TRIGONOMETRIC IDENTITIES and

EQUATIONS
for Pre Calculus
Senior High School (STEM)
Quarter 2 / Week 5
 FOREWORD

This Self Learning Kit for General Mathematics is

designed specifically for Grade 11 students in the Senior
High School. Thus, a modest background in grade school
mathematics is important, written in a precise, readable,
and conventional manner to facilitate students’
understanding of the subject.
It is aligned with the BEC of the Department of
Education following the prescribed MELCs (Most Essential
Learning Competencies.
It has the following features proven to be valuable
aids to learning Mathematics even at home.
What happened
This section contains pre-activities like review of the
prior knowledge on the simple and compound interest.
What You Need To Know (Discussion)
This section contains the discussion in determining
whether an equation is an identity or conditional. It also
discusses about trigonometric identies and problems
involving it. This will be your aid as you learn new ideas and
enrich your existing knowledge about mathematical
concepts.

What Have I Learned (Evaluation/Post Test)

The exercises contained in this section are guaranteed
to build mathematical comprehension, skills, and
competence. These serves as a diagnostic tool to identify
the learner’s prior knowledge, and the areas of strength
and weaknesses.
 LESSON TRIGONOMETRIC IDENTITIES AND CONDITIONAL
1 EQUATIONS

OBJECTIVES:
K. Determine if an equation is an identity or
conditional equation.
S. Finds other trigonometric values by applying
trigonometric identities.
A. Holds the character of patience in determining
an equation (identity or conditional equation)
and finding trigonometric values.

LEARNING COMPETENCIES:

Determine whether an equation is an identity or a

conditional equation (STEM_PC11AG-IIe-1)
Apply trigonometric identities to find other
trigonometric values.

I. WHAT HAPPENED

Recall
The Six Trigonometric Functions

Let Θ be an angle in standard position and P(Θ) = P(x, y) the point on its
terminal side on the unit circle. Define
1
sin Θ = y csc Θ = , y ≠ 0
y

1
cos Θ = x sec Θ = ,x≠0
x

y x
tan Θ = ,x≠0 cot Θ = ,y≠0
x y

1
 y

Quadrant II (QII): x negative, y positive Quadrant I (QI): x and y positive

Only sine and cosecant functions are All circular functions are positive
positive
x
Quadrant III (QIII): x negative, y Quadrant IV (QIV): x positive, y
negative negative

Only tangent and cotangent functions Only cosine and secant

are positive functions are positive

PRE-TEST:
I. State whether the equation is an identity or a conditional equation.

1. sin2 Θ = cos2 Θ + 1

x2 + 7x + 10
2. =x–5
x+5

x2 - 5x + 6
3. =x–3
x-2

II. Use identities to simplify the trigonometric expression.

1 + tan X
1.
1 + cot X
III. Given some initial values, use identities to find the values of some
trigonometric functions of Θ that is stated in the problem.
2
1. sin Θ = 5 and sec Θ > 0 1.Find : cscΘ and cosΘ

2. tan Θ = 2 and csc Θ < 0 2. Find: cotΘ and secΘ

IV. Prove the following identities.
1 + sin X + cos X 1 + cos X
1. =
1 + sin X - cos X sin X
2
2. sin X = sin X - sin X cos2 X

2
II. WHAT YOU NEED TO KNOW

DISCUSSION:
A. Identity and Conditional Equation

Consider the following two groups of equations.

Group A Group B
(A1) x2 −1 = 0 (B1) x2 − 1 = (x − 1)(x + 1)
(A2) (x + 7)2 = x2 + 49 (B2) (x + 7)2 = x2 + 14x + 49

In each equation in Group A, some values of the variable that are in the
domain of the equation do not satisfy the equation (that is, do not make the
equation true). On the other hand, in each equation in Group B, every element
in the domain of the equation satisfies the given equation. The equations in
Group A are called conditional equations, while those in Group B are called
identities.

An identity is an equation that is true for all values of the variable in

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

Example
Identify whether the given equation is an identity or a conditional
equation. For each conditional equation, provide a value of the variable in
the domain that does not satisfy the equation.

3 3 3
1. x3 - 2 = (x - √2 )( x2 + √2x + √4)
2. sin Θ = cos Θ - 1

1 - √x 1 - 2√x + x
3. =
1 + √x 1-x

3
Solution
(1) This is an identity because this is simply difference of two cubes and its
factors.
(2) This is a conditional equation. If Θ = 0, then both sides of the equation are
equal to 0. But if Θ=π, then the left-hand side of the equation is 0, while the
right-hand side is −2.
(3) This is an identity because the right-hand side of the equation is obtained
by rationalizing the denominator of the left-hand side.

A. Fundamental Trigonometric Identities

Recall that if P(x,y) is the terminal point on the unit circle corresponding to Θ,
then we have

1 y
sin Θ = y csc Θ = tan Θ =
y x

1 x
cos Θ = x sec Θ = cot Θ =
x y

From the definitions, the following reciprocal and quotient identities

immediately follow. Note that these identities hold if Θ is taken either as a real
number or as an angle.

Reciprocal Identities Quotient Identities

1 sinθ
csc θ = tan θ =
sinθ cosθ
1
sec θ =
cosθ
cosθ
1 cot θ =
cot θ = sinθ
tanθ

We can use these identities to simplify trigonometric expressions.

4
Example
Simplify:

tan Θ cos Θ
1.
sin Θ
cos Θ
2.
cot Θ

Solution.
sin Θ
tan Θ cos Θ cos Θ
1. = cos Θ
=1
sin Θ sin Θ
cos Θ cos Θ
2. = cos Θ = sin Θ
cot Θ
sin Θ

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

following identities.

Even-Odd Identities
sin (-θ) = -sin θ
cos (-θ) = cos θ
tan (-θ) = -tan θ

The first two of the negative identities can be obtained from the graphs
of the sine and cosine functions, respectively. (Please review the discussion on
page. The third identity can be derived as follows:

sin (-Θ) -sin Θ

tan (-Θ) = = = -tan Θ
cos (-Θ) cos Θ

The reciprocal, quotient, Pythagorean, and even-odd identities

constitute what we call the fundamental trigonometric identities.

5
Example
If sec Θ =5/2 and tan Θ < 0, use the identities to find the values of the
remaining functions of Θ.
Solution.
Note that Θ lies in QIV.

1 2
cos Θ = =
sec Θ 5

2 2 √21
sin Θ = -√1 - cos2 Θ = -√1 - (5) = - 5

1 5√21
csc Θ = =-
sin Θ 21

√21
sin Θ - √21
tan Θ = = 2
5
=-
cos Θ 2
5

1 2 √21
cot Θ = =-
tan Θ 21

A. Proving Trigonometric Identities

We can use the eleven fundamental trigonometric identities to establish

other identities. For example, suppose we want to establish the identity
sin Θ
csc Θ - cot Θ =
1 + cos Θ
To verify that it is an identity, recall that we need to establish the truth of
the equation for all values of the variable in the domain of the equation. It is
not enough to verify its truth for some selected values of the variable. To prove
it, we use the fundamental trigonometric identities and valid algebraic
manipulations like performing the fundamental operations, factoring,
canceling, and multiplying the numerator and denominator by the same
quantity. Start on the expression on one side of the proposed identity
(preferably the complicated side), use and apply some of the fundamental
trigonometric identities and algebraic manipulations, and arrive at the
expression on the other side of the proposed identity.

6
Expression Explanation
csc Θ - cot Θ Start on one side.
1 cos Θ
= - Apply some reciprocal identities
sin Θ sin Θ

1 - cos θ
= Add the quotients.
sin θ

1 - cos θ 1 + cos θ
= ∙ Multiply the numerator and denominator by 1 + cos θ
sin θ 1 + cos θ
1 - cos2 θ
= Multiply.
(sin θ)(1 + cos θ)
2
sin θ
= Apply Pythagorean identity.
(sin θ)(1 + cos θ)
sin θ
= Reduce to lowest terms.
1 + cos θ

NOTE: Upon arriving at the expression of the other side, the identity has been
established. There is no unique technique to prove all identities, but
familiarity with the different techniques may help.

7
III. WHAT HAVE I LEARNED
EVALUATION/POST TEST:

I. State whether the equation is an identity or a conditional equation.

x2 1
1. 1 + x + =
1-x 1-x

2. tan θ = cot θ

II. Use identities to simplify the trigonometric expression.

tan Y + cot Y
1.
sec Y csc Y
cos2 θ
2. 1 -
1 + sin θ
III. Given some initial values, use identities to find the values of some
trigonometric functions of θ that is stated in the problem.
8
1. sec θ = - 3 and tan θ > 0 1. Find: cos θ and sin θ
3
2. csc θ = 2 and sec θ < 0 2. Find: sin θ and cot θ

IV. Prove the following identities.

1 + sin X + cos X 1 + cos X
1. =
1 + sin X - cos X sin X

8
 REFERENCE

Bacani, J., et al. 2018. PreCalculus for Senior High School: Fundamental
Trigonometric Identities. 171-176. Quezon City: SUNSHINE
INTERLINKS PUBLISHING HOUSE, INC.

9
 SYNOPSIS AND ABOUT THE AUTHOR
This SELF LEARNING KIT (SLK) focuses on how to determine an equation
whether it is an identity or general equation. It also concentrates on how to
find other trigonometric values by applying trigonometric identities.

Exercises, activities and examples are designed to enhance the

critical and analytical thinking skills of the learners.

Let’s enjoy solving problems in PreCalculus as it stimulates our initiative

and creativity.
.
ANSWER KEY
IV. (Solutions should be made)
2
cot θ=- made)
√5
3 IV. (Solutions should be
sinθ= sec θ=-√5
2
2
2. θ in Q2 cot θ=
8 1
sin θ=- 2. θ in Q3
√55
5
cos θ=
√21
8 2
cos θ= csc θ=
-3 5
III. 1. θ in Q3 III. 1. θ in Q1
2. sin θ II. 1. tan x
II. 1. 1 3. identity
2. conditional, θ at π/2 2. conditional
I. 1. Identity I. 1. Conditional, θ=90
o
Post Test Pre-test

AUTHOR
Duke Princeton D. Mariño finish his course at Negros
Oriental State University with a degree of Bachelor of
Science in Mathematics last 2015. He has Completed
Academic Requirements (CAR) in Master of Science
in Mathematics. A Senior High School Teacher at
Pantao National High School and a District Planning
Coordinator -SHS of Mabinay District II.

10
 LESSON SITUATIONAL PROBLEMS INVOLVING
2 TRIGONOMETRIC IDENTITIES

OBJECTIVES:
K. Recall some trigonometric identities.
S. Solve problems involving trigonometric identities.
A. Appreciate the importance of trigonometric
identities as its real-world application is
presented.

LEARNING COMPETENCY:

Solve situational problems involving trigonometric

identities (STEM_PC11T-IIg-2)

I. WHAT HAPPENED

PRE-TEST:

Write down the fundamental trigonometric identities.

II. WHAT YOU NEED TO KNOW

DISCUSSION:
The aim of this SLK is to present some of the practical applications
involving trigonometric identities. The 8 fundamental trigonometric identities
are important, as you have seen in the previous SLKs, in deriving other identities.
To aid with our discussion, we shall recall some identities as we go along.
The first example illustrates how trigonometric identities can be used in a
problem involving friction.

11
Example 1 (Larson 2018)
The forces acting on an object weighing W units on an inclined plane
positioned at an angle of θ with the horizontal (see figure) are modeled by
μ W cos θ = W sin θ where μ is the coefficient of friction. Solve the equation for 𝜇
and simplify the result.
Solution
Using the one of the fundamental trigonometric
identities, we have,
μ W cos θ = W sin θ

W sin θ
μ=
W cos θ

sin θ
μ=
cos θ

μ= tan θ

The next example shows the application of the trigonometric identities

to rate of change of functions in calculus.

12
Example 2 (Larson and Hostetler 2007)
The rate of change of the function f(x) = −csc x − sin x is csc x cot x − cos x.
2
Show that this expression can also be written as cos x cot x.
Solution
We will use one of the fundamental trigonometric identities, to express
2
csc x cot x-cos x as cos x cot x. And so,
1 cos x
csc x cot x -cos x= sin x ∙ -cos x
sin x
cos x
= 2 -cos x
sin x
2
cos x -cos x (sin x)
= 2
sin x
2
cos x (1-sin x)
= 2
sin x
cos x(cos2 x)
= 2
sin x

cos2 x
=cos x∙ 2
sin x
cos x 2
=cos x∙ ( )
sin x
2
=cos x (cot x)
=cos x cot 2 x.

2
This shows that csc x cot x − cos x = cos x cot x.

13
 Let us know recall the sum and difference identities as presented by
Leithold (1989).
Cosine Difference Identity:
Cosine Sum Identity:
Cofunction Identities:
Sine Sum Identity:
Sine Difference Identity:
Tangent Sum Identity:
Tangent Difference Identity:
cos (x-y)=cos x cos y+ sin x sin y
cos (x+y)=cos x cos y- sin x sin y
1
cos ( 2 π-x)=sin x
1
sin ( 2 π-x)=cos x
1
tan ( 2 π-x)=cot x
sin (x +y)= sin x cos y +cos x sin y
sin (x -y)= sin x cos y - cos x sin y
tan x +tan y
tan (x + y) = 1-tan x tan y
tan x -tan y
tan (x − y) = 1+tan x tan y
14
Example 3 (Lial et al. 2013)
cos s cos t
In a study of AC circuits, the equation R= ω
̅ C sin (s+t)
sometimes arises. Use
a sum identity and algebra to show this equation is equivalent to
1
R=ω
̅ C (tan s+tan t)
.

Solution:
1
From the sine sum identity and multiplying by cos s cos t
1 , we have,
cos s cos t

cos s cos t
R=
ω
̅ C sin (s+t)

cos s cos t
=
ω
̅ C(sin s cos t +cos s sin t)

1
1 cos s cos t cos s cos t )
=( ∙ )(
ω̅ C sin s cos t +cos s sin t 1
cos s cos t
cos s cos t
1 cos s cos t
= ∙
ω
̅ C sin s cos t +cos s sin t
cos s cos t
cos s cos t
1 cos s cos t
= ∙
ω
̅ C sin s cos t cos s sin t
+
cos s cos t cos s cos t
1 1
= ∙
ωC sin s
̅ sin t
cos s + cos t
1 1
= ∙
ω
̅ C tan s+ tan t
1
= .
ω
̅ C( tan s+ tan t)

At this point, let us recall some double-measure and half-measure

identities as presented by Leithold (1989).

15
 2
Cosine Double - Measure Identity: cos 2x=cos2 x-sin x
2
cos 2x = 1 − 2sin x

cos 2x = 2 cos2 x – 1
2 tan x
III. WHATDouble
Tangent HAVE– IMeasure
LEARNEDIdentity: tan 2x=
1-tan x
2

2 REFERENCE
2
Identities for sin x, cos2 x, and tan x
2 1-cos 2x
in terms of cos 2x: sin x= 2

1 + cos 2x
cos2 x= 2

2 1-cos 2x
tan x= 1 + cos 2x
2 1 1-cos y
Half – measure identities: sin y= 2
2
1 1 + cos y
cos2 y=
2 2

2 1 1-cos y
tan y=
2 1 + cos y

1 1-cos y
Tangent Half – Measure Identities: tan 2 y= sin y

1 sin y
tan y=
2 1 + cos y

16
Example 4 (Leithold 1989)
A pendulum of length 10 cm has swung so that 𝜃 is the radian measure
of the angle formed by the pendulum and a vertical line. Show that the
number of centimeters in the vertical height of the end of the pendulum above
1
its lowest position is 20 𝑠𝑖𝑛2 2 𝜃.

Solution:

The problem can be illustrated on the

left. Consider the illustration on the left for our
solution. Since the length of the pendulum is
10 cm, then, we can say that the expression
2 1
20 sin θ as labeled is equal to 10 – 𝑥. And
2
Based from Larson (1989)
2 1
so the trick is to show that 20 sin θ=10-x.
2

From the illustration on the right , we

can have
x
cos θ = 10.
2
From the half-angle identity, sin
1 1-cos θ x
θ= , and substituting 10 for cos θ. We
2 2
get,
1
2 1-cos θ
sin θ=
2 2
x
2 1
1-
sin θ= 10
2 2
2 1 x
2 sin θ=1-
2 10
2 1
20 sin θ=10-x.
2

This shows in the vertical height of the end of the pendulum above its
2 1
lowest position is 20 sin θ cm.
2

17
III. WHAT HAVE I LEARNED
POST TEST
Solve.
1. In a study of the luminous intensity of light, the expression
I1 cos θ
sin α =
√(I1 cos θ)2 +(I2 sin θ)2
can occur. Simplify the equation for the moment I1 =I2 .

2. A flagpole 15 ft high is situated on top of a

building 10 ft high. At a point on the ground 𝑥
feet from the base of the building, the
flagpole and the building subtend equal
angles. Determine 𝑥.

Based from Larson (1989)

18
 REFERENCES

Coburn, J. W., & Herdlick, J. D. (2012). Trigonometric Identities, Inverses, and

Equations. In Precalculus: Graphs and Models (pp. 653-693). McGraw-Hill.

Larson, R. (2018). Analytic Trigonometry. In Precalculus with CalcChat and

CalcView (10th ed., pp. 347-399). Cengage Learning.

Larson, R., & Hostetler, R. (2007). Analytic Trigonometry. In Precalculus (7th ed.,
pp. 373-428). Houghton Mifflin Company.

Lial, M., Hornsby, J., Schneider, D., & Daniels, C. (2013). Trigonometric Identities
and Equations. In Precalculus (5th ed., pp. 629-716). Pearson Education,
Inc.

Leithold, L. (1989). Analytic Trigonometry. In College Algebra and

Trigonometry (pp. 382-412). Addison-Wesley, Reading.

19
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
Education Program Supervisor – (SCIENCE & MATH)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

DUKE PRINCETON D. MARIÑO

GIL S. SAEL
Writers

RADHIYA A. ABABON
Lay-out Artist
_________________________________

ALPHA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
MERCYDITHA D. ENOLPE
RONALD TOLENTINO

BETA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
GIL S. DAEL
MARIA SOLEDAD M. DAYUPAY
MARIA ACENITH D PASTOR
JEE LIZA T. INGUITO
MERCYDITHA D. ENOLPE
RONALD G. TOLENTINO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the teachers
and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to comply with the
set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this
material. All content is subject to copyright and may not be reproduced in any form without expressed written consent from the division.

20
 SYNOPSIS AND ABOUT THE AUTHOR
This Self Learning ANSWER KEYS
Kit (SLK) discusses about
Ans: 10√5

how trigonometric
identities are used in the
for every - tan θ
x
real world.
tan 2θ into tan θ. After which substitute
10

The students are

Use the identity to express
x
expected to carry out
tan 2θ=
25
trials or enhance their
pole:

skills and utilize what

With respect to the building and flag •
x
With respect to the building - tan θ = •
they have 10
2. (Hint: Note the following:
learned in their day to
day living. Ans: sin α=cos θ.
fact that cos2 θ+sin θ=1.)
2
1. (Hint: Let 𝐼1 = 𝐼2 . Then solve and use the
Bring it on and let
us discover jointly in this
POST TEST

wonderful experience. fundamental trigonometric identities

Pls refer to the previous module on the eight

PRETEST

AUTHOR
Gil S. Dael earned his Bachelor of Science in
Mathematics degree and Master of Science in
Mathematics graduate program at Negros Oriental
State University. He is presently finishing his Doctor of
Philosophy in Mathematics from the same university.
At present, he is currently teaching mathematics
and research subjects at Crisostomo O. Retes
National High School.