Applying the Sum and Difference Formulas

Task
What is the main activity that students will be working on in this lesson?

Students will be working alone and in groups (I will put the students into their groups) to solve different problems from their book. The students will be working together, but they will submit individual work for credit at the end of the hour. The students will use the 4 formulas that I introduced them to the previous night and they will also be introduced to two more regarding tangent. They will work to verify different identities algebraically and with graphing.

Students will watch a video screen cast lesson on their computers at home the previous night. The video screen cast will allow the students to watch me introduce something new and look at some examples. The students will be able to pause and rewind if they miss something or need some more time to think about what I have said. In class the students will be working with groups while using the sum and difference formulas they were introduced to the night before. They can use each other as resources while solving the problems in class. I can also be used as a resource to the students as well as looking to their book for help.

Instructional Support

Learning Goals (Residue)

What understandings will students take away from this activity?

The students will be able to successfully use the different sum and difference formulas. They will be able to use them when verifying identities as well as using them to find the exact value of expressions (without their calculators) they couldnt have before.

What questions might you ask students that will support their exploration of the activity and bridge between what What are the various ways that students they did and what you want them to learn (the two green boxes)? might complete the activity? To be clear on what students actually did, begin by asking a set of Students will have to use the sum and assessing questions such as: What did you do? How did you get difference formulas to find the exact that? What does this mean? Once you have a clearer sense of what value of different expressions, they can the student understands, move on to appropriate set of questions choose any known angles to do so. below. (example: they students have to find How did you decide which identity to use in this problem? Do you think that is the only identity that would work in this case? the exact value of sin75o They can use Why did you choose to start with that side of the expression to o+30o or 120o-45o to find the 45 verify the identity? answer. When verifying different Would it work to manipulate the other side to verify the identities, there are many ways that expression? the students can choose to solve the Why did you choose those angles to solve your problem? (Students may want to use angles they know from the unit circle because they problem. They can choose either side know the sine and cosine for those different expressions) and use different formulas and How do you know the expressions are equal? identities to verify their problem. What about the graphs of these expressions tells you that they are
equal. ?

Evidence What will students say, do, produce, etc. that will provide evidence of their understandings?
Students will each turn in book work individually at the end of the class period. Students will correctly use the 6 different formulas introduced to them at home and in class. Students will use valid means to verify different expressions (i.e. they will manipulate one side of the identity to make it equal to the other side using formulas they know to be true and different identities previously discussed. Students will also be able to find different ways to verify the same identity or find a different way to solve a problem using different known angles. By known I mean angles that are on the unit circle.

Applying the Sum and Difference Formulas