and resources Extension homework 4 Match each trig question with a similar quadratic Last 2 questions in the starter Plenary or extension Q Starter: question from starter. Then solve. are more challenging due to Quadratic eqns inclusion of x & y. Stronger related to trig ones students can be encouraged Homework: used later– see Equation set 3 from: to use correct mathematical Routine practice from old notation in their solutions. resources/ textbook attachment ‘Quadratic trig equations worksheet’ 5 Mini-whiteboards: Extend to multiple angles. Deliberate error task - card Ask stronger students to Practice solving trig sort. (see attachment equations with multiple generalise- How can you HW: – ‘Trig equations angles error card always avoid making mistakes Routine practice from old sort’) Students to identify correct cards and order them, and when the subject of the resources/ textbook to describe the mistakes made in the other cards. function is more complex than x? Feed back methods to Tarsia activity: class 6 Starter should prompt the need to find out where Pair strong with middle, middle Plenary or extension Q: sinx=cosx, tanx=sinx, tanx=cosx. Discuss ideas of with weak and be prepared to how to do this and bring out need for algebraic solution. support any of the middle/weak pairings. HW Students draw right angled triangle, label and write Research proof of trig identities down SOHCAHTOA rules. Ask them to work out for angles larger than 90 sinx/cosx and sin^2x+cos^2x from those rules to Ask stronger students for how Or fluency practice discover identities. Apply to solving above problems. to apply the trig identities to the problems. For tanx=cox how can we avoid losing the 0 (Equation set 3 may have been used earlier) solution? Starter Main teaching Notes Consolidation/Plenary Including key questions, key teaching points, models Including Support and Including key questions and and resources Extension homework 7 Students present Proof of sine rule individual or pair work (you could direct them here to How would you explain why –
and resources Extension homework 4 Starter: Quadratic eqns related to trig ones used later– see attachment ‘Quadratic trig equations worksheet’ Match each trig question with a similar quadratic question from starter. Then solve. Equation set 3 from: Last 2 questions in the starter are more challenging due to inclusion of x & y. Stronger students can be encouraged to use correct mathematical notation in their solutions. Plenary or extension Q Homework: Routine practice from old resources/ textbook 5 Mini-whiteboards: Practice solving trig equations Extend to multiple angles. Deliberate error task - card sort. (see attachment – ‘Trig equations with multiple angles error card sort’) Students to identify correct cards and order them, and to describe the mistakes made in the other cards. Tarsia activity: Ask stronger students to generalise- How can you always avoid making mistakes when the subject of the function is more complex than x? Feed back methods to class HW: Routine practice from old resources/ textbook 6 Starter should prompt the need to find out where sinx=cosx, tanx=sinx, tanx=cosx. Discuss ideas of how to do this and bring out need for algebraic solution. Students draw right angled triangle, label and write down SOHCAHTOA rules. Ask them to work out sinx/cosx and sin^2x+cos^2x from those rules to discover identities. Apply to solving above problems. (Equation set 3 may have been used earlier) Pair strong with middle, middle with weak and be prepared to support any of the middle/weak pairings. Ask stronger students for how to apply the trig identities to the problems. For tanx=cox how can we avoid losing the 0 solution? Plenary or extension Q: HW Research proof of trig identities for angles larger than 90 Or fluency practice Starter Main teaching Including key questions, key teaching points, models and resources Notes Including Support and Extension Consolidation/Plenary Including key questions and homework 7 Students present Proof of sine rule – individual or pair work (you could direct them here to How would you explain why
06_trigonometry_as_bom_sow.docx