Conclusion of right triangle trigonometry and using a concept map for assessment

Last class was the conclusion of right triangle trigonometry. Students worked on the final three application problems in the Solving Right Triangles Using Trigonometric Relationships packet. These proved challenging because of the vocabulary used in the descriptions. Students felt comfortable solving for the required values. For example, problem 33 discusses pitch and trusses, which are unfamiliar vocabulary for students. I provided a mini-lesson on house building so they could better understand what was being described and how the actual roof is laid on top of the trusses.

Common issues that came up in solutions were not converting all measurements to the same units, which caused students to mis-identify angle sizes. There were also some issues, based on the description, as to whether the description was referencing the horizontal distance or the distance along the hypotenuse. There were some good discussions as to the thinking about these situations.

As a lead in to the test next class, I asked students to construct a concept map with the central question of "What is trigonometry?" I often provide a vocabulary list and a list of linkage words to assist students. This time I just put the central question on the board and let students go.

[Update 2/23/2017: If you're interested in learning more about concept maps, check out 3 Ways Concept Maps Help You Learn.]

I did tell students that the concept map would be part of the unit assessment. I intend to make the test worth 40 points and then have the concept map be worth 10 points. I have used concept maps for review purposes, for assessments, and for previewing upcoming material. In this case, I want to see how students are making connections regarding right triangles, trigonometric ratios, and similarity.

Next class is the test and then its our one week Spring break. I won't have any posts until we return and begin looking at surface area and volume.