Secondary Mathematics III

Strand: FUNCTIONS - Trigonometric Functions (F.TF)

Extend the domain of trigonometric functions using the unit circle (Standards F.TF.1-3). Model periodic phenomena with trigonometric functions (Standards F.TF.5-7).

Standard F.TF.5

Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

• As the Wheel Turns
In this task, students use trigonometric functions to model the movement of a point around a wheel and, in the case of part (c), through space (F-TF.5). Students also interpret features of graphs in terms of the given real-world context (F-IF.4).
• Foxes and Rabbits 2
The example of rabbits and foxes was introduced to illustrate two functions of time given in a table. We are now in a position to actually model the data given previously with trigonometric functions and investigate the behavior of this predator-prey situation.
• Foxes and Rabbits 3
The example of rabbits and foxes was introduced to illustrate two functions of time given in a table. The same situation was used in F-TF Foxes and Rabbits 2 to find trigonometric functions modeling the data in the table. The previous situation was somewhat unrealistic since we were able to find functions that fit the data perfectly. In this task, on the other hand, we do some legitimate modelling, in that we come up with functions that approximate the data well, but do not perfectly match, the given data.
• FUNCTIONS - Trigonometric Functions (F.TF) - Sec Math III Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics III - Trigonometric Functions (F.TF).
• Introduction to the Materials (Math 3)
Introduction to the Materials in the Mathematics Three of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
• Module 6: Modeling Periodic Behavior - Student Edition (Math 3)
The Mathematics Vision Project, Secondary Math Three Module 6, Modeling Periodic Behavior. In this module students use a Ferris wheel as a context for constructing conceptual understanding of circular trigonometry. They begin by calculating heights on the Ferris wheel, progress to calculating the heights at a given time on the Ferris wheel, and then, graphing the heights to show a sine function.
• Module 6: Modeling Periodic Behavior - Teacher Edition (Math 3)
The Mathematics Vision Project, Secondary Math Three Module 6, Modeling Periodic Behavior. In this module students use a Ferris wheel as a context for constructing conceptual understanding of circular trigonometry. They begin by calculating heights on the Ferris wheel, progress to calculating the heights at a given time on the Ferris wheel, and then, graphing the heights to show a sine function.
• Module 7: Trig. Functions, Equations & Identities - Student Edition (Math 3)
The Mathematics Vision Project, Secondary Math Three Module 7, Trigonometric Functions, Equations, and Identities, students work with more trigonometric graphs, beginning with the familiar Ferris wheel context.
• Module 7: Trig. Functions, Equations & Identities - Teacher Edition (Math 3)
The Mathematics Vision Project, Secondary Math Three Module 7, Trigonometric Functions, Equations, and Identities, students work with more trigonometric graphs, beginning with the familiar Ferris wheel context.
• Representing Trigonometric Functions - Ferris Wheel
This lesson unit is intended to help educators assess how well students are able to model a periodic situation, the height of a person on a Ferris wheel, using trigonometric functions, and interpret the constants a, b, c in the formula h = a + b cos ct in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time.
• Tidal Waves (pdf)
Students analyze a problem faced by the captain of a shipping vessel. Students may use a range of functions to model the situation and reflect on their usefulness. Because trigonometric functions can be useful, this task would be particularly appropriate for students who have had an introduction to graphing sine and cosine functions.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

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