Reflection: Discourse and Questioning Graphing Sine and Cosine Functions (Day 2 of 2) - Section 2: Graphing horizontal shifts


When we are learning something new, it is often the case that some students are able to do the work quickly while others will struggle and persevere. When I sense that this will be the case, I like to have students work on the problems independently, then share results. When students are working independently I am able to assess their progress informally. I also have a chance to identify students who are off track and students have a chance to ask questions that they are not comfortable asking to the entire class.

Once sharing begins I always try to ask questions that push students to explain moves or ideas that I observed students struggling with during the independent practice. For example, if I observe students struggling with finding the amplitude I will ask, "Why is the maximum value attained by the function? What is the range? Which value helps you to find the amplitude? Are there any other measurements to consider?" I think of this as asking a student's question, when they are not willing to risk the question themselves.  Once I ask a question, I often hear my students say, "That's what I was wondering." Although I would prefer that students ask their own questions, I know that some will not. 

  That's what I was thinking...
  Discourse and Questioning: That's what I was thinking...
Loading resource...

Graphing Sine and Cosine Functions (Day 2 of 2)

Unit 8: Graphing Trigonometric Functions
Lesson 6 of 13

Objective: SWBAT graph by hand sine and cosine graphs with transformations

Big Idea: By using the parameters students will identify and use key features to graph sine and cosine equations.

  Print Lesson
Add this lesson to your favorites
copy of cosinewave
Something went wrong. See details for more info
Nothing to upload