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Alg2 - Trigonometry Unit
Alg2 - Trigonometry Unit
Stage 1
Students will be able to Students will be able to independently use their learning to
model periodic phenomena interpret real world geometric representations around them
with trigonometric to make models, think like engineers, and make use of
functions: F-TF.B.6, 7.
mathematical structures found in Trigonometry.
Students will be able to
prove and apply
trigonometric identities: F- Meaning
TF.B.8,9.
Students will be able to UNDERSTANDINGS: ESSENTIAL QUESTIONS:
define trigonometric ratios
and solve problems
Trigonometry applications Where are periodic functions in
involving right triangles:
are found all around us. the world around us?
G-SRT.C.6, 8.
Students will be able to
Using common How can we identify something
apply trigonometry to
general triangles: G- relationships (identities and as a periodic function?
SRT.D.9,10, 11. conversions) can be useful
when solving a problem. How are functions and their
Math practices:
inverses related?
MP 1: Students will
be able to make Any cyclical occurrence
can be represented by a How are shifts in properties of
sense of problems periodic functions seen in real
and preserve in trigonometric function.
life?
solving them.
MP 4: Students will Finding one solution can
Why do some trigonometric
be able to model help find many and all
functions have asymptotes?
with mathematics. solutions when a
MP 6: Students will occurrence is cyclical. How is symmetry and patterns
be able to use useful for creating real world
appropriate tools models?
strategically.
MP 7: Students will How are proportions of angles
be able to look for
and sides useful?
and make use of
structure.
Acquisition of Knowledge and Skill
Stage 2 – Evidence
To see detailed lesson plans, please follow the below link. In sum, this is a 26 to 27 day
unit (over 27 days because of half days), with quizzes and a final project. There is no
chapter cumulative test; the project is meant to demonstrate overarching knowledge of
students about probability. Quizzes check understanding of computational and littler ideas
in the chapter. Below you can see a summarized breakdown of each day: the hook, activity
for the day, and the objectives for each day.
https://drive.google.com/open?id=1oJB4pNM6WlX42n0h-oe86OtfqxCrrlfq
Day 1
Hook: Students will be asked to identify a common feature of periodic functions in
real life, without knowing the definition.
Activity: Students will work in groups on a guided discovery worksheet.
Objective(s): Students will be able to sketch and identify periodic functions.
Students will be able to calculate amplitude and identify features of periodic
functions (cycle, period, min/max points). Lastly, they will be able to find real life
examples of periodic functions.
Day 2
Hook: Students will look at a picture of clock and estimate the angle formed by the
minute and hour hands.
Activity: Students will work on guided lecture and in groups to work through the
objectives below. They will fill out their unit circles for the rest of the unit.
Objective(s): Students will be able to calculate sine and cosine values, given a
degree measurement. Students will be able to identify coterminal angles. Students
will be able to sketch angles in standard position.
Day 3
Hook: Given certain measurements, find the arc length of a piece of pie.
Activity: Similar to the day before, students will work on guided lecture and in
groups through objectives below. They will fill in radian values on the unit circle.
Objective(s): Students will be able to convert from degrees to radians, and vice
versa, and understand the relationship between them. Students will be able to find
the intercepted arc length.
Day 4
Review of radian measure, given delay of yesterday (HALF DAY)
Day 5
Students struggled with these sections, review of sections 13-1 to 13-3. They will
work in groups to complete the review and do remainder for homework if not
completed.
Day 6
Quiz day
Day 7
Hook: Students will complete a Ferris wheel problem that they can use sine and
triangles to find, without relating to unit circle.
Activity: Students will work on guided discovery sine worksheet in partners or
groups.
Objective(s): Students will be able to estimate values of sine and cosine
graphically. Students will be able to calculate period and amplitude for sine
function. They will also be able to identify other features (such as asymptotes) for
sine.
Day 8
Hook: Students will complete a Ferris wheel problem that they can use cosine and
triangles to find, without relating to unit circle. This day will mirror sine day.
Activity: Students will work on guided discovery cosine worksheet in partners or
groups.
Objective(s): Students will be able to estimate values of sine and cosine
graphically. Students will be able to calculate period and amplitude for cosine
function. They will also be able to identify other features (such as asymptotes) for
cosine.
Day 9
Quiz day – offered partner applied quiz or individual computational quizzes. This
worked very well. I also offered to take the super score, which allowed ‘ahead’
students to keep moving.
Day 10
Hook: Given 2 sides of a right triangle (2 legs), find the remaining sides and
angles.
Activity: Students will work on guided instruction/group work problems for the
remainder of the lesson.
Objective(s): Students will be able to find tangent values geometrically and
graphically. They will be able to calculate period and amplitude of tangent; they
will be able to identify other features (asymptotes, etc.) for tangent.
Day 11
Hook: Graph sine and cosine on calculator.
Activity: This was a shortened period, so it followed a guided instruction style
lesson on shifts of cosine and sine, looking at graphs and how certain
additions/subtractions to areas of the functions move the graphs.
Objective(s): Students will be able to find translations of sine and cosine, given
description, or given function, define translation. They will be able to sketch
translations without a calculator.
Day 12
Hook: Draw a picture of the following situation: a firefighter has a ladder and
needs a 5 foot extension. How tall does his ladder need to be, given the height of
the building.
Activity: Today will be a guided instruction day with group work. It will follow a
“we do”, “they do” model to work through how to use reciprocal trigonometric
functions.
Objective(s): Students will be able to define reciprocal trigonometric functions and
use them to solve problems. Students will be able to find these values graphically
or using a unit circle. Students will be able to sketch reciprocal trigonometric
functions.
Day 15
Quiz day
Day 17
Hook: Find domain and range of sine. Now find domain and range of inverse sine.
How are they the same? How are they different? What does this mean about
functions and their inverses?
Activity: Guided instruction/“they do” problems in small groups or partners to
learn about inverse trigonometric functions.
Objective(s): Students will be able to solve trigonometric equations using inverse
identities. They will be able to find inverse trigonometric values with unit circle,
calculators, and graphs.
Day 18
Hook: Given a point, find the ray and the angle formed by the ray and the x axis.
Activity: Students will work on guided discovery worksheet in small groups,
breaking out to share out in class, in between sections.
Objective(s): Students will be able to find trigonometric values using unit circle
and calculators. Students will be able to find triangle distances using trigonometric
functions. Lastly, students will use these skills to solve applied problems.
Day 19
Quiz day
Day 20
Hook: Find the height of the triangle (using skills from day prior). Will be taken as
an extra credit homework check.
Activity: Today we will derive a new formula for area of a triangle and law of
sines. Then students will work on guided activity in groups/for homework.
Objective(s): Students will be able to find areas of triangles using trigonometric
functions. Students will be able to use the law of sines to find sides and angles of
triangles. Students will be able to use these skills to solve applied problems.
Day 21
Hook: Find the area of the triangle (non-right). This will be, again, a extra credit
homework check.
Activity: Today we will derive the law of cosines. Then students will work on
guided activity in groups/for homework. This will follow a similar format from
yesterday. I removed the derivation of law of cosines because students were behind
from the day prior.
Objective(s): Students will be able to use the law of cosines to find sides and
angles of triangles. Students will be able to use these skills to solve applied
problems.
Day 22
Hook: Take out homework and identify (circle or highlight) 3 problems that are
areas of concern.
Activity: Students will work on guided discovery activity in small groups.
Objective(s): Students will be able to derive negative angle and cofunction angle
identities; then they will be able to use these to solve problems. They will be able to
solve trigonometric equations.
Day 23
Hook: Again, identify 2 problems that you struggled with.
Activity: Similar to day prior, except worksheet will only take half of the class;
other half used for quiz review.
Objective(s): Students will be able to use double and half angle identities to solve
problems. They will be able to represent trigonometric functions many different
ways (i.e. sine = opposite/hypotenuse = y value on unit circle, etc.)
Day 24
Final quiz
Day 25-27
Hook: Intro video to blood spatter analysis
Activity: Students will complete various experiments and then use their skills to
solve a crime.
Objective(s): Students will use all trigonometric and geometrical skills to solve a
real world problem in blood spatter analysis field.