Main Topic
What
is
the
main
procedure
or
topic
that
What
are
the
relevant
components
of
the
main
topic?
In
what
order
will
students
will
be
working
on
in
this
lesson?
they
be
presented?
What
examples
will
be
used
as
illustrations?
Students
will
learn
how
to
graph
and
Lesson
Concepts
Example(s)
recognize
the
graphs

of
the
remaining
5
trig
functions.
Have
students
identify
graph
Standard(s)
Addressed:
of
f(x)=sin(x+pi/2)
CCSS.Math.Content.HSFIF.A.1
Understand
that
a
Have
students
graph
function
from
one
set
(called
the
domain)
to
another
set
f(x)=cos(x)
a nd
m ake
(called
the
range)
assigns
to
each
element
of
the
domain
observations.
exactly
one
element
of
the
range.
If
f
is
a
function
and
x
is
an
element
of
its
domain,
then
f(x)
denotes
the
output
Students
should
recognize
of
f
corresponding
to
the
input
x.
The
graph
of
f
is
the
that
the
two
graphs
are
equal
graph
of
the
equation
y
=
f(x).
and
t hat
c osine
i s
j ust
a
p hase
CCSS.Math.Content.HSFIF.B.4
For
a
function
that
shift
o f
t he
s ine
f unction.
models
a
relationship
between
two
quantities,
interpret
key
features
of
graphs
and
tables
in
terms
of
the
Graph
the
functions
for
Ask
students
to
identify
quantities,
and
sketch
graphs
showing
key
features
tangent,
cotangent,
secant,
domain,
range,
and
period
of
given
a
verbal
description
of
the
relationship.
and
c osecant.
these
functions.
While
d oing
t his,
d efine
t he
Prior
Knowledge
term
asymptote
as
a
line
How
will
prior
knowledge
connect
to
and
influence
that
a
graph
approaches
but
the
development
of
the
main
topic?
never
reaches
the
graph
is
Students
have
knowledge
of
functions
in
general,
undefined
at
this
point.
and
have
been
exposed
to
the
graph
of
the
Discuss
the
behavior
of
each
See
Key
Error
#2
below.
sinusoidal
function
of
y=sin(x).
They
understand
graph
as
it
approaches
the
how
to
shift
a
sinusoid
along
the
horizontal
axis,
asymptote.
which
will
help
with
the
understanding
of
the
cosine
function.
What will students understand conceptually about the procedures they are learning? For each function, students should be able to make connections between the algebraic definitions of the function, the functions value for angles around the unit circle, and the functions graph. For instance, they should realize that tanx=y/x, and because x is in the denominator, the graph will be undefined whenever x is 0. Using the unit circle, they should recognize this occurs at all odd multiples of pi/2.
Evidence
What are the various ways in which the concept will be represented throughout the lecture? The functions will be represented in graphical and tabular form. Connections will be made to both the unit circle and the graph of the sine function (see attached notes). For instance, students will refer to the unit circle to determine that the tangent of
Representations
What errors do you expect students to make when working independently? How will you address these potential errors in lecture? Students will have the most difficulty with keeping the functions distinct from each other. I will try to emphasize important characteristics of each graph, so that they can easily tell which is which. Students may also have difficulty determining the behavior of each graph as it approaches the asymptotes. To walk students through this process, I will select an interval (e.g., 0 to pi/2) and ask students to identify whether x gets bigger or smaller and whether y gets bigger or smaller in this interval. This will help students identify whether the appropriate ratio (e.g. y/x for f(x)=tanx) gets larger or smaller. Students will likely still have issues with period and frequency. This lesson will present plenty of opportunities to discuss these concepts.
Key Errors
What will students say, do, produce, etc. that will provide evidence of their understandings? Students will fill out tables as a class and answer questions regarding the domain, range, and periodicity of each function. Students will be able to reiterate in their own words how the graph of each function was obtained. Homework Graphs of Other Trig Functions worksheet
undefined. They will then consider how to represent this graphically (as an asymptote) and use the unit circle to determine the shape of the graph as it approaches the asymptote.
is 2