LESSON Trigonometric Ratios of Acute

25 Angles
WEEK 25

KNOWLEDGE
ENRICHMENT

A. LEARNING OBJECTIVES
At the end of this lesson, the students should be able to:
 illustrate the six trigonometric functions;
 find the trigonometric ratios of special angle; and
 use trigonometric ratio to solve real-life problems involving right
triangles.

B. INTRODUCTION
The word “trigonometry” is derived from Greek words trigo non and
metron which mean “three angle measurement,” that is “triangle
measurement.” Like algebra and geometry, trigonometry had a slow
growth. The first known approach in the study of trigonometry appeared
in the Rhind Papyrus which was written about 2000 BC.
About 180 BC, a mathematician from Alexandria named Hypsicles used
chord functions of angles in doing computations. Many writers believed
that he learned this from the Babylonians.
In the first century BC, the great mathematician, Heron, introduced the
tangent function in his study of the areas of polygons.
The Hindus and the Arabs contribute much in the study of trigonometry.
The Hindus replaced the table of chords with the table of half chords. (A
table of half chords is a table of sines.) The Arabs introduced the other
trigonometric functions or angles and prepared tables for them.

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 C. LESSON PROPER
The word trigonometry was first used in a publication in 1595 by
Bartholomaeus Pitiscus (1561 – 1613), a German clergyman and
mathematician.
Six Trigonometric Functions
1. Sine 4. Cosecant
2. Cosine 5. Secant
3. Tangent 6. Cotangent
Sine comes from the Latin sinus, meaning a “a bend or gulf” or “the
bosom of a garment.”
Tangent comes from the Latin word tangens, meaning”to touch.”
Secant comes from the Latin word secans, which means “cutting.”
The prefix co in cosine, cosecant, and cotangent is a preference to
complement.
Here are the formulas of each trigonometric ratio of an acute triangle
For all right angle ABC, with acute angle A,
B

Hypotenuse c
a
Leg opposite of ∠ A
A Note: We use the acronym
b C SOH-CAH-TOA to easily
Leg adjacent of ∠ A recall the formula of sine,
cosine, and tangent.
lengt h of the opposite leg a
1. sine A = or sine A = opp .
leng t h of hypotenuse c SOH sin =
adj .
length of adjacent leg b
2. cosine A = or sine A = adj .
leng t h of hypotenuse c CAH cos =
hyp .
lengt h of the opposite leg a
3. tangent A = or sine A = opp .
leng t h of adjacent b TOA tan =
adj.
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 To easily recall the formula
leng t h of hypotenuse cof cosecant, secant, and
4. cosecant A = or sine A =
lengt h of the opposite leg acotangent we use CHO-
lengt h of hypotenuse c SHA-CAO.
5. secant A = or sine A =
lengt h of adjacent side b hyp .
CHO csc =
lengt h of the adjacent leg b opp .
6. cotangent A = or sine A =
leng t h of opposite leg a hyp .
SHA sec =
Example 1: adj .
Refer to ∆ CAT on the right. Find each ratio. adj .
a. sin T b. cos C c. tan T d. sec C CAO cot =
opp .
Solution: C
opp . 5 opp . 5 13
a. sin T = = c. tan T = =
hyp . 13 adj. 12 5

adj . 5 hyp . 13
b. cos C = = d. sec C = = T
hyp . 13 adj . 5 A
12
Example 2:
Find the sine, cosine, and tangent of 45° .
Solution:
Sketch a 45-45-90 triangle. To make the calculation simple, you can choose
1 as the length of each leg. From the isosceles Right Triangle Theorem, it
follows that the length of the hypotenuse is√ 2.
= √ ≈ 0.707
opp . 1 2
sin 45° = =
hyp . √ 2 2
√2
= √ ≈ 0.707
adj . 1 2
cos 45° = =
hyp . √ 2 2 1
adj . 1
tan 45° = = =1
hyp . 1
Example 3:
1
How about the cosecant, secant, and cotangent of 45° ?

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Solution:
hyp . √ 2
csc 45° = = or √ 2 ≈ 1.4142
opp . 1
hyp . √ 2
sec 45° = = or √ 2 ≈ 1.4142
adj . 1
adj. 1
tan 45° = = =1
opp . 1
Example 4:
Find the sine, cosine and tangent of 30° and 60° .
Solution:
Sketch a 30-60-90 triangle. To make the calculation simple, you can choose
1 as the length of the shorter leg. From the 30-60-90 Triangle Theorem, it
follows that the length of the longer leg is √ 3 and the length of the
hypotenuse is 2.
opp . 1 adj . 1
sin 30° = = cos 60° = =
hyp . 2 hyp . 2
opp . √ 3
sin 60° = = ≈ 0.866 tan 30° =
hyp . 2
opp
=
1
=
√3
adj. √3 3
adj . √3
cos 30° = = ≈ 0.866 tan 60° =
hyp . 2
opp . √ 3
= = √ 3 ≈ 1.732
adj. 1
sin 30° = = cos 60° . Also, sin 60° = √ =
1 3
2 2
cos 30° and sin 45° = √ = cos 45° . This
2
2

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happens because 30° and 60° are complementary angles as well as 45° and
45° . In general, it can be shown that the cofunctions of complementary
angle are equal. This means that, if θ is an acute angle, then the following
relationship are true:
sin (90 - θ ) = cos θ csc (90 - θ ) = sec θ
cos (90 - θ ) = sin θ sec (90 - θ ) = csc θ
tan (90 - θ ) = cot θ cot (90 - θ ) = tan θ

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How to calculate the value of sine, cosine and tangent using scientific
calculator

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Degrees, minutes, and seconds

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 SKILLS DEVELOPMENT

ACTIVITY 25.1
Open your book on page 398 and answer practice and application I.

ACTIVITY 25.2
Open your book on page 385 and please answer try it 1.

ASSESSMENT
Open your book on page 398 and answer practice and application II items
7, 9 and 11.

CHARACTER
ENHANCEMENT

REFLECTION
Express your thoughts for 10 points.
What do you think is the importance of learning basic concept of
trigonometry?

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 Trigonometric Ratios of
LESSON 26 Obtuse Angles
WEEK 26

KNOWLEDGE
ENRICHMENT

A. LEARNING OBJECTIVES
At the end of this lesson, the students should be able to:
 illustrate trigonometric ratios of obtuse angles;
 use reference angles to evaluate angles more than 90° ; and
 find the trigonometric ratios of quadrantal angles.

B. INTRODUCTION
On our previous lesson we’ve discussed how to find the trigonometric
ratios of acute angle. In this lesson we will be working with the ratios of
obtuse triangle where we will be using the concept of reference angle,
coterminal angle is finding the six trigonometric ratios of obtuse angle. We
will also discuss how to get the six trigonometric ratios of quadrantal
angles.
C. LESSON PROPER
To understand that the relationship of trigonometric ratios of acute angles
and obtuse angles are related let us try to complete the table A and B
using scientific calculator.
Table A Table B
θ sin θ cos θ tan θ θ sin θ cos θ tan θ
a. 30° 0.5 0.866 0.5774 a. 150 ° 0.5 -0.866 -0.5774
b. 45 ° 0.7071 0.7071 1 b. 135° 0.7071 -0.7071 -1

c. 60° 0.866 0.5 1.732 c. 120° 0.866 -0.5 -1.732

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From this we’ve discovered the following:
sin 150° = (180° - 30° ) = sin 30°
cos 150° = (180° - 30° ) = cos 30°
tan 150° = (180° - 30° ) = tan 30°
sin 135° = (180° - 45° ) = sin 45°
cos 135° = (180° - 45° ) = cos 45°
tan 135° = (180° - 45° ) = tan 45°
sin 120° = (180° - 60° ) = sin 60°
cos 120° = (180° - 60° ) = cos 60°
tan 120° = (180° - 60° ) = tan 60°
In each figures, P(x, y) is a point on the circle with center at the origin o
and radius 1 unit. In each case, ⃗ OP the terminal side makes an angle θ
with the positive x-axis, the initial side 0° ≤ θ ≤ 180° .

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 Example
Reference Angles in
Trigonometric Ratio
Use the reference angle
of the indicated angle
to evaluate each.
a. cos 45° b. sin 240° c. tan 275°

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SKILLS DEVELOPMENT
ACTIVITY 26.1
Open your book on page 413 and please answer practice and application
test IV.

ACTIVITY 26.2
1. Open your book on page 413 and answer practice and application test
V.
2. Open your book on page 413 and answer practice and application test
VI items 30 and 31.
ASSESSMENT
Find the six trigonometric ratios of the following obtuse angles.
1. 135° 2. -360°

CHARACTER
ENHANCEMENT
REFLECTION
Express your thoughts for 10 points.

What have you realized after learning the six trigonometric ratios of obtuse
angles? How does it differ to six trigonometric ratios of acute angle?

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LESSON 27 The Law of Sines
WEEK 27

KNOWLEDGE
ENRICHMENT

A. LEARNING OBJECTIVES
At the end of this lesson, the students should be able to:
 illustrate the Law of Sines; and
 use the Law of Sines to solve real-life problems.

B. INTRODUCTION
From the previous lesson, you have already learned how to find the six
trigonometric ratios of acute and obtuse triangles. Now in this lesson we
will be discussing the laws of sine and how could it be applied to find the
unknown angle and the unknown sides of a triangle given one side and
two angles (ASA or AAS), and to find the measure of unknown angles
and a side give of a triangle given an angle and two sides (SSA).
C. LESSON PROPER

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SKILLS DEVELOPMENT
ACTIVITY 27.1
Open your book on page 424 and answer vocabulary and concept.
ACTIVITY 27.2
1. Open your book on page 424 and answer practice and application item
1.
2. Open your book on page 423 and answer practice and application item
9.
ASSESSMENT
Open your book on page 423 and answer item 25.

CHARACTER
ENHANCEMENT
REFLECTION
Express your thoughts for 10 points.
What is the importance of learning laws of sines in finding the unknown
side(s) or angle(s) of a triangle?

LESSON 28 The Law of Cosines and Tangents

WEEK 28

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KNOWLEDGE
ENRICHMENT

A. LEARNING OBJECTIVES
At the end of the lesson students are expected to:
 illustrate the Law of Cosines and Tangents; and
 use the Law of Cosines and Tangents to solve real-life problems.

B. INTRODUCTION
In this lesson we will discuss law of cosines and tangents. We will discuss
how to use the law of cosines in finding the measure of unknown side and
angles given two sides and the included angle, and find the measure of
angles of a triangle given the value of its sides (SSS). We will also utilize
the use of law of tangents in getting the value of unknown angles and side
of a triangle given its two sides and included angle.
C. LESSON PROPER

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SKILLS DEVELOPMENT
ACTIVITY 28.1
Open your book on page 434 and please answer vocabulary and concept
items 1 to 10.
ACTIVITY 28.2
Open your book on page 434 answer practice and application I items 1
and 2.
APPLICATION
Open your book on page 435 and answer item 20.
ASSESSMENT
Open your book on page 435 and answer items 14 and 15.

CHARACTER
ENHANCEMENT
REFLECTION
Express your thoughts for 10 points
How can we use the laws of cosines and tangents in getting the values of
unknown side(s) and angle(s)?

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