Semester
1
Date 
Entry Task 
Activity 
Assignment/Homework* 
9/6 
Find
your seat. 
Meet
your peers & teacher. Debrief Summer Homework and compile a list of needed review items. JR: What are your goals in this class for this year? 
Complete
Getting to Know You. Download the course Syllabus. Sign and return the signature sheet. List in your homework notebook what you believe you know well and what you need to know better. Bring two hardbound "theme books"one for journal and one for homework. 
9/7 
Get ready for the Expectations
Quiz. Move to a seat where you have ample room,
obtain all the materials you need before class starts,
seat at most two at the square "cafe tables" and place the
paper "blinders" between each pair of people. 
Clarify
expectations, both from the class syllabus
and the Student Handbook. JR: What do you believe will be your biggest challenge this year in PreCalculus? 
Graph
the Olympic Games data. 
9/8 
With
a table partner, address the following questions

Debrief
the ET. Discuss calculator data entry, equation modeling. JR: List the mathematics content and processes you believe you command. 
Enter
the Olympic Games data into your calculator's lists and
model as

9/11 
Why is the exponential model for the Olympic Games data still not realistic?  Debrief
homework, including entering and analyzing data. Catch up on JRs. JR: List the steps necessary to enter data and model using a calculator. 
Enter
the Olympic Games data into your calculator's lists and
model as

9/12 
Answer
these questions regarding atmospheric pressure

Graph
Pressure vs. Altitude
(by hand). Find a part of the data that is
approximately linear, draw the line on your graph, and
determine the slope of the line. Note that you are
NOT being asked to model the data set nor graph using
technology! JR: What are some other models for data besides linear, power, and exponential? Explain their similarities and differences. 
Finish
the graph and question. 
9/13 or 9/14 
Suggest
a method to measure a person's height using meter sticks
wherein the least amount of measurement variability is
introduced. You may discuss this with your table
partner 
Design
and execute an investigation that addresses the question
"what is the relationship between a person's height and
her/his arm span?" While executing the above investigation, also collect data on forearm length and foot length. JR: Which mathematical model do you believe will best fit the relationship between a person's height vs. arm span? Explain why you believe this. 
Graph
height vs. arm span. Create a linear mathematical
model that fits the data and use your model to predict the
height of a person whose arm span is 200 cm long. 
9/15 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz.
Expect questions on data modeling. No calculator or
note card. JR: Explain how the data collection we performed yesterday could be improved. 
Graph forearm length vs. foot length. Create a mathematical model that fits the data and use your model to predict the forearm length of a person whose foot length is 28 cm long. 
9/18 
Work silently
and singularly. For y = 1/2x
+ 5, compute the value of y when x = 10. 
Debrief ET. Debrief last two HW. JR: Explain, as if you were talking to a new arrival to this class, the meaning of "mathematical model." Give several examples. 
Spend at most one hour on the algebra diagnostic test. Do all work in your homework notebook. 
9/19 
Rei (pronounced like "Ray") is an outstanding outdoorsman and prides himself on his mathematical understanding. He says "I just ran up this trail one hundred (100) feet and gained ten (10) feet in elevation. Slope is rise over run, so the slope of this trail is 0.1 (1 divided by ten)." Comment on Rei's process and conclusion.  Debrief ET. JR: Give an example of a trigonometry problem you know how to do. Demonstrate how to solve it. 
Complete the online
Trigonometry Test. Calculator allowed.
Note: this is NOT for a gradeit is a pretest of your
understanding. Do all problems in your homework
notebook and record your score. Before beginning the test, select "Multiple Choice Test," 42 for "Seed Number," Trigonometry for "Select a Test," 20 for "How Many Problems?" then click "Take the test with problems chosen at random." When finished, click "Submit Your Work and Get All The Problems Displayed." Record your score in your homework notebook. 
Date 
Entry Task 
Activity 
Assignment/Homework* 
9/20 or 9/21  Bozal
borrows a ladder from his neighbor to wash the exterior
windows of his house. He knows the ladder extends to
sixteen feet and the window bottom is twelve feet above
the ground. Compute the number of feet the bottom of
the ladder must be from the wall to reach the bottom of
the window. What angle does the ladder make with the
(level) ground? How does this compare with OSHA's
guideline "The proper angle for setting up a ladder is to
place its base a quarter of the working length of the
ladder from the wall or other vertical surface?" 
Try Angles activity. Receive textbooksrecord your book number in the front of your homework notebook. Take the textbook home, leave it at home!!! Report the last three digits of your book number to Dr. Edge. JR: Draw three nonright triangles, one acute, one obtuse, and one isosceles. Perform the same measurements as the Try Angles activity. Explain your results. 
Find
a long, straight object, such as a ladder. Measure
its length, then lean it against a wall. Perform the
following measures1. The height of the top of the object from the base of the wall.Compute each of the following • The length of the ladder using measures #1 and #2 above.Measure #1 using the known length of the ladder and a new measure for #2 that is 20% larger than the previous one. 
9/22  Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz: right
triangle trigonometry. No calculator or note
card. A ruler and protractor are required for this
quiz. NO MATERIALS WILL BE LOANED ONCE CLASS BEGINS! JR: Explain how do determine if a triangle, known only by the lengths of its sides, is a right triangle. 
Use the values
from the online
trig tables (NOT from your calculator) to solve the
following problems. Recall you MUST show all parts
of your solution process.

9/25 
Determine
in which quadrant each of the following angles is located
and compute the angle made by moving clockwise (therefore,
a negative angle) that is equivalent

Partner
challenge: with one table partner, create a problem like
those from the homework then trade your problems.
Calculators may be used but only for arithmetic (not the
trig functions). JR: Explain how to determine an angle measure knowing only the lengths of two sides of a right triangle. Assume you are not allowed to use the trig functions on a calculator or computer. Hint, consider the online trig tables. :) 
Create
scale models of each of the triangles from Friday's
homework. Measure sides to within one centimeter and
angles to within one degree. 
9/26 
Explain the
meaning of "radian" as related to angle measure. 
Explore the Radian
Measure Activity on Desmos. JR: Explain the relationship between measuring angles in degrees vs. radians. Include a diagram and equation that will translate radians into degrees. 
p. 408 #23, 25,
27, 35. 
9/27 or 9/28 
We have heard
the phrase "Unit Circle" many times this year
already. What does it mean? 
Can You Do
The Can Can? activity. JR: Explain how today's activity is related to trigonometry. Include a diagram. 
p. 408 #55  58. Include the diagram! 
9/29 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz:
trigonometric ratios. You may use a calculator,
ruler, protractor, and your paper from the Can You Do
The Can Can? activity. JR: Examine the box at the bottom of p. 409 (Definition of the Trigonometric Function). Why are the definitions of the functions NOT ratios? 
Copy (by hand) Table 1 on p. 410 (Special Values of the Trigonometric Functions) into your homework notebook. Include the diagram. 
10/2 
Prove sin^{2}(x)
+ cos^{2}(x) = 1. 
Fun with a Calculator
activity. JR: Examine the box on p. 415 (Fundamental Identities). Copy the identities. 
pp. 416417
#34; 3744. 
10/3 
Compare your processes for solving #3744 with your table partner. Explain (in your homework notebook) why they asked for two answers.  Work
p. 418 #6370, 8081. JR: What is a reasonable decimal equivalent to a time of 0748? 
Prepare
to graph (on paper) 0 through 730 on the xaxis,
4.0 through 22.0 on the yaxis. Include
reasonable scale on each axis. Graph the 2017 Sunrise data for Seattle
then extend the graph one more year by drawing how you
believe next year's graph will look. EC: create a
trigonometric function that will trace the graphs. 
10/4 or 10/5 
Define the words
in simple terms and include a diagram

Debrief 3 Oct
homeworkidentify amplitude, period, vertical shift. Complete and discuss the graph from the Can You Do The Can Can? activity. Experiment with the Desmos Graphing Calculator to identify each coefficient does to the graph of y = sin(x) when we graph y = A sin B(x  C) + D. JR: Explain what each coefficient does to the graph of y = sin(x) when we graph y = A sin B(x  C) + D. Include a few examples. 
Graph the 2017
Sunset data for Seattle on the same axes as the homework
from 3 October. If your 3 October homework was
performed incorrectly, fix it before proceeding. 
10/6 
How
does creating a periodic function using y = A sin
B(x  C) + D differ from using y = A sin (Bx
 C) + D? 
Getting Triggy
activity: Determine each coefficient of y = A sin
B(x  C) + D is necessary to create the graphs in
both degrees and radians. JR: Explain, in detail, how to determine "B" to fit a set of periodic data with a sine function. 
Create functions for both sunrise and sunset (Seattle, 2017) in both radians and degrees using y = A sin B(x  C) + D. Remember to show how you determined each coefficient!!!! 
10/9 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz: modeling
periodic data. You may use a calculator and note
card. JR: Under what conditions would the Law Of Cosines be used? Give an example. 
Copy and
complete the table on the top of p. 417. 
10/10 or 10/12 
In a level,
constantspeed turn the Gforce on the airplane (and all
inside) is related directly to the bank angle. Copy
the following table and model the data with a
trigonometric function. 
Debrief ET. Investigate the graphs of sine, cosine, tangent, secant, cosecant, and cotangent. Attempt Pushing The Envelope without a calculator. When finished, check on a calculator. JR: Explain why neither cosine nor cosecant are the inverse function for sine. Include diagrams. 
pp. 430431
#8586; p. 439 #62. 
10/11 
What do you want
to know? 
Homework debrief
and other personal tasks. JR: Because of today's PSAT stealing most of the class there will be no formal JR. 
Please confirm
your sunrise and sunset models graph correctly and that
you completed the Getting Triggy activity. Consider investigating the Fun with Fourier activity as a way to model "square waves." 
10/16 
Construct the
largest scale 345 triangle you can make in your homework
notebook. Measure the smallest angle (using a
protractor). Solve for the angle using
trigonometry. Are they "close?" 
Construct an
"inverse trig" table like Table 2 on p. 420 only having
ratios for the top line for all six trig functions.
Hint, include values like 1, 1, 1/2, 3^{1/2}/2,
etc. JR: Copy or paste the graph into your journal (hard copies available). Give the graph an appropriate title and label the vertical and horizontal axes. Explain the meaning of the graphs. Attempt to write a general function that will trace all of the graphs if you use an additional variable, L, for the latitude. 
pp. 444445
#37. 
10/17 
Prepare to ask
questions. Consider using homework, quizzes,
readings, etc. for sources. 
In class review. JR: Explain the process of fitting a sine curve to data. 
Prepare for the
tests. 
10/18 or 10/19 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Test 5.1.
Trigonometry. You may use a calculator and a
nonmechanically reproduced 3 x 5 note card. Expect
questions on

Prepare for the
next test. 
10/20 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Test 5.2.
Trigonometry. You may use a calculator and a
nonmechanically reproduced 3 x 5 note card. Expect
questions on

Complete the online
Trigonometry Test. Calculator allowed.
Note: this is NOT for a gradeit is a posttest of your
understanding. Do all problems in your homework
notebook and record your score. Before beginning the test, select "Multiple Choice Test," use 55 for "Seed Number," Trigonometry for "Select a Test," 20 for "How Many Problems?" then click "Take the test with problems chosen at random." When finished, click "Submit Your Work and Get All The Problems Displayed." Record your work and score in your homework notebook. 
Date 
Entry Task 
Activity 
Assignment/Homework* 
10/23 
Explain
the meaning of the trig functions depicted in the diagram. 
Phred
baked a pie that had a ten inch diameter and was cut into
five equal slices. Compute the area of each slice
(sector) of pie. Compute the length of crust for
each sector of pie. JR: Read the passage on Thales of Miletus (p. 486). Explain in your own words what Thales contributed to the creation of trigonometry. 
pp.
479480 #73, 77, 79, 80. 
10/24 
What do you
believe is the most common error on last week's Chapter 5
tests? Give an example. 
Discussion of Scaled Scoring. Work in your table group to determine a set of suggestions to optimize assessment scores in Dr. Edge's class. Agree upon a scribe (to record all comments), determine a natural order to suggestions based upon the comments (most important first), rewrite suggestions as directives (e.g. "get a good night's sleep before any assessment"). Prepare to present your suggestions to the class. JR: Explain the "scaled scoring system" Dr. Edge uses on assessments (assume a ten point question). 
p. 481 #93,
94. Include the graph (gluing in a printout is OK). 
10/25 or 10/26 
Compute the distance along a longitudinal arc on the surface of the earth that subtends a central angle of one minute (1/60 degree). This distance is called a nautical mile (NM). Note: the radius of the earth is about 3960 statute miles (SM).  Comments
on arc measure, particularly on the Earth's surface. p. 489 #5360. JR: Explain how "angle of elevation" and "angle of depression" are used to solve realworld problems. Give an example. 
Finish
the assigned problems and Copy the table at the bottom of
p. 483. 
10/27 
Define
"reference angle." Hint: borrow a textbook and use
the index to locate the term. 
Copy and
complete the tables from the Reference
Angle activity into your homework notebook. JR: Explain how a "reference angle" can be used to determine an unknown angle in a right triangle. 
p. 500 #67, 68. 
10/30 
Read through the
examples in Section 6.4 (pp. 501506) with your table
partners. Determine what questions you still have
regarding inverse trigonometric functions. 
The Tripod activity. JR: Explain the table for "The Inverse..." (p. 502) in simple language. In what situations will the knowledge in this table be useful? 
pp. 507508 #44. 
10/31 
Complete p. 507 #43. 
Complete
p. 506 #58, checking answers with table groups AFTER you
make an attempt. Include sketches! JR: Explain in simple language the meaning of tan^{1}(0.5) in simple language. Include a diagram. 
Catch
up on all missing homework. Make sure you include
the date assigned, facts of the problems, and diagrams. 
11/1 or 11/2 
Trig Me
activity. You will receive a paper with the name of
an inverse trig function on it. Working alone,
invent a problem that must use the function to
solve. Note: make it a problem, not an exercise! 
Work selected
invented problems in your homework notebook. JR: Explain why there are two correct answers to . Solve it! 
p. 528 #28,
31. EC for anyone correctly naming the airplane
depicted in problem #32. 
11/3 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz:
inverse trig. You may use a nonmechanically
reproduced note card, ruler, and protractor on this
quiz. Calculator not allowed. JR: Explain how to use a "unit circle diagram" to solve inverse trig problems. 
Explain how trigonometry is used to determine the height of a mountain. Include a sketch. Reminder: you are guilty of plagiarism if you neglect to properly cite a source of information you present!!! 
11/6 
Solve p. 528 #32
using right triangle trigonometry. 
Law of Sines
(Section 6.5). What We Can Do So Far activity. JR: Explain why there is an "ambiguous case" for the Law of Sines. What is the ambiguous case? 
Finish the activity. 
11/7  Work individually. Create a triangle that results in an "ambiguous case" for the Law of Sines. Solve for both possible triangles.  Debrief ET and
yesterday's activity. Catch up on JRs and checking homework. JR: Explain how to determine if the Law of Sines can be used on a given triangle. Provide several examples. 
p. 514 #29. 
11/8 or 11/9 
Define:
course, heading, airspeed, ground speed, wind correction
angle. 
Law
of Cosines (Section 6.6). pp. 520521 #510; 2128. JR: Explain how the Law of Cosines is related to the Pythagorean Theorem. Give an example. 
Finish
the assigned problems. 
11/13 
Compute the area
of the triangle that has side lengths 7.0 cm, 8.0 cm, and
9.0 cm. 
Problem
demonstrations by random selection. p. 522 #39, 43, 45, 46, 48. JR: Explain when to use which of the laws, Sines or Cosines. Give several examples. 
Finish the assigned problems. 
11/14 
Prepare to ask
questions. 
In class review:
answering studentprovided questions. JR: Explain how to solve sin[cos^{1}(3/5)]. Include a diagram. 
Prepare for the
chapter tests. 
11/15 or 11/16 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Test 6.1:
Trigonometry. You may use a calculator and a
nonmechanically reproduced 3 x 5 note card. Expect
questions on

Prepare for the next test. 
11/17 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use ruler, protractor, compass.  Test 6.2:
Trigonometry. You may NOT use a calculator or note
card. Expect questions on

Complete the online
Trigonometry Test. Calculator allowed.
Note: this is NOT for a gradeit is a posttest of your
understanding. Do all problems in your homework
notebook and record your score. Before beginning the test, select "Multiple Choice Test," use 211 for "Seed Number," Trigonometry for "Select a Test," 25 for "How Many Problems?" then click "Take the test with problems chosen at random." Skip, omit, avoid, and otherwise do not answer the problems requiring identities (#11, 12, 14, 16, 25). When finished, click "Submit Your Work and Get All The Problems Displayed." Record your work and score in your homework notebook. 
11/20 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. 
Quiz: Geometry Terminology.
You may NOT use a calculator or note card. JR: Explain how lengths and names are differentiated in geometry. Give several examples. 
Visit the CalcPrep
Website and look under the Geometry tab. Download
the pdf under the second item (Challenging Pythagorean
Theorem Problems). Solve the first five problems in
your homework notebook. 
11/21 
Continue working on the Challenging Pythagorean Theorem Problems downloaded yesterday.  Finish the
Challenging Pythagorean Theorem Problems. JR: What do you know about vectors? Provide examples. 
None. :) 
Date 
Entry Task 
Activity 
Assignment/Homework* 
11/27 
Define
vector and scalar then classify each as
either a vector or a scalar

Where Do They Point?
activity. JR: Explain why velocity is a vector and speed is not. 
p.
637 #19, 20, 22 31. 
11/28 
Draw a more
appropriate vector sum diagram for Example 6, p.
635. Explain why yours is better than Figure 16. 
A wind is
blowing "N 30° E" (meaning the wind is flowing in the
direction of 030°). Compute North and East
components of the wind if its speed is 55 mi/h.
Begin by drawing a diagram. You are flying your HondaJet on a heading of 360° while encountering a 40 mi/h wind FROM 210° (going in the direction of 030°). Make a scale diagram using 1 cm = 20 mi/h. Solve for ground speed and course (measuring with ruler and protractor). Recall that compass degrees begin by pointing "up" and increase clockwise. JR: Explain HOW to determine the ground speed of an airplane if its airspeed is 120 mi/h and headed at 072° while it encounters a 22 mi/h wind from 180°. Include a diagram. 
p. 638 #53, 59, 63. 
11/29 or 11/30 
Below
is an excerpt from NOAA's Aviation Weather Center "Winds
Aloft Forecast." Find the row for SEA and count over
the third column of numbers.GEG 241904 261410 312012 SEA 2214 231403 252406 262714 YKM 2005 240702 301306 281711What it means: at 9000 feet in altitude (because of the third column) the winds are expected to be FROM 250° at 24 nautical miles per hour (abbreviated "24 KTS"). You may ignore the 06, because that is a temperature, in Celsius. Use the wind information you found above and make a scale vector diagram for an airplane flying on a heading of 020° at 120 KTS. Compute the ground speed by measuring the resultant vector. 
Debrief
ET, then determine what change must be made to the vector
diagram so the airplane will remain flying 020° despite
the wind. Remember Law Of Sines. Create a diagram and show how the law would be used. Of Course activity. Note: KBFI  KOMK: 125.0 NM; CRS 62° T. JR: Explain how to determine heading, ground speed, and estimated time enroute for a flight when there are winds. 
Determine wind correction angle (WCA), true heading (TH), ground speed (GS), and estimated time enroute (ETE) for a flight from Boeing Field (KBFI) to Yakima (KYKM). The distance is 92.2 NM and the true course is 128°. Choose a realistic airspeed and altitude. Use NOAA's Aviation Weather Center "Winds Aloft Forecast" to get the Yakima winds. Be sure to copy the facts into your homework notebook! 
12/1 
The following Winds
Aloft are forecast for tomorrow morning. At
which location and altitude are the winds forecast to be
strongest? Explain.GEG 232403 242509 253216 254328 SEA 2214 242005 252811 253818 245030 YKM 2510 261403 242209 243116 255327 
Buddy up and
create your own flight plan. Consider "unusual"
departure and destination points. Choose a realistic
airspeed and altitude. JR: Explain how to determine estimated time of arrival (ETA). 
Time to plan a
trip to Disney Land! :) You will depart from
Boeing Field (KBFI) at noon Saturday and fly your Cirrus
SR22 directly to John WayneOrange County Airport
(KSNA). The true course is 165° and distance 855
NM. You expect an airspeed of 180 KTS at 18,000 feet
and using San Francisco winds (245015) for
planning. Show all vectors and computations to
compute your estimated time of arrival (ETA) at KSNA. 
12/4 
Write the
equation of a circle that has a center at (2, 3) and the
point (1, 1) is on the circle. 
p. 675 #1, 2 (a
& b), 3, 4, 8 (a & b). JR: Explain how to create the equation of a sphere given the coordinates of its center and a point on the sphere. 
Finish the problems. 
12/5 
Prepare
to ask questions. 
In
class review. JR: Explain how a "flight plan" combines both trigonometry and vectors. Include a diagram. 
Prepare for the tests. 
12/6 or 12/7 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Test 9.1:
Vectors. You may use a calculator and a
nonmechanically reproduced 3 x 5 note card.
Consider also bringing ruler, protractor, and compass to
use. Expect questions on

Prepare for the next test. 
12/8 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Test
9.2: Vectors. You may use a calculator and a
nonmechanically reproduced 3 x 5 note card.
Consider also bringing ruler, protractor, and compass to
use. Expect questions on

Watch
THIS
presentation on Dot Product. Explain why the product
is a scalar rather than a vector. 
12/11 
The length of
vector u is 5.0 units and it points in the
direction of 30.0°. Determine the exact values for
the components of u. 
The Dot
Product. Address the following questions in your
table group (write answers in your homework notebook)

p. 646 #5, 6, 8,
9, 10. 
12/12 
What does "orthogonal" mean? Include an example and diagram.  Using the Dot
Product to check for orthogonality, compute work, etc. JR: Explain how "Dot Product" can be used to solve realworld problems. Include an example you invented yourself. 
p. 647 #46, 47, 50. 
12/13 or 12/14 
Explain
how the game "Battleship" would work if played in 3d. 
Play Sky Wars. JR: Explain a strategy for success in playing Sky Wars. 
Draw
the vector u = <3, 4, 5> making sure you
show the vector <3, 4> in the xy plane.
Compute  u . Hint: use the Pythagorean
Theorem twice. 
12/15 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz: dot
product. You may use a calculator, note card, and
drawing materials. JR: "Invent" at least three "realworld problems" that require trigonometry to solve. Be specific! 
None.
:) Consider staying sharp by exploring
and doing problems within the algebra, geometry,
trigonometry, and functions areas. 
Date 
Entry Task 
Activity 
Assignment/Homework* 
1/2 
Name
the highest peaks in Washington State, especially those
visible from Seattle. Include, if you can, the names
indigenous people gave the peaks. 
Peak My Interest
activity. Work in pairs and do all work in your
homework notebook. Make sketches for a "map view"
(from overhead) of the peaks and villages along with
separate "profile views" (from the side) to calculate
heights of peaks. JR: The "GPS Coordinates" (latitude and longitude) of Boeing Field/King County International Airport (BFI) and Spokane International Airport (GEG) are, respectively, N 47° 31.80', W 122° 18.12'; N 47° 37.14', W 117° 32.11'. Compute the distance between the airports using their latitude and longitude. 
p.
530 #81, 82, 84. 
1/3 or 1/4 
Explain how the
polar coordinate (3, 30°) would be graphed. Include
a diagram. 
Play two games
of Polar TicTacToe. JR: Explain how to convert a polar coordinate, such as (3, 30°), into Cartesian coordinates. 
Graph the sun transit data for Boston and Seattle on polar azimuth graph paper.
Make Boston's marks in a different pigment than
Seattle's! Note the polar graph is set up like a
compass where you will mark (Altitude, Azimuth) as (r,
theta). The time will not be graphed. Explain the similarities and differences between the plots in your homework notebook. 
1/5 
Give
the radian equivalent to these angle measures

Uniqueness of
Representation activity. Write prompt
and answer in homework notebook. Note: the angles in
problem 2 are in radians. JR: Explain how to convert a Cartesian coordinate, such as (3, 4), into polar coordinates. 
Complete
Some Basic Polar
Graphs in your homework notebook.
Remember to explain what the graph is representing, list
the points you are graphing, etc. 
1/8 
Express the
equation x^{2} = 4y in polar
coordinates. 
Discuss the
conversion examples on p. 591. Create a diagram where a polar graph is overlaid on a Cartesian graph. Use the graph to explain the conversion of (3, 4) and (2, 60°) to the other system JR: Explain why the xcoordinate for (r, theta) is r•cos(theta). Include a diagram. 
Finish the
polar/Cartesian graph begun in class. Include two
points of your choosing, one in QII and the other in QIII. 
1/9 
Determine the Cartesian coordinates of (2, 3π/4). Use both trigonometry and your polar/Cartesian graph from yesterday.  More converting
between polar and Cartesian. Challenge a partner:
give a coordinate for your partner to convertboth give a
polar to convert, then both give a Cartesian. JR: Explain the process of converting between polar and Cartesian coordinates. 
p. 593 #45, 46, 47, 51, 54, 61. 
1/10 or 1/11 
Graph r = 4cos(2theta) using 0 ≤ theta ≤ 360; theta step = 5; Xmin = 6; Xmax = 6; Ymin = 4; Ymax = 4. What did you get?  Graphs
of polar equations. Cardioids
activity. Discuss the examples in Section 8.2 (pp. 594  599). JR: Explain how the example polar equations are functions even though they violate the "vertical line rule" you were previously taught. Include diagrams. 
p.
600 #32, 39, 41. Graph "test points" then connect
rather than copying the graph from a device. Consider using printing, cutting out, and pasting the polar graph axes into your homework notebook for the sketches. Remember to label the graphs!!! 
1/12 
Look through the section on parametric equations (Section 8.4, pp. 611616) to determine how they would make modeling the motion of a projectile (e.g. the flight of a ball) easier.  Introduction to
parametric equations. It's About Time
activity. 
Graph the
functions within the following problems by creating and
using tables, like with today's activity. You do not
need to follow the book's instructions for the
problems. Note: the angle measures will be in
radians.p. 617 #3, 5, 13, 14. 
1/16 
Provide
the value, including units, for the following

A
projectile is launched at a 40° angle. Explain in
simple language how the horizontal component of the
projectile's velocity changes over the projectile's flight
if its speed is low enough for air resistance to be
negligible. Include diagrams. JR: Explain why d = 1/2 at^{2} for uniform acceleration. 
Write
parametric equations for a golf ball struck at 101 ft/s
with a club angle of 22 degrees. Determine how far,
horizontally, will the ball travel. 
1/17 or 1/18 
Phred is golfing
and finds himself “stymied” in the woods. He is 25
yards away from a 50 feet tall tree and 95 yards away from
the center of the green. He selects a club with a
42° loft and will use a swing that results in a 106 feet
per second clubhead speed. Note: 1 yard = 3
feet. Analyze the outcome of Phred’s shot. 
On the next
hole, Phred is 25 yards away from a 65 feet tall tree and
95 yards away from the center of the green. He
selects a club with a 55° loft and will use a swing that
results in an 89 ft/s clubhead speed. Analyze the outcome of Phred’s
shot. Problem demonstrations in preparation for Friday's test. JR: Explain the process of converting between parametric and Cartesian coordinates. 
Prepare for Friday's test. 
1/19 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Test 8.1: Polar
and Parametric Equations. You may use a calculator
and a nonmechanically reproduced 3 x 5 note card.
Consider also bringing ruler, protractor, and compass to
use. Expect questions on

Review previous activities, homework, quizzes, and tests and bring questions on any concept you are still uncertain. Prepare for Monday's study session. 
Date 
Entry Task 
Activity 
Assignment/Homework* 
1/22 
Prepare
to ask questions. 
Demonstration
and/or explanation of studentprovided examples and
problems. JR: Explain 
Prepare for the next study session. 
1/23 
Prepare to ask questions.  Demonstration
and/or explanation of studentprovided examples and
problems. JR: Explain 
Prepare for the Final Exams. 
1/24 or 1/25 
Get ready for the exam! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Final
1.1. You may use a calculator and a nonmechanically
reproduced 3 x 5 note card. Consider also bringing
ruler, protractor, compass, and extra cells for your
calculator. Expect questions on

Prepare for the next Exam. 
1/26 
Get ready for the exam! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Final 1.2.
You may use a calculator and a nonmechanically reproduced
3 x 5 note card. Consider also bringing ruler,
protractor, compass, and extra cells for your
calculator. Expect a question on

Date 
Entry Task 
Activity 
Assignment/Homework* 
1/29 

1/30 

1/31 or 2/1 
Click here for the Reference Pages from Stewart Calculus (7th Edition).
Create and print your own graph paper at THIS Website.
Below are various documents on the
operation of the class
Also note
the additional items