CEP Lesson Plan Form

Teacher: Rivers Morgan

Date: 04/19/2024

School: Cherokee Trail High School

Grade Level: 11-12

Content Area: Honors College Trigonometry

Title: Solving Basic trig equations

Lesson #: 1 of 1

Lesson Idea/Topic and Today's lesson will be to solve basic trig equations using basic algebra and
Rational/Relevance: our understanding of the unit circle. All of trigonometry has been building
up to solving trigger equations as we have tried to memorize the unit circle
and build our knowledge of algebra to solve for specific angles.

Student Profile: All of the students are seniors, some are juniors, and are ready to
graduate. Many are very quiet due to being so close to the end of the year.
And we are currently preparing for our last unit test.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Solving basic trig equations

Understandings: (Big Ideas)

To be able to solve a basic trig equation.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How do you solve a trig equation?

What does X mean in a trig equation? What will our answer represent?

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Evidence Outcomes: (Learning Targets)

Every student will be able to: Solve a basic trig equation.

I can: solve the basic trig equation.

This means I can use algebra to isolate the trig expression and evaluate X at a specific angle.

List of Assessments: (Write the number of the learning targets associated with each assessment)

1. previous night's homework

2. daily quiz from today

3. exit ticket that they will turn in.

The previous night's homework in the daily quiz will assess whether or not they can solve oblique triangles and the exit ticket will assess whether or not they
understood the current day's content.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson The name of this lesson is going to be solving basic trig equations. The purpose of this lesson
is to introduce how to solve trig equations and build off of our knowledge of the unit circle
so that we can solve for all values of X in a certain domain or in Infinity.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials The approximate time will be the whole class period (93 minutes). The only materials
needed are the packet that I'm going to hand out and a pencil.

Anticipatory Set The strategy I intend to use is Reflection back to how to solve an algebraic equation.
I am using this strategy here because: this is knowledge that they previously have had a lot
of practice with ease the thought of trying to solve a new equation using trigonometry
instead of algebra.

Procedures The strategy I intend to use is: Guided notes.

I am using this strategy here because: as this lesson is very intense with a lot of
fundamental properties it will be nice for students to have a guided notes that will have all
of the equations down so that they can understand the fundamentals of what they are
trying to complete.

Teacher Actions Student Actions Data Collected

First, I will do a warmup for Students will come in and I will be able to use their
them to work on. After an start working on the daily check in as data to see
allotted time, we will go warmup. After the allotted if they understood how to
through the warmup together. time we will go through the solve oblique triangles. At
This may take a little bit longer warmup together. I will the end of the day, I will
since the data from last class then give the students time have a closure on how to
shows that they need a little to pose questions about the solve a trig equation and I
more work in that content. I homework that they had will have the students do it
will then ask for any previously. After the individually to gauge

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CEP Lesson Plan Form

homework questions. I homework questions we whether or not they

anticipate that there won't be will come together and do a understood the content
many as many have not daily quiz. After the daily from the day. I will also
completed it yet. We will then quiz I will pass out the assign homework that will
move on to a daily quiz that packet and introduce how be due next week.
they will work on for 15 to solve trig equations. I will
minutes. After that we will then release them to work
work on the guided notes we'll on the practice individually
go through the lecture or with a group.
together. After the lecture we
will break off and work on
practice solving trig equations.
That will then bring us to the
end of the class.

Closure The strategy I intend to use is Exit question.

I am using this strategy here because: since we are leaving for a weekend, I want to make
sure that I have data on today's lesson so I will create a closure that will be a problem from
today's lesson.

Differentiation Accommodations: Content Process Product Environment

NA NA NA NA
Modifications: Content Process Product Environment
NA guided notes NA NA
Extensions: Content Process Product Environment
I will have extra NA NA NA
problems to
challenge those
who get past
the practice
Assessment

Using the exit ticket will be a good way to assess whether or not they understood the
content formatively.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

NA

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, one teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, to put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice.
o individual practice
 check for understanding.
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
of what has just been taught. “Any Questions? No. OK let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning.
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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