The most important objective when starting a class on a previously unknown branch of mathematics is to ensure that the students enjoy and appreciate the significance of this new aspect of mathematics. Inundating them with a flood of technical terms and definitions without any reality experience is a fast way to send the students out of class perplexed and developing an immediate distaste for trigonometry. The author's recommendation for starting any new aspect of mathematics is to immerse the students in the context of the new work as a first step. Technical terms and processes can be gradually treated in succeeding stages of the unit of work envisaged.