• How do the representations provide a way to model the situation and find relationships within the problem situation?
• How can connections be made between the diagram for a large Ferris wheel and the development of the cosine equation?
• How did the situation promote understanding of the combination of two cosine equations?
• How is the concept of period of a circular function represented by the graph? How is it represented by the animated diagram? Which aspects of the underlying idea are emphasized by each?
• Make a list of the different representations that were used. Did the sequence make a difference? Why?
• How would you prepare to use this problem in your classroom, emphasizing the Representation Standard?

  Watch students tackle this problem