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TJ Miller

Education 142

Table of Contents

Theme

Statement

3

Lessons, Objectives, Standards, and Literacy Strategy

Chart..4

Text

Overview

13

Lesson One: Exploring

Graphs14

Lesson Two: Component Form and Magnitude of

Vectors18

Lesson Three: Vector Operations and Direction

Angles.21

Lesson Four: Review of the Unit

Circle/Radians/Degrees..25

System..28

Lesson Six: Converting Polar and Rectangular

Coordinates..34

Lesson Seven: Quiz

Review

36

Lesson Eight: Limacon Polar

Curves..38

Lesson Nine: Lemniscate and Rose Polar

Curves..44

Lesson Ten: Unit Test

Review51

The following unit plan is made for a high school level pre-calculus class. The overall

goal of this unit is to get students to understand the relationship between mathematics and the

real world. Mathematics is an important tool for solving real world problems in almost every

context but there are certain skills that need to be learned before this mathematics can be applied.

Throughout his unit students learn different skills that are put to use to solve a myriad of

different problems. By the end of this unit, students will be able to solve basic problems

regarding force acting on a moving object and how the speed of that object is effected; how

working in different planes can affect functions and how to convert functions between planes;

the practicalities of the unit circle; as well as some practical uses for polar curves.

This unit will cover some Iowa Common Core State Standards for mathematics as well as

some literacy standards when it comes to science and technical subjects. Each mathematical

standard was chosen through careful consideration in cooperation with the goals and objectives

for each lesson. The literacy standards were chosen to enhance the comprehension potential of

each lesson so that students could learn and retain information to the best of their ability.

Lesson/

Day

Number

1

Function

s

Student

Objectives

Iowa Core

Curriculum

Standard

Students will be

Interpret functions

able to recognize a that arise in

variety of graphs as applications in

5

Literacy

Strategy

Think/Pair/Share

strategy will be

used in the launch

functions.

(F-IF.B)

Initiate and

participate

effectively in a

range of

collaborative

discussions (one-onone, in groups, and

teacher-led) with

diverse partners on

grades 11-12 topics,

texts, and issues,

building on others'

ideas and

expressing their

own clearly and

persuasively.

CCSS.ELALITERACY.SL.11-12.1

for students to

brainstorm and

remember

different important

types of graphs.

Translate

quantitative or

technical

information

expressed in words

in a text into visual

form (e.g., a table or

chart) and translate

information

expressed visually

or mathematically

(e.g., in an

equation) into

words.

CCSS.ELALITERACY.RST.9-10.7

Students will be

able to interpret

and define the key

features of graphs.

models a

relationship

between two

quantities, interpret

key features of

6

The mathematics

vocabulary word

wall will be utilized

for important

graph-related

vocabulary.

terms of the

quantities, and

sketch graphs

showing key

features given a

verbal description of

the relationship. (FIF.B.4)

Determine the

meaning of symbols,

key terms, and

other domainspecific words and

phrases as they are

used in a specific

scientific or

technical context

relevant to grades

11-12 texts and

topics. CCSS.ELALITERACY.RST.1112.4

Translate

quantitative or

technical

information

expressed in words

in a text into visual

form (e.g., a table or

chart) and translate

information

expressed visually

or mathematically

(e.g., in an

equation) into

words.

CCSS.ELALITERACY.RST.9-10.7

2

Compon

ent

Students will be

able to express a

vector in

Recognize vector

quantities as having

both magnitude and

7

Vocabulary words

of importance will

be added to the

Form

and

Magnitu

de of a

Vector

component form

when given an

initial point and

terminal point.

direction. Represent

vector quantities by

directed line

segments, and use

appropriate symbols

for vectors and their

magnitudes (e.g., v,

|v|, ||v||, v). (NVM.A.1) (DOK 1)

classroom word

wall for future

reference.

Determine the

meaning of symbols,

key terms, and

other domainspecific words and

phrases as they are

used in a specific

scientific or

technical context

relevant to grades

11-12 texts and

topics. CCSS.ELALITERACY.RST.1112.4

3

Vector

Operatio

ns and

Directio

n Angles

Students will be

able to find the

magnitude of a

vector.

Find the

components of a

vector by

subtracting the

coordinates of an

initial point from the

coordinates of a

terminal point. (NVM.A.2) (DOK 1)

A graphic

organizer will be

utilized for

students to take

notes while

watching a video.

Students will be

able to perform

vector addition and

scalar

multiplication of

vectors.

Perform operations

on vectors. (N-VM.B)

will be used as

students

summarize what

they read in their

textbooks.

Determine the

central ideas or

conclusions of a

text; summarize

complex concepts,

processes, or

information

presented in a text

8

by paraphrasing

them in simpler but

still accurate terms.

CCSS.ELALITERACY.RST.1112.2

By the end of grade

12, read and

comprehend

science/technical

texts in the grades

11-CCR text

complexity band

independently and

proficiently.

CCSS.ELALITERACY.RST.1112.10

Students will be

able to determine

the direction angle

of a vector.

Perform operations

on vectors. (N-VM.B)

Determine the

central ideas or

conclusions of a

text; summarize

complex concepts,

processes, or

information

presented in a text

by paraphrasing

them in simpler but

still accurate terms.

CCSS.ELALITERACY.RST.1112.2

By the end of grade

12, read and

comprehend

science/technical

texts in the grades

11-CCR text

complexity band

9

will be used as

students

summarize what

they read in their

textbooks.

independently and

proficiently.

CCSS.ELALITERACY.RST.1112.10

4

Unit

Circle

Students will be

able to apply vector

operations and

direction angles to

real-world problems

in order to solve

them.

Solve problems

involving velocity

and other quantities

that can be

represented by

vectors. (N-VM.A.3)

(DOK 1,2)

a short story

incorporating

vector

mathematics.

Students will be

able to examine

and understand the

relationship/equival

ency between

radians and

degrees.

Understand radian

measure of an angle

as the length of the

arc on the unit circle

subtended by the

angle. (F-TF.A.1)

(DOK 1)

The mathematics

vocabulary word

wall will be utilized

for important unit

circle-related

vocabulary that is

vital to this unit.

Determine the

meaning of symbols,

key terms, and

other domainspecific words and

phrases as they are

used in a specific

scientific or

technical context

relevant to grades

11-12 texts and

topics. CCSS.ELALITERACY.RST.1112.4

Students will be

able to label a unit

circle with angle

measures in the

form of radians and

degrees as well as

functions of

of trigonometric

functions using the

unit circle (F-TF.A)

circle graphic

organizer will help

students

remember the

Determine the

aspects of the unit

meaning of symbols, circle that they

10

5

Polar

coordina

te

System

trigonometry.

other domainspecific words and

phrases as they are

used in a specific

scientific or

technical context

relevant to grades

11-12 texts and

topics. CCSS.ELALITERACY.RST.1112.4

need to remember

and utilize

throughout this

unit.

Students will be

able to use the Unit

Circle and

landmark angle

measures as a tool

for estimating the

measure of angles.

Determine the

meaning of symbols,

key terms, and

other domainspecific words and

phrases as they are

used in a specific

scientific or

technical context

relevant to grades

11-12 texts and

topics. CCSS.ELALITERACY.RST.1112.4

circle graphic

organizer will help

students

remember the

aspects of the unit

circle that they

need to remember

and utilize

throughout this

unit.

Students will be

able to interpret

polar functions

enough to find

values to graph

when given an

equation.

Translate

quantitative or

technical

information

expressed in words

in a text into visual

form (e.g., a table or

chart) and translate

information

expressed visually

or mathematically

(e.g., in an

equation) into

words. CCSS.ELALITERACY.RST.9-10.7

The text

dependent

questioning

strategy is being

implemented here

as students are

working through a

guided discovery

that prompts them

to answer

thoughtful

questions about

the general

understanding and

structure of the

text (online

graphing resource)

that they are

11

engaging with.

Students will be

able to plot points

in the polar

coordinate system.

Represent complex

numbers and their

operations on the

complex plane. (NCN.B)

Represent complex

numbers on the

complex plane in

rectangular and

polar form

(including real and

imaginary

numbers), and

explain why the

rectangular and

polar forms of a

given complex

number represent

the same number.

(N-CN.B.4) (DOK

1,2)

6

Converti

ng

Coordin

ates

(All three

of the

Common

Core

State

Standard

s and

both

literacy

strategies

are used

to meet

both

objective

s)

7

Students will be

able to convert

given coordinates

in a polar plane to

those in a

rectangular plane.

Students will be

able to convert

given coordinates

in a rectangular

plane to those in a

polar plane.

Students will be

Jigsaw strategy

and theirwill

operations on th

be implemented so

Represent complex numbers

that students

on the can

complex plane in re

(including real and imaginary

take notes

numbers),

and

and explain wh

of a given complex number

decipher

represent

important

the same numbe

information on

Initiate and participatetheir

effectively

own while

in a range of collabor

groups, and teacher-led)

learning

with diverse

from their

partners on grade

building on others' ideas

peers.

and expressing their own clear

LITERACY.SL.11-12.1

Math journals will

be utilized for

students to reflect

on the process of

reading and

understanding

their text as well

as the difficulties

in teaching their

peers.

Understand radian

The I have, who

12

Unit

Circle

and

Converti

ng

Coordin

ates

Review

+ Quiz

able to correctly

identify angle

measures on the

unit circle.

measure of an angle

as the length of the

arc on the unit circle

subtended by the

angle. (F-TF.A.1)

(DOK 1)

Determine the

meaning of symbols,

key terms, and

other domainspecific words and

phrases as they are

used in a specific

scientific or

technical context

relevant to grades

11-12 texts and

topics. CCSS.ELALITERACY.RST.1112.4

Students will be

able to correctly

calculate the sine,

cosine, and tangent

of the angle

measures on the

unit circle.

of trigonometric

functions using the

unit circle (F-TF.A)

Students will be

able to convert

from polar to

rectangular

coordinates and

vice versa.

Represent complex

numbers and their

operations on the

complex plane. (NCN.B)

Represent complex

numbers on the

complex plane in

rectangular and

polar form

(including real and

imaginary

numbers), and

13

has..? strategy

will be adapted for

mathematics in

order for students

to practice

understanding of

characteristics of

the unit circle.

has..? strategy

will be adapted for

mathematics in

order for students

to practice

understanding of

characteristics of

the unit circle.

rectangular and

polar forms of a

given complex

number represent

the same number.

(N-CN.B.4) (DOK

1,2)

8

Limacon

Polar

Curves

Students will be

able to apply what

they know about

graphs in the

rectangular plane

to graphs in the

polar plane.

Represent complex

numbers on the

complex plane in

rectangular and

polar form

(including real and

imaginary

numbers), and

explain why the

rectangular and

polar forms of a

given complex

number represent

the same number.

(N-CN.4.)

Think/Pair/Share

strategy will be

used in the launch

for students to

brainstorm

important

characteristics to

look for when

graphing

equations.

Students will be

able to identify the

different types of a

limacon curves.

Follow precisely a

complex multistep

procedure when

carrying out

experiments, taking

measurements, or

performing technical

tasks; analyze the

specific results

based on

explanations in the

text.

CCSS.ELALITERACY.RST.1112.3

The text

dependent

questioning

strategy is being

implemented here

as students are

working through a

guided discovery

that prompts them

to answer

thoughtful

questions about

the general

understanding and

structure of the

text (online

graphing resource)

that they are

engaging with.

14

Students will be

able to generalize

the forms of polar

graphs after

exploration and

examples.

9

Rose

and

Lemnisc

ate

Polar

Curves

Students will be

able to identify the

different types of

polar curves as well

as their general

form.

given, students will

be able to predict

the graph of the

polar function or

vice versa.

Translate

quantitative or

technical

information

expressed in words

in a text into visual

form (e.g., a table or

chart) and translate

information

expressed visually

or mathematically

(e.g., in an

equation) into

words.

CCSS.ELALITERACY.RST.9-10.7

Represent complex

numbers on the

complex plane in

rectangular and

polar form

(including real and

imaginary

numbers), and

explain why the

rectangular and

polar forms of a

given complex

number represent

the same number.

(N-CN.4.)

Translate

quantitative or

technical

information

expressed in words

in a text into visual

form (e.g., a table or

chart) and translate

information

expressed visually

or mathematically

(e.g., in an

equation) into

words.

15

Outline framework

will be used for

notetaking so that

student can focus

on the content

instead of how to

organize it.

CCSS.ELALITERACY.RST.9-10.7

10

Test

Review

Students will be

able to identify

important functions

and polar curves.

All mathematics

standards covered

in this unit.

Learning Stations

are utilized for

students to review

before their unit

exam.

Students will be

able to solve

problems involving

vectors.

Students will be

able to convert

polar and

rectangular

coordinates.

Students will be

able to fully label a

blank unit circle.

Text Overview

Textbook: Precalculus: Graphical, Numerical, Algebraic

This textbook was selected for its comprehensive study of applications of

trigonometry when it came to polar mathematics. This unit focuses solely on

chapter 6: Applications in Trigonometry, and the information it provides on

vectors, polar and rectangular graphs/coordinate conversion, and polar

graphs.

Demana, F. D. (2011). Precalculus: Graphical, numerical, algebraic. Boston:

Addison Wesley.

Online Texts:

1. https://www.youtube.com/watch?v=V2CPgxuUYSI

a. This video instructs students on how to find the component form

of a vector as well as how to calculate the magnitude of a vector.

2. https://www.desmos.com/calculator/ulxhe9tosg

16

the process of plotting points on a polar plane and how

manipulating certain numbers changes where the points are

placed.

3. www.desmos.com/calculator

a. This online graphing calculator helps students explore the

relationships between different polar functions and graphs.

Students can color code their graphs according to their functions

so it is extremely user friendly.

Magazine/Newspaper Article: See Lesson 1: Exploring Graphs

Students are asked to search magazine articles in order to find examples of

functions in every day photographs. As they interact with this medium of

text, it is important for them to notice the different types of graphs that exist

all around us and how, although they might not all look exactly the same, we

can adapt some of the graph characteristics to show real representations of

functions.

Poem/Short Fiction Piece: Diary of a Salmon by Daniel Carter (2016)

http://www.poetrysoup.com/poem/diary_of_a_salmon_760724

This short poem outlines the daily thoughts of a salmon as he or she goes

about their life. In the lesson it is being used with, students are asked to find

how fast a salmon is swimming given the speed of the current and the angle

the salmon is moving at. This poem is being utilized as a piece of information

as in order to solve the math problem, as it is important to know that salmon,

unlike other fish, swim upstream. Had it been assumed that they swam

downstream (with the current) then the outcome of that problem would be

much different.

Secondary Lesson Plan Template

Topic:

Exploring Graphs

Grade Level:

Pre-Calculus

Length of class:

50

LEARNING GOALS:

Students will identify the parent functions of important graphs.

Students will create three examples of graphs modeled by real images.

LEARNING OBJECTIVES:

Students will be able to recognize a variety of graphs as well as their parent functions.

17

Students will be able to interpret and define the key features of graphs.

STANDARDS:

Interpret functions that arise in applications in terms of the context (F-IF.B)

For a function that models a relationship between two quantities, interpret key features

of graphs and tables in terms of the quantities, and sketch graphs showing key features

given a verbal description of the relationship. Key features include: intercepts; intervals

where the function is increasing, decreasing, positive, or negative; relative maximums

and minimums; symmetries; end behavior; and periodicity. (F-IF.B.4)

Determine the meaning of symbols, key terms, and other domain-specific words and

phrases as they are used in a specific scientific or technical context relevant to grades

11-12 texts and topics. CCSS.ELA-LITERACY.RST.11-12.4

MATERIALS NEEDED:

Magazines (amount dependent on class size)

White printer paper

Markers/colored pencils/crayons

Glue

Scissors

Protractors/rulers/straight edge

Graph Exploration Activity paper (Enough for 3/student)

Word wall cards

18

Launch: 10 minutes

o Students will be prompted to think/pair/share with a partner and write

down as many functions and/or graph types as they can.

o

o

After a few minutes, show students the parent graphs of functions and have

them name the equation associated with it.

The finished product should be a comprehensive list of important functions

to know. It should include:

f ( x )= x ,

f ( x )=csc x ,

f ( x )=2

f ( x )=x ,

f ( x )=sin x ,

f ( x )=sec x ,

f ( x )=x 2 ,

f ( x )=x 3 ,

f ( x )=cos x ,

f ( x )=|x| ,

f ( x )=tan x ,

f ( x )=cot x .

o Quickly review/teach key graph-related vocabulary and put them on the

word wall so that students can use it later in the activity/unit.

Intercepts

Intervals where the function is increasing, decreasing, positive, or

negative

Relative maximums and minimums

Symmetries

End behavior

Periodicity

o Students will use the list that we collaborated on to complete a graph

discovery activity (attached).

o In this activity students will be asked to look through magazines in order to

find pictures that model the functions and graph types that we will be

working with.

o Once they find a picture that they want to use (example: Mountain) they will

put it on the Graph Exploration Activity Paper (attached).

o On this paper, they will write the Parent Function of their picture (ex:

f ( x )=|x| ), as well

19

They will repeat this step twice so that there are a total of three different

graphs represented on three separate papers.

o Students will partner up and explain one of their three graphs to each other.

o Students will then turn in all 3 graphs for assessment based on the rubric

below.

Assessment:

0

Presentatio

n:

Presentation

is lacking

elements.

Cannot be

read at all.

Not

appropriate

for hanging

on the wall of

the

classroom.

Presentation

is hard to

read and

understand

even with

explanation

by the

presenter. Not

appropriate

for hanging

on the wall.

Presentation

is hard to

read and

understand

without

explanation

by the

presenter. Not

a good

representatio

n of the

graph.

Presentation

is easy to

read and

follow along

with. May be

lacking some

organization.

Appropriate

for hanging

on the wall.

Understan

ding:

Student is

unable to

explain why

the photo

they chose is

relevant and

are unable to

relate it to the

graph of a

function.

Student

shows

understandin

g of the

relationship

between the

graph and the

function, but

is unable

explain why

the 3 graph

characteristic

s are relevant

and relate the

photo the

graph, then to

the equation.

Student

shows

understandin

g of the

relationship

between the

graph and the

function, but

is only able to

explain why 1

of the 3 graph

characteristic

s are

relevant.

Student

shows

understandin

g of the

relationship

between the

graph and the

function, but

is only able to

explain why 2

of the 3 graph

characteristic

s are

relevant.

Required

Component

s:

Graph/Phot

o, Parent

Function,

Modified

Function,

Defining

Characteris

Student had

none of the

required

components.

Student only

had 1

required

component.

Student had 2

of the

required

components.

Student had 3

of the

required

components.

Well

organized and

can be easily

read.

Appropriate

for hanging

on the wall. Is

easy to follow

along with

and is a good

representatio

n of the

graph.

Student

shows a

complete

understandin

g of the graph

and how it

relates to the

function that

it represents.

Student can

thoroughly

explain why

the 3 graph

characteristic

s are relevant

and relate the

photo to the

graph, then to

the equation.

Student had

all 4 of the

required

components.

20

tics

Explanation of Literacy Strategies/Skills:

This lesson begins by asking students to recall and access prior knowledge of functions

and their graphs while using the strategy of think/pair/share. Through this, students are

able to work collaboratively with one other partner which allows them someone to

bounce ideas off of while holding them accountable for participation. Once the class has

come up with a comprehensive list, the strategy of a classroom word wall is

implemented. A classroom definition will be assigned to the key graph-related vocabulary

that is important for students to know. These words will be hung up on a word wall to be

utilized/referenced for the rest of the unit. Students who may be struggling to understand

a word or remember its definition can look to the word wall to remind themselves of what

it means in terms of this class. This prevents students from looking up the word

themselves and interpreting a possibly confusing definition. English language learning

students can specifically benefit from this strategy.

Name___________________________

Function________________________

Modified

Defining Characteristics:

21

Topic:

Component form and Magnitude of Vectors

Grade Level:

Pre-Calculus

Length of class:

50 Minutes

LEARNING GOALS:

Students will understand the notation of a vector in component form.

Students will understand that finding the magnitude of a vector is finding the length of a

vector.

Students will understand the process of calculating magnitude.

LEARNING OBJECTIVES:

Students will be able to express a vector in component form when given an initial point and

terminal point.

Students will be able to find the magnitude of a vector

STANDARDS:

1. Recognize vector quantities as having both magnitude and direction. Represent vector

quantities by directed line segments, and use appropriate symbols for vectors and their

magnitudes (e.g., v, |v|, ||v||, v). (N-VM.A.1) (DOK 1)

2. Find the components of a vector by subtracting the coordinates of an initial point from the

coordinates of a terminal point. (N-VM.A.2) (DOK 1)

MATERIALS NEEDED:

Technology to play video for entire class

Graphic organizer for information

22

LEARNING PLAN

o Review as a class some vocabulary/formulas that students may have forgotten.

Add these words and definitions to the word wall in the classroom.

Ray: a portion of a line which starts at a point and goes off in a particular

direction to infinity.

Distance Formula:

(x x ) +( y y )

2

Introduce new vocabulary for this unit and place them on the word wall.

Initial point: starting point of a line segment

Terminal point: ending point of a line segment

Vector: a directed line segment.

v2 >

o The class will watch a video on vectors and how to find their magnitude which

can be found at: https://www.youtube.com/watch?v=V2CPgxuUYSI

o As the video is playing, students will take notes on provided graphic organizer

(following) and the video will be paused after key points so that there is time to

write in information.

The 5 important ideas of the video will be discussed as a class and stated

for the students; however, students can choose what/how supporting

information is written on their organizers.

Differentiation: Fill in all 5 headings as well as a few of the key points to

each idea.

o Once the video is over show students a few examples of vectors on the board

and have them work out the magnitudes of them as practice. Most students, if

not all, have experience with the distance formula so they will most likely catch

on quickly.

o Students will work on practice problems that will be handed in at the end of

class as a form of assessment for understanding. (Beginning on Pg. 457) All of

these problems will be real world modeling scenarios that are represented

through vectors.

This lesson also begins by the review/covering of important vocabulary words and

formulas for students to know. These defined words will be added to the classroom word wall

23

classroom, especially in early lessons in a unit, is essential for student understanding of the

material. Without an understanding of formulas and frequently used words, students may not

have a solid understanding of mathematical processes and ideas.

Once the vocabulary has been discussed students will be provided with a graphic

organizer in order to take notes on the video they will be watching in class. As the video is

paused for note taking, the key points of the video will be discussed/revealed to students.

These will go in the heading spots of the graphic organizer. After that, students can choose to

write down information on those topics in whatever way they pleasegraphically/with

visuals, algebraic examples, words and definitions, etc. This allows students to stay on track

with the main ideas while still expressing some creativity when it comes to their note making.

By being provided with the opportunity to be creative in their note taking, students may be

able to retain the information that is learned a little better. They will also be able to

strengthen their skills of determining what is and is not important information to write down

when taking notes.

24

Topic:

Vector operations and direction angles

Grade Level:

Pre-calculus

Length of class:

50 Minutes

LEARNING GOALS

Students will consider the necessary skills to apply their knowledge of vectors.

Students will participate in a GIST activity in order to learn material.

Students will create a short story involving vectors.

LEARNING OBJECTIVES

Students will be able to perform vector addition and scalar multiplication of vectors.

Students will be able to determine the direction angle of a vector.

Students will be able to apply vector operations and direction angles to real-world

problems in order to solve them.

STANDARDS

Perform operations on vectors. (N-VM.B)

Solve problems involving velocity and other quantities that can be represented by

vectors. (N-VM.A.3) (DOK 1,2)

MATERIALS NEEDED:

Textbook

Pencil and Paper

25

LEARNING PLAN

Launch: 5-10

o Students will read the short poem Diary of a Salmon by Daniel Carter.

It can be found at:

http://www.poetrysoup.com/poem/diary_of_a_salmon_760724

This poem will provide students with the information that salmon,

unlike other fish, swim upstream and against the current. This means

that the current effects them differently than it would other fish and

that the current is acting as a force to slow the fish down. This

information will be useful once students have all of the tools to solve

the problem posed below.

o Students will then be asked to solve the following problem: During part of

its migration, a salmon is swimming at 6mph, and the current is flowing at 3

mph at an angle of 7. How fast is the salmon moving?

o As of right now, students dont have the tools to answer that question. Once

they realize this they will brainstorm what information they might need in

order to solve this problem.

o Possible answers for needed information:

How the rate of the current effects the speed of the salmonif at all.

How to model the situation using visuals or numbers.

How the angle of the fish effects its speed?

Lesson:10-15 minutes

o Students will do a Generating Interactions between Schemata and

Text (GIST) activity with their textbook.

o Students will be asked to read the information about vector operations on

pages 458 and 459 as well the information about direction angles on pages

460 and 461. As they read, they will need to write down any information

that they think is important to understanding both vector addition/scalar

multiplication and finding direction angles.

o Once they are finished the class will collaborate on a final GIST of the

text.

o Differentiation: Provide students with a graphic organizer to take notes while

reading so that they can organize key points and information.

o Students will apply what they have learned the past 2 days to a few real

world example problems using vectors.

o During part of its migration, a salmon is swimming at 6mph, and the current

is flowing at 3 mph at an angle of 7. How fast is the salmon moving?

Vector of current= <.37, -2.98>

Velocity vector of salmon= <0,6>

Net velocity vector is therefore <.37, 3.02>

The speed of the salmon is the magnitude of the velocity

vector=3.04mph

o

the velocity of the airplane. (Recall that the bearing is the angle that the line

26

500 mph=magnitude of the vector, bearing of 65 means that the

direction angle is 25. <43.15, 211.31>

o

Erika and Jack are out on a river boat tour of the Mississippi river. They were

having so much fun that they lost track of time. It is now 4:50pm and they

need to be somewhere for dinner at 6pm. The restaurant they are headed to

is up river about 55 miles. If a boat is traveling up river at 50 mph at a

bearing of 5 and the river current is flowing at a rate of 2 mph, will Erika

and Jack make it to dinner on time?

Vector of current: <.174, -1.99>

Velocity vector of Boat: <0, 50>

Net velocity vector is therefore <.174, 48.00>

The speed of the boat with the currents effect is about 48.00mph

It would take the boat 68 minutes and 45 seconds to reach their

destination and since they have 70 minutes to get there they will just

make it in time.

o Students will write a short story involving vectors/outside force acting

upon other vectors/a moving object.

o The story will involve 3 different instances of this effect with enough info for

classmates to solve these stories.

o Students will also need to work out a solution to their story problem.

o For example, a story about 2 boats sailing course could be used. They would

need to discuss how fast the boats were going and in what direction. One of

the boats would need to change course at least once in order to fit the

requirements. But perhaps the story concludes on a cliffhanger of whether

or not the two boats would crash into each other and it is up to the reader to

figure out if they did or not.

At the end of this lesson students should be able to apply what they have learned

about vectors to real-world scenarios. In order to learn the necessary information,

students will do a GIST activity where they read their textbook then write down the main

points of the information that they read. I would not anticipate this material being overly

difficult for a pre-calculus student; however, at the end of the allotted time the class will

come together and make sure that everyone understands the key points from the text.

The GIST activity will help students attain the essential elements of information before

they put that information into practice so that when they eventually need to solve

problems they will feel more confident in their ability.

Once students have had the opportunity to put these skills to practice, they will then

be tasked with writing their own story problems involving vectors. By writing their own

story problems, students are engaging with the material in a way that is different than

before. They are being allowed to get creative by writing their story on whatever topic

they would like, but are still working with the topics of vectors to cement the idea that

they have been working with. By writing and solving their own problems, students will

also have opportunities to identify any misconceptions that they may have about solving

these types of problems.

27

Diary of a Salmon

Daniel Carter

Day 1

Today I passed a shad,

on his way to Prince William Sound.

He protested that I go downstream.

But to the current he is bound.

Day 2

I encountered a fly on the surface.

But it was the ploy of a man.

To eat me was his plan.

My escape did him a disservice.

Day 3

Today I came across a bear.

By accident I entered her lair.

Her approaches, she kept deploying.

And her cubs were winy and annoying.

Day 4

An assault from an eagle came upon me.

From above, the attack I did not see.

A glare threw him off by an inch.

Certainly, Im lucky to be free

28

Day 5

Today the river was crowded,

by comrades going to the same place.

Because of them my passage was shrouded.

And I couldnt get them out of my face.

Day 6

My journey has been long.

Against the current, one must be strong.

The objective of my journey may end in vain.

At least, unlike others, I went against the grain.

Secondary Lesson Plan Template

Topic:

Review of the Unit Circle/Radians/Degrees

Grade Level:

Pre-Calculus

Length of class:

50 minutes

LEARNING GOALS:

Students will be more familiar with and review the unit circle.

Students will understand the relationship between angle measures in the form of degrees

and radians.

LEARNING OBJECTIVES:

Students will be able to label a unit circle with angle measures in the form of radians and

degrees.

Students will be able to examine and understand the relationship/equivalency between

radians and degrees.

Students will be able to use the Unit Circle and landmark angle measures as a tool for

estimating the measure of angles.

STANDARDS:

Extend the domain of trigonometric functions using the unit circle (F-TF.A)

Understand radian measure of an angle as the length of the arc on the unit circle

29

MATERIALS NEEDED:

Blank Unit Circle graphic organizer for students

Elmoto show students where to fill things in on the circle as they follow along

Angle measure cards (3 or more sets)each set with different difficulties.

Colored tape to make a unit circle on the floor

Word wall cards

LEARNING PLAN

o Review concepts and vocabulary of the unit circle. Add the ones that are

most important for this unit to the word wall.

Pi/2Pi and where they fall on the unit circle

Degrees/radians

Sine/Cosine/Tangent (and how to find it on the unit circle)

o Pass out blank copies of the unit circle graphic organizer and explain to

students that they will be filling in angle measures as well as important

characteristics of them.

Work through labeling the unit circle in degrees first, prompting

students to give the answers of where the degrees are (this should be

mostly review).

Move on to filling in the radians of those same spots. Again,

prompting students to recall what these are and where they go.

Finally, find the sine, cosine, and tangent values for the angle

measures that are labelled.

Most of this should be review, although students might get stuck on

the sine, cosine, and tangent calculations.

o Once students have their unit circle filled in, pass out 1 card to each student

with a different angle measure written on it (make sure there is an even

mixture of degree measures and radian measures).

o Have students use these cards to work together and organize themselves

around a large scale unit circle that has been formed on the floor in tape.

The only values that are pre-marked on the circle are 0/360 degrees (0/2pi

radians) and 180 degrees (pi radians)

o Once students have organized themselves in order around the circle, check

their answers and see if they are in the correct order, if they are not, prompt

students to rearrange themselves into the correct order using questioning:

Are you sure these are all in the correct spot?

How can you use the people around you to determine if you are

30

o

o

o

correct or not?

What other things can you use to determine if you are correct?

Retrieve the cards from students, shuffle them up, and repeat this process

as many times as necessary. (until students can confidently choose where

they should be along the circle.)

After that, replace those angle measure cards with more difficult to place

numbers as well as measures of sine, cosine, and tangent. (Example:

Sin()=1; 90 degrees is the answer)

Differentiation: If students catch on much faster than expected then the

class can be broken into two groups and those groups could race each other.

If they end up in different orders, then students can debate/reason out

which side is correct and which side is not.

Once again, the vocabulary in this lesson will be reviewed, defined, and placed upon

the classroom word wall to serve as a reference to students. Once that is taken care of,

students will be given another graphic organizer to use; however, this one does not allow

for much creativity of information as there are correct answers in terms of what

information goes where and what it looks like. Students can use the unit circle as a study

resource as knowing how to label angle measures as well as knowing the values of their

since, cosine, and tangent are things that will be necessary to know later in this unit and

even in the rest of pre-calculus.

31

32

Topic:

Plotting Points in the Polar Coordinate

System

Grade Level:

Pre-Calculus

Length of class:

50 Minutes

LEARNING GOALS:

Students will complete an exploration activity on plotting polar coordinates.

Students will use what they learn about plotting polar coordinates to play a connect 4

type of game.

LEARNING OBJECTIVES:

Students will be able to interpret polar functions enough to find values to graph when

given an equation.

Students will be able to plot points in the polar coordinate system.

STANDARDS:

Represent complex numbers and their operations on the complex plane. (N-CN.B)

Represent complex numbers on the complex plane in rectangular and polar form

(including real and imaginary numbers), and explain why the rectangular and polar forms

of a given complex number represent the same number. (N-CN.B.4) (DOK 1,2)

Translate quantitative or technical information expressed in words in a text into visual

form (e.g., a table or chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words. CCSS.ELA-LITERACY.RST.9-10.7

MATERIALS NEEDED:

Laptops/tablets/computer lab access

Red and black pens

Polar Coordinates Exploration sheets

Polar Coordinates Connect 4 sheets

LEARNING PLAN

33

o The class will quickly review graphing strategies in the Cartesian

(rectangular) plane as those strategies are the same ones that should be

used when it comes to graphing functions in the Polar Plane with those

coordinates.

When asked to graph a function but the function itself is all youre

given, you choose values for the variable (x) and plug them in to get

values out (y).

Keeping track of these values in a type of chart is easy to read and

graph.

16

25

36

49

o Once students have sufficiently reviewed Cartesian graphing techniques,

they will be given an exploration task (following) on how to plot points in the

polar plane.

o After everyone has completed the exploration, the class will come together

to discuss the results.

Students will share out answers and ideas to identify any

misunderstandings that students might have.

o Students will conclude the class by finding a partner to play a polar graphing

version of the game connect 4 with(following).

o Students will need to label each move that they make as well as list the

coordinates that they intended to plot.

This will help identify any students who think they understand where

points should be plotted but may not actually put them in the correct

spot.

I believe that during this lesson, students are benefiting from the strategy of text

dependent questioning as they are working through answering questions that ask about

the general understanding, structure, and meaning of elements in the text. In a nontraditional sense, text here is referring to the online graphing utility Desmos; however, I

believe that the strategy still translates well. Through the questions in this exploration,

students are able to discover the properties of graphing polar coordinates without being

explicitly told how to do it. This will help students form deeper connections with the

material that they are learning.

34

Name_______________

Graphing Polar Coordinates:

In this exploration you will be examining the polar plane as well as learning

how to plot points in the polar plane. To begin, go to the following website:

https://www.desmos.com/calculator/ulxhe9tosg

Examine the graph and information that you are given, what are 3

observations that you can make based on what you see?

1.

2.

3.

Move the r, a, s, and b sliders around. What do you notice about them? What

happens when you move each one?/What do those sliders control?

35

What do you think the (r cos(a), r sin(a)) and the (s cos(b), s sin(b)) are

doing? Why do you think that?

Set r=1 and a=90. What do you notice about the points on the graph in

relation to the (r cos(a), r sin(a))?

and a y-coordinate and points are written in an ordered pair (x, y).

In the Polar Coordinate System, which is being displayed on the website you

are exploring, you plot an angle and a radius and points are written as (r, ).

In polar coordinates r is a directed distance and theta is the angle from

the positive x-axis and is measure in a counter-clockwise direction.

In the Cartesian coordinate system, each point only has 1 name, such as (-2,

4), (6, -17), etc. No two points in that system can be named something

different yet be plotted in the same spot.

In the Polar Coordinate System; however, a point can be represented by

many different names yet be plotted in the same spot. For example, look at

the graph below.

If you were to list the

coordinates of point A, you

would most likely say that it

It is important to remember

that for the Polar Coordinate

System, points can be

plotted after any number of

rotations around the unit

circle.

For example, point A could

also technically be at (-1,

7

11

),

(1,

), (1,

6

6

Looking at the graph above:

What are 4 different ways to write coordinates for B?

36

_______________

_______________

_______________

_______________

What are 4 different ways to write coordinates for C?

_______________

_______________

_______________

_______________

What are 4 different ways to write coordinates for D?

_______________

_______________

_______________

_______________

Name of Player One (Black)______________________

Name of Player Two (Red)_______________________

Each player will take turns plotting points to try to get 4 points of the same color in a row. The

other player will need to plot points to block their opponent from getting 4 in a row while also

trying to plot 4 points of their color in a row. Be sure to write down and label the coordinates

you and your partner plotted while playing each round.

37

38

Topic:

Converting Polar and Rectangular

Coordinates

Grade Level:

Pre-Calculus

Length of class:

50 minutes

LEARNING GOALS

Students will take notes and learn the process of polar and rectangular coordinate

conversion through the use of their textbook and learning from each other.

LEARNING OBJECTIVES

Students will be able to convert given coordinates in a polar plane to those in a

rectangular plane.

39

polar plane.

STANDARDS

Represent complex numbers and their operations on the complex plane. (N-CN.B)

Represent complex numbers on the complex plane in rectangular and polar form

(including real and imaginary numbers), and explain why the rectangular and polar forms

of a given complex number represent the same number. (N-CN.B.4) (DOK 1,2)

MATERIALS NEEDED:

Textbook

Paper and Pencil

Math journals (kept in classroom)

LEARNING PLAN

Launch: 5 minutes

o Quickly review how to list and plot polar coordinates as was discussed in the

previous days lesson.

o Ask students how those coordinates might compare to the types of

coordinate plots that we are used to. (rectangular coordinates)

Jigsaw Part 1: 15 minutes

o Half of the class will learn how to convert polar to rectangular coordinates

while the other half will learn how to convert from rectangular to polar

coordinates.

Those converting polar to rectangular will start on page 488 of their

textbook.

Those converting rectangular to polar will start on page 489 of their

textbook.

o Students will write down the process for conversion, taking important notes

as they go along. They will also write down 3 examples (besides the ones

provided in their assigned reading section) to use as tools when they later

teach their peers.

Those converting polar to rectangular will choose 3 examples from

questions 15-22 on page 492.

Those converting rectangular to polar will choose 3 examples from

questions 27-30 on page 492. (only using the constraints of part a)

o Once they have solved their example problems, they will need to be

checked with the teacher for correctness before moving on.

Jigsaw Part 2: 15 minutes

o Students will get together in groups of 42 students who studied polar to

rectangular coordinate conversion and 2 who studied rectangular to polar

coordinate conversion.

o Students will then teach each other the methods of conversion that they

40

explanation.

o Students will write in their math journals responding to the prompt: How

well were you able to interpret the information given in your textbook? Was

it hard to teach other students after just learning the material? Why or why

not?

o This will allow for an informal assessment of the students ability to read and

understand our textbook/mathematical language and if any students had

major problems, those can be addressed the following day.

Now that students know how to graph polar coordinates, it is important that they

know how to convert from rectangular coordinates (those on the Cartesian plane) to polar

coordinates (those on the polar plane). I decided to use a jigsaw strategy for this lesson

because when it comes to coordinate conversion, once you understand how one way

works it is pretty easy to understand how to convert back the other way. Since the

material shouldnt be too hard for pre-calculus students to catch on to, I thought I would

give them a collaborative/social aspect to what they were learning. This is especially

helpful because students will get to see as many examples as they want/need since each

group should have at least three different ones to share and they will also each have (at

least) one other person to talk to/ask questions to before they present their information

to their peers.

Once students are done with their task for the day they are asked to reflect on the

process in their math journals. Math journals are a great way to informally assess how a

student is doing and how they are feeling about the material that is being covered as

they are not as shy to express themselves on paper as they are face to face.

41

Topic:

The Unit Circle and Converting

Polar/Rectangular Coordinates Quiz Review

Grade Level:

Pre-Calculus

Length of class:

50 Minutes

LEARNING GOALS

Students will do a review activity to recall the unit circle properties as well as practice

converting coordinates.

LEARNING OBJECTIVES

Students will be able to correctly identify angle measures on the unit circle.

Students will be able to correctly calculate the sine, cosine, and tangent of the angle

measures on the unit circle.

Students will be able to convert from polar to rectangular coordinates and vice versa.

STANDARDS:

Extend the domain of trigonometric functions using the unit circle (F-TF.A)

Understand radian measure of an angle as the length of the arc on the unit circle

subtended by the angle. (F-TF.A.1) (DOK 1)

Represent complex numbers and their operations on the complex plane. (N-CN.B)

Represent complex numbers on the complex plane in rectangular and polar form

(including real and imaginary numbers), and explain why the rectangular and polar forms

of a given complex number represent the same number. (N-CN.B.4) (DOK 1,2)

MATERIALS NEEDED:

I have, who has? Cards

Wipeout Cards

LEARNING PLAN

Launch:

o Students will be asked to take out their notes on the unit circle and vectors.

They will spend 5 silent minutes looking over and refreshing their memory

on those topics before the review activities.

o The class will participate in a game of I have, who has? to review the

unit circle.

o Students will all be given an answer of an angle measure (in degrees or

radians) as well as a sine, cosine, or tangent problem to solve.

42

o

o

o

The first student starts by listing their problem. Example: Who has the

answer to Cos()=1/2?

The student whose card reads 60 then says I have 60, who has the

answer to sin()=-1?

This continues on until the person who first shared their equation is able to

share their answer.

o Students will complete a wipeout activity to convert polar coordinates to

rectangular coordinates and vice versa.

o Students will be put into team of 3 or 4 based on their skill level.

1 advanced student

1 lower student

1-2 average students

o Practice problems will be written on cards and each card will have a different

number on the back. Teams will work together to solve each problem (order

doesnt matter) to eventually wipe out all of the problems. A competition

aspect can be given to it to see which team completes it first.

The vocabulary strategy of I have, who has? is extremely useful, even when not

explicitly practicing vocabulary. I think that this strategy works well in a math classroom

as it can be used in terms of math problems and answers. By utilizing this strategy,

students will be able to get a comprehensive review of the unit circle and the solutions to

its trigonometric functions without the need to sit down and memorize the unit circle or

solve problem after problem on paper. This strategy encourages students to pay

attention to the review session and participate by solving every problem that is said out

loud because if not, they might miss when their answer is called which would stall the

process.

43

Topic:

Limacon Polar Curves

Grade Level:

Pre-Calculus

Length of class:

50 minutes

LEARNING GOALS:

Students will become familiar with the different types of a limacon polar curve as well as

its general forms.

Students will have a working understanding of rectangular and polar forms and how they

can represent the same number.

LEARNING OBJECTIVES:

Students will be able to apply what they know about graphs in the rectangular plane to

graphs in the polar plane.

Students will be able to identify the different types of a limacon curve.

Students will be able to generalize the forms of polar graphs after exploration and

examples.

STANDARDS:

Represent complex numbers on the complex plane in rectangular and polar form

(including real and imaginary numbers), and explain why the rectangular and polar forms

of a given complex number represent the same number. (N-CN.4.)

Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanations in the text.

CCSS.ELA-LITERACY.RST.11-12.3

Translate quantitative or technical information expressed in words in a text into visual

form (e.g., a table or chart) and translate information expressed visually or

mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.7

MATERIALS NEEDED:

Limacon polar graph exploration activity

Computers/tablets/internet access

44

LEARNING PLAN

o Students will do a Think, Pair, Share to the question What are the

important characteristics to look for while graphing an equation? Make a list

of these characteristics.

First students will think to themselves and write down some ideas.

After two minutes or so, they will turn to their partner and discuss

their ideas. After three minutes or so, face front and be ready to share

with the class.

o The class will come up with a comprehensive list of ideas and review what

those ideas mean.

o Students will do an exploration activity based on the Limacon polar graphs

using the lab following this and www.desmos.com/calculator.

o The lab will ask students to discover the general form of limacon curves, the

4 different types of limacon curves, symmetry, as well as the same function

in rectangular coordinates.

o Once students complete this the class will come together to review answers

or (if there is not time at the end of class) answers will be discussed during

the next class.

Similar to how I used it before, the Think/Pair/Share strategy will be used in a way that

allows students to collaborate in order to access prior knowledge and come up with a

comprehensive list of characteristics to look for when graphing equations. This allows for

them to draw on the memories of two students instead of one, which will hopefully lead

to a quickly put together list. Once the class collaborates, that list will be used to

reference throughout the exploration activity that students will be doing.

I feel that this lesson is another spot where the text dependent questioning strategy is

being utilized. Again, the text that is being referred to is an online graphing resource;

however, students are tasked with answering questions and making important

observations based on how they interact with this text. By doing this, they are able to

draw their own conclusions and interact with the material they are being asked to learn

in a more meaningful way.

45

Use the following website to explore the different properties of a Limacon Curve.

The website is https://www.desmos.com/calculator

Type in the following functions:

a. r = 3+2sin()

b. r = 6+4sin()

c. r = 4+4sin()

What are some general characteristics of a Limacon Curve? Sketch it below.

The Limacon Curve can be divided up into four different graph types.

a. Limacon with an inner loop-- When

b. Cardioid-- When

a

b

a

b

)<1

)=1

d. Convex Limacon-- When

a

b

(

)

a

b

)<2

2

Sketch the graphs below and label them with the proper term above. (Hint: in the

first example, a=5 and b=4)

a. r = 5 + 4 sin ()

46

b. r = 7 + 7 sin ()

c. r = 8 + 2 sin ()

d. r = 2 + 3 sin ()

Because:

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

If you replace Sin() with Cos(), how does the graph change? Pick one of the

graphs that you drew above and sketch the graph as well as the Cos() version of

that graph. How does the graph change?

Sine Graph

Cosine Graph

47

Describe the transformation occurring between the sine graph to the cosine graph.

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

Is the Limacon Curve Symmetrical about the x-axis, y-axis, and origin? (Hint: Pay

attention to when the function contains sin or cos.)

a. The y-axis? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

b. The x-axis? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

c. The origin? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

Compare and Contrast the Graphs in DIFFERENT planes

Create an example of an equation of a Limacon Curve. Graph it in the Polar Plane.

My equation is _____________________________________________________________

In the Polar plane is looks like

48

Now graph this equation in the rectangular plane. Sketch the graph in the space

below.

a. Maximum and Minimum: __________________________________________________

b. Domain: __________________________________________________________________

c. Range: ____________________________________________________________________

d. Altitude: __________________________________________________________________

e. Period: ____________________________________________________________________

Do these characteristics relate to any of the characteristics of the graph in the polar

plane? If so, which ones? How do they relate? Explain your answer.

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

49

Topic:

Lemniscate and Rose Polar Curves

Grade Level:

Pre-Calculus

Length of class:

50 minutes

LEARNING GOALS:

Students will have a working understanding of rectangular and polar forms and how they

can represent the same number.

Students will see how polar graphs can be used to simulate a real world application of

stained glass window design.

LEARNING OBJECTIVES:

Students will be able to identify the different types of polar curves as well as their general

form.

Using the equation given, students will be able to predict the graph of the polar function

or vice versa.

STANDARDS:

Represent complex numbers on the complex plane in rectangular and polar form

(including real and imaginary numbers), and explain why the rectangular and polar forms

of a given complex number represent the same number. (N-CN.4.)

MATERIALS NEEDED:

Rose Curve Note Sheet

Lemniscate Note Sheet

Crayon/colored pencils/markers

Graph Paper

LEARNING PLAN

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o The class will quickly review the limacon curve, its four different forms, as

well as its general equation that was discussed the day before.

o Students will use the provided note sheets to fill in important information

about the rose curve and lemniscate polar graphs. These are modeled in a

similar way to the guided discovery sheet they used the lesson prior.

o Students made a lot of important observations and conclusions about polar

curves in general during their exploration the day before (although they

probably do not realize that). The guided note taking is meant to help them

apply it to the two other types of polar curves.

o Students will apply their knowledge of polar graph shapes to design a

stained glass window using polar graphs.

o They will design their windows using www.desmos.com/calculator then

sketching it onto graph paper and coloring it however they would like.

o Requirements:

There must be three different types of graphs (i.e. cardioid limacon,

lemniscate, and convex limacon) with 8 graphs total.

Each graph needs to have its general form stated as well as the

adapted equation used for the design along with a reasoning as to how

their adaptions changed the orientation of the equation. (example: the

original function is r = a + b sin () and the adapted equation is r = 5 4 sin (). A negative was placed so that the orientation of that

equation would be upside-down.

o Students will do anything they dont finish as homework due the day of their

test. (Would be the 11th day of the unit)

Instead of following along as the instructor lectures, students will be given 2 outlines

one on the Lemniscate curve and one on the Rose curveto use to take guided notes

with. Students have already made a lot of the necessary connections through the

exploration they did before, now they just need to realize how it can be applied. I felt like

it was important to give students a guided note sheet so that they could focus on the

material being discussed instead of worrying about what is and is not important to write

down or how the information should be formatted.

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Curve:

Sketch the graphs of the following equations as theyre shown on the board

r2

32

sin(2)

r2

52

sin (2)

r2

= 4 sin (2)

One key factor when graphing the lemniscate

is_______________________________

The a number in the equation effects________________________________________

The b number in the equation effects________________________________________

What is special about the b number in the lemniscate curve?

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Sine Graph

r2

32

sin(2)

Cosine Graph

r2

32

cos(2)

Describe the transformation occurring between the sine graph to the cosine graph.

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

Is the Lemniscate Curve Symmetrical about the x-axis, y-axis, and origin? (Hint:

Pay attention to when the function contains sine or cosine.)

a. The y-axis? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

b. The x-axis? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

c. The origin? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

Create an example of an equation of a Lemniscate Curve. Graph it in the polar

plane.

My equation is _____________________________________________________________

In the polar plane is looks like

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Now graph this equation in the rectangular plane. Sketch the graph in the space

below.

a. Maximum and Minimum: __________________________________________________

b. Domain: __________________________________________________________________

c. Range: ____________________________________________________________________

d. Altitude: __________________________________________________________________

e. Period: ____________________________________________________________________

If any, what characteristics of the rectangular and polar plane relate? Why?

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

Sketch the graphs of the following equations as theyre shown on the board

r = 4 sin (3)

r = 3 sin (4)

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r = 6 sin (2)

The a number in the equation effects________________________________________

The b number in the equation effects________________________________________

How can you tell how many petals a rose curve contains by just looking at an

equation?

_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

How can one tell how long a petal is by just looking at the equation?

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________

Sine Graph-- r = 7 sin (5)

Describe the transformation occurring between the sine graph to the cosine graph.

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_____________________________________________________________________________________

_____________________________________________________________________________________

________________________________________________________________

Is the Rose Curve symmetrical about the x-axis, y-axis, and origin? (Hint: When

answering these questions pay attention to when the number of petals is

even or odd. Also pay attention to when the function contains sine or

cosine).

a. The y-axis? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

b. The x-axis? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

c. The origin? If so, when?

_____________________________________________________________________________________

_______________________________________________________________________

Come up with an example of an equation of a Rose Curve. Graph it in the polar

plane.

My equation is _____________________________________________________________

In the polar plane is looks like

Now graph this equation in the rectangular plane. Sketch the graph in the space

below.

a. Maximum and Minimum: __________________________________________________

b. Domain: __________________________________________________________________

c. Range: ____________________________________________________________________

d. Altitude: __________________________________________________________________

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e. Period: ____________________________________________________________________

If any, what characteristics of the rectangular and polar plane relate? Why?

Topic:

Unit Test Review

Grade Level:

Pre-Calculus

Length of class:

50 Minutes

LEARNING GOALS:

Students will review the topics discussed in this unit to prepare for an end of the unit

test.

LEARNING OBJECTIVES:

Students will be able to identify important functions and polar curves.

Students will be able to solve problems involving vectors.

Students will be able to convert polar and rectangular coordinates.

Students will be able to fully label a blank unit circle.

STANDARDS:

All standards covered in this unit of math so far.

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MATERIALS NEEDED:

Activity sheets/cards for each group on each topic.

LEARNING PLAN

Launch:

o Students will be broken up into groups of four to work with for the day.

Students will be paired by mixed-ability level.

Test Review:

o Students will move with their groups around the room to different stations

and complete test review questions on the topics covered in this unit.

o Students will work through each question together, but will keep track of

their own answers on their own paper as they go from station to station.

Students will be told to keep track of the question number and answer

as theyll be given all of these questions once the activity is over so

that they can study at home and already have the answers.

o

their graphs as well as different polar functions to their polar curves. In

some cases, students will be asked to produce the graph of the function or

the function associated with the graph.

Students will need to pay attention to the functions as some in the

rectangular plane will look the same as some in the polar plane, yet

their graphs will be completely different.

will be story problems where students will need to attend to detail and make

sure that they solve the problems corrects. There will also be a few straight

conversions of the magnitudes of vectors as well as a few problems asking

for vectors to be written in component form.

Station 3: Students will review their quizzes and make any quiz corrections

necessary on the problems they missed. The quiz covered the unit circle as

well as conversion of polar/rectangular coordinates so this will serve as their

review for those 2 topics.

Differentiation: If a student did not miss any questions on their quiz

then there will be some cards/problems for them to do on converting

coordinates while their group members complete their quiz

corrections.

Station 1A and 1B will be the same, 2A and 2B will be the

same, etc. and students will rotate within their letter.

I think that the use of learning stations is the most useful strategy to review before a

large test like this. This unit covered a lot of topics that (although they build upon each

58

other) are different enough that students might feel overwhelmed. By breaking up the

information learned into smaller review groups, students can work on one aspect of the

unit at a time. By mixing the ability levels in their group pairings, students who are

struggling to understand the material can ask their peers for help while those that are

not struggling still get to review by helping others work through the problems (if

necessary.)

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