EZ Math

This is a Desmos-based exploration of the graphs of the reciprocal trig functions. Students need access to Desmos to complete the exploration as written. The ability to graph y = asin(bx), y = acos(bx), and y = atan(bx) are prerequisite skills. Phase shifts and vertical shifts are explored but the objective of the exploration is sketch and analyze graphs of y = acscbx, y = asec(bx), and y = atan(bx). The activity is completely student-based and could be done without teacher supervision. Six foll

In this Desmos-based activity, students use sliders to explore the effect of the coefficients A and B (in y = Asin(Bx) and y = Acos(Bx)) on the graph of the parent functions. Before doing the activity, students must already be familiar with vocabulary period and amplitude and understand how to identify these by looking at a graph. They also need to know the graph of the parent functions f(x) = sin(x) and f(x) = cos(x). Students will discover rules about A and B and then test their conjectures

This is an introductory activity to the graphs of sine and cosine. Students find values of sine and cosine in ten-degree increments on a calculator, then plot the values. This is tedious but really pays off with students coming up with a lot of the key features and characteristics of the graphs on their own. They get a feel for the actual "shape" of the waves. (Note: This is best if students don't know about the 'wave' nature of these graphs. Discourage them from graphing on the calculator!) Ste

In this summary activity, students work their way through 16 stations. Each station presents an exponential or logarithmic equation to be solved. The solution provides the clue for selecting the next station. Students complete the circuit by solving all 16 equations. Background skills needed: Students need to be familiar with properties of logarithms, be able to convert between log and exponential forms, and (for a couple of the problems) solve quadratic and simple rational equations. They need

An (editable) PowerPoint document with 10 task cards for practicing sum and difference identities in Trigonometry. The ten cards are lettered A-J, with increasing complexity. I printed out 4 cards per page, horizontally, then cut and laminated them into "decks" of cards. Students broke into groups of 4. Beginning with Card A, they worked the problem and then wrote their group's answer on the card with dry-erase marker. If they were correct, they could proceed to Card B. Most groups needed 45-60