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Trigonometry Project

The document outlines a trigonometry project for students at Puerto Galera Academy, focusing on applying sine, cosine, and tangent ratios to find angles of elevation and depression. It includes two main activities: measuring a person's shadow to determine angles and measuring building heights using a straw and padlock method. A rubric for performance assessment is also provided, detailing criteria for mathematical concepts, accuracy, and presentation.

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Achie K
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28 views6 pages

Trigonometry Project

The document outlines a trigonometry project for students at Puerto Galera Academy, focusing on applying sine, cosine, and tangent ratios to find angles of elevation and depression. It includes two main activities: measuring a person's shadow to determine angles and measuring building heights using a straw and padlock method. A rubric for performance assessment is also provided, detailing criteria for mathematical concepts, accuracy, and presentation.

Uploaded by

Achie K
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PUERTO GALERA ACADEMY

Puerto Galera, Oriental Mindoro


FOURTH GRADING

TRIGONOMETRY
PROJECT
Featuring:

SOH CAH TOA

Section
ACTIVITY 1
WHAT CAN I LEARN FROM MY SHADOW?
Group Number: ______________ Date: ___________
Group Members:

Objective:
 To apply sine, cosine and tangent ratios to find angles of
elevation and depression
 To measure the lengths and use of measurements to determine
the angle measure
Materials:
Tape measure, any kind of object to be observed
Directions:
 Your section should have five groups.
 Minimum of ten members per group and maximum of eleven
members
 Assigned one person as your facilitator.
 NO PARTICIPATION: NO GRADE.
Procedure:
 Pick one person in the group and measure the height.
 Write the name of the person you are measuring.
 Measure the length of that person’s shadow in morning and
afternoon.
 Using the appropriate trigonometric ratio, find the angle of
depression. Sketch the PICTURE OF THE OBJECT, ITS SHADOW AND
ANGLE.
Questions:
1. What have you learned in the Activity?
2. Can the sine and or cosine be greater than 1? Why?
Name of the observer
MORNING
Height of the observer
Length of the Shadow

θ
AFTERNOON
Height of the observer
Length of the Shadow

SOLUTION:

SKETCH:
ACTIVITY 2
WHAT’S MY HEIGHT?
Group Number: ______________ Date: ___________
Objective:
 To apply sine, cosine and tangent ratios to find angles of
elevation and depression
 To measure the lengths and use of measurements to determine
the angle measure
Materials:
Push-pull rule, straw, padlock.
Directions:
 Your section should have five groups.
 Minimum of ten members per group and maximum of eleven
members
 Assigned one person as your facilitator.
 NO PARTICIPATION: NO GRADE.
Procedure:
 Tie the end of the straw to the padlock or metal. Make sure that
the straw is tightly tied to the padlock.
 There are three assigned areas of the school to be measured,
the left kiosk, senior high building (side of St.
Scholastica) and the junior high building (side of St.
Therese of the Child Jesus)
 Draw a sketch in each trial.
 Solve the angle of elevation and height of the building.
Questions:
1. What have you learned in the activity?
Area
JHS SHS
Given Kiosk
Building Building
Hypotenuse

Distance

Angle (θ ¿

Height

Sketch:
Rubric for Performance
Criteria 4 3 2 1 SCORE
Has shown full Has shown Has shown Has no
Mathematical
Concept Used
understanding of full some degree knowledge
the concept as understand of of the
evidenced in the ing of the understandi concept as
work presented. concept as ng of the evidenced
Also used other evidenced concept as in the
concepts leading in the evidenced work
to the same work in the work presented.
solution. presented. presented.

The computations The The The


were presented computatio computation computatio
Accuracy

logically and ns were s were ns were


done accurately. presented presented incoherent
Alternative logically logically and
solution/s and done but there erroneous.
leading to the accurately were
same answer has . minimal
been presented. errors in
computation
s.
Sketch was drawn Sketch was Sketch was Sketch was
precisely drawn drawn not drawn
Presentation

according to the precisely precisely to scale


scale used. according according and is
Presentation of to the to the hard to
the sketch is scale scale used. follow.
clear and easy used. Presentatio
to follow and Presentati n of the
has add-on on of the sketch is
features (such sketch is fairly easy
as flowers and clear and to follow.
trees) making easy to
the sketch follow.
attractive.

TOTAL

Submission: March 20, 2018

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