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|4-5 Cosecant and Secant Graphs |Instructional Support | |

| |What tools or resources will students have to use in their work that will give them entry| |

| |to, and help them reason through, the activity? | |

|Task |Students will be able to use their set of guided notes on their assignment along with |Learning Goals (Residue) |

|What is the main activity that students will be working on in |their calculators if they choose to graph using their calculators. They may refer to |What understandings will students take away from this activity? |

|this lesson? |their textbook for additional examples of secant and cosecant graphs. | |

|Students will complete their graphing segment of this unit | |Students should be able to find the asymptotes of secant and |

|today. They will be handed a guided set of notes in which they| |cosecant functions and then graph these functions. They should |

|will explore the graphs of cosecant and secant functions. | |be able to identify graphs of secant and cosecant by their |

|Students will learn how to find the period and asymptotes of | |distinct features such as they include asymptotes and parabolic |

|these functions and then how to graph them. They will also | |curves in between each asymptote. |

|experiment with graphing these functions on their calculators | | |

|and changing the window to fit the functions. Students will | | |

|work in partners once again to try the examples in the guided | | |

|notes. They will share their work with the class. Students | | |

|will end class with their last embedded assessment for my | | |

|unit, which is a post-test of the six trigonometric graphs. | | |

|They will match the graph to the corresponding trig function. | | |

| |What questions might you ask students that will support their exploration of the activity| |

| |and bridge between what they did and what you want them to learn (the two green boxes)? | |

| |To be clear on what students actually did, begin by asking a set of assessing questions | |

| |such as: What did you do? How did you get that? What does this mean? Once you have a | |

| |clearer sense of what the student understands, move on to appropriate set of questions | |

| |below. | |

|What are the various ways that students might complete the |What is the reciprocal equation that is equal to cosecant? |Evidence |

|activity? |What is the equation for secant? |What will students say, do, produce, etc. that will provide |

| |Thus at which points for each of these equations is the function considered undefined? |evidence of their understandings? |

| |If the function is undefined at a given point what is present on the graph? | |

| |Describe the method of graphing sec and csc, through the use of sin and cos. | |

| |What equations does one use if they are looking to find the period of a sin or cosine | |

| |function? | |

| |What equations does one use if they are trying to find the asymptotes of a csc or sec | |

| |function? | |

| |What distinguishing characteristics do sec and csc functions have? | |

|Students may identify the reciprocal function that corresponds| |Students will complete a homework assignment where they are |

|with the given function and then find the period. Then they | |asked to graph secant and cosecant functions. They will take a |

|may graph the reciprocal function and then find the curves of | |post-test on the graphs of the six trigonometric functions where|

|the sec or csc graph based upon the max and min of the sin or | |they are asked to match the graph with its function. |

|cos function. They can then draw in the asymptotes. | | |

|Students may choose to find the asymptotes of the given | | |

|function and then draw those in along with the csc or sec | | |

|curves. | | |

|Students may graph their function using their calculator and | | |

|choosing an appropriate window. | | |

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