Most Essential Learning Competencies

Finds the trigonometric ratios of special angles.

• State the properties of special right triangles.

In the preceding section, you have learned about the different trigonometric ratios and how to
compute the trigonometric ratios of an acute angle of a given right triangle. You also have learned hw
to use trigonometric table to find the values of
trigonometric ratios of acute angles.

At the end of this lesson/module, the students will be able find

to the values of
the trigonometric ratios of the special angles
30°, 45°, and 60°.

TOPIC OUTLINE:

TRIGONOMETRIC RATIOS OF SOME SPECIAL ANGLES

Fill in the line with the correct ratio or angle measure.

1. 𝑠𝑖𝑛30° = 𝑐𝑜𝑠 a. 30° b. 45° c. 60°
d. 75°
2. 𝑠𝑖𝑛90° = 𝑡𝑎𝑛 a. 30° b. 45° c. 60°
d. 75°
3. 𝑐𝑜𝑠30° = 𝑠𝑖𝑛 a. 30° b. 45° c. 60°
d. 75°
4. 𝑐𝑜𝑠60° = 𝑠𝑖𝑛 a. 30° b. 45° c. 60°
d. 75°
Evaluate the following expressions.
5. 𝑠𝑖𝑛245° − 𝑠𝑖𝑛230°

a. 0 b. c. − d. 1
6. 𝑠𝑖𝑛230° + 𝑐𝑜𝑠245°

a. 0 b. c. − d. 1
7. 2 − 2𝑠𝑖𝑛245°

a. 0 b. − c. d. 1

Arrange the following in increasing order:

8. 𝑐𝑜𝑠30°, 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°, 𝑐𝑜𝑡30°

a. 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°, 𝑐𝑜𝑠30°, 𝑐𝑜𝑡30° c. 𝑐𝑜𝑠30°, 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°, 𝑐𝑜𝑡30°
b. 𝑡𝑎𝑛30°, 𝑠𝑖𝑛30°, 𝑐𝑜𝑠30°, 𝑐𝑜𝑡30° d. 𝑐𝑜𝑡30°, 𝑐𝑜𝑠30°, 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°

9. 𝑠𝑒𝑐45°, 𝑠𝑒𝑐0°, 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60°

a. 𝑠𝑒𝑐45°, 𝑠𝑒𝑐0°, 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60° c. 𝑠𝑒𝑐0°, 𝑠𝑒𝑐45°, 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60°
b. 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60°, 𝑠𝑒𝑐45°, 𝑠𝑒𝑐0° d. 𝑠𝑒𝑐30°, 𝑠𝑒𝑐0°, 𝑠𝑒𝑐45°, 𝑠𝑒𝑐60°

10. 𝑡𝑎𝑛60°, 𝑐𝑜𝑡60°, 𝑠𝑒𝑐60°, 𝑐𝑠𝑐60°

a. 𝑐𝑜𝑡60°, 𝑐𝑠𝑐60°, 𝑡𝑎𝑛60°, 𝑠𝑒𝑐60° c. 𝑠𝑒𝑐60°, 𝑐𝑜𝑡60°, 𝑐𝑠𝑐60°, 𝑡𝑎𝑛60°

b. 𝑐𝑠𝑐60°, 𝑐𝑜𝑡60°, 𝑡𝑎𝑛60°, 𝑠𝑒𝑐60° d. 𝑐𝑜𝑡60°, 𝑠𝑒𝑐60°, 𝑐𝑠𝑐60°, 𝑡𝑎𝑛60°

LEARNING ACTIVITIES:
In this section, you will learn how to determine the value of the trigonometric ratios of the
following special acute angles: 30°, 45°, and 60°. You will use two special right triangles that you
studied earlier this year.
Trigonometric Ratios of 𝜽 = 𝟑𝟎° and 𝜽 = 𝟔𝟎°
In a 30-60-90 triangle, the acute angles measure 30° and 60°. Moreover, the side
opposite the 30-degree angle is half as long as the hypotenuse. Thus, if the shorter leg is 1 unit long,
then the hypotenuse is the length of the longer leg. This gives you

As the length of the third side. This right triangle is shown below:

30°

60°
1
Using the definitions of the six trigonometric ratios, the following values can be obtained:
 𝜃 𝑆𝑖𝑛𝜃 𝐶𝑜𝑠𝜃 𝑇𝑎𝑛𝜃 𝐶𝑜𝑡𝜃 𝑆𝑒𝑐𝜃 𝐶𝑠𝑐𝜃
30° 1 √3 2

2
60° 1 √3 2 2√3

2
3

Trigonometric Ratios of 𝜽 = 𝟒𝟓°

In isosceles right triangle, the acute angles both measure 45°. If you consider an
isosceles right triangle where the legs are 1 unit long, then the length of the hypotenuse can be
computed using the Pythagorean theorem, giving you

This triangle is illustrated below.

45°
√2
1

45°
1

Since the two legs have equal measures, some pairs of trigonometric ratios will have the same
value. Specifically, we have

𝑠𝑖𝑛

𝑡𝑎𝑛

𝑠𝑒𝑐
Example:
Evaluate the following expressions.

a. 𝑠𝑖𝑛30°𝑐𝑜𝑠60° + 𝑐𝑜𝑠30°𝑠𝑖𝑛60°

b. 𝑐𝑜𝑠245° − 𝑠𝑖𝑛245° Solution:

a. 𝑠𝑖𝑛

b. 𝑐𝑜𝑠
Our results are summarized in the table below.
𝜽 𝒔𝒊𝒏𝜽 𝒄𝒐𝒔𝜽 𝒕𝒂𝒏𝜽 𝒄𝒐𝒕𝜽 𝒔𝒆𝒄𝜽 𝒄𝒔𝒄𝜽
𝟑𝟎° 1 2

2
𝟒𝟓° 1 1 √2 √2

𝟔𝟎° 1 √3 2

2
 Evaluate the following expressions.

a. 𝑠𝑖𝑛30°𝑐𝑜𝑠45° + 𝑐𝑜𝑠30°𝑠𝑖𝑛45°

b. 𝑡𝑎𝑛30°+𝑡𝑎𝑛45°
1−𝑡𝑎𝑛30°𝑡𝑎𝑛45°

Generalization:
➢ Trigonometric Ratios of 𝜽 = 𝟑𝟎° and 𝜽 = 𝟔𝟎° in a 30-60-90 triangle, the
acute angles measure 30° and 60°. Moreover, the side opposite the 30-degree angle is half as
long as the hypotenuse. Thus, if the shorter leg is 1 unit long, then the hypotenuse is the
length of the longer leg. This gives you
➢ Trigonometric Ratios of 𝜽 = 𝟒𝟓° in isosceles right triangle, the acute
angles both measure 45°. If you consider an isosceles right triangle where the legs are 1 unit
long, then the length of the hypotenuse can be computed using the Pythagorean theorem,
giving you

Evaluate the following expressions.

1. 𝑠𝑖𝑛230° − 𝑠𝑖𝑛260°

a. 0 b. − c. d. 1
2. 𝑠𝑖𝑛230° + 𝑐𝑜𝑠260°

a. 0 b. − c. d. 1
3. 1 − 2𝑠𝑖𝑛245°

a. 0 b. − c. d. 1
Arrange the following in increasing order:

4. 𝑐𝑜𝑠30°, 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°, 𝑐𝑜𝑡30°

a. 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°, 𝑐𝑜𝑠30°, 𝑐𝑜𝑡30° c. 𝑐𝑜𝑠30°, 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°, 𝑐𝑜𝑡30°
b. 𝑡𝑎𝑛30°, 𝑠𝑖𝑛30°, 𝑐𝑜𝑠30°, 𝑐𝑜𝑡30° d. 𝑐𝑜𝑡30°, 𝑐𝑜𝑠30°, 𝑠𝑖𝑛30°, 𝑡𝑎𝑛30°

5. 𝑠𝑒𝑐45°, 𝑠𝑒𝑐0°, 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60°

a. 𝑠𝑒𝑐45°, 𝑠𝑒𝑐0°, 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60° c. 𝑠𝑒𝑐0°, 𝑠𝑒𝑐45°, 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60°
 b. 𝑠𝑒𝑐30°, 𝑠𝑒𝑐60°, 𝑠𝑒𝑐45°, 𝑠𝑒𝑐0° d. 𝑠𝑒𝑐30°, 𝑠𝑒𝑐0°, 𝑠𝑒𝑐45°, 𝑠𝑒𝑐60°

6. 𝑡𝑎𝑛60°, 𝑐𝑜𝑡60°, 𝑠𝑒𝑐60°, 𝑐𝑠𝑐60°

a. 𝑐𝑜𝑡60°, 𝑐𝑠𝑐60°, 𝑡𝑎𝑛60°, 𝑠𝑒𝑐60° c. 𝑠𝑒𝑐60°, 𝑐𝑜𝑡60°, 𝑐𝑠𝑐60°, 𝑡𝑎𝑛60°

b. 𝑐𝑠𝑐60°, 𝑐𝑜𝑡60°, 𝑡𝑎𝑛60°, 𝑠𝑒𝑐60° d. 𝑐𝑜𝑡60°, 𝑠𝑒𝑐60°, 𝑐𝑠𝑐60°, 𝑡𝑎𝑛60°

Fill in the line with the correct ratio or angle measure.

7. 𝑠𝑖𝑛45° = 𝑐𝑜𝑠
a. 30° b. 45° c. 60° d. 75°
8. 𝑐𝑜𝑡60° = 𝑡𝑎𝑛
a. 30° b. 45° c. 60° d. 75°
9. 𝑐𝑠𝑐30° = 𝑠𝑒𝑐
a. 30° b. 45° c. 60° d. 75°
10. 𝑐𝑜𝑠60° = 𝑠𝑖𝑛

a. 30° b. 45° c. 60° d. 75°

MOREH ACADEMY
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Te l. Nos .: 839-0135; 838-9077 Email: morehacademy2002@yahoo.com.ph

Name Date

Grade &
Teacher Mr. Erick G. Abardo
Section

LEARNING ACTIVITY SHEET

Subject/ Learning Area: _____MATHEMATICS 9_____

Activity # 1: Trigonometric Ratios of some Special Angles

Trigonometric Ratios of 𝜽 = 𝟑𝟎° and 𝜽 = 𝟔𝟎°

In a 30-60-90 triangle, the acute angles measure 30° and 60°. Moreover, the side opposite the
30-degree angle is half as long as the hypotenuse. Thus, if the shorter leg is 1 unit long, then the
hypotenuse is the length of the longer leg. This gives you
Trigonometric Ratios of 𝜽 = 𝟒𝟓°
In isosceles right triangle, the acute angles both measure 45°. If you consider an isosceles
right triangle where the legs are 1 unit long, then the length of the hypotenuse can be computed using
the Pythagorean theorem, giving you

Objective:
MELC: Finds the trigonometric ratios of special angles.
• State the properties of special right triangles.
CODE: M9GE-lVb-c-1
 At the end of this lesson/module, the students will be able to find the values of the
trigonometric ratios of the special angles 30°, 45°, and 60°.

Activity:
Match the values in the first column with the values in the second column by writing the letter
of your answer before the number.

1. 𝑐𝑜𝑠30° A.
2. 2𝑠𝑖𝑛30°𝑐𝑜𝑠30° B. 2
3. 𝑡𝑎𝑛45° + 𝑐𝑜𝑡45° C.

4. 1 + 𝑐𝑜𝑡260° D.
2

5. 2 − 𝑠𝑖𝑛245° E.

REFLECTION:
What steps did you take to help you remember the values of the trigonometric ratios of the
special acute angles? Did you ask your classmates for the ideas? Why or why not?

Rubrics for Scoring:

Category 1-poor 2-below 3-average 4-above 5excellent

average average
Effort Student’s work Student put Student gave Student spent Student
shows little for minimal effort to the a lot of time went above
preparation, effort. Has a project. Met working to and beyond
creativity or effort. few errors all the make sure the
Lots of errors and and could expectations. the assignment.
sloppy have added Didn’t go presentation Did extra
handwriting more to the above and was well research and
presentation beyond. done. Got work.
help and
asked for
feedback
Understanding Didn’t incorporate Understood a Student Student Student
of concepts concepts into few of the understood understood mastered the
project. concepts, concepts and the concepts concepts and
Misunderstanding but still left completed all and did more even added
out pieces
 the ideas and and parts of the tasks in than what more to the
principles. the the was expected principles.
assignment assignment of him/her
Correct answer Most or all of the Half of the Student got Student got Student got
to problem answer to each problems most of the every every
problem were were problems problem problem
incorrect. incorrect. correct with correct correct,
only a few including the
errors bonus work.

REFERENCE:

➢ Yvette F Lim, Rizaldi C. Nocon, Ederlina G. Nocon, Leonor A. Ruivivar; Math for Engaged
Learning 2nd Edition; Page 317-322

Teacher`s Remarks/ Comments:

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