INTRO TO RADIANS

Lesson Overview
In this lesson, we will define radian as a unit of angle measure. Students will be able to
convert degrees to radians and vice versa, draw angles in radians, and be able to interpret
the unit circle with radians. Finally, students will familiarize themselves with the same trig
values learned in the previous lessons, this time in radians.

Standards
National Standards
Common Core Math Standards
F-TF.1:
Understand radian measure of an angle as the length of the arc on the unit circle subtended
by the angle.

F-TF.2:
Explain how the unit circle in the coordinate plane enables the extension of trigonometric
functions to all real numbers, interpreted as radian measures of angles traversed
counterclockwise around the unit circle.
G-SRT.7:
Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.8:
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.

Prerequisite Knowledge
Students should have a thorough understanding of angles, triangles and circles and should
be familiar with the previous lesson on the unit circle. Basic knowledge of solving rational
equations should also be present for this lesson.

Supporting Details
Materials
-Whiteboard, markers
-Projector, internet access (http://nextlevelmaths.com/interactive/interactive_radians/).
-Calculator
-Protractor
-Compass (optional
Helpful Information for Teachers
Documents
Web Links
Instructional Plans
Engage 1 (5 min)

1 of 4
1. Engage Details
Sub-components:
Prior Knowledge
Representative Questions:
(1) What do you know about...? (2) What have you seen like this? (3) What have we
studied that might apply here?
Engage Description:
To begin, students will think of different types of measurements (weight, distance,
temperature, etc.) and be asked to name two or more units for the same
measurement. Answers may include inches and centimeters for distance or pounds
and kilograms for weight. Here, students will be introduced to the concept of a second
unit for angle measure called radians and that it is based on the structure of a circle.
Questions to ask include:
-What does the term "radian" make you think of?
-Why might we have developed this other unit?
-What set of numbers will mostly be used in radians?(Rational, irrational, whole, etc.)
2. Formative Assessments
Warm-Up, Brainstorming

3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema?
proceed; quick review; remediate

Explore 1 (10 min)

1. Explore Details
Sub-components:
Predict, Design, Collect
Representative Questions:
(1) What if...? (2) What would you expect to happen? Why? (3) How can you best
study this problem? (4) How will you organize your information? (5) How much
data/information do you need to collect?
Explore Description:
To start exploring, students will be given the formula used to convert degrees to
radians: R=(pi*D)/180). First they will use their algebra knowledge to find the formula
that converts radians back to degrees. Then, they will use these formula to calculate
the same angle measures studied in the previous session. Students can spend time
referring to their classmates in order to reach the same results. Then, students can
explain the patterns they see between the various radian values. Before any
explanation, students will theorize the connection between the results of their angle
measures and the structure of the unit circle.
2. Formative Assessments
Record/Data Collection, Think, pair, share
Students will record the values they calculated using the formula they were given and
derived. Using this information, they will share with their classmates and deduce the
significance of these values and the unit circle.
3. Teacher Reflection

2 of 4
 (1) Skillfulness of predictions made? (2) Quality of study design and relation to goals?
(3) Meaningfulness of data collected? How organized?
proceed; clarify; remediate; re-engage

Explain 1 (10 min)

1. Explain Details
Sub-components:
Interpret, Evidence/Justify/Verify, Analyze
Representative Questions:
(1) What took place? (2) What changes did you notice? (3) Explain what happened?
(4) What pattern(s) did you notice? (5) What surprised/puzzled you? What is still
confusing? (6) What visuals help to explain your findings? Explain them. (7) What
evidence do you have for your statement? (8) How is this similar or different from...?
(9) How does this apply to what we learned before? (10) What has been learned?
(11) Do you agree with...? Why/Why not? (12) Where have you encountered a similar
phenomenon?
Explain Description:
In this section, students will learn that radians are dependent on the ratio between the
arc length created by the angle, and the radius of the resulting circle. This point will be
demonstrated visually with the assisting interative tool listed in the materials section.
Furthermore, the common angles of the unit circle, not converted to radians should
make more sense to the students in terms of how the trigonometric ratios come out
with "cleaner" products with the radian values.
2. Formative Assessments
Whole Class Discussion, Small Group Discussion, Teacher Presentation
Students will first discuss amongst themselves the potential relationship between
radian values and the trig ratios. The small group discussion will prepare for the whole
class discussion where we will draw conclusions fully tying together the nature of sine
and cosine along with the cyclic nature of the unit circle in terms of radians and pi.
3. Teacher Reflection
(1) Quality and accuracy of interpretation of results? (2) Strength of evidence for
claims? Ability to verify procedure/results? Skillfulness in justifying approach/results?
(3) Ability to analyze the quality of exploration conducted?
proceed; re-engage; re-explore; remediate; have students clarify

Extend 1 (5 min)
1. Extend Details
Sub-components:
Apply
Representative Questions:
(1) What would happen if...? (2) How do you think... applies to ...?
Extend Description:
An exit ticket will be presented asking students to calculate sin cos and tan values of
various angle measures in both degrees and radians. In the last two problems, the
angles will be negative and exceed 360 degrees(2pi radians), leading students to think
about the case in which the angle measure in question is outside the converntional
range of a counterclockwise circle starting and ending on the point (1,0). This will
allude to the next lesson on reference angles.

3 of 4
2. Formative Assessments
Elaborate on current Investigation
Students will practice exercises from this and the prior lesson, some of which will
require critical thinking and unique interpretation on the unit circle, specifically its cyclic
nature.
3. Teacher Reflection
(1) Quality and number of applications made?
debrief; re-engage; re-explore; have students clarify; another extension

Contributed by:
Daniel Ferrara, Manhattan College, NY

4 of 4