Graphing Trigonometric Functions (Day 2) I. Benchmark / Standard: CCSS.Math.Content.HSF-TF.B.

5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. II. Behavioral Objective: The students will learn how to graph the six trigonometric functions. III. Anticipatory set: Students will identify the amplitude and period (if it exists) of equations of trigonometric functions. This serves as a review of the material from the day before. Problems to display: 1. 2. 3. Answers: 1. Amplitude: 3, Period: 180 2. Amplitude: DNE, Period: 360 3.Amplitude: 5 Period: 360 IV. Objective / Purpose: As you saw yesterday, there are many real life examples of the different trigonometric functions. Today we will use the amplitude and period of these functions to be able to graph the functions. V. Task Analysis a. Input i. Problem of the Day: Display the equations of the trigonometric functions for the students to find the amplitude and period. Give students five minutes to work on these problems, then go over them as a class. Invite students to do the problems on the board and explain their work. ii. Next display the answers to the homework from the night before. Students will check their work, and then ask questions about the problems that they did not understand. iii. If students do not have any questions, choose two problems to go over as a class. Ask students what to do after each step to make sure that they know the correct process. iv. Have students turn in their homework and take out their notes. Go over the notes for the day. In this lesson, students will use the amplitude and period of equations of trigonometric functions to graph the functions. v. Students should work on the try on your own problems by themselves / with a partner during the notes. Walk around at this time to assess what students are doing and see whether or not they understand how to do the problems. vi. At the end of the notes, have students graph and identify the period and amplitude of one of the functions from the Problem of the Day. Have a student share their answer of the board. vii. Give students about twenty minutes to work on their homework. Go over the ledger at the end of class. b. Learning Styles i. Auditory: Notes and explanations are explained orally ii. Visual: Notes and explanations are written on the board iii. Intrapersonal: Students work on homework alone if they choose iv. Interpersonal: Students can work together on homework if they choose c. Methods and Materials i. Ways of presenting: Lecture and demonstration ii. Materials: Smartboard and Smartnotes, writing utensil, textbook VI. Checking for understanding a. Ask students how to graph the try on your own problems. b. Ask students were they see the amplitude and period in the graphs.

VII. Guided Practice a. Students work on the try on your own problems during the notes b. Walk around the room to see which students understand the concepts. c. Ask students to solve these problems on the board. VIII. Independent Practice: Students work on the assigned homework at the end of the hour, asking questions when necessary. IX. Closure: At the end of notes, display one of the equations from the Problem of the Day and ask the students to graph it and identify the amplitude and period. At the end of the hour, display the ledger so the students can make sure that their ledger is up to date.