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Alex%Vollaros%Lesson%Plans%

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Day%1:%Graph%of%Sine%Function:%Sine%values%vs.%Degrees%
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Day%2:%Continuing%graph%of%Sine%Function:%Sine%values%vs.%Degrees%(180E
360)/%Quiz%
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Day%3:%Defining%radian%as%a%wedge%in%a%circle%(circular%equilateral%triangle)%
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Day%4:%Determining%equivalency%of%Radians%to%degree%measures%beginning%
with%360%=%2%
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Day!1:!Graph!of!Sine!Function:!Sine!values!vs.!Degrees!
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Common%Core%Alignment:%CCSS.MATH.CONTENT.HSF.TF.B.5%
Materials:%Protractor,%worksheet,%preElabeled%graph%
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1. Start%off%with%part%A%%
2. Move%on%to%part%B%%
3. After%the%graph%in%part%B%is%complete,%select%one%student%to%show%their%work%on%
the%board%
4. Ask%students%if%they%see%a%relationship%between%the%angle%and%ratio%coordinates%
(students%have%previously%used%the%unit%circle%to%establish%sine%values%so%should%
make%a%connection)%
5. Explain%to%the%class%that%this%is%the%first%wave%of%the%sine%curve%from%0%to%180%
6. Since%our%protractors%cannot%go%to%360,%have%the%students%complete%the%graph%of%
the%sine%curve%using%their%calculators%%
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Part%A:%
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1. On%graph%A,%measure%an%angle%of%30%and%draw%a%radius%of%10%units%from%the%vertex%
to%the%point%where%the%ray%intersects%the%semiEcircle.%Call%this%the%intersection%point%
B.%Measure%the%distance%from%point%B%to%the%xEaxis.%Call%this%the%height%and%place%this%
is%the%Height%column.%
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2. Continue%for%other%angles.%(Leave%the%Height%and%Ratio%column%blank%for%now)%

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Angle!Measure!
30%
45%
60%
120%
150%
180%

Height!
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Ratio:!
Height/radius!
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Ratio!as!
decimal!
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Part%B:%
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3. Find%the%ratio%of%the%height%in%#1%to%the%length%of%the%radius%
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4. Plot%this%pair,%(angle,%ratio)%on%Graph%B.%

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Day!1!Homework!
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1.
2.
3.
4.

Put%calculator%in%degree%mode%
Press%sine%button%and%enter%degree%measure%
Round%to%the%nearest%tenth%and%record%the%value%below%
Graph%points%to%create%full%sine%curve%

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Angle!(In!
Degrees)!

Sine!Value!

0%
30%
45%
60%
120%
150%
180%
210%
230%
270%
300%
330%
360%

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!
Day!2:!Continuing!graph!of!Sine!Function:!Sine!values!vs.!Degrees!(180K
360)/!Quiz!!
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Common%Core%Alignment:%CCSS.MATH.CONTENT.HSF.TF.A.2,
CCSS.MATH.CONTENT.HSF.TF.B.5 %
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1. When%students%walk%in%have%them%pull%out%last%nights%homework%of%the%sine%curve%
graphed%from%0E360%
2. Have%a%student%put%up%their%graph%under%the%camera%and%have%students%check%their%
work%to%make%sure%they%have%the%sine%curve%graphed%correctly%from%0E360%
3. Put%up%the%following%questions%on%the%board%and%have%students%answer%questions%
with%a%partner:%
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1) What%is%the%height%of%the%sine%curve?%
2) How%long%does%it%take%for%the%sine%curve%to%complete%one%full%cycle?%
3) Does%the%curve%start%at%the%origin?%
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4. Whole%class%discussion%
Introduce%that%the%sine%function%has%an%amplitude%of%1%(height)%
The%period%is%360%
Starts%at%origin%%no%phase%shift%
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%%%%%%%5.%Quiz%remainder%of%the%period%%

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Quiz! !

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1)%Consider%the%right%triangle%shown%whose%hypotenuse%
is%equal%to%one%and%whose%angles%are%both%equal%to%45.%
The%two%equal%sides%are%labeled%x.%Solve%for%x%and%place%
your%answer%in%simplest%radical%form.%

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2)%Consider%the%30E60%right%triangle.%If%the%
shorter%side%is%has%length%,%use%the%
Pythagorean%theorem%to%find%the%third%side.%

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3)%Using%the%triangles%from%above,%fill%in%the%ordered%pairs%at%each%of%the%angles%that%are%
assumed%to%be%drawn%in%standard%position.%

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4)%Roughly%sketch%each%of%the%following%angles%in%standard%position%and%label%the%quadrant.%

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%=%480%

%=%270%

%=%E45%

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Day!3:!Defining!radian!as!a!wedge!in!a!circle!(circular!equilateral!
triangle)!
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Common%Core%Alignment:%CCSS.MATH.CONTENT.HSF.TF.A.1%
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Materials:%String,%scissors,%preEmade%circle,%ruler,%various%sized%triangles%and%
quadrilaterals%
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1. Hand%out%a%preEmade%circle%and%pieces%of%string%
2. Ask%students%to%draw%radius%and%measure%it%with%the%string%
3. Have%students%place%the%measured%string%along%the%curve%of%the%circle%(connecting%to%
the%radius)%
4. Connect%the%third%side%of%the%triangular%wedge%(this%will%also%be%a%radius)%
5. Cut%out%the%circular%equilateral%triangle%
6. Draw%a%mark%half%way%on%the%wedge,%then%split%whole%wedge%into%tenths%
7. Hand%out%various%shapes%of%triangles%and%quadrilaterals%%
8. Have%students%(in%pairs)%use%the%wedge%to%measure%each%angle%within%the%shapes%
9. Instruct%students%to%sum%up%the%angle%measures%in%their%individual%shapes%%
10. Next,%instruct%the%students%put%up%their%measurements%of%the%angles%on%the%board%
11. Instruct%the%students%take%the%average%of%a%specific%shape%of%every%groups%findings%
per%shape%
12. The%average%measure%of%the%angles%in%a%triangle%should%be%around%3%and%in%a%
quadrilateral%around%6%
13. Ask%students%if%anyone%know%what%number%is%close%to%around%3%(!)%
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Day!4:!Determining!equivalency!of!Radians!to!degree!measures!
beginning!with!360!=!2!
Common%Core%Alignment:%CCSS.MATH.CONTENT.HSF.TF.A.2
Materials: Yesterdays activity %
%
Have%students%pull%out%their%circles%with%the%cut%out%wedge%from%the%previous%day%
Work%on%the%questions%on%the%board%with%their%partner%
Have%the%following%questions%on%the%board%when%the%students%walk%in%the%classroom:%
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1.%How%many%wedges%make%up%half%of%the%circle?%
2.%How%many%wedges%make%up%the%full%circle%
3.%How%many%degrees%are%in%a%triangle?%
4.%How%many%degrees%are%in%a%quadrilateral?%
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We%found%that%the%sum%of%the%angles%of%a%triangle%is%equal%to%about%3.14%wedges%and%
quadrilateral%sum%should%be%around%6.28%wedges%
Explain%to%replace%3.14%with%,%and%we%have%the%sum%of%the%angles%in%a%triangle%is%
equal%to%%wedges%(%w)%
So,%180=%w%
360=2%%w%
Gradually%start%replacing%the%word%wedge%with%radian%
Have%students%find%as%many%angles%they%can%starting%with%360%=%2%and%gradually%
put%up%their%values%on%the%board%until%the%chart%is%complete%
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Angle!(In!Degrees)!

Angle!(In!Radians)!

360%
330%
300%
270%
230%
210%
180%
150%
120%
60%
45%
30%
0%

2%

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Have%students%graph%the%sine%function%using%radians%from%E2%to%2%
Talk%about%period,%amplitude,%domain,%and%range%in%terms%of%radians%%

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(Lesson%continued:%Vertical%Shifting%of%Sine%Curve)%
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Materials:%Colored%pencils,%calculators%
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1. If%the%height%of%a%sine%function%is%1,%what%happens%when%that%number%changes?%
2. Hand%out%graph%paper%and%colored%pencils%
3. Have%students%sketch%quickly%y=sin(x)%
4. Ask%students%to%graph%y=2sin(x)%in%a%different%color%(they%can%use%their%calculators)%
5. Select%a%student%to%put%up%their%work%under%the%camera%
6. Have%students%find%the%amplitude,%domain,%and%range%
7. On%the%next%graph%have%students%graph%y=(1/2)%sin%(x)%%
8. Have%students%find%amplitude,%domain,%and%range%
(Class%work%sheet%and%homework%attached)%
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Class!Work

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x!

y=sin(x)!

x!

y=2sin(x)!

E2%

E2%

E3/2%%

E3/2%%

E%

E%

E/2%

E/2%

0%

0%

/2%

/2%

3/2%

3/2%

2%

2%

Domain:%

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Domain:%

Range:%

Range:%

Amplitude:%

Amplitude:%

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x!

y=sin(x)!

x!

y=(1/2)sin(x)!

E2%

E2%

E3/2%%

E3/2%%

E%

E%

E/2%

E/2%

0%

0%

/2%

/2%

3/2%

3/2%

2%

2%

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Domain:%
Range:%
Amplitude:%
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Domain:%
Range:%
Amplitude:%

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Homework!
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On the grid below, sketch each of the following equations.

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