CHAPTER: Sine Function

Prerequisites
I.
Writing expressions, equations and function definitions.
A. This is crucial for creating rules of sine functions (or any functions).
B. Equation vs. a function.
II.

Angles and Angle Measures.

A. An angle is the union of two rays with a common vertex. It is an object.

B. The openness of the angle is what we are measuring, and an angle measure is a varying
quantity
III.

Domain and Range. Input and output.

A. What are the possible values of inputs of a function? Domain. Must be a quantity of angle
measure. Input is one value or quantity while domain is the set of all of those possible inputs.
B. What are the outputs of a sine function?

Learning Goals
Vertical Distance
What I mainly want my students to understand is that we use the sine function to
express the relationship between the vertical distance of the point on the arc above the
horizontal diameter measured in radius lengths; where a is the angle measure, which is the
input for a sine function. For example if sin(a) = .95, the vertical distance is .95 of the radius.
I.

I also want my students to be able to be able to determine the value of sine function at any

II.

given measure, be it radians or degrees.

We can express the vertical distance of an object using sine functions from any given horizontal

III.

lines that is above or below the circle by using the horizontal diameter of the circle.
Proper units of measure. When determining vertical distance, I want my students to distinguish

IV.

between the units of length (metric or whatever) or in terms of radius lengths.

Input and output of a sine function
A. Inputs must be angle measure from the 3oclock position at
counterclockwise direction
B. Outputs is the vertical height from the horizontal diameter

V.

The argument (what is inside of a parenthesis of sine functions) is also an angle measure. (the
theta)
Sine graph
I.
Period : Is the length of how long it takes for a sine function to cycle through all the
II.

possible outputs of a sine function.

Amplitude: In a graph, its the distance (magnitude) from the midline to the minimum

III.

or maximum value. It also represents the radius of a circle.

Intercept: When the angle measure is 0, what is the vertical distance of the object
from the horizontal diameter?

Bell work (this will be used to start a conversation with the students
Using a piece of string measure the thick line using the thin line. (How much of the thin lines will
fit in the thick line)

A)

B)

C)

D)

Dialogue with Students

Teacher: Focusing on c and d., how did some of you guys measure the thick lines using the thin lines?
Student: well, I kind of just estimated how long the thin line is compared to the thick line.
Teacher: and what did you get for c?
Student: I thought the thick line is half as much as the thin line. For a thin line is twice as big as the thick
line.
Teacher: Right. And you did a similar type of comparison on d?
Student: Yes. I thought the thick line was two times as big as the thin line.
Teacher: I like that. So we can measure thick lines like those using thin lines, huh?
So in this next slide. We are going to measure lines ones again. However, this time I will give you a
reference point.

Teacher: So imagine this is a Ferris wheel with a radius of 1 your starting point is at 3 oclock position
and then the wheel starts turning counterclockwise, and then it stops at point C. Focusing on the segment
DC, it indicating your height, or your vertical distance from the horizontal diameter of the Ferris wheel.
Imagine that is your thick line, and the radius is your thin line. Do the same procedure as you did in the
bell work. Use the radius as your ruler and measure that vertical distance from the point D on the
horizontal diameter to point C on the circle.

So basically, what we have here (the Ferris wheel) is a circle of radius one. I created points on the circle,
C and B. And on the radius I have points D and E. So we have that one line segment,

D C. Lets try

and compare that length to the radius. Ask yourselves. How many times as large is the segment DC
compared to the radius?
Student: Since the AD is also a radius, and its measured as 1 radius. I traced the point C to the vertical
axis, and the length is .8 of the radius.

Teacher: Precisely. This is what we call the sine value at that terminal ray from the initial ray of 3 oclock
position, with an angle measure we dont know it precisely but we will call it theta.

Talk about Chart and plotting the points here

The teacher should let the students do the plotting of points and then ask the behavior in the
intervals for specific angle measures. Talk about how youre supposing that the Ferris wheel is
rotating and you are choosing some points that the you have traveled on (that being points H, C,
K, M, etc.) Have the students discover what the behavior of sine graphs.

Possible questions to ask:

1. How many radius lengths is the point HI above the horizontal diameter (ask several
questions like this but on different angle measures)
2. What is the maximum output value?
3. What is the minimum value?
4. For the Ferris wheel to cycle through the all the vertical distances
from the horizontal diameter in a specific behavior?

Concludes to

Asin(Bx) + C
Where
A is the amplitude (magnitude from the midline to the maximum or minimum value)
B is the period, which can be acquired from having the students think about how long it takes to
cycle through all the outputs of the function
C is the intercept. To give Contextual, meaning have the students think about what if the wheel is
elevated above ground and you want to describe the vertical distance from the horizontal diameter. The
minimum output value in this case would be changed.

Formative Assessments

Purpose: to Make meaning out of the unit circle (this could be given after the lecture)

Instruction: determine the vertical distance (sine value) of the angles from the horizontal
diameter. Assuming that the angle measures are measured from the 3oclock position and is
rotating counterclockwise direction.

Purpose: Focusing on definitions-- Period, amplitude, midline, H.,V. intercepts And also to also
find out what the teacher did not explain well.

What is the output of a sine function?

Period: For the values of sin ( )to vary through the cycle of its outputs, the
value of the argument must increase from 0 to __?

Describe the relationship between the midline and the amplitude

How do we determine the amplitude of a sine function when represented a
graph? What does it represent?

Criteria: For each question

100% - If the students give the complete and correct definition for each as well as their
contextual meaning
50% - The student gives partial definition and gives a contextual examples but not the
meaning.
0% - Student has no idea what it means. Or can kind of describe what the term means but
cannot give a contextual meaning or example.

Summative Assessment (solutions included)

You and a bunch of other scientists have created a high-speed rover that will be sent on
the moon that will be used to gather data about the surface of the moon that a similar
rover will be later used to gather data on other planets. What You and your team wants to
find out is how fast can the rover travel around the moon. Suppose that you one of the
observers who is gathering data by locating the rover on the moon. You noticed that the
rover started traveling from the 3 oclock position and is traveling counterclockwise
around the moon. Given that the radius of the moon is 1700 meters. Answer the following
questions:
I) What is the circumference of the moon in meters?

2(1700) I want my students to see that the circumference of a circle is 2(r)

because there are 2 radius lengths in any given circle; where r is the length of the radius.

II) Suppose that the rover has travelled 25% of the entire circumference of the moon
a.) How many radius lengths has the rover travelled so far? (
a.) (1/4)(2) Arc length: a portion of the circle in radius lengths is a portion of
2pi.

b.) How many miles has the rover travelled so far?

a. A portion (25%) of the circumference in this case, but in miles.
c.) How far is the rover above the horizontal diameter of the moon? Give a
response in units of radius lengths and miles
a. Since the rover has traveled 25% of the entire 2, then the rover has traveled
/2 radiuses of the entire travel. Since there are /2 radii, then (/2)*rshouldgive
thedistancethattheroverhastraveledsofarinmiles.

III.) The entire travel

a) What is the maximum distance above the horizontal diameter of the moon can the
rover travels in miles?
a. The maximum is the length of the radius:.1700 miles
b) What is the sine value at this point?
a. I want my students to determine the sine value at this angle
c) What is the minimum value that the rover can travel above the horizontal diameter of the
moon in radius lengths?

a) What is the period of the function?

pi
b) What is the minimum output value of this function?
-4
c) What is the maximum output value of this function?
-1
d) What is the midline of the function?
-2.5
e) What is the amplitude of this function?
1.5
f) Define a function, g, to represent the behavior of the graphed function in terms of the
angle measure a.
g(a) = 1.5sin(4a) 2.5
This is for the students to be tested on the components of a sine function.
CHAPTER: Cosine Function
Learning Goals:

1. Students will understand the cosine function and define it by

a. Realize that cosine is the name of the function
b. Understand that its input (theta) is the measure of an angle
starting from the 3 oclock position and measured
counterclockwise
c. Comprehend its output is a horizontal distance to the right of the
vertical diameter, measured in radius lengths
i. This means that cosine can have positive and negative
values
ii. In order to express this distance in whatever units the
length of the radius is expressed in (inches, feet, etc.), the
output of cosine (in radius lengths) is multiplied by the
length of the radius (in length units per radius length)
iii. This distance being measured is the intersection point
between the terminal ray of the angle, and the circle itself.
This means that the maximum distance of the point from

the vertical diameter will be 1 radius length, either to the

right (1 radius length) or to the length (-1 radius length).
By measuring in units of radii (instead of feet, inches, etc.)
we can restrict the range of cosine to [-1,1], regardless of
the size of the radius (and therefore the circle)
2. Students will understand the relationship represented by the graph of
cosine as being the relationship between (the measure of an angle
from the 3 oclock position measured counterclockwise) and

cos ( )

(a

horizontal distance to the right of the vertical diameter).

a. Students will develop an understanding for the behavior of the
graph.
i. Since there is no limit to how open (or closed) the angle
being measured can be, can be any real number. In
other words, the domain of the cosine function is (-,).
ii. Since the output of cosine tracks the horizontal distance to
the right of the vertical diameter in radius lengths, the
maximum distance of the tracked point from that diameter
is one radius length in any direction. Thus, the range of
the cosine function is [-1,1].
iii. Since the cosine function tracks the point of intersection
between the terminal ray of an angle and a circle, the
relationship of the input and output quantity is cyclical,
meaning the graphical representation of this function will
repeat itself indefinitely
Prerequisite Understandings:

1. The measure of an angle is the openness between its initial and

terminal ray
2. Angle measure can be representing a fractional portion of the
circumference of a circle
a. Therefore, the initial and terminal rays of the angle can be said
to intersect this circle, and the distance between the vertex of
the angle and this intersection point is the radius of the circle
3. The difference between radians and radius lengths (radii)
a. Radians are a measure of the openness of an angle (angle
measure)
b. Radius lengths (or radii) are a measure of distance or length.
i. By measuring in radius lengths, we are measuring lengths
with a ruler the size of one radius, i.e. 10 feet measured

with a ruler of a radius that is 5 feet long is 2 radius

lengths
c. There is a one-to-one correlation between the measure of an
angle in radians, and the length of the arc subtended by that
same angle in radii, i.e. an angle measuring one radian subtends
an arc with the length of one radius
4. Tying all the way back to when functions were first introduced,
students will recall that functions represent the relationship between
two variable quantities. cos ( ) is function notation for the output of
the cosine function for any input . Graphs are just another visual
representation of the relationship in the function (in this case between
and cos ( )
5. The previous lesson(s) will have been on the sine function, and how it
relates to circular motion. ( sin ( ) represents the vertical distance
above the horizontal diameter)
Connections:

1. Understanding the behavior of the cosine function stems directly from

understanding function definitions
a. cos ( ) is an output value obtained by taking an input of
and plugging it into a function named cosine
2. Understanding the graph of cosine ties back to defining meanings for
graphs
a. Graphs are a visual representation of the relationship between
two varying quantities, in this case (an angle measure) and
cos() (the horizontal distance to the right of the vertical
diameter, measured in radius lengths, of the intersection point of
the terminal ray of the angle and the circle)
b. In finding meanings for the graph, students will have to recall
concepts such as domain and range, and what they mean in the
context of angles and circles
Learning Progression:

1. Many students might have had some exposure to trigonometry in the

past, but most of those will probably have only a vague recollection of
sine and cosine having something to do with right triangles. Start by
discussing that cosine is the name of a function, one that relates the
measure of an angle (from the 3 oclock position, measured

counterclockwise) to a horizontal distance (in radius lengths) to the

right of the horizontal diameter. In other words, that horizontal
distance is being measured by a ruler the size of the radius of the
circle.
2. We would start by using circles of various radius lengths, labeled in
units (inches, feet, centimeters, etc.). For each circle, the x-coordinate
would be given for the intersection point between the circle and
terminal ray (thus giving the horizontal distance to the right of the
vertical diameter). Since this distance needs to be measured by a
ruler the size of the ruler, students will get practice taking this length
and dividing by the length of the radius (units will be identical between
x-coordinate and radius).
3. Next, by comparing various sized circles at the same angle measure,
students are led to discover that the output of cosine can simply be
measured in radius lengths. Since the unit circle has a radius of one, it
can be used as the standard or parent function for cosine.
4. We would finish the lesson by covering the graph of the cosine
function, representing the relationship between cos ( ) and .
Students will explore what happens to the horizontal distance from the
vertical diameter (in radius lengths) as the angle measure changes.
This will result in a graphical representation of a periodic function.
Investigation:

1. Begin with a quick refresher question on tracking a bugs vertical

distance above the horizontal diameter of a circular fan (as the fan
rotates counterclockwise with the bug sitting at the tip of a fan blade.
Students are asked to track that vertical distance as the bug travels
from:
a. (This will first and foremost get students attention to start the
lesson. It will also be useful for checking retention of information
from the previous lesson. Lastly, it will encourage students to be
in a frame of mind conducive for talking about the cosine
function.)
i. The 3 oclock position to the 12 oclock position
ii. The 12 oclock position to the 9 oclock position
iii. The 9 oclock position to the 6 oclock position
iv. The 6 oclock position to the 3 oclock position
b. Now ask the students to think about what else we can track
about the bugs position as the fan blade rotates, until they come

upon tracking the horizontal distance from a diameter as

opposed to the vertical.
c. This is the function named cosine. Like sine, this function takes
an input of an angle measure (measured from the 3 oclock
position, counterclockwise), and that output is measured by a
ruler the size of the radius.
2. Give students a circle of radius 5.

Consider the diagram above, with given angle measuring . Specifically, we

are interested in the intersection point between the circle and terminal ray of
the angle.

a. How far to the right of the vertical diameter is this point?

(2 units)
b. Since we need to measure this in terms of a ruler the size of the
radius, we must know the length of that ruler. How long is the
radius of this circle?
(5 units)
c. So then what is the cosine of the angle?
2
( cos ( )= 5 )
Now lets try another example. Give students a diagram of a different sized
circle.

Now consider the diagram above, with given angle measuring .

a. How far to the right of the vertical diameter is the intersection point
this time?
(discuss how left of the vertical diameter results in negative values;
-1 units)
b. What is the length of the radius this time?
(3 units)
c. So what is the value of cos ( ) ?
1
( cos ( ) = 3 )
d. Is it okay that the answer was negative?
(yes, the negative simply signifies that the terminal ray is to the left
of the vertical diameter)
(insert formative assessment 2 here)

3. So, as we saw in the activity just now, if the angle measure is the
same, the size of the circle doesnt impact the output value of cosine.
a. Why was the value of cosine the same for each of those circles?
Explanation: The output of cosine is measured by a ruler the size
of the radius. As the circle grew (or shrank), so did the size of
the ruler we were measuring with. This means that the output of
cosine is always in units of radius lengths, or radii.
b. If the output of cosine uses units of radius lengths to measure
the horizontal distance from the vertical diameter, can the

output of cosine ever be greater than 1? (or less than -1?)

Discuss your thoughts within your table groups.
(walk around and listen to conversations, then after a few
minutes bring class back to lecture)
Explanation: since the points we are interested are all on the
circle, they cannot exceed one whole radius length from the
vertical diameter. This means that the range of possible values
for the output of cosine is [-1,1].
c. (Draw students attention back to first circle diagram with radius
of 5) But wait, I thought in this circle, the point was 2 units to the
right of the vertical diameter. That is greater than 1, how is that
possible?
Explanation: That 2 units was before measuring in terms of the
2
radius. In radius lengths, it was only 5 to the right of the
vertical diameter.
4. Just like with the other functions we have discussed so far, cosine can
be represented graphically. Lets examine the graph of y=cos ( ) .
a. What is the input?
()
b. What is the output?
( cos ( ) )
c. As discussed before, what is the range of the function going to
be?
([-1,1])
d. How about the domain? Are there any restrictions on the input,
?
(no, there are no restrictions, which means the domain is (-,))
e. What if we wanted to graph the cosine function in terms of a unit
other than radius lengths? (inches, feet, etc.) Discuss with your
group what that might look like, for a circle with radius of 7cm.
Explanation: If we wish to graph what the cosine function might
look like in terms of centimeters, we have to consider what is
changing. The input variable is an angle measure, so that
remains the same as before. The output, on the other hand, was
in terms of radii before. Since each radius has a length of 7cm,
that means each output becomes 7 times as large when
measured in centimeters instead of radius lengths. This means
that on the graph, for corresponding input values, the output of
cosine would be seven times as large in magnitude.

h ( x )=7 cos ( x)

(tie that into the understanding then that

represents the cosine function for a circle of radius 7, in terms of

whatever units the radius is measured in)
(insert formative assessment 1 here)
Formative Assessment 1:
As an exit ticket, students will be asked to draw two circles with an angle depicted
in each, with the following requirements.

The two circles must be different sizes

The two angles must have terminal rays in different quadrants of the
circles
The cosine outputs of the two angles must be equivalent
1. This question evaluates whether the student understands that the
output of cosine is measured in radius lengths, thus for a given angle
measure, the varying size of two circles has no impact and doesnt
change the output of cosine. Students will also be forced to realize
that since cosine evaluates strictly a horizontal distance from the
vertical diameter, output values can match in two different quadrants
of the circle.
2. I am including this assessment at the end of the lesson to help unify
the ideas covered about cosine in this lesson. This will help ensure
that students are correctly conceptualizing the meaning of cosine as a
function that finds a horizontal distance.
3. One possible solution is given below:
x=2
ft

r = 6 ft

r=3
in

x=1 in

2 1
cos ( )= = =cos ( )
6 3

4. I will use this assessment to determine whether more time needs to be

spent in the following lesson covering the concept of the cosine
function.
Rubric for Formative Assessment 1:
Ways of Thinking:
1 pt: Student understands that the two terminal rays need to be on the same side of
the vertical diameter for the outputs of cosine to be equivalent.
1 pt: Student understands that the output of cosine is the x-coordinate (horizontal
distance to the right of the vertical diameter) measured by a ruler the size of the
radius (x-coordinate divided by length of radius).
Correctness:
1 pt each for circles fulfilling requirements for a total of 3 pts.
Formative Assessment 2:
After #2, ask students to identify which cosine output values are equivalent, given
the angles depicted in three different sized circles. Students will have a few
moments to work it out in their table groups, then will show me their answers on
their class whiteboards.
x=3 ft

x=2 cm
x=1 in
r = 9 ft

r = 3 in

r = 6 cm

Which are equivalent?

A.

cos ( )

B.

cos ( )

C.

cos ( )

1. This question assesses whether students can calculate the output of

the cosine function, given the radius of a circle and the horizontal
distance to the right of the vertical diameter in same units. It also
leads students to the understanding that cos() is measured in radius
lengths.
2. I am including this assessment after #2 because students will have just
learned how to calculate cosine outputs given the radius and the point

of intersection between the circle and terminal ray. They will need to
use this information to lead into develop an understanding for
measuring in radii.
3. The solution: students whiteboards should display an answer of all
the above or A, B, and C.
4. This assessment will be used to provide immediate feedback. Students
from groups who obtained the correct answer will be asked to explain
their process/thinking, as will students from groups who did not quite
get the correct answer. This will ensure that students can see that
regardless of the size of the circle, the output of cosine is related to the
length of the radius, allowing the investigation to progress.
Summative Assessment:

1. Suppose an angle sweeps out an arc length of 1.15 inches on a circle

with a radius of 1.25 inches.
a. What is the measure of the angles swept out (measured in
radians)?
1.15
( 1.25
b. Assume the initial ray of the angles is in standard position
(passing through the 3 oclock position) and the terminal ray
sweeps counterclockwise. What is the vertical displacement
above the horizontal diameter (in radius lengths) of the arcs
ending point?
1.15
( sin ( 1.25 ) )
c. Assume the initial ray of the angles is in standard position
(passing through the 3 oclock position) and the terminal ray
sweeps counterclockwise. What is the vertical displacement
above the horizontal diameter (in inches) of the arcs ending
point?
1.15
( 1.25sin ( 1.25 ) )
d. Assume the initial ray of the angles is in standard position
(passing through the 3 oclock position) and the terminal ray
sweeps counterclockwise. What is the horizontal displacement
to the right of the vertical diameter (in radius lengths) of the
arcs ending point?
1.15
( cos ( 1.25 ) )

e. Assume the initial ray of the angles is in standard position

(passing through the 3 oclock position) and the terminal ray
sweeps counterclockwise. What is the horizontal displacement
to the right of the vertical diameter (in inches) of the arcs
ending point?
1.15
( 1.25cos ( 1.25 ) )
This question begins by reviewing the concepts of finding an
angle measure given arc length and radius, and working with the
concept of sine. Then it follows by tying into the concepts
covered in the cosine lesson.

2.

a. Using the figure above, approximate

2 cos (n) .

(-1.7)
b. Using the figure above, approximate the value of
1.7
(
)
2

cos ( n) .

This question assesses the students understanding of what

cos(n) represents. Furthermore, the student must be able to

distinguish between values of cosine in units of radius lengths

versus given units.
3.

The relationship in Graph A is defined by f ( x )=cos ( x ) . Define a

function g to represent the behavior in Graph B.
( g ( x ) =10 cos ( x) )
This question evaluates the students understanding of the graphical
representation of cosine, in particular focusing on transitioning from
measuring in radii to measuring in given units (feet, cm, etc.).
4. A race car starts at the 3 oclock position and drives counterclockwise
on a circular track with a radius of 2.9 miles.
How many miles to the right of the center of the track is the car when
the car has traveled 10.9 miles?
10.9
( 2.9cos ( 2.9 ) )
This question combines multiple concepts in the process of evaluating
the cosine function. Students must first take an arc length and radius
to calculate an angle, then realize that a horizontal distance to the
right of the center of the track means the cosine function fits. Then
their understanding of converting to units of miles is tested again.
5.

From the information given, determine the quadrant in which the

terminal point lies.
a. If sin ( a ) <0 and cos ( a )< 0 , then (x,y) lies in quadrant
b. If

sin ( a ) >0 and

cos ( a )< 0 , then (x,y) lies in quadrant

c. If

sin ( a ) >0 and

cos ( a )> 0 , then (x,y) lies in quadrant

d. If

sin ( a ) <0 and

cos ( a )> 0 , then (x,y) lies in quadrant

(3, 2, 1, 4)
This question is used to bring the concepts of sine and cosine
together, in analyzing where in the circle they lie. Students must
also realize that in and of themselves, each function can only
limit outputs to half of the circle. When combined, they can be
used to pinpoint a quadrant.
6. Suppose Jim travels 3 radians per minute as he rotates on a Ferris
wheel. The Ferris wheel has a radius of 32 feet. Define a function h
that defines Jims horizontal distane to the right of the vertical
diameter of the wheel (in feet) in terms of the number of minutes
elapsed, t , since Jim started to rotate counterclockwise from the 3
oclock position.
( h ( t ) =32cos ( 3 t ) )
This question requires students to apply their understanding of the
cosine function to a real life situation. The angle measure must be
found in terms of the time spent rotating, then this angle measure is
used to find a horizontal distance. Lastly, students need to remember
to convert to units of feet instead of radii.

Chapter: Tangent, Right Angle Trigonometry, and The Pythagorean Identity

Pre-Requisite Understandings:

Students should be able to conceptualize sweeping out an angle counterclockwise

from the 3 oclock position for an angle whose vertex is the center of a circle.
Students should be able to conceptualize division as a comparison of the relative
size of one quantity in terms of another.
Students should understand that the sum of the squares of the lengths of the legs of
a right triangle is equal to the length of its hypotenuse squared (The Pythagorean
Theorem).
For an angle of measure swept out counterclockwise from the 3 oclock position,
whose vertex is the center of a circle with radius of length r, and for the point P that
is the intersection point of the circle and the terminal ray
of the angle of measure :

sin ( )

Students should understand that

gives the vertical distance above the

horizontal diameter of the point P in radius
lengths.
Students should understand that cos ( )

gives the horizontal distance to the right of

the vertical diameter of the circle of the point
P in radius lengths.
Students should understand that tan ( )
gives the relative size of the vertical distance of P above the horizontal
diameter in terms of the horizontal distance of P to the right of the
vertical diameter.

Learning Goals:
Students should be able to visualize a right triangle with one vertex at the center of
a circle with radius of length r, created by the rays of an angle with a measure of
swept out counterclockwise from the 3 oclock position and the vertical segment
from the point of intersection of the circle with the terminal ray to the horizontal
diameter.
For such a triangle:

sin ( )

Students should understand that

length of the vertical leg of the triangle with respect to the length of
the hypotenuse (which is also r).
Students should understand that cos ( ) gives the relative size of the

gives the relative size of the

length of the horizontal leg of the triangle with respect to the length of
the hypotenuse (which is also r).

tan ( )

Students should understand that

length of the vertical leg of the triangle with respect to the length of
the horizontal leg of the triangle.
Students should understand that applying the Pythagorean Theorem to
2
2
this situation yields the trigonometric identity sin ( ) +cos () = 1. (See

gives the relative size of the

below)

Connections:
One beneficial connection that students can make to previous material would
be a connection to rational functions. In this lesson, the main idea is that
trigonometric functions give relative sizes of side lengths of the right triangle in
terms of each other. The sine, cosine, and tangent functions can be thought of as
similar to rational functions, because they give the relative size of one quantity to
another. In the case of sine and cosine, one of those quantities, the length of the
radius/hypotenuse, is constant, and the other quantity, the side length of the leg in
question, changes as the measure of the angle changes. The tangent function
compares the relative size of the value of sine to the value of cosine. This accounts
for the asymptotic behavior of the graph of the tangent function, when the value of
cosine is 0, the tangent function is undefined.
Phases and Steps of Lesson Logic:

I would begin the lesson asking students to consider a task (a visual is

provided that illustrates the situation):
o A 10 foot ladder is leaning up against a wall. The ladder creates
an angle of measure 1 radian with the ground. How far above the

ground is the top of the ladder? How far from the wall is the
bottom of the ladder?
Students would discuss their ideas about solving the problem first as
partners and then as a class. If students seem a bit unsure, I would
guide them in seeing the vertex of the angle as being the center of a
circle with a radius length of 10 feet, and the top of the ladder being a
point on that circle. Students would eventually recognize this as an
application of concepts we had considered previously.
I would call my students attention to the triangle created by the
ladder, the wall, and the ground. I would ask them to think about
changing the angle that the ladder makes with the ground, and how
changing the angle would change the triangle created.
At this point I would introduce another visual that shows a ray
beginning at the center of a circle with a specified radius length
sweeping out an angle counterclockwise from the 3 oclock position

(only between 0 and 2 radians), with the lines drawn to indicate the
triangle created. I would ask students what all of these different
triangles have in common. (They are right triangles). Anything else?
What about their hypotenuses? (Hypotenuses for all these triangles are
the same length - the length of the radius.) What is different about
them? (leg lengths, non-right angles). If I were to pause this animation
right now, and tell you the measure of the angle at that instant, could
you tell me how long the other side lengths are? Think back to the
opening task. Students discuss. Students would give their ideas
(hypotenuse length is the same as the radius length, using sine and
cosine and the radius lengths to calculate the other lengths). I would
then ask them if they could tell me how many radius lengths long each
of the sides are. (Even easier, you dont even need the radius length
since sine and cosine give you the length in radius lengths, and the
hypotenuse is just 1 radius length.) Hmmminteresting. So what we
are saying is that we are now taking and measuring the vertical side
length with a measuring stick the size of the hypotenuse. We are
talking about relative size here. What can we say about the relative
size of the vertical side length with respect to the hypotenuse length?
sin ( ) radius lengths
=sin ( ) ). What about the relative size
(It is equal to
1 radiuslengths
of the horizontal side length with respect to the hypotenuse length? (It
cos ( ) radiuslengths
=cos ( ) . Heres a little more challenging
is equal to
1 radius lengths

one: What about the relative size of the vertical side length with
respect to the horizontal side length? Remember that we changed our
sin ( ) radius lengths
measuring stick this time. (It is equal to cos ( ) radiuslengths =tan ( ) ).

So, Im sure that in reference to right triangle trigonometry, you have

hear the mnemonic device Sohcahtoa. Think about itthis is where
that comes from. The sine of theta is the opposite (vertical side) over
the hypotenuse. As we saw before, the sine of theta gives the relative
size of the length of the vertical side (they call it opposite) with
respect to the length of the hypotenuse (which is the same as the
radius). Cosine is the adjacent (horizontal side) over the hypotenuse.
We saw that the cosine of theta gives the relative size of the length of
the horizontal side (they call it adjacent) with respect to the length of
the hypotenuse. Tangent is the opposite over the adjacent. We
know that the tangent of theta gives the relative size of the sine of
theta with respect to the cosine of theta. This is the same as the
relative size of the vertical side (the opposite) with respect to the
horizontal side (the hypotenuse). It makes a lot more sense when
you know where it comes from, huh?
At this point I would want to do a quick show me with whiteboards
(detailed in the assessment section).
Lets shift gears just a little and look at one more thing you probably
remember from working with right triangles: The Pythagorean
Theorem. A new visual, very simple, of just a right triangle, angle of
measure labeled, and the hypotenuse labeled r. For this triangle, how
long is the vertical side? (r sin()) How long is the horizontal side? (r
cos()). So now that we have our side lengths, lets try them out in the
2
2
2
2
Pythagorean Theorem. That gives us r sin ( )+ r cos ( )=r . Lets
simplify that a little and factor out an

. That gives us

sin2 ( ) +cos2 ( )=1 . This is a trigonometric identity. For an angle of any

measure, the square of its sine and the square of its cosine added
together equals one.
I would have students complete an exit ticket problem (detailed in the
assessment section)

Assessment:

Whiteboard Show-Me:
o Given:

o For each of the 6 problems of the show-me, I would give them a

length for x, y, or r and ask them to give me the lengths of the
other two sides in terms of theta.
o Ex. Suppose the length of side x is 3 inches. What are the lengths
of the other two sides in terms of ?
o Answer with reasoning: We only know the length of one side, so
we have to be able to relate the lengths of the sides we dont
know to the sides that we know. We know the length of side x, so
we need to relate y to it somehow. We know that the tangent of
theta gives the relative size of side y with respect to side x, so
y
tan ( ) =
. We want to express y in terms of theta so we
3
have:

y=3 tan ( ) .

Now we need to relate the length of side r to

the length of side x. We know that the cosine of theta gives the
relative size of the length of side x with respect to the length of
3
3
side r, so cos ( ) = r
so r= cos ( ) .

o Similar reasoning would follow for other problems presented.

o Students are using the understanding they have built about
relative sizes of triangle side lengths and their relationship to
trigonometric functions.
Exit Ticket:
Finish the following sentences without using the words opposite or
adjacent:
o For a right triangle with an angle of measure swept
counterclockwise from the 3 oclock position:
sin () gives the relative size of the length of
with respect to the length of
.

cos () gives the relative size of the length of

with respect to the length of
.
tan () gives the relative size of the length of
with respect to the length of
.
Answers:
sin () gives the relative size of the length of the vertical
leg of the triangle with respect to the length of the
hypotenuse .
cos () gives the relative size of the length of the
horizontal leg of the triangle with respect to the length of
the hypotenuse .
tan () gives the relative size of
the length of the
vertical leg of the triangle with respect to
the length
of the horizontal leg of the triangle .
o I chose to use vertical and horizontal here because I am
concerned about them understanding the concept based on a
triangle oriented from the 3 oclock position. I would later explain
to them about re-orienting the triangle. I would have them ask
themselves, questions like, What is the new vertical? and
What is the new horizontal? when they are looking at triangles
oriented differently.
o The idea here is that the student can write in words the concept
they have learned.
o Rubric for grading exit ticket:

6 pts 1 point for each answer given above or an equivalent

-1/2 point each if the student uses the words opposite or
adjacent to describe the vertical and horizontal sides,
respectively.

Summative Assessment:
A 10 foot ladder is leaning against a wall with the bottom of the ladder positioned 2
feet from the wall.

a. What is the measure of the angle created by the ladder and the
ground?
b. Without using the Pythagorean Theorem, how far is the top of the
ladder off the ground? No points if you use the Pythagorean Theorem.

c. Suppose a painter moves the bottom of the ladder closer to the wall.
The measure of the angle created by the ladder and the ground is now
radians.
a. In terms of , how high is the top of the ladder off the ground?
b. In terms of , how far is the bottom of the ladder from the wall?
*The purpose of this problem is the determine students basic
understanding of the relationship between the trigonometric functions
and relative size of triangle side lengths. Can they use what they know
about relative size to solve problems? Part a also ties in the use of inverse
trigonometric functions. Part c is meant to assess whether students can
apply the principles when there are no known quantities.

After Jack planted his magic beans, his neighbor Jill watched the beanstalk grow.
When the top of the beanstalk was at her eye level (5 feet), Jill began tracking the
growth of the beanstalk from a stationary position of 21 feet from the base of the
beanstalk. After 133 seconds, she noted that the beanstalk reached the first cloud
and estimated that her line of sight was at an angle of 0.8 radians with respect to
her line of sight parallel the ground. Begin by drawing a diagram of the situation
and label each known and unknown quantity.

a. How tall was the beanstalk 133 seconds after Jill began tracking the growth of the
beanstalk?
b. How fast did the beanstalk grow, given that the beanstalk grew vertically at a
constant rate of change of height with respect to time.
c. Define a function, k, that relates the height h of the beanstalk above the ground
in terms of the angle (measured in radians) of Jill's line of sight with respect to the
ground as she watched the top of the stalk grow.
*This problem is an extension of the concepts, as well as a review of
others such as constant rate of change, and writing a rule for a function. It
also asks students to conceptualize a dynamic situation (line of sight
changing as height changes) and apply the concepts to that dynamic
situation.

The stadium light poles for a soccer field are located 25 feet from the sideline. The
lamp at the top of each 58 foot pole needs to be set at an angle upward from the
pole so that the center of the light beam hits the soccer field 34 feet inside the
sideline toward the center of the field. Begin by drawing a diagram of the situation
and label each known and unknown quantity.

a. At what angle (measured in degrees) should the lamp be set to meet the stated
conditions?
b. Based on the angle you found in part (a), if the measure of that angle increases
by 1 degree, what is the increase in the distance from the base of the pole to where
the center of the light hits the field?
*Another problem for extension of the concepts used.

Chapter: Transformations of Trigonometric Functions

Pre-requisite Understandings

Sine: Sine is a trigonometric function that receives an input of angle

measure from the 3 oclock position measured counterclockwise and
produces an output of height above the horizontal diameter in radius
lengths
Cosine: Cosine is a trigonometric function that receives an input of
angle measure from the 3 oclock position measured counterclockwise
and produces an output of distance to the right of the vertical diameter
in radius lengths
Radian: A measure of angle openness equated to a measure of an
angle that subtends an arc length equivalent to the length of the
radius
Arc length: An arc length is the portion of a circles diameter that has
been subtended by an angle measured in units such as feet, inches,
etc.
Circumference: The entire portion of a circles perimeter, or an arc
length subtended by an angle of 2 radians
Proportional Equivalency: Students should understand that an angle of
360 subtends an arc that is equivalent to an arc length subtended by
an angle measure of 2 radians.

Learning Goals
Primary goal: Understand vertical and horizontal shifts in sine and cosine graphs in
real life contexts.

Students should be able to understand a vertical shift in the sine

function as a shift of all of the output values by the value of the vertical
shift

o Students will observe a fan sitting on top of a desk with

adjustable height (adjustable height is an optional feature) to
visually observe the change in vertical shift, and they will create
a mathematical table in order to empirically evaluate this
information. Below the lesson is an example of a table template
the students may use.
o Students should then be able to create a formula that will
account for vertical shift.
Lesson: Arrange students into groups so that each group
will be around a table with a fan, a marker, a ruler, and a
radian protractor (if unavailable, a normal protractor will
work, but radian protractors are preferred). Review the idea
that a sine function produces the vertical height above the
horizontal diameter measured in radius lengths. Ask the
students what this horizontal we are measuring from
actually means (Students should be measuring from the
fans horizontal diameter. If they are thinking of the
horizontal diameter of the floor, lead them backwards a
little by asking them to imagine the fan were on a graph.
Have students draw the graph if they are having difficulty
envisioning this horizontal diameter). Together, with the
class, create an equation that would predict the vertical
height above the horizontal diameter. (Ideally, all the fans
will be the same size. If not, use one fan as an example,
and then check the equations of each group to make sure
students remember how the radius impacts the sine
function)
Mark one blade of the fan and slowly, manually rotate it.
Using the equation, ask the students to pre-determine the
height of the mark on the fans blade at whole number
radians (i.e. 1 radian, 2 radians, 3 radians, etc.) Students
should measure the height physical and observe whether
or not their measurements match what they predicted by
recording their observations in their tables.
Next, students will observe and take measurements of the
height of the mark above the table as the fan slowly
rotates. Students will then compare the measurements of
the height of the mark from the horizontal with the
measurements of the height of the mark from the table.
Ask them if they notice any trends. Students should be
able to observe that the heights all differ by the same
quantity, and they should be able to conclude that this
difference is the height of the fans horizontal from the
table. Students may think of the height of the whole fan or

another measurement, however. In this case, point out to

students to observe when the measurements of the height
from the fans horizontal are zero and compare them to the
measurements from the table at that same point. Ask them
where this height might exist.
At this point, ask students if there is a way to represent the
height above the table in an equation. Students should
realize that they need only add the height of the fans
horizontal above the table and incorporate that into their
equations. Ask them to find the height of the mark above
the floor and explore how to create an equation with those
values.
Equatio
n:
_______
_

Example Template Table:

Calculat Measur
Measured
ed
ed
height
height
height
above table

Measured
height
above floor

Measured
height
above
floor (After
adjusting
table
height)

1
Radian
2
Radian
s
3
Radian
s
4
Radian
s
5
Radian
s
6
Radian
s

Students will be able to understand that a horizontal shift in sine and

cosine functions as a shift in the starting point of their measurements.
o Students will be observe horizontal shift by observing cans and
can wrappers in order to visually see the displacement of a
horizontal shift

o Students should then be able to create a formula that will

account for horizontal shift.
Lesson: Students will be arranged into groups; ideally only
3 or 4 will share a can. Divide the groups into two: one half
of the groups are to examine the vertical height of their
mark above the horizontal diameter, while the other half of
the groups will examine the horizontal distance to the right
of the vertical diameter. The students will mark along the
can wrapper in relatively 4 equal increments (to represent
/2, , 3/2, and 2). All students must then measure their
individual radius lengths. Beginning with the can with its 3
oclock lined up parallel to the table, ask the students to
slowly unroll until /2 radians is observed. Ask them to
evaluate the length of distance travelled.
Propose to the students that their cans represent Ferris
wheels, and when it is time to board patrons will get on the
ride from both the 3 oclock and 9 oclock positions. Ask
the students to consider the horizontal height to the right
of the vertical diameter for the guests boarding at 3
oclock, compared to the guests boarding at 9 oclock at
the beginning. How do they differ? Why do they differ?
What happens when the Ferris wheel has rotated an arc
length subtended by an angel measure of /2 radians?
What is the vertical distance now? Have students fill out a
table keeping track of the distance of guests who boarded
at 3 oclock and guests who boarded at 9 oclock at various
points. (Require students to not only check /2, , 3/2,
and 2, but also at whole radian increments). Ask the
students to explain their findings.
This should lead into a discussion. Students should explain
what they observed. How did the locations of the patrons
differ depending on where they boarded? When did the
patrons at the 9 oclock positions arrive at the point the 3
oclock patrons began? How can we represent this
quantity? What is this quantity measured in? Is this
measured quantity applicable to our understanding of sine
and cosine functions?
From here, the teacher should be able to construct, with
the students guidance a method for horizontal shift.
Students will be able to analyze what a vertical shift of a cosine
function entails
o Students will discover themselves how to shift a cosine function
under the pretense of a word problem.

Lesson: Propose to students this problem: There is a fair in

town for the week. Locals are upset because the position of
the Ferris wheel directly lines up in front of their clock
tower, making it difficult to see (i.e., the vertical diameter
of the Ferris wheel lines up with the clock tower). If the
Ferris wheel is 100 feet in diameter, then how far to the left
or right must the Ferris wheel move in order to prevent any
piece of the Ferris Wheel from blocking the clock tower?
Give students graph paper and have them work together to
experiment. Provide them, to start, with the equation

()
100 cos() and
to help them begin. Ask them
100 sin
which one is useful in this scenario. Then allow them to
manipulate the equation on their own to see how they can
shift the Ferris wheel out of the way. Correct answers:
100 cos ( ) +100 and 100 cos ( )100

Assessments

Afterwards, ask students why the clock tower was

important in this problem. How would the equation differ if
the clock tower were 10 feet to the left of the vertical
diameter? What could this information be used for?

Formative Assessment 1: Checking understanding of vertical shifts in a

sine function
o The following assessment is designated as a quiz following a
lesson of the same content, intended to be distributed at the
beginning of class the day after the lesson.

1. Jodi is swinging a computer mouse around in a circle inside the

classroom. Her teacher, Ms. Frank, is concerned that she will hit the
ceiling. Jodi assures Ms. Frank that the cord is not long enough, and she
is not tall enough for the mouse to hit the ceiling. The cord is 3 feet
long, and the distance from the floor to the ceiling is 10 feet.
a. Write a function that can track the vertical height of the mouse
above her hand h in terms of radians, . Answer: h ( )=3 sin ( )
i. The purpose of this question is to establish and review
previous material. Students should be able to create this
equation independent of todays lesson; inability to do so
indicates that foundational knowledge is lacking. This

question, answer correctly, should also serve to lead

students to solving the next question.
b. If Jodi is swinging the mouse at her hip, which is 2.75 feet off the
ground, write a function f in terms of to express the vertical
height above the floor the mouse is. Answer:

f ()=3 sin ( ) +2.75

i. Here, we are evaluating the students ability to

conceptualize a vertical shift of 3 feet. Important factors to
note are the placement of the shift, and whether the
students add or subtract the vertical shift.
c. Given the function determined above, what is the maximum
height above the floor the mouse will reach? Explain how you got
this answer. Answer: 5.75 feet. Sample explanation: It is 2.75
feet from the ground to my hip. From there, the cord is only 3
feet long, which is the radius of my circle. At the highest point, it
can only be 3+2.75=5.75 feet high.
i. Students will hopefully demonstrate an understanding of
not only being able to use a sine function, but to verbalize
the meaning behind the function. The important parts for
the student to emphasize are the radius of the circle,
maximum distance of the mouse, and the height of the
ground. The student must demonstrate an understanding
of how these elements come together.
d. Bonus: With the same mouse, how high above the floor can you
swing the computer mouse before it will hit the ceiling? How do
you know this? Answer: The maximum is just under 7 feet above
the floor. The radius of my circle is 3 feet, meaning if I have a
vertical shift of 7 feet, I will hit the floor at 10 feet when = /2 .
i. This bonus question is an extension of vertical shift.
Students will only receive credit if they are able to
verbalize how they got their answer. They must point out
that 7 feet is a vertical shift, and that the total height of
the mouse is the height above the horizontal in addition to
the vertical shift.
Rubric for Formative Assessment One:

1. Part A consists of these following requirements:

a. Student must demonstrate correct function notation
b. Student must correctly utilize the radius 3 within the problem
c. Student must identify which trigonometric function to use
d. +1 bonus point for any drawing which demonstrates the
above knowledge (only for students who did not receive full
points)

2. Part B consists of these following requirements:

a. Student must demonstrate correct function notation
b. Students must write the correct function
c. +1 bonus point for any drawing which demonstrates the
above knowledge (only for students who did not receive full
points)
3. Part C consists of these following requirements:
a. Written explanation must include a demonstration of
understanding of vertical shift being the distance from the
floor to the centre of the circle. Students must also
demonstrate their understanding in some form of the radius
of the circle being 3 feet.
b. Students must determine that the maximum height reached is
5.75
c. +1 bonus point for any drawing which demonstrates the
above knowledge (only for students who did not receive full
points)
4. Part D (bonus) consists of these following requirements:
a. Written explanation must demonstrate an understanding of
how the vertical shift affects the height of the mouse.
b. Written explanation must demonstrate an understanding of
the maximum height of the mouse given its radius
c. The answer must be less than 7; this demonstrates a
preliminary understanding of limits.

Formative Assessment 2: Checking understanding for horizontal shifts

o The following assessment is designed to be a ticket out the door
following the lesson on the same concept.

1. Suppose you and your friends want to ride the Ferris wheel. The line is
long, and so you split into two groups; Group A will board the Ferris
wheel at 3 oclock position, and your group, Group B, will board the
Ferris wheel at the 6 oclock position. The Ferris wheel is 60 yards in
diameter and travels counterclockwise.
a. Write a function a that can determine your Group As vertical
height above the Ferris wheels horizontal diameter in terms of
an angle measure swept out from the 3 oclock position
counterclockwise. Answer: a ( )=30sin ( )
i. This questions is meant to ease students onto the correct
path. Students must be able to relate the length of a radian
to the radius length which is 30, not 60.

b. An angle must sweep out an angle measure of how many radians

in order for Group B to reach the 3 oclock position? Keep all
angle measures in radians. Answer: /2 radians
i. Students are being checked in their understanding of the
movement around the circle. This question will help lead
students to the understanding in where Group B is in
relation to Group A.
c. At what angle measure, measured from the 3 oclock position,
will Group A reach the highest point on the Ferris wheel? Keep all
angle measures in radians. Answer: /2
i. We continue to lead the students to the concept of
horizontal shift by first having students recall how to
correctly use an unshifted sine function.
d. At what angle measure, measured from the 3 oclock position,
will Group B reach the highest point on the Ferris wheel? At what
angle measure, measured from Group Bs 9 oclock position, will
your group reach the highest point on the Ferris wheel? Keep all
angle measures in radians. Answer: /2 radians; radians
i. This question seeks to ensure students understand the
relationship of Group B in terms of Group A, since Group A
starts at the standardly measured 3 oclock position. The
first question allows them to think of the question in terms
that they are familiar, while the second should check to
see if the students understand the distance between the
two groups.
e. Construct a function b that can determine your groups (Group
Bs) vertical distance above the horizontal diameter in terms of
an angle measure swept out counterclockwise from the 3

oclock position. Answer: b ( )=30sin ( 2 )

i.

This problem is the culmination of the concepts taught

during the lesson. All of the questions should help the
students reach the conclusion even if they had difficulty
during the lesson. Here, we are examining proper use of
the information extracted from the previous parts of the
question. Students should understand that Group B arrives
Group As position /2 radians later. This is represented by
/2.

Summative Assessment: Checking for understanding of vertical and

horizontal transformations for sine and cosine functions.

o The following assessment is intended for use at the end of the

lesson, to surmise if students are ready to proceed onto the next
trigonometric properties.
George works for the US tourism department. In an attempt to raise
funds, he created a proposal for a new game to help fund a
government program. This game consists of a stake stuck down into
the Four Corners (the point at which Colorado, Utah, Arizona, and New
Mexico meet). A flag 3 feet in length is extended from the stake and
rotates around the stake (See the diagram below).
Utah

Colorado
Flag

Arizona

Utah

The flag rotates counterclockwise, and game participants must be able

to predict either the vertical distance of the flag above the horizontal
diameter or the horizontal distance to the right of the vertical
diameter, which is different each game. Answer the questions below
using this diagram. Consider the Utah/Colorado border as the 3 oclock
position, and that the flag starts the game from this position, unless
otherwise indicated.
1. Help George design a function v in terms of that can predict the
vertical height above the horizontal diameter. Then, construct a
function h in terms of that will predict the horizontal distance right
of the vertical diameter. Answer: v ( )=3 sin ( ) ; h ( )=3 cos ( )
a. The goal of this question is to evaluate the students basal
understandings of sine and cosine and which one to apply
appropriately. Errors here indicate a different problem that
needs to be addressed, as it can affect their understanding on
how trigonometric shifts work.
2. Michelle works for Utahs gaming division and informs George that
he cannot have such a game in her state. She also informs him that
she has contacted Arizonas representative, and she was informed
of the same policy in that state. Help George construct a new
function c in terms of an angle measure measured in radians from
the 3 oclock position so that the flag does not land in either Utah or
Arizona. (Hint: First, determine whether you need to shift

horizontally or vertically, then build your function from there)

Answer: c ( )=3 cos ( ) +3
a. This question directly evaluates the students understanding
of a shift. The student needs to first identify which
trigonometric function produces a pertinent value, in this case
cosine produces a value of horizontal distance from the
vertical diameter. Students then need to be able to
manipulate each output to be outside of the Arizona and Utah
border by shifting the entire circle outside of those states,
done by utilizing the length of the flag, or the radius of the
circle.
3. After weeks of work, Yuki changes Arizona policy, and the game is
now allowed in the state. However, in response to gambling rates
rising in Colorado, Colorado now forbids gaming within its borders.
In addition, Utah expanded their policy, and now gaming is
forbidden within 2 feet of the border (meaning you must be farther
than 2 feet from the Utah border). Construct a new function u in
terms of an angle measure measured in radians from the 3 oclock
position so that the flag does not land in Colorado and is at least 2
feet away from the Utah border.
CHAPTER- Tangent
Learning Goals (Major Ideas)

1. To identify that tangent is the measure of relative size of the vertical

distance verses the measure of horizontal distance for any
measurement of openness upon a curve.
2. The output of the tangent function is not a length, like the output of
the sine function and cosine function, but the measure of relative size
of the vertical distance verses the measure of horizontal distance for
any measurement of openness .
3. Students will be able to determine if tan ( ) is a rational function
based upon the functions sin ( )
4. The rate of change of the function
cos ( )
function

and cos ( ) .
tan ()

increases as the value of

approaches 0 from a positive direction. The values of the

tan ( )

increase as the value of

cos ( )

approaches 0 from a

positive direction. The rate of change of the function

tan ( )

increases

as the value of

cos ( )

values of the function

approaches 0 from a negative direction. The

tan ( )

decrease as the value of

cos ( )

approaches 0 from a negative direction.

5. Students will be able to determine the properties of the tangent
function and how they relate to the properties of sine and cosine
functions.
Pre-requisite Understandings (meanings students must have to participate
in the issue):

1. Right Triangles Properties

a. Students understand the Pythagorean Theorem, and can
determine the hypotenuse of a right triangle given two legs of a
triangle
b. Students can find the measure of openness of a right triangle
given two legs of a triangle
2. Radian Measures
a. Amount of openness of a terminal ray which has a reference
point shared at the two angles vertex.
b. Students should understand that radian measurements is a unit
of measure that gives the number of radii along that are
subtended by an angle.
c. Students will be able to determine the radian measures of an
angles openness by comparing the length of the subtended arc
and the radius of the circle.
3. The Unit Circle
a. Students should be familiar with the components of the unit
circle.
i. Students should be able to determine how to find
measurements above, below, and to the left and right of
the horizontal and vertical diameter of the circle.
b. s ( )

c.

i. Students should be able to determine the distance above

and below the horizontal diameter of the unit circle through
using the sine function for any measurement of openness
of the circle.
cos ( )
i. Students should be able to determine the distance to the
left and to the right of the vertical diameter of the unit
circle through using the cosine function for any
measurement of openness of the circle.

Connections

1. Rational Functions
a. tan ( ) can relate to rational functions due to some of the
properties of the function at different measures of openness. As

approaches
tan ( ) approaches ,
2 , the values of
and . So the value at

tan ( )

is undefined, much like when

discovering rational functions.

b. tan ( ) can relate to rational functions as the tangent function
is equivalent to the value of distance of the vertical distance
away from the vertical diameter to the horizontal distance to the
horizontal diameter. Though this will not be a rational function as
the sine function and cosine function are not polynomial
functions. (This may be a misconception to look for).
c. Vertical asymptotes
i. Students will be able to relate vertical asymptotes to the
tangent function through allowing students to determine
what will happen to the output tan ( ) if the outputs
cos ( )

and

sin ( )

change

1. Students will be able to use this information to begin

to grasp the meaning of a limit
2.

sin ( )

a. Students should be able to relate

sin ( )

to

tan ( )

as both are

both outputs of trig functions. They will also be able to notice

that both the sine and tangent functions are periodic which
means that after an angle opens completely and the terminal ray
reaches the point where its measurement of openness was 0, the
function will begin anew.
b. The tangent function is also formed partially though the sine
function.
a. One must be familiar with the sine function to understand
the tangent function.
i. Properties of the sine function
ii. That the sine function represents vertical distance
above or below the horizontal diameter for any
measurement of openness.
c. Students will be able to make a connection through
understanding that tan ( ) is the relative size of sin ( )
cos ( )

as the measure of openness changes around the circle.

3.

cos ( )
a. Students should be able to relate

cos ( )

to

tan ( )

as both

outputs of trig functions. They will also be able to notice that

both the cosine and tangent functions are periodic which means
that after an angle opens completely and the terminal ray
reaches the point where its measurement of openness was 0, the
function will begin anew.
b. The tangent function is also formed partially through the sine
function.
i. One must be familiar with the cosine function to
understand the tangent function.
1. Properties of the cosine function
2. That the cosine function represents horizontal
distance to the right or the left of the vertical
diameter for any measurement of openness.
c. Students will be able to make a connection through
understanding that tan ( ) is the relative size of sin ( )
cos ( )

as the measure of openness changes around the circle.

4. Slope
a. Students will be able to make a connection between slope and
tan ( ) , as the tangent function determines the relative size of
sin()

compared to

cos ( ) for any amount of openness of a

terminal ray inscribed within a circle

b. Students will be able to relate the sine function to the change in
y value from the reference point, the three o clock position, to
the amount of openness of the terminal ray, in reference to the
distance above or below the horizontal diameter. and the cosine
function to the change in the x value from the reference point,
the three o clock position, to the amount of openness of the
terminal ray, in reference to the distance to the right or left of
the vertical diameter.
5. Graphical Representations
a. Students will be able to relate the functions of sine and cosine to
represent the function tangent.
i. Through an understanding of the sine function and the
cosine function such as periods, students will be able to
conceptualize what is occurring within a tangent function.
b. Students will be able to relate the representations of rational
functions graphically to the tangent function through vertical
asymptotes as well as the idea of limits as the outputs of the sine
and cosine functions change, what will happen to the output of
the tangent function.

Phases and Steps in Lesson Logic

Idea/Phase
To make a
connection that

tan ( )

St
ep
1

is not a

of

Allows students to make a

connection with Right Triangles
while reaffirming students that

by

Relate the
outputs of

cos ( )

is tan ( ) .

to

compare the
relative size of
each
depending
upon the
measure of
openness
without using
the word
tangent.
What is

tan ( ) ?

is a

relative change in
the values of the
sine and cosine
functions for any
amount of openness
along the circle.
Ensure that
students understand
that

tan ( )

tan ( )

is not a length. This also

allows students to begin a

connection between sin ( ) ,

cos ( )

and tan ( ) .

Allows students to conceptualize

-

sin ( ) and

identifying that
what is being found

tan ( )

Ask students
what the length
of the radius is
using the
Pythagorean
Theorem

without

Establish to the
students that if

Reason

at any

length, but a rate of

change.

Finding the tangent

Action

that tan ( ) s output directly

relates to the outputs of both

sin ( ) and cos ( ) . This allows

students to see a relationship
between the outputs of the sine
and cosine functions, without
stating that what is being found is
indeed tangent.

This allows students to think about

tangent further, if tangent is not a
distance than it must be something
else. The previous step allowed me
to address a misconception of

tan ( )

being a measurement of

distance like both

sin ( )

and

cos ( ) .

is the

slope of the terminal

ray.
To make
connections

Does

tan ( )

Makes a connection to rational

functions, and ensures

between previous
learning and a rate
of change function.

share similar
properties with
rational
functions?

Although two
functions have
similar properties
they are not the
same classified
function.

The function
tangent relates the
distance above or
below the horizontal
diameter to the
distance left or right
or the vertical
diameter for any
measure of

tan ( )

Is

with

respect to
a rational
function?

What is shown

tan ( )

if

is

represented
graphically?

understanding of rational functions.

This also lets students think about
the properties of the tangent
function and relate them to the
properties of rational functions.
Such as vertical asymptotes, and
the limit as a value of a measure of
openness approaches a certain
value.
Allows students to think about what
a rational function is, and discuss
rational functions. Further students
can discuss with each other and
increase their understanding of
what the function of tangent
represents.
Students will be able to see a
graphical representation of a
function that relates the relative
size of the distance above or below
the horizontal diameter to the
distance right or left of the vertical
diameter for any measure of
openness .

openness .
Relate the tangent
function to rational
functions, and
examine limits.
Relate the sine and
cosine functions to
the tangent function
based upon the rule
of the tangent
function.

What occurs
when

approaches

2 , for the
sin ( ) ?

cos ( ) ? What
happens to
as

approaches

2 ?

happen to the output

outputs

function

tan ()

Strengthens a connection for

students between rational functions
and the tangent function. Allows
students to determine what will

change

cos ( )

and

tan ( )
sin ( )

if the

Relate trig functions

properties such as
amplitude, period,
minimum and
maximum values.

8.

How do we
interpret
tangent
functions?

Students will have a strengthened

relation between trig functions and
prepare them to represent the
relationship of a tangent function
visually through a graphical
representation.

Investigation of Lesson (Answers in red, Conversation in blue)

1) Ask students to solve for the length of the radius using the
Pythagorean Theorem given different values of for the sine and
cosine functions. This will get the students thinking about the distance
of the terminal ray so that they may have something to consider later
on in class when the tangent function is talked about, and to ensure
students that tangent is not a distance, but rather the relative size of
the distance above or below the horizontal diameter compared to the
distance to the right or left of the vertical diameter.
2) Give students a diagram of

1
4

of the unit circle in the first quadrant

and break up the circle into 9 different sections.

Consider the graph below, which shows the first quadrant of the
coordinate plane [the bottom left corner is the origin (0,0) A=(1,0) and
J=(0,1). Assume the distance between the consecutive points on the

curve represent
unit.

1
9

of a quarter circle. The radius of the circle is one

The students will then relate the sine function to the cosine function, or
measure the sine function value with the cosine functions value at
each tick mark along the circumference of the given circle.
a. What is the length of the line segment that connects the origin
and any tick mark, along the circle?
The length is the radius regardless of any tick mark along the
circle, in this case 1.
b. So no matter what the angle measurement is or what type of
measurement, radians, degrees, or any other measurement, the
distance from the center of the circle to a point along the
circumference of the circle will not change regardless of how
open our angle becomes. This distance will always be the length
of the radius
c. Will the value of sin ( ) change along this quarter of a circle as
our angles measurement of openness increases from 0 to

radians?
Yes, it will increase in value as the measurement of openness increases
from 0 to

radians.

d. Is the value of

sin ( )

positive or negative? Increasing or

decreasing in value as our angles measurement of openness

increases from 0 to 2 radians?

Positive and decreasing in value as the angle of measurement
approaches

radians so the value is decreasing in magnitude as

well.

e. Will the value of the function

cos ( )

change along this quarter

of a circle as our angles measurement of openness increases

from 0 to 2 ?
Yes, it will decrease in value as the measurement of openness

increases from 0 to 2 .

f. Is the value of

cos ( )

positive or negative? Increasing or

decreasing in value as our angles measurement of openness

increases from 0 to 2 radians?

Positive and decreasing in value as the angle of measurement
approaches

radians so the value is decreasing in magnitude as

well.

g. Can we find the slope of the terminal ray of the angle for any
amount of openness using the outputs of the sine and cosine
functions? How?
The slope is equal to the change in the value of the vertical change
measured by the change in the value of the horizontal change, or

sin ( )
cos ( ) .
Allow students to struggle to determine how we can find the slope of
the terminal ray at any measurement of openness of the angle. This
idea may come quickly to some while it may take more time for others,
but having them go back to the quarter of a circle may help them to
determine how to measure the slope. The students may try to use the
Pythagorean Theorem, however that will give the students distance
between the center of the circle and the circumference of the circle
measured rather than the slope. Try to relate the slope within the trig
function to the slope in linear functions and how they first discovered
that slope. Having students focus on the distance above or below the
horizontal diameter and relate that value to the change in the value of
y and relate that value to the distance to the right or left of the
vertical diameter and relate that value to the change in the value of x
will relate the distance above or below the horizontal diameter and
measure it in lengths of the distance to the right or left of the vertical
diameter. When explaining the change in y and x values it is
important to inform the students that the initial value of y and x is
the center of the circle, or (0,0) as the center is our reference point and
we are measuring distance from this reference point.

h. By the way, the slope of the terminal ray of an angle at any

measurement of openness around a circle in terms of the angle
measure swept out from the 3 oclock position is called the
sin ( )
tangent function which is equivalent to cos ( ) .
3) Discuss with students what a tangent function represents.

a. What is the tangent function?

The tangent function is the slope of the terminal ray of an angle
at any given measurement of openness along the subtending arc
of a circle.
Explanation:
Imagine if an angry dog is chained up inside a
perfect circular fence with a gate along the circle form the
direction you approach. You begin walking around this
fence in a counter clockwise direction. The dog wants to
attack you but the chain stops it short of the fence,
regardless the dog is going to follow you around his post
changing the direction he is trying to attack you at. The
dogs distance from you is not changing but the angle at
which the dog running at you from the gate is changing.
This is because both the horizontal distance and the
vertical distance from his post are continuously changing
as you move along the fence and the dog chases you. This
relationship between the horizontal distance and the
vertical distance based upon the angle of the terminal ray,
or in this case the dog, is the output of the tangent
function.
b. If you are given the values of the sine and cosine function but
not the radius would you be able to find the length of the radius?
How about the slope of the terminal ray?
i. Have students complete Formative Assessment #2
c. What do I mean when I say terminal ray?
The terminal ray is the ray that originates at the origin and
changes direction based upon the amount of openness of an
angle.
d. Can we use an arc length and the length of the radius to
determine the slope of the terminal ray?
i. Have students complete Formative Assessment #1
Give the students time to think about these questions and allow
them to talk in groups to discuss among themselves what is
meant by terminal ray and how they would be able to find the
slope and the radius. Dont bring up how to solve for the
measure of the angle in these situations yet as that will be for a
later lesson, but try to focus on using the sine and cosine
functions to help students discover the tangent function.
e. What information do we need to know in order to determine the
slope of the terminal ray?
The distance above or below the horizontal diameter and the
distance to the right or to the left of vertical diameter.
4) Discuss the properties of the tangent function
a. Will the tangent function have similar properties to the sine
function? How about the cosine function?

Students will likely answer this question with yes, because the
tangent function consists of both a sine function and a cosine
function. If they answer in this manner ask them what properties
they think it will share. This will likely have the students think of
period, amplitude, min value, max value, etc. Ask them again
why it would consist of all of these things. Students may also
answer yes for the reason that both represent aspects of circular
motion. The students may have to struggle a bit, however
making this relationship will grow their understanding the trig
functions of sine cosine and tangent and their relationship with
one another.
b. The tangent function does share some similar properties to that
of the sine function and cosine function. What do you think of the
rule of the tangent function? Does this rule of the tangent
function mean that the tangent function is a rational function? If
so will the tangent function share any properties with rational
functions?
Allow students to converse with each other during this time so
they can ask what a rational function is. They will hopefully have
the understanding prior that a rational function pertains to the
ratio of two polynomial functions, so they might answer that the
tangent function is a rational function. If they do however, ensure
the students that neither the sine function nor the cosine
function is a polynomial function. This can be done by asking
students how many roots a polynomial function may have. This
will make a connection with previous learning that polynomial
functions have a finite amount of roots, however the functions of
sine and cosine have an infinite amount of roots. Another way to
prove this is through limits, but ensuring them that this would be
covered later may discourage the students, so working off of
polynomials may be best. This is a good time to make a
connection between tangent function and rational functions as
well as solidify the students understanding in rational functions
and further their learning through these connections.
c. We know now that the tangent function shares similar properties
with both the sine function, the cosine function, and rational
functions, though the tangent function is not a rational function.
What properties does tangent share with each?

Well what happens to the values of sine as we near the top of

this circle, or the value of sine gets closer to 2 ?

The value of the function sine will approach the length of 1
radius length.
What happens to the values of cosine as we near the top of this

circle or the value of cosine gets closer to 2 ?

The value of the function cosine will approach the value of

0 as approaches 2
The students will be thinking more along the lines of what is
occurring to the sine and cosine functions, this knowledge they
should have obtained in the previous lessons, and can relate this
portion to their work on rational functions.
So what will happen to the value of tangent as we near the top of
this circle?
The value of the function tangent will approach the value

of as approaches 2 .
Relate the information to rational functions as a number in the
denominator continues getting closer and closer to the value 0,
what happens to the value of the function? Likewise as the value
in the numerator continues to get closer and closer to the value
of 0, what happens to the value of the function?
What about when we do finally reach the top of this circle?
The value of the function tangent will be undefined when

=
2 .
Allow the students to struggle with this portion of the
investigation. They will want to just type tan ( ) into their
calculator, but have them explore limits like when the students
were working with rational functions by finding the value of

tangent when the angle

, ,
3 4 6

is approaching 2 , such as

to relate the information they have already learned

about from the Unit Circle. The students will notice a trend of the
function tangent. The students may also seem confused about
why the function is undefined at this point. Relate it back towards
rational functions, and the properties that tangent shares with
rational functions. Misconceptions may occur at this point but
make sure that the connections are clear for the students and
the misconceptions will become clear for the students. Students
may think of the limit as the value , or that the slope is 0 at
this point. Students may also become confused if they put it into
their calculator and it gives them undefined.
5) Now students will sketch a graph of the tangent function for all values
of , between 0 and 2 .
Doing this will allow students to observe how tangent acts
throughout multiple periods of the function tangent. This will also
allow students to determine how the function acts at values
when cos ( ) is 0.
6) Now that we know some properties of the function tangent can we
represent the tangent function with a graph whose input is , in
radians, and the output is the rate of change at that degree of
openness?
a. Does the tangent function have a period? How do you know?
Yes, the period of the tangent function is . We can
demonstrate this by drawing a circle with any
measurement of openness , between 0 and . Any
line that we create will touch the circle at two points if we
extend the terminal ray through the origin. This value of
tangent is equivalent for two angle measurements when
is between 0 and 2 , so the tangent function begins
to repeat itself after the measurement of openness is
equivalent to .
b. Does the tangent function have an amplitude? How do you
know?
No, the value goes to and , therefore there is no
amplitude of the function of tangent.
c. What does the amplitude represent in sine and cosine functions?

The amplitude represents the length of the circles radius.

The sine and cosine function both represent distance from
the horizontal and vertical diameters, so the furthest away
that the sine and cosine functions can reach is the radius.
d. Then why is there no amplitude to represent the tangent
function?
The tangent function doesnt represent distance, but rather
determines how many times the distance to the right or to
the left of the vertical diameter can fit within the distance
above or below the horizontal diameter.
e. Does the tangent function have a maximum value? A minimum
value? How do you know?
No, there is no minimum or maximum value as there is no
amplitude, and continues on forever as does .
f. Why is there no minimum or maximum value for the function
tangent, but there is for the functions sine and cosine?
The outputs of the functions of sine and cosine determine
the distance from the vertex of the angle centered at the
circle. Because the maximum distance is limited to the
length of the radius of the circle there will be a minimum
and maximum for the functions sine and cosine. Because
the function tangent is relating two distances, the relation
between the distance above or below the horizontal
diameter to the distance to the left or right of the vertical
diameter can increase towards as the value of the

cosine function approaches 2 radians.

This section allows the students to finally show the graphical
representation in a visual way to represent the function of tangent. The
students should be able to determine how the function will behave
while nearing different values of openness. This part of the
investigation will help the students to use the connections they have
made so far to represent the function of tangent graphically.
Formative Assessment #1:
Spot and Fix the Error: Suppose the measure of an arc length is 457.93 ft.
starting at the three oclock positon in a circle with a radius of 97 ft. What is the
slope of the terminal line subtending this particular arc?

( 2pi ) 97

457.93=

457.93

=
97
2 pi

( )

2(

457.93
)=
97

sin ( )
=
cos ( )

( (
( (

457.93
97

)) =5.4134
457.93
cos 2
97 ))
sin 2

This question assesses: If the student can determine what the slope is of the
terminal ray with only the knowledge of the radius and the length of the arc
subtending the circle. The question assesses both current learning goals but also
reviews the students understanding about the relationship between arc length, the
length of the radius, and the angle measure. It also reaffirms that the student can
find a mistake and fix the mistake to ensure they have an understanding of the
information and what is occurring within the problem.
I am including this assessment after # 2d in the investigation because at
this point within the lesson the students are able to determine what the slope of the
terminal ray is through the use of the tangent function. Students have also already
had experience with finding the measure of an angle in radians by comparing the
length of the subtended arc to the length of the radius. This will allow the student to
use prior information to help further their understanding of tangent, in doing so this
particular problem has a very small distance to the right or left of the vertical
diameter and a larger value of distance above or below the horizontal diameter
which gives the output of the tangent function a relatively large value, and will lead
very nicely towards comparing the tangent function to rational functions.
The solution: One possible solution is given below.
The error occurs within the beginning of the problem. The student allowing an
additional

to be used in the problem where it was not needed, and changes

the amount of openness of the angle.

S=r

457.93=(97)
457.93
=
97
tan ( ) =tan

=117.1088788
( 457.93
97 )

I will use this assessment as data by determining if students understand how to

use various information to solve for different questions. This data will allow me to
slow down and relate the information again to the students if they have trouble
determining the information, and can go over the information again by using the

sine function and cosine function. If students are able to determine this problem
though by using tangent it will also allow me to ensure that students understand
what the input and output of the tangent function represents. If the students still
use the cosine and sine function, I will be able to further explain to them that
tangent represents the slope in terms of the measure of the angles openness.

Formative Assessment #2:

Something is not Right:
The outputs of

sin ( ) and

given the point (x,y) =

cos ( )

( 12 , 23 )

relates to the output of

tan ( ) . Eddie was

that lies on the unit circle. Eddie was told to find

the slope of the terminal ray of the angle that has rays that pass through the point
and through three oclock position. Eddie states the slope of the terminal ray can be
found by using the tangent function

1
2
1
tan ( ) =
= .
3 3
2

tan () .

tan ( )

sin ( )
cos ( ) .

Circle where Eddie made his mistake and correct Eddies error.

State why he made his mistake also in your answer.

This question assesses: whether a student can determine the value of the
tangent function given a point on the circle, and understand that it is the slope of
the terminal angle rather than a distance. It also ensures that students can relate
both the values of the sine function and the cosine function to the value of the
tangent function in an efficient way and ensures that students understand the
concept of tangent by being able to correctly find an error and explain how it
occurred and why the mistake was made. This problem also assesses how students
conceptualize slope and what the values of the sine and cosine function are in
relation to x and y values.
I am including this assessment after # 2b in the Investigation because at
this point the students have a brief understanding of what the tangent function
represents. They have also been working with the values of sine and cosine leading
up to this question. In this regard the students have all the necessary information to
be able to complete this answers, and allow them to practice finding the slope of a
terminal ray.
The solution: One possible solution is given below.
Eddie made an error when determining the slope of the terminal ray. Though his
conceptualization of the problem is correct in determining the slope of the line,
Eddie forgets to include his negative number and instead leaves the tangent

tan ( )

sin ( )
cos ( ) .

3
tan ( ) =

2
= 3
1
2

I will use this assessment as data by determining if students have grasped the
concept of what the values of the sine function and the values of the cosine function
relate to in terms of an x value and y value. This will also give me data on how

students think about the tangent function as the relative distance of the distance
above or below the horizontal diameter compared to the distance to the left or right
of the vertical diameter. This data will also determine if students comprehend that
the points that line on the circle are outputs of the sine function and the cosine
function to determine if they have conceptualized that the point on the line is given
through the distance from the vertex of the angle to the point given.

Chapter: Arcsine/Arccosine
Pre-requisite Understandings:

Students need to have prior understanding of the sine and cosine functions.
o What do they represent:
Sine function represents the vertical distance above the horizontal
diameter measured in radius lengths in terms of the angle measure swept
counterclockwise from the 3 oclock position.
Cosine function represents the horizontal distance to the right of the
vertical diameter in radius lengths in terms of the angle measure swept
counterclockwise from the 3 oclock position.
Prior knowledge of domains and ranges for both sine function and cosine
function
Sine function domain (-oo,oo), range is [-1,1].
Cosine function domain is (-oo,oo), range is [-1,1].
For both sine and cosine, you can make an infinite number of
revolutions on a circle, but the output can only range 1 radius
length from the origin to the right of the vertical diameter or above
the horizontal diameter. Which is why input is any angle measure
in radians, but range cannot be outside the interval of [-1,1].
Students also need to have prior understanding of inverse functions
o Inverse functions take the original output of a function now as the input and will
output the input of the original function
Students need to be familiar with notation
o Understand f(x) represents the value of the function f when input is x, so sin-1(x)
is representing the inverse of sine function which is also arcsin(x). Same occurs
for cosine function.

Learning Goals:

Students will need to understand by the end of the lesson what arcsine and arcsine
represent
o The output of the sine function represents vertical distance above horizontal
diameter in radius lengths by taking as its input an angle measure swept
counterclockwise from the 3 oclock position in radians, but the output of arcsine
represents the angle measure swept counterclockwise from the 3 oclock position

in radians by inputting vertical distance above the horizontal diameter in radius

lengths
o Cosine outputs the horizontal distance to the right of the vertical diameter in
radius lengths by taking as its input an angle measure swept counterclockwise
from the 3 oclock position in radians, but arccosine outputs the angle measure
swept counterclockwise from the 3 oclock position in radians by inputting
horizontal distance to the right of the vertical diameter

Students will understand that arcsine and arccosine are restricted set of angle measures
because they inverse functions of sine and cosine who have restricted domains and

ranges. Arcsine domain is [-1,1] and range is [ 2 , 2 ] . Arccosine domain is [-1,1]
and range is [0, ] .

Connections:

Need to build the connection that sine and cosine are simply functions with fancy names,
so when we refer to their inverses, they behavior similarly to inverse functions like we
did earlier in the year. Things are more complicated with inverse trig functions because
in order to maintain one to one criteria the domain must be restricted for inverse
functions of sine and cosine

Phases and Steps in the Lesson Logic:

1. Students should already have a clear understanding of sine and cosine function, what they
represent in a written notation and also what aspects on a graph. For the first activity I would just
have students review a question that involves sine and cosine to have students refresh their minds
about these two functions. Good idea to begin with review.
2. Students should also have prior knowledge of inverse functions. Inverse functions take the
original output of a function now as the input and will output the input of the original function,
so we would discuss how this applies to the inverse functions of sine and cosine. Which would
lead students to realize the output of the sine function represents vertical distance above
horizontal diameter in radius lengths by taking as its input an angle measure swept
counterclockwise from the 3 oclock position in radians, but the output of arcsine represents the
angle measure swept counterclockwise from the 3 oclock position in radians by inputting
vertical distance above the horizontal diameter in radius lengths.
Similarly, the output of cosine function represents the horizontal distance to the right of the
vertical diameter in radius lengths by taking as its input an angle measure swept
counterclockwise from the 3 oclock position in radians, but the output of arccosine represents
the angle measure swept counterclockwise from the 3 oclock position in radians by inputting
horizontal distance to the right of the vertical diameter in radius lengths.

3. Taking into account how inverse functions would be applied to sine and cosine, then it would
be important to address how this functions would look graphically. How are the domains
affected, what about range? Are the inverse functions one-to-one? And if not would restricting
the domain help.
I would simply want students to realize arcsine and arccosine are inverse functions of sine and
cosine with a restrictive domain of sine and cosine. They function similarly to functions they
have previously worked with but now hold this restrictive domain.

Review
Example 1:
1. What is represented by sin(n) for the given graph?
sin(n) represents an output of the vertical distance
above the horizontal diameter, when n is the angle
measure swept out from the 3 oclock positon in
radians, if n is approximately 3.5 radians, then sin(3.5)
would have a vertical distance above the horizontal
diameter of -0.5.
2. What is represented by cos(n) for the same graph
representation?
cos(n) represents an output of the horizontal distance to
the right of the vertical diameter when n is the angle
measure swept out from the 3 oclock position in
radians. If n is approximately 3.5 radians, then cos(3.5) would output the horizontal distance to
the right of the vertical diameter which would be approximately -0.85.
For 1 & 2, if students are familiar with sine and cosine functions, they should have realized the
given graph representation is in terms of a radius of length 2, so sin(n) is half of 2sin(n), the
same occurs for cos(n).

3. What is the domain and range of sin(n)? domain of sin(n) is (-oo,oo), range is [-1,1]
4. What is the domain and range of cos(n)? domain of cos(n) is (-oo,oo), range is [-1,1]
For a given function, its domain is described by the inputs and the range is described by outputs.
For both since and cosine, the input is an angle measure swept out form the 3 oclock position in
radians, and this angle can be infinite because you can revolve an infinite amount of time around
the circle clockwise or counterclockwise, which is why the domain is (-oo,oo) for both sine and
cosine functions.

The range for both sine and cosine functions are restricted to being no less than -1, and nothing
greater than 1. This occurs because outputs of sine and cosine are distances measured in radius
lengths, so such distances cannot be greater than 1 radius length.

Investigation
A race-car starts at the 3 oclock position and drives counterclockwise on a circular track, with a
radius of 2.4 miles.

1. If the car traveled a distance of 9.6 miles around the track from the 3 oclock position, what
angle measured in radians has been swept out by the car?
From the context of the problem, if the car is 2.4 miles from the center of the track and the car
travels a distance of 9.6 miles around the circular track, then it is clear it traveled a distance
equivalent to 4 times as large as the radius length.
But how does this help with measure of angel that has been swept out? An arc length of one
radius length is subtended by an angle whose openness is measured at one radian. Therefore if
the car traveled an arc length of 2 radius lengths, then the angle would correspond with an open
ness of 2 radians. In this problem the car traveled an arc length of 9.6 miles, equivalent to 4 times
as large as 1 radius length, which corresponds with an angle openness measure of 4 radians.
2. What angle measure in radians, is swept out if the race-car has traveled 11.7 miles?
Similarly from problem one, we are measuring a distance of 11.7 miles with a ruler of measure
2.4 miles. As explained that an arc length of one radius length is subtended by an angle whose
openness is measured at one radian, then in the problem we are measuring the arc length by the
radius length to find corresponding angle measure in radians.

11.72.4= 4.875 radians

3. How would angle measure change if the race-car traveled the same distance but had a radius
of length 3.6 miles? If so how so?
Yes, because you are basically measuring the same distance with a ruler that is larger this time,
so you can expect the angle measure to be smaller from the previous example.
11.73.6= 3.25 radians

4. If the car has gone around the track more than once, what is the smallest angle measure (in
radians), which would keep the situation true?
Students should know that a circle consists of 2

radians, which is equivalent to one

revolution. So if the car has gone around the track more than once, then the angle measure would
have to be greater than 2 radians to remain true.

Example 2:
Compute the measure of the angle between 0 and 360 degrees swept counterclockwise from the
3 oclock position on the unit circle whose terminal ray intersect the circle at the point with given
y-coordinate in the given quadrant.

a. y=0.2 in Quadrant I.

degrees

=
No diagram is given, but students should have drawn a diagram to
help them find . Understanding the function of sine, lets us know
sin ( )=0.2 , if we use arcsine function it will take as an input the
vertical distance of 0.2 and output the angle measure swept out from the 3 oclock position in
radians.

arcsin(0.2) = 0.2013579
What does this mean? Is this was we are looking for?

0.2013579 represents the angle in radians, which corresponds to a vertical distance above
horizontal diameter of 0.2, so we need to convert this to degrees. Which we can do so by
360
multiplying by a proportion of 2 , because there are 360 degrees in a circle, and a total of 2

radians in one revolution of the circle. Which leads us to

with the angle measure in degrees equal to arcsin(0.2)*

360
2 .

b. y=-0.7 in Quadrant III.

degrees

=
Similarly, it is best to draw a diagram to help visualize where the terminal ray would be and help
visualize the size of the subtended arc length.
Again, the sine function would input the angle measure swept out from the 3 oclock position
counterclockwise and would output the vertical distance above the horizontal diameter. It is
important to know that we are using the sine function because the problem is saying there is a
horizontal line at y=-0.7 which intersects the circle in the stated Quadrant and this point
describes the terminal ray.
sin ( )=0.7 , so arcsine would be the inverse and output theta which is what we are looking
for arcsin(-0.7)= -0.775397 radians
But does this answer seem logical? An angle measure of -0.775 radians would mean you would
move in the clockwise direction for a bit less than one radian, which would mean the terminal
ray would be located in the 4th quadrant, but the diagram we drew indicates it should be in the 3rd
quadrant. Looking at the diagram that was created, you can visually see the line y=-0.7 intersects
the circle in 2 different points, but the calculator calculates the angle in radians for the yellow
angle sept out from the 3 oclock position clockwise, which is why it is negative and less than 1
radian.
We are looking for the same angle reflected along the vertical diameter, so an angle that sweeps
out counterclockwise from the 3 oclock position and is located in 3rd quadrant. Both angles are
similar if they had different reference points, one being the 3 oclock position and other 9 oclock
position, so if we started at the 9 oclock position and moved in a clockwise direction our angle
would be the same, -0.775397 radians, but because trig functions use angles that begin at the
standard 3 oclock position and move in a counterclockwise direction, so we have to add
radians to be at the 9 oclock position and then add the additional angle 0.775397 radians,
making sure it is positive because we are sweeping out in a counterclockwise direction, vs how

-0.775397 radians represented by the angle swept out clockwise direction from the 3 oclock
position.
Therefore our angle that would output a vertical distance above the horizontal diameter of -0.7
into the sine function and be in the 3rd quadrant would be + (-arcsin(-0.7))=3.916990
radians, approximately 224.4.
Example 3:
Going back and now analyzing the review problem, but
now in terms of inverse functions of sine and cosine.
1. Given the same diagram from review, what is
arcsin(-0.5)?
arcsin(-0.5)= -0.523 radians, but is not the angle
measure we want because the calculator takes the most
restrictive domain of the sine function and keeps a
restrictive domain for inverse sine, and -0.523 radians
is in the 4th quadrant while we are looking for the
approximate angle measure in radians that sweeps
counterclockwise from the 3 oclock position and is in
rd
the 3 quadrant like depicted in the diagram, the appropriate angle measure in radians for n.
2. What quantities are represented by the inputs and outputs of arcsin(-0.5)? The output of
arcsin(-0.5) represents the angle measure in radians swept out from the 3 oclock position
counterclockwise that would take as an input a vertical distance above the horizontal diameter of
-0.5 radius lengths.
3. Given the same diagram what is arccos(-0.85)?
arccos(-0.85)=3.5 radians, but also an angle measure of approximately 2.7 radians would output
the same horizontal distance of -0.85 in cosine function.
4. What quantities are represented by the inputs and outputs? The inverse function has an input
quantity of the horizontal distance to the right of the vertical diameter, in this case it is -0.85. The
output of arccos(-0.85) represents the measure of an angle swept out from the 3 oclock position
in counterclockwise direction, approximately both angles of 2.7 radians and 3.5 radians would
correspond to the same horizontal distance. But if you wanted the angle measure that represents
n in the diagram, 3.5 radians is correct.

Example 4:
Evaluate the following questions using a radian ruler and give the measure of the angles in
radians.

1
1. sin ( 2 )

= 6

1 1
cos
( )
2.
2

Evaluate the following questions, and give the measure of the angles in degrees.

3. arccos ( 2 )
3

4. arccos ( 1)

30, also 330

0, also 360

1 2
5. sin ( 2 ) 225, also 315

Here I would want students to use what they know about sine and cosine function and now
evaluate these questions asking themselves the reverse, what degree would give me the radian
length of 1 on the horizontal axis (arccos(1)) and lead students to realize it would be an angle
degree of 0. They become practice for students to be comfortable with inverse of sine and cosine
functions.

Formative Assessment 1:
Imagine there is a bug sitting on the end of a fan blade, and the fan revolves counterclockwise.
The bug is exactly 2.2 feet from the center of the fan and is at the 3 oclock position as the blade
begins to turn.

1. If the bug traveled a distance of 4.4 feet around the circle from the 3 oclock position, what
angle (measured in radians) has been swept out by the bug?

From the context of the problem, if the bug is 2.2 feet from the center of the fan and the bug
travels a distance of 4.4 feet around the circle formed from the fan, then it is clear it traveled a
distance equivalent to twice the radius length.
But how does this help with measure of angel that has been swept out? An arc length of one
radius length is subtended by an angle whose openness is measured at one radian. Therefore if
the bug traveled an arc length of 2 radius lengths, then the angle would correspond with an open
ness of 2 radians.
2. Suppose the bug travels 1.8 radians per second as the bug rotates on the fan. How many
radians does the bug sweep out in t seconds as the bug rotates on the fan?
Again because the arc length of one radius length is subtended by an angle whose openness is
measure at one radian, then if the bug travels 1.8 radians in one second, then the bug would
sweep out 1.8 radians for every t seconds that elapsed.
3. What do the inputs and outputs of the sine function conceptually represent? What do the inputs
and outputs of the arcsine function conceptually represent?
The output value of the sine function represents vertical distance above horizontal diameter in
radius lengths by taking as its input an angle measure swept counterclockwise from the 3 oclock
position in radians. The output of arcsine represents the angle measure swept counterclockwise
from the 3 oclock position in radians by inputting vertical distance above the horizontal
diameter in radius lengths.

4. What do the inputs and outputs of the cosine function conceptually represent? What do the
inputs and outputs of the arccosine function conceptually represent?
Cosine outputs the horizontal distance to the right of the vertical diameter in radius lengths by
taking as its input an angle measure swept counterclockwise from the 3 oclock position in
radians. The inverse function of cosine, arccosine, outputs the angle measure swept
counterclockwise from the 3 oclock position in radians by inputting horizontal distance to the
right of the vertical diameter.
The first formative assessment would be included after the first example in the investigation.
This assessment is very short and requires almost no calculations, it targets students to think
about why arcsine and arccosine are used and what they represent.

Formative Assessment 2:
Use the figure below to find the values.

1. What is the value of , (the measure of the angle depicted, in degrees)?

Because we are finding the value of an angle measure it makes sense that we can use the inverse
functions of sine or cosine. If we decide to use arccosine, then as an input we are using the
horizontal distance to the right of the vertical diameter formed from the angle , so we would
be using 4.830km, but arccosine can only have input values that are no more than one radius
length to the right of the vertical diameter, so [-1,1]. In order to meet this requirement then we
4.830
have to take what we are measuring and divide it by the radius, so arccos ( 5 ) would have
an output of the angle measure in radians that corresponds to the horizontal distance created by
the angle . Arccosine only outputs a measure of an angle swept out counterclockwise from
4.830
the 3 oclock position in radians, so arccos ( 5 ) would be the angle in radians, the
question asks for degrees which would occur by conversion of

360
2

because we want to

measure degrees with radians and there are 360 degrees in a circle vs 2
answer would be

4.830
360
(
5 )
arccos
2

radians. Final

, approximately 15.

2. What is the value of , (the measure of the angle depicted, in degrees)?

It is important to note that has a different reference point and does not start at the 3 oclock
position. For this situation we are given the arc length of , which is 24.871km, but what does
this mean in terms of the arc length of the entire circle, in other words the circumference. So we
are measuring the arc length of , with a ruler the size of the circumference which we can

find because we know the radius length is 5km,

24.871
=0.7916685 , which means the
2 5

relative size of the arc length compared to the entire circumference of the circle is about 0.79.
And if we want to know the degrees, then we multiply by 360 because there are 360 in any
24.871
360= 285.
given circle, therefore the answer of the value of is
2 5
3. If you were given that x has an approximate value of 2.5km, then what is the measure of the
corresponding angle in degrees?
The value of x corresponds to a horizontal distance to the right of the vertical diameter, so if we
are looking for the measure of such angle, then we would have to use arccosine. But arccosine
only has input values of [-1,1] because the horizontal distance cannot exceed one radius length,
so we will take the relative size of the horizontal distance, 2.5km, compared to the radius of the
2.5
circle, 5km, therefore arccos 5 =1.0472 radians which when converted to degrees is

( )

approximately 60. Our calculations found the angle measure that would output a horizontal
distance of 0.5, but because arccosines range is restricted to [0, ] , the degree of angle
calculated was found in the first quadrant, to find the degree of angle we want, we can move
clockwise 60 from the 3 oclock position which would mean -60, counterclockwise travel
300. These answers make sense because in reality the values of x, y are created by adding the
angle measure of + , which we found in parts 1 & 2, 15 + 285=300.

Rubric for Formative Assessment 2:

Ways of Thinking:
1pt: Student understands arccosine/arcsine have inputs of distances no greater than one radius
length, so they need to take the relative size of their chosen distance compared to the radius
length.
1pt: Student understands theta has a different reference point from 3 oclock position. Problem
only gives arc length, and relative size is needed comparing the arc length to the circumference.
1pt: Student understands the value of x corresponds to an angle measure of + .
Correctness:
1pt: =

4.830
360
(
5 )
arccos
2

, or

1.294
360
(
5 )
arcsin
2

, approximately 15.

1pt: =

24.871
360= 285
2 5

( 2.55 )

( 2.55 )

1pt: + =285 +15 =300 , or 2 arccos 360 , or arccos 360

2
2

Summative Assessment:
1. A circle has a radius of 8 meters centered at the origin. Determine the measure of the angle (in
radians) swept out counterclockwise form the 3 oclock position and the indicated point.

a. (-0.801, 0.598) radii

radians

=
The point (-0.801, 0.598) in radii is located in the second quadrant. Which if students understand
the domain & range of the inverse function of sine, and decide to use arcsin(0.598) they should
understand the calculator will output an angle measure in radians that has a vertical distance of
0.598 but is in the 1st quadrant, arcsin ( 0.598 ) would find the angle needed, and its output
is radians so no necessary steps are needed.
The question targets if students can correctly coordinate inputs and outputs and if they
understand domain and range of arcsine and arccosine functions, because simply using these
functions might not output the angle measure intended.

b. (-7.492, -2.806) meters

radians

=
The point (-7.492, -2.806) in meters would be located in the fourth quadrant, but because the
coordinate is in terms of meters, students need to understand arcsine/arccosine only have inputs
of the relative size of a distance compared to the radius. Using the vertical distance of -2.806
would output a negative angle measure in the 4th quadrant, to find angle needed

arcsin (

2.806
) would find our angle measure needed in radians. Because
8

arcsin (

2.806
) is a negative angle measure from the 3 oclock position, if we subtract from
8

radians, then (anglemeasure radians)

both will be combined and output angle

measure needed. Similar approach is used for arccosine, resulting with

7.492
=2 arccos (
) .
8
Both questions really target students thinking in checking if they understand domain and range of
arcsine and arccosine functions. If they have a really good grasp about the restrictive domains
and ranges of both inverse functions, they will be able to understand why for arccosine the angle
measure needs to be subtracted from 2 radians, and for arcsine needs to be subtracted from
.
2. Compute the measure of the angle between 0 and 360 degrees swept counterclockwise from 3
o'clock position on the unit circle whose terminal ray intersects the circle at the point with
given y-coordinate and in the given quadrant.
a. y=0.9 in Quadrant II.
=______________ degreees
sin
(1 ( 0.9 ))360
2

=115.84

b. y=-0.1 in Quadrant IV.

 =______________ degreees
360

(arcsin (0.1) )360

2

=354.26

Students should realize that depending on what quadrant the situation is asking for they would
possibly need to take that information into account. It is similar to question one, and if students
understand arcsine they would solve the problems correctly. The last step would require a
conversion of radians to degrees.
3. Without using a calculator, evaluate the following expressions.

a. arcsine(sin 9 ) = 9

()

8
b. arcsine(sin 7 ) = 7

( )

Students need to use their memory of the unit circle. For a, sin ( 9 ) would output a very small
vertical distance above the horizontal diameter, but taking this as an input into the arcsine

function would bring up back to 9 radians.

4. Without using a calculator, evaluate the following expressions and give angle measures in
degrees (do not exceed one revolution for your answers).
a.

cos1 ( 0)

90, 270

b.

sin 1 (0)

0, 180

Students should be able to use their memory of a unit circle to solve the expressions. Simply
drawing a circle would help visualize where cosine has a horizontal distance of 0, would be
located at both 90 & 270. Similarly for arcsin(0), sine function has an output of a vertical
distance of 0 at both 0 & 180.
5. Using a unit circle, evaluate the following expressions and give angle measures in radians (do
not exceed one revolution for your answers).
1
a. arccos ( 2 )

2
3

1 1
b. cos ( sin 2 )

()

c. arccos ( sin 3 )

( )

3
2

Students should take what they know about sine function and cosine function and apply it to the
inverse functions of sine and cosine where they are taking a distance in radius lengths for either
vertical or horizontal, and finding the angle measure in either degrees or radians that would
correspond to that distance. Different angle measures can map to the same distances, so although
it is not stated that a restrictive domain should be used, it is preferred but answers that are
accurate are still accepted.
6. What do the inputs and outputs of the arcsine function represent?
The output of arcsine represents the angle measure swept counterclockwise from the 3 oclock
position in radians by inputting vertical distance above the horizontal diameter in radius lengths.
Lastly I would want to target and ask students to answer what is being represented by the inputs
and outputs of either the arcsine or arccosine function. Although I would only ask about one
inverse function, if they were correct about the inputs and outputs of the asked function it would
be assumed they would be able to answer the representation of the inputs and outputs of the other
inverse function.