Molly Frantz MAT 411 November 18, 2010

Topic/Title: Grade Level: Strands:

The Inverse Functions of Sine and Cosine Algebra 2; One 40-minute class period

Content Strands Algebra Strand

A2.A.39 Determine the domain and range of a function from its equation A2.A.44 Define the inverse of a function A2.A.51 Determine the domain and range of a function from its graph A2.A.56 Know the exact and approximate values of the sine, cosine, and tangent of 0, 30, 45, 60, 90, 180, and 270 angles A2.A.60 Sketch the unit circle and represent angles in standard position A2.A.63 Restrict the domain of the sine, cosine, and tangent functions to ensure the existence of an inverse function A2.A.64 Use inverse functions to find the measure of an angle, given its sine, cosine, or tangent A2.A.65 Sketch the graph of the inverses of the sine, cosine, and tangent functions A2.A.66 Determine the trigonometric functions of any angle, using technology Measurement A2.M.2 Convert between radian and degree measures Process Strands Problem Solving A2.PS.1 Use a variety of problem solving strategies to understand new mathematical content

A2.PS.2 Recognize and understand equivalent representations of a problem situation or a mathematical concept A2.PS.4 Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically) A2.PS.6 Use a variety of strategies to extend solution methods to other problems A2.PS.8 Determine information required to solve the problem, choose methods for obtaining the information, and define parameters for acceptable solutions Reasoning and Proof A2.RP.1 Support mathematical ideas using a variety of strategies A2.RP.2 Investigate and evaluate conjectures in mathematical terms, using mathematical strategies to reach a conclusion A2.RP.5 Develop, verify, and explain an argument, using appropriate mathematical ideas and language Communication A2.CM.1 Communicate verbally and in writing a correct, complete, coherent, and clear design (outline) and explanation for the steps used in solving a problem A2.CM.2 Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams A2.CM.6 Support or reject arguments or questions raised by others about the correctness of mathematical work A2.CM.7 Read and listen for logical understanding of mathematical thinking shared by other students A2.CM.8 Reflect on strategies of others in relation to ones own strategy A2.CM.9 Formulate mathematical questions that elicit, extend, or challenge strategies, solutions, and/or conjectures of others A2.CM.10 Use correct mathematical language in developing

mathematical questions that elicit, extend, or challenge other students conjectures A2.CM.12 Understand and use appropriate language, representations, and terminology when describing objects, relationships, mathematical solutions, and rationale Connections A2.CN.2 Understand the corresponding procedures for similar problems A2.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situations A2.CN.4 Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics

Representation A2.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts A2.R.3 Use representation as a tool for exploring and understanding mathematical ideas A2.R.4 Select appropriate representations to solve problem situations Anticipatory Set: Students will be asked to find the inverse of the following function: y = x2 As a class we will discuss the process of interchanging the x and the y and then solving for y in terms of x. We will also discuss the need to restrict the domain since the function fails the horizontal line test. I will then explain that we will use the same process to find the inverse of the sine function. Learning Activity: The lesson will begin with the class recalling the graph for the sine function. On the board, we will list the table with the x and y values

and create a sketch of the graph on the board. We will discuss in which we will restrict the domain for the inverse function. The students will independently create the x and y value table for their inverse sine function and then a volunteer will fill in their answers on the board. I will then plot these points on the graph to create the inverse sine function. We will then determine the domain and range for the function compare it to that of the sine function. Next we will look at some example problems that can be solved by looking at the graph such as, sin-1 (-1) and arcsin (0). At this time, I will explain the different notations for writing the inverse of sine. I will also point out that the -1 in sin-1 is not an exponent and does not equal 1/sin(x). Following these easy examples, we will look at the unit circle that we created in prior lessons. We will review that the x-coordinate is the cosine and the y-coordinate is the sine. We will also determine which quadrants our answers will be in by considering our domain. Then we will do some examples using the unit circle. These examples include the following: sin-1 (2/2) arcsin (-3/2) We will then move on to the inverse cosine function. I will put the table of x and y values on the board along with the graph. We will discuss how we will restrict the domain and then students will work with a partner to graph the inverse function. A volunteer will put their graph on the board and explain their results. We will then look at the unit circle again but this time we will focus on the cosine. We will use the values for our domain to find which quadrants our answers will come from. The students will then be given a few examples to try. cos-1 (-1/2) arccos (3/2) We will then look at how do solve problems involving inverse sine and inverse cosine with our calculators. We will want our answers to be in radians but our calculators dont give our answers in terms of pi. So we will have our calculators give our answers in degrees and then we will review how to convert our answer into radians. We will then do some practice problems with the calculators. While looking at the calculators I will also show the students how to graph the functions on their calculators. This lesson will be taught with both visual and auditory learning

activities. There will be a mix of lecture from the teacher, class discussion, and plenty of practice. Students will be actively creating new idea (inverse of sine and cosine) by considering prior knowledge of other inverse functions. The teacher will use questioning techniques to push the students in the right direction to discover the answers on their own rather than just telling them.

Provision for Diversity:

Gearing Down

As for gearing down in this lesson, students may need a more extensive review of some of the necessary prior knowledge such as inverse functions, sine and cosine functions and the unit circle. If there are any students having trouble taking notes, a copy of the notes and example problems will be provided. Students having extreme difficulty will be asked to come in either afterschool or during a free period for extra help. Gearing Up Students who may have already learned the material will be asked to help other students who may be struggling. They will also be called upon to put answers on the board and explain their reasoning to the class. Students will be encouraged to try to figure out more difficult inverse function such as tan-1 (x). Questions for Understanding: Knowledge

What are the definitions for inverse function, range, and domain? Construct the sine and cosine functions. Recall the Unit Circle. What are the two ways we can write the inverse of sine? Comprehension Determine the domain and range for the functions. What quadrants of the unit circle will our answers for arcsin fall in? Application What is the arcsin (2/2)? What is the cos-1 (-1/2)?

Analysis How are the domain and range of the sine function related to the domain and range of the inverse sine function? Synthesis If sin (5 /6) = then why is arcsin (1/2) 5 /6?

Evaluation When do we need to restrict the domain?

Practice:

Guided

In class, we will work on problems together. Students will also get a chance to work on problems with a partner and then the problem will be discusses as a class. Independent Students will be working on problems throughout the lesson independently and then checking with a partner or the rest of the class. Students will also be given a homework assignment that will include plenty of independent practice. Technology Integration: In class we will solve problems and graph functions using graphing calculators. Closure: For closure, we will discuss that even though we are working with trig functions, we still follow the same procedure for finding the inverse. We can take what we know about simple functions and their inverse and apply that to trig functions. Students will be encouraged to take that same procedure and see what other functions they can apply it to. Assessment: Immediate (Formative)

During class, students will be working on practice problems throughout the lesson. Students will be given the opportunity to share their answers with the class and discussion will take place about the answers. If the material is too easy or too difficult, necessary changes will be made. We will either move forward a bit faster or we might need to slow down and review some previous material. At the end of

class, the students will have time to work on their class work/ homework assignment. As the students are working I will observe their progress and give one-on-one assistance to an students in need. Long Range There will be a homework assignment due the following day that involves solving problems with inverse sine and cosine and also some short answer questions that show a deeper understanding of the material. Homework will be collected, graded, and handed back the next day. Homework will be graded on a -, , + scale and students will be aware of this grading scale ahead of time. There will also be a quiz after all material has been discussed, plenty of practice has been done, and a review of the material.

Name______________________________ Date_________________

Inverse Sine/Inverse Cosine

1. Solve each of the following: (Make sure your answers are in radians and in terms of . arcsin (1) arcos (1)

sin-1 (3/2)

cos-1 (-2/2)

cos-1 (1/2)

arcsin (-1/2)

2. If sin (5 /6) = then why is arcsin (1/2) 5 /6?

3. How are the domain and range of the sine function related to the domain and range of the arcsine function?

4. Does sin-1 (x) mean 1/sin (x)? Explain your answer.

Name________________________________ Date_______________

Inverse Sine/Inverse Cosine Quiz

1. Construct the x and y chart and graph for y = sin-1 (x)

2. What are the domain and range for the inverse sine function? Domain: Range:

3. What are the domain and range for the inverse cosine function? Domain: Range:

4. Solve the following problems and be sure to give your answers in radians. y = arcos (0) y = cos-1 (3/2)

y = arcsin (-1)

y = sin-1 (-1/2)

5. If cos (4 /3) = - then why does cos-1 (-1/2) (4 /3)?

Bonus: What is sin[cos-1(-1/2)]?