Syllabus: TRIGONOMETRY Note: 1 period is equivalent to 40 minutes Integration Objectives Concept/Topics Chapter 1 Trigonometric Functions Learning Activities/Strategies Assessment

Subject Values Period Reference 17 Prentice Hall TRIGONOMETRY by Jerome D. 2 Hayden, Bettye C. Hall

To define relations and functions To graph functions in the coordinate plane

1.1 Functions and Emphasize that functional notation f(x) does Coordinate Plane not mean multiplication. Note that the symbol f(x) indicates the second component of an ordered pair and that the symbol f represents a set of ordered pairs. Stress that for a function each member of the domain is paired exactly one member of the range, but that this is not necessarily true for a relation. Student often interchange the domain and range elements. Emphasize that the set of first elements is the domain and the set of the second elements is the range. Illustrate different types of graph and ask student to state whether or not each graph represents a function. Critical Thinking-Predicting ConsequencesAsk students to predict whether a baseball or a feather will hit the ground first if both are dropped from the same height at the same time, assuming that no outside forces, other than gravity, are acting on the objects. Then ask them to give reasons for their answers.

Assignment Geometry Seatwork Quiz

Importance of knowledge

Objectives To define and use the distance formula lines.

Concept/Topics Learning Activities/Strategies 1.2 The Emphasize that 100 -36 = 64 = 8 Distance Formula not 100 - 35 = 10 - 6 = 4 When deriving equation of a circle, emphasize that the coordinates of the origin are (0,0). When writing the equation of a circle that contains a given point, some students may forget to square the r, yielding x + y = r. Remind them that 3 + 4 = 5, not 5 Ask student to explain whether or not -72 can be simplified in the system of real numbers. 1.3 Angles in the Coordinate Plane Emphasize that for an angle to be in standard position, its vertex must be at the origin and its initial side must correspond to the positive x-axis. Point out that in geometry, the measure of an angle is always positive, but in trigonometry the measure of angle may be positive or negative. Coterminal angles can be defined as angles that share a terminal side. That is, 1/2 rotation clockwise and 3/2 rotations counterclockwise from coterminal angles.

Integration Assessment Subject Values Assignment Engineering Accuracy Seatwork Quiz

Period 1

Reference

To measure angles in rotations and in degrees To find the measures of coterminal angles

Assignment

Entertainment

Accuracy

Seatwork Quiz

Objectives To measure angles and arcs in degrees and radians To change from degree measure to radian measure and from radian measure to degree measure

Concept/Topics 1.4 Angle Measure in Degrees and Radians

Learning Activities/Strategies Review the fact that the measure of a central angle is the same as the measure of its intercepted arc. When changing from degree measure to radian measure and the reverse, emphasize that the sign remains the same. It would be helpful if students would memorize the radian equivalents for 0, 30, 45, 60, 90, and 180. Some students will use the wrong conversion factor when changing degrees to radians and vice versa. Stress that when changing from degrees to radians, students should use the conversion factor with p in the numerator and when changing from radians to degrees, students should use the conversion factor with p in the denominator. Ask students to discuss the similarities and/ or differences between the radian measures of the central angles of a circle with radius of 5 which intercepts an arc of length 5 and a circle with radius 10 which intercepts an arc of length 10.

Integration Assessment Subject Values Period Assignment Architecture The importance 2 Seatwork of joint effort Quiz in doing a task

Reference

Objectives Concept/Topics To solve problems involving 1.5 Applications: arc length, angular velocity, Angular and and linear velocity Linear Velocity

Learning Activities/Strategies Ask students to discuss the similarities and or differences between linear and angular velocity. Give examples of each in everyday situations. Explain how to calculate the linear velocity in miles per hour of a ca wheel that turns completely around 14 times every second and has a diameter 2 ft long.

Assessment Assignment Seatwork Quiz

Integration Subject Values Algebra Diligence

Period 2

Reference

To define the cosine and 1.6 Cosine and sine functions Sine Functions To evaluate the sine and cosine functions of an angle given a point on its terminal side

When developing reference triangles, give Assignment examples that involve 30-60-90 triangles Seatwork and 45-45-90 triangles. Quiz Give a right triangle with x, y representing the legs and r representing the hypotenuse. Review the Pythagorean theorem as it will be used in finding the sine q and cosine q. Guide students how to find the sine and cosine function. Point out that there is a close relationship between the circular functions and the corresponding trigonometric functions. In fact, the circular functions and angle functions have identical properties. Ask students if angle is not in standard position, how could you find the values of sine and cosine using the methods discussed in this lesson.

Algebra

Diligence

Objectives To define the tangent, cotangent, secant, and cosecant functions To evaluate the trigonometric functions of an angle

Concept/Topics 1.7 The Trigonometric Functions

Learning Activities/Strategies Emphasize that the quadrant of the terminal side determines the sign of the trigonometric function. Since r is always positive, the signs of the trigonometric functions are determined by the signs of x and y . Present the six trigonometric functions and the reciprocal trigonometric functions. Ask students to tell what other information they must be given in order to find the coordinates of a point on the terminal side of an angle qin standard position if the value of one of the six trigonometric functions is given. Ask them to explain their answers.

Assessment Assignment Seatwork Quiz

Integration Subject Values Surveying Diligence

Period 2

To find the values of the six trigonometric functions of special angles

1.8 Trigonometric Interchange radian measure with degree Functions of measure so that quadrantal angles and the Special Angle other special angles (30, 45, 60) are recognized both ways. The relationships of the lengths of the sides of a 30-60-90 triangle are often confused with those of a 45-45-90 triangle. Emphasize that the ratio of the lengths of the legs in a 30-60-90 triangle is 1:3, and the ratio of the lengths of the legs in a 45-45-90 triangle is 1:1.

Assignment Construction Seatwork Quiz

Objectives To find decimal approximations for the values of the six trigonometric functions for all angles. To find the measure of an angle given the value of one of its trigonometric functions

Concept/Topics 1.9 Evaluating Trigonometric Functions

Learning Activities/Strategies Point out that calculators are only effective if the correct keys are used. Stress that since secq = 1/cos q, csc q = 1/sin q, and cot q = 1/tan q, the cos key followed by the 1/x key is used to obtain secant, and so on. Point out that the inverse key is the second function key in some calculators. When finding an angle measure from the values of trigonometric functions of the angle, be sure that students realize that there may be more than one angle measure that satisfies the condition. Without using calculators, ask the students how they would evaluate cot y, sec x, and csc q , given the values: sin q = 1/2, cos x = 3/2, tan y = -5/6.

Assessment Assignment Seatwork Quiz

Integration Subject Values Algebra

Period 2

Mastery Test

rentice Hall