Content: Common Core State Standards in Geometry
The primary focus of my practice will be in my high school geometry class with an emphasis on the following strands: Congruence, Similarity, Right Triangles, and Trigonometry, Circles, Expressing Geometry Properties with Equations, Geometric Measurement and Dimension, and Modeling with Geometry. All of which are explored under the umbrella of logic and mathematical proof.
Again, it is my intention to honor the spirit of the standards and push students to be more critical in their thinking and problem solving. In the past, the questions that I have asked of students were reflective of lower level thinking and were much more skill and manipulation oriented. To promote the higherorder thinking that I desire, students will work towards being able to answer questions like the one below to demonstrate understanding of the mathematics at a more indepth level.
Example of an assessment question
Under the Similarity, Right Triangle, and Trigonometry standard, it states that students should be able to "define trigonometric ratios and solve problems involving right triangles". Here's how I see that playing out as an assessment question in this new flipped classroom.
First off, students would view the YouTube video to the right. Students would then be posed with a problem to solve similar to the one at the right. Students would submit a detailed solution, perhaps in the form of a video, to the problem demonstrating that not only can they recall the trigonometric ratios, but that they can transfer that knowledge to a new context and apply the knowledge. Now, I do realize that the concept of the flipped classroom is not necessary to pose problems like this to students. However, there is something to consider. I've asked a question similar to this in my Algebra 2 Honors class on their trigonometry unit test; a traditional classroom setting consisting of the best 8th and 9th grade math students in the district. Not a single student was able to answer it correctly. They did not persevere in solving it and could not readily see the connection to the trigonometry that we had spent the last 2  3 weeks studying. Students always ask me how I got so good at solving story problems. My answer is always the same; because I understand the mathematics and I do it so often. In the flipped classroom, students will have much more time to problem solve, apply the mathematics, and discuss with others. So much so that this skill and demonstration of understanding should become more readily apparent. 
Using what you now know about bearings from the video, find both the single and directional bearing.
