11

Pre-Calculus
Quarter 2 – Module 1:
Angles in a Unit Circle
Pre-Calculus – Grade 11
Self-Learning Module (SLM)
Quarter 2 – Module 1: Angles in a Unit Circle
First Edition, 2020

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Development Team of the Module

Writers: Nathaniel A. Galopo
Editors: Marilou S. Pedregosa
Reviewers: Reynaldo C. Tagala
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Cover Art Designer: Ian Caesar E. Frondoza
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Elizabeth G. Torres – EPS, LRMS
Judith B. Alba – EPS, ADM
Reynaldo C. Tagala – EPS, Mathematics

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 11
Pre-Calculus
Quarter 2 – Module 1:
Angles in a Unit Circle
Introductory Message
For the facilitator:

Welcome to the Grade 11 Pre-Calculus Self-Learning Module (SLM) on

Trigonometry, specifically about Angles in a Unit Circle.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

i
For the learner:

Welcome to the Grade 11 Pre-Calculus Self-Learning Module (SLM) on

Trigonometry, specifically about Angles in a Unit Circle.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

ii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. 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.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concepts on Angles in a Unit Circle. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is composed of one lesson.

Lesson 1 - Angles in a Unit Circle

After going through this module, you are expected to:

1. illustrate an angle in standard position of a unit circle in the rectangular
coordinate plane;
2. determine which quadrant does the given angle in standard position lie;
3. convert angle measures from
a. degree measure to degree-minute-second measure and vice versa; and
b. degree measure to radian measure and vice versa; and
4. find the angle/s coterminal with the given angle measure.

1
 What I Know

Find how much you already know about the topic in this module. Take note of the
items that you were not able to answer correctly and find the right answer as you
go through this module.

In all types of test, choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

For items 1 to 4, determine the unit circle which illustrates the given angle in
standard position. Refer to the following choices:

A. B. C. D.

73
1.
12
2. 120
7
3. 
4
4. 150

For items 5 to 8, convert the given degree measure (Column A) to radian measure
(Column B).

Column A Column B
5. 195 11
A. 
6.  675  4
7.  495  B. 8
8. 1440 7
C.
2
13
D.
12
15
E. 
4

2
For items 9 to 12, convert the given radian measure (Column A) to degree measure
(Column B).

Column A Column B
7 A.  330 
9.
3 B. 1830
61 C. 1650
10.
6 D.  720 
11 E. 420 
11. 
6
12.  4

13. Express 2.5 rad to degree-minute-second measure (to the nearest seconds).
A. 1431424
B. 1431426
C. 431426
D. 431427

5
14. In which quadrant does the terminal side of lie?
6
A. I
B. II
C. III
D. IV

7
15. What is the smallest positive coterminal angle of  ?
3
5
A.
3
4
B.
3
7
C.
6
5
D.
6

3
Lesson

1 Angles in a Unit Circle

There are many problems involving angles in several fields like

engineering, medical imaging, electronics, astronomy, geography and many
more. Surveyors, pilots, landscapers, designers, soldiers, and people in many
other professions heavily use angles and trigonometry to accomplish a variety of
practical tasks. In this lesson, we will deal with the basics of angle measures
together with arc length and sectors.

What’s In

In Grade 10 Mathematics, you learned several lessons about Circles

particularly on (i) the relationship among chords, arcs, and central angles; (ii)
arclength, sector and segment of a circle; (iii) intercepted arcs and inscribed angles;
and (iv) tangents and secants of a circle. Refresh your knowledge with the following
activity that will encourage you to solve a puzzle involving the concepts of circle.

Activity 1 “Don’t Get Puzzled”

Fill in the unshaded squares with letters of the word which is described by each
clue below.

4
 ACROSS DOWN

2 the region bounced by an arc of the 1 a circle of radius one unit and with
circle and the two radii to the center at the origin
endpoints of the arc

3 an angle whose vertex is on a circle 2 the region bounded by an arc and

and whose sides contain chords of a the segment joining its endpoints
circle

4 an arc with a measure equal to half 6 the distance (in linear units)
of the circumference of a circle between two points along a circle

5 an instrument used to draw circles 7 an angle formed by two rays whose

vertex is the center of the circle

What’s New

Activity 2 “Make Me a Unit Circle”

Needed Materials: drawing compass, ruler, pencil, scissors, a sheet of paper

Directions:

1. Using a compass, draw a 20 cm-diameter circle in a sheet of paper and cut it

out.
2. Fold it in half (Fold 1). Fold it in half again. (Fold 2).
3. Unfold the circle and draw a line along each folded part and label the x and
y-axes. Label also the radius as 1 unit.
4. From the positive x-axis of the unit circle, measure the following central
angles in COUNTERCLOCKWISE direction using a protractor. Mark a point
on the circle where the given central angle is illustrated. Connect the point
to the center of the unit circle.

30 45 60 90 120 135

150 180 210  225  240  270 
300  315  330 
Guide Questions:

1. What do you call this circle of radius one unit and with the center at
the origin?

2. What angles are in Quadrant I? II? III? and IV?

3. Which of the above angle measures are called quadrantal angles?

5
 What is It

A more general idea of the angle together with the concept of rotation (or
revolution) is necessary to understand functions related to the circle.

Angle Measure
An angle is formed by two rays with a common endpoint. One side of the
angle rotates about a common endpoint and the other side remains stationary. The
stationary ray is the initial side of the angle, and the totating ray is the terminal
side. 
In the figure shown below, the initial side of AOB is OA , while its terminal

side is OB .

An
angle is said to be positive if the ray rotates in a counterclockwise direction, and
the angle is negative if it rotates in a clockwise direction.
An angle is in standard position if it is
drawn in the xy-plane with its vertex at the
origin and its initial side on the positive x-axis.
The angles  ,  , and  in the figure at the left
are angles in standard position.

Angles are measured to determine the

amount of rotation the initial side makes to
coincide with the terminal side.

The angle formed by rotating the terminal side exactly once in the
counterclockwise direction until it coincides with the initial side has a degree
measure of 360 (1 revolution). Converesely, this means that one degree or 1 is
1
revolution.
360
If the terminal side is not moved from the initial side, the angle is measured
zero ( 0 ).

6
 If the terminal side of central angle coincides with a coordinate axis such
that its initial side coincides with the positive side of the x-axis, the angle is called
quadrantal angle. Examples of quadrantal angles are 90 and 180 .

Angles can also be expressed in terms of degrees (o), minutes (’), and
seconds (”). For example, a degree measure of the angle 10.505 can be expressed
as 10 degrees, 30 minutes and 18 seconds or simply 103018 .

Conver si on Equi val ents For example, to convert 103018 to decimal form
of a degree, this is how it is done:

 18 
103018  10 30  
 60 
 1030.3
 30.3 
 10  
 60 
 10.505 
If we want to convert 10.505 to degree, minute and seconds, then we write


10.505   100.505  60 
 1030.3'

 10300.3  60 
 103018
Other than degrees, minutes and
seconds, angles can also be expressed in
terms of radians. A radian (rad) is a
measure of a cenral angle of a circle whose
rays subtend an arc on the circle whose
length is equal to the radius of the circle.

Since a unit circle has circumference

2 , a central angle that measures 360  has
measure equivalent to 2 radians.

Conver si on Equi val ents ◘ To convert degree measure to


radian, multiply it by .
180
◘ To convert radian measure to
180
degree, multiply it by .


7
Example 1. Express 90 in radians.

   90 
Solution: 90  90 rad    rad .
 180  180 2
11
Example 2. Express rad in degrees.
6
11 11  180 
Solution: rad     330.
6 6   

Example 3. Express 3.4 rad in degree-minute-second measure (to the nearest

seconds).

 180    3.4 180 

Solution: 3.4 rad  3.4    194.81  1944836.
    3.1416 
In trigonometry, as it was studied in Grade 9, the degree measure is often
used. On the other hand, in some fields of mathematics like calculus, radian
measure of angles is preferred. Radian measure allows us to treat the trigonometric
functions as functions with the set of real numbers as domains, rather than angles.

Coterminal Angles
Consider the two angles 50 and 410  in standard position. What is common
between them?

Yes, you are right! They have the same terminal side.

Two angles in standard position that have a common terminal side are called
coterminal angles. Observe that the degree measures of coterminal angles differ
by multiples of 360  .

8
 The angles coterminal with a given angle (in degrees) can be
derived by the formula

for any integer (an integral number of revolutions).

Similarly, if the given angle is expressed in radians, then the

coterminal angles can be determined by

for any integer (an integral number of revolutions).

Example 1. Give four other angles coterminal with 30 .

Solution: Any angle coterminal with 30 can be written in the form
30  360n , where n is an integer.

If n  1, then 30  3601  390 .

If n  2, then 30  3602  750 .

If n  1, then 30  3601  330 .

If n  2, then 30  360 2  690 .

Example 2. Find the angle coterminal with  380  that has measure between 0
and 360  .

Solution: A negative angle moves in a clockwise direction, and the angle

 380  lies in Quadrant IV.
Since we are looking for a postive angle between 0 and 360  , we need to
add takes 2 revolutions ( n  2 ) to determine the coterminal angle. Thus, the
coterminal angle is

 380  3602  340 .

5
Example 3. Find the first negative coterminal angle of rad.
3
Solution: Since we are looking for a first negative coterminal angle, we need
5
to subtract 1 revolution ( n  1 ) from . So, the coterminal angle is
3
5 5 
 2  1   2   rad.
3 3 3

Example 4. Find the smallest positive coterminal angle of 500  .

9
 Solution: Since we are looking for a smallest positive coterminal angle, we
need to subtract 1 revolution ( n  1 ) from 500  . So, the coterminal angle is

500  3601  500  360  140

.

What’s More

Activity 3 “What’s Your Side?”

In the following figure, identify the terminal side of an angle in standard
position with given measure in the table.

Angle Measure Terminal Side

135
135
 90
405 


4
3

4
3
2

Activity 4 “Where Do I Belong?”

In each of the following, determine the quadrant in which the angle lies.

1.  300 

2. 970 

3.  243 

2
4.  rad
5
8
5. rad
3

10
Activity 5 “My Special Angles”
In the following figure, give the equivalent degree/radian measure of the following
special angles.

Activity 1.6 “What’s My Equivalent?”

1. Express 451648 in a deimal form of degree measure.

2. Express 131.87 in a degree-minutes-second measure.

3. Convert 15 to radian measure.

7
4. Convert  rad to degree measure.
20
5. Convert 5 rad to degree-minute-second measure.

Activity 1.7 “What’s My Coterminal?”

A. Find the angle between 0 and 360  (if in degrees) or between 0 rad and 2 rad

(if in radians) that is coterminal with the given angle.

3
1. 685  2.  rad
2
B. Find the angle between  360  and 0 (if in degrees) or between  2 rad and 0
rad (if in radians) that is coterminal with the given angle.

9
1. 1400 2. rad
2

11
 What I Have Learned

Let’s recall all the topics you have learned so far. Provide the correct answer for
each blank.

1. An __________ is a figure formed by two rays with a common endpoint; one

ray rotates about a fixed point and the other ray is stationary. The stationary
ray is the __________ side of the angle, and the rotating ray is the
__________ side.
2. __________ is the measure of a central angle of a circle whose rays subtend
an arc on the circle whose length is equal to the radius of the circle.
3. 360  __________ radians.

4.  rad  __________ degrees.

5. 1  __________ minutes.

6. An angles is in __________ position if it is constructed in a rectangular

coordinate system, such that its vertex falls on the origin and one of its sides
coincides with the positive side of the x-axis.
7. Two angles are said to be coterminal if and only their degree measures differ
by a multiple of __________.
8. Given an angle  in radian measure, its coterminal angles can be determined
by the formula __________.

12
 What I Can Do

1. The ferris wheel as shown in the figure has 12 equal parts and one
unit in radius moving clockwise direction. Suppose you are at seat #1,
what angle in radian measure you will take in order to reach in the
position of seat #6? What about at seat #11?

2. In Grade 10 Mathematics, you learned already that the radian measure of

a central angle of a circle can be used to easily find the length of the
intercepted arc of the circle. The length s of an intercepted arc by a
central angle of  radians on a circle of radius r is given by s  r . Use this
learned concept to answer the following:

a) A unit circle (radius in cm) is divided into six congruent arcs. What
would the length of each arc be? Express answer in terms of  .

b) On a circular balloon of radius 1 meter, the length of an arc is

1.742 meters. What angle in degree measure does it subtend at the
center?   3.14 .

c) A thread is winded on a spool of radius 1 inch. Points A, B, C, D,

and so on up to I, are marked on the spool and equally
spaced. What length of thread is used to wind up from point A
to point E?   3.14 .

13
 Assessment

Now, let us find out how much you have learned from this module. In all types of
test, choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. What angle is illustrated in the unit circle?

A. 120
B. 150
7
C. 
4
73
D.
12

2. What angle is illustrated in the unit circle?

A. 120
B. 150
7
C. 
4
73
D.
12

3. What angle is illustrated in the unit circle?

A. 120
B. 150
7
C. 
4
73
D.
12

4. What angle is illustrated in the unit circle?

A. 120
B. 150
7
C. 
4
73
D.
12

5. 1440   _____ rad

14
 A. 8
13
B.
12
11
C.
4
15
D.
4

6.  495   _____ rad

8
A. 
5
13
B. 
12
11
C. 
4
15
D. 
4

61
7.  _____
6
A. 420 
B. 330 
C. 720 
D. 1830

11
8.   _____
6
A.  420 
B.  330 
C.  720 
D. 1830

9. Express 56.38 to degree-minute-second measure.

A. 562428
B. 562248
C. 564282
D. 564822

6
10. In which quadrant does the terminal side of  lie?
5
A. I

15
 B. II
C. III
D. IV

11. What is the smallest positive co-terminal angle of 405  ?

A. 45
B. 65
C. 95
D. 105

377
12. What is the first negative co-terminal angle of ?
45
73
A. 
45
74
B. 
35
75
C. 
34
74
D. 
53

13. A unit circle is divided into 10 congruent arcs. What is the length of each
arc?

A. units
10

B. units
5
2
C. units
5
D. 10 units

14. What is the measure of an angle subtended by a 7-cm arc if the radius of
the circle is 5 cm?
A. 1.4 rad B. 1.5 rad C. 1.6 rad D. 1.7 rad

15. Two co-terminal angles differ by a multiple of ________ degrees.

A. 90 B. 180 C. 270 D. 360

16
 Additional Activities

A. In a rectangular coordinate plane, illustrate each of the following angles

(separately) in standard position showing the initial and terminal side.

1. 450 

2. 120

6
3.
5
5
4. 
2

B. Convert the following:

1. 150  _____ rad


2. rad  _____ 
9
3. 15.25  __  __ __ 

4.  6 rad  __  __ __ 

5. 1361230  _____

C. Find the smallest positive coterminal angle for each of the following angles:

1.  45

2. 1220

20
3. rad
9
2
4.  rad
7

17
 18
What I Know What's New What's More
1. D A.2 A.5
2. B
3. C
4. A
5. D
6. E
7. A
8. B
9. E
10. B
11. A A.6
12. D
13. A 1.
14. B 2.
15. A What's More 3. rad
A.3 4.
What's In 5.
A.1 A.7
A.1.
A.2. rad
A.2.
A.2. rad
Across:
2 - Sector A.4
3 - Inscribed Angle
1. Quadrant I
4 - Semicircle
2. Quadrant III
5 - Compass
3. Quadrant II
4. Quadrant IV
Down:
5. Quadrant II
1 - Unit Circle
2 - Segment
6 - Arclength
7 - Central Angle
Answer Key
 19
What I have Additional Additional
Learned Activities Activities
1. angle; intial; A. B.
terminal
2. radian 5.
3. radians 1. rad
4. 2.
5. minutes 3.
6. standard 4.
7. 5.
8. is an
integer
C.
6. 1.
What I Can Do 2.
3. rad
1. ;
4. rad
2.a) cm
2.b)
2.c) inch 7.
Assessment
1. B
2. D
3. C
4. A
5. A
6. C 8.
7. D
8. B
9. B
10. B
11. A
12. A
13. B
14. A
15. D
Answer Key
References
1. Department of Education-Bureau of Learning Resources (DepEd-BLR).
(2016). General Mathematics Learner’s Material. Lexicon Press Inc.,
Philippines
2. Department of Education-Bureau of Learning Resources (DepEd-BLR).
(2016). General Mathematics Teacher’s Guide. Lexicon Press Inc., Philippines

3. Bernabe, J.G., et. al., (2009). Advanced Algebra, Trigonometry and Statistics.
Textbook Fourth Year Mathematics Revised Edition (Government Property).
SD Publication, Inc., 1251 Gregorio Araneta Avenue, Quezon City,
Philippines

20
 EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and addressing
the new normal. Contents of this module were based on DepEd’s Most
Essential Learning Competencies (MELC). This is a supplementary material
to be used by all learners of SOCCSKSARGEN Region in all public schools
beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is Version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 228 8825 / (083) 228 1893
Email Address: region12@deped.gov.ph