11

Pre-Calculus
Quarter 2 – Module 6:
Trigonometric Identities
Pre-Calculus – Grade 11
Self-Learning Module (SLM)
Quarter 2 – Module 6: Trigonometric Identities
First Edition, 2020

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 11
Pre-Calculus
Quarter 2 – Module 6:
Trigonometric Identities
Introductory Message
For the facilitator:

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

Trigonometric Identities.

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

Trigonometric Identities.

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
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learner is capable and empowered to successfully achieve the relevant
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This module was designed to provide you with fun and meaningful opportunities
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This module has the following parts and corresponding icons:

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competencies you are expected to learn in
the module.

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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.

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 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

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the lesson learned. This also tends retention
of learned concepts.

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module.

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developing this module.

The following are some reminders in using this module:

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the module. Use a separate sheet of paper in answering the exercises.
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4. Observe honesty and integrity in doing the tasks and checking your
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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
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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

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Conic Sections and System of Nonlinear Equations. 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 - Trigonometric Identities

After going through this module, you are expected to:

1. identify whether the given equation is an identity or a conditional equation;
2. apply trigonometric identities to solve trigonometric values; and
3. solve situational problems involving trigonometric identities

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.

1. It is an equation which is satisfied by some values of unknown.

A. Identity C. Trigonometric Identity
B. Conditional Equation D. Trigonometric Function

2. It is an equation involving trigonometric functions that is true for all values

of the independent variable for which the functions are defined.
A. Identity C. Trigonometric Identity
B. Conditional Equation D. Trigonometric Function

3. The _____________ of two angles is the sum of the product of their cosines
and the product of their sines.
A. Sine Sum Identity C. Cosine Sum Identity
B. Sine Difference Identity D. Cosine Difference Identity

4. The _____________ of two angles is equal to the product of sine of the first and
the cosine of the second plus the product of the cosine of the first and the
sine of the second.
A. Sine Sum Identity C. Cosine Sum Identity
B. Sine Difference Identity D. Cosine Difference Identity

5. Which is/are example/s of identity equation?

I. II. III.
A. I only B. II only C. III only D. I and II

6. Which is a reciprocal identity?

A.
C.
B. D.

Consider the derivation below of cot (A+B) in answering 7 to 9.

Step 1: cot (A+B) = Step 2: cot (A+B) =

Step 3: cot (A+B)= Step 4: cot (A+B) =

7. What identity used in the first step?

A. Reciprocal Identity C. Cosine Sum and Sine Sum
Identities
B. Ratio Identity D. Cofunction Identity

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 8. What identity used in the second step?
A. Reciprocal Identity C. Cosine Sum and Sine Sum
Identities
B. Ratio Identity D. Cofunction Identity

9. What identity used in the fourth step?

A. Reciprocal Identity C. Cosine Sum and Sine Sum
Identities
B. Ratio Identity D. Cofunction Identity

10. Which of the following is NOT equivalent to sin750.

A. sin300cos450 + sin450cos300 C. √
B. D. 2sin750cos750
√

11. If sinx = , where x is in QII,Which of the following is the value of cosx?

A. 4 B. √ C. √ D. √

12. Which of the following is the exact value of sin150?

A. √ √ B. √ √ C. √ √ D. √ √

For items 13-14, Given sinx = , and cos y = .

13. Which of the following are the value of siny and cosx respectively?
A. √ √ B. √ √ C. √ √ D. √ √
; ; ; ;

14. Which of the following is the value of sin(x + y)?

A. √ √ C. √ √
( )
( )
B. √ √ D. √ √
( ) ( )

15. The range R of a projectile fired at an acute angle θ with the horizontal and
with an initial velocity of v meters per second is given by R = sin(2θ),
where g is the acceleration due to gravity, which is 9.81 near the m/sec 2
Earth’s surface. An archer targets an object 100 meters away from her
position. If she positions her arrow at an angle of . How much speed she
needed to release the arrow to hit her target?

A. 30.01 m/s B. 33.04 m/s C. 40.03 m/s D. 50.23 m/s

3
Lesson
Trigonometric Identities
1
In the previous lessons, we have defined circular functions using the unit
circle and also investigated their graphs. This lesson builds on the understanding
of the different trigonometric functions by discovery, deriving, and working with
trigonometric identities.

What’s In

ACTIVITY 1
Complete the table below and answer the following questions:

 60  45  30

x (in degrees) 0 30 45 60
sin x
cos x
tan x
csc x
sec x
cot x

1. How are sin x and csc x related to each other?

2. How are cos x and sec x related to each other?
3. How are tan x and cot x related to each other?
4. How is tan x related to sin x and cos x?
5. How is cot x related to sin x and cosx?
6. What is the value of:
a) sin 2 x  cos2 x ?
b) csc2 x  cot2 x
c) sec2 x  tan 2 x
7. Verify the following statements as true or false.
a) sin( 30)   sin 30
b) cos(45)   cos 45
c) cot(60)   cot 60

4
 What’s New

ACTIVITY 2
Consider the following two groups of equations:

Solve the equations in both group and answer the following questions:

1. What are the solutions (or roots) of the equations in Group A?

2. What are the solutions (or roots) of the equations in Group B?
3. What type of equations are in Group A? What about in B?

What is It

Identity and Conditional Equation

Some equations are always true. These equations are called identities. An
identity is an equation that is true for all acceptable values of the variable, that is,
for all values in the domain of the equation.

In What’s New activity, the equations in Group B are all identities. When
they are solved, a true statement such as 0 = 0 results, which means that the
solution set is the all real numbers, an infinitely many solutions.

For example, the equation x 2  1  x  1x  1 leads to a true statement 0 = 0 when

solved:

x 2  1  x  1x  1 Given equation.

x2 1  x2 1 Simplify the left side expression using

Product of Two Conjugate Binomials

00 Simplify by Addition Property of Equality

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 The truth of some equations is conditional upon the value chosen for the
variable. Such equations are called conditional equations. Conditional equations
are equations that are true for at least one replacement of the variable and false for
at least one replacement of the variable.In other words, if some values of the
variable in the domain of the equation do not satisfy the equation (that is, do not
make the equation true), then the equation is a conditional equation.

Equations in Group A are all conditional equations because not all real
values of the variable can satisfy the equation. Consider the equation x 2  1  0 .
This has two solutions (or roots) x  1 or x  1 when solved.

Example. Identify whether the given equation is an identity or a conditional

equation. For each conditional equation, provide a value of the variable in the
domain that does not satisfy the equation.

 
(1) x3  2  x  3 2 x 2  3 2 x  3 4 
(2) sin   cos   1
2 2

(3) sin   cos  1

1 x 1 2 x  x
(4) 
1 x 1 x

Solution

(1) This is an identity because this is simply factoring of di↵ erence of two
cubes.
(2) This is a conditional equation. If   0 , then the left-hand side of
the equation is 0, while the right-hand side is 2.
(3) This is also a conditional equation. If   0 , then both sides of the
equation are equal to 0. But if    , then the left-hand side of the
equation is 0, while the right-hand side is  2 .
(4) This is an identity because the right-hand side of the equation is
obtained by rationalizing the denominator of the left-hand side.

The Fundamental Trigonometric Identities

Recall that if P(x; y) is the terminal point on the unit circle
corresponding to , then we have

𝑦
𝑠𝑖𝑛𝜃 𝑦 𝑐𝑠𝑐 𝜃 a 𝜃
𝑦 𝑥

𝑥
𝑐𝑜𝑠 𝜃 𝑥 𝑠𝑒𝑐 𝜃 𝜃
𝑥 𝑦

From the definitions, the following reciprocal and quotient identities

immediately follow. Note that these identities hold if is taken either as a real
number or as an angle.

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 If P(x,y) is the terminal point on the unit circle corresponding to , then
. Since sin = y and cos = x, we get

Dividing both sides of by ,

Dividing both sides of by ,

In addition to the eight identities presented above, we also have the following
identities.

The first two of the negative identities can be obtained from the graphs of the
sine and cosine functions, respectively. The third identity can be derived as follows:

7
 The reciprocal, quotient, Pythagorean, and even-odd identities constitute
what we call the fundamental trigonometric identities. We can use these identities
to simplify trigonometric expressions.

tan  cos
Example 1. Simplify:
sin 
sin 
Solution: We know that tan   , so we subtitute this in the
cos
expression. Then we have

sin 
 cos
tan  cos cos sin 
   1.
sin  sin  sin 

cos
Example 2. Simplify:
cot

cos
Solution: Since cot  , then we have
sin 

cos cos
  sin  .
cot cos
sin 

Example 3. Simplify: cos2   cos2  tan 2 

Solution:
 
cos2   cos2  tan 2   cos2  1  tan 2   cos2  sec2   cos2  
1
cos2 
 1.

3
Example 4. If sin    and cos  0 , find cos .
4

Solution: Using the identity sin 2   cos2   1 with cos  0 , we have

sin 2   cos2   1  cos2   1  sin 2   cos  1  sin 2  . So,

2
 3 9 7 7
cos  1      1    .
 4 16 16 4

We can also use the fundamental trigonometric identities to establish other

identities. The proposed trigonometric identities can be verified by either of the
following:

1. Work on the expression on both sides of the equality sign until the
members of the equation become identical; or better

8
 2. Start on the expression on one side of the proposed identity (preferably
the complicated side), use and apply some of the already established
fundamental trigonometric identities, perform some algebraic
manipulations like performing the fundamental operations, factoring,
canceling, and multiplying the numerator and denominator by the same
quantity, to finally arrive at the expression on the other side of the
proposed identity.

Example 5. Establish the identity: If sin   sec  cot  1 .

 1 
Solution: sin   sec  cot  sin    cot Reciprocal Identity
 cos 
sin 
 cot Simplify.
cos
 tan  cot Quotient Identity

1 Reciprocal Identity

Example 6. Prove: sec x  cos x  sin x tan x

1
Solution: sec x  cos x   cos x
cos x

1  cos 2 x

cos x

sin 2 x

cos x
sin x
 sin x
cos x
 sin x tan x
There is no unique technique to prove all identities, but familiarity with
the di↵ erent techniques may help

More Trigonometric Identities

A. Cosine Sum and Difference Identities

The cosine of the sum of two angles is equal to the product of their
cosines minus the product of their sines.

9
 The cosine of the difference of two angles is equal to the product of their
cosines plus the product of their sines.

Example 7. Find the exact value of cos105 in terms of radicals.

Solution: cos105  cos60  45

 cos60 cos 45  sin 60 sin 45

 1  2   3  2 
   
 2  2   2  2 

2 6
 
4 4


2 6
4
or
1
4
 2 6 . 
B. Cofunctions Identities

Cofunction Identities can be derived using the cosine difference identity by

replacing by .

C. Sine Sum and Difference Identities

The first two cofunction identities are used to derived the sine of the sum of
two angles.

The sine of the sum of two angles is equal to the product of the sine of the
first and the cosine of the second plus the product of the cosine of the first and the
sine of the second.

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 The sine of the difference of two angles is equal to the product of the sine
of the first and the cosine of the second minus the product of the cosine of the first
and the sine of the second.

Example 8. Find the exact value of sin 15 in terms of radicals.

Solution: sin 15  sin 45  30

 sin 45 cos30  cos 45 sin 30

 2  3   2  1 
  


 
 

 2  2   2  2 

6 2
 
4 4


6 2
4
or
1
4
 6 2 . 

D. Tangent Sum and Difference Identities

Using the sum identities for sine and cosine, and then dividing the
numerator and denominator by cos A cos B, the tangent sum identity is derived.

If B is replaced with  B in tangent sum identity and using the even-

odd identity tan      tan  , the tangent difference identity can also be derived.


Example 9. Find the exact value of tan in terms of radicals.
12

 3 
tan  tan 1
    4 6  3  2 3 .
Solution: tan  tan    
12 
 4 6  1  tan tan  3
1
4 6 3
In general, the identity formulas for the cosecants, secants and cotangents
can readily be obtained from sines, cosines, and tangents.

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E. Double Angle Identities

From the sum identities for sine and cosine,

cos A  B  cos A cos B  sin A sin B and sin  A  B  sin A cos B  cos A sin B ,
when A  B , we can derive then the double angle identities. So,

cos 2 A  cos A cos A  sin A sin A  cos2 A  sin 2 A . This identity has two other
forms: cos 2 A  1  2 sin 2 A and cos 2 A  2 cos2 A  1 .
Also,
sin 2 A  sin A cos A  cos A sin A  2 sin A cos A .

For the double-angle formula for tangent, we recall the tangent sum identity:

tan A  tan B
tan  A  B  
1  tan A tan B
When A  B , we obtain
tan A  tan A 2 tan A
tan 2 A  
1  tan A tan A 1  tan 2 A

3 
Example 10. Given sin t  and  t   . Find sin 2t .
5 2

Solution: Since  t   (t lies in QIII), then cost  0 (negative). So,
2
2
 3 4
cost   1  sin t   1      .
2

5 5

 3  4  24
Thus, sin 2t  2 sin t cos t  2      .
 5  5  25

1
Example 11. If tan    and sec  0 , find tan 2 .
3

12
  1
2  
2 tan 
 
3 3
Solution: tan 2   .
1  tan 
2
 1
2
4
1   
 3
The double-angle identities can be used to derive identities for the squares of
the cos A , sin A , and tan A :

1  cos 2 A 1  cos 2 A 1  cos 2 A

cos2 A  sin 2 A  tan 2 A 
2 2 1  cos 2 A

F. Half-Angle Identities

1  cos 2 A 1  cos 2 A
Using the two identites cos A  and sin A 
2 2
, and
2 2
A
replacing A with , we then get the half-angle identities for sine and cosine:
2

A 1  cos A A 1  cos A
cos  sin 
2 2 2 2

A A A
The appropriate sines of cos and sin depend on which quadrant lies.
2 2 2
From the half-angle identities of cosine and sine, we can derive the tangent
half-angle identities:

Example 11. Find the exact value of sin 22.5 .

Solution: Clearly, 22.5 lies in QI and so, sin 22.5 is positive, and 22.5
is the half angle of 45 . Thus,
2 2 2
1
2  2 2 2 2 2
sin 22.5    .
2 2 4 2

13
 
Example 12. Find the exact value of tan .
12
 3
1  cos 1
 6  2  2 3
Solution: tan  .
12  1
sin
6 2

Solving trigonometric values has a lot of ways, whether it is a long solution

or a shorter one. The better solution is dependent on the easiest way to determine
the trigonometric values using trigonometric identities.
It is important that you know which quadrant does the value can be located
in a Cartesian plane using the ACTS mnemonics as shown below.
Quadrant I : All are postive
Quadrant IV : Cosine and its reciprocal are positive
Quadrant III : Tangent and its reciprocal are positive
Quadrant II : Sine and its reciprocal are positive

Solving Situational Problems Involving Trigonometric

Identities

Example 13. The length s  of the shadow cast by a vertical pole when angle of
h sin 90   
the sun with the horizontal is given by s   , where h is the height of
sin 
the pole.

(a) Express s  as a single trigonometric

expression.

(b) At what angle  will give the shortest

shadow of the pole? Longest shadow?

Solution:

(a) By applying co-functions and ratio identities,

h sin 90    h cos
s     h tan 
sin  sin 
(b) Shortest shadow occurs at But the length of the shadow increases
when the value of  approaches 0 ; that is, no maximum length for the
shadow.

14
Example 14. The range R of a projectile fifired at an acute angle  with the
horizontal and with an initial velocity of v meters per second is given by
v2
R  sin 2 ,
g

where g is the acceleration due to gravity (which is 9.8 m / s 2 near Earth’s surface).

(a) An archer targets an object 100 meters away from her position. If she
positions her arrow at an angle of 32 and releases the arrow at the
speed of 30 m / s , will she hit her target?

2
(b) If sin   , solve for v when R  50 .
5

(c) Given v , fifind the value of  that gives the largest possible range. At this
 , what is the range?

Solution:

(a) No, because R 

30 m / s  2

sin 2  32 
900 m 2 / s 2
sin 64  82.46 m  100 m.
9.8 m / s 2 9.8 m / s 2

2 21
(b) sin   and  is an acute angle. This implies that sin   . So,
5 5

v2
50  sin 2
9.8 m / s 2
v2
 50  2 sin  cos
9.8 m / s 2
v2 2 3
 50  2
2   v  25.86 m / s
9.8 m / s 5 5

(c)   45 . To reach the largest R , sin 2  must be 1. This implies that
v2
R .
g

15
 What’s More

ACTIVITY 3
Determine whether the given equation is an identity or conditional equation.
1. 3x 2  8x  4 4. sin 2 t  cos2 t  1
x2
2. x 2  14 x  49  x  7 5. x   x 1
2

1 x
3. tan   cot

ACTIVITY 4
Presented below the step by step derivation of certain trigonometric identity. Justify
how each step was done by identifying what Trigonometric Identity or Property was
used in each step.
1. Tangent Sum Identity
sin  A  B 
Step1: tan  A  B   a) _______________
cos A  B 

sin A cos B  sin B cos A

Step2: tan  A  B   b) _______________
cos A cos B  sin A sin B

sin A cos B sin B cos A


Step3: tan  A  B   cos A cos B cos A cos B Divide both terms by cos Acos B
cos A cos B sin A sin B

cos A cos B cos A cos B

Step4: tan  A  B  
2 tan A
c) _______________
1  tan A tan B

2. Double Angle Identity for Sine

Step1 sin 2 A  sin  A  A Expand 2A
Step2: sin 2 A  sin A cos A  cos A sin A a) _______________
Step3: sin 2 A  2 sin A cos A Combine like terms

ACTIVITY 5
The main focus of this module is to master the trigonometric identities. Then used
these trigonometric identities to identify the trigonometric values. In this activity,
provide your complete solution and final answer.

1. Find the exact values of tan , tan , and tan .

2. Given sec a = , cot b = , angle a in QII, and angle b in QIII. Find

a) sin a  b , b) cosa  b , and c) tan a  b .

16
 What I Have Learned

ACTIVITY 6
1. A/an _________is an equation that is true for possible values of the variable.

2. A/an _____________is an equation which is satisfied by some values of unknown.

3. A/an _________________ is an equation involving trigonometric functions that id

true for all values of the independent variable for which the functions are defined.

4. The _____________ of two angles is the sum of the product of their cosines and
the product of their sines.

5. The _____________ of two angles is equal to the product of sine of the first and the
cosine of the second plus the product of the cosine of the first and the sine of the
second.

ACTIVITY 7
Complete the trigonometric identity.

1.

2.

3. _______ = 2 sinA cos A

4. __________ = sec (90-A)

5.

ACTIVITY 8
Let’s Stretch Out! Provide your evaluation from the given solution of Ebenezer.

The Problem. Ebenezer shows the solution in finding the value of cos360 – cos720.
His solutions are as follows. You are task to evaluate if the solution is right or
wrong. Circle the correct mark, / for correct, and x for wrong step.

cos 36◦ − cos 72◦ = /

x

= / x

= / x

17
 ( )– ( )
= / x

( )– ( )
= / x

by Half-Angle Identity

= / x

since cos(144)0 = cos (180-36)0 = -cos (36)0 = / x

= / x

= / x

What I Can Do

ACTIVITY 9
The length s  of the shadow cast by a
vertical pole when the angle of the sun
with the horizontal is given by
h sin 90   
s   where h is the height
sin 
of the pole.

a) Express s  as a single

trigonometric expression.

b) At what angle  will give the shortest shadow of the pole? Longest

shadow?

18
 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. A/an _________is an equation that is true for possible values of the variable
A. Identity
B. Conditional Equation
C. Trigonometric Identity
D. Trigonometric Function

2. A/an _________________ is an equation involving trigonometric functions that

is true for all values of the independent variable for which the functions are
defined.
A. Identity
B. Conditional Equation
C. Trigonometric Identity
D. Trigonometric Function

3. The _____________ of two angles is the difference of the product of their

cosines and the product of their sines.
A. Sine Sum Identity
B. Sine Difference Identity
C. Cosine Sum Identity
D. Cosine Difference Identity

4. The _____________ of two angles is equal to the product of sine of the first and
the cosine of the second minus the product of the cosine of the first and the
sine of the second.
A. Sine Sum Identity
B. Sine Difference Identity
C. Cosine Sum Identity
D. Cosine Difference Identity

5. Which is/are example/s of conditional equation?

I. II. III.
A. I only
B. II only
C. III only
D. I and II

6. From odd-even Identities, cos (-A) is equal to _______.

A. – sec A
B. sec A
C. cos A
D. cos (-A)

19
Consider the derivation below in answering 7 to 9.

Derivation of cotangent sum identity (sin (A+B)).

Step 1: sin (A+B) =
Step 2: sin (A+B) = ( )
Step 3: sin (A+B)= ( ) ( )
Step 4: sin (A+B) =

7. What identity used in the first step?

A. Reciprocal Identity
B. Ratio Identity
C. Cosine Difference Identity
D. Cofunction Identity

8. What identity used in the third step?

A. Reciprocal Identity
B. Ratio Identity
C. Cosine Sum and Sine Sum Identities
D. Cofunction Identity

9. What identity used in the fourth step?

A. Reciprocal Identity
B. Ratio Identity
C. Cosine Sum and Sine Sum Identities
D. Cofunction Identity

10. Which of the following is NOT equivalent to sin750.

A. sin300cos450 + sin450cos300

B. √

C. √
D. 2sin750cos750

11. If sin x = , where x is in QII,Which of the following is the value of cosx?

A. 4
B. √
√
C.
√
D.

20
12. Which of the following is the exact value of sin150?

√ √
A.

√ √
B.

√ √
C.

√ √
D.

For items 13-14, Given sin x = , and cos y = .

13. Which of the following are the value of siny and cosx respectively?

√ √
A. ;

√ √
B. ;

√ √
C. ;

√ √
D. ;

14. Which of the following is the value of sin(x + y)?

√ √
A. ( )
√ √
B. ( )
√ √
C. ( )
√ √
D. ( )

15. The range R of a projectile fired at an acute angle θ with the horizontal

and with an initial velocity of v meters per second is given by R = sin(2θ),

where g is the acceleration due to gravity, which is 9.81 m/sec 2 near the
Earth’s surface. An archer targets an object 100 meters away from her
position. If she positions her arrow at an angle of . How much speed she
needed to release the arrow to hit her target?
A. 30.01 m/s B. 33.04 m/s D. 40.03 m/s C. 50.23 m/s

21
 Additional Activities

ACTIVITY 10
Simplify the trigonometric expression using trigonometric identities.

1. sinA tanA + cosA

2.

3. (sinA- cosA)2

4. (cotA-1)(cotA+1)

5. 4

6.

22
 23
What I Know What's In What's More
1. B 1. reciprocal with each A.3
2. C other.
3. D 1. Conditional
2. reciprocal with each
4. A 2. Identity
other.
5. D 3. Conditional
3. reciprocal with each
6. B 4. Identity
other.
7. B 5. Conditional
4. tan x is the quotient
8. C or ratio of sinx and cos
9. B A.4
x
10.D 5. cot x is the quotient 1.
11.D or ratio of cos x and sin a) Ratio Identity;
12.B x b) Cosine and Sine
13.A 6. 1 Sum Identities
14.D a) 1 c) Ratio Identity
15.B b) 1
c) 1 2.
7. True a) Sine Sum Identity
8. False
What's In 9. False A.5
A.1
What's New 1.
A.2
rad
1.
(A1)
(A2)
(A3)
2. 2.
(B1) all real numbers
(B2) all real numbers
(B3) all real numbers
3.
Group A: conditional
equations ss
Group B: indentity
equations
Answer Key
 24
What's More Assessment
A.6 1. A
2. C
1. Identity 3. C
2. Conditional 4. B
Equation 5. C
3. Trigonometric 6. C
Identity 7. D
4. Cosine Difference 8. C
5. Sine Sum 9. D
10.D
A.7 11.D
1. cscA 12.B
2. 1 13.A
3. sin 2A 14.D
4. cscA 15.B
5. 1
A.8 Additional
1. / 6./
2. / 7./ Activities
3. / 8./
4. / 9./ 1. sec A
5. / 10./
2. sin A
3. 1+sin 2A
What I Can Do
𝑐𝑜𝑠 𝐴
4.
A.9 𝑠𝑖𝑛 𝐴
5. 4(sin A +1)
a)
b) Shortest shadow 6. 𝑠𝑖𝑛 𝐴
occurs at . But
the length of the
shadow increases when
the value of
approaches ; that is,
no maximum length
for the shadow
References
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

Deauna, Lamayo and. 1990. Integrated Mathematics 4. 1992: Rex Book Store.

Department of Education-Bureau of Learning Resources (DepEd-BLR). (2016).

General Mathematics Learner’s Material. Lexicon Press Inc., Philippines

Department of Education-Bureau of Learning Resources (DepEd-BLR). (2016).

General Mathematics Teacher’s Guide. Lexicon Press Inc., Philippines

Mendoza, Oronce and. 2007. e-math Advanced Algebra and Trigonometry. Quezon
City: Rex Book Store, Inc.

Mijares, Quirino. 1969. Analytic Geometry. Quezon City: Royal Publishing House.

25
 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

26