## review equations.pdf - Section 2: Collaborative Practice

# Review for Solving Assessment

Lesson 5 of 6

## Objective: SWBAT solve non-linear inequalities and trigonometric equations.

## Big Idea: Review of key concepts will be accomplished through practice problems and sharing of student reasoning.

#### Bell Work

*5 min*

Today we are reviewing how to solve trigonometric equations. I am going to use an activity that gives students a chance to work together as they solve equations. Before having them work with partners, I plan to ask my students to consider the following question:

**How do you decide whether to add +2npi or +pi to your solutions to a trig equation?**

In my experience, some of my students will have already started to construct this type of rule within their problem solving process. So, I want all of my students to consider this in some detail. There are a number of things to consider. I want to make sure that my students reflect on the importance of reading the question carefully and thinking about the domain of the function.

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#### Collaborative Practice

*30 min*

During this review lesson we will use an activity that is similar to a** think-pair-share** protocol. First, my students are given a set of review equations. Students begin working on the problems quietly and independently. I encourage students to use their class notes for assistance during this time. I am moving around the room seeing how students are progressing and making note of the strategies that students are using.

After about ten minutes I will give my students the opportunity to share with each other. I will organize students into 5 different stations, numbered 1-5. The group that is at Station 1 will:

- Discuss problem 1 and come to a consensus on the solution
- Write out the correct solution process and turn it in to me

The same procedure occurs at each station. I plan for students to work for about three minutes at each station. After completing their work at one station, students switch stations and follow the same procedure. We complete five rotations so that the students work together on all five problems.

As students are working I am observing to make sure each group is making progress. After Round 1 I usually have some example solutions to share if a group is really stuck. By the time all groups have worked through the stations, most are beginning to work with confidence. And, they have created a good study guide for tomorrow's assessment.

#### Resources

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#### Closure

*5 min*

As we end the day. I ask students to look at which problems they had to look up how to solve and which ones they had errors when they worked in their groups. If you used notes to help solve problems then that is a problem a student needs to study. If a student had an error I ask what kind of error, did you give the wrong angles, do the algebra incorrectly.

Analyzing errors help students remember what to do when they make a mistake.

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- UNIT 1: Introduction to Learning Mathematics
- UNIT 2: Functions and Piecewise Functions
- UNIT 3: Exponential and Logarithmic functions
- UNIT 4: Matrices
- UNIT 5: Conics
- UNIT 6: Solving Problems Involving Triangles
- UNIT 7: Trigonometry as a Real-Valued Functions
- UNIT 8: Graphing Trigonometric Functions
- UNIT 9: Trigonometric Identities
- UNIT 10: Solving Equations
- UNIT 11: Vectors and Complex Numbers
- UNIT 12: Parametric and Polar graphs and equations