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Rationale

In this unit of work, students will develop abilities to further knowledge on trigonometry and apply to real world simulations. The unit is designed for students
in stage 5.3 and will provide students with concepts to deepen knowledge used within mathematics. In this unit of work, students are assessed on different
criterions based on their strengths. Students that excel in creativity, problem solving and/or modelling will all achieve similar grades on the assumption that
they achieve similar grades in the other sections of the marking criteria. The activities presented in this unit of work is created to promote individual student
strengths. The activities are designed for the teacher to differentiate students according to their strengths and attempt to promote shared learning with students
of other strengths.

The primary focus remains as student learning and students are expected to achieve the standards the Australian Curriculum expects. All content taught is all
in accordance to the curriculum which spans over the length of five weeks. The aim is for all students to achieve the outcomes specified in the curriculum
while teachers provide an engaging and relatable unit of work. The approach taken to formulate this unit of work was Skemp’s instrumental vs relational
understanding. His work consisted of separating ‘understanding’ a piece of work into instrumental and relational understanding. Simply put, mindlessly
answering the given questions vs understanding what method to use and why it is appropriate to use it (Gould, 2009). This unit of work is structured in a
relational approach so that each topic can be related to another regardless of the progress. It is designed so that students will continuously be learning
something new every lesson but also referring to previous lessons to solidify their conceptual understanding of the unit and solve future examples. Students
should be constantly encouraged to use formal mathematical language when explaining their reasonings for arguments and/or proofs.
James La [1800 3723]

UNIT OUTLINE
Subject: Trigonometry + Non-right-angle Trigonometry Course: Mathematics Number of Weeks: 5
Unit title: Further Trigonometry

Key Concepts/ Big Ideas The importance of this learning

Trigonometry in 3D Trigonometry plays a major role in predicting and managing real life scenarios. The importance of
this lesson is for students to develop these skills and apply to real world situations.
Sine and cosine rules

Area of a non-right-angled triangle

Exact ratios

Unit context within Scope and Sequence/Purpose Syllabus Outcomes

MA5.3 1WM
Right-angled triangles MA5.3 2WM
MA5.3-3WM
Non-right-angled triangles MA5.3 15MG

Literacy Focus Numeracy Focus ICT Focus Differentiation

Class discussions Basic numeracy Laptop Student assessment during activities

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Extended responses (BODMAS) Internet Teacher pacing in class

Reasoning Algebra Cloud servers Graphing trigonometric functions with change in amplitude
Worded questions Geometry GeoGebra and period
Angles

Week/ Syllabus Content Teaching and Learning Resources/Activities

Sequence Strategies including
assessment for learning.
ACMMG276 Discuss and solve the 3D Pythagoras and Trigonometry
ACMGM034 differences between 2D and
1 3D and what is needed to Activity/Assessment – Modelling your own question
ACMGM037
solve for a certain length. Groups of up to 4 (group and size are optional)
Understanding, Problem
Solving Students should consider: - Go outside and model a 3d trig problem using real life structures at
- Where are the right school
angles located? - Take a photo as the basis of the question
- What perspective - More unique, the higher mark even if solved incorrect
should you be looking - Come back to classroom and model that in GeoGebra
at? - Students will turn the simple model into a worded question then have
- What would be another student solve – showing full working out
needed to solve for - Students will submit their question to the teacher once satisfied either
lengths within by email or submitted to the class cloud server – with solution for
prisms/cylindrical grading
shapes involving right - Differentiation – marking criteria will be split into multiple factors.
James La [1800 3723]

angled triangles as a Creativity and complexity will be marked under one criterion. Students
means of will not be marked low if their question is creative and entertaining
measurement? (assuming it is solved correctly). Teacher will be able to distinguish the
students to their strengths and can cater their lessons depending on the
Scaffold from previous situation.
example to further their
knowledge on the introduction Before starting the worded questions, check with the class if they have drawn
to 3D trigonometry the diagram accurately (assess student ability to sketch from worded questions).

Solve worded problems using Example: I am standing on top of a building of height 60 meters. I spot my
diagrams including right friends Bob by the river at an angle of depression of 75 degrees and Johnny
angled triangles in 3D. spots me from the streets at an angle of elevation of 70 degrees. If I wanted to
Students should consider: use a flying fox to get to either one of their locations, how long does each wire
- Does the question have to be to reach either Bob or Johnny? Answer to 2 decimal places
clearly describe what
is required?
- Is the diagram
accurate?
- What is required to
solve? Image self-taken in Japan 2018
- How do they want the
answer?

Assessment
James La [1800 3723]

- How well did the

students understand
the task?
- What could have been
improved?
- How creative did
students get when
creating their
question?
- What needs to be re-
done for students to
understand?

Diagram of worded
question. Self-created on
GeoGebra
James La [1800 3723]

Diagram for Johnny. Self-

created on GeoGebra

Diagram for Bob. Self-

created on GeoGebra

ACMMG274
ACMMM029
Graph standard unit circle and Coterminal Angles and Reference Angles
- Justification, Problem
1-2 derive x and y coordinates in
Solving,
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terms of sine and cosine using Angle Inclination of a Line - Concept - m=tan θ (Timestamp: 0:00 to 1:28)
Communicating
triangles
ACMMM035
ACMMM036 rise Trigonometry/Graphs of Sine and Cosine Functions – Why certain quadrants
- Using m= to
run are negative
- Fluency, Problem
Solving, Reasoning, show relationship
Communicating
sin θ Sample concentrated study unit: The Unit Circle
ACMMM037 =tanθ with
cos θ
ACMMM038
reasoning. Trigonometric Functions - Relationship of tan
ACMMM039
Show students angle of
- Communicating,
Understanding, inclination video on taken in
Justification resources tab. Watch up to
ACMMM030 1:28 to teach students why
- Understanding, tanθ is the gradient. Elaborate
Reasoning,
Communicating further if required by students

Graph sine, cosine and tangent

graphs from −2 π ≤ x ≤ 2 π .
- Graph original
functions and
challenge students to
graph functions with
change in amplitude
and period. Refer to
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non-linear
relationships lesson
for graphing functions
if required.
- Explain the reasoning
behind why it works
like how it does

Explain how trigonometric

functions are expressed.
- Regions where sine,
cosine and tangent are
positive and negative
- Understanding how
ASTC quadrants work
(Quadrants being
positive/negative (unit
circle coordinates +
trigonometric graphs))
- Activities on solving
for trigonometric
ratios. Use only exact
ratios or degrees
increasing by 45 (e.g.
James La [1800 3723]

0, 45, 90, 135, 180

etc) and link to initial
unit circle
- Explain what happens
at tan 90° ∧tan 270 °
- Use real life
application questions
to for relatedness
meaning. Question
such as earthquake
intensity to be used.

Ask class to graph sine, cosine

and tangent graphs using ICT
from −2 π ≤ x ≤ 2 π
- Determine with
students’, areas where
graphs are positive
and negative and
relate back to unit
circle
- Explain reasoning on
why ASTC technique
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works using
respective graphs
- Assess student ability
to work with
coterminal angles and
reference angles
o Angles that
extend past
360 degrees
and explain
reasoning how
to solve
Scaffold from previous point.
Assess student ability to
identify the relationship of
sine and cosine coordinates in
obtuse angles.
- Cosine and tangent
are negative between
90 ≤ x ≤ 180 (refer to
graph)
- Proceed to pose a
question to the student
James La [1800 3723]

using sine and ask to

solve and provide
reasoning
- Example: What is the
equivalent of
sin 150 °in terms of
cos?

Assessment:
- Have students
switched off due to
content?
- Do they understand
the content?
- Was the scaffold done
at the right time?

ACMMG275
- Justification, Problem  The teacher should Complimentary Angles of Sine and Cosine
3 Solving derive the origin of
exact ratios. Teachers Exact Angles
should challenge
students by issuing
limited information –
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start with unit circle

and build from there.
Proof is teacher led
but student voice
should be highly
incorporated
 Show examples using
right angled triangles
with differing angles
to prove the
complimentary angles
- Correct substitution
 Students determine
and make judgements
based on the ratio
provided in question

Assessment:
- Will students
remember how to
sketch the exact ratio
triangles if required?
- Which students are
James La [1800 3723]

struggling/doing good
so far?
- Who needs help?
ACMMG273 Sine Rule Proof
- Fluency,
Proving sine rule:
Understanding,
3-5 Justification, Problem - Use concepts of basic Cosine Rule Proof
Solving, Reasoning,
trigonometry
Communicating
knowledge – solve 1
Area of a Triangle - Area= absinC
with students. 2
- After proving sine
rule for acute angled Activity – Outdoors

triangles, challenge - Students to go outside and map a triangular route somewhere within

student reasoning and school grounds

ask if it is possible to - Students can use the school map to aid their path if required

solve for the obtuse - Students will then walk that path and measure the length and/or angle

angles using sine rule needed to walk.

and how. - Students will work in groups – using a measuring tape, one student will
- Prove that it works walk from point A to B and measure the distance travelled in a straight

with triangles that are line. Repeat from B to C and C back to A.

not right angled as o On small scales, students can measure the angle between two

well distances to apply a different formula

- Challenge students - Students should find different ways to question and answer
further – have them o using sine and cosine rules
work the angle out o finding the area inside the created triangle
James La [1800 3723]

with inverse functions o volume required to fill triangle if school wanted to build a pool
- Recognise when sine - Students will then cross-check their measurements with the calculations
rule is applicable - Students to then upload their activity to the class cloud server once
Proving cosine rule done
- Repeat same steps - Differentiation – Students of higher order thinking will create explicit
with sine rule and critical resources to challenge their knowledge. Students of more
Area of triangle creativity will create basic shapes but in a unique manner.
- Start with calculating Henley High School Map
basic right-angle
triangles
- Continue with non- Example:
right-angled triangles
Red triangle = path
explain and prove ‘students’ decide to
why formula works. measure. Picture from
Key questions can Henley High School
website
include
o What does
Activity: Length of triangle
this formula
- Question is open ended
resemble?
- Students are either given a triangle on the board/online drive (not to
o What do we
scale) or in written text where they are only provided the area of the
use/need
triangle
when solving
- Students are tasked to find the potential lengths of the triangle/s
for right
- There could be more than one solution to this activity
James La [1800 3723]

angled - Students must show working out when doing the activity to prove
triangles? fluency in trigonometry
o Are we - Example: A non-right-angled triangle has an area of 120c m 2. What are
missing some lengths and angles that satisfy this area? Show working out.
anything to - Once done, students should upload their solutions to the class cloud
solve for server.
area? - Differentiation – High order students will identify methods to obtain a
- Proceed to do worked whole number and deduce factors to equate to the answer. Lower order
examples using Area will ‘guess and check’ until finding an appropriate response.
of triangle

1
¿ ab sin C .
2
- Diagram of worded
question. Self-created on
 Use worded examples
GeoGebra
to represent the
question at hand
Create questions for each key
syllabus area to assess student
knowledge

Assessment:
- Was this too much
information in this
James La [1800 3723]

time frame?
- How many students
are lost/switched off?
- How much of the
topic did the students
understand?
- What could have been
done better?

Assessment Assess student ability to solve Multiple choice

problems either instrumentally 1. What is sin 30 ° in exact ratios? (1)
5 or conceptually 1
a.
2
Answer question correctly (1)
Assessment:
b.
√3
- Where are students 2

really at with this 1

c.
small quiz?
√2
1
- What is a common d.
√2
theme among the
students that require
2. Which statement is true? (1)
more assistance?
a. cos A=cos ( 180 °− A ) Answer question correctly (1)
- How well do students
b. cos A=−cos ( 180 °− A )
cope under these
James La [1800 3723]

situations? c. sin A=−sin ( 180° −A )

- Compare with regular d. tan A=tan ( 180 °− A )
in class discussions
after test

Instrumental understanding
3. Graph tan 420 °. What is the value? (2)
Graph drawn and labelled
correctly (1)

420 Value calculated correctly (1)

tan 420 °=tan60 °

1
tan60 °=
2
James La [1800 3723]

4. Calculate length AD to 1 decimal place (3)

180 °−112 °=68 ° Supplementary angles

Angle ADC = 68 ° equal 180 ° (1)

Apply sine rule (1)

AD 7.2
Sine rule: =
sin 50° sin 68 ° Correct substitution +
solution (1)
James La [1800 3723]

7.2 sin 50 °
AD=
sin 68 °

AD = 5.9

Conceptual understanding

5. Find the area of the triangle to two decimal places (4)

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Uses cosine rule (1)

Correct substitution of cosine rule (1)

Uses area formula (1)

Correct answer (1)

4.22+8.7 2−6.92
Cosine rule: cos ∝=
2 ( 4.2 ) (8.7)
127
∝=cos−1
203
∝=51 ° 16 °
1
Area of triangle = ( 4.2 ) (8.7)sin 51° 16 °
2
Area = 14.25

6. Prove the cosine rule (3)

James La [1800 3723]

Triangle ABD:
BD=c cos b – definition of cosine
CD=a−c cos b
AD=c sin b – definition of sine
Triangle ADC: Correctly substitutes the sine and cosine
2 2 2
A C =A D +C D definition (1)
Substitute AD and CD
Correctly substitutes correct lengths (1)
2 2 2
b =( c sin b ) + ( a−c cos b )
b 2=c 2 sin 2 b+ a2−2 ac cos b+c 2 cos2 b
b 2=c 2 ¿
b 2=a2 +c 2−2 ac cos b – Trigonometry identity sin 2 θ+cos 2 θ=1

7. Two people are looking at the same man at the top of a building 20
James La [1800 3723]

meters tall from different locations. The man sees the junior and senior
are approximately 24 degrees apart from each other using his amazing
protractor. The junior and senior also see the man at an angle of
elevation of 51 degrees and 70 degrees respectively before noticing
each other are staring at the same weird man. How far apart are the
junior and senior from each other? Sketch the diagram and solve. (5)

Graph drawn and taken

from GeoGebra

Graph question correctly (1)

Identify and implement

correct trigonometric
substitution (2)

Use cosine rule (1)

Obtain correct solution

In Triangle ABD: including measurement (1)

20
sin 51° = – sine definition
AD
20
AD=
sin51 °
AD=25.74
In Triangle ABC:
James La [1800 3723]

20
sin 70 °= – sine definition
AC
20
AC=
sin 70 °
AC=21.28
x 2=( 25.74 )2+ ( 21.28 )2 −2 ( 25.74 )( 21.28 ) cos 24 ° - cosine rule

x 2=114.53
x=10.7 meters
Assessment Details
Limited Basic Sound High Outstanding
Extensive Possesses limited Possesses basic understanding of Possesses sound Possesses substantive Possesses critical
knowledge that understanding of syllabus outcomes. understanding of syllabus understanding of and sophisticated
demonstrates syllabus outcomes. Little working out that outcomes. Demonstrates syllabus outcomes. understanding of
strong Little to no working demonstrates conceptual satisfactory levels of Demonstrates strong syllabus
understanding of out that demonstrates understanding. conceptual understanding. levels of conceptual outcomes.
syllabus conceptual understanding. Demonstrates
outcomes understanding. critical
(Fluency, understanding,
Understanding, thoroughly
Justification, explaining
Problem Solving, concept behind
Reasoning, actions.
Communicating).
Ability to create Demonstrates limited Demonstrates basic abilities to Demonstrates sound abilities Demonstrates Demonstrates
and identify key abilities to create and create and identify the problem at to create and identify the substantive abilities to critical and
James La [1800 3723]

factors on identify the problem hand. problem at hand. create and identify the accurate abilities
diagrams. at hand. problem at hand. to create and
Information identify the
displayed must problem at hand.
be relevant and
accurate to the
proposed
question.
(Reasoning,
Communicating)
James La [1800 3723]

Appendix
Activity 1
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Activity 2
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Activity 3
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Assessment

Question 4 Question 5
James La [1800 3723]

Question 6 Question 7
James La [1800 3723]

References

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James La [1800 3723]

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