Overview/background knowledge: This lesson sequence is intended to be used to teach

trigonometry at a Year 10 level, and will cover a two-week period (ten 50-minute lessons in
total). The table below outlines the prior knowledge the students should possess before the
commencement of this learning sequence. As some of the background knowledge listed here
will likely not have been studied for approximately one year, there will also be time spent
revising this.
Description
Students should be able to recognise similar
shapes, and solve problems involving ratio
and scale factors.
Students should be able to use Pythagoras
Theorem and the trigonometric rules to solve
problems involving right-angled triangles.
Students should be able so algebraically
manipulate linear equations to solve for
unknowns.
Lesson sequence:
Week 1:

Relevant link in Australian Curriculum

(ACMMG220); (ACMMG221) (Australian
Curriculum, Assessment, and Reporting
Authority [ACARA], 2015)
(ACMMG222); (ACMMG224)

(ACMNA234); (ACMNA232)

Date
17th of October, 2016 Class Year 10
No. of students 25 (approx.)
Key questions for the week:
How do we calculate a side length of a right-angle triangle when given on side length and an
angle?
How can we solve for the angle of a triangle when given the lengths of two of the sides?
How do we generate trigonometric equations from worded questions to solve real life
problems?
How do we determine which trigonometric operation is the most appropriate for specific
situations?
How this week draws on the evaluation of learning from previous lessons:
This week involves some revision of previous content (e.g. using Pythagoras Theorem and
the trigonometric rules to solve problems).
Intended Learning Outcomes. By the end
Learning Check/Assessment
of this week, students will:
Mathematics: Solve right-angled triangle
Formative Assessment:
problems including those involving direction Move around the room, observing and
and angles of elevation and depression
discussing students progress.
(ACMMG245) (ACARA, 2015)
Make observations of students abilities to
Mathematics: Apply the four operations to
solve the practical activities for this week.
simple algebraic fractions with numerical
denominators (ACMNA232) (ACARA, 2015)
Mathematics: Substitute values into
formulas to determine an unknown
(ACMNA234) (ACARA, 2015)
Mathematics: Applying Pythagoras'
Theorem and trigonometry to problems in

surveying and design (ACMMG245

elaboration).
Provision for Differentiation
Access:
The problems that the students are given will be generally ordered from easiest to most
difficult, allowing the students to work at their own pace to reach problems to which they are
presented with a suitable challenge. Additionally, the outside activity done this week allows
the students to measure the height of an object of their choice, making it possible for students
to choose an appropriately difficult object to measure.
Challenge:
Students who find these questions easy to solve can be presented with compound questions
(e.g. questions that involve triangles without right-angles, so multiple uses of the
trigonometric equations are required in order to solve the problems). Encouragement to
choose a challenging object to measure the height of in the practical activity can also increase
the challenge for advanced students.
Lesson
Sequence of Activity/Teaching Method to be used
Resources
1 (Monday)
Revision:
Trigonometry
This first lesson primarily serves as a revision problems.
Whiteboard/smart
lesson, wherein students solve problems
board.
related to Pythagoras Theorem and
Calculators.
trigonometry to find side lengths of triangles
2 (Tuesday)
Practical activity:
Straws.
Students use the method of looking through a Calculators.
Sheet to record
triangle made of drinking straws to measure
observations.
the height of an object of their choice.
3 (Wednesday)
Theory:
Trigonometry
Students use the knowledge they have gained problems.
Whiteboard/smart
from the practical activity to solve
board.
trigonometry problems. An emphasis should
Calculators.
be placed on worded problems, rather than
those where the problem is explicitly
outlined.
4 (Thursday)
Practical activity:
Surveying
Students use surveying technology (such as a equipment.
Sheet to record
theodolite (specifics would depend on
availability)) to measure the angles to the tops observations.
Calculators.
of various objects, then compare these
observations with those obtained by the
inverse trigonometric rules.
5 (Friday)
Theory:
Similarly to the relationship between lessons
2 and 3, lesson 5 will involve the students
solving problems involving the inverse
trigonometric rules. Again, an emphasis

should be placed on worded problems.

Week 2:
Date
24th of October, 2016 Class Year 10
No. of students 25 (approx.)
Key questions for the week:
How do we solve problems involving bearings and angles of elevation/depression?
How can we solve problems in 3 dimensions using the mathematical formulae that we are
already aware of?
How this week draws on the evaluation of learning from previous lessons:
This week builds on the learning that occurred in the previous week, by extending the types
of problems to those involving angles of elevation/depression, as well as extending to 3
dimensional problems
Intended Learning Outcomes. By the end
Learning Check/Assessment
of this week, students will:
Mathematics: (ACMMG245) (ACARA,
Formative Assessment:
2015)
Similar to the formative assessment for the
Mathematics: (ACMNA232) (ACARA,
previous week.
2015)
Mathematics: (ACMNA234) (ACARA,
Summative Assessment:
2015)
Test (further detail is provided below).
Mathematics: (ACMMG245 elaboration).
Provision for Differentiation
Access:
As with the previous week, problems can be loosely ordered from easiest to most difficult,
allowing students to work at a pace of their own choosing. Similarly, the practical activities
this week involve some degree of student choice, allowing students to find a task that is at a
suitable level of challenge for them.
The option for a formula sheet in the test is also present (but using this will result in a
maximum possible grade of C).
Challenge:
Three-dimensional problems are likely to prove challenging for students, as these involve
clever analysis of the situation in order to determine the appropriate formulae for solving
problems. As with the previous week, the more advanced students can be encouraged to do
more challenging activities in the outdoors lesson.
Students who have confidence in their abilities can choose to forgo using the formula sheet in
the test, resulting in a higher potential grade.
Lesson
Sequence of Activity/Teaching Method to be used
Resources
1 (Monday)
Revision:
Trigonometry
This first lesson primarily serves as a revision problems.
Whiteboard/smart
lesson, wherein students consolidate the
board.
knowledge they have learnt in the previous
Calculators.
week.

2 (Tuesday)

3 (Wednesday)

4 (Thursday)

5 (Friday)

Treasure hunt activity:

Students choose a start point and an end
point, and map out a path from one to the
other, making note of the distances and
bearings. The students then follow someone
elses directions to find the end point (i.e. the
treasure).
Theory:
Students use the knowledge they have gained
from the practical activity to solve
trigonometry problems involving bearings, as
well as angles of elevation/depression.
Practise test:
Students complete a practise test, which is
designed to give them an idea of what to
expect in the real test the next day. Test
conditions do not apply
Test:
Students complete the test. Test conditions
apply.

Compasses.
Tape measures/
trundle wheels.
Sheet to make
note of distances
/bearings
Trigonometry
problems.
Whiteboard/smart
board.
Calculators.
Practise test (x25)
Paper
Pencils
Erasers
Test (x25)
Paper
Pencils
Erasers

Lesson plan; Treasure Hunt activity:

Date
25th of October, 2016
Class Year 10
No. of students 25 (approx.)
Key question for the lesson:
How can we use bearings to create a set of directions to some treasure?
How this lesson draws on the evaluation of learning from previous lessons:
This lesson involves the students applying the knowledge they have learnt over the previous
week to create a set of directions from one point to another.
Intended Learning Outcomes. By the end
Learning Check/Assessment
of this lesson, students will:
Mathematics: (ACMMG245) (ACARA,
Formative Assessment:
2015)
Observation: Monitor the students progress
Mathematics: (ACMMG245 elaboration).
as they mark out their set of directions from
Mathematics: (ACMNA232) (ACARA,
one point to another.
2015)
Mathematics: (ACMNA234) (ACARA,
2015)
Provision for Differentiation
Access:
Students can choose their own points to create a set of instructions to and from, allowing
them to set themselves an appropriate level of challenge.

Challenge:
Students can make their set of directions as complicated as they wish (e.g. doubling back),
and advanced students can be challenged to provide their directions in both true and reduced
bearings.
Timing
Sequence of Activity/Teaching Method to be used
Materials/Resources
5 minutes
Attendance:
Laptop & School
internet
Gather the students at the front of the room.
Take the attendance and read out class
notices.
5 minutes
Introduction:
Whiteboard and
Outline the activity that the students are going markers.
to complete. Providing an example drawing
should help to clarify the activity.
Answer questions students have about the
activity.
35 minutes Activity 1:
Compasses
Bring students outside, and give a reminder of
Tape measures/trundle
the activity that they will be completing.
wheels.
Providing a brief demonstration of the
activity may aid in clarification, e.g. Walk 5
Pens
metres due North, then 4 metres S30E, then
3 metres W15N.
Paper
Students then complete the activity, marking
out both the beginning and end points, and the
Calculators.
directions/distances used to travel.
Students then attempt to follow the directions
created by another student.
5 minutes
Conclusion:
N/A
Return to the classroom, get the class quiet
and prepare for the next lesson/break period.