HSOE Lesson Plan Template

Graphing Generalized Trig Functions

Vygotsky and Bruner Lesson Plan

GRADE 10th-12th

SUBJECT Mathematics, Trigonometry

LESSON SUMMARY Students will learn transformations of parent trigonometric functions.

How is Theory applied
in this lesson?
OBJECTIVE.
What will your students be able to do?
As suggested by Bruner, I will utilize the mathematics software of Desmos to aid in showing
students how changing trigonometric functions changes their graphs (Bruner, 1976). It is
important to understand that these students all have different learning and developmental
backgrounds, but many of these students have something in common. They use technology
heavily. Vygotsky suggests we, as teachers, should understand each student’s “Central
Neoformation” and utilize it to have the best results in the classroom (Blunden, 2011). I believe
technology is one of these Central Neoformations and can have a significant impact in the
classroom.

Students will learn terminology and notation, such as “Period, Amplitude, and Phase Shift.” Students will be able to determine
transformations of parent trigonometric functions by looking at their graphs and their equations. Students will be able to graph
generalized trigonometric functions with varying transformations from their parent graphs. Students will be able to write the
equations to the graphs of trig functions.

ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
I will assess the informally during the class period to determine progress. I will also give a warmup problem at the beginning of
the next class period. With that warmup I will be able to see directly if each student is making progress. A test for mastery will
be given at the end of the unit through the unit test.

COMMON CORE
How will you address Common Core standards?
This lesson will address “CCSS.MATH.CONTENT.HSF.TF.B.5 Choose trigonometric functions to model periodic phenomena
with specified amplitude, frequency, and midline.” I will look at the three main trigonometric functions, sine, cosine, and
tangent, and discuss each of the periodic phenomena.

DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.
Each student will have their own computer to use and will be given time to create graphs on their own. They will be able to
experiment with different transformations at their pace. I will allow ELL students to work together. This should help these
students to learn terminology and notation. I will also provide each student with a paper that includes notes on each
transformation.

OPENING (10 minutes – suggested) MATERIALS/STRATEGIES

How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME TEACHER STUDENTS

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 I will reintroduce the parent Trigonometric functions. Students will listen and reflect
They will remember this from the previous lesson. I upon the parent trigonometric Projector screen and
will then explain that we would like to graph general functions from the previous computer.
trig functions. This will help us to apply them to the class.
10min real world. Real periodic phenomena do not typically
represent the parent trig functions; they will be a
transformed version. I will then begin using Desmos
to graph the parent functions. I hope the use of
technology will keep the students engaged, since
this is what I believe is some of their Central
Neoformations.
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

10min First, I will pass out a “cheat sheet” that includes all Students will highlight Cheat sheet and Desmos
the terms and some examples for them to make information on their “cheat
notes and study. I will write out the equations for the sheet” and make side notes
general trig functions, which include amplitude, to help them familiarize with
midline, period, and phase shift. I will discuss the the information. I believe that
meaning of each of these terms and how they are students will have a much
represented in the equations of each function. Using easier time focusing on
Desmos, I will show some examples of each understanding the
transformation and point out key features of the information if they have the
graph to recognize. I will make sure students are notes already. I believe
engaged by asking them quick questions. Students students will be engaged
will be engaged if they are both asking and when they see Desmos
answering questions as we discuss the new output the graphs. This
material. A lot of terminology is used, so I anticipate technology is pleasing to the
some early confusion with the terms, but I will eye and it is easy to use
expand on the meaning of each term and how to
remember their meaning.
GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

15min I will have students graph a few trig functions using Students will use their Students will use their
desmos and write out the transformations of each. computers to graph and computers to work on
Each student will have their own computer, so they describe the trig functions I problems.
may each have an opportunity to practice. As I provide them. Students will
assess them, if they are beginning to understand the present what they have
information, I will provide equations with more found. I believe that if
transformations (an equation that includes an students are able to use their
amplitude change, period change, phase shift, and own computers and the math
midline shift). I will answer any questions students software, they will not only be
have. As students present their findings, I will engaged in the lesson, but
correct any mistakes that are made. Students can the lesson will be aligning
collaborate but must be respectful to other students directly with their stage of
in the class, as I outline in the class rules. development. Vygotsky’s
idea of Central Neoformation
and Bruner’s aids in teaching,
come together through the

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 use of technology.(Blunden,
2011), (Bruner, 1976).
INDEPENDENT PRACTICE ( 25 minutes – suggested)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME TEACHER STUDENTS

25min To practice, I will output some trig graphs on my Students will work out the Scratch paper and desmos
screen and students will have to write out the problems I provide them. To
equations for each graph. The graphs I display will check their answers, they can
range from easy to difficult, which depends on the input the equation they found
number of transformations. Students will and see if the graphs match. I
demonstrate mastery by completing the most believe students will enjoy
difficult problems. I’ll provide extension by asking working on these problems
those students to find ANOTHER equation that and checking their graphs
represents the same graph. Since trig functions are with the software.
periodic, there are infinitely many different phase
shifts that can be used for one graph. In fact, Sine
and cosine are a simple phase shift apart. If
students can determine these findings, they have a
found a deeper understanding of the material. I will
allow students to work together but they must be
respectful to the other students in the class.
CLOSING ( 5 minutes – suggested)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?

TIME TEACHER STUDENTS

5min I will ask students to go back through the cheat I hope students will use
sheet and to study the terms. I will ask them to think desmos at home to explore
of one application that can use the knowledge we functions more. As outlined
learned. I will also explain that Desmos is actually a by Vygotsky, we must
free app on cell phones. They can easily use this provide students with
technology at home and begin to dive deeper into opportunities to work along
graphing all types of functions. their “central line of
development” (Blunden,
2011). Since cell phones are
such a big part students’ lives
today and desmos is
available on cell phones, I
believe these will use this
software at home. This will
greatly help them master the
lesson, unit, and
mathematics in its entirety.

HOMEWORK (if appropriate). How will students practice what they learned?

Get the Desmos app and graph some cool stuff!

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Resources

Blunden, A. (2011). Vygotsky’s Theory of Child Development. Retrieved from

https://www.ethicalpolitics.org/wits/vygotsky-development.pdf

Bruner, J. S. (1976). The process of education. Retrieved from https://0-ebookcentral-proquest-

com.library.alliant.edu

Bruner, J. S. (2004). Life as narrative. Social Research, 71(3), 691-710. Retrieved from http://0-
search.proquest.com.library.alliant.edu/docview/209669779?accountid=25255

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