ADA Accessibility Inverse Trigonometric Functions Essential Question How

ADA Accessibility Inverse Trigonometric Functions

Essential Question How can we use inverse trigonometric functions to determine whether a wheelchair ramp meets the ADA's accessibility standards?

Lesson Objectives We will share our own ideas about accessibility and use mathematical findings to support a written argument.

“Our school is safe and accessible for all. ” • Do you strongly agree, disagree, or strongly disagree with this statement? • Why do you feel that way?

KWHL Graphic Organizer 1. Know: What do I know about the task? 2. Wonder: What do I not know (and want to know) about the task? 3. How: How will I find the information I need to complete the task? 4. Learn: What have I learned about the task?

Do our ramps meet ADA standards? • Research the ADA’s accessibility standards for ramps. • Find out the ratios for ADA-compliant wheelchair ramps, then convert the ratios to angles. • Find two wheelchair ramps on campus to measure. • Did the angle of each ramp meet the ADA’s minimum requirements of accessibility? • Why or why not? Justify your answer.

Discussion • Find a different pair and talk about your findings. As you discuss, be sure to address the following questions: • • • Which ramp did you measure? Where was it located? What did you discover from your measurements? • Check one another’s mathematical work for accuracy. • Discuss any differences you may have, and collectively come to an understanding.

Think-Pair-Share • Consider the following questions: • • Did you notice any areas of campus that were not at all accessible? Did you see any places that had stairs or elevators instead of ramps? • Write down your thoughts. Then, turn to your partner and discuss. • As a pair, be prepared to share with the class one point from your discussion.

Redesign Proposal • If a ramp meets the ADA’s standards of accessibility, does that mean it is truly accessible to everyone? • Why or why not? • With your partner, write a redesign proposal for what a truly accessible campus would look like. • • What would a “truly accessible” ramp look like if you designed one? What other things should be redesigned to make the campus more accessible?

Organize Your Thoughts in Quadrants 2. Measurements 1. Reflection Formalize what you discovered about the ramps you measured for this lesson. What did I do? Why does it matter? What am I taking away from this lesson? 3. Justifications 4. Redesign Proposal Explain whether your ramps are up to code. How can you justify your answer? Jot down ideas for how to respond to the four tasks in the Wheelchair Project letter.