11

PRECALCULUS
QUARTER 2
Week 7

CapSLET
Capsulized Self-Learning
Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el Cree, junto junto

EduKalidad puede!”

Valentin S. Abejero, Jr.

Secondary School Teacher II
Ayala National High School - Senior High School
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SUBJECT &
GRADE LEVEL PRECALCULUS 11
WEE DA
QUARTER SECOND 7
K Y mm/dd/yyyy

TOPIC APPLICATION OF TRIGONOMETRIC IDENTITIES AND

INVERSE TRIGONOMETRIC FUNCTIONS
LEARNING The learner solves situational problems involving trigonometric
COMPETENCY identities. (STEM_PC11T-IIg-2)
The learner illustrates the domain and range of the inverse
trigonometric functions. (STEM_PC11T-IIh-1)

IMPORTANT: Do not write anything on this material. Write your answers on the
Learner’s Activity and Assessment Sheets provided separately.

LESSON 1
UNDERSTAND
Application of Trigonometric Identities

AAPPLICATION OF TRIGONOMETRIC IDENTITIES

EXAMPLE
Trigonometric identities and functions are used to help people find the height
of objects. These objects could be buildings, towers, trees, tides, or mountains.
They are used to measure the distance between one object and another.
Architects and engineers use trigonometry to calculate the structural load of a
home.

Triangle equations are used to Triangle equations are used to

measure the height of this tower. measure the distance from the
beach out to the island in the water.

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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Triangle equations are used to Trigonometry is used to find the

measure the height of the top of this distance from a person standing on
mountain. the ground to the top of a tree.

Trigonometry finds the distance Engineers use trigonometry

between water and shore. This triangles to calculate the slope of
helps people navigate safely from roofs. This way they can build a
water back to land. home properly to drain weather
such as rain or snow.

TERM
Basic Trigonometric Formulas

Horizontal Line of Sight - an imaginary horizontal line projected from the eye level
of an observer.
Angle of Inclination - a vertical angle measured from the horizontal line of sight
towards an object usually located above the horizontal line of sight.
Angle of Depression - a vertical angle measured from the horizontal line of sight
towards an object normally located below the horizontal line of sight.
Projected Angle - the angle formed between two objects with the observer at the
vertex, may be vertical or horizontal.
Hypotenuse - the longest and the inclined measurement in a right triangle.
Altitude - height of an object, the vertical measurement in a right triangle.
Base - horizontal measurement in a right triangle.
Adjacent side: side a is adjacent to angle B, side b is adjacent to angle A.
Opposite side: side a is opposite to angle A, side b is opposite to angle B.
Sides a and b may become opposite or adjacent depending on the reference angle.

Basic Trigonometric Identities & Formulas

Un- Cosine Tangent Pythagorean
Sine function
known function function Formula
a a = c sin A a = c cos B a = b tan A a=√ c 2−b 2
b b = c sin B b = c cos A b = a/tan A b=√ c 2−a2
c c = a/sin A c = b/cos A c=√ a 2 +b2
A A=sin (a/c)
-1
A=cos-1(b/c) A=tan-1(a/b)
B B=sin-1(b/c) B=cos-1(a/c) B=tan-1(b/a)

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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SAQ 1: What are some of the practical applications of the basic trigonometric
identities and functions in real life?
SAQ 2: Fill-in the table with formulas that are used in basic trigonometric
identities.

Let’s Practice! (Write your answer on the separate sheets provided.)

ACTIVITY
TERM 1
Directions: Calculate the required value in the given problem. Show your solution.

1. A grade 11 senior high school student was tasked to find the height of the ANHS
flagpole. The student measured the distance from the tip of the flagpole’s shadow on
the ground to its base and recorded it to be 2.50 meters. He also measured the angle
of elevation of the tip of the flagpole from the shadow’s tip on the ground and found it
to be 75 degrees. What should be the estimated height of the flagpole?

Solution:

 Visualize. Draw a sketch of the problem. Label the known and unknown data.

 Recall the appropriate trigonometric formula to use.

a = b tan A or
h = __________

 Substitute the known values.

h = __________

 Compute the right side of the equation.

h = __________

 Check and state the final answer.

h = __________

The estimated height of the flagpole is ________ meters.

REMEMBER
Key Points
Things to consider when solving real-life or situational applications of trigonometric
formulas and identities:
 Visualize the problem. Draw, sketch, and label.
 Identify the given values and the required values.
 Recall the appropriate formula to use.
 Substitute the given values.
 Compute for the required value.
 Check the validity of your answer.
 State the final answer.

TRY
Let’s see how much have you learned today!

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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General Directions: Study the following assessments carefully and write your
answers on the Learner’s Assessment Sheet.

Assessment 1.
Directions: Solve the following problem, fill-in-the-blanks to complete the step-by-
step solution.

A senior high student was playing a kite during a windy Sunday afternoon. He noticed
that his 164-foot string was completely unrolled from the handle and the angle of
inclination of the string was 45° from the ground. How high was the kite flying?

Solution:

1. Label the figure below.

2. Write the trigonometric formula applicable to the given problem.

Formula: ____________________

3. Substitute the given values in the chosen formula.

h = ______________________

4. Perform the operation on the right side of the equation.

h = ______________________

5. State the final answer.

The kite was flying at the height of ______ feet from the ground.

Assessment 2.
Directions: Choose the correct answer from the given choices. Write your answer on
the space provided before each number.

_____1. A senior high student positions himself at the tip of the shadow of a 25-meter-
high tower when the sun is inclined at 60° from the ground. How far is the
student from the base of the tower?
A) 12.50 m B) 14.43 m C) 21.65 m D) 28.87 m
_____2. What is the projected vertical angle from a shadow’s tip cast on the ground
when a vertically positioned meter stick casts a 2-meter shadow on the

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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ground?
A) 26.57° B) 30.00° C) 60.00° D) 63.43°
_____3. At 9:00 A.M., it was observed that an acacia tree cast a 65-foot shadow on
level ground, what is the estimated height of the acacia tree?
A) 75 ft B) 70 ft C) 65 ft D) 60 ft
_____4. To measure the width of a deep river, a senior high student chooses a
reference stone (point A) from the opposite bank of the river. From his original
position (point C), he walks and measures 5 meters to point B perpendicular
to segment AC. At point B be he estimated the angle ABC to be 70°. How
wide is the river?
A) 1.82 m B) 4.70 m C) 13.74 m D) 14.62 m
_____5. Two senior high students (student A and student B) are 50 meters apart on
the beach. Student A observes that his line of sight from a lighthouse on an
island to his line of sight towards student B projects an angle of 50°, while
student B observes that his line of sight from the lighthouse to his line of sight
towards student A is 60°. How far is the lighthouse from the beach?
A) 35.30 m B) 40.60 m C) 45.90 m D) 51.30 m

Assessment 3.
Directions: Read and Analyze the following problem.

The sum identities can be used to simplify equations that involve real-life situations.
Suppose the force F in pounds (lbs) on the back of a person when he or she bends at
0. 6 W sin(θ+90° )
F=
an angle Ɵ is given by the formula sin 12° where W is the person’s
weight.
1. Simplify the formula. Round your answer to the nearest hundredths.
2. Using the simplest form of the equation for F, find the force on the back of
Jenny if she weighs 112 lbs and bends at an angle of 45°.

LESSON 2
UNDERSTAND
Domain & Range of Inverse Trigonometric Identities

A INVERSE TRIGONOMETRIC FUNCTIONS

EXAMPLE

The three basic Inverse Trigonometric Functions are the following:

Inverse Sine Function
Inverse Cosine Function
Inverse Tangent Function

Recall that a function has an inverse if it is one-to-one. This means that it should pass

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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the horizontal line test. Consider the graph of y=sin x .

y=sin x
Domain Range
x y
-2 - 0.90929743
-1 - 0.84147098
0 0
1 0.84147098
2 0.90929743

Considering all admissible values for x, observe that y=sin x does not satisfy the
horizontal line test; thus, it is not one-to-one. However, the function becomes one-to-

one if the domain is restricted to the interval

π π
− ,
[ ]
2 2 . Therefore, in the domain
π π
− ≤x≤
2 2 , sin x has an inverse function called the inverse sine function, and it is
−1
denoted by y=arcsin x or y=sin x .
Definition, Domain, and Range of the
Inverse Sine Function
The inverse sine function is defined by
y=arcsin x if and only if sin y=x ; where
the domain is −1≤x≤1 , and the range is
π π
− ≤ y≤
2 2 .

The notations y=arcsin x or y=sin x

−1

are commonly used to denote the inverse

sine function. The notation arcsin x
means the angle or arc whose sine is x.

The graph of notations y=arcsin x or

−1
y=sin x is shown in the figure on the
right.
Inverse Cosine Function
The inverse cosine function is defined by
y=arccos x if and only if cos y=x ;
where the domain is −1≤x≤1 , and the
range is 0≤ y≤π .
−1
The notations y=arccos x or y=cos x
are commonly used to denote the inverse
cosine function. The notation arccos x
means the angle or arc whose cosine is x.

The graph of notations y=arccos x or

−1
y=cos x is shown in the figure on the
right.

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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Inverse Tangent Function

The inverse sine function is defined by
y=arctan x if and only if tan y=x ; where
the domain is −∞< x <∞ , and the range is
π π
− < y<
2 2 .
−1
The notations y=arctan x or y=tan x
are commonly used to denote the inverse
tangent function. The notation arctan x
means the angle or arc whose tangent is x.

The graph of notations y=arctan x or

−1
y=tan x is shown in the figure on the
right.

FUNCTION DOMAIN RANGE

π π
y=arcsin x if and only if sin y=x −1≤x≤1 − ≤y≤
2 2
y=arccos x if and only if cos y=x −1≤x≤1 0≤ y≤π
π π
y=arctan x if and only if tan y=x −∞< x <∞ − < y<
2 2

FUNCTION DOMAIN RANGE

π π
y=arc csc x if and only if csc y =x |x|≥1 − ≤ y ≤ , y ≠0
2 2
π
y=arc sec x if and only if sec y =x |x|≥1 0≤ y≤π , y ≠
2
y=arc cot x if and only if cot y=x ℜ 0< y <π

SAQ 1: What are the domain and range of the three basic inverse trigonometric
functions?
SAQ 2: Draw the graphs of the three basic inverse trigonometric functions and
label their corresponding domain and range.

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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Let’s Practice! (Write your answer on the separate sheets provided.)

ACTIVITY
TERM 1
Directions: Draw and label the domain and range of the inverse trigonometric
function: y=arc csc x . Fill-in-the-blanks with the correct value, some values are
already provided. Plot the points and connect them with a smooth curve.

y=arc csc x
Domain Range
x y
-2
- 1.5707963
undefined
1
0.52359878

REMEMBER
Key Points
Things to consider when illustrating/drawing/sketching inverse trigonometric functions:
 Make a table of values for the domain and range.
 Plot the points on a suitable graphing paper.
 Place additional points in between for accuracy.
 Connect the points with a smooth curve. Be careful of discontinuities.
 Label the graph.

TRY
Let’s see how much have you learned today!

General Directions: Study the following assessments carefully and write your
answers on the Learner’s Assessment Sheet.

Assessment 1.
Directions: Determine whether each of the following conveys a true statement or not.
Write TRUE if the idea is correct and FALSE if not. Write your answer on the space
provided before each number.
__________1. The graph of the inverse sine function extends indefinitely in both
directions.
π
−
__________2. The inverse sine function can have values less than 2 .
__________3. In the equation y=arcsin x , if x = 0, then y = 0.
__________4. The sine function is one-to-one for all values of x.

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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1 π
x= y=
__________5. In the equation y=arcsin x , if 2 , then 6 .

Assessment 2.

Directions: Based on the graph of a secant

function given in the figure on the right,
answer the following questions.

1. Is the secant function a one-to-one

function? Explain your answer.

domain :0≤x ≤π

__________________________________________________________________

2. At what interval does the secant function have an inverse function?

__________________________________________________________________

3. Define an inverse secant function.

__________________________________________________________________

4. What are the domain and range of the inverse secant function?

__________________________________________________________________

5. Supply the missing values, then sketch graph of the inverse secant function below.
Domain Range
x y
2.0943951
-1
0
0
2

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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Assessment 3.

Directions: A. Fill-in the table of values for the

cotangent function below, then draw the graph of
the function on the right . Based on your graph,
illustrate the domain and range of the inverse
cotangent function.

Domain Range
x y

B. Fill-in-the-blanks with the correct values of the domain and range for the inverse
cotangent function, then sketch the graph of the inverse cotangent function below.

y=arc cot x
Domain Range
x y

C. Summarize the other three inverse trigonometric functions from Assessments 1 to

3 in the table below:

FUNCTION DOMAIN RANGE

REFERENCE/S
Albay, E.M. (2016) DIWA Senior High School Series:
Precalculus. Legaspi Village, 1229 Makati City: DIWA
LEARNING SYSTEMS INC. p.192

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School
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https://prezi.com/vvsb1nqexnzd/trigonometric-identities-in-the-
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LEARNING RESOURCE DEVELOPMENT TEAM

VALENTIN S. ABEJERO, JR., SST-II
WRITER
Ayala National High School - Senior High School
LEARNING TEAM / Ronie F. Fidel, Ph. D. Shirhan A. Biottong
EVALUATORS Mercelita M. Medallo
MANAGEMENT Dr. Roy C. Tuballa, CESO VI Dr. Mildred D. Dayao
AND SPECIALIST Dr. Oliver B. Talaoc Dr. Vilma A. Brown

Cree, junto junto

“Unido, Junto avanza con el EduKalidad
puede!”

Valentin S. Abejero, Jr., SST II, Ayala National High School - Senior High School