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* *Reflection: Checks for Understanding
Student Work Day and Individual Conferences - Section 1: Share

Simplifying trigonometric expressions is difficult because there are so many layers. Students must have an understanding of the trigonometric properties while also utilizing a plethora of algebraic strategies.

After our first day of this work we created this list of various techniques that we can use to simplify trig expressions. I told my students that if they had difficulty with the assignment, then practice is the key to improvement. I explained that the more experience they get, the easier it will be able to identify which technique will be key to simplifying.

*Checks for Understanding: Summarizing Our Work*

# Student Work Day and Individual Conferences

Lesson 3 of 15

## Objective: SWBAT self-assess with a student conference and work on their Car Talk final draft.

*55 minutes*

#### Share

*15 min*

My students worked on proving trigonometric identities for homework, so I will take some time at ths start of class to go over any of the problems that were challenging for students. There will usually be some identities that students are unable to prove. If possible, I will have a student who successfully completed the proof present their work to the class.

A good strategy is to go through each of the proofs and make a note about what made each one difficult and the students' first attempt to simplify. The list below sums up the major strategies that students will encounter while working on these problems.

1. Combining two fractions with a common denominator

2. Factoring and cancelling common factors

3. Too many trig functions so writing everything in terms of sine and cosine

4. Too many trig functions so simplifying using one of the identities

After generating these strategies, students will have a tool they can use when they get stuck on a proof. They can go through this list and see which one(s) apply to the problem they are working on.

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**Student Work Day**

It is nice to take a breather and give students a day to have an extended time to work on some math and to take the time to check in with students individually. Today will be once of those days as students can finish up their **Car Talk problem** or work on proving the identities from the last few days. For today, I am going to bring laptops into the classroom so that students can work on their final write up for the Car Talk problem. If a group has completed this assignment, they can keep working on the rest of the identities to prove from yesterday's worksheet.

**Individual Conferences**

Since students will be working independently for most of the hour, it is a nice time to check in with each students and have a short conference about their progress. In this video I discuss some possibilities for these individual meetings.

#### Resources

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- UNIT 1: Functioning with Functions
- UNIT 2: Polynomial and Rational Functions
- UNIT 3: Exponential and Logarithmic Functions
- UNIT 4: Trigonometric Functions
- UNIT 5: Trigonometric Relationships
- UNIT 6: Additional Trigonometry Topics
- UNIT 7: Midterm Review and Exam
- UNIT 8: Matrices and Systems
- UNIT 9: Sequences and Series
- UNIT 10: Conic Sections
- UNIT 11: Parametric Equations and Polar Coordinates
- UNIT 12: Math in 3D
- UNIT 13: Limits and Derivatives

- LESSON 1: Trigonometric Identities - Day 1 of 2
- LESSON 2: Trigonometric Identities - Day 2 of 2
- LESSON 3: Student Work Day and Individual Conferences
- LESSON 4: Does cos(A - B) = cos(A) - cos(B)?
- LESSON 5: If sin(A) = 3/5, what is sin(2A)?
- LESSON 6: Formative Assessment Review
- LESSON 7: Formative Assessment: Simplifying Identities and Trig Formulas
- LESSON 8: What is cos(22.5°)?
- LESSON 9: Solving Trig Equations
- LESSON 10: Using Formulas to Solve Trig Equations
- LESSON 11: Extraneous Solutions
- LESSON 12: Putting All of the Pieces Together
- LESSON 13: Formative Assessment: Solving Trig Equations
- LESSON 14: Unit Review Game: Lingo
- LESSON 15: Unit Assessment: Trigonometric Relationships