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Learners practice relating rules of trigonometry and properties of circles. With a few simplifying assumptions such as a perfectly round earth, young mathematicians calculate the lengths of various paths between satellite and stations. In a classroom where students likely consider their cell phone as an extension of themselves, finding the many thousands of miles a signal must travel could certainly be surprising.
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CCSS:
Designed
Concepts
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Instructional Ideas
- Could be a problem set introduction to a real-life geometry project (calculating dimensions in application)
- Good open-response practice question for end of course testing
- Could be done in conjunction with a science lesson on satellites or cell phone signals for a cross-curriculum unit
Classroom Considerations
- Higher reading level introduction might require ESL support
- Assumes learners already know how to use Pythagorean's theorem, calculate arc length, use trigonometric ratios, and apply the law of cosines
- First page worksheet for students has no room for recording answers and calculations
Pros
- Challenging but not overwhelming constraints
- Clearly worked out step-by-step solutions
- Hints for helping learners avoid common pitfalls
Cons
- None