Reflection: Modeling Simplifying Expressions - Section 1: Bell Work


When students work is shown I focus on communicating the process by making sure appropriate notation is used in the work.

If students have not used equal signs I will ask how students questions like:

  • How many thought this was one big multiplication problem when you first looked at this problem?
  • Where does one step end and the next start? 
  • Is there equivalent expressions in the work?

Sometimes, I talk through the process with students and help to put the equal signs into the problem.

Another issue we discuss is making sure you have the angle is in the trigonometric function.n Many students will only write sin or cos without the theta. At this point we are only using one angle but when we move on to the sum and difference formulas we will need more than one variable to represent different angles so it is important that the students have the variable in the expression.  I also explain that writing "cos" does not mean anything. Cosine is the name of the function. So without a parameter, you are saying, "cosine of ?". When we read a trigonometric function we say the cosine of an angle such as theta.

  Precision in writing the process
  Modeling: Precision in writing the process
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Simplifying Expressions

Unit 9: Trigonometric Identities
Lesson 3 of 14

Objective: SWBAT use the fundamental identities to simplify expressions.

Big Idea: Through the use of fundamental trigonometric identities expressions can be rewritten.

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1 teacher likes this lesson
Math, simplifying expressions, Trigonometric identities, PreCalculus
  40 minutes
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