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Precalculus and PreAP PreCalculus Scope and Sequence with NMSI’s Laying the Foundation lessonsUnit 1: Trigonometric Functions-Graphing, Inverses, and Equations 21 days of instruction plus assessment time- 3.5 weeksUnit Note: The committee decided to start the course with the last concept suggested in the Algebra II course. It should be something familiar and then quickly they add on to what they know to move the graphs. Because there are so many concepts that need to be covered in this course, the committee believed that the review would be best if covered when needed. The teacher notes will give advice as to when the review topics would be best considered. There are no LTF lessons for inverse functions, but there are suggested activities in the additional resource folder. The last two LTF lessons would be good to use as a long term project use, but class time could be better spent in other ways.Tuesday: August 17. 2015Target: Unit Circle and special triangles (review)Teacher Led Instruction – Unit Circle (1 day)Teacher Note: Students should know unit circle. Khan Academy –video explains symmetry, -F-TF “Properties of Trigonometric Functions” has questions involving symmetry. There is a blank Unit Circle and Answer Key in the Additional Resources.AL COS PRECALCULUSCommon Core StandardCommon Core 30Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. F-TFThursday August 20, 2015 (Started week 1)Target: Graph trig functions using radians NMSI’s Laying the Foundation lesson: Window Pane Graphing of Trigonometric Functions(2 days)Teacher Note: In Algebra II, students are introduced to the graphs of sine and cosine. This lesson provides a review of graphing the sine and cosine parent functions and then introduces translations of trig functions by looking at one period of the graph. Students being familiar with translations of other parent functions will allow them to see the same type of translations happening with the trig functions. Day 1: In the Teacher Notes, teachers are encouraged to model how to make a “pane” with the parent functions. Using the values of the quadrantals in the unit circle are the guides and connection to the unit circle. The teacher is then asked to show students how to do the same “pane” with the translated graph and then translate it onto the coordinate plane. There are several examples given and the “pane” format is on the teacher page which may need to be given to students. Questions 1-5 give equations and ask students to graph on a coordinate plane. Question 6 asks the student to then graph a window “pane” which is just one period. This might be redundant. It might be easier to do the pane and translate it onto a coordinate plane for a few and then just use the coordinate plane for the rest. Day 2: Question 7 asks students to graph the cosecant graph. This is an excellent opening for discussing the reciprocal graphs of sine and cosine and their translations. There is an interactive applet from NCTM that allows students to change different values and see what it does to the graph sin x, cos x, tan x, cot x, csc x, sec x can all be manipulated. The link to this applet listed on the Internet Resource Page for Unit 1. Questions 8-10 are situational problems in which students have to write a trigonometric function that models the situation. ** Use Unit 1 Checkpoint: 2 after completing this lesson.AL COS PRECALCULUSCommon Core StandardCommon Core 18Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases…d) Graph trigonometric functions, showing period, midline, and amplitude. F-IF726Determine the amplitude, period, phase shift, domain, and range of trigonometric functions and their inverses.ALFriday August 21, 2015Target: Application of trigonometric graphsNMSI’s Laying the Foundation lesson: Fitting Trigonometric Models to Data (1 day)Teacher Note: Students should be familiar with trigonometric parent functions, transformations of trigonometric functions, relative maximum/minimum, domain, range. Questions 1-10 are about a Ferris Wheel problem. #11 is optional if you have data collection software. ** Use Unit 1 Checkpoint: 9 after completing this lesson.AL COS PRECALCULUSCommon Core StandardCommon Core 16For 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. Determine odd, even, neither. F-IF418Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases…d) Graph trigonometric functions, showing period, midline, and amplitude.F-IF726Determine the amplitude, period, phase shift, domain, and range of trigonometric functions and their inverses.AL ................
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