Florida B.E.S.T. MA.912.T.3.3
The Standard
Solve and graph mathematical and real-world problems that are modeled with trigonometric functions. Interpret key features and determine constraints in terms of the context.
Florida B.E.S.T. Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students model repeating patterns with sine or cosine equations and graphs. They solve for meaningful values and interpret amplitude, period, midline, extrema, and shifts within the situation’s limits.
What Mastery Looks Like
- Students can build or use a trigonometric equation and graph that match a periodic situation. They correctly identify the midline, amplitude, period, extrema, and relevant solutions, then explain each in context.
Common Misconceptions
- Students often confuse amplitude with maximum height or treat the period as the horizontal shift. They may mix degrees and radians, miss the midline, or keep solutions outside the stated time interval.
How to Assess It
- Give students h(t) = 22 − 18 cos(πt/15) for one 30-second Ferris wheel rotation. Ask them to graph it, label its key features, and find when the rider reaches 22 feet.
Lesson moves
Ways to Teach It
Use a marked paper plate and ruler to record a rotating point’s height, then graph height against rotation angle.
Ask students to explain what amplitude, period, and midline mean in a Ferris wheel model.
Run a card sort matching trigonometric equations, graphs, key features, and short situation descriptions.
Use monthly daylight data for one city to create a sinusoidal model and predict the longest and shortest days.
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