Elisabeth

=Elisabeth's Page=

__10 Common Core Resources:__
NC DPI's Link to the Common Core Standard PDF []

NC DPI's Crosswalks for ALL Common Core Math - benefits of see where your students come from and where they are going. [|http://www.dpi.state.nc.us/acre/standards/common-core-tools/#crmath]

Great Reflection and Information on Common Core Probability and Statistics in the HS Curriculum []

Scholastic’s Website – purpose is to help teachers implement the Common Core in the classroom []

Interactive Common Core Standards – includes links to online practice of the particular standard and sample problems []

Provides sample pacing guide for Common Core Algebra I, Geometry, and Algebra II Check under Implementing Resources; Sample Scope and Sequence Link []

Videos showing Common Core Implementation in Schools []

Interactive Lessons that you can adapt to Common Core Standards []

Lesson Library - Aligned to Common Core []

How to on Webquests for Common Core []

__Angles of Elevation and Depression__
__NCSCOS__: 1.01 – Use the trigonometric ratios to model and solve problems involving right triangles. __Common Core Standards__:
 * Trigonometric Functions (F-TF) #7 - (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
 * Similarity, Right Triangles, and Trigonometry (G-SRT) #6 - Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
 * Similarity, Right Triangles, and Trigonometry (G-SRT) #7 - Explain and use the relationship between the sine and cosine of complementary angles.
 * Similarity, Right Triangles, and Trigonometry (G-SRT) #8 - Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

__Objectives__: Students will be able to -
 * Solve problems involving angles of elevation and depression.
 * Use angles of elevation and depression to find the distance between two objects.

__Materials__:
 * Data Sheets (attached)
 * Rulers
 * Protractors with string attached around eye of the protractor (one for each pair)
 * Paper, Pen, Pencils
 * Measure Tape
 * Sidewalk Chalk

__Prerequisites__: Students should be able to use trig functions to solve for missing sides of a right triangle and inverse trig functions to find missing angles of a right triangle.

__Before__: Review prerequisites using a warm-up (5-10 questions depending on the need). If an honors class, extend warm-up to contain one elevation/depression word problem to lead into lesson discussion.

__During__:
 * Notes – 20-30 minutes giving notes to students about angles of elevation and depression. Make the connection between the chapter on parallel lines cut by a transversal to prove that the angle of elevation and depression are congruent. Point out common mistakes in labeling angles of elevation and depression. Include word problem examples of several styles of problems.
 * Activity: Talk about the goal of the activity – measuring the school flag pole. Based on the lesson just given ask students to describe what would be necessary to measure the flag pole by hand. Then tell them about the tools that we have. Now what? What else do we need to account for? After a few minutes of discussion, explain activity.
 * [//Students are to work in pairs. The ground in front of the flag pole should be measured before class. Each pair will pick three places to measure the flag pole. At each place they will each complete a trial. First one partner places the protractor to their eye level while keeping it parallel to the ground – this is where the other partner should check the other one’s measuring. Then they hold the string till it appears that the string touches the top of the flag pole. Then the other partner will measure and record the angle of elevation. This will repeat with other partner and same location before repeating in next two trials.//]

__After__: Once students have completed data collection they should return to the classroom to complete calculations and answer lab questions. In closing, discuss lab questions as a class without drawing a final conclusion – let the students do that on their lab sheet before turning it in at the end of the class period.

__Lab Sheet__: