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. What is the domain of function

a. * + b. ( ) c. (– ) d. [ ]

2. What is the domain of function ?

a. * + b. ( ) c. (– ) d. [ ]

3. Which of the following is the range of function

a. * + b. ( ) c. (– ) d. [ ]

4. Which of the following is the range of function

a. * + b. ( ) c. (– ) d. [ ]

5. What is the domain of function ?

a. ℝ b. ( ) c. (– ) d. [ ]

6. What is ?
a. 1 b. c. d. 0

7. The value of when ____.

a. * + b. ℝ c. ℝ d. (– )

8. For [ ] ( ) is equal to _____.

a. b. c. d.

9. What is the value of ( )?

a. b. c. d.

10. Which of the following is the value of ( )

a. b. c. d.

11. If , ( ) - , then the value of x is_____.

a. b. 0 c. 1 d. None of these

12. If , then x equals ____.

a. -1 b. c. d. 1

4
13. The expression is true for _____.

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?
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

5
 Inverse Trigonometric
LESSON
Functions and
1
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 which states that an inverse
of a function is a function that reverses the rule of . For a function to have an
inverse, it must be one-to-one.

Let’s compare the functions and whose arrow diagrams are shown in
Figure 1. Note that never takes on the same value twice (any two numbers in A
have different images), whereas does take on the same value twice (both 2 and 3
have the same image, 4). In symbols, ( ) ( ) but ( ) ( ) whenever

. Functions that have this latter property are called one-to-one

is one-to-one is not one-to-one

Figure 1

6
 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, ( ) ( ) whenever .

Example 1: Show that the function ( ) is one –to-one.

Solution: Suppose there are numbers and such that ( ) ( ). Then,

Suppose ( ) ( ).

Subtract 4

Divide by 3

Therefore, is one-to-one.

DEFINITION OF THE INVERSE OF A FUNCTION

Let be a one-to-one function with domain A and range B. Then its inverse
function .has domain B and range A and is defined by ( ) ( ) for
any y in B.

This definition says that if takes x to y, then takes y back to x. The arrow
diagram in Figure 2 indicates that reverses the effect of . From the definition we
have

Domain of = range of

Range of = domain of

Figure 2

Example 2: Finding for specific values.

If ( ) , ( ) , ( ) , find ( ), ( ), and ( ).

Solution: From the definition of we have

( ) because ( )

( ) 3 because ( )

7
 ( ) because ( )

Figure 3 shows how reverses the effect of in this case.

Figure 3

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

1. Write ( )
2. Solve this equation for x in terms of y (if Possible).
3. Interchange x and y. The resulting equation is ( ).

Example 3: Find the inverse of the function ( ) .

Solution: First we write ( ),

Then we solve this equation for x.

Add 2

Divide by 3

Finally, we interchange x and y.

Therefore, ( )

Activity 1.1: Find the inverse of the following function

1. ( )

2. ( )

8
 What’s New

The six trigonometric functions 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

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 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 ( ) where the domain is

restricted to the close interval * +, is called the inverse sine function or arcsine

function, denoted by ( ) or ( ) . Here, the domain of

9
 ( ) is [ ], and the range is * +. Thus, or

If and only if where −1 ≤ x ≤ 1 and − ≤ y ≤ .

Example 1. Find the exact value of each expression:

a. b. ( ) c. d. ( )

Solutions:

a. The number in the interval * + whose sine is is .Thus, =

b. ( ) because ( ) and * +.

c. Since , it is not the domain of , so is not defined.

d. ( )

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

number * + such that . If >1, then sin−1 x is not defined in ℝ

−1
We can sometimes find the exact value of sin x (that is, we can find a value in
terms of ), 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.

a. ( ) c. ( )

b. ( ) d. ( ( ))

Solutions:

( ) c. ( )

√
b. ( ) d. ( ( ))=

From the last example, we have the following observations:

1. ( ) for any [ ] and

10
 2. ( ) if and ony if 0 * +, and if 0 is not element of * +

then ( ) , where * + such that .

2. The Inverse Cosine Function

The development of the other inverse trigonometric functions is similar to

that of the inverse sine function.
The inverse of cosine function is defined by or which
means, , where −1 ≤ x ≤ 1 and 0 ≤ y ≤ .

Example 3. Find the exact value of each expression.

√ √
a. b. ( ) c. ( ( )) d. ( )

Solutions:

a. because and [ ]

√
b. ( )

√
c. ( ( )) because [ ]

d. ( ) because [ ]

Example 4. Simplify: ( ( )).

Solution. Let ( ). Then . Because and range of inverse

cosine function is [ ] we know that must be within the interval ( + Using the

Pythagorean Identity, we get . Using Double- Angle Identity, we have

( ( ))

( )

11
 3. The Inverse Tangent Function
The inverse tangent function is similarly defined as inverse sine and inverse
cosine functions. In symbols, or which means, ,
where ℝ and .

Example 5: Find the exact value of each expression.

a. b. ( √ ) c. ( ( )) d. ( ( ))

Solutions:

a.

b. ( √ )

c. ( ( ))

d. ( ( )) because ( )

We now define the remaining inverse trigonometric functions as follows:

4. Inverse Cotangent Function

It follows that the domain of is ℝ and its range is ( )

5. Inverse Secant Function

or

where and * ) * )

6. The Inverse Cosecant Function

12
 This means that the domain of is ( ] [ ) and its range is

( + ( +

Example 6. Find the exact value of each expression.

a. ( ) c. √

√ √
b. ( ) d. ( ( )

Solutions:

a. ( ) because and [ )

√
b. ( )

c. √

√
d. From (b), we know that ( ) . Let . Then

. From defined range of inverse secant function, lies in QIII, and

and Solving for y, we get √ ( ) √ . It follows that

√
and . We now use the Sine Sum Identity.

√
sin( ( ) ( ))

( ( ))

( )

√ √
. /( ) ( ). /

√ √

13
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
or [0, 2 ], then for every n integer, 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.

Example 7: Find all solutions of the equation

Solution: The values in the interval [0, 2 ] for which are 0 and . Then
every situation of x is

or
The solution can be reduced to , n an integer (n )

Example 8: Determine whether is a solution of the trigonometric equation

14
Solution: On the unit circle, the terminal point is in Q1, with coordinates T( ,

√
) . Therefore, substituting the given in the trigonometric equation,

gives , which is true. So, we conclude that is a solution. Another

solution to the equation is , which is in Q4.

Example 9. Solve the quadratic equation

Solution: , replacing by the first fundamental
identity,

( )

Hence, the solution set is , - , -. But, for every

x, so, the equation has an empty solution. Thus, the solution set is

, -.If , then the solution set is , -.

Example 10.Find all solutions of the equation in the interval

[0,2 ).

Solution:

Since we can represent in the form ( ) ( ) , we can

determine the solution by letting ( ) and ( ) . Buy factoring the left side of
the equation, we get

)( )

15
 To determine the solution set of the original equation

in the interval [ ) we will find the values of and . In this interval,

the solutions of are ; the only solution for is . Thus, the

solutions of the in the interval [ ) are , , and

Example 11: Find the solutions of the equation in the interval

[ )

Solution:

Solving for we get

Given

Apply double angle identity

Simplify
( ) Apply common Factor

The values in the unit circle for is and for is . Thus,

the solution is and

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.
√
a. b. ( ) c.

16
2. Find the exact value of each expression.
√
a. ( ) b. [ ( )] c.
3. Answer the following.
a. What is the domain of ?
b. What is the range of ?

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

√
a. c. ( )

b. ( ( )) d.

5. Find the exact value of each expression.

a. ( ) b. ( ) c. ( )

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

√
a. √ c. e. ( )

b. d. ( )) f.

7. Simplify: a. ( ) b. ( )

8. Which numbers in the set , - are solutions to the

following equations?

a. ` c. √ e.

b. d. √ f.
9. Solve the following trigonometric equation.
a.
b. ( )( )
c.
d.

10. Find all solutions of √ √

17
 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
inverse function is defined by . For

example, because

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
and its inverse function is defined by

For example, because .

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

18
 Solving Situational Problems
LESSON Involving Inverse
2 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.

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. 6. ( )

2. ( ) 7.

3. 8. ( )

4. ( ) 9. ( )

5. ( ) 10. ( )
B. Find , for the following:
√ √
1. 2. 3.

19
 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
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.

a.

b.

c.

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.

20
 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?

28.4 ft guy wire

5 ft

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

Solution:

Therefore, the guy wire will position at an angle of 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?

21
 Solution:

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.

Therefore, the angle formed by the ladder and the ground is

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?

3 ft

10 ft
𝑥
230 ft

Solution:

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

22
 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.

Thus, the measure of the angle is

5. If an object is directed at an angle (with [ ], then the range will be

(in feet) where (in ) is the initial speed and is the

acceleration due to gravity. At what angle shall the object be directed so that

the range will be 100 ft, given that the initial speed is

Solution: From the formula of the range, we get

( )

23
 ( )
( ) . /

( )

( )
( ) ( )

Since must be from to (i.e. ), this is equivalent to finding such

that Hence, .

Therefore, the object must be directed at an angle of (or ), to 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:

Equation 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.

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 The area A of the opening as a function of is given
by ( ) where
a. Find the angle that maximizes area using the equation

b. What is the maximum area of the opening?

24
Solutions:
a. . Using the double-angle formula or

( )( ) Hence, the solution set is , -

, -. But for every , so, the equation

has an empty solution. Thus, the solution set is , -. And it is

given that , then since

b. The maximum area is √

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 , where is the
horizontal distance, is the distance of the top of the lighthouse from the boat,
and is the angle of depression from the top of lighthouse. Find .

Solution:

( )

For this case, we used a calculator to find the value of the unknown variable

since is not a special value for cosine.

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 √ miles apart. Also, by the Cosine Law, we have
, where are the respective distances of ̅̅̅̅ ,
̅̅̅̅ , ̅̅̅̅ , and =m Find

25
Solution: Substituting the corresponding values of , the problem is now
equivalent to solving the equation

Thus, the value of is

What’s More
Activity 3.2: Let Me try!

Let us find out if you really understand the discussed concept by answering
these exercises.
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 feet from the painting and that the
angle 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 in terms of
6. If you are standing 10 feet from the painting, what is ?
7. If , how far are you standing from the wall (to the nearest foot)?

26
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 and is the angle of elevation from the ground where you are
standing up to the balloon.
8. Solve for x in terms of .
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

( ) ( ( )),

where ( ) 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 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 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?

27
 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 . The ______ is the
side next to the angle 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 is the angle. The
trigonometric ratios are: ___________, _________ and __________.
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 to
the surface of the water). What happens to d as you move closer to the shell?
Explain your reasoning.

28
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

29
Summary

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

Function Domain Range

y=arcsin x [-1,1]

y=arccos x [-1,1]
y=arctan x All real numbers

y=arcsec x All real numbers

y=arccsc x All real numbers

y=arccot x All real numbers

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.

30
 Assessment (Posttest)
Multiple Choice. Choose the letter of the correct answer.

1. What is the domain of function

a. * + b. ( ) c. (– ) d. [ ]

2. What is the domain of function ?

a. * + b. ( ) c. (– ) d. [ ]

3. Which of the following is the range of function

a. * + b. ( ) c. (– ) d. [ ]

4. Which of the following is the range of function

a. * + b. ( ) c. (– ) d. [ ]

5. What is the domain of function ?

a. ℝ b. ( ) c. (– ) d. [ ]

6. What is ?
a. 1 b. c. d. 0

7. The value of when ____.

a. * + b. ℝ c. ℝ d. (– )

8. For [ ] ( ) is equal to _____.

a. b. c. d.

9. What is the value of ( )?

a. b. c. d.

10. Which of the following is the value of ( )

a. b. c. d.

11. If , ( ) - , then the value of x is_____.

a. b. 0 c. 1 d. None of these

31
12. If , then x equals ____.

a. -1 b. c. d. 1

13. The expression is true for _____.

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?
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

32
 Key Answers

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. ( ) ( )

2. ( )

What’s More
(Activity 3.1)
1. a. b. c. undefined

√ √
2. a. b.. c.

3. Domain: [ ] Range: [ ]

33
 4. a. b. c. d. undefined

5. a. b. c. 4

√
6. a. b. c. d. – e. f.

√
7. a. b.

8. a. b. c. d. and e. All except f.

9. a. and

b. and for every k

c. k

d.

10. an integer or an integer

What I Have Learned

1.a [-1,1], [ ], sin y=x, , because sin

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

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
6. 0.13889
7. 1.47113

34
 8. -1.53235
9. -0.26005
10.-0.25168

B. 1. ,

2.

3.

What’s More
(Activity 3.2)
1. 50.2
2. 32.2
3. 173.2 ft
4. The teacher will check

5.

6. 42
7. 17 ft
8. x=300tan
9. 59
10. 1701 ft
11. a. t and t

b. t= for every k

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

sin cos tan

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

35
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

36
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.

(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.

37
(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

38