11

Pre – Calculus
Module 2 (First Semester – Finals)
Mathematical Induction and Trigonometry
SHS – Science, Technology, Engineering, and
Mathematics

NAME
GRADE & SECTION
GRADE FOR FINALS

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
TABLE OF CONTENTS
MODULE 2 – Mathematical Induction and Trigonometry
First Semester (Finals)

UNIT 2: Series and Mathematical Induction

Lesson 2: Mathematical Induction

Pre-test
Objectives
Discussion
Evaluation

Lesson 3: Binomial Theorem

Pre-test
Objectives
Discussion
Evaluation

UNIT 3: Circular Functions

Lesson 1: Angles and Angle Measurement

Pre-test
Objectives
Discussion
Evaluation

Lesson 2: Unit Circle

Pre-test
Objectives
Discussion
Evaluation

Lesson 3: Circular Function

Pre-test
Objectives
Discussion
Evaluation

UNIT 4: Trigonometry

Lesson 1: Trigonometric Identities

Pre-test
Objectives
Discussion
Evaluation

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Unit 2: Series and Mathematical Induction

Lesson 2: Mathematical Induction

Pre – Test
Multiple Choice. Encircle the letter of the best answer.
1. It is a technique for proving results or establishing statements for natural
numbers.
a. Series and Sequence c. Binomial Theorem
b. Mathematical Induction d. Sigma Notation
2. The notation for consecutive integers.
a. (𝑛 + 𝑘 ) c. (𝑛 + 2)
b. (2𝑛 + 1) d. (𝑛 + 1)
3. Notation for consecutive even integers.
a. (2𝑛 + 2) c. (𝑛 + 2)
b. (2𝑛 + 1) d. (𝑛 + 1)
4. Notation for consecutive odd integers.
a. (2𝑛 + 2) c. (𝑛 + 2)
b. (2𝑛 + 1) d. (𝑛 + 1)
5. Sum of all consecutive odd integers.
a. 𝑆𝑛 = 𝑛(𝑛 + 2) c. 𝑆𝑛 = 𝑛(𝑛 + 1)
𝑛 𝑛
(
b. 𝑆𝑛 = 2 𝑛 + 2 ) d. 𝑆𝑛 = 2 (𝑛 + 1)

Objectives
At the end of the lesson, the student is able to:
1. illustrate the Principle of Mathematical Induction; and
2. apply mathematical induction in proving identities.

Definition

The Principle of Mathematical Induction is often compared to climbing an

infinite staircase. First, you need to be able to climb up to the first step. Second,
if you are on any step (𝑛 = 𝑘), you must be able to climb up to the next step
(𝑛 = 𝑘 + 1). If you can do these two things, then you will be able to climb up
the infinite staircase.

Mathematical induction is a principle for proving certain mathematical

theorems, proposition, or formula. It is a technique used to establish a given
mathematical statement for all natural numbers. A form of direct proof,
mathematical induction involves two parts;

1. Base Case. This part aims to prove that the given statement holds for
𝑛 = 1.
2. Inductive Step. This part aims that if the given statement holds for
some natural number 𝑛, then it implies the statement is also true for
the succeeding natural number 𝑛 + 1.

Another analogy of the Principle of Mathematical Induction that is used is

toppling an infinite line of standing dominoes., that is, dominoes are aligned and
erected, so that when the first one falls, the next domino will follow to fall.
Consequently, if the second domino falls, the third will follow to fall, and so on.

Example 1
Prove that the sum of the first 𝑛 consecutive positive integers is equal to
1
𝑛(𝑛 + 1).
2

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Proof
Part I. Prove that the identity is true for 𝑛 = 1.
1
1 + 2 + 3 + ⋯+ 𝑛 = 𝑛(𝑛 + 1)
2
For the statement to be true, it must true for 𝑛 = 1, the smallest element of
the set of positive integers.
If 𝑛 = 1, the statement becomes
1
1 = (1)(1 + 1)
2
1
1 = (2)
2
1 = 1.
Hence, the formula is true for 𝑛 = 1.

For the statement to be true, it must be also true for 𝑛 = 2,3,4 ….

If 𝑛 = 2, the statement becomes
1
1 + 2 = (2)(2 + 1)
2
1
3 = (6)
2
3 = 3.
Hence, the formula is true 𝑛 = 2.

If 𝑛 = 3, the statement becomes

1
1 + 2 + 3 = (3)(3 + 1)
2
1
6 = (12)
2
6 = 6.
Hence, the formula is true 𝑛 = 2

Part II. Assume that the formula is true for 𝑛 = 𝑘 ≥ 1:

𝑘(𝑘 + 1)
1 + 2 + 3 + ⋯+ 𝑘 =
2
To complete the proof, show that the statement is also true for the next
value which is 𝑛 = 𝑘 + 1.

1
1 + 2 + 3 + ⋯ + 𝑘 + (𝑘 + 1) = 𝑘 (𝑘 + 1) + (𝑘 + 1)
2
1
1 + 2 + 3 + ⋯ + 𝑘 + (𝑘 + 1) = (𝑘 + 1) ( 𝑘 + 1)
2
𝑘+2
1 + 2 + 3 + ⋯ + 𝑘 + (𝑘 + 1) = (𝑘 + 1) ( )
2
1
1 + 2 + 3 + ⋯ + 𝑘 + (𝑘 + 1) = (𝑘 + 1)(𝑘 + 2)
2
1
1 + 2 + 3 + ⋯ + 𝑘 + (𝑘 + 1) = (𝑘 + 1)[(𝑘 + 1) + 1]
2
The last expression is exactly what will be obtained if 𝑛 is replaced by 𝑘 +
1 is the first part of proving.
1
1 + 2 + 3 + ⋯ + 𝑛 = 𝑛(𝑛 + 1)
2
1
1 + 2 + 3 + ⋯ + (𝑘 + 1) = (𝑘 + 1)[(𝑘 + 1) + 1]
2
Since the equation is true for 𝑛 = 1, it follows (from Part II) that it must be
also true for 𝑛 = 1 + 1 = 2. By repeatedly applying Part II, the statement holds for
the positive integer 𝑛 = 3,4, ….

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Example 2
Prove that the sum of the first 𝑛 positive odd numbers is 𝑛2 .
Proof
Part I. To prove 1 + 3 + 5 + ⋯ + (2𝑛 − 1) = 𝑛2 .
If 𝑛 = 1,
1 = 12
1 = 1.

If 𝑛 = 2,
1 + 3 = 22
4 = 4.

If 𝑛 = 3,
1 + 3 + 5 = 32
9 = 9.

Part II. To prove 1 + 3 + 5 + ⋯ + (2𝑘 − 1) = 𝑘 2 .

The next odd integer to 2𝑘 − 1 is (2𝑘 − 1) + 2 = (2𝑘 + 1).
Add this both sides
1 + 3 + 5 + ⋯ + (2𝑘 − 1) + (2𝑘 + 1) = 𝑘 2 + (2𝑘 + 1)
1 + 3 + 5 + ⋯ + (2𝑘 − 1) + (2𝑘 + 1) = 𝑘 2 + 2𝑘 + 1
1 + 3 + 5 + ⋯ + (2𝑘 − 1) + (2𝑘 + 1) = (𝑘 + 1)2

By substituting 𝑛 = 𝑘 + 1 to the original expression 1 + 3 + 5 + ⋯ + (2𝑛 − 1) =

𝑛2 yields 1 + 3 + 5 + ⋯ + [2(𝑘 + 1) − 1] = (𝑘 + 1)2 .
This is exactly the same expression obtained in Part II.
Exercise
Use mathematical induction to show that each equation in 𝑛 is true for all
positive integers.
1. 7 + 13 + 19 + ⋯ + (6𝑛 + 1) = 𝑛(3𝑛 + 4)
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

2. 3 + 7 + 11 + ⋯ + (4𝑛 − 1) = 𝑛(2𝑛 + 1)
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

3. 1 + 5 + 9 + ⋯ + (4𝑛 + 3) = 𝑛(2𝑛 − 1)
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

4. 5 + 9 + 13 + ⋯ + (4𝑛 + 1) = 𝑛(2𝑛 + 3)
___________________________________________
___________________________________________
___________________________________________
___________________________________________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
𝑛
5. 1 + 4 + 7 + ⋯ + (3𝑛 − 2) = (3𝑛 − 1)
2
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Lesson 3: Binomial Theorem

Pre – Test
Multiple Choice. Encircle the letter of the best answer.
1. It is a polynomial with two terms.
a. Linear c. Trinomial
b. Binomial d. Polynomial

2. (𝑎 + 𝑏)2 = (𝑎 + 𝑏)(𝑎 + 𝑏), what method is used?

a. Squaring Binomial c. Identity
b. Foil d. Squaring Trinomial

3. It is a non-self-evident statement that has been proven to be true, either

on the basis of generally accepted statements such as axioms or on the
basis of previously established statements.
a. Hypothesis c. Assumption
b. Logic d. Theorem

4. True or False. Any terms with an exponent of 0 is 0.

a. True b. False

5. It is a mathematical technique that determines the number of possible

arrangements in a collection of items where the order of the selection
does not matter.
a. Probability c. Combination
b. Statistics d. Permutation

Objectives
At the end of the lesson, the student is able to:
1. illustrate Pascal’s triangle in the expansion of (𝑥 + 𝑦)𝑛 for small positive
integral values of 𝑛;
2. prove Binomial Theorem;
3. determine any term of (𝑥 + 𝑦)𝑛 , where 𝑛 is a positive integer, without
expanding; and
4. solve problems using mathematical induction and the binomial theorem.

Pascal’s Triangle and the Concept of Combination

Consider the following powers of 𝑎 + 𝑏:

(𝑎 + 𝑏)1 = 𝑎 + 𝑏
(𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏2
(𝑎 + 𝑏)3 = 𝑎3 + 3𝑎2 𝑏 + 3𝑎𝑏2 + 𝑏3
(𝑎 + 𝑏)4 = 𝑎4 + 4𝑎3 𝑏 + 6𝑎2 𝑏2 + 4𝑎𝑏3 + 𝑏4
(𝑎 + 𝑏)5 = 𝑎5 + 5𝑎4 𝑏 + 10𝑎3 𝑏2 + 10𝑎2 𝑏3 + 5𝑎𝑏4 + 𝑏5

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
We list down the coefficients of each expansion in a triangular array as follows:

𝑛 = 1: 1 1
𝑛 = 2: 1 2 1
𝑛 = 3: 1 3 3 1
𝑛 = 4: 1 4 6 4 1
𝑛 = 5: 1 5 10 10 5 1

The preceding triangular array of numbers is part of what is called the

Pascal’s
Triangle. Named after the French mathematician Blaise Pascal (1623-1662),
some
properties of the Triangle are the following:

(1) Each row begins and ends with 1.

(2) Each row has 𝑛 + 1 numbers.
(3) The second and second to the last number of each row correspond to the
row number.
(4) There is symmetry of the numbers in each row.
(5) The number of entries in a row is one more than the row number (or one
more than the number of entries in the preceding row).
(6) Every middle number after first row is the sum of the two numbers above
it.

It is the last statement which is useful in constructing the succeeding rows of the
triangle.
Example 1.a. Use the Pascal’s Triangle to expand (2𝑥 − 3𝑦)5
Solution: We use the coefficients in the fifth row of the Pascal’s Triangle.
(2𝑥 − 3𝑦)5 = (2𝑥 )5 + 5(2𝑥 )4 (−3𝑦) + 10(2𝑥 )3 (−3𝑦)2 + 10(2𝑥 )2 (−3𝑦)3
+ 5(2𝑥)(−3𝑦)4 + (−3𝑦)5
(2𝑥 − 3𝑦)5 = (32𝑥 5 ) + 5(16𝑥 4 )(−3𝑦) + 10(8𝑥 3 )(9𝑦 2 ) + 10(4𝑥 2 )(−27𝑦 3 )
+ 5(2𝑥)(81𝑦 4 ) + (−243𝑦 5 )
(2𝑥 − 3𝑦)5 = 32𝑥 5 − 240𝑥 4 𝑦 + 720𝑥 3 𝑦 2 − 1080𝑥 2 𝑦 3 + 180𝑥𝑦 4 −243𝑦 5

Example 1.b. Use the Pascal’s Triangle to expand (𝑎 + 𝑏)8

Solution: We start with the sixths row.

𝑛 = 5: 1 5 10 10 5 1
𝑛 = 6: 1 6 15 20 15 6 1
𝑛 = 7: 1 7 21 35 35 21 7 1
𝑛 = 8: 1 8 28 56 70 56 28 8 1

(𝑎 + 𝑏)8 = 𝑎8 + 8𝑎7 𝑏 + 28𝑎5 𝑏2 + 56𝑎5 𝑏3 + 70𝑎4 𝑏4 + 56𝑎3 𝑏5 + 28𝑎2 𝑏6 + 8𝑎𝑏 7

+ 𝑏8

As we observe that, for each n, the expansion of (𝑎 + 𝑏)𝑛 starts with 𝑎𝑛 and the
exponent of 𝑎 in the succeeding terms decreases by 1, while the exponent of b
increases by 1. This observation will be shown to be true in general.

Review Combination
𝑛
Recall that 𝐶 (𝑛, 𝑘 ) or ( ) counts the number of ways of choosing 𝑘 objects from
𝑘
a set of 𝑛 objects.
Rules:
1. 𝐶 (𝑛, 0) = 𝐶 (𝑛, 𝑛) = 1;
2. 𝐶 (𝑛, 1) = 𝐶 (𝑛, 𝑛 − 1) = 𝑛; and
3. 𝐶 (𝑛, 𝑘 ) = 𝐶 (𝑛, 𝑛 − 𝑘 ).

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
General formula for the number of combinations of 𝑛 objects taken 𝑘 at a time:

𝑛 𝑛!
𝐶 (𝑛, 𝑘 ) = ( ) =
𝑘 𝑘! (𝑛 − 𝑘 )!
where 0! = 1, and for every positive 𝑛, 𝑛! = 1.2.3 … 𝑛.

5
Example 2.a. Compute ( )
3
5 5! 5! 5.4.3.2.1 120
Solution: ( ) = 3!(5−3)! = 3!2! = (3.2.1)(2.1) = 12 = 10
3

8
Example 2.b. Compute ( )
5
8 8! 8! 8.7.6.5.4.3.2.1 40320
Solution: ( ) = 5!(8−5)! = 5!3! = (5.4.3.2.1)(3.2.1) = 720 = 56
5

Binomial Theorem
If 𝑛 is a positive integer, then
𝑛
𝑛
(𝑎 + 𝑏) = ∑ ( ) 𝑎𝑛−𝑖 𝑏𝑖
𝑛
𝑖
𝑖=0

Example 3.a. Use the Binomial Theorem to solve for (𝑥 + 𝑦)5

Solution:
5
5 5 5 5 5
(𝑥 + 𝑦)5 = ∑ ( ) 𝑥 5−0 𝑦 0 + ( ) 𝑥 5−1 𝑦 1 + ( ) 𝑥 5−2 𝑦 2 + ( ) 𝑥 5−3 𝑦 3 + ( ) 𝑥 5−4 𝑦 4
0 1 2 3 4
𝑖=0
5
+ ( ) 𝑥 5−5 𝑦 5
5
(𝑥 + 𝑦)5 = 1𝑥 5 + 5𝑥 4 𝑦 1 + 10𝑥 3 𝑦 2 + 10𝑥 2 𝑦 3 + 5𝑥 1 𝑦 4 + 1𝑥 0 𝑦 5
(𝑥 + 𝑦)5 = 𝑥 5 + 5𝑥 4 𝑦 + 10𝑥 3 𝑦 2 + 10𝑥 2 𝑦 3 + 5𝑥𝑦 4 + 𝑦 5

Example 3.b. Use the Binomial Theorem to solve for (𝑥 + 2)5

Solution:
5
5 5 5 5 5
(𝑥 + 2)5 = ∑ ( ) 𝑥 5−0 20 + ( ) 𝑥 5−1 21 + ( ) 𝑥 5−2 22 + ( ) 𝑥 5−3 23 + ( ) 𝑥 5−4 24
0 1 2 3 4
𝑖=0
5
+ ( ) 𝑥 5−5 25
5
(𝑥 + 2)5 = 1𝑥 5 + 5𝑥 4 (2)1 + 10𝑥 3 (2)2 + 10𝑥 2 (2)3 + 5𝑥 1 (2)4 + 1𝑥 0 (2)5
(𝑥 + 2)5 = 𝑥 5 + 5𝑥 4 (2) + 10𝑥 3 (4) + 10𝑥 2 (8) + 5𝑥 (16) + 32
(𝑥 + 2)5 = 𝑥 5 + 10𝑥 4 + 40𝑥 3 + 80𝑥 2 + 80𝑥 + 32

Example 3.c. Use the Binomial Theorem to solve for (2𝑥 − 1)6
Solution:
6
6 6 6
(2𝑥 − 1) = ∑ ( ) (2𝑥 )6−0 (−1)0 + ( ) (2𝑥 )6−1 (−1)1 + ( ) (2𝑥 )6−2 (−1)2
6
0 1 2
𝑖=0
6 6 6
+ ( ) (2𝑥 )6−3 (−1)3 + ( ) (2𝑥 )6−4 (−1)4 + ( ) (2𝑥 )6−5 (−1)5
3 4 5
6 ( )6−6 ( )6
+ ( ) 2𝑥 −1
6
(2𝑥 − 1)6 = 1(2𝑥)6 (1) + 6(2𝑥)5 (−1) + 15(2𝑥 )4 (1) + 20(2𝑥 )3 (−1) + 15(2𝑥)2 (1)
+ 6(2𝑥)1 (−1) + 1(2𝑥 )0 (1)
(2𝑥 − 1)6 = (2𝑥)6 − 6(2𝑥)5 + 15(2𝑥 )4 − 20(2𝑥 )3 + 15(2𝑥)2 − 6(2𝑥)1 + 1
(2𝑥 − 1)6 = 64𝑥 6 − 192𝑥 5 + 240𝑥 4 − 160𝑥 3 + 60𝑥 2 − 12𝑥 + 1

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Example 3.d. Solve for the fifth term in the expansion of (2𝑥 − 𝑦)20.
Solution:
20
( ) (2𝑥)20−4(−𝑦)4
4
(4845)(2𝑥 )16 (𝑦 4 )
(4845)(65536𝑥 16 )(𝑦 4 )
317521920𝑥 16 𝑦 4

𝑥 8
Example 3.e. Solve for the middle term in the expansion of (2 + 3𝑦) .
Solution:
8 𝑥
( ) ( )8−4 (3𝑦)4
4 2
𝑥 4
(70) ( ) (81𝑦 4 )
2
𝑥4
(70)( )(81𝑦 4 )
4
5670𝑥 4 𝑦 4 2835𝑥 4 𝑦 4
=
4 2

Exercises
A. Give the number of terms in the expansion of each.

1. (𝑥 + 2)9
_______________________
2. (𝑥 − 3)14
_______________________
3. (3𝑥 + 1)10
_______________________
4. (4 − 3𝑦)11
_______________________
2𝑥
5. ( + √𝑦)19
3
_______________________
1 3
6. (5𝑎 − 4)
_______________________
7. (3 − √𝑎)23
_______________________
8. (4𝑥 − 3𝑦)33
_______________________
9. (6𝑎 − 2𝑏)12
_______________________
10. (7𝑎 + 7𝑏)25
_______________________

B. Give the value of the following.

1. 5!
_______________________
2. 20!
_______________________
8
3. ( )
5
_______________________
33!
4. 25!
_______________________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
11
5. ( )
6
_______________________

C. Expand then simplify.

1. (𝑥 + 1)8
_____________________________________

2. (𝑥 + 2)7
_____________________________________

3. (2𝑥 + 3)5
_____________________________________

4. (2𝑥 + 3𝑦)6
_____________________________________
3 𝑥
5. (𝑥 − 3)8
_____________________________________

6. (𝑥 + 1)6
_____________________________________

7. (𝑥 − 3)5
_________________________________
_____________________________________

8. (2𝑥 − 1)6
_____________________________________

9. (3𝑥 + 2𝑦)5
_____________________________________
1
10. (2 − 𝑥 2 )7
_____________________________________

D. Find the indicated term in simplified form.

1. (2𝑥 − 3)10 , 5𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________

2. (3𝑥 − 2𝑦)10 , 5𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________

3. (2𝑦 + 1)11 , 8𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________
𝑥
4. (2 + 2)8 , 𝑚𝑖𝑑𝑑𝑙𝑒 𝑡𝑒𝑟𝑚
_____________________________________

5. (𝑥 + 3)8 , 7𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
6. (𝑥 − 4)8 , 7𝑡ℎ 𝑡𝑒𝑟𝑚
_____________________________________

7. (2𝑥 + 𝑦)9 , 6𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________

8. (2𝑥𝑦 − 1)9 , 6𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________

9. (𝑥 2 + 2𝑦)11 , 8𝑡ℎ 𝑡𝑒𝑟𝑚

_____________________________________
2
10. (𝑥 − 𝑥)12, 𝑡𝑒𝑟𝑚 𝑓𝑟𝑒𝑒 𝑜𝑓 𝑥
_____________________________________

Unit 3: Circular Functions

Pre – Test
Multiple Choice. Encircle the letter of the best answer.
1. A circle with center at origin and a radius of 1 is called _______________.
a. point circle c. circle
b. unit circle d. ellipse

2. Circular functions are also called ____________________, and the study

of circular functions is called trigonometry.
a. rational functions c. exponential equations
b. trigonometric identities d. trigonometric functions

3. The functions describing the horizontal and vertical positions of a point on

a circle as a function of angle (cosine and sine) and those functions
derived from them EXCEPT;
1
a. 𝑐𝑜𝑠𝑥 = 𝑥 c. 𝑠𝑒𝑐𝑥 =
𝑐𝑜𝑠𝑥
𝑠𝑖𝑛𝑥 1
b. 𝑡𝑎𝑛𝑥 = 𝑐𝑜𝑠𝑥 d. 𝑐𝑠𝑐𝑥 = 𝑠𝑖𝑛𝑥

4. _________________________ are two angles with a sum of 90°. A

common case is when they form a right angle.
a. right angles c. straight angles
b. supplementary angles d. complementary angles

5. _________________________ are two angles with a sum of 180°. A

common case is when they lie on the same side of the straight angle.
c. right angles c. straight angles
d. supplementary angles d. complementary angles

Lesson 1: Angles and Angle Measurement

Objectives
At the end of the lesson, the student is able to:
1. illustrate angles in standard position and coterminal angles; and
2. convert degree measure to radian measure, and vise versa.

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Angles and angle measurement
In geometry, an angle is defined as the union of two noncollinear rays with
a common endpoint. The definition restricts the angle measures between 0° and
180°, exclusive.

In trigonometry, angles will be discussed in a different perspective. Angles

will be thought of as any amount of rotation generated when a ray is rotated
about its endpoint, hence, the necessity to label the side of an angle.

The direction of rotation of a ray also affects angle measure. If the rotation
of the ray is counterclockwise, a positive angle is formed. If the rotation is
clockwise, a negative angle is formed.

To measure angles, we use degrees, minutes, seconds, and radians.

A central angle of a circle measures one degree, written 1°, if it intercepts

1 1
of the circumference of the circle. One minute, written as 1′, is 60 of 1°, while
360
1
one second, written as 1′′, is 60 of 1′.

For example, in degrees, minutes, and seconds.

18 ′
a. 10°30′ 18′′ = 10° (30 + 60)
10°30′ 18′′ = 10°30.3′
30.3
10°30′ 18′′ = (10 + )°
60
10°30′ 18′′ = 10.505°

b. 79.251° = 79°(0.251 × 60)′

79.251° = 79°15.06′
79.251° = 79°15′(0.06 × 60)′′
79.251° = 79°15′ 3.6′′

Coterminal Angles

Coterminal Angles are angles that are both in standard position and have
the same terminal side.

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Examples
Determine the measure of the smallest positive angle coterminal with the given
angle.

1. 40°
Solution: Add or subtract 360° as many as necessary to obtain an angle
whose measure is greater than 0°.
40° + 360° = 402°

2. 108°
Solution:
108° + 360° = 468°

3. −213°
Solution:
−213° + 360° = 147°

4. 635°
Solution:
635° − 360° = 275°

5. 900°
Solution:
900° − 360° = 540° − 360° = 180°

Reference Angles

The reference angle for a given angles is the positive acute angle formed
by the terminal side of the given angle and the x-axis.

Examples
Find the reference angle of the following:

1. 42°
Solution: Add or subtract 180° as many as necessary to get an acute
angle.
42°, is an acute angle, the reference angle is itself.

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
2. 221°
Solution:
221° − 180° = 41°

3. 113°
Solution:
|113° − 180°| = 67°

4. −410°
Solution:
| − 410° + 180° + 180°| = 50°

Converting Angle Measures

To convert degree measure to radian measure, multiply the number of

𝜋
degrees by 180°, then simplify.
To convert radian measure to degree measure, multiply the number of
180°
radians by 𝜋 , then simply.

5𝜋
Example 1 Convert to degree measure.
6
5𝜋 180° 5(180°)
Solution: ( )= = 150°
6 𝜋 6

4𝜋
Example 2 Convert − to degree measure.
3
4𝜋 180° −4(180°)
Solution: − ( )= = −240°
3 𝜋 3

9𝜋
Example 3 Convert to degree measure.
4
9𝜋 180° 9(180°)
Solution: 4 ( 𝜋 ) = 4 = 405°
Example 4 Convert 45° to radian measure.
𝜋 45𝜋 𝜋
Solution: 45° (180°) = 180 = 4

Example 5 Convert −108° to radian measure.

𝜋 −108𝜋 3𝜋
Solution: −108° (180°) = 180 = − 5

Exercises
A. Determine the measure of the smallest positive angle coterminal with the
given angle.
1. −180°
__________________________
2. −175°
__________________________
3. −270°
__________________________
4. 351°
__________________________
5. 135°
__________________________
6. −45°
__________________________
7. −349°
__________________________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
8. 200°
__________________________
9. 92°
__________________________
10. 27°
__________________________

B. Give the reference angle for each angle.

1. 82°
__________________________
2. 155°
__________________________
3. 355°
__________________________
4. −99°
__________________________
5. −365°
__________________________
6. −142°
__________________________
7. 135°
__________________________
8. 205°
__________________________
9. −42°
__________________________
10. −142°
__________________________

C. Convert each degree measure to radian measure.

1. 5° ______________ 11. 225° _______________
2. 15° ______________ 12. 75° _______________
3. −450° ______________ 13. 200° _______________
4. 80° ______________ 14. 150° _______________
5. 225° ______________ 15. −210° _______________
6. 15° ______________ 16. 115° _______________
7. 330° ______________ 17. 230° _______________
8. −300° ______________ 18. −10° _______________
9. −60° ______________ 19. 22° _______________
10. 120° ______________ 20. 108° _______________

D. Convert each radian measure to degree measure.

25𝜋 𝜋
1. − 24 ______________ 11. − 2 _______________
7𝜋 5𝜋
2. − 18 ______________ 12. _______________
3
13𝜋 5𝜋
3. ______________ 13. _______________
8 2
7𝜋 7𝜋
4. ______________ 14. − _______________
10 9
11𝜋 7𝜋
5. 4
______________ 15. 12
_______________
11𝜋 5𝜋
6. − 6
______________ 16. 72
_______________
9𝜋 8𝜋
7. ______________ 17. _______________
4 9
3𝜋 17𝜋
8. ______________ 18. − _______________
3 12
7𝜋 11𝜋
9. − 6
______________ 19. 15
_______________
9𝜋
10. 3𝜋 ______________ 20. _______________
20

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
E. Solve for the following.
1. Solve for the degree.
Given: 5°5′5′′ _______________

2. Solve for the degree.

Given: 1°2′3′′ _______________

3. Solve for the degree, minutes, and seconds.

Given: 108.265° _______________

4. Solve for the degree, minutes, and seconds.

Given: 77.667° _______________

5. Solve for the degree.

Given: 207°48′52′′ _______________

Lesson 2: The Unit Circle

Objectives
At the end of the lesson, the student is able to illustrate the unit circle.

Definition
A unit circle is a circle whose center is at origin and with a radius of 1 unit.
Every point on the unit circle satisfies the equation 𝑥 2 + 𝑦 2 = 1.

Some of the points on the unit circle are (1,0), (0,1), (−1,0), and (0, −1).

Example 1 Determine whether each point is inside, on, or outside the unit circle.

1 √3
Example 1.a. (− 2 , 2 )
Solution: Substitute the coordinates of the given point on the equation 𝑥 2 + 𝑦 2 =
1.
1 √3
(− )2 + ( )2 = 1
2 2
1 3
+4= 1
4
1=1 True
1 √3
Since the result of the substitution is a true statement, then (− 2 , ) is on
2
the unit circle.

4 5
Example 1.b. (− 9 , − 9)
𝑥2 + 𝑦2 = 1
4 5
(− 9)2 + (− 9)2 = 1
16 25
+ 81 = 1
81
41
=1 False
81
4 5
Since the result of the substitution is false statement, then (− 9 , − 9) is not
41 4 5
on the unit circle. Moreover, < 1, thus, (− , − ) is inside the unit circle.
81 9 9

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
12 5
Example 1.c. (13 , − 13)
𝑥2 + 𝑦2 = 1
12 5
(13)2 + (− 13)2 = 1
144 25
+ 169 = 1
169
169
=1
169
1=1 True
12 5
Since the result of the substitution is a true statement, then (13 , − 13) is on
the unit circle.
Example 1.d. (1.1, −0.1)
𝑥2 + 𝑦2 = 1
(1.1)2 + (−0.1)2 = 1
1.21 + 0.01 = 1
1.22 = 1 False
Since the result of the substitution is false statement, then (1.1, −0.1) is
not on the unit circle. Moreover, 1.22 > 1, thus, (1.1, −0.1) is outside the unit
circle.

Trigonometric Points
If a moving point 𝑃 is on the unit circle and starts at (1,0) and terminates
at (𝑥, 𝑦), then the point generates an arc. This arc corresponds to a central angel
𝜃 in standard position.

The terminal point (𝑥, 𝑦) is referred to as a trigonometric point which is

usually denoted by 𝑃(𝜃) read as “P of theta” that is 𝑃(𝜃 ) = (𝑥, 𝑦).

Example 2 Each point is on the unit circle. Solve for the unknown.

3
Example 2.a. 𝑃(𝜃 ) = (𝑥, − 5) , 𝑃(𝜃 ) 𝑖𝑠 𝑖𝑛 𝑄𝐼𝐼𝐼
3
Solution: It is given that 𝑦 = − 5, since 𝑃 (𝜃 ) 𝑖𝑠 𝑖𝑛 𝑄𝐼𝐼𝐼, then 𝑥 < 0.

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
𝑥2 + 𝑦2 = 1
3
𝑥 2 + (− 5)2 = 1
9
𝑥 2 + 25 = 1
9
𝑥 2 = 1 − 25
25 9 16
𝑥 2 = 25 − 25 = 25
16
√𝑥 2 = √25
4 4
𝑥 = 5, 𝑥 < 0, therefore 𝑥 = − 5
4 3
𝑃 (𝜃 ) = (− 5 , − 5)

√3 𝜋
Example 2.b. 𝑃(𝜃 ) = ( − , 𝑦) , 2 𝑃 (𝜃 ) < 𝜋
4
√3 𝜋
Solution: It is given that 𝑥 = − , since 𝑃(𝜃) is in between and 𝜋, 𝑃(𝜃) is
4 2
in 𝑄𝐼𝐼, hence, 𝑦 > 0.
𝑥2 + 𝑦2 = 1
√3 2
(− ) + 𝑦2 = 1
4
3 2
16
+𝑦 =1
2 3
𝑦 = 1 − 16
16 3 13
𝑦 2 = 16 − 16 = 16
13
√𝑦 2 = √16
√13
𝑦= 4
√3 √13
𝑃 (𝜃 ) = ( − , 4 )
4

√2 3𝜋
Example 2.c. 𝑃 (𝜃 ) = ( , 𝑦) , 2 < 𝑃 (𝜃 ) < 2𝜋
2
√2 3𝜋
Solution: It is given that 𝑥 = , since 𝑃(𝜃) is in between and 2𝜋, 𝑃(𝜃) is
2 2
in 𝑄𝐼𝑉, hence, 𝑦 < 0.
𝑥2 + 𝑦2 = 1
√2 2
( 2
) + 𝑦2 = 1
2
4
+ 𝑦2 = 1
2
𝑦2 = 1 − 4
4 2 2
𝑦2 = 4 − 4 = 4
2
√𝑦 2 = √4
√2 √2
𝑦= , since 𝑦 < 0, therefore 𝑦 = −
2 2
√2 √2
𝑃 (𝜃 ) = ( ,− 2 )
2

Exercises
A. Determine whether each point lies on, in, or outside the unit circle. Show
your solution.

√2 √2
1. (− ,− ) _______________ 6. (0.6,0.8) _______________
2 2
_______________ _______________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
12 7 √3 1
2. (13 , − 13) _______________ 7. (− , ) _______________
2 2
_______________ _______________

1 2√2 √2 √2
3. (− , ) _______________ 8. ( , ) _______________
3 3 2 2
_______________ _______________

9 12 1
4. (− 15 , 15) _______________ 9. (2 , 1) _______________
_______________ _______________

1 3 9 40
5. (− 4 , − 4) _______________ 10. (41 , − 41)_______________
_______________ _______________

B. Each point is on the unit circle. Solve for the unknown. Show your
solution.

1 3𝜋 24
1. 𝐴 (𝑥, − 2) , 2 < 𝐴 < 2𝜋 6. 𝐹 (− 25 , 𝑦) , 𝐹 𝑖𝑠 𝑖𝑛 𝑄𝐼𝐼
____________________
____________________
____________________
____________________

√5 𝜋 5
2. 𝐵 ( 5 , 𝑦) , 0 < 𝐵 < 2 7. 𝐺 (− 13 , 𝑦) , 𝐺 𝑖𝑠 𝑖𝑛 𝑄𝐼𝐼𝐼
____________________
____________________
____________________
____________________

2 3𝜋 9
3. 𝐶 (𝑥, − 5) , 𝜋 < 𝐶 < 2 8. 𝐻 (𝑥, 41) , 𝐻 𝑖𝑠 𝑖𝑛 𝑄𝐼
____________________
____________________
____________________
____________________

√3 3𝜋 13
4. 𝐷 (𝑥, ),−
2𝜋 < 𝐷 < − 2 9. 𝐼 (− 37 , 𝑦) , 𝐼 𝑖𝑠 𝑖𝑛 𝑄𝐼𝐼
4
____________________
____________________
____________________
____________________

2√3 𝜋 3
5. 𝐸 (− , 𝑦) , −𝜋 < 𝐸 < − 2 10. 𝐽 (𝑥, − 4) , 𝐽 𝑖𝑠 𝑖𝑛 𝑄𝐼𝑉
13
____________________
____________________
____________________
____________________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Lesson 3: Circular Functions

Objectives
At the end of the lesson, the student is able to:
1. illustrate the different circular functions; and
2. use reference angles to find exact values of circular functions.

The Six Circular Function

Circular functions are defined in terms of the coordinates of trigonometric

points on the unit circle.
𝜋 𝜋 𝜋 𝜋
Real numbers, such as 𝜋, 2 , 3 , 4 , 6 or any value of 𝜃 is associated with
ordered pairs (𝑥, 𝑦). A function 𝜃 may be defined in terms of 𝑥 and 𝑦.

𝑃 (𝜃 ) → (𝑥, 𝑦) (read as “𝑃 takes into (𝑥, 𝑦)”)

The domain of the function is the set of real numbers and its range is the
set of all ordered pairs such that {(𝑥, 𝑦)|𝑥 2 + 𝑦 2 = 1}.

To simplify a rather inconvenient of associating real numbers with ordered

pair, two circular functions are defined as follows:

𝑐𝑜𝑠𝜃 = 𝑥
𝑠𝑖𝑛𝜃 = 𝑦

Review Unit Circle and Trigonometric Points

A unit circle is a circle whose center is at origin and with a radius of 1 unit.
Every point on the unit circle satisfies the equation 𝑥 2 + 𝑦 2 = 1.

Definition of Cosine and Sine Functions

If a trigonometric point 𝑃(𝜃) on a unit circle has coordinates (𝑥, 𝑦), then

𝑥 = 𝑐𝑜𝑠𝜃 and 𝑦 = 𝑠𝑖𝑛𝜃.

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Example 1 Give the value of each function.
𝜋
a. 𝑠𝑖𝑛 2
𝜋 𝜋
Solution: Since 𝑠𝑖𝑛 2 = 90° with coordinates of (0,1), hence 𝑠𝑖𝑛 2 =
1.
3𝜋
b. 𝑐𝑜𝑠 4
3𝜋 √2 √2
Solution: Since 𝑐𝑜𝑠 = 135° with coordinates of (− , ), hence
4 2 2
3𝜋 √2
𝑐𝑜𝑠 =− .
4 2

c. 𝑐𝑜𝑠9𝜋
Solution: Since 𝑐𝑜𝑠9𝜋 = 180° with coordinates of (−1,1), hence
𝑐𝑜𝑠9𝜋 = −1.

𝜋
d. sin (− 3 )
𝜋 1 √3
Solution: Since sin (− 3 ) = 300° with coordinates of (2 , − ), hence
2
𝜋 √3
sin (− 3 ) = − .
2

5𝜋
e. sin (− )
6
5𝜋 √3 1
Solution: Since sin (− ) = 210° with coordinates of (− , − 2),
6 2
hence
5𝜋 1
sin (− 6 ) = − 2.

f. cos(−18𝜋)
Solution: Since cos(−18𝜋) = 0° with coordinates of (1,0), hence
cos(−18𝜋) = 1.

The other four circular functions are also defined in terms of the
trigonometric points in the unit circle.

Definition of Tangent, Cotangent, Secant, and Cosecant Functions

If a trigonometric point 𝑃(𝜃) on a unit circle has coordinates (𝑥, 𝑦), then
𝑦 𝑥
𝑡𝑎𝑛𝜃 = 𝑥 and 𝑐𝑜𝑡𝜃 = 𝑦
1 1
𝑠𝑒𝑐𝜃 = 𝑥 and 𝑐𝑠𝑐𝜃 = 𝑦.

Example 2 Give the value of the six circular functions of each special ream
number.
13𝜋
a. 4
13𝜋
Solution: Since = 585° and equivalent to 225° with coordinates of
4
√2 √2
(− , − 2 ). Solve for the six circular functions.
2
13𝜋 √2
a.1. 𝑐𝑜𝑠 =−
4 2

13𝜋 √2
a.2. 𝑠𝑖𝑛 =−
4 2

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
√2
13𝜋 −
2
a.3. 𝑡𝑎𝑛 = √2
=1
4 −
2

13𝜋 1
a.4. 𝑠𝑒𝑐 = √2
= −√2
4 −
2

13𝜋 1
a.5. 𝑐𝑠𝑐 = √2
= −√2
4 −
2

√2
13𝜋 −
2
a.6. 𝑐𝑜𝑡 = √2
=1
4 −
2

7𝜋
b. − 6
7𝜋
Solution: Since − = −210° and equivalent to 150° with coordinates of
6
√3 1
(− , ).
2 2
Solve for the six circular functions.
7𝜋 √3
b.1. 𝑐𝑜𝑠 − =−
6 2

7𝜋 1
b.2. 𝑠𝑖𝑛 − =2
6

1
7𝜋 2 1 √3
b.3. 𝑡𝑎𝑛 − = √3
=− =−
6 − √3 3
2

7𝜋 1 2 2√3
b.4. 𝑠𝑒𝑐 − = √3
=− =−
6 − √3 3
2

7𝜋 1
b.5. 𝑐𝑠𝑐 − = 1 =2
6
2

√3
7𝜋 −
2
b.6. 𝑐𝑜𝑡 − = 1 = −√3
6
2
Exercises
A. Give the value of the following.
𝜋
1. 𝑠𝑖𝑛0 = _______________ 11. 𝑐𝑜𝑠 2 =
_______________

2. cos(−𝜋) = _______________ 12. 𝑠𝑖𝑛2𝜋 =

_______________
3𝜋
3. 𝑠𝑖𝑛𝜋 = _______________ 13. 𝑐𝑜𝑠 =
2
_______________

𝜋
4. cos (− ) = _______________ 14. 𝑐𝑜𝑠2𝜋 =
2
_______________

3𝜋
5. sin (− )= _______________ 15. 𝑐𝑜𝑠0 =
2
_______________

6. 𝑐𝑜𝑠180° = _______________ 16. 𝑠𝑖𝑛90° =

_______________

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
7. sin(−180°) = _______________ 17. 𝑐𝑜𝑠360° =
_______________

8. cos(−270°) = _______________ 18. 𝑠𝑖𝑛270° =

_______________

9. cos(−360°) = _______________ 19. 𝑠𝑖𝑛 − 90° =

_______________

10. 𝑡𝑎𝑛0 = _______________ 20. 𝑡𝑎𝑛𝜋 =

_______________

B. Solve for the six circular functions of each special real number.
11𝜋 11𝜋
1. 𝑐𝑜𝑠 ___________
6 6
11𝜋
𝑠𝑖𝑛 6
___________
11𝜋
𝑡𝑎𝑛 ___________
6
11𝜋
𝑠𝑒𝑐 ___________
6
11𝜋
𝑐𝑠𝑐 ___________
6
11𝜋
𝑐𝑜𝑡 ___________
6

5𝜋 5𝜋
2. − 𝑐𝑜𝑠 − ___________
6 6
5𝜋
𝑠𝑖𝑛 − ___________
6
5𝜋
𝑡𝑎𝑛 − ___________
6
5𝜋
𝑠𝑒𝑐 − ___________
6
5𝜋
𝑐𝑠𝑐 − ___________
6
5𝜋
𝑐𝑜𝑡 − ___________
6

Unit 4: Trigonometry

Pre – Test
Multiple Choice. Encircle the letter of the best answer.
1. It is known for its many identities, which are equations used for rewriting
trigonometrical expressions to solve equations, to find a more useful
expression, or to discover new relationships.
a. Algebra c. Geometry
b. Functions d. Trigonometry

2. They are the ratios between edges of a right triangle.

a. Trigonometric Identities c. Trigonometric Ratios
b. Trigonometric Function d. Trigonometry

3. The __________ is the side opposite to the 90 degree angle in a right

triangle; it is the longest side of the triangle and one of the two sides
adjacent to angle
a. opposite side c. shorter leg
b. adjacent leg d. hypotenuse

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
4. The inverse function of cosine.
a. cosine c. secant
b. cosecant d. cotangent

5. The inverse function of sine.

a. cosine c. secant
b. cosecant d. cotangent

Lesson 1: Trigonometric Identities

Objectives
At the end of the lesson, the student is able to:
1. determine whether an equation is an identity or a conditional equation;
2. derive the functional identities; and
3. simplify trigonometric expressions.

The Eight Fundamental Identities

Trigonometric identity is an equation involving a trigonometric function or a

combination of trigonometric functions, which is valid for all values of the variable
for which the functions are defined.

Trigonometric identities are verified using the so-called fundamental

identities that hold for every value of the angle or real number, for which the
functions involved are defined.

From the definition of the six circular functions, the fundamental identities
are derived.

Recall that, if 𝑃 (𝜃 ) = (𝑥, 𝑦) is on the unit circle, then,

1
𝑐𝑜𝑠𝜃 = 𝑥 𝑠𝑒𝑐𝜃 = 𝑥
1
𝑠𝑖𝑛𝜃 = 𝑦 𝑐𝑠𝑐𝜃 = 𝑦
𝑦 𝑥
𝑡𝑎𝑛𝜃 = 𝑥 𝑐𝑜𝑡𝜃 = 𝑦
Note that the pairs 𝑐𝑜𝑠𝜃 and 𝑠𝑒𝑐𝜃, 𝑠𝑖𝑛𝜃 and 𝑐𝑠𝑐𝜃, and 𝑡𝑎𝑛𝜃 and 𝑐𝑜𝑡𝜃 are
reciprocals. Hence
1 1
First Equation 𝑠𝑒𝑐𝜃 = 𝑐𝑜𝑠𝜃 → 𝑐𝑜𝑠𝜃 = 𝑠𝑒𝑐𝜃

1 1
Second Equation 𝑐𝑠𝑐𝜃 = 𝑠𝑖𝑛𝜃 → 𝑠𝑖𝑛𝜃 = 𝑐𝑠𝑐𝜃

1 1
Third Equation 𝑐𝑜𝑡𝜃 = 𝑡𝑎𝑛𝜃 → 𝑡𝑎𝑛𝜃 = 𝑐𝑜𝑡𝜃

These three identities are referred to as reciprocal identities.

𝑦 𝑥
Also note that since 𝑡𝑎𝑛𝜃 = and 𝑐𝑜𝑡𝜃 = , then they can be expressed in
𝑥 𝑦
terms of sine and cosine. That is,

𝑠𝑖𝑛𝜃
Fourth Equation 𝑡𝑎𝑛𝜃 = 𝑐𝑜𝑠𝜃

𝑐𝑜𝑠𝜃
Fifth Equation 𝑐𝑜𝑡𝜃 = 𝑠𝑖𝑛𝜃

These two identities are called quotient identities.

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
Moreover, since (𝑥, 𝑦) is a point on the unit circle, then it must satisfy the
equation 𝑥 2 + 𝑦 2 = 1. But 𝑥 = 𝑐𝑜𝑠𝜃 and 𝑦 = 𝑠𝑖𝑛𝜃. Therefore,

Sixth Equation 𝑐𝑜𝑠 2 𝜃 + 𝑠𝑖𝑛2 𝜃 = 1

Dividing both sides of the Sixth Equation by 𝑐𝑜𝑠 2𝜃 and simplify both sides
will give

Seventh Equation 1 + 𝑡𝑎𝑛2 𝜃 = 𝑠𝑒𝑐 2 𝜃

Dividing both sides of the Sixth Equation by 𝑠𝑖𝑛2 𝜃 and simplify both sides
will give

Eighth Equation 𝑐𝑜𝑡 2 𝜃 + 1 = 𝑐𝑠𝑐 2𝜃

These three identities are called Pythagorean identities.

These identities are summarized in the table.

Reciprocal Identities Quotient Identities Pythagorean Identities

1 𝑠𝑖𝑛𝜃
𝑠𝑒𝑐𝜃 = 𝑡𝑎𝑛𝜃 = 𝑐𝑜𝑠 2𝜃 + 𝑠𝑖𝑛2 𝜃 = 1
𝑐𝑜𝑠𝜃 𝑐𝑜𝑠𝜃
1 𝑐𝑜𝑠𝜃
𝑐𝑠𝑐𝜃 = 𝑐𝑜𝑡𝜃 = 1 + 𝑡𝑎𝑛2 𝜃 = 𝑠𝑒𝑐 2 𝜃
𝑠𝑖𝑛𝜃 𝑠𝑖𝑛𝜃
1
𝑐𝑜𝑡𝜃 = 𝑐𝑜𝑡 2 𝜃 + 1 = 𝑐𝑠𝑐 2 𝜃
𝑡𝑎𝑛𝜃

The Tan-Sin-Cos Hexagon

The fundamental identities can be summarized in an

organizer or mnemonic called Tan-Sin-Cos Hexagon.

1. From one vertex of the hexagon using its diagonal,

reciprocal identities can be read easily.
1 1
𝑐𝑜𝑠𝜃 = 𝑠𝑒𝑐𝜃 𝑠𝑒𝑐𝜃 = 𝑐𝑜𝑠𝜃

1 1
𝑠𝑖𝑛𝜃 = 𝑐𝑠𝑐𝜃 𝑐𝑠𝑐𝜃 = 𝑠𝑖𝑛𝜃

1 1
𝑡𝑎𝑛𝜃 = 𝑐𝑜𝑡𝜃 𝑐𝑜𝑡𝜃 = 𝑡𝑎𝑛𝜃

2. From one vertex of the hexagon using consecutive edges, quotient

identities can be read easily.

𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝜃
𝑡𝑎𝑛𝜃 = 𝑐𝑜𝑠𝜃 𝑐𝑜𝑡𝜃 = 𝑠𝑖𝑛𝜃

𝑐𝑜𝑠𝜃 𝑠𝑒𝑐𝜃
𝑠𝑖𝑛𝜃 = 𝑐𝑠𝑐𝜃 =
𝑐𝑜𝑡𝜃 𝑡𝑎𝑛𝜃

𝑐𝑜𝑡𝜃 𝑡𝑎𝑛𝜃
𝑐𝑜𝑠𝜃 = 𝑐𝑠𝑐𝜃 𝑠𝑒𝑐𝜃 = 𝑠𝑖𝑛𝜃

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
3. From one vertex of the hexagon, using the adjacent vertices identities can
be read easily.

𝑡𝑎𝑛𝜃 = 𝑠𝑖𝑛𝜃𝑠𝑒𝑐𝜃 𝑐𝑜𝑡𝜃 = 𝑐𝑜𝑠𝜃𝑐𝑠𝑐𝜃

𝑠𝑖𝑛𝜃 = 𝑐𝑜𝑠𝜃𝑡𝑎𝑛𝜃 𝑐𝑠𝑐𝜃 = 𝑐𝑜𝑡𝜃𝑠𝑒𝑐𝜃

𝑐𝑜𝑠𝜃 = 𝑠𝑖𝑛𝜃𝑐𝑜𝑡𝜃 𝑠𝑒𝑐𝜃 = 𝑐𝑠𝑐𝜃𝑡𝑎𝑛𝜃

4. From the two top vertices of a triangle, add the squares of the vertices. Its
sum is the square of the third vertex.

𝑐𝑜𝑠 2 𝜃 + 𝑠𝑖𝑛2 𝜃 = 1

1 + 𝑡𝑎𝑛2 𝜃 = 𝑠𝑒𝑐 2 𝜃

𝑐𝑜𝑡 2 𝜃 + 1 = 𝑐𝑠𝑐 2𝜃

Example 1 Simplify each of the following.

a. Given: 𝑐𝑠𝑐𝜃 − 𝑐𝑠𝑐𝜃𝑐𝑜𝑠 2 𝜃

Solution:
𝑐𝑠𝑐𝜃 − 𝑐𝑠𝑐𝜃𝑐𝑜𝑠 2 𝜃 = 𝑐𝑠𝑐𝜃(1 − 𝑐𝑜𝑠 2 𝜃) Factor out 𝑐𝑠𝑐𝜃
𝑐𝑠𝑐𝜃 − 𝑐𝑠𝑐𝜃𝑐𝑜𝑠 2 𝜃 = 𝑐𝑠𝑐𝜃(𝑠𝑖𝑛2 𝜃) Pythagorean Identities
1
𝑐𝑠𝑐𝜃 − 𝑐𝑠𝑐𝜃𝑐𝑜𝑠 2 𝜃 = 𝑠𝑖𝑛𝜃 (𝑠𝑖𝑛2 𝜃) Reciprocal Identities
𝑐𝑠𝑐𝜃 − 𝑐𝑠𝑐𝜃𝑐𝑜𝑠 2 𝜃 = 𝑠𝑖𝑛𝜃

b. Given: (𝑠𝑖𝑛𝜃 + 𝑐𝑜𝑠𝜃)2 + (𝑠𝑖𝑛𝜃 − 𝑐𝑜𝑠𝜃)2

Solution:
(𝑠𝑖𝑛2 𝜃 + 2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃 + 𝑐𝑜𝑠 2𝜃 ) + (𝑠𝑖𝑛2 𝜃 − 2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃 + 𝑐𝑜𝑠 2 𝜃)
(𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃) + (2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃 − 2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃) + (𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃)
(𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃) + (𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃)
1+1
2

Proving Identities

In verifying trigonometric identities, one side of the identity is transformed

into exactly the same form as the other side, or both sides are transformed into
the same form.

It is important that the eight fundamental identities are memorized. It is a

prerequisite to review addition and subtraction of fractions, reduction of fractions
to lowest terms, transformation of fractions into equivalent fractions, factorization,
and special techniques.

Remember: Do not cross multiply the sides of trigonometric identities.

Example 2 Prove the following identities.

a. Given: 𝑠𝑖𝑛𝜃𝑐𝑜𝑡𝜃𝑠𝑒𝑐𝜃 = 1
𝑐𝑜𝑠𝜃 1
𝑠𝑖𝑛𝜃 (𝑠𝑖𝑛𝜃 ) (𝑐𝑜𝑠𝜃) = 1 Quotient Identity, Reciprocal
Identity
𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
=1 Multiplying fractions
𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
1=1 Simplifying fractions

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
1 1
b. Given: 1+𝑠𝑖𝑛𝐴 + 1−𝑠𝑖𝑛𝐴 = 2𝑠𝑒𝑐 2 𝐴
1+𝑠𝑖𝑛𝐴+1−𝑠𝑖𝑛𝐴
= 2𝑠𝑒𝑐 2 𝐴 Combining fractions
(1+𝑠𝑖𝑛𝐴)(1−𝑠𝑖𝑛𝐴)
2 2
= 2𝑠𝑒𝑐 𝐴 Simplifying fractions
1−𝑠𝑖𝑛2 𝐴
2
= 2𝑠𝑒𝑐 2 𝐴 Pythagorean identity
𝑐𝑜𝑠 2𝐴
1
2 (𝑐𝑜𝑠2 𝐴) = 2𝑠𝑒𝑐 2 𝐴 Factoring
2𝑠𝑒𝑐 2 𝐴 = 2𝑠𝑒𝑐 2 𝐴 Reciprocal Identity

c. Given: 𝑠𝑒𝑐 2 𝐵𝑐𝑠𝑐 2 𝐵 = 𝑠𝑒𝑐 2 𝐵 + 𝑐𝑠𝑐 2𝐵

1 1
𝑠𝑒𝑐 2 𝐵𝑐𝑠𝑐 2 𝐵 = 𝑐𝑜𝑠 2𝐵 + 𝑠𝑖𝑛2𝐵 Reciprocal identity
𝑠𝑖𝑛2 𝐵+𝑐𝑜𝑠 2 𝐵
𝑠𝑒𝑐 2 𝐵𝑐𝑠𝑐 2 𝐵 = Combination fractions
𝑐𝑜𝑠2 𝐵𝑠𝑖𝑛2 𝐵
1
𝑠𝑒𝑐 2𝐵𝑐𝑠𝑐 2𝐵 = Pythagorean identity
𝑐𝑜𝑠2 𝐵𝑠𝑖𝑛2𝐵
1 1
𝑠𝑒𝑐 2 𝐵𝑐𝑠𝑐 2 𝐵 = 𝑐𝑜𝑠 2𝐵 . 𝑠𝑖𝑛2 𝐵 Factoring
𝑠𝑒𝑐 2 𝐵𝑐𝑠𝑐 2 𝐵 = 𝑠𝑒𝑐 2 𝐵𝑐𝑠𝑐 2 𝐵 Reciprocal Identity

d. Given: 𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 𝑥 = 𝑐𝑜𝑠 4𝑥 − 𝑠𝑖𝑛4 𝑥

Use factoring technique if necessary.
𝑐𝑜𝑠 2𝑥 − 𝑠𝑖𝑛2 𝑥 = (𝑐𝑜𝑠 2 𝑥 + 𝑠𝑖𝑛2 𝑥)(𝑐𝑜𝑠 2𝑥 − 𝑠𝑖𝑛2 𝑥)
𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 𝑥 = (1)(𝑐𝑜𝑠 2𝑥 − 𝑠𝑖𝑛2 𝑥)
𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 𝑥 = 𝑐𝑜𝑠 2𝑥 − 𝑠𝑖𝑛2 𝑥

𝑐𝑠𝑐𝜃
e. Given: 𝑐𝑜𝑡𝜃 + 𝑡𝑎𝑛𝜃 = 𝑐𝑜𝑠𝜃
𝑐𝑜𝑠𝜃 𝑠𝑖𝑛𝜃 1 1
+ 𝑐𝑜𝑠𝜃 = 𝑠𝑖𝑛𝜃 (𝑐𝑜𝑠𝜃)
𝑠𝑖𝑛𝜃
𝑐𝑜𝑠𝜃 𝑐𝑜𝑠𝜃 𝑠𝑖𝑛𝜃 𝑠𝑖𝑛𝜃 1 1
( ) + 𝑐𝑜𝑠𝜃 (𝑠𝑖𝑛𝜃) = 𝑠𝑖𝑛𝜃 (𝑐𝑜𝑠𝜃)
𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝜃
𝑐𝑜𝑠2 𝜃 𝑠𝑖𝑛2𝜃 1
+ 𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃 = 𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
𝑐𝑜𝑠 2𝜃+𝑠𝑖𝑛2 𝜃 1
= 𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
1 1
= 𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃
𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃

Exercises
A. Give the simplest form of each trigonometric expression.

1. Given: 𝑐𝑜𝑡𝜃𝑡𝑎𝑛𝜃
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2. Given: 1 − 𝑠𝑖𝑛2 𝜃
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3. Given: 𝑠𝑒𝑐 2 𝜃 − 1
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4. Given: 𝑐𝑜𝑡𝜃𝑠𝑖𝑛𝜃
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5. Given: 𝑐𝑜𝑠 2 𝜃 + 𝑠𝑖𝑛2 𝜃

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𝑐𝑜𝑡𝜃
6. Given: 𝑐𝑜𝑠𝜃
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ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
7. Given: 𝑡𝑎𝑛𝜃𝑐𝑜𝑠𝜃
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𝑡𝑎𝑛𝜃
8. Given: 𝑠𝑖𝑛𝜃
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𝑡𝑎𝑛𝜃
9. Given: 𝑠𝑒𝑐𝜃
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𝑐𝑜𝑠𝜃
10. Given: 𝑐𝑜𝑡𝜃
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11. Given: 𝑠𝑖𝑛𝜃𝑠𝑒𝑐𝜃

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12. Given: 𝑐𝑠𝑐 2 𝜃(1 − 𝑐𝑜𝑠 2 𝜃)

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𝑠𝑖𝑛𝐴 𝑐𝑜𝑠𝐴
13. Given: 𝑐𝑠𝑐𝐴 + 𝑠𝑒𝑐𝐴
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14. Given: 𝑡𝑎𝑛𝐴𝑠𝑖𝑛𝐴 + 𝑐𝑜𝑠𝐴

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𝑠𝑖𝑛𝐵
15. Given: 𝑐𝑜𝑡𝐵 + 1+𝑐𝑜𝑠𝐵
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16. Given: 𝑠𝑖𝑛2 𝜃𝑐𝑜𝑡 2 𝜃𝑡𝑎𝑛2 𝜃𝑐𝑠𝑐 2 𝜃

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17. Given: (1 − 𝑠𝑖𝑛2 𝜃)(1 + 𝑡𝑎𝑛2 𝜃)

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𝑐𝑜𝑠2 𝐴
18. Given: 1 − 1+𝑠𝑖𝑛𝐴
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19. Given: 𝑡𝑎𝑛𝐴 − 𝑐𝑠𝑐𝐴𝑠𝑒𝑐𝐴(1 − 𝑐𝑜𝑠 2 𝐴)

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20. Given: 𝑠𝑖𝑛2 𝐵𝑠𝑒𝑐 2 𝐵 − 𝑠𝑒𝑐 2𝐵

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B. Prove each trigonometric identity.

1. Given: 2𝑠𝑖𝑛2 𝜃 − 𝑠𝑖𝑛4 𝜃 = (1 + 𝑐𝑜𝑠 2 𝜃)(1 + 𝑐𝑜𝑠 2 𝜃)
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2. Given: 2𝑠𝑖𝑛2 𝜃 − 1 = 𝑠𝑖𝑛4 𝜃 − 𝑐𝑜𝑠 4 𝜃

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ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤
3. Given: 1 + 2𝑐𝑜𝑡 2 𝜃 + 𝑐𝑜𝑡 4 𝜃 = 𝑐𝑠𝑐 4𝜃
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4. Given: −𝑐𝑠𝑐 2𝜃 − 𝑠𝑒𝑐 2𝜃 = (𝑡𝑎𝑛𝜃 − 𝑐𝑜𝑡𝜃)(𝑠𝑒𝑐𝜃 + 𝑐𝑠𝑐𝜃)

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5. Given: 1 + 𝑐𝑜𝑡𝜃 = 𝑐𝑠𝑐𝜃(𝑐𝑜𝑠𝜃 + 𝑠𝑖𝑛𝜃)

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6. Given: 𝑡𝑎𝑛𝜃 + 𝑐𝑜𝑡𝜃 = 𝑐𝑠𝑐𝜃𝑠𝑒𝑐𝜃

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1
7. Given: 𝑡𝑎𝑛𝐴 + 𝑠𝑒𝑐𝐴 = 𝑠𝑒𝑐𝐴−𝑡𝑎𝑛𝐴
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8. Given: 𝑐𝑜𝑠 2 𝜃𝑠𝑖𝑛2 𝜃 = 𝑠𝑒𝑐 2𝜃𝑐𝑜𝑠𝜃

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9. Given: 𝑠𝑖𝑛2 𝜃𝑠𝑒𝑐 2𝜃 = 𝑠𝑒𝑐 2𝜃 − 1

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10. Given: 𝑐𝑜𝑡𝜃𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃 = 1 − 𝑠𝑖𝑛2 𝜃

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References:

• Next Century Mathematics: Pre-Calculus

o Author: Fernando B. Orines
o Phoenix Publisher

• Teaching Guide for Senior High School: Pre-Calculus

o Commission on Higher Education

• https://courses.lumenlearning.com/suny-osalgebratrig/chapter/the-
parabola/
• https://courses.lumenlearning.com/waymakercollegealgebra/chapter/equat
ions-of-hyperbolas/

ℙ𝕣𝕖 - ℂ𝕒𝕝𝕔𝕦𝕝𝕦𝕤