Lesson Plan Template

Topic/Title of Lesson
Application of the Tangent Function

Name of Class/Level
Geometry

Learning Goal and/or Theme, Question, Concept for the Lesson

Students will use the tangent function to solve real world problems.

Resources/Material and or technology needed for the lesson:

Clinometer Activity Sheet

Modified from http://mrslesieur.weebly.com/
Materials
21 straws (non-bending)
Tape
String
21 protractors
Weight (nut or washer)
Measuring tape or other measuring device
Accommodations for any special needs, accelerated learners:

Specific to class

Common Core Content Standards

CCSS.Math.Content.HSG.SRT.C.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.
CCSS.Math.Content.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.*
Common Core Standards for Mathematical Practice
CCSS.Math.Practice.MP4 Model with mathematics.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
CCSS.Math.Practice.MP7 Look for and make use of structure.

Procedure for Lesson: Please describe your lesson, step by step:

Application of the Tangent Function
1. Introduction to Clinometer Activity
Pair students for activity
Teacher asks, How would I find the height of a building without physically measuring
it?

Class Discussion
What information do I need besides the actual height of the building?
Assume that we cannot physically measure the height of the building.
Allow students time to volunteer ideas and suggestions.
An angle and the distance from the building are needed to find the height of the
building
If we had the distance from the tip of the building to the person we could use
the Pythagorean Theorem but it would be more difficult to physically find this
distance rather than to physically find the height of the building.
How do we find the distance from the person to the object we are measuring?
Measure the ground distance from the person to the building.

Once students discover that we are going to use the tangent function prompt
students to think of ways to find the measure of an angle.
2. Introduce the Clinometer
The clinometer is made up of a straw, protractor, string, and weight.
What is the straw used for?
To locate the top of the building
What is the protractor used for?
To find the angle of incline
What is the string and weight used for?
To hang down vertically to make a 90 degree angle
Does it matter where the string and weight are placed on the clinometers?
Yes! The sting needs to be placed in the center of the protractor to
measure the angle correctly.

Hand out Clinometer Activity Sheet

3. Build the Clinometer

Have one student of the pair collect materials for group.
Tape the protractor to the straw
Attach the string so that it hangs from the center of the protractor and attach
weight.
Have students practice measuring the height of an object and reading the angle
before going outside.
4. Instructions for Outside
3 groups will measure the same object to come results later.
The person using the clinometers will look through the straw until the tip of the object
can be seen.
The student will also record the angle the string is at on the protractor.
The other student will measure the distance from the object to the student.
Record distance and units
Once measurement are made return to the classroom.
5. Calculations
We have the angle and we have the distance from the building.
We have the angle and we have the distance from the building.
Do we have the entire height of the building?
We need to add the height of the person to eye level to our calculations.
Complete Clinometer Activity Sheet
6. Discuss results of the class and compare calculations.
Assessment:
Informal:
Engaging in class discussion
Formal:
Active participation in group exercise and class work
Collecting data
Calculations
Complete Clinometer Activity Sheet