Updated January 2022

Name: Nicholas Walker Date lesson taught: 03/31/22

Content Area: Mathematics

Course Title & Grade Level: Algebra 2 & Sophomores and Juniors
Standards:
Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers,
interpreted as radian measures of angles traversed counterclockwise around the unit circle. (F-TF.A.2) (DOK 1,2)
Objectives:
Content— Students will be able to explain how the unit circle in the coordinate plane enables the extension of
trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around
the unit circle.

Language— Students will solve 6 given problems and take notes over finding the unknown coordinates of the
unit circle and complete the assigned assignment in their google classroom.

Student-friendly— I can find unknown radian angles on the unit circle while extending the domain. I know I got it
when I can correctly find the correct the sine and cosine values with ease.
Assessment: Formative Strategies: Having the students work together in groups to decipher what Pyra means by
rotating something negatively, and I will later call on students to solve the problems while we work on them together .
The assessment assigned to them by Mr. Young will cover this topic and will be assigned to students at the end of class.
Proactive Management: Voice Volume, Movement, Grouping, Class Discussion, Work Time
Instructional Strategies I will be using direct instruction, visualization, whole class discussion, and
independent study

Note Taking Strategy: Students will be filling out their guided note-taking packets. They will know what to write
down because their packets have the same questions presented on the board. The key difference between regular note
taking is I will have students inform me on what they think should write down. For example, I will ask Student A what
was the most important part of a given problem and if they could write down one thing rather than the entire problem
what would they write? This will let students make a connection between what they chose to write down and help them
truly comprehend it.

Questions: What do you think Pyra means?

What you agree with Pyra? Why?
Why not?
Someone remind me what does theta mean? (This serves as a refresher as theta is something that all students should
have a brief understanding of what it means)
Does cosine represent x or y? What about sin?

Once again, how does this clock relate to a Unit Circle?

If you could choose a different example rather than a clock what would you choose?

What is the radian measurement at 6pm?

3pm?
9pm?
1pm?
12 pm?

What would a visual representation of a cosine graph look like?

What about a sign graph?
How would we start making this graph?
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What value does the cosine graph begin at?
What about the sine graph?
(Call back to the rollercoaster example)

What does the period of a function mean?

What is the period of the sine and cosine graphs?
What is the minimum and maximum height?

Beginning of the lesson: (10 minutes)

The beginning of the lesson begins with the fold-a-function literacy strategy.
Instructions:
Student will take a piece of paper and fold it 3 times like a pamphlet.
Students will then cut three doors on each folded side (see pictures below for clarity).
Then students will label the 3 flaps on the front as sin(theta), cos(theta), and tan(theta).
On the other side of that flap, students will write SOH, CAH, and TOA (SOH going behind sin, CAH, behind cos, TOA
behind tan)

Remind students what SOHCAHTOA means (sin – opposite, hypotenuse; cos- adjacent, hypotenuse; tan- opposite,
adjacent)

On the inside right flap, students will write what sin, cos, or tan represent, x, y, or y/x.

And on the inside middle flap students will write the definition in their own words to create a deeper recognition of
each value and what it represents.

On the inside right flap, students will draw a picture representing sin, cos, and tan.

The Lesson:
Question 1 (5-10 minutes):
Question 1 serves as a review over the topic covered yesterday. Students will be asked if Pyra’s logic makes
sense which it can be explained Pyra is simply rotating clockwise instead of counterclockwise, and this can
work.
Students will be reassured that either way can work but adding a negative value can sometimes be confusing.

Question 2 (5-10 minutes):

Question 2 is also serving its purpose as a reminder to our clock problem a few lessons ago.
Students will be asked to pull out their unit circle sheet that is stapled to their packet.
Then ask students various times such as 1pm, 2pm, 9pm, etc.
Students should be able to answer this with ease with the use of the unit circle.

Page 3 (10-20 minutes):

Lastly students will be tasked with drawing out graphs of sine and cosine values.
Students should be familiar with the graphs, but this time they have to graph from -4pi to 4pi.
Have students use their unit circles for aid as they label each value.
Let students work on drawing the graphs on their own for 5 minutes, then come together and work on the
problem together.

By just a glance, students should be able to recognize which graph is symmetrical since the cosine graph is
symmetrical.

(This lesson serves as more of a review with a sprinkle of new content to prepare students for their upcoming
test)
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Closure: As I wrap up the lesson, I will go back to the beginning of the lesson and briefly explain the procedures
behind each problem. Then I will make sure that no students have any questions about the lesson that was taught. If
questions remain, I will answer them.

Procedural— Once there are no remaining questions, I will let the students begin to work on their homework
assigned to them by Mr. Young.

Content Summary—Class, today we reviewed over why Pyra’s thought process was correct. We then covered
how to use a clock and our unit circle to locate radian angles. And lastly, we were able to stretch the domain
of the cosine and sine graphs and determine which one is symmetrical. What questions do you have? (After
answering questions) Mr. Young has assigned you all an assignment in the google classroom so please use the time left
to begin working on that, and please finish it by tonight for homework.
References: Presentation Materials (Click for link)

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations (be specific on what this looks like), make learning relevant, and motivate students?

This lesson serves as a review for the students since there is an upcoming test. The fold-a-function provides students
a way to make personal connections with sin, cos, tan. Drawing the pictures to represent them creates a concrete connection
between what they drew, and the given values. Also having students write the definitions of sin, cos, and tan, in their words
helps students break down the tough definitions and lets them easily comprehend them. The main lesson provides visual aids
during the entire lesson. As I am using the unit circle, I am always hand drawing it and drawing out each rotation to make
sure each student can visually see how we are getting our answers.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?

During the lesson, I will keep the volume of my voice high, fluctuating, and upbeat. I will make sure to
ask constant questions to keep the students engaged. As previously mentioned, having students write the
definitions of sin, cos, and tan, gives the students an opportunity to explain the definitions in their own words. It is
similar to reading a sentence out loud to better memorize it. Writing a definition in your own words will
drastically improve the chances of students being able to remember what sin, cos, and tan represent. The fold-a-
function was a name coined by me because foldable sound too boring. This can be used in any content area, so
students can take this strategy along with them into any class they have.
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