Micro-Teaching Lesson Plan

Title: Learning the different cases of the Sine Law
Date: November 30, 2015
Grade Level: Pre-Calculus 11
Prescribed Learning Outcomes: Solve problems, using the sine law, including the ambiguous case.
General Purpose: This class will look at how the Sine Law can be used to find the unknown length of a side of a triangle given one angle and the lengths of the other two sides. We will look at three cases: 1) where there is no solution, 2) where there is one solution, 2) where there are two solutions.
SWBAT: 3.5 Sketch a diagram and solve a problem, using the sine law. 3.6 Describe and explain situations in which a problem may have no solution, one solution or two solutions.
Probing of previous knowledge: We are assuming that in the class previous to the one we are teaching, students had learned about the Sine Law and about how to derive it. They also know basic properties of triangles, like how all the interior angles of a triangle add up to 180 degrees.
Objective	Time	Activity	Materials
Introduction/ hook	1 minute	Give students a little background information about the use of trigonometry - how it had been used early on as a way of measuring long distances, by calculating angles and smaller distances, and using perspective to approximate the longer distances.
Summary	2 minutes	Review the concept of the Sine Law (presented from a previous class). Ask the students whether they think they can find an unknown side length of a triangle given an angle of that triangle and the lengths of the other two sides.  Is this always possible?	·
Inquiry project	3x3 = 9 minutes	Illustrate the three different cases for Sine Law (whether one, two or no solutions) by dividing the class into three groups, and having one instructor (Ying Ting, Deeya or Etienne) assigned to each group. Each instructor will present a different case. They will give students sets of three sticks, with which the students have to make as many different triangles as they can. Once they have come up with an answer as to what the max number of triangles they can make is, they have to explain why their solution is correct. The instructor will help guide the students, writing the problem on the board and explain why there is indeed only one, two, or no solution. The instructors will spend 3 minutes with each group, and then rotate, for a total of 9 minutes.	Measured sticks with which to make triangles. Multiple sets for each case (one solution, two solutions, or no solution).
Handout+ summary	3 minute	Give students the handout on the Sine Law cases. Go over the handout briefly. Use it to show students that the three different cases necessarily have one, two or no solutions. Illustrate this on the board, clearly. Show the implications of this for when solving the Sine Law.
Summative Evaluation: By having students use the sticks to make up different triangles, students will illustrate their knowledge of the different number of triangles that can be made given certain lengths of the sides.

2 column solution to puzzle "Hundred Squares"

Dave Hewitt's Video

Dave Hewitt’s video was very interesting. I loved his style since it was different from traditional teaching. He used the sticks rather than using markers and white boards. Students were learning integers by hearing the sound of the sticks when he was tapping. The students were collectively engaged and students were not intimidated since even though one of them gave the wrong answer, he/she would realise and correct himself/herself. I really appreciate the way he was writing on the board at the same time when the student was giving the answer. This helps the visual learners to understand. Dave Hewitt had a lot of patience and moved around the classroom to teach. These are very good points that all teachers should have

Exit math SNAP fair

I had a fabulous time attending the Math fair at the Museum of Anthropology. I was amazed by the way the young students presented their projects. They were well-organized, confident and very clear in their explanations. The learners connected with the artifacts at the museum and created a math problem which was very creative. The students were non- competitive and they were all proud presenting their projects and I even had the chance to ask them how and where they got all these ideas.

The 1^st station I attended, I even got a small reward of “Thank you” which really made me feel so special. I was not only warmly welcomed but got a small note for the participation. :) During my short practicum, I observed how teachers where praising students with a pencil, sticker or even treats. They loved it and that encourage participation in class.    

I will try my best to organize a math fair during my practicum, as math is not only about formulas, worksheet and problem- solving.

Arbitrary & necessary

1.       What does Hewitt mean by “arbitrary” and “necessary”? How do you decide, for a particular lesson, what is arbitrary and necessary?

2.       How might this idea influence how you plan your lessons, and particularly, how you decide “who does the math” in your math class?

According to Dave Hewitt, “arbitrary” means that students need to be au courant of the elements of a topic with the help of a teacher, book or internet whereas “necessary” means that students may become familiar of some elements depending upon their awareness they already have. Names and labels/ symbols can feel arbitrary for students as they don’t know the “WHY” behind it. For example: why are there 360˚ in a full turn. Students would not know this fact unless they are told about it.

When planning a lesson, I will consider the abilities of the students, as I might teach a Grade 9 math “honours” class differently as I would for a normal Grade 9. When I was a student, I didn’t even have the courage to ask the teacher about why a full turn = 360 ˚ but now since the students are more opened and encouraged to ask the questions, anytime they might ask teachers these kind of questions. As a student- teacher, I should be aware of how much “arbitrary” elements I should give so that the students do some efforts and try to find the interesting part behind the problem..

Could you, and would you run a SNAP Math fair in your practicum high school? Why/ Why not? If you can imagine doing so, how would you adapt the Math Fair to your school, and classes, and why?

It would be a very good idea to run a SNAP math fair during my long practicum. I still remember the very first day I met my Faculty Advisor before the short practicum, she told me please make sure that you use a lot of activities and don’t go for traditional teaching. She was even happier when I told her that I was thinking of giving the opportunity to kids to organize a math fair. Since I started the course, I learnt a lot about math fair, different ways of approaching problem solving and how to make math interesting rather than just using pen, paper and formulas.

I would definitely ask the principal if that would work and then since I will be teaching 2 grade 9, I would like to try it with my first class and see how it works then of course learn and modify if needed for the second grade 9 math. Even when we made a math fair for the kids we were given enough time to work and plan it, so I was thinking that 10-15 days is good enough to work on it. I would encourage everybody to participate and this will develop teamwork.

I would also encourage the math and science department to make a Math/Science fair. We organised one in UBC (October) and it was very to see how kids, elders were devoted in solving the problem.