Reflection: Routines and Procedures Model Trigonometry with a Ferris Wheel Day 2 of 2 - Section 4: Class Discussion/Conclusion

 

I added an extra layer of organization to the final discussion in this lesson as it seems that my students needed that extra scaffolding.  I asked each group to answer three questions:

1.  How did you match to the graph to the equation?
2.  Which part stumped our group the most and why?
3.  Pick one equation and graph to describe.

Each group had about 8 minutes to prepare and then I randomly picked the member of each group to Present.  This went very well.  I have each group a different requirement for the presenter.  This ensured that they were all prepared.  Here are some of the requirements that I used:

The person whose birthday is first or last in the year.
The person who has the highest or lowest day number (ex April 20 beats June 2).
The person who has the lowest day number (ex April 20 beats June 2).
The person who has the highest or lowest sum between the month and day in their birthday.
The person who has the highest or lowest difference between the month and day in their birthday.

I mixed it up each time so they didn't know what to expect.  This went really well.  

  Routines and Procedures: Deciding Who Will Present
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Model Trigonometry with a Ferris Wheel Day 2 of 2

Unit 9: Trigonometric Functions
Lesson 14 of 19

Objective: Students will be able to model the movement of a Ferris Wheel using trigonometry.

Big Idea: Take your students to the county fair with this trig function modeling lesson.

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Subject(s):
Math, Trigonometry, Trigonometric functions, Algebra 2, modeling with functions, master teacher project
  48 minutes
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