WEEK 1

COURSE OUTLINE

COURSE CODE : M 106

TITLE : Trigonometry
TARGET POPULATION : First Year BSED Mathematics Students
INSTRUCTOR : MS. MARJORIE N. GARCIA

Overview:

This module will guide you to determine the kind of equation you will use to solve the missing parts of
right triangle. This will require the use of trigonometric functions. Trigonometry is a mathematical study of the
relations of the magnitudes of the sides of right triangles (triangles with one 90 0 angle). The location of the
sides of any triangle are identified relative to an angle using the words opposite and adjacent.

Objectives:

General Objective

To identify the hypotenuse, adjacent side and opposite side of an acute angle in a right triangle.
Determine the six trigonometric ratios for a given angle in a right triangle. Use calculator to find the value of
the six trigonometric functions for any acute angle.

The following are the topics to be discussed

Week 1 TRIGONOMETRY
ANGLES (Definition, parts and conversion from Radian to Degrees or vice
versa)
Week 2 ANGLES (CONTINUATION)
Week 3 ANGLES AND THEIR MEASUREMENTS AND SIX TRIGONOMETRIC
FUNCTIONS
Week 4 COMPLEMENTARY ANGLES AND VALUES OF SPECIAL ANGLE
Week 5 APPLICATION OF SPECIAL ANGLES

Instruction to the Learners

Each chapter in this module contains a major lesson involving the relations of right triangle. The units
are characterized by continuity, and are arranged in such a manner that the present unit is related to the
next unit. For this reason, you are advised to read this module. After each unit, there are exercises to be
given. Submission of task given will be every Tuesday during your scheduled class hour.

GETTING STARTED:

What is the importance of trigonometry in our daily routine? Do you think trigonometry has a great
impact in the lives of the people?

Then this Trigonometry Module is for you!

We wish to know how interested you are of becoming an efficient and effective mathematicians in the
future. Complete the statements stated below as honestly as you can. All answer is accepted.

1. I enroll in this course because

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 Because I saw my potential in this course, I like teaching and sharing my knowledge on others.

2. I describe a successful Mathematics teacher as

I describe a successful mathematics teacher as a mistake on our life. It doesn't just teaches a
lessson but also teaches us what to do next after this situation.
3. I define Mathematics as

I define Mathematics as a waste we can see anywhere, yes we may not notice it but we are sorrounded
by it.

4. I view Trigonometry as

I view trigonometry as a fun lesson and also a helpful subject because all of what we can learn from it
can be applied to our daily lives.

5. I see myself (after finishing this course) as

After finishing this course, I see myself as a successful teacher standing in front of my students and teaching
them what I've learnt on the past.

WEEK 1

TRIGONOMETRY

TRIGONOMETRY, as it is actually used in calculus and science, is not about solving triangles. It
becomes the mathematical description of things that rotate or vibrate, such as light, sound, the paths of
planets about the sun, or satellites about the earth.  It is necessary therefore to have angles of any size, and
to extend to them the meanings of the trigonometric functions.
Trigonometry (from Greek trigōnon, "triangle" and metron, "measure") is a branch of mathematics that
studies relationships between side lengths and angles of triangles. The field emerged in the Hellenistic world

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during the 3rd century BC from applications of geometry to astronomical studies.
Trigonometry deals with the relation between the sides and angles of triangles and calculations and
measurements based on these sides and angles. It can be studied using two different approaches. The first
approach makes use of the trigonometric functions to study triangles and their applications, while the second
one makes use of circular functions which involve angles and angle rotations including the definition of
trigonometric functions based on a unit circle.

ANGLES

An angle is the opening that two straight lines form when they meet.

When the straight line FA meets the straight line EA, they form the angle we name as angle FAE.  Letter
A, which we place in the middle, labels the point where the two lines meet, and is called the vertex of the
angle. When there is no confusion as to which point is the vertex, we may speak of "the angle at the point
A," or simply "angle A."

The two straight lines that form an angle are called its sides.  And the size of the angle does not depend
on the lengths of its sides.  We can see that in the figure above.  For if the point C is in the same straight line
as FA, and B is in the same straight line as EA, then angles CAB and FAE are the same angle.

Now, to measure an angle, we place the vertex at the center of a circle (we call that a central angle), and
we measure the length of the arc -- that portion of the circumference -- that the sides intercept.  We then
determine what relationship that arc has to the entire circumference, which is an agreed-upon number.  (In
degree measure that number is 360; in radian measure it is 2π.)

The measure of angle A, then, will be length of the arc BC relative to the circumference BCD -- or the

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length of arc EF relative to the circumference EFG.  For in any circles, equal central angles determine a
unique ratio of arc to circumference.  (See the theorem of Topic 14. It is stated there in terms of the ratio of
arc to radius, but the circumference is proportional to the radius:  C = 2πr.)

There are two systems for measuring angles.  One is the well-known system of degree measure.
The other is the strictly mathematical system called radian measure, which we take up in the next Topic.

Degree measure

To measure an angle in degrees, we imagine the circumference of a circle divided into 360 equal
parts, and we call each of those equal parts a "degree." Its symbol is a small 0:  1° -- "1 degree."  The full
circle, then, will be 360°.  But why the number 360?  What is so special about it? Why not 100° or 1000°?

The answer is two-fold.  First, 360 has many divisors, and therefore it will have many whole number
parts.  It has an exact half and an exact third -- which a power of 10 does not have.  360 has a fourth part, a
fifth, a sixth, and so on. Those are natural divisions of the circle, and it is very convenient for their measures
to be whole numbers.  (Even the ancients didn't like fractions )

Secondly, 360 is close to the number of days in the astronomical year: 365.

The measure of an angle, then, will be as many degrees as its sides include.  To say that angle BAC

is 30° means that its sides enclose 30 of those equal divisions.  Arc BC is of the entire circumference.
So, when 360° is the measure of a full circle, then 180° will be half a circle.   90° -- one right angle -- will be
a quarter of a circle; and 270° will be three quarters of a circle:  three right angles. Let us now see how we
deal with angles in the x-y plane.

Standard position

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 We say that an angle is in standard position when its vertex A is at the origin of the coordinate
system, and its Initial side AB lies along the positive x-axis.  We say that AB has "swept out" the angle BAC,
and that AC is its Terminal side.

We now think of the terminal side AC as rotating about the fixed point A.  When it rotates in a counter-
clockwise direction, we say that the angle is positive.  But when it rotates in a clockwise direction, as AC', the
angle is negative. When the terminal side AC has rotated 360°, it has completed one full revolution.
Problem 1.   How many degrees corresponds to each of the following?
a)  A third of a revolution:     A third of 360° = 360° ÷ 3 = 120°
b)  A sixth of a revolution:     360° ÷ 6 = 60°
c)  Five sixths of a revolution :    5 × 60° = 300°
d)  Two revolutions  :   2 × 360° = 720°
e)  Three revolutions :    3 × 360° = 1080°
f)  One and a half revolutions  :   360° + 180° = 540°

Example 1.   30° is what fraction of a circle, or of one revolution?

 30   3   1 

 =   = 
360 36 12

 30 
  Answer.  30° is     of a revolution:
360

Problem 2.   What fraction of a revolution is each of the following?

 60   6  1
   a)   60°     =   = 
360 36 6
 45   5  1
   b)   45°     =   = 
360 40 8
 72   8  1
   c)   72°     =   = 
360 40 5
Example 2.   If the diameter of a circle is 16 cm, how long is the arc intercepted by a central angle of 45°?

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  Answer.  45° is one eighth of a full circle. (It is half of 90 °, which is one quarter.)  Now, the full
circumference of this circle is
C = πD = 3.14 × 16 cm.
The intercepted arc is one eighth of the circumference:

3.14 × 16 ÷ 8 = 3.14 × 2  =  6.28 cm

Problem 3.   If the diameter of a circle is 20 in, how long is the arc intercepted by a central angle of 72°?

We saw in Problem 2c) that 72° is one fifth of a circle.  The circumference of this circle is C = πD = 3.14
× 20 in.  The intercepted arc is one fifth of this:  3.14 × 20 ÷ 5 = 3.14 × 4 = 12.56 in.

The four quadrants

The x-y plane is divided into four quadrants.  The angle begins in its standard position in the first
quadrant ( I ).  As the angle continues -- in the counter-clockwise direction -- we name each succeeding
quadrant.

Why do we name the quadrants in the counter clockwise direction? Because in what we call the "first"
quadrant, the algebraic signs of x and y are positive.

Problem 4.   In which quadrant does each angle terminate?

a)   15°   I         b)   −15°   IV         c)   135°   II    

d)   390°   I.   390° = 360° + 30°    

e)   100°   II    

f)   −460°   III.   −460° = −360° − 100°    

g)   710°   IV.   710° is 10° less than two revolutions, which are 720°.
Coterminal angles

Angles are coterminal if, when in the standard position, they have the same terminal side.

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 For example, 30° is coterminal with 360° + 30° = 390°.  They have the same terminal side.  That is,
their terminal sides are indistinguishable. Any angle θ is coterminal with θ + 360° -- because we are just
going around the circle one complete time.−90° is coterminal with 270°.  Again, they have the same
terminal side.

Notice:   90° plus 270° = 360°.  The sum of the absolute values of those coterminal angles completes the
circle.

Problem 5.   Name the non-negative angle that is coterminal with each of these, and is less than 360°.

a)   360°   0°   

b)   450°   90°.   450° = 360° + 90° 

c)   −20°   340°   

d)   −180°   +180°

e)   −270°   90°

f)   720°   0°.   720° = 2 × 360°

g)   −200°   160°

ACTIVITY
(To be submitted onTuesday, September 8, 2020)
Activity I
Directions: Illustrate the following measures of angles in standard position.
1. -450
2. 4500
3. . Is an angle measuring 470 acute, right, obtuse or straight?
4. Is an angle measuring 1630 acute, right, obtuse or straight?
5. Draw an angle measuring 65 degrees.

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Activity II. STANDARD POSITION OF AN ANGLE
Direction: Answer what is indicated in each item below.

A. Draw the given angle in standard position for numbers 1-5 and give the reference angle for 6-10.
1. 600 8. 2830
0
2. -50 9. -900
3. -3000 10. -12050
0
4. 495
5. 6600
6. 2700
7. -950

B. Convertion.

Direction : Convert the following degrees to radian or vice versa

1. 450
2. π/2
3. 5π/6
4. 350
5. 1800

C. Find the least positive coterminal and the greatest negative coterminal angle of each of the following
angles.
ANSWERS
POSITIVE NEGATIVE
1. 1000
SOLUTIONS:

2. -2150
SOLUTIONS:

3. 3500
SOLUTIONS:

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 4. 700
SOLUTIONS:

5. -400
SOLUTIONS:

6. 2100
SOLUTIONS:

7. 2110
SOLUTIONS:

8. -720
SOLUTIONS:

9. 4200
SOLUTIONS:

10. -950
SOLUTIONS:

End of first week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF EDUCATION DEPARTMENT

LEARNING MODULE
FOR
M 102: TRIGONOMETRY
_____________________________________________________

WEEK 2
September 8, 2020

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 WEEK 2

CONTINUATION……..

ACTIVITY III
(To be submitted on Tuesday, September 15, 2020)
LET’S COMMUNICATE
1. What is the difference between the
complementary and
supplementary angles?

2. Describe the difference between

the reference angle and the angle
in standard position regarding their
initial side.

3. What is the difference in degree

measure of two coterminal angles?

4. What direction of rotation

generates an angle with a
measure of -900? Of 1200? What
portion of a complete rotation is
-900? 1200?

5. Explain on how to get the

reference angle in each quadrant
of a rectangular coordinate plane.

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Honors Problem
PROBLEM ANSWER
1. What is the difference in degree measure
of two coterminal angles?

2. A contractor surveying a building site

records the angle 79.473. Convert this
angle to degrees, minutes and seconds.

3. A road that makes an angle of 30 040’ north

of east intersects a road that makes an
angle of 760045’ south of east. What is the
angle between the two roads?

4. A bicycle wheel rotates 50 times in 1

minute. Through how many degrees does
a point on the tip of the wheel move in 15
seconds?

5. A searchlight at an airport makes 5

revolutions in 1 minute. Through how many
degrees does the searchlight rotate in 15
seconds?

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ANGLE RELATIONSHIPS AND SIMILAR TRIANGLES

Angle Relationship from Geometry

 Any two angles in the same position relative to the parallel lines are corresponding angles. If two
parallel lines are cut by transversal, corresponding angles are equal.
 Two angles on opposite sides of the transversal and between the lines are called alternate interior
angles. If two parallel lines are cut by a transversal, alternate interior angles are equal.
 Two angles on the opposite sides of the transversal and outside the parallel lines are called alternate
exterior angles. If two parallel lines are cut by transversal, alternate exterior angles are equal.

< A corresponds to <E

<A and <C are alternate interior angles F G
<F and <H are alternate exterior angles A D
<D corresponds to <H
<B and <D are alternate interior angles B C
<G and < E are alternate exterior angles E H

If an angle of one triangle is congruent to the corresponding angle of another triangle and the lengths of
the sides including these angles are in proportion, the triangles are similar. The corresponding sides of
similar triangles are in proportion.

GEOMETRICAL FACTS ABOUT TRIANGLE

1. Equiangular – triangle which the measures of each of its three angles are exactly the same.
2. Equilateral – triangle which all of its three sides have the same length.
3. Isosceles – triangle which two of its sides are equal and the angles opposite the two equal sides are
also equal.
4. Right – triangle which one of the angles is a right angle.
5. Oblique – triangle which is without a right triangle.

Adjacent sides – the sides of AB and AC to the angle of vertex A.

Opposite sides – the side BC
Hypotenuse side – the side opposite to the right angle

In trigonometry, the theorem of Pythagoras relating the squares of the lengths of the sides of a right triangle
is being used.

Activity III-A.
Directions: Write sometimes, always, or never in each blank to complete each statement. Explain your
answer.
1. Right angles are ___________ acute.
2. Equiangular triangles are ________ acute.
3. Equilateral triangles are ________ isosceles.
4. Acute triangles are __________ equilateral.
5. Obtuse triangles are __________ scalene.
6. Scalene triangles are __________ isosceles.

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 End of second week
---------------------------------------------Nothing Follows--------------------------------------

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
M 102: TRIGONOMETRY
_____________________________________________________

WEEK 3
September 15, 2020

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 WEEK 3
Angles and their measurements

The figure of an angle which represented as <ABC. With each angle a number is associated and this
number is called measure of the angle.
In geometry an angle always measure between 0 degree to 360 degrees and negative
measurements doesn’t count. Measure of an angle is taken to be the smallest amount of rotation from the
direction of one ray of the angle to the direction of the other ray.
Angle in trigonometry: In trigonometry idea of angle is different from the concept of angle in Geometry
and it can be positive or negative as well and of any magnitude. As in case of geometry, in trigonometry also
the measure of the angle is the amount of rotation from the direction of one ray of the angle to the other. The
initial and final positions of the revolving ray are respectively called the initial side (arm) and terminal side
(arm) and the revolving line is called the generating line or the radius vector.

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Trigonometric Functions
The trigonometric functions include the following 6 functions: sine, cosine, tangent, cotangent, secant,
and cosecant. For each of these functions, there is an inverse trigonometric function. The trigonometric
functions can be defined using the unit circle.
There are six main trigonometric functions:

 Sine (sin)
 Cosine (cos)
 Tangent (tan)
 Secant (sec)
 Cosecant (csc)
 Cotangent (cot)

In mathematics, the trigonometric functions (also called circular functions, angle functions or goniometric
functions) are real functions which relate an angle of a right-angled triangle to ratios of two side lengths.
They are widely used in all sciences that are related to geometry, such as navigation, solid mechanics,
celestial mechanics, geodesy, and many others. They are among the simplest periodic functions, and as
such are also widely used for studying periodic phenomena, through Fourier analysis.

The most widely used trigonometric functions are the sine, the cosine, and the tangent. Their reciprocals
are respectively the cosecant, the secant, and the cotangent, which are less used in modern mathematics.

The oldest definitions of trigonometric functions, related to right-angle triangles, define them only for
acute angles. For extending these definitions to functions whose domain is the whole protectively extended
real line, one can use geometrical definitions using the standard unit circle (a circle with radius 1 unit).
Modern definitions express trigonometric functions as infinite series or as solutions of differential equations.
This allows extending the domain of the sine and the cosine functions to the whole complex plane, and the
domain of the other trigonometric functions to the complex plane from which some isolated points are
removed.

The Sides of a Right Triangle

In the example above, one of the acute angles has a measure of 20°. You could describe the side (or leg of
the right triangle) with length 4 feet as the height of the triangle, or you could say that it is “opposite” the 20°
angle. The other leg is said to be “adjacent” to the 20° angle. In trigonometry, this type of relationship
between sides and angles is very important.

The general relationship between sides and angles is shown in the diagram below.

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Angle A is formed by the hypotenuse and leg . We say that leg  is the side adjacent to angle A. We
say that leg  is the side opposite angle A. In other words, the adjacent side is the leg that is part of the
angle; the opposite side is the leg that is not part of the angle.

Example
Problem What is the length of the side opposite angle X and the length of
the side adjacent to angle X?
  The side opposite
angle X is . Its
length is 3. The side
adjacent to angle X
is . Its length is
4.

Answer opposite side length: 3  

adjacent side length: 4  

Keep in mind that the labels “opposite” and “adjacent” depend on which angle you are talking about.
The side opposite an angle does not need to be the height of the triangle. Consider the following example:

Example
Problem What is the name of the side opposite the 40° angle
and the name of the side adjacent to the 40° angle?
  The 40° angle is
formed by the
hypotenuse and

, so  is the
adjacent side. Since
 is not a part of
the 40° angle, it is the
opposite side.

Answer opposite side:  

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 adjacent side:

Each leg in a right triangle is adjacent to one of the acute angles and opposite the other acute angle.

Example
Problem In , side  is adjacent to which angle and
opposite which angle?
  Side  and the
hypotenuse  
together form .
So  is adjacent to
. Since  is
not part of acute
angle ,  is
the side opposite
.

Answer adjacent to  

opposite  

The Six Trigonometric Ratio 

Suppose your professor asks you and another student to draw a triangle with angle measures 35°,
55°, and 90°. You and your friend will probably draw triangles of different sizes. However, because the
triangles will have the same angle measures, they will be similar. 

Remember that this means that the triangles will have proportional corresponding sides. For example,
one triangle might have sides that are all twice as long as the sides of the other, as seen below.

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 Now suppose that each of you has been asked to find the ratio of the side opposite the 35° angle
over the hypotenuse. Even though you are using different triangles and will have different numbers in the
numerator and denominator, you will still end up with the same result. The two of you will get:

The two ratios are the same because the 2s cancel. If you draw a triangle with the same angles and
sides that are three times as long as those of triangle T, the ratio of the side opposite 35° over the

hypotenuse will be . This ratio will be the same for all similar triangles, and this ratio is called the sine
of 35°. Sine is abbreviated as .The same type of result will happen if you use other ratios of sides. For

example, if you take the ratio of the side adjacent to 35° over the hypotenuse, you will get  no matter
which of the above triangles you use.
  In addition to the sine ratio, there are five other ratios that you can compute: cos, tan, cot, sec, and csc.
Just as sin is an abbreviation for sine, cos is short for cosine, tan is short for tangent, csc is short for
cosecant, sec is short for secant, and cot is short for cotangent. (When reading these abbreviations aloud,
you need to say the complete word.) These six ratios will help you find unknown side lengths and unknown
angle measures in right triangles. Let’s look at definitions for these six ratios, starting with a typical right
triangle like the one below.

The definitions are as follows:

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Given these definitions, let’s practice applying them.

Example
Problem Determine the six trigonometric ratios for angle D in the
right triangle below.

  length of side opposite D = 4 The first thing you need

length of side adjacent to D = 3
length of hypotenuse = 5
 
to do is recognize that
 is opposite angle D
and  is adjacent to
angle D. Then write
down their lengths.
Substitute these values
into the definitions for
the six ratios.

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 Answer  

Notice that the values of sine and cosine are between 0 and 1. You found them by dividing the length
of a leg by the hypotenuse. The hypotenuse is the longest side, so the numerator is less than the
denominator. That means the output of the sine or cosine function is always less than 1.

Keep in mind that the opposite side for one acute angle is the adjacent side of the other acute angle.
In the example above, side EF was the opposite side for angle D. But, as you’ll see in the next example, it
will be the adjacent side for angle E.

Example
Problem Determine the six trigonometric ratios for angle E in the
right triangle below.

  length of side opposite E = 3 This is the same

triangle that you saw in
length of side adjacent to E = 4 the previous example,
so the hypotenuse is
length of hypotenuse = 5 the same. The
difference is that you
are looking at the
triangle from the
perspective of angle E
instead of angle D. So
the opposite and
adjacent sides switch
places. That is,  is

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 adjacent to angle E and
 is opposite angle
E.
  Substitute the new
values into the
definitions for the six
ratios.

Answer  
 

If you compare the answers to the last two examples, you will see the following:

These two trigonometric functions are equal because the opposite side to angle D (which is 4) is the
adjacent side to angle E. Because they are the two acute angles in a right triangle, D and E are
complementary. That is:
 

 
Substitute this into the equation above:
 

 
Again, the reason these two functions are equal is that the opposite side to one acute angle is the
adjacent side to the other acute angle. This is true in any right triangle. So if A is any acute angle, it is
always true that:
 

 
Comparing more answers from the last two examples, you can find these relationships:
 

and
 
You get these equalities because (1) the adjacent side to angle D is 3, while this is the opposite side
to angle E, and (2) the opposite side to angle D is 4, while this is the adjacent side to angle E. These are

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examples of the general relationship we have stated: the opposite side to one acute angle is the adjacent
side to the other acute angle. Using the same reasoning as above, if A is any acute angle, it is always true
that:
 

An equation, such as any of the three above, that is true for any value of the variable is called an
identity. Note the full names of these functions: sine and cosine, secant and cosecant, tangent and
cotangent. These pairs are referred to as cofunctions. The angles A and  are complementary. In
other words, the cofunctions of any pair of complementary angles are equal.
 
You can use these relationships to find values of trigonometric functions from values of other
functions without drawing a triangle. Note that you can replace A and  by B and . The
different letter will not change the relationship, because these angles are still complementary.

Example
Problem
A right triangle has acute angles A and B. If  and

, what are  and ?

  Since A and B are the acute

angles in a right triangle,
they are complementary
angles.

  Substitute for B. Use the

identity (the cofunctions are
equal). Substitute the given
value.

  Substitute for A. The

cofunctions of any pair of
complementary angles are
equal. Substitute the given
value.
Answer  

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Relationships Among the Trigonometric Function 

The six ratios or functions are usually thought of as two groups of three functions. The first group is:

One way to remember these three definitions is with a memory device that uses the first letter of each
word. The definition of sine is represented by soh (sine equals opposite over hypotenuse). Likewise, the
definition of cosine is represented by cah (cosine equals adjacent over hypotenuse), and the definition of
tangent is represented by toa (tangent equals opposite over adjacent). Putting these together gives you
sohcahtoa. 

The second group is:

If you compare these three ratios to the three above them, you’ll see that these three fractions are the
reciprocals of the three fractions above them. That is, cosecant is the reciprocal of sine, secant is the
reciprocal of cosine, and cotangent is the reciprocal of tangent. Writing this gives three more identities:

If you remember sohcahtoa plus these three identities, you can find the values of any trigonometric
functions, as seen in the following example.

Example
Proble
m For acute angle A, and . Find the values of the
other four trigonometric ratios for angle A.
    The definition of
sine tells you
that

.A
triangle with
 and
 will have
this ratio.

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Page 24 of 44
   You also know
that

.
You are given

, so
.
  Now you have all
three sides of the
triangle and you
can use the
definition of
tangent.
  Next, use the
three reciprocal
identities to
  obtain the other
three ratios.

Answer  
, , ,
 

The value of any trigonometric function is a ratio, or a fraction. Remember that fractions can be
reduced

Example
Problem
For acute angle A,  and . Find the values of
 and .
    You want a right
triangle where the
ratio of the side
adjacent to angle A
over the hypotenuse

is . A triangle
with sides  and
 would have
this ratio.

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   You can use the
definition of tangent
to find the opposite
side. Substitute the
value you are given
for tangent and then
solve the equation.

  Now you have all

three sides. Use the
definition of sine to
find its value.
  Now using the
reciprocal identity, the
csc can be found by
taking the reciprocal
of the sin.
Answer  
,  

Remember that the sides of a right triangle satisfy the Pythagorean Theorem. So if a and b are the
lengths of the legs, and c is the hypotenuse, you must have . In the last example, the lengths of
the legs were 2 and 3, and the hypotenuse was , and it is true that . 

ACTIVITY #1
(To be submitted on Tuesday, September 22, 2020)

Direction: Solve the following problems. Show your solution.

1. Which of the following could be the values of the trigonometric functions of the same
angle?

A)

M 102 : TRIGONOMETRY
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B)

C)

D)

What is the value of  to the nearest thousandth?

A) 3.420

B) 1.046

C) 0.001

D)

End of third week

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National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF EDUCATION DEPARTMENT
___________________________________________________

M 102 : TRIGONOMETRY
SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
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 LEARNING MODULE
FOR
M 102: TRIGONOMETRY

_____________________________________________________

WEEK 4
September 22, 2020

WEEK 4
COMPLEMENTARY ANGLES

Complementary angles are two angles whose measures add up to 90 degrees. One angle
measuring 90 degrees by itself is called a right angle. Since a right angle doesn't need another puzzle
piece to complete the 90 degrees, a right angle doesn't have a complement and can't be called a
complement by itself.
Three or more angles are also not called complementary, even if their measures happen to add up to
90 degrees.
Complementary angles always have positive measures. Since their measures add up to 90 degrees,
each of the complements must be acute, measuring less than 90 degrees. Two angles measuring 45
degrees are complementary, but that's not the only pair of possible measures. The two puzzle pieces that
together form a right angle can be any combination of two positive numbers that add up to 90 degrees.
Angles measuring 30 and 60 degrees are a complementary pair. An angle measuring 1 degree would the
complement to an angle measuring 89 degrees.

Example:

The first diagram shows complementary angles that are adjacent, meaning that the angles share a
side and a vertex, or the corner point of the angle. Since 65 + 25 = 90, angles STA and ATR are
complementary.

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 The next diagram shows two complementary angles that are not adjacent, but are in the same figure.
Angles GDO and DGO are complementary because 70 + 20 = 90. Angle DOG is a right angle as indicated
by the little box we see at the vertex of DOG.

In this final diagram, we have two complementary angles that aren't attached in any way, unlike the
ones above. Any two angles that you can find that add up to 90 degrees are complementary. They don't
have to be in the same figure. So, angles MIC and KEY are complementary because 47 + 43 = 90. If you
imagine moving the angles next to each other so that ray IC lines up with ray EK, then they would fit
together to create a 90 degree angle.

Values of the function of 450, 300, and 600

The following special angles chart show how to derive the trig ratios of 30, 45 and 60 from the 30-60-
90 and 45-45-90 special triangles. Scroll down the page if you need more examples and explanations on
how to derive and use the trig ratios of special angles.

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 45°-Angle Values (from a 45-45-90 triangle)

All 45-45-90 triangles are similar; that is, they all have their corresponding sides in ratio. (An angle
measuring 45° is, in radians, π4\frac{\pi}{4}4π.) So let's look at a very simple 45-45-90:

The hypotenuse of this triangle, shown above as 2, is found by applying the Pythagorean Theorem to
the right triangle with sides having length 2 \sqrt{2 \,}2 . The base angle, at the lower left, is indicated by the
"theta" symbol (θ, THAY-tuh), and is equal to 45°. So how does knowing this triangle help us?

It helps us because all 45-45-90 triangles are similar. Therefore, every "evaluation" or "solve the
triangle" question involving a 45-45-90 triangle or just a 45° angle can be completed by using this triangle.
This picture is all you'll need.

30°- and 60°-Angle Values (from a 30-60-90 triangle)

When we need to work with a 30- or a 60-degree angle, the process is similar to the above, but the
set-up is a bit longer. (A 30° angle is equivalent to an angle of π6\frac{\pi}{6}6π radians; a 60° angle is

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equivalent to an angle of π3\frac{\pi}{3}3π radians.)For either of the angles, this is the triangle that we start
with:

This is a 60-60-60 triangle (that is, an equilateral triangle), with sides having a length of two units.
We drop the vertical bisector from the top angle down to the bottom side:

Note that this bisector is also the altitude (height) of the triangle.By using the Pythagorean Theorem,
we get that the length of the bisector is √3. And this bisector has formed two 30-60-90 triangles.

When we are working with a 60-degree angle, we use the left-hand triangle above, at it stands, with
the base angle (at the left) labelled "α" (AL-phuh, being the funny-looking "a"):

When we are working with a 30-degree angle, we use the right-hand triangle, knocked over to the left,
base angle (at the left) labelled "β" (BAY-tuh, being the funny-looking "b"):

We can find trigonometric values and ratios with the 30-degree and 60-degree triangles in the exact
same manner as with the 45-degree triangle. The above pictures are all you'll need.

Trigonometric ratios of 0°, 30°, 45°, 90°, 180° and 270°

In this lesson, I will teach you how to obtain the trigonometric ratios of 0º (and 360º), 30º, 45º, 60º,
90º, 180º and 270º without using the calculator.

0º and 360º trigonometric reasons

For 0º and 360º we only have one horizontal segment. Therefore, the sine is 0 and the cosine is 1,
which is positive because it is to the right of the y-axis:

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And the tangent is 0:

Trigonometric ratios of 30º

When the angle is 30º we have a certain value of the sine (green vertical segment) and cosine (blue
horizontal segment):

We will deduce how much the values of the sine and cosine are worth and once we have them, we
will also have those of the tangent and the cotangent.

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 If we put aside the triangle formed by the radius of the circumference and the vertical and horizontal
segments, we have a right triangle whose smaller angle is 30º and the opposite one is 60º, since the sum of
the three angles must be 180º and we know that it has a 90º angle.

We also know that the hypotenuse is worth 1:

If we double this triangle, we get an equilateral triangle, whose angles are all 60 degrees and
therefore, their sides will also be equal, so they will be worth 1:

Then, if we go back to the original right triangle, we see that the opposite leg (vertical side) will be half
that in the equilateral triangle, that is, if in the equilateral triangle it was 1 in the original triangle, it will be 1/2:

Known the opposite leg and the hypotenuse, we can calculate the value of the adjacent leg with the
Pythagorean theorem:

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Therefore, we already know the value of all sides of the right triangle:

The leg opposite the 30º angle coincides with the sine value of 30º and the leg adjacent to the 30º
angle coincides with the cosine value of 30º:

Once we know the value of the sine and cosine, we can calculate the value of the tangent of 30º:

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And from the tangent, we calculate the cotangent of 30º:

As a summary, these are the trigonometric ratios for 30º:

Trigonometric ratios of 45º

Let us now obtain the value of the trigonometric ratios of 45º. We begin with the sine and cosine,
which in principle we do not know their value:

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 If we put aside the triangle formed by the radius of the circumference and the vertical and horizontal
segments, we have a right triangle whose acute angles measure 45º:

At the same time, it is an isosceles triangle, whose base is 1 and whose two equal sides we do not
know, which we have called x:

Bearing in mind that it is a right triangle and that its two legs measure the same, we will use
Pythagoras to calculate how much each of these sides measure:

At this point, we rationalize the root and we are left with it:

So we already know the value of both sides:

These values therefore correspond to the sine of 45º and the cosine of 45º:

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Once we know the sine of 45º and the cosine of 45º, we can calculate the tangent of 45º:

And knowing the tangent of 45º, we can calculate the cotangent of 45º:

These are the trigonometric ratios for 45º:

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Trigonometric ratios of 60º

For the 60º angle, the triangle formed by the radius of the circumference and the vertical and
horizontal segments is the same as for the 30º angle, only this time, the sine and cosine values are
exchanged:

Therefore, the sine of 60º and the cosine of 60º are valid:

We now calculate the tangent of 60º:

M 102 : TRIGONOMETRY
SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
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And the 60-degree cotangent:

The trigonometric ratios for the 60º angle are:

Trigonometric ratios of 90º

When the angle is 90º we only have a vertical line with a value of 1, positive as it is above the x-axis,
which corresponds to the sine. The cosine is therefore 0:

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The tangent is infinite or does not exist, as it divides by 0:

Trigonometric ratios of 180º

For 180 degrees, we only have cosine (horizontal segment) that is worth -1, being to the left of the y-
axis. We have no breast, so it’s worth 0

The 180º tangent is 0:

Trigonometric ratios of 270º

When the angle is 270º, the sine is -1 and the cosine is 0:

The tangent, as for 90º is also infinite or does not exist, when having to divide by 0:

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Summary of the main trigonometric ratios of the first quadrant

I leave you with a table with the value of the most important trigonometric ratios of the first quadrant.
You should always keep this table handy until you learn it by heart, so that you don’t have to deduct the
value of all trigonometric ratios each time:

End of fourth week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
M 102: TRIGONOMETRY
_____________________________________________________

WEEK 5
September 29, 2020

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SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 42 of 44
 WEEK 5
APPLICATION OF SPECIAL ANGLES

ACTIVITIES
(To be submitted on Tuesday, October 6, 2020)

Activity I
1. a. Draw a right triangle that has one angle measuring 30 0. Label the sides using lengths √3, 2 and 1.
b. Identify the adjacent and opposite sides relative to the 30 0 angle.
c. Redraw the triangle and identify the adjacent and opposite sides relative to the 60 0 angle.
2. a. Draw a right triangle that has one angle measuring 45 degrees. Label the sides using the lengths 1,
1 and √2.
b. Identify the adjacent and opposite sides relative to one of the 45 degrees angles.
3. State the exact values
a.. sin 600
b. cos 300
c.tan 450
d. cos 450
4. Determine the exact value of each trig expression.
a. sin 300 x tan 600 – cos300
b. 1-sin450
cos 450
5.Using exact values, show that sin2θ + cos2θ = 1 each angle

a. θ = 300
b. θ = 450
c. θ = 600
6. A 5 meter stepladder propped against a classroom wall forms an angle of 30° with the wall. Exactly
how far is the top of the ladder from the floor? Express your answer in radical form.

Activity II.
1. Sketch each angle in standard position and determine the related acute angle.
a) 1350 b) 2100 c) 3150 d) -300 e) -2250
f) -3300 g) 1500 h) -1200 i) 1050 j) -1630
k) -1410 l) -2800
2. State the value of  each  ratio exactly.
  a) sin 225°
  b)cos 240°
  c)sin  270°  
  d) tan 300°
   e) cos 180°
3.) Point P (-‐9, 4) is on the terminal arm of an angle in standard position.
  a) Sketch the principal angle, θ.
  b)  What is the measure of the related acute angle to the nearest degree?
  c) What is the measure of θ to the nearest degree?
  4) Point P (7,-24) is on the terminal arm of an angle in standard position.
  a) Sketch the principal angle, θ.
  b) What is the measure of the related acute angle to the nearest degree?
 

Table of Functions
A function table in math is a table that describes a function by displaying inputs and
corresponding outputs in tabular form. Each function table has a rule that describes the relationship
between the inputs and the outputs.

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 End of fifth week
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