Engaging students: Defining sine, cosine and tangent in a right triangle

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for engaging their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Loc Nguyen. His topic, from Geometry: defining sine, cosine and tangent in a right triangle.

What interesting (i.e., uncontrived) word problems using this topic can your students do now?

There are many real world applications that involve in this topic and I will incorporate some problems in real life to engage the students. Suppose I have a classroom that has the shape of rectangular prism. I will begin my lesson by challenging the students to find the height of the classroom and of course I will award them with something cool. I believe this will ignite students’ curiosity and excitement to participate into the problem. In the process of finding the height, I will gradually introduce the concept of right triangle trigonometry. The students will learn the relationship of ratios of the sides in the triangle. Eventually, the students will realize that they need this concept for finding the height of the classroom. I will pose some guiding questions to drive them toward the solution. Such questions could be: what can I measure? Can we measure the angle from our eyes to the opposite corner of the ceiling point? What formula will help me to find the height?

After this problem I will provide them many different real world problems to practice such as:

How can this topic be used in your students’ future courses in mathematics or science?

Knowing how to compute sine, cosine or tangent in the right triangle will help students a lot when they get to higher level math or other science class, especially Physics. In higher level math, students will always have the chance to encounter this concept. For example, in Pre-Calculus, the students will likely learn about polar system. This requires students to have the strong fundamental understandings of sine, cosine and tangent in a right triangle. Students will be asked to convert from the Cartesian system to polar system, or vice versa. If they do not grasp the ideas of this topic, they will eventually encounter huge obstacles in future. In science, especially physics, the students will learn a lot about the motions of an objects. This will involve concepts of force, velocity, speed, momentum. The students will need to understand the how to compute sine, cosine and tangent in the right triangle so that they can easily know how to approach the problems in physics.

How can technology (YouTube, Khan Academy [khanacademy.org], Vi Hart, Geometers Sketchpad, graphing calculators, etc.) be used to effectively engage students with this topic?

This website, https://www.geogebra.org/material/simple/id/48148 , can be a great tool for the students to understand the relationships of the sides in the right triangle. The website creates an activity for students to explore the ratios of the sides such as AC/BC, AC/AB, and BC/AB. The students will observe the changes of the ratios based on the changes of theta and side BC which is the hypotenuse. At this point, the students will be introduced the name of each side of the right triangle which corresponds to theta such as opposite, adjacent and hypotenuse. This activity allows the students to visualize what happens to the triangle when we change the angle or its side lengths. The students will then explore the activity to find interesting facts about the side ratios. I will pose some questions to help the students understand the relationships of side ratios. Such questions could be: What type of triangle is it? Tell me how the triangle changes as we change the hypotenuse or angle. If we know one side length and the angle, how can we find the other side lengths? Those questions allow me to introduce the terms sine, cosine, and tangent in the right triangle.

References

https://en.wikibooks.org/wiki/High_School_Trigonometry/Applications_of_Right_Triangle_Trigonometry

https://www.geogebra.org/material/simple/id/48148

My Mathematical Magic Show: Index

I’m doing something that I should have done a long time ago: collecting a series of posts into one single post. Here’s my series on the mathematical magic show that I’ll perform from time to time.

Part 1: Introduction.

Part 2a, 2b, and 2c: The 1089 trick.

Part 3a, 3b, and 3c: A geometric magic trick (see also here).

Part 4a, 4b, 4c, and 4d: A trick using binary numbers.

Part 5a, 5b, 5c, 5d: Predicting a digit that’s been erased from a number.

Part 6: Finale.

Part 7: The Fitch-Cheney 5-card trick.

Part 8a, 8b, 8c: A trick using Pascal’s triangle.

Quadratic Fire Drills

Useless Numerology for 2016: Index

I’m doing something that I should have done a long time ago: collecting a series of posts into one single post.

Part 1: Introduction.

Part 2: $2016 = 2^{10}+2^9+2^8+2^7+2^6+2^5 = 2^{11} - 2^5$ .

Part 3: $2016 = 1 + 2 + \dots + 63$ .

Part 4: $2016 = (1 + 2 + \dots + 9)^2 - (1+2)^2 = 3^3 + 4^3 + 5^3 + 6^3 + 7^3 + 8^3 + 9^3$

Part 5: $2016 = \displaystyle \sum_{n=0}^{63} (-1)^{n+1} n^2$

Langley’s Adventitious Angles: Index

I’m doing something that I should have done a long time ago: collecting a series of posts into one single post. The following links comprised my short series on a couple of easily stated but remarkably difficult geometry problems.

Part 1: The world’s second hardest easy geometry problem.

Part 2: The world’s hardest easy geometry problem.

Fun With Permutations and Asimov’s Three Laws of Robotics

I’m not a big fan of science fiction, but I know enough to know that Isaac Asimov was one of the great science fiction novelists of the 20th century. The following was written by him in the October 1980 issue of The Magazine of Fantasy and Science Fiction and was reprinted in his book Counting the Eons, which was published in 1983. (I’m now holding the battered and torn pages of my copy of this book; I devoured Asimov’s musings on mathematics and science when I was young.)

Robotics has become a sufficiently well development technology to warrant articles and books on its history and I have watched this in amazement, and in some disbelief, because I invented it.

No, not the technology, the word.

In October 1941, I wrote a robot story entitled “Runaround,” first published in the March 1942 issue of Astounding Science Fiction, in which I recited, for the first time, my Three Laws of Robotics. Here they are:

A robot must not injure a human being or, through inaction, allow a human being to come to harm.

A robot must obey the orders give it by human beings except where those orders would conflict with the First Law.

A robot must protect its own existence, except where such protection would conflict with the First or Second Laws.

Clearly, the order in which the Three Laws of Robotics matters. Shuffling the order leads to $3! = 6$ possible permutations, and xkcd recently had some fun about what the consequences would be of those permutations.

Source: http://www.xkcd.com/1613/

Sign and Cosign

SOHCAHTOA

Years ago, when I first taught Precalculus at the college level, I was starting a section on trigonometry by reminding my students of the acronym SOHCAHTOA for keeping the trig functions straight:

$\sin \theta = \displaystyle \frac{\hbox{Opposite}}{\hbox{Hypotenuse}}$ ,

$\cos \theta = \displaystyle \frac{\hbox{Adjacent}}{\hbox{Hypotenuse}}$ ,

$\tan \theta = \displaystyle \frac{\hbox{Opposite}}{\hbox{Adjacent}}$ .

At this point, one of my students volunteered that a previous math teacher had taught her an acrostic to keep these straight: Some Old Hippie Caught Another Hippie Tripping On Acid.

Needless to say, I’ve been passing this pearl of wisdom on to my students ever since.

Error involving countable numbers in Glencoe Algebra 2 (2014)

Errors in textbooks happened when Pebbles Flintstone and Bamm-Bamm Rubble attended Flintstone Elementary, and they still happen on occasion today. But even with that historical perspective, this howler is a doozy.

This was sent to me by a former student of mine. It appears in the chapter study guide for Section 2.1 of Glencoe’s Algebra 2 textbook (published in 2014), presumably as an enrichment activity for students learning about the definitions of “one to one functions” and “onto functions.”

Just how bad is this mistake?

For starters, $\mathbb{Q}$ is most definitely a countable set, and so there is a one-to-one and onto correspondence between integers and rational numbers. See https://proofwiki.org/wiki/Rational_Numbers_are_Countably_Infinite or http://www.homeschoolmath.net/teaching/rational-numbers-countable.php for details.

The above “proof” is only a blatant assertion, without any justification, either formal or informal, for why the authors think that the statement is false.
The ordering of the rational numbers in the way listed above is actually reasonably close to the listing that actually does produce the one-to-one correspondence between $\mathbb{Q}$ and $\mathbb{Z}$ .

Just above Example 2 was Example 1, which gives the correct proof that there’s a one-to-one correspondence between $\mathbb{Z}$ and $\mathbb{N}$ . If the authors had double-checked this proof in any reputable book, they should have also been able to double-check that their Example 2 was completely false.