Students understand that some periodic behavior is too complicated to be modeled by simple trigonometric functions. Students will graph and write equations of translations of trigonometric functions Domain : Building Functions Enduring Understanding(s): Use the textbook resources to address Vocabulary Cluster: Build new functions from existing procedural skill and fluency. Cosine, sine, and tangent have reciprocals Cosecant, secant, cotangent functions named secant, cosecant, and cotangent. F-BF.B.3 Pearson Reciprocal can be evaluated on what has Journaling/Prompt 13-8 Reciprocal Trigonometric Functions been previously learned about sine, cosine, Domain: Interpreting Functions Glencoe Compare and contrast the graphs y = sec x and tangent. Cluster: Interpret functions that arise in 13.9 Inverse Trigonometric Functions and y = csc x. applications in terms of the context The graphs of reciprocal trigonometric Additional Resources functions have asymptotes when their Lesson Videos: denominators are equal to zero. Essential Question(s): Domain: Interpreting Functions Cluster: Analyze functions using different What error regarding secant and cosecant representations is easy to make? F-IF.C.7e F-IF.C.9 Objective(s): Students will evaluate reciprocal trigonometric functions. Students will graph reciprocal trigonometric functions. Trigonometric Identities (Allow approximately 1-2 weeks for instruction, review, and assessment) Domain: Trigonometric Functions Use the following Lesson(s) and task(s) to Enduring Understanding(s): Vocabulary Cluster: and apply trigonometric identities. introduce concepts/build conceptual trigonometric identities can Trigonometric Identity understanding. Prove the Pythagorean identity be used to verify other identities. sin2 (θ) + cos 2 (θ) = 1 and use Trigonometric identities can be engageny Algebra II Module 2, Topic B Journaling/Prompt it to find sin(θ), cos(θ), or tan(θ) used to simplify trigonometric Lesson 15 given sin(θ), cos(θ), or tan(θ) Develop your own trigonometric identity.
Students understand that some periodic behavior is too complicated to be modeled by simple trigonometric functions. Students will graph and write equations of translations of trigonometric functions Domain : Building Functions Cluster: Build new functions from existing functions F-BF.B.3 Domain: Interpreting Functions Cluster: Interpret functions that arise in applications in terms of the context Domain: Interpreting Functions Cluster: Analyze functions using different representations F-IF.C.7e F-IF.C.9 Enduring Understanding(s): Cosine, sine, and tangent have reciprocals named secant, cosecant, and cotangent. Reciprocal can be evaluated on what has been previously learned about sine, cosine, and tangent. The graphs of reciprocal trigonometric functions have asymptotes when their denominators are equal to zero. Essential Question(s): What error regarding secant and cosecant is easy to make? Objective(s): Students will evaluate reciprocal trigonometric functions. Students will graph reciprocal trigonometric functions. Use the textbook resources to address procedural skill and fluency. Pearson 13-8 Reciprocal Trigonometric Functions Glencoe 13.9 Inverse Trigonometric Functions Additional Resources Lesson Videos: Vocabulary Cosecant, secant, cotangent Journaling/Prompt Compare and contrast the graphs y = sec x and y = csc x. Trigonometric Identities (Allow approximately 1-2 weeks for instruction, review, and assessment) Domain: Trigonometric Functions Cluster: and apply trigonometric identities. Prove the Pythagorean identity sin2 (θ) + cos 2 (θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) Enduring Understanding(s): trigonometric identities can be used to verify other identities. Trigonometric identities can be used to simplify trigonometric Use the following Lesson(s) and task(s) to introduce concepts/build conceptual understanding. engageny Algebra II Module 2, Topic B Lesson 15 Vocabulary Trigonometric Identity Journaling/Prompt Develop your own trigonometric identity.
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