Students

If you’re struggling with questions on the unit circle or sin, cos and tan, or you can do the questions correctly but feel like you don’t actually know what’s going on: make your way through the levels over the course of a week or two, doing one or two of the levels a day. Once you’re finished, try to apply what you’ve learned to the homework/textbook questions again and picture how each question might look if it was like the frog and the log from the levels.

Teachers

In The Classroom

Option 1: Single Device

Teachers can run the program from their computer and project onto the whiteboard. They can just read out the dialogue from the program, or ignore it and just use the visuals on the program as they explain it themselves. When the program asks a question (e.g. to input an angle or some other answer) students can take turns having a guess or working out the answers. The teacher or a responsible student volunteer can then type the answers in on the computer.

Option 2: Multiple Devices

Students can each run the program on their own laptops (laptops are recommended as iPad/tablets aren’t fully supported yet and may have a lot of bugs). Teachers can walk around the room supervising and clarifying/answers students’ questions when needed. If many students have similar questions, teachers can stop the class for a moment to clarify on the board for the whole class, then the class can resume working through the program.

Homework

Teachers can set the program as homework. Because the program is currently designed to teach the content in its entirety, it could be given to students a week or two before the topic is covered in class.

For example: if Topic 4: Trigonometric functions is planned to begin in week 4, students could be tasked with completing the program during weeks 2 and 3. Then in week 4, teachers could progress more quickly through the Topic 4 content, perhaps by beginning with a quick recap of what was covered in the program, answering any questions, and setting a short set of questions where students can apply the program’s content. This could be feasible within a double period class. The next classes could then progress to problem solving or more complex versions of the questions, or the class could progress directly on to trigonometric graphing content.

The program could also be set as homework to be done during the week/s where topic 4 is being taught. If students understood the content perfectly in class, the program may feel a bit repetitive or like it moves a little slowly as it’s currently designed to “hold students’ hands” pretty significantly. However, most students will benefit from the revision of what was covered in class and from the visuals and practical application that the program provides.

For example: if Topic 4: Trigonometric functions is planned to begin in week 4, teachers can teach the content as they normally would and set particular levels of the program as homework. A potential plan could be:

Week 4

Lesson	1	2	3
Lesson Content	Unit Circle Intro	Exact Values	Inverse Trig Functions Using Exact Values and The Unit Circle
Program Homework	Levels 1 – 4 (less than 1 hr)	Levels 5 – 6 (less than 30 mins)	Level 7 (less than 30 mins)

Week 5

Lesson	1	2	3
Lesson Content	Periodicity Of Trig Functions	Radians	Revision
Program Homework	Level 8 (less than 30 mins)	Level 9 (less than 30 mins)

Optional Extra-Curricular

Teachers can recommend the program as optional homework/study for students that struggled in class or for students who are just interested in understanding the content more deeply.