Have a great summer!
Students turned in their work from 13.4 - review and completed their last test of the year!
Have a great summer!
Students received their DMA - trig back from yesterday. We discussed some common errors. Then we used the rest of class to go over the review 13.1 - 13.5.
HW: Complete the review 13.1 - 13.5. Your last test is tomorrow over 13.1 - 13.5.
Students completed a full page entrance slip and we went over it in class. Students then completed the district math assessment on trig.
HW: Complete the review 13.1 - 13.5. Last test over 13.1 - 13.5 is Thursday, 5/24.
We worked through the 3 pages in the WS Sinusoidal Models Packet. We saw how we could use the given information to identify the A, B, and C values for a sine or cosine function. We used desmos.com to check the reasonableness of our equations.
Students also turned in their books.
HW: Complete WS Sinusoidal Models. The last DMA on trig (13.4 - 13.5 is tomorrow). Last test is Thursday, 5/24.
Students completed (& we went over it) an entrance slip on identifying the amplitude, period, frequency, midline, and range of a give sine or cosine function. Students also created an equation to match a given graph.
Then we looked at a real-world problem that can be modeled with a cosine function, the high and low tides. We created a graph of the situation and an equation to match it.
HW: Complete WS 6 graphs. Bring your book to return on Monday, 5/21.
Students completed a 4 question warm-up and we went over it in class.
We played a Kahoot game that reviewed key features of the sine & cosine functions & generating the equation for a given graph.
HW: Complete the 6 graphs on today's worksheet.
We went over WS 13.4 and showed how to make the sine graphs. We looked at how to find the amplitude: |a|, frequency (b), and the period for a given graph.
Then we used our values from the unit circle to complete the cosine table from -2pi to 2pi and then created the graph. We looked at the features of the cosine graph and found that some were the same as the sine funciton. One big difference is that the cosine graph starts at the max or minimum value. We also looked at the vertical shift and how it moves the midline up or down from the x-axis. We also were able to identify the correct parent function (sine or cosine) based on its y-intercept.
Use the links below for reivew or practice
https://www.youtube.com/watch?v=YVQbGZ9KfFM up to the 5 minute mark
HW: Complete WS 13.4 Test Prep (this is on the back of WS 13.4 Reteaching)
Students completed their Quiz 13.1 - 13.2. Then they had time to work on completing the rest of WS 13.4.
HW: Complete WS 13.4.
We started by calculating values of the sine function at easy points on our unit circle: 0, pi/2, pi, 3 pi/2 and 2 pi. We plotted these with desmos (and the graphing calculator) and the used the animation below to create the graph. We saw the range of values was between 1 and -1; the graph was periodic with a period of 2 pi. We also named the x and y -intercepts. We completed the sheet on the features of the sine graph. We also discussed how to find the amplitude and period from a given equation in the form: y = a sin (bx).
Animation of the the graphs of sine and cosine:
HW: Complete the WS 13.4 Reteaching & WS 13.4 Practice 1 - 9.
We looked at another way to measure an angle instead of degrees. We found that we could describe an angle using the ratio of the arc length to the circle's radius (called a radian). We converted between radian measure and degree measurements (360 degrees = 2 pi radians). We used this fact to create a proportion so that we could determine either the radian measure given the angle in degrees or vice versa.
Use the links below for help/review
HW: Complete WS 13.2 and your 13.2 packet (except for the last page - test prep 13.2)