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This is a printable version of the entire unit plan. You can make a copy of it and edit it or download and print it as needed.

Students constructed a shared definition of a periodic function and describe features of periodic functions that are important to determining if a function is periodic or not. Students are also introduced to a specific periodic function, the cosine function, through analyzing its equation and graph. 

Students will be given different cosine graphs and must match them to the appropriate tables while noting what key points or features help them make connections and note the cyclical nature of both the tables and the graphs.

Students will match cosine function rules with appropriate tables of values while paying attention to how changing the different parts of the equation can affect the values of coordinate pairs in the table.

After this unit, how prepared are your students for the end-of-course Regents examination?  The end of unit assessment is designed to surface how students understand the mathematics in the unit.  It includes spiralled multiple choice and constructed response questions, comparable to those on the end-of-course Regents examination.  A rich task, that allows for multiple entry points and authentic assessment of student learning, may be available for some units and can be included as part of the end of unit assessment.  All elements of the end of unit assessment are aligned to the NYS Mathematics Learning Standards and PARCC Model Frameworks prioritization. 

A Classroom Challenge (aka formative assessment lesson) is a classroom-ready lesson that supports formative assessment. The lesson’s approach first allows students to demonstrate their prior understandings and abilities in employing the mathematical practices, and then involves students in resolving their own difficulties and misconceptions through structured discussion.

Connect to what students know about the Pythagorean Theorem and reading coordinates to find the center of a circle.

Either chunk the diagram in order to find the center of the circle or connect to what students know about completing the square to therefore find the equation of the circle.

<style type="text/css"><!--td {border: 1px solid #ccc;}br {mso-data-placement:same-cell;}--> </style> Use what students know about symmetry and coordinates to find a coordinate on a circle.

This page contains instructions on how to use Remote Measures as the Unit 3 initial task to find out what your students already know about using trigonometry to solve right triangles in applied problems.

Re-engagement means going back to a familiar problem or task and looking at it again in different ways, with a new lens, or going deeper into the mathematics. This is often done by showing examples of student work and providing prompts to help students think about the mathematical ideas differently. This guide provides more information on how to design re-engagement lessons for your students, which you can use at any time during a unit, where you think it will be helpful for students to revisit a specific mathematical idea before moving on.