NCEA+Level+1+Trig

=Year 11 Right Angle Triangles: Reflect=



Practise internals: and

=What do I have to do to gain Excellence?= Complete all the pages in your workbook in the Trig Chapter. Complete the examples in the text book, the end of chapter exercises in particular. Practise measuring accurately in your group. Do both the above practise tests, use the marking schedule well. Spend the time and take ownership - tick off skills on the "I CAN DO" sheet.

=What do I have to do to pass? http://2011maths.wikispaces.com/NCEA+Level+%21+Trig+PASS= Correctly do 3 of these 6 things: 1. Measure 2. Use SOH-CAH-TOA to find a length @applet SOH CAH TOA @Applet Right Angle Triangles All 3. Use SOH-CAH-TOA to find an angle 4. Use similar triangles to find a length 5. Use Pythagoras to find the longest side length 6. Use Pythagoras to find a side length other than the longest side NB: The assessment may not require all of the above.

Perhaps aim to measure, use SOH-CAH-TOA and Pythagoras. Do that correctly, in context, and you will pass. @Applet Clinometer Use this to check your solutions:

for July the 8th lesson =Note Well: You assessment will involve practical measurement!= This booklet (15.2) is most like what you will do: From []

It goes (without saying) that you should complete the chapter in your workbook (and course booklet if you can find it!) on trig. I suggest you print this booklet (as a replacement of, or supplement to, the course booklet), or do the examples on paper looking at the screen:

From [] media type="youtube" key="KZBZNY_lYfA" height="244" width="296" There is also great information here: [] (The most up-to-date "I can do" list.)

Achievement (Quoted from above site)

 * You need to apply right angled triangles in solving measurement problems.
 * This could involve one or more of:
 * Selecting and using a range of methods in solving measurement problems (at least three different methods)
 * demonstrating knowledge of measurement and geometric concepts and terms
 * communicating solutions which would usually require only one or two steps.
 * //Problems//are situations that provide opportunities to apply knowledge or understanding of mathematical concepts. The situation will be set in a real-life or mathematical context.
 * Make sure that you can:
 * use [|trigonometric ratios]
 * use [|Pythagoras’ Theorem] in two and [|three dimensions].
 * recognise when [|shapes are similar]and use proportional reasoning to find an unknown length.
 * select and use appropriate metric units for length and area
 * measure at a level of precision appropriate to the task
 * Contexts could include:
 * Finding the height of a tree using its shadow or by measuring an angle of elevation
 * finding the width of a river
 * applications in building construction
 * designing and costing a project such as making a play-house

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4th July Text book page 228 and page 105 to 107 in fast track 3 (99 to 117 should be complete by the start of term 3). Page 88 and 89 in on track 3 (79 to 95 should be complete by the start of term 3).


 * **Achievement** || **Achievement with Merit** || **Achievement with Excellence** ||
 * Apply right-angled triangles in solving measurement problems. || Apply right-angled triangles, using relational thinking, in solving measurement problems. || Apply right-angled triangles, using extended abstract thinking, in solving measurement problems. ||

=In class and at home:= Your task, in groups of 2 or 3 is to design a play house (or garage, or boat shed, or tramping hut) with a pitched roof. Windows, door and floor. //Build a cardboard model to scale. Clearly state your scale factor. Understand the model is a guide, not an exact plan from which to build.// //Create 2D plans of your play house (or garage, or boat shed, or tramping hut).// //Create Isometric drawings of your playhouse from various angles.// //(These skills relate to http://2011maths.wikispaces.com/NCEA+Level+1+Geometry )//

Show the measurements of all horizontal and vertical lengths. Mark these on the diagram. Calculate angles and diagonals by using the horizontal and vertical lengths. Mark these on the diagram. Select two points which you think are the widest apart inside the playhouse. Calculate the distance between these two points. Write a statement explaining how you decided which points to choose. You may need to label points on your diagram. Present your playhouse to the class. Explain what you learnt in the process.

There will also be an individual assessment to ensure you know how to calculate angles and lengths using SOH-CAH-TOA, Similar triangles and PYTHAG. You will be given your 2D plans, top, front and side view and the isometric drawings to work from. You will be asked to calculate various new lengths and angles related to these drawings.

For example: If your building was the same height and width, but twice the length, what would the longest distance between two points be? If your building is made 10% wider and 10% higher, how long is the new diagonal between the two selected points (the widest apart)? Can you calculate the answer two entirely different ways to prove you are correct? (Hint: Similar triangles, Pythagoras). If your building is made 20% wider and 15% higher, how long is the new diagonal between the two selected points (the widest apart)? What are the new angles? If the diagonal between the two selected points (the widest apart) is 1m, and the angle of elevation is 30 degrees, and what is the height? You may ask the teacher what the angle of elevation is, but you cannot ask for help to calculate the answer.

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media type="custom" key="9811835" The applets above will be used to discuss concepts in class. You can then use them at home to consolidate your understanding. Always observe - what is changing and what is staying the same. Look for relationships.

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[|tp://en.wikipedia.org/wiki/Unit_circle] [] []

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