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Graphs of other trig functions

Main Topic

Outline of the Lecture

Learning Goals Conceptual Connections

What is the main procedure or topic that What are the relevant components of the main topic? In what order will students will be working on in this lesson? they be presented? What examples will be used as illustrations? Students will learn how to graph and Lesson Concepts Example(s) recognize the graphs - of the remaining 5 trig functions. Have students identify graph Standard(s) Addressed: of f(x)=sin(x+pi/2) CCSS.Math.Content.HSF-IF.A.1 Understand that a Have students graph function from one set (called the domain) to another set f(x)=cos(x) a nd m ake (called the range) assigns to each element of the domain observations. exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output Students should recognize of f corresponding to the input x. The graph of f is the that the two graphs are equal graph of the equation y = f(x). and t hat c osine i s j ust a p hase CCSS.Math.Content.HSF-IF.B.4 For a function that shift o f t he s ine f unction. models a relationship between two quantities, interpret key features of graphs and tables in terms of the Graph the functions for Ask students to identify quantities, and sketch graphs showing key features tangent, cotangent, secant, domain, range, and period of given a verbal description of the relationship. and c osecant. these functions. While d oing t his, d efine t he Prior Knowledge term asymptote as a line How will prior knowledge connect to and influence that a graph approaches but the development of the main topic? never reaches the graph is Students have knowledge of functions in general, undefined at this point. and have been exposed to the graph of the Discuss the behavior of each See Key Error #2 below. sinusoidal function of y=sin(x). They understand graph as it approaches the how to shift a sinusoid along the horizontal axis, asymptote.
which will help with the understanding of the cosine function.

What will students understand conceptually about the procedures they are learning? For each function, students should be able to make connections between the algebraic definitions of the function, the functions value for angles around the unit circle, and the functions graph. For instance, they should realize that tanx=y/x, and because x is in the denominator, the graph will be undefined whenever x is 0. Using the unit circle, they should recognize this occurs at all odd multiples of pi/2.


What are the various ways in which the concept will be represented throughout the lecture? The functions will be represented in graphical and tabular form. Connections will be made to both the unit circle and the graph of the sine function (see attached notes). For instance, students will refer to the unit circle to determine that the tangent of


What errors do you expect students to make when working independently? How will you address these potential errors in lecture? Students will have the most difficulty with keeping the functions distinct from each other. I will try to emphasize important characteristics of each graph, so that they can easily tell which is which. Students may also have difficulty determining the behavior of each graph as it approaches the asymptotes. To walk students through this process, I will select an interval (e.g., 0 to pi/2) and ask students to identify whether x gets bigger or smaller and whether y gets bigger or smaller in this interval. This will help students identify whether the appropriate ratio (e.g. y/x for f(x)=tanx) gets larger or smaller. Students will likely still have issues with period and frequency. This lesson will present plenty of opportunities to discuss these concepts.

Key Errors

What will students say, do, produce, etc. that will provide evidence of their understandings? Students will fill out tables as a class and answer questions regarding the domain, range, and periodicity of each function. Students will be able to reiterate in their own words how the graph of each function was obtained. Homework Graphs of Other Trig Functions worksheet

undefined. They will then consider how to represent this graphically (as an asymptote) and use the unit circle to determine the shape of the graph as it approaches the asymptote.

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1/24/13 Graphs of other trig functions