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Math: Trigonometry

Active component (content knowledge) Learner outcomes


Comprehend Develop ability to:
• The definitions of sine, cosine and tangent using right • Use identities for sum and difference of angles and use double
triangle geometry and similarity relations and half angle formulas
• The relationship between a trigonometric function in • Apply the trigonometric functions sine, cosine and tangent to
standard form and its corresponding graph solve for an unknown length of a side of a right triangle, given
• Periodicity and recognize graphs of periodic functions, one of the acute angles and the length of another side
especially the trigonometric functions • Use the standard formula for the area of a triangle,
• How similarity of right triangles allows for trigonometric
functions sine, cosine and tangent to be defined as ratios ○ A=1/2bh, to explain the area formula,
of sides ○ A=1/2absinC where a and b are the lengths of two
• That the trigonometric functions can be extended to sides of a triangle and C is the measure of the included
periodic functions on a real line, derive basic formulas angle formed by these two sides, and
involving these functions, and use these functions and ○ Use it to find the area of a triangle when given the
formulas to solve problems lengths of two of its sides and the included angle

• Identify key characteristic of and graph sine, cosine and


tangent, their reciprocals, secant, cosecant and cotangent
• Use the laws of sines and cosines to find missing sides and
angles of a triangle

(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

College Readiness Standards 22083260


9/15/2009
Standards for Success (S4S)
Math: Trigonometry
Successful students:
A. Know and understand basic trigonometric principles

Cognitive Strategies Emphasized


• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Bibliography
Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American


Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.


Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

College Readiness Standards 22083260


9/15/2009

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