1) Introduction In this work I am going to clarify the topic of trigonometry in the curriculum form 4 Mathematics for review and

some examples of activities that can be done in the classroom for sub topics of sine, cosine and tangent. First and foremost I want to peel some facts about the history and definition of this topic. The teory of this topic. The word trigonometry comes from the Greek words "trigonon" which means triangle, and "metria" which means measurement. However, the word trigonometry did not exist upon the birth of the subject, but was later introduced by the German mathematician and astronomer, Bartholomaeus Pitiscus in the title of his work, Trigonometria sive de solutione triangularum tractatus brevis et perspicius, published in 1595. It was then revised in 1600 and published again as Trigonometria sive de dimensione triangulae. An early Hindu work on astronomy, the Surya Siddhanta, gives a table of half-chords based on Ptolemys table. But the first work to refer explicitly to the sine as a function of an angle is the Aryabhatiya of Aryabhata (ca. 500 AD). Now begins an interesting etymological evolution that would finally lead to our modern word "sine". When the Arabs translated the Aryabhatiya into their own language, they retained the word jiva without translating its meaning. When the Arabic version was translated into Latin, jiva, or jaib was translated into sinus, which means curve. We find the word sinus in the writings of Gherardo of Cremona, who translated many of the old Greek works. Other writers followed and soon the word sinus or sine became common in mathematical texts throughout Europe. The remaining two main functions have a more recent history. The cosine function, which we today regard as equal in importance to the sine, first arose from the need to compute the sine of the complementary angle. The name cosinus originated with Edmund Gunter in 1620: he wrote co.sinus, which was modified to cosinus by John Newton (not related to Isaac Newton). The word "tangent" comes from the Latin tangere, to touch. It was introduced by the Dane Thomas Fincke in 1583.

In t

5 t cent

Pt lemy t

t i furt er by creating t e table of chords with

increasing 1 degree. This was known as Menelaus's theorem which formed the foundation of trigonometry studies for the next 3 centuries. Around the same period, Indian mathematicians created the trigonometry system based on the sine function instead of the chords. Note that this was not seen to be ratio but rather the opposite of the anglein a right angle of fixed hypotenuse. The history of trigonometry also included Muslim astronomers who compiled both the studies of the Greeks and Indians . The primary use of trigonometry is for operation, cartography, astronomy and navigation, but modern mathematicians has extended the uses of trigonometric functions far beyond a simple study of triangles to make trigonometry indispensable in many other areas. Especially astronomy was very tightly connected with trigonometry, and the first presentation of trigonometry as a science independent of astronomy is credited to the Persian Nasir ad-Din in the 13 century. Hipparchua, a Greek Mathematician born around 160 B.C, is considered the father of trigonometry. He was the first person to draw up a table of trigonometric ratios. 2) An activity to determine the sine, cosine and tangent of an acute angle. a) Learning outcome : Determine the Tangent, Sine and Cosine of an acute angle. b) Materials : i) Picture of an Old man ii) 3 Formula flash cards c) Procedures : i) First I'll show a picture of an old man to the students ii) Ask students to guess the name that I created for the old man as shown in picture 1.1

Picture 1.1 : Guess his special name

iii) Teacher told the name has been specially created for the elderly is ( SOH CAH TOA ) iv) Teacher remind student that to determine the sine, cosine and tangentare can be find only for triangle that have an acute angle and The Sine, Cosine and Tangent functions express the ratios of sides of a right triangle. v) Teacher show the part Hypotenuse of the acute angle and let them know a hypotenuse is the longest side of a right-angled triangle vi) The given name of the elderly will be use to determine the sine, cosine and tangent easily. vii) Take the first 3 words ( SOH ) to determine sine ( first flash card ) SOH represent to determine sine that can be convert to : (a) Sine of an angle is always the ratio of the (opposite side)/(hypotenuse). Sine of ABC=AC /AB

(opposite side)/(hypotenuse) Or S = O/H ( SOH ) Example sine ABC = 3/5

5 cm 3cm 4 cm

viii)

Take the middle 3 words ( CAH ) to determine cosine ( second flash card ) (a) The cosine of an angle is always the ratio of the (adjacent side/ hypotenuse) The cosine of ABC =CB/AB

(1) CAH represent to determine Cosine that can be convert to :

(adjacent side)/(hypotenuse) Or C = A/H ( CAH )

4cm 3cm 5 cm

Example cosine

ABC = 4/5

ix) Take the last 3 words ( TOA ) to determine tangent ( third flash card ) (1) TOA represent to determine tangent that can be convert to : (a) The tangent of an angle is always the ratio of the (opposite side)/(adjacent side) The tangent of ABC =AC/ CB
5 cm 3 cm

(opposite side)/(adjacent side) Or Tangent = O/A ( TOA ) Example Tangent ABC = 3/4

4cm

D ) Conclusion i) The 3 trigonometric ratios can be remembered using the following mnemonics. (1) SOH (2) CAH (3) TOA Opp / Adj Adj / Hpy Opp / Hyp ( opposite / adjacent ) ( adjacent / hypotenuse ) ( opposite / hypotenuse )

2) 3 acti ities to demonstrate on how to find an angle using the scientific calculator. a) Acti ity 1 ( first stage ) i) Learning outcome and cosine. ii) Materials iii) Procedures : : sciencitific calculator, power point presentation : Find the angles given the values of tangent, sine

(1) Teacher ask student to guess the thing inside the present box. Once upon a time, it is possible to find the trigonometric ratios of special angles without the use of tables. However, the approximate values of trigonometric ratios for other angles can be found using tables. These tables of approximate values were calculated a long time ago. Now adays, we use scientific calculators to get these values.

Text 1 : The story text (2) To get the answer what inside the mistery box, teacher let the students hear a short story with music about the history of finding the trigonometric ratios of special angles same like text 1 shown below: ( The answer is sciencific calculator iv) Teacher explain scientific calculator can display the algorithmic calculations that are performed. The first row usually shows the commands while the results are shown in the second row and remind them to set the calculator to degree mode.

Tan 38.1
Command

0.784100158
0
Mode ( 0 for degree ) Result

v) Shows the Questions below and guide student to get the answer using scientific calculator. (1) Find the values of angle below by using a scientific calculator .

( give your answer in degree ) 2 1 3 Solution ( guide by teacher ) (a) Teacher guide student to determine sin cos 3 / 2, using calculator cos or tan ,

(b) Show that they learnt for a right angled triangle, if sin

Then teacher guide students find value of angle (c) Press shift sin ( 1 2 )

screen display :
Sin (12)

30. so, the value of angle (d) Prove with cos (e) Press shift cos will also get the same answer. ( 3 2 ) screen display :
Sin (3

is 30

2) so, the value of angle vi) Conclusion (1) Whether using cos , sin or tan , we still get the same value of angle by using a scientific calculator. is also 30

b) Acti ity 2 ( second Stage ) (1) Learning outcome (2) Material calculator (3) Procedures : (a) ( group activity ) Divide students into group of 4 and giving them same question as below text : : : Find the value of angle flash card problem /situation , scientific

20 cm

12cm

In the figure shown, calculate the value of

( give your answer in degree and nearest whole number )

(b) After student can determine tangent, cosine or sine, Solution can be solve by grouping and lead by leader in a group ( usually a good and clever student ) or teacher. (c) Teacher prefer find cos since adjacent and hypotenuse side given. (d) Teacher guide student to determine cos (e) Show that they learnt for a right angled triangle, if cos 12 / 20, using calculator

Then teacher guide students find value of angle (f) Press shift cos ( 12 20 )

screen display :

cos (1220)

53.13010235 so, the value of angle is 53

(g) Continue with different questions for each group and share in front of the class with what has been done by each group. (4) Conclusion (a) Given the side value of hypotenuse and adjacent will easily for us to find the value of angle . c) Activity 3 ( advance stage ) i) Learning outcome ii) Materials iii) Procedures : : : Find the angle ( value of )

scientific calculator, flash card ( puzzle )

(1) Teachers provide a puzzle and ask students in groups to solve the puzzle. First group finish will be rewarded. puzzle has been completed is as below

The following diagram shows the height of a building is 268m and the distance of the building to the point A is 320m. find the value of answer in the nearest minute) (give your

268 m

320m

(2) students will discuss in the group for value of angle . teacher will provide some guidance solution as follows: (a) Ask student to see which side have been prepared (i) Answer : opposite and adjacent (b) choose whether to use ratios of sine, cosine or tangent to the angle (i) Answer : TOA Tangent = (opposite side)/(adjacent side)

(c) using calculator teacher say the procedures and student try (i) Answer : shift screen display :
tan (268320)

tan

268

320

so, the value of angle (

is 40

39.94617395 iv) Conclusion

nearest minute )

(a) Given the side value of opposite and adjacent will easily for us to find the value of angle .

3) Reflection what are the difficulties faced in the abo e acti ities and suggestions on how to impro ise the strategies of teaching and learning and the teaching aids. a) Activity to determine the sine, cosine and tangent of an acute angle. i) Difficulties (1) Student forgot the order of the names SOH CAH TOA (2) Student forgot the order of the words S.O.H C.A.H T.O.A ii) Suggestions to improvise or strategies (1) Stick The name SOH CAH TOA with large font and a large picture of the old man on the classroom wall so that they will always remember and memorize. (2) Add also stick few examples the way how to find sine, cosine and tangent . b) 3 activities to demonstrate on how to find an angle using the scientific calculator i) Activity 1 ( first stage ) (1) Difficulties (a) Some students difficult to follow the instructions (b) Some of the students forgot or still dont have scientific calculator (2) Suggestions to improvise or strategies (a) Work in partner when using scientific calculator (b) Share scientific calculator (c) Teacher can guide student how to use the scientific calculator together with slide show of power point presentation.

ii) Activity 2 ( second stage ) (1) Difficulties (a) Some students still dont know how to find cosine (b) Some of the students forgot or still dont have scientific calculator (c) No cooperation in group (2) Suggestions to improvise or strategies (a) Refresh back the formula of SOH CAH TOA (b) Power point slide show. (c) Share scientific calculator. (d) Divide group in multiple intelligent with their choice.( cooperative style ) iii) Activity 3 ( advance stage ) (1) Difficulties (a) Part of the puzzle activities may be take little bit long time. (b) Some student dont know or forget to make rounding nearest minute for the answer. (2) Suggestions to improvise or strategies (a) Picture of the puzzle shown as a guide (b) Always remind them to read the question carefully and note the important need. (c) Show the steps so that student can follow easily. 4) General Suggestions to impro ise or strategies Cognitive learning in this area is noteworthy, teachers should be sure how the students understand, accept, process, store and find information in memory (Ertmer & Newby, 1993). Students must also have skills in the theory of cognitive / gestalt, which they can re-use of all the known skills of all previously learned concepts associated with new concepts. Nevertheless, teachers should remind students about caution in answering questions and reviewing answers is the solution to the problem of neglect. Students should be constantly reminded about to review the answers to make sure the answer has been made is accurate and correct answers.

In addition, motor skills the pupils should be noted, stimulation of interest and their behavior is very important so that they are happy and relaxed to keep track of the planned activities, strengthening the positive and praise are essential in teaching and learning sessions. Cognitive theory of students in observing the activities planned by the teachers is an important aspect of successful teaching and learning sessions. New experiences or new topics of study can be associated with the old learning and new experiences are understood and thus are capable of resolving the problem. As we all know, teaching aid or fuel is crucial to effective learning. Interesting PowerPoint presentations followed by a description in the order in which step by step in solving the problem is to be taken into account by the teacher. Good graphics of power point made the hearts of interest. Students would not get bored in following every description done by the teacher. Sessions and two-way learning that a good interaction between student and teacher must be good and friendly learning environment to be relaxed and fun. In this way, learning more easily absorbed by the students and learning objectives can be achieved in maximum. In the formation of the group, teachers should take into account the student's background and social background of students. Apart from teaching. teachers should know the interests and attitudes of students under its shade. The formation of a cooperative group or multiple intelligences to be taken into account, taking into account the opinions of students preferred the group how they allow the group to walk with quiet activities and fun. Formation of the group would be better if it views and no opposition from the students so that sessions run smoothly. 5) Conclusion Topic of trigonometry are indeed the final title in the syllabus of form 3, in trigonometry, we develop methods to measure the lengths of sides and the sizes of angles of right angled triangles as well as solve related problems. In this assignment, first thing mention are to indentify the hypotenuse, the opposite side and the adjacent side. Formula of mnemonic SOH CAH TOA has been use to determine ratios of tangent, cosine and sine. Then for the 3 activities goes to determine and find the angles of . 3 activities which from easy stage to advance stage. For the first activity directly fine angle from sine, cosine or tangent given and more to practice using scientific calculator. Second activity that more to group activity is little bit challenging when

students have to determine by their own to find the suitable ratios to find the value of and the last activity very interesting and student need to revise previous to find the value of angle . But somehow, all the activities is fun and can be apply to student and for sure student will like this topic and enjoy the teaching and learning activities.

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