FACULTY OF EDUCATION AND LANGUAGE

MAY 2011

HBMT 4103

TEACHING MATHEMATICS IN FORM THREE

MATRICULATION NO IDENTITY CARD NO. TELEPHONE NO. E-MAIL LEARNING CENTRE

: 761009016997001 : 761009016997 : 019-7420556 : tanchinghing@gmail.com : IPTHO

SOALAN TUGASAN /ASSIGNMENT QUESTION The understanding of the concepts in trigonometry is essential for us. It helps us solve a variety of application problems in our daily lives.

You are required to write a paper based on this topic. In your introduction explore the internet on the history of trigonometry; introduce the great Mathematicians and the uses of trigonometry. Suggest ONE activity to determine the tangent, sine and cosine of an acute angle. Your activity must be relevant, interesting and able to attract students attention.

Scientific calculators have become important aids to teaching in secondary schools. It is a tool that helps students to access mathematical concepts and experiences from which they were previously limited to only paper and pencil. It also enhances the development of useful mathematical understanding and mathematical power.

Suggest THREE activities to demonstrate on how to find an angle using the scientific calculator. You may use problem solving activities. Reflect in your own words what are the difficulties faced in the above activities, and give suggestions on how to improvise the strategies of teaching and learning and the teaching aids.

[Total: 30 marks]

HBMT 4103 Table of Contents 1. Introduction. 1 4 2. Content 2.1. Suggestion of activities 2.1.1. Determine the tangent, sine and cosine 5 8 2.1.2. Demonstrate on how to find an angle using scientific calculator 2.1.2.1. 2.1.2.2. 2.1.2.3. Activity 1.9 10 Activity 2...11 12 Activity 3...13 14

3. Reflection..15 4. Conclusion.15 5. References.16

HBMT 4103 Introduction There are many meanings for trigonometry. As my reference on Oxford Online Dictionaries, trigonometry can be defined as the branch of mathematics dealing with the relations of the sides and angles of triangles and with the relevant functions of any angles. (oxford, 2011) The word of trigonometry has been derived from three Greek words Tri (Three), Goni (Angles), Metron (Measurement). Literally it means measurement of triangles. (mathzone, 2011) The origin of trigonometry have benn traced back to the Egyptians of the 13 century B.C., whose tables of shadow lengths correspond to today's tangent and cotangent functions. The Babylonians and Greeks trigonometry to study of heavens. Travelers of recent centuries used trigonometry to navigate, and physicist use trigonometry to study sound, light, and other waves. History of Trigonometry Greeks and Trigonometry
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In the second century B.C., Hipparchus derived a trigonometric table measuring chord lengths of a circle having a fixed radius. Hipparchus built the values in increasing degrees, beginning with 71 and ending with 180, incrementing in units of 71 degrees. In the second century A.D., Ptolemy defined Hipparchus' value for the radius as 60 and created a table of chords incrementing one degree, from 0 degrees to 180 degrees. This table of chords also showed how to find unknown parts of triangles from given parts.

India and Trigonometry

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In the sixth century, India based its trigonometry on the sine function, which was the length of the side opposite the angle in a right triangle of a specific hypotenuse instead of a ratio. The Indians used various values for the hypotenuse. They built sine tables from these functions and later introduced a cosine function and tables.

HBMT 4103 Muslims and Trigonometry

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Abu Abdallah Muhammad ibn Jabir al-Battani, who lived from 858 to 929, formally introduced the cosine function, as he built on the work of the Indians and Greeks. Muslim mathematicians also introduced the polar triangle for spherical triangles, sine and tangent tables created in 1/60th-of-a-degree steps. Nasir ad-Din at-Tusi, who lived from 1201 to 1274, wrote a book separating plane and spherical trigonometry into its own field of study, called the Book of the Transversal Figure. Muslim mathematicians revived the long-dead tangent function, invented by the Chinese but lost, and added the co-tangent, co-secant, and secant functions.

Western Europe and Trigonometry

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Georges Joachim defined trigonometric functions as ratios instead of lengths of lines during the 13th century. French mathematician Franois Vite, who lived from 1540 to 1653, introduced the polar triangle into spherical trigonometry and published two books, Canon Mathematicus, and Universalium Inspectionum Liber Singularis, in 1579. These two books were mathematical tables in which the values Georges Joachim

for sine are computed to 10 to the negative eighth power. In the 17th century, John Napier, a Scottish mathematician, Franois Vite invented logarithms, memory tricks to remember the 10 laws of how to solve spherical triangles; he also came up with what are now called Napier's analogies to help mathematicians solve oblique spherical triangles. In the 18th century, Leonhard Euler defined trigonometric functions John Napier laws of trigonometry were the consequences of arithmetic of complex numbers. Leonhard Euler in terms of complex numbers showing how basic

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China and Trigonometry

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Early forms of trigonometry appeared in Chinese mathematics in the sixth century, but major advances in trigonometry did not happen until the 12th and 13th centuries, even though astronometrical calculations and calendar science demanded it. Shen Kuo, who lived from 1031 to 1095, used trigonometry to solve problems of chords and arcs. Guo Shoujing worked on arcs and circles, which formed the foundation of spherical trigonometry during the 12th and 13th centuries. Most of China's mathematics were lost after the Shen Kuo Yuan Dynasty took root in 1271 until the 19th century. Guo Shoujing The uses of trigonometry Thales of Miletos (625 547 BC.) is said to be the first man to determine the height of the Cheops pyramid by comparing the length of its shadow with the length of the shadow cast by a rod of known length. He also used trigonometry to determine the distances offshore at sea. Aristarchus of Samos (310 250 BC), a mathematician and astronomer was the first man to propound a heliocentric theory of the universe eighteen centuries before Copernicus. He made an attempt to compare the distance from Earth to the Sun and to the Moon. His reasoning was perfectly sound but instrument he used to determine the angle of sight between the sun and the half moon failed him by fault calibration. He found the distance to the sun to be about eighteen - twenty times that to the moon, instead of the correct figure of approximately 390 times. The first known attempt to calculate circumference of the Earth was made by Eratosthenes of Alexandria. Having heard that, at the summer solstice, the sun was at zenith at Aswan, he decided to determine the height of the sun also at Alexandria. From his measurement he deduced, correctly, that the distance between Alexandria and Aswan must equal 1/50th of the Earths circumstances, but all his other data were inaccurate or pure
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HBMT 4103 guesswork. But remember that this was approximately 1700 years before Columbus tried to find India, and found America. Hippoarchus of Nicea (? 127 BC) is also famous and most determination of the length of the lunar month ( the time the moon use in one revolution around the Earth), to within one second of todays accepted value. As a mathematician, Hippoarchus introduced to Greek the Babylonian method of dividing the circle into 360 degrees. Nowadays, trigonometry is usually taught in secondary schools or universities either as one of the topic of mathemathics subject or as part of a precalculus course. It has applications in both pure mathematics and applied mathematics, where it is essential in many branches of science and technology.

HBMT 4103 Suggestions of Activities Activity 1 : Determine the tangent, sine and consine
Foundational objectives

: To develop an understanding of Pythagoras' Theorem, the primary

trigonometric ratios, and their applications.

Learning outcomes

: To determine the value of the three primary trigonometric ratios by using a calculator.

Type of Activity Instructional Method Materials/Resources

: Developmental : Guided discovery, Group work : Laptop, LCD Projector, ruler, a protractor, calculator Powerpoint.

Assessment

: KEY CONCEPTS: Hypotenuse, Adjacent, Opposite, Sine Ratio, Cosine Ratio, Tangent Ratio

Procedure/Activities

: Students will construct right triangles and through measuring and comparing, develop an understanding of the meaning of Sine, Cosine, and Tangent under the context of right triangles.

Introcuction 1.1 Ask try to draw different sizes of triangles. 1.2 Student tries to identify and find out which triangle have right angle with using Microsoft mouse mischief slide show.

HBMT 4103 Step 1 2.1 Show the students a large right angled triangle with one angle marked. 2.2 Remind the students about the hypotenuse (from Teorem Pythoras theorem) and show them the Trigo members (Hypo: hypotenuse, Oppo: opposite and Adja: adjacent) in relation to the marked angle.

2.3 Discuss the meaning of the words opposite and adjacent in this context. 2.4 Students try to identify the site of hypotenuse, opposite and adjacent on powerpoint mouse mischief slide show.

Step 2 3.1 Teacher introduce the three main functions in trigonometry and show them the three trigo friends (SOH, CAH, TOA).

3.2 Teacher explain and introduce that Sine, Cosine and Tangent are all based on a RightAngled Triangle.
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HBMT 4103 3.3 Teacher use the story to build up the concept of determing the tangent, sine and cosine with trigo members house problem.

Closure 4.1 Teacher and student do the summary.

4.2 Students do the exercise in powerpoint mouse mischief slide show.

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HBMT 4103 Activity 2 : Find an angle using the scientific calculator Activity 2.1 Step 1 1.1 Teacher introduces the basic uses of scientific calculator. 1.2 Students practice some basic scientific trigonometry calculation skill.

Step 2 2.1 Divide students into 4 groups. 2.2 Each group were given a problem solving question card. Question Card:

50 m

30 m

A cat sitting on the edge of a straight river bank spots a bird sitting in a tree directly across the river and on the river's edge. The distance of elevation from the cat to the bird is 40m. What is an acute angle to the top of bird on tree?
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HBMT 4103 2.3 Teacher guides students solve the problem question by using Polyas steps. Polyas Steps Step 1: Identify whats being given 1.1 A cat sitting on the edge of a straight river bank spots a bird sitting in a tree directly across the river about 30m. 1.2 Distance of elevation from the cat to the bird is 40m. Step 2: Clarify whats being asked. 2.1 What is an acute angle to the top of bird on tree? Step 3: Select a strategy 3.1 Using scientific calculator to find out cosine ratio of an acute angle. Step 4: Solve using the strategy 4.1 Referring to trigonometry main function: =

4.2 From the definition of the consine function, we have 



4.3 Using a calculator, we find the acute angle whose consine is 0.6m:   Pressing SHIFT cos-1 0.6 === .

4.4 Thus the acute angle to the top of bird is Step 5: Review the answer

5.1 Using scientific calculator to recheck the answer Pressing cos 53 === Step 3 4.1 Student trying out another problem solving questions on worksheet. 4.2 The winner for which group have answer correctly. Step 4 5.1 Student and teacher do the summary.

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HBMT 4103 Activity 2.2 Step 1 1.1 Teacher carries out the calculator games. 1.2 Divide students into 4 groups. 1.3 Each group will answer the 10 numbers questions sheet on 1 minute by using scientific calculator. 1.4 Prizes will give away to the group whose have first answer correctly on time.

Step 2 2.1 Teacher shows the problem solving question by using PowerPoint slide. Question:

50 m


25 m

Chris, standing on the horizontal ground 25m from the base of a cliff, noted that the high was the cliff was 50m. How much the angle of elevation to the top of the cliff? 2.2 Teacher shows and explains the how to use scientific calculator to solve the problem question by using Polyas steps. Polyas Steps Step 1: Identify whats being given 1.1 Horizontal ground 25m from the base of a cliff. 1.2 The cliff was 50m. Step 2: Clarify whats being asked. 2.1 What is the angle of elevation to the top of the cliff? Step 3: Select a strategy
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HBMT 4103 3.1 Using scientific calculator to find out tangent ratio of an acute angle. Step 4: Solve using the strategy 4.1 Referring to trigonometry main function: =


4.2 From the definition of the consine function, we have 



4.3 Using a calculator, we find the acute angle whose consine is 2m:   Pressing SHIFT tan-1 222 === .

4.4 Thus the angle of elevation to the top of the cliff is Step 5: Review the answer 5.1 Using scientific calculator to recheck the answer Pressing tan 63 === Step 3

4.1 Student trying out another problem solving questions on group activity. Step 4 5.1 Student do the exercise on paper sheet.

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HBMT 4103 Activity 2.3 Step 1 1.1 Teacher carries out the calculator games. 1.2 Prizes will give away to the student whose have first answer correctly. 1.3 Student show their answer on calculator and check by teacher. 1.4 Repeat this activity 3 times.

Step 2 2.1 Teacher shows the problem question on blackboard. 2.2 Students read out the question. Question:

48 m

30 m



A fireman rests his ladder against a building the ladder is about 48m long. The bottom of the ladder is 30m from the base of the building. How much the angle with the ground? 2.2 Students highlight or underline the important information on a question paper by using marker pen. 2.3 Teacher shows and explains the how to use scientific calculator to solve the problem question on Polyas steps strategy. Polyas Steps Step 1: Identify whats being given 1.1 Ladder is about 48m long. 1.2 The bottom of the ladder is 30m from the base of the building. Step 2: Clarify whats being asked.
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HBMT 4103 2.1 How much the angle with the ground? Step 3: Select a strategy 3.1 Using scientific calculator to find out tangent ratio of an acute angle. Step 4: Solve using the strategy 4.1 Referring to trigonometry main function: =


4.2 From the definition of the consine function, we have  



4.3 Using a calculator, we find the acute angle whose consine is 1.6m:   Pressing SHIFT sin-1 222 === .

4.4 Thus the angle with the ground is Step 5: Review the answer

5.1 Using scientific calculator to recheck the answer Pressing sin 38.68 === Step 3 4.1 Student trying out another problem solving questions using scientific calculator. 4.2 Student exchange and check their answer. Step 4 5.1 Students do the worksheet.

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HBMT 4103 Reflection The all three activities that I suggest with my group of student is use scientific calculator to find out an acute angle of straight triangle in three main function of trigonometry. All the three lessons are based on problem solving strategy. There are some difficulties may be appear when carrying out the activity in the lesson. Firstly, the idea to start the lesson with the calculator games can make the lesson more enjoyable and attract the students attention to follow the lesson. On this step, teacher must prepare the games rules. This can avoid the student using the calculator out of control. Secondly, one of the difficulties that I have determined in the activities that I had suggested above is the differences functionality buttons of each brands of scientific calculator. To solve this problem, I suggest that teacher have to get know on how or the right steps to find trigonometry ratios for their own different scientific calculator. For this, teacher has to extend and spend little time to solve this problem before carry out the teaching activity. If not it may be a difficulties for students interest to find the trigonometry ratios. On the other hand, teacher must give a clear command using the scientific calculator during the lesson. Thirdly, teacher has to make sure that all the students are clear or understanding the concept of trigonometry before finding the ratios of tangent, sine and cosine. This is the main thing before students can go for the problem solving questions and apply trigonometry into real world context. The Polyas 4 steps must explain systematically in an easy context. It can be help the different levels students easy to understand and find out the solutions for answer. For advanced students, teacher can be prepared more difficulty questions. Conclusion As a whole, I feel that all the three activities that I had suggested above is suitable for advanced and middle level students. Teacher can modify the lesson activity at their own idea for different level students depend on their situation if they feel unpractical. Teacher can do the reference through the website, book or get an advice from a more experienced teacher. I feel confident that teacher has their own good ideas to make such boring things as trigonometry and similar topics enjoyable and full of excited and mostly uninterested students getting the interest of any group of student in the classroom. As I plan lessons in the future for mathematics, I will do my best to teach according to the following motto: teach simple, teach smart, and teach for the right reasons.
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HBMT 4103 References

(t.t). Didapatkan Jun 20, 2011, daripada Pearson Higher Education: http://www.awbc.com/scp/beecher_penna_bittinger/downloads/ch05pgs411-506.pdf Trigonometry. (2005). Didapatkan June 14, 2011, daripada Qatar Teaching Network: http://www.teachers.net.qa/Math_CfBT_Workshops/workshop3/Math3_Session7.pdf Introducing Right Triangle Trig. (2009, April 29). Didapatkan June 14, 2011, daripada function-of-time: http://function-of-time.blogspot.com/2009/04/introducing-right-triangle-trig.html Problem Solving With Trigonometry Question. (2010, March 1). Didapatkan June 19, 2011, daripada Math Forum: http://www.mymathforum.com/viewtopic.php?f=13&t=12619&start=0 Bahagian Pembangunan Kokurikulum. (2011). Didapatkan June 14, 2011, daripada Ministry of Education Malaysia: http://www.moe.gov.my/bpk/sp_hsp/mate.htm mathzone. (2011). Didapatkan June 13, 2011, daripada Introduction of trigonometry: http://www.emathzone.com/tutorials/trigonometry/introduction-to-trigonometry.html The History of Trigonometry. (2011). Didapatkan June 13, 2011, daripada eHow: http://www.ehow.com/about_5395140_history-trigonometry.html Curriculum Services Canada. (n.d.). Retrieved 14 June, 2011, from Principles of Mathematics: http://resources.curriculum.org/csc/library/profiles/10/html/MPM2DP1.htm ferrismath.com. (t.t). Sine, Cosine and Tangent. Didapatkan Jun 20, 2011, daripada ferrismath.com: http://www.ferrismath.com/int1/Sine,%20Cosine%20and%20Tangent.htm History of Trigonometry. (t.t). Didapatkan June 13, 2011, daripada Honlyn: http://www.trigonometryhelp.net/history-of-trigonometry.php Learning Trigonometry. (t.t). Didapatkan June 14, 2011, daripada math-coaching.com: http://www.mathcoaching.com/learning-trigonometry.html Lesson 147: Solving Word Problems with Trigonometry. (t.t). Didapatkan June 19, 2011, daripada MathWithLarry.com: http://www.mathwithlarry.com/lessons/lesson147.htm oxford. (2011). trigonometry. Didapatkan June 13, 2011, daripada Oxford dictionaries: http://oxforddictionaries.com/definition/trig.?region=us Seow, S. (2004, March 2). Finding angle using Tangent. Didapatkan June 19, 2011, daripada stevenseow: http://www.stevenseow.com/tutorials/FindingAngleUsingTangent.html SOLVING RIGHT TRIANGLES. (t.t). Didapatkan June 19, 2011, daripada The Math Page: http://www.themathpage.com/atrig/solve-right-triangles.htm Tara Adamek, K. P. (2005, May 11). Department of Mathematics. Didapatkan June 12, 2011, daripada Rutgers: http://www.math.rutgers.edu/~mjraman/History_Of_Trig.pdf Trigonometry. (t.t). Didapatkan June 14, 2011, daripada hanlonmath: http://hanlonmath.com/pdfFiles/472Ch.11Trigonometry.pdf TRIGONOMETRY - Math 10. (t.t). Didapatkan June 14, 2011, daripada saskschools.ca: http://www.saskschools.ca/curr_content/highmath/hsmath/strands/trigonometry/lesson_plans/m10/inves tigating_sine.htm

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