S1+Hollingsworth+Tracey

=Stage 1 Identify Desired Results= Geometric Figures: 3. Students understand and use basic ideas of trigonometry. b. Use trigonometry to solve for missing lengths in right triangles. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results - Mathematics - C. Geometry

//What understandings are desired?//
• there are different coordinate systems to represent trigonometric functions such as the Cartesian and Polar Coordinate Systems. • trigonometry has real world applications. ||
 * //Students will understand that:// **(U)** ||
 * • there are relationships among angles, lengths, and sides of right triangles.

//What essential questions will be considered?//
• How do the Cartesian and Polar Coordinate Systems differ? • Why is trigonometry important in real life? ||
 * **Essential Questions:** **(Q)** ||
 * • How are trigonometric functions used to determine information about right triangles?

//What key knowledge and skills will students acquire as a result of this unit?//
• Critical Details: The relationships between angles, lengths, and sides of triangles by use of the Pythagorean Theorem and Trigonometric Identities. • Define: Conversions between coordinate systems, polar curves, unit circle, and the Laws of Sines and Cosines. || • Describe the unit circle in terms of trigonometric functions and demonstrate the use of different coordinate systems. • Illustrate trigonometric functions geometrically and graphically. • b. Use trigonometry to solve for missing lengths in right triangles. • Analyze and compare the differences among the graphs of trigonometric functions. • Relate the Pythagorean Theorem to trigonometric identities. • Realize the role that trigonometry plays in real world applications. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Definitions: Geometrically & graphically define and label trigonometric functions.

2004 ASCD and Grant Wiggins and Jay McTighe