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I will derive.
As long as I know how to problem solve
I know I'll be alive.
I've got all my life to live.
I've got all my love to give.
I will derive.
I will derive.
Arc Length
Sector Area
Radius
Circumference
Diameter
Prerequisites:
Area
Central Angle
LESSON PLAN SEQUENCE & PACING (How will I organize this lesson? How
much time will each part of the lesson take?)
1. Students will complete the Launch Activity (10 minutes)
2. Introduce the topic of the day (Arc Length and Sector Area) and go over
the instructions for the activity. Answer student questions during this time. (5
minutes)
3. Pass out materials and have students work on the guided activity.
Students will form groups of three. While students are working, walk around
the room during this time and pose questions to guide students thinking if
needed. (45 minutes)
The big ideas of the lesson include
Problems 1-4 involve activating students prior knowledge and allow students
to get familiar with the materials at hand.
Problems 5-7 involve deriving the formula for arc length
Problem 8 involves comparing and contrasting arc length to the total
circumference of a circle as well as coming up with a general understanding
of arc length.
Problems 9-11 involve deriving the formula for sector area as well as coming
to a general understanding of sector area in relation to the total area of a
circle.
Problems 12-13 involve coming up with a general pattern for both arc length
and sector area as well as developing formulas for both arc length and
sector area.
The Think About It questions all involve higher ordered thinking. In these
questions students will get at the concept that the length of the arc
intercepted by an angle is proportional to the radius of that circle.
4. If students finish early have them write out formal formulas for the area of a
sector as well as a formal formula for arc length. Have them compare and
contrast the two formulas as well as discuss how these formulas relate to
similar figures and proportionality.
5. Join 2 sets of small groups to discuss their findings (10 minutes)
6. Class discussion of findings (10 minutes).
7. After students finish the activity and the class discussion is complete they
will have to complete one example problem. (3 minutes)
9. Go over example problem as a class (3 minutes)
Diameter: 6.60 cm
Radius: 3.30 cm
Check your answers for the diameter and radius by measuring the length across the can
with a ruler. What did you get? Were you close?
4. In the space provided, use the compass to draw a circle with the radius and diameter
you computed in #3 above. Then, use radii to divide the circle into four equal parts. (This
is not drawn to scale: just for seeing purposes)
5. What is the measure of each central angle in the circle you constructed in #4? Show
your work algebraically.
Central Angle = Total Angle Measure of the Circle / Number of Parts
Degrees:
Central Angle = 360 / 4
Central Angle = 90 degrees
Radians:
Central Angle = 2*Pi / 4 = Pi / 2
Central Angle: (Pi) / 2 radians
Each Angle is 90 degrees.
Each Angle is (Pi/2) radians.
6. Write a fraction that compares the measure of the central angle to the total number
of degrees at the center of the circle. This fraction is the constant of proportionality. Be
sure to simplify your fraction.
The Fraction in degrees is: 90 / 360 = 1 / 4
The Fraction in radians is: (Pi / 2) / (2 * Pi) = 1 / 4
7. Keeping in mind your answer to #2, above, what would be the length of the arc
formed by one of the central angles mentioned in #5?
Circumference = 20.73
Radius = 3.30
Diameter = 6.60
5.18 cm
Describe how you found this arc length. I found the arc length by multiplying the
circumference by . I found the arc length by setting up proportions. I knew the angle
measure was a part of the whole circle. I also knew the arc length is a part of the whole
circumference. Because of these relationships, I can use the idea of similar triangles to
set up a proportion, cross multiply, and solve. I found the arc length by multiplying the
circumference by the fraction of the circle we want.
8. Compare the arc length to the overall circumference of the circle. What do you
notice?
Arc Length / Circumference
5.18 / 20.73
1/4
the fraction of the circle we are trying to evaluate. If a person wants to find the
length of an arc, they should multiply the total circumference by . If one wants
to find the area of a sector, they should multiply the total area by . Finding arc
length and sector area is just finding parts of the circumference and area of a
circle.
13. What formulas can you write to express the pattern you see? (Write your
answer in terms of Radians)
Name:________________________
Date:_________________________
Diameter: _________________________
Radius: ___________________________
Check your answers for the diameter and radius by measuring the length across the can
with a ruler. What did you get? Were you close?
4. In the space provided, use the compass to draw a circle with the radius and diameter
you computed in #3 above. Then, use radii to divide the circle into four equal parts.
5. What is the measure of each central angle in the circle you constructed in #4? Show
your work algebraically.
11. Compare the area of the sector to the total area of the circle. What do you notice?
13. What formulas can you write to express the patterns you see? (Write your
answer in terms of Radians)
2. Can you write the formula for sector area another way?
3. Is it possible to find the area of a sector if you are just given the arc length and
radius? If so, how? Give an example.
4. Is it possible to find the arc length of a piece of a circle if you are only given
the area of a sector and the diameter? If so, how? Give an example.
5. Can you use the central angle of a circle to find arc length and sector area?
Why?
Name: _____________________
Date: ______________________
Ticket OutCircle the Face: How do you feel about Arc Length and Sector
Area?
Solve the Problem: Find the Arc Length and Sector Area of the shaded region:
Could you double the area of the trapezoid (use two trapezoids) to
transform your figure? How does this method differ from the method you
exhibited?
2) Write out their thinking in a more formal manner or
I see that you cut your trapezoid up into many pieces and placed them
in certain spots. Can you describe in words what you did?
o What transformation did you use to move this piece? Why can you
do that?
3) Transform a regular trapezoid into a rectangle and then compare and
contrast the transformations they used for each shape.
4. If students finish before the twenty minutes is up, have them either 1)
transform the trapezoid into a rectangle another way 2) write out their thinking
in a more formal manner or 3) ask them to transform a regular trapezoid into a
rectangle and then compare and contrast the transformations they used for
each shape. If struggling learners are having a difficult time, encourage them
to use the manipulates on the back table as well as ask them guiding questions
to further their thinking.
5. After the twenty minutes is up, come back together as a class and have a
teacher led discussion on the different techniques the students used to
transform the figure. During this time, the teacher will call on students to talk (in
a particular order) as well as write down what the students say. Students will be
asked to record what their classmates say as well. (15 minutes)
6. Ticket out (2 minutes)
Goals:
1. While preserving the area of a given shape, I can transform a trapezoid into a
rectangle.
2. I can find an area formula for a trapezoid.
Part One: Transform the trapezoid into a rectangle. Hint: Remember that the
area of a two-dimensional figure is equivalent to another if the second can be
obtained from the first.
First transform the trapezoid into a rectangle by actually cutting up the shape
and rearranging the pieces into a rectangle.
Describe and sketch the transformations you preformed in the space below.
Sketches:
Parallelogram Method:
Description: We know that b1 is parallel to b2. We also know the trapezoid AECD
is a quadrilateral. Since b1 is parallel to b2, construct a segment congruent to b2
attached to b1. Since b1 is parallel to b2, construct a segment b1 attached to
b2. Since (b1+ b2) is parallel to (b1 + b2), translate AD over. What actually
happened here was that we doubled the area of the trapezoid because we
reflected and translated the trapezoid over and added it to its original position.
We know line AD is parallel to line D1A1. Now we have a parallelogram that is
double the area of the trapezoid. We can then transform this parallelogram into
Part Two: Now it is time to derive your area formula. Remember to rename
segment AE and call it B1 and rename segment DC and call it B2. Show your
work in the space provided.
Sketch Diagrams:
Parallelogram Method:
The area of this shape would be (b1+ b2) *h. The area of the figure currently,
though, is double the area of the original trapezoid because of how we
manipulated it. Because this area is double the area, all we need to do is divide
it by two and presto!
The Area Formula for a Trapezoid is: (1/2)*(b1+ b2)*(h)
The algebraic method is more difficult, but it can be done. If there is time left at
the end of the period, we will discuss this method in more detail.
Depending on how students transformed their figure, their explanations will be
different. They should all come to the same conclusion though!
321
Write Down
3: Three properties of a trapezoid
2: Two facts about transformations
and area computations
1: One aspect of the lesson they are
still confused about
**Turn this in at the front table before you
leave class
Name: _____________________________
Date: ______________________________
Both:
Rectangle:
Name: ______________________________
Date: _______________________________
Goals:
1. While preserving the area of a given shape, I can transform a trapezoid into a
rectangle.
2. I can find an area formula for a trapezoid.
Part One: Transform the trapezoid into a rectangle. Hint: Remember that the
area of a two-dimensional figure is equivalent to another if the second can be
obtained from the first.
First transform the trapezoid into a rectangle by actually cutting up the shape
and rearranging the pieces into a rectangle.
Describe and Sketch the transformations you preformed in the space below.
Sketches:
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Part Two: Now it is time to derive your area formula. Remember to rename
segment AE and call it B1 and rename segment DC and call it B2. Show your
work in the space provided.
Sketch Diagrams:
Polar Curve
Parametric Curve
Rose Curve
Limacon Curve
o Limacon with an
inner loop
o Cardioid
o Dimpled Limacon
o Convex Limacon
Lemniscate Curve
R-Value
Theta
Mini Guided Instruction handouts for each person in the discovery group
Rose Curve Guided Discovery
Limacon Guided Discovery
Lemniscate Guided Discovery
Colored Cards (to form groups)
Graphing Utility
Graph paper
Colored Pencils
Notes Outline handouts for each person in the home group
Assessment:
Ticket Out handout
LEARNING PLAN (How will you organize student learning in this lesson?
ACTIVATE (How will I pre-assess my students understanding, activate their prior
knowledge, or get them excited about my lesson?)
The teacher will activate the lesson with a Think, Pair, Share. He/she will have
their students
Think, Pair, Share to the question What are the important characteristics to look
for while graphing an equation? Make a list of these characteristics. First think to
yourself and write down some ideas on the yellow post it note in front of you.
After two minutes or so, turn to your shoulder partner and discuss your ideas.
Together, write down some ideas on the pink post it note in front of you. After
three minutes or so, face front and be ready to share your pink post it note to the
class. (This activity in general should take about 10 minutes)
ACQUIRE & APPLY (What instructional strategies will I choose to help my students
acquire and apply the knowledge, skills, attitudes, and behaviors outlined
above?
The activity the teacher will use to teach the lesson will be a JIGSAW Activity. First
we will divide the class into six different groups (there will be two groups working
on each topic). Each group will be given one of three different topics to
discover. They will become the experts on this topic. The three topics include:
Rose Curve
Limacon
Lemniscate
Each group will be assigned a topic strategically. Once the topics are assigned
and the groups are formed, students will use the Important Characteristics of a
Graph list from the launch to investigate their equation. They will be asked to
find the general forms of the equation as well as diagrams and different rules.
Name: ___________________________
Date: ____________________________
a. r = 2 sin(4)
b. r = 4 cos (3)
c. r = 4 sin (3)
1. Notice how each equation begins with r instead of y. Does this make a
difference on how the graph looks? Sketch the graphs to draw a conclusion.
r = 2 sin(4)
y = 2 sin (4x)
3. The following functions are also Rose Curves. By looking at the functions and
graphing the equations, can you come up with a general form for a rose curve?
Write the general form of the equation below. How did you come up with this?
(Hint: the general form of a function is an equation with variables)
a. r = 5 sin (2 )
b. r = 7 sin (5 )
c. r = 8 sin (6 )
d. r = 5 cos (2 )
e. r = 7 cos (5 )
f. r = 8 cos (6 )
4. Number of Petals:
How can one tell how many petals a rose curve contains by just looking at an
equation? If n is an odd number, the number of petals is n. If n is an even
number, the number of petals is 2n.
Can one tell if the graph has an odd or even number of petals just by looking at
the equation? If so, how? Yes. Look at the value of n.
How can one tell how long a petal is by just looking at the equation? Look at the
value of a.
5. Sin() and Cos() and Tan() oh my!
If one replaces Sin() with Cos(), how does the graph change? Pick one of the
graphs from number three. Sketch the graph using both the Sin () version and
the Cos() version of that graph. How does the graph change?
Sine Graph
r = 5 sin (2 )
Cosine Graph
r = 5 cos (2 )
Describe the transformation occurring between the sine graph to the cosine
graph. The cosine graph is the sine graph rotated 90 degrees clockwise.
If one were to replace Sin() or Cos() with Tan(), does the graph still look like a
Rose curve? Why are why not? It looks kind of similar but really elongatedthe
petals never end though.
6. Symmetry
Is the Rose Curve symmetrical about the x-axis, y-axis, and origin? Use the space
below to show your work algebraically as well as graphically. (Hint: When
answering these questions pay attention to when the number of petals is even
or odd. Also pay attention to when the function contains sine or cosine).
a. The y-axis? If so, when? 1) When n is even and 2) When n is odd and r = a cos
(n )
b. The x-axis? If so, when? 1) When n is even and 2) when n is odd and r = a sin
(n )
c. The origin? If so, when? When n is even
7. Compare and Contrast the Graphs in DIFFERENT planes
Come up with an example of an equation of a Rose Curve.
Graph this equation in the polar plane. (Hint: Remember when we are
graphing in the Polar Plane, we are using r instead of y. We are also
using instead of x)
Graph the same equation in the rectangular plane. (Hint: Remember
when we are graphing in the Rectangular Plane, we are using y instead
of r and x instead of theta)
Sketch both graphs in the table below.
Rectangular Plane:
Name: ___________________________
Date: ____________________________
a. ! ! = 3! sin(2)
d. ! ! = 3! cos(2)
b. ! ! = 5! sin (2)
e. ! ! = 5! cos (2)
c. ! ! = 4 sin (2)
f. ! ! = 4 cos (2)
(You may need to solve for r in order to graph the equation using the website.
To solve for r, all you have to do is square root both sides of the equation )
1. Notice how each equation begins with ! ! instead of ! ! or y. Does this make a
difference on how the graph looks? Sketch the graphs to draw a conclusion.
! ! = 3! sin(2)
! ! = 3! sin(2)
y= 3! sin(2)
General Characteristics of a
Lemniscate Curve:
1. Looks like an infinity sign
2. Symmetric about the origin
3. Seems like the general form always
contains (2)
3. The following functions are also Lemniscate Curves. By looking at the functions
and graphing the equations, can you come up with a general form for a
Lemniscate curve? Write the general form of the function below. How did you
come up with this? (Hint: the general form of a function is an equation with
variables)
a. ! ! = 9! cos (2)
b.!! ! = 4 sin (2)
c. ! ! = cos (2)
**Hint: In order to graph these equations on the graphing website provided, you
will need to solve for r.
The general form(s) of the function are:
1. ! !
= ! ! sin(2)
2. ! !
= ! ! cos(2)
! = 3 sin(2)
Cosine Graph
!
! = 3 cos(2)
Describe the transformation occurring between the sine graph to the cosine
graph.
The graph seems to rotate 90 degrees clockwise
If one were to replace Sin() or Cos() with Tan(), does the graph still look like a
Lemniscate curve? Why are why not?
Not one bit. It actually looks like a wired x shape graph. Weird.
5. Symmetry
Is the Lemniscate Curve Symmetrical about the x-axis, y-axis, and origin? Use the
space below to show your work algebraically as well as graphically. (Hint: Pay
attention to when the function contains sine or cosine).
Graph this equation in the polar plane. (Hint: Remember when we are
graphing in the Polar Plane, we are using r or in this case, ! ! . We also
use instead of x)
Graph the same equation in the rectangular plane. (Hint: Remember
when we are graphing in the Rectangular Plane, we are using y. We are
also using x.)
Sketch both graphs in the table below.
Rectangular Plane:
!!
, -4) is one of
e. Period: Pi
Do these characteristics relate to any of the characteristics of the graph in the
polar plane? If so, which ones? How do they relate? Explain your answer.
Both graphs go through the origin
The length of a petal is half the Altitude
Name: ___________________________
Date: ____________________________
d. r = 3+2 cos ()
e. r = 6+4 cos ()
f. r = 4+4 cos ()
g. r = 3 - 2sin()
h. r = 6 - 4 cos ()
i. r = 4 - 4sin()
General Characteristics of a
Lemniscate Curve:
1. Looks Roundish
2. Notice how each equation begins with r instead of y. Does this make a
difference on how the graph looks? Sketch the graphs to draw a conclusion.
r = 3+2sin()
y = 3+2sin(x)
**As you probably have guessed, for the Limacon Curve, the equation has to be
equal to r in order for it to be a true Limacon Graph.! The r term as well as
the are actually indicators that you are graphing in the Polar Plane versus
the rectangular plane, which is what we are used to.
3. The Limacon Curve can be divided up into four different graph types.
a. Limacon with an inner loop-- When (
b. Cardioid-- When (
!
!
)=1
!
!
!
!
!
!
)<1
)<2
) !!2
Sketch the graphs below and label them with the proper term above. (Hint: in
the first example, a=5 and b=4)
a. r = 5 + 4 sin ()
Dimpled Limacon
b. r = 7 + 7 sin ()
Cardioid
c. r = 8 + 2 sin ()
Convex
d. r = 2 + 3 sin ()
Inner Loop
By looking at the functions above and graphing the equations, can you come
up with a general form for a Limacon curve? Write the general form of the
equation below. How did you come up with this? (Hint: the general form of a
function is an equation with variables)
The general form(s) of the function are:
1. r = a b sin ()
2. r = a b cos ()
I came to this general conclusion because: I came to this general conclusion by
looking at the general patterns of the equations above.
There are two forms of the equation because: Of the Sine and Cosine
r = 3+2 sin ()
Cosine Graph
r = 3+2 cos ()
Describe the transformation occurring between the sine graph to the cosine
graph.
The graph seems to rotate 90 degrees clockwise.
If one were to replace Sin() or Cos() with Tan(), does the graph still look like a
Limacon curve? Why are why not?
Not one bit! I kind of looks like two weird cucumbers.
5. Minus or Plus
Pick one of the graphs from number three. Sketch the graph using first a plus sign
and then a minus sign. How does the graph change? Does it change at all?
Using a Plus Sign (+)
r = 7 + 7 sin ()
r = 7 - 7 sin ()
Graph this equation in the polar plane. (Hint: Remember when we are
graphing in the Polar Plane, we are using r instead of y. We are also
using instead of x)
Graph the same equation in the rectangular plane. (Hint: Remember
when we are graphing in the Rectangular Plane, we are using y instead
of r and x instead of theta)
Sketch both graphs in the table below.
Rectangular Plane:
d. Altitude: 5 or a+b
e. Period: Irrelevant to the problem
Do these characteristics relate to any of the characteristics of the graph in the
polar plane? If so, which ones? How do they relate? Explain your answer.
The Maximum R Value and
Altitude Relate
The are both continuous
They are both bounded
There are no asymptotes
Name: ___________________________
Date: ____________________________
a. r = 2 sin(4)
b. r = 4 cos(3)
c. r = 4 sin(3)
1. Notice how each equation begins with r instead of y. Does this make a
difference on how the graph looks? Sketch the graphs to draw a conclusion.
r = 2 sin(4)
y = 2 sin(4x)
2.
3.
4.
3. The following functions are also Rose Curves. By looking at the functions and
graphing the equations, can you find two general forms for a rose curve? Write
the general forms of the equation below.
(Hint: The general form of a function is an equation with coefficients and
parameters written as variables.)
a. r = 5 sin (2 )
b. r = 7 sin (5 )
c. r = 8 sin (6 )
d. r = 5 cos (2 )
e. r = 7 cos (5 )
f. r = 8 cos (6 )
Cosine Graph
Describe the transformation occurring between the sine graph to the cosine
graph.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If one were to replace Sin() or Cos() with Tan(), does the graph still look like a
Rose curve? Why are why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Symmetry
Is the Rose Curve symmetric about the x-axis, y-axis, and origin? Use the space
below to show your work algebraically as well as graphically. (Hint: When
answering these questions pay attention to when the number of petals is even
or odd. Also pay attention to when the function contains sine or cosine).
Graph this equation in the polar plane. (Hint: Remember when we are
graphing in the Polar Plane, we are using r instead of y. We are also
using instead of x)
Graph the same equation in the rectangular plane. (Hint: Remember
when we are graphing in the Rectangular Plane, we are using y instead
of r and x instead of theta)
Sketch both graphs in the table below.
Rectangular Plane:
Name: ___________________________
Date: ____________________________
a. ! ! = 3! sin(2)
d. ! ! = 3! cos(2)
b. ! ! = 5! sin (2)
e. ! ! = 5! cos (2)
c. ! ! = 4 sin (2)
f. ! ! = 4 cos (2)
(You may need to solve for r in order to graph the equation using the website.
To solve for r, take the square root of both sides of the equation )
1. Notice how each equation begins with ! ! instead of ! ! or y. Does this make a
difference on how the graph looks? Sketch the graphs to draw a conclusion.
! ! = 3! sin(2)
! ! = 3! sin(2)
y= 3! sin(2)
General Characteristics of a
Lemniscate Curve:
1.
2.
3.
4.
3. The following functions are also Lemniscate Curves. By looking at the functions
and graphing the equations, can you find two general forms for a Lemniscate
curve? Write the general forms of the function below. (Hint: The general form of
a function is an equation with coefficients and parameters written as variables.)
a. ! ! = 9! cos (2)
b.!! ! = 4 sin (2)
c. ! ! = cos (2)
**Hint: In order to graph these equations on the graphing website provided, you
will need to solve for r.
The general forms of the function are:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
Cosine Graph
Describe the transformation occurring between the sine graph to the cosine
graph.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If one were to replace Sin() or Cos() with Tan(), does the graph still look like a
Lemniscate curve? Why are why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Symmetry
Is the Lemniscate Curve Symmetrical about the x-axis, y-axis, and origin? Use the
space below to show your work algebraically as well as graphically. (Hint: Pay
attention to when the function contains sine or cosine).
Graph this equation in the polar plane. (Hint: Remember when we are
graphing in the Polar Plane, we are using r or in this case, ! ! . We also
use instead of x)
Graph the same equation in the rectangular plane. (Hint: Remember
when we are graphing in the Rectangular Plane, we are using y. We are
also using x.)
Sketch both graphs in the table below.
Rectangular Plane:
e. Period: ____________________________________________________________________
Do these characteristics relate to any of the characteristics of the graph in the
polar plane? If so, which ones? How do they relate? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name: ___________________________
Date: ____________________________
d. r = 3+2 cos ()
e. r = 6+4 cos ()
f. r = 4+4 cos ()
g. r = 3 - 2sin()
h. r = 6 - 4 cos ()
i. r = 4 - 4sin()
2.
3.
4.
2. Notice how each equation begins with r instead of y. Does this make a
difference on how the graph looks? Sketch the graphs to draw a conclusion.
r = 3+2sin()
y = 3+2sin(x)
3. The Limacon Curve can be divided up into four different graph types.
a. Limacon with an inner loop-- When (
b. Cardioid-- When (
!
!
)=1
!
!
!
!
!
!
)<1
)<2
) !!2
Sketch the graphs below and label them with the proper term above. (Hint: In
the first example, a=5 and b=4)
a. r = 5 + 4 sin ()
b. r = 7 + 7 sin ()
c. r = 8 + 2 sin ()
d. r = 2 + 3 sin ()
By looking at the functions above and graphing the equations, can you find a
general form for a Limacon curve? Write the general forms of the equation
below. (Hint: The general form of a function is an equation with coefficients and
parameters written as variables.)
The general forms of the function are:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
I found the general forms by: _________________________________________________
______________________________________________________________________________
______________________________________________________________________________
There are two forms of the equation because:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Sin() and Cos() and Tan() oh my!
If one replaces Sin() with Cos(), how does the graph change? Pick one of the
graphs from number three. Sketch the graph using both the Sin () version and
the Cos() version of that graph. How does the graph change?
Sine Graph
Cosine Graph
Describe the transformation occurring between the sine graph to the cosine
graph.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
If one were to replace Sin() or Cos() with Tan(), does the graph still look like a
Limacon curve? Why are why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Minus or Plus
Pick one of the graphs from number three. Sketch the graph using first a plus sign
and then a minus sign. How does the graph change? Does it change at all?
Using a Plus Sign (+)
Graph this equation in the polar plane. (Hint: Remember when we are
graphing in the Polar Plane, we are using r instead of y. We are also
using instead of x)
Graph the same equation in the rectangular plane. (Hint: Remember
when we are graphing in the Rectangular Plane, we are using y instead
of r and x instead of theta)
Sketch both graphs in the table below.
Rectangular Plane:
Ticket Out
Two-way match up: Match the graph to its general form. Write the name of the
curve on the line.
r = a cos (n )
r = a sin (n )
Where n > 1
r = a b sin()
r = a b cos ()
Where a > 0 and b > 0
! ! = a sin (2)
! ! = a cos (2)
What is your favorite graph of the day (Rose, Lemniscate, Limacon)? Sketch it.
Write three characteristics about it.
My favorite graph is _______________________________________________
1.
2.
3.