Teaching Math: Grades 9-12: Representation


	Applying Representation


	Introduction \| Double Ferris Wheel \| Classroom Practice \| Representation in Action \| Classroom Checklist \| Your Journal

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Questions to consider:

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?

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