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# Review of Trigonometric Functions as Real Valued Functions

Lesson 12 of 13

## Objective: SWBAT find the value of a trigonometric functions when the angle is a real value

## Big Idea: Reviewing the key concepts of finding values of trigonometric functions, radians and inverses through playing a review game prepares the students for the assessment.

*70 minutes*

#### Bell work

*5 min*

As students come into class they are told to find a partner and get a whiteboard and marker. Students then move chairs around so they can work without other pairs hearing them work.

This review game has 14 questions. Each question has the answer on the page which is covered until the students have worked the problem. I have attached the smart notebook file if you have the ability to use this document.

The first page has the problem numbers a student picks a problem, the number is linked to the question. The second page is where the students determine how much each question is worth. On the Smart Notebook I have the numbers covered with ink and the students go to the board and erase the ink. At the bottom right of the score page and each question page is a link to the appropriate page.

Students work with their partner to answer the question. Students are given approximately 3 minutes for a question. If I see a majority of the students working after 3 minutes I will adjust the time. I move around the room looking at the students answers which are on the white boards.

When time is up a student goes to the board and reveals the answer to the problem. That student goes to the score link which sends the notebook page back to page 2 of the resource. Under the dots are random numbers from -20 to 20. The student erases a dot to reveal the points. I keep score for the groups. Every group that gets the answer correct receive the points. After the points are awarded an new student sends the notebook back to page one and a new question is chosen.

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#### Playing the Game

*60 min*

This review game has 14 questions. Each question has the answer on the page which is covered until the students have worked the problem. I have attached the smart notebook file if you have the ability to use this document.

The first page has the problem numbers a student picks a problem, the number is linked to the question. The second page is where the students determine how much each question is worth. On the Smart Notebook I have the numbers covered with ink and the students go to the board and erase the ink. At the bottom right of the score page and each question page is a link to the appropriate page.

Students work with their partner to answer the question. Students are given approximately 3 minutes for a question. If I see a majority of the students working after 3 minutes I will adjust the time. I move around the room looking at the students answers which are on the white boards.

When time is up a student goes to the board and reveals the answer to the problem. That student goes to the score link which sends the notebook page back to page 2 of the resource. Under the dots are random numbers from -20 to 20. The student erases a dot to reveal the points. I keep score for the groups. Every group that gets the answer correct receive the points. After the points are awarded an new student sends the notebook back to page one and a new question is chosen.

This game is one that the students enjoy. With negative points awarded a group of high flyers are not always the winners. This helps motivate students to compete.

As the students work. I will answer questions about concepts. I also make sure that students understand the answers. If students had different ways to solve the problem this is discussed.

The students get very competitive as the game progresses. The discussions the students have as they are solving problems help me determine understanding.

Students will also develop strategies as the game progress. Some students will give wrong answers so they do not lose points as the game nears the end. This is usually done be the high flyers. Students will also start to worry about erasing answer because they might cause everyone to lose points. I have more positive than negative but the students do not know this.

When students refuse to go up to the board, I bring out my Popsicle sticks to pick students to go to the board.

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#### Closure

*5 min*

We sometimes run out of time during this game. If I notice time is getting short, I stop the game and we look at the remaining questions.

With 2 minutes left in class, I give students suggestions on how to study. We discuss finding problems like the review questions that were a struggle. I remind students of the sections we have discussed (sections 4.1,4.2 4.4 and 4.7 from Larson "Precalculus with Limits"

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- UNIT 1: Introduction to Learning Mathematics
- UNIT 2: Functions and Piecewise Functions
- UNIT 3: Exponential and Logarithmic functions
- UNIT 4: Matrices
- UNIT 5: Conics
- UNIT 6: Solving Problems Involving Triangles
- UNIT 7: Trigonometry as a Real-Valued Functions
- UNIT 8: Graphing Trigonometric Functions
- UNIT 9: Trigonometric Identities
- UNIT 10: Solving Equations
- UNIT 11: Vectors and Complex Numbers
- UNIT 12: Parametric and Polar graphs and equations

- LESSON 1: Is John Guilty
- LESSON 2: Radian Measure Day 1 of 2
- LESSON 3: Radian measure Day 2 of 2
- LESSON 4: Coterminal and Reference Angles
- LESSON 5: Sine and Cosine Day 1 of 2
- LESSON 6: Sine and Cosine Day 2 of 2
- LESSON 7: Developing the Unit Circle
- LESSON 8: Evaluating Trigonometric Functions
- LESSON 9: Finding the angle when given the function value
- LESSON 10: How do you find the Inverse of a Trigonometric Functions
- LESSON 11: Using Inverses to Evaluate
- LESSON 12: Review of Trigonometric Functions as Real Valued Functions
- LESSON 13: Assessment of Trigonometric Functions as Real Valued Functions