case 1

Worksheet 6, Clip 1, Discussion of Question 1, 3:20

In this clip the teacher introduces inverse trig functions.

Worksheet 6, Clip 2, Discussion of Question 2, 2:35

In this clip the teacher leads a discussion about how the problem should be approached now the radius is not 1.

Worksheet 6, Clip 3, Discussion of Question 3, Part I, 1:23

In this clip the teacher initiates a discussion about the input for the inverse trig functions.

Worksheet 6, Clip 4, Discussion of Question 3, Part II, 4:14

In this clip the teacher leads a discussion about why arccos and arcsin gave different results.

Worksheet 6, Clip 1, Discussion of Question 1, 3:20

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  • The teacher leads a discussion about what is given (the output of a trig function) and what is needed (the input of a trig function). As the conversation continues, he also draws the situation on the board. Such a discussion should help the students realize that inverse functions would be useful here.
  • The teacher sets up equations using sine and cosine and reminds the students of the concept of inverse functions studied earlier in the semester.
  • The teacher also gives them the notation, which is a convention and reinforces the idea that the inverse trig functions still have an input in radians and an output that are measured in radians.