## Notes - Parametric Equations Day 2.pdf - Section 3: Extend

*Notes - Parametric Equations Day 2.pdf*

# Converting Parametric Equations

Lesson 2 of 12

## Objective: SWBAT convert parametric equation to rectangular form.

*50 minutes*

#### Launch and Explore

*15 min*

Yesterday we built some conceptual understanding about parametric equations. Today's goal is to be given parametric equations and to think about the corresponding equation in rectangular form.

I start by giving students this worksheet and have them work through the first page on their own with their table groups. They should have enough information from yesterday to get through most of it.

Making the graph for question #4 shouldn't be too difficult, but finding the rectangular form may be difficult. Since we just finished our unit on conic sections, many students will just look at the graph and find the equation with techniques they already know. As I am walking around I will encourage students to start with the parametric equations and see if they **can convert it to rectangular form**.

*expand content*

#### Share

*20 min*

After students have given a shot at converting parametric equations to rectangular form, we will discuss it as a class. I will start by selecting a student who just looked at the graph and found the equation that way and have them **explain their method**.

Then, if a student figured out how to** eliminate the parameter with substitution**, I will select them to share their work with the class. If no student used that method, I will ask the class how we can take two equations with three variables and end up with one equation with two variables. I might make use a really easy set of parametric equations if they need some scaffolding.

Once students realize how to use substitution, I will have them do #5 with their table. Then I will select a student to share their work on the document camera.

*expand content*

#### Extend

*15 min*

To finish the lesson, I will explain how to graph these parametric equations on a graphing calculator. I will also explain the process on Desmos. Here is a YouTube video that explains the process on a Texas Instruments calculator.

In the video below, I explain the process using Desmos.

Finally, I will assign some problems from our textbook to summarize the important concepts of this section and to give more practice with parametric equations.

*expand content*

- 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: The Stolen Car and Keys: An Introduction to Parametric Equations
- LESSON 2: Converting Parametric Equations
- LESSON 3: A New Way to Locate Points
- LESSON 4: Polar Distance Formula
- LESSON 5: Graphing Polar Equations
- LESSON 6: Limaçons and Roses - Day 1 of 2
- LESSON 7: Limaçons and Roses - Day 2 of 2
- LESSON 8: Polar Equations of Conics - Day 1 of 2
- LESSON 9: Polar Equations of Conics - Day 2 of 2
- LESSON 10: Unit Review: Parametric Equations and Polar Coordinates
- LESSON 11: Unit Review Game: Trashball
- LESSON 12: Unit Assessment: Parametric Equations and Polar Coordinates