Running Head: TRIGONOMETRIC ART 1

Trigonometric Art

Megan Rice

Arizona State University

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Table of Contents

Trigonometric Art 3
School and Applicant Narrative 4
Summary of Project and Impact 5
Project Narrative 6
Sustaining The Project and Innovation 6

Budget Narrative 7
References 9
Appendix 10
TABLE 1: PROJECT NARRATIVE CALENDAR 10
TABLE 2: BUDGET TABLE 18
INQUIRY BASED LESSON PLAN 19
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Trigonometric Art

The project titled Trigonometric Art is a 10 day or longer math project for Algebra 2

students. It should be assigned right after the students have started to learn about the

trigonometric functions. The purpose of this project is to pique the students’ interest in

trigonometry and to refresh their knowledge of past algebra classes. The majority of students

despise math and find it very boring, hopefully, this project will get a lot more students interested

in the math I will be teaching. I am achieving this goal by having the students create a piece of

art via different functions encompassing every function they have learned up to this point.

I believe the knowledge that creativity and art being involved will keep the students

engaged. There is a couple of days of build-up before they can begin their artwork but I think

they will be excited enough to do the work leading up to it. Some specific activities that will

keep the students engaged are their rough draft drawings, creating their own formula cheat

sheets, and exploring the Desmos site. This project would be explained to an audience other than

my students by showing them a finished project then working backward. Showing off the

finished art then showcasing the math involved. To get to the point where they are able to create

their art pieces, the students will have to work as teams and individually to prove that they know

the math. Once they are able to prove their knowledge, the creative juices can start flowing.

I think this project is needed at Maya High School because I believe the students need to

be able to have fun with math. A lot of the time, our students are returning to school after

missing or skipping a few years. They are showing up to pass and graduate. I want to show them

a side of math that can be fun, creative, and challenging. That is what this project will do by
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challenging the students to think outside of the box on how to create a piece of art only using

graphed functions.

School and Applicant Narrative

I graduated from Arizona State University in 2018 with a BAE in Secondary Education

Mathematics. During college worked as a tutor for high school students and worked as a

paraprofessional in a charter school called Maya High School. Currently, I have been working at

that same charter school, Maya High School as an Algebra 1 teacher for 2 years now. I work side

by side with my mentor teacher who is now my coworker. On top of that, I run the GEMS club

on campus AKA the gaming and anime club on campus. Since I am one of the younger staff

members and have some interest and experience in the topics, I was the shoe in person for the

role. Currently, we are meeting every Tuesday via google meet.

Maya High School is an alternative charter school run by a parent company called, The

Leona Group. The Leona Group is all over Arizona and tries to ​educate as many students as

possible without letting any fall through the cracks each year. They run multiple charters

throughout the state. The school itself has been measured to fit the most desks they can in the

classroom due to COVID. They are offering a hybrid class type where students are in-person and

online. We have approximately 25 to 30 students per class at the moment.

The community we teach in at Maya High School is not a rich one. We have a lot of poor

and underprivileged students that attend our school. We provide a laundry room, food services,

and hygiene supplies to our students. Over half our roster does not have English as their native
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language, our students need a little extra help in the classroom, but that is why we are here. Our

school wants to help these students and we plan on continuing to make that happen.

Summary of Project and Impact

My project is centered around creativity, ingenuity, and critical thinking. My students

will be working independently and as a team to create pieces of art only using different math

functions and graphs. They will have to think outside of the box with this project and use their

math skills in ways they have never done before. We have a very unique student population at

Maya High School, but they are up to any challenge. Using project and inquiry-based learning is

what keeps our students engaged. During this project, the students will be creating a function list

as a sort of cheat for themselves, making pizzas with unit circles, and collaborating on quiz-like

activities. There are many roles to be had in a classroom especially during long projects.

Teachers, students, and the community all impact the classroom in different ways.

The teacher is a dedicated mentor who pushes critical thinking in the classroom. They

care for their students and are the one responsible for guiding them through growing up socially.

The student is hard-working, attentive, and committed to class. They are responsible for being a

team player and following their teacher. While in class they are to be respectful and present at all

times.​ ​As for the community, they are playing a huge supporting role. There is a reason we have

a saying, “It takes a village to raise a child.” The community lies in wait until they are called

upon and when they are, they are supportive of all students and will help wherever they can.
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Project Narrative

The project is laid out into a ten-day plan. During the first week, the students will

experience a mix between direct instruction and differentiated instruction. Before I set them

loose on creating art pieces, I need to know that they understand the math behind it. Depending

on the prior knowledge of the students, the art part of the project might appear as soon as day

four or as late as day 6. The full project calendar is listed below at the bottom of this document in

the Appendix section. In that same Appendix section, there is an Inquiry-based lesson plan. This

lesson plan is not for this specific project but more so a mini-lesson about statistics. I am

including the lesson plan to give you an idea of what the day to day lesson plan should look like

for the last half of this project.

Sustaining The Project and Innovation

Technology

During the final week of the project, I hope to request Chromebook carts so that my

classes will have access to the website Desmos. Desmos will be the bread and butter of their

project but is not required. The students will be able to use their required TI-83 calculators to

graph or they graph the equations by hand. During this project, the students will have the option

of graphing it online using Desmos or to graph by hand. If they choose the online option, they

will have to print it out to label it. I think I over a fair amount of technology to be used during

this project, but I also realize that everyone might not want to so I leave them a by hand option as

well.

After Proposal Period

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After the first run of this project, I would want to conduct a survey of the class to see what they

have to say. They went through it, and thus would have opinions on how it went. They would

have valuable information I could use to improve. I could contact the art teacher at the school to

get their input on the project as well. They might have some input on how to improve as well.

Innovation

This project is having the student express their knowledge of the subject by using it to

create a drawing. It transforms their learning because they have to utilize their knowledge of

math to create something. Normally students have to simply solve problems over and over but

here they get to create something. They get to decide how detailed and complicated they want to

get, driving their own learning. During this process, they might realize that some buildings or

architecture have utilized these functions in their designs.

Budget Narrative

My budget is listed at the bottom of this document in the Appendix. It can be found in

table 2, inside the budget, I list all the materials I will be needing for this project. The paragraph

following this text is my explanation and rationale behind the materials listed.

To create their trigonometric piece of art the students need at the bare minimum rulers,

protractors, #2 pencils, erasers, and graphing paper. The rulers and protractors are necessary to

accurately draw the graphs of the functions the students create. #2 pencils, erasers, and graphing

paper are required so that the students will have a surface and utensil to draw their art piece with.

I believe that without those supplies, the students would not be able to complete the bare

minimum required of this project. The colored pencils and markers are also very much needed
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because it allows the students to be able to bring their creation to life with color. The

Chromebooks and graphing calculators are a quality of life improvement for the students. The

Chromebooks would be a shared class tool that the students can take turns using demos on.

Desmos is a huge tool used in this project since it is a free resource and can graph multiple

functions at a time with ease. The graphing calculators on the other hand would be given to each

individual student to use at home and in class. These calculators would not only be used for this

project but year-round in my class. In an algebra II class, a graphing calculator should be a given

resource, not something that is a privilege. Nothing is done by hand in this day in age but with a

graphing calculator, these students would be doing long complicated calculations by hand.

Quality of life improvements are essential but so are basic supplies such as pencils. There are

many more miscellaneous items I could ask for but they are not needed, thus I think everything

we need for this project and to achieve our goal is listed on this list. Overall, I believe that all my

supplies listed on my list are not outrageous and are reasonable to request for a classroom.
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References

Beautiful, Free Math. (n.d.). Retrieved December 04, 2020, from ​https://www.desmos.com/

The Leona Group AZ. (n.d.). Retrieved December 04, 2020, from

https://www.leonagroupaz.com/

MAYA HIGH SCHOOL. (n.d.). Retrieved December 04, 2020, from ​http://www.mayahs.com/

Standards: Mathematics. (2020, November 03). Retrieved December 04, 2020, from

https://www.azed.gov/standards-practices/k-12standards/mathematics-standards
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Appendix

TABLE 1: PROJECT NARRATIVE CALENDAR

Day Standards & Learning Learning Activities Assessment Technology Used

Objective(s)
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1 Content Standards This is the very I will use the The technology
first day of the formative that will be used
No specific standard I project, it will begin assessment of during this lesson
could find for this with us learning exit and entrance will be a site called
lesson. This is mostly the trigonometry exits to gauge the desmos. Desmos
background functions and class’s is an online
knowledge to lay a graphs. I will guide understanding. graphing calculator
foundation. the class through The entrance that is free to use.
notes and then ticket will gauge It can graph every
This standard could they will split into their prior function and is a
be applied, groups to do a knowledge while great tool for any
matching and the exit ticket will math classroom.
A2.F-TF.B.5
graphing activity. gauge their This site will allow
understanding of students to see
the lesson today. and understand
Learning what every trig
I would be using function looks like,
Objective(s)
direct instruction and overall is
The student will be and cooperative something I want
able to match each learning. students to get
trigonometry used to using.
functions to their
corresponding graph
by utilizing desmos
without error

Essential Question
for Student
direction

​ here do you think

W
these functions can
be used in real life?
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2 Content Standards In the beginning of I will be using an I plan on using a

class, I will lecture entrance ticket photo editor site
A2.F-TF.A.2 for a small amount and an exit ticket like canva to allow
of time then set for this lesson. for the groups to
them loose on the This will let me create a virtual
activity. I have an see how each pizza. I would be
Learning
activity that is group member allowing them to
Objective(s)
based on group understands the hand draw as well
Given a unit circle, work. Together as topic to make sure but I would like to
the student will be a group the no is mooching off push the use of
able to solve students will be their neighbors for tech.
trigonometric making a “pizza” points.
equations in radians out of the unit
and real numbers circle by
with 90% accuracy. completing
problems that will
unlock toppings
and actions they
Essential Question can do. The team
for Student that makes the
direction best “pizza” will get
to do 3 less hw
What would having problems then the
two different number rest of the class
systems be good for?

In this lesson
direct instruction
and cooperative
learning and
differentiation
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3 Content Standards This would be The formative The students will

another lecture assessment I will be utilizing desmos
A2.F-TF.B.5 type day with be using on this again as a quick
breaks for learning day is exit and tool to test the
This standard is checks sprinkled entrance tickets amplitude, period,
about amplitude, shift in. During the again. They allow and shifts of the
and wavelength of second half of the for every good graph/function.
trig functions. class we would be gauge of where
working on a my students are in
Learning
worksheet. They the current topic
Objective(s)
would have the we are covering.
Given a set of option of doing it
trigonometry alone, in groups or
equations, the doing an online
student will be able to activity instead.
explain what The online option
coefficients affect would be harder
what part of the graph and for the
with 90% accuracy. students who want
a challenge. (might
Essential Question offer Extra Credit
for Student for it)
direction

What do you think the

fluctuations in each I would be using
different graph could direct instruction
represent in real and differentiation
world context?
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4 Content Standards This day will have The formative Desmos will be
a small mini test assessment today allowed on the
A2.F-TF.B.5 where I will test the will be the test test. I am grading
class to see if they they are taking on work and not
A2.F-TF.A.2 have a general the correct answer
understanding of which is why I am
A2.F-TF.A.1
the trig functions, allowing them to
RFR.ETT.5 graphs and the use it.
radians system. If
Learning the class can
Objective(s) score an average
of 80 or higher
No objective due to then they can
test day move forward onto
starting the project.
If they do not have
that average then I
Essential Question
can not let them
for Student
move forward and
direction
we will have to
take more class
N/A
time to go over
where they
struggled.

Direct instruction is
used.
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5 Content Standards Today, I will have I will include an In creating their

the students create entrance ticket cheat sheets, the
This is another day their own “cheat and exit ticket students will be
where there is no sheet” of functions again. The utilizing desmos
concrete standard but and graphs. This entrance and exit again.
is including a little bit sheet will include ticket will be going
of a bunch. It is all graphs they over various
teaching the students have ever learned. graphs. I will test
and applying their Linear, Quadratic, them on their
knowledge of graphs exponential, 1/x, knowledge of
and various functions. square root, some of the basic
regressive, trig graphs and their
Learning functions the list functions to see if
Objective(s) can go on. This there is a certain
sheet will be what graph/function
Given a list of
they will be using that is a weak
required functions,
to help them on point among my
the student will be
their project. students.
able to construct an
organized table of
matched functions
and graphs with no This lesson
error. includes possible
differentiation.
Essential Question
for Student
direction

N/A
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6 Content Standards The students will The formative DESMOS will be

be using today’s assessments their savior in this
A2.F-TF.B.5 class to brainstorm used in this process. It will
an idea for their lesson will be exit allow them to
A2.F-TF.A.2 trig art project. I tickets or the quickly graph their
will have provided approval of their ideas to see their
A2.F-TF.A.1
them the design. Their validity.
RFR.ETT.5 guidelines and design will show
requirements for me if they
RFR.BF.4 the drawing in understood what
advance. They will they were asked
Learning have to choose an to do and show
Objective(s) idea and have it their
approved by me understanding.
Given a set of before moving
guidelines, the forward.
students will be able
to brainstorm ideas
for their project by the
end of the school Differentiation will
day. be used in this
lesson
Essential Question
for Student
direction

Can you see any

graph shapes or
functions used in the
real world? (ie heart
monitor and roads
etc)
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7 thru Content Standards For the next 3 Formative Desmos will be

days, the students assessments for used to allow them
10 A2.F-TF.B.5 will be working on these 3 days will to have quick
their piece of art. be the exit tickets access to a
A2.F-TF.A.2 The drawing is I will be graphing tool.
going to require conducting. I will
A2.F-TF.A.1
that a table of be gauging their
RFR.ETT.5 equations and knowledge of the
descriptions are lessons we had
RFR.BF.4 provided. The the week before.
drawing also has They should be
Learning to be labeled as to using those skills
Objective(s) the location of in their drawings
each equation. currently.
Given a set of They will be
guidelines, the completing this
students will be able project in class, if
to create a drawing they followed the
made out graphed previous lessons
equations for their they should have
project by the end of no work to be done
the week. at home.

Essential Question
for Student
direction This lesson
contains
How do you think differentiation and
functions are used in direct instruction
the world today?

What job do you think

uses these types of
functions today?

(Can last longer than 10 days depending on how the test went or if the class needs more time
on their drawings)
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TABLE 2: BUDGET TABLE

Item Store Individual Cost # Needed Total Cost How to fund

Colored Pencils Walmart $3.58 12 $42.96 Parent

Donation

Rulers Target $0.25 30 $7.50 Parent

Donation

#2 Pencils Walmart $1.88 10 $18.80 Parent

Donation

Graphing Paper Office Max $2.49 7 $17.43 Parent

Donation

Erasers Staples $0.74 10 $7.40 Parent

Donation

Chromebooks Best Buy $199.00 6 $1,194.00 Grant or Crowd

Funded

Graphing Calculators Target $99.00 20 $1,980.00 Grant or Crowd

Funded

Markers Staples $64.99 1 $64.99 Parent

Donation

Protractors Office Max $3.49 30 $104.70 Grant or Crowd

Funded

$3,437.78
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INQUIRY BASED LESSON PLAN

Misleading Statistics 
 

Engage 
To ​engage​ students at the beginning of a lesson, insert video, 
image, quote, or another inspirational hook in this box.  
  The Goal: ​Reveal Pre-existing ideas, Beliefs, Preconceptions. 
Pose questions that students will begin to answer in “Explore” 
 
Using what you already know about statistics please reflect 
on this ​video​. What are some other areas of study that you 
think use statistics? Is there any question you would want to 
try and answer with statistics? What do you think about Mark 
Twain’s quote, “​There are three kinds of lies: lies, damned lies, 
and statistics.”? 
 
Please share your response with your table group and post 
your table’s combined thoughts on the google classroom 
stream.  
 
 

Explore 
Curate a collection of resources (articles, videos, infographics, 
text excerpts, etc.) for students ​to explore​ the topic.  
  The Goal: ​Students may be gathering data, sharing ideas, 
looking for patterns, making conjectures, and developing 
further questions and problem solving considerations with the 
use of the information/activity provided 
 
Please use one of the following sites to find 3 sets of statistics 
that interest you: 
http://www.statista.com/ 
http://infomory.com/category/numbers/ 
https://datasetsearch.research.google.com/ 
 
These sets should not be connected to one another, such as 
having 3 sets of sports data. Please try and differentiate them. 
Once you have these sets of data please reply to the post you 
made on google classroom with the links to each data set. 
 
 
 
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Explain  
Use this section to allow students ​to​ ​explain​ their thinking and 
move towards demonstrating mastery of the lesson’s objective.  
The Goal: ​Provide opportunity for students to compare ideas, 
construct explanations, justify in terms of observations and/or 
data collected in a collaborative large group environment. 
Please watch this ​video​ about misleading stats and graphs. 
  When you were researching for your 3 data sets, did you find 
any misleading graphs? I want you to review your table group’s 
data that each member collected and decide if it is being 
honest or not. Explain your thinking on each set of data. Once 
done, reply to the google classroom stream with how many sets 
were dishonest out of the amount collected.  
 
 
 

Apply/Elaborate 
Use this section for students ​to apply​ information from the 
previous sections to new circumstances or ​elaborate​ on a 
  particular aspect at a deeper level usually coming in the form 
of “What if” questions.   
The Goal: ​Allowing students the opportunity to discuss how 
their thinking has changed or been solidified. 
I want you to create your own graphs using the data set I will 
provide. Use whatever part of the data you want. Make a 
dishonest graph and an honest graph. What did you do to 
make the graph dishonest, and how did you make it honest.  
 
After all, graphs have been made, you are going to share them 
with your table group and see how the graphs compare. Did 
you all use the same idea to make the graph dishonest, or is 
there variety in your graphs? 
 
500 people were involved in a blind taste test. There were 134 
girls and 366 boys tested. Percentages of people who picked 
the soda they liked best in a blind taste test:  
 
Yummy Soda 23% - 6% female 17% male 
Excellent Soda 25% - 20% female 5%male 
Extreme Soda 25% - 15% female 10% male 
Radical Soda 27% - 8% female 19% male 
 
 
 
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Reflect/Evaluate 
Include an opportunity for face-to-face or digital ​reflection​ to 
  guide students along their learning progression, e​valuating 
progress and setting new goals for continued exploration. 
The Goal: ​Refine initial answer to the “driving question” and 
reflect on ideas, goals and beliefs concerning their progress. 
Look back and reflect on your answers to ​ What do you think 
about Mark Twain’s quote, “​There are three kinds of lies: lies, 
damned lies, and statistics.”? Has your answer changed 
through this lesson? Have you learned to be more cautious 
when dealing with statistics? 
 
Please write a 1 paragraph minimum reflection on what you 
have learned about statistics and how your views may or may 
not have changed throughout this lesson. Do you agree to 
disagree with Mark Twain’s quote now that you have more 
experience with statistics? Turn in this reflection to the google 
classroom assignment titled Reflection Week 3.