##
* *Reflection: Grappling with Complexity
Calculator Activity: Transformations of Trig Functions (Day 2 of 2) - Section 1: Calculator Activity: Trig Transformations

*Difficulties with Phase Shifting vs. Horizontal Shifting*

*Calculator Activity: Transformations of Trig Functions (Day 2 of 2)*

# Calculator Activity: Transformations of Trig Functions (Day 2 of 2)

Lesson 4 of 15

## Objective: SWBAT identity the amplitude, period, horizontal shift, and vertical shift in the equation f(x)= a sin(bx +c)+d, and the effect that these parameters have upon the graph of the function.

## Big Idea: Students use their calculators to adjust the parameters of trig functions and draw conclusions on how these parameters effect the graph.

*50 minutes*

This is a continuation of yesterday’s lesson. Students should pick up where they left off with their work on the handout Basic_Trig Transformations_Student. Today, I set the goal of having students complete the remainder of this assignment. However, if students need more time the lesson could be closed out at the start of class tomorrow. Today, students will begin to explore how to write the equation of a trigonometric function based on its graph. Students will also practice how to write cosine functions in terms of sine functions.

I choose to begin class today by reviewing question 4 as many of my students had difficulty with this yesterday. See the **Horizontal Shifting with Trig Functions** reflection if you want more details on how I approached helping my students with this question.

A detailed lesson plan as well as additional resources can be found as published by Texas Instrument **here**.

*expand content*

Once students have worked through the calculator activity, I plan to help students summarize their learning by presenting pages 4-5 of the Flipchart_Shifting Trig Functions.pdf. Using page 4, I want to insure that students understand the basic shape of the parent functions of sine and cosine.

- What are some key features of these graphs?
- What’s similar?
- What’s different?

Then using page 5, I want to make sure that student have copied this information in their notes for future reference. After, I will have students answer the clicker questions on pages 7-11 of the flipchart if there is still time. If not, I will use these questions as a warm-up for tomorrow’s lesson.

*expand content*

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- UNIT 1: Basic Functions and Equations
- UNIT 2: Polynomial Functions and Equations
- UNIT 3: Rational Functions and Equations
- UNIT 4: Exponential Functions and Equations
- UNIT 5: Logarithmic Functions and Equations
- UNIT 6: Conic Sections
- UNIT 7: Rotations and Cyclical Functions
- UNIT 8: Cyclical Patterns and Periodic Functions
- UNIT 9: Trigonometric Equations
- UNIT 10: Matrices
- UNIT 11: Review
- UNIT 12: Fundamentals of Trigonometry

- LESSON 1: Making Waves... with pasta! (Day 1 of 2)
- LESSON 2: Making Waves... with pasta! (Day 2 of 2)
- LESSON 3: Calculator Activity: Transformations of Trig Functions (Day 1 of 2)
- LESSON 4: Calculator Activity: Transformations of Trig Functions (Day 2 of 2)
- LESSON 5: Graphing Trigonometric Functions
- LESSON 6: One of Those Days
- LESSON 7: Modeling Using Trig Functions
- LESSON 8: Modeling Real World Data (Day 1 of 4)
- LESSON 9: Modeling Real World Data (Day 2 of 4)
- LESSON 10: Modeling Real World Data (Day 3 of 4)
- LESSON 11: Modeling Real World Data (Day 4 of 4)
- LESSON 12: Trig Millionaire Game
- LESSON 13: More Trig Functions
- LESSON 14: Trigonometric Functions Review
- LESSON 15: Trigonometric Functions Unit Assessment