Lesson 2: Properties of Trigonometric Functions: Student Outcomes

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 M4
PRECALCULUS AND ADVANCED TOPICS
Lesson 2: Properties of Trigonometric Functions
Student Outcomes
 Students explore the symmetry and periodicity of trigonometric functions.
 Students derive relationships between trigonometric functions using their understanding of the unit circle.
Lesson Notes
In the previous lesson, students reviewed the characteristics of the unit circle and used them to evaluate trigonometric
π π π
functions for rotations of , , ¿ radians. They then explored the relationships between the trigonometric
6 4 3
functions for rotations θ in all four quadrants and derived formulas to evaluate sine, cosine, and tangent for rotations
π−θ , π +θ, ¿ 2 π −θ. In this lesson, we revisit the idea of periodicity of the trigonometric functions as introduced in
Algebra II, Module 1, Lesson 1. Students continue to explore the relationship between trigonometric functions for
rotations θ , examining the periodicity and symmetry of the sine, cosine, and tangent functions. They also use the unit
circle to explore relationships between the sine and cosine functions.
Classwork
Opening Exercise (3 minutes)
Students studied the graphs of trigonometric functions extensively in Algebra II but may not instantly recognize the
graphs of these functions. The Opening Exercise encourages students to relate the graph of the sine, cosine, and tangent
functions to rotations of a ray studied in the previous lesson. At the end of this exercise, allow students to provide
justification for how they matched the graphs to the functions.

Date: 7/23/20 29
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Opening Exercise
The graphs below depict four trigonometric functions. Identify which of the graphs are f ( x )=sin ( x ),
g ( x )=cos ( x ), and h ( x )=tan ( x ). Explain how you know.
The first graph is the graph of the tangent function h ( x ) =tan ( x ) because the range of the tangent function is all real
numbers, and tan ( 0 )=0, which rules out the third graph as a possibility.
The second graph is the graph of the cosine function g ( x )=cos ( x ) because the range of the cosine function is
[−1,1], and cos ( 0 )=1, ruling out the fourth graph as a possibility.
The fourth graph is the graph of the sine function f ( x )=sin ( x ) because the range of the sine function is [ −1,1 ],
and sin ( 0 ) =0.
The third graph is the graph of the cosine function. (This could be an extension problem for advanced students.)
Discussion (7 minutes): Periodicity of Sine, Cosine, and Tangent Functions

This discussion helps students relate their graphs of the sine, cosine, and tangent functions to the unit circle. Students
use the unit circle to determine the periodicity of the sine, cosine, and tangent functions, and they apply the periodicity
to evaluate trigonometric functions for values of θ that are not between 0 and 2 π .
 Let’s look at the graph of the function f ( x )=sin(x).

Date: 7/23/20 30
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 How would you describe this graph to someone who has not seen it? Share your response with a partner.
 Answers will vary but will probably address that there are x -intercepts at all integer multiples of π ,
that the graph is a wave whose height oscillates between −1 and 1, and the cycle repeats every 2 π
radians.
 Let’s look now at the graph of the function g ( x )=cos ( x).
 Compare and contrast this graph with the graph of f ( x )=sin(x). Share your thoughts with your partner.
 Answers will vary but will probably address that the graph of g( x ) appears to be the same as that of
π
f (x) shifted to the left by radians. In other words, the range of the function and the periodicity are
2
the same for both graphs, but the x -intercepts are different.
 The sketches illustrate that both the sine and cosine functions are periodic. Turn to your partner and describe
what you remember about periodic functions in general and about the sine and cosine functions in particular.
 Periodic functions repeat the same pattern every period; for the sine and cosine functions, the period is
2 π.
 How can we use the paper plate model of the unit circle to explain the periodicity of the sine and cosine
functions? Discuss your reasoning in terms of the position of the rider on the carousel.
 Answers may vary but should address that for any given rotation θ , the position of the rider on the
carousel is ( x θ , y θ ). If we want to represent the rotation 2 π + θ, we would rotate the plate one full
MP.
2

Date: 7/23/20 31
turn counterclockwise, and the position of the rider would again be ( x θ , y θ ). This trend would
continue for each additional rotation of 2 π radians since a rotation of 2 π radians represents a
complete turn.
 How does periodicity apply to negative rotational values, e.g., θ−2 π ? Again, explain your reasoning in terms
of the position of the rider on the carousel.
 It would not affect the position of the rider. The rotation θ−2 π represents a full turn backwards
(clockwise) from the position ( x θ , y θ ), and the rider’s position will still be the same as for a rotation θ .
 And how does the pattern in the rider’s position on the carousel relate to the periodicity of the sine and cosine
functions?
 x θ and y θ repeat for every 2 π radians of rotation. Since sin(θ)= y θ and
We can see that both
cos (θ)=x θ, we can conclude that sin(θ)=sin(2 πn+ θ) and cos (θ)=cos (2 πn+θ) for all
integer values of n .
 We’ve determined that both f ( x )=sin(x) and g ( x )=cos ( x) are periodic, and we’ve found formulas to
describe the periodicity. What about h ( x )=tan( x) ? Let’s look at the graph of this function.
 Is the tangent function also periodic? Explain how you know.

 Yes. Since the tangent function is the quotient of the sine and cosine functions, and the sine and cosine
functions are periodic with the same period, the tangent function will also be periodic.
 How does the period of the tangent function compare with the periods of the sine and cosine functions?
 The tangent function has a period of π radians, but the sine and cosine functions have periods of 2 π
radians.
 Let’s see if we can use the unit circle to explain this discrepancy. For rotation θ , how do we define tan(θ)?
yθ
 tan ( θ )= .
xθ
 Recall that in the previous lesson, the point on the unit circle that corresponded to a given rotation

Date: 7/23/20 32
yθ
represented the position of a rider on a carousel with radius 1 unit. What does the ratio represent in
xθ
terms of the position of the rider?
 It is the ratio of the front/back position to the right/left position for rotation θ .
 Let’s examine this ratio as the carousel rotates. Use your unit circle model to examine the position of the
carousel rider for a complete rotation. Use the front/back and right/left positions of the rider to determine
how the value of tanθ changes as θ increases from 0 to 2 π radians. Share your findings with a partner.
Answers will vary but should address the following:
 The position of the rider starts at (1,0), immediately to the right of center, at θ=0. Since
yθ 0 π
tan(θ)= , tan(0)= =0 . As the carousel rotates to , the rider’s front/back position increases
xθ 1 2
from 0 to 1, and the right/left position decreases from 1 to 0 . This means that tanθ increases from 0
π
at θ=0 to infinity as θ approaches .
2
π π 1
 The position of the rider is at (0,1) at θ= . So, when θ= , tan(θ)= , which is undefined. As
2 2 0
π
the carousel rotates counterclockwise from θ= , the rider’s front/back position decreases from 1 to 0
2
π
, and the right/left position decreases from 0 to −1. As the carousel rotates from θ= to π , tan(θ)
2
increases from −∞ to 0 .
3π
 From θ=π to θ= , the rider’s front/back position decreases from 0 to −1, and the right/left
2
position increases from −1 to 0 . This means that tanθ increases from 0 at θ=π toward + ∞ at
3π
θ= .
2
3π
 From θ= to θ=2 π , the rider’s front/back position increases from −1 to 0 , and the right/left
2
3π
position increases from 0 to 1. This means that tan ( θ ) increases from −∞ at θ → to 0 at
2
θ=2 π .
 How do your findings relate to the periodicity of the tangent function?
 The values for tan(θ) seem to repeat every π radians, as the sketch indicates.
 How can we explain this pattern based on our understanding of the unit circle and the definition of tan(θ)?
 Answers will vary. An example of an acceptable response is shown: As our initial ray rotates through
Quadrants I and III, the ratio of y θ to x θ will be positive because the coordinates will have the same
sign. The ratio increases from 0 to + ∞ because the magnitudes of the y -coordinates increase, while
the magnitudes of the x -coordinates decrease toward 0 . Similarly, in Quadrants II and IV, the ratio of
y θ to x θ will be negative because the coordinates will have opposite signs. The ratio should increase

Date: 7/23/20 33
from −∞ to 0 because the magnitudes of the y -coordinates decrease toward 0 , while the magnitudes
of the x -coordinates increase toward 1, which means the ratio of y θ to x θ will become a smaller and
smaller negative number until it reaches 0 at θ=0 and θ=2 π .
 Great observations. How can we formalize these thoughts about the periodicity of the tangent function using
a formula?
 tan(θ)=tan(θ+ πn), where n is an integer.
Exercises 1–2 (5 minutes) Scaffolding:
The following exercises reinforce the periodicity of the three primary trigonometric  The identity
functions: sine, cosine, and tangent. Students should complete the exercises cos( π +θ )=−cos ( θ ) can
independently. After a few minutes, they could share their responses with a partner. help students evaluate the
Students could write their responses to Exercise 1 on individual white boards for quick function in part (b).
checks or on paper. Exercise 2 should be discussed briefly in a whole-class setting.  Prompt students by
asking, “If we rewrite
Exercises 1–4
1. Use the unit circle to evaluate these expressions:

cos ( 76π ) as cos ( π +θ ) ,
what is the value of θ ?”

17 π
a. sin ( ) 4
17 π π π 2
sin ( )=sin ( 4 π + ) =sin ( )= √
4 4 4 2
b. cos ( 196 π )
19 π 7π 7π π π − 3
cos ( ) =cos ( 2 π + )=cos ( )=cos ( π + ) =−cos ( )= √
6 6 6 6 6 2
c. tan(450 π )
tan(450 π )=tan(450 π +0)=tan(0)=0
2. Use the identity sin ( π +θ ) =−sin(θ) for all real-numbered values of θ to verify the identity
MP. sin ( 2 π +θ )=sin(θ) for all real-numbered values of θ .
7
sin ( 2 π +θ )=sin ( π + ( π +θ ) ) =−sin ( π +θ )=−(−sin (θ ) )=sin (θ)
Discussion (3 minutes): Symmetry of Sine, Cosine, and Tangent Functions

This discussion addresses how the properties of the unit circle reveal symmetry in the graphs of the trigonometric
functions. Students determine the evenness/oddness of the graphs for sine and cosine, which they in turn use to
determine the evenness/oddness of the tangent function.

Date: 7/23/20 34
 Let’s look again at the graphs of the functions f ( x )=sin(x) and g ( x )=cos ( x). Describe the symmetry of
the graphs.
 The graph off ( x )=sin ( x ) seems to be symmetric about the origin (or seems to have 180 ° rotational
symmetry), and the graph of g ( x )=cos ( x ) seems to be symmetric about the y -axis.
 Let’s explore these apparent symmetries using the unit circle. We recall that for a rotation θ on our carousel,
the rider’s position is defined as ( x θ , y θ ). Describe the position of a rider if the carousel rotates – θ radians.
 A rotation by – θ is equivalent to a clockwise rotation by θ radians, which results in a position of
( x θ ,− y θ ).

Date: 7/23/20 35
 And how does this relate to our understanding of the symmetry of the sine and cosine functions?
 Since sin (−θ ) =− y θ, we have sin (−θ ) =−sin ( θ ). This means that f ( x )=sin(x) is an odd
function with symmetry about the origin. (If students do not suggest that the sine function is an odd
function, remind them that an odd function is a function f for which f (−x )=−f (x ) for any x in the
domain of f .)
 Since cos (−θ )=x θ, we have cos (−θ )=cos ( θ ). This means that g ( x )=cos ( x) is an even function
with symmetry about the y -axis. (If students do not suggest that the cosine function is an even
function, remind them that an even function is a function f for which f (−x )=f ( x ) for any x in the
domain of f .)
 Let’s summarize these findings:
 For all real numbers θ , sin (−θ ) =−sin ( θ ), and cos (−θ )=cos ( θ ).
Exercises 3–4 (5 minutes) Scaffolding:

Students should complete the exercises independently. Students could write their  Remind struggling
responses to Exercise 3 on individual white boards for quick checks or on paper. A few students of the identity cos
selected students should share their responses for Exercise 4 in a whole-class setting. ( 2 π −θ )=cos ( θ ) to help
them evaluate the function
in part (b).
3. Use your understanding of the symmetry of the sine and cosine functions to evaluate these
functions for the given values of θ .  Have advanced students
MP.
determine the symmetry

−π for the graphs of the co-
a. sin( )
2 functions.
sin ( −π2 )=−sin ( π2 )=−1

Date: 7/23/20 36
b. cos ( −53 π )
−5 π 5π π π 1
cos (
3 )
=cos ( ) =cos ( 2 π− )=cos ( )=
3 3 3 2
MP. 4. Use your understanding of the symmetry of the sine and cosine functions to determine the value of tan(−θ) for all real-
7 numbered values of θ . Determine whether the tangent function is even, odd, or neither.
sin (−θ ) −sin ( θ ) −sin ( θ )

tan ( – θ )= = = =−tan ( θ )
cos (−θ ) cos ( θ ) cos ( θ ) Scaffolding:
The tangent function is odd. Have advanced students
verify additional
identities based on
Exploratory Challenge/Exercises 5–6 (10 minutes) the data collected in
This challenge requires students to use the properties of the unit circle to derive the tables; for
relationships between the sine and cosine functions. Students should complete the example,
challenge in pairs or small groups, with each group completing either Exercise 5 or
Exercise 6. After a few minutes, students should review their findings with other pairs or groups assigned to the same
exercise. A few groups should then share their responses in a whole-class setting.
Exploratory Challenge/Exercises 5–6
5. Use your unit circle model to complete the table. Then use the completed table to answer the questions that follow.
θ ( π2 +θ) sin ( π2 + θ) cos ( π2 +θ )

π
0 1 0
2
π
π 0 −1
2
3π
π −1 0
2
3π
2π 0 1
2
5π
2π 1 0
2
a. What does the value

( π2 +θ) represent with respect to the rotation of the carousel?
π
It is a rotation by θ radians counterclockwise from the starting point .
2

Date: 7/23/20 37
b. What pattern do you recognize in the values of sin

( π2 + θ) as θ increases from 0 to 2 π ?
Values of sin
( π2 + θ) follow the same pattern as values of cos (θ).
c. What pattern do you recognize in the values of cos

( π2 +θ ) as θ increases from 0 to 2 π ?
Values of cos
( π2 +θ ) follow the same pattern as values of −sin(θ) .
d. Fill in the blanks to formalize these relationships:
sin ( π2 + θ)=¿
π
cos ( +θ )=¿
2
π
sin ( + θ)=cos (θ)
2
π
cos ( +θ )=−sin (θ)
2
6. Use your unit circle model to complete the table. Then use the completed table to answer the questions that follow.
θ ( π2 −θ ) sin ( π2 −θ ) cos ( π2 −θ )
π
0 1 0
2
π
0 0 1
2
−π
π −1 0
2
3π
−π 0 −1
2
−3 π
2π 1 0
2
a. What does the value

( π2 −θ ) represent with respect to the rotation of a rider on the carousel?
It is a rotation by θ radians clockwise from a point directly in front of the center of the carousel.

Date: 7/23/20 38
b. What pattern do you recognize in the values of sin

( π2 −θ ) as θ increases from 0 to 2 π ?
Values of sin
( π2 −θ ) follow the same pattern as values of cos (θ).
c. What pattern do you recognize in the values of cos

( π2 −θ ) as θ increases from 0 to 2 π ?
Values of cos
( π2 −θ ) follow the same pattern as values of sin(θ) .
d. Fill in the blanks to formalize these relationships:
sin ( π2 −θ )=¿
π
cos ( −θ )=¿
2
π
sin ( −θ )=cos (θ)
2
π
cos ( −θ )=sin(θ)
2

Date: 7/23/20 39
Exercise 7 (5 minutes)
Have students complete this exercise independently and then verify the solutions with a partner. Students should share
their approaches to solving the problems as time permits.
Exercise 7
7. Use your understanding of the relationship between the sine and cosine functions to verify these statements.
a. cos ( 43π )=sin ( −π6 )

4π π 5π 5π 5π π −π
cos ( ) =cos ( + )=−sin ( )=−sin ( π − ) =−sin ( )=sin (
3 2 6 6 6 6 6 )
b. cos ( 54π )=sin ( 74π )

5π π 3π 3π 3π 7π
=−(−sin ( π +
4 ))
cos ( ) =cos ( + ) =−sin (
4 )
=sin (
4 2 4 4 )
Closing (2 minutes)
Have students respond in writing to this prompt.
 Why do we only need to know values of sin ( θ ) and cos ( θ ) for 0 ≤ θ<2 π in order to find the sine or cosine of
any real number?
 Because the sine and cosine functions are periodic with period 2 π , we know that
cos ( θ ± 2 π ) =cos ( θ ) and sin ( θ ±2 π )=sin ( θ ) for any real number θ . Thus, if x is any real number,
and x ≥ 2 π , then we just subtract 2 π as many times as is needed so that the result is between 0 and
2 π , and then we can evaluate the sine and cosine. Likewise, if x <0, then we add 2 π as many times
as needed so that the result is between 0 and 2 π and then evaluate sine and cosine.

Date: 7/23/20 40
Exit Ticket (5 minutes)
Lesson Summary
For all real numbers θ for which the expressions are defined,
sin(θ)=sin(2 πn+ θ) and cos (θ)=cos (2 πn+θ) for all integer values of n
tan ( θ )=tan(πn¿+ θ) ¿ for all integer values of n
sin(−θ)=−sin ⁡(θ), cos (−θ)=cos (θ), and tan (−θ )=−tan(θ)
sin ( π2 + θ)=cos (θ) and cos

( π2 +θ )=−sin (θ)

Date: 7/23/20 41
Name Date
Exit Ticket
1. From the unit circle given, explain why the cosine function is an even function with symmetry about the y -axis, and
the sine function is an odd function with symmetry about the origin.
2. Use the unit circle to explain why cos ( π2 −θ )=sin(θ) for θ as shown
in the figure at right.

Date: 7/23/20 42
Exit Ticket Sample Solutions
1. From the unit circle given, explain why the cosine function is an even function with symmetry about the y -axis, and the sine
function is an odd function with symmetry about the origin.
Suppose we rotate the point (1,0) by – θ radians, where θ ≥ 0. This gives the same x -coordinate as rotating by
θ radians, so if θ ≥ 0, we have cos (−θ )=cos ( θ ). Likewise, if θ<0 and we rotate the point ( 1,0 ) by – θ
radians, then the resulting point has the same x -coordinate as rotation of (1,0) by θ radians. Thus, if θ<0 then
cos (−θ )=cos ( θ ). Since cos (−θ )=cos ( θ ) for all real numbers θ , the cosine function is even and is
symmetric about the y -axis.
Suppose we rotate the point (1,0) by – θ radians, where θ ≥ 0. This gives the opposite y -coordinate as
rotating by θ radians, so if θ ≥ 0 we have sin (−θ ) =−sin ( θ ) . Likewise, if θ<0 and we rotate the point
( 1,0 ) by – θ radians, then the resulting point has the opposite y -coordinate as rotation of (1,0) by θ radians.
Thus, if θ<0 then sin (−θ ) =−sin ( θ ) . Since sin (−θ ) =−sin ( θ ) for all real numbers θ , the sine
function is odd and is symmetrix about the origin.
8. Use the unit circle to explain why cos

( π2 −θ )=sin(θ) for θ as shown in the figure
to the right.
The point where the terminal ray intersects the unit circle after rotation by θ has
coordinates . If we draw perpendicular lines from this point

(cos ( θ ) , sin(θ))
to the x -axis and y -axis, we create two triangles. The vertical legs of these triangles both have the same length.
The triangle on the left shows that this length is cos

( π2 −θ ) , while the triangle on the right shows that this
length is sin ( θ ) . Thus, sin ( θ ) =cos

( π2 −θ ) .
Problem Set Sample Solutions
1. Evaluate the following trigonometric expressions. Show how you used the unit circle to determine the solution.

Date: 7/23/20 43
a. sin ( 136π )
13 π π π 1
sin ( )=sin ( 2 π + )=sin ( )=
6 6 6 2
13 π π 13 π π 1
sin (
is a full rotation more than
)=sin ( )=
meaning .
6 6 6 6 2

Date: 7/23/20 44
b. cos ( −53 π )
−5 π π −π π 1
cos (
3 ) ( 3 )
=cos −( 2 π− ) =cos (
3 )=cos ( )=
3 2
−5 π π −5 π π 1
cos (
is a full rotation less than
)=cos ( ) =
meaning .
3 3 3 3 2
c. tan ( 254π )
25 π π π
tan ( ) =tan ( 6 π + ) =tan ( ) =1
4 4 4
25 π π
4
is a three full rotations more than
4
meaning tan ( 254π )=tan ( π4 )=1 .
d. sin ( −34 π )
−3 π 3π π π − 2
sin ( =−sin ( π− )=−sin ( )= √
4 )
=−sin (
4 ) 4 4 2
−3 π π −3 π π − 2
π+
is the same rotation as sin ( ) =−sin ( )= √
meaning .
4 4 4 4 2
e. cos ( −56 π )
−5 π 5π π π − 3
cos ( )=cos ( ) =cos ( π − )=−cos ( )= √
6 6 6 6 2
−5 π π −5 π π −√ 3
cos (
6 ) ( 6 )= 2
π+
is the same rotation as =−cos
meaning .
6 6
f. sin ( 173π )
17 π 5π 5π π π − 3
sin ( =sin ( 2 π− )=−sin ( )= √
3 )
=sin ( 4 π +
3 )
=sin (
3 ) 3 3 2

Date: 7/23/20 45
17 π 5π
3
is two full rotations more than
3
meaning sin
( 173 π )=sin ( 53π )= −2√3 .
g. cos ( 254π )
25 π π π 2
cos ( =cos ( 6 π + ) =cos ( )= √
4 ) 4 4 2
25 π π
4
is three full rotations more than
4
meaning cos
( 254 π )=cos ( π4 )= √22 .
h. tan( 296π )
29 π 5π 5π π π −1
tan ( ) =tan ( 4 π + )=tan ( ) =tan ( π − )=−tan ( )=
6 6 6 6 6 √3
29 π 5π 29 π π −1 − √ 3
tan (
6 )
is two full rotations more than =−tan ( )=
meaning = .
6 6 6 √3 3
−31 π
sin (
6 )
i.
−31 π 31 π 7π 7π π π 1
sin ( )=−sin ( ) =−sin ( 4 π + )=−sin ( ) =−sin ( π + )=−(−sin ( ) )=
6 6 6 6 6 6 2
−31 π 7π
is the same as two full rotations in the clockwise direction plus more, which is the same
6 6
5π
rotation as
6
meaning sin
( −316 π )=sin ( π6 )= 12 .
j. cos ( −326 π )
−32 π 32 π 8π 4π π π −1
cos ( ) =cos ( )=cos ( 4 π + ) =cos ( )=cos ( π + )=−cos ( )=
6 6 6 3 3 3 2
−32 π 8π 4 π
is the same as two full rotations in the clockwise direction plus
or more, which is the
6 6 3
π −32 π π −1
same rotation as π +
3
meaning cos
6 (
=−cos
3
= .
2 ) ()

Date: 7/23/20 46
k. tan ( −183 π )
−18 π 18 π
tan ( )=−tan (
3 )
=tan ( 6 π )=tan ( 0 )=0
3
−18 π
3
is three full rotations in the clockwise direction meaning tan ( −183 π )=tan ( 0 )=0 .
9. Given each value of β below, find a value of α with 0 ≤ α ≤ 2 π so that cos ( α )=cos ( β ) and α ≠ β .
3π
a. β=
4
5π
4
5π
b. β=
6
7π
6
11π
c. β=
12
13 π
12
d. β=2 π
0
7π
e. β=
5
3π
5
17 π
f. β=
30

Date: 7/23/20 47
43 π
30
8π
g. β=
11
14 π
11
10. Given each value of β below, find two values of α with 0 ≤ α ≤ 2 π so that cos (α )=sin(β).
π
a. β=
3
π 11 π
,
6 6
7π
b. β=
6
2π 4 π
,
3 3
3π
c. β=
4
π 7π
,
4 4
π
d. β=
8
3 π 13 π
,
8 8
11. Given each value of β below, find two values of α with 0 ≤ α ≤ 2 π so that sin( α )=cos (β).
π
a. β=
3
π 5π
,
6 6

Date: 7/23/20 48
5π
b. β=
6
4 π 5π
,
3 3
7π
c. β=
4
π 3π
,
4 4
π
d. β=
12
5π 7 π
,
12 12
12. Jamal thinks that cos

(α − π4 )=sin ( α + π4 ) for any value of α . Is he correct? Explain how you know.
π π π π
Jamal is correct. Let θ=α +
4
. Then θ− =α − . We know that cos
2 4 2 ( )
−θ =sin(θ) and that
π π π
the cosine function is even, so we have cos θ−
2 ( )
=sin ( θ ). Then cos α − =sin α + .
4 4 ( ) ( )
13. Shawna thinks that cos
(α − π3 )=sin ( α + π6 ) for any value of α . Is she correct? Explain how you know.
π π π π
Shawna is correct. Let θ=α +
6
.
2
Then θ−
3 2 ( )
=α − . We know that cos −θ =sin(θ) and that
π π π
the cosine function is even, so we have cos θ−
2 ( )
=sin(θ). Then cos α − =sin α + .
3 6 ( ) ( )
14. Rochelle looked at Jamal and Shawna’s results from Problems 5 and 6 and came up with the conjecture below. Is she correct?
Explain how you know.
π
Conjecture:
( ( ))
cos ( α−β ) =sin α +
2
−β .
Rochelle is also correct. Because sin

( θ− π2 )=cos (θ) , we see that

Date: 7/23/20 49
π π
( ( )) ((
sin α +
2
−β =sin α−β ) − =cos( α −β).
2 )
15. A frog is sitting on the edge of a playground carousel with radius 1 meter. The ray
through the frog’s position and the center of the carousel makes an angle of measure θ
with the horizontal, and his starting coordinates are approximately
(0.81,0 .59). Find his new coordinates after the carousel rotates by each of the
following amounts.
π
a.
2
( π2 )=−sin ( θ )=−0.59
cos θ+
π
sin ( θ+ )=cos ( θ ) =0.81
2
New position: (−0.59,0 .81).
b. π
cos ( θ+ π ) =−cos ( θ ) =−0.81sin ( θ+ π )=−sin (θ )=−0.59
New position: (−0.81 ,−0.59) .
c. 2π
cos ( θ+ 2 π )=cos ( θ )=0.81sin ( θ+2 π )=sin ( θ ) =0.59
New position: (0.81,0 .59).
−π
d.
2
cos θ− ( π2 )=sin ( θ )=0.59sin ( θ− π2 )=−cos ( θ )=−0.81

New position: (0.59 ,−0.81).
e. –π
cos ( θ−π )=−cos ( θ )=−0.81sin ( θ−π )=−sin ( θ )=−0.59
New position: (−0.81 ,−0.59) .

Date: 7/23/20 50
π
f. −θ
2
π π π π
cos θ+ ( ( )) ( )2
−θ =cos
2
=0sin θ+ −θ =sin
2 2
=1 ( ( )) ( )
New position: (0,1).
g. π−2 θ
cos ( θ + ( π −2 θ ) )=cos ( π −θ )=−cos ( θ )=−0.81
sin ( θ+ ( π −2θ ) )=sin ( π−θ )=−sin ( θ )=0.59
New position: (−0.81,0 .59).
h. −2 θ
cos ( θ−2 θ )=cos (−θ )=cos (θ )=0.81sin ( θ−2θ )=sin (−θ )=−sin ( θ )=−0.59
New position: (0.81 ,−0.59).

Date: 7/23/20 51

Lesson 2: Properties of Trigonometric Functions: Student Outcomes

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Lesson 2: Properties of Trigonometric Functions: Student Outcomes

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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 M4

PRECALCULUS AND ADVANCED TOPICS

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Discussion (7 minutes): Periodicity of Sine, Cosine, and Tangent Functions

 Let’s look at the graph of the function f ( x )=sin(x).

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

 Is the tangent function also periodic? Explain how you know.

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Exercises 1–2 (5 minutes) Scaffolding:

1. Use the unit circle to evaluate these expressions:

what is the value of θ ?”

Discussion (3 minutes): Symmetry of Sine, Cosine, and Tangent Functions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Exercises 3–4 (5 minutes) Scaffolding:

determine the symmetry

sin ( −π2 )=−sin ( π2 )=−1

Lesson 2: Properties of Trigonometric Functions

sin (−θ ) −sin ( θ ) −sin ( θ )

Exploratory Challenge/Exercises 5–6

θ ( π2 +θ) sin ( π2 + θ) cos ( π2 +θ )

a. What does the value

Lesson 2: Properties of Trigonometric Functions

b. What pattern do you recognize in the values of sin

c. What pattern do you recognize in the values of cos

d. Fill in the blanks to formalize these relationships:

a. What does the value

Lesson 2: Properties of Trigonometric Functions

b. What pattern do you recognize in the values of sin

c. What pattern do you recognize in the values of cos

d. Fill in the blanks to formalize these relationships:

Lesson 2: Properties of Trigonometric Functions

a. cos ( 43π )=sin ( −π6 )

b. cos ( 54π )=sin ( 74π )

Lesson 2: Properties of Trigonometric Functions

Exit Ticket (5 minutes)

sin ( π2 + θ)=cos (θ) and cos

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

in the figure at right.

Lesson 2: Properties of Trigonometric Functions

Exit Ticket Sample Solutions

8. Use the unit circle to explain why cos

coordinates . If we draw perpendicular lines from this point

The triangle on the left shows that this length is cos

length is sin ( θ ) . Thus, sin ( θ ) =cos

Problem Set Sample Solutions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

12. Jamal thinks that cos

Rochelle is also correct. Because sin

Lesson 2: Properties of Trigonometric Functions

cos θ− ( π2 )=sin ( θ )=0.59sin ( θ− π2 )=−cos ( θ )=−0.81

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

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