Project Design Overview

Rechelle Mae Y. Pagal BSED MATH 3B

Subjects: Math Grade Level: 9 Quarter: First
Name of the Project: Tweg-onometry:Investigating some real Duration: 5 Weeks
life application of trigonometric functions involving right
triangle

Project Idea Background:

Trigonometry means triangle computations (thus, tri). It's the study of triangle
lengths, heights, and angles. In the 3rd century BC, geometry was applied to
astronomy. Trigonometry helps architects, surveyors, astronauts, physicists,
engineers, and crime scene investigators.

Before discussing its applications, let's address a question: what science originally
employed trigonometry?

In this project, you are going to investigate the different applications of trigonometry
in real life problems that will be given as an activity for each week.. You will be using
your background knowledge with the different types of triangle and some geometry
concepts. You might understood now what are the basic uses of trigonometry in
everyday life. But, hey! There’s more.

You will be given the chance to work with your group, brainstorm, collaborate, and
learn together.

You are required to compile your project for each of the weeks activity in a portfolio
and post it in spindle.

Driving Question How can mathematician use their mathematical knowledge in solving practical issues
involving right triangle that may or may not have direct applications? In what way
they solve and find solution to these practical issues?

In what ways can the knowledge of trigonometry help in finding distances of objects
Essential Question and living things, finding paths in motion, height of the objects, and the likes?
Contents\Skills\Standards  Basic concepts of trigonometry
 Apply the concepts of trigonometry to formulate/solve real life problems with
accuracy
 Trigonometric ratios, SohCahToa
 Appropriate use of trigonometric functions in finding missing angles/sides
 Apply geometric properties and relationships to solve problems
st
21 Century Skills  Problem solving
 Critical thinking
 Collaboration
 Technology skills
 communication
Entry Event Presentation of stimulating situation.

* Warm Up problem activity regarding similarity of triangles

The teacher should have the class go over similarity in triangles again and give a
few examples of what geometric mean is as a warm-up activity. The teacher should
emphasize the two types of geometric mean problems: using geometric mean to find
lengths in similar right triangles with an altitude made from a right angle and finding
the geometric mean of two random numbers. These are very important prerequisites
concepts students should know before having the project.

*Simulation Activity Proper

WHY does the Pythagorean Theorem Work?

Objectives:
 1. Find the formula for the Pythagorean Theorem by dividing a square into four right
triangles that are the same and a smaller square.
2. Solve problems with right triangles by using the Pythagorean Theorem

Before students can understand trigonometry, they need to know what a right
triangle is. In this activity, students will use the Pythagorean Theorem to learn about
the parts of a right triangle. Students will do an activity called "Discovery" to find out
how the Pythagorean Theorem works. Before the activity, the teacher shouldn't tell
the students the formula. Instead, they should be given the chance to figure it out on
their own based on what they learn in the discovery lesson.
This activity takes the Pythagorean Theorem to its simplest form and allows
students to create an equation that will result in the Pythagorean Theorem when
simplified.

Procedures:
1. Students will be group with 6-8 members each (must be heterogeneous)
2. Students will be given a square with side lengths c.
3. Using jamboard, students will then collaborate to construct four right triangles
within the square, all adjacent to each other. (Make sure that the collaboration is
recorded as an evidence)
4. Each of the four right triangles will have a side length of a (shortest leg of the
triangle) and b (longer leg of the triangle).

Note: The final product should or may be like this:

Question:
1. How can we find the area of the entire square in relationship to the area of the four
right triangles and the smaller square in the middle?
2. What equation did you arrived at certain derivation?
3. What relationship do we find when comparing the areas of triangles and the areas
of squares?
4. What relationship do we find between sides c, a, and b?
5. How do we know if this relationship will always work?

Culminating product and

performances Week 1 -- Warm Up activity; designation of membership role; contract
Week 2 -- Breaking It down Word Problem; Formulated Word Problem; Families of
Graphs Investigation report
Week 3 -- Solutions to the Problem Navigate it; What can I learn from my shadow;
Week 4 --video recording of the whole process of making a pretend river; Trig River
Worksheet
Week 5 -- Portfolio; Journal

Mid-Products Graphs, Worksheets, Journal

Project Flow Week 1:
 Checking of students learning mode.
 Using the group that was formed during the simulation activity,
Let them discussed their strength and weakness. Let them record their learning style.
Each group must be heterogeneous according to learning mode.
 Provide a warm up activity, it may be through problem solving or KWL chart
online gamification activity to check where the students learning at.

 Launching of the Project

Present a video presentation that gives students an insight of what will be the
project all about
Video link: https://www.youtube.com/watch?v=bGPIcQftgYI
Discuss the objectives and purpose of the project with the class such students
will discover why and how we use trigonometry involving right triangle in the world
today and solving/creating real world application word problems involving
trigonometric functions.
Let the groups assigned membership role and let them sign their own
contract. To do this, encourage them to be resourceful by exploring similar
membership contract on the world wide web. If they revise a contract let them identify
the source and the author. Let them compile the signed contract.
Have them keep a journal to record what happened. The journal should
talk about the problems they face and how they deal with them. Also, let them write
down what they learned and what they didn't understand. Let them write more about
how they solve this kind of problem.

Week 2:
Activity 1
Students should feel comfortable solving skill-based practice problems
utilizing the Pythagorean Theorem. The teacher should lead students through a few
Pythagorean Theorem application problems. This format allows students to explore
each part of the problem in order to comprehend what the problem is asking, the
important information and vocabulary required to solve the problem, and the steps
for developing a plan to solve the problem, resulting in an answer that is guaranteed
to be correct.
Given the structure below, students in group will work on creating real-
world problem of trigonometric functions involving right triangle.

Example application problems may include:

1. The foot of a ladder is placed 6 feet from a wall. If the top of the ladder rests 8 feet
up on the wall, how long is the ladder?
2. Donna's TV screen is 20 inches long. If the diagonal measures 25 inches, how long is
the width of Donna's TV?
3. Town A is 9 miles from town B, and 12 miles from town C. A road connects towns B
and C directly. Find the length of this road.

Activity 2:
Families of Graphs Investigation

1. Graph the function y = sin x. Explain why it is a function.

2.Graph each of the following groups of functions and describe how the change alters
the graph of the parent function y = sin x.

A. y = 2sin x Describe y = c sin x where c > 0

y = 1/2 sin x
y = 3sin x

B. y = -sin x Describe y = c sin x where c < 0

y = -2sin x
y = -1/5 sin x

C. y = sin 2x Describe y = sin cx

y = sin 3x
y = sin 1/2x

D.y = sin x + 2 Describe y = sin x + c

y = sin x + 3
y = sin x -1/2

E.y = sin(x – 2) Describe y = sin(x + c)

y = sin(x + 3)
y = sin(x -pi )

Note: Graph from –6.28 to 6.28

Week 3:

Activity 1: Navigate it
Group the class into ten. (note: Grouping should be heterogeneous). Using
nearpod, Students should be able to
a. a neatly drawn poster illustrating the scenario given
b. If necessary, develop a mathematical equation to prove your answers
c. Present your findings to the class, explaining the mathematical reasoning behind it.
Scenario:
The runway on an aircraft carrier is less than 350 feet long (most
fighter-type aircraft need 2,300 feet to take off and slightly more to stop after landing).
In order to stop a jet in so little space, arresting cables (a.k.a. “the wire”) are stretched
out on the deck of the ship to catch a special hook on the plane. These cables pull the
jets to a stop extremely fast to prevent them from falling into the ocean.
You are the pilot of a F/A-18 “Hornet” jet trying to land on the carrier.
You are 5000 feet from “the wire” and still 300 feet above the ship’s deck. Determine
the appropriate angle of elevation from the ship to you that would be necessary for
you to catch the wire and land safely on the ship. How far are you from the wire? What
would happen if your angle was too big or too small?
Pictures are not to scale

Activity 2: What can I learn from my shadow

Trig Ratios: _____________________________________________________________-

We have used right triangles to determine some important relationships that you have
listed above. Today, you and your group members will use these ratios to determine
the height of an object outside. Follow the following steps:
1. Pick one person in the group and measure height: ____________________________
Name of person you are measuring: _______________________________________
2. Measure the length of that person’s shadow: _________________________________
3. Using the appropriate trigonometric ratio, find the angle of elevation (sketch
picture):

4. Find the length of the shadow of the object your group has chosen: _______________
5. Using the angle of elevation and the shadow length, find the height of the object:
____________________________________
6. Sketch a picture of the object, its shadow, and the angle of elevation.

Screenshot:

Week 4:
Trig River
Students learn about and use a right triangle to determine the width of a "pretend"
river. Working in teams, they estimate of the width of the river, measure it and
compare their results with classmates.
Instructional Video here:
https://youtu.be/NSDORhF8Wik

Procedures:
1. Members from each should different roles
2. Make sure to produce a video recording of the whole process of making a pretend
river.
3. Follow what is in the instructional video procedures.
4. Fill the worksheet. One worksheet for each however all members should collaborate
answering the worksheet.
Downloadable worksheet here:
L3-A2-Trig River Worksheet (teachengineering.org)
https://www.teachengineering.org/content/cub_/activities/cub_navigation/cub_navigation_lesson03_activity2_worksheet_v2_tedl_dwc.pdf

Week 5:
In this week, each group will focus on the finalization of the project which is
compiling their previous activities in a portfolio to be posted either in google
classroom stream or spindle. Students are free to choice what software they will
integrate in making their portfolios.
Constant consultation to the teacher in-charge is advised. Portfolio should
be presented first to the adviser for suggestions. Finished product will be presented to
the class.
After the presentation of project outputs, the class will answer the
assessments tools (peer assessment and self -evaluation tools).
Assessment  PROJECT EVALUATION:PORTFOLIO CHECKLIST
 SELF-REFLECTION
 COLLABORATION CHECKLIST
 Group Assessment
 Journal Paper

PORTFOLIO CHECKLIST
Compelling Little No Evidence
Evidence Evidence
Spelling and grammar in
product(s)
Compelling Visuals
Use of technology
Shares data gathered
Includes well designed graphs
Supports graphs with equations
Comments:

Students Self-Assessment
Not at all Sometimes Often
I listened to the ideas of others

I offered suggestions

I worked on the project at home

I stayed on task

I met deadlines

I encouraged and complimented others

I did my best work

I enjoyed the project

I cooperated with my group

Some ways we worked well were

_____________________________________________________________________________

_________________________________________________________________________

We could have worked better by

_____________________________________________________________________________

_________________________________________________________________________

I am proud of this project because

_____________________________________________________________________________

_________________________________________________________________________

This project could have been better if I had

_____________________________________________________________________________

_____________________________________________________________________________
 COLLABORATION CHECKLIST
Not at all Sometimes Often
1 2 3
Displays a positive attitude

Participates in discussion

Stays on task/uses time wisely

Organizes results/completes tasks

Engages in cooperative behavior

HOW WELL DID YOU WORK WITH YOUR GROUP?

Level
Your
Component Estimate Actual Comments
Work distribution and task 10
completion

Participation in the problem-solving 20

process and discussion

Cooperative behavior 20

Total 50

Journal Component: (Individual)

Name _____________________________________

Reflection is an important part of any project. Please answer the following questions
in a thoughtful manner. Be specific with your comments.

1. What are some things you learned during the project?

2. Was there a part of the project you liked or did not like? Explain.
3. What could be added or dropped to make the project better?
4. Was enough time allocated for each task in the project? Give details.
5. Are there any assignments you still don’t understand?
Other comments?

Resources Needed *Onsite People/Facilities ( Statistician, teacher)

*Equipment Computer (e.g laptop; iPod); internet services
*Materials (optional, group provision)
*Community Resources (Parents, Relatives)

References * http://education.wfu.edu/wp-content/uploads/ncctm2007.pdf
* Regel, C. Project Based Learning The Function of Trigonometric Functions Math III.
* http://charlotteteachers.org/curriculum/units/2009/04/09.04.02.pdf