##
* *Reflection: Writing Across the Disciplines
One of Those Days - Section 3: Closure

A different idea to close out this lesson (that I will probably do next year) is to have students analyze other students’ answers to question 2. Below are samples of 5 students’ answers. I would present each answer and have students do a quick write with these following guiding questions.

- Who is right?

- Of those students that are correct, who is the most precise? Or who has the best answer?

- Who is wrong?

- Of those students who are incorrect, where did they go wrong? What mistakes do you think they made?

Student 1 Answers – Correct, just not as precise as possible

Student 2 Answers – I would classify this as correct, but not precise and the notation is a little off

Student 3 Answers – Incorrect, student is simplifying the period and then using this as an input to obtain a function value. Student demonstrates great confusion on how to write the general form equations.

Student 4 Answers – Correct, perfect… even better than I wrote my answers (I didn’t simplify the 2pi/28 for the emotional function)

Student 5 Answers – I would probably classify this as correct as well, but not the best answer

*Writing Across the Disciplines: Right or Wrong?*

# One of Those Days

Lesson 6 of 15

## Objective: SWBAT to model a situation using sinusoidal curves.

#### Homework Quiz

*10 min*

For the first 10 minutes of class, I will have students take their Homework Quiz #7-8 for the week which is over worksheets #7-8. The electronic version of the quiz is in the Homework Quiz.

*expand content*

#### One of Those Days Activity

*35 min*

As students complete their homework quiz, they will begin working on the handout Student Worksheet - One of Those Days. Today’s activity has students study biorhythm cycles as a context to use trigonometric modeling. My students are usually interested in this topic. Many wonder if it is true (it’s just a theory). Their interest in the topic definitely helps increase their motivation to complete the assignment.

I expect some of my students to struggle a bit with finding their current position according to their personal biorhythmic cycles (see Question 3). In response, I will point out the fact that the first number that students calculate is the number of days they have been alive. Once this idea is established, most students understand why they would be adding or subtracting the numbers in Part 3 of the calculation to shift the graph.

When students reach the challenge problem, I will encourage them to use their graphing calculator to model the three functions. I find that students attempting to do this problem by hand do not have the technical skill to work efficiently. Thus, they find this very difficult!

*expand content*

#### Closure

*5 min*

To wrap up today’s lesson, I wanted to review the answers with students to Question 2:

I think it is important that students are able to write a trigonometric function to model this situation at this time. Today, students should be successful at writing an equation without a horizontal or vertical shift so that in tomorrow’s lesson we can build to writing equations that have these shifts.

#### Resources

*expand content*

Tonight I will assign Homework 10 - Trig Functions.doc. This assignment may seem a bit out of order, but it is because it does not need to be completed for a couple more nights. I just want to give students a heads up that they will need to do some data collection before the lesson Modeling Real World Data (Day 1 of 4).

#### Resources

*expand content*

##### Similar Lessons

###### The Trigonometric Functions

*Favorites(7)*

*Resources(18)*

Environment: Suburban

###### Riding a Ferris Wheel - Day 1 of 2

*Favorites(15)*

*Resources(15)*

Environment: Suburban

###### A New Kind of Graph: The Ferris Wheel Ride

*Favorites(0)*

*Resources(29)*

Environment: Urban

- 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