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Welcome Dear Marians to School Year 2020-2021!

TO OUR BELOVED LEARNER: Adhering with the regulations of the ‘New

Normal’, St. Mary’s College of Tagum, Inc.
– Senior High School, has opted to choose
Praised be Jesus and Mary!
distance learning with two resources:
Now and Forever…
Online and Offline. This module is your
offline resource for this school year.
We welcome you to your Learning Module
1 for the first quarter of the academic year,
This module hopes to engage you in
2020-2021. In light of the changes that we
learning independently at your own pace
have adopted due to these trying times, we
and your own time. Furthermore, this also
are beyond grateful that you chose to stay
aims to help you acquire the needed 21st-
here with us!
century skills while taking into consideration
your needs and circumstances – especially
This module was written, designed,
in this time of the pandemic.
developed, and reviewed collaboratively by
your senior high school teachers and
We hope that you will be enabled to process
coordinators - of which the materials were
the contents of the learning resource while
derived from both public and private
being an active learner. We pray that you
educational institutions. This is to ensure
will face adversities head-on through the
that the quality of the learning content is in
Transformative Ignacian-Marian Education
par with the competencies you need to
we will provide at your fingertips.
complete the subject.

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 PARTS OF THE MODULE
Learning Targets This gives you an idea of the skills or competencies you are
expected to learn in the module.

This activity acts as a motivation for your incoming lesson at

Initial Task hand. If you have garnered a favorable score (through the
teacher’s evaluation), decide to skip this part of the module.

Unlocking This portion contains the key words of the lessons with the
designated definitions in context of the subject matter.
Difficulties

Activating Prior
This is an activity or a thought-provoking question to verify
Knowledge your previous knowledge of the lesson.

Lecturette This section provides a brief discussion of the lesson. This aims
to help you discover and understand new concepts and skills.

Assessment This comprises activities for independent practice to solidify

your understanding and skills of the topic.

Lesson Reflection This includes questions to be filled for you to process what you
learned from the lesson.

Final Task This section provides an activity which will help you transfer
your new knowledge or skill into real life situations or concerns.

*Descriptions are derived from the Alternative Delivery Mode Material from the Department of Education

Your Gentle Reminders:

✓ Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet
of paper in answering the exercises – however, this is optional.
✓ Read the instruction carefully before doing each task.
✓ Observe honesty and integrity in doing the tasks.
✓ Finish the task at hand before proceeding to the next.
✓ Return this module to your teacher/facilitator once you are through with it.

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 MOST ESSENTIAL LEARNING COMPETENCY:
You will be able to illustrate unit circle and its properties and solve situational
problems involving circular functions.

In this quarter, we aim that you, in the long run and on your own will be able to present ways of
proving ideals in a logical manner to impulse concerns and knowledge as pursuing progress to your
community.

LEARNING TARGETS:
At the end of this week, you will be able to:
✓ illustrate unit circle and its related fields; and
✓ solve situational problems involving circular functions.

INITIAL TASK: MERRY-GO-ROUND!

Instructions: Given the photo below, answer the guided questions below.

Guide Questions:
1. Have you ever tried to ride a carousel? If yes, what were your age? If not, why?

2. Which is more fun to ride, at the outer edge or closer at the center? Why?

3. If you are almost at the center, and your friend is at the outer edge, will the two of you finish the
rotation of carousel at the same time? How come?

4. If you are almost at the center, and your friend is at the outer edge, in which you will be consuming
the same interval of ride, will you have same speed? Why?

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 UNLOCKING DIFFICULTIES:
The following are the key words and challenging terms used in this module:
➢ Speed – he rate at which someone or something is able to move or operate.
➢ Motion – the action or process of moving or being moved.
➢ Rotation – he action of rotating around an axis or center.
➢ Intercepts – the point at which a given line cuts a coordinate axis; the value of
the coordinate at that point.
➢ Subtends – (of an angle or chord) have bounding lines or points that meet or
coincide with those of (a line or arc).
➢ Circumference – the enclosing boundary of a curved geometric figure,
especially a circle.
➢ Rectangular Coordinate System – also known as Cartesian Plane
➢ Coincide - occur at or during the same time.

ACTIVATING PRIOR KNOWLEDGE:

To find a particular song on your MP3/MP4 Player, you may use a scroll wheel. This involves
moving your finger around the wheel in a circular motion. Unfortunately for you, the song you want
is near the very bottom of your songs list. Since these media players can often hold over 1,000 songs,
you have to scroll fast! As you are moving your finger in a circle, you might wonder if you could
measure how fast your finger is covering the distance around the circle.
Watching your finger, you realize that your finger is moving around the circle twice every
second. If the radius of the scroll wheel is 2 cm, what is the angular velocity of your finger as you
scroll through your songs list? What is the linear velocity?
Guide Question:
1. In your own inference, what is the definition of angular velocity, how about linear velocity?
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________.
2. Which field of Mathematics or specific topic will this real-life situation connect to?
____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________.

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 Basic Concepts of Unit Circle

Do you remember playing on a merry-go-round when you were younger?

You may already be familiar with the
measurement of speed as the relationship of an
object's distance traveled to the time it has been in
motion. However, this relationship is for objects that
are moving in a straight line. What about objects that
are traveling on a circular path?
If two people are riding on the outer edge, their
velocities should be the same. But, what if one
person is close to the center and the other person is
on the edge? They are on the same object, but their
speed is actually not the same.

A ray consists of point C on a line and

extends indefinitely in one direction. The point C
is called the end point (or vertex). Figure 7.1
shows ray.
Figure 7.1

Figure 7.2 Figure 7.3

If two rays are drawn with a common endpoint, they will form an angle. The rays
are called the sides of the angle (Figure 7.1). Refer to Figure 7.2, the initial position of
the ray is called the initial side of the angle, while the position of the ray after rotation is
called terminal side. An angle is said to be in standard position if its vertex is at the
origin of a rectangular coordinate system and initial side coincides with the x-axis. If an
angle is in standard position and its terminal side coincides with coordinate axis, the angle
is referred to as quadrantal angle; otherwise the angle is in the same quadrant as its
terminal side.

In addition, angles formed by a counter clockwise direction are considered

positive angles; angles formed by a clockwise direction are considered negative
angles. See Figure 7.3.

For some physics applications and for calculus, using degrees to measure angles
is not convenient. Angles can also be expressed in radian measure, which is based on
parts of the circumference.

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 Degree Measure and Radian Measure
This section focuses on the degree measure and radian measure of an angle. This
section also includes the different angles and its measure.
The measure of an angle is given by stating the amount of rotation to revolve from
the initial position of the ray to the terminal position. The most commonly used unit to
measure angles are in terms of revolution, degrees, and radians. One revolution is the
amount of rotation needed for one full turn of a ray about its endpoints in which the initial
and terminal sides of the angle coincides. A degree is the measure of an angle by rotating
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a ray 360 of a complete revolution, the symbol for degree is °. An angle formed by rotating
a ray with one complete revolution has a measure of 360°. A straight angle is an angle
1
of 180°, or revolution; a right angle is an angle of 90°; and acute angle is an angle if
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its measure is between 0° and 90°; an obtuse angle is an angle if its measure is between
90° and 180°; a reflex angle is an angle if its measure is between 180° and 360°.
Angle Measure of an Angle Graph

Straight 𝜃 = 180°

Acute 0° < 𝜃 < 90°

Right 𝜃 = 90°

Obtuse 90° < 𝜃 < 180°

One Complete
𝜃 = 360°
Revolution

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 The measure of an angle can be represented in degrees or radians. The measure
of an angle is found by the amount of rotation from initial side to the terminal side. We
can define a radian using a central angle of a circle, whose vertex is the center of the
circle. In higher mathematics, radian is the most convenient
measure of an angle.
One radian is equivalent to the measure of a central angle
𝜃 (theta) that intercepts an arc 𝑠 = 𝑟 of the circle reflected in
Figure 7.4. In other words, one radian is the measure of an
angle that subtends an arc of unit length when its vertex is located
at the center of a circle with unit radius.
Note that 𝜃 is taken in degrees if it is indicated; otherwise 𝜃 is in Figure 7.4
radian measure, recall the following conversion:
𝟏 𝟏
1 degree = revolution 1 radian = revolution
𝟑𝟔𝟎 𝟐𝝅
𝟏𝟖𝟎 𝝅
1 radian = degrees 1 degree = radians
𝝅 𝟏𝟖𝟎

1 revolution = 360 degrees 1 revolution = 𝟐𝝅 radians

360 degrees = 𝟐𝝅 radians

In Figure 7.5, the measuring circle is asked in degree units and radian units for
positive measures that are usually used.

Figure 7.5
Conversions between Degrees and Radians
𝝅 𝒓𝒂𝒅𝒊𝒂𝒏
1. To convert degrees to radians, multiply degrees by .
𝟏𝟖𝟎°
𝟏𝟖𝟎°
2. To convert radians to degrees, multiply radians by .
𝝅 𝒓𝒂𝒅𝒊𝒂𝒏

NOTE: One will know how to convert degrees to radians and vice versa, and yet will not know how is radian
related to degrees. Here’s how to:

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 In a circle, let your center be point 𝑂 and 𝑟 as its radius. In Figure 7.6, it is shown
that as radius is reflected as line segment from center 𝑂 to a point on your circle, other
radius is drawn (red line) to push this unto the circumference of the circle (Figure 7.7), in
which the radius has just become a curve and is no longer a line segment.

Figure 7.6 Figure 7.7

As we have an arc which is equal to the radius of the circle, and two radii joining
the center, this creates a central angle that is equal to 1 𝑟𝑎𝑑𝑖𝑎𝑛 (Figure 7.8).
Remembering that a circumference of a circle is equal to 2𝜋𝑟 which is the entire boundary
of a circle comes the question of “how many arc in Figure 7.7 would you need to cover
your entire boundary of a circle?”.

Figure 7.8 Figure 7.9

As to answer the question above, there are actually 2𝜋 arcs to cover up the entire
circumference or simply 6.28 radians since 𝜋 is approximately 3.14 and 1 arc is equal to
1 radian (Figure 7.7). As to illustrate the concept, see Figure 7.9 in which the remaining
black portion corresponds to 0.28 radian. We can now assume that one full rotation is
equal to 2𝜋. So, what does 1 radian equal to in degrees and vice versa? Refer to the table
below wherein the conversion process is also presented for both units.
𝟐𝝅 radians = 360° full rotation
𝝅 radians = 180° straight line
𝟐𝝅 radians = 360°
𝟑𝟔𝟎°
1 radian = 𝟐𝝅 (dividing both sides by 2𝜋 )
𝟏𝟖𝟎°
1 radian = 𝝅 𝒓𝒂𝒅𝒊𝒂𝒏 (simplifying)
1 radian ≈ 𝟓𝟕. 𝟐𝟗𝟓𝟖° (𝝅 ≈ 𝟑. 𝟏𝟒𝟏𝟓𝟗)
360° = 𝟐𝝅 radians
𝟐𝝅
1 degree = (dividing both sides by 360)
𝟑𝟔𝟎°
𝝅
1 degree = 𝟏𝟖𝟎° radians (simplifying)

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 Convert from radian to degrees
𝜋 4𝜋 25𝜋
a. 6
b. 9
c. 12

SOLUTION:
𝜋 180°
a. radians x = 30°
6 𝜋 𝑟𝑎𝑑𝑖𝑎𝑛

4𝜋 180°
b. radians x = 80°
9 𝜋 𝑟𝑎𝑑𝑖𝑎𝑛

25𝜋 180°
c. radians x = 375°
12 𝜋 𝑟𝑎𝑑𝑖𝑎𝑛

Convert from degrees to radians.

a. 60° b. 210° c. 480°

SOLUTION:
𝜋 𝑟𝑎𝑑𝑖𝑎𝑛 𝜋
a. 60° x =
180° 3

𝜋 𝑟𝑎𝑑𝑖𝑎𝑛 7𝜋
b. 210° x =
180° 6

𝜋 𝑟𝑎𝑑𝑖𝑎𝑛 8𝜋
c. 480° x =
180° 3

Standard Angle and Coterminal Angle

An angle is said to be in standard position if its vertex is at the origin of a

rectangular coordinate system and its initial side coincides with the x-axis. Coterminal
angles are angles that have the same initial side and the same terminal side.

We can find an angle that is coterminal to a given 𝜃 by adding or subtracting 2𝜋 or

𝜋
one complete revolution (360°). For instance, 𝜃 = 3 + 2𝑛𝜋, where 𝑛 is an integer.

On the other hand, a reference angle of an angle is the smallest positive angle
formed between the terminal side and the x-axis. We can find the reference angle to a

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given angle 𝜃 by adding or subtracting 𝜋 or 180°. For instance, 𝜃 = 115° have a reference
angle of 115° ± 180𝑛, where 𝑛 is an integer.

Find the coterminal angles and sketch the graph.

7𝜋 5𝜋 7𝜋
a. b. c. − d. 85°
3 4 6

SOLUTION:
7𝜋
a. For the positive angle , we subtract or add 2𝑛𝜋 to obtain a coterminal angle
3
(see Figure 7.10).
7𝜋 𝜋
- 2𝜋 =
3 3

7𝜋 13𝜋
+ 2𝜋 =
3 3
5𝜋
b. For the positive angle , we subtract or add 2𝑛𝜋 to obtain a coterminal angle
4
(see Figure 7.11).
5𝜋 3𝜋
- 2𝜋 = −
4 4

5𝜋 13𝜋
+ 2𝜋 = 4
4

7𝜋
c. For the negative angle − , we subtract or add 2𝑛𝜋 to obtain a coterminal angle
6
(see Figure 7.12).
7𝜋 19𝜋
− - 2𝜋 = −
6 6

7𝜋 5𝜋
− 6 + 2𝜋 = 6
d. For the positive angle 85°, we subtract or add 360𝑛 to obtain a coterminal angle
(see Figure 7.13).
85° + 360° = 445°
85° − 360° = −275°

Figure 7.10 Figure 7.11

Figure 7.12 Figure 7.13

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 Find the reference angle of the following: .
b. 85° b. 136° c. 222° d. −405°

SOLUTION:
a. Since 85° is an acute angle, thus the reference angle is 85° (see Figure
7.14).
b. Note that 136° lies in Quadrant II, we will subtract the given angle from
180° (see Figure 7.15).
180° − 136° = 44°
c. The angle 222° lies in Quadrant III, we subtract 180° from the given angle
from 180° (see Figure 7.16).

222° − 180° = 42°

d. The given formula is negative and lies in Quadrant IV, we will add as many
factors of 𝑛 from the given angle.
−405° + 2(180°) = −45°
Then, we take the absolute value of −45°, since a reference angle is
always positive. Thus, the reference angle is 45° (see Figure 7.17).

Figure 7.14 Figure 7.15

Figure 7.16 Figure 7.17

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 ASSESSMENT 1a:
Instructions: Convert from radians to degrees. Show your complete solution and
box your final answer.
4𝜋 13𝜋
1. 2.
9 6

2𝜋 9𝜋
3. − 4.
3 2

𝜋 7𝜋
5. − 4 6. 3

16𝜋 3𝜋
7. 8. −
3 4

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ASSESSMENT 1b:
Instructions: Convert from degrees to radians.

9. 115° 10. 108°

11. 36° 12. 70°

13. 315° 14. 72°

15. 165° 16. 130°

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 ASSESSMENT 1c:
Instructions: Determine the coterminal and reference angles of the following.
Give five coterminal angles per item according to its unit.

7𝜋
17. 635° 18. − 3

7𝜋
19. 390° 20. 3

17𝜋 2𝜋
21. 22.
18 5

23. 468° 24. 810°

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 Problems Involving Circular Functions
This section discusses the circular functions particularly the arc length of a circle,
linear and angular speed, and area of a circle and its applications.
A. Arc Length of a Circle
One advantage of a circular system of angular measure is we can easily
determine the length of the intercepted arc when the central angle is measured in
radians.
Let 𝑟 be the radius of circle 𝑂 and 𝜃 the radian measure of central angle 𝑂.
Then the length of the circular arc 𝑠 that subtends 𝜃 is 𝑠 = 𝑟𝜃. Note that if 𝑟 = 1,
then 𝑠 = 𝜃, and the radian measure of 𝜃 equals the arc length. Such circle with the
radius equals to one is called unit circle, will be particularly useful in later
discussions.
Presentation of Formulae
𝒔 = 𝒓𝜽
𝒔
𝒓=𝜽
𝒔
𝜽=
𝒓

Determine the length of an arc cut off by a central angle of 6 radians in a

circle of radius 5 inches.

SOLUTION:
Given that arc length 𝜃 = 6 radians and radius 𝑟 = 5 inches, This, the arc length is
𝑠 = 𝑟𝜃
𝑠 = (5)(6)
𝑠 = 30 inches

The arc length is 30 inches.

On a circle or radius, 108 centimeters, find the length of an arc subtend by a

central angle of 150°.

SOLUTION:
Given a radius of 𝑟 = 108 centimeters and 𝜃 = 150°, we need to express 𝜃 in
terms of radians.
𝜋
𝜃 = 150° 𝑥 180° 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
5𝜋
= radians
6
Then we obtain the ac length 𝑠, we get
𝑠 = 𝑟𝜃
5𝜋
= 108° 𝑥 6
= 282.74 centimeters

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 11
A central angle of 𝜋 intercepts an arc of 28 inches. Find the radius of the circle.
12

SOLUTION:
11𝜋 𝑠
Given 𝜃 = 12 and 𝑠 = 28 inches, we ask to find 𝑟. Hence, we use 𝑟 = 𝜃.
𝑠
𝑟= .
𝜃
28
𝑟= 11𝜋 .
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12
𝑟 = 28(11𝜋)
𝑟 = 9.72 inches
The radius is approximately 9.72 inches.
B. Linear and Angular Speed
The most intuitive measure of the rate at which the rider is traveling around
the wheel is what we call linear velocity
(Linear Speed). If P is a point on a circle of
radius r, and P moves a distance s on the
circumference of the circle in an amount of
time t, then the linear velocity, v, of P is given
𝑠
by the formula 𝑣 = 𝑡 .

Another way to specify how fast the

rider is traveling around the wheel is with what
we call angular velocity (Angular Speed). If P
is a point moving with uniform circular motion
on a circle of radius r, and the line from the center of the circle through P sweeps
out a central angle  in an amount of time t, then the angular velocity,  (omega),
𝜃
of P is given by the formula 𝜔 = where 𝜃 is measured in radians.
𝑡

PRESENTATION OF THE CONCEPT:

You may already be familiar with the measurement of speed as the relationship of an object's
distance traveled to the time it has been in motion. However, this relationship is for objects that are moving
in a straight line. What about objects that are traveling on a circular path?
Do you remember playing on a merry-go-round when you were younger?
If two people are riding on the outer edge, their velocities should be the same. But, what if one
person is close to the center and the other person is on the edge? They are on the same object, but their
speed is actually not the same.

Imagine the point on the larger circle is the person on the edge of the merry-go-round and the
point on the smaller circle is the person towards the middle. If the merry-go-round spins exactly once,
then both individuals will also make one complete revolution in the same amount of time.
However, it is obvious that the person in the center did not travel nearly as far.
The circumference (and of course the radius) of that circle is much smaller and therefore the person who
traveled a greater distance in the same amount of time is actually traveling faster, even though they are
on the same object. So the person on the edge has a greater linear velocity. If you have ever actually
ridden on a merry-go-round, you know this already because it is much more fun to be on the edge than in
the center, but, there is something about the two individuals traveling around that is the same. They will
both cover the same rotation in the same period of time. This type of speed, measuring the angle of
rotation over a given amount of time is called the angular velocity.
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 Presentation of Formulae
𝒔
𝒗=
𝒕
𝒓𝜽
𝒗= 𝒕
𝒗 = 𝒓𝝎
𝜽
𝝎 = 𝒕.

Suppose a planet’s radius is 5,000 miles and its complete rotation is 36 hours.
a. Determine the linear speed of a point on the equation in miles per hour (mph)
b. In feet per second (ft/sec).
c. What is the angular speed in radians per hour (rad/hr)?

SOLUTION:
a. Recall that the planet’s one complete rotation is 36 hours and the angular
rotation is 2𝜋 radians. The given information are 𝑟 = 5,000 miles, 𝜃 = 2𝜋, and
𝑡=36 hours. To determine the linear speed, we get
𝑟𝜃
𝑣= 𝑡
(5,000 𝑚𝑖𝑙𝑒𝑠)(2𝜋)
𝑣= 36 ℎ𝑜𝑢𝑟𝑠

𝑣 = 872.66 mph
b. Since 1 mile = 5, 280 feet and 1 hour = 3, 600 seconds, to solve for 𝑣 in terms of
feet per second, we get
𝑚𝑖𝑙𝑒𝑠 5,280 𝑓𝑒𝑒𝑡 1 ℎ𝑜𝑢𝑟
𝑣 = 872.66 ℎ𝑜𝑢𝑟 x 1 𝑚𝑖𝑙𝑒 x 3,600 𝑠𝑒𝑐𝑜𝑛𝑑𝑠

𝑣 = 1, 279.90 ft/sec
c. The angular speed is given by:
𝜃
𝜔=
𝑡
2𝜋
𝜔=
36
𝜋
𝜔 = 18 radians per hour (rad/hr)

A motorcycle is travelling at 60 miles per hour. If its tires have radius of 15 inches, how
many revolutions per second do the tires make?

SOLUTION:
First, we get to convert the speed of the motorcycle in terms of revolutions per
second. Note that 1 mile = 63, 360 inches.
𝑚𝑖𝑙𝑒𝑠 1 ℎ𝑜𝑢𝑟 63,360 𝑖𝑛𝑐ℎ𝑒𝑠
𝑣 = 60 x 3,600 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 x
ℎ𝑜𝑢𝑟 1 𝑚𝑖𝑙𝑒

𝑣 = 1, 056 inches per second

Then, we solve for the angular speed,
𝑣
𝜔=
𝑟
1, 056 𝑖𝑛/𝑠𝑒𝑐
𝜔=
15 𝑖𝑛
𝜔 = 70.4 revolutions per volutions per second.

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 C. Area of a Sector of a Circle
A sector of a circle is a pie-shaped region bounded by an arc and an angle. If
you know the radius of a circle and a central angle, you can determine the sector area
for that angle by first calculating the fraction of the circle that the sector represents,
then finding the area of the entire circle, and finally calculating that fraction of the total
area. The area of a sector of a circle of radius 𝑟, bounded by a central angle 𝜃 and an
𝒓𝟐 𝜽
intercepted arc is 𝑨 = .
𝟐

Presentation of Formulae
𝒓𝟐 𝜽
𝑨=
𝟐
𝟐𝑨
𝜽= 𝒓𝟐

𝟐𝑨
𝒓=√
𝜽

Find the area of a sector of a circle with a central angle 120° if the radius of
the circle is 4 feet.

SOLUTION:
To apply the formula for the area of a circular sector, we need to determine the
central angle of the sector in radians, we get
𝜋 2𝜋
120° = 120° x 180° = 3

Thus, the area of the sector is

𝑟 2𝜃
𝐴=
2
2𝜋
(4)2 (
𝐴= 3)
2
2𝜋
16( 3 )
𝐴=
2
16𝜋
𝐴= 3
or 16.76 ft2

BIBLICAL VERSE:

Speed and velocity are two important things for we engaged ourselves with these things in our
daily basis. These are applied through in our sports, competitions, transportation, and even how the
earth revolves around the sun, as long as it involves motion. This discussion has led you to Physics
which focuses more on speed, velocity, acceleration and etc. The goal is present how science and
mathematics are interrelated to each other and see how are the higher concepts help explain our daily
endeavors.

“This you know, my beloved brethren. But everyone must be quick to hear,
slow to speak and slow to anger”
James 1:19

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 LESSON REFLECTION

Motion is relative. When we say something is "at rest" or "moving at 4 m/s" we forget to say "in
relation to me" or "in relation to the ground", etc.

Think about this: are you really standing still? You are on planet Earth which is spinning at
40,075 km per day (about 1675 km/h or 465 m/s), and moving around the Sun at about 100,000 km/h,
which is itself moving through the Galaxy. Next time you are out walking, imagine you are still and it is
the world that moves under your feet. Feels great.

Complete the intended spaces below as to give your insights about the whole discussion and to
realize how does the topics give impact and importance to your life as an Ignatian-Marian student..

My journey through this lesson enabled me to learn

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________.

It made me realize that

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________.

I, therefore, commit to

________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________.

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 FINAL TASK
Solve the following worded problems about the application of circular functions.
Show your complete solution and box your final answer.
1. A car wheel has radius of 17 inches from the center of the wheel to the road.
How many turns must it makes to travel 340 feet?

2. A Ferris wheel with a 63-foot radius makes 1.25 revolutions per minute. Find the
angular speed of the Ferris wheel in radians per minute and its linear speed.

3. A hard disk in a computer rotates at 3, 200 revolutions per minute (rpm). Convert
the angular velocity to radians er second. Round to the nearest tenth.

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4. Given a wall clock, its second hand is 7.8 inches. Determine the linear speed of
the tip of this second hand as it passes around the clock ace. Round to the
nearest thousandth inches per second.

5. A flower garden is a 240-degree sector with a 9-meter radius. Find the area of
the garden in terms of 𝜋 square meters.

6. What is the length of an arc intercepted by an angle of 30° on a circle with 8-inch
radius?

7. Find the length of an arc that subtends a central angle of 150° in a circle of radius
15 inches.

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8. The tires of a Sports Utility Vehicle (SUV) are 48 inches in diameter and are
revolving at a rate of 40 revolutions per minute (rpm). Find the linear speed of
the SUV in miles.

9. Two wheels 12 inches and 5 feet in diameter, respectively, are connected by a

belt. The larger wheel is revolving at the rate of 72 rpm. Find the linear speed of
the belt and the angular velocity in radians per minute of the smaller wheel.

10. A sprinkler on a football field is set to spray water over a distance of 60 feet
through an angle of 115°. Find the area of the field watered by the sprinkler.

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 REFERENCES:

11.2 Areas of Circles and Sectors. (n.d.)

https://static.bigideasmath.com/protected/content/pe/hs/sections/geo_pe_11_02.p
df
Commission on Higher Education, Philippines. (2016). Teaching guide for senior high
school: Precalculus.Commission on Higher Education

C-K12.org. (n.d.).Angular Velocity: Converting between linear and angular speeds using
radius and circumference.
https://www.ck12.org/trigonometry/angular-velocity/lesson/angular-velocity-trig/

Don’t Memorise. 2015, June 15. What are Radians? | Radian (Unit of Plane Angle) |
Don't Memorise. https://www.youtube.com/watch?v=cgPYLJ-s5II

Geometry – Lessons - Tes Teach.(n.d.).

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.tes.com%2Flessons
%2FqhlXS5dzRcP3eg%2Fgeometry&psig=AOvVaw2AFvKo0zB88_F26ru9zLiY&u
st=1601606155038000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNDx7oW
ukuwCFQAAAAAdAAAAABAJ

Linear and angular speed notes and hw worksheet: Arc length, linear/angular velocity
Notes. (n.d.).
https://mi01000971.schoolwires.net/cms/lib/MI01000971/Centricity/Domain/433/Lin
ear%20and%20Angular%20Speed%20Notes%20and%20HW%20Worksheet.pdf

Radian measure & angular mechanics. (n.d.)

https://library.vcc.ca/learningcentre/pdf/vcclc/Math0993-
RadiansAndAngularMechanics.pdf

Section 2.3 Linear and angular velocities. (n.d.)

http://mrsk.ca/AP/PRACTICElinearAngularSpeed.pdf

Sirug, W.S. (2016). Pre-calculus for senior high school – STEM specialized subject: A
comprehensive approach K to 12 curriculum compliant. Mindshapers Co., Inc.

Speed and Velocity. (n.d.).

https://www.mathsisfun.com/measure/speed-velocity.html

Symbolab Blog: Spinning the unit circle (evaluating trigonometric functions). (n.d.).
http://blog.symbolab.com/2014/05/spinning-unit-circle-evaluating-trig.html

The unit circle trigonometry. (n.d.)

http://samples.jbpub.com/9781449606046/06046_CH03_123-178.pdf

Unit Circle Trigonometry. (n.d.).

https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.montereyinstitute.org
%2Fcourses%2FDevelopmentalMath%2FCOURSE_TEXT2_RESOURCE%2FU19
_L1_T3_text_final.html&psig=AOvVaw0KyEQSmCwE0EppY5qTdoTZ&ust=16016
03027045000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLif97CikuwCFQA
AAAAdAAAAABAD

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Prepared by: Checked by:

MEDELYN B. PEPITO, LPT RAYMOND W. DELA CUESTA, LPT, M.A.Ed.

Subject Teacher Senior High School Academic Coordinator

Noted by:

ELEANOR C. AGUILLON, LPT, M.A.Ed.

Senior High School Focal Person

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