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Graphing Trigonometric Functions (Day 1) I. Benchmark / Standard: CCSS.Math.Content.HSF-TF.B.

5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. II. Behavioral Objective: The learner will be able to identify the amplitude (if it exists) and period of the six trigonometric functions given equations of trigonometric functions. III. Anticipatory Set: Introduction to the unit. Students will be shown examples of the sine, cosine, tangent, cosecant, secant, and cotangent graphs in Desmos. The students will see how different values change the period and amplitude of the graphs. Students will then make a prediction about which value affects the amplitude and which value affects the period of the graphs. At the end of the lesson, they will be able to identify the amplitude and period of these graphs. IV. Objective / Purpose: There are many real life examples of trigonometric functions such as sound waves, the tide of the ocean, the swing of a pendulum, and earthquakes. Today we will learn how to identify the amplitude and period of these trigonometric functions, which is the first step in learning how to graph these functions. Tomorrow we will work on graphing the functions. V. Input a. Task Analysis i. At the beginning of the lesson, display the Desmos examples of sine, cosine, tangent, cosecant, secant, and cotangent graphs. Show students each function separately, and show the different manipulations of these graphs that change only the amplitude and period. Have students explain what is different about each graph (For example, y=2sin(x) is taller than y=sin(x); y=sin(.5x) is stretched out when compared to y=sin(x).) Have students predict which value changes the amplitude and which value changes the period. (For example, for y=asin(bx), the value of a will change the amplitude and the value of b will change the period. For y=acos(bx), the same changes occur. Since the tangent does not have an amplitude, for y=atan(bx), b will change the period and a has no effect on the amplitude.) Explain some real life situations that deal with these functions (such as sound waves, the tide, pendulums, earthquakes, etc.). ii. After this introduction, begin to go over the notes for the day. Make sure to stress the vocabulary for this lesson; period, amplitude. In the first slide, the predictions that the students made in the introduction will become more concrete (the a value determines the amplitude or height of the graph and the b value determines the period or how stretched out the graph is). In the subsequent slides, the students will learn how to identify the amplitude of the sine and cosine functions, and the period of the sine, cosine, tangent, cosecant, secant and cotangent functions. iii. During notes, ask students to explain why the amplitude of the tangent, cosecant, secant, and cotangent function does not exist. iv. Go over the examples and have students try some on their own. Walk around while students are working to answer questions and formatively assess where the students level of master is.

v. At the end of the notes, redisplay the graphs of the functions from the beginning of the lesson. Ask students to identify the amplitude and period of these examples. vi. Give students about twenty minutes to start on the homework. Answer questions as needed. b. Learning Styles i. Auditory: Notes and explanations are explained orally ii. Visual: Notes and explanations are written on the board iii. Intrapersonal: Students work on homework alone if they choose iv. Interpersonal: Students can work together on homework if they choose c. Methods and Materials i. Ways of presenting: Lecture and demonstration ii. Materials: Smartboard and Smartnotes, writing utensil, textbook (for HW) VI. Checking for understanding a. Students understanding will be checked during the notes when they are asked about the amplitude of the tangent, secant, cosecant, and cotangent functions. b. Students understanding will also be checked when the students work on problems on their own. VII. Guided Practice a. Students work on the try on your own problems during the notes b. Walk around the room to see which students understand the concepts. c. Ask students to solve these problems on the board. VIII. Independent Practice: Students work on the assigned homework at the end of the hour, asking questions when necessary. IX. Closure: Display the graphs from the beginning of the hour and ask students to identify the amplitude and period of the graphs. If there is time, display the updated ledger for students.

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