#### Transcript Session 2

```Trigonometric Functions
Session #2
Learning Goals
• Identify common misunderstandings that
• Build awareness of Trig CLIPS
• Make connections between CLIPS, the
misunderstandings, and the big ideas of trig
• Practice posing questions based on the big
ideas
• Build content knowledge of trig
Minds On: Connect and Practice
(session 1)
• In pairs, choose a specific expectation from the
trigonometric functions strand from any Grade
11 or 12 course
• Rewrite the expectation as a learning goal to
support the development of one big idea
• Create a question that would help students to
meet the learning goal.
• Record expectation, learning goal and
question on chart paper
Minds On: Peer Review
• Join another set of pairs and exchange
your learning goals and questions, and
provide feedback for editing.
• Use the popsicle stick prompts during the
peer review.
Minds On: Reflection
• Gallery walk learning goal questions
developed
• Group share
Minds On: Think/Pair/Share
Think:
– On your own brainstorm potential
misconceptions/struggles/partial understandings
of trigonometric functions that students have
• Pair:
– With a partner compare, contrast, summarize
• Share:
– In table groups, collate and post
Action!
• A tour of CLIPS: Periodic & Sine Functions
and Their Transformations
Action! (continued)
• With a partner, select one of the CLIPS
from Tour of CLIPS, there are 7, we want
to explore each of them and no more than
two pairs may select the same CLIP
• Use Tour of CLIPS to investigate how the
CLIP connects to a potential
misconception/struggle/partial
understanding and the Big Ideas for Trig
Action! (continued)
• Questions to consider for your CLIP
– How does the CLIP address a common
misunderstanding that students have?
– How does the CLIP help students to develop
understanding of the big idea?
– What kind of question(s) can be posed to see
if students have developed the understanding
of this big idea OR what scaffolding questions
can be created to help support students?
Action! (continued)
• In pairs, select one activity from your CLIP
to share with the whole group
• In your presentation (few minutes)
highlight your response to one or more of
the questions posed during the
investigation
• Use your template to make notes on the
CLIPS that you didn’t investigate
Action! (continued)
• Questions to consider for the
– How does the CLIP address a common
misunderstanding that students have?
– How does the CLIP help students to develop
understanding of the big idea?
– What kind of question(s) can be posed to see
if students have developed the understanding
of this big idea OR what scaffolding questions
can be created to help support students?
Consolidate Debrief (continued)
Going Deeper
– What kind of question(s) can be posed to see
if students have developed the understanding
of this big idea OR what scaffolding questions
can be created to help support students?
• Few examples chosen from the
Mathematical Processes Booklet:
– Reasoning & Proving: How can we show …?
– Reflecting: What do you notice about…?
– Connecting: What are the connections
between…?
Consolidate Debrief (continued)
Going Deeper
• Turn and Talk Share question(s) with
another pair
Consolidate Debrief (continued)
• Demonstration of screen captures on the
Interactive White Board
Learning Goals
• Identify common misunderstandings that
• Build awareness of Trig CLIPS
• Make connections between CLIPS, the
misunderstandings, and the big ideas of trig
• Practice posing questions based on the big
ideas
• Build content knowledge of trig
Consolidate Debrief (continued)
BLM 1.4, Trigonometric Functions Session – Reflection Template
Use this template to record your reflections related to your new learning, potential shifts in practice, and implications for student learning.
Trigonometric
Functions
Focus Activity
CLIPS
Walking the
Periodic Curve
Visualizing
Graphs: Using
the IWB
Spotlight
World Climate
The Big Ideas of
Trigonometric Functions
The Mathematical Processes
(problem solving, reasoning, reflecting, selecting
tools and computational strategies, representing,
connecting, communicating)
Establishing Math Talk
Learning Communities
Assessment for / as / of
Learning
Further Consolidation
• Based on today’s session, complete your
Trigonometric Functions journal, focusing
on the prompts that are most meaningful
to you.
– Given what I have learned today, what ideas
are challenging my belief about teaching
trigonometric functions? Why?
– What new learning do I believe has helped
me shift my practice?
– The new ideas that I am prepared to