Spring Arbor University School of Education Lesson Plan Title: The Unit Circle, Lesson 2 Subject: Functions Grade

Level: 9th-12th Time Allotted: 55 minutes

Materials Required: Pencil, paper for notes, sticky notes

Michigan Curriculum framework (Common Core):

FT-F-2: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. FT-F-4: (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. Objective(s): The student will explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers traversed counterclockwise around the circle. (FT-F-2 Part 1) The student will explain that all real numbers can be interpreted as radian measures of angles. (FT-F-2 Part 2) The student will use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. (FT-F-4)

Purpose: To show the domain of trigonometric functions using the unit circle.

Instructional Procedure: 1. Anticipatory Set: a. The warm-up activity will be a 3 question assessment regarding the radian measure of an angle as the length of the arc on the unit circle. (FT-F-1) Each student will turn in the warm-up work right away with 3 sticky notes attached. This information will be put up on the board in the form as a bar graph. There will be 2 categories for each question, one with the right answer and one with the wrong answer. This will give me a quick look at who is getting it and who is not. The students will see this information as well. b. This will lead into a review of the previous lesson. 2. State Purpose and Objective of Lesson: a. The purpose of this lesson is to understand trigonometric functions using the unit circle.We will learn exactly what the function of sine, and cosine mean and how that relates to the tangent function. b. This is important to learn because it gives us the foundation and domain of the trigonometric functions which we will later use in our learning. 3. Instructional Input: a. Instruct the students to take notes using their T Notes Note Taking Strategy. b. I will show that the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. Start at 0 and go around the circle until you go around as much as the radian measure is. c. This can be done by dividing any radian measure by then multiplying the decimal by . This can also be done with degree measures. Explain why this makes sense. d. This can also be done by subtracting until the number is between 0 and . I will show them how to factor out of the number so that they can find out what the degree measure is for the radian number. e. I will end by graphing the points for sine, cosine, and tangent. I will plot the points of each and then put them up on the whiteboard all in different colors. This will help the students understand the concept of all real numbers being on the Unit Circle. f. Explain symmetry: The cosine is known as an even function, and the sine is known as an odd function. Generally speaking,

g. I will ask them two questions to set up The Three Step Interview: i. What makes something an even function? ii. What makes something an odd function? iii. I will have them get a partner and interview one another using these two questions. iv. This should only take a minute. v. Then we will come together as a class and I will ask for volunteers to share the answers that they used in the interview. h. I will ask them to put a number up to their chest to show me how well they think they understand odd and even symmetry relating to sine and cosine. A five means they think they could teach it and a 1 means they knew understood it just as well as they do now before they walked in the door. I will pause for about five to ten second to track a rough percentage of the class that at least has fours up. 4. Modeling: a. I will work through a few problems and show how we can find the sine, cosine, or tangent of any real number. b. I will work through a few problems that show how the cosine and sine explain symmetry 5. Guided practice: a. They will have the opportunity to start a worksheet in which they will determine the sine, cosine, and tangent of various radian measures. 6. Closure a. Remind the students of what was just covered verbally. b. Review what they have learned by pointing out things previously done on the board and do a quick review of what will be on the test the following day. Independent Practice: Their homework will be to complete their worksheet done in class. If needed, they should study for the summative assessment which will be the next day. Assessment: Formal Formative: I will use their warm up work as an assessment. Informal Formative: During their guided practice I will be observing their understanding of the content and give feedback. Informal Formative: At the end of their lesson I check for their understanding of symmetry by having them showing how they feel by putting a certain amount of fingers up. Teacher Reflection:

 What proof do I have that the students accomplished the objective? What will I do for the students that didnt? What will I do for the students that did? What went well? What would I change if/when I teach this again?