Specific Expectations
2.3 make connections between the sine ratio and the sine function and between the cosine ratio and the cosine function by graphing the relationship between angles from 0º to 360º and the corresponding sine ratios or cosine ratios, defining this relationship as the function f(x) =sinx or f(x) =cosx, and explaining why the relationship is a function
2.4 sketch the graphs of f(x) =sinx and f(x) =cosx for angle measures expressed in degrees, and determine and describe their key properties
Materials
Spaghetti, yarn, paper, glue.
Important Terminology
Sine, Cosine, Unit Circle, cycle, domain, range, intercepts, amplitude, period, maximum and minimum values, increasing/decreasing intervals
Background Knowledge
An understanding of the definitions of the sine and cosine ratio.
Lesson Sequence
Follow lesson 1 of Spaghetti Trig, using angles in degrees instead of radians. Split the students into groups of 2 or 3, have half the students do sine and half cosine.
Key Questions
What is the relationship between the graph and the sine ratio? Is it a function? Why is it called a "unit circle", what are the cycle, domain, range, intercepts, amplitude, period, maximum and minimum values, increasing/decreasing intervals
Assessment
Formative: Have the students answer the key questions in their math journals
Enrichment
Those who are finishing early can add more angles to their project.
Remediation
Extra time can be given to students who need it. Since it's group work, you can match students with difficulties with students that can support them.
Implications for Future Lessons