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 , , and radians. They then explored the relationships between the trigonometric functions
6 4 3
for rotations 𝜃 in all four quadrants and derived formulas to evaluate sine, cosine, and tangent for rotations 𝜋 − 𝜃,
𝜋 + 𝜃, and 2𝜋 − 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.

30
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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 (upper right) 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 (bottom right) 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 (bottom left) is the graph of the cotangent 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 2𝜋.

31
 Let’s look at the graph of the function 𝑓(𝑥) = sin(𝑥).
 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 that the cycle repeats every 2𝜋
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
2𝜋.
 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
MP.2
carousel is (𝑥𝜃 , 𝑦𝜃 ). If we want to represent the rotation 2𝜋 + 𝜃, we would rotate the plate one full
turn counterclockwise, and the position of the rider would again be (𝑥𝜃 , 𝑦𝜃 ). This trend would continue
for each additional rotation of 2𝜋 radians since a rotation of 2𝜋 radians represents a complete turn.

32
 How does periodicity apply to negative rotational values (e.g., 𝜃 − 2𝜋)? 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 − 2𝜋 represents a full turn backwards
(clockwise) from the position (𝑥𝜃 , 𝑦𝜃 ), 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?
 We can see that both 𝑥𝜃 and 𝑦𝜃 repeat for every 2𝜋 radians of rotation. Since sin(𝜃) = 𝑦𝜃 and
cos(𝜃) = 𝑥𝜃 , we can conclude that sin(𝜃) = sin(2𝜋𝑛 + 𝜃) and cos(𝜃) = cos(2𝜋𝑛 + 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 is also 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 2𝜋
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
𝑦𝜃
represented the position of a rider on a carousel with radius 1 unit. What does the ratio represent in terms
𝑥𝜃
of the position of the rider?
 It is the ratio of the front/back position to the right/left position for rotation 𝜃.

33
 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 tan 𝜃 changes as 𝜃 increases from 0 to 2𝜋 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 tan 𝜃 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 the
2 2 0
𝜋
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 tan 𝜃 increases from 0 at 𝜃 = 𝜋 toward +∞ at
3𝜋
𝜃= .
2
3𝜋
 From 𝜃 = to 𝜃 = 2𝜋, 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 𝜃 = 2𝜋.
2
 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 𝑦𝜃 to 𝑥𝜃 is positive because the coordinates 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 𝑦𝜃 to
𝑥𝜃 is negative because the coordinates have opposite signs. The ratio should increase 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 𝑦𝜃 to 𝑥𝜃 becomes a smaller and smaller
negative number until it reaches 0 at 𝜃 = 0 and 𝜃 = 2𝜋.
 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.

34
Exercises 1–2 (5 minutes)

The following exercises reinforce the periodicity of the three primary trigonometric Scaffolding:
functions: sine, cosine, and tangent. Students should complete the exercises  The identity
independently. After a few minutes, they could share their responses with a partner. cos(𝜋 + 𝜃) = − cos(𝜃)
Students could write their responses to Exercise 1 on individual white boards for quick can help students evaluate
checks or on paper. Exercise 2 should be discussed briefly in a whole-class setting. the function in Exercise 1
part (b).
Exercises 1–4  Prompt students by
1. Use the unit circle to evaluate these expressions: asking, “If we rewrite
𝟏𝟕𝝅 7𝜋
a. 𝐬𝐢𝐧 ( ) cos ( ) as cos(𝜋 + 𝜃),
𝟒 6
what is the value of 𝜃?”
𝟏𝟕𝝅 𝝅 𝝅 √𝟐
𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 (𝟒𝝅 + ) = 𝐬𝐢𝐧 ( ) =
𝟒 𝟒 𝟒 𝟐
𝟏𝟗𝝅
b. 𝐜𝐨𝐬 ( )
𝟔
𝟏𝟗𝝅 𝟕𝝅 𝟕𝝅 𝝅 𝝅 √𝟑
𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝟐𝝅 + ) = 𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝝅 + ) = −𝐜𝐨𝐬 ( ) = −
𝟔 𝟔 𝟔 𝟔 𝟔 𝟐
c. 𝐭𝐚𝐧(𝟒𝟓𝟎𝝅)
𝐭𝐚𝐧(𝟒𝟓𝟎𝝅) = 𝐭𝐚𝐧(𝟒𝟓𝟎𝝅 + 𝟎) = 𝐭𝐚𝐧(𝟎) = 𝟎
2. Use the identity 𝐬𝐢𝐧(𝝅 + 𝜽) = −𝐬𝐢𝐧(𝜽) for all real-numbered values of 𝜽 to verify the identity
𝐬𝐢𝐧(𝟐𝝅 + 𝜽) = 𝐬𝐢𝐧(𝜽) for all real-numbered values of 𝜽.
MP.7
𝐬𝐢𝐧(𝟐𝝅 + 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.

35
 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 of 𝑓(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 (𝑥𝜃 , 𝑦𝜃 ). 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
(𝑥𝜃 , −𝑦𝜃 ).

36
 And how does this relate to our understanding of the symmetry of the sine and cosine functions?
 Since sin(−𝜃) = −𝑦𝜃 , 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) = 𝑥𝜃 , 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)

Students should complete the exercises independently. Students could write their Scaffolding:
responses to Exercise 3 on individual white boards for quick checks or on paper. A few  Remind struggling
selected students should share their responses for Exercise 4 in a whole-class setting. students of the identity
cos(2𝜋 − 𝜃) = cos(𝜃) to
help them evaluate the
3. Use your understanding of the symmetry of the sine and cosine functions to evaluate these function in Exercise 3 part
functions for the given values of 𝜽.
𝝅
(b).
MP.7 a. 𝐬𝐢𝐧(− )
𝟐  Have advanced students
𝝅 𝝅 determine the symmetry
𝐬𝐢𝐧 (− ) = −𝐬𝐢𝐧 ( ) = −𝟏
𝟐 𝟐 for the graphs of the co-
functions.

37
𝟓𝝅
b. 𝐜𝐨𝐬 (− )
𝟑
𝟓𝝅 𝟓𝝅 𝝅 𝝅 𝟏
𝐜𝐨𝐬 (− ) = 𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝟐𝝅 − ) = 𝐜𝐨𝐬 ( ) =
𝟑 𝟑 𝟑 𝟑 𝟐
MP.7 4. Use your understanding of the symmetry of the sine and cosine functions to determine the value of 𝐭𝐚𝐧(−𝜽) for all
real-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)
The tangent function is odd.
Exploratory Challenge/Exercises 5–6 (10 minutes)

This challenge requires students to use the properties of the unit circle to derive
relationships between the sine and cosine functions. Students should complete the Scaffolding:
challenge in pairs or small groups, with each group completing either Exercise 5 or
Have advanced students verify
Exercise 6. After a few minutes, students should review their findings with other pairs or
additional identities based on
groups assigned to the same exercise. A few groups should then share their responses in a
the data collected in the tables;
whole-class setting. for example,
𝜋 𝜋
sin ( − 𝜃) = sin ( + 𝜃).
Exploratory Challenge/Exercises 5–6 2 2
5. Use your unit circle model to complete the table. Then use the completed table to answer
the questions that follow.
𝝅 𝝅 𝝅
𝜽 ( + 𝜽) 𝐬𝐢𝐧 ( + 𝜽) 𝐜𝐨𝐬 ( + 𝜽)
𝟐 𝟐 𝟐
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
𝝅
a. What does the value ( + 𝜽) represent with respect to the rotation of the carousel?
𝟐
𝝅
It is a rotation by 𝜽 radians counterclockwise from the starting point .
𝟐
𝝅
b. What pattern do you recognize in the values of 𝐬𝐢𝐧 ( + 𝜽) as 𝜽 increases from 𝟎 to 𝟐𝝅?
𝟐
𝝅
Values of 𝐬𝐢𝐧 ( + 𝜽) follow the same pattern as values of 𝐜𝐨𝐬(𝜽).
𝟐
𝝅
c. What pattern do you recognize in the values of 𝐜𝐨𝐬 ( + 𝜽) as 𝜽 increases from 𝟎 to 𝟐𝝅?
𝟐
𝝅
Values of 𝐜𝐨𝐬 ( + 𝜽) follow the same pattern as values of −𝐬𝐢𝐧(𝜽).
𝟐

38
d. Fill in the blanks to formalize these relationships:

𝝅
𝐬𝐢𝐧 ( + 𝜽) =
𝟐
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.
𝝅 𝝅 𝝅
𝜽 ( − 𝜽) 𝐬𝐢𝐧 ( − 𝜽) 𝐜𝐨𝐬 ( − 𝜽)
𝟐 𝟐 𝟐
𝝅
𝟎 𝟏 𝟎
𝟐
𝝅
𝟎 𝟎 𝟏
𝟐
𝝅
𝝅 − −𝟏 𝟎
𝟐
𝟑𝝅
−𝝅 𝟎 −𝟏
𝟐
𝟑𝝅
𝟐𝝅 − 𝟏 𝟎
𝟐
𝝅
a. What does the value ( − 𝜽) represent with respect to the rotation of a rider on the carousel?
𝟐
It is a rotation by 𝜽 radians clockwise from a point directly in front of the center of the carousel.
𝝅
b. What pattern do you recognize in the values of 𝐬𝐢𝐧 ( − 𝜽) as 𝜽 increases from 𝟎 to 𝟐𝝅?
𝟐
𝝅
Values of 𝐬𝐢𝐧 ( − 𝜽) follow the same pattern as values of 𝐜𝐨𝐬(𝜽).
𝟐
𝝅
c. What pattern do you recognize in the values of 𝐜𝐨𝐬 ( − 𝜽) as 𝜽 increases from 𝟎 to 𝟐𝝅?
𝟐
𝝅
Values of 𝐜𝐨𝐬 ( − 𝜽) follow the same pattern as values of 𝐬𝐢𝐧(𝜽).
𝟐
d. Fill in the blanks to formalize these relationships:

𝝅
𝐬𝐢𝐧 ( − 𝜽) =
𝟐
𝝅
𝐜𝐨𝐬 ( − 𝜽) =
𝟐
𝝅
𝐬𝐢𝐧 ( − 𝜽) = 𝐜𝐨𝐬(𝜽)
𝟐
𝝅
𝐜𝐨𝐬 ( − 𝜽) = 𝐬𝐢𝐧(𝜽)
𝟐

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.
𝟒𝝅 −𝝅
a. 𝐜𝐨𝐬 ( ) = 𝐬𝐢𝐧 ( )
𝟑 𝟔
𝟒𝝅 𝝅 𝟓𝝅 𝟓𝝅 𝟓𝝅 𝝅 −𝝅
𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 ( + ) = −𝐬𝐢𝐧 ( ) = −𝐬𝐢𝐧 (𝝅 − ) = −𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 ( )
𝟑 𝟐 𝟔 𝟔 𝟔 𝟔 𝟔
𝟓𝝅 𝟕𝝅
b. 𝐜𝐨𝐬 ( ) = 𝐬𝐢𝐧 ( )
𝟒 𝟒
𝟓𝝅 𝝅 𝟑𝝅 𝟑𝝅 𝟑𝝅 𝟕𝝅
𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 ( + ) = −𝐬𝐢𝐧 ( ) = − (−𝐬𝐢𝐧 (𝝅 + )) = 𝐬𝐢𝐧 ( )
𝟒 𝟐 𝟒 𝟒 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 < 2𝜋 in order to find the sine or cosine
of any real number?
 Because the sine and cosine functions are periodic with period 2𝜋, we know that
cos(𝜃 ± 2𝜋) = cos(𝜃) and sin(𝜃 ± 2𝜋) = sin(𝜃) for any real number 𝜃. Thus, if 𝑥 is any real number,
and 𝑥 ≥ 2𝜋, then we just subtract 2𝜋 as many times as is needed so that the result is between 0 and
2𝜋, and then we can evaluate the sine and cosine. Likewise, if 𝑥 < 0, then we add 2𝜋 as many times as
needed so that the result is between 0 and 2𝜋 and then evaluate sine and cosine.
Lesson Summary
For all real numbers 𝜽 for which the expressions are defined,
𝐬𝐢𝐧(𝜽) = 𝐬𝐢𝐧(𝟐𝝅𝒏 + 𝜽) and 𝐜𝐨𝐬(𝜽) = 𝐜𝐨𝐬(𝟐𝝅𝒏 + 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)

𝝅 𝝅
𝐬𝐢𝐧 ( + 𝜽) = 𝐜𝐨𝐬(𝜽) and 𝐜𝐨𝐬 ( + 𝜽) = −𝐬𝐢𝐧(𝜽)
𝟐 𝟐
𝝅 𝝅
𝐬𝐢𝐧 ( − 𝜽) = 𝐜𝐨𝐬(𝜽) and 𝐜𝐨𝐬 ( − 𝜽) = 𝐬𝐢𝐧(𝜽)
𝟐 𝟐
Exit Ticket (5 minutes)

40
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.
𝜋
2. Use the unit circle to explain why cos ( − 𝜃) = sin(𝜃) for 𝜃 as shown
2
in the figure to the right.

41
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
symmetric about the origin.
𝝅
2. Use the unit circle to explain why 𝐜𝐨𝐬 ( − 𝜽) = 𝐬𝐢𝐧(𝜽) for 𝜽 as shown in the
𝟐
figure to the right.
The point where the terminal ray intersects the unit circle after rotation by 𝜽 has
coordinates (𝐜𝐨𝐬(𝜽), 𝐬𝐢𝐧(𝜽)). If we draw perpendicular lines from this point 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
𝝅
𝐜𝐨𝐬 ( − 𝜽), while the triangle on the right shows that this length is 𝐬𝐢𝐧(𝜽).
𝟐
𝝅
Thus, 𝐬𝐢𝐧(𝜽) = 𝐜𝐨𝐬 ( − 𝜽).
𝟐
Problem Set Sample Solutions
1. Evaluate the following trigonometric expressions. Show how you used the unit circle to determine the solution.
𝟏𝟑𝝅
a. 𝐬𝐢𝐧 ( )
𝟔
𝟏𝟑𝝅 𝝅 𝝅 𝟏
𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 (𝟐𝝅 + ) = 𝐬𝐢𝐧 ( ) =
𝟔 𝟔 𝟔 𝟐
𝟏𝟑𝝅 𝝅 𝟏𝟑𝝅 𝝅 𝟏
is a full rotation more than meaning 𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 ( ) = .
𝟔 𝟔 𝟔 𝟔 𝟐

42
𝟓𝝅
b. 𝐜𝐨𝐬 (− )
𝟑
𝟓𝝅 𝝅 𝝅 𝛑 𝟏
𝐜𝐨𝐬 (− ) = 𝐜𝐨𝐬 (− (𝟐𝝅 − )) = 𝐜𝐨𝐬 (− ) = 𝐜𝐨𝐬 ( ) =
𝟑 𝟑 𝟑 𝟑 𝟐
𝟓𝝅 𝝅 𝟓𝝅 𝝅 𝟏
− is a full rotation less than meaning 𝐜𝐨𝐬 (− ) = 𝐜𝐨𝐬 ( ) = .
𝟑 𝟑 𝟑 𝟑 𝟐
𝟐𝟓𝝅
c. 𝐭𝐚𝐧 ( )
𝟒
𝟐𝟓𝝅 𝝅 𝝅
𝐭𝐚𝐧 ( ) = 𝐭𝐚𝐧 (𝟔𝝅 + ) = 𝐭𝐚𝐧 ( ) = 𝟏
𝟒 𝟒 𝟒
𝟐𝟓𝝅 𝝅 𝟐𝟓𝝅 𝝅
is three full rotations more than meaning 𝐭𝐚𝐧 ( ) = 𝐭𝐚𝐧 ( ) = 𝟏.
𝟒 𝟒 𝟒 𝟒
𝟑𝝅
d. 𝐬𝐢𝐧 (− )
𝟒
𝟑𝝅 𝟑𝝅 𝝅 𝝅 √𝟐
𝐬𝐢𝐧 (− ) = −𝐬𝐢𝐧 ( ) = −𝐬𝐢𝐧 (𝝅 − ) = −𝐬𝐢𝐧 ( ) = −
𝟒 𝟒 𝟒 𝟒 𝟐
𝟑𝝅 𝝅 𝟑𝝅 𝝅 √𝟐
− is the same rotation as 𝝅 + meaning 𝐬𝐢𝐧 (− ) = −𝐬𝐢𝐧 ( ) = − .
𝟒 𝟒 𝟒 𝟒 𝟐
𝟓𝝅
e. 𝐜𝐨𝐬 (− )
𝟔
𝟓𝝅 𝟓𝝅 𝝅 𝝅 √𝟑
𝐜𝐨𝐬 (− ) = 𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝝅 − ) = −𝐜𝐨𝐬 ( ) = −
𝟔 𝟔 𝟔 𝟔 𝟐
𝟓𝝅 𝝅 𝟓𝝅 𝝅 √𝟑
− is the same rotation as 𝝅 + meaning 𝐜𝐨𝐬 (− ) = −𝐜𝐨𝐬 ( ) = − .
𝟔 𝟔 𝟔 𝟔 𝟐
𝟏𝟕𝝅
f. 𝐬𝐢𝐧 ( )
𝟑
𝟏𝟕𝝅 𝟓𝝅 𝟓𝝅 𝝅 𝝅 √𝟑
𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 (𝟒𝝅 + ) = 𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 (𝟐𝝅 − ) = −𝐬𝐢𝐧 ( ) = −
𝟑 𝟑 𝟑 𝟑 𝟑 𝟐
𝟏𝟕𝝅 𝟓𝝅 𝟏𝟕𝝅 𝟓𝝅 √𝟑
is two full rotations more than meaning 𝐬𝐢𝐧 ( ) = 𝐬𝐢𝐧 ( ) = − .
𝟑 𝟑 𝟑 𝟑 𝟐
𝟐𝟓𝝅
g. 𝐜𝐨𝐬 ( )
𝟒
𝟐𝟓𝝅 𝝅 𝝅 √𝟐
𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝟔𝝅 + ) = 𝐜𝐨𝐬 ( ) =
𝟒 𝟒 𝟒 𝟐
𝟐𝟓𝝅 𝝅 𝟐𝟓𝝅 𝝅 √𝟐
is three full rotations more than meaning 𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 ( ) = .
𝟒 𝟒 𝟒 𝟒 𝟐
𝟐𝟗𝝅
h. 𝐭𝐚𝐧 ( )
𝟔
𝟐𝟗𝝅 𝟓𝝅 𝟓𝝅 𝝅 𝝅 𝟏
𝐭𝐚𝐧 ( ) = 𝐭𝐚𝐧 (𝟒𝝅 + ) = 𝐭𝐚𝐧 ( ) = 𝐭𝐚𝐧 (𝝅 − ) = −𝐭𝐚𝐧 ( ) = −
𝟔 𝟔 𝟔 𝟔 𝟔 √𝟑
𝟐𝟗𝝅 𝟓𝝅 𝟐𝟗𝝅 𝝅 𝟏 √𝟑
is two full rotations more than meaning 𝐭𝐚𝐧 ( ) = −𝐭𝐚𝐧 ( ) = − =− .
𝟔 𝟔 𝟔 𝟔 √𝟑 𝟑

43
𝟑𝟏𝝅
i. 𝐬𝐢𝐧 (− )
𝟔
𝟑𝟏𝝅 𝟑𝟏𝝅 𝟕𝝅 𝟕𝝅 𝝅 𝝅 𝟏
𝐬𝐢𝐧 (− ) = −𝐬𝐢𝐧 ( ) = −𝐬𝐢𝐧 (𝟒𝝅 + ) = −𝐬𝐢𝐧 ( ) = −𝐬𝐢𝐧 (𝝅 + ) = − (−𝐬𝐢𝐧 ( )) =
𝟔 𝟔 𝟔 𝟔 𝟔 𝟔 𝟐
𝟑𝟏𝝅 𝟕𝝅
− is the same as two full rotations in the clockwise direction plus more, which is the same rotation as
𝟔 𝟔
𝟓𝝅 𝟑𝟏𝝅 𝝅 𝟏
meaning 𝐬𝐢𝐧 (− ) = 𝐬𝐢𝐧 ( ) = .
𝟔 𝟔 𝟔 𝟐
𝟑𝟐𝝅
j. 𝐜𝐨𝐬 (− )
𝟔
𝟑𝟐𝝅 𝟑𝟐𝝅 𝟖𝝅 𝟒𝝅 𝝅 𝝅 𝟏
𝐜𝐨𝐬 (− ) = 𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝟒𝝅 + ) = 𝐜𝐨𝐬 ( ) = 𝐜𝐨𝐬 (𝝅 + ) = −𝐜𝐨𝐬 ( ) = −
𝟔 𝟔 𝟔 𝟑 𝟑 𝟑 𝟐
𝟑𝟐𝝅 𝟖𝝅 𝟒𝝅
− is the same as two full rotations in the clockwise direction plus or more, which is the same
𝟔 𝟔 𝟑
𝝅 𝟑𝟐𝝅 𝝅 𝟏
rotation as 𝝅 + meaning 𝐜𝐨𝐬 (− ) = −𝐜𝐨𝐬 ( ) = − .
𝟑 𝟔 𝟑 𝟐
𝟏𝟖𝝅
k. 𝐭𝐚𝐧 (− )
𝟑
𝟏𝟖𝝅 𝟏𝟖𝝅
𝐭𝐚𝐧 (− ) = −𝐭𝐚𝐧 ( ) = 𝐭𝐚𝐧(𝟔𝝅) = 𝐭𝐚𝐧(𝟎) = 𝟎
𝟑 𝟑
𝟏𝟖𝝅 𝟏𝟖𝝅
− is three full rotations in the clockwise direction meaning 𝐭𝐚𝐧 (− ) = 𝐭𝐚𝐧(𝟎) = 𝟎.
𝟑 𝟑
2. Given each value of 𝜷 below, find a value of 𝜶 with 𝟎 ≤ 𝜶 ≤ 𝟐𝝅 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
𝟏𝟑𝝅
𝟏𝟐
d. 𝜷 = 𝟐𝝅
𝟎
𝟕𝝅
e. 𝜷=
𝟓
𝟑𝝅
𝟓

44
𝟏𝟕𝝅
f. 𝜷=
𝟑𝟎
𝟒𝟑𝝅
𝟑𝟎
𝟖𝝅
g. 𝜷=
𝟏𝟏
𝟏𝟒𝝅
𝟏𝟏
3. Given each value of 𝜷 below, find two values of 𝜶 with 𝟎 ≤ 𝜶 ≤ 𝟐𝝅 so that 𝐜𝐨𝐬(𝜶) = 𝐬𝐢𝐧(𝜷).
𝝅
a. 𝜷=
𝟑
𝝅 𝟏𝟏𝝅
,
𝟔 𝟔
𝟕𝝅
b. 𝜷=
𝟔
𝟐𝝅 𝟒𝝅
,
𝟑 𝟑
𝟑𝝅
c. 𝜷=
𝟒
𝝅 𝟕𝝅
,
𝟒 𝟒
𝝅
d. 𝜷=
𝟖
𝟑𝝅 𝟏𝟑𝝅
,
𝟖 𝟖
4. Given each value of 𝜷 below, find two values of 𝜶 with 𝟎 ≤ 𝜶 ≤ 𝟐𝝅 so that 𝐬𝐢𝐧(𝜶) = 𝐜𝐨𝐬(𝜷).
𝝅
a. 𝜷=
𝟑
𝝅 𝟓𝝅
,
𝟔 𝟔
𝟓𝝅
b. 𝜷=
𝟔
𝟒𝝅 𝟓𝝅
,
𝟑 𝟑
𝟕𝝅
c. 𝜷=
𝟒
𝝅 𝟑𝝅
,
𝟒 𝟒
𝝅
d. 𝜷=
𝟏𝟐
𝟓𝝅 𝟕𝝅
,
𝟏𝟐 𝟏𝟐

45
𝝅 𝝅
5. Jamal thinks that 𝐜𝐨𝐬 (𝜶 − ) = 𝐬𝐢𝐧 (𝜶 + ) for any value of 𝜶. Is he correct? Explain how you know.
𝟒 𝟒
𝝅𝝅 𝝅 𝝅
Jamal is correct. Let 𝜽 = 𝜶 + . Then 𝜽 − = 𝜶 − . We know that 𝐜𝐨𝐬 ( − 𝜽) = 𝐬𝐢𝐧(𝜽) and that the cosine
𝟒𝟐 𝟒 𝟐
𝝅 𝝅 𝝅
function is even, so we have 𝐜𝐨𝐬 (𝜽 − ) = 𝐬𝐢𝐧(𝜽). Then 𝐜𝐨𝐬 (𝜶 − ) = 𝐬𝐢𝐧 (𝜶 + ).
𝟐 𝟒 𝟒
𝝅 𝝅
6. Shawna thinks that 𝐜𝐨𝐬 (𝜶 − ) = 𝐬𝐢𝐧 (𝜶 + ) for any value of 𝜶. Is she correct? Explain how you know.
𝟑 𝟔
𝝅𝝅 𝝅 𝝅
Shawna is correct. Let 𝜽 = 𝜶 + . Then 𝜽 − = 𝜶 − . We know that 𝐜𝐨𝐬 ( − 𝜽) = 𝐬𝐢𝐧(𝜽) and that the cosine
𝟐𝟔 𝟑 𝟐
𝝅 𝝅 𝝅
function is even, so we have 𝐜𝐨𝐬 (𝜽 − ) = 𝐬𝐢𝐧(𝜽). Then 𝐜𝐨𝐬 (𝜶 − ) = 𝐬𝐢𝐧 (𝜶 + ).
𝟐 𝟑 𝟔
7. 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 + ( − 𝜷)).
𝟐
𝝅
Rochelle is also correct. Because 𝐬𝐢𝐧 (𝜽 + ) = 𝐜𝐨𝐬(𝜽), we see that
𝟐
𝝅 𝝅
𝐬𝐢𝐧 (𝜶 + ( − 𝜷)) = 𝐬𝐢𝐧 ((𝜶 − 𝜷) + ) = 𝐜𝐨𝐬(𝜶 − 𝜷).
𝟐 𝟐
8. 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
𝝅
𝐜𝐨𝐬 (𝜽 + ) = −𝐬𝐢𝐧(𝜽) = −𝟎. 𝟓𝟗
𝟐
𝝅
𝐬𝐢𝐧 (𝜽 + ) = 𝐜𝐨𝐬(𝜽) = 𝟎. 𝟖𝟏
𝟐
New position: (−𝟎. 𝟓𝟗, 𝟎. 𝟖𝟏)
b. 𝝅
𝐜𝐨𝐬(𝜽 + 𝝅) = −𝐜𝐨𝐬(𝜽) = −𝟎. 𝟖𝟏
𝐬𝐢𝐧(𝜽 + 𝝅) = −𝐬𝐢𝐧(𝜽) = −𝟎. 𝟓𝟗
New position: (−𝟎. 𝟖𝟏, −𝟎. 𝟓𝟗)
c. 𝟐𝝅
𝐜𝐨𝐬(𝛉 + 𝟐𝛑) = 𝐜𝐨𝐬(𝛉) = 𝟎. 𝟖𝟏
𝐬𝐢𝐧(𝛉 + 𝟐𝛑) = 𝐬𝐢𝐧(𝛉) = 𝟎. 𝟓𝟗
New position: (𝟎. 𝟖𝟏, 𝟎. 𝟓𝟗)
𝝅
d. −
𝟐
𝝅
𝐜𝐨𝐬 (𝜽 − ) = 𝐬𝐢𝐧(𝜽) = 𝟎. 𝟓𝟗
𝟐
𝝅
𝐬𝐢𝐧 (𝜽 − ) = −𝐜𝐨𝐬(𝜽) = −𝟎. 𝟖𝟏
𝟐
New position: (𝟎. 𝟓𝟗, −𝟎. 𝟖𝟏)

46
e. −𝝅
𝐜𝐨𝐬(𝜽 − 𝝅) = −𝐜𝐨𝐬(𝜽) = −𝟎. 𝟖𝟏
𝐬𝐢𝐧(𝜽 − 𝝅) = −𝐬𝐢𝐧(𝜽) = −𝟎. 𝟓𝟗
New position: (−𝟎. 𝟖𝟏, −𝟎. 𝟓𝟗)
𝝅
f. −𝜽
𝟐
𝝅 𝝅
𝐜𝐨𝐬 (𝜽 + ( − 𝜽)) = 𝐜𝐨𝐬 ( ) = 𝟎
𝟐 𝟐
𝝅 𝝅
𝐬𝐢𝐧 (𝜽 + ( − 𝜽)) = 𝐬𝐢𝐧 ( ) = 𝟏
𝟐 𝟐
New position: (𝟎, 𝟏)
g. 𝝅 − 𝟐𝜽
𝐜𝐨𝐬(𝜽 + (𝝅 − 𝟐𝜽)) = 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. −𝟐𝜽
𝐜𝐨𝐬(𝜽 − 𝟐𝜽) = 𝐜𝐨𝐬(−𝜽) = 𝐜𝐨𝐬(𝜽) = 𝟎. 𝟖𝟏
𝐬𝐢𝐧(𝜽 − 𝟐𝜽) = 𝐬𝐢𝐧(−𝜽) = −𝐬𝐢𝐧(𝜽) = −𝟎. 𝟓𝟗
New position: (𝟎. 𝟖𝟏, −𝟎. 𝟓𝟗)

47

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

Lesson 2: Properties of Trigonometric Functions

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

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)

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)

Lesson 2: Properties of Trigonometric Functions

Exploratory Challenge/Exercises 5–6 (10 minutes)

Lesson 2: Properties of Trigonometric Functions

d. Fill in the blanks to formalize these relationships:

d. Fill in the blanks to formalize these relationships:

Lesson 2: Properties of Trigonometric Functions

𝐬𝐢𝐧(𝜽) = 𝐬𝐢𝐧(𝟐𝝅𝒏 + 𝜽) and 𝐜𝐨𝐬(𝜽) = 𝐜𝐨𝐬(𝟐𝝅𝒏 + 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)

Exit Ticket (5 minutes)

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Lesson 2: Properties of Trigonometric Functions

Exit Ticket Sample Solutions

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

New position: (𝟎, 𝟏)

𝐜𝐨𝐬(𝜽 + (𝝅 − 𝟐𝜽)) = 𝐜𝐨𝐬(𝝅 − 𝜽) = −𝐜𝐨𝐬(𝜽) = −𝟎. 𝟖𝟏

New position: (−𝟎. 𝟖𝟏, 𝟎. 𝟓𝟗)

Lesson 2: Properties of Trigonometric Functions

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