Jettieadush.weebly.com



Trigonometric Identities Presentation

Jettie Dush

Liberty University Online

Trigonometric Identities Presentation

|Grade Level: High School Algebra 2 /Trigonometry |

|Topic: Trigonometric Identities |

|Standards: |

|CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. |

|CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others. |

|CCSS.MATH.PRACTICE.MP4 Model with mathematics. |

|CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically. |

|CCSS.MATH.CONTENT.HSF.TF.C.8 Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), |

|or tan(θ) and the quadrant of the angle. |

|CCSS.MATH.CONTENT.HSF.TF.C.9 Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. |

|Objectives: Students will work collaboratively to create a PowerPoint, Prezi, Keynote, or video presentation on a trigonometric identity of their |

|choice. The presentation should include an introduction to the identity, an explanation of how and why the identity works, a sample problem |

|illustrating the identity, and a real-world application in which the identity may be used. Students will then present their identity to the class in|

|a 5-7 minute window. |

| |

|Students will be able to: |

|Present and explain the trigonometric identity tasked to their group. |

|Use the identity to simplify trigonometric expressions. |

|Apply the identity to a real-world scenario. |

|Create a presentation to share with classmates. |

|Explain the identity and its applications to classmates. |

|Answer questions posed by classmates during or at the conclusion of their presentation. |

|Materials: |

|Internet access |

|Access to PowerPoint, Prezi, Keynote, or other presentation platform |

|Projector or Smart Board for presentation |

|Scoring Rubric |

|Procedures: Approximately two weeks before beginning the trig identities unit, the teacher will assign the following task to students in order to |

|provide ample time to prepare and refine their presentations for their classmates. |

|Students will form groups of four and be allowed to choose a trig identity. Groups may not share identities. If needed, groups can be made larger |

|in order to avoid such an overlap. |

|Students will be instructed to use Internet resources and/or print resources to investigate their identity. They may wish to view instructional |

|videos to develop a foundation of understanding from which to build from. |

|Students will be encouraged to use a technology platform that allows them to collaborate outside of class without having to meet in person, such as |

|Hangouts, Skype, Moodle, etc. Students will create the presentation outside of class time, but will be expected to submit the project in intervals in|

|order to assure quality and accuracy before the concluding presentation. |

|Interval 1: Students must submit 1-2 slides or a 1-2 minute video clip presenting an introduction the their identity. |

|Interval 2: Students must submit 1-2 slides or a 1-2 minute video clip presenting an explanation of how and why their identity works. |

|Interval 3: Students must submit 1-2 slides or a 1-2 minute video clip presenting a sample problem illustrating the identity. |

|Interval 4: Students must submit 1-2 slides or a 1-2 minute video clip presenting a real-world application in which the identity may be used. |

|Students will then present their project to their peers and answer any questions they may have. |

|Students will be allowed to anonymously rate one another based on the amount each member contributed. |

| |

|QAIT Model |

|Quality: Evidence of the quality of the learning activity is present in that the lesson has built in multiple “check-points” in order to allow the |

|teacher to monitor progress and check for accuracy / understanding as students prepare a polished product. |

|Appropriateness: This lesson will be appropriate for students in Algebra 2 / Trigonometry as they will have already received instruction on the basic|

|trigonometry functions and how each behaves independently. Students have the ability to determine a pace appropriate for themselves, as the research|

|potion of the activity is the “learning” piece and may be completed at a pace they are comfortable with. |

|Incentive: Students will be actively engaged by means of a collaborative component of the project and intrinsically motivated to create a quality |

|presentation to share with peers. |

|Time: Students will be given two weeks to complete the project before presenting to their peers in class. Students will be required to submit their |

|work in intervals to help ensure that they are indeed presenting quality information to their peers and also to assist in promoting responsible time |

|management plan for students. |

|Diversity / Differentiation for Exceptionalities: |

|Learning Styles: Students with multiple intelligences can learn from this project. Verbal-linguistic learners will benefit from listening to |

|instructional videos as well as writing the information used in the presentation. Mathematical-logical learners will learn from the problem-solving |

|portion of the project and theorizing why/how the identity works. Visual-spatial learners will benefit from watching instructional videos as well as|

|making / viewing the presentations. Bodily-kinesthetic learners will also benefit from creating the presentations, and also actually presenting the |

|project. Interpersonal learners will benefit from the collaborative work. |

|Gifted: These students may elect to view one or two instructional videos and spend more time on investigating and understanding the real-world |

|applications of their trigonometric identity. |

|LEP: Students with limited English proficiency may receive additional clarification from the teacher and explanation of English words as needed. |

|They may also choose to work with students who are fluent in both English and their native language if possible. LEP students will be expected to |

|contribute to the in-class presentation portion. |

|LD, ED, ADD: Students with IEP and 504 Plan accommodations will receive prescribed accommodations. These students will also receive additional |

|coaching from the teacher as needed and, if necessary, may receive a modified rubric. |

|Multicultural Connections: Students may explore how their identity can be used in the real-world and expand their search to incorporate cultures |

|different from their own. |

|Evaluation: |

|A. The teacher will complete the front of the rubric based on presentation. |

|B. Students will anonymously complete the back of the rubric and assess one another based on the collaborative efforts during the completion of the |

|project. |

|Risk Analysis |

|A. The biggest risk in completing this project is the out-of-class nature if which it has been structured. Because students are completing the |

|activity outside of class, the teacher must be adamant about the intermediate submissions of the project and provide timely feedback in order to |

|allow students adequate time to make the necessary adjustments. |

|B. Another risk student absenteeism during the day of their group’s presentation. A possible solution to this is to allow absent students the |

|option of presenting to the teacher and a handful of their peers (for which the student is responsible for securing) during after school hours. |

|C. The final risk in this learning activity is a lack of participation by group members. The category for student assessment on the rubric should |

|help to deter this situation. |

Sample Rubric: Trigonometric Identities Presentation Student Name: _______________________

|CATEGORY |4 |3 |2 |1 |

|Product: |All content throughout the |Most of the content is |The content is generally |Content is typically |

|Content - Accuracy |presentation is accurate. |accurate but there is one |accurate, but one piece of |confusing or contains more |

| |There are no factual errors. |piece of information that |information is clearly flawed|than one factual error. |

| | |might be inaccurate. |or inaccurate. | |

|Product: |Information is organized in a |Most information is organized |Some information is logically|There is no clear plan for |

|Sequencing of Information |clear, logical way. It is easy|in a clear, logical way. One |sequenced. An occasional card|the organization of |

| |to anticipate the type of |card or item of information |or item of information seems |information. |

| |material that might be on the |seems out of place. |out of place. | |

| |next card. | | | |

|Product: |All intervals of the |Three intervals of the |Two intervals of the |One or no intervals of the |

|Interval Submission |presentation were submitted on|presentation were submitted on|presentation were submitted |presentation were submitted |

| |time. |time. |on time. |on time. |

|Presentation: |Student is completely prepared|Student seems pretty prepared |The student is somewhat |Student does not seem at all |

|Preparedness |and has obviously rehearsed. |but might have needed a couple|prepared, but it is clear |prepared to present. |

| | |more rehearsals. |that rehearsal was lacking. | |

|Presentation: |Presentation is 5-7 minutes |Presentation is 4 minutes |Presentation is 3 minutes |Presentation is less than 3 |

|Time-Limit |long. |long. |long. |minutes OR more than 7 |

| | | | |minutes. |

|Presentation: |Listens intently. Does not |Listens intently but has one |Sometimes does not appear to |Sometimes does not appear to |

|Listens to Other Presentations |make distracting noises or |distracting noise or movement.|be listening but is not |be listening and has |

| |movements. | |distracting. |distracting noises or |

| | | | |movements. |

|CATEGORY |4 |3 |2 |1 |

|1. Student Evaluations: |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |

|Collaboration with Peers |shares with, and supports the |with, and supports the efforts|with, and supports the |with, and supports the |

| |efforts of others in the |of others in the group. Does |efforts of others in the |efforts of others in the |

| |group. Tries to keep people |not cause \"waves\" in the |group but sometimes is not a |group. Often is not a good |

| |working well together. |group. |good team member. |team member. |

|2. Student Evaluations: |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |

|Collaboration with Peers |shares with, and supports the |with, and supports the efforts|with, and supports the |with, and supports the |

| |efforts of others in the |of others in the group. Does |efforts of others in the |efforts of others in the |

| |group. Tries to keep people |not cause \"waves\" in the |group but sometimes is not a |group. Often is not a good |

| |working well together. |group. |good team member. |team member. |

|3. Student Evaluations: |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |

|Collaboration with Peers |shares with, and supports the |with, and supports the efforts|with, and supports the |with, and supports the |

| |efforts of others in the |of others in the group. Does |efforts of others in the |efforts of others in the |

| |group. Tries to keep people |not cause \"waves\" in the |group but sometimes is not a |group. Often is not a good |

| |working well together. |group. |good team member. |team member. |

|4. Student Evaluations: |Almost always listens to, |Usually listens to, shares |Often listens to, shares |Rarely listens to, shares |

|Collaboration with Peers |shares with, and supports the |with, and supports the efforts|with, and supports the |with, and supports the |

| |efforts of others in the |of others in the group. Does |efforts of others in the |efforts of others in the |

| |group. Tries to keep people |not cause \"waves\" in the |group but sometimes is not a |group. Often is not a good |

| |working well together. |group. |good team member. |team member. |

References

Common Core State Standards Initiative. (2014). Mathematics Standards. Retrieved January 20, 2015,

from

Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY: Pearson.

Thorsen, C. (2009). TechTactics: Technology for Teachers (3 ed.). Boston: Pearson.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download