Modeling Real World Data (Day 3 of 4)

Print Lesson


Students will be able to use trigonometric functions to model real world data.

Big Idea

Students use data they collect to see how trigonometry exists in their world by modeling the data on posters.

Warm Up

5 minutes

Students should finish their work on their Real World Data Trig Poster. The primary goal for today is for students to create a great problem they can ask regarding their data.

As a warm-up for today's work, I will present page 2 on the flipchart, Flipchart-Day 3 of 4 - Real World Trig Project. Students will again be asked to write the equation of this sine curve which has a horizontal shift. Since the period of the graph in this problem is not 2*pi radians students will need to be aware of the phase shift occurring with the change in period. I elected to review this concept again today on the warm-up just to reinforce all the work done yesterday with the real world data and to be sure that any students who didn’t find their equations could see another example modeled.


45 minutes

Today, students continue to work on their Projects. Today, I will be helping them to write a question they can ask their classmates about their data. This question will be an important element on their poster. They will also produce a detailed answer to the question, but on a separate piece of paper (MP3,  MP6). I encouraged students to be as creative as they’d like with this question. The only requirement is that students must be able to solve the question themselves.

Teacher's Note:  Although students are working on an individual project, I will structure the classroom to support collaboration today. I will encourage students to help each other create a question that can be answered using their models. 

Students will also have some time today to make their posters more visually appealing.  I will use Page 3 of Real World Trig Project to briefly review the expectations for today's lesson.

For students struggling to create a question to ask, I will remind them of the importance of providing their audience with enough information to understand the data, and, to be interested in finding the answer to the question. I will also help students think about the functions to describe their data.

  • What is the input? 
  • What is the output? 
  • What is the relationship between these two variables?

Then I will ask students if they are more interested in determining the output for a given input, or, the input for a given output? I find that this approach helps most students come up with something.

For students who are finding it easy (or taking it easy) to write a question, I will push for more challenging questions. Can you stump the class? Can you stump the teacher? Remember that you need to be able to solve the problem yourself.