Name ___________________ Date: ____________ Precalculus Honors: Trig Functions

Directions: Complete each of the following activities in your small groups. Please do not move onto the next
activity until you have made a good effort at the current activity.

Activity 1: Constructing & Understanding the Unit Circle

● Using your protractor, measure and label the angle that each of the radii in quadrant I make with the
x-axis. Be sure to include both degrees and the equivalent radians in your label.
● Once you have measured each angle in quadrant I, use your geometric knowledge to label the remaining
angles with the degrees and equivalent radians that they are counterclockwise from the (1, 0) vector.
Check your calculations with your small group.
Now, use your knowledge of SOH-CAH-TOA to fill in the following table. While the table only asks you to
calculate a few, you should be able to calculate the sine and cosine of every angle on the unit circle.

θ 𝑠𝑖𝑛 (θ) 𝑐𝑜𝑠 (θ) 1. What do you notice about the relationship between the sine
of an angle and the (x, y) coordinates of where that angle
0 intersects the unit circle?

π
6

π
3
2. What do you notice about the relationship between the cosine
π
2 of an angle and the (x, y) coordinates of where that angle
intersects the unit circle?
3π
4

4π
3 3. Based on your answers to the above, why is knowing the unit
circle so helpful for working with trig identities?
3π
2

11π
6

4. Do you notice anything about the relationship between 𝑠𝑖𝑛(θ) and 𝑐𝑜𝑠(θ) for an arbitrary angle θ?
How might you write 𝑠𝑖𝑛(θ) in terms of 𝑐𝑜𝑠(θ) or vice versa?
π π
(Hint: It might help to consider the relationship between the 𝑠𝑖𝑛( 6 ) and cosine of 𝑐𝑜𝑠( 3 )
specifically, for example).

** Before moving on, check-in with the teacher to ensure that you understand the relationship between sine
and cosine function values and the unit circle. If necessary, we will do a full class check-in.
 Activity 2: Discovering the Sine and Cosine Function Parent Graphs

You should have discovered in the previous activity that the sine of a particular angle corresponds to the
y-coordinate of this angle’s intersection with the unit circle, and the cosine of a particular angle corresponds to
the x-coordinate of this angle’s intersection with the unit circle. In this activity, you will use this knowledge to
discover what the parent graphs of the sine and cosine functions look like.

● Divide your group in two so that half of you are working with the sine function and half of you are
working with the cosine function.
● At the top of your spaghetti graph axes (on the following page), write “Sine Parent Function” or “Cosine
Parent Function” based on the function that you are working on.

For those graphing the sine function:

● Break a piece of spaghetti the length of the vertical leg of the triangle formed by dropping the
π
perpendicular to the x-axis at the 6
(30°) angle on your unit circle. This triangle appears in light grey on
your unit circle.
π
● Tape this piece of spaghetti upright on your spaghetti graph at the 6
mark on your x-axis.
● Repeat the two above steps for all of the angles you have marked on your unit circle.
○ Note: Sine values corresponding to angles in the top half (quadrants I and II) of your unit circle
are positive, and sine values in the bottom half (quadrants III and IV) of your unit circle are
negative. You should tape your spaghetti so that it points up (above the x-axis) for positive sine
values and points down (below the x-axis) for negative sine values.
● As you create your spaghetti sine graph, consider the following: What is 𝑠𝑖𝑛(0)? What is 𝑠𝑖𝑛(π)? How
should you represent these values on your spaghetti sine graph?
● Once you have pasted you spaghetti for all unit circle angles 0 to 2π, use a pencil to draw a smooth
curve connecting the tips of your pieces of spaghetti. This is the graph of 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) over [0, 2π].

For those graphing the cosine function:

● Break a piece of spaghetti the length of the horizontal leg of the triangle formed by dropping the
π
perpendicular to the x-axis at the 6
(30°) angle on your unit circle. This triangle appears in light grey on
your unit circle.
π
● On your graph, tape this piece of spaghetti upright on your graph at the 6
mark on your x-axis.
● Repeat the two above steps for all of the angles you have marked on your unit circle.
○ Note: Cosine values corresponding to angles in the right half (quadrants I and IV) of your unit
circle are positive, and cosine values in the bottom half (quadrants II and III) of your unit circle
are negative. You should tape your spaghetti so that it points up (above the x-axis) for positive
cosine values and points down (below the x-axis) for negative cosine values.
π 3π
● As you create your spaghetti cosine graph, consider the following: What is 𝑐𝑜𝑠( 2 )? What is 𝑐𝑜𝑠( 2
)?
How should you represent these values on your spaghetti cosine graph?
● Once you have pasted you spaghetti for all unit circle angles 0 to 2π, use a pencil to draw a smooth
curve connecting the tips of your pieces of spaghetti. This is the graph of 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥) over [0, 2π].
 1. What do you think will happen if we continue the graph to the left and right? How can you explain this
behavior?
π
(Hint: Look back at your unit circle. Where would you place the angle − 6
? Where would you place
13π
the angle 6
?

2. Based on the question above, how would you describe the domain of 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) or 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥)
?
(Note: These trig functions have the same domain, so everyone in your group should have the same
answer.)

3. Based on the graph you constructed, how would you describe the range of 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) or
𝑓(𝑥) = 𝑐𝑜𝑠(𝑥)?
(Note: These trig functions have the same range, so everyone in your group should have the same
answer.)

4. Compare the sine and cosine parent functions that you and your group members constructed. Do you
notice any relationships between the graphs of 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) and the graph of 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥)? Try to
think of at least two ways that the functions can be written as transformations of each other.
(Hint: Think back to any relationships you identified in question 4 from Activity 1. It may also help to
sketch the graph of 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) in pencil on your group’s graph of 𝑓(𝑥) = 𝑐𝑜𝑠(𝑥) and vice versa).

** Before moving on, check-in with the teacher to ensure that you have correctly graphed and described the
graphs of the sine and cosine parent functions. If necessary, we will do a full class check-in.
 Activity 3: Discovering Reciprocal Identities (Secant and Cosecant Function Graphs)
1
1. The cosecant function, 𝑓(𝑥) = 𝑐𝑠𝑐(𝑥) is defined by 𝑐𝑠𝑐 (𝑥) = 𝑠𝑖𝑛(𝑥)
.
a. Based only on the shape of your group’s 𝑓(𝑥) = 𝑠𝑖𝑛(𝑥) graph and without doing any formal
calculations, sketch what you think the cosecant parent function looks like below:

b. Please explain your thinking behind the sketch you drew of the function 𝑓(𝑥) = 𝑐𝑠𝑐(𝑥).

c. What is the domain of 𝑓(𝑥) = 𝑐𝑠𝑐(𝑥)? What is the range of 𝑓(𝑥) = 𝑐𝑠𝑐(𝑥)? How did you
determine the domain and range?
 1
2. The secant function, 𝑓(𝑥) = 𝑠𝑒𝑐(𝑥) is defined by 𝑠𝑒𝑐(𝑥) = 𝑐𝑜𝑠(𝑥)
.
a. Based on your thinking about the graph of 𝑓(𝑥) = 𝑐𝑠𝑐(𝑥), what predictions do you have about
what the graph of 𝑓(𝑥) = 𝑠𝑒𝑐(𝑥) will look like?

b. Based only on the graphs that you have already constructed and without doing any formal
calculations, sketch what you think the secant parent function looks like below:

c. Please explain your thinking behind the sketch you drew of the function 𝑓(𝑥) = 𝑠𝑒𝑐(𝑥).

d. What is the domain of 𝑓(𝑥) = 𝑠𝑒𝑐(𝑥)? What is the range of 𝑓(𝑥) = 𝑠𝑒𝑐(𝑥)? How did you
determine the domain and range?
 3. Do you notice any relationships between the graphs of 𝑓(𝑥) = 𝑐𝑠𝑐(𝑥) and 𝑓(𝑥) = 𝑠𝑒𝑐(𝑥)? How might
you write these functions as transformations of one another?

Next class, we will discuss additional trigonometric relationships (trig identities) and define the tangent and
cotangent parent functions. If you finish early, feel free to make predictions about each of these functions and
their graphs below. We will also review all of the trig functions and discuss transformations between them.