TrigonometricFunctions PDF

Teaching & Learning Plans
Plan 10: Trigonometric Functions

Leaving Certificate Syllabus
The Teaching & Learning Plans

are structured as follows:
Aims outline what the lesson, or series of lessons, hopes to achieve.
Prior Knowledge points to relevant knowledge students may already have and also
to knowledge which may be necessary in order to support them in accessing this new
topic.
Learning Outcomes outline what a student will be able to do, know and understand
having completed the topic.
Relationship to Syllabus refers to the relevant section of either the Junior and/or
Leaving Certificate Syllabus.
Resources Required lists the resources which will be needed in the teaching and
learning of a particular topic.
Introducing the topic (in some plans only) outlines an approach to introducing the
topic.
Lesson Interaction is set out under four sub-headings:
i.
Student Learning Tasks Teacher Input: This section focuses on teacher input
and gives details of the key student tasks and teacher questions which move the
lesson forward.
ii.
Student Activities Possible and Expected Responses: Gives details of

possible student reactions and responses and possible misconceptions students
may have.
iii. Teachers Support and Actions: Gives details of teacher actions designed to
support and scaffold student learning.
iv. Checking Understanding: Suggests questions a teacher might ask to evaluate
whether the goals/learning outcomes are being/have been achieved. This
evaluation will inform and direct the teaching and learning activities of the next
class(es).
Student Activities linked to the lesson(s) are provided at the end of each plan.
Teaching & Learning Plan 10:

Trigonometric Functions
Aims
To help students to graph trigonometric functions sin x, cos x and tan x
To recognise the period and range of each function
To enable students to relate sin x and cos x to the unit circle
To reinforce understanding of the terms function, domain, range, period,
inverse function, asymptote
Prior Knowledge
Students should be familiar with the introduction to trigonometry (T&L Plan 8) and the
unit circle (T&L Plan 9)
Learning Outcomes
As a result of studying this topic, students will be able to
plot the graph of y= sin x, where x is an angle in standard position in the
unit circle by projecting the y coordinates (sin x) of points on the unit circle
onto an x-y Cartesian plane [This will be done for more than one revolution
of the circle to emphasise the periodic nature of the functions. As small
intervals are used the non linearity will be emphasised, and they will see
that these graphs form smooth curves, which are rounded at the top and
bottom.]
recognise the periodicity of y = sin x, and be able to give the value of the
period and the range
explain why y = sin x is a function for all values of x and why its inverse is
not a function for all values of x but could be if we restricted the x-values
[more detail on this later in inverse functions]
solve equations of the form
plotted
, from the graph, for the domain
plot the graph of y= cos x by plotting the x coordinates of points on the

unit circle against the corresponding angle in standard position, on an x-y
Cartesian plane
plot graphs of sin x, cos x and tan x using tables
plot graphs of the form a sin x, a cos x and state their period and range,
and explain the effect of changing the value of a
plot graphs of the form sin bx, cos bx, state their period and range and
explain the effect of changing the value of b
Project Maths Development Team 2009
www.projectmaths.ie
Teaching & Learning Plan 10: Trigonometric Functions
state the period and range of graphs of the form asin bx, acos bx for
a, b N
solve equations of the type y = asin bx, y =acos bx for the domain used in
the graph
sketch functions of the form asin bx or a cos bx for a, b N from a
knowledge of the period and range and the shape of the function
Relationship to Leaving Certificate Syllabus

Sub-topics
Higher Level
2.3 Trigonometry
Graph the trigonometric functions sine, cosine, tangent.

Graph trigonometric functions of type asin n, acos n for
a, n N.
Resources Required
Compasses, protractors, clear rulers, pencils, formulae and tables booklet, Geogebra,
Autograph, Perspex Model of Unit Circle (last 3 desirable but not essential)
Note
The CD icon is used throughout this document to indicate that there is a resource
on the Student Disc relating to this topic.
www.projectmaths.ie
www.projectmaths.ie
The graph is rounded

no sharp points.
student answer/response
Does this presentation

help students in the task of
plotting the graph
y=sin x?
Checking Understanding
KEY: next step
Ask individual students to

describe the graph in their
own words.
Describe the graph Student It consists of repeating

Activity 1B Q 1.
patterns.
It has a max of 1 and a min

of -1.
Distribute Student Activity

1.
Tell students they will need
a clear ruler and pencil.
Using Student Activity 1A, Students plot the points

project the values of the y
and join them in a smooth
coordinate, which is sin x
curve.
onto the Cartesian plane to
get a graph of y= sin x
0 x 570
Teachers Support and

Actions
Show http://www.
projectmaths.ie/system/
files/Presentation%20
London%20eye%20sine.
pptx and Perspex Model of
unit circle.
Student Activities: Possible

and Expected Responses
We have seen on the unit

circle that sin, cos and tan
vary as the angle varies
from 0 to 360. The sin
function is represented by
the y coordinate on the
unit circle.
Student Learning Tasks:

Teacher Input
Lesson Interaction
Period = 360
Range = [-1,1]

www.projectmaths.ie
Write down the period and

range of y=sinx Student
Activity 1B Q 2 and 3.
We refer to the length of

the repeating pattern on
the x- axis as the period
and the max and min
y values are the range
written as
[min value, max value]
Any function which is

repeating such that f(x)
= f(x+c) , where c is a
constant is called a periodic
function.

Teacher Input
KEY: next step
GeoGebra interactive
webpage f(x) =asinx. Set
slider with a=1
Does the animation

summarise the exercise for
students and give them
increased understanding of
the relationship between
sin x and the y-coordinate
on the unit circle?
Show an animation of this

exercise from Autograph.
(File, New Extras Page,
Trigonometry, sin )
See also (scroll to end of
page) piston animation:
http://www.intmath.com/
Trigonometric-graphs/2_
Graphs-sine-cosine-period.
php

Actions

Actions
They may also draw a

horizontal line through
any value of y in the
range, showing that it has
multiple solutions.
www.projectmaths.ie
Can students solve the

equation sin x=0.5?
Can they explain why the

inverse of y=sin x is not a
function?
Do students remember
what a function is?
KEY: next step
Distribute Student Activity

2.
Students explain that for

Remind students that a
any y value there is an
function is a set of ordered
infinite number of x values,
pairs, where each x value
so the inverse of y=sin x is
has one unique y value.
not a function.
Students explain in Student

Activity 1B Q4 that for
each value of x there is
only one value of y, hence
y=sin x is a function.

Having seen the connection Students plot the

between y = sinx and
graphs on graph paper
motion in a circle, we will
accompanying Student
now plot the graph of
Activity 2 using different
y=sin x using a table of
colours for each graph.
values, then y= 2sinx and
y= 3sin x, using the same
axes and scale.
Complete Student Activity

1B Q6 and 7.
Explain your answer.
Is the inverse of y=sin x a

function? Student Activity
1B Q5.
Student Activity 1B Q4

Teacher Input
Is y=sin x a function?
The range changes. The

range is [-a, a]
What is the effect of

varying a? Student
Activity 2.
As b varies the period

varies.

varying b?
www.projectmaths.ie
Students fill in Student

Activity 3.
Fill in Student Activity

3.
Students fill in the table

and plot the graphs in 3
different colours (Student
Activity 3).
In the function
y=a sin bx we have
seen the effect of
varying a, and now we
will keep a constant at
a=1, and vary b.
If this was a sound

The volume would increase
wave what effect do
as a increased.
you think it would have
on the sound to change
the value of a?


Teacher Input
Are students keeping

the correct shape on the
curves even when they
have fewer points to plot
for each cycle?
Do all students
understand that in the
equation y=a sin x
the period remains
unchanged as a changes
and that only the range
changes?
KEY: next step
Using GeoGebra interactive

webpage show graph of
y=a sin b x, varying a and b using
the sliders.
Students should be able to move

from the specific to the general
here and should be allowed to try
it out on their own first.
Remind students that they are

plotting the functions

f : x sin x

g : x sin 2x

h : x sin 3x
Distribute Student Activity 3.
If required give students some help

in making this conclusion.
Teachers Support and Actions
The frequency and hence

the pitch of the note would
change, increasing as b
increased.
In general the period is
the period is rad = 180.

When b is 1, the period is
2 rad = 360. When b=2
www.projectmaths.ie
We saw how sin x is the

y-coordinate of a point on
the circumference of the
unit circle and that cos x is
the x-coordinate. Hence by
plotting the x coordinates
of points on the unit circle
onto a Cartesian plane we
should get the graph of
y=cos x.
Note: Students do not need to

know this for the syllabus, but it
is good for real life context.
If this was a sound wave

what would be the effect
of varying b?
How can you calculate the

period given b?

Teacher Input
Use examples of functions

of this type to check.
Can students now calculate

the period and range of
any function of the type
y=a sin bx, from the values
of a and b?
KEY: next step
Show, using a
GeoGebra interactive
webpage, where sin is
dragged 90 to the left
giving the cosine function.
Show an animation of this

exercise from Autograph.
(File, New Extras Page,
Trigonometry, cos) and
Perspex model of unit
circle.

Actions
Its shape is the same as the

sine graph. It is the graph
of sin x shifted 90 to the
left.
Describe the graph of

y = cos x
The range changes. The

range is [-a,a]

varying a? Student Activity
4.
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Students fill in the table

In the function y=a cos bx
and plot the graphs in 3
we have seen the effect of
different colours. Student
varying a, and now we will
Activity 5.
keep a constant and vary b.

Activity 4.
What is the period and

range of y = cosx,
y = 2cosx
and y = 3cosx?
Student Activity 4.
Having seen the connection Students plot the graphs

between y = cos x and
using different colours for
motion in a circle, we will
each graph.
now plot the graph of
y = cos x using a table of
values, then y = 2cosx and
y = 3cosx, using the same
axes and scale (Student
Activity 4).
It is periodic with a period

of 360 and a range of
[-1,1]


Teacher Input
Distribute Student
Activity 5.
Distribute Student
Activity 4.

Actions
KEY: next step
Are students keeping the

correct shape on the curves
even when they have fewer
points to plot for each cycle?
Do all students understand that

in the equation y = acos x, the
period remains unchanged as
a changes and that only the
range changes?
Are students now able to

describe the graph of
y = cos x in terms of periodicity
and range, having worked with
y = sin x?

Activity 5.
What is the period and

range of y = cos x
y = cos 2x
and y = cos 3x?
Student Activity 5.
We will now look at the

graph of the function
y=a tan x.
Students make 4 evenly

spaced marks on the
x axis and mark the
range on the y axis, and
plot the curves.
In general the period is
Show GeoGebra interactive

webpage
y=a sin bx and y=a cos bx
Are students able to

sketch graphs of the
form y=a sin bx and
y=a cos bx from the
values of period and
range?
Use more examples of

functions of this type to
check understanding.
Can students now

calculate the period and
range of any function
of the type y=a cos bx,
from the values of a and
b?
KEY: next step
Walk around, looking at the

graphs, referring students back
to the previous activity sheets
when they are in doubt.
When b is 1, the period is Students may need some help

in moving from the specific to
2 rad = 360. When b=2
the general here; allow them
the period is rad = 180.
to try it out on their own first.
www.projectmaths.ie
Sketch the graphs of the

functions on Student
Activity 6, without tables of
values, by first calculating
the period and range,
and knowing the shape of
functions of the type
y=a sin bx and y=a cos bx.
How can you calculate the

period given b?
What is the effect of varying As b varies the period

b?
varies.
Student Activities: Possible Teachers Support and Actions


Teacher Input
Its period is 180.
Students complete Student

Activity 7C.
It is periodic but it repeats

more often than sin x or cos
There are gaps in it.
Its shape is unlike the graphs

of y = sin x and y = cos x.
-57.29, -57295.78,-5729577.95
57.29, 57295.78, 5729577.951
Students plot the points.

(Student Activity 7B)

Activity 7A.
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What is the period

y = tan x? (Student Activity 7C)
Describe the graph of

y = tan x?
What is the tan 91, 90.001,

and 90.00001?
Using a calculator, find tan 89,

then the tan 89.999, then the
tan 89,99999.
Fill in the table on Student

Activity 7A.
What measurement in the

Tan <AOA = intercept the
diagram represents for instance
radius from O to A cuts off
the tan <AOA? Explain.
the line x=1.
What is the relationship

between sin, cos and tan of an
angle x?
KEY: next step
Encourage students to
describe the graph in their
own words, but because
of familiarity with sin and
cos graphs they should be
using the words period and
range.
Students who may have

difficulty understanding
that tan x tends to infinity
can be helped in this by
using the calculator to
evaluate tan of angles very
close to 90.
Student Learning Tasks: Teacher Student Activities: Possible and Teachers Support and
Input
Expected Responses
Actions
Do students see that

as x gets closer to
90, tan x increases
very rapidly?
Checking
Understanding
10
www.projectmaths.ie
Draw in the asymptotes on

the graph.
Students draw in lines

y = 90
y = 90
y = 270
Undefined
What is the tan 90?
The graph of y = tan x

approaches a line as x
approaches for example,
90 and 270. These lines
are called ASYMPTOTES a
straight line to which the
graph becomes closer and
closer but doesnt touch.
[-,+]
As the angle approaches

90, tan x increases very
rapidly and tends to + as it
approaches 90 from the left,
and to - as it approaches
90 from the right.

What is the range of

y = tan x (Student Activity
7C).

Teacher Input
Describe how tan x varies
as x approaches 90?
y=tan x
Are students able to plot the

graph of y = tan x and list the
period and range?
Do students appreciate
the phrase tends to
infinity as x tends to
90?
KEY: next step
Show the GeoGebra

interactive webpage on

Actions
11
Write down any questions

you may have.
Write down anything you

found difficult.
Reflection
Write down 3 things you
learned about today
trigonometric functions.

Teacher Input
www.projectmaths.ie
10. Draw asymptotes on the graph

y = tan x.
9. Concept of asymptotes
8. Find the period and range of tan x.
7. Draw the graph of

y = tan x.
6. Concept of varying a and b in

y = a cos bx
5. Find the period and range of cos x,

a cos x, cos bx and a cos bx.
4. Draw the graph of cos x,

a cos x, cos bx and a cos bx.
3. Concept of varying a and b in

y = a sin bx
2. Find the period and range of sin x,

a sin x, sin bx and a sin bx.
Student Activities: Possible and

Expected Responses
1. Draw the graph of sin x,
a sin x, sin bx and a sin bx.
Have all students
learned and
understood these
items?
Circulate and take

note particularly of
any questions students
have and help them to
answer them.
KEY: next step
Are they using the

terminology with
understanding and
communicating with
each other using these
terms?
Checking
Understanding

Actions
12
www.projectmaths.ie
13
7. How many solutions has the equation in Q6?_ ______________________________________________________________________________
6. Using the graph solve for x the equation sin x = 0.5_________________________________________________________________________
5. Is the inverse of y = sin x a function? Explain._ ______________________________________________________________________________
4. Is y = sin x a function? Explain._____________________________________________________________________________________________
3. What is the range of y = sin x?_____________________________________________________________________________________________
2. What is the period of y = sin x?____________________________________________________________________________________________
1. Describe the graph of y = sin x._ ___________________________________________________________________________________________
Student Activity 1B
Graph of y= sin x Complete the projection of sin values from the unit circle onto the Cartesian plane on the right and then join the points with a smooth curve.
Student Activity 1A
Student Activity 1
Period
-90
Range
-60
-30
30
60
90
120
150
180
210
240
270
300
330
360
www.projectmaths.ie
14
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
In the function, what is the effect on the graph of varying a in asin x?_ _______________________________________________________
y = asin x
y = 3sin x
y = 2sin x
y = sin x
sin x
2sin x
3sin x
x/
Using a calculator, or the unit circle, fill in the table for the following graphs and plot all of them using the same axes.
y = sin x, y = 2sin x, y = 3sin x Use different colours for each graph.
Student Activity 2
Range
30
45
60
75
90
105 120 135 150 165 180 195 210 225 240 255 270 285 300 315 330 345 360
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15
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
In the graph of y = sin bx, what is the effect on the graph of varying b in sin bx?_______________________________________________
y = sin bx
y = sin 3x
Period
15
y = sin 2x
y = sin x
sin x
2x
sin 2x
3x
sin 3x
x/
Fill in the table first, and using the same axes but different colours for each graph, draw the graphs of:
y = sin x, y = sin 2x = sin (2 x x), y = sin 3x = sin (3 x x) Graphs of the form y = sin bx
Student Activity 3
-30
30
60
90
120
150
180
210
240
270
300
330
360
www.projectmaths.ie
16
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
In the function y = acos x , what is the effect on the graph of varying a in acos x?______________________________________________
y = 3cos x
-60
Period Range
-90
y = 2cos x
y = cos x
cos x
2cos x
3cos x
x/
Using a table, find the coordinates for the following graphs and plot all of them using the same axes: y = cos x, y = 2cos x, y = 3cos x
Student Activity 4
Period
15
45
Range
30
60
75
90
105 120 135 150 165 180 195 210 225 240 255 270 285 300 315 330 345 360
www.projectmaths.ie
17
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
In the graph of y = acos bx, what is the effect on the graph of varying b in cosbx?_____________________________________________
y = cos bx
y = cos 3x
y = cos 2x
y = cos x
cos x
2x
cos 2x
3x
cos 3x
x/
By filling in a table first, and using the same axes but different colours for each graph, draw the graphs of
Student Activity 5
18
Period =_________________ Range =_________________
y = 2sin 3x
Sketch each of the following graphs: (0 x 360)
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Period =_________________ Range =_________________
y = cos4 x
Period =_________________ Range =_________________
y = 4sin x
Student Activity 6
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|AOA|
60.00
|AOA|
75.00
Student Activity 7A
|AOA|
80.00
|AOA|
85.00
Angle /
tan
0
30
the table using the trigonometric ratios.

60
75
80
19
85
Using the diagram of the unit circle, read the approximate value of the tan of the angles in
y=tan x
|AOA|
30.00
Student Activity 7
www.projectmaths.ie
-90 -75 -60 -45 -30
tan x
x/
30
60
y = tan x
45
90
Period
Range
20
105 120 135 150 180 210 225 240 255 270 285 300 330 360
Student Activity 7C
75
By filling in a table first, and using the same axes but different colours for each graph, draw the graphs of
Student Activity 7B
Student Activity 7

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Teaching & Learning Plans

Plan 10: Trigonometric Functions

The Teaching & Learning Plans

Student Activities Possible and Expected Responses: Gives details of

Teaching & Learning Plan 10:

, from the graph, for the domain

plot the graph of y= cos x by plotting the x coordinates of points on the

Project Maths Development Team 2009

Teaching & Learning Plan 10: Trigonometric Functions

Relationship to Leaving Certificate Syllabus

Graph the trigonometric functions sine, cosine, tangent.

Project Maths Development Team 2009

Project Maths Development Team 2009

The graph is rounded

Does this presentation

KEY: next step

Ask individual students to

Describe the graph Student It consists of repeating

It has a max of 1 and a min

Distribute Student Activity

Using Student Activity 1A, Students plot the points

Teachers Support and

Student Activities: Possible

We have seen on the unit

Student Learning Tasks:

Teaching & Learning Plan 10: Trigonometric Functions

Project Maths Development Team 2009

Student Activities: Possible

Write down the period and

We refer to the length of

Any function which is

Student Learning Tasks:

KEY: next step

Does the animation

Show an animation of this

Teachers Support and

Teaching & Learning Plan 10: Trigonometric Functions

Project Maths Development Team 2009

Teachers Support and

They may also draw a

Can students solve the

Can they explain why the

KEY: next step

Distribute Student Activity

Students explain that for

Students explain in Student

Student Activities: Possible

Having seen the connection Students plot the

Complete Student Activity

Explain your answer.

Is the inverse of y=sin x a

Student Learning Tasks:

Teaching & Learning Plan 10: Trigonometric Functions

The range changes. The

What is the effect of

As b varies the period

What is the effect of

Students fill in Student

Fill in Student Activity