St. Agnes Academy, Inc.

Junior High School

Legazpi City

SELF LEARNING MODULE for STUDENTS

Name of Teacher: Ms. Joan C. Alejo Grade and Section: 10-St. ______________
Name of Student: _________________________ Target Date: Nov. 14 – 18, 2022 (onsite)
Module #: 4 Nov. 21 – 25, 2022 (online)

TOPIC / LESSON NAME TRIGONOMETRIC RATIOS OF SPECIAL ANGLES

The learner demonstrates understanding of:
CONTENT STANDARD
trigonometric ratios of special angles.
The learner is able to:
PERFORMANCE uphold integrity of creation by applying the basic concepts of trigonometric
STANDARD ratios of special angles in formulating and solving real-life problems with
precision and accuracy.
The learner:
MOST ESSENTIAL 1. identifies trigonometric ratios of special angles
2. finds the trigonometric ratios of special angles
LEARNING COMPETENCIES
3. solves word problems involving trigonometric ratios of special
angles
At the end of this module, I will be able to:
(A) 1. identify trigonometric ratios of special angles through a guessing
game
2. find the trigonometric ratios of special angles using the relationship
of angles and sides of special triangles through a drill
(M) 3. write expressions involving trigonometric ratios of special angles in
simplest form through a written activity.
(T) 4. solve word problems involving trigonometric ratios of special
angles through guided discussion
(T) 5. cite ways where the concept of trigonometric functions of special
angles are used in daily life through a video analysis
TIME ALLOTMENT 120 minutes
1. Soaring 21st Century Mathematics Appreciating Trigonometry pp. 12-46
2. https://www.slideshare.net/indianeducation/trigonometric-ratios-of-some-special-
angles
REFERENCES/
3. https://www.slideshare.net/paolodagaojes/9-math-lm-u4m7v10
RESOURCES
4. https://www.youtube.com/watch?v=xXGfp9PKdXM
5. https://www.youtube.com/watch?v=Sja5rEqmpa4

MATERIALS Ballpen, Notebook, Textbook, Calculator

1 | TRIGONOMETRY 10 SLM 3
 Hi there! Welcome to SLM 4 of Trigonometry 10. In this module, we shall
discuss about Trigonometric Ratios of Special Angles. Activities are included
here to further enhance your knowledge about the topics. Moreover, you are also
expected to answer the Summative Assessment found at the last part of this
module.
GOOD LUCK!
Study Guide:
Activity Day Time Allotment Page Number
Introduction 1 5 2
Acquisition of knowledge 1 40 3
Drill 1 1 10 4
Drill 2 1 10 5
Drill 3 1 10 7
Closure 2 5 7
Summative 2 40 8

In your previous module, you have learned about the 6 trigonometric ratios namely: sine,
cosine, tangent, cotangent, secant, and cosecant. Remember that the common basic
trigonometric ratios are sine, cosine, tangent, and the other three are the reciprocals.

FOR YOUR INFORMATION:

Cotangent is the reciprocal of tangent.

𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆
𝒕𝒂𝒏 𝜽 = 𝑎𝑛𝑑 𝒄𝒐𝒕 𝜽 =
𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆
𝟏
𝒄𝒐𝒕 𝜽 =
𝒕𝒂𝒏 𝜽

Secant is the reciprocal of cosine.

𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆
𝒄𝒐𝒔 𝜽 = 𝑎𝑛𝑑 𝒔𝒆𝒄 𝜽 =
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆
𝟏
𝒔𝒆𝒄 𝜽 =
𝒄𝒐𝒔 𝜽

Cosecant is the reciprocal of sine.

𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆
𝒔𝒊𝒏 𝜽 = 𝑎𝑛𝑑 𝒄𝒔𝒄 𝜽 =
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆
𝟏
𝒄𝒔𝒄 𝜽 =
𝒔𝒊𝒏 𝜽

2 | TRIGONOMETRY 10 SLM 3
 Among the angles written on
the paper on the right are the
so called “special angles”.
Based on what you have
remembered in your Geometry
class, choose the measures
which are considered as
special angles?

The correct answers are:

𝟑𝟎°, 𝟒𝟓°, 𝟔𝟎°, and 𝟗𝟎°. Why do you think are
they considered special?

𝟒𝟓° − 𝟒𝟓° − 𝟗𝟎° TRIANGLE

Some angles, such as those with special acute angles that measures 30°, 45°, and 60°, occur
frequently in the application of trigonometry. The activities that you’ve done are the relationships that you
learned in the study of geometry to find the exact function values of these angles. We will thoroughly
discuss the first one which is the 𝟒𝟓° − 𝟒𝟓° − 𝟗𝟎° Triangle.
This special right triangle is the isosceles right triangle. Since the legs of an isosceles triangle are
equal, the angles opposite must also be equal. This implies that the measure of each acute angle of an
isosceles right triangle is 45°. A 𝟒𝟓° − 𝟒𝟓° right triangle is an isosceles right triangle.

In any triangle with two equal angles, the sides opposite

to those angles are also equal.
Let c – be the hypotenuse
a – be the legs (since we set the length of the two
equal legs to 1,
we will verify if the measure of the hypotenuse is
really √2.
By Pythagorean Theorem:
𝒄𝟐 = 𝒂𝟐 + 𝒃𝟐
𝒄𝟐 = 𝟏𝟐 + 𝟏𝟐
𝒄𝟐 = 𝟏 + 𝟏
𝒄𝟐 = 𝟐
√𝒄 = √𝟐
𝒄 = √𝟐

Since we were able to verify the measure of the

hypotenuse and we now know the measure of the length
of the three sides of the right triangle, we can now
compute the trigonometric ratios of 45°. Let’s discuss this
on the next page.

3 | TRIGONOMETRY 10 SLM 3
 The values of the six trigonometric ratios of 𝟒𝟓° are:
𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 𝟏 As you can see, the denominator of sin 45° is in radical form so we
𝐬𝐢𝐧 𝟒𝟓° = =
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 √𝟐 need to get rid of it by “rationalizing the denominator”. To do this,
𝟏 √𝟐 we have the following steps:
𝐬𝐢𝐧 𝟒𝟓° = ∙ Step 1: Multiply numerator and denominator by a radical that will
√𝟐 √𝟐
get rid of the radical in the denominator.
√𝟐 Step 2: Make sure all radicals are simplified.
𝐬𝐢𝐧 𝟒𝟓° =
√𝟒

√𝟐 Step 3: Simplify the fraction if needed.

𝐬𝐢𝐧 𝟒𝟓° =
𝟐

Drill #1 Find the value of the following. Show your solution.

1. 𝐜𝐨𝐬 𝟒𝟓° = 2. 𝐭𝐚𝐧 𝟒𝟓° =

=

𝒂𝒅𝒋𝒂𝒄𝒂𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 𝟏
𝐜𝐨𝐭 𝟒𝟓° = = =𝟏
𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 𝟏

3. 𝐬𝐞𝐜 𝟒𝟓° = 4. 𝐜𝐬𝐜 𝟒𝟓° =

This time we are going to discuss how to get the trigonometric ratios of the other
special angles. Do you have any idea how to do it? Share your thoughts. 😊 The image
below will hopefully let you see and aid you in understanding our topic discussion in the
succeeding pages are included.

https://www.slideserve.com/lamis/chapter-8-trigonometric-functions-and-applications

4 | TRIGONOMETRY 10 SLM 3
 𝟑𝟎° − 𝟔𝟎° − 𝟗𝟎° TRIANGLE
Consider an equilateral triangle of side 2. The bisector of one of the 60° angles will also bisect the opposite
side.
A 30°-angle occurs in a 30° − 60° − 90° triangle, which can be constructed from an equilateral (60° − 60° −
60°) triangle by constructing an altitude to any side.
Since size does not matter, start with an equilateral triangle with sides 2 units long. The altitude splits into
two congruent 30° − 60° − 90° triangles, each with hypotenuse 2 and smaller leg 1.

Let ̅̅̅̅
𝐴𝐵 - be the hypotenuse By Pythagorean Theorem:
̅̅̅̅
𝐵𝐷 - be the smaller leg ̅̅̅̅ )2 = (𝐵𝐷
(𝐴𝐵 ̅̅̅̅)2
̅̅̅̅ )2 + (𝐴𝐷
̅̅̅̅
𝐴𝐷 – be the larger leg 2 2
2 = 1 + (𝐴𝐷 ̅̅̅̅)2
4 = 1 + (𝐴𝐷̅̅̅̅)2
̅̅̅̅ 2
(𝐴𝐷) = 4 − 1
̅̅̅̅)2 = 3
(𝐴𝐷
√(𝐴𝐷̅̅̅̅)2 = √3
̅̅̅̅
𝐴𝐷 = √3

Since we were able to verify the measure of the hypotenuse and we now know the
measure of the length of the three sides of the right triangle, we can now compute the
trigonometric ratios of 30° and 60°.
𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 𝟏 𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 𝟏 √𝟑 √𝟑 √𝟑
𝐬𝐢𝐧 𝟑𝟎° = =𝟐 𝐜𝐨𝐭 𝟔𝟎° = = ∙ = =
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 √𝟑 √𝟑 √𝟗 𝟑

𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 √𝟑 𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝟐

𝐜𝐨𝐬 𝟑𝟎° = = 𝐬𝐞𝐜 𝟔𝟎° = 𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 = 𝟏 = 𝟐
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝟐

𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 𝟏 𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 𝟐 √𝟑 𝟐√𝟑 𝟐√𝟑

𝐭𝐚𝐧 𝟑𝟎° = 𝒂𝒅𝒋𝒂𝒄𝒆𝒏𝒕 𝒔𝒊𝒅𝒆 = 𝐜𝐬𝐜 𝟔𝟎° = 𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒆 𝒔𝒊𝒅𝒆 = ∙ = =
√𝟑 √𝟑 √𝟑 √𝟗 𝟑

Drill #2 Compute the trigonometric ratios of 𝒄𝒐𝒕 𝟑𝟎°, 𝒔𝒆𝒄 𝟑𝟎°, 𝒄𝒔𝒄 𝟑𝟎°, 𝒔𝒊𝒏 𝟔𝟎°, 𝒄𝒐𝒔 𝟔𝟎°, and 𝒕𝒂𝒏 𝟔𝟎°.
Your solution here:

Every student of trigonometry should be able to find these “special” ratios without a calculator.
However, there is a simple hand trick in memorizing the trigonometric ratios of these special
angles. You may visit the YouTube video link or search the title “Trigonometry! Simple Hand
Trick for Memorizing Values”.
https://www.youtube.com/watch?v=xXGfp9PKdXM
Here is the summary
of the table of
trigonometric ratios
for special angles.
You will use this in
the next drill.

5 | TRIGONOMETRY 10 SLM 3
 This time, you will learn the process of determining the values of expressions involving
trigonometric ratios of special angles even without the use of a calculator. Just remember the two
special right triangles we discussed or you can apply the video about the simple hand trick for
memorizing values. You may also use the table given on the previous page.

Solving the value of the given expression without using the calculator.
Example:
1. Find the exact value of 𝒔𝒊𝒏𝟐 𝟑𝟎° + 𝒄𝒐𝒔𝟐 𝟒𝟓°.
𝒔𝒊𝒏𝟐 𝟑𝟎° + 𝒄𝒐𝒔𝟐 𝟒𝟓° = (𝒔𝒊𝒏 𝟑𝟎°)𝟐 + (𝒄𝒐𝒔 𝟒𝟓)𝟐 (𝒔𝒊𝒏 𝟑𝟎°)𝟐 is properly written as (𝒔𝒊𝒏𝟐 𝟑𝟎°)
𝟏 √𝟐
𝒔𝒊𝒏𝟐 𝟑𝟎° + 𝒄𝒐𝒔𝟐 𝟒𝟓° = (𝟐)𝟐 + ( 𝟐 )𝟐 Substitute the trigonometric ratios.
𝟏 𝟐 𝟏 𝟏 𝟏 𝟏 √𝟐 √𝟐 √𝟐 √𝟒 𝟐
𝒔𝒊𝒏𝟐 𝟑𝟎° + 𝒄𝒐𝒔𝟐 𝟒𝟓° = 𝟒 + 𝟒 Simplify. (𝟐)𝟐 = (𝟐) (𝟐) = 𝟒 while ( 𝟐 )𝟐 = ( 𝟐 ) ( 𝟐 ) = =𝟒
𝟒
𝟑
𝒔𝒊𝒏𝟐 𝟑𝟎° + 𝒄𝒐𝒔𝟐 𝟒𝟓° = 𝟒

2. Find the exact value of 𝒔𝒊𝒏 𝟑𝟎° 𝒄𝒐𝒔 𝟔𝟎° + 𝒕𝒂𝒏 𝟒𝟓°.
𝟏 𝟏
𝒔𝒊𝒏 𝟑𝟎° 𝒄𝒐𝒔 𝟔𝟎° + 𝒕𝒂𝒏 𝟒𝟓° = (𝟐) (𝟐) + 𝟏 Substitute the trigonometric ratios.
𝟏 1 1
𝒔𝒊𝒏 𝟑𝟎° 𝒄𝒐𝒔 𝟔𝟎° + 𝒕𝒂𝒏 𝟒𝟓° = 𝟒 + 𝟏 Simplify. Multiply and .
2 2
𝟓
𝒔𝒊𝒏 𝟑𝟎° 𝒄𝒐𝒔 𝟔𝟎° + 𝒕𝒂𝒏 𝟒𝟓° = 𝟒 Add.

3. Determine the value of x when 𝐬𝐞𝐜 𝒙 = 𝟐.

Solution: Referring to the table, sec 60° = 2, so, the value of x is 60°.

Try this one!

𝒕𝒂𝒏𝟐 𝟑𝟎°
Find the value of .
𝐜𝐨𝐬 𝟔𝟎°

Let us try to solve a word problem involving the trigonometric ratio of special angles.

Word Problem
Example: After heavy winds brought by a typhoon damaged a house, workers placed a 9-m brace
against its side at a 45° angle. Then, at the same spot on the ground, they placed a second longer brace
to make a 30° angle with the side of the house. Show the complete solution for each of the questions
below.
a. How long is the longer brace? Round your answer to the nearest tenth of a meter.
b. About how much higher on the house does the longer brace reach than the shorter brace?
Solution:
There are different ways to solve for the longer brace or r. First, we
must know that there are two triangles in the figure. These are ∆𝐴𝐵𝐶 and
∆𝐷𝐵𝐶. There are two hypotenuses, which are the 𝒓 and the side with measure
8m.
In ∆𝐷𝐵𝐶, ∠𝐵 is a right angle or measures 90° while 𝑚∠𝐶 = 45°,
applying the 45° − 45° − 90° 𝑇𝑟𝑖𝑎𝑛𝑔𝑙𝑒. So, we know that side DB (q) and side
BC (p) are equal.
Using SOH, we can solve for the side of BC:
𝑩𝑪
𝐬𝐢𝐧 𝟒𝟓° =
𝟖
𝟖𝐬𝐢 𝐧 𝟒𝟓 = 𝑩𝑪
𝟒√𝟐 = 𝑩𝑪

6 | TRIGONOMETRY 10 SLM 3
 In ∆𝐴𝐵𝐶, since 𝑚∠𝐴 = 30° and 𝑚∠𝐵 = 90°, therefore 𝑚∠𝐶 = 60°, applying 30° − 60° − 90° Triangle.
To solve the longer brace which is side AC, we use SOH:
𝑩𝑪
𝐬𝐢𝐧 𝟑𝟎° =
𝑨𝑪 a. Therefore, the longer brace is 8√2 meters long or
𝟒√𝟐
𝐬𝐢𝐧 𝟑𝟎° = 𝑨𝑪
11.3 meter.
𝑨𝑪 𝒔𝒊𝒏 𝟑𝟎° = 𝟒√𝟐 b. To get how much higher on the house is the
𝑨𝑪 𝒔𝒊𝒏 𝟑𝟎° 𝟒√𝟐 𝟒√𝟐 longer brace reach than the shorter breach, we
= → 𝑨𝑪 = 𝟏 = 𝟖√𝟐 solve for the difference of the two.
𝒔𝒊𝒏 𝟑𝟎° 𝒔𝒊𝒏 𝟑𝟎°
𝟐
We have 11.3-8 which 3.3 meter.

Drill #3 Simplify the following expressions involving trigonometric ratios.

Show your solution.

Your solution here:

Closure: Watch the Clip and Write Your Take Away!

Here is a link for you to watch that will show you how the concepts for today’s lesson may be applied in daily
life situations. After watching, write one statement of your take away from the video.

https://www.youtube.com/watch?v=Sja5rEqmpa4&t=90s
__________________________________________________________________________________

REINFROCEMENT
YOU and ME, WORKING TOGETHER in
TRIGONOMETRY
For our Reinforcement, you shall need your textbook, calculator, pen and paper. I am going to
set a schedule for our meeting depending on your group. During our meeting, activities in the
book will be taken as examples. You will work by group and discussion of answers will be done.

ONLINE REMEDIATION
 The students will be grouped according to
the evaluation of the teacher during the
onsite meeting.
 Activities in the book will be given for the
group to answer.
 Sharing of answer will be done by each
group.
 Further discussion will be done by the
teacher

7 | TRIGONOMETRY 10 SLM 3
 2nd Summative Assessment
A. Evaluate the following expressions using trigonometric ratios of special angles. Show your solution and
write your answers in lowest term. Each number is equivalent to 3 points. Be guided by the rubric below.
Point Indicator
3 Student has arrived at an accurate answer and has presented a
comprehensive and correct solution.
2 Student gives partially correct answer. 1-2 minor errors are evident.
1 Student attempted to solve the problem.
0 No attempt was made

1. 𝟒 𝒔𝒊𝒏 𝟑𝟎°
2. 𝒔𝒊𝒏 𝟑𝟎° 𝒄𝒐𝒔 𝟒𝟓°
3. (𝒔𝒊𝒏 𝟔𝟎° + 𝒄𝒐𝒔 𝟔𝟎°) 2
4. (𝒕𝒂𝒏 𝟒𝟓° + 𝒄𝒐𝒔 𝟔𝟎°)2
5. 𝒄𝒐𝒔 𝟗𝟎° − 𝒔𝒊𝒏 𝟎°

B. Write a real-life problem that you can solve using the concepts on Trigonometric ratios of Special Angles.
Illustrate the problem with your complete solution. Your work will be rated according to the rubric below.

Point INDICATORS
Appropriate content is used for the word problem connected to the topic.
Problem is very evident of understanding of the mathematical concepts. The
5 word problem is written in a very clear and coherent language. Illustration is
correct and clear. The solution is very clear and appropriate that leads to the
correct answer to the word problem.
Content used in the word problem is connected to the topic. Problem is evident
of understanding of the mathematical concepts. The word problem is written in a
4
clear language. Illustration is clear. The solution is clear that leads to the correct
answer to the problem.
Content used in the word problem is connected to the topic. Problem is evident
of understanding of the mathematical concepts. The word problem is written in a
3
quite clear language. Illustration is somewhat clear. The solution is somewhat
clear that leads to a correct answer.
Content used in the word problem is somewhat connected to the topic. Problem
shows little evidence of understanding of the mathematical concepts. The
2
illustration is not clear. Solution is provided but did not arrive at the correct
answer.
Attempted to formulate a word problem that involves concepts on Trigonometric
1 functions of special angles. No illustration is included. Solution is not clear and
answer is incorrect.
0 No attempt was made.

8 | TRIGONOMETRY 10 SLM 3
 Self-Assessment
Read each statement and check the box that best describes your work or feeling
as you perform the given tasks in this module.

STRONGLY
INDICATORS AGREE DISAGREE
AGREE
I understand the Trigonometric Ratios of Special Triangle.
I can solve the exact Trigonometric Value of Special Angles in
expression.
I can solve word problems involving Trigonometric Ratios of Special
Angles.

My Evidences of Learning
Accomplish the table by writing your scores from the drills given.

ACTIVITIES SCORE REMEDIATION/ENRICHMENT

Trigonometric Ratios of Special Angles
Drill 1
Drill 2
Drill 3
1st Summative Assessment

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Reach me thru the following:

Prepared by:
________________________________________________
________________________________________________ Ms. Joan C. Alejo
________________________________________________ Trigonometry 10 Teacher
________________________________________________
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Checked by: Noted by: Noted by:

Mrs. Jennifer B. de Leon Mrs. Joan C. Alejo Mrs. Jenniffer B. Borja

Subject Area Coordinator JHS Academic Coordinator School Principal
Date: _______________________ Date: _______________________ Date: _______________________

9 | TRIGONOMETRY 10 SLM 3
 ANSWER KEY: page 4
Drill #1

√𝟐
𝐜𝐨𝐬 𝟒𝟓° = ; 𝐭𝐚𝐧 𝟒𝟓° = 𝟏
𝟐

𝐬𝐞𝐜 𝟒𝟓° = √𝟐 ; 𝐜𝐬𝐜 𝟒𝟓° = √𝟐

ANSWER KEY: page 5

Drill #2
𝟐√𝟑 √𝟑 𝟏
𝒄𝒐𝒕 𝟑𝟎° = √𝟑 ; 𝒔𝒆𝒄 𝟑𝟎° = 𝟑
; 𝒄𝒔𝒄 𝟑𝟎° = 𝟐 ; 𝒔𝒊𝒏 𝟔𝟎° = 𝟐
; 𝒄𝒐𝒔 𝟔𝟎° = 𝟐, and 𝒕𝒂𝒏 𝟔𝟎° = √𝟑

ANSWER KEY: page 7

Drill #3
𝟑 𝟏+𝟐√𝟑
1. 2. −𝟐√𝟑 + √𝟐 or -2.05 3. 1 4. or 2.23 5. 1
𝟐 𝟐

10 | TRIGONOMETRY 10 SLM 3