Math Project

The mathematical practices are addressed by this project because students are required to stand behind the process and reasoning behind what they choose to do for the project. This will be seen through the presentations to the class. Students are also see modeling mathematics by creating graphs of trig functions from everyday pictures, and constructing the unit circle from scratch. from this they will use the values of the unit circle to map relationships of the graphs and unit circle quantities. Students are also will use tools such as a protractor, calculator, or rules to construct the unit circle precisely. They will also look for and make use of structure because they are discerning patterns in real world objects by finding trig graphs

The unit circle is a hard concept that most students see little connection to other mathematical and real world connection. They often are told to memorize the unit circle and do not see how or where the unit circle is constructed. I wanted to deepen their understanding of the unit circle by making students connect these gaps. I wanted them to become more familiar with the unit circle and from there be able to relate the unit circle to trigonometric functions. After the connection between that was made I then want students to be able to see how the trig functions are in everyday life.

Why is it important for students to complete?

It is important for students to complete this project so that they can further their understanding of the unit circle and be able to make the connection of trigonometry to the real world. Often these concepts are taught without connection to everyday life. The purpose is to have students start looking for mathematical concepts outside of the classroom. This project allows students to use their own interest and lives to look for math outside of the

I want to see student's ways to connect this content to their own lives. I want students to move past the memorization of this material to really interacting with the content. I know that mathematics can easily be all summative assessments but I want to include project based learning into the class as well. I expect that through this project students will increase their long-term retention of the material and improve their attitudes towards learning (Stroble & van Barneveld, 2009). Simply memorizing for the test is not what will benefit them with trig concepts. They need to move past memorization so they can understand the material better. The more they are familiar with the material the better they will understand it. Having student interact with the material in their lives will allow students to remember the material better and a better relationship with the material. If students were to take an in-class test for this unit they would memorize the parent graph functions of a graph and then the components of the unit circle. This would help them on the test but students would shortly forget all that material unless practiced often. ere students are interacting personally with the content and their everyday lives. This will allow them to make connections that will last longer than simple