THE UNIT CIRCLE

Lesson Overview
In this lesson, we will begin looking at the diagram of the Unit Circle and analyzing each
component in order to explore how it relates to trigonometric ratios and the Pythagorean
Theorem. First, the circle itself will be interpretted (radius, angle measure, counterclockwise
direction, etc.) Then, right triangles will be constructed in the first quadrant, enabling us to
view the relationship between the trigonometric ratios and each point on the circle.

Standards
National Standards
Common Core Math Standards
F-TF.1:
Understand radian measure of an angle as the length of the arc on the unit circle subtended
by the angle.

F-TF.2:
Explain how the unit circle in the coordinate plane enables the extension of trigonometric
functions to all real numbers, interpreted as radian measures of angles traversed
counterclockwise around the unit circle.
G-SRT.7:
Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.8:
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.

Prerequisite Knowledge
Students should be fluent in basic trigonometric principles such as the ratios, sine, cosine
and tangent as well as the Pythagorean Theorem. Furthermore, basic geometric properties
of circles and right triangles should be understood by students about to enter this lesson.

Supporting Details
Materials
-Whiteboard, markers
-Projector, internet access (https://www.mathsisfun.com/algebra/trig-interactive-unit-
circle.html).
-Calculator
-Protractor
-Compass (optional)
Helpful Information for Teachers
Documents
Web Links

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Instructional Plans
Engage 1 (8 min)
1. Engage Details
Sub-components:
Prior Knowledge, Motivation/Interest
Representative Questions:
(1) What do you know about...? (2) What have you seen like this? (3) What have we
studied that might apply here? (4) What intrigues/interests you about...? (5) What is
confusing about...?
Engage Description:
The Engage activity will primarily consider two concepts that students have learned
before and bring them together in a way that wll explore the new material being
presented in this lesson. Students will demonstrate all of their acquired knowledge
about right triangles by drawing a set of inscribed right traingles inside of a circle and
see if they make any hypotheses or draw any conclusions based on the relationships
between the circumference of the circle and the path of the vertices of the triangles.
Questions to be asked include"
-What do you know about sine, cosine and tangent in relation to a triangle's angle?
-From this diagram of the unit circle, what have you seen before that you may be able
to interpret?
-What patterns, if any, can you see between the circle and the right triangles?
-Why do you think the values of sine and cosine change in the way they do?
2. Formative Assessments
Brainstorming, Drawings
This visual form of assessment will teest students' geometric familiarity with circles,
right triangles and angles in relation to side length.
The accuracy of the students' drawings as well as their understood trigonometric
concepts will help determine how prepared they are to explore the multitude of
patterns and relationships between trigonometric ratios and the cyclic nature of a circle.
3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema? (2) What interests or intrigues students? How can instruction incorporate
these things?
proceed; quick review; remediate

Explore 1 (8 min)
1. Explore Details
Sub-components:
Predict, Design, Collect, Justify
Representative Questions:
(1) What if...? (2) What would you expect to happen? Why? (3) How can you best
study this problem? (4) How will you organize your information? (5) How much
data/information do you need to collect? (6) What are some changes you noticed in...?
Explore Description:
Students will explore different angle measures and see how the values of sine and
cosine change both algebraically and geometrically via the unit circle. How do these
changing ratios affect the size and shape of the corresponding triangle and its position
within the circle? We will collect data in a table of several of the most important values

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 for angle theta and analyze the sequence of resulting values in relation to the diagram.
The interactive diagram will facilitate the visualization of each corresponding trials.
2. Formative Assessments
Observation, Record/Data Collection, Graph, Think, pair, share
Students will check sine,cosine and tangent values with their calculator and graph the
resulting triangle inside a series of unit circles as well as charting them in a table. Once
enough data is collected, students will cross reference the diagrams and the written
equation to check for any discrepancies and similarities. They can form in groups to
compare results and observe any notable relationships between the data.
3. Teacher Reflection
(1) Skillfulness of predictions made? (2) Quality of study design and relation to goals?
(3) Meaningfulness of data collected? How organized? (4) Justification of approach
used to solve question/problem? What justification tells about understanding?
proceed; clarify; remediate; re-engage

Explain 1 ( min)
1. Explain Details
Sub-components:
Interpret, Evidence/Justify/Verify, Analyze
Representative Questions:
(1) What took place? (2) What changes did you notice? (3) Explain what happened?
(4) What pattern(s) did you notice? (5) What surprised/puzzled you? What is still
confusing? (6) What visuals help to explain your findings? Explain them. (7) What
evidence do you have for your statement? (8) How is this similar or different from...?
(9) How does this apply to what we learned before? (10) What has been learned?
(11) Do you agree with...? Why/Why not?
Explain Description:
In this section, through example and demonstration we will interpret different visual
representations of sine cosine and tangent via the unit circle and make inferences and
conjecture based on our prior knowledge of trigonometry and geometry. I will explain
the relationship between the x and y coordinates with sine and cosine of the angle
formed at the origin. Students will then take a minute to discuss an answer to the
question we will formulate in our discussion, "Why does cosine correspond to x and
sine to y?" Students should come to conclusions stemming from their knowledge of
"sohcahtoa" and the fact that the circle's radius acts as the triangle's hypotenuse.
Through guidence of logic, students will explain themselves how the unit circle
contains significant properties useful for studying the trig ratios.
2. Formative Assessments
Whole Class Discussion, Small Group Discussion, Teacher Presentation, Think, pair,
share
This lesson's assessment is firmly dependent on discussion and the sharing of ideas,
as the critical thinking of prior knowledge is the basis of the new material in this unit.
Students can make conclusions about these novel concepts almost entirely from what
they have already learned in prior courses. So, students will for a significant portion of
this session speak amongst themselves and to the whole class their reasoning to
explain the unit circle.
3. Teacher Reflection
(1) Quality and accuracy of interpretation of results? (2) Strength of evidence for
claims? Ability to verify procedure/results? Skillfulness in justifying approach/results?

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 (3) Ability to analyze the quality of exploration conducted?
proceed; re-engage; re-explore; remediate; have students clarify

Extend 1 ( min)
1. Extend Details
Sub-components:
Apply, Transfer
Representative Questions:
(1) What would happen if...? (2) How do you think... applies to ...? (3) How can this be
used in the Real-World? (4) What questions/problems are still unresolved?
Extend Description:
This closing section eill be lead through guided discussion of potential uses of
trigonometry in real life situations in terms of the properties discussed earlier in the
class. The first example to be mentioned are the cyclic nature of sine and cosine being
found in physics, oceanography, or any field that studies waves, particles, and other
objects moving in cyclic patterns. The other example is a multitude of projects that
model structures in the form of a right triangle, such as architecture, mechanical
engineering, marine engineering, etc. Students will discuss if they have interest in any
of these fields and postulate other uses of trigonometry they may use in such fields.
2. Formative Assessments
Real-World Application, Think, pair, share
Students will use what they learned about modern practical uses of trigonometry and
think of other potential scenarios in which they can use trigonometry in the real world.
Using terms explored in class, they shall propose possible uses of components like
hypotenuses, angle measure and the trig ratios to finish the day's lesson.
3. Teacher Reflection
(1) Quality and number of applications made? (2) Skillfulness transferring knowledge
to new ideas?
debrief; re-engage; re-explore; have students clarify; another extension

Contributed by:
Daniel Ferrara, Manhattan College, NY

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