Reflection: Lesson Planning Graphing Sine and Cosine Functions (Day 1 of 2) - Section 1: Bell work


I am always determining whether it is better to draw transformed graphs before discussing writing models. Either way seems to work but I usually determine the best sequence by reflecting on my students understanding during the development of the graphs key features.

Doing graphing first allows more students to understand the structure for the graphs. I always discuss the y intercepts for y=sin x and y=cos x. I use the y-intercept movement to help draw one period or cycle. Once I draw the right side of the graph I can then draw the left side. Students begin thinking that the period of sine begins at the midline while cosine begins at a max and min.

I know that you can start a period at any point on the curve but for most students beginning when x=0 for the parent functions is logical and easy to understand.

By understanding how a period starts will help students determine whether to use sine or cosine for models. You can use either but most students try and use the function that does not require a horizontal shift.

  Modeling or graphing first
  Lesson Planning: Modeling or graphing first
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Graphing Sine and Cosine Functions (Day 1 of 2)

Unit 8: Graphing Trigonometric Functions
Lesson 5 of 13

Objective: SWBAT graph by hand sinusoidal graphs with transformations

Big Idea: How can I graph one period of a sinusoidal functions using only 5 points?

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