YOUNGSTOWN CITY SCHOOLS



YOUNGSTOWN CITY SCHOOLS

MATH: PRECALCULUS

UNIT 4: TRIG FUNCTIONS WITH RADIANS (6 WEEKS) 2013-2014

|Synopsis: This unit is comprised of working with angles in radian measure and then extending them to the trig functions. Students will review trig |

|concepts with angles in terms of both degrees and radians and then apply them to real-life problems. They will also gain an understanding of the |

|graphs of the trig functions and their inverses. |

STANDARDS

F.TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

F.TF.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

F.TF.3 (+) Use special triangles to determine geometrically the value of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosines, and tangent for x, π + x, and 2π – x in terms of their values for x, where x is any real number.

F.TF.4 (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

F.TF.6 (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

F.TF.7 (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.

MATH PRACTICES

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning

LITERACY STANDARDS

L.1 Learn to read mathematical text (including textbooks, articles, problems, problem explanations )

L.2 Communicate using correct mathematical terminology

L.4 Listen to and critique peer explanations of reasoning

L.6 Represent and interpret data with an without technology

L.8 Read appropriate text, providing explanation for m0athematical concepts, reason or procedures

|MOTIVATION |TEACHER NOTES |

|1. The following web site is an excellent video on ocean waves which connects them to the amplitude and period of a | |

|sine curve. Click on the video “Ocean Waves – measuring Amplitude.” | |

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|2. Preview expectations for the end of the Unit | |

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|3. Have students set both personal and academic goals for this Unit | |

|TEACHING-LEARNING |TEACHER NOTES |

|Vocabulary: | |

|Radian measure | |

|Standard position | |

|Linear velocity | |

|Angular velocity | |

| | |

|Periodic | |

|Amplitude | |

|Frequency | |

|Midline | |

| | |

|Even function | |

|Odd function | |

|Inverse function | |

|Reference angles | |

| | |

|Arc measure | |

|Unit circle | |

|Terminal ray | |

|Initial ray | |

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|Coterminal angles | |

|Decimal representation | |

|Sine | |

|Cosine | |

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|Tangent | |

|Period | |

|Arcsine | |

|Arccosine | |

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|Arctangent | |

|Sin-1 | |

|Cos-1 | |

|Tan-1 | |

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| | |

|1. Review Radian Measure (F.TF.1, F.TF.2, F.TF.3) | |

|a. start with unit circle to help students see where 0º, 30°, 45°, 60°, 90°, 120 º, 135 º ,150 º, 180, 210 º, 225 º, 240 º, 270 | |

|º, 300 º , 315 º , 330 º , and 360 º., have students place them on the unit circle. Then review the quadrants they are in. | |

| | |

|b. from degrees, move to radian measures 0, π/2, π/3, π/4, π/6 and multiples; students can associate degrees to radians and | |

|vice versa. Look at the radian measures of the angles in 1a in relation to the unit circle. | |

| | |

|c. students explain that a radian is an arc measure on a unit circle. | |

| | |

|d. discuss positive and negative angles on the unit circle; students draw unit circle and show the location of angles (e.g., | |

|-[pic]) | |

| | |

|e. students read the definitions for standard position, terminal ray, initial ray (text page 277) and reference angles and | |

|coterminal angles(angles with same terminal ray - - 5π/4 and -3π/4) (text page 280 for degrees) in relation to coordinate system | |

|and then answer teacher generated questions and problems about them. Reference angles are between 0 and π/2; and they are measured | |

|from either positive or negative x axis to the terminal ray. Practice problems in Pre-Calc book – Chapter 5 for degrees and Chapter| |

|6 for radians; also, at Kuta website: | |

|erence%20Angles.pdf | |

| | |

|f. discuss decimal representation for radians rather than in terms of π. Show students conversion from degrees to radian and | |

|radians to degrees using a calculator. Students are given angle measure in degrees (e.g., 35°) and they convert to radians; then | |

|they are given radians (e.g., 2.7r), and convert the radians to degrees. | |

| | |

|g. Linear and Angular Velocity: have students read about Linear and Angular Velocity(attached on pages 7-11) individually and | |

|then in groups of two or three, discuss the article and explain the problems used for examples. Students listen to each other’s | |

|explanations and ask questions about key elements in the problems. Also, Dimensional Analysis problems in textbook on pate 353, #3 | |

|and page 354, #6. Additional problems are also attached on page 12. The following web site may be of assistance in teaching linear| |

|and angular velocity. | |

| | |

|h. review coordinates of special angles and their multiples using the 30-60-90, 45-45-90 triangles drawn on the Unit Circle. When | |

|students have gained mastery using degrees, then switch to radians and have them state the coordinates for the angles in radians (0,| |

|π/6, π/3, π/4, π, π/2 and their multiples). Attached on page 12 is the unit circle with the radian measures and their corresponding| |

|coordinates. | |

|(F.TF.1, MP.2, MP.3, MP.4, MP.5, MP.8, L.1, L.2, L.4, L.8) | |

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|2. Review definitions of sine, cosine, and tangent. Have students explain from prior knowledge using triangles drawn on unit | |

|circle (note: make sure they arrive at sin θ= y, cos θ = x, tan θ = y/x). Review finding values of the trig functions using 0 º, | |

|30º, 45 º, 60 º, 90 º angles and their multiples. Also review finding values of the remaining trig functions when given the value | |

|of one trig function and given an ordered pair on the terminal ray of an angle find the value of the 6 trig functions. (Text book | |

|Study Guide 5-3, page 82 (attached to the unit on page 14); textbook page 294) (F.TF.2, F.TF.3, MP.4, MP.5, MP.6, MP.7, MP.8, L.2) | |

| | |

|3. Have students work on real-life application problems: Textbook: page 297 (#36, 47, and 48), page 303 (#25, 26, 27, 28, 29, and| |

|30), page 309 (#14-b and c). (NOTE TO TEACHER: If you are adding extra problems, be sure problems ask for sides when given angles| |

|and another side). (MP.1, MP.2, MP.4, MP.5, MP.6, L-2) | |

| | |

|GIVE TEST #1 AT THIS POINT ON STANDARDS F.TF.1 THROUGH 3. | |

| | |

|4. Graph a trig function such as f(x) = sin x, use this function to discuss period, amplitude, frequency, phase shift, and | |

|midline. Then graph f(x) = 2sinx, f(x) = 2sin(4x), f(x) = 2sin(4(x-π)), and f(x) = 2sin(4(x-π)) + 3 each of these separately, | |

|discussing the changes as you proceed through these examples. Have students apply these concepts to the other trig functions and | |

|find the period, amplitude, frequency, phase shift, and midline for them.(F.TF.5, MP.2, MP.4, MP.7, MP.8, L.2) | |

| | |

|5. Work on TI-Nspire activity to reinforce the periodic phenomena, amplitude, phase shift, and midline. (Link for TI-Nspire | |

|activity: (F.TF.5, MP.1, MP.4, MP.5, L.1, L.2) | |

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| | |

|6. Sunrise – Sunset Activity (F.TF.5) (attached on pages 15-22); reinforce with applied problems in textbook in section 6.6 | |

|(F.TF.5, MP.1, MP.2, MP.4, MP.5, MP.6, MP.7, MP.8, L.1, L.2, L.6) | |

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|7. Have students graph f(x) = sin x, f(x) = cos x, and f(x) = tan x by hand, using tables of values with both radian and degrees, | |

|refer to the unit circle in creating the table of values. After the students have completed graphing the trig functions, discuss | |

|with them the definition of odd and even functions using the unit circle to explain the symmetry needed for odd functions and the | |

|symmetry needed for the even functions. Have them project which trig functions are even and which are odd. Then show video | |

|  The video is the first one on the website. (F.TF.4, MP.2, MP.4, | |

|MP.5, MP.7, MP.8, L.2, L.4, L.6) | |

| | |

|8. Discuss odd and even functions connecting to the interactive web site: . Then work on| |

|attached worksheet on page 23. (F.TF.4, MP.2, MP.4, MP.5, MP.7, MP.8, L.2, L.4, L.6) | |

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|9. Review the concept of inverse function (switch the x and y’s); i.e., graph the inverse function for f(x) = x2 | |

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|x | |

|f(x) | |

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|x | |

|f-1(x) | |

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|0 | |

|0 | |

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|0 | |

|0 | |

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|1 | |

|1 | |

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|1 | |

|1 | |

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|2 | |

|4 | |

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|4 | |

|2 | |

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|-2 | |

|4 | |

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|4 | |

|-2 | |

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|Inverse is not a function; discuss restricting the domain on the original function | |

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|10. Have students graph the inverse relations for f(x) = sin x, f(x) = cos x, and f(x) = tan x using their tables from step #7. | |

|Students should realize these are not functions and need to restrict the domain. Have students choose a restricted domain and | |

|discuss answers. (See Text, Section 6-8) | |

|a. discuss with students the appearance of the graph of the inverses. Notice the section of the graphs for the inverses for sine| |

|and tangent are increasing and for cosine is decreasing. So the inverses in the restricted domains form functions as opposed to | |

|when a function increases and then decreases over an interval. In which case the inverse would not be a function. | |

| | |

|b. Look at the notations below for the inverse functions and have students become familiar with them. | |

|sin -1 (x) = arcsin x | |

|cos -1 (x) = arcos x | |

|tan -1 (x) = arctan x | |

| | |

|c. When restricting the domain for f(x) = cos x to 0 ( x ( π, f(x) = sin x and f(x) = tan x to –π/2 ( x ( π/2, this is referred to | |

|as the principal values and is denoted with a capital letter (i.e., Sin x) to let the problem solver know only to work with these | |

|values. So, if f(x) = Tan x, we know only to use the interval –π/2 ( x ( π/2 for the values of x. NOTE: this is the domain that | |

|is used in the calculator (e.g., solve cos x = [pic] / 2, the calculator will give x = π/4, however, there are infinitely many | |

|answers to this equation: x = 2 πk - [pic] and x = 2 πk + [pic] for k > 0. (Refer to section 7-5 in the textbook) (F.TF.6, | |

|MP.2, MP.4, MP.5, MP.7, MP.8, L.2 ) | |

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|Look at sine function and restrict from –π/2 to π/2 | |

|Look at cosine function and restrict from 0 to π | |

|Look at tangent function and restrict from –π/2 to π/2 | |

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|11. Students are to solve applied problems involving finding angles using trig functions and the inverse trig functions. Refer to | |

|the textbook for problems, page 310-11 (#46 – 50). Additional problems at: and | |

| | |

|pages 350-351 and problems 91-97, also attached on pages 24-26. (F.TF.7, MP.1, MP.2, MP.4, MP.5, MP.6, L.1, L.2, L.6) | |

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|TEST #2 GIVEN HERE ON STANDARDS F.TF.4 THROUGH 7 | |

|TRADITIONAL ASSESSMENT |TEACHER NOTES |

|1. Unit Tests: Multiple-Choice Questions (20% of grade) | |

|Test #1 after standards 1, 2, and 3 are taught | |

| | |

|Test #2 after standards 4, 5, 6, and 7 are taught | |

|TEACHER CLASSROOM ASSESSMENT |TEACHER NOTES |

|Teacher Classroom Assessments: 50% comes from grades the teacher takes. | |

|Smaller authentic assessments as you go along | |

|AUTHENTIC ASSESSMENT (30% of grade) |TEACHER NOTES |

|1. Have students evaluate goals for the unit. | |

| | |

|2. Students work the following: Below is a table of gas and electric utility usage in CCF’s (one hundred cubic feet) for gas and kWh| |

|(kilowatt hours) for electric, from February,2012 through February,2013. | |

|Choose one of the rows - - EITHER gas OR electric for one of the households: | |

|Plot the points on the coordinate system. | |

|Label each axis and the units on the axes. | |

|Explain what the units represent. | |

|Connect the dots and write an equation of a sine curve that fits the data. You can use the sine regression on the TI calculator. | |

|State the amplitude and what it represents in relation to the problem. | |

|State the period and what it represents in relation to the problem. | |

|State the frequency and what it represents in relation to the problem. | |

|Find the midline and state what it represents in relation to the problem. | |

|Predict the usage for May 2013 using your model | |

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|Rubric on page 6 of unit plan | |

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|TABLE OF GAS AND ELECTRIC USAGE FOR HOUSEHOLDS |

|FEBRUARY 2012 THROUGH FEBRUARY 2013 |

| |

|Household |

|ELEMENTS OF THE PROJECT |0 |1 |2 |3 |

|Plot the points on the coordinate |Did not attempt|Plotted 4 points correctly |Plotted 9 points correctly |Plotted 14 points correctly |

|system | | | | |

|Label each axis and the units on the|Did not attempt|Labeled only one axis with units |Labeled both axes with units on one |Labeled both axes and units on each|

|axes | | |axis | |

|Explain what the units represent |Did not attempt|Explanation of units on one axis| |Explained what the units on both |

| | | | |axes represent |

|Write an equation of a sine curve |Did not attempt|Wrote an equation of sine curve |Wrote an equation of sine curve, but|Wrote an equation of sine curve |

|that fits the data. | |that does not fit the data |made an error |that does not fit the data |

|State the amplitude and what it |Did not attempt|Stated amplitude only or said |Stated amplitude correctly and how |NA |

|represents in relation to the | |what it represents in relation to|it relates to the problem | |

|problem | |problem | | |

|State the period and what it |Did not attempt|Stated period only or said what |Stated period correctly and how it |NA |

|represents in relation to the | |it represents in relation to |relates to the problem | |

|problem | |problem | | |

|State the frequency and what it |Did not attempt|Stated frequency only or said |Stated frequency correctly and how |NA |

|represents in relation to the | |what it represents in relation to|it relates to the | |

|problem | |problem | | |

|Find the midline and state what it |Did not attempt|Stated midline only correctly or|Stated midline correctly and what it|NA |

|represents in relation to the | |said what it represents in |represented | |

|problem | |relation to problem | | |

|Predict usage for May |Did not attempt|Made prediction that is not |Made prediction that was appropriate|NA |

| | |realistic according to the model |according to the model | |

[pic][pic]

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[pic][pic]

[pic]

[pic]

PRACTICE PROBLEMS for T-L #1g

A pottery wheel rotating at a speed of 755 radians per minute is turned off. It slows at a constant angular deceleration and comes to a stop after 21 minutes. What is the approximate angular deceleration?

A [pic]radians per square minute

A. [pic]radians per square minute

B. [pic]radians per square minute

C. [pic]radians per square minute

It takes 90 seconds for a Ferris wheel to complete one revolution. What is its angular speed?

A. [pic]

A. [pic]

B. [pic]

C. [pic]

The wheel of a cart starts at rest and accelerates at 2.5 radians per second squared. What is the approximate angular speed of the wheel after 15 seconds?

A. 6.0 radians per second

B. 11.9 radians per second

C. 17.5 radians per second

D. 37.5 radians per second

T-L #1h

[pic]

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[pic][pic]

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[pic][pic]

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T-L #8 WORKSHEET:

Are the functions even or odd, explain why.

1. F(x) = x3 sin (x)

2. F(x) = sec (x) * tan (x)

3. F(x) = x4 sin (x) * cos2(x)

4. F(x) = cos (x) + sin (x)

5. F(x) = cos (x) * sin (x)

6. F(x) = tan (x) * sin (x)

7. F(x) = x2 cos2(x)

8. F(x) = x + sin (x)

____________________________________________________________________________________

Answers:

1. Even;

2. Odd

3. Odd

4. Neither

5. Odd

6. Even

7. Even

8. Odd

Applied Problems for T-L #11 Problems 91 - 97

[pic][pic]

[pic][pic]

Answers to Problems on pages 24-25

91. A. [pic] B. 0.1253, 0.2527

92. A. [pic], B. 0.3805, 1.1022

93. A. graph, B. 1.96 ft. c. asymptote is y axis, After a maximum of 1.96 ft. is reached, as the camera is moved farther away the angle approaches 0

94. A.0.5743, B. 12.94 ft.

95. A. 0.4538 B. 24.39 ft.

96. A. [pic], B. 0.7086, 1.4056

97. A. [pic], B. 0.2450, 0.5404

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