Trigonometry
10th grade, Algebra 2
Established Goals
Students will be able to
model periodic phenomena
with trigonometric
functions: F-TF.B.6, 7.
Students will be able to
prove and apply
trigonometric identities: F-
TF.B.8,9.
Students will be able to
define trigonometric ratios
and solve problems
involving right triangles:
G-SRT.C.6, 8.
Students will be able to
apply trigonometry to
general triangles: G-
SRT.D.9,10, 11.
Math practices:
 MP 1: Students will
be able to make
sense of problems
and preserve in
solving them.
 MP 4: Students will
be able to model
with mathematics.
 MP 6: Students will
be able to use
appropriate tools
strategically.
 MP 7: Students will
be able to look for
and make use of
structure.
Stage 1
Transfer
Students will be able to independently use their learning to
interpret real world geometric representations around them
to make models, think like engineers, and make use of
mathematical structures found in Trigonometry.
Meaning
UNDERSTANDINGS: ESSENTIAL QUESTIONS:
Trigonometry applications Where are periodic functions in
are found all around us. the world around us?
Using common How can we identify something
relationships (identities and as a periodic function?
conversions) can be useful
when solving a problem. How are functions and their
inverses related?
Any cyclical occurrence
can be represented by a How are shifts in properties of
periodic functions seen in real
trigonometric function.
life?
Finding one solution can
Why do some trigonometric
help find many and all
functions have asymptotes?
solutions when a
occurrence is cyclical. How is symmetry and patterns
useful for creating real world
models?
How are proportions of angles
and sides useful?
 Acquisition of Knowledge and Skill

Students will know: Students will be skilled at:

 that all trigonometric  identifying and graphing
functions and values periodic functions
are derived from all  deriving values from the
triangle angles and unit circle
sides and the  finding symmetrical
Pythagorean theorem angles
 that periodic behavior  convert degrees and
is cyclical behavior radians freely
that can be modeled  estimating and calculating
with trigonometric features of sine, cosine,
functions and tangent curves
 translating cosine and sine
curves
 Using reciprocal trig
functions and standard trig
functions to solve applied
problems

Stage 2 – Evidence

Evaluative Criteria: Assessment Evidence: Students will need to show their

Throughout the unit, there learning by creation of a final presentation, with reflections
will be various homework on peer feedback.
assignments, Do Now’s,
and Exit Tickets judged
on various criteria
(completion versus
accuracy). There are
several quizzes, rather
than a final chapter test,
due to the time of the year.
There is also a final
project, see rubric.
Transfer Tasks: (What Other Evidence: (What other
assessments will provide evidence will you collect to
valid evidence of transfer determine whether Stage 1
and understanding (and goals were achieved?)
other Stage 1 goals)?)
All math practices and content
Throughout the unit, there standards are reinforced
will be several Do Now’s, throughout this unit.
Exit Tickets, quizzes, and
final project. In the final
project, students will be
using their trigonometric
knowledge to evaluate a
crime scene and make an
‘arrest’. Students will be
judged based on their
reasoning, as there can be
more than one right
answer.
For the Do Now’s, Exit
Tickets, and any
homework, they are
graded on accuracy and/or
completion. For holistic,
non-computational
activities, they will be
graded on accuracy of
reasoning; for
computational practice,
they will be graded on a
demonstration of
knowledge and
completion.
Quizzes will be
computational and
explanatory. They will
test 3 to 4 sections at a
time and demonstrate all
content standards.
 Stage 3 – Learning Plan

To see detailed lesson plans, please follow the below link. In sum, this is a 26 to 27 day
unit (over 27 days because of half days), with quizzes and a final project. There is no
chapter cumulative test; the project is meant to demonstrate overarching knowledge of
students about probability. Quizzes check understanding of computational and littler ideas
in the chapter. Below you can see a summarized breakdown of each day: the hook, activity
for the day, and the objectives for each day.

https://drive.google.com/open?id=1oJB4pNM6WlX42n0h-oe86OtfqxCrrlfq

Day 1
 Hook: Students will be asked to identify a common feature of periodic functions in
real life, without knowing the definition.
 Activity: Students will work in groups on a guided discovery worksheet.
 Objective(s): Students will be able to sketch and identify periodic functions.
Students will be able to calculate amplitude and identify features of periodic
functions (cycle, period, min/max points). Lastly, they will be able to find real life
examples of periodic functions.

Day 2
 Hook: Students will look at a picture of clock and estimate the angle formed by the
minute and hour hands.
 Activity: Students will work on guided lecture and in groups to work through the
objectives below. They will fill out their unit circles for the rest of the unit.
 Objective(s): Students will be able to calculate sine and cosine values, given a
degree measurement. Students will be able to identify coterminal angles. Students
will be able to sketch angles in standard position.

Day 3
 Hook: Given certain measurements, find the arc length of a piece of pie.
 Activity: Similar to the day before, students will work on guided lecture and in
groups through objectives below. They will fill in radian values on the unit circle.
 Objective(s): Students will be able to convert from degrees to radians, and vice
versa, and understand the relationship between them. Students will be able to find
the intercepted arc length.

Day 4
 Review of radian measure, given delay of yesterday (HALF DAY)
Day 5
 Students struggled with these sections, review of sections 13-1 to 13-3. They will
work in groups to complete the review and do remainder for homework if not
completed.

Day 6
 Quiz day

Day 7
 Hook: Students will complete a Ferris wheel problem that they can use sine and
triangles to find, without relating to unit circle.
 Activity: Students will work on guided discovery sine worksheet in partners or
groups.
 Objective(s): Students will be able to estimate values of sine and cosine
graphically. Students will be able to calculate period and amplitude for sine
function. They will also be able to identify other features (such as asymptotes) for
sine.

Day 8
 Hook: Students will complete a Ferris wheel problem that they can use cosine and
triangles to find, without relating to unit circle. This day will mirror sine day.
 Activity: Students will work on guided discovery cosine worksheet in partners or
groups.
 Objective(s): Students will be able to estimate values of sine and cosine
graphically. Students will be able to calculate period and amplitude for cosine
function. They will also be able to identify other features (such as asymptotes) for
cosine.

Day 9
 Quiz day – offered partner applied quiz or individual computational quizzes. This
worked very well. I also offered to take the super score, which allowed ‘ahead’
students to keep moving.

Day 10
 Hook: Given 2 sides of a right triangle (2 legs), find the remaining sides and
angles.
 Activity: Students will work on guided instruction/group work problems for the
remainder of the lesson.
  Objective(s): Students will be able to find tangent values geometrically and
graphically. They will be able to calculate period and amplitude of tangent; they
will be able to identify other features (asymptotes, etc.) for tangent.

Day 11
 Hook: Graph sine and cosine on calculator.
 Activity: This was a shortened period, so it followed a guided instruction style
lesson on shifts of cosine and sine, looking at graphs and how certain
additions/subtractions to areas of the functions move the graphs.
 Objective(s): Students will be able to find translations of sine and cosine, given
description, or given function, define translation. They will be able to sketch
translations without a calculator.

Day 12
 Hook: Draw a picture of the following situation: a firefighter has a ladder and
needs a 5 foot extension. How tall does his ladder need to be, given the height of
the building.
 Activity: Today will be a guided instruction day with group work. It will follow a
“we do”, “they do” model to work through how to use reciprocal trigonometric
functions.
 Objective(s): Students will be able to define reciprocal trigonometric functions and
use them to solve problems. Students will be able to find these values graphically
or using a unit circle. Students will be able to sketch reciprocal trigonometric
functions.

Day 13-14 (1.5 days)

 Quiz review days in jigsaw fashion. Students will work in groups on assigned
problems, then will be reassigned to new groups to teach other how to do other
problems.

Day 15
 Quiz day

Day 16 (half day)

 Hook: Students brainstorm what ‘identity’ means.
 Activity: Guided instruction on how to create proofs and simplify identities. In the
future, I would spend a half day talking about proofs, what they mean, why they are
important, and how to ‘do’ one.
  Objective(s): Students will be able to find domain of validity for all trigonometric
functions. They will be able to prove complex identities using simple ones. They
will be able to simplify trigonometric identities.

Day 17
 Hook: Find domain and range of sine. Now find domain and range of inverse sine.
How are they the same? How are they different? What does this mean about
functions and their inverses?
 Activity: Guided instruction/“they do” problems in small groups or partners to
learn about inverse trigonometric functions.
 Objective(s): Students will be able to solve trigonometric equations using inverse
identities. They will be able to find inverse trigonometric values with unit circle,
calculators, and graphs.

Day 18
 Hook: Given a point, find the ray and the angle formed by the ray and the x axis.
 Activity: Students will work on guided discovery worksheet in small groups,
breaking out to share out in class, in between sections.
 Objective(s): Students will be able to find trigonometric values using unit circle
and calculators. Students will be able to find triangle distances using trigonometric
functions. Lastly, students will use these skills to solve applied problems.

Day 19
 Quiz day

Day 20
 Hook: Find the height of the triangle (using skills from day prior). Will be taken as
an extra credit homework check.
 Activity: Today we will derive a new formula for area of a triangle and law of
sines. Then students will work on guided activity in groups/for homework.
 Objective(s): Students will be able to find areas of triangles using trigonometric
functions. Students will be able to use the law of sines to find sides and angles of
triangles. Students will be able to use these skills to solve applied problems.

Day 21
 Hook: Find the area of the triangle (non-right). This will be, again, a extra credit
homework check.
 Activity: Today we will derive the law of cosines. Then students will work on
guided activity in groups/for homework. This will follow a similar format from
yesterday. I removed the derivation of law of cosines because students were behind
from the day prior.
  Objective(s): Students will be able to use the law of cosines to find sides and
angles of triangles. Students will be able to use these skills to solve applied
problems.

Day 22
 Hook: Take out homework and identify (circle or highlight) 3 problems that are
areas of concern.
 Activity: Students will work on guided discovery activity in small groups.
 Objective(s): Students will be able to derive negative angle and cofunction angle
identities; then they will be able to use these to solve problems. They will be able to
solve trigonometric equations.

Day 23
 Hook: Again, identify 2 problems that you struggled with.
 Activity: Similar to day prior, except worksheet will only take half of the class;
other half used for quiz review.
 Objective(s): Students will be able to use double and half angle identities to solve
problems. They will be able to represent trigonometric functions many different
ways (i.e. sine = opposite/hypotenuse = y value on unit circle, etc.)

Day 24
 Final quiz

Day 25-27
 Hook: Intro video to blood spatter analysis
 Activity: Students will complete various experiments and then use their skills to
solve a crime.
 Objective(s): Students will use all trigonometric and geometrical skills to solve a
real world problem in blood spatter analysis field.