Teachers: Subject: Algebra 2

Heather Mullan

Common Core State Standards: A2.F-TF.B.5 Create and interpret sine, cosine and
tangent functions that model periodic phenomena with specified amplitude, frequency, and
midline.

Objective (Explicit): Students will be able to interpret a sine, cosine, and tangent function
taking into account the amplitude, frequency, and midline to make a graph.
Evidence of Mastery (Measurable):

● Students will be able to draw a periodic function from sine and cosine function equations.
● Students will be able to label the different components of sine and cosine functions.

Sub-Objectives, SWBAT (Sequenced from basic to

complex)

● Students will convert degrees into radians.

● Students will decide which graph goes with which function.
● Students will hypothesize how each component will change the graph when adjusted.

Key vocabulary: Materials:

Interpret: Students will interpret sine and cosine Graph Paper
functions. Pencil
Convert: Students will use degree to radian Compass
conversions.
Hypothesize: Students will form an educated
guess about the components of the functions.

Opening (state objectives, connect to previous learning, and make relevant to real life)

I will ask the students a series of questions to catch their attention and gain some insight into what they might already know. I will ask
questions like “What is a radian?” and “What do you think the graphs for the sine and cosine functions look like?”. These questions will
hopefully draw the students in and get them engaged with the lesson.

Introduction (Teacher Actions) (Student Actions)

Teacher Will: Student Will:

● I will have my lesson already planned out. I will
use a powerpoint but with blank spaces to do
practice problems on the board. I will have a
powerpoint but still work from the front of the
class on the board.
● I will use tables with some blank spaces so I
can fill them in with the class. I will also have
different types of triangles on the board to
show congruences.
● To address misunderstandings, I will have
students ask as many questions as I can to
help uncover prior knowledge so I can correct
any incorrect information they may have.
● I will provide as many examples as I can for as
many different scenarios I can find.
● Students will actively take notes on the material I
am presenting. They should also be participating as
much as possible to clarify the material. Asking
more questions will reduce any confusion students
may have. They should also confer with their group
when prompted to do so by me.
● Students will be most engaged when participating in
the whole group conversation and even more so
when participating in small groups.
Co-Teaching Strategy
● For the introduction of the lesson, I think “one teach, one observe” would work best in order to get
through the introduction as quickly as possible so we can get into the heart of the lesson.
● Potentially use “one teach, one assist” if needed.

Differentiation Strategy
● I will have students in groups as often as possible to allow for student to student conversation regarding the
topic at hand.
● If I use “one teaches, one assists”, the assisting teacher can help students who need it.

Guided Practice (Teacher Actions) Student Actions

Teacher Will: Student Will:

● I will already have students in groups so they can
interact during the lesson. After my lesson, they will
work on a worksheet and I will circle the room asking
and answering questions.
● They have multiple opportunities to show their skills
by being involved in the class lesson, working
collaboratively with their group, trying on the end of
class quiz, and doing the homework. They should be
asking any questions they have along the way so I
can answer them.
● Students will be in groups of 3-4 working together on
a worksheet. If no one in the group knows how to do
a problem, they can ask the group next to them or ask
me. If the whole class struggles on one problem, I will
solve it on the board with their help.
● Students will be engaged by participating in
group discussion to work through a list of
problems.
● Students will be in groups. They will work
through problems together while I walk
around the room answering any questions
they have. I will also ask them questions to
test their knowledge on what they are
working on.
● Students will be working together so that will
promote student-to-student interaction. They
will be able to discuss in their groups or ask
another group for help if needed.
● Students will be given a small quiz at the
end of class to test their knowledge of what
they learned in class that day. It will be used
as a knowledge check so I can see where
everyone is in the material.

Co-Teaching Strategy
● I think “one teach, one assist” would work great for this. During the lesson, one person will teach while the other
walks about the room helping students.
● After the lesson, “both assist” would work because then there are two people assisting students in their group/
classwork.

Differentiation Strategy
● I can record my lesson and post it to a class site so students can go back and review the lesson again but at
their own pace. Doing this allows me to move at a regular pace so advanced students can stay engaged and
students that need help can rewatch the lesson again.

Independent Practice (Teacher Actions) Student Actions

Teacher Will: Student Will:

● I will be walking around the room answering questions
students may have. I will be asking each group how
they are doing and ask them further questions about
what they are doing. I will have a list of thought-
provoking questions already with me to ask each
group.
● If students need further help, they can ask fellow
classmates or myself for help. I will be open to give
further instruction at lunch or after school for students
who may need it.
● I will go over their learning outcomes with them before
the start of the lesson. I will also explain to them that
we will be using sin and cos, radians, and the unit
circle to accomplish the day's lesson.
● Students will be in groups discussing the
topic and working through problems and
taking a short individual quiz to test their
knowledge.
● Students will have a short quiz at the end of
class to show me what they know about
what they just learned in class and will also
have a homework assignment to work
further.
● Students will be quizzed on how to convert
degrees to radians and what the different
components of the functions do.
● Students will be able to ask their group
questions during group work, ask my
 questions during the lesson, and will get
feedback the next day on how they did on
the quiz. Homework will allow them to take
their time to work through problems and
check answers.
● Students will be able to answer other
student questions by asking their group or
other groups for help. I love students
learning from students. It promotes
teamwork and professionalism.

Co-Teaching Strategy
● “Both assist” or “alternative teaching” can be used where one teacher walks around the room facilitating the
group work while the other works with a smaller group of students to further their understanding.

Differentiation Strategy
● This is a group centered activity so working in groups will help students discuss the material and better
understand it. They will also have the opportunity to ask their group questions before asking me.

Closing/Student Reflection/Real-life connections:

● Students will be completing a short quiz at the end of class as an exit ticket so I can see their progress for the day. I will be able to
better plan the next day knowing if they need more review before moving on or if they are ready for the next lesson.
● I will ask students if they can find a real life use for radians and sine and cosine funtions or if they can find it in our everyday life.
If they can not, I will provide the examples for them so they can think about its real world application.