometric
valuesusingthe
unitcircle

TeacherCentered/DirectInstruction
Theteacherwillguidestudents
understandingofwherethesevalues
comefromandhowtheyareusedin
Trigonometrythroughdemonstration.
Questioning
Theteacherwillusequestioning
throughoutthedemonstrationto
formativelyassessstudentskillsand
understanding.

DrillandPractice
Theteachercanprovidevarious
problemsforstudentstopracticetheir
skillsthroughouttheunit.

Knowledge

ValuesofSpecial
RightTriangles
Whatisaspecialright
triangle
Whatunitcircle
referenceanglesarein
radiananddegree
measure

Providethevaluesof
specialrighttriangles
andtheunitcircleonan
assessment

DirectInstruction

Theteacherwillassiststudentsin
learningthesevaluesandhowthey
werediscoveredthroughdirect
instruction.

UseWHERETOtoPlanInstruction

Whereandwhy

64

Iplantosharetheessentialconcepts/Icanstatementswithmystudentsfortheunit.Iwillexplaintothem
whatthefinalassessmentswillbeinorderforthemtounderstandtheexpectationsandtheoutcomefrom
thisunit.Thiswillallowthemtoseewhattheexpectationsare,whatthegoalsarefortheunitandfortheir
understandingforfuturecourses.
Hookandhold
Iplantouseapretest/formativecheckwiththemtoseewhattheyalreadyknowfromtheirGeometry
course.Thestudentshavepreviouslyseenthetrigonometricratiosandspecialrighttriangles,howevermay
notalwaysrememberthem.Byusingthis,thestudentswillseewhattheyalreadyknow,anditgivesmean
ideaofwhattoreviewwiththem.Iwillthenstarttohavethembrainstormideasofhowandwhen
Trigonometryisusedintherealworld.Iwillthenuseformativechecksthroughouttheunittomakesure
studentsareunderstandingthematerial.Iwillusevideostoassistwiththeinstructiontohelpengagethe
studentsandprovideanothermediumoflearningthematerial.
Experienceandequip
Ibelievethatmylessonswillprovidemystudentswithabetterunderstandingofthematerial.Nowthatthis
isthesecondtimetheyhaveseenthetrigonometricratios,theywillbebetterequippedwiththeknowledge
ofwhattheyare,wheretheycomefrom,andhowtousethem.Ialsobelievethattheunitwillbedirectin
theexpectationsofthestudentsandtheirunderstandings.Byapplyingtheinformation,thestudentswill
haveabetteroutlookonwhenthismaterialmaybeusedintherealworld.
Rethink,review,reflect
Togetstudentstorethink/review/reflect,Ineedtoprovidethemwiththoughtful,applicationproblemsthat
willgetthemthinkingoftrigonometryintherealworld.Wherearespecialrighttrianglesusedinthereal
world?HowmightthetrigonometricvaluesoftheUnitCirclerelatetotheweatheroutsideorthefour
seasonsoraferriswheel?
(Self)evaluate
Theformativechecksthroughouttheunitwillallowstudentstoselfassess.Theywillbeabletoseewhat
theyknowandwhattheyneedtocontinuetopractice(ifnecessary).
Tailorlearningtovarietyneeds,interests,styles(FigureN.2,P.94andFigureN.3,P.95).
Byusingvideos,lecture,groupworkandapplications,studentswillhaveavarietyofopportunitiestolearn
thematerial.Thevariousstyleswillprovidestudentswithmultipleavenuesforunderstandingtrigonometric
ratios,thevalues,theUnitCircleandtheapplicationofitall.Studentsthatneedchallengedwillhavethe
opportunitytocreateothergraphsbasedondistancevs.timeinusingtheDesmosCarnival.Studentsthat
mayneedassistancewillhavetheopportunityinclasstoworkwithothersandaskquestionsofme.They
willalsohavetheextravideosonlinetohelpthemifnecessary.

DesignPreassessment

65

66

Organizeandsequencethelearning
Priortostartingtheunit,studentswilltakeapreassessmentquiztoseewhatknowledgetheyhaveretained
fromGeometry.Thisquizwillbeacompilationofquestionsaboutthetrigonometricratios,SpecialRight
TrianglesandthePythagoreanTheorem.Theresultsfromthisquizwillprovidetheteacherwithan
understandingofwhatthestudentsalreadyknow,andhowmuchtimeisneededreviewing.
FigureNo.
BeginningandEndinglessons

BeginningLessonsinaUnit
includes

EndingLessonsinaUnit
includes

ReviewofthePythagorean
Theorem,Trigonometric
RatiosusingSOHCAHTOA,
andthevaluesofSpecial
RightTriangles
Classroomdiscussiononhow
Trigonometryisusedinthe
realworld.

Studentswillcompletereal
worldapplications.
Studentswillcompletethe
UnitCircledisplayingall
trigonometricvalues,and
anglemeasuresin
degreesandradians.
Studentswillcreatea
TrigonometricTripusing
thesurroundingarea.

FigureNo.
AnalyzingSequence

SequencingQuestions Examples

IdeasforSequencingYourUnit

Howarethespecial
righttrianglesusedwith
trigonometricratios?

Usethepreassessmentdatatodetermine
wheretobegintheunitandhowmuchreview
isneeded.

Studentswilldiscuss
thevaluesofthe
specialrighttriangles
andcomparethem
withthetrigonometric
ratiospreviously
learned.

Theunitwilltakeapproximately3.5weeks,
withthecoursemeeting5daysaweek.The
followingisaplanforeachdayoftheunit:

67

HowistheUnitCircle
createdusingthe
trigonometricratiosand
specialrighttriangles?

Howarethe
trigonometricvalueson
theUnitCircleusedto
createagraphofthe
trigonometricfunctions?

Studentswillusethe
trigonometricratiosof
thespecialright
triangleangle
measurestocreate
theUnitCircle.

Week1
D1:Introductionofthetopicandbeginwitha
shortreviewofSOHCAHTOAandthe
PythagoreanTheorem.

Studentswillplotthe
valuesofeach
trigonometricratioat
certainangle
measuresfromthe
UnitCircletocreate
thegraph.

Studentswill
completethe
GRASPStask.

D2:ReviewtheSpecialRightTrianglevalues
andrelatethemwithSOHCAHTOA.Discuss
wherethesetopicsmayshowinthereal
world.Alsodiscusshowthesevalues
comparetoSOHCAHTOAvalues.

D3:Continuewithskillbuildingandbegin
solvingrighttrianglesgiventwoangle
measuresandasidelength.

D4:Continueskillbuildingandsolveright
trianglesgivenoneanglemeasureandtwo
sidelengths.

D5:ApplyWeek1topicsinrealworld
applications.

Week2
D6:Formativeassessmentonstudent
understandingfromthefirstweek.

D7:Continueskillbuildingpresentinghowto
drawandanglemeasure,referenceangles,
andconvertingdegreestoradiansandvice
versa.

D8:Continueskillbuildingandshowhowthe
specialrighttrianglevaluesaredisplayed
usingtheUnitCircle.

D9:StudentswillpracticeusingtheUnit
Circletofindvarioustrigonometricvalues.
Theywillalsopracticefindingvariousangle
measuresgiventhetrigonometricvalue.

68

D10:FormativeAssessmentonusingthe
UnitCircle.

Week3:
D11:StudentswillbegintheGRASPStask.

D12:StudentswillcompletetheGRASPS
taskandplotthegraphsofthethree
trigonometricratios.

D13:StudentswillbegintheTrigonometric
Triptodemonstratetheirunderstandingof
usingthetrigonometricvaluesinthereal
world.

D14:StudentswillfinishtheTrigonometric
Tripandtakeanotherformativeassessment
onusingtheUnitCircle.
D15:FinalAssessmentDay.Also,present
golfholedesignproject.

Week4:
D16:Workdayongolfdesignproject.

D17:Workdayongolfdesignproject.
D18:Presentgolfdesignprojecttotheclass.

Create and Select Teaching Materials

TrigonometricTrip
Studentswillcreateatrigonometrictrip.Theywillusetheirsurroundingareatocreateaproblemoffinding
aninaccessibleheightordistance.Theproblemshouldbe3Dandincludearighttriangle.Theywillsubmit
theproblemandafullsolutioninordertodemonstratewhattheyhavelearned.Eachproblemwillthenbe
sharedwiththeclasstosolve.

69

RightTriangleTrigonometryLessonAteachercouldusethislessononrighttriangletrigonometry.

70

ExistingTeachingMaterials:

71

DesmosCarnival:Thisprovidesstudentswithanopportunitytousetheirknowledgeofdistancevs.height
tocreategraphsofspecificsituations.Thelastexampleisasinusoidalwavewhichappliestowhatthey
havelearnedabouttheUnitCircle.
KahnAcademy:Thiswebsiteprovidesstudentswithvideosoflessonsovernumerousmathematical
topics.Theyareabletowatchavideotolearnaboutthetopicortheteachercanchoosemissionsforthe
studentsinordertolearnthecurrenttopic.
ConductSelfAssessmentforTeaching
Usetheevidencetoanswerthefollowingquestions

Doesthelearningplanmakecleartostudentswheretheyregoing,whyandwhatisrequiredof
them?Yes,thestudentswillbeprovidedwiththeunitgoalsandtopicscoveredpriortostarting
theunit.Theywillalsobegiventheendoftheunitprojectrequirementstoletthemknowwhatis
expected.
Doesthelearningplanincludeoneortwohookstoengagelearnersaroundtheunitsimportant
ideas?Yes,classdiscussionswillhelpthemrelatetothetopicandgetthemeachinvolved.Also
theTrigonometricTripwillallowthemtobecreativewiththetopic.
Doesthelearningplanprovideadequateopportunitiesforstudentstoexplorebigideasand
essentialquestions,andtoreceiveinstructiontoequipthemfortherequiredperformance?
Yes,thelearningplanprovidesstudentswiththeopportunitytolearnandunderstandthe
informationpresented,progressingtowardsthetransferandmeaningmakinggoals.The
TrigonometricTripandtheGRASPStaskallowthemtoapplywhattheyhavelearned.Thedirect
instructionwillalsogivestudentsachancetoaskquestionsandclarifyanymisunderstandings.
Doesthelearningplanprovidesufficientopportunitiesforstudentstorethink,rehearse,revise,or
refinetheirworkbasedupontimelyfeedback?performance?Yes,thereareformative
assessmentsplannedthroughouttheunittoprovidestudentsfeedback,revise/refinetheirwork.
Doesthelearningplanincludeopportunitiesforstudentstoselfevaluatetheirwork,reflectontheir
learningandsetfuturegoals?Yes,studentswillhaveaccesstoalloftherubricspriorto
completingtheperformancetasks.
Isthelearningplantailedinresponsetodifferencesinstudentsreadinesslevels,learningprofile,
andinterests?Yes,worktimeisprovidedduringclasswiththeteacherforstudentsthatmayhavea
differentiatedplan,andmayneedextraassistance.
Isthelearningplanorganizedandsequencedformaximumengagementandeffectiveness?
Yes,studentswillconsistentlybediscussing,practicing,andcreatingthroughouttheunittokeep
themengaged.Thetaskspresentedwillprovidestudentsandteacherwithfeedbackinanefficient
andeffectivemanner.Throughouttheunitstudentswillbeabletoevaluatetheirunderstandingand
laterdemonstratetheirunderstandingthroughtheperformancetasksandfinalassessment.

SummarizeOverallAlignmentofThreeStages
Throughoutthethreestages,theunitisdesignedtomeetthestudentandteachersneeds.Inthe
firststage,thestandards,transfergoals,meaningmakinggoals,andessentialquestionsareallcreatedto
explaintheexpectationsforthestudentbytheendoftheunit.Bystatingtheendgoalatthebeginning,the
teachernowknowswhattheexpectationsareforthestudentandhowtodesignlessonsinordertomeet
eachgoaland/orstandard.Stagetwoprovidestheassessmentpieces.Thisstageexplainswhatthe
studentwillhavetodemonstrateinordertoshowtheirunderstandingofeachessentialquestionandgoal
providedinstageone.Oncetheassessmentsarecreated,stagethreeprovidesthelearningactivitiesthat
willbeusedtosupportthestudentsunderstandingofthetopic.Thelearningactivitiesaredesignedtobe

72

efficient,engaging,andeffectiveforthestudentandtheteacher.UsingthisbackwardsdesignofUbD,the
teacherisabletoprovideaunitthatisengaging,challengingandrelevanttothelearner.

UnitPlan

Stage1

Feedback
and
Guidance

4.Isframedbyafewopenended,
thoughtprovoking,andfocusingessential
questions.

5.Identifiesrelevantstandards,mission,orprogram
goals,tobeaddressedinallthreestages.

Standardsare
alignedwiththe
IowaCommon
CoreContent
Standards.

6.Identifiesknowledgeandskillneededtoachieve
understandingandaddresstheestablishedgoals.

7.AlignsalltheelementssothatStage1is
focusedandcoherent.

GRASPStask
covers
application,
interpretation,
andexplanation

Studentscan
demonstrate
their

1.Specifiesthedesiredlongtermtransfergoals
thatinvolvegenuineaccomplishment.
2.Identifiesimportant,transferableideasworth
exploringandunderstanding.
3.Identifiesunderstandingsstatedasfullsentence
generalizations:Studentswillunderstandthat...

Stage
2
8.Specifiesvalidassessmentevidenceofall
desiredresults:Stage2alignswithStage1.
9.Includesauthenticperformancetasksbasedon
oneormorefacetsofunderstanding.

10.Providessufficientopportunitiesforstudentsto
revealtheirachievement.

73

achievement
through
quizzes,the
GRASPStask,
discussion
boardsand
wordproblems.

Rubricsare
theretoprovide
feedback.

Theunit
provides
appropriate
lessons,
assessments
and
opportunitiesfor
student
achievement,for
anAlgebra2
student.

11.Includesevaluativecriteriatoaligneachtaskto
desiredresultsandtoprovidesuitablefeedbackon
performance.

Stage3

12.Includeslearningeventsandinstructionneededto
helplearners

Important
meanings are
reflected in
students
discussion
boards.

a.Acquiretargetedknowledgeandskills.
b.Makemeaningofimportantideas.
c.Transfertheirlearningtonewsituations.

13.EffectivelyincorporatestheWHERETOelements
sothattheunitislikelytobeengagingandeffective
foralllearners.

Overall

14.Iscoherent,withallthreestagesinalignment.

15.Islikelytoworkisfeasibleandappropriateforthis
situation.

74

Individual Component
William Gruman
Principles of Engineering
1. Introduction

Thisisacrosscurricularunitdesignedtoincludeelementsfrommath,science,andengineering
withanemphasisontrigonometry.InthePrinciplesofEngineeringCourse,studentshavebeenintroduced
tothefundamentalsofaStaticsUnit.Thisincludescreatingfreebodydiagramsforapplicationproblems
andidentifyingtheindependencebetweenhorizontalandverticalforcesinasystem.Ourgoalistoteach
studentsabouttheusefulnessoftrigonometryinreallifeapplications.Inthiscomponent,studentswill
reviewthePythagoreanTheoremandtherighttriangletrigonometricratios.Wecannotassumethat
studentshavesignificantpriorworkingknowledgeoftrigonometrysincetheydonothaveacommon
mathematicsprerequisite.Studentswillapplytheseconceptstoconstructionandengineeringproblemsthat
canincludeworkingwithrafters,decking,tiling,framing,andangleofelevation/declination.Throughinquiry,
studentswillmodelapplications,hypothesize,andtesttheirresultsusingwhattheylearnedabout
trigonometry.

2. Select Established Goals

Usecongruenceandsimilaritycriteriafortrianglestosolveproblemsandtoproverelationshipsingeometric
figures.(IowaCoreEstablishedGSRT.5)

Rationale:Studentsshouldbeabletoapplygeometricratiostoidentifyandsolvepracticalapplication
problems.Thecontextusedwillbeinbuildingandconstructiontrades.Thesevocationalapplicationsare
intendedtoconnectwithabroadrangeofstudents.

Definetrigonometricratiosandsolveproblemsinvolvingrighttriangles.Werephrasedittothefollowing:
Studentswilldefinetrigonometricratiosandsolverealworldproblemsinvolvingrighttriangles.(IowaCore
EstablishedGSRT.5,GSRT.8)

Rationale:Studentsshouldbeabletoapplyrighttriangletrigonometryratiostoapplicationtorealworld
situations.Studentsshouldbeabletomodeltheseconstructionsusingsimulations.Thisprovidesa
challengeintransferencebetweendifferentapplications,suchasrafterframingversusangleelevation.

75

3. Determine Transfer Goal(s)

Figure 1 (Individual)
LongTermTransferGoals

Why(andWhen)TheseareTransferGoals

Studentswillbeabletofluentlyand
independentlyapplyratiostorealworld
problems.

Allstudentswillhavevocationalcareersthatinvolve
problemsolving.

Studentswillbeabletofluentlyand
independentlysolvetrigonometricproblems

Thisisatransfergoalasstudentswilldemonstrateand
applytheirknowledgeoftrigonometricratios.

4. Determine Meaning-making Goals

a. Predict / Anticipate Misunderstandings

Figure 2 (Individual)
DesiredUnderstanding

PossibleMisunderstanding

Studentswillunderstandthatreallifeproblems
aresolvedusingatrigonometry.

Studentsmayusetheincorrectsideratioorthe
incorrecttrigonometricfunction.

Studentswillunderstandthatsimilartrianglesare
usedtosolvereallifeproblems.

Studentsmayeithersetuptheproportionincorrectly
orusetheincorrectproceduretosolvethe
proportion.

b.

Compare Overarching questions vs. Topical questions

Figure 3 (Individual)
Overarchingquestions

Topicalquestions

76

Howistrigonometryusedinotherrealworld
situationsbesidescarpentry?

Whyshouldwelearnaboutusingtrigonometry?

Wherearerighttrianglesfoundinbuilding
construction?

Whatistheminimumcriterianecessarytofindthe
lengthofanysideofatriangle?

Howdoanglemeasureseffectthesidelengthswithin
atriangle?

c.

Compare Overarching versus Topical Understanding

Figure 4 (Individual)
Overarchingunderstanding

Topicalunderstanding

Studentswillunderstandthattrigonometricratiosare
usedinfindingsidelengthsandanglemeasuresof
varioustriangleswhentheycontinuetoconsider
howandwhytousethePythagoreantheorem
insolvingproblems
howandwhythepropertiesofatriangleare
relatedtothetrigonometricratios

Studentswillunderstandthatsidelengthsand
anglemeasuresareimportantinbuilding
applicationssuchasrafters,decking,and
landscapegrading.

Studentswillunderstandthatstoryproblemsorreal
worldapplicationsareinterpretationswhenthey
continuetoconsider
howtodeterminetheimportantinformation
withinthestoryproblem
howtousedifferentproblemsolving
strategiesthey(thestudents)haveused
previously

Studentswillunderstandthatmodelscanused
torepresentengineeringapplications.

Studentswillunderstandthatmathematical
relationshipsmaybeusefultosolveproblemswhen
theycontinueconsider
howcommonratiosareinrealworldsettings
whyidentifyingratiossimplifiesmany
advancedandchallengingproblems

Studentswillunderstandthatratiosare
commonlyusedintheconstructionandbuilding
industry.

5. Craft Knowledge and Skills Goals

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KnowledgeGoals:

Determinetheappropriatetrigonometricratiotousetosolveaproblem
Identifyahypotenuse,oppositeside,andadjacentsideinarighttriangle
Identifythesidelengthsofspecialrighttriangles

SkillGoals:

Usetrigonometricratiostofindsidelengthsandanglemeasures
UsetheUnitCircletofindtrigonometricvalue
Researchengineeringconstructionproblems
Identifyratiomeasurements

6. Summarize Interactions of Goals

ThroughoutthisunitinthePrinciplesofEngineeringCourse,studentswillapplytrigonometricratiosfrom
mathematicstosolveengineeringapplicationproblems,primarilyfromthebuildingtrades.Theoverarching
goalwillbetomeetthreeoftheCommonCorestandardsthroughunderstandingtheusesoftrigonometry.
Studentswillmodelapplicationsandtesthypothesesthroughproblemsolving.

Stage 2
Overview of Stage 2
InStage2,assessmentsareidentifiedtoallowstudentstodemonstratetheirknowledge,
skillacquisition,theirunderstandingandapplicationofthedesiredconcepts,andwhether
theycantransfertheirlearningtosolvereallifeproblems.Inthiscourse,Principlesof
Engineering,performancetasksandprojectswillbecompletedbystudents.Assessmentwill
becompletedthroughpeerandinstructorreviewusingrubricsandobjectivecriteria.

Alignment between Stage1 and Stage 2

FigureWG21

78

Stage1

Stage2

Ifthedesiredendresultisforlearners

thenyouneedevidenceofthe

to...

learnersabilityto...

Transfer

Createaphysicalmodelusingcommon
buildingmaterialsandandelectronic

Studentswillbeabletofluentlyand

modelusingacomputeraideddesign

independentlyapplyratiostorealworld

(CAD)software.

problems.

Studentswillbeabletofluentlyand

Writeanarticlefortheschoolnewspaper
afterinterviewingaprofessionalinan
engineeringrelatedfieldabouttheirjob
requirementandtheproblemsolvingpartof
theirdailyroutine.

independentlysolvereallifeproblemsby
usingtrigonometry.

Makingmeaningof

Comparecorrespondingvaluesusing

lengthsordistances.
Studentswillunderstandthattrigonometric
ratiosareusedinfindingsidelengthsand

Synthesizeanappropriatetrigonometry

anglemeasuresofvarioustriangles.

ratiogiveneitheranglemeasuresorside

(Interpretation)

lengthsofatriangle.

Studentswillunderstandthatstoryproblems

Selfassessthemodelsthattheycreated

orrealworldapplicationsaremodelsof

withrighttriangletrigonometry

applicationsoftrigonometricratios.
(Application/Interpretation)

Studentswillunderstandthatmathematical

Studentswillpostblogsabouttheir
discoveriesoftrigonometryuseinreallife
applications.Includeascreenshotor
image,followedbyreactions.

relationshipsareusefulinsolvingproblems.
(Explain/Perspective)

Applytrigonometryratiostosolveforan

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unknownsidelengthoranglemeasure

Beskilledat

Selectinganappropriatetrigonometryratio

Calculateareasonablevalue

Solvingforanunknownanglemeasure

Createaconstructionsketchandmodel
usingacomputeraideddesign(CAD)
software.

Solvingforanunknownsidelength

ConstructingaFreeBodyDiagram

Know

Describehowcommontrigonometryratios
areappliedinconstructionapplications.

Thefollowingterms:

Identifyanddescribeeachoftheseterms

hypotenuse,
oppositeleg,
adjacentleg,
sineratio,
cosineratio,
tangentratio,
freebodydiagram.

onaformativequiz.
Createaclassroomposterwithauseful
illustrationhighlightingvisual
representationsofeachterm.

FigureNo.WG22

DetermineAcceptableEvidence

Code

Evaluative
Criteria

Clearlylabel
(transfer)

PERFORMANCETASK(S):

model.
Createaphysicalmodelusingcommonbuilding

80

materialsandandelectronicmodelusinga

Includesound

computeraideddesign(CAD)softwareby

designprinciples

specificallytodesignatrusssystemforashedroof

withgableendsonabarn/buildingaddition.
Refer to Rubric 1.

Refer to Rubric 2.

Writeanarticlefortheschoolnewspaperafter
interviewingaprofessionalinanengineeringrelated
fieldabouttheirjobrequirementandthe
problemsolvingpartoftheirdailyroutine.

U
(understanding)

thoughtful,
insightful

correctmath
calculations.

Comparecorrespondingvaluesusinglengthsor
distances.

Synthesizeanappropriatetrigonometryratiogiven
eitheranglemeasuresorsidelengthsofatriangle.

Selfassessthemodelsthattheycreatedwithright
triangletrigonometry

A
(acquireinfo.)

OTHEREVIDENCE
Completeaformativeassessmentquizonside
lengthsandangles.
UseGeoGebratodemonstratethetrigonometic
relationshipsinagivenrighttriangle.

Calculateareasonablevalue
Createaconstructionsketchandmodelusinga
computeraideddesign(CAD)software.

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Design Performance Tasks

GRASPS Task Scenario Builder
Goals:

Yourtaskistodesignarooftruss
Yourgoalistoprovidethetrussmanufacturerwiththecorrectdimensions
Theproblemorchallengeismatchinguprooflinesofdifferingpitches
Theobstaclestoovercomearecreatingplansforastructurethathasnotbeenbuiltyet.
Role:

Youarealocalcarpenter
Youhavebeenaskedtoaddamastersuiteontothemainfloorofahome.
Yourjobisdesignthetrussdimensionstobeorderedfromthemanufacturer
Audience

Yourclientisthehomeowner
Youneedtoconvincethehomeownerthatyourdesignwillfittheirconstraintsinadurableandcosteffective
manner.

Situation:

Thecontextyourfindyourselfinisselectinganappropriatewallheightanddistancefromthetopstudplate
totheexistingstructureasapartoftheoverallfloorplan.

Thechallengesinvolvedealingwitharoofpitchthatmustsupportasignificantsnowload,provideadequate
rainrunoff,andtieinwiththeexistingstructure.

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ProductsorPerformanceandPurpose:

Youwillcreateadetailedconstructiondrawingeitherbyhandorcomputergenerated,andbuildaminiature
conceptmodeloftheproposedaddition.Youwillfindanestimatedmanufacturingcostfromalocalvendor.

StandardsandCriteriaforSuccess:

Yourworkwillbeevaluatedbythedetailofplanningandmodeling.Apoorlyplannedprojectwillleadto
untimelystructuralfailureorcasualties.

Assess Understanding
FigureWG23

Facetsof

IdeasforPossible

Understanding

AssessmentTasks

SelfKnowledge

EvaluativeCriteria

Administeraquizatthebeginning

Modeldiagramsareconstructed

andendoftheunittoidentifyprior

wherenecessary,stepsare

knowledgeanddeterminegrowth

shown,andthecalculationsare
accurate.

Apply

Usingtheshadowoftheschools

Amodeldiagramisconstructed,

flagpoleandthecorresponding

stepsareshown,andthe

angleofinclination,studentswill

calculationsareaccurate.

calculateitsheight.

Perspective

Reportouton2localbridgesthat

Describethehistoryofthe

usesteeltrussbeam

bridge,includingthestyle(i.e.

construction.

PrattThrough,etc).
Accuratelydescribethebeams
andpinsthatmakeupthebridge

83

throughdiagrams,pictures,and
narrative.

Assess Knowledge and Skills

Design Assessment Samples

84

(Designatleastonerubric&atleasttwootherassessmentinstruments.Pleasespecifywhichtypeofgoal
theassessmentinstrumentistargetedfor).

85

Rubric1:

Rubric 2

86

(rubric 2 continued)

87

Summarize Stage 2
InStage2,studentassessmentswerepresentedthatalignedwiththeobjectivesoutlined
inStage1.Here,thedesiredoutcomeisforstudentstobeabletosolverealworldproblems
usingtrigonometricratios.Studentssolvedengineeringproblemsofbridgeandconstruction
trusssystems.Theyalsocreatedapublicationafteraprofessionalinterviewandcompleted
88

quizzes.Theassessmenttoolswereusedtodemonstrateevidenceofunderstanding,skill,
andapplicationoftrigonometricratios.

Stage3.PlanLearningExperiencesandInstruction
Overview of Stage 3
Stage3providesaseriesoflearningactivitiesforthePrinciplesofEngineeringCourse
thatwillleadtostudentsuccessintheassessmentsdevelopedinStage2andtheresults
outlinedinStage1.EngagingandeffectivedailylessonswillbedescribedusingWHERETO.
Alignment between Stage1, Stage 2, and Stage 3
Figure WG3-1

Stage1

Stage2

Stage3

Ifthedesiredendresultisfor

thenyouneedevidenceof

Andselecttheappropriate

learnersto...

thelearnersabilityto...

instructionalapproaches
andcomponentsfromthe
tableprovidestodesignthe
engaginglearning
experiencesforstudentsso
thattheywill(articulate
whatstudentsdoing)

Transfer:Studentswillbeable

createamodelbyusingthe

Inquirybasedinstructionis

tofluentlyandindependently

software

adoptedsothatstudentsare

applyratiostorealworld
problems.

engagedinconsidering
Developanewsletterthat

problemssolvedinSTEM

examinesengineering

careers.

applicationsoftrigonometric
Studentswillbeabletofluentlyand

Hands-on learning
89

independentlysolvereallife
problemsbyusingtrigonometry.

ratios.

activities

Guidestudentunderstandingin
solvingproblemsusing
trigonometricratios

Makingmeaning:

Identifyanappropriate
trigonometryratiogiveneither

Studentswillunderstandthat

anglemeasuresorsidelengths

trigonometricratiosareusedin

ofatriangle.

Hands-on learning
Reflection

findingsidelengthsandangle
measuresofvarioustriangles.

(Interpretation)

Createandmodelapplication
problemswithrighttriangle
trigonometry

Collaborative learning

Applytrigonometryratiosto
Studentswillunderstandthat
storyproblemsorrealworld

solveforanunknownside
lengthoranglemeasure

Usedirectinstruction.

applicationsaremodelsof
applicationsoftrigonometric
ratios.(Application/
Interpretation)

Studentswillunderstandthat

mathematicalrelationshipsare
usefulinsolvingproblems.
(Explain/Perspective)

Beskilledat
Selectinganappropriate

Determineifthecalculated

Handson:Havestudents

valueisreasonable

calculatesidelengthsand
anglemeasure

90

trigonometryratio

Solvingforanunknownangle
measure

Determineifaconstruction
sketchisareasonablemodelof

UseGeoGebratomodel

anapplicationproblem.

applicationswithgiven
trigonometricratios

Solvingforanunknownsidelength

UseThinkPairShareinthe
ConstructingaFreeBodyDiagram

Know

problemsolvingapproach

Usedirectinstructionto
shareexamplesand

Thefollowingterms:

Identifyanddescribeeachof

nonexamples.

thesetermsonaformative
hypotenuse,
oppositeleg,
adjacentleg,
sineratio,
cosineratio,
tangentratio,
freebodydiagram.

quiz.

Usedirectinstructionto
illustratethetrigonometric

Createaclassroomposter

ratios.

withausefulillustration
highlightingvisual
representationsofeachterm.

Design the Learning Event using WHERETO

WherearewegoingandWhy

Theunitexpectationswillbeoutlined

Detailsregardingthefinalassessmentandscoringrubricwillbeshared.

Essentialquestionswillbeposted.

91

Studentswillhavetheopportunitytoaskquestions.

Identifycareersapplicationswheretheseskillsusingtrigonometryareapplied.

HookandHold
Challengestudentswithanengineeringproblemtosolve.Studentsmayworkcollaborativelyto
brainstormpossiblesolutions.Lateron,afterlearningthenewmaterial,studentswillhavetheopportunityto
testtheirhypotheses.Usearecordingofaprofessionalengineertopresenttheproblem.

EquipandExperience
Presentengagingandmeaningfullessonsforthestudents.Theycanidentifywiththeproblemsandsee
themselvessolvinginaprofessionalenvironment.Usepreassessmentresultstodeterminedtheirprior
understanding.Thiswillprovideaguidetohowtoscaffoldinstructionintheunit.

Rethink,Reflect,Revise
Studentswillhavemultipleopportunitiestoreflectonproblemsfromtheperspectiveofacareer
professional,suchasacarpenterorandengineer.Thiscanbedonewhilestillfocusingontheunit
expectations.Aftergainingexperiencewithproblemsolving,studentswilltheninterviewaprofessionaland
reflectontheircareerperspective.

Evaluate
Therewillbeanumberofformativeassessmentsgiventhroughouttheunitwithtimelyfeedback.
StudentperceptionsandexpectationsrecordedintheLearnerAnalysiswillberechecked.Studentswill
providepeerfeedbackintheProblemBasedInstructionalTask.SelfAssessmentandTeacherassessment
willalsobeused.

92

Tailored
Variedlessondeliverytoolswillbeusedtoaidinstruction,includinglecture,interactivesoftware,
collaborativework,andmultimedia.Thiswillprovidestudentswithamultisensoryexperiencefor
understandingandapplyingtrigonometricratiosinreallifeproblems.Studentsneedingadditional
assistance,includingthosewithIndividualEducationPlans,willbeprovidedextrahelpasneeded.Thiswill
bedonemostlythrough1on1helpfromtheclassroomteacherorclassroomaide.

Organized

Design Pre-assessment of Pre-required Knowledge and Skills

Principles of Engineering Unit Pre-Test - This is a downloadable .pdf document

Beginning and Ending lessons

FigureWG32
Beginning Lessons in a Unit

Ending Lessons in a Unit

includes

includes

Hookstudentswithahighinterestreallife

Reviewtheobjectivesandpurposeofthis

applicationscenario.

trigonometryunit.

Outlinetheobjectivesandpurposeofthis

Studentswillcompleteaselfassessmentof

trigonometryunit.

thetrigonometryunitwhichwillincludes
objectiveslearnedandtheformationofnew

Reviewthetrigonometryratiosandpartsofa

attitudesandinterests.

triangle.
Studentswillreflectontheirtransfergoals,
Describethefinalassessment,sharingthe

thatis,thevocationalapplicationsof

93

tasksthatwillneedtobecompleted.

trigonometryincareerssuchascarpentryor
engineering.Studentswillsharetheir
reflectionsinaBloggerposting.Students
willprovidepeerfeedback.

StudentswillbuildposterspromotingSTEM
careersthroughcolorfulpresentationsof
theirprojects.

Analyze Sequence
FigureWG33
Sequencing
Questions

Examples

Ideas for Sequencing

Your Subject

Whyshouldwelearnabout
trigonometry?

Developanewsletterthat
examinesengineering
applicationsoftrigonometric
ratios.

Week1:

Howistrigonometry
importantinvocations?

Howareratiosimportantin
solvingapplication
problems?

UseInquiryBasedLearningto
createanengineeringsolution.

Havestudentscalculateside
lengthsandanglemeasures

Mon.Administertheunit
preassessment
Tues.Studentswilluse
GeoGebrasoftwareto
identifycommonsideratios
insimilartrianglesin
exploratoryactivities.
Wed.Studentswillcreatea
tableofrighttriangleratios
usingaspreadsheet

Engagestudentstoconsider
problemssolvedinSTEM
careers

Thurs.Eachstudentwillplan
andarrangeaprofessional
interviewappointmentfor
nextweek.

Studentswillcompletethe
GRASPStask.

Week2:

Mon.Studentswillinterview
aprofessionalinan
engineeringrelatedvocation.

Tues.Studentswillshare

94

theirdiscoveriesfromtheir
professionalinterviewswith
theirclassmates.
Wed.Studentswillcalculate
sidelengthsandangle
measuresonaworksheet.
Thurs.Studentswillidentify
andshareconstructionor
engineeringapplications
wheretrigonometryis
necessary.
Week3:
Mon,Tues.,Wed,Students
willworkcollaborativelyto
designabuildingaddition,
includingthefloorplanand
rooftrusssystem.

Thurs.Completethefinal
assessment.
Thurs.Studentswillreflect
ontheirlearningexperience
intheunitinanonlineblog.

Selecting and evaluating two existing materials

1.

Khan Academy - This online resources provides excellent instructional videos and
self-administered formative assessments on many math topics. In this unit the geometry
and trigonometry sections are very useful as a lesson reinforcement tool. This site is very
good for a student wishing to build on understanding and knowledge on many topics.
2. . TeacherTube - This online resource provides instructional videos developed by
teachers for classroom use by other teachers. This site is reasonably easy to use for a
teacher planning for a classroom lesson. However, its navigation is not as user friendly
for a student looking for self-paced instructional guide.

Create Samples of Instructional Materials

95

StudentswilluseGeoGebratocreatesetsofsimilarrighttrianglesandcomparethe
ratiosofthesidelengths(thebasisoftrigonometry).Similartrianglesarethesameshape,
butdifferentsizes.GeoGebraisafree,downloadableonmultipleplatformsormaybe
installedasaGoogleChromeextension.
StudentswilluseKidblogtoreflectontheirlearningexperienceintheunit,includingtheir
initialattitudesandperceptions,andhowtheychangedaftercompletingtheunit.Studentwill
alsouseKidblogtosharetheresultsoftheirinterviewwithaprofessional.Inbothcases,
studentswillbenefitfromtheworkoftheirpeers.Thisbloggingsiteissetupbytheinstructor
andviewableonlybythestudentsintheclass.

Specify Strategies for Differentiated Instruction

Monitor Progress

Formativeassessmentsinthisunitwillinclude,butarenotnecessarilylimitedto:
QuickQuizThisassessmentusuallyhasasingleproblemrelatedtoconceptsdiscussed
thepreviousday.Itisintendedtobecompletedatthebeginningofclassinunder4minutes.
Thumbsup/ThumbsDownAftercompletinganactivity,Iwillhavestudentsusethisasa
quickwaytoprovidefeedbackastowhethertheyunderstandorgetit.
Thepreassessmentquestionnairewillhelpguideinstructionatthebeginningoftheunit,
especiallyifitindicatesalargenumberofstrugglinglearners.Classroomdiscussionand
studentquestionswillalsoprovideameanstoreceivestudentfeedback.

Self assessment

Use the evidence to answer the following questions

Does the learning plan make clear to students where theyre going, why
and what is required of them?
Yes. The learning plan is complete and through. Activities are well-planned,
varied, and layed out ahead of time to the class.

Does the learning plan include one or two hooks to engage learners
around the units important ideas?
Yes. Students are presented with an engaging, real-life application, something

96

that they can easily relate to.

Does the learning plan provide adequate opportunities for students to

explore big ideas and essential questions, and to receive instruction to equip
them for the required performance?
Yes. Instruction is varied and multisensory. The objective are unpacked with
the students rather than simply covered.

Does the learning plan provide sufficient opportunities for students to

rethink, rehearse, revise, or refine their work based upon timely feedback?
performance?
Yes. Formative assessments are quick and allow for quick instructor feedback
back to the students. Students have multiple opportunities for peer and teacher
feedback.

Does the learning plan include opportunities for students to

self-evaluate their work, reflect on their learning and set future goals?
Yes. Students will use the online blogging environment to evaluate their own
learning and attitudes towards the content.

Is the learning plan tailed in response to differences in students

readiness levels, learning profile, and interests?
Yes. Differentiation of instruction is provided. Instruction is delivered in
multiple formats.

Is the learning plan organized and sequenced for maximum engagement

and effectiveness?
Yes. The learning plan is well organized and developed with the end result
considered throughout the unit.

Summarize Overall Alignment of Three Stages

InStage1,wedefinedtheendresult,ortransferknowledge,forallstudentsto
learn.Weexpectstudentstoextenttheirknowledgebeyondthescopeofthisunitand
beabletoapplytrigonometryratiostorealworldproblems.InStage2,wedefinedhow
ourstudentswouldbeassessed.Thisincludedavarietyofevaluativecriteriaincluding
rubrics,quizzes,andpeerreview.ThisalsoincludedawelldevelopedGRASPStask
designingabuildingaddition.Studentsalsohavetheopportunitytogetfeedbackto
judgetheirowngrowth.Finally,inStage3,weplannedengaginglearningexperiences
thatcouldbeeffectivelymeasuredforstudentgrowth.Theclassroominstructionwas
alignedwiththeintendedoutcomesandtheassessments.Theclassroomdeliverywas
multisensoryandwillbenefitadiverseclassroomoflearners.

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