ICT Integrated Lesson Plan

 

 ICT Lessons   

Author

Joan Glover and Tracy Conway
Title

Exploring Transformations of Sinusoidal Functions with Real World Data through the use of Autograph
Grade Level

11
Subject Area

Math 11 Academic
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

This activity should be used at the end of sinusoidal functions after the following concepts have been learned by students:

·         Transformations of sinusoidal functions

·         Rearranging sinusoidal equations from general form to transformational form

·         Be familiar with the specific notation form of the equation y = asin(bx + c) + d.

·         Students should be familiar with Excel-entering a table of values

 
Correlations to ICT and curriculum outcomes

            Curriculum Outcomes

C3: Determine the equation of sinusoidal functions

C9: analyze tables and graphs of various sine functions to find patterns, identify characteristics and determine equations

C21: describe how various changes in the parameters of sinusoidal equations affect their graphs

C8: demonstrate an understanding of real world relationships by translating between graphs, tables, and written descriptions

 
Projected timeline for preparation and for carrying out activities

Projected timeline: two full classes

Class 1: complete page 101 from Math Modeling Book 2 and have discussed the answers from a) to h) as a class.  Note: important for students to have graphed this data by hand.

Class 2: students will then use Autograph to create the line of best fit and create and interpret the equation of the data. 
Equipment Requirements: (computers, software, etc) Computer access with Excel and Autograph
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

  • Copy of completed table from Teacher’s Guide page 159

  • Instruction sheet for activity

  • Tutorial on Autograph (specifically for sinusoidal data) for this activity available through Moodle so that the teacher can practice prior to introducing students to activity.
Resources available for teacher/student use (websites, references, etc)

See Handout.

Number_of_Hours_of_Sunlight_vs_the_Day_of_the_Year.doc
PDF version
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Students are expected to produce:

·         The equation of the line of best fit for the data

·         An explanation of the transformations for this specific graph

·         Students are required to write the equation in both general and transformational form

 
Logistics (organization, grouping, management issues, access to technology)

Would be most effective for students to work in pairs.

Access to computer lab of laptops is necessary for entire activity. 
Possible extensions Have students complete a project or assignment with other real world sinusoidal data in which they would have to produce the equation.