Algebra II : Unit #9 - Trigonometric Functions : Lesson #13

Model Trigonometry with a Ferris Wheel Day 1 of 2

Objective: Students will be able to model the movement of a Ferris Wheel using trigonometry.
Standards: HSF-IF.C.7e HSF-TF.B.5 MP3
Subject(s): Math
60 minutes
1 Warm-up and Homework Review - 10 minutes

I include Warm ups with a Rubric as part of my daily routine. My goal is to allow students to work on Math Practice 3 each day. Grouping students into homogeneous pairs provides an opportunity for appropriately differentiated math conversations.  The Video Narrative specifically explains this lesson’s Warm up-Ferris wheel Day 1, which asks students to compare the graphs of sine and cosine.

I also use this time to correct and record the previous day's Homework.

Using Warm Ups As A Hint To The Lesson
Checks for Understanding

I use warm ups for a variety of purposes in my classroom.  Today, the goal was to remind students about the connections between the sine and cosine functions since they will be asked to write equations on the quiz that can be either sine or cosine.  This is an important topic that I want each student to be fresh on.  The goal is that they know that sine and cosine are the same graph with a horizontal shift.  As you can see from my warm up samples 1, 2, and 3, my students were pretty comfortable with this idea.  We shared out as a class to catch any student who was still fuzzy on this topic.  

2 Transforming Trigonometric Functions Activity - 10 minutes

This is a complete lesson found on the MARS (Math Assessment Resource Service) website.  I have broken it up into two days.  Since this is already a wonderful complete lesson, I will share my pacing and key portions but the original should be read if you plan on trying this lesson.  The first thing we will be doing is a quick practice of transformations of cosine functions.  This will help them with the quiz as well as the modeling lesson that we will be doing tomorrow. 

Each student will need a personal white board, marker and eraser (or tissue).  I usually ask one person in each row to get materials for their row.  Another option would be to place the instruction on the board for students to get their materials as they walk in to the room.  In the PowerPoint, I have used their suggested functions for the review.  The students hold up their board as they attempt a problem.  If they make a mistake, I either have them work with their partner to find the issue or give some individual corrective feedback.  After each student has made an attempt, we have a quick discussion regarding the transformation or make a quick sketch on the board if it seems necessary.  Watch your pacing as this could inadvertently eat up a lot of time.  

3 Quiz - 15 minutes

This quiz covers the graphs and transformation of the graphs of sine and cosine.  I have included two versions of the quiz as I alternate quizzes like a checkerboard.  Please read for more information on my Quiz Procedures.  

4 Ferris Wheel formative Assesment - 15 minutes

The first portion of the MARS lesson includes a formative assessment to identify issues students may end up having in the lesson which we will be doing on the next day.  I give this to my students to do right after the quiz.  They are to complete as much of it as they can in the time remaining.  This is an individual assignment to they should attempt it without getting help from each other or you.  This is located on page 12 of the MARS lesson plan. 

After they have turned in their assignment and before the next day, I will look through their work and identify places that the students are struggling.  More on this topic in the MARS lesson plan beginning on page 3. 

I usually do an exit ticket but since there has been no new material, we will skip this today.