St. Agnes Academy, Inc.

Legazpi City

Subject: Trigonometry
TOPIC: THE TRIGONOMETRIC RATIOS: SINE, COSINE, TANGENT, COTANGENT, SECANT,
COSECANT

Name of Student: ____________________

Grade and Section: ___________________
Name of Teacher: Ms. Charlene S. Galvez
Module Number: 6
Inclusive Date: January 18-29, 2021
Date of Submission: January 29, 2021
General Instruction:
This is a learning module intended to guide you in understanding the key concepts of
Trigonometric Ratios. Fun facts and vocabulary are provided for you to better understand the topic.
As you venture on this module, you have to answer process questions, activities, checkpoints, and
drills to test your understanding. Your answers must be written on the spaces provided. Be informed
that all of these are formative assessments which are recorded but not graded so it is okay to have
mistakes as long as you give your best. Also, don’t forget to answer the summative test. Give your
very best in answering it because it will be recorded under written works. At the end of the module,
be sure to accomplish the skills check and reflection. Do not forget to write your name and your
significant learning experience after finishing the module. Please also ask your parent/guardian to
write their remarks and suggestions. Thank you and have fun!
Content Standard: The learner demonstrates understanding of trigonometric ratios of special
angles.
Performance Standard: The learner is able to uphold integrity of creation by applying the basic
concepts of trigonometric ratios of special angles to formulate and solve real-life problems with
precision and accuracy.
Learning Competencies:
· illustrate the six trigonometric: sine, cosine, tangent, secant, cosecant, and cotangent
Specific Learning Objectives:
 define trigonometry through a concept map.
 illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and cotangent
through exploration.
 apply trigonometric ratios to solve the missing lengths of the right triangles through illustrative
examples.
 cite the importance of the topic in real life through an activity called Trigonome-Tree.
References/Links:
1|Trigonometry SLM-5 Pythagorean Theorem
McGraw-Hill OUR MATH Grade 9 (Ester Ortega, PhD, et.al, 2013)
Advanced Algebra, Trigonometry and Statistics; Patterns and Practicalities (Minni Rose C. Lapinid,
et.al,

INTRODUCTION
Have you ever wondered how towers and buildings were constructed? How do you determine the
distance traveled as well as the height of an airplane as it takes off? What about determining the height of the
mountain?

Did you know that we can do all these things even if we are not in the real place or situation? These
are just some of many real-world applications of trigonometry.

This module will help you understand how to use the concepts on triangle trigonometry in solving
different real-life problems involving right triangle.

QuickStart!

Day 1: INTRODUCTION TO TRIGONOMETRY

What comes to your mind when you hear the word “TRIGONOMETRY?” Through a concept
map, write at least five words which you think are related to the word “trigonometry”.

How was it? I hope you were able to answer the activity. Now, kindly read the Introduction to
TRIGONOMETRY
Trigonometry and take time to understand the importance of this topic.

2|Trigonometry SLM-5 Pythagorean Theorem

 Fun facts!

Introduction to Trigonometry
Trigonometry deals with the study of angles, triangles, and trigonometric functions. Trigonometry is
taken from the Greek words trigonon (triangle) and metria (measure), the word literally means triangle
measurement and the term came into use in the 17th century.
This study of triangles had enabled the Babylonians who lived more than 3 000 years ago to apply
certain basic rule relating to the sides and the angles of a triangle in survey, astronomy, and navigation. It
was the Greeks, however, who established these relationships in the form of ratios at about 150 B.C.
Hipparcus of Nicaea in Bithyna (190 BCE-120BCE), a Greek Astronomer and mathematician is considered
as the Father of Trigonometry. According to the Greek scholar Theon of Alexandria (335 CE-405 CE),
Hipparchus compiled a “table of chords” in a circle (a trigonometric table) in 12 books.

http://www.whoinventedfirst.com/who-invented-the-trigonometry/

You have just finished reading the history of trigonometry. We will tackle more about it in the
next activities.
Before we proceed to the discussion of the Trigonometric Ratios, I want you to be familiarized
in identifying the hypotenuse, opposite side, and adjacent side given the reference angle. Kindly do the
activity below.

Let’s Explore…
Refer to the given figure on the left side to complete the table.

Angle A is the Angle B is the

Reference Angle Reference Angle
Name the HYPOTENUSE c c

Name the OPPOSITE SIDE

Name the ADJACENT SIDE

Process Questions:
1. What do we mean by the “reference angle”? ______________________________________________

3|Trigonometry SLM-5 Pythagorean Theorem

 2. How did you determine the hypotenuse, opposite side, and adjacent side?
_________________________________________________________________________________
3. What do you notice about the hypotenuse of angle A and angle B? ____________________________
4. In our previous module, we discuss about the hypotenuse, what do we mean by this?
_________________________________________________________________________________
5. What is your definition of opposite side of a certain angle?
_________________________________________________________________________________
6. What about the definition of adjacent angle?
_________________________________________________________________________________

Answer Key:

Angle A is the Reference Angle B is the Reference

Angle Angle
Name the HYPOTENUSE c c
Name the OPPOSITE SIDE a b
Name the ADJACENT SIDE c a
Process Questions:
1. Reference Angle is the acute angle between the terminal arm/terminal side and the x-axis.
2. Answers may vary.
3. The same.
4. Hypotenuse is the longest side of the right triangle.
5. Opposite side is one of the legs of the triangle that is facing the reference angle.
6. Adjacent side is one of the legs of the triangle that is beside the reference angle.

Let’s Discuss…
Recall that a right triangle has one right angle and two acute angles. Opposite the right angle is
Were you able to understand the discussion? You might be wondering how important the new
the hypotenuse which is the longest side of the triangle.
concepts which we have discussed. You will know why in our next lesson. For now, kindly do Checkpoint
1.1 and Closure activity.

Checkpoint 1.1
Name the following:
In this module,
_______1. the sides of a right -angled triangle are given special names:
Hypotenuse Remember:
The hypotenuse, the opposite and the adjacent. Capital
The hypotenuse is M
opposite ∠ the longest side and is always opposite the right angle. letters are usually
_______2. Side a
The opposite and adjacent sides refer to another angle, other than the 90 ° . used to represent
_______3. Side adjacent to ∠ M the angles of the
triangles or their
_______4. Side opposite ∠ J measure. Lower

_______5. Side adjacent to ∠ J

A case letters are
used for the sides
opposite their
A respective angles.

Closure
What realization/s have you gained from the discussion about the introduction to trigonometry
especially 4on
| Titsr iimportance
g o n o m eint our
r y succeeding
S L M - 5 Plessons?
y t h a g oExpress
r e a n and
T h write
e o r eyour
m thoughts on the space
provided.
Let’s Explore: TRIANGLES OF DIFFERENT SIZES
This activity will help you recall the different concepts about triangles. This will also guide you to
define and illustrate the six trigonometric ratios.
Directions: Investigate the following triangles. Follow the procedure and answer the questions that follow.
Materials: ballpen/pencil, protractor, ruler, scientific calculator
Procedure:
1. Draw a right ∆ ABC with m ∠ A=52 °. Then, draw a larger right ∆≝¿ , where m ∠ D=52 °, and a
smaller right ∆ GHI , where m ∠ G=52 °. What relationship exists among these three triangles?

Day 2: TRIGONOMETRIC RATIOS

In this module, we shall study six special ratios, namely, the sine (pronounce as “sign”), cosine
(pronounced as “co-sign”, tangent (pronounced as “tan-gent”, cotangent, secant, and cosecant ratios, which
in general, are known as the trigonometric ratios.

When we use a ruler or tape measure to determine the thickness of a book, the length of a pen, the
height of a table, or the width of a classroom, we are making direct measurements.

2. InMeasure
some situations,
the seconddirectacute
measurements
angle in are eachdifficult,
of yourdangerous,
triangles.or What
even impossible to obtain.
do you notice? Why?For
example,________________________________________________________________________________
it is dangerous for you to climb up the school’s flagpole to measure its height. It is difficult and
dangerous to obtain the height of a cliff and it is impossible to measure the height of the highest peak in the
________________________________________________________________________________
world,
3. Mount
Use aEverest,
ruler to by direct measurement.
measure all the side lengths of your triangles to the nearest millimeter. Then find each
of the following ratios for all the three triangles:
The above
a. the ratioproblems
of the legcan be solved
opposite the 52by° angle
indirect
to measurements
the hypotenusewith the help of Trigonometry. It is a
powerfulb.toolthe
forratio
making indirect
of the measurement
leg adjacent to the 52of° distance or height.
angle to the It plays an important role in the field of
hypotenuse
surveying,
c. navigation,
the ratio ofengineering, and the
the leg opposite many 52other
° angle
branches
to the legof adjacent
physical science.
to it
Record your findings in the given table.

Measures In ∆ ABC In ∆≝¿ In ∆ GHI

Leg opposite the 52 ° angle
Leg adjacent to 52 °
Hypotenuse
legopposite the52 ° angle
hypotenuse
leg adjacent ¿ 52° angle ¿
hypotenuse
legopposite the52 ° angle
52 ° angle¿
leg adjacent ¿

4. What do you notice about the ratios across these triangles? Make a conjecture about the values of
these ratios for any right triangle when one of its acute angles is 52 °.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. Suppose two different right triangles have an acute angle that measures θ . Make a conjecture about
the ratios of their corresponding side lengths.
________________________________________________________________________________
________________________________________________________________________________
5|Trigonometry SLM-5 Pythagorean Theorem
 Good work! 👍 Now that you have finished doing the activity, you will understand more the concept
of six trigonometric series. Let’s discuss this now.
Fun facts!

The Six Trigonometric Ratios: Sine, Cosine, Tangent, Secant, Cosecant, Cotangent

As you have discovered in the Explore activity, by the AA Similarity theorem for triangles, all right
triangles with given acute angle measure are similar. That is,
∆ ABC ∆≝ ∆ GHI
Recall that for similar triangles, the length of corresponding sides is proportional. Thus, the first ratio,
legopposite the52 ° angle BC EF HI
hypotenuse
, gives an equivalent measure in all three triangles. That is, =
AB DE GH
= .
This ratio is named sine52 ° ≈ 0.79 . Note that the ratio is constant for the given angle regardless of the size
of the triangle. The same is true for the other two ratios. These three ratios are the primary trigonometric
ratios of 52 °, namely: sine, cosine, and tangent. The secondary trigonometric ratios are simply reciprocals
of the primary ratios. These ratios have also been given special names: secant, cosecant, and cotangent.

TABLE OF THE TRIGONOMETRIC RATIOS OF SINE, COSINE, TANGENT, COTANGENT,

SECANT, AND COSECANT

6|Trigonometry SLM-5 Pythagorean Theorem

 Now that you have finished understanding the six trigonometric ratios, let’s have some examples
and application of this topic.

Examples
Example 1 Find the values of trigonometric ratios of θ in the triangle.
Solution: Using the Pythagorean theorem, the hypotenuse r can be
computed as: c 2=a2+ b2
2 2 2
r =4 +3
2
r =16 +9
2
r =25
√ r 2=√ 25
r =5
From the definitions of the trigonometric ratios,
adjacent 3
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 4 cot θ= =
𝑠𝑖𝑛 𝜃 = = opposite 4
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 5
hypotenuse 5
sec θ= =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 3 adjacent 3
𝑐𝑜𝑠 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 5
hypotenuse 5
csc θ= =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 4 opposite 4
tan 𝜃 = =
STUDY TIP 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 3
TRY THIS
A mnemonic device for remembering the definition of the primary trigonometric ratios is:
Find the values of the trigonometric ratiosSOH-CAH-TOA
of α (read as “alpha”) in the given triangle in Example 1.
opposite leg
Where SOH is an acronym for sinθ= . (refer to the table for the others)
hypotenuse

WRITING MATH

In trigonometry, the letter of the vertex of the angle is often used to represent the
measure of that angle. For example, the sine of A is written as sin A.

SPEAKING MATHEMATICALLY

Trigonometric ratio Read as

sin θ sine theta
cos θ cosine theta
tanθ tangent theta
cot θ cotangent theta
Answer Key: TRY THIS sec θ secant theta
csc θ cosecant theta
opposite 3 adjacent 4 opposite 3
sin α = = cos α= = toa α= =
hypotenuse 5 hypotenuse 5 adjacent 4

adjacent 4 hypotenuse 5 hypotenuse 5

cot α = = sec α= = csc α= =
7 | T opposite
rigonom 3 e t r y S L M - 5 adjacent
P y t h a g o4r e a n T h e o ropposite
em 3
 You have just learned how to determine the six trigonometric ratios given the angle of
reference. I hope you were able to process it. This time, let us discuss how to solve for the unknown
length of a certain side of the right triangle and how to use the calculator to find the trigonometric

Let’s Discuss…
Solving the Missing Parts of a Right Triangle
Example 1. Determine the equation or formula to find a missing part of the triangle.

Example 2. Solve for a given the figure below.

8|Trigonometry SLM-5 Pythagorean Theorem

TRY THIS:
Solve for c given the figure on Example 2.

Answer Key:
10.6
c=
sin 67 °

Using the Calculator to find the Trigonometric Ratios

As you observed on our previous discussions, the values of the trigonometric ratios for any
particular angle are constant, regardless of the length of the sides. These values can be found using a
calculator. Also, you can use a calculator to find an angle when you are given a trigonometric ratio.
Example: To find the value of sin 38 ° , ensure that your calculator is operating in degrees.
Solution:
Press sin 38 = 0.6156614753
The calculator should give sin 38 °=0.62 (round to two decimal places)

Let us try to simplify our answers on the previous discussion.

Example 1.
a. s=12cos 53 °
Press 12 cos 53 = 7.221780278
The calculator should give 12 cos 53 °=7.22 (round to two decimal places)
Do the answer for letter b using your calculator. Write the answer on the space provided

b. 12 sin 53°=¿ ¿
Example 2.

10.6
a. a=
tan 67 °
Press 10.6 ÷ tan 67 = 4.499433052
10.6
The calculator should give =4.50 (round to two decimal places)
tan 67 °
Do the answer for letter b using your calculator. Write the answer on the space provided.
10.6
b. c= =¿
sin 67 ° ¿
Answer Key:
Example 1.b = 9.58 Example 2.b = 11.52

9|Trigonometry SLM-5 Pythagorean Theorem

 Wow! 👏 We are now done with our lesson in this module. Please bear in mind that this topic is very
essential in our succeeding topics. Now, to deepen your knowledge about our lesson, kindly do the drill.

Drill

My Working Space for numbers 2-3

opposite
Example: 1. Using SOH, sinA=
adjacent
a
sin 15 °=
c
a
sin 15 °=
77
sin15 °
a=
77
a=3.36

My Working Space for numbers 4-6

Answer Key: Drill

Verify your answer through
13 13
an answer key on the right side. 2.TOA, b= =3.24 5. CAH, c= =13.52
tan 76 ° cos 16 °
Well done! 👍
10 11
3. SOH, c= =13.25 6. SOH, c= =33.79
Now, kindly do the activity sin 49 ° sin 19 °
for values integration.
21.2
4. TOA, b= =7.30
tan 71°
10 | T r i g o n o m e t r y S L M - 5 P y t h a g o r e a n T h e o r e m
Values Integration: Trigonome-Tree
1. Look for a tree in outside of your house then find its height using a trigonometric ratio. You can
also ask help to your family member. If there is no available tree around your house, you can
also find the height of your house, your fence, or maybe a building near your house.
2. Draw an illustration.
3. Write a paragraph explaining how the height of the tree was computed.
4. Determine the other trigonometric ratios.
5. What learning have you discovered in doing the activity? Would you be able to use this in your
life? How and why?

Day 3
Are you now ready? Thank you for doing your best in accomplishing this module. I am proud of
you. Now, kindly reflect and assess your learnings
Skills by doing the Proficient
Advanced Skills Check. Progressing Beginning

· I know the six trigonometric ratios.

· I can identify the six trigonometric ratios in
a right triangle given the reference
angle

· I can apply trigonometric ratios to solve

the missing lengths of the right
triangles

Skills Check

Congratulations for reaching this part of our module.

The 11 | T r i g oassessment
summative n o m e t r ywill
S Ldetermine
M - 5 P y if
t hyou
a g really
o r e a understood
n T h e o r ethe
m lesson. Please be honest in
answering this so I can have an authentic evidence of what you have learned in this module. I know you will
Summative Assessment
Enrichment/Remediation
A. Use ∆ ABC to find each trigonometric ratio.

1. sin A 4. csc B
2. sin B 5. tan B
3. cos A 6. sec A

B. Use your scientific calculator to find the following trigonometric ratios.

7. cos 10 °=¿ ¿ 8. tan78 ° =¿ ¿

C. Solve for x and y.

12 | T r i g o n o m e t r y S L M - 5 P y t h a g o r e a n T h e o r e m
 If you still need more examples or activities, you may get your textbook in Geometry (Third
Year Dynamic Mathematics Series Geometry) and turn on page 357-361. Try to answer You Try It
and Set A (A-C). This is just to ensure if you understand clearly the lesson. You can do this on your
math notebook.

Teacher’s Remarks

Prepared by: Checked by: Noted by:

Ms. Charlene S. Galvez Mrs. Jennifer B. de Leon Ms. Joan C. Alejo

Teacher Coordinator Academic Coordinator

MY SIGNIFICANT LEARNING EXPERIENCE

In this module, I have learned that____________________________________________________

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Student’s Signature over printed name

PARENTS’ REMARKS AND SUGGESTIONS

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_____________________________________
Parent’s/Guardian's Signature over Printed Name

13 | T r i g o n o m e t r y S L M - 5 P y t h a g o r e a n T h e o r e m