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Teacher Name: Ryan Duffy (observers: Kelly Maisel and Dee Eberle) Class and Grade Taught: Pre-Calculus, 12th grade Lesson Date: 1/24/12 Lesson Logistics and Setting Unit Topic: Graphs of Trigonometric Functions Previous Lesson Topic: Solving Real-World Problems with Trigonometry Current Lesson Topic: Graph of the Sine function Next Lesson Topic: Graph of the Cosine, tangent, and cotangent functions
Lesson Goal: Students have previously transformed a prototypical function from a larger family of functions (e.g., transforming y=x^2 to graph other quadratics). This lesson is designed to help students make connections to these prior experiences and conceptually understand how to shift, stretch, shrink, reflect, or otherwise transform a sinusoid. Lesson Objectives: (The learner will know/understand/be able to ) - Understand that the sine graph oscillates due to the increasing and decreasing y-value that one obtains while moving around the unit circle - Define the term sinusoid - Understand and explain how changing the constants a, b, c, and d in the equation f ( x ) = a sin(bx + c ) + d affects the graph of f(x). Standards Addressed: ! - F-TF-4. Use the unit circle to explain symmetry and periodicity of trigonometric functions. How will I know students have met the objectives? Student work will be collected at the end of the hour to assess what they learned during group work. Selected students will present their findings to the class during whole-group discussion.
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(details about how students are configured, what work they are doing and how they are recording their work)
Teacher Moves I will ensure students are following along by walking around and observing students as they complete their notes. I also hope to ensure that students are making sense of what we are doing by asking students to calculate and plot the points of the function sin(x), Kelly will make note of any questions that are asked during this discussion. It will be important to determine whether these initial confusions were cleared up throughout the course of the lesson.
While the class is collectively Why does the graph repeat completing the chart and itself? graph on the whiteboard, Demonstrate how sin(x) is students will be completing positive around Quadrants I their own copies in their and II of the unit circle, notes. becomes negative in Prior to this, however, Quadrants III and IV, and students will need to consider then repeats. how to label the x-axis. They may need to refer to the unit Is this still a function? circle or to their prior Multiple points are mapped knowledge to consider how to the same value. angles are typically Open question to class measured (i.e., as multiples what makes a function a of pi). For this question, function? students will be asked to participate in a quick thinkStudents will likely be pair-share activity. confused as to what this Once the graph is complete, new graph represents. They students will make have been focused on the observations about the unit circle graph for weeks graph, including: whenever they need to - The graph is in the shape identify the sine of an angle. of a wave I will emphasize that the unit - The graph repeats every circle shows angles, while 2pi units the sinusoid graph shows a - The graph is restricted graph of the function sin(x). between -1 and 1 on the y-axis. 3/7
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Kelly, meanwhile, will sit at the front of the class and note the questions students ask and any confusion that arises. She will tally the number of students who participate in the discussion and make note of any off-task behaviors that are distracting the activity. Today we explored a new type of graph a sinusoid and determined different ways that we could change itsstudents location from and characteristics. We explored why these graphs are wavelike in nature and how this shape relates to the period and frequency of the function.
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