Pre-Calculus Activity Sheet

Quarter 2 – MELC 11
(STEM_PC11T-IIg-2)

REGION VI – WESTERN VISAYAS

REGION VI – WESTERN VISAYAS

Mathematics – SHS Grade 11 Pre-Calculus
Activity Sheet No. 11
First Edition, 2020

Published in the Philippines

by the Department of Education
Region 6 – Western Visayas

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This Pre-Calculus Learning Activity Sheet is developed by DepEd Region 6 –

Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced

or transmitted in any form or by any means electronic or mechanical without written
permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Pre-Calculus Learning Kit

Writer: Jaylon O. Maningo

Illustrator: Patrick T. Lomigo

Layout Artist: Krishea Mae P. Jaruda

Division Quality Assurance Team:
Dr. Julio J. Villalon
Dr. Kim Jay C. Encio
Rosanna A. Daitao

Division of Iloilo Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.
Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Kim S. Arceña
Regional Management Team:
Ma. Gemma M. Ledesma,
Dr. Josilyn S. Solana,
Dr. Elena P. Gonzaga,
Mr. Ronald T. Genine,
Introductory Message

Welcome to Senior High School Grade 11 Mathematics (Pre-Calculus)

The Pre-Calculus Learning Kit is a product of the collaborative efforts of the

Schools Division of Iloilo and DepEd Regional Office VI – Western Visayas through the
Curriculum and Learning Management Division (CLMD). This is developed to guide the
learning facilitators (teachers, parents, and responsible adults) in helping our learners
meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to guide

our learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist learners in acquiring the
lifelong learning skills, knowledge and attitudes for productivity and employment.

For the learning facilitator:

The Learning Activity Sheet will help you facilitate the teaching-learning activities
specified in each Most Essential Competency (MELC) with minimal or no face-to-face
encounter between you and learner. This will be made available to the learners with the
references/links to ease the independent learning.

For the learner:

The Learning Activity Sheet is developed to help you continue learning even if you
are not in school. This learning material provides you with meaningful and engaging
activities for independent learning. Being an active learner, carefully read and understand
the instructions then perform the activities and answer the assessments. This will be
returned to your facilitator on the agreed schedule.
 Learning Activity Sheets (LAS) (For SHS Mathematics)
School:_________________________________________________________
Name of Learner:_________________________________________________
Grade Level:_____________________________________________________
Section:_________________________________________________________
Date:___________________________________________________________

PRE-CALCULUS ACTIVITY SHEET

Learning Competency
Solve Situational Problems Involving Trigonometric Identities (STEM_PC11T-IIg-2)

Generalization
List of useful Trigonometric identities:

Sum Identities Difference Identities

1. sin(𝐴 + 𝐵) = sin 𝐴 cos 𝐵 + cos 𝐴 sin 𝐴 1. sin(𝐴 − 𝐵) = sin 𝐴 cos 𝐵 − cos 𝐴 sin 𝐴

2. cos(𝐴 + 𝐵) = cos 𝐴 cos 𝐵 − sin 𝐴 sin 𝐵 2. cos(𝐴 − 𝐵) = cos 𝐴 cos 𝐵 + sin 𝐴 sin 𝐵

tan 𝐴 + tan 𝐵 tan 𝐴 − tan 𝐵

3. tan(𝐴 + 𝐵) = 3. tan(𝐴 − 𝐵) =
1 − tan 𝐴 tan 𝐵 1 + tan 𝐴 tan 𝐵

Double-Angle Identities Half-Angle Identities

𝐴 1 − 𝑐𝑜𝑠 𝐴
1. sin 2𝐴 = 2 sin 𝐴 cos 𝐴 1. 𝑠𝑖𝑛2 ( ) =
2 2
𝐴 1 − cos 𝐴
2. cos 2𝐴 = 𝑐𝑜𝑠 2 𝐴 − 𝑠𝑖𝑛2 𝐴 𝑠𝑖𝑛 ( ) = ±√
2 2
𝐴 1 + 𝑐𝑜𝑠 𝐴
cos 2𝐴 = 2𝑐𝑜𝑠 2 𝐴 −1 2. 𝑐𝑜𝑠 2 ( ) =
2 2
𝐴 1 + cos 𝐴
cos 2𝐴 = 1 − 2𝑠𝑖𝑛2 𝐴 𝑐𝑜𝑠 ( ) = ±√
2 2
2 tan 𝐴 𝐴 1 − 𝑐𝑜𝑠 𝐴
3. tan 2𝐴 = 3. 𝑡𝑎𝑛2 ( ) =
1 − 𝑡𝑎𝑛2 𝐴 2 1 + 𝑐𝑜𝑠 𝐴
𝐴
𝐴 𝑠𝑖𝑛 ( 2 )
𝑡𝑎𝑛 ( ) =
2 𝐴
𝑐𝑜𝑠 ( 2 )
𝐴 1 − 𝑐𝑜𝑠 𝐴
𝑡𝑎𝑛 ( ) =
2 𝑠𝑖𝑛 𝐴
𝐴 𝑠𝑖𝑛 𝐴
𝑡𝑎𝑛 ( ) =
2 1 + 𝑐𝑜𝑠 𝐴
Example 1:

Direction: Solve the following problems.

3 3𝜋 7
1. Given that cosA = − 5 , 𝜋 < 𝐴 < 2
, and tanB = 24 , in B in QI, find: (a) sin (A + B), and (b)
tan (A + B).

Solution:
3 3𝜋 7
a. Given: cosA = − 5 (Since 𝜋 < 𝐴 < 2
, so point A is in Quadrant III), tanB = 24 (B is in
Quadrant I)

sin(A + B) = sin 𝐴 cos 𝐵 + cos 𝐴 sin 𝐵 - Sum Identity

*We only have the value of cos A, therefore we need to find the values of sin A, sin B
and cos B.

Note: The signs of the value of the trigonometric function tells only the location of the
point in the Cartesian Plane.

Solving for sin A

3
cos A = − 5, x = 3 and r = 5 - Given
2 2 2
r =x +y - Formula of a Unit Circle
52 = 32 + y2 - Substitution
y=4
𝟒
Therefore 𝒔𝒊𝒏 𝑨 = − 𝟓 (Sine function in QIII is negative)

Solving for sin B

7
tan B = 24, x = 24 and y = 7 - Given
r2 = x2 + y2 - Formula of a Unit Circle
2 2 2
r = 24 + 7 - Substitution
r = 25
𝟕 𝟐𝟒
Therefore 𝒔𝒊𝒏 𝑩 = 𝟐𝟓 𝒂𝒏𝒅 𝒄𝒐𝒔 𝑩 = 𝟐𝟓 (Sine and Cosine in QI is both positive)

Solving for sin (A + B)

sin(A + B) = sin 𝐴 cos 𝐵 + cos 𝐴 sin 𝐵 - Sum Identity
𝟒 24 3 𝟕
sin(A + B) = (− 𝟓)(25) + (− 5) (𝟐𝟓) - Substitution
96 21
sin(A + B) = (− 125) + (− 125) - Simplifying
117
sin(A + B) = − 125

b. Solving for tan (A + B)

sin(𝐴+𝐵)
tan(A + B) = cos(𝐴+𝐵) - Quotient Identity
sin 𝐴 cos 𝐵+cos 𝐴 sin 𝐵
tan(A + B) = cos 𝐴 cos 𝐵−sin 𝐴 sin 𝐵 - Sum Identity
𝟒 24 3 𝟕
(− )( ) + (− ) ( )
𝟓 25 5 𝟐𝟓
tan(A + B) = 3 24 𝟒 𝟕 - Substitution
(− )( )−(− )( )
5 25 𝟓 𝟐𝟓
117
−
125
tan(A + B) = 44 - Simplifying
−
125

177
tan(A + B) =
44
Exercise 1:

Direction: Solve the following problems. Write your answer on a sheet of paper.
5 3
1. Given that sin α = − and sin β = − , find 𝑡𝑎𝑛 (α + β) if both α and β are in QIV.
13 5
2. Given that csc A = √2, A in QI, and sec B = √5, sin B < 0, find:
a. cos (A – B)
b. tan (A – B)
1 1
3. If tan (x + y) = 3 and tan y = 2, what is tan x?
4. The point (9, –5) lies on the terminal side of the angle 𝜃 in standard position.
Find (sin 𝜃 + cos 𝜃).

Example 2:
Direction: Solve the following problems.
5 𝜋
1. If sin 𝜃 = 13, 0 < 𝜃 < 2 , find (a) sin 2𝜃 and (b) cos 2𝜃.

2. Use the Half – Angle Identity to find the exact value of tan 750.
𝜋
3. Find the exact value of tan 12.
2 𝜃 𝜃 𝜃
4. If sin 𝜃 = − 5, cot 𝜃 > 0, and 0 ≤ 𝜃 < 2𝜋, find sin 2 , cos 2 , and tan 2.

Solution:

1.a. Solving for sin 2𝜃

sin 2𝜃 = 2 sin𝜃 cos𝜃 - Double-Angle Identity
5
sin 𝜃 = 13, y = 5 and r = 13 - Given
r2 = x2 + y2 - Formula of a Unit Circle
132 = x2 + 52 - Substitution
x = 12
12
Therefore cos 𝜃= 13
5 12
sin 2𝜃 = 2( )( ) - Substitution
13 13
120
sin 2𝜃 = 169

b. Solving for cos 2𝜃

cos 2𝜃 = cos2 𝜃 - sin2 𝜃 - Double-Angle Identity
12 5
cos 2𝜃 = (13)2 - (13)2 _
Substitution
119
cos 2𝜃 =
169

2. Use the Half – Angle Identity to find the exact value

of tan 750.
1
𝑡𝑎𝑛 750 = tan(2 ∙ 1500)
𝜃 1−cos 𝜃
tan(2 ) = sin 𝜃
- Half–Angle Identity

*since 𝜃 = 1500
1500 1−cos 1500
tan( 2
) = sin 1500
- Substitution
√3
1−(− )
2
𝑡𝑎𝑛 750 = 1
2

√3
1+
2
𝑡𝑎𝑛 750 = 1
2
 √3
𝑡𝑎𝑛 750 = (1 + )2
2
𝑡𝑎𝑛 750 = 2 + √3
𝜋
3. Find the exact value of tan 12.
𝜋
𝜋
tan = tan 6
12 2
𝜋
𝜃=
6
𝜃 1 − cos 𝜃
tan 2 = sin 𝜃
- Half–Angle Identity
𝜋
𝜋 1 − cos
6
tan 12 = 𝜋 - Substitute
sin
6

√3
𝜋 1−
2
tan 12 = 1
2
𝜋
tan 12 = 2 – √3

2 𝜃 𝜃 𝜃
4. If sin 𝜃 = − , cot 𝜃 > 0, and 0 ≤ 𝜃 < 2𝜋, find sin , cos , and tan .
5 2 2 2
3𝜋 𝜋 𝜃 3𝜋
Since sin 𝜃 < 0 and cot 𝜃 > 0, we conclude that 𝜋 < 𝜃 < . It follows that < < ,
2 2 2 4
𝜃
which means that 2
lies in QII.

cos 𝜃 = −√1 − 𝑠𝑖𝑛2 𝜃 - Pythagorean Identity

*Since 𝜃 is in QIII, therefore cos 𝜃 is negative.
2
cos 𝜃 = −√1 − (− 5)2 - Substitution

√21
cos 𝜃 = − 5
𝜃
Solving for sin :
2

𝜃 1−cos 𝜃
sin =√ - Half–Angle Identity
2 2

√21
𝜃 1−(− )
sin 2
=√ 2
5
- Substitution

𝜃 √50−10√21
sin 2
= 10

𝜃
Solving for cos 2 :

𝜃 1+cos 𝜃
cos 2 = √ 2
- Half – Angle Identity

√21
𝜃 1+(− )
sin 2
=√ 2
5
- Substitution

𝜃 √50+10√21
sin =
2 10
𝜃
Solving for tan 2 :
𝜃 1−cos 𝜃
tan 2 = sin 𝜃
- Half – Angle Identity
 √21
𝜃 1−(− )
5
tan 2
= 2 - Substitution
−
5

𝜃 5+ √21
tan 2 = − 2

Exercise 2:

Direction: Solve the following problems. Write your answer on a sheet of paper.
3
1. If cos t = 4, what is cos 2t?
2. Use half – angle identities to find the exact value of tan 22.50 and sin 150.

Enrichment Activity:

A ball is thrown following a projectile motion. It is known that the horizontal distance (range) the
ball can travel is given by

𝑣0 2
R= 𝑔
sin 2θ

where R is the range (in feet), v0 is the initial speed (in ft/s), θ is the angle of elevation in
the ball is thrown, and g = 32 ft/sec2 is the acceleration due to gravity.
a. Express the new range in terms of the original range when an angle θ (0 < θ ≤ 450) is
doubled.
b. If a ball travels a horizontal distance of 20 ft when kicked at an angle of β with initial
speed of 20 √2 ft/s, find the horizontal distance it can travel when you double β?

Reflection:
1. What have you learned in this lesson?

2. In what part of the lesson you find it difficult?

References:

➢ Pre-Calculus Learner’s Material, First Edition 2016

➢ https://math.libretexts.org/

➢ https://www.onlinemathlearning.com/trig-identities.html
Answer Key:
Exercise 1:
56
1. tan(𝛼 + 𝛽) = − 33

√10
2. a. cos (A – B) = - 10

b. tan (A – B) = −3
1
3. tan 𝑥 = − 7

2√106
4. sin 𝜃 + cos 𝜃 = 53

Exercise 2:
1
1. cos 2t = 8

2. a. tan 22.50 = −1 + √2
√6−√2
b. 𝑠𝑖𝑛 15° = 4

Enrichment Activity:
2𝑅√𝑣0 4 −𝑔2 𝑅2
1. a. R’ = 𝑣0 2

b. R’ = 24 (The new horizontal distance is 24 ft.)