Pre Calculus

Download as pdf or txt
Download as pdf or txt
You are on page 1of 100

DIVISION OF NAVOTAS CITY

PRE-CALCULUS
(Quarter 1 or 2)
First Semester

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Pre-Calculus for Senior High School
Alternative Delivery Mode
1st Semester (Quarter 1 and 2)
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
All sources of illustrations used in the modules were placed at the reference section.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module


Writer: Marvin Ronald C. Calanoc and Anthony V. Abesado
Editor: Jonathan Lardizabal
Reviewers: Alberto J. Tiangco
Illustrator: Anthony V. Abesado / Marvin Ronald C. Calanoc
Layout Artist: Joseph G. Bantug
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City


Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
[email protected]
Table of Contents
QUARTER I

What I Know ................................................................................1

Module 1......................................................................................4

Module 2......................................................................................12

Module 3......................................................................................16

Module 4......................................................................................22

Module 5......................................................................................29

Module 6......................................................................................34

Module 7......................................................................................40

QUARTER II

Module 1......................................................................................47

Module 2......................................................................................54

Module 3......................................................................................61

Module 4......................................................................................67

Module 5......................................................................................73

Module 6......................................................................................80

Module 7......................................................................................84

Assessment ..................................................................................89

Answer Key ..................................................................................92

References……………………………………………………………………….96
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
Quarter I
1. Which of the following statements is NOT true?
A. The eccentricity of the circle is 0
B. The Standard equation of a circle is given as (𝑥 − ℎ)2 +
(𝑦 − 𝑘)2 = 𝑟 2
C. The General Equation of the conic section is given as
𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥𝑦 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
D. The General Equation of a circle is given as
𝑥 2 + 𝑦 2 + 𝐶𝑥𝑦 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0

2. Given the Standard Equation of a circle as (𝑥 − 2)2 + (𝑦 − 1)2 = 25 which of


the following is True
A. The Center is at (2,1) C. The radius is 25
B. The Center is at (-2,-1) D. The center is located at quadrant II

3. Given the following properties of circle with center at (4,-1) and radius 6.
What is the Standard Equation?
A. (𝑥 − 4)2 + (𝑦 − 1)2 = 36 C. (𝑥 − 1)2 + (𝑦 − 4)2 = 36
B. (𝑥 − 4)2 + (𝑦 + 1)2 = 36 D. (𝑥 + 1)2 + (𝑦 − 4)2 = 36

For items 4-6, given the equation of a parabola; 𝑥 2 + 6𝑥 + 8𝑦 = 7


4. What is the vertex of the equation above?
A. (-3,2) C. (-3,-2)
B. ( 3,2) D. (3,2)

5. At what coordinate does the focus of the parabola located?


A. (0,3) C. (3,0)
B. (0,-3) D. (-3,0)

6. What is the equation of the Directrix?


A. y = 4
B. y = -4
C. x = 4
D. x = -4

7. Which of the following statements is NOT true in Ellipse?


A. The eccentricity of the Ellipse is in the range of 0<e<1
B. The Orientation of the Ellipse can be in different forms.
C. The Ellipse have 2 foci.
D. The formula of the eccentricity is the ratio between the minor
axis to the major axis.

1
(𝑥−2)2 (𝑦−1)2
For items 8-10, Given the standard equation of the parabola − =1
16 20

8. What is the center?


A. (2,1) C. (-2,-1)
B. (1,2) D. (2,1)

9. What is the value of the eccentricity?


A.1.24 C. 1.44
B.1.34 D. 1.55

10. What are the equations of the asymptote axis?


4√5𝑥 10±2√5
A. 𝑦 = ± +
5 5
3√5𝑥 10±2√5
B. 𝑦 = ± +
5 5
2√5𝑥 10±2√5
C. 𝑦 = ± +
5 5
√5𝑥 10±2√5
D. 𝑦 = ± +
5 5

Quarter II

11. It is defined as the measure of a central angle of a circle which subtends


on the circumference of an arc length equal to the length of its radius.
A. degree
B. radian
C. reference angle
D. unit circle

12. These are angles in standard position whose terminal sides coincide.

A. coterminal angles
B. reference angles
C. quadrantal angles
D. angles in standard position

(Refer to nos. 13-15)

Find the exact values of the following circular functions :

13.sin 450

√2 −√2 √3 −√3
A. B. C. D.
2 2 3 3

2
𝜋
14. cos 3
√2 −√2 1 −1
A. B. C. D. 2
2 2 2
−𝜋
15. cot 4
√2 −√2
A. B. C.1 D.-1
2 2

16. Sin (B – A) is equal to _____. When B = 2700 and A is an acute angle.


A. – cos A B. cos A C. –sin A D. sin A

17. If tan A = 1/3 and cot B = 2, tan (A-B) is equal to ______________.


A. 11/7 B. -1/7 C. -11 / 7 D. 1/7

(𝑠𝑒𝑐 𝐴+𝑡𝑎𝑛 𝐴)
18. Find the value of (𝑠𝑒𝑐 𝐴−𝑡𝑎𝑛 𝐴)
if csc A = 2.

A. 4 B. 2 C. 3 D. 1

√3
19. Find the exact value of the 𝑆𝑖𝑛−1
2

𝜋 𝜋 𝜋 𝜋
A. B. C. − D.
3 2 4 6

√3
20. Find the exact value of the 𝐶𝑜𝑠 −1
2
𝜋 𝜋 𝜋 𝜋
A. − B. C. − D.
3 2 4 6

3
QUARTER I
MODULE 1

This module was designed and written with you in mind. It is here to help you master
the types of Conic Sections and Circles. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: Illustrate the different types of conic sections: parabola, ellipse, circle,
hyperbola, and degenerate cases.
Lesson 2: Define a circle

After going through this module, you are expected to:


1. differentiate the different types of conic sections;
2. define a circle;
3. solve for the Standard Equation of a circle;
4. graph the circle given the properties; and
5. solve situational problems involving conic sections (circles)

Lesson
An Overview of Conic Sections
1.1
We introduce the conic sections, a curve which
sometimes appear in nature, and which have applications in
other fields. In this lesson, we discuss the first of their kind,
circles.

One of the first shapes we learned, a circle, is a conic.


When you throw a ball, the trajectory it takes is a parabola.
The orbit taken by each planet around the sun is an ellipse.
Properties of hyperbolas have been used in the design of
certain telescopes and navigation systems.

4
Conic Sections
A conic section, or simply conic, is the intersection of a plane and a double right
circular cone.
A line lying entirely on the cone is called a generator
of the cone, and all generators of a cone pass through
its vertex, which is the only point where the two
nappes intersect (See Figure 1).

There are basically two types of conics: degenerate


and non-degenerate.

A degenerate conic is either a point, a line or two


intersecting lines. It is formed when a plane
intersects a double right circular cone that pass
through its vertex. Refer to Figures 1.5, 1.6 and 1.7.

A non-degenerate conic is either a parabola, an ellipse, or a hyperbola. These conics


can be characterized by the number of generators which are parallel to a cutting
plane.

Suppose a plane intersects a right circular cone such that the conic formed is non-
degenerate. If the cutting plane is parallel to one and only one generator, the curve
of intersection is a parabola (See Figure 1.4).

If the cutting plane is not parallel to any generator; that is, it cuts all generators, the
curve of intersection is called an ellipse (See Figure 1.5). Given this description, it is
possible that the cutting plane is parallel to the base of the cone. In this case, the
curve of intersection is a circle. This means that circle is a special type of ellipse (See
Figure 1.6)

If the cutting plane is parallel to two generators, the curve of intersection is a


hyperbola (See Figure 1.7).

5
By observation of the figures, a circle is formed when the plane not passing through
the vertex is horizontal. A parabola is formed when the plane intersects only one cone
to form an unbounded curve. An ellipse is formed when the intersecting plane
intersects only one cone to form a bounded curve. A hyperbola is formed when the
plane (not necessarily vertical) intersects both cones to form two unbounded curves.

Lesson Definition and Equation of a


1.2 Circle

Circle with Center at (0, 0)


It is possible to recognize and graph equations of circles with relative ease. We know
from geometry that a circle consists of all points that are at a fixed distance r, its
radius, from a fixed-point C, its center (See Figure 1.9). Suppose that a circle is
located in a Cartesian Plane so that its center C is (0, 0) and its radius is r. If a point
𝑃(𝑥, 𝑦) is on the circle, its distance from 𝐶(0, 0) has to be r units (See Figure 2.0)

6
By the distance formula 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 , x and y satisfy the equation
√(𝑥 − 0)2 + (𝑦 − 0)2 = 𝑟 or 𝑥 2 + 𝑦 2 = 𝑟 2 .

Conversely, any ordered pair (x, y) that satisfies this equation defines a point P(x, y)
that lies on the circle with center at (0, 0) and radius r. Thus, we have the following
result:

Example 1:
Find the center-radius or standard form equation for the circle of radius 4 with center
at the origin (0, 0) and sketch its graph.

Solution:

Substituting 4 for r in the equation 𝑥 2 + 𝑦 2 = 𝑟 2 ,

we get

𝑥 2 + 𝑦 2 = 42

or 𝒙𝟐 + 𝒚𝟐 = 𝟏𝟔

To graph the circle, consider the following steps:

7
Example 2:
The center-radius form equation of the circle is 𝑥 2 + 𝑦 2 = 25. Find its center and
radius.

Solution:

Since the given equation 𝑥 2 + 𝑦 2 = 25 satisfied the center-radius form equation


of a circle with center at (0, 0), its center is at the origin.

From the equation, 𝑟 2 = 25. Finding the square root of both sides,

we get √𝑟 2 = ±√25

𝑟 = ±5

But, we reject -5 because the radius r of a circle is always positive

(𝑟 > 0)

Thus, the radius r of 𝑥 2 + 𝑦 2 = 25 is +5 or 5 units.

Circle with Center at (h, k)


Suppose that a circle is located in a Cartesian Plane
so that its center C is (h, k) and its radius is r. If a
point 𝑃(𝑥, 𝑦) is on the circle, its distance from 𝐶(ℎ, 𝑘)
has to be r units (See Figure 2.5)

8
By the distance formula 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 , x and y satisfy the equation
√(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 or (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 .

Conversely, any ordered pair (x, y) that satisfies this equation defines a point P(x, y)
that lies on the circle with center at (h, k) and radius r. Thus, we have the following
result:

Center-Radius Form Equation of a Circle with Center at (h, k)


Any point (x, y) on the circle with center (h, k) and radius r must satisfy
the standard equation
(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐 , 𝑟 > 0.

Example 3:
Find the center-radius or standard form equation for the circle of radius 4 with center
at (-1, 3) and sketch its graph.

Solution:

From the given problem, we identified the values of r, h, and k as 4, -1, and 3,
respectively.

Substituting 4 for r, -1 for h, and 3 for k, in the equation (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 , we


get

[𝑥 − (−1)]2 + (𝑦 − 3)2 = 42

or
(𝒙 + 𝟏)𝟐 + (𝒚 − 𝟑)𝟐 = 𝟏𝟔

To graph the circle, consider the following steps:

9
More Properties of the Circle (General Equation of the Circle)
Given on the example. After expanding, the standard equation
3 29
(𝑥 − )2 + (𝑦 − 3)2 =
2 4
Can be written when we expand as
𝑥 2 + 𝑦 2 − 3𝑥 − 6𝑦 − 5 = 0
Or in the format of the ff:
𝐴𝑥 2 + 𝐵𝑦 2 − 𝐷𝑥 − 𝐸𝑦 − 𝐹 = 0 , 𝑊ℎ𝑒𝑟𝑒 𝐴 = 𝐵 = 1
Resulting to
𝒙𝟐 + 𝒚𝟐 − 𝑫𝒙 − 𝑬𝒚 − 𝑭 = 𝟎

In Conics Sections, either different type of conics the General Equation of the Conic
Sections Is given as
𝑨𝒙𝟐 + 𝑩𝒚𝟐 + 𝑪𝒙𝒚 + 𝑫𝒙 + 𝑬𝒚 − 𝑭 = 𝟎

In the Pre-calculus, later we will introduce the concept of the component “xy” in the
polar coordinates since it implies shifting of its axis at a certain angle.

General to Standard Equation of Circle


In this method we need to consider the ff. the value of the coefficient A and B in the
general Equation must be equal to 1 if not divide the whole equation. Transpose
the F and do the completing the squares

x 2 + y 2 + Dx + Ey − F = 0
x 2 + y 2 + Dx + Ey = F
𝐷 2 𝐸 2 𝐷 2 𝐸 2
(x 2 + Dx + ( ) ) + (y 2 + Ey + ( ) ) = F + ( ) + ( )
2 2 2 2
𝐷 2 𝐸 2 𝐷 2 𝐸 2
(𝑥 + ) + (𝑦 + ) = F + ( ) + ( )
2 2 2 2

Hence, we derive the ff:


If the value of the Coefficient A and B is 1 given at center (ℎ, 𝑘)

10
𝐷 𝐸 𝐷2 𝐸2
Center; (− , − ) , Radius= √𝐹 + +
2 2 4 4

Activity:
I. Solve for the Standard and General Equation and Graph it!
5 15
1. Center ( , −2), Radius =
2 2
13
2. Center (5, −4), Radius =
2
7 14
3. Center (− , − ), Radius = 2√5
3 3
4. Center (6,5), Radius = 7

II. Find the Center, Radius, Standard Equation of the Given equations
1. 2x 2 + 2y 2 + 10x = 2y + 7
2. x 2 + y 2 + 8x − 9y = 6
3. x 2 + y 2 − 12x + 10y = −12
4. x 2 + y 2 − 2x + 4y = 5

Crossword Puzzle
Directions: Fill in the crossword puzzle
with the words described by each item.
Match the item number to the boxes
placed across or down the grid.

ACROSS:
1. a line lying entirely on the cone

3. the intersection of a plane and a


double right circular cone
5. part of a double right circular cone,
one is upper and the other is lower

7. the point where the two nappes


intersect where all generators pass
through it.

11
DOWN:

2. a special case of ellipse


4. formed when the plane (not necessarily vertical) intersects both cones/nappes to
form two unbounded curves

6. formed when the intersecting plane intersects only one cone/nappe to form a
bounded curve

8. either a point, line or two intersecting lines

9. formed when the plane intersects only one cone to form an unbounded curve
10. 3-dimensional shape in geometry formed by a set of line segments which
connects a common point called apex.

B. Search on the internet for solution and answer it on a separate sheet.

Application:

An archeologist found the remains of an ancient wheel, which she then placed
on a grid. If an arc of the wheel passes through A(7, 0), B(3, 4) and C(7, 0),
locate the center of the wheel, and the standard equation of the circle defining
its boundary.

MODULE 2

This module was designed and written with you in mind. It is here to help you to
define parabola and determine the standard form of equation of a parabola. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: define a parabola
Lesson 2: determine the standard form of equation of a Parabola

After going through this module, you are expected to:


1. define a parabola; and,
2. graph a parabola given an equation in vertex form with vertex at (0,0)
and (h,k).

12
Lesson Introduction to Parabola and Its
2 Properties
A parabola is one of the conic sections. We have already seen parabolas which
open upward or downward, as graphs of Quadratic functions. Some applications can
be seen in our daily lives in satellites, bridges, power lines and etc.

Parabola
Consider the point F (0,2) and the line “l” having equation y=-2, as shown in left
figure below. Let F be a given point, and “a” given line not containing F. The set of all
point p such that its distance from F and from the line “l” are the same, is called
parabola. The point F is its focus and the line “l” it’s called directrix.

Consider a parabola with focus 𝐹(0, 𝑐) and directrix having the equation of x=c. as
seen in the right figure. The focus and directrix are “c” units above and below,
respectively from the origin. Let 𝑃(𝑥, 𝑦) be a point on the parabola so PF = PPl, where
Pl is the point on l closest to P. The point P has to be on the same side of the directrix
as the focus (if P was below, it would be closer to l than it is from F)
𝑃𝐹 = 𝑃𝑃𝑙
Applying the distance formula, we get:
√𝑥 2 + (𝑦 − 𝑐)2 = 𝑦 − (−𝑐) = 𝑦 + 𝑐
Squaring both sides,
𝑥 2 + 𝑦 2 − 2𝑐𝑦 + 𝑐 2 = 𝑦 2 + 2𝑐𝑦 + 𝑐 2
Cancelling both terms,
𝑥 2 = 4𝑐𝑦
We derive the equation of the parabola with facing upwards and having the vertex
of (0,0)

The Standard Equation where the vertex is located at (ℎ, 𝑘)


(𝑥 − ℎ)2 = 4𝑐(𝑦 − 𝑘)

13
In other books and sources, the “c” is replaced as “a” since the “c” is used to define
the distance of the vertex to the focus also the distance from the vertex to the
directrix, respectively. In other conic section it is true, but we will stick only in
parabola and use “a” instead of “c”. In other engineering books and engineers used
as a reference instead of “c”, “a” is used as seen below.
(𝒙 − 𝒉)𝟐 = 𝟒𝒂(𝒚 − 𝒌)

Parts of the Parabola


A parabola has many parts and we need to define each. In the parts it is essential to
know the parts and difference for us to graph it and can be used in later discussion.

1. Vertex: Origin V (0,0) or 𝑉(ℎ, 𝑘)- If the parabola opens upward, the vertex is the
lowest point. If the parabola opens downward, the vertex is the highest point.

2. Directrix: the line y =c or y = a - The directrix is c units below or above the vertex.

3. Focus: 𝐹(0, 𝑐) or 𝐹(0, 𝑎) - The focus is “a” units above or below the vertex. Any point
on the parabola has the same distance from the focus as it has from the directrix.

4. Axis of symmetry: – This line divides the parabola into two parts which are
mirror images of each other.

5. Latus Rectum: – This line is located at the level of the focus. In the standard
equation it is the “4a”.

More Properties of Parabola


As a summary and a chart is presented. Observe that the directrix and the axis of
symmetry are inversely related. When the directrix is horizontal then the axis of
symmetry is vertical or vise versa. Also observe that the axis of symmetry is located
where the abscissa or ordinate of the vertex depends where the squared is located.

Directrix “l” : Horizontal Directrix “l” : Vertical


Axis of symmetry = 𝑥 = ℎ, Vertical Axis of symmetry = 𝑥 = ℎ, Horizontal

14
Directrix “l” : Horizontal Directrix “l” : Vertical
Axis of symmetry = 𝑥 = ℎ, vertical Axis of symmetry = 𝑥 = ℎ, Horizontal

General to Standard Equation of Parabola


In determining the General equation of a parabola, there are two forms of equation
and we can easily inspect the axis of symmetry when the different coefficient is
given the ff:
Axis of Symmetry General Equation of the Parabola
Horizontal y 2 + Dx + Ey + F = 0

Vertical x 2 + Dx + Ey + F = 0

Observe that in parabola if x2 is present there should be no y2 and in vise versa.

Formula for the Length of Latus Rectum “LR” (Parabola);


LR= 4a

Activity:

1. Determine the vertex, focus, directrix, and axis of symmetry of the parabola
with the given equation. Sketch the graph and include these points and lines
and indicate the length of Latus Rectum.

a. x2 = −4y
2
b. 3y = 24x
5 9
c. (𝑦 + )2 = −5(x − )
2 2
d. x2 + 6x + 8y − 7 = 0

15
2. Find the standard equation of the parabola which satisfies the given
conditions.
a. vertex (1, -9), focus (-3, -9)
b. vertex (-8, 3), directrix x = -10.5
c. vertex (-4, 2), focus (-4, 1)
d. focus (7, 11), directrix x = 1
e. vertex (-5 ,-7), vertical axis of symmetry, through the point P (7, 11)

Search on the internet for solution and answer it on a separate sheet.

Application:
Go back to the question in the introductory questions; this time have the
specifications.
Imagine you as a satellite designer and you are
designing the location of the receiver where
should it place as seen in the figure below. As a
designer where do you place the receiver, given
the diameter of 10 ft and a height of 6 ft? Explain
your answer on a separate sheet.

MODULE 3

This module was designed and written with you in mind. It is here to help you to
define an ellipse and determine the standard form of equation of an ellipse. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: define an ellipse
Lesson 2: determine the standard form of equation of an ellipse

After going through this module, you are expected to:


1. define an ellipse; and,
2. graph an ellipse given an equation in standard form with center
at (0, 0) and (h,k).

16
Lesson Introduction to Ellipse and Its
3 Properties
An Ellipse is one of the conic sections. In this type of Conic Section, it is not
familiar by you since it is the first time you encounter like the circles and parabola.
Imagine the Orbit of the planets how do they rotate around the star? Applications in
Construction of the Musical Dome uses the principles of the ellipse. In this module
we will go deeper and analyze the properties of ellipses.

Ellipse
An ellipse is one of the conic sections that most students have not encountered
formally before based on the curriculum of k-12, unlike circles and parabolas. Its
shape is a bounded curve which looks like a flattened circle. The orbits of the planets
in our solar system around the sun happen to be elliptical in shape. Also, just like
parabolas, ellipses have reflective properties that have been used in the construction
of certain structures. We will see some properties of ellipses in this section.

Definition of Ellipse
Consider the points F1(3,0) and F2(3,0), as shown in Figure below. By using distance
formula, what is the sum of the distances of A (4,2.4) from F 1 and from F2? How
about the sum of the distances of B (and C (0,4)) from F1 and from F2?

AF1 + AF2 =7 .4+2 .6 = 10

BF1 + BF2 =3 .8+6 .2 = 10

CF1 + CF2 = 5 + 5 = 10

There are another points P such that PF1 + PF2 = 10. The collection of all such
points forms a shape called an ellipse.

17
Let F1 and F2 be two distinct points. The set of all points P, whose distances from F 1
and from F2 add up to a certain constant, is called an ellipse. The points F 1 and F2
are called the foci of the ellipse.

Given are two points on the x-axis, F1(c,0) and F2(c,0), the foci, both c units away
from their center (0,0). See Figure on the right. Let 𝑃 (𝑥, 𝑦) be a point on the ellipse.
Let the common sum of the distances be 2a (the coefficient 2 will make computations
simpler). Thus, we have PF1 + PF2 =2a.

First let PF2 transpose on the other side then applying the distance formula to
evaluate

P𝐹1 = 2a − P𝐹2

√(𝑥 + 𝑐)2 + 𝑦 2 = 2a − √(𝑥 − 𝑐)2 + 𝑦 2

Squaring both sides

𝑥 2 + 2cx + 𝑐 2 + 𝑦 2 = 4𝑎2 − 4𝑎√(𝑥 − 𝑐)2 + 𝑦 2 + 𝑥 2 − 2𝑐𝑥 + 𝑐 2 + 𝑦 2

Cancel all similar terms and divide both sides by 4

4cx − 4𝑎2 = −4𝑎√(𝑥 − 𝑐)2 + 𝑦 2

cx − 𝑎2 = −𝑎√(𝑥 − 𝑐)2 + 𝑦 2

Square Both Sides

𝑐 2 𝑥 2 − 2cx𝑎2 + 𝑎4 = 𝑎2 (𝑥 2 − 2cx + 𝑐 2 + 𝑦 2 )

𝑐 2 𝑥 2 − 2cx𝑎2 + 𝑎4 = 𝑎2 𝑥 2 − 2cx𝑎2 + 𝑐 2 𝑎2 + 𝑦 2 𝑎2 )
Cancel all similar terms and group them
(𝑎2 − 𝑐 2 )𝑥 2 + 𝑦 2 𝑎2 = 𝑎2 (𝑎2 − 𝑐 2 )

Let 𝑏 = √𝑎2 − 𝑐 2 , in this case a>b, hence

𝑏 2 𝑥 2 + 𝑦 2 𝑎2 = 𝑎2 𝑏 2

When we let 𝑏 = √𝑎2 − 𝑐 2 , we assumed a>c. To see why this is true, look at ∆P𝐹1 𝐹2 in
Figure on the right. By the Triangle Inequality, PF1 + PF2 > F1F2, which implies 2a>2c,
so a > c.

18
Divide both sides by 𝑎2 𝑏 2 , we derived the standard equation of ellipse at center C
(0,0)

𝒙 𝟐 𝒚𝟐
+ =𝟏
𝒂𝟐 𝒃𝟐
The standard equation of ellipse given at center C (h, k) is given as

(𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐
+ =𝟏
𝒂𝟐 𝒃𝟐
Where a > b. Let 𝑐 = √𝑎2 − 𝑏 2 .

Parts of the Ellipse


(1) Center: origin 𝐶 (0 ,0)
(2) Foci: F1(-c,0) and F2(c,0)
• Each focus is c units away from the center.
• For any point on the ellipse, the sum of its distances from the foci is 2a.
(3) Vertices: V1(-a,0) and V2(a,0)
• The vertices are points on the ellipse, collinear with the center and foci.
• If y = 0, then x =±a. Each vertex is a unit away from the center.
• The segment V1V2 is called the major axis. Its length is 2a. It divides the ellipse into
two congruent parts.
(4) Covertices: W1(0,b) and W2(0,b)
• The segment through the center, perpendicular to the major axis, is the minor axis.
It meets the ellipse at the covertices. It divides the ellipse into two congruent parts.
• If x = 0, then y =±b. Each covertex is b units away from the center.
• The minor axis W1W2 is 2b units long. Since a>b, the major axis is longer than the
minor axis.
(5) Eccentricity: In ellipse, it is important to know the eccentricity of an ellipse to
know how stretched the ellipse. It is defined as the ratio of the length from the center
𝑐
to each focus to the semi major axis as mathematically defined as; 𝑒 = , as we
𝑎
observe then the 2 foci combine the eccentricity will be 0 resulted as a circle. The
eccentricity of the ellipse values from 0<e<1.

a= semi major axis


b= semi minor axis
C= center at (0,0)
C= distance from the center to every
focus
F1 and F2 = Foci, always located on the
major axis

19
More Properties of Ellipse
Some ellipses have their foci aligned vertically, and some have centers not at the
origin. Their standard equations and properties are given in the box. The derivations
are more involved, but are like the one above, and so are not shown anymore.

Major axis: Horizontal Major Axis: Vertical


Minor axis: Vertical Minor Axis: Horizontal

Note: the formula for the eccentricity is still the same


• a is still the semi major axis and b is still the semi major axis
• where (ℎ, 𝑘) is the center

20
General to Standard Equation of Ellipse

In determining the General equation of an Ellipse, there are two forms of equation,
and we can easily inspect the orientation when the different coefficient is given the
following:
Major Axis General Equation of the Ellipse
Horizontal 𝐴𝑥 2 + By 2 + Dx + Ey + F = 0
If B > A

𝒙 𝟐 𝒚𝟐 𝒙 𝟐 𝒚𝟐
+ =𝟏 + =𝟏
𝒂𝟐 𝒃𝟐 𝒃𝟐 𝒂𝟐

𝐴𝑥 2 + By 2 + Dx + Ey + F = 0
Vertical If A > B

Observe that in ellipse the A and B are always positive if they are both negative just
manipulate. And based on observations derived it is a table we can easily determine
the orientation of the ellipse

Activity:
I. Write the general equation or standard equation of the ellipse if missing,
Coordinates of the Center Foci, Vertices and Covertices. Show the graph and
including the points
(𝑥+3)2 (𝑦−5)2
a. + =1
24 49
(𝑥−7)2 (𝑦+2)2
b. + =1
64 36
c. 4x2 + 13y2=52
(𝑥+7)2 (𝑦−4)2
d. + =1
16 25

II. Given the General Equation, Write the Standard equation of the ellipse,
Coordinates of the Center Foci, Vertices and Covertices. Show the graph and
including the points.
e. 9x2 + 16y2 + 72x-96y + 144 = 0
f. 36x2 + 20y2 144x + 120y-396 = 0

21
Search on the internet for solution and answer it on a separate sheet.

Application: (Integration of Earth Science)


The orbit of a planet has the shape of an
ellipse, and on one of the foci is the star
around which it revolves. The planet is
closest to the star when it is at one vertex.
It is farthest from the star when it is at
the other vertex. Suppose the closest and
farthest distances of the planet from this
star, are 420 million kilometers and 580
million kilometers, respectively. Find the
equation of the ellipse, in standard form,
with center at the origin and the star at
the x-axis. Assume all units are in
millions of kilometers.

MODULE 4

This module was designed and written with you in mind. It is here to help you to
define a hyperbola and determine the standard form of equation of a hyperbola.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: define a hyperbola
Lesson 2: determine the standard form of equation of a hyperbola

After going through this module, you are expected to:


1. define a hyperbola; and,
2. graph a hyperbola given an equation in standard form with
center at (0, 0) and (h,k).

22
Lesson Introduction to Hyperbola and
4 Its Properties
A hyperbola is one of the conic sections that it composed of a graph
consists of two unbounded branches which extend in opposite directions. It is a
misconception that each branch is a parabola. This is not true, as parabolas and
hyperbolas have very different features. An application of hyperbolas in basic
location and navigation schemes.

Definition of Hyperbola
Consider the points F1(-5,0) and F2(5,0) as shown in Figure 1. What is the
absolute value of the difference of the distances of A (3.75, -3) from F1 and from
F2? How about the absolute value of the difference of the distances of B (-5, 16/3)
from F1 and from F2?
|𝐴𝐹1 − 𝐴𝐹2 | = |9.25 − 3.25| = 6
16 34
|𝐵𝐹1 − 𝐵𝐹2 | = | − | = 6
3 3

There are another points P such that |PF1 - PF2| = 6. The collection of all such
points forms a shape called a hyperbola, which consists of two disjoint branches.
For points P on the left branch, PF2 - PF1 = 6; for those on the right branch, PF1-
PF2 = 6. In the figure below we conclude that PF1- PF2 = 2a as a same analysis to
the first figure.

23
Let F1 and F2 be two distinct points. The set of all points P, whose distances from
F1 and from F2 differ by a certain constant, is called a hyperbola. The points F 1
and F2 are called the foci of the hyperbola.

In the Figure above, given are two points on the x-axis, F1(c,0) and F2(c,0), the
foci, both c units away from their midpoint (0,0). This midpoint is the center of
the hyperbola. Let P(x,y) be a point on the hyperbola, and let the absolute value
of the difference of the distances of P from F1 and F2, be 2a (the coefficient 2 will
make computations simpler), thus, |PF1- PF2 |= 2a and so
|√(𝑥 + 𝑐)2 + 𝑦 2 − √(𝑥 − 𝑐)2 + 𝑦 2 | = 2𝑎
Algebraic manipulations allow us to rewrite this into the much simpler like in
the derivation of ellipse. Resulted the standard equation of the Hyperbola as the
center in C(0,0)
𝒙 𝟐 𝒚𝟐
− =𝟏
𝒂𝟐 𝒃𝟐
The Standard Equation of the Hyperbola in C(h,k)
When the center given as 𝐶(ℎ, 𝑘) the standard equation given as
(𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐
− =𝟏
𝒂𝟐 𝒃𝟐
This time c>a since the distance from the center to the focus is greater than the
distance to the vertex as shown in the picture so we concluded that
𝒄 = √𝒂𝟐 + 𝒃𝟐
In simpler explanation the derivation is the same as the ellipse instead of
addition, In the hyperbola the difference between the lengths.
𝑐
Also, it is seen that eccentricity formula is the same 𝑒 = , In hyperbola it shows
𝑎
that c>a so expected that the eccentricity is greater than 1.

Length of latus rectum in Ellipse and Hyperbola


2𝑏 2
𝐿𝑅 =
𝑎
This length is located a line where the foci lie. In both conic section they are the
same in ellipse and in hyperbola. We mention earlier that it is not the same in
parabola this is one reason since the formula of the LR in parabola is given as
4a.

24
Parts of the Hyperbola
(1) center: origin (0 ,0)
(2) foci: F1(c,0) and F2(c,0)
• Each focus is c units away from the center.
• For any point on the Hyperbola, the difference of its distances from the
foci is 2a.
(3) vertices: V1(-a,0) and V2(a,0)
• The vertices are points on the hyperbola, collinear with the center and
foci.
• If y = 0, then x =±a. Each vertex is a unit away from the center.
• The segment V1V2 is called the transverse axis. Its length is 2 a.

(4) asymptotes: y = b ax and y =b ax, the lines l1 and l2 in Figure 3


• The asymptotes of the hyperbola are two lines passing through the center which
serve as a guide in graphing the hyperbola: each branch of the hyperbola gets
closer and closer to the asymptotes, in the direction towards which the branch
extends. (We need the concept of limits from calculus to explain this.)
• An aid in determining the equations of the asymptotes: in the standard
𝑥2 𝑦2
equation, replace 1 by 0, and in the resulting equation 2 − 2 = 0, solve for y.
𝑎 𝑏
• To help us sketch the asymptotes, we point out that the asymptotes l 1 and l2
are the extended diagonals of the auxiliary rectangle drawn in Figure below. This
rectangle has sides 2a and 2b with its diagonals intersecting at the center C. Two
sides are congruent and parallel to the transverse axis V1V2. The other two sides
are congruent and parallel to the conjugate axis, the segment shown which is
perpendicular to the transverse axis at the center and has length 2b.

a= semi-Transverse axis
b= semi-Conjugate axis
C= center at (0,0)
c= distance from the center to every focus
F1 and F2 = Foci, always located on the
major axis

More Properties of Hyperbola


The hyperbolas we considered so far are “horizontal” and have the origin as their
centers. Some hyperbolas have their foci aligned vertically, and some have
centers not at the origin. Their standard equations and properties are given in
the box.

25
Transverse axis: Horizontal Transverse Axis: Vertical
Conjugate axis: Vertical Conjugate Axis: Horizontal

Note: the formula for the eccentricity is still the same


• a is still the semi transverse axis and b is still the semi conjugate
axis
• where (ℎ, 𝑘) is the center

General to Standard Equation of Hyperbola

In determining the General equation of a Hyperbola, there are two forms of


equation, and we can easily inspect the orientation when the different coefficient
is given the following:
Transverse Axis General Equation of the Ellipse
Horizontal 𝐴𝑥 2 − By 2 + Dx + Ey + F = 0

Vertical −𝐴𝑥 2 + By 2 + Dx + Ey + F = 0

Observe that in hyperbola the A and B are always present. If A is positive expect
that B is negative or vice versa also observe that when the A is positive expect
the transverse axis is always horizontal, otherwise when B is positive the
transverse axis is negative.

26
Examples:
a. Determine the foci, vertices, and asymptotes of the hyperbola with
equation
x2 y2
− =1
9 7
Sketch the graph, and include these points and lines, the transverse and
conjugate axes, and the auxiliary rectangle.
b. Give the coordinates of the center, foci, vertices, and asymptotes of the
hyperbola with the given equation. Sketch the graph, and include these
points and lines, the transverse and conjugate axes, and the auxiliary
rectangle.
(y+2)2 (x−7)2
a. − =1
25 9
b. 4𝑥 − 5𝑦 + 32𝑥 + 30𝑦 − 1 = 0
2 2

Solution:
A. Since a2= 9, a=3 based on the sign it is expected that it is on the horizontal
orientation next is b2= 7, resulted to 𝑏 = √7 approximate 2.7 and 𝑐=
𝑐 4
√𝑎 + 𝑏 ; 𝑐 = √9 + 7 = 4, the eccentricity is given as 𝑒 = 𝑎 = 3 greater than 1 as
2 2

expected.
Center; (0,0), Foci: F1(-4,0), F2(4,0)
√7 √7
Vertices: V1(-3,0), V2(3,0), Asymptotes: 𝑦 = − 𝑥, 𝑦= 𝑥
3 3

The graph is shown in the figure at the right. In this


graph one technique to draw the asymptotes is to
make an auxiliary box and connect the diagonals.

B. Since a2= 25, a=5 based on the sign it is expected


that it is on the vertical orientation next is b 2= 9,
resulted to 𝑏 = 3 and 𝑐 = √𝑎2 + 𝑏 2 ; 𝑐 = √25 + 9 =
√34 approximate to 5.8, the eccentricity is given as
𝑐 √34
𝑒= = greater than 1 as expected.
𝑎 5

Center; (7,-2), Foci: F1(7,-7.8), F2(7,3.8)

5 29
Vertices: V1(7,-7), V2(7,3), Asymptotes: 𝑦 = − 𝑥 + ,
3 3
5 41
𝑦 = 𝑥 − The conjugate axis drawn has its
3 3
endpoints b = 3 units to the left and right of the
center

First, we need to transform it from general equation


to the standard equation and by inspection on the
formula the coefficient of y2 is negative, hence it is
expected to be horizontal based on the table to verify
it. 4(𝑥 2 + 8𝑥) − 5(𝑦 2 − 6𝑦) = 1

27
After regrouping we need to apply the completing the squares, since we are
completing the square one rule in equations, what you add on the other side
must be the same on the other side.
4(𝑥 2 + 8𝑥 + 16) − 5(𝑦 2 − 6𝑦 + 9) = 1 + 4(16) − 5(9)

4(𝑥 + 4)2 − 5(𝑦 − 3)2 = 20


Divide both sides by 20 have the result equation
(𝑥 + 4)2 (𝑦 − 3)2
− =1
5 4

By inspection, applying the first example we


know that 𝑎 = √5, b=2 and 𝑐 = 3
Our proof in the table satisfies indicating that
it is on the horizonal and should be applicable
in any hyperbola equations.
Center; (−4, 3)
Foci: F1(-7,3), F2(-1,3)
Vertices: V1(-6.2,3), V2(-1.8,3)
2 8 2 8
Asymptotes: 𝑦 = 𝑥 + + 3, 𝑦 = − 𝑥 − +
√5 √5 √5 √5
3
𝑐 3
Computing the eccentricity, 𝑒 = =
𝑎 √5

The conjugate axis drawn has its endpoints b = 2 units above and below the
center.

Activity:
Give the coordinates of the center, foci, vertices, and the asymptotes of the
hyperbola with the given equation. Sketch the graph, and include these points
and lines.
𝑥2 𝑦2
a. − =1
36 64

𝑦2 𝑥2
b. − =1
25 16

c. (𝑥 − 1)2 − 𝑦 2 = 4

(𝑦+2)2 (𝑥+3)2
d. − =1
15 10

e. 3x2 - 2y2-42x-16y + 67 = 0

f. 25x2 -39y2+150x + 390y+225 = 0

28
Search on the internet for solution and answer it on a separate sheet.
Application:
The design layout of a cooling tower is shown
below. The tower stands 179.6 meters tall.
The diameter of the top is 72 meters. At their
closest, the sides of the tower are 60 meters
apart.
Find the equation of the hyperbola that
models the sides of the cooling tower.
Assume that the center of the hyperbola—
indicated by the intersection of dashed
perpendicular lines in the figure—is the
origin of the coordinate plane. Round final
values to two decimal places.

MODULE 5

This module was designed and written with you in mind. It is here to help you to
recognize the equation and important characteristics of the different types of conic
sections and solves situational problems involving conic sections. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: recognize the equation and important characteristics of the different
types of conic sections
Lesson 2: solves situational problems involving conic sections

After going through this module, you are expected to:


a. solves situational problems involving conic sections

29
Lesson Different Applications of Conic
5 Sections
In this module, lets wrap up the properties of every conic sections. They have
different properties and consideration in graphing techniques in every conic section.
In the general equation of every conic sections. there is a highlight that shows a
uniqueness in each conic section. Applications in different discipline is shown also
in every part since we only study it in online solution to be ready in this module. In
dealing the situational problems requires reading comprehension and understanding
on the problem. In this module we will discuss the tips and techniques in dealing
situational problems.

Identification of Conic Section by Inspection


In general, we introduced the given equation of conic section in the first module as

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥𝑦 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
In this lesson we only first focus on the orientation the coefficient “C” in the term
“xy” introduce that the conic section shifts to a specific degree. It is better to discuss
it on polar coordinates. Hence, we only let C=0 in other sources the coefficient “C” is
introduced as a coefficient of the term x. Since it is an introductory to higher
mathematics, we need to be oriented in the terms to cope in the mathematics in
college level. In other international sources it is introduced mostly in the course of
Analytic Geometry.
There are some cases that even though it meets properties of conic section example
the equation of circle given as

(𝑥 − 2)2 + (𝑦 + 1)2 = 0
Now since it follows the criteria as a circle as we recall but there is a problem lets
recall the standard equation of a circle at center (ℎ, 𝑘) given as

(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
In the first equation as we inspect that r2=0, resulting to r=0. What does that mean?
Having a radius 0 makes it more like a POINT. Now is point a type of circle? Yes, a
special type of circle but when we need to graph it doesn’t look like a circle. More
likely a point.
Another example of equation of circle given as the following:

(𝑥 − 2)2 + (𝑦 + 1)2 = −25

30
Now in this type of equation there is no points that satisfy the equation; hence it is
an EMPTY SET. Another observation r2 =-25 resulted to r=5i. it is an imaginary
number. Hence the radius is imaginary imagine a broken line having the radius of 5
units from the point.

Now these are cases called the DEGENERATE CASES.


These are only special concerns in circles in other conic sections are no problem in
this case. Let’s summarize the properties of the conic sections one by one. There are
coefficients may vanish and it is easier to identify.

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥𝑦 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
In this course since we don’t introduce yet the shifting of axes, we will let the
coefficient “C” = 0 resulted to

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0

Circle
In circles; Observe that the coefficient of “A” and “B” in the general equation as we
introduce it that they must exist, and the value of A and B must be the same or
mostly equal to 1.

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
When A equals to B resulted to

𝐴𝑥 2 + 𝐴𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
In other case, the coefficient “A” can be equal to 1 resulted to

𝑥 2 + 𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0

Example : 18𝑥 2 + 18𝑦 2 − 24𝑥 + 48𝑦 − 5 = 0

Degenerate cases: A Point, and the Empty Set

Parabola
In Parabola, Observe that the coefficient of “A” must only exist, and the value of “B”
equals to 0 or if the coefficient “B” exists the value of “A” must be zero in the general
equation as we introduce it. Other words they can be exist else it will be another type
of conic section. Given the following equations:

𝐴𝑥 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (𝐸 ≠ 0, Opens Upward or Downward)

Or

𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (𝐷 ≠ 0, Opens to the Left or Right)

In other case, the coefficient “A” and “B” can be equal to 1 resulted to

𝑥 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (𝐸 ≠ 0, Opens Upward or Downward)

Or

𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0(𝐷 ≠ 0, Opens to the Left or Right)

31
Example: 3𝑥 2 − 12𝑥 + 2𝑦 + 26 = 0 (Open Downwards)

−2𝑦 2 + 3𝑥 + 12𝑦 − 15 = 0 (Open to the right)

Ellipse
In Ellipse, Observe that the coefficient of “A” and “B” exists and same sign, but it
must not be equal, and not equal to 0 in the general equation as we introduce it.
Other words they can be exist else it will be another type of conic section. Given the
following equations:

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (If A<B, Horizontal Major Axis)

Or

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (If A>B, Vertical Major Axis)

Example: 3𝑥 2 + 5𝑦 2 + 6𝑥 − 10𝑦 − 7 = 0 (Horizontal Major Axis)

4𝑥 2 + 2𝑦 2 − 8𝑥 − 6𝑦 + 21 = 0 (Vertical Major Axis)

Hyperbola
In Hyperbola, Observe that the coefficient of “A” and “B” exists and different sign,
and not equal to 0 in the general equation as we introduce it. Other words they can
be exist else it will be another type of conic section. Given the following equations:

𝐴𝑥 2 − 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (Horizontal Transverse Axis)

Or

−𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 (Vertical Transverse Axis)

Example: 3𝑥 2 − 5𝑦 2 + 6𝑥 − 10𝑦 − 7 = 0 (Horizontal Transverse Axis)

−4𝑥 2 + 2𝑦 2 − 8𝑥 − 6𝑦 + 21 = 0 (Vertical Transverse Axis)

Tips in Solving Situational problems in Conic Section


1. Read the problem carefully with comprehension.
2. Draw the figure as necessary to deeply understand the problem.
3. List down the Given and unknowns to be solve.
4. Graph it, as reference it is better to placed it on the center example: Circle
problems center (0,0), Parabola Problem vertex (0,0) if it is a hanging parabolic
wire sagging don’t use the reference of (0,0).
5. Solve the unknown.
6. Double check if it satisfies the condition and don’t forget the appropriate units.

32
Activity: Answer the following questions on a separate sheet of paper with
solution.

1. Find the standard equation of the hyperbola whose conjugate axis is on


the directrix of the parabola 𝑦 2 + 12x + 6y = 39 having the focus of the
parabola as one of its foci, and the vertex of the parabola as one of its
vertices.
2. Find the standard equation of the parabola opening to the left whose axis
contains the major axis of the ellipse x 2 + 4y2-10x -24y + 45 = 0, whose
focus is the center of the ellipse, and which passes through the covertices
of this ellipse.
3. Find the standard equation of the hyperbola whose conjugate axis is on the directrix
of the parabola y2 + 12x + 6y = 39, having the focus of the parabola as one of its
foci, and the vertex of the parabola as one of its vertices.
4. Two control towers are located at points Q (-500, 0) and R (500, 0), on a
straight shore where the x-axis runs through (all distances are in meters).
At the same moment, both towers sent a radio signal to a ship out at sea,
each traveling at 300 m/µs. The ship received the signal from Q 3 µs
(microseconds) before the message from R. Find the equation of the curve
containing the possible location of the ship.
5. Find the coordinates (rounded o↵ to two decimal places) of the ship if it is
200 m from the shore (y = 200).

Application: Write and solve it on a separate sheet with solution. If 𝑚 ≠ 2, −3


find the value(s) of m so that the graph of (2𝑚 − 4)𝑥 2 + (𝑚 + 3)𝑦 2 = (𝑚 + 3)(2𝑚 − 4)
is
(a) a circle,
(b) a horizontal ellipse,
(c) a vertical ellipse,
(d) a hyperbola (is it horizontal or vertical?), or
(e) the empty set.

33
MODULE 6

This module was designed and written with you in mind. It is here to help you to
Illustrate systems of nonlinear equations and determine the solutions of equation.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: illustrate system of nonlinear equations
Lesson 2: determine the solution of equation

After going through this module, you are expected to:


1. illustrates systems of nonlinear equations; and

2) determines the solutions of systems of equations (one linear and one


second degree) in two variables (in standard form) using graphing
method.

Lesson
Systems of Nonlinear Equations
6
In this module you remember the system of linear equation during in you JHS days.
Now we will apply those methods (Substitution, Elimination and Graphing) in dealing
with nonlinear equations and some applications as we can proceed. As earlier we
introduce the graph and types of conic sections now, we will apply those in a different
manner and when it is appropriate to use it.

System of Nonlinear Equations


In general, we introduce linear or nonlinear equation. In the past lessons in JHS the
systems of linear equation introduced to you. Now we will apply the past topics in
conics sections. Now how about nonlinear equations? Let’s define first.

Nonlinear equations are defined as an equation having 2 or more degree in each


variable/s in the equation. Now some examples shown here to understand the
difference between the linear and linear equations.

34
1. Degree in every term- when dealing with nonlinear equations, the terms must
be raised to 2 degree or more.
Example:

Linear: x + y = 9, x = 2, 4x-12y = 30

In the linear equation we see that the degree of every term is only 1.

Nonlinear: x2 + 2y2 -12x + 5 y - 60 =0, 𝑦 = √𝑥 − 2, 𝑥 = 𝑒 2𝑦

In the examples given are both nonlinear equation as we observe one term only
possess 2 or more degree it is considered nonlinear. In the radical functions are also
nonlinear since if we manipulate the equation it will end up to the said proposition.
Now in the exponential functions are also considered nonlinear.

2. Shape of the curve- Linear equations follows the rule means straight line if it is
not straight line it is considered nonlinear equations.

Examples:
Linear Equations Nonlinear Equations

Methods of Solving Systems of Nonlinear Equations:


The methods for solving systems of linear equations can also be used to solve systems
of nonlinear equations. A system of nonlinear equations is a system in which at least
one of the equations is nonlinear. When a nonlinear system consists of a linear
equation and a quadratic equation, the graphs can intersect in zero, one, or two
points. So, the system can have zero, one, or two solutions, as shown.

35
1. Solving by Graphing

The first method in solving systems of nonlinear equations is by graphing. In using


this technique requires equal distribution of the graph to make it more realistic. It
is mostly used on graphing paper as an estimation.

Example:
Solve the system by graphing.

y = 2x2 + 5x − 1 Equation 1

y=x−3 Equation 2
Step 1. Graph Each Equation

Step 2. Estimate the point of intersection

The Graphs appear to intersect at (-1, -4)


Step 3. Check if (-1,-4) satisfy both equation if both satisfies it means it is the
solution if not it is not the solution.
At equation 1 substituting (-1, -4) At equation 2 substituting (-1,4)
-4 = 2(-1)2 + 5(-1) -1 -4 = -1 - 3

-4 = 2 -5 -1 -4 = -4 ok!

-4 = -4 ok!

2. Solving by Substitution

The second method in solving systems of nonlinear equations is by solving using


substitution. In using this technique can be mostly used in systems of linear
equations. Now in dealing systems of nonlinear equations it is best when having one
linear and one nonlinear equation. Now we can use it in both nonlinear equations
given but it will result to tedious solutions leading to error. Here are some equations
can be used.

Example:
Solve by the substitution method:

𝑥 2 = 2𝑦 + 10 𝑒𝑞. 1
{
3𝑥 − 𝑦 = 9 𝑒𝑞. 2
Solution:
In this method we can use substitution if the other equation is in the degree of 1 for
easy solving. We let equation 2 as equals to “y” resulting to the ff:

𝑦 = 3𝑥 − 9 𝑒𝑞. 2
Let the equation 2 substitute to the equation 1 in terms of y

𝑥 2 = 2(3𝑥 − 9) + 10

36
Simplify further, we have

𝑥 2 = 6𝑥 − 8

𝑥 2 − 6𝑥 + 8 = 0
The resulting equation is a quadratic equation to solve for the value of x we will use
the quadratic equation to find for the roots of the equation or we can factor the
equation resulted to.
(𝑥 − 2)(𝑥 − 4) = 0
Means the value of x are x = 2 and 4, so there are
2 value of x and resulted to 2 values of y. now after
we find for the value of x we need to equate each
to solve so the value of y. It can be in both
equations 1 and 2 can be used. As a practice
choose a simple equation for less hassle.

For equation 2, when x = 2

𝑦 = 3(2) − 9 = −3
For equation 2, when x = 4

𝑦 = 3(4) − 9 = 3
So, the coordinates intersect the 2 graphs are (2, −3) and (4,3)

As shown in the graph above, we can use the method 1 but method 1 requires
precision and in the units. As for checking reference only the graph in general, I
encourage you to use either substitution or elimination.
3. Solving by Elimination
The third and last method we introduced in solving systems of nonlinear equations
is by solving using elimination. In using this technique can be mostly used in systems
of linear equations. Now in dealing systems of nonlinear equations it is best when
having both nonlinear equations in general and we will set for the LCD needed to
cancel the variables. Now we can use it in both nonlinear equations given unlike in
substitution it is the best solution mostly in dealing both equation having 2 degrees
in their term (Circle, Ellipse hyperbola and so on) Here are some equations can be
used.

Example:

Solve the system:

4𝑥 2 + 𝑦 2 = 13 𝑒𝑞. 1
{ 2
𝑥 + 𝑦 2 = 10 𝑒𝑞. 2
Solution:

Now in this problem we can do either elimination or substitution on the next example
we will show it on another example in the “What is it” section.

37
Now in this problem when we will apply. We need a multiplier to cancel out the other
variables. In this case we can easily cancel the term y 2 by multiplying either equation
1 or 2 with -1.

In this case we will multiply -1 to equation 2 and cancel the y2.

4𝑥 2 + 𝑦 2 = 13 𝑒𝑞. 1
{ 2
−𝑥 − 𝑦 2 = −10 𝑒𝑞. 2
_____________________________

3𝑥 2 = 3

𝑥 = ±1
Results to x = 1 and x = -1 since we apply square root. Now to solve for y we can
use either equation 1 or 2 let the value of x. In this case we will apply at equation 1

For equation 1, when x = 1

4(1)2 + 𝑦 2 = 13

𝑦 = ±3
For equation 1, when x = -1

4(−1)2 + 𝑦 2 = 13

𝑦 = ±3
So, the coordinates intersect the 2 graphs
are (1,3), (1,-3), (-1, 3) and (-1,-3).

Activity: Answer the following questions on a separate sheet of paper with


solution.

1. From a circular piece of metal sheet with diameter


20 cm, a rectangular piece with perimeter 28 cm is
to be cut as shown. Find the dimensions of the
rectangular piece.

2. A LCD television has a picture with a diagonal


measure of 50 inches and having the aspect ratio
of 16:9, find the dimension of the LCD television.

3. Solve for the intersection of the ff equations:

38
4. Solve for the intersection of the following equations:

5. The figure shows a square floor plan with a


smaller square area that will accommodate
a combination fountain and pool. The floor
with the fountain-pool area removed has an
area of 72 square meters and a perimeter of
42 meters. Find the dimensions of the floor
and the dimensions of the square that will
accommodate the pool.

6. Solve for the intersection of the ff equations:

Application: Write and solve it on a separate sheet with solution.

1. A system for tracking ships indicates that a ship lies on a path


described by 2y2 – x2 = 1. The process is repeated, and the ship is found
to lie on a path described by 2x2 – y2 = 1 If it is known that the ship is
located in the first quadrant of the coordinate system, determine its
exact location.

39
MODULE 7

This module was designed and written with you in mind. It is here to help you to
illustrate and differentiate series from a sequence and apply the use of sigma
notation in finding sums. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module consists of the lessons, namely:


Lesson 1: Illustrate a series, differentiate a series from a sequence
Lesson 2: use the sigma notation to represent a series and apply the use of sigma
notation in finding sums

After going through this module, you are expected to:


a. illustrate a series, differentiate a series from a sequence
b. use the sigma notation to represent a series and apply the use of
sigma notation in finding sums

Lesson
Series and Sigma Notation
7
In this module you will recall the difference between a Series and a Sequence applied
in the application in the arithmetic, geometric sequences and later we will introduce
a new term the sigma notation and how to evaluate sigma notation.

Series and Sequence


In general, in our daily lives, we encounter such examples of the series and the
sequence like in queue in the Philippines with people who butt-in in many
transactions as our struggles, Netflix series we encounter the word “series”, in the
latest news in the number of affected due to corona virus can be called a series or a
sum? Now first let’s recall the following:

40
A sequence is a function whose domain is the set of positive
integers or the set {1, 2, 3, ..., n}.

A series represents the sum of the terms of a sequence. If a


sequence is finite, we will refer to the sum of the terms of the
sequence as the series associated with the sequence. If the
sequence has infinitely many terms, the sum is defined more
precisely in calculus.

Based on the definition we can considered the total number of the infected as “Series”
and the number of infected per day can be considered as “Sequence”. In our battle
in the virus, we want to decrease the number of infected per day so its our duty to
minimize the number of infections to minimize the infected.
Let’s define each further:
A "series" is what you get when you add up all the terms of a sequence; the addition,
and the resulting value, are called the "sum" or the "summation". For instance, "1,
2, 3, 4" is a sequence, with terms "1", "2", "3", and "4"; the corresponding series is
the sum "1 + 2 + 3 + 4", and the value of the series is 10.

A “sequence” is a list of numbers (separated by commas), while a series is a sum of


1 1 1
numbers (separated by “+” or “−” sign). As an illustration, 1, − , , − is a sequence,
2 3 4
1 1 1 7
and 1 − + − = is its associated series. The sequence with nth term is usually
2 3 4 12
denoted by {an}, and the associated series is given by

S = a1 + a 2 + a3 + … + a n

Difference between sequence and series:

Sequence Series
Set of elements that follow a pattern Sum of elements of the sequence
Order of elements is important Order of elements is not so important
Finite sequence: 1,2,3,4,5 Finite series: 1+2+3+4+5
(Convergence)
Infinite sequence: 1,2,3,4, … Infinite Series: 1+2+3+4+…
(Divergence)
TYPES OF SEQUENCE AND SERIES
1. Arithmetic Sequence

An arithmetic sequence is a sequence in which each term after the first is obtained
by adding a constant (called the common difference) to the preceding term.

41
Finding for the nth term

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑

Where:

an= nth term

a1= First Term


n= no. of terms

d= common difference

Arithmetic Series (sum of all terms)

𝑛(𝑎1 + 𝑎𝑛 )
𝑠=
2

If we plug the formula for the an we will have the ff:

𝑛(2𝑎1 + (𝑛 − 1)𝑑)
𝑠=
2

Where:

s= sum of all the terms

2. Geometric Sequence

A geometric sequence is a sequence in which each term after the first is obtained
by multiplying the preceding term by a constant (called the common ratio).
Finding the nth term

𝑎𝑛 = 𝑎1 𝑟 𝑛−1

Where:
r= common ratio

Geometric Series (sum of all terms)

𝑎1 (𝑟 𝑛−1)
𝑠= ; 𝑟 > 1 – Finite Geometric Series (Divergent)
𝑟−1

𝑎1 (1−𝑟 𝑛)
𝑠= ; |𝑟| < 1 – Infinite Geometric Series (Convergence)
1−𝑟

Where:
s= sum of all the terms

42
3. Harmonic Sequence

A sequence whose reciprocals form an arithmetic sequence is called a harmonic


sequence.

1
𝑎𝑛 =
𝑎1 + (𝑛 − 1)𝑑

Since it is the reciprocal of the arithmetic sequence the as it reaches higher terms,
it will be smaller and smaller due to the reciprocal.

Relation Between AP, GP, and HP

For any two numbers, if A.M, G.M, H.M are the Arithmetic, Geometric, and Harmonic
Mean respectively, then the relationship between these three are given by:

• G.M2 = A.M × H.M, where A.M, G.M, H.M are in G.P

• A.M ≥ G.M ≥ H.M


4. Fibonacci Sequence
A sequence which is not either arithmetic or geometric sequence is called the
Fibonacci sequence. The next term after the first two terms is obtained by adding the
two preceding terms. The nth term of a Fibonacci sequence can be obtained by the
formula:

(1 + √5)𝑛 (1 − √5)𝑛
𝐹𝑛 = −
2√5 2√5

Where n= no. of terms

(1 + √5)𝑛 (1 − √5)𝑛
𝑖𝑠 𝑎𝑙𝑠𝑜 𝑘𝑛𝑜𝑤𝑛 𝑎𝑠 𝑡ℎ𝑒 𝑔𝑜𝑙𝑑𝑒𝑛 𝑟𝑎𝑡𝑖𝑜 𝑤ℎ𝑖𝑙𝑒 𝑡ℎ𝑒 𝑖𝑠 𝑐𝑎𝑙𝑙𝑒𝑑 𝑡ℎ𝑒 𝑠𝑖𝑙𝑣𝑒𝑟 𝑟𝑎𝑡𝑖𝑜
√5 √5
One applications of the Fibonacci sequence given the box making a graph of a
spiral.
Also, in designing our nature depends on
the golden ratio. Did you know that the
measurements of the body make by
Leonardo da Vinci based on the Fibonacci
sequence?

43
Definition of Sigma Notation
The sigma notation is a shorthand for writing sums. In this lesson, we will see the
power of this notation in computing sums of numbers as well as algebraic
expressions.

In expressing sums, mathematician use the uppercase Greek letter ∑(𝑠𝑖𝑔𝑚𝑎) means
to indicate a “sum”. The notation consists of several parts as shown below. Given the
expression of f(k).
𝑛

𝑓(𝑚) + 𝑓(𝑚 + 1) + 𝑓(𝑚 + 2) + ⋯ + 𝑓(𝑛) = ∑ 𝑓(𝑘)


𝑘=𝑚

Where:

“m” is the lower limit (First Term) and the “n” is the upper limit (Last Term)
f(x) is any expression.

Properties of Sigma Notation


Now there are different properties of sigma notation needed to note and apply for
simplification.

1st property: Applying the formula of arithmetic series where the first term is 1 and
the last term is “n”.
𝑛
𝑛(𝑛 + 1)
∑𝑘 = 1+2+3+⋯+𝑛 =
2
𝑘=1

2nd property: In sigma notation when a constant c is multiplied on the expression it


can be extracted as seen below.
𝑛 𝑛

∑ 𝑐𝑓(𝑘) = 𝑐 ∑ 𝑓(𝑘)
𝑘=𝑚 𝑘=𝑚

44
3rd property: In algebra the commutative property can be applied in the sigma
notation.
𝑛 𝑛 𝑛

∑ [𝑓(𝑘) ± 𝑔(𝑘)] = ∑ 𝑓(𝑘) ± ∑ 𝑔(𝑘)


𝑘=𝑚 𝑘=𝑚 𝑘=𝑚

4th property: if there is only constant in the sigma notation, we can apply the
principle of counting.
𝑛

∑ 𝑐 = 𝑐 + 𝑐 + 𝑐 + ⋯ + 𝑐 = 𝑐(𝑛 − 𝑚 + 1)
𝑘=𝑚

5th property: “Telescoping Sum” now in some special cases. It can be useful to
evaluate sigma notations much easier if it is on the ff. format:
𝑛

∑ [𝑓(𝑘 + 1) − 𝑓(𝑘)] = 𝑓(𝑛 + 1) − 𝑓(𝑚)


𝑘=𝑚

Activity 1: Identify me!


Identify the series (and write NAGIG if it is not arithmetic, geometric, and infinite
geometric series), and determine the sum (and write NO SUM if it cannot be summed
up. Answer the following questions on a separate sheet of paper with solution).
a. 4 + 9 + 14 + ⋯ + 64
1
b. 81 + 27 + 9 + ⋯ +
81

c. 1 + 3 + 6 + 10 + 15 + 21 … + 55

d. −10 − 2 + 6 + ⋯ + 46

e. 10 + 2 + 0.4 + 0.08 + ⋯

Activity 2: Solve me!


Solve the following problem involving series. Answer the following questions on a
separate sheet of paper with solution).
a. In the series 2, -4, 8, -16, x, -64, ..., what is x?

b. a, b, 2b, -a, ... is an arithmetic progression, find the next term.

c. If x, y and 5x are three consecutive terms of an arithmetic progression whose sum


is 81, find x.
d. Find the sum to infinity of 3 -1, 3 -3, 3 -5, ...

45
e. Find the value of x in the series 1, 8, 27, x, 125, ...
f. Find the next term in the harmonic progression whose first three terms are 1/3,
2/7 and 1/4.

g. In a geometric progression, if the first term is x 2 and the common ratio is x4, which
term is x18
h. If 1 + x + x2 + ... = ¾, find the value of x

Activity 3: Redefine me!


Rewrite each series as sum.

1. ∑5𝑘=1(4𝑘 2 + 4)

2. ∑5𝑘=1 𝑘

3. ∑5𝑘=1(30 − 𝑘 2 )

4. ∑5𝑘=1(100 − 𝑘)

5. ∑9𝑘=4(20 − 𝑘 2 )

Activity 4: Evaluate me!


Evaluate each series and answer the following questions on a separate sheet of
paper with solution).

1. ∑50
𝑘=1(2 − 3𝑘)
1
2. ∑99
𝑘=1( )
√𝑘+1+√𝑘

3. ∑𝑛𝑘=1(3𝑘 − 1)2

4. ∑𝑛𝑘=1(1 + 2𝑘)

5. ∑50
𝑘=1[(5𝑘 − 2)(𝑘 + 3)]

Application: Write and solve it on a separate sheet with solution. You can use
the internet to solve and study the challenge problem

Derive a formula for ∑𝑛𝑘=1 𝑘 3 by using the telescoping sum with terms
𝑓(𝑘) = 𝑘 4

46
QUARTER II

This module was designed and written with you in mind. It is here to help you master
the Angles in a Unit Circle . The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

After going through this module, you are expected to:


1.illustrate the unit circle and the relationship between the linear and angular
measures of a central angle in a unit circle ;
2. convert degree measure to radian measure and vice versa.
3. illustrate angles in standard position and coterminal angles .
4. illustrate the different circular functions.
5. use reference angles to find exact values of circular functions.
6. illustrate the domain and range of the different circular functions
7. graph the six circular functions (a) amplitude, (b) period, and (c) phase
shift.
8. determine whether an equation is an identity or a conditional equation ;
9. apply trigonometric identities to find the other trigonometric values.; and
10. solve situational problems involving trigonometric values.
11. illustrate the domain and range of the inverse trigonometric functions; and
12. evaluate an inverse trigonometric expression.;
13. Solve trigonometric equations: and
14. Solve situational problems involving inverse trigonometric functions and
trigonometric equations.

47
MODULE 1
Lesson
Angles in a Unit Circle
1

In this lesson, you will understand the ideas of the angle together with the concept
of rotations, converting units to another and the relationship of Linear and Angular
Measures to Unit Circle.

In trigonometry , an angle is the amount of rotation that the generating ray


makes around the vertex , starting from the initial side to the terminal side of the
angle . One complete revolution of the generating ray makes an angle of 360 o.
Rotation may either be CLOCKWISE or COUNTERCLOCKWISE. When the rotation
is COUNTERCLOCKWISE its generating angle is POSITIVE and NEGATIVE when
its rotation is CLOCKWISE.

55o
Initial Side

Initial Side

-55o

COUNTERCLOCKWISE ROTATION = positive angle

CLOCKWISE ROTATION = negative angle

48
DEGREES AND RADIANS
A degree is defined as the measure of a central angle that subtends an arc equal to
1
of the circumference of a circle.
360

A radian
is defined as the measure of a central angle of a circle which subtends on the
circumference of an arc length equal to the length of its radius.
From the definition of the radian, it is clear that the measure of a central angle in
radian is equal to the quotient of the subtended arc length divided by the radius of
the circle.

𝑎𝑟𝑐 𝑙𝑒𝑛𝑔𝑡ℎ 𝑠
Angle in radian = 𝜃= , 𝑠 = 𝑟𝜃
𝑟𝑎𝑑𝑖𝑢𝑠 𝑜𝑓 𝑐𝑖𝑟𝑐𝑙𝑒 𝑟

2𝜋 ( 𝑀𝑅 )
Angle in radian = = 2𝜋
𝑀𝑅

Therefore, the circumference is subtended by a central angle of 2𝜋 radians. But the


same angle has a measure of 360o. Hence,

2𝜋 𝑟𝑎𝑑 = 360𝑜

𝜋 𝑟𝑎𝑑 = 180𝑜 R
1800
𝑙 𝜋 𝑟𝑎𝑑 = = 57.2958𝑜
𝜋 M
𝜋
𝑙𝑜 = = 0.01745 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
180𝑜

EXAMPLES:

1. Convert 60º to radians. (To Convert degrees to radians, multiply the given
𝜋
number of degrees by )
180
𝜋 60𝑜 𝜋 𝜋
Solution : ( 60 ) ( 𝑜 ) =o = 𝑟𝑎𝑑𝑖𝑎𝑛𝑠 ( Answer )
180 180𝑜 3
( Note : Express your answer into lowest term )
5𝜋
2. Convert radians to degrees. (To Convert radians to degrees, multiply
4
180𝑜
the given number of radians by )
𝜋
5𝜋 1800 900𝑜
Solution :( )( )= = 225o (Answer)
4 𝜋 4

3. Convert 2 revolutions to degrees. ( To convert from revolutions to


degrees, multiply by 360o. )
Solution : 2 𝑟𝑒𝑣 𝑥 360𝑜 = 720𝑜 ( Answer )

4. Convert 450o to revolutions (To convert from degrees to revolutions,


divide by 360o)
5
Solution: 450𝑜 ÷ 360𝑜 = 1.25 revolutions or 4 revolutions.

49
5. Find the length of an arc of a circle with radius 20 cm that subtends a
central angle of 135◦.

Solution.
Since the given central angle is in degrees, we have to convert it into
radian measure. Then apply the formula of an arc length.
𝜋 135𝜋 3𝜋
(135𝑜 ) (1800 )= 180 = 4 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
𝑠 = 𝑟𝜃
3𝜋
𝑠 = ( 20 𝑐𝑚 ) ( 4 )
S= 47.12 cm (Answer)

6. Find the area of a sector of a circle with central angle 45◦ if the radius
of the circle is 3 m.

Solution: First, we have to convert 45◦ into radians. Then apply the
formula for computing the area of a sector.

ANGLES IN STANDARD POSITION AND COTERMINAL ANGLES


An ANGLE IS IN STANDARD POSITION if its initial ray coincides
with the positive x-axis and its vertex lies on the origin.
An angle in standard position whose terminal sides coincide are called

CO-TERMINAL ANGLES.

For any angle with measure 𝜃 ,


the measure of its coterminal angle is
(𝑛)(360𝑜 ) + 𝜃 , where n is an integer.

EXAMPLES :
In the figure, ray RC is the terminal side
of ∠MRC which is in standard position

a. Find the measure of an angle


coterminal with ∠MRC under
counterclockwise rotation.
b. Find the measure of an angle coterminal with ∠MRC under a
counterclockwise rotation different from the rotation in a.
c. Find the measure of one angle coterminal with ∠MRC under a
clockwise direction.

50
a.
SOLUTIONS :

a. counterclockwise rotation b. counterclockwise rotation


360o + 50o = 410o 2(360o) + 50o = 765o

50o

clockwise rotation
-360o + 50o = -310o

ACTIVITY 1. TRANSFORM!

A. Express the following from degrees to radians and vice-versa.


1. 120o
2. 560o
3. -500o
𝜋
4. rad
5
2𝜋
5. rad
3
B. Find the measure of the angle in degrees.
1. ¼ rotation, counterclockwise
2. 2/3 rotation, clockwise
3. 1/3 rotation, counterclockwise
4. 3/5 rotation, clockwise
5. ½ rotation, clockwise

51
C. Let 𝜃 be the measure of ∠MRC in standard position. Find the
measure of an angle coterminal with ∠MRC under the given
number of rotations.
1. 𝜃 = 30𝑜 ; 3 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒
2. 𝜃 = 60𝑜 ; 2 𝑐𝑜𝑢𝑛𝑡𝑒𝑟𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒
3. 𝜃 = 90𝑜 ; 1 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒
4. 𝜃 = −30𝑜 ; 2 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒
5. 𝜃 = −60𝑜 ; 2 𝑐𝑙𝑜𝑐𝑘𝑤𝑖𝑠𝑒

ACTIVITY 2: FIND MY COMPANION!


A. Find the smallest positive coterminal angle for each of the following
1. 450o
2. -300o
3. 500o
𝜋
4. 𝑟𝑎𝑑
5
2𝜋
5. 𝑟𝑎𝑑
3

B. Find the largest negative coterminal angle for each of the following.
1. 510o
2. -100o
𝜋
3. 2 𝑟𝑎𝑑
𝜋
4. 𝑟𝑎𝑑
4

ACTIVITY 3. SOLVE ME!


1.A circle of radius 9 cm has a sector of a circle whose central angle has radian
𝜋
measure . Find the arc length and the Area of the sector.
4

2. The radius of a circle is 20 cm. Find the length of an arc of the circle subtended
by a central angle of 50o.

3. The Length of a circle is 60 cm and is subtended by a central angle of 1.5


radians. Find the radius of the circle.

52
Activity 1. LET’S SOLVE …
1. The curves at the ends of the track shown are 180° arcs of circles. The radius of
the arc for a runner on the inner path shown is 36.8 meters. About how far does
this runner travel to go once around the track? Round to the nearest tenth of a
meter.

53
MODULE 2

Lesson
Circular Functions
2

Functions ( 𝜃 ) of 𝑓 (𝑥) are called circular when the independent variable 𝜃 or x refers
to an arc length of the unit circle. To understand circular functions, the unit circle
and its properties have to be defined.

The Reference Angle


The Reference Angle for a nonquadrantal angle greater than 90o is the smallest
nonnegative angle between the terminal side and the x-axis when the angle is in
standard position. It is drawn from the x-axis to the terminal side of the angle and
sometimes from the terminal side to the x-axis but always in positive direction. All
angles in standard position less than 90o are reference angles .

The circle below is drawn in a coordinate system where the circle's center is
at the origin and has a radius of 1. This circle is known as a unit circle.

54
The x and y coordinates for each point along the circle may be ascertained by
reading off the values on the x and y axes. If you picture a right triangle with one
side along the x-axis:

55
then the cosine of the angle would be the x-coordinate and the sine of the
angle would be the y-coordinate. Since both the coordinates are defined by
using a unit circle, they are often called circular functions.

Circular Functions on Real Numbers


Recall that the sine and cosine functions (and four others: tangent, cosecant,
secant, and cotangent) of angles measuring between 0◦ and 90◦ were defined
as ratios of sides of a right triangle. It can be verified that these definitions
are special cases of the following definition.

Let θ be an angle in standard position and P(θ) = P(x, y) the point on its terminal
side on the unit circle. Define

sin 𝜃 = 𝑦 𝑦 1
tan 𝜃 = , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0 sec 𝜃 = , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0
𝑥 𝑥
cos 𝜃 = 𝑥 1 𝑥
csc 𝜃 = , 𝑤ℎ𝑒𝑟𝑒 𝑦 ≠ 0 cot 𝜃 = , 𝑤ℎ𝑒𝑟𝑒 𝑦 ≠ 0
𝑦 𝑦

Example 1 : Find the values of the circular functions using the given 𝜃 = 60𝑜 .

Solution :
Step 1 Find the coordinates of P( 60o ) on the Unit Circle.

1 √3
Therefore, P ( 60 o ) = ( , )
2 2

1 √3
Where 𝑥 = 𝑎𝑛𝑑 𝑦 =
2 2

Step 2. Replace all the values of x and y in the ratios for Circular Functions.

√3
𝑠𝑖𝑛𝜃 = 𝑦 =
2
1
cos 𝜃 = 𝑥 =
2

56
√3
𝑦
tan 𝜃 = = 2 = √3
𝑥 1
2
1 1 2 2 √3 2√3
csc 𝜃 = = = = 𝑥 =
𝑦 √3 √3 √3 √3 3
2
1 1
sec 𝜃 = = =2
𝑥 1
2
1
𝑥 1 1 √3 √3
cot 𝜃 = = 2 = = 𝑥 =
𝑦 √3 √3 √3 √3 3
2

Signs of Angles in Quadrants

The distance from a point to the origin is always positive, but the signs of
the x and y coordinates may be positive or negative. Thus, in the first quadrant,
where x and y coordinates are all positive, all six trigonometric functions have
positive values. In the second quadrant, only sine and cosecant (the reciprocal of
sine) are positive. In the third quadrant, only tangent and cotangent are positive.
Finally, in the fourth quadrant, only cosine and secant are positive. The following
diagram may help clarify.

Example 2:

In what quadrant is P(θ) located if tan θ > 0 and sin θ < 0

Solution:
𝑦 𝑦
Since, tan 𝜃 = ( where > 0 ) and sin 𝜃 = 𝑦 ( 𝑤ℎ𝑒𝑟𝑒 𝑦 < 0 )
𝑥 𝑥

57
We can say that 𝑥 < 0 and 𝑦 < 0

Therefore, P ( θ ) is located at Quadrant III

Finding the exact value of the other Circular Function/s.

Example 3

Suppose Ɵ is a real number such that sin Ɵ = − 3 /4 and cos Ɵ > 0.


Find sec Ɵ.
Solution.

We may consider Ɵ as the angle with measure Ɵ rad. Let P(Ɵ) = (x, y)
be the point on the unit circle and on the terminal side of angle s.
Since P(Ɵ) is on the unit circle,

we know that x2 + y2 = 1.

Since sin Ɵ = y = − 3 /4, we get

−3
x2 + ( 4 )2 = 1,
9
x2 + = 1,
16
9
x2 = 1-
16
7
x2 = 16
7
x =±√16
√7 √7
x =± = ( 𝑤ℎ𝑒𝑟𝑒 cos 𝜃 > 0 )
4 4

1 1 4 4 √7 4√7
Since cos 𝜃= x > 0, we have sec 𝜃 = = √7
= = 𝑥 = .
𝑥 √ 7 √ 7 √7 7
4

Evaluating Circular Functions Using Reference Angle


Example 4.
5𝜋
Use reference angle to find cot .
6

5𝜋
Step 1. You can convert into degree measure.
6

5𝜋 5𝜋 1800
= 𝑥 = 150𝑜
6 6 𝜋

58
Step 2. Find the reference angle of 150o. (the angle terminates at Quadrant II,
Hence, 180o ( 1 ) – 𝜃 = 150 o , 𝜃 =180o – 150 o = 30o is the reference angle )

150o

Reference angle is 30o Ɵ

Activity 1. COMPLETE ME!


Complete the table below.

Degrees 30o 45o 60o 90o 120o 150o 180o 225o 315o 360o
radians

P(Ɵ )

sin Ɵ

csc Ɵ

cos Ɵ

sec Ɵ

tan Ɵ

cot Ɵ

59
Activity 2. EVALUATE ME!
Use reference angle to evaluate the following.

1. Cos 225o sin 315o


2. Cot (-150o ) sec ( -120o )
3. Sec ( 390o )
11𝜋 7𝜋
4. sin 6 cos 3

Activity 3. WHERE DO I BELONG?


Let s be a real number. Determine the quadrant/s in which the corresponding
terminal point P ( s ) may be under the following conditions .

1. Cot s > 0 and sin < 0


2. Tan s > 0 and cos < 0
3. Cot s < 0 and sin > 0
4. Tan s < 0 and cos > 0
5. Sin <0 and cos < 0

ACTIVITY 1 : MORE ON CIRCULAR FUNCTIONS….


21 −2
1. The point P (√5 , 5 ) is on the unit circle. The length of the arc from
point A(1,0) to point P is 𝜃 units. What are the values of the six
circular functions of 𝜃?
2. Evaluate the sum of sin 30◦ + sin 60◦ + sin 90◦ + · · · + sin 510◦ + sin
540◦.
3. Draw a unit circle and divide the circle into 16 congruent arcs. Label
the points of division counterclockwise with letters A, B, C , ….and P ,
with A on the positive side of the x-axis as the initial point , Construct
the necessary table showing arc length and terminal point.

60
MODULE 3

Lesson
Graphs of Circular Functions
3

We can graph the circular functions just as we graphed trigonometric


functions of angles in degrees. The only difference is that we scale the
horizontal axis in radians.

GRAPHS OF THE SINE AND COSINE FUNCTIONS


A. Graph of y = sin x

X Arc length 0 𝜋 𝜋 3𝜋 2𝜋
2 2
y y=sin x 0 1 0 -1 0

The Graph clearly shows the following properties of the sine function.
1. The range of the values of sin x includes all real numbers from -1 to 1, and
the numerical value of sin x is never more than 1.
2. The sine function is a positive in the first and second quadrants, it is
negative in the third and fourth quadrants.

61
3. The value of sin x increases from 0 to 1 in the first quadrant, and from -1
to 0 in the fourth quadrant. However, the value of sin x decreases from 1
to 0 in the second quadrant and from 0 to -1 in the third quadrant.
3𝜋
4. The maximum value of sin x is 1 at 90o, and its minimum value is -1 at .
2
5. The period of the sine function is 2𝜋 and amplitude is 1.

B. Graph of y = y = cos x.

X Arc length 0 𝜋 𝜋 3𝜋 2𝜋
2 2
y y=sin x 1 0 -1 0 1

From the graph, the following properties of the cosine function are
clearly manifested:

1. The range of values of cos x includes all real numbers from -1 to 1,


and the numerical value of x is never more than one.
2. The cosine function is positive in the first and fourth quadrants, it
is negative in the second and third quadrants.
3. The cosine is a decreasing function in the first 2 quadrants, it is an
increasing function in the last 2 quadrants.
4. The maximum value of cos x is 1 at 0, and its minimum value is -1
at 𝜋.
5. The period of the cosine function is 2𝜋, and its amplitude is 1.

GRAPH OF TANGENT FUNCTION


X 𝜋 0 𝜋 𝜋 3𝜋 2𝜋

2 2 2
y −∞ 0 ∞ 0 -∞ 0

62
GRAPHS OF THE COSECANT, SECANT AND COTANGENT
FUNCTIONS
The cosecant is the reciprocal of the sine. Wherever the sine is zero, the
cosecant will be undefined, so there will be a vertical asymptote. Wherever the sine
reaches its maximum value of 1, the cosecant will reach its minimum value of 1;
wherever the sine reaches its minimum value of –1, the cosecant will reach its
maximum value of –1. Wherever the sine is positive but less than 1, the cosecant will
be positive but greater than 1;

wherever the sine is negative but greater than –1, the cosecant will be negative
but less than –1.

By using the same reasoning with the cosine wave, we can create the secant
graph:

63
The secant and cosecant have periods of length 2π, and we don't consider amplitude
for these curves. The cotangent is the reciprocal of the tangent. Wherever the tangent
is zero, the cotangent will have a vertical asymptote; wherever the tangent has a
vertical asymptote, the cotangent will have a zero. And the signs on each interval will
be the same. So, the cotangent graph looks like this:

The cotangent has a period of π, and we don't bother with the amplitude.

When you need to do the graphs, you may be tempted to try to compute a lot
of plot points. But all you really need to know is where the graph is zero, where

64
it's equal to 1, and / or where it has a vertical asymptote. If you know the
behavior of the function at zero, π/2, π, 3π/2, and 2π, then you can fill in the
rest. That's really all you "need".

AMPLITUDE , PERIOD , PHASE SHIFT AND VERTICAL SHIFT

Some functions (like Sine and Cosine) repeat forever and are called Periodic
Functions.

The Period goes from one peak to the next (or from any point to the next
matching point):

source: mathisfun.com

The Amplitude is the height from the center line to the peak (or to the trough). Or
we can measure the height from highest to lowest points and divide that by 2.

The Phase Shift is how far the function is shifted horizontally from the usual
position.

source: mathisfun.com

The Vertical Shift is how far the function is shifted vertically from the usual
position.

source: mathisfun.com

65
We can have all of them in one equation: y = A sin ( B ( x + C ) + D

• amplitude is | A |
• period is 2π/B
• phase shift is C (positive is to the left)
• vertical shift is D

And here is how it looks on a graph :

source: mathisfun.com
Example 1 : y=sin x
This is the basic unchanged sine formula . A = 1 , B = 1 , C= 0 , D= 0
So Amplitude is 1 , period is 2𝜋 , there is no phase shift or vertical shift.

source: mathisfun.com
1
Example 2: y = 2 sin(4(x − )) + 3
2

• amplitude A = 2
• period 2π/B = 2π/4 = π/2
• phase shift = −0.5 (or 0.5 to the right)
• vertical shift D = 3

source: mathisfun.com

66
ACTIVITY 1. SKETCH ME!
A. Sketch the Graph of each function in the interval from 0 to 2𝜋.
Determine the amplitude, period, phase shift and vertical shift
1
1. 𝑦 = 2cos x
2. 𝑦 = sin 3𝑥
3. 𝑦 = 2𝑡𝑎𝑛𝑥
4. 𝑦 = sec 𝑥
𝜋
5. 𝑦 = 𝑐𝑜𝑠 ( 𝑥 − 2 )
6. Y = 2 sin 3x
𝜋
7. Y= 5 sin (x - 4 ) + 2

Answer each of the following.


𝜋
1. Aiden said that the graph of 𝑦 = tan( 𝑥 − 4 ) has asymptotes at
3𝜋
x= + 𝑛𝜋 for all integral values of n. Do you agree with Aiden?
4
Explain why or why not?
𝜋 𝜋
2. Is the graph of 𝑦 = sin( 2𝑥 − ) the graph of y = sin 2x moved units to
4 4
the right? Explain why or why not?

MODULE 4

Lesson
Trigonometric Identities
4
In this module, lets apply the different trigonometric Identities derived from
the previous lessons and let’s expand it for us to solve other values involving
identities. Problem Solving will also be included mostly in the proofing trigonometric
equations. Before we deal in the main topic let’s define the difference between Identity
and a Conditional equation. Engineers, Mathematicians and Scientists utilize the
Elementary skills in proving such equations and by using Trigonometric Identities in
mostly in daily problems encountered by our society involving trajectory and motion,

67
technologies developed involving signals, constructions and architecture related to
improve our lives today.

Difference Between Identity and a Conditional Equation


An identity is an equation that is true for all values of the variable in the domain of
the equation.
An equation that is not an identity is called a conditional equation. (In other words,
if some values of the variable in the domain of the equation do not satisfy the
equation, then the equation is a conditional equation.)

The Fundamental Trigonometric Identities


Before we proceed to deriving the different trigonometric Identities let’s recall the
concept of the unit circle.

1 𝑦
𝑠𝑖𝑛𝜃 = 𝑦; 𝑐𝑠𝑐𝜃 = ; tan 𝜃 =
𝑦 𝑥
1 𝑥
𝑐𝑜𝑠𝜃 = 𝑥; 𝑠𝑒𝑐𝜃 = ; cot 𝜃 =
𝑥 𝑦

We derive the ff: equations by applying the basic

Reciprocal Identities
1 1 1
𝑐𝑠𝑐𝜃 = ; 𝑠𝑒𝑐𝜃 = ; cot 𝜃 =
𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝜃 tan 𝜃

identities given above.

Quotient Identities
𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝜃
𝑡𝑎𝑛𝜃 = ; 𝑐𝑜𝑡𝜃 = ;
𝑐𝑜𝑠𝜃 𝑠𝑖𝑛𝜃

These basic formulas are helpful mostly in dealing with problems in simplifying. Now
based on the unit circle lets derive some of the formulas based on the Pythagorean
formula applied.
𝑥2 + 𝑦2 = 1

68
If we substitute the values of the x and y given on the formulas derived from the unit
circle, we have the Pythagorean formula
𝒄𝒐𝒔𝟐 𝜽 + 𝒔𝒊𝒏𝟐 𝜽 = 𝟏
Now if we divide both sides of the equation by 𝑐𝑜𝑠 2 𝜃 we will have the ff:
1
(𝑐𝑜𝑠2 𝜃 + 𝑠𝑖𝑛2 𝜃 = 1)
𝑐𝑜𝑠 2 𝜃
2 2
𝑐𝑜𝑠 𝜃 𝑠𝑖𝑛 𝜃 1
+ =
𝑐𝑜𝑠 2 𝜃 𝑐𝑜𝑠 2 𝜃 𝑐𝑜𝑠 2 𝜃

𝟏 + 𝒕𝒂𝒏𝟐 𝜽 = 𝒔𝒆𝒄𝟐 𝜽
if we divide both sides of the equation by 𝑠𝑖𝑛2 𝜃 we will have the ff:
1
(𝑐𝑜𝑠2 𝜃 + 𝑠𝑖𝑛2 𝜃 = 1)
𝑠𝑖𝑛2 𝜃
𝑐𝑜𝑠 2 𝜃 𝑠𝑖𝑛2 𝜃 1
+ =
𝑠𝑖𝑛 𝜃 𝑠𝑖𝑛 𝜃 𝑠𝑖𝑛2 𝜃
2 2

𝒄𝒐𝒕𝟐 𝜽 + 𝟏 = 𝒄𝒔𝒄𝟐 𝜽

Now, we completely derive the Pythagorean Identities given below:

Pythagorean Identities

• 𝑐𝑜𝑠 2 𝜃 + 𝑠𝑖𝑛2 𝜃 = 1
• 1 + 𝑡𝑎𝑛2 𝜃 = 𝑠𝑒𝑐 2 𝜃
• 𝑐𝑜𝑡 2 𝜃 + 1 = 𝑐𝑠𝑐 2 𝜃

In addition to the eight identities presented above, we also have the following
identities.

Even-Odd Identities

sin (−𝜃) = − sin 𝜃 ; cos (−𝜃) = cos 𝜃 ; tan(−𝜃) = − tan 𝜃

The proof of the Even-Odd Identities can be analyzed thru the unit circle.

Proving Trigonometric Identities

We can use the eleven trigonometric identities we derived earlier to establish or prove
some of the equations to be true or not. To verify the Equation, we need to recall that
the identity means it is equal for all values on the different side of the equation. Some
examples shown in the next part of this module.

There are some tips we can utilized in solving

1. Know the eleven basic relationships and recognize alternative forms of each.

2. Know the procedures for adding and subtracting fractions, reducing fractions, and
transforming fractions into equivalent fractions.

3. Know factoring and special product techniques.

69
4. Use only substitution and simplification procedures that allow you to work on
exactly one side of an equation.

5. Select the side of the equation that appears more complicated and attempt to
transform it into the form of the other side of the equation.
6. If neither side is uncomplicated, transform each side of the equation,
independently, into the same form.

7. Avoid substitutions that introduce radicals.

8. Use substitutions to change all trigonometric functions into expressions involving


only sine and cosine and then simplify.

9. Multiply the numerator and denominator of a fraction by the conjugate of either.

10. Simplify a square root of a fraction by using conjugates to transform it into the
quotient of perfect squares.

In the derivation of the following formulas are not see. It will be discussed by the
teacher for the sake of the discussion additional formulas are added to accomplish
the topic. These are the Identities we can use for application of 2 angles and finding
other values of the trigonometric values.

Sum and difference Identities

Cosine Sum and difference Identities

• cos(𝐴 + 𝐵) = cos 𝐴 cos 𝐵 − sin 𝐴 sin 𝐵


• cos(𝐴 − 𝐵) = cos 𝐴 cos 𝐵 + sin 𝐴 sin 𝐵

Sine Sum and difference Identities

• sin(𝐴 + 𝐵) = sin 𝐴 cos 𝐵 + cos 𝐴 sin 𝐵


• sin(𝐴 − 𝐵) = sin 𝐴 cos 𝐵 − cos 𝐴 sin 𝐵

Tangent Sum and difference Identities


tan 𝐴+tan 𝐵
• tan(𝐴 + 𝐵) =
1−tan 𝐴 tan 𝐵

tan 𝐴−tan 𝐵
• tan(𝐴 − 𝐵) =
1+tan 𝐴 tan 𝐵

Cofunction Identities
𝜋 𝜋 𝜋
cos ( − 𝜃) = 𝑠𝑖𝑛𝜃; sin ( − 𝜃) = 𝑐𝑜𝑠𝜃; tan ( − 𝜃) = 𝑐𝑜𝑡𝜃
2 2 2

70
Double and Half Angle Identities
Double Angle Identities for Sine and Cosine

• sin 2𝐴 = 2 sin 𝐴 cos 𝐴

• cos 2𝐴 = 𝑐𝑜𝑠2 𝐴 − 𝑠𝑖𝑛2 𝐴

Other Double-Angle Identities for Cosine

• cos 2𝐴 = 2𝑐𝑜𝑠 2 𝐴 − 1

• cos 2𝐴 = 1 − 2𝑠𝑖𝑛2 𝐴

Tangent Double-Angle Identities


2 tan 𝐴
tan 2𝐴 =
1 − 𝑡𝑎𝑛2 𝐴

Half Angle Identities for Sine and Cosine

𝐴 1 + cos 𝐴
cos ( ) = ±√
2 2

𝐴 1 − cos 𝐴
sin ( ) = ±√
2 2

𝐴 𝐴
Note: The appropriate signs of cos ( ) and sin ( ) depend on
2 2
𝐴
which quadrant ( ) lies.
2

Half Angle Identities for tangent


𝐴 1 − cos 𝐴
tan ( ) =
2 sin 𝐴
𝐴 sin 𝐴
tan ( ) =
2 1 + cos 𝐴

Useful Identities
1 + cos 2𝐴
𝑐𝑜𝑠2 𝐴 =
2
1 − cos 2𝐴
𝑠𝑖𝑛2 𝐴 =
2

For the sake of finding the exact values of a specific angle we can use the formulas
given to us. Be familiarized on the formulas as we will use it in proving identities and

71
finding the exact value of the trigonometric value given to us. The derivation is not
included to the sake of the page limit. The teacher can explain it further how these
formulas derived.

Activity 1- Identify me! Answer the following and identify if it is an identity


or a conditional equation and your proof on a separate sheet of paper with solution.

1.(1 − 𝑠𝑖𝑛2 𝑥)(1 + 𝑡𝑎𝑛2 𝑥) = 1

2. 𝑐𝑠𝑐 2 𝜃(1 − 𝑐𝑜𝑠2 𝜃) = 2

3.sin 𝐴 cos 𝐴 (tan 𝐴 + cot 𝐴) = 1

Activity 2- Simplicity!

Simplify the following equation and write your solution on a separate sheet of
paper.
cos 𝜃
1. tan 𝜃 +
1+sin 𝜃

2. sin 𝜃 sec 𝜃 cot 𝜃

3. 𝑡𝑎𝑛2 𝜃𝑐𝑜𝑠 2 𝜃 + 𝑐𝑜𝑡 2 𝜃𝑠𝑖𝑛2 𝜃

Activity 3- Solve me!

Answer the following problem given the unknowns and write your solution on a
separate sheet of paper.

1. Find the values of the trigonometric functions of, given sin 𝜃 =2/3

2. Find the values of the trigonometric functions of, given cot 𝜃 = −√3

Activity 4- Verify me!

Verify the following problem given and write your proof on a separate sheet of paper
with solution.
sec 𝑥+csc 𝑥
1. = sin 𝑥 + cos 𝑥
tan 𝑥+cos 𝑥
1
2. = sec 𝑥 + tan 𝑥
sec 𝑥+tan 𝑥

sin 𝜃 cos 𝜃 tan 𝜃


3. =
𝑐𝑜𝑠 2 𝜃−𝑠𝑖𝑛2 𝜃 1−𝑡𝑎𝑛2 𝜃

72
Activity 5- Verify me!

Problems involving double and half angle solution. In this problem answer the
unknown to each problem and place your solution on a separate sheet of paper.

1. Using the half-angle formulas, find the exact values of


1 𝜋
(a) sin 15°, (b) sin 292 ° and (c) sin .
2 8

2. Rewrite each expression as a single function of an angle.

a. sin 75° cos 28° − cos 75° sin 28°

b. 2 sin 75° cos 75°

c. 1 − 2𝑠𝑖𝑛2 37°
tan 37°+tan 68°
d.
1−tan 37° tan 68°

1+cos 160°
e. √
2

1−cos 184°
f.
sin 184°

3. Using the sum and difference formula. Find the values of the sine, cosine, and
𝜋
tangent of radians.
12

4. Using the sum and difference formula. Find the values of the sine, cosine, and
5𝜋
tangent of radians.
12

Application: Write and solve it on a separate sheet with solution.

Express all other five trigonometric functions in terms of tan x


(allowing ± in the expression).

MODULE 5
Lesson
Inverse Trigonometric Functions
1
In this module, introduced to the different Inverse trigonometric functions and
let’s expand it for us to graph and solve other values involving finding the angle of
the problems. Problem Solving will also be included mostly in the Inverse
Trigonometric Functions and involving problem solving. Engineers, Mathematicians

73
and Scientists utilize the concepts in daily problems encountered by our society
involving measurements and motion, constructions and architecture related to
improve our lives today.

Introduction
In this lesson, we first restrict the domain of each trigonometric function because
each of them is not one-to-one. We then define each respective inverse function and
evaluate the values of each inverse trigonometric function.

A. The Six Inverse Trigonometric Functions


1. The Inverse Sine Function
The domain of the sine function is the set R of real numbers, and its range is the
closed interval [−1,1]. As observed in the previous lesson about the graph of
trigonometric functions,− the sine function is not one-to-one, and the first step is to
restrict its domain (by agreeing what the convention is) with the following conditions:

(1) the sine function is one-to-one in that restricted domain, and


(2) the range remains the same.

The inverse of the (restricted) sine function 𝑓(𝑥) = 𝑠𝑖𝑛𝑥,where the domain is restricted
−𝜋 𝜋
to the close interval [ , ], is called the inverse sine function or arcsine function,
2 2
denoted by 𝑓 −1 (𝑥) = 𝑠𝑖𝑛−1 𝑥 or 𝑓 −1 (𝑥) = 𝑎𝑟𝑐𝑠𝑖𝑛 𝑥.
−𝜋 𝜋
Here, the domain of 𝑓 −1 (𝑥) = 𝑎𝑟𝑐𝑠𝑖𝑛 𝑥 is [−1,1], and the range is [ , ]. Thus, 𝑦 =
2 2
1 1
𝑠𝑖𝑛−1 𝑥 or 𝑦 = arcsin 𝑥, If and only if sin 𝑦 = 𝑥, where −1 ≤ x ≤ 1 and − ≤y≤ .
2 2

Figure 1: Graph of Sine and Inverse Sine Functions

74
2. The Inverse Cosine Function
As same from the inverse sine or arcsine is the same principles in defining the
other trigonometric functions. Here in the inverse of cosine function is defined by 𝑦 =
cos −1 𝑥 or 𝑦 = arccos 𝑥 which means, cos 𝑦 = 𝑥, where the domain is −1 ≤ x ≤ 1 and the
range is 0 ≤ y ≤ 𝜋.

Figure 2: Graph of Cosine and Inverse Cosine Functions

3. The Inverse Tangent Function


The inverse tangent function is similarly defined as inverse sine and inverse cosine
functions. In symbols, 𝑦 = tan−1 𝑥 or 𝑦 = arctan 𝑥 which means, tan 𝑦 = 𝑥, where the
𝜋 𝜋
domain is 𝑥 ∈ ℝ and the range is − < 𝑦 < .
2 2

Figure 3: Graph of Tangent and Inverse Tangent Functions

75
4. Inverse Cotangent Function
The inverse cotangent function is similarly defined as inverse sine and inverse cosine
𝜋
functions. In symbols, cot −1 𝑥 = − tan−1 𝑥. It follows that the domain of 𝑦 = cot −1 𝑥 is
2
ℝ and its range is (0, 𝜋).

Figure 4: Graph of Cotangent and Inverse Cotangent Functions

5. Inverse Secant Function


The inverse secant function is similarly defined as the other functions. In symbols,
𝑦 = sec −1 𝑥 or 𝑦 = arcsec 𝑥, sec 𝑦 = 𝑥. Where the domain is /𝑥/≥ 1 and the range is 𝑦 ∈
𝜋 3𝜋
[0, ) ∪ [𝜋, ).
2 2

Figure 5: Graph of Secant and Inverse Secant Functions

76
6. The Inverse Cosecant Function
The inverse cosecant function is similarly defined as the other functions.
𝜋
In symbols, csc −1 𝑥 = − sec −1 𝑥. This means that the domain of 𝑦 = csc −1 𝑥 is
2
𝜋 𝜋
(−∞, −1] ∪ [1, ∞) and its range is (−𝜋, − ] ∪ (0, ].
2 2

Figure 6: Graph of Cosecant and Inverse Cosecant Functions

B. Summarization of all Inverse Trigonometric Functions


Since we define the sic inverse trigonometric functions let us define again and
summarized the domain and range of the different functions.

Function Domain Range Graph

Sin-1 x [−1,1] 𝜋 𝜋 Figure 1


[− , ]
2 2

Cos-1 x [−1,1] (0, 𝜋). Figure 2

Tan-1 x ℝ 𝜋 𝜋 Figure 3
[− , ]
2 2

Cot-1 x ℝ (0, 𝜋). Figure 4

Sec-1 x /𝑥/≥ 1 𝜋 3𝜋 Figure 5


𝑦 ∈ [0, ) ∪ [𝜋, ).
2 2

Csc-1 x (−∞, −1] ∪ [1, ∞) 𝜋 𝜋 Figure 6


(−𝜋, − ] ∪ (0, ].
2 2

77
Activity 1- Solve me! Answer the following on a separate sheet of paper
with solution.

1. Find the EXACT value of the following


√3 √3
a) 𝑐𝑜𝑠( 𝑆𝑖𝑛−1 − ) = _____ b) 𝑐𝑜𝑡( 𝐶𝑜𝑠 −1 (− )) = _____
2 2

√3 1
c) 𝑠𝑒𝑐( 𝑇𝑎𝑛−1 (− )) = ______ d) 𝑐𝑜𝑠( 𝐶𝑜𝑠 −1 (− )) = ______
3 2

1 1
e) 𝑠𝑖𝑛( 𝑆𝑖𝑛−1 (− )) = ____ f) 𝑠𝑖𝑛( 𝑆𝑖𝑛−1 (− )) = ______
2 3

2. Find the EXACT value of the following


𝜋 4𝜋
a) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( )) = ______ b) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( )) = _____
3 3

4𝜋 5𝜋
c) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( )) = ______ d) 𝐶𝑜𝑠 −1 (𝑠𝑖𝑛( )) = ______
3 6
3𝜋 7𝜋
e) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( − )) = ____ f) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( )) = ______
4 6
2𝜋 19𝜋
g) 𝑇𝑎𝑛−1 𝑡𝑎𝑛( )) = _____ h) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( )) = _____
3 6

𝜋 −5𝜋
i) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( − )) = _____ j) 𝑇𝑎𝑛−1 (𝑡𝑎𝑛( )) = _____
3 4
7𝜋 13𝜋
k) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( − )) = _____ l) 𝑇𝑎𝑛−1 (𝑡𝑎𝑛( )) = ______
6 3

m) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( 2)) = _______ n) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( 4)) = ______

3. Find the EXACT value of the following.


3 2
a) 𝑐𝑜𝑠( 𝑆𝑖𝑛−1 (− )) = _____ b) 𝑐𝑜𝑡( 𝐶𝑜𝑠 −1 (− )) = _____
5 3

5
c) 𝑠𝑒𝑐( 𝑇𝑎𝑛−1 (−4)) = ______ d) 𝑐𝑠𝑐( 𝐶𝑜𝑠 −1 (− )) = ______
13
1 1
e) 𝑡𝑎𝑛( 𝑆𝑖𝑛−1 ( )) = ____ f) 𝑐𝑠𝑐( 𝑇𝑎𝑛−1 (− )) = ______
5 3

4. Simplify the following completely.


4 2
a) 𝑠𝑒𝑐( 𝑆𝑖𝑛−1 ( )) = _____ b) 𝑐𝑠𝑐( 𝐶𝑜𝑠 −1 ( )) = _____
5 3

78
5. Find the EXACT value of the following
3𝜋 7𝜋
a) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( )) = _______ b) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( )) = __________
5 5
7𝜋 8𝜋
c) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( )) = _______ d) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( )) = __________
5 5

5𝜋 11𝜋
e) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( )) = _______ f) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( )) = __________
8 8
𝜋 𝜋
g) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( − )) = _______ h) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( − )) = __________
5 5

Activity 2- Discover me! True or False. If the statement is false, correct it


so it is true.

a) 𝐶𝑜𝑠 −1 (𝑐𝑜𝑠( 𝑥)) = 𝑥

b) 𝑆𝑖𝑛−1 (𝑠𝑖𝑛( 𝑥)) = 𝑥

c) 𝑇𝑎𝑛−1 (𝑡𝑎𝑛( 𝑥)) = 𝑥

d) 𝑐𝑜𝑠( 𝐶𝑜𝑠 −1 (𝑥)) = 𝑥

Performance Task: Let’s do this!


Materials: paper, pencil, and scientific calculator in degree mode

Procedure: Draw the following triangles and find the answers.


1. Triangle ABC has a right angle at C. Next, side AB=8m and side CB=5m.
Using inverse trigonometric functions, find the degree measures of angle
B and angle A.

2. Triangle EFG has a right angle at G. Next, side EG=3 in and side GF=2 in.
Using inverse trigonometric functions, find the degree measures of angle
E and angle F.

79
MODULE 6

Lesson
Trigonometric Equations
6
In this module, introduced to the different Inverse trigonometric functions and
let’s expand it for us to graph and solve other values involving finding the angle of
the problems. Problem Solving will also be included mostly in the Inverse
Trigonometric Functions and involving problem solving. Engineers, Mathematicians
and Scientists utilize the concepts in daily problems encountered by our society
involving measurements and motion, constructions and architecture related to
improve our lives today.

Introduction
To understand this lesson, we need to define the trigonometric equations are. A
trigonometric equation is any equation that contains a trigonometric function.
Trigonometric identity is trigonometric functions that holds true for any angle.
We will focus on solving conditional equations that involves trigonometric
functions. Such equations are referred to as trigonometric equations. Generally, its
solutions are infinite due to the periodicity of the trigonometric functions. To simplify
the determination of the possible solutions of x we first introduce a limit 0 ≤ 𝑥 < 2𝜋
or [0, 2𝜋], then for every n integer, 𝑥 + 2𝑛𝜋 is also a solution.

Steps in Solving Trigonometric Equations


1. If the equation is linear in one trigonometric function:
a. Directly solve for the trigonometric function.
b. Then solve for the angle by determining the function values of
the quadrantal or special angle by applying the trigonometric
tables.
2. If there are more trigonometric functions, apply the Fundamental
Identities to represent the equation in terms of one trigonometric function.
3. If the equation is not linear, represent it by isolating the left side of the
equation. Then apply factoring (if factorable), otherwise use the quadratic
formula.
4. Use the algebraic techniques for solving the trigonometric equations.

To “solve an equation” means to find all solutions of the equation. Here, unless stated
as angles measured in degrees, we mean solutions of the equation that are real
numbers (or equivalently, angles measured in radians).

80
To understand further, we will show some techniques in solving trigonometric
equations in the next part. In this module we are required to apply the Identities,
Linear equation etc. based on the given equation to us

In this Section we will solve some examples and problem solving involving
trigonometric Equations.
1. Find all solutions of the equation sin 𝑥 = 0.

Solution:

The values in the interval [0, 2𝜋] for which sin 𝑥 = 0 are 0 and 𝜋. Then every
situation of x is

𝑥 = 0 + 2𝑛𝜋 or 𝑥 = 𝜋 + 2𝑛𝜋

The solution can be reduced to 𝑥 = 𝜋 + 2𝑛𝜋, n an integer (n∈ ℤ)


𝜋 1
2. Determine whether 𝜃 = is a solution of the trigonometric equation cos 𝜃 = .
3 2

Solution:
𝜋
On the unit circle, the terminal point 𝜃 = is in Q1, with coordinates
3

1 √3
P( , ) = (𝑐𝑜𝑠 𝜃, 𝑠𝑖𝑛 𝜃).
2 2
𝜋 1
Therefore, substituting the given in the trigonometric equation, gives cos = ,
3 2
𝜋
which is true. So, we conclude that 𝜃 = is a solution. Another solution to the
3
5𝜋
equation is 𝜃 = , which is in Q4.
3

3. Solve the quadratic equation 𝑠𝑖𝑛2 𝑥 = 1 + 2 cos 𝑥.

Solution:

𝑠𝑖𝑛2 𝑥 = 1 + 2 cos 𝑥, replacing 𝑠𝑖𝑛2 𝑥 𝑏𝑦 1 − 𝑐𝑜𝑠 2 𝑥 by the first fundamental identity,

1 − 𝑐𝑜𝑠2 𝑥 = 1 + 2 cos 𝑥

𝑐𝑜𝑠2 𝑥 + 2 cos 𝑥 = 0

cos 𝑥 (cos 𝑥 + 2) = 0
𝑥 𝑥
Hence, the solution set is { = 0} ∪ { + 2 = 0}. But −1 ≤ 𝑐𝑜𝑠𝑥 ≤ 1 for every x,
cos 𝑥 cos 𝑥
so, the equation cos 𝑥 + 2 = 0 has an empty solution. Thus, the solution set is
𝑥 𝜋 3𝜋
{ = 0}.If 0 ≤ 𝑥 < 2𝜋, then the solution set is { , }.
𝑐𝑜𝑠𝑥 2 2

4. Find all solutions of the equation 2𝑠𝑖𝑛2 𝑥 − 3 sin 𝑥 + 1 = 0 in the interval [0,2𝜋).

Solution:

81
Since we can represent 2 𝑠𝑖𝑛2 𝑥 − 3 sin 𝑥 + 1 = 0 in the form 𝑃(𝑥)𝑄(𝑥) = 0, we can
determine the solution by letting 𝑃(𝑥) = 0 and 𝑄(𝑥) = 0. Buy factoring the left side of
the equation, we get

2 𝑠𝑖𝑛2 𝑥 − 3 sin 𝑥 + 1 = 0

(2𝑠𝑖𝑛𝑥 − 1)(𝑠𝑖𝑛𝑥 − 1) = 0
2 𝑠𝑖𝑛𝑥 − 1 = 0

2𝑠𝑖𝑛𝑥 = 1
1
sin 𝑥 =
2
To determine the solution set of the original equation 2 sin 𝑥 − 3 sin 𝑥 + 1 = 0 in the
1
interval [0, 2𝜋) we will find the values of sin 𝑥 = and sin 𝑥 = 1. In this interval, the
2
𝜋 5𝜋 𝜋
solutions of 𝑥 = are 𝑥 = ; the only solution for sin 𝑥 = 1 is sin 𝑥 = . Thus, the
6 6 2
𝜋 5𝜋
solutions of the 2 sin 𝑥 − 3 sin 𝑥 + 1 = 0 in the interval [0, 2𝜋) are 𝑥 = , 𝑥 = , and 𝑥 =
6 6
𝜋
.
2

5. Find the solutions of the equation cos 2𝑥 + cos 𝑥 + 1 = 0 in the interval [0, 2𝜋).

Solution:
Solving for cos 2𝑥 + cos 𝑥 + 1 = 0, we get

cos 2𝑥 + cos 𝑥 + 1 = 0 Given

2𝑐𝑜𝑠 2 𝑥 − 1 + cos 𝑥 + 1 = 0 Apply double angle identity

2𝑐𝑜𝑠 2 𝑥 + cos 𝑥 = 0 Simplify

cos 𝑥 (2 cos 𝑥 + 1) = 0 Apply common Factor


cos 𝑥 = 0, 2 cos 𝑥 + 1 = 0

2 cos 𝑥 = −1
1
cos 𝑥 = −
2
𝜋 1 2𝜋
The values in the unit circle for cos 𝑥 = 0 is 𝑥 = and for cos 𝑥 = − is 𝑥 = . Thus,
2 2 3
𝜋 2𝜋
the solution is 𝑥 = and 𝑥 = .
2 3

6. Solve for x 𝑥 𝜖 [0,2𝜋) in the equation 3𝑐𝑜𝑠 2 𝑥 + 2 sin 𝑥 = 2.

82
Solution:

In this solution we need to apply some identity and algebra as we shown in the
solution below

3𝑐𝑜𝑠 2 𝑥 + 2 sin 𝑥 = 2 Given

3(1 − 𝑠𝑖𝑛2 𝑥) + 2 sin 𝑥 = 2 Pythagorean Identity

3 − 3𝑠𝑖𝑛2 𝑥 + 2 sin 𝑥 − 2 = 0 Simplify

−3𝑠𝑖𝑛2 𝑥 + 2 sin 𝑥 + 1 = 0

3𝑠𝑖𝑛2 𝑥 − 2 sin 𝑥 − 1 = 0 Multiplied by -1 then factor


(3 sin 𝑥 + 1)(sin 𝑥 − 1) = 0 Factoring

3 sin 𝑥 = −1 and sin 𝑥 = 1


1
sin 𝑥 = − and sin 𝑥 = 1
3

1 𝜋
𝑥 = 𝑠𝑖𝑛−1 (− ) + 2𝜋 and 𝑥=
3 2

1 𝜋
Solutions: 𝑠𝑖𝑛 −1 (− ) + 2𝜋 and
3 2

Activity 1- Solve me! Answer the following on a separate sheet of paper


with solution.

Let us find out if you really understand the discussed concept by answering these
exercises.
𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋
1. Which numbers in the set {0, , , , , , , , 𝜋, 2𝜋} are solutions to the
6 4 3 2 3 4 6
following equations?
1
a. sin 𝑥 = ` c. 3 sec 𝑥 = −2√3 e. 𝑠𝑒𝑐 2 𝑥 − 𝑡𝑎𝑛2 𝑥 = 1
2

b. tan 𝑥 = 1 d. √3| cot 𝑥| = 1 f. sin 𝑥 + cos 𝑥 = 0

2. Solve the following trigonometric equation.

a. 2 cos 𝑥 − 1 = 0
b. (1 + cosθ)(tan θ − 1) = 0

c. 2 cos 𝑥 tan 𝑥 = 2 cos 𝑥


𝑥
d. 𝑠𝑖𝑛2 𝑥 + 5𝑐𝑜𝑠2 = 2
2

83
3. Find all solutions of √3 tan 𝑥𝑐𝑜𝑡𝑥 + √3 tan 𝑥 − cot 𝑥 − 1 = 0

4. Find all values of x in the interval of [−2𝜋, 2𝜋] that will satisfy the equation
(sin 𝑥 − 1)(sin 𝑥 + 1) = 0

5. Solve for x 𝑥 𝜖 [0,2𝜋): sin 2𝑥 = sin 𝑥

Problem Solving:
On a separate sheet of paper answer the problems with solution provided.
1. The voltage V (in volts) coming from an electricity distributing
company is fluctuating according to the function 𝑉(𝑡) = 200 +
170 sin(120𝜋𝑡)at time t in seconds.
a. Determine the first time it takes to reach 300 volts.
b. For what values of t does the voltage reach its maximum value?

2. A weight is suspended from a spring and vibrating vertically according to


the equation f(t) = 25.2 sin (3.8t 2.1), where f(t) centimeters is the directed
distance of the weight from its central position at t seconds, and the
positive distance means above its central position.
(a) Find the times when the weight is at its central position.
(b) For what values of t does the weight reach its farthest point below its
central position?

MODULE 7

Lesson Problem Solving in Trigonometric


7 Functions and Equations
In this module, we will apply all the concepts and we will add some laws
governing in trigonometry problems. We will develop your problem-solving skills and
comprehension needed in the college level and in the industries. Engineers,
Mathematicians and Scientists utilize the concepts in daily problems encountered by
our society involving measurements and motion, constructions and architecture
related to improve our lives today.

84
Introduction
In this lesson we will apply all the concepts on inverse trigonometric and
trigonometric equations in real life scenario. Trigonometric functions have practical
uses in navigation, physics, engineering and other sciences through presenting
different worded problems. To utilize this concept, we will introduce some concept
that can be helpful in solving problems.

Angle of Depression and Angle of Elevation

As we seen in the figure, we define


the angle of depression is the angle
lower than the reference line, also
the angle of elevation is the angle
above the reference angle.

Angle of Depression

Angle of Elevation

Solution to Right Triangles


We define Right triangle as a type of triangle having a right triangle (90 degrees).
Some scenarios we can use the right triangle to represent the solution to every
problem. As we seen in triangle ABC, we can relate it in some cases. Note. Since the
earth is a spherical so it is only applicable in short distances where the curvature is
minimal. It is important to note this mostly in times of the false facts circulating from
the internet about the earth is flat.

As we seen in the figure below that the a, b and c are the length of the sides while
the A, B and C are the angles in the triangle, in this case the angle C is mostly in 90
degrees. It is also important to note that the sum of interior angle of the triangle is
equal to 180 degrees.

85
c B
a

A C

Figure 1

Let us consider the following relationship/ trigonometric ratios to find the required
angle given two measurements of a triangle. The theta is based on the reference line.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. sin−1 𝜃 = = 𝑆𝑂𝐻
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
b. cos −1 𝜃 = = 𝐶𝐴𝐻
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
c. tan−1 𝜃 = = 𝑇𝑂𝐴
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

Solution to Oblique Triangles


In any triangle such as ABC in figure 2, A, B and C represent the angles and a, b,
and c represent, respectively, the lengths of the sides opposite these angles. To solve
these types of triangles we will introduce the sine and cosine law.
B
B

c a
c
a

D 180o- C
A A
C b C D
The Sine Lawb
We define the sine law as any side of a triangle divided by the sine of the opposite is
equal to any side of the triangle divided by the sine of the angle opposite. This formula
can be helpful when dealing such problems. The formula is given by:
sin 𝐴 sin 𝐵 sin 𝐶
= =
𝑎 𝑏 𝑐

The Cosine Law


We define the cosine law as to solution if the Sine Law is not applicable like given the
unknown sides given the adjacent angle or vice versa. This formula also derives from
the Pythagorean theorem where the unknown angle is a right triangle.

86
Examples of applications it can be used in the navigation like the bearing as the
formula is given by in 3 cases

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴

𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 cos 𝐵

𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 cos 𝐶

Steps in Solving Word Problems Involving Trigonometry


5. First write the unknowns and givens.
6. Hint some words like Angle of depression, Angle of elevation to help
ourselves in solving problem solving
7. Draw the diagram, Utilize the papers to avoid confusion
8. Solve for the unknowns
9. In case that you might encounter linear and nonlinear equations we can use
the principles in solving for the unknowns.
10. Don’t Forget the required unknown.

To understand further, we will show some techniques in solving word problems


applying the solution for right triangle and oblique triangle in the next part. In this
module we are required to apply the Identities, Linear equation etc. based on the
given equation to us.

Activity 1- Solve me! Answer the following on a separate sheet of paper


with solution.

Let us find out if you really understand the discussed concept by answering these
exercises.

1. A person has a kite out on 1750 ft of string at an angle of 75° with ground. An
observer notes that the angle formed by the kite and the flier is 102°. How far is the
kite from the observer?

2. An observer are about to climb the tallest mountain in the world, Mount Everest.
He set up base camp 50,000 thousand feet from the peak. The angle of depression
from the peak to camp is 30 degrees. Find the actual height of Mount Everest

3. An observer is standing in a hotel room in Paris, France. You can see the Eiffel
tower from you room. The Eiffel tower is 750 feet away. The angle of elevation from
your room to the top of the Eiffel tower is 46 degrees and the angle of depression

87
from your room to the bottom of the Eiffel tower is 20.9 degrees. Find how high you
room is off the ground and find the total height of the Eiffel tower.
4. To find the width of a river, a boy places a wooden peg at a point A on one side
directly opposite an object B on the opposite bank. From A, he walks 50 m along the
bank to a point C. He observes that angle ACB is 34 degrees. Calculate the width of
the river.

5. A tower 150 m high is situated at the top of a hill. At a point 650 m down the hill
the angle between the surface of the hill and the line of sight to the top of the tower
is 12.50 degrees. Find the inclination of the hill to a horizontal plane.

Strength and Weakness!

In the two box, Identify the Strengths and weakness from the Activity Sheet
and how can you cope in your weakness. BE HONEST!

STRENGTH WEAKNESS

88
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
Quarter I

1. Given the Standard Equation of a circle as (𝑥 − 2)2 + (𝑦 − 1)2 = 25 which of


the following is True
A. The Center is at (2,1) C. The radius is 25
B. The Center is at (-2,-1) D. The center is located at quadrant II
2. Given the following properties of circle with center at (4,-1) and radius 6.
What is the Standard Equation?
A. (𝑥 − 4)2 + (𝑦 − 1)2 = 36 C. (𝑥 − 1)2 + (𝑦 − 4)2 = 36
B. (𝑥 − 4) + (𝑦 + 1) = 36
2 2 D. (𝑥 + 1)2 + (𝑦 − 4)2 = 36

For items 3-5, given the equation of a parabola; 𝑥 2 + 6𝑥 + 8𝑦 = 7


3. What is the vertex of the equation above?
A. (-3,2) C. (-3,-2)
B. ( 3,2) D. (3,2)
4. At what coordinate does the focus of the parabola located?
A. (0,3) C. (3,0)
B. (0,-3) D. (-3,0)
5. What is the equation of the Directrix?
A. y = 4
B. y = -4
C. x = 4
D. x = -4
6. Which of the following statements is NOT true?
A. The eccentricity of the circle is 0
B. The Standard equation of a circle is given as (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
C. The General Equation of the conic section is given as
𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥𝑦 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
D. The General Equation of a circle is given as
𝑥 2 + 𝑦 2 + 𝐶𝑥𝑦 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
7. Which of the following statements is NOT true in Ellipse?
A. The eccentricity of the Ellipse is in the range of 0<e<1
B. The Orientation of the Ellipse can be in different forms.
C. The Ellipse have 2 foci.
D. The formula of the eccentricity is the ratio between the minor
axis to the major axis.

89
(𝑥−2)2 (𝑦−1)2
For items 8-10, Given the standard equation of the parabola − =1
16 20
8. What is the center?
A. (2,1) C. (-2,-1)
B. (1,2) D. (2,1)
9. What is the value of the eccentricity?
A.1.24 C. 1.44
B.1.34 D. 1.55
10. What are the equations of the asymptote axis?
4√5𝑥 10±2√5 2√5𝑥 10±2√5
A. 𝑦 = ± + C. 𝑦 = ± +
5 5 5 5

3√5𝑥 10±2√5 √5𝑥 10±2√5


B. 𝑦 = ± + D. 𝑦 = ± +
5 5 5 5
Quarter II

(Refer to nos. 11-13)

Find the exact values of the following circular functions:


𝜋
11. cos
3
√2 −√2 1 −1
A. B. C. D.
2 2 2 2
−𝜋
12. cot
4
√2 −√2
A. B. C.1 D. -1
2 2

13. sin 450

√2 −√2 √3 −√3
A. B. C. D.
2 2 3 3

14. Sin (B – A) is equal to _____. When B = 2700 and A is an acute angle.

A. – cos A B. cos A C. –sin A D. sin A

15. If tan A = 1/3 and cot B = 2, tan (A-B) is equal to ______________.


A. 11/7 B. -1/7 C. -11 / 7 D. 1/7

( sec A+ tan A )
16. Find the value of (
sec A − tan A )
if csc A = 2.

A. 4 B. 2 C. 3 D. 1
√3
17. Find the exact value of the 𝐶𝑜𝑠 −1
2
𝜋 𝜋 𝜋 𝜋
A. − B. C. − D.
3 2 4 6

90
√3
18. Find the exact value of the 𝑆𝑖𝑛−1
2
𝜋 𝜋 𝜋 𝜋
A. B. C. − D.
3 2 4 6

19. It is defined as the measure of a central angle of a circle which subtends on the
circumference of an arc length equal to the length of its radius.

A. degree
B. radian
C. reference angle
D. unit circle
20. These are angles in standard position whose terminal sides coincide.

A. coterminal angles
B. reference angles
C. quadrantal angles
D. angles in standard position

91
92
93
94
95
References
Print Materials
• Daet,Galicia and Falcunitin (2006),Scoring High in Math (Algebra and
Trigonometry )
• Dilao, Orines and Bernabe (2009), Advanced Algebra
• Sullivan, M. (2012), Algebra & Trigonometry, Pearson Education, Inc.,
• Young, C. (2012), Algebra and Trigonometry, John Wiley & Sons, Inc.,
• Kern and Bland (2005), Plane Trigonometry w/ spherical Trigonometry 3rd
edition.
• PNU- DepEd (2016), Pre- calculus Teaching Guide.
• Moyers and Ayres (2009), Schaum’s Outline: Trigonometry 4 th edition.

Online Resources
• https://www.mathsisfun.com/geometry/circle-sector-segment.html
• https://www.mathsisfun.com/geometry/radians.html
• N.A (2020), File: Introduction to Series.pdf. Retrieved from
https://cdn.kutasoftware.com/Worksheets/Alg2/Introduction%20to%20Ser
ies.pdf
• N.A (2018), File: Fibonacci golden leonardo modernist.jpg. Retrieved from
https://pixabay.com/photos/fibonacci-golden-leonardo-modernist-
3126492/

96
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas


Learning Resource Management Section

Bagumbayan Elementary School Compound


M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: [email protected]

You might also like