Pre Calculus
Pre Calculus
Pre Calculus
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
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All sources of illustrations used in the modules were placed at the reference section.
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
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
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
1
(𝑥−2)2 (𝑦−1)2
For items 8-10, Given the standard equation of the parabola − =1
16 20
Quarter II
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
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
(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.
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.
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).
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)
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.
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:
we get
𝑥 2 + 𝑦 2 = 42
or 𝒙𝟐 + 𝒚𝟐 = 𝟏𝟔
7
Example 2:
The center-radius form equation of the circle is 𝑥 2 + 𝑦 2 = 25. Find its center and
radius.
Solution:
From the equation, 𝑟 2 = 25. Finding the square root of both sides,
we get √𝑟 2 = ±√25
𝑟 = ±5
(𝑟 > 0)
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:
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.
[𝑥 − (−1)]2 + (𝑦 − 3)2 = 42
or
(𝒙 + 𝟏)𝟐 + (𝒚 − 𝟑)𝟐 = 𝟏𝟔
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.
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
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
11
DOWN:
6. formed when the intersecting plane intersects only one cone/nappe to form a
bounded curve
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.
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.
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)
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)
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”.
14
Directrix “l” : Horizontal Directrix “l” : Vertical
Axis of symmetry = 𝑥 = ℎ, vertical Axis of symmetry = 𝑥 = ℎ, Horizontal
Vertical x 2 + Dx + Ey + F = 0
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)
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.
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?
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
cx − 𝑎2 = −𝑎√(𝑥 − 𝑐)2 + 𝑦 2
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 )
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 .
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.
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.
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.
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.
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.
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
25
Transverse axis: Horizontal Transverse Axis: Vertical
Conjugate axis: Vertical Conjugate Axis: Horizontal
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
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
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)
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
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.
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.
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:
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.
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
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:
Or
In other case, the coefficient “A” and “B” can be equal to 1 resulted to
Or
31
Example: 3𝑥 2 − 12𝑥 + 2𝑦 + 26 = 0 (Open Downwards)
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:
Or
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:
Or
32
Activity: Answer the following questions on a separate sheet of paper with
solution.
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.
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.
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.
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
35
1. Solving by Graphing
Example:
Solve the system by graphing.
y = 2x2 + 5x − 1 Equation 1
y=x−3 Equation 2
Step 1. Graph Each Equation
-4 = 2 -5 -1 -4 = -4 ok!
-4 = -4 ok!
2. Solving by Substitution
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.
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:
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.
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
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).
38
4. Solve for the intersection of the following equations:
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.
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.
40
A sequence is a function whose domain is the set of positive
integers or the set {1, 2, 3, ..., n}.
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.
S = a1 + a 2 + a3 + … + a n
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:
d= common difference
𝑛(𝑎1 + 𝑎𝑛 )
𝑠=
2
𝑛(2𝑎1 + (𝑛 − 1)𝑑)
𝑠=
2
Where:
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
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
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.
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:
(1 + √5)𝑛 (1 − √5)𝑛
𝐹𝑛 = −
2√5 2√5
(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
Where:
“m” is the lower limit (First Term) and the “n” is the upper limit (Last Term)
f(x) is any expression.
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
∑ 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
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
c. 1 + 3 + 6 + 10 + 15 + 21 … + 55
d. −10 − 2 + 6 + ⋯ + 46
e. 10 + 2 + 0.4 + 0.08 + ⋯
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
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 )
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.
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.
55o
Initial Side
Initial Side
-55o
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
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
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.
CO-TERMINAL ANGLES.
EXAMPLES :
In the figure, ray RC is the terminal side
of ∠MRC which is in standard position
50
a.
SOLUTIONS :
50o
clockwise rotation
-360o + 50o = -310o
ACTIVITY 1. TRANSFORM!
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
B. Find the largest negative coterminal angle for each of the following.
1. 510o
2. -100o
𝜋
3. 2 𝑟𝑎𝑑
𝜋
4. 𝑟𝑎𝑑
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.
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 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.
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
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:
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
Example 3
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.
−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
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
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.
60
MODULE 3
Lesson
Graphs of Circular Functions
3
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:
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".
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
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
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.
1 𝑦
𝑠𝑖𝑛𝜃 = 𝑦; 𝑐𝑠𝑐𝜃 = ; tan 𝜃 =
𝑦 𝑥
1 𝑥
𝑐𝑜𝑠𝜃 = 𝑥; 𝑠𝑒𝑐𝜃 = ; cot 𝜃 =
𝑥 𝑦
Reciprocal Identities
1 1 1
𝑐𝑠𝑐𝜃 = ; 𝑠𝑒𝑐𝜃 = ; cot 𝜃 =
𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝜃 tan 𝜃
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
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
The proof of the Even-Odd Identities can be analyzed thru the unit circle.
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.
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.
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.
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.
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
• cos 2𝐴 = 2𝑐𝑜𝑠 2 𝐴 − 1
• cos 2𝐴 = 1 − 2𝑠𝑖𝑛2 𝐴
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
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 2- Simplicity!
Simplify the following equation and write your solution on a separate sheet of
paper.
cos 𝜃
1. tan 𝜃 +
1+sin 𝜃
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
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
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.
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
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.
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
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.
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).
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
Tan-1 x ℝ 𝜋 𝜋 Figure 3
[− , ]
2 2
77
Activity 1- Solve me! Answer the following on a separate sheet of paper
with solution.
√3 1
c) 𝑠𝑒𝑐( 𝑇𝑎𝑛−1 (− )) = ______ d) 𝑐𝑜𝑠( 𝐶𝑜𝑠 −1 (− )) = ______
3 2
1 1
e) 𝑠𝑖𝑛( 𝑆𝑖𝑛−1 (− )) = ____ f) 𝑠𝑖𝑛( 𝑆𝑖𝑛−1 (− )) = ______
2 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
5
c) 𝑠𝑒𝑐( 𝑇𝑎𝑛−1 (−4)) = ______ d) 𝑐𝑠𝑐( 𝐶𝑜𝑠 −1 (− )) = ______
13
1 1
e) 𝑡𝑎𝑛( 𝑆𝑖𝑛−1 ( )) = ____ f) 𝑐𝑠𝑐( 𝑇𝑎𝑛−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
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.
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
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
Solution:
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:
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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
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
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Solution:
In this solution we need to apply some identity and algebra as we shown in the
solution below
−3𝑠𝑖𝑛2 𝑥 + 2 sin 𝑥 + 1 = 0
1 𝜋
𝑥 = 𝑠𝑖𝑛−1 (− ) + 2𝜋 and 𝑥=
3 2
1 𝜋
Solutions: 𝑠𝑖𝑛 −1 (− ) + 2𝜋 and
3 2
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
a. 2 cos 𝑥 − 1 = 0
b. (1 + cosθ)(tan θ − 1) = 0
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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
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?
MODULE 7
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
Angle of Elevation
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.
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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
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
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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
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
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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.
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
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
√2 −√2 √3 −√3
A. B. C. D.
2 2 3 3
( 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/
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