Reading Apprenticeship Inspired Assignment or Lesson
Reading Apprenticeship Inspired Assignment or Lesson
Parul Maheta-Wells, Trigonometry and Pre-calculus- Recognize and write an equation of a trigonometric function graph using backward activity design
One of the skills required for advanced work in math courses, especially in calculus, is the ability to graph trigonometric functions. Mastery of this type of conceptualization will help students to understand applications in many fields such as Physics, Biology, and Business.
In the process of recognizing the behavior of different trigonometric functions graph, students learn from team members and build on each other’s skills to create constructive results, such as “I found period using the formula, but you found the interval first and then find the period and both of our results are still the same.” They can share their views and ideas with their peers, which promotes critical thinking. This activity can also increase comprehension among students through cooperation and help create a positive learning environment between students and between the student and the instructor.
This activity leads to building strengths such as creativity, productivity, make learning faster, healthy risks, and relieves stress. This type of activity causes students to occasional disagreements which can help them develop conflict resolution skills. Students to develop self-regulation, and learn and practice strategic problem-solving skills. Additionally, it encourages self-reflection by the student on their, and their peers' thought processes.
This activity provides scaffolding and support to help students in completing projects by being intentional, and mindful of the planning, monitoring, controlling, and evaluating stages of metacognition. Help students to figure out what they know and don’t know. It helps students to understand multiple ways to graph and analyze the graph of circular functions.
Describe here anything you will do to evaluate either the students' understanding or the effectiveness of this activity/lesson.
This activity will support students in setting goals, monitoring progress, develop critical thinking skills and various approach in recognizing the graphs of different trigonometric functions. It will help students in analyzing the trigonometric functions graphs, making interpretations on the graphs, and then draw conclusion.
How is this activity supporting metacognitive work? 
This activity will be done during the Support Component (Lab hour) inside the classroom. Before coming to the class, students are expected to read through the important terminologies from section 4.1
- (for about 20 minutes) students are asked to think about the listed 21 questions, and answer them if possible.
- (for about 10 minutes) students will work collaboratively in a group to discuss their thoughts and finding on these 21 questions. Students would be expected to communicate with each other, share their ideas, ask questions, and raise concerns and confusions regarding their work.
- (for about 5 minutes) students will compare their thoughts, then draw a faithful path to answer that particular application problem as a group, and write a step-by-step group summary.
- (for about 10 minutes) instructor will go over that particular problem in class.
- (for about 5 minutes) for Q & A.
The total lab time for this activity will be 50 minutes.
This activity will take place around the end of the fifth week of the semester.
At this stage during the class students are familiar with amplitude, period, interval, phase shift, vertical shift in a circular function graph They also have a solid foundation on understanding functions, their domain, ranges, odd/even functions, asymptotes in functions, and related application problems.
Activity: Created in Desmos for Trigonometry and Pre-Calculus students.
https://student.desmos.com/activitybuilder/student-greeting/60970d5838d8f410a1251f8c?lang=en
