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Pre-Calculus
Quarter 2 – Module 7:
Inverse Trigonometric Functions

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Pre-Calculus – Grade 11
Self-Learning Module (SLM)
Quarter 2 – Module 7: Inverse Trigonometric Functions
First Edition, 2020

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 11

Pre-Calculus
Quarter 2 – Module 7:
Inverse Trigonometric Functions
Introductory Message
For the facilitator:

Welcome to the PreCalculus (Grade 11) Self-Learning Module (SLM) on Inverse

Trigonometric Functions!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the PreCalculus (Grade 11) Self-Learning Module (SLM) on Inverse

Trigonometric Functions!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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

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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 to process
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
of learned concepts.

Answer Key This contains answers to all activities in the

module.

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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!

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the Inverse Trigonometric Functions. 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.

This module presents lessons in the following manner:

1. Domain and Range of inverse trigonometric functions

2. Evaluate inverse trigonometric functions; and
3. Solve situational problems involving inverse trigonometric functions.

After going through this module, you are expected to illustrate the inverse
trigonometric functions.

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 What I Know

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

1. For a function to have an inverse, it must be a __________.

a. one-to-one relation c. piece-wise
b. one-to-many relation d. many to many relation

2. If radians is degrees. Convert to radians.

a. c.
b. d.

3. If the function f has an inverse and – , then – ________.

a. c.
b. -1 d.

4. Find the exact value of .

a. c.
b. -1 d.

5. Find ( ).
a. c.
b. d.

6. What is the domain of ( )?

a. c.
b. d.

7. What is the range of ( )?

a. * + c.
b. d. [ ]

8. Which of the following is the domain and range of ?

a. c. [ ]
( ) [ ]
b. d. [ ]
* +

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9. Which of the following is the graph of

a. c.

b. d.

10. Which of the following is the domain and range of ?

a. c. [ ]
( ) [ ]
b. d. [ ]
* +
11. Which of the following is the graph of
a. c.

b. d.

√
12. Which of the following is the value of ( )?
a. c.
b. d.

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13. Which of the following trigonometric inverse is equivalent to cot -1(x)?
a. b. c. d. cot( )

14. Refer to the given figure below, what is the measure of angle A?

A
5cm

2cm

a. 56.40 b. 64.60 c. 66.40 d. 54.60

15. What angle of elevation must a 17-meter ladder be placed to lean on a 15-
meter pine tree?

a. 820 b. 720 c. 620 d. 520

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Lesson
The Inverse Trigonometric
7 Functions

In the previous lesson on functions, we learned that the relation reversing

the process done by any function is called the inverse of (or in symbol,
). Also, the inverse of a function exists if the function is one-to-one
function. Hence, given that the function is a one-to-one, the domain of the inverse
is the range of the original function and the range of the inverse is the domain of
the original function.

In this lesson, although all trigonometric function is not a one-to-one

function, we can still find its domain and range by restricting their respective
domains. We then define each respective inverse function and illustrate the domain
and range of trigonometric functions.

What’s In

Activity 1
Direction: Read the instruction carefully. Write your answer on a separate sheet of
paper.

A. Use a calculator to find the value to four decimal places of each function. (Note:
Use Radian mode to do this activity)
1. ( )

3. ( ) 4.

RAD
B. Set your calculator into the mode. Complete the table of values
below. Expressed your answers up to 4 decimal places.

Item No. 5 6 7 8 9 10 11 12 13

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 What’s New

Activity 2.
Answer the following. Give your reflection on the space provided below the tables

Given:

Table 1 x

y -1 √ √ √ √

Complete the table below.

Table 2 x -1 √ √ √ √

My Reflection: On this activity I learned that___________________________________

______________________________________________________________________________
______________________________________________________________________________

What is It

Since trigonometric functions are not all one-to-one functions, we restrict

their respective domains and co-domains in order to make each trigonometric
function a one-to-one. Only then, we can find a well-defined inverse of
trigonometric functions.

𝟏
Definition 1: The inverse sine function denoted by 𝑦 𝒔𝒊𝒏 𝒙 𝑜𝑟 𝒚 𝒂𝒄𝒓𝒔𝒊𝒏 𝒙,
is defined to be the inverse of the restricted sine function.
𝜋 𝜋
Thus, 𝑦 𝑠𝑖𝑛 𝑥 means 𝑦 𝑥 where 𝑥 and 𝑥 .
We read 𝑦 𝑠𝑖𝑛 𝑥 as “y equals the inverse sine at x.”

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 Graph of Trigonometric Function Graph of Inverse Trigonometric
Function

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

NOT E:

(1) Throughout the lesson, we interchangeably use 𝑠𝑖𝑛 𝑥 and 𝑎𝑐𝑟𝑠𝑖𝑛 𝑥

(and to other inverse trigonometric function) to mean the inverse function.
The notation 𝑦 𝑠𝑖𝑛 𝑥 does not mean 𝑦 or the reciprocal of the
𝑥
sine function is written 𝑦 𝑥 and means 𝑦 𝑥.

Inverse Sine Function Reciprocal of Sine Function

𝑦 𝑠𝑖𝑛 𝑥 𝑦 𝑥 𝑥
𝑥
(2) All answers in this module were expressed in radian.

The development of other inverse trigonometric functions is similar to that of

the inverse since functions.

Definition 2: Inverse Cosine Function.

𝑦 𝑐𝑜𝑠 𝑥 𝑜𝑟 𝑦 𝑎𝑐𝑟𝑐𝑜𝑠 𝑥

means 𝑦 𝑥 where x 𝑎𝑛𝑑 𝑦 𝜋.

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 Graph of Trigonometric Function Graph of Inverse Trigonometric
Function

Definition 3: Inverse Tangent Function.

𝟏 𝜋 𝜋
𝒚 𝒕𝒂𝒏 𝒙 𝑜𝑟 𝒚 𝒂𝒄𝒓𝒕𝒂𝒏 𝒙 means 𝑦 𝑥 where 𝑥 ∈ and <𝑦< .

Graph of Trigonometric Function Graph of Inverse Trigonometric

Function

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

Definition 4: Inverse Cotangent Function.

𝟏
𝒚 𝒄𝒐𝒕 𝒙 𝑜𝑟 𝒚 𝒂𝒓𝒄𝒄𝒐𝒕 𝒙
𝟏 𝜋 𝟏
That is 𝒚 𝒄𝒐𝒕 𝒙 𝒕𝒂𝒏 𝒙 . It follows that the domain of

𝟏
𝒚 𝒄𝒐𝒕 𝒙 is and its range is 𝜋 .

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 Graph of Trigonometric Function Graph of Inverse Trigonometric
Function
Domain: [
Range:

Definition 5: Inverse Secant Function

𝟏
𝒚 𝒔𝒆𝒄 𝒙 𝑜𝑟 𝒚 𝒂𝒄𝒓𝒔𝒆𝒄 𝒙 means e 𝑦 𝑥
𝜋 𝜋
where 𝒙 ≥ 𝟏 and its range is 𝑦 ∈ * ) *𝜋 ).

Graph of Trigonometric Function Graph of Inverse Trigonometric

Function
Domain: [ Domain: ] [
Range: ] [ Range: * ) [

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

Definition 6: Inverse Cosecant Function

𝟏
𝒚 𝒄𝒔𝒄 𝒙 𝑜𝑟 𝒚 𝒂𝒄𝒓𝒄𝒔𝒄 𝒙
𝟏 𝜋 𝟏
That is 𝒚 𝒄𝒔𝒄 𝒙 𝒔𝒆𝒄 𝒙 . It follows that the domain of 𝒚
𝜋 𝜋
𝒄𝒔𝒄 𝟏 𝒙 is 𝟏] [𝟏 and its range is 𝑦 ∈ 𝜋 + +

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 Graph of Trigonometric Function Graph of Inverse Trigonometric
Function
Domain: [
Range: ] [

Observe that the process in getting the value of an inverse function is the
same for all inverse functions. That is, is the same as We need
to remember the range of each inverse trigonometric function. The table below
summarizes all the information about the six inverse trigonometric functions.

Function Domain Range

[ ] ⌈ ⌉

[ ] ⌈ ⌉

R ( )

{ ≥ } [ ) [ )

{ ≥ } + +

Example 1: Find the exact value of each expression

1) 2) 3) ( )
4) ( ) 5) 6) ( )

Solutions:

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1) Let . This is equivalent to . This means that we are looking
for the u=number x in the closed interval ⌈ ⌉ whose sine is . We get .
Thus, we have .
2) because and ∈ ⌈ ⌉
3) ( ) .
4) ( )
5)
√
6) ( )

Example 2: Find the exact value of each expression

1) 2)
√
3) (
√
)
4) 5) ( ) 6) ( )
7) e 8) √ 9) (
√
)
Solutions:

1) because and ∈⌈ ⌉
√
2) ( )
√ √ √
3) ( ) because ∈[ ]
4)

5) ( )
6) Here, note that ( ) Use the idea of reference angle, we know that
. Hence, ( ) ( ) ..
7) e because e and ∈[ )
8) √
√
9) ( )

Example 3: Sketch the graph of .

Solution 1: In this solution, we use the translation of graphs.

Because is equivalent to [ ], the graph of

is 1-unit to the left of . The graph below shows
(solid line) and (dashed line).

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 Domain:
𝑥
𝟐 𝒙 𝟎

Range:
𝝅 𝝅
𝒚
𝟐 𝟐

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

Solution 2: In this solution, we graph first the corresponding sine function, and then
use the symmetry with respect to y=x to graph the inverse function.

The graph below shows the process of graphing of from

with and the reflecting it with respect to y = x.

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

Example 4: Sketch the graph of

Solution: . Interchanging x and y, we

get and graph it first. The domain of this graph comes from the
restriction of cosine as follows:

Then reflect this graph with respect to y=x, and we finally obtain the
graph of (solid line).

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 Domain:
𝑥
𝟏 𝟏
𝒙
𝟐 𝟐

Range:
𝝅
𝟎 𝒚
𝟒

Source: (Sketched and snipped) Desmos Graphing Application

Example 5; Find the domain and range of

Solution: In this solution, the range is * +. The domain of this function comes
from the restriction of sine (Domain: [ ]) as follows:

Domain of sine inverse

Add (-1) both sides.
Divide both sides by 5.

Evaluating an Inverse Trigonometric Expression

Trigonometric functions are functions of an angle. They are used to relate
the angles of a triangle to the lengths of the sides of a triangle. In a right triangle,
the three main trigonometric functions are sine, cosine, or tangent whose values
are expressed as a ratio of two of the sides of the right triangle that contains the
angle.

Let (4,3) be a point on the terminal side of  . Find the values of the six
trigonometric functions. See Figure 1.
We can see that

; ; and

Source: (Sketched and snipped) Desmos Graphing Application

So, we have the following;

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 √
Example 1: Evaluate .

Solutions: Now, sine of what angle is equal to

√
? Using the unit circle, we can see that the
√ 𝜋
angle that gives us 𝑠𝑖𝑛 is and
𝜋
.

Note that each point in the unit circle

can be written as 𝑐𝑜𝑠𝜃 𝒔𝒊𝒏𝜽 See Figure 4.
The answer will always be reflected on
𝝅 𝝅 𝜋
the range ( ). Since is not on
𝟐 𝟐
𝜋
this range, the angle must be .
Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf
√ 𝜋
Hence, 𝑠𝑖𝑛 .

Example 2: Evaluate ( ).

Solutions: Now, cosine of what angle is equal

to ? Using the unit circle, we can see that
𝜋
the angle that gives us is and
𝜋
.

Note that each point in the unit circle

can be written as 𝒄𝒐𝒔𝜽 𝑠𝑖𝑛𝜃 See Figure 6.
The answer will always be reflected on
𝜋
the range 𝟎 𝝅 . Since is not on this
𝜋
range, the angle must be .

𝜋
Hence, 𝑐𝑜𝑠 ( ) . Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

Example 3: Evaluate (√ ).

Solutions: Now, tangent of what angle is equal

to √ ? Using the unit circle, this might 20 be
trickier to evaluate but we will use the
definition of trigonometric functions for a right
𝜃
triangle. We must know that 𝜃 , so
Example 4: Evaluate .
Solutions:

Now, cotangent of what angle is equal

to 1? Using the unit circle, this might be
trickier to evaluate but we will use again the
definition of trigonometric functions for a
right triangle. We must know that
𝜃 𝑦
𝜃 , so .
𝜃 𝜃 𝑦

Considering the range 𝟎 𝝅 , the angle

must be from quadrant I to quadrant II. Since
1 is positive, it must be in quadrant I, so
√2
𝑦 2
√2
. See Figure 10 Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf
𝑦
2

𝜋
Hence, 𝑐𝑜𝑡 .
√
Example 5: Evaluate ( ).

Solutions:

Now, secant of what angle is equal to

√
? Using the unit circle, this might be
trickier to evaluate but we will use again the
definition of trigonometric functions for a right
triangle. We must know that

e 𝜃 , we have
𝜃

√ √ √
2√3
∙
( ) √ √
3

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

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 √ √ √
So, ( ) ( ) . See Figure 12 Considering the range, is in
√
quadrant III. Hence, ( ) .

Example 6: Evaluate ( √ ).
Solutions:

Now, cosecant of what angle is equal to

√ ? Using the unit circle, this might be
trickier to evaluate but we will use again the
definition of trigonometric functions for a right
triangle. We must know that

𝜃 , we have
𝜃

√ √
∙
( √ ) √ √

√
So, 𝑐𝑠𝑐 ( √ ) 𝑠𝑖𝑛 ( ). See Figure 12
Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf
√
Considering the range, is in quadrant III.
𝜋
We can’t say it is since it is beyond
this range.
𝜋
Hence, 𝑐𝑠𝑐 ( √ ) .
There is an easy way to remember which quadrants the inverse trig functions on
the Unit Circle will come from, we use these “sun” diagrams:

The inverse sine,

cosine
cosecant, and tangent
secant functions will return
sine values in the I and IV
cotangent Quadrants. Remember
cosecant
that we need the
The inverse cosine, tangent negative values in
secant, and cotangent Quadrant IV. These are
functions will return values called domain
in the I and II Quadrants. restrictions for the
inverse trig functions.

Important Note:

We should always remember that there is a subtle distinction between

finding inverse trigonometric functions and solving for trigonometric functions.
√
If we want ( ) for example, we only pick the answers from Quadrants I
√
and IV, so we get only. But if we are solving ( ) like Solving

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Trigonometric Functions, we get and in the interval ; there are no domain
restrictions.

Understanding unit circle is very important in evaluating inverse

trigonometric expressions.

Quadrant II Quadrant I

Quadrant III Quadrant IV

Source: (snipped) https://www.cpp.edu/~manasab/106t-r.pdf

We can now proceed to the next lesson which focuses in solving

trigonometric equations if we already mastered the concepts of evaluating an
inverse of trigonometric expression.

Solving Situational Problems Involving Inverse Trigonometric

Functions
Applying abstract concept to reality is the most important part of each
module. In this part, we have many situational problems involving Inverse
trigonometric functions not only limited to distance, measurements, geography,
aerospace, and agriculture.
Here are the steps we need to follow in solving situational problems involving
Inverse Trigonometric Functions:

Step 1. Illustrate the problem by drawing or sketching.

Step 2. Label each sides, angles, vertices, and the height. If the height cannot be
determined, use trigonometric law of sine or law of cosine.

Step 3. Determine the unknown value from the problem. This is the time where
you must be able to identify what to be solved and how to solve is your next step.
Step4. From the 6 inverse trigonometric functions, use the mnemonics
SOHCAHTOA.

Step 5. Review and don’t forget to write the desired unit.

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Example.

The Cargo ship due east is approaching the lighthouse at a constant speed of
100ft/min. When it is 800 ft away from the lighthouse, it creates a 30-degree angle
of elevation, after 5 minutes what is the degree angle of elevation, and after how
many minutes more will the cargo ship be at the shortest distance from the
lighthouse? (source: Angga (2020) personal notes)

Steps. Light House

B

Illustration. 800ft

xft

z
A 30

5min or 500ft D y C
Cargo

Ship

Two objects are in its shortest distance when they are perpendicular. Let x be the
shortest distance from the light house to the cargo ship, let 500+y be the distance
covered due east and let z be the angle of elevation after 5-minute travel.

From the figure, we have B xft

800 ft
xft
z
30
A D C

C yft
500ft+y

Sin300 = and tan(z)0 =

x= 800 (sin30) and y(tan(z)) = x = 800sin300=400.

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Hence, 400 = ytanz0. Thus, y = . However, we first observe that the triangle
ABC is a 30-60-90 triangle, and thus 500+y = 400√ 692.82 ft. which means y
=192.82 ft. Consequently, tan(z) = which means z = arc tan( ) =64.34
degrees.

Therefore, after 5 minutes it will be 64.340 angle of elevation, and after 1.9282
minutes it will be at the shortest distance from the lighthouse.

WHATS MORE
A. Find the exact values of the following, if they exist.
√
1.
2. * ( )+
3. ( )
4.
5. e ( ( ))
√
6.

B. Answer the following.

7. What is the domain of ? _______________________

8. What is the range of ? _______________________
9. What is the x-intercept of ? _______________________

C. Graph

D. A 30kph -Cargo Ship Radar detects a submarine 500m away at a

depth of 400m moving at a constant speed of 20kph towards east. If
the two ships are moving east, after 30 minutes, how close is the
submarine to the Cargo ship and at what angle of depression?
(source: Angga (2020) personal notes)

25
 What I Have Learned

Direction: Now that you are about to complete this module, I’m sure you may now
be able to write your reflections by completing the sentences given below. Write
your answer in a separate sheet of paper

1) The inverse trigonometric functions are ________________________________.

2) To construct inverse functions, we must have a property that our original

functions are ____________________________________________________.

3) When does the inverse trigonometric function exist?

4) Explain why, without restrictions, no trigonometric function has an inverse

function.

5) The purpose of domain and range in inverse trigonometric function is to

__________________________________________________________________________.

6) Make your own summary of domain and range of the inverse trigonometric
function. Complete the table below.

Function Domain Range

26
 What I Can Do

I. Find the exact value of each expression.

1) ( √ )
2)
√
3)
√
4)

II. Identify the domain and the range of each. Then sketch the graph.

5) 6)

7) 8)

27
 Assessment

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

1. For a function to have an inverse, it must be a __________.

a. one-to-one relation c. piece-wise
b. one-to-many relation d. many to many relation

2. If radians is degrees. Convert to radians.

a. c.
b. d.

3. If the function f has an inverse and – , then –

________.
a. c.
b. -1 d.

4. Find the exact value of .

a. c.
b. -1 d.

5. Find ( ).
a. c.
b. d.

6. What is the domain of ( )?

a. c.
b. d.

7. What is the range of ( )?

a. * + c.
b. d. [ ]

8. Which of the following is the domain and range of ?

a. c. [ ]
( ) [ ]
b. d. [ ]
* +

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9. Which of the following is the graph of

a. c.

b. d.

10. Which of the following is the domain and range of ?

a. c. [ ]
( ) [ ]
b. d. [ ]
* +
11. Which of the following is the graph of
a. c.

b. d.

√
12. Which of the following is the value of ( )?
a. c.
b. d.

29
 13. Which of the following trigonometric inverse is equivalent to cot -1(x)?
a. b. c. d. cot( )

14. Refer to the given figure below, what is the measure of angle A?

5cm

2cm

a. 56.40 b. 64.60 c. 66.40 d. 54.60

15. What angle of elevation must a 17-meter ladder be placed to lean on a

15-meter pine tree?

a. 820 b. 720 c. 620 d. 520

Additional Activity

Identify the domain and range of the following expression.

1.
2. e
3.
4.
5.

30
 31
What I Know What's More 7. D: 𝑥 𝑜𝑟 𝑥 ≥≥
𝜋
𝜋 R: 𝑦 𝜋𝑦≠
1. A 9. D 1. D. 4700m at
2. B 10. A √
3. A 11. B 2. 85.130
𝜋
4. D 12. C 3.
5. C 13. B 𝜋
4. 8. D: 𝑥
6. B 14. C 𝜋 𝜋
7. A 15. C 5. – 𝜋 R: <𝑦<
𝜋
8. B 6.
7. * +
What's In
𝜋 𝜋
8. * +
1. -1.5422 8. -0.5
2. 0.2527 9. 0 9.
3. 1.2310 10. 0.5 C.
4. -1.4675 11. 0.7071 Assessment
5. -1 12. 0.8660
6. -0.8660 13. 1 1. A 9. D
7. -0.7071 2. B 10. A
3. A 11. B
4. D 12. C
What's New 5. C 13. B
6. B 14. C
Table 2: 𝒚 𝐬𝐢𝐧 𝟏𝒙
7. A 15. C
x y What Can I Do
8. B
𝝅
-1 𝜋 𝜋
𝟐 1. 3.
√ 𝝅 𝜋 𝜋 Additional Activity
𝟑 2. 4.
𝝅 1. D: 𝑥
√ 𝜋 𝜋
𝟒 5. D: All real numbers R: 𝑦
𝜋 𝜋
𝝅 R: <𝑦< 2. D: 𝑥 𝑜𝑟 𝑥 ≥
𝟔 𝜋 𝜋
R: 𝑦< 𝜋 𝑦<
𝟎
𝝅 3. D: 𝑥
𝟔 R: < 𝑦 < 𝜋
√ 𝝅 4. D: 𝑥
𝟒 6. D: 𝑥 R: 𝑦 𝜋
√ 𝝅 R: 𝑦 𝜋 5. D: 𝑥
𝟑 R: 𝑦 𝜋
𝝅
𝟐
Answer Key
References

1. Department of Education-Bureau of Learning Resources (DepEd-BLR) (2016)

Precalculus Learner’s Material. Lexicon Press Inc., Philippines
2. Department of Education-Bureau of Learning Resources (DepEd-BLR) (2016)
Precalculus Teacher’s Material. Lexicon Press Inc., Philippines

3. https://cdn.kutasoftware.com/Worksheets/Precalc/04%20-
%20Inverse%20Trig%20Functions.pdf

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