Beruflich Dokumente
Kultur Dokumente
Lesson
Plan
Title
of
Lesson:
Introduction
to
the
unit
circle,
GA
Math
IV,
grad
12
Curriculum
Standards:
MM4A2.
Students
will
use
the
circle
to
define
the
trigonometric
functions.
a. Define
and
understand
angles
measured
in
degrees
and
radians,
including
but
not
limited
to
0°,
30°,
45°,
60°,
90°,
their
multiples,
and
e.
Find
values
of
trigonometric
functions
using
the
unit
circle.
Goals
For
This
Lesson:
Review
and
expand
on
base
knowledge
degrees
and
radians
from
geometry.
Demonstrate
how
to
measure
and
draw
the
0°,
30°,
45°,
60°,
90°,
their
multiples,
when
presented
in
both
degrees
and
radians.
Derive
the
unit
circle.
Relate
the
unit
circle
to
the
six
trigonometric
functions
learn
in
geometry
Essential
Questions:
What
is
the
unit
circle?
Why
do
we
use
both
degrees
and
radians?
What
is
important
about
the
six
common
trigonometric
functions?
Materials
I
will
need:
1) A
digital
projector
2) A
chalk
board
or
whiteboard
Students
will
need:
1) Graph
Paper
2) A
Protractor
3) Pencils
4) A
Ruler
Detailed
Lesson
Procedure:
I
will
begin
class
with
my
digital
story
about
angles
so
that
students
can
see
that
there
is
a
practical
application
for
what
they
are
learning.
(2-‐
3minutes)
After
talking
a
little
bit
about
how
trigonometry
impacts
their
lives
with
everything
from
stairs
to
fans;
I
will
explain
how
trigonometric
functions
such
as
tangent,
are
used
to
optimize
fan
blades.
The
students
will
see
examples
of
propellers
in
my
digital
story,
which
for
their
purposes
are
analogues
to
fan
blades.
I
will
then
explain
how
fan
blades
are
used
in
the
green
energy
industry
to
support
developing
countries
where
resources
such
as
water,
and
fossil
fuels
are
scarce.
I
will
ask
my
students
to
do
a
think-‐pair-‐
share
about
how
green
energy
is
viewed
in
their
culture
(10
minutes)
I
will
use
the
example
of
I
will
begin
with
the
geometric
derivation
of
the
unit
circle.
(25minutes)
Also,
I
will
explain
how
the
unit
circle
got
its
name.
The
Greeks
devised
the
idea
of
using
of
circle
of
radius
1
to
determine
the
values
of
elementary
trigonometric
functions.
(5minutes)
After
deriving
the
circle
together
I
would
give
my
students
sidewalk-‐chalk
and
take
them
outside
(weather
permitting)
to
have
them
duplicate
the
derivation
in
groups
of
3-‐4
students.
(25
minutes)
I
would
then
given
them
their
homework
assignment,
a
fill
in
the
missing
information
worksheet
for
different
parts
of
the
unit
circle,
and
have
them
work
on
it
for
the
rest
of
class
time
where
they
can
ask
me
and
other
students
questions
(27minutes).
In
Class
Assessment:
The
sidewalk
chalk
activity
and
homework
session
at
the
end
of
the
class
will
provide
for
in
class
assessment.
Evaluation
Rubric:
Active
and
thoughtfully
engaged
participation
is
all
that
will
be
required
for
this
activity.
Homework:
Students
will
complete
a
fill
in
the
missing
information
worksheet
for
different
parts
of
the
unit
circle.
Possible
Obstacles:
Students
my
not
have
a
firm
grasp
of
the
concept
of
radians
and
how
they
relate
to
measuring
angles
with
degrees.
I
would
add
an
extra
day
to
the
unit
and
use
handouts,
group
work
and
a
quick
lecture
reviewing
the
concept
to
remediate
the
information.
I
would
also
explain
how
radians
relate
to
computers
so
that
students
could
have
an
application
for
what
they
are
learning.
Unit
Reflection:
I
wanted
to
teach
this
unit
because
when
I
was
in
high
school
I
asked
a
lot
of
questions
about
how
trigonometric
functions
worked.
My
teachers
never
be
able
to
explain
the
concepts
in
a
way
that
was
completely
satisfactory
to
me.
I
think
that
by
spending
time
on
a
quality
unit
I
could
answer
many
of
my
students
questions
before
they
arise
and
get
them
thinking
about
the
concepts
in
new
and
innovative
ways.