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Translations of Trigonometric Functions Day 2 Behavioral Objective: CCSS.Math.Content.HSF-TF.B.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. Behavioral Objective: Students will be able to identify the amplitude, period, phase shift, and equation of the midline for the six trigonometric functions, and, using this information, graph the functions. Anticipatory Set: Problem of the Day: Students will be given equations of trigonometric functions and they will identify the amplitude, period, phase shift, and equation of the midline for the equations. This serves as a review of yesterdays material. Objective / Purpose: Last week we learned how to graph trigonometric functions given the amplitude and period, and today we will be working on graphing these functions with phase shift and/or vertical shifts. Task Analysis a. Input i. At the beginning of the hour, display the Problem of the Day. Give students five minutes to work on it before going over it as a class. After the Problem of the Day, display the answer key from the homework. Give students time to check their answers, and then go over any questions as a class. If there are no questions, choose two problems to go over as a class. Collect the homework after questions are answered. ii. After collecting homework, start the notes for the day. Students will be using the information from the previous lesson to graph trigonometric functions. After doing two together as a class, give students time to work on some on their own. Walk around as the work answering any questions. Go over these examples as a class after students have ample time to work. iii. At the end of the notes, display the equations from the Problem of the Day and have students graph these functions. Walk around as they work to ensure they understand how to graph these functions. iv. Assign the homework for the day; give students at least 20 minutes to work on the problems. Answer questions that students have. b. Learning Styles i. Audio: Notes are read aloud for students ii. Visual: Notes are written on the board for students iii. Interpersonal: Students can work on the homework with a partner iv. Intrapersonal: Students can work on the homework by themselves c. Methods and Materials i. Ways of presenting: Lecture and demonstration ii. Materials: Smartboard, notes, writing utensil Checking for understanding a. Students understanding is checked during the anticipatory set to determine if they have the prerequisite skills (identifying period, amplitude, phase shift, and vertical shift) to graph the functions. b. Students understanding is checked during the notes while they are working on examples.

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c. Students understanding is checked during the homework time. Guided Practice: Students will work on examples during the notes Independent Practice: Students work on the assigned homework during class and at home if they do not finish. Closure: Students will graph the functions from the Problem of the Day. At the end of the hour, the ledger will be displayed so that students can make sure that their ledger is up to date.