Reflection: Intervention and Extension Even Odd Identities - Section 2: Developing Even Odd identities

 

As my students worked on the Even and Odd Functions activity, several issues arose that I want to make note of for future reference.

  1. Some students struggle with the abstractness of using x, y and r when finding the trigonometric values. As I move around the room and see this issue or if I know a student who struggles with abstract reasoning I will give the students values for x and y to do the problem. I usually us the values of 3 and 4 for x and y. These numbers are easy for the students to find r. By changing to numerical reasoning the students can still understand the activity and reason through what I want.
  2. Some students struggle with the comparison and what to write in question 5. I questions students about what they notice about sin(theta) and sin (negative theta). Most students verbalize that they are opposites. I then ask how we mathematically write the opposite of something. Once this is done students are able to finish the question.
  3. Question 6 can also give students problem. I have students check what they found just in case they have made a mistake. It is important for students to realize that you should retest what you notice to make sure your observations are reasonable. Of course only checking a couple of times does not make an observation a fact but it will help students see why the observation is trug.

  Intervention and Extension: Struggles with the activity
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Even Odd Identities

Unit 9: Trigonometric Identities
Lesson 6 of 14

Objective: SWBAT evaluate and simplify expressions involving even and odd trigonometric functions.

Big Idea: How can using the concept of even and odd functions help verify identities?

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Subject(s):
Math, Trigonometric Identites, even
  40 minutes
even odd
 
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