Prompt:

Construct a meaning for tangent and develop the behavior of the graph of

tan ()

(focus on building a meaning of slope as the relative size of

with respect to

numerator with respect to denominator.)

Learning Goals (Major Ideas)
1. To identify that tangent is the measure of relative size of the vertical distance
verses the measure of horizontal distance for any measurement of openness

upon a curve.

2. The output of the tangent function is not a length, like the output of the sine
function and cosine function, but the measure of relative size of the vertical
distance verses the measure of horizontal distance for any measurement of
openness .

3. Students will be able to determine if

upon the functions sin ( )

tan ( )

is a rational function based

and cos ( ) .

4. The rate of change of the function

tan ( )

increases as the value of

cos ( )

approaches 0 from a positive direction. The values of the function

tan ( )

increase as the value of

cos ( )

approaches 0 from a positive

direction. The rate of change of the function

of

cos ( )

function

tan ( )

increases as the value

approaches 0 from a negative direction. The values of the

tan ( )

decrease as the value of

cos ( )

approaches 0 from a

negative direction.
5. Students will be able to determine the properties of the tangent function and
how they relate to the properties of sine and cosine functions.
Pre-requisite Understandings (meanings students must have to participate
in the issue):
1. Right Triangles Properties
a. Students understand the Pythagorean Theorem, and can determine the
hypotenuse of a right triangle given two legs of a triangle
b. Students can find the measure of openness of a right triangle given
two legs of a triangle
2. Radian Measures
a. Amount of openness of a terminal ray which has a reference point
shared at the two angles vertex.
b. Students should understand that radian measurements is a unit of
measure that gives the number of radii along that are subtended by an
angle.

c. Students will be able to determine the radian measures of an angles

openness by comparing the length of the subtended arc and the radius
of the circle.
3. The Unit Circle
a. Students should be familiar with the components of the unit circle.
i. Students should be able to determine how to find measurements
above, below, and to the left and right of the horizontal and
vertical diameter of the circle.
b.

s ( )
i. Students should be able to determine the distance above and
below the horizontal diameter of the unit circle through using
the sine function for any measurement of openness of the circle.

c.

cos ( )
i. Students should be able to determine the distance to the left
and to the right of the vertical diameter of the unit circle through
using the cosine function for any measurement of openness of
the circle.

Connections
1. Rational Functions

tan ( )

a.

can relate to rational functions due to some of the properties

of the function at different measures of openness. As

2 , the values of
at

tan ( )

tan ( )

b.

tan ( )

approaches

, and . So the value

approaches

is undefined, much like when discovering rational functions.

can relate to rational functions as the tangent function is

equivalent to the value of distance of the vertical distance away from

the vertical diameter to the horizontal distance to the horizontal
diameter. Though this will not be a rational function as the sine
function and cosine function are not polynomial functions. (This may
be a misconception to look for).
c. Vertical asymptotes
i. Students will be able to relate vertical asymptotes to the
tangent function through allowing students to determine what
will happen to the output

tan ( )

if the outputs

cos ( )

and

sin ( ) change
1. Students will be able to use this information to begin to
grasp the meaning of a limit
2.

sin ( )
a. Students should be able to relate

sin ( ) to

tan ( )

as both are

both outputs of trig functions. They will also be able to notice that both
the sine and tangent functions are periodic which means that after an
angle opens completely and the terminal ray reaches the point where
its measurement of openness was 0, the function will begin anew.
b. The tangent function is also formed partially though the sine function.
a. One must be familiar with the sine function to understand the
tangent function.
i. Properties of the sine function
ii. That the sine function represents vertical distance above
or below the horizontal diameter for any measurement of
openness.
c. Students will be able to make a connection through understanding that

tan ( )

is the relative size of sin ( )

cos ( )

as the measure of

openness changes around the circle.

3.

cos ( )
a. Students should be able to relate

cos ( )

to

tan ( )

as both

outputs of trig functions. They will also be able to notice that both the

cosine and tangent functions are periodic which means that after an
angle opens completely and the terminal ray reaches the point where
its measurement of openness was 0, the function will begin anew.
b. The tangent function is also formed partially through the sine function.
i. One must be familiar with the cosine function to understand the
tangent function.
1. Properties of the cosine function
2. That the cosine function represents horizontal distance to
the right or the left of the vertical diameter for any
measurement of openness.
c. Students will be able to make a connection through understanding that

tan ( )

is the relative size of sin ( )

cos ( )

as the measure of

openness changes around the circle.

4. Slope
a. Students will be able to make a connection between slope and

tan ( ) , as the tangent function determines the relative size of

sin()

compared to

cos ( ) for any amount of openness of a

terminal ray inscribed within a circle

b. Students will be able to relate the sine function to the change in y
value from the reference point, the three o clock position, to the
amount of openness of the terminal ray, in reference to the distance
above or below the horizontal diameter. and the cosine function to the
change in the x value from the reference point, the three o clock
position, to the amount of openness of the terminal ray, in reference to
the distance to the right or left of the vertical diameter.
5. Graphical Representations
a. Students will be able to relate the functions of sine and cosine to
represent the function tangent.
i. Through an understanding of the sine function and the cosine
function such as periods, students will be able to conceptualize
what is occurring within a tangent function.
b. Students will be able to relate the representations of rational functions
graphically to the tangent function through vertical asymptotes as well
as the idea of limits as the outputs of the sine and cosine functions
change, what will happen to the output of the tangent function.

Phases and Steps in Lesson Logic

Idea/Phase
To make a
connection that

tan ( )

is not a

length, but a rate of

change.

St
ep
1

Action

Reason

Ask students
what the length
of the radius is

Allows students to make a

connection with Right Triangles
while reaffirming students that

at any

using the

by

tan ( )

is not a length. This also

allows students to begin a

Pythagorean
Theorem

connection between sin ( ) ,

cos ( )
Finding the tangent
of

without

cos ( )

is tan ( ) .

tan ( )

Allows students to conceptualize

-

sin ( ) and

identifying that
what is being found

Establish to the
students that if

Relate the
outputs of

to

compare the
relative size of
each
depending
upon the
measure of
openness
without using
the word
tangent.
What is

tan ( ) ?

is a

relative change in
the values of the
sine and cosine
functions for any
amount of openness
along the circle.
Ensure that
students understand
that

tan ( )

and tan ( ) .

that tan ( ) s output directly

relates to the outputs of both

sin ( ) and cos ( ) . This allows

students to see a relationship
between the outputs of the sine
and cosine functions, without
stating that what is being found is
indeed tangent.

This allows students to think about

tangent further, if tangent is not a
distance than it must be something
else. The previous step allowed me
to address a misconception of

tan ( )

being a measurement of

distance like both

sin ( )

and

cos ( ) .

is the

slope of the terminal

ray.
To make
connections
between previous
learning and a rate
of change function.

Does

tan ( )

share similar
properties with
rational
functions?

Makes a connection to rational

functions, and ensures
understanding of rational functions.
This also lets students think about
the properties of the tangent
function and relate them to the
properties of rational functions.
Such as vertical asymptotes, and
the limit as a value of a measure of
openness approaches a certain
value.

Although two
functions have
similar properties
they are not the
same classified
function.

The function
tangent relates the
distance above or
below the horizontal
diameter to the
distance left or right
or the vertical
diameter for any
measure of

tan ( )

Is

with

respect to
a rational
function?

What is shown

tan ( )

if

is

represented
graphically?

Allows students to think about what

a rational function is, and discuss
rational functions. Further students
can discuss with each other and
increase their understanding of
what the function of tangent
represents.
Students will be able to see a
graphical representation of a
function that relates the relative
size of the distance above or below
the horizontal diameter to the
distance right or left of the vertical
diameter for any measure of
openness .

openness .
Relate the tangent
function to rational
functions, and
examine limits.
Relate the sine and
cosine functions to
the tangent function
based upon the rule
of the tangent
function.

What occurs
when

approaches

2 , for the

Strengthens a connection for

students between rational functions
and the tangent function. Allows
students to determine what will
happen to the output
outputs

function

sin ( ) ?

cos ( )

and

tan ( )

if the

sin ( )

change

cos ( ) ? What
happens to

tan ()

as

approaches

2 ?
Relate trig functions
properties such as
amplitude, period,
minimum and
maximum values.

8.

How do we
interpret
tangent
functions?

Students will have a strengthened

relation between trig functions and
prepare them to represent the
relationship of a tangent function
visually through a graphical
representation.

Investigation of Lesson (Answers in red, Conversation in blue)

1) Ask students to solve for the length of the radius using the Pythagorean
Theorem given different values of

for the sine and cosine functions. This

will get the students thinking about the distance of the terminal ray so that
they may have something to consider later on in class when the tangent
function is talked about, and to ensure students that tangent is not a
distance, but rather the relative size of the distance above or below the
horizontal diameter compared to the distance to the right or left of the
vertical diameter.
2) Give students a diagram of

1
4

of the unit circle in the first quadrant and

break up the circle into 9 different sections.

Consider the graph below, which shows the first quadrant of the coordinate
plane [the bottom left corner is the origin (0,0) A=(1,0) and J=(0,1). Assume

the distance between the consecutive points on the curve represent

1
9

of a

quarter circle. The radius of the circle is one unit.

The students will then relate the sine function to the cosine function, or
measure the sine function value with the cosine functions value at each tick
mark along the circumference of the given circle.
a. What is the length of the line segment that connects the origin and any
tick mark, along the circle?
The length is the radius regardless of any tick mark along the circle, in
this case 1.
b. So no matter what the angle measurement is or what type of
measurement, radians, degrees, or any other measurement, the
distance from the center of the circle to a point along the

circumference of the circle will not change regardless of how open our
angle becomes. This distance will always be the length of the radius
c. Will the value of

sin ( ) change along this quarter of a circle as our

angles measurement of openness increases from 0 to

radians?

Yes, it will increase in value as the measurement of openness increases

from 0 to

radians.

d. Is the value of

sin ( ) positive or negative? Increasing or decreasing

in value as our angles measurement of openness increases from 0 to

radians?

Positive and decreasing in value as the angle of measurement

approaches

radians so the value is decreasing in magnitude as

well.
e. Will the value of the function

cos ( )

change along this quarter of a

circle as our angles measurement of openness increases from 0 to

2 ?

Yes, it will decrease in value as the measurement of openness

2 .

increases from 0 to
f.

Is the value of

cos ( )

positive or negative? Increasing or decreasing

in value as our angles measurement of openness increases from 0 to

radians?

Positive and decreasing in value as the angle of measurement

approaches
well.

radians so the value is decreasing in magnitude as

g. Can we find the slope of the terminal ray of the angle for any amount
of openness

using the outputs of the sine and cosine functions?

How?
The slope is equal to the change in the value of the vertical change
measured by the change in the value of the horizontal change, or

sin ( )
cos ( ) .
Allow students to struggle to determine how we can find the slope of
the terminal ray at any measurement of openness of the angle. This
idea may come quickly to some while it may take more time for others,
but having them go back to the quarter of a circle may help them to
determine how to measure the slope. The students may try to use the
Pythagorean Theorem, however that will give the students distance
between the center of the circle and the circumference of the circle
measured rather than the slope. Try to relate the slope within the trig
function to the slope in linear functions and how they first discovered
that slope. Having students focus on the distance above or below the
horizontal diameter and relate that value to the change in the value of
y and relate that value to the distance to the right or left of the
vertical diameter and relate that value to the change in the value of x
will relate the distance above or below the horizontal diameter and
measure it in lengths of the distance to the right or left of the vertical
diameter. When explaining the change in y and x values it is
important to inform the students that the initial value of y and x is
the center of the circle, or (0,0) as the center is our reference point and
we are measuring distance from this reference point.
h. By the way, the slope of the terminal ray of an angle at any
measurement of openness around a circle in terms of the angle
measure swept out from the 3 oclock position is called the tangent

sin ( )
function which is equivalent to cos ( ) .
3) Discuss with students what a tangent function represents.
a. What is the tangent function?
The tangent function is the slope of the terminal ray of an angle at any
given measurement of openness along the subtending arc of a circle.
Explanation:
Imagine if an angry dog is chained up inside a
perfect circular fence with a gate along the circle form the
direction you approach. You begin walking around this fence in a
counter clockwise direction. The dog wants to attack you but the
chain stops it short of the fence, regardless the dog is going to
follow you around his post changing the direction he is trying to
attack you at. The dogs distance from you is not changing but
the angle at which the dog running at you from the gate is
changing. This is because both the horizontal distance and the
vertical distance from his post are continuously changing as you

move along the fence and the dog chases you. This relationship
between the horizontal distance and the vertical distance based
upon the angle of the terminal ray, or in this case the dog, is the
output of the tangent function.
b. If you are given the values of the sine and cosine function but not the
radius would you be able to find the length of the radius? How about
the slope of the terminal ray?
i. Have students complete Formative Assessment #2
c. What do I mean when I say terminal ray?
The terminal ray is the ray that originates at the origin and changes
direction based upon the amount of openness of an angle.
d. Can we use an arc length and the length of the radius to determine the
slope of the terminal ray?
i. Have students complete Formative Assessment #1
Give the students time to think about these questions and allow them
to talk in groups to discuss among themselves what is meant by
terminal ray and how they would be able to find the slope and the
radius. Dont bring up how to solve for the measure of the angle in
these situations yet as that will be for a later lesson, but try to focus on
using the sine and cosine functions to help students discover the
tangent function.
e. What information do we need to know in order to determine the slope
of the terminal ray?
The distance above or below the horizontal diameter and the distance
to the right or to the left of vertical diameter.
4) Discuss the properties of the tangent function
a. Will the tangent function have similar properties to the sine function?
How about the cosine function?
Students will likely answer this question with yes, because the tangent
function consists of both a sine function and a cosine function. If they
answer in this manner ask them what properties they think it will
share. This will likely have the students think of period, amplitude, min
value, max value, etc. Ask them again why it would consist of all of
these things. Students may also answer yes for the reason that both
represent aspects of circular motion. The students may have to
struggle a bit, however making this relationship will grow their
understanding the trig functions of sine cosine and tangent and their
relationship with one another.
b. The tangent function does share some similar properties to that of the
sine function and cosine function. What do you think of the rule of the
tangent function? Does this rule of the tangent function mean that the
tangent function is a rational function? If so will the tangent function
share any properties with rational functions?
Allow students to converse with each other during this time so they
can ask what a rational function is. They will hopefully have the
understanding prior that a rational function pertains to the ratio of two
polynomial functions, so they might answer that the tangent function is
a rational function. If they do however, ensure the students that
neither the sine function nor the cosine function is a polynomial

function. This can be done by asking students how many roots a

polynomial function may have. This will make a connection with
previous learning that polynomial functions have a finite amount of
roots, however the functions of sine and cosine have an infinite
amount of roots. Another way to prove this is through limits, but
ensuring them that this would be covered later may discourage the
students, so working off of polynomials may be best. This is a good
time to make a connection between tangent function and rational
functions as well as solidify the students understanding in rational
functions and further their learning through these connections.
c. We know now that the tangent function shares similar properties with
both the sine function, the cosine function, and rational functions,
though the tangent function is not a rational function. What properties
does tangent share with each?

Well what happens to the values of sine as we near the top of this

circle, or the value of sine gets closer to 2 ?

The value of the function sine will approach the length of 1
radius length.
What happens to the values of cosine as we near the top of this circle
or the value of cosine gets closer to

2 ?

The value of the function cosine will approach the value of 0 as

approaches

The students will be thinking more along the lines of what is occurring
to the sine and cosine functions, this knowledge they should have
obtained in the previous lessons, and can relate this portion to their
work on rational functions.
So what will happen to the value of tangent as we near the top of this
circle?
The value of the function tangent will approach the value of

as

approaches 2 .

Relate the information to rational functions as a number in the

denominator continues getting closer and closer to the value 0, what
happens to the value of the function? Likewise as the value in the

numerator continues to get closer and closer to the value of 0, what

happens to the value of the function?
What about when we do finally reach the top of this circle?
The value of the function tangent will be undefined when

2 .

Allow the students to struggle with this portion of the investigation.

They will want to just type

tan ( )

into their calculator, but have

them explore limits like when the students were working with rational
functions by finding the value of tangent when the angle

approaching 2 , such as

, ,
3 4 6

is

to relate the information they

have already learned about from the Unit Circle. The students will
notice a trend of the function tangent. The students may also seem
confused about why the function is undefined at this point. Relate it
back towards rational functions, and the properties that tangent shares
with rational functions. Misconceptions may occur at this point but
make sure that the connections are clear for the students and the
misconceptions will become clear for the students. Students may think
of the limit as the value , or that the slope is 0 at this point.

Students may also become confused if they put it into their calculator
and it gives them undefined.
5) Now students will sketch a graph of the tangent function for all values of
between 0 and

2 .

Doing this will allow students to observe how tangent acts throughout
multiple periods of the function tangent. This will also allow students to
determine how the function acts at values when

cos ( )

is 0.

6) Now that we know some properties of the function tangent can we represent
the tangent function with a graph whose input is

, in radians, and the

output is the rate of change at that degree of openness?

a. Does the tangent function have a period? How do you know?
Yes, the period of the tangent function is

. We can

demonstrate this by drawing a circle with any measurement of

openness , between 0 and

. Any line that we create will

touch the circle at two points if we extend the terminal ray

through the origin. This value of tangent is equivalent for two
angle measurements when

is between 0 and

2 , so the

tangent function begins to repeat itself after the measurement

of openness is equivalent to

b. Does the tangent function have an amplitude? How do you know?

No, the value goes to

and

, therefore there is no

amplitude of the function of tangent.

c. What does the amplitude represent in sine and cosine functions?
The amplitude represents the length of the circles radius. The
sine and cosine function both represent distance from the
horizontal and vertical diameters, so the furthest away that the
sine and cosine functions can reach is the radius.
d. Then why is there no amplitude to represent the tangent function?
The tangent function doesnt represent distance, but rather
determines how many times the distance to the right or to the
left of the vertical diameter can fit within the distance above or
below the horizontal diameter.
e. Does the tangent function have a maximum value? A minimum value?
How do you know?
No, there is no minimum or maximum value as there is no
amplitude, and
f.

continues on forever as does .

Why is there no minimum or maximum value for the function tangent,

but there is for the functions sine and cosine?
The outputs of the functions of sine and cosine determine the
distance from the vertex of the angle centered at the circle.
Because the maximum distance is limited to the length of the
radius of the circle there will be a minimum and maximum for
the functions sine and cosine. Because the function tangent is
relating two distances, the relation between the distance above
or below the horizontal diameter to the distance to the left or
right of the vertical diameter can increase towards
value of the cosine function approaches

as the

2 radians.

This section allows the students to finally show the graphical

representation in a visual way to represent the function of tangent. The
students should be able to determine how the function will behave
while nearing different values of openness. This part of the
investigation will help the students to use the connections they have
made so far to represent the function of tangent graphically.
Formative Assessment #1:
Spot and Fix the Error: Suppose the measure of an arc length is 457.93 ft.
starting at the three oclock positon in a circle with a radius of 97 ft. What is the
slope of the terminal line subtending this particular arc?

( 2pi ) 97

457.93=

457.93

=
97
2 pi

( )

2(

457.93
)=
97

sin ( )
=
cos ( )

( (
( (

457.93
97

)) =5.4134
457.93
cos 2
97 ))
sin 2

This question assesses: If the student can determine what the slope is of the
terminal ray with only the knowledge of the radius and the length of the arc
subtending the circle. The question assesses both current learning goals but also
reviews the students understanding about the relationship between arc length, the
length of the radius, and the angle measure. It also reaffirms that the student can
find a mistake and fix the mistake to ensure they have an understanding of the
information and what is occurring within the problem.
I am including this assessment after # 2d in the investigation because at
this point within the lesson the students are able to determine what the slope of the
terminal ray is through the use of the tangent function. Students have also already
had experience with finding the measure of an angle in radians by comparing the
length of the subtended arc to the length of the radius. This will allow the student to
use prior information to help further their understanding of tangent, in doing so this
particular problem has a very small distance to the right or left of the vertical
diameter and a larger value of distance above or below the horizontal diameter
which gives the output of the tangent function a relatively large value, and will lead
very nicely towards comparing the tangent function to rational functions.
The solution: One possible solution is given below.
The error occurs within the beginning of the problem. The student allowing an
additional

to be used in the problem where it was not needed, and changes

the amount of openness of the angle.

S=r

457.93=(97)
457.93
=
97

tan ( ) =tan

=117.1088788
( 457.93
97 )

I will use this assessment as data by determining if students understand how to

use various information to solve for different questions. This data will allow me to
slow down and relate the information again to the students if they have trouble
determining the information, and can go over the information again by using the
sine function and cosine function. If students are able to determine this problem
though by using tangent it will also allow me to ensure that students understand
what the input and output of the tangent function represents. If the students still
use the cosine and sine function, I will be able to further explain to them that
tangent represents the slope in terms of the measure of the angles openness.

Formative Assessment #2:

Something is not Right:
The outputs of

sin ( ) and

given the point (x,y) =

cos ( )

( 12 , 23 )

relates to the output of

tan ( ) . Eddie was

that lies on the unit circle. Eddie was told to find

the slope of the terminal ray of the angle that has rays that pass through the point
and through three oclock position. Eddie states the slope of the terminal ray can be
found by using the tangent function

1
2
1
tan ( ) =
= .
3 3
2

tan () .

tan ( )

sin ( )
cos ( ) .

Circle where Eddie made his mistake and correct Eddies error.

State why he made his mistake also in your answer.

This question assesses: whether a student can determine the value of the
tangent function given a point on the circle, and understand that it is the slope of
the terminal angle rather than a distance. It also ensures that students can relate
both the values of the sine function and the cosine function to the value of the
tangent function in an efficient way and ensures that students understand the
concept of tangent by being able to correctly find an error and explain how it
occurred and why the mistake was made. This problem also assesses how students
conceptualize slope and what the values of the sine and cosine function are in
relation to x and y values.
I am including this assessment after # 2b in the Investigation because at
this point the students have a brief understanding of what the tangent function
represents. They have also been working with the values of sine and cosine leading
up to this question. In this regard the students have all the necessary information to
be able to complete this answers, and allow them to practice finding the slope of a
terminal ray.
The solution: One possible solution is given below.
Eddie made an error when determining the slope of the terminal ray. Though his
conceptualization of the problem is correct in determining the slope of the line,
Eddie forgets to include his negative number and instead leaves the tangent

tan ( )

sin ( )
cos ( ) .

3
tan ( ) =

2
= 3
1
2

I will use this assessment as data by determining if students have grasped the
concept of what the values of the sine function and the values of the cosine function

relate to in terms of an x value and y value. This will also give me data on how
students think about the tangent function as the relative distance of the distance
above or below the horizontal diameter compared to the distance to the left or right
of the vertical diameter. This data will also determine if students comprehend that
the points that line on the circle are outputs of the sine function and the cosine
function to determine if they have conceptualized that the point on the line is given
through the distance from the vertex of the angle to the point given.

Summative Assessment: Rubric in Blue: Answers in Red: Explanation in Green

1) Consider the picture below. Each angle measure,

, is a whole value when

measured in radius. Determine the slope of terminal ray. Answers must be

in terms of

sin ( ) and

cos ( ) .

sin ( 5)

a) slope of terminal ray:______ cos ( 5) ________

sin ( 1)
b) slope of terminal ray:_____ cos ( 1) _________

sin ( 4)
c) slope of terminal ray:_____ cos ( 4) _________

Worth 1 point each, 3 points total

The reason for problem one was to introduce students to the tangent function while
basing the information off of previous knowledge to scaffold based upon the
students previous knowledge. This also allows for an in depth understanding of what
the tangent function represents.

y=tan ( ) , fill in the table of values: Round to the nearest

2) For the equation:

hundredth.

.84

.91

.14

-.76

-.96

-.28

(radian
s)

sin ( )

cos ( )

.54

-.42

-.99

-1

-.65

.28

.96

tan ( )

1.56

-2.19

-.14

1.16

-3.38

-.29

2.5

2.4

2.2

2.1

3
2

.95

.97

.99

-1

.5

.31

.26

.14

.07

1.73

3.08

3.73

6.96

13.34

undefin
ed

undefin
ed

(radian
s)

sin ( )
cos ( )

2
tan ( )

Worth of a point each, total 12 points.

This allows a calculational approach towards tangent in having students see that as
the functions of sine and cosine differ, the function of tangent will change as well
due to tangent being the rate of change between the sine and cosine functions.
3) Explain why the tangent function is/is not a rational function:
_____the functions of sine and cosine are not polynomial functions, so the
tangent function is not a rational function as a rational function is a ratio of
two polynomial functions.______________________________
Worth 3 points
Two for knowing that the functions sine and cosine are not polynomial functions
One point for knowing that a rational function is composed of two polynomial
functions
This will reinforce that students have built upon their previous knowledge of rational
functions and ensure that they understand that the functions of sine and cosine are
not polynomial functions. This will also advance their knowledge that tangent is not
a rational function, though it may share some similar attributes such as asymptotes
4) Graph the function:

5)

_______

f ( ) =4 tan(2 )

in radians

2 ________ is the Period of the function.

6) __Does not Exist___is the Amplitude of this function.

Total 5 points:
1 point for graph, 1 point for period, 1 point for amplitude, 1 point for vertical, 1
point for identifying that the asymptote is at appears at

4 .

This will ensure that the students know the properties of a tangent function in
relation to a function of sine or cosine and can represent the rate of change graph
based upon any measure of openness.

8) Suppose the terminal ray of an angle with a measure of

with a radius of 3 inches at the point (1, 2.2). Evaluate

tan ( ) : _______2.2________.

9) Suppose the terminal ray of an angle with a measure of

with a radius of 4 inches at the point (3.2, 0.3). Evaluate

intersects a circle

intersects a circle

.3
tan ( ) :_____
.32

____________
10) Suppose the terminal ray of an angle with a measure of
with a radius of 3 inches at the point (5.4, 3.1). Evaluate

intersects a circle

3.1
tan ( ) :________
5.4

_________
Worth 3 points total: 1 point each
I chose this problem as it ensures that students will understand that the tangent
function is a rate of change in relation to the sine function and the cosine function.
This will further that it is not a distance, but rather a rate of change and continues
through the point given.
11) The graph of

y=f (x)

measured in radians).

is given below. Determine the function rule for f (

is

f ( x )=tan

( 67 ) x + 4

3 points total: 1 point function notation, 1 point correct slope, one point y intercept.
This problem was chosen as it reinforces that the tangent function is a rate of
change and can be used as such to create a linear function given the measure of
the angle of the terminal ray and a point. This ensures that students understand
that tangent is a function that measures a slope.
12) Tom and Joe are playing baseball in zero gravity on the moon. The length of the
baseball field from home plate to the foul pole is 320 feet. The distance from home
plate to first base is 90 feet. The trajectory of the ball is shown by the black line
below. If the ball went over the fence perpendicular to the first base foul line, shown
by the dashed orange line below, and continued flying due to the lack of gravity
than:
a) What is the measure of the angle (in radians) was the ball was hit from home
plate assuming the line down to first base is from the 3 oclock position?
b) What was the rate of change the ball was going at with that particular hit?
c) What is the distance from right of the vertical diameter that the ball was hit?
d) What is the distance from above the horizontal diameter that the ball was hit?
e) How much further would the player have had to hit the ball for it to go foul?
(Should have two answers, first base foul line, third base foul line)

(Hint: Think of the baseball field as being within the first quadrant).

a)
b)

cos1

90
( 320
)=1.2856 radians

tan ( 1.2856 ) =3.41203

c) 90 ft.

3202 +902= y 2

d)

y 2=94300
y=307.08 ft .
e) s=(/2-1.2856)(320)

s=( 1.2856 )( 320 )

s=91.26 ft , 411.392 ft .
6
1
1
1
1
2

points total:
point a
point b
point c
point d
points e: both length of arcs to the

Total points for Summative Assignment: 35 points

I decided upon this question as it goes over much of the former questions
throughout the unit as well as ensures that students understand the tangent
function as well as interpret the question through conceptualizing what is
happening within the problem.