Student: Oksana Mozgina School Site: Foothill High school, Pleasanton

Grade/Course: Honors Pre Calculus

Lesson Plan – 3
03/10/2022

Lesson Unit/Topic:
Honors Pre Calculus, Section 7.1.5
Chapter 7 Test corrections and Complex Trig Functions

Learning Objective (What will students be able to do by the end of this lesson?):

Students ill analyze the common mistakes From the Chapter 7 test and do the correction.
Students will solve trigonometric equations using identities and algebraic simplifications.

Standards Covered:

F.TF.9 Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve
problems.
F.TF.10Prove the half angle and double angle identities for sine and cosine and use them to solve
problems.

Materials Needed: none

Re-requisite skills: Students must have knowledge of how to use Trig Identities and methods of
solving algebraic equations.

Warm Up/Introduction to Lesson/Essential Question:

Working in groups:

The goal is for students to be able to recognize similarity between algebraic and Trig equations and
use different methods of solving algebraic equations in order to solve complex Trig equations.

Vocabulary words: Fundamental Pythagorean Identity, Zero Product Property, Identity vs equation.

Main Activity (about 40 min):

Student: Oksana Mozgina School Site: Foothill High school, Pleasanton
Grade/Course: Honors Pre Calculus

Start from the general discussion about algebraic and Trig equations:

• Can we have more than 2 variables and why? Do we have en exceptions? (Diophantine
equations for example)
• “If it looks like quadratic equation, probably it is quadratic!”
• Do we often have restrictions on domain or range? When? Examples?
• What are to methods of solving simple trig equations?
• Common cense in analyzing solutions.

• Introduce problems 8-145 and 8-146. In problem 8-145 students need to substitute to be able
to rewrite the equation in terms of only one trigonometric function. Once they have the equation in
terms of one function, they can make a substitution for sin(x) so that the factoring is easier to see.
This is a multi-step problem and will take some time; however, these steps are outlined in the parts of
the problem. If students get stuck, have them review problem 8-141 from the previous lesson’s
homework. This will remind them that they need to factor. Teams then practice this process in
problem 8-146.

In problems 8-147 and 8-148, students see how the double-angle and half-angle identities can be
useful in solving equations. Then teams can work through problem 8-149 as time allows.

• Have students discuss the reflection questions with their teammates. Listen for students who
might say they do not check, and intervene with a question such as, “What is the risk in not
checking?”

Preparation for the Group quiz:

Review problems as a extra HW for the week of CAASPP testing.

Ch7 Test corrections: (last 35-40 min)

First I will go over the conceptual mistakes and will ask students make notes, after that students will
get their test papers back and will start working on correction. They would fix their mistakes and will
have to solve 1 or similar problems form the additional worksheet to increase their test score.

Conceptual questions:
• Once again: how many roots quadratic equation have and what is the root of a positive
number.
• What is the difference between log and root functions and hen do we use one or another?
• How to find log of any base on calculator.
• What is the difference between Iroc and Aroc and how to find Iroc if you cannot simplify the
limit?
• RATIONAL expressions simplification steps!!!!!
Student: Oksana Mozgina School Site: Foothill High school, Pleasanton
Grade/Course: Honors Pre Calculus

Assessment :
Exit ticket:
After group finished with the CW assignments and Ch7 Test corrections they would call me and I
would ask one or two questions about CW problems to any group member. If the chosen student
cannot answer, the group will return to discussion.

HW Ch 8.3.5 {150 - 157}

Accommodations (What type of accommodations need to be made for this lesson to be successful
for all students- particularly students with IEPs, ELs, GATE?)

Every group of 4 has a strong and weak students and I try to avoid creating very strong groups.
For ELs I’ll use vocabulary words on the whiteboard and repeat them in different contexts and will
give different examples of application. I will stop by and verify student understanding during
independent work.

To adapt this lesson for the students with disabilities, I will pay close attention to the notes they are
taking in order to monitor productivity and verify student understanding.

GATE students could think about star problems from the .review worksheet.