Back to comment hit list
Back to comment hit list
Search all MERLOT
Select to go to your profile
Select to go to your workspace
Select to go to your Dashboard Report
Select to go to your Content Builder
Select to log out
Search Terms
Enter username
Enter password
Please give at least one keyword of at least three characters for the search to work with. The more keywords you give, the better the search will work for you.
Select OK to launch help window
Cancel help


Advanced Search




Graphing Sine

Rating: 4 stars
Used in Course: Not used in course
Submitted by: Elizabeth Kupiecki (Teacher (K-12)), Nov 09, 2012

This was a great introduction to both the unit circle (if students have not seen it before) and the graph of a sine function. The review in the beginning and the practice problems helped prepare students to solve for the y values at points along the unit circle eventually leading to the sine graph. I think there was some room for improvement at the review at the beginning only covered the ratios for the different functions and did not include a review example of how to set up an equation to solve for an unknown side. I have found that setting up these equations is more of a struggle for students compared to just writing trig ratios.

I think that the flow of the lesson was great. It incorporated a lot of appealing visual elements and the flow of it made sense and was easy to follow. I enjoyed the tip on how to change the mode of the calculator from radians to degrees.

I enjoyed how students "built" a table by solving a series of problems. Initially I wondered why decimal values were used instead of exact, but this later made the graph much easier to interpret. Overall, I think this stand-alone lesson presented a difficult concept in a very understandable way.

Technical Remarks:

The powerpoint worked well, all the navigational buttons were fuctional.

However, most of the correct answers said "correct" which would need to be changed before using this with students. Likewise answers where a student needed to change the angle mode said "rad", the answer for using cosine instead of sine said "cos", etc.

Additionally some of the animations seemed a bit too long, especially the appearance of the forward button. I understand this instructionally as you want to make sure students take adequate time on the lesson, but I found myself reading the slide and then having to wait to move forward.

Time spent reviewing site: 40