Mathematics

Fourth Quarter – Week 2

Trigonometric Ratios
of Special Angles

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Mathematics – Grade 9
Alternative Delivery Mode
Quarter 4 – Week 2: Trigonometric Ratios of Special Angles
First Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: RAYMOUND JAVA SARAUSAD / CHITO SILVA RENTUCAN
Editor: LILIAN B. DEBULOSAN
Grammarian: BERNADETTE M. MIRANDA
Layout Artist: RYAN B. REDOBLADO
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ESTELA B. SUSVILLA
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AQUILO A. RENTILLOSA
CRISTINA T. REMOCALDO
ADM Coordinator: RYAN B. REDOBLADO

Printed in the Philippines by ________________________

Department of Education – Carcar City Division

Office Address: Department of Education
Learning Resources Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu
Telefax: (032) 487 - 8495
E-mail Address: carcarcitydivision@yahoo.com

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 9
Mathematics
Quarter 4 – Week 2:

Trigonometric Ratios
of Special Angles

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For the learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Trigonometric

Ratios of Special Angles

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 toprocess
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
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
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 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!

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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 skill in finding the trigonometric ratios of special angles. 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.
After going through this module, you are expected to:
 identify the trigonometric ratios of special angles (300, 450, and 600); and

 compute the numerical values of trigonometric expressions involving

special angles.

What I Know
PRE – ASSESSMENT
Direction: Find out how much you alreadyknow about this module. Write
the letter that you think is the best answer to each question on a sheet of
paper. Answer all items. After taking and checking this short test, take note
of the items that you were not able to answer correctlyand look for the right
answer as you go through this module.
1. What is the exact value of sine 300 ?
1 2 3
a.2 b. c. d. 3
2 2

2. Which of the following is the value of cosine 450

1 2
a. b. 2 c. 2 d. 2 2
2

3. The expression 2(sin 300 ) – tan 450 is equal to

a.0 b.1 c.2 d. – 1
4. Which of the following is a mnemonic used for remembering the equation
of the trigonometric ratios?
a. SAH- COH-TOA c. SOH-CAH-TAO
b. SOH-CAO-TAH d. SOH-CAH-TOA

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5. What is the value of x?
a.3
b.3 2
c.6
d. 6 2

6. A kite held by 125 m of string makes an angle of elevation with the ground of
450 . Abouthow high is the kite above the ground?
a. 62.8 m b. 75.1 m c. 88.4 m d. 113.6m

7. If y = 20 cm and a = 40 cm, what is the measure of angle R?

a.300
b. 450
c.600
d.900

8. Which of the following will complete the equation 6 cos 450 + 3 sec 450 = ____?

a. 6 2 b. 6 3 c. 9 2 d. 24

9. Find the exact value of tan 600.

3 1 3
a. b. 3 c. d.
3 2 2

10. Find the exact value of (sec 300 ) (cos 300 ) – (tan 600 ) (cot 600).

a. 3 b. 2 c. 1 d. 0

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Lesson
TRIGONOMETRIC RATIOS OF
2 SPECIAL ANGLES

In this lesson you will use the concepts you have learned in the previous lesson to
evaluate the trigonometric ratios of special angles. There are two triangles, the
isosceles ang equilateral triangles that are frequently used in mathematics to generate
exact values for the trigonometric ratios. Consider the succeeding activities to develop
mastery of the topic. So, perform each activity seriously and constructively. If you find
any difficulty in answering the exercises, seek the assistance of your older sibling/s or
refer to another book reference and go over to the page where the topic is being
discussed.

What’s In

Practice Makes Perfect

Direction: Find the value of each variable used in the figures. If your answer is not an integer, express it in
the simplest radical form.
1. 2. 3.

4. 5.

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Reflect:

1. How do you describe the illustrated triangles?

2. What mathematical principle helped you in solving the missing length of a
special right triangles?
3. What are the special ways/techniques in solving the length of a special
right triangles?
4. Were you able to master the skill in finding the missing length of the side of
a special right triangle? Do you think these are needed in finding the values
of the six trigonometric ratios?

Mastery of the skill in solving for the unknownlength of a special right triangle
can help you understand further the concepts of the six trigonometric ratios of
special angles.

What’s New

What Makes You Special?

1. Given the angles of the triangles below, find the values of the six trigonometric
ratios. Show your solutions. Then answer the questions that follow.

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Reflect:
1. How did you find thetrigonometric ratios of special angles?
2. What did you discover about the values you obtained?
3. What do you think makes these angles special? Why?

To understand betterin finding trigonometric ratios of special angles, study the

key concepts below.

What is It

Using the table of values, you can determine the values of expressions involving
trigonometric ratios of special angles even without the use of a calculator.
Remember that the two special right triangles are the (450 – 450 – 900) right
triangle and the isosceles (300 – 600 – 900 ) right triangle.

TRIGONOMETRIC RATIOS OF THE SPECIAL ANGLES

Ɵ sin Cos tan Csc sec cot

1 𝟑 𝟑 2 𝟑
300 2 3
2 𝟐 3 3
2 2
450 1 2 2 1
2 2

𝟑 1 2 𝟑 𝟑
600 3 2
2 2 3 3

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Example 1:

Determine the exact value of the expression sec 300 + cot 600.

Solution:

2 3 3
sec 300 + cot 600= +
3 3

3 3
= 3

= 3

Example 2:

Find the exact value of sin2 300 + cos2 450

Solution:

sin2 300 + cos2 450 = (sin 300)2 + (cos 450)2

1 2
= (2)2 + ( 2 )2
1 2
= +
4 4

3
= 4

Example 3:

Determine the value of angle x when sec x = 2

Solution: referring to the table, sec 600 = 2. Therefore, x = 600

Example 4:

If x = 450, show that sec2 x + tan x = 3

Solution:

sec2 450 + tan 450 = (sec 450)2 + tan 450

=( 2)2+ 1

=2+1

=3
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 What’s More

You Complete Me!

Direction: Use the choices in the box to complete the equation below. Calculator is not
allowed.

tan 300 0 sin 600 cot 300

𝟏 𝟕 𝟐
sec 450
𝟐 𝟒 𝟒

6 𝟐 1 tan 450 csc 600

1.) cos 300 + ___________ = 3 6.) (sin 600 )(cos 300 ) + tan 450 = __________

2.) sin 300 – cos 600 = _________ 7.) 2 sin 300 + ____________ = 2

3.) (sin 450 )2 = __________ 8.) 3 (_________) + 2 cos 450 = 4 2

4.) tan 600 (__________) = 1 9.) 3 csc 600 – ________ = 3

5.) (sin 300)(tan 450) + (tan 300)(sin 600) = ____ 10.) sin 450 (tan450 – cos 600) = _______

What I Have Learned

Think About This

1. What are the trigonometric ratios of special angles?
2. What are special angles in trigonometry?
3. How do you find the trigonometric ratios of special angles?

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 What I Can Do

WhereIn The RealWorld!

( House Repair)

After heavy winds brought by typhoon “ONDOY” damaged a house, worker placed a
brace against its side at 450 angle. The foot of the brace is 8 meters away from the base
of the house. Then, at the same spot on the ground, they placed a second longer brace
to make a 300 angle with the side of the house. Show the complete solution for each
question below.

a. How long is the longer

brace?
b. How long is the shorter
brace?
c. About how much higher
on the house does the longer
brace reach than the shorter
brace?
d. Find the six trigonometric
ratios of 300 and 450 angles.

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 Assessment

Multiple choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What is the exact value of sine 300 ?

1 2 3
a. b. c. d. 3
2 2 2

2. Which of the following is the value of cosine 450

1 2
a. b. c. 2 d. 2 2
2 2

3. The expression 2(sin 300 ) – tan 450 is equal to

a.0 b.1 c.2 d. – 1
4. Which of the following is a mnemonic used for remembering the equation of
the trigonometric ratios?
a. SAH- COH-TOA c. SOH-CAH-TAO
b. SOH-CAO-TAH d. SOH-CAH-TOA
5. What is the value of x?
a.3 b.3 2
c.6 d. 6 2

6. A kite held by 125 m of string makes an angle of elevation with the ground of 45 0 .
About how high is the kite above the ground?
a. 62.8 m b. 75.1 m c. 88.4 m d. 113.6m
7. If y = 20 cm and a = 40 cm, what is the measure of angle R?
a.300
b. 450
c.600
d.900

8. Which of the following will complete the equation 6 cos 45 0 + 3 sec 450 = _________?

a. 6 2 b. 6 3 c. 9 2 d. 24

9. Find the exact value of tan 600.

3 1 3
a. b. 3 c. d. `
3 2 2

10. Find the exact value of (sec 300 ) (cos 300 ) – (tan 600 ) (cot 600).

a. 3 b. 2 c. 1 d. 0

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 Answer Key

PRE-ASSESSMENT WHAT’S IN WHAT’S NEW

1. a 1. r = 10 2 sin 450 = 2 sin 300 =
1
sin 600 = 3
2 2 2
2. b t = 10 3 1
cos 300 = 2 cos 600 =
2
3. a 2. a = 6 2
cos 450 = 2
tan 600 = 3
4. d b=6 3 3
tan 450 = 1 tan 300 = 3 csc 600 = 2 3
5. b 3
3. o = 15 csc 450 = 2 csc 300 = 2 0
sec 60 = 2
6. c p = 15 0 2 3
sec 45 = 2 sec 300 = 3 cot 600 = 3
7. c 4. c = 5 3
cot 450 =1 cot 300 = 3
8. a r = 10
9. b 5. x = 28
10. d 14 3

WHAT’S MORE WHAT I HAVE LEARNED ASSESSMENT

1. sin 600 2. 0 Answers may vary. 1. d 6. c

1
3. 4. tan 300 2. a 7. a
2
7 3. a 8. b
5. 1 6.
4
4. d 9. a
7. tan 450 8. sec 450
5. c 10. b
0 2
9. cot 30 10.
4

WHAT I CAN DO

a. The longer brace is 16 feet long.

b. The shorter brace is 8 2 or 11.3 feet long.

c. The longer brace reach 5.9 feet higher than the shorter brace.

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References
Bryant, Merden L., et.al. (2014).Mathematics 9.Vibal Group, Inc.

Math 9 Worksheets. Retrieved from Carcar City Division

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For inquiries or feedback, please write or call:
Department of Education – Region VII – Central Visayas

Office Address: Department of Education – Carcar City Division

Learning Resources Management Section
P. Nellas St., Poblacion III, Carcar City, Cebu

Telefax: (032) 487- 8495

E-mail Address: carcarcitydivision@yahoo.com

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