UNIT OUTLINE

Subject: Course: Number of Weeks

Unit title: Year 11 6
Trigonometric functions
(MA-T1 AND MA-T2)

Purpose Syllabus Outcomes

To understand functions and their periodicity, and MA11-1, MA11-3, MA11-4, MA11-8, MA11-9,
know its applications

Literacy Focus Numeracy Focus ICT Focus Differentiation

Word problems and literacy Basic addition, subtraction GeoGebra Different worksheets, activities, home-tasks to bring
focussed questions in and multiplication all across differentiation.
activities the unit.
Week/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequence learning.
  Solving problems involving Students investigate the problems by using appropriate Books, metre-scales,
Week 1 right-angled triangles by trigonometric ratios and will be introduced to classroom worksheet
using trigonometric -SOHCAHTOA technique-
ratios(degree measure) AAM The trigonometric ratios of the angle x in right triangle
 Establishing and using sine, XYZ are defined as follows:
cosine rules and area of opposite (O)
sinx=
triangle, ambiguous case. hypotenuse(H )
 trigonometric problems in 2D adjacent ( A )
cosx =
and 3D. AAM hypotenuse(H )
opposite (O)
tanx=
adjacent ( A )
Introductory problem- Teacher will create a situation
by using two books of different lengths and two metre
scales.

Book 2
Book1

 Students have to interpret how they will

calculate the length of these two books placed
vertically without actually measuring them.
(Discussion)
 Teacher introduces the concept of
trigonometric ratios, and divide the class in
group of two to calculate the lengths of two
books giving them each.
 Now teacher will join the two books as shown
and ask them how to calculate the lengths
 (Discussion).

Book1 Book2

 Teacher will introduce formulae of sin rule, cos

rule and area of non-right angled triangles to
solve these kinds of problems, and specify the
use of ambiguous case also.

Teacher will give a worksheet to students to solve at

home, based on these topics.

Trigno history- Trigonometry was first started in India

by ancient Indian Mathematics Aryabhatta in 476A.D.
IN 600A.D. Bhaskara I given the formulae to find the
value of sine functions for value more than 90

 Pythagoras’ theorem, Review Pythagoras theorem and angle of elevation, A set of questions,
Week2 trigonometry of triangles- depression and bearing studied in stage 5.3. classroom maze printouts,
ambiguous case, angle of
elevation, depression and Teacher will establish the relation of Pythagoras
also by the use of theorem in 2d and 3d concept, differentiating it by
bearings.AAM using diagrams and pictures via power point slides.
 Introducing unit circle, radian Further introducing the ambiguous case.
measure and derive arc
length l=r and area of With teacher’s guidance students will solve the
1 2 questions in the classroom.
sector A= r 
2
 Solve problems
Activity-looking from different angles
Teacher will ask every student to stand up and first look
at the student near to you with height different from
you, then try to look at the tallest student in the class.
Observation and discussion.

Teacher will introduce elevations and depressions in

practical life with some problems based on it.

Teacher will show a picture of sailor sailing on boat-

and give a scenario- what would sailor do if he lost in
the middle of Atlantic ocean in the morning?
Discussion?
-teacher will then introduce bearings and show a
picture of angles made on circle.

Introduce to the unit circle. Unit circle-

Teacher will show a round clock and will ask to
interpret the trigonometric functions, then will
elaborate on board, in radians
 Radian- Angle subtended at the centre by an arc of
length 1 unit in a unit circle.
2 radian= 360 .

Classroom maze
(see appendix)

.
.

 converting between radian Teacher will demonstrate the sketching of sin wave GeoGebra
Week 3 and degree using GeoGebra.
 Use values of both sin, cos Students will sketch the graphs of cosine and tan
and tan in both degrees and function on graph papers, and note down the
 radians for integer multiple
π
∧❑
of 6 (ACMMM035)
4 ❑
 Understanding unit circle
definition of ratios and
periodicity using
radians(ACMMM034)
differences for discussion
Conversion
Radian measure= 180 x degree measure
180
Degree measure= x radian measure
❑
Example-
 Convert 3020’ into radian measure
 Convert 8 radians into degree measure

Degree 30 45 60 90 180 270 360

Radian /6 /4 /3 /2  3/ 2
2
Teacher will explain the unit circle definition of sin in
the class.
Evaluate and generalise the result-
Sin(2n+x)= sinx, n∈Z
Students will interpret the results of cosine and tan
function in the classroom with teacher’s guidance.

Unit circle-
Teacher will show a round clock and will ask to
interpret the trigonometric functions, then will
elaborate on board, in radians.
Students will note down.
Home assignment-
Students have to create the demonstration of unit
circle with both the angle measures on it within the
domain range 0 ≤ θ ≤360 °. Using chart papers or any
 other resource of their choice
 Sketching Trigonometric Teacher will sketch the graph of extended domains for Geogebra application
Week 4 functions sin function by using geogebra Cards with different
 Graphing trigonometric Students will plot the rest of the graphs. Note the functions and graphs.
relations on extended variations for discussion
domains in degrees and
radians(ACMMM036)
 Defining and sketching the Teacher demonstrate the reciprocal identities-
reciprocal trigonometric 1
 cosec A= , sin A ≠ 0
identities sin A
1
 sec A= , cos A ≠ 0
cos A
cos A
 cot A= , sin A ≠ 0
sin A
sin A
 tan A= , Cos A 0
cos A

Teacher will plot the graph of one of the above function

using GeoGebra
Students do card activity(see appendix)

Week 5  Prove of identities Teacher proves by using Pythagoras theorem

cos 2 x +sin2 x=1
Students will deduce in similar way the relation
1+ tan 2 x=sec 2 x

 Evaluate identities Teacher introduce the variation in identities at different Koala worksheet,
Week6  Simplify and solving
identities to quadratic
expression
Assessment Details
 Summative assessment via
worksheets, unit circle demonstration,
classroom maze, save koalas
 Formative assessment- classroom
discussions, engagement in the games
and activities.
angles in both the measures like
Cos(-1710)
Sin765
Teacher will write few identities on the board, solve
one or two step by step to and ask students to practice
by solving rest of the identities.
Save koala
A koala stuck on the tree in bushfire. Help the fireman
to choose the path, each correct answer will give a path
to reach the koala.
Students will solve it in group of two.
Outcomes
Student will be able to solve problems based on trigonometry, interpret and compare
the results.
Extended knowledge about the concepts, practical approach towards the topic.
Knowledge of graphing and using tools.
Evaluation of the Learning and Teaching
Evaluation through the response to worksheet and
classroom problems, student’s participation in group
activities, and interpretation of the results on
discussion.
Resources

Classroom maze
Rules- RULES-

 Every answer has table number code with it.

 Students have to find out the correct answer and go to that table
 If answer is wrong student will go back to previous table.
 Last table is T1, the one who will reach first will be the winner and get a badge

1) Which one is the correct relation for sine rule?

 Sina/a = b/sinb = ½. T3
 Sina/a = sinb/b = sinc/c T4
 a/b = c/d = sina/d T5
 a/sinA = b/sinB = c/sinC T6
2) The clock has its minute hand 3cm long, how far will its tip move in 40 minutes? (π=3.14cm)

 12.56. T3
 6.28. T4
 3.26. T5
 3.14. T2

3) Sam went on the top of the building from a point on the ground which is 15m away from his friend who is watching
him from the ground. His friend measured the angle to be 60 degrees by using sextant and wants to calculate the height
of the building. What would be the possible answer?

 203. T1
 30√3. T2
 115. T3
 153. T4
 4) The bearing from B to A is 65 degrees. What is the bearing from A to B?

 30 T2
 45 T3
 65 T5
 50 T1

5) Jack decided to fit a triangular shape inside a glass box of rectangular shape as shown-
AB=9, GH=6, BH=4. Find the DBG to the nearest degree.
 42 T6
 35 T3
 63 T2
 25 T1
6) During construction of a pyramid model, two sides were left unmeasured. Calculate the exact value of X and Y from the
given picture-

 X=10cm, Y=20cm. T5
 X=20cm, Y=10cm. T4
 X=10cm, Y=103cm. T1
 X=5cm, Y=10cm. T6

Answers- T6, T3, T4, T5, T2,T1

 CARD MATCHING ACTIVITY

RULES

1) Students will get the cards either with

graphs or function written on them
2) Those who will get graphs will interpret
function, and those who get function will
make graph
3) Look for your partners in the class to match

results
Cards with functions written-

Sinx, cosx, tanx, cotx, secx, cosecx,sin(-x), cos(-x)

Worksheet
 Justification

Unit planning is one of the essential things for mastering curriculum discourse, as being a teacher prior
mapping is necessary for making classroom studies interactive and differentiated. Effective teaching
requires a considerable effort in designing the core content (Castro,2008). While planning the unit on
trigonometry, inquiry based techniques is appropriately considered out, so as to promote ‘learning by
doing’. Inquiry based learning is based on the constructivist learning theory (Jaworski, p. 16), according to
which knowledge is built up by actively cognizing the subject rather than doing passively, which simply
means that learners develop their own knowledge from the experiences they gain in the classroom. IBL is
also one of the approaches to bring equality in higher education and provides diverse and flexible level of
challenges to make the classroom learning suitable for diverse students (Tamim, 2016)

The unit is divided into six weeks to familiarize students with the concepts and knowledge and to assess
them in formative or summative ways. Activities are appropriately chosen to check the prior knowledge of
the students like the book problem in the starting, because instead of directly introducing to the topic; a
learning classroom experience can lead them to explore their environment; assimilate and accommodate
that knowledge to form new meaning and understanding ( Baer, 2010). Further, it will help in investigating
the students through discussions about the problems and developing ideas in solving that problem visually
(Jaworski, 1974) like the activity of looking from different angles. To make them familiar with the advent of
time, that when trigonometry was developed historical wall was added, so that they can compare the time
it started developing and where it reached.

The game like classroom maze is added to make the classroom environment more engaging and inclusive.
The educational game provides an opportunity for affective, social and cognitive learning to students,
which has rules and goals, though the objective is educational. This strategy of involving games is best to
introduce the positive attitude towards mathematics among students, especially for those who dislikes it
(Nisbet,2009). The objective of the game is to make those year- 6 student move in the class with an energy
to acquire the goal and is the best way to assess them formatively by their inclusivity in it. It is an effective
way of formative assessment by immediately analyzing and giving them the feedback about their
performance (Popham, 2006), but before giving feedback focus should be made on how student
interpreted the instructions in the game. To build up with the formative assessments card matching activity
and save koala activity are also used in which students will work collaboratively to learn efficiently as
assessments in the form of reflections, class participation, open-ended questioning, activities are the latest
methods used in the classrooms to make studies to be more engaging(Herrington,2011). Furthermore
these group activities will articulate their thinking and build ideas from the sounds blown from each other
will bring a collaborative learning environment in the class.

Doing graphing and sketching by using tools like GeoGebra result in learning quickly and early, and ICT
tools are very helpful for solving problems quickly and provide solutions in the learning process (Hew,
2008). According to Wadmanay (2006), ICT tools helps students focus on higher-level concepts as per
constructive learning approach. To enhance the practice of questions in the classrooms, worksheets were
provided after every two lessons and questions were to done in the classroom also under teacher’s
guidance, because mathematics is all about practicing. According to Dan Finkel’s Ted talks practice should
be playful, rotten practice with memorizing formulas and noting down are worthless in promoting
understanding; similar thing was said by (Skemp, 1978), that rotten and learning techniques are easy to
forget rather than those which involve real understandings. So, to make practice playful, questions
included in the worksheets and assignments are realistic and the scenarios given in the activities and
games are also playful and related to environment. To enhance the adaptive reasoning in the classroom,
reflections were included in the unit, so that students should make self-exploration of what they have
learnt (Glaserfeld, 1974). To assess students in the classroom, some part was left for them to derive on
their own under teacher’s guidance in the classroom, because more students will explore and try to find
out the results, the better they will gain. Scaffolding is appropriately done in the unit from lesson to lesson,
so as to build up the conceptual bridge between classes. Unit is appropriately structured based on
relational understanding as intelligent learning relies on it heavily (Skemp, 1978).

Knowledge is actively constructed by students as per constructivists theory, so to maintain that, pictures
via power point are included to show variations, which are based on the environment to made better
understanding for example, to teach Pythagoras in two dimension and three dimension the problems are
introduced via power points. Observations and discussions parts are added so that every learner could
construct their own theory and help teacher in encouraging and motivating their ideas and concepts(Cobb,
1990). To maintain literacy across the unit, word problems were added related to topics like elevation and
depressions, and writing differences like points were also added. Numeracy is maintained all across the
unit in various problems and even in the activities. Further to maintain differentiation, level of questions
from basic to higher were added so that every student could take part in it. Moreover, various measures
like home tasks, models, worksheets, activities are there to add differentiated learning across the unit

In the end, this unit planning is a structural sequence of the lessons with approximately 21 lessons to be
taught in the classroom, and is based on enquiry-based learning, with formative and summative
assessment used. To encourage and motivate students appropriate activities and games are also included
in it, and to cater the needs of diverse learners, problems of different levels are also added.
References

Baer, J., & Garrett, T. (2010). Teaching for Creativity in an Era of Content Standards and Accountability. In
R. Beghetto, & J. Kaufman (Eds.), Nurturing Creativity in the Classroom (pp. 6-19). New York, NY:
Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511781629.003
Herrington, T. 2011,’Investigating assessment strategies in mathematics classrooms : a CD-ROM resource
enabling teachers to explore assessment strategies in mathematics education’
http://hdl.handle.net/10072/29460
Jaworski, B. 1994.  ‘Investigating Mathematics Teaching’. Retrieved from  
http://books.google.com/books? fl=en&lr=&id=c1gnm2Ig5ewC&oi=fnd&pg=PR5&dq=inquiry+math&ots=
T7gbbPElmO&sig=Z60n9g9r4se_h-wjle-SOtqxkps#PPR7,M1. 
Nisbet, S. 2009, ‘Improving students' attitudes to chance with games and activities’, ‘Australian
Mathematics Teacher’
http://hdl.handle.net/10072/29460
Popham, W. J. (2006). Defining and enhancing formative assessment. Washington, DC: Council of Chief
State School Officers.
Skemp R (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-
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Smock C. D. & Glasersfeld E. von (eds.) , (1974), Epistemology and education. Follow Through
Publications, Athens GA: 1–24.
Tamim, S. R. (2016). Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and
Practical Resource for Educators. Interdisciplinary