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Precalculus
Quarter 2 – Module 3
Inverse Trigonometric
Functions

i
Pre-calculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Analytic Geometry
First Edition, 2020

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Precalculus
MODULE 3:
Inverse Trigonometric
Functions

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.

We value your feedback and recommendations.

iii
 Department of Education • Republic of the Philippines

Table of Contents

What This Module is About 1

What I need to know 2
How to learn from this Module 2
Icons of this Module 3
What I Know (Pretest) 4
Lesson 1 – Inverse Trigonometric Functions and Trigonometric Equations
What I Need to Know 6
What’s In 6
What’s New 9
What Is It 9
What’s More 16
What I Have Learned 18
What I Can Do 18
Lesson 2 -Solving Situational Problems Involving Inverse Trigonometric
Functions and Trigonometric Equations
What I Need to Know 19
What’s In 19
What’s New 20
What Is It 20
What’s More 26
What I Have Learned 28
What I Can Do 28

Summary 30
Assessment (Post-test) 31
Key to Answers 33
References 37

iv
 What This Module is About

The Module is divided into two lessons: Inverse Trigonometric Functions and
Trigonometric Equations (Lesson1), and Solving Situational Problems Involving
Inverse Trigonometric Functions and Trigonometric Equations (Lesson 2). Each
lesson brings together related learning competencies.

Lesson 1 discusses about the six inverse trigonometric functions and

trigonometric equations in which several solved examples are presented and
additional exercises for students to work on. At the end of the lesson, a video link is
attached for students to watch for further understanding the concept.

Lesson 2 presents different situational problems about the inverse

trigonometric functions and trigonometric equations. After What Is it, several
examples are given to students to work independently. This lesson also is supported
by video link for students to watch for further understanding the lesson.

We hope that you will find this Learning Module helpful and convenient to use.
We encourage you to carefully study this Module and solve the exercises yourselves
with the guidance of your teacher. Although great effort has been put into this Module
for technical correctness and precision, any mistake found and reported to the Team
is a gain for other students. Thank you for your cooperation.

1
 Module Content

The lessons that we will tackle are the following:

 Lesson 1 – Inverse Trigonometric Functions and Trigonometric
Equations
 Lesson 2 – Solving Situational Problems Involving Inverse
Trigonometric Functions and Trigonometric Equations

What I Need to Know

Once you are done with this module, you should be able to:
 (STEM_PC11T-IIh-1) illustrate the domain and range of the inverse
Trigonometric function;
 (STEM_PC11T-IIh-1) evaluate an inverse trigonometric expression
 (STEM_PC11T-IIh-i-1) solves trigonometric equations;
 (STEM_PC11T-IIi-2) solve situational problems involving inverse trigonometric
functions and trigonometric equations

How to Learn From This Module

To complete the objectives of this module, you must DO THE FOLLOWING:

 Patiently read the text carefully and understand every sentence. Do not
proceed to the next part of the module without fully understanding the
previous text.
 Read the directions of each activity carefully. You will be guided as to the
steps in answering the exercises and activities of this module.
 Do not proceed to the next part without completing the previous activities.

2
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

3
 What I Know (Pre-Test)
Multiple Choice. Choose the letter of the correct answer.

−1
1. What is the domain of function sin x ?

a. [ −π π
,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
−1
2. What is the domain of function cos x ?
−π π
a. [ ,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
3. Which of the following is the range of function sin−1 x ?

a. [ −π π
,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
4. Which of the following is the range of function cos−1 x ?
−π π
a. [ ,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
−1
5. What is the domain of function tan x ?

a. ℝ b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
6. What is sin −1 x+ cos−1 x ?
π
a. 1 b. π c. 2 d.

0
−1 −1 π
7. The value of tan x +cot x= 2 when ____.

−π π
a. x∈ [ ,
2 2 ] b. x ∈+ R c. x∈R d. x∈

( – π2 , π2 )

4
8. For x ∈ [−1,1 ] , sin −1 (−x ) is equal to _____.

a. −1 b. −1 c. −1
−sin x π + sin x π −sin x
d.

sin −1 x

13 π
9. What is the value of (
cos−1 cos
6 ) ?

−π 13 π π
a. 6 b. 6 c. 6
7π
d. 6

7π
cos
6
10. Which of the following is the value of (¿) ?
cos−1 ¿

π 7π 5π
a. 6 b. 6 c. 6
π
d. 3

−1 1
{ −1
}
11. If sin sin ( 2 )+cos x =1 , then the value of x is_____.

1
a. 2 b. 0 c. 1 d. None

of these
12. If −1 −1 , then x equals ____.
3 tan x +cot x=π

1
a. -1 b. 0 c. 2 d.

1
x+ y
13. The expression tan −1 x + tan−1 y =tan −1 is true for _____.
1−xy

a. xy<1 b. |x|<1, |y|<1 c. |x|>1, |y|>1 d. None of these

14. A ladder 5 m long, leaning against a vertical wall makes an angle of 65 °
with the ground. What angle does the ladder make with the wall?

5
 a. 15 ° b. 20 ° c. 25 °
d. 30 °
15. A 30-foot-tall flagpole casts a 12 ft. shadow. What is the angle that the sun
hits the flagpole?
a. 20 ° b. 21 ° c. 22 °
d. 23 °

LESSO Inverse Trigonometric

N1 Functions and

6
 Trigonometric Equations

What I Need to Know

Upon completion of this lesson, you should be able to:

 illustrate the domain and range of the inverse trigonometric functions;

 evaluate an inverse trigonometric expression; and
 solves trigonometric equations;

What’s In
Recall from the topic of inverse of a function f which states that an

inverse of a function f is a function f −1 that reverses the rule of f . For a

function to have an inverse, it must be one-to-one.

Let’s compare the functions f and g whose arrow diagrams are shown in

Figure 1. Note that f never takes on the same value twice (any two numbers in A
have different images), whereas g does take on the same value twice (both 2 and

3 have the same image, 4). In symbols, g ( 2 )=g ( 3 ) but f ( x 1 ) ≠ f ( x 2) whenever

x 1 ≠ x2 . Functions that have this latter property are called one-to-one

f is one-to-one g is not one-to-one

Figure 1

7
 DEFINITION OF A ONE-TO-ONE FUNCTION

A function with domain A is called a one-to-one function if no two elements of

A have the same image, that is, f ( x 1 ) ≠ f ( x 2) whenever x 1 ≠ x2 .

Example 1: Show that the function f ( x )=3 x +4 is one –to-one.

Solution: Suppose there are numbers x 1 and x 2 such that f ( x 1 ) ≠ f ( x 2) . Then,

3 x1 + 4=3 x 2 +4 Suppose f ( x 1 ) ≠ f ( x 2) .

3 x1 =3 x 2 Subtract 4

3 x1 =3 x 2 Divide by 3

Therefore, f is one-to-one.

DEFINITION OF THE INVERSE OF A FUNCTION

Let f be a one-to-one function with domain A and range B. Then its inverse

function f −1 .has domain B and range A and is defined by f −1 ( y ) =x ↔ f ( x )= y for

any y in B.

This definition says that if f takes x to y, then f

−1
takes y back to x. The
arrow diagram in Figure 2 indicates that f
−1
reverses the effect of f . From the

definition we have

= range of f
−1
Domain of f

Range of f
−1
= domain of f

Figure 2

−1
Example 2: Finding f for specific values.

If f ( 1 )=5 , f ( 3 ) =7 , f ( 8 )=−10 , find f (5) , f (7) , and f (−10) .

−1 −1 −1

8
 −1
Solution: From the definition of f we have

f −1 ( 5 ) =1 because f ( 1 )=5

f −1 ( 7 )=¿ 3 because f ( 3 ) =7

f −1 (−10 )=8 because f ( 8 )=−10

Figure 3 shows how f

−1
reverses the effect of f in this case.

Figure 3
HOW TO FIND THE INVERSE OF A ONE-TO-ONE FUNCTION

1. Write y=f ( x)

2. Solve this equation for x in terms of y (if Possible).

3. Interchange x and y. The resulting equation is y=f −1 (x ) .

Example 3: Find the inverse of the function f ( x )=3 x−2 .

Solution: First we write y=f ( x) , → y=3 x−2

Then we solve this equation for x.

3 x= y +2 Add 2

y+ 2
x= Divide by 3
3

Finally, we interchange x and y.

9
 x+ 2
y=
3

−1 x+ 2
Therefore, f ( x )= 3

Activity 1.1: Find the inverse of the following function

x 5−3
1. f ( x )=
2

2 x +3
2. f ( x )=
x−1

What’s New

The six trigonometric functions sinx , cosx, tanx , secx , cotx ,∧cscx are periodic
and hence not one-to-one, and they do not have inverses. It is possible, however, to
restrict the domains of the trigonometric functions in such a way that the resulting
functions are one-to-one.

Trigonometric functions can all be defined as ratios of the sides of a right

triangle. Since all right triangles conform to the Pythagorean Theorem, as long as the
angles of two right triangles are the same, their sides will be proportional. Because of
this, the ratios of one side to another will always be the same.

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.

What is It

A. The Six Inverse Trigonometric Functions

1. The Inverse Sine Function

10
 The domain of the sine function is the set R of real numbers, and its range is
the closed interval − ] . As observed in the previous lessons, the sine function
[ −1,1
is not one-to-one, and the first step is to restrict its domain (by agreeing what the
convention is) with the following conditions: (1) the sine function is one-to-one in
that restricted domain, and (2) the range remains the same.

The inverse of the (restricted) sine function f ( x )=sinx , where the domain is

−π π
restricted to the close interval [ ,
2 2 ] , is called the inverse sine function or arcsine

function, denoted by f −1 ( x )=sin −1 x or f −1 ( x )=arcsin x . Here, the domain of

−π π
f −1 ( x )=arcsin x is [ −1,1 ] , and the range is [ ,
2 2 ] . Thus, y=sin −1 x or

1 1
y=arcsin x , If and only if sin y=x , where −1 ≤ x ≤ 1 and − ≤y≤ .
2 2

Example 1. Find the exact value of each expression:

−1 1 −1 3 −1
a. sin b. arcsin (−1) c. sin d. arcsin ( 2 )
2 2

Solutions:
−π π 1 π
a. The number in the interval [ ,
2 2 ] whose sine is 2 is 6 .Thus,

1 π
sin−1 = 6
2

−π −π −π π
b. arcsin (−1)=
2 because sin ( −π2 )=−1 and 2
∈ [ ,
2 2 ] .

3 −1 3
c. Since >1 , it is not the domain of sin −1 x , so sin is not defined.
2 2

−1 −π
d. arcsin ( )=
2 6

11
 As emphasized in the last example, as long as −1 ≤ x ≤ 1, sin −1 x is that

−π π
number y∈ [ ,
2 2 ] such that siny=x . If ¿ x /¿ >1, then sin−1 x is not defined

in R.

We can sometimes find the exact value of sin−1 x (that is, we can find a value in
terms of π ), but if such special value exists, then we leave it in the form sin−1 x.

Example 2. Find the exact vaue of each expression.

1
a. sin ⁡( sin−1 ) c. arcsin ⁡( sinπ)
2

π
b. arcsin ⁡( sin
3
) d. sin ( sin −1 ( −12 ) ¿
Solutions:
1 π 1
a . sin sin−1( 2
=sin =)
6 2 c. arcsin ( sinπ )=arcsin 0=0

b. arcsin sin ( π3 )=arcsin √23 = π3 d. sin ( sin −1 ( −12 ) ¿ π −1

= sin− 6 = 2

From the last example, we have the following observations:

1. sin ( arcsinx ) =x for any x ∈ [−1,1 ] ; and
−π π
2. arcsin ( sin 0 )=0 if and ony if 0 ∈ [ ,
2 2 ] , and if 0 is not element of

−π π −π π
[ , ,
2 2 ] then arcsin ( sin 0 )=φ , where φ ∈ 2 , 2 [ ] such that

sinφ=sin 0 .

2. The Inverse Cosine Function

The development of the other inverse trigonometric functions is
similar to that of the inverse sine function.
−1
The inverse of cosine function is defined by y=cos x or y=arccos x
which means, cos y=x , where −1 ≤ x ≤ 1 and 0 ≤ y ≤ π .

Example 3. Find the exact value of each expression.

12
 −√ 3
−√ 3
2 3π
a. cos−1 0 b. 2 ) c. ¿
−1
d. cos (cos 4 )
¿ cos−1 (¿)
arccos ¿
cos ⁡¿

Solutions:
π π
a. cos−1 0=0 because cos =0 and ∈ [ 0, π ]
2 2

b. arccos ( −2√ 3 )= 56π

−√ 3
( )
2 −3 π
c. cos−1 ¿ because ∈ [ −1,1 ]
2
¿
cos ⁡¿

3π 3 π 3π
d. cos−1 (cos )= because ∈ [ 0, π ]
4 4 4

−4
5
(¿¿)
Example 4. Simplify: .
2 cos−1 ¿
¿
sin ¿

−4
5 −4
Solution. Let . Then cos θ= cos θ< 0 and range of inverse
(¿) 5 . Because
θ=cos−1 ¿

cosine function is [ 0, π ] , we know that θ must be within the interval ( π2 , π ] .

3
Using the Pythagorean Identity, we get sin θ=
5 . Using Double- Angle Identity, we
have

−4
5
(¿ ¿)
−1
2 cos ¿=sin 2θ
¿
sin ¿

13
 ¿ 2 sinθcosθ
3 −4
¿ 2∙ ( )
5 5

24
¿−
25

3. The Inverse Tangent Function

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

Example 5: Find the exact value of each expression.

−5 −π
2 6
−√ 3
−1 (¿¿)
a. tan 1 b. (¿) c. (¿) d.
arctan ¿ tan ¿
tan −1 ¿ ¿
tan ⁡¿ tan −1 ¿

Solutions:
−1 π
a. tan 1=
4

−√ 3
−π
b. (¿)=
3
arctan ¿

−5
2
(¿)
c. −5
tan −1 ¿=
2
tan ⁡¿

14
 −π
6
(¿¿) −π −π π
d. tan ¿=
−π
6
because 6
∈ (
, .
2 2 )
¿
tan−1 ¿

We now define the remaining inverse trigonometric functions as follows:

4. Inverse Cotangent Function

π
cot −1 x= −tan−1 x .
2

It follows that the domain of y=cot x

−1
is ℝ and its range is ( 0, π ) .

5. Inverse Secant Function

−1
y=sec x or y=arcsec x
sec y=x
π 3π
where ¿ x /≥ 1 and y ∈ 0, [ ) [
2
∪ π,
2
.)
6. The Inverse Cosecant Function
−1 π −1
csc x= −sec x
2

This means that the domain of y=csc−1 x is (−∞ ,−1 ] ∪ ¿ and its range is

(−π ,− π2 ] ∪ (0, π2 ] .

Example 6. Find the exact value of each expression.

a. sec −1 (−2) −1
c. cot −√ 3

15
 3
2
2 √3 −2 √ 3
b. csc −1 (− ) d. sec −1−(¿¿)−csc−1
3 3
¿
sin ¿

Solutions:
4π 4π 4π 3π
a. sec −1 (−2)= because sec =−2 and ∈ [ π,
3 3 3 2 )

2 √3 −2 π
b. csc −1 (− )=
3 3
−1 5π
c. cot −√ 3=
6

2 √ 3 −2 π θ=sec −1
−3
d. From (b), we know that csc −1 (− . Let 2 . Then
)=
3 3
−3
sec θ= θ lies in QIII,
2 . From defined range of inverse secant function,

−2
¿
and r=3 and x=−2. Solving for y, we get ¿ . It follows that
32 −¿
y=− √¿

− √5 −2
sinθ = and cosθ= 3 . We now use the Sine Sum Identity.
3

−3
2
−2 √3
3
sin
(¿)
−1
(¿)−csc ¿
sec−1 ¿
¿

−2 π
3
−(¿)
θ¿
¿ sin ¿

16
 2π
θ+
3
(¿)
¿ sin ¿

2π 2π
¿ sin θ cos + cos θ sin
3 3

¿ ( −3√ 5 )( −12 )+( −23 )( √23 )

5−2 √ 3
¿√
6

B. The Trigonometric Equations

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 <2 π
or [0, 2 π ], then for every n integer, x+2nπ is also a solution.

Steps in Solving Trigonometric Equations

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

17
Example 7: Find all solutions of the equation sin x=0.

Solution: The values in the interval [0, 2 π ¿ for which sin x=0 are 0 and π .
Then every situation of x is
x=0+2 nπ or x=π +2 nπ

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

π
Example 8: Determine whether θ= is a solution of the trigonometric equation
3
1
cos θ=
2 .

π
Solution: On the unit circle, the terminal point θ= is in Q1, with coordinates T(
3
1 √ 3 ¿=cos θ ,sin θ
2 , 2
. Therefore, substituting the given in the trigonometric

π 1 π
equation, gives cos = , which is true. So, we conclude that θ= is a
3 2 3
5π
solution. Another solution to the equation is θ=
3 , which is in Q4.

Example 9. Solve the quadratic equation 2

sin x=1+ 2cos x .

Solution: 2 , replacing 2 2 by the first fundamental

sin x=1+ 2cos x sin x by 1−cos x
identity,

2
1−cos x=1+2 cos x
2
cos x+ 2cos x=0

x +2
cos ¿=0
¿
x¿
cos ¿

18
Hence, the solution set is {cosx x =0}∪ {cosx x + 2=0} . But, −1≤ cosx ≤ 1 for

every x, so, the equation cos x +2=0 has an empty solution. Thus, the solution set

is {cosxx =0} .If 0 ≤ x <2 π , then the solution set is { π2 , 32π } .

Example 10.Find all solutions of the equation 2 in the interval
2 sin x−3 sin x +1=0
[0,2 .
π¿

Solution:
Since we can represent 2 sin x−3sin 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
2 sin x−3 sin x +1=0
2 sinx−1¿ (sinx−1)=0
2 sinx−1=0

2 sinx=1
1
sin x=
2

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

5π π
x= x=
6 , and 2 .

Example 11: Find the solutions of the equation cos 2 x+ cos x+1=0 in the interval
[ 0,2 π ) .
Solution:
Solving for cos 2 x+ cos x+1=0 , we get
cos 2 x+ cos x+1=0 Given
2
2 cos x−1+ cos x+ 1=0 Apply double angle identity

19
 2
2 cos x+cos x=0 Simplify

x +1
2 cos ¿=0
¿ Apply common Factor
x¿
cos ¿

cos x=0 , 2 cos x+1=0

2 cos x=−1
−1
cos x=
2

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

What’s More
Activity 3.1: Let Me try!

Let us find out if you really understand the discussed concept by answering these
exercises.
1. Find the exact values of the following, if they exist.

−1
2
a. sin−1 √ b.
2
)
−1
c. sin 2
2 ¿
arcsin ¿

2. Find the exact value of each expression.

2
sin−1 √ −1 −1 11 π
a.
¿
2 ) b. cos ⁡[ arcsin 2 ]( ) c. sin 2
sin ¿

3. Answer the following.

a. What is the domain of −1 ?
y=sin 2 x

20
 b. What is the range of ?
y=sin −1 2 x

4. Find the exact values of the following, if they exist.

2 cos π
a. cos−1 √ c. arccos ⁡¿ )
2

−1
2
b. (¿) d. arccos π
cos−1 ¿
cos ⁡¿

5. Find the exact value of each expression.

4
4π tan −1 −1 7 1
a. arctan ⁡( tan ) b. 5 ) c. tan ⁡( tan + tan−1 )
3 6 2
tan ⁡¿

6. Find the exact of the following, if the exist.

−1 √ 3
a. sec −1 √ 2 c. cot e.
3

cos ⁡( arc csc−1 2)

−π
4 −1 20 π
f. arc cot sin 3
−1
b. csc 1 d. cot ⁡( ¿)
arc sec−1 ¿

−1 2 −1 2
7. Simplify: a. cos ⁡( 2 cos 5 ) b. sin ⁡( cos 5 )

8. Which numbers in the set {0, π6 , π4 , π3 , π2 , 23π , 34π , 56π , π , 2 π } are solutions

to the following equations?

1
a. sin x= c. 3 sec x=−2 √ 3
2 2
e. sec x−tan x=1
2 `

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

9. Solve the following trigonometric equation.

a. 2 cos x−1=0

b. ( 1+cosθ )( tanθ−1 )=0

21
 c. 2 cos x tan x=2cos x
x
d. sin 2 x+5 cos 2 =2
2

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

What I Have Learned

Let me check your knowledge by filling the blanks with

a correct symbols/ letter or terms in order to complete the statement/s.
1. a. To define the inverse sine function, we restrict the domain of sine to the
interval________. On this interval the sine function is one-to-one, and its

¿
¿
−1
¿
inverse function sin is defined by ¿¿ =¿ ¿ . For example,
x= y ↔sin ¿
sin−1 ¿

¿
¿ ¿
¿ ¿
−1 1 because ¿
sin =¿ ¿ ¿
2
sin ¿¿

c. To define the inverse cosine function we restrict the domain of cosine to

the interval _________. On this interval the cosine function is one-to-one
¿
¿
−1
.
and its inverse function cos is defined by ¿¿ =¿ ¿ For example,
x= y ↔cos ¿
cos−1 ¿

¿ ¿
¿ ¿
because ¿
1
cos−1 =¿ ¿ ¿¿ .
2 cos ¿

22
 What I Can Do

Performance Task: Let’s do this!

Materials: paper, pencil, and scientific calculator in degree mode
Procedure: Draw the following triangles and find the answers.
1. Triangle ABC has a right angle at C. Next, side AB=7m and side CB=4m.
Using inverse trigonometric functions, find the degree measures of angle B
and angle A.
2. Triangle EFG has a right angle at G. Next, side EG=3 in and side GF=2 in.
Using inverse trigonometric functions, find the degree measures of angle E
and angle F.
Online connect! For additional knowledge and information about the topics please
visit the links/url indicated below.

 Master How to determine the domain and range of the inverse trigonometric functions:
https://www.youtube.com/watch?v=uIELpwkmTJw
 Evaluating Inverse Trigonometric Function: https://www.youtube.com/watch?v=aRVWs1tDarI

 TRIGONOMETRY Solving Trigonometric Equations in Filipino: https://www.youtube.com/watch?

v=I2gy6J8WPsw

Solving Situational Problems

LESSO Involving Inverse
N2 Trigonometric Functions and
Trigonometric Equations

What I Need to Know

Upon completion of this lesson, you should be able to:

 solve situational problems involving inverse trigonometric

functions and trigonometric equations.

23
 What’s In

Let us recall previous concept about inverse trigonometric functions by

answering the activity.

A. Use a calculator to find an approximate value of each expression correct to

five decimal places, if it is defined.

−1 2
1. sin −1
6. sin ( 0.13844)
3

−8
9 −1
2. ¿ ) 7. tan 10
−1
sin ¿

−1 −3
3. cos −1
8. tan (−26)
7

−8
9 −1
4. (¿) 9. sin (−0.25713)
cos−1 ¿

cos−1 (−0.92761) −1
5. 10. tan (−0.25713)

B. Find x , 0 ≤ x ≤ 2 π , for the following:

3 2 x =¿
√3
1. cos x= √ 2. 2 3.
2
cos ¿
2
2 cos x−cosx−1=0

What’s New

The inverse trigonometric functions are used to determine the angle measure
when at least two sides of a right triangle are known. The particular function that

24
should be used depends on what two sides are known. For example, if you know the
hypotenuse and the side opposite the angle in question, you could use the inverse
sine function. If you know the side opposite and the side adjacent to the angle in
question, the inverse tangent is the function you need.
There are two methods for determining an inverse trigonometric function. The
first is by using a table containing all the results for every ration. It can be tedious
and cumbersome. The other is using scientific calculator. The inverse for the sine,
cosine, and tangent can be determined quickly.
In this lesson, trigonometric functions have practical uses in navigation,
physics, engineering and other sciences through presenting different worded
problems.

What is It

Let us consider the following relationship/ trigonometric ratios to find the

required angle given two measurements of a triangle.
opposite
a. sin −1 θ= =SOH
hypotenuse

adjacent
b. cos−1 θ= =CAH
hypotenuse

opposite
c. tan −1 θ= =T OA
adjacent

We will use our previous knowledge about the topics on evaluating inverse
trigonometric functions and trigonometric equations in solving several worded
problems and other applications.

A. Application of Inverse Trigonometric Functions

1. A tower 28.4 feet high, must be secured with a guy wire anchored 5 feet from
the base of the tower. What angle will the guy wire make with the ground?

25
28.4 ft guy wire

5 ft

We need to find the angle of the ground that the guy wire will make.

Solution:

opposite
tan −1 θ ¿
djacent

28.4 ft
tan −1 θ=
5 ft
−1
tan θ=5.68

¿ 80.02°

Therefore, the guy wire will position at an angle of 80.02° from the base of the
tower.

2. The base of a ladder is placed 3 feet away from a 10-foot-high wall, so the top
of the ladder meets the top of the wall. What is the measure of the angle
formed by the ladder and the ground?

Solution:

26
 Here we have a right triangle where we know the lengths of the two legs, that
is, the sides opposite and adjacent to the angle. So, we use the inverse tangent
function.

−1 opposite
tan θ ¿
djacent

−1 10 ft
tan θ=
3 ft
−1
tan θ=3.33

¿ 73.3°

Therefore, the angle formed by the ladder and the ground is 73.3° .

3. A boat is docked at the end of a 10-foot pier. The boat leaves the pier and
drops anchor 230 feet away 3 feet straight out from the shore (which is
perpendicular to the pier). What was the bearing of the boat from a line drawn
from the end of the pier through the foot of the pier?

3f
10 ft
x°
230 ft

Solution:

adjacent
cos−1 θ ¿
hypotenuse

7 ft
cos−1 θ ¿
230 ft
−1
cos θ ¿ 0.0304

¿ 88.26 °

Thus, the bearing of the boat from a line drawn from the end of the pier through the
foot of the pier is 88.26 ° .

27
 4. The height of a ski slope is 16 meters and the length is 20 meters. Find the
measure of the angle giving the answer to two decimal places.

Solution:

Here, we know the lengths of the opposite and the hypotenuse and, therefore, need
to use the sine ration to find the measure of the unknown angle.

opposite
sin −1 θ=
hypotenuse

16 m
sin −1 θ=
20 m
−1
sin θ=0.8

¿ 53.13°

Thus, the measure of the angle is 53.13° .

π
5. If an object is directed at an angle θ (with θ ∈[0, 2 ] , then the range will

v2o ft
be R= sin 2θ (in feet) where vo (in ¿ is the initial speed and
g s

ft
g=32 2 is the acceleration due to gravity. At what angle shall the object be
s
directed so that the range will be 100 ft, given that the initial speed is
ft
v o =80 ?
s

Solution: From the formula of the range, we get

28
 2
vo
R= sin 2θ
9

2
(80)
100= sin2 θ
32

2
32 (100 )= (
(80)
32
sin 2θ 32 )
3200=6400 (sin 2θ)

6400(sin 2 θ)
( 3200
6400 )=(
6400 )
1
=sin2 θ
2

π
Since θ must be from 0 to (i.e. 0 ≤2 θ ≤ π ¿ , this is equivalent to
2
−1 1 π π
finding 2θ such that 2θ=sin 2 . Hence, 2θ= →θ=
6 12 .
π
Therefore, the object must be directed at an angle of rad (or 15 ° ¿ , to
12
have a projectile range of 100 ft.

B. Application of Trigonometric Equations

In this lesson we will solve trigonometric equations. To see the difference,

consider the following equations:
2 2
sin x+cos x =1 Equation 1

sin x=1 Equation 2

Equation 1 is an identity because it is true for all real values of x. Equation 2,

however, is true only for some values of x. When we find these values, we are
solving the equation.
Let us solve several applications of trigonometric equations.

29
 1. An aluminium rain gutter is to be constructed from an aluminium sheet 12
inches wide. After marking off a length of 4 inches from each edge, this length
is bent up at an angle θ . The area A of the opening as a function of θ is

θ+1
cos ¿ ,
given by ¿ where 0 ° <θ<90 ° .
θ¿
A=16 sin¿

a. Find the angle θ that maximizes area using the equation

cos 2 θ+cos θ=0 , 0 ° <θ<90 ° .
b. What is the maximum area of the opening?

Solutions:
a. cos 2 θ+cos θ=0 . Using the double-angle formula 2 or
2 cos θ−1+cos θ=0,

θ−1
θ+ 1 Hence, the solution set is . But
x x
cos ¿=0.
¿ 2 { }{
cos θ−1=0 ∪ cos θ+ 1=0
2 }
2 cos ¿ ¿
¿ for every , so, the equation has an empty
0 ° <θ<90 ° , θ cos θ+1=0
solution. Thus, the solution set is x . And it is given that
{2
cos θ−1=0 }
, then since 1
0 ° <θ<90 ° cos θ= ,θ=60 ° .
2
b. The maximum area is 12 √ 3 sq .inches

2. A lighthouse at sea level is 34 mi from a boat. It is known that the top of the
lighthouse is 42.5 mi from the boat and that x=rcosθ , where x is the
horizontal distance, r is the distance of the top of the lighthouse from the
boat, and θ is the angle of depression from the top of lighthouse. Find θ
.

Solution:
x 34 4
x=rcos θ → cos θ= = =
r 42.5 5
−1 4
→θ=cos ≈ 0.6435 ( 36.87 ° ¿
5

30
 For this case, we used a calculator to find the value of the unknown variable
4
θ since is not a special value for cosine.
5
3. Three cities, A. B, and C, are positioned in a triangle as seen in the figure
below.

It is known that City A is 140 miles from City C, while City B is 210 miles from
City C. City A and B are 70 √ 7 miles apart. Also, by the Cosine Law, we
have
2 2 2
z =x + y −2 xy cos γ , where x , y ,∧z are the respective distances of
´ , AC
BC ´ , AB ´ , and γ =m ∠ ACB . Find γ .

Solution: Substituting the corresponding values of x , y ,∧z , the problem is now

equivalent to solving the equation

34300=44100+19600−58800 cos γ

→ −29400=−58800cos γ

1
→ =cos γ
2

π
→ =γ
3

π
Thus, the value of γ is 3

What’s More
Activity 3.2: Let Me try!
Let us find out if you really understand the discussed concept by answering
these exercises.

31
 1. The distance from a boat to a lighthouse is 100 feet and the lighthouse is 120
feet tall. What is the angle of depression from the top of the lighthouse to the
boat?
2. You are standing 100 ft from an arch that is 68 ft tall. At what angle do you
have to look up to see the top of the arch? Assume you are 5 ft tall.
3. The angle of elevation of the top of a church to a point 100 feet away from
the base is 60 ° . Find the height of the church.
For number 4-7, please refer to this problem. You are standing looking at a large
painting on the wall. The bottom of the painting is 1 ft above your eye level. The
painting is 10 feet tall. Assume you are standing x feet from the painting and that

the angle θ is formed by the lines of vision to the bottom and to the top of the
painting.
4. Draw a picture to represent this situation.
5. Solve for θ in terms of x.

6. If you are standing 10 feet from the painting, what is θ ?

7. If θ=30° , how far are you standing from the wall (to the nearest foot)?
For numbers 8-10, please refer to this problem. You are watching a hot-air balloon
that was 300 feet from you when it started rising from the ground. Assume the height
of the balloon is x and θ is the angle of elevation from the ground where you
are standing up to the balloon.
8. Solve for x in terms of θ .

9. What is the angle of elevation when the hot-air-balloon is 500 feet above the
ground?
10. How high above the ground is the balloon when the angle of elevation is 80
°?

11. A weight is suspended from a spring and vibrating vertically according to the
equation

f ( t )=20 cos ( 45 π (t− 56 )) ,

32
 where f (t) centimeters is the direct distance of the weight from its central

positions at t seconds, and the positive distance means above its central
position,
a. At what time is the displacement of the weight 5 cm below its central position
for the first time?
b. For what values of t does the weight reach its farthest point below its
central position?
12. Different types of granular substances naturally settle at different angles
when stored in cone-shaped piles. This angle θ is called the angle of
repose. When rock salt is stored in a con-shaped pile 11 feet high, the
diameter of the pile’s base is about 34 feet.

a. Find the angle of repose for rock salt.

b. How tall is a pile of rock salt that has a base diameter of 50 feet?

What I Have Learned

Let me check your knowledge by filling the blanks with a correct
symbols/letter or terms in order to complete the statement/s.
1. When working with right triangles, we use the terms opposite, adjacent and
hypotenuse to refer sides of the triangle. The _________ is always opposite
the right angle and is the longest side. The __________ and _________ are
labelled in relation to a given angle often denoted by θ . The ______ is the
side next to the angle θ which is not the hypotenuse. As for the ________,
it is the last side of the triangle.
2. Recall the acronym “SOH CAH TOA””, where O stands for _______, A stands
for _______, and H stands for ______, and the θ is the angle. The
trigonometric ratios are: ___________, _________ and __________.

33
 3. We can find the measure of an angle given the side lengths using _________
trigonometric functions.

What I Can Do

DISCOVERY ∎ DISCUSSION ∎ WRITING

1. Refer to the figure below. You are standing in seawater that is 2 feet deep and
are looking at a shell at angle (measured from a line perpendicular
θ1=60 °
to the surface of the water). What happens to d as you move closer to the
shell? Explain your reasoning.

Online connect! For additional knowledge and information about the topics please
visit the links/url indicated below.

 Master solving word problems using inverse trigonometry:

https://www.youtube.com/watch?v=zn1_AO2HNk8
 Solving Word Problems Involving Trigonometric Equations, Example 2:
https://www.youtube.com/watch?v=duQTGQ1IF4Y
 Solving Applications Problems Using Trigonometric Equations: https://www.youtube.com/watch?
v=JjRCloMCC2E

34
Summary

Table 1
Summary of the Domain and Range of Inverse
Trigonometric Function

Function Domain Range

y=arcsin [-1,1] −π π
≤y≤
x 2 2

y=arccos [-1,1] 0≤ y ≤π
x

35
y=arctan All real numbers −π π
≤y≤
x 2 2

y=arcsec All real numbers π

0≤ y ≤π , y ≠
x 2

y=arccsc All real numbers −π π

≤ y ≤ , y ≠0
x 2 2

y=arccot All real numbers 0< y < π

x

Trigonometric equation -is any equation that contains a trigonometric function.

Trigonometric identity -is trigonometric functions that holds true for any angle.

Steps in Solving Trigonometric Equations

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

Assessment (Posttest)
Multiple Choice. Choose the letter of the correct answer.

−1
1. What is the domain of function sin x ?

36
 −π π
a. [ ,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
2. What is the domain of function ?
cos−1 x

a. [ −π π
,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
3. Which of the following is the range of function −1
sin x ?

−π π
a. [ ,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
4. Which of the following is the range of function
cos−1 x ?

a. [ −π π
,
2 2 ] b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
5. What is the domain of function −1 ?
tan x

a. ℝ b. (−1,1 ) c. ( – π2 , π2 ) d.
[ −1,1 ]
6. What is ?
sin −1 x+ cos−1 x

π
a. 1 b. π c. 2 d.

0
−1 −1 π
7. The value of tan x +cot x= 2 when ____.

−π π
a. x∈ [ ,
2 2 ] b. x ∈+ R c. x∈R d. x∈

( – π2 , π2 )
8. For x ∈ [−1,1 ] , sin −1 (−x ) is equal to _____.

37
 a. b. c.
−sin−1 x π + sin−1 x π −sin−1 x
d.
−1
sin x

13 π
9. What is the value of (
cos−1 cos
6 ) ?

−π 13 π π
a. 6 b. 6 c. 6
7π
d. 6

7π
cos
6
10. Which of the following is the value of (¿) ?
cos−1 ¿

π 7π 5π
a. 6 b. 6 c. 6
π
d. 3

−1 1
{ −1
}
11. If sin sin ( 2 )+cos x =1 , then the value of x is_____.

1
a. 2 b. 0 c. 1 d. None

of these

12. If −1 −1 , then x equals ____.

3 tan x +cot x=π

1
a. -1 b. 0 c. 2 d.

1
x+ y
13. The expression tan −1 x + tan−1 y =tan −1 is true for _____.
1−xy

a. xy<1 b. |x|<1, |y|<1 c. |x|>1, |y|>1 d. None of these

14. A ladder 5 m long, leaning against a vertical wall makes an angle of 65 °
with the ground. What angle does the ladder make with the wall?

38
 a. 15 ° b. 20 ° c. 25 °
d. 30 °
15. A 30-foot-tall flagpole casts a 12 ft. shadow. What is the angle that the sun
hits the flagpole?
a. 20 ° b. 21 ° c. 22 °
d. 23 °

Key Answers

39
Pretest
1. D
2. D
3. A
4. A
5. A
6. C
7. C
8. A
9. C
10. C
11. A
12. D
13. A
14. C
15. B

LESSON 1

What’s In
(Activity 1.1)
1
1. f
−1
( x )=(2 x +3) 5
x +3
2. f −1 ( x )=
x−2

What’s More
(Activity 3.1)
π −π
1. a. 4 b. 6 c. undefined

√2 √3 −π
2. a. b.. c. 2
2 2
−1 1 −π π
3. Domain: [ , ,
2 2 ] Range: [ 2 2 ]
π −1
4. a. 4 b. 2 c. π d.

undefined
π 4
5. a. 3 b. 5 c. 4

40
 π π π
6. a. 4 b. 2 c. 3 d. – π e.

√3 ≈ 0.8571
f.
2
−17 √ 21
7. a. 25 b.
5
π 5π π 5π π 2π
8. a. , b. c. d. and e. All
6 6 4 6 3 3
π 3π
except 2 f. 4
π 5π
9. a. 3 and 3
π
b. θ=π +2 kπ and θ= + kπ for every k ∈ Z
4
π 3π π
c. +2 kπ , +2 kπ , +kπ , k ∈ Z
2 2 4
2π 4π
d. + 2kπ , +2 kπ , k ∈ Z
3 3
3π π
10. x= 4 +nπ , n an integer or x= +nπ , n
6 an integer

What I Have Learned

−π π π π
1.a [-1,1], [ , =¿
2 2 ], sin y=x, 6 , because sin 6

π π 1
b. [-1,1], cos y=x, because cos =
3 3 2

What I Can Do

1. Angle B=55.15 ° and Angle A=34.85 °

2. Angle F=56.31 ° and Angle E=33.69 °

LESSON 2

What’s In

A. 1. 0.72973
2. -1.09491
3. 2.01371
4. 2.66571
5. 2.75876

41
 6. 0.13889
7. 1.47113
8. -1.53235
9. -0.26005
10.-0.25168

π 11 π
B. 1. 6 , 6
π 11 π 13 π 23 π
2. x= , , ,
12 12 12 12
2π 4 π
3. x= , ,0, 2 π
3 3
What’s More
(Activity 3.2)
1. 50.2 °
2. 32.2 °
3. 173.2 ft
4. The teacher will check
−1 11 −1 1
5. tan x −tan x

6. 42 °
7. 17 ft
8. x=300tan θ
9. 59 °
10. 1701 ft
11. a. t ≈ 1.5589 and t ≈ 0.1078
25 5
b. t= 12 + 2 k for every k ≥ 0

12. a. 32.9 °
b. 16.2 feet tall
What I Have Learned
1. Hypotenuse
Opposite
Adjacent
Adjacent
Opposite
Opposite
Adjacent
Hypotenuse

42
 opposite adjacent opposite
sin θ= cos θ= tan θ=
hypotenuse hypotenuse adjacent

What I Can DO- The teacher will check according to the discussions of the learner

Posttest
1. D
2. D
3. A
4. A
5. A
6. C
7. C
8. A
9. C
10. C
11. A
12. D
13. A
14. C
15. B

43
References

Camilon, M.G.,et.al. 2017. Precalculus for Senior High School. Quezon City:
Educational Resources Publication.

Carl Stitz, Ph.D. , Jeff Zeager, Ph.D.,

July 4, 2013 Lakeland Community College Lorain County Community College
Precalculus Corrected Edition

Dan's Pre-algebra Review

November 30, 2012

Fajardo, Ira A., Marquez, Romel L., Ringor, Rebecca S., and Gerardo, Elsa F., PhD.
Analytic Geometry (Worktext) 2003 edition

Khan, Sal. 2001. Intro to Conic Sections. Accessed July 8, 2020.

https://www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:conics/x9
e81a4f98389efdf:conics-intro/v/introduction-to-conic-sections.

Precalculus Philippine Edition

2016 JO-ES Publishing House Inc

Sirug, W. S.,. 2016. Pre-Calculus forSenior High School STEM Specialized Subject.
Manila City: Mindshapers Corporation., Inc.

Stewart, J., et.al. 2010. Prcalculus -Mathematics for Calculus.

Tolentino, M.A.,et.al. 2016. Precalculus Learner's Material. Quezon City.

Vilanueva, T, et.al. 2017. Pre-calculus Analysis and Applications. Valenzuela City:

Tru-Copy Publishing House, Inc.

(n.d.). Retrieve September 08, 2020 , from https://www.youtube.com/watch?

v=uIELpwkmTJw.

(n.d.). Retrieve September 08, 2020, from https://www.youtube.com/watch?

v=aRVWs1tDarI.

44
(n.d.). Retrieve September 08, 2020, from https://www.youtube.com/watch?
v=I2gy6J8WPsw.

(n.d.). Retrieve September 09, 202, from https://www.youtube.com/watch?

v=zn1_AO2HNk8.

(n.d.). Retrieve September 09, 2020, from https://www.youtube.com/watch?

v=duQTGQ1IF4Y.

(n.d.). Retrieve September 09, 2020, from https://www.youtube.com/watch?v=JjRCloMCC2E

(n.d.). Retrieved September 06, 2020, from file:///E:/inverse%20trigo%20problems.pdf

(n.d.). Retrieved September 06, 2020, from file:///E:/trigonometric%20equations.pdf

45
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
46
47