9

Mathematics
Quarter 4: Module 1-Week 1

The Six Trigonometric

Ratios

1
 Mathematics – Grade 9
Alternative Delivery Mode
Quarter 4 – Module 1-Week 1: The Six Trigonometric Ratios.

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 overthem.

Published by the Department of Education

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

Development Team of the Module

Writer: AILEEN L. GOCOTANO

Editor: LILIAN B. DEBULOSAN
Grammarian: BERNADETTE M. MIRANDA
Layout Artist: RYAN B. REDOBLADO
Subject Area Supervisor: OLIVER CAMPUGAN
Management Team: RONALD G. GUTAY
ESTELA B. SUSVILLA
MARY JANE J. POWAO
AQUILLO A. RENTILLOSA
CRISTINA T. REMOCALDO
ADM Coordinator: RYAN B. REDOBLADO

Printed in the Philippines by ________________________

Department of Education – Carcar City Division

Office Address: Department of Education
Learning Resources Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487 - 8495
E-mail Address: [email protected]

2
 9
Mathematics
Quarter 4: Module 1-Week 1

The Six Trigonometric

Ratios

iii
For the learner:
Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on The Six
Trigonometric Ratios!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in toprocess
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

iv
 Answer Key This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

v
 What I Need to Know

This module was designed and written with you in mind. It is here to help you in
illustrating the six trigonometric ratios which are greatly helpful in answering the
following questions:

 Have you ever wondered how towers and buildings were constructed?
 How do you determine the distance travelled as well as the height of an
airplane as it takes off?
 What about determining the height of the mountain?

We can do all these if we are not in the real place or situation. These are just
some of many real-world applicants of triangle trigonometry. 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.

Most Essential Learning Competencies:

 Illustrates the six trigonometric ratios: sine, cosine, tangent, secant,

cosecant, and cotangent

Specific Learning Objectives:

After going through this module, you are expected to:

1. illustrate the six trigonometric ratios: sine, cosine, tangent,

cotangent, secant, and cosecant; and
2. identify parts of a right triangle.

1
 What I Know

PRE-ASSESSMENT:

MULTIPLE CHOICE. Choose the letter of the correct answer and write it on your
answer sheet.
1. What trigonometric ratio corresponds to the ratio of the side opposite an acute
angle in a right triangle to its hypotenuse?
A. Sine C. Tangent
B. Cosine D. Secant
2. In ΔECQ, ∠𝑄 is a right angle. Which side of the triangle is the hypotenuse?
A. 𝐸𝐶̅̅̅̅̅̅̅̅ C. ̅̅̅̅𝐸𝑄̅̅̅̅̅̅̅̅
B. 𝐶𝑄̅̅̅̅̅̅̅̅ D. None of the above

3. Which of these trigonometric ratios is the reciprocal of sec θ?

A. sin θ C. tan θ
B. cos θ D. csc θ
4. In ΔFGH, 𝑚∠𝐺 = 90°, 𝐹𝐺 = 7𝑐𝑚, 𝐺𝐻 = 24𝑐𝑚, and 𝐹𝐻 = 25𝑐𝑚. Which of the
following ratios represents tan H?
A. 7 25 C. 7 24
B. 25 24 D. 24 7
5. Which of the following statements is INCORRECT?
A. sin N = 3 5 C. sec N = 4 5
B. cot S = 3 4 D. tan N = 3 4

2
 Lesson
THE SIX TRIGONOMETRIC
1 RATIOS

In this lesson you will recall the concept of Pythagorean Theorem which is greatly
helpful in understanding the six trigonometric ratios.

What’s In

Activity 1: REMEMBERING ME!

Direction: Using Pythagorean Theorem, find the measurement of the unknown
side in each right triangle.

Reflect:
1. Were you able to answer all the items correctly?
2. How did you arrive at the correct answers?
3. Have you mastered the Pythagorean Theorem?

Mastering the Pythagorean Theorem can help you understand better the concepts
of the six trigonometric ratios.
3
 What’s New

Activity 2: KNOW MY HISTORY!

HISTORY
The first known table of chords was produced by the Greek mathematician
Hipparchus in about 140 BC. Although these tables have not survived, it is
claimed that twelve books of tables of chords were written by Hipparchus. This
makes Hipparchus the founder of trigonometry. Basically, trigonometry is
advanced geometry in other words. Trigonometry spreads its applications into
various fields such as architects, surveyors, astronauts, physicists, engineers and
even crime scene investigators.16 Oct 2017. Trigonometry helps the doctors to
study and understand waves like radiation waves, x-ray waves, ultraviolet waves
and water waves as well.

THE GREEKS

The Greeks developed a form of trigonometry based on chords in a circle.

Hipparchus of Nicaea (c. 180-125 BC), sometimes called `the father of
Trigonometry’, came from near present day Istanbul. He was an astronomer and
he was able to calculate the duration of the year to within 6 minutes. To assist
with his astronomical calculations, he developed an early form of trigonometry
and drew up tables of chords. This table was later extended, and used, by Ptolemy
(c.90−160 AD).

Hipparchus divided the circumference of a circle into 360° (as the Babylonians
had done) and the diameter into 120 parts.

Then for a given arc AB subtending an angle at the centre, he gives the length of
the corresponding chord crd( ), as shown in the diagrams below.

4
BABYLONIANS

The Plimpton 322 tablet, believed to have been written about 1800BC, contains a
table of numbers in base 60 that are believed by some to be an early record of
tangent ratios. This remains controversial.

The word trigonometry signifies the measurement of triangles and is concerned

with the study of the relationships between the sides and angles in a triangle. We
initially restrict our attention to right-angled triangles.

Trigonometry was originally developed to solve problems related to astronomy, but

soon found applications to navigation and a wide range of other areas. It is of
great practical importance to builders, architects, surveyors and engineers and
has many other applications.

Suppose we lean a ladder against a vertical wall. By moving the ladder closer to
the wall, thereby increasing the angle between the ladder and the ground, we
increase the distance up the wall that the ladder can reach. Since the length of
the ladder remains the same, Pythagoras’ theorem relates the distance up the wall
to the distance of the ladder from the base of the wall. Trigonometry allows us to
relate that same distance to the angle between the ladder and the ground.

To measure the height of a flagpole, an observer can measure a distance out from
the base and the angle made between the top of the pole and observer’s eye as
shown in the diagram.

The word trigonometry signifies the measurement of triangles and is concerned

with the study of the relationships between the sides and angles in a triangle. We
initially restrict our attention to right-angled triangles.

Trigonometry was originally developed to solve problems related to astronomy, but

soon found applications to navigation and a wide range of other areas. It is of
great practical importance to builders, architects, surveyors and engineers and
has many other applications.

Suppose we lean a ladder against a vertical wall. By moving the ladder closer to
the wall, thereby increasing the angle between the ladder and the ground, we
increase the distance up the wall that the ladder can reach. Since the length of
the ladder remains the same, Pythagoras’ theorem relates the distance up the wall

5
to the distance of the ladder from the base of the wall. Trigonometry allows us to
relate that same distance to the angle between the ladder and the ground.

Have you ever wonder how towers and buildings were constructed? Ow do you
determine the distance travelled as well as the height of an airplane as it takes
off? What about determining the height of the mountain? We can do all these
even if we are not in the real place or situation. These are just some of many real-
world applications of triangle trigonometry.

Reflect:

1. Have you appreciated the beauty of trigonometry and itssignificanceto

humanity? Mention some significance.

To appreciate more its beauty and its significance, you must know how to
illustrate the six trigonometric ratios so that you can accurately apply that skill in
solving the trigonometric problems in the real-life setting. So, study the key
concepts below.

What Is It

To measure the height of a flagpole, an observer can measure a distance out from
the base and the angle made between the top of the pole and observer’s eye as
shown inthe diagram.

Consider the right triangle ΔABC, with ∠A as its right angle, and with sides
𝐴𝐵̅, 𝐴𝐶, and 𝐵𝐶 , as shown in the figure below. Let’s say,
∠C is an acute angle (the marked angle), represented by
θ (theta). Then, we can say that side 𝐴𝐵 is the opposite
side to θ, side 𝐴𝐶as its adjacent side, and side 𝐵𝐶 as its
hypotenuse.

6
 In any right triangle, we can define six trigonometric ratios. These ratios are
the ratios of the sides of a right triangle. These are as follows:

Trigonometric Abbreviation Definition

ratio
sine θ sin θ 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
cosine θ cos θ 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
tangent θ tan θ 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cosecant θ csc θ ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
secant θ sec θ ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cotangent θ cot θ 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

The mnemonic SOHCAHTOA can be used to remember how to compute

trigonometric ratios.

SOH stands for Sine-Opposite-Hypotenuse which denotes the sine definition as

sin θ = opposite/ hypotenuse.

CAH stands for Cosine-Adjacent-Hypotenuse which denotes the cosine definition

as cos θ = adjacent/hypotenuse.

TOA stands for Tangent-Opposite-Adjacent which denotes the tangent definition

as tangent θ =opposite adjacent.

At the case of csc θ, sec θ, and cot θ, notice that these ratios are just the
reciprocals of the trigonometric ratios sin θ, cos θ, and tan θ, respectively.

7
 Let us try the following examples applying the concept of trigonometric ratios.

Example 1

Example 2. Given the right triangle ΔDEF, with ∠E as its right angle, find the
values of the six trigonometric ratios of the acute angles D and F

Solution. The hypotenuse of ΔDEF is 𝑫𝑭 and has a length of 17. For the acute
angle D, 𝑬𝑭 is the opposite side and 𝑫𝑬is the adjacent side.

Imagine a world without Trigonometric ratios — the construction

of buildings, the making of the bridge and other infrastructural
creative from the Engineers of how they make it really good and
lasting.

8
 What’s More

Activity 3: LET’S PRACTICE

A.Below are the right triangles with marked angles θ. Label the sides of each right
triangle with H for its hypotenuse, O for its opposite side, and A for its adjacent side.

1. 2. 3.

B. Given the figure below, find the values of the indicated trigonometric ratios.
1. tan G = ________
2. sin X = ________
3. sec G = ________
4. cos X = ________
5. csc G = ________

9
 What I Can Do

Direction: Answer the following questions.

1. Name the six trigonometric ratios of a right triangle. Describe each.

2. What are the three parts of a right triangle? Give one example of a right
triangle, mark one of its acute angles, and label each part.

What I Have Learned

Activity 4: TEST YOURSELF!

What NUMBER is spelled with letters arranged in alphabetical order?

___ ___ ___ ___ ___
3 1 5 2 4

Directions: To answer the question above, solve this problem. (Numbers below
the blanks are the ITEM NUMBERS in Column A) Directions: Given the right
triangle ΔBEN, match the trigonometric ratios in Column A with their
corresponding values in Column B. Each value in Column B is paired with a
letter to be used in answering the question above.

Column A Column B
13
___ 1. sin N Y - 12 B
13
___ 2. cos N R- 5
26
___ 3. tan N E- 5
5
___ 4. csc N S- 12 13
24
12
___ 5. sec N O- 13
5
T- E 5 N
13
12
F-
5

10
 Assessment

MULTIPLE CHOICE. Choose the letter of the correct answer and write it on your
answer sheet.
1. What trigonometric ratio corresponds to the ratio of the side adjacent to the acute
angle in a right triangle to the side opposite to it?
A. Sine C. Tangent
B. Cosine D. Cotangent
2. Given ΔSOC where ∠C is a right angle; which side is opposite to angle S?
A. 𝑆𝐶̅̅̅̅̅̅̅̅ C. 𝑂𝐶̅̅̅̅̅̅̅̅
B. 𝑆𝑂̅̅̅̅̅̅̅̅ D. None of the above
3. In ΔSCI, 𝑚∠𝐼 = 90°, 𝑆𝐼 = 20𝑐𝑚, 𝐼𝐶 = 21𝑐𝑚, and 𝑆𝐶 = 29𝑐𝑚. Which of the following
ratios represents sin S?
A. 21/ 29 C. 29/ 20
B. 29 /21 D. 20 /29
4. Which of the following statements is CORRECT?
A. sin Z = 12 /13 C. cos E = 13 /12
B. tan Z = 5/ 12 D. sec E = 12/ 13
5. Referring to the same figure in Item No. 4, what is the value of cot Z?
A. 12 /13 C. 12/ 5
B. 13 /12 D. 5 /12

Additional Activity

REFLECTION: (Journal Writing)

To exist, a triangle must have three segments connected to each other. Removal
of one side omits its essence as a triangle. The same goes for Vera Nazarian’s
saying ―Love is made up of three unconditional properties in equal measure:
Acceptance, Understanding, and Appreciation. Remove any one of the three
and the triangle falls apart…‖ As a student, what three characteristics do you
possess that definitely and uniquely define you as a person? Explain.

11
 Answer Key

Pre-Assessment/
What I Know
1. A
2. A
3. B
4. B
5. C

What’s More
.

What I Have Learned Assessment

Self-Check: 1. D
2. C
3. A
4. A
5. D

12
References
https://www.google.com/search?q=prior+knowledge+of+trigonometric+fu
nctions&ei=BIixYNqTDqqGr7wPnsuU2A8&oq=prior+knowledge+of+trigono
metric+functions&gs_lcp=Cgdnd3Mtd2l6EAM6BwgAEEcQsAM6CQgAEA0
QRhD5AToECAAQDToGCAAQFhAeOggIABAWEAoQHjoFCAAQkQI6CAgAE
LEDEIMBOgUIABCxAzoCCAA6CwguELEDEMcBEKMCOgQIABBDOg4ILhC
xAxCDARDHARCjAjoCCC46BwgAELEDEEM6CAghEBYQHRAeUMIKWP9q
YIhxaAJwAngEgAH-
AogBlESSAQgwLjQyLjQuMpgBAKABAaoBB2d3cy13aXqwAQDIAQjAAQE
&sclient=gws-
wiz&ved=0ahUKEwjapcrNzu3wAhUqw4sBHZ4lBfsQ4dUDCA4&uact=5
https://www.google.com/search?q=prior+knowledge+of+trigonometric+fu
nctions&ei=BIixYNqTDqqGr7wPnsuU2A8&oq=prior+knowledge+of+trigono
metric+functions&gs_lcp=Cgdnd3Mtd2l6EAM6BwgAEEcQsAM6CQgAEA0
QRhD5AToECAAQDToGCAAQFhAeOggIABAWEAoQHjoFCAAQkQI6CAgAE
LEDEIMBOgUIABCxAzoCCAA6CwguELEDEMcBEKMCOgQIABBDOg4ILhC
xAxCDARDHARCjAjoCCC46BwgAELEDEEM6CAghEBYQHRAeUMIKWP9q
YIhxaAJwAngEgAH-
AogBlESSAQgwLjQyLjQuMpgBAKABAaoBB2d3cy13aXqwAQDIAQjAAQE
&sclient=gws-
wiz&ved=0ahUKEwjapcrNzu3wAhUqw4sBHZ4lBfsQ4dUDCA4&uact=5
https://amsi.org.au/teacher_modules/Introductory_trigonometry.html

Oronce, Orlandoand Marilyn Mendoza.(2015).E-MATH: Worktext in

Mathematics 9. Manila: Rex Book Store, Inc.
Bryant, Merden L.etal. (2014).Mathematics 9.Vibal Group, Inc.
OpenStax College,Algebra and Trigonometry.(2015).Retrieved from
openstaxcollege.org/textbooks/college-algebra-and-trigonometry.
(accessed July 28, 2020).

13
 Forinquiries
For inquiriesororfeedback,
feedback,please
pleasewrite
writeororcall:
call:

DepartmentofofEducation
Department Education– –Region
RegionVII
VII– –Central
CentralVisayas
Visayas
OfficeAddress:
Office Address: Department
Department of Education
of Education– Carcar City
– Carcar Division
City Division
Learning Resources Management Section
Learning Resources Management Section
P. Nellas St.,St.,
P. Nellas Poblacion III, III,
Poblacion Carcar City,
Carcar Cebu
City, Cebu
Telefax:
Telefax: (032) 487- 8495
(032) 487- 8495
E-mailAddress:
E-mail Address:[email protected]
[email protected]

14