Professional Documents
Culture Documents
Lesson Overview
In this lesson, we will define radian as a unit of angle measure. Students will be able to
convert degrees to radians and vice versa, draw angles in radians, and be able to interpret
the unit circle with radians. Finally, students will familiarize themselves with the same trig
values learned in the previous lessons, this time in radians.
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 have a thorough understanding of angles, triangles and circles and should
be familiar with the previous lesson on the unit circle. Basic knowledge of solving rational
equations should also be present for this lesson.
Supporting Details
Materials
-Whiteboard, markers
-Projector, internet access (http://nextlevelmaths.com/interactive/interactive_radians/).
-Calculator
-Protractor
-Compass (optional
Helpful Information for Teachers
Documents
Web Links
Instructional Plans
Engage 1 (5 min)
1 of 4
1. Engage Details
Sub-components:
Prior Knowledge
Representative Questions:
(1) What do you know about...? (2) What have you seen like this? (3) What have we
studied that might apply here?
Engage Description:
To begin, students will think of different types of measurements (weight, distance,
temperature, etc.) and be asked to name two or more units for the same
measurement. Answers may include inches and centimeters for distance or pounds
and kilograms for weight. Here, students will be introduced to the concept of a second
unit for angle measure called radians and that it is based on the structure of a circle.
Questions to ask include:
-What does the term "radian" make you think of?
-Why might we have developed this other unit?
-What set of numbers will mostly be used in radians?(Rational, irrational, whole, etc.)
2. Formative Assessments
Warm-Up, Brainstorming
3. Teacher Reflection
(1) What did student prior knowledge indicate about readiness to learn and existing
schema?
proceed; quick review; remediate
2 of 4
(1) Skillfulness of predictions made? (2) Quality of study design and relation to goals?
(3) Meaningfulness of data collected? How organized?
proceed; clarify; remediate; re-engage
Extend 1 (5 min)
1. Extend Details
Sub-components:
Apply
Representative Questions:
(1) What would happen if...? (2) How do you think... applies to ...?
Extend Description:
An exit ticket will be presented asking students to calculate sin cos and tan values of
various angle measures in both degrees and radians. In the last two problems, the
angles will be negative and exceed 360 degrees(2pi radians), leading students to think
about the case in which the angle measure in question is outside the converntional
range of a counterclockwise circle starting and ending on the point (1,0). This will
allude to the next lesson on reference angles.
3 of 4
2. Formative Assessments
Elaborate on current Investigation
Students will practice exercises from this and the prior lesson, some of which will
require critical thinking and unique interpretation on the unit circle, specifically its cyclic
nature.
3. Teacher Reflection
(1) Quality and number of applications made?
debrief; re-engage; re-explore; have students clarify; another extension
Contributed by:
Daniel Ferrara, Manhattan College, NY
4 of 4