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Translations of Trigonometric Functions Day 1 Benchmark / Standard: CCSS.Math.Content.HSF-TF.B.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. Behavioral Objective: Students will be able to identify the amplitude, period, phase shift, and equation of the midline for the six trigonometric functions. Anticipatory Set: Geogebra manipulation of trigonometric functions that include phase shift and vertical shift. Students will predict which value of the equation affects the phase shift and which value of the function affects the vertical shift. For example, for y=asin(b(x+h))+k, the c value determines phase shift and the d value determines vertical shift. Objective / Purpose: Last week we learned how to identify the amplitude and period of graphs of trigonometric functions; this week we will take it one step further and learn how to identify phase shift and vertical shift of trigonometric functions. Tomorrow we will learn how to graph these functions. Task Analysis a. Input i. At the beginning of the lesson, display the Desmos graphs of the trigonometric functions. Slide the values of a, b, c, and d (only change one at a time) to show students a representation of what is changing in the graphs. Reinforce the learning from last week that the a value affects the amplitude and the b value affects the period then have students predict which value of the equations affects the phase shift and which value of the function affects the vertical shift. ii. Next start the notes for the day. Make sure to stress the new vocabulary for the lesson: vertical shift and phase shift; also stress the vocabulary from the previous lesson: amplitude and period. The first slide will make the students predictions about the values of the equations concrete, clear, and concise. The next slide contains the examples for the day. Go over one or two as a class, and have the students try the others on their own. iii. As students are working on problems during notes, walk around and assist students as necessary. Note mentally which students are doing well and which students will need more support. iv. After the notes, display the functions from the beginning of the lesson and ask students to identify the phase shift and vertical shift of the graphs. v. Assign the homework and give students at least twenty minutes to work on the homework. b. Learning Styles i. Audio: Notes are read aloud for students ii. Visual: Notes are written on the board for students iii. Interpersonal: Students can work on the homework with a partner iv. Intrapersonal: Students can work on the homework by themselves c. Methods and Materials i. Ways of presenting: Lecture and demonstration ii. Materials: Smartboard, notes, writing utensil Checking for understanding

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a. Students understanding will be checked in the anticipatory set; students should be able to see how the values of the equation change the graph. b. Students understanding will be checked during the notes while they work on given examples c. Students understanding will be checked during homework while teacher walks around to answer any questions Guided Practice: Students will work on examples during the notes Independent Practice: Students work on the assigned homework during class and at home if they do not finish. Closure: Display the graphs from the anticipatory set and have students determine the vertical shift and phase shift of the graphs. At the end of the hour, the ledger will be displayed so that students can make sure that their ledger is up to date.