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Unit Title: Transformations of Sin and Cos graphs (intended for

Trigonometry class)
Performance Objective:
While attempting to discover ways to transform graphs for sine and
cosine students will distinguish between the terms such as amplitude,
vertical shift, phase shift, and period. Students will be able to present
their findings in a presentation.
Rationale:
This lesson is taught using an inquiry approach. By doing this, students
are able to uncover what numbers affect different transformations of
cosine and sine graphs. This helps me get a good idea of how much
they know about trigonometry. Students also will be doing this lesson
by using the online graphing websites available. This allows students
to explore, as well as capture their findings by taking a screen shot. I
will be able to asses what they initially know about trig functions and
then we will be able to uncover transformations through inquiry. These
will most connect with
Assessment Strategy:
As the students work in groups, they will produce a presentation, that
will allow me informally asses their understanding. As an exit slip, I will
give them a 5 question quiz that tests their knowledge of the effects of
numbers on cosine and sine graphs.
Accommodations for Exceptional Students: I would be sure to
include students with disabilities with groups that I could see them
being successful in. For students who might be a little bit ahead, I may
have them explain their findings to the class.
Academic Language:
Sin, Cos, Tangent, Graph, Transformation, Vertical Shift, Phase Shift,
Amplitude, Period
Grouping Strategy:
Students will be in groups of 3. Each group will have one computer or
tablet to work with.
Materials:
1. Computers or Tablets
Enactment:
Time Estimate
7-8 minutes

Hook: Pictures of real life sin objects

20 minutes

What are all the different shapes?


Ask how they relate?
What are they?
What do they remind you of?
They are actually sin graphs
What does trigonometry mean?
What does tri mean??
What does Triangle mean?
What are some ways to find some measures of
triangles?
Notice how they are different from one
another. Some are longer, some are taller,
some are shorter, some are wider.
Student Aim:
Today we are going to look at how these graphs get
those features where they are taller, wider, or
shorter.
What is sin and cosine??
They are going to be very important
Development-Inquiry
I want you all to get into groups of 3. Once
you do so, please come up and get a
computer.
You will be using these computers in order to
develop your own understanding of sine and cosine
graphs. You are going to use your own exploration
techniques to uncover how you might make a sine
or cosine graph, longer, taller, wider, shorter, more
wavy, etc.
You will be in your groups, and you may
use your computer.
You may use only graphing sites. Please do
not look up how to change sin and cosine
to get your desired results, you should be
changing numbers maybe in front of the sin
function, in the sin function and uncovering
what and how the graph will change.
You may use websites such as Wolfram
Alpha, or other graphing agents.
I recommend beginning by just graphing
sin and taking a snapshot of your result.
Now experiment with adding different
numbers in different places, inside the

cosine, outside the cosine, same with sin.


Your results are going to be extremely
important. Be sure to take notes and snap
shots of all of your graphs.
Students will have about 20 minutes of exploration.
The students will work in groups of 3 and take notes
on what is happening to the different graphs when
changes are made.
15-20 minutes

1-2 minutes

Open-ended activity
Transition: Okay, now that you have hopefully found
some results, it is time to compile those results into
a presentation type form.
You may use power point, prezzi, it is up to your own
discretion how you present the information, but you
must include your pictures and findings.
I will be asking a group or two to come up and share
their findings, with that, I will also present the
names that go with each of the findings, so please
be sure to take notes.
(Have students volunteer to give presentations, and
assist when needed)
Wrap up: So today we discussed two of the different
trig graphs. We talked about amplitude, period,
vertical shift and phase shift. Can anyone please
summarize amplitude? Period? Vertical shift? Phase
shift? Great!
I have posted to Schoology a quiz that I want each
of you to take, please complete this online quiz by
the end of the night. Please be sure to email me
your groups presentation before you leave today as
well!
Leap: So today we talked about trig functions in
forms of graphs, next week are going to go a little
deeper and see what we can use the trig functions
for? What is their purpose? What can they do for
us?? Overall, does anyone have any comments or
questions about class today?