Reflection: Checks for Understanding Model Trigonometry with a Ferris Wheel Day 2 of 2 - Section 5: Homework Assignment


I felt pretty good about this lesson until I looked at the responses.  I was not pleased with the attempts made by many of them.  Many were left unfinished.  I think next year I will give this as a “quiz” because that is what I did with the pre-assessment at the beginning and I feel like I got much better effort. (By quiz, I mean finished in class with no talking)    Also, I think the introductory activity on the first day is super important to ensuring that the students are prepared to succeed on this lesson.  

Here are a couple of student samples that I pulled out.  The first Student Work didn’t take into account the fact that the 40m axle goes to the center of the wheel and added is to the diameter.  They also used the four minutes as the period rather than dividing the 360 into groups of four.  The second Student Work put the axle in properly on both the graph and the equation but didn’t start it from the ground.  For the period, they put in 24 doesn’t fit the scenario at all.  I think one solution when doing an activity like this and the students are struggling is to stop as a class and either discuss sticking places or do several examples together.  It is super easy to just take over and tell them what to do but fighting that urge will just help students.  Connections made on your own are so much more powerful than ones given to you.

  Checks for Understanding: How I Would Make This Even Better Next Time
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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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Math, Trigonometry, Trigonometric functions, Algebra 2, modeling with functions, master teacher project
  48 minutes
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