Reflection: Developing a Conceptual Understanding Limaçons and Roses - Day 1 of 2 - Section 1: Launch


One of the biggest challenges of this lesson was to not confuse students that r = 1+cos θ was the same graph as y = 1+cos(x) since one is a sine curve and the other is a cardioid. However, I did want students to realize that the graphs had the same ordered pairs, albeit in different coordinate systems. By starting the lesson with this fact, we could clear up this misconception right away yet still use the familiar rectangular graphs to our advantage when graphing unfamiliar polar graphs.

  Rectangular vs. Polar
  Developing a Conceptual Understanding: Rectangular vs. Polar
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Limaçons and Roses - Day 1 of 2

Unit 11: Parametric Equations and Polar Coordinates
Lesson 6 of 12

Objective: SWBAT identify characteristics of limaçons and roses and sketch their graphs.

Big Idea: A matching activity is used to find out how polar and rectangular graphs are related.

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Math, polar equations, Precalculus and Calculus, PreCalculus, polar coordinates, limacon, rose curve, cardioid
  50 minutes
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