Technology is integrated throughout the course to allow students to see and explore concepts in a dynamic way after they have developed some initial conceptual understanding. The course assumes that classes have access to at least one of these three technology setups: a full computer lab with computers for each student, a classroom computer equipped with projection technology, or Cabri Jr. software on a graphing calculator (such as a TI-83+). These dynamic investigations allow students to test a conjecture on a wide variety of cases. The ability to view many examples quickly and easily allows students to make conjectures more quickly and have greater confidence in the conjectures they make.
Around the fourth or fifth century AD, somebody very clever living in or around India noticed these consistency of the proportionalities of right triangles with the same sized base angles, and started working on tables of ratios corresponding to those non-right angles. There would be one set of ratios for the one-degree angle in a 1-89-90 triangle, another set of ratios for the two-degree angle in a 2-88-90 triangle, and so forth. These ratios are called the "trigonometric" ratios for a right triangle.