## Reflection: Continuous Assessment What does the unit circle tell us? (Day 1 of 2) - Section 3: Closure

Many of students progressed through question one without any problems:

However, there were a few common errors that I observed throughout the class, particularly with parts d and e.

1. Students struggling with part d, finding the equation of the circle, which lead to incorrect answers for part e: Incorrect Answer 1.jpg
2. Not squaring the cosine and sine function when writing the Pythagorean identity: Incorrect Answer 2.jpg
3. Missing the argument following the sine and cosine function:  Incorrect Answer 3.jpg This seems to be a problem all the way through the trig units no matter how much I emphasize that trig functions must be followed by an angle or else it doesn’t make sense. Is it just laziness or a lack of understanding? I am not sure!
4. Incorrect notation/squaring the angle instead of the whole function: Incorrect Answer 4.jpg

Due to the frequency and commonality of these errors, I chose to model the answer for this problem at the end of class today. Again, it will be important that students understand how the Pythagorean identity is derived in our upcoming unit.

Continuous Assessment: Student Work (Question 1)

# What does the unit circle tell us? (Day 1 of 2)

Unit 7: Rotations and Cyclical Functions
Lesson 6 of 10

## Big Idea: Students connect what they know about sine and cosine in right triangles to the unit circle.

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Standards:
Subject(s):
Math, Trigonometric functions, unit circle, sine, cosine, PreCalculus, right triangle
53 minutes

### Tiffany Dawdy

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