Senior High School

Precalculus
Quarter 2 – Module 4
Inverse Trigonometric Functions

Department of Education ● Republic of the Philippines

Pre-calculus – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 4: Inverse Trigonometric Functions
First Edition, 2020

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 Precalculus
MODULE 4:
Inverse Trigonometric Functions

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 Table of Contents

What This Module is About 1

What I need to know 2
How to learn from this Module 2
Icons of this Module 3
What I Know (Pretest) 4
Lesson 1 – Inverse Trigonometric Functions and Trigonometric Equations
What I Need to Know 6
What’s In 6
What’s New 9
What Is It 9
What’s More 16
What I Have Learned 18
What I Can Do 18
Lesson 2 -Solving Situational Problems Involving Inverse Trigonometric
Functions and Trigonometric Equations
What I Need to Know 19
What’s In 19
What’s New 20
What Is It 20
What’s More 26
What I Have Learned 28
What I Can Do 28

Summary 30
Assessment (Post-test) 31
Key to Answers 33
References 37
 What This Module is About

The Module is divided into two lessons: Inverse Trigonometric Functions and
Trigonometric Equations (Lesson1), and Solving Situational Problems Involving
Inverse Trigonometric Functions and Trigonometric Equations (Lesson 2). Each
lesson brings together related learning competencies.

Lesson 1 discusses about the six inverse trigonometric functions and

trigonometric equations in which several solved examples are presented and
additional exercises for students to work on are prepared. At the end of the lesson, a
video link is attached for students to watch for further understanding the concept.

Lesson 2 presents different situational problems about the inverse

trigonometric functions and trigonometric equations. After What Is It, several
examples are given to students to work on independently. This lesson also is
supported by video link for students to watch for further understanding the lesson.

We hope that you will find this Learning Module helpful and convenient to use.
We encourage you to carefully study this Module and solve the exercises yourselves
with the guidance of your teacher. Although great effort has been put into this
Module for technical correctness and precision, any mistake found and reported to
the Team is a gain for other students. Thank you for your cooperation.

i
 Module Content

The lessons that we will tackle are the following:

✓ Lesson 1 – Inverse Trigonometric Functions and Trigonometric
Equations
✓ Lesson 2 – Solving Situational Problems Involving Inverse
Trigonometric Functions and Trigonometric Equations

What I Need to Know

Once you are done with this module, you should be able to:

✓ (STEM_PC11T-IIh-1) illustrate the domain and range of the inverse

Trigonometric Function;
✓ (STEM_PC11T-IIh-1) evaluate an inverse trigonometric expression
✓ (STEM_PC11T-IIh-i-1) solve trigonometric equations;
✓ (STEM_PC11T-IIi-2) solve situational problems involving inverse trigonometric
functions and trigonometric equations

How to Learn From This Module

To complete the objectives of this module, you must DO THE FOLLOWING:

• Patiently read the text and understand every sentence. Do not proceed to
the next part of the module without fully understanding the previous text.
• Read the directions of each activity carefully. You will be guided as to the
steps in answering the exercises and activities of this module.

• Do not proceed to the next part without completing the previous activities.

ii
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New This is an introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

These are activities designed to process what

What I Have you have learned from the lesson.
Learned

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

iii
 What I Know (Pre-Test)

Multiple Choice. Choose the letter of the correct answer.

1. A 30-foot-tall flagpole casts a 12 ft. shadow. What is the angle that the sun
hits the flagpole?
a. 20° b. 21° c. 22° d. 23°
2. A ladder 5 m long, leaning against a vertical wall makes an angle of 65° with
the ground. What angle does the ladder make with the wall?
a. 15° b. 20° c. 25° d. 30°
𝑥+𝑦
3. The expression tan−1 𝑥 + tan−1 𝑦 = tan−1 1−𝑥𝑦 is true for _____.

a. xy<1 b. |x|<1, |y|<1 c. |x|>1, |y|>1 d. None of these

−1 −1
4. If 3 tan 𝑥 + cot 𝑥 = 𝜋, then x equals ____.
1
a. -1 b. 0 c. 2 d. 1

1
5. If sin {sin−1 ( ) + cos −1 𝑥} = 1, then the value of x is_____.
2

1
a. b. 0 c. 1 d. None of these
2

7𝜋
6. Which of the following is the value of cos −1 (cos )?
6

𝜋 7𝜋 5𝜋 𝜋
a. b. c. d.
6 6 6 3

13𝜋
7. What is the value of cos −1 (𝑐𝑜𝑠 )?
6

𝜋 13𝜋 𝜋 7𝜋
𝑎. − 6 b. c. d.
6 6 6

8. For 𝑥 ∈ [−1,1], sin−1 (−𝑥) is equal to _____.

𝑎. − sin−1 𝑥 b. 𝜋 + sin−1 𝑥 c. 𝜋 − sin−1 𝑥 d. sin−1 𝑥
𝜋
9. The value of tan−1 𝑥 + cot −1 𝑥 = when ____.
2

𝜋 𝜋 𝜋 𝜋
𝑎. 𝑥 ∈ [− 2 , 2 ] b. 𝑥 ∈ +ℝ c. 𝑥 ∈ ℝ d. 𝑥 ∈ (– 2 , 2 )

10. What is sin−1 𝑥 + cos −1 𝑥?

𝜋
a. 1 b. 𝜋 c. d. 0
2

11. What is the domain of function tan−1 𝑥?

𝜋 𝜋
a. ℝ b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

iv
12. Which of the following is the range of function cos −1 𝑥 ?
𝜋 𝜋 𝜋 𝜋
𝑎. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

13. Which of the following is the range of function sin−1 𝑥 ?

𝜋 𝜋 𝜋 𝜋
𝑎. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

14. What is the domain of function cos −1 𝑥?

𝜋 𝜋 𝜋 𝜋
𝑎. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

15. What is the domain of function sin−1 𝑥 ?

𝜋 𝜋 𝜋 𝜋
a. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

v
 Inverse Trigonometric
LESSON
Functions and
1
Trigonometric Equations

What I Need to Know

Upon completion of this lesson, you should be able to:

➢ illustrate the domain and range of the inverse trigonometric functions;

➢ evaluate an inverse trigonometric expression; and
➢ solve trigonometric equations;

What’s In

Recall from the topic of inverse of a function 𝑓 which states that an inverse
of a function 𝑓 is a function 𝑓 −1 that reverses the rule of 𝑓. For a function to have an
inverse, it must be one-to-one.

Let’s compare the functions 𝑓 and 𝑔 whose arrow diagrams are shown in
Figure 1. Note that 𝑓 never takes on the same value twice (any two numbers in A
have different images), whereas 𝑔 does take on the same value twice (both 2 and 3
have the same image, 4). In symbols, 𝑔(2) = 𝑔(3) but 𝑓 (𝑥1 ) ≠ 𝑓 (𝑥2 ) whenever 𝑥1 ≠
𝑥2 . Functions that have this latter property are called one-to-one

𝑓 is one-to-one 𝑔 is not one-to-one

Figure 1

1
DEFINITION OF A ONE-TO-ONE FUNCTION

A function with domain A is called a one-to-one function if no two elements of

A have the same image, that is, 𝑓 (𝑥1 ) ≠ 𝑓 (𝑥2 ) whenever 𝑥1 ≠ 𝑥2 .

Example 1: Show that the function 𝑓 (𝑥 ) = 3𝑥 + 4 is one –to-one.

Solution: Suppose there are numbers 𝑥1 and 𝑥2 such that 𝑓 (𝑥1 ) ≠ 𝑓 (𝑥2 ). Then,

3𝑥1 + 4 = 3𝑥2 + 4 Suppose 𝑓(𝑥1) ≠ 𝑓(𝑥2).

3𝑥1 = 3𝑥2 Subtract 4

3𝑥1 = 3𝑥2 Divide by 3

Therefore, f is one-to-one.

DEFINITION OF THE INVERSE OF A FUNCTION

Let 𝑓 be a one-to-one function with domain A and range B. Then its inverse
function 𝑓 −1 has domain B and range A and is defined by 𝑓 −1 (𝑦) = 𝑥 ↔ 𝑓 (𝑥 ) = 𝑦 for
any y in B.

This definition says that if 𝑓 takes x to y, then 𝑓 −1 takes y back to x. The arrow
diagram in Figure 2 indicates that 𝑓 −1 reverses the effect of 𝑓. From the definition we
have

Domain of 𝑓 −1 = range of 𝑓

Range of 𝑓 −1 = domain of 𝑓

Figure 2

Example 2: Finding 𝑓 −1 for specific values.

If 𝑓 (1) = 5, 𝑓(3) = 7, 𝑓 (8) = −10, find 𝑓 −1 (5), 𝑓 −1 (7), and 𝑓 −1 (−10).

2
Solution: From the definition of 𝑓 −1 we have

𝑓 −1 (5) = 1 because 𝑓 (1) = 5

𝑓 −1 (7) = 3 because 𝑓 (3) = 7

𝑓 −1 (−10) = 8 because 𝑓 (8) = −10

Figure 3 shows how 𝑓 −1 reverses the effect of 𝑓 in this case.

Figure 3

HOW TO FIND THE INVERSE OF A ONE-TO-ONE FUNCTION

1. Write 𝑦 = 𝑓(𝑥)
2. Solve this equation for x in terms of y (if Possible).
3. Interchange x and y. The resulting equation is 𝑦 = 𝑓 −1 (𝑥).

Example 3: Find the inverse of the function 𝑓 (𝑥 ) = 3𝑥 − 2.

Solution: First we write 𝑦 = 𝑓(𝑥), → 𝑦 = 3𝑥 − 2

Then we solve this equation for x. 3𝑥 = 𝑦 + 2 Add 2

𝑦+2
𝑥= Divide by 3
3

𝑥+2
Finally, we interchange x and y. 𝑦= 3

𝑥+2
Therefore, 𝑓 −1 (𝑥) =
3

Activity 1.1: Find the inverse of the following function

𝑥 5 −3 2𝑥+3
1. 𝑓 (𝑥) = 2. 𝑓(𝑥) =
2 𝑥−1

3
 What’s New

The six trigonometric functions 𝑠𝑖𝑛𝑥, 𝑐𝑜𝑠𝑥, 𝑡𝑎𝑛𝑥, 𝑠𝑒𝑐𝑥, 𝑐𝑜𝑡𝑥, 𝑎𝑛𝑑 𝑐𝑠𝑐𝑥 are
periodic and hence not one-to-one, and they do not have inverses. It is possible,
however, to restrict the domains of the trigonometric functions in such a way that the
resulting functions are one-to-one.

Trigonometric functions can all be defined as ratios of the sides of a right

triangle. Since all right triangles conform to the Pythagorean Theorem, as long as the
angles of two right triangles are the same, their sides will be proportional.

In this lesson, we first restrict the domain of each trigonometric function

because each of them is not one-to-one. We then define each respective inverse
function and evaluate the values of each inverse trigonometric function.

What is It

A. The Six Inverse Trigonometric Functions

1. The Inverse Sine Function

The domain of the sine function is the set R of real numbers, and its range is
− ]. As observed in the previous lessons, the sine function is
the closed interval [−1,1
not one-to-one, and the first step is to restrict its domain (by agreeing what the
convention is) with the following conditions: (1) the sine function is one-to-one in that
restricted domain, and (2) the range remains the same.
The inverse of the (restricted) sine function 𝑓 (𝑥 ) = 𝑠𝑖𝑛𝑥,where the domain is
−𝜋 𝜋
restricted to the close interval [ 2 , 2 ], is called the inverse sine function or arcsine

function, denoted by 𝑓 −1 (𝑥 ) = 𝑠𝑖𝑛−1 𝑥 or 𝑓 −1 (𝑥 ) = 𝑎𝑟𝑐𝑠𝑖𝑛 𝑥. Here, the domain of

−𝜋 𝜋
𝑓 −1 (𝑥 ) = 𝑎𝑟𝑐𝑠𝑖𝑛 𝑥 is [−1,1], and the range is [ 2 , 2 ]. Thus, 𝑦 = 𝑠𝑖𝑛−1 𝑥 or 𝑦 =

1 1
arcsin 𝑥, If and only if sin 𝑦 = 𝑥, where −1 ≤ x ≤ 1 and − ≤ y ≤ .
2 2

4
Example 1. Find the exact value of each expression:

1 3 1
a. 𝑠𝑖𝑛−1 b. arcsin(−1) c. 𝑠𝑖𝑛−1 d. arcsin(− 2)
2 2

Solutions:
−𝜋 𝜋 1 𝜋 1 𝜋
a. The number in the interval [ , 2 ] whose sine is 2 is 6 .Thus, 𝑠𝑖𝑛−1 =
2 2 6
𝜋 𝜋 𝜋 −𝜋 𝜋
b. arcsin(−1) = − because sin (− 2 ) = −1 and − ∈ [ 2 , 2 ].
2 2
3
c. Since 2 > 1, it is not the domain of 𝑠𝑖𝑛−1 𝑥, so 𝑠𝑖𝑛−1 is not defined.
3
2
1 𝜋
d. arcsin(− 2) = − 6

As emphasized in the last example, as long as −1 ≤ x ≤ 1, sin−1 x is that

−𝜋 𝜋
number 𝑦 ∈ [ 2 , 2] such that 𝑠𝑖𝑛𝑦 = 𝑥. If /𝑥/>1, then sin−1 x is not defined in ℝ.

We can sometimes find the exact value of sin−1 x (that is, we can find a value
in terms of 𝜋), but if such special value exists, then we leave it in the form sin−1 x.

Example 2. Find the exact vaue of each expression.

1
a. sin (𝑠𝑖𝑛−1 2) c. arcsin (𝑠𝑖𝑛𝜋)

𝜋 1
b. arcsin (𝑠𝑖𝑛 ) d. sin(𝑠𝑖𝑛−1 (− ))
3 2

Solutions:

1 𝜋 1
𝑎. sin (𝑠𝑖𝑛−1 ) = 𝑠𝑖𝑛 = c. arcsin(𝑠𝑖𝑛𝜋) = arcsin 0 = 0
2 6 2

𝜋 √3 𝜋 1 𝜋 1
b. arcsin (𝑠𝑖𝑛 ) = arcsin = d. sin(𝑠𝑖𝑛−1 (− ))=𝑠𝑖𝑛 − = −2
3 2 3 2 6

From the last example, we have the following observations:

1. sin(𝑎𝑟𝑐𝑠𝑖𝑛𝑥 ) = 𝑥 for any 𝑥 ∈ [−1,1]; and

−𝜋 𝜋 −𝜋 𝜋
2. arcsin(𝑠𝑖𝑛0) = 0 if and ony if 0 ∈ [ , 2 ], and if 0 is not element of [ 2 , 2 ],
2
−𝜋 𝜋
then arcsin(𝑠𝑖𝑛0) = 𝜑, where 𝜑 ∈ [ 2 , 2] such that 𝑠𝑖𝑛𝜑 = 𝑠𝑖𝑛0.

5
2. The Inverse Cosine Function

The development of the other inverse trigonometric functions is similar to

that of the inverse sine function.
The inverse of cosine function is defined by 𝑦 = cos −1 𝑥 or 𝑦 = arccos 𝑥 which
means, cos 𝑦 = 𝑥, where −1 ≤ x ≤ 1 and 0 ≤ y ≤ 𝜋.

Example 3. Find the exact value of each expression.

√3 √3 3𝜋
a. cos −1 0 b. arccos(− ) c. cos [𝑐𝑜𝑠 −1 ( − )] d. cos −1 ( cos )
2 2 4

Solutions:
𝝅 𝜋 𝜋
a. cos −1 0 = because cos 2 = 0 and ∈ [0, 𝜋]
𝟐 2

√3 5𝜋
b. arccos (− ) =
2 6

√3 √𝟑
c. cos [cos −1 [(− )] =−
2 𝟐

3𝜋 3𝜋 3𝜋
d. cos −1 ( cos )= because ∈ [0, 𝜋]
4 4 4

4
Example 4. Simplify: sin(2 cos −1 (− 5)).

4 4
Solution. Let 𝜃 = cos −1 (− 5). Then cos 𝜃 = − 5. Because cos 𝜃 < 0 and range of inverse

𝜋
cosine function is [0, 𝜋], we know that 𝜃 must be within the interval (2 , 𝜋]. Using the
3
Pythagorean Identity, we get sin 𝜃 = 5. Using Double- Angle Identity, we have

4
sin(2 cos −1 (− 5)) = sin 2𝜃 = 2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃

3 4 24
=2∙ (− ) =−
5 5 25

3. The Inverse Tangent Function

The inverse tangent function is similarly defined as inverse sine and inverse
cosine functions. In symbols, 𝑦 = tan−1 𝑥 or 𝑦 = arctan 𝑥 which means, tan 𝑦 = 𝑥,
𝜋 𝜋
where 𝑥 ∈ ℝ and − 2 < 𝑦 < 2 .

6
Example 5: Find the exact value of each expression.
5 𝜋
a. tan−1 1 b. arctan(−√3) c. tan (tan−1 (− 2)) d. tan−1 (tan(− 6 ))

Solutions:
𝜋
a. tan−1 1 = 4

𝜋
b. arctan(−√3) = − 3

5 5
c. tan (tan−1 (− 2)) = − 2

𝜋 𝜋 𝜋 𝜋 𝜋
d. tan−1 (tan(− 6 )) = − 6 because − 6 ∈ (− 2 , 2 ) .

We now define the remaining inverse trigonometric functions as follows:

4. Inverse Cotangent Function

𝜋
cot −1 𝑥 = 2 − tan−1 𝑥.

It follows that the domain of 𝑦 = cot −1 𝑥 is ℝ and its range is (0, 𝜋).

5. Inverse Secant Function

𝑦 = sec −1 𝑥 or 𝑦 = arcsec 𝑥
sec 𝑦 = 𝑥
𝜋 3𝜋
where /𝑥/≥ 1 and 𝑦 ∈ [0, 2 ) ∪ [𝜋, 2
).

6. The Inverse Cosecant Function

𝜋
csc −1 𝑥 = − sec −1 𝑥
2
This means that the domain of 𝑦 = csc −1 𝑥 is (−∞, −1] ∪ [1, ∞) and its range is
𝜋 𝜋
(−𝜋, − 2 ] ∪ (0, 2 ].

7
Example 6. Find the exact value of each expression.

a. sec −1 (−2) c. cot −1 −√3

2√3 3 2√3
b. csc −1 (− ) d. sin (sec −1 −( ) − csc −1 −
3 2 3

Solutions:
4𝜋 4𝜋 4𝜋 3𝜋
a. sec −1 (−2) = because 𝑠𝑒𝑐 = −2 and ∈ [𝜋, )
3 3 3 2

2√3 2𝜋
b. csc −1 (− )=−
3 3

5𝜋
c. cot −1 −√3 = 6

2√3 2𝜋 3
d. From (b), we know that csc −1 (− )=− . Let 𝜃 = sec−1 − 2. Then sec 𝜃 =
3 3

3
− 2. From defined range of inverse secant function, 𝜃 lies in QIII, and 𝑟 = 3

and 𝑥 = −2.

Solving for y, we get 𝑦 = −√32 − (−2)2 = −√5.

√5 2
It follows that 𝑠𝑖𝑛𝜃 = − and 𝑐𝑜𝑠𝜃 = − 3. We now use the Sine Sum Identity.
3

3 2√3
sin(sec −1 (− 2) − csc −1 (− ))
3

2𝜋
= 𝑠𝑖𝑛 (θ −(− 3
))

2𝜋
= sin(𝜃 + )
3
2𝜋 2𝜋
= sin 𝜃 cos + cos 𝜃 sin
3 3

√5 1 2 √3
= (− ) (− ) + (− ) ( )
3 2 3 2

√5 − 2√3
=
6

8
B. The Trigonometric Equations

A trigonometric equation is any equation that contains a trigonometric

function. Trigonometric identity is trigonometric functions that holds true for any
angle.

We will focus on solving conditional equations that involves trigonometric

functions. Such equations are referred to as trigonometric equations. Generally its
solutions are infinite due to the periodicity of the trigonometric functions. To simplify
the determination of the possible solutions of x we first introduce a limit 0 ≤ 𝑥 < 2𝜋
or [0, 2𝜋], then for every n integer, 𝑥 + 2𝑛𝜋 is also a solution.

Steps in Solving Trigonometric Equations

1. If the equation is linear in one trigonometric function:
a. Directly solve for the trigonometric function.
b. Then solve for the angle by determining the function values of the
quadrantal or special angle by applying the trigonometric tables.
2. If there are more trigonometric functions, apply the Fundamental Identities to
represent the equation in terms of one trigonometric function.
3. If the equation is not linear, represent it by isolating the left side of the
equation. Then apply factoring (if factorable), otherwise use the quadratic
formula.
4. Use the algebraic techniques for solving the trigonometric equations.

Example 7: Find all solutions of the equation sin 𝑥 = 0.

Solution: The values in the interval [0, 2𝜋] for which sin 𝑥 = 0 are 0 and 𝜋. Then
every situation of x is 𝑥 = 0 + 2𝑛𝜋 or 𝑥 = 𝜋 + 2𝑛𝜋
The solution can be reduced to 𝑥 = 𝜋 + 2𝑛𝜋, n an integer (n∈ ℤ)
𝜋
Example 8: Determine whether 𝜃 = is a solution of the trigonometric equation
3

1
cos 𝜃 = 2.

𝜋 1
Solution: On the unit circle, the terminal point 𝜃 = is in Q1, with coordinates T(2,
3

√3
) = 𝑐𝑜𝑠 𝜃, 𝑠𝑖𝑛 𝜃. Therefore, substituting the given in the trigonometric equation,
2
𝜋 1 𝜋
gives cos = , which is true. So, we conclude that 𝜃 = is a solution. Another
3 2 3

5𝜋
solution to the equation is 𝜃 = , which is in Q4.
3

9
Example 9. Solve the quadratic equation 𝑠𝑖𝑛2 𝑥 = 1 + 2 cos 𝑥.
Solution: 𝑠𝑖𝑛2 𝑥 = 1 + 2 cos 𝑥, replacing 𝑠𝑖𝑛2 𝑥 𝑏𝑦 1 − 𝑐𝑜𝑠 2𝑥 by the first fundamental
identity,

1 − 𝑐𝑜𝑠 2 𝑥 = 1 + 2 cos 𝑥
𝑐𝑜𝑠 2 𝑥 + 2 cos 𝑥 = 0
cos 𝑥 (cos 𝑥 + 2) = 0
𝑥 𝑥
Hence, the solution set is {cos 𝑥 = 0} ∪ {cos 𝑥 + 2 = 0}. But, −1 ≤ 𝑐𝑜𝑠𝑥 ≤ 1 for every

x, so, the equation cos 𝑥 + 2 = 0 has an empty solution. Thus, the solution set is
𝑥 𝜋 3𝜋
{ = 0}.If 0 ≤ 𝑥 < 2𝜋, then the solution set is {2 , }.
𝑐𝑜𝑠𝑥 2

Example 10.Find all solutions of the equation 2𝑠𝑖𝑛2 𝑥 − 3 sin 𝑥 + 1 = 0 in the interval
[0,2𝜋).

Solution:
Since we can represent 2 sin 𝑥 − 3 sin 𝑥 + 1 = 0 in the form 𝑃 (𝑥 )𝑄(𝑥 ) = 0, we
can determine the solution by letting 𝑃(𝑥 ) = 0 and 𝑄 (𝑥 ) = 0. Buy factoring the left
side of the equation, we get

2 𝑠𝑖𝑛2 𝑥 − 3 sin 𝑥 + 1 = 0
2𝑠𝑖𝑛𝑥 − 1)(𝑠𝑖𝑛𝑥 − 1) = 0

2 𝑠𝑖𝑛𝑥 − 1 = 0

2𝑠𝑖𝑛𝑥 = 1
1
sin 𝑥 =
2
To determine the solution set of the original equation 2 sin 𝑥 − 3 sin 𝑥 + 1 = 0
1
in the interval [0, 2𝜋) we will find the values of sin 𝑥 = 2 and sin 𝑥 = 1. In this interval,

𝜋 5𝜋 𝜋
the solutions of 𝑥 = are 𝑥 = ; the only solution for sin 𝑥 = 1 is sin 𝑥 = 2 . Thus, the
6 6

𝜋 5𝜋
solutions of the 2 sin 𝑥 − 3 sin 𝑥 + 1 = 0 in the interval [0, 2𝜋) are 𝑥 = 6 , 𝑥 = , and
6

𝜋
𝑥 = 2.

10
Example 11: Find the solutions of the equation cos 2𝑥 + cos 𝑥 + 1 = 0 in the interval
[0, 𝜋).

Solution:

Solving for cos 2𝑥 + cos 𝑥 + 1 = 0, we get

cos 2𝑥 + cos 𝑥 + 1 = 0 Given

2𝑐𝑜𝑠 2 𝑥 − 1 + cos 𝑥 + 1 = 0 Apply double angle identity

2𝑐𝑜𝑠 2 𝑥 + cos 𝑥 = 0 Simplify

cos 𝑥 (2 cos 𝑥 + 1) = 0 Apply common Factor

cos 𝑥 = 0, 2 cos 𝑥 + 1 = 0
2 cos 𝑥 = −1
1
cos 𝑥 = −
2

𝜋 1 2𝜋
The values in the unit circle for cos 𝑥 = 0 is 𝑥 = and for cos 𝑥 = − 2 is 𝑥 = .
2 3

𝜋 2𝜋
Thus, the solution is 𝑥 = and 𝑥 = .
2 3

What’s More

Activity 3.1: Let Me try!

Let us find out if you really understand the discussed concept by answering these
exercises.

1. Find the exact values of the following, if they exist.

√2 1
a. sin−1 b. arcsin(− 2) c. sin−1 2
2

2. Find the exact value of each expression.

√2 1 11𝜋
a. sin(sin−1 ) b. cos [arcsin (− 2)] c. sin−1
2 2

11
3. Answer the following.

a. What is the domain of 𝑦 = sin−1 2𝑥?

b. What is the range of 𝑦 = sin−1 2𝑥?

4. Find the exact values of the following, if they exist.

√2
a. cos −1 c. arccos (cos 𝜋)
2
1
b. cos (cos −1 (− 2)) d. arccos 𝜋

5. Find the exact value of each expression.

4𝜋 4 7 1
a. arctan (tan ) b. tan (tan−1 ) c. tan (tan−1 + tan−1 )
3 5 6 2

6. Find the exact of the following, if the exist.

√3
a. sec −1 √2 c. 𝑐𝑜𝑡 −1 e. cos (𝑎𝑟𝑐𝑐𝑠𝑐 −1 2)
3
𝜋 20𝜋
b. csc −1 1 d. 𝑎𝑟𝑐 sec −1 cot (− 4 )) f. 𝑎𝑟𝑐 cot −1 sin 3

2 2
7. Simplify: a. cos (2 cos −1 ) b. sin (cos −1 )
5 5

𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋
8. Which numbers in the set {0, 6 , 4 , 3 , 2 , , , , 𝜋, 2𝜋} are solutions to the
3 4 6

following equations?
1
a. sin 𝑥 = 2` c. 3 sec 𝑥 = −2√3 e. 𝑠𝑒𝑐 2𝑥 − 𝑡𝑎𝑛2 𝑥 = 1

b. tan 𝑥 = 1 d. √3| cot 𝑥| = 1 f. sin 𝑥 + cos 𝑥 = 0

9. Solve the following trigonometric equation.
a. 2 cos 𝑥 − 1 = 0 c. 2 cos 𝑥 tan 𝑥 = 2 cos 𝑥
𝑥
b. (1 + cosθ)(tan θ − 1) = 0 d. 𝑠𝑖𝑛2 𝑥 + 5𝑐𝑜𝑠 2 2 = 2

10. Find all solutions of √3 tan 𝑥𝑐𝑜𝑡𝑥 + √3 tan 𝑥 − cot 𝑥 − 1 = 0

12
 What I Have Learned

Let me check your knowledge by filling the blanks with a correct symbols/ letter or
terms in order to complete the statement/s.

1. a. To define the inverse sine function, we restrict the domain of sine to the
interval_____. On this interval the sine function is one-to-one, and its
inverse function 𝑠𝑖𝑛−1 is defined by sin−1 𝑥 = 𝑦 ↔ sin ______ = _______.
1
For example, sin−1 2 = ______ because sin ________ = ________.

b. To define the inverse cosine function we restrict the domain of cosine to

the interval _________. On this interval the cosine function is one-to-one
and its inverse function 𝑐𝑜𝑠 −1 is defined by cos −1 𝑥 = 𝑦 ↔ cos ______ =
______.
1
For example, cos −1 2 = ________ because cos _____ = _____.

What I Can Do

Performance Task: Let’s do this!

Materials: paper, pencil, and scientific calculator in degree mode

Procedure: Draw the following triangles and find the answers.

1. Triangle ABC has a right angle at C. Next, side AB=7m and side CB=4m.
Using inverse trigonometric functions, find the degree measures of angle B
and angle A.
2. Triangle EFG has a right angle at G. Next, side EG=3 in and side GF=2 in.
Using inverse trigonometric functions, find the degree measures of angle E
and angle F.

Online connect! For additional knowledge and information about the topics please
visit the links/url indicated below.

❖ Master How to determine the domain and range of the inverse trigonometric functions:
https://www.youtube.com/watch?v=uIELpwkmTJw
❖ Evaluating Inverse Trigonometric Function: https://www.youtube.com/watch?v=aRVWs1tDarI
❖ TRIGONOMETRY Solving Trigonometric Equations in Filipino:

https://www.youtube.com/watch?v=I2gy6J8WPsw

13
 Solving Situational Problems
LESSON Involving Inverse
2 Trigonometric Functions and
Trigonometric Equations
What I Need to Know

Upon completion of this lesson, you should be able to:

➢ solve situational problems involving inverse trigonometric

functions and trigonometric equations.

What’s In

Let us recall previous concept about inverse trigonometric functions by

answering the activity.

A. Use a calculator to find an approximate value of each expression correct to

five decimal places, if it is defined.
2
1. sin−1 ( ) 6. sin−1 (0.13844)
3

8
2. sin−1 (− 9) 7. tan−1 (10)

3
3. cos −1 (− 7) 8. tan−1 (−26)
8
4. cos −1 (− ) 9. sin−1 (−0.25713)
9

5. cos −1 (−0.92761) 10. tan−1 (−0.25713)

B. Find 𝑥, 0 ≤ 𝑥 ≤ 2𝜋, for the following:

√3 √3
1. cos 𝑥 = 2. cos 2𝑥 = 3. 2 𝑐𝑜𝑠 2 𝑥 − 𝑐𝑜𝑠𝑥 − 1 = 0
2 2

14
 What’s New

The inverse trigonometric functions are used to determine the angle measure
when at least two sides of a right triangle are known. The particular function that
should be used depends on what two sides are known. For example, if you know the
hypotenuse and the side opposite the angle in question, you could use the inverse
sine function. If you know the side opposite and the side adjacent to the angle in
question, the inverse tangent is the function you need.

There are two methods for determining an inverse trigonometric function. The
first is by using a table containing all the results for every ratio. It can be tedious and
cumbersome. The other is using scientific calculator. The inverse for the sine,
cosine, and tangent can be determined quickly.
In this lesson, trigonometric functions have practical uses in navigation,
physics, engineering and other sciences through presenting different worded
problems.

What is It

Let us consider the following relationship/ trigonometric ratios to find the

required angle given two measurements of a triangle.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. 𝑠𝑖𝑛 𝜃 = = 𝑆𝑂𝐻 : 𝜃 = 𝑠𝑖𝑛−1
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
b. 𝑐𝑜𝑠 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 𝐶𝐴𝐻 : 𝜃 = 𝑐𝑜𝑠 −1 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
c. 𝑡𝑎𝑛 𝜃 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 = 𝑇𝑂𝐴 : 𝜃 = 𝑡𝑎𝑛−1 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

We will use our previous knowledge about the topics on evaluating inverse
trigonometric functions and trigonometric equations in solving several worded
problems and other applications.

15
 A. Application of Inverse Trigonometric Functions
1. A tower 28.4 feet high must be secured with a guy wire anchored 5 feet from
the base of the tower. What angle will the guy wire make with the ground?

Guide on how to solve using Calculator

28.4 ft guy wire With the use of calculator, press these keys to solve for ϴ

?
Shift tan 28.4 a/b or ÷ 5 = 80.02
28.4
5 ft

We need to find the angle of the ground that the guy wire will make.

Solution:

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

28.4𝑓𝑡
tan 𝜃 =
5𝑓𝑡

28.4
θ = 𝑡𝑎𝑛−1 ( ) = 80.02°
5

Therefore, the guy wire will position at an angle of 80.02° from the base of the
tower.

2. The base of a ladder is placed 3 feet away from a 10-foot-high wall, so the top
of the ladder meets the top of the wall. What is the measure of the angle
formed by the ladder and the ground?

Note:

Use the previous guide on how to solve the

unknown angle using the scientific calculator.

16
 Solution:

Here we have a right triangle where we know the lengths of the two
legs, that is, the sides opposite and adjacent to the angle. So, we use the
inverse tangent function.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

10𝑓𝑡
tan 𝜃 =
3𝑓𝑡

10
θ = 𝑡𝑎𝑛−1 ( 3 ) = 73.3°

Therefore, the angle formed by the ladder and the ground is 73.3°.

3. A boat is docked at the end of a 10-foot pier. The boat leaves the pier and
drops anchor 230 feet away 3 feet straight out from the shore (which is
perpendicular to the pier). What was the bearing of the boat from a line drawn
from the end of the pier through the foot of the pier?

3 ft

10 ft
𝑥°
230 ft

Solution:

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 7𝑓𝑡
𝑐𝑜𝑠 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 230𝑓𝑡 𝑐𝑜𝑠 𝜃 = 0.0304 θ = 𝑐𝑜𝑠 −1 0.0304

= 88.26°

Thus, the bearing of the boat from a line drawn from the end of the pier

through the foot of the pier is 88.26°.

17
4. The height of a ski slope is 16 meters and the length is 20 meters. Find the
measure of the angle giving the answer to two decimal places.

Solution:

Here, we know the lengths of the opposite and the hypotenuse and, therefore,
need to use the sine ration to find the measure of the unknown angle.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑠𝑖𝑛 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

16 𝑚
𝑠𝑖𝑛 𝜃 =
20 𝑚

𝑠𝑖𝑛 𝜃 = 0.8

𝜃 = 𝑠𝑖𝑛−1 0.8

= 53.13°

Thus, the measure of the angle is 53.13°.

𝜋
5. If an object is directed at an angle 𝜃 (with 𝜃 ∈ [0, 2 ], then the range will be 𝑅 =

𝑣𝑜2 𝑓𝑡 𝑓𝑡
𝑔
sin 2𝜃(in feet) where 𝑣𝑜 (in 𝑠
) is the initial speed and 𝑔 = 32 𝑠2
is the

acceleration due to gravity. At what angle shall the object be directed so that
𝑓𝑡
the range will be 100 ft, given that the initial speed is 𝑣𝑜 = 80 ?
𝑠

18
 Solution: From the formula of the range, we get

𝑣𝑜2
𝑅= sin 2𝜃
𝑔

(80)2
100 = sin 2𝜃
32

(80)2
32(100) = ( sin 2𝜃) 32
32

3200 = 6400(sin 2𝜃)

3200 6400(sin 2𝜃)

( )=( )
6400 6400

1
= sin 2𝜃
2

𝜋
Since 𝜃 must be from 0 to 2
(i.e. 0 ≤ 2𝜃 ≤ 𝜋), this is equivalent to finding 2𝜃 such

1 𝜋 𝜋
that 2𝜃 = sin−1 2. Hence, 2𝜃 = → 𝜃 = 12.
6

𝜋
Therefore, the object must be directed at an angle of 𝑟𝑎𝑑 (or 15°), to have a
12

projectile range of 100 ft.

B. Application of Trigonometric Equations

In this lesson we will solve trigonometric equations. To see the difference,

consider the following equations:

𝑠𝑖𝑛2 𝑥 + 𝑐𝑜𝑠 2𝑥 = 1 Equation 1

sin 𝑥 = 1 Equation 2

Equation 1 is an identity because it is true for all real values of x. Equation 2,

however, is true only for some values of x. When we find these values, we are
solving the equation.

19
Let us solve several applications of trigonometric equations.

1. An aluminium rain gutter is to be constructed from an aluminium sheet 12

inches wide. After marking off a length of 4 inches from each edge, this length
is bent up at an angle 𝜃. The area A of the opening as a function of 𝜃 is given
by 𝐴 = 16 sin 𝜃(cos 𝜃 + 1), where 0° < 𝜃 < 90°.
a. Find the angle 𝜃 that maximizes area using the equation 𝑐𝑜𝑠2𝜃 +
cos 𝜃 = 0, 0° < 𝜃 < 90°.

Solutions:
a. 𝑐𝑜𝑠2𝜃 + cos 𝜃 = 0. Using the double-angle formula 2𝑐𝑜𝑠 2𝜃 − 1 + cos 𝜃 = 0,
𝑥
or (2 cos 𝜃 − 1)(cos 𝜃 + 1) = 0. Hence, the solution set is { cos 𝜃 − 1 =
2

𝑥
0} ∪ {2 cos 𝜃 + 1 = 0}. But 0° < 𝜃 < 90°, for every𝜃, so, the equation

𝑥
cos 𝜃 + 1 = 0 has an empty solution. Thus, the solution set is {2 cos 𝜃 − 1 =

1
0}. And it is given that 0° < 𝜃 < 90°, then since cos 𝜃 = 2 , 𝜃 = 60°.

2. A lighthouse at sea level is 34 mi from a boat. It is known that the top of the
lighthouse is 42.5 mi from the boat and that 𝑥 = 𝑟𝑐𝑜𝑠𝜃, where 𝑥 is the
horizontal distance, 𝑟 is the distance of the top of the lighthouse from the boat,
and 𝜃 is the angle of depression from the top of lighthouse. Find 𝜃.

Solution:
𝑥 34 4
𝑥 = 𝑟𝑐𝑜𝑠 𝜃 → cos 𝜃 = = =
𝑟 42.5 5
4
→ 𝜃 = cos −1 5 ≈ 0.6435 (36.87°)

For this case, we used a calculator to find the value of the unknown variable 𝜃
4
since 5 is not a special value for

cosine.

3. Three cities, A. B, and C, are

positioned in a triangle as seen in
the figure below.

20
 It is known that City A is 140 miles from City C, while City B is 210 miles from

City C. City A and B are 70√7 miles apart. Also, by the Cosine Law, we have

𝑧 2 = 𝑥 2 + 𝑦 2 − 2𝑥𝑦 cos 𝛾, where 𝑥, 𝑦, 𝑎𝑛𝑑 𝑧 are the respective distances of ̅̅̅̅

𝐵𝐶 ,
̅̅̅̅ , ̅̅̅̅
𝐴𝐶 𝐴𝐵, and 𝛾=m∠𝐴𝐶𝐵. Find 𝛾.

Solution: Substituting the corresponding values of 𝑥, 𝑦, 𝑎𝑛𝑑 𝑧, the problem is

now equivalent to solving the equation

34300 = 44100 + 19600 − 58800 cos 𝛾

→ −29400 = −58800 cos 𝛾

1 𝜋
→ = cos 𝛾 =𝛾
2 3

𝜋
→ Thus, the value of 𝛾 is 3

What’s More
Activity 3.2: Let Me try!

Let us find out if you really understand the discussed concept by answering
these exercises.
1. The distance from a boat to a lighthouse is 100 feet and the lighthouse is 120
feet tall. What is the angle of depression from the top of the lighthouse to the
boat?
2. You are standing 100 ft from an arch that is 68 ft tall. At what angle do you
have to look up to see the top of the arch? Assume you are 5 ft tall.
3. The angle of elevation of the top of a church to a point 100 feet away from
the base is 60°. Find the height of the church.

21
 For numbers 4-6, please refer to this problem. You are watching a hot-air
balloon that was 300 feet from you when it started rising from the ground.
Assume the height of the balloon is 𝑥 and 𝜃 is the angle of elevation from the
ground where you are standing up to the balloon.
4. Solve for x in terms of 𝜃.
5. What is the angle of elevation when the hot-air-balloon is 500 feet above the
ground?
6. How high above the ground is the balloon when the angle of elevation is 80°?
7. A weight is suspended from a spring and vibrating vertically according to the
equation
4 5
𝑓 (𝑡) = 20 cos (5 𝜋(𝑡 − 6)),

where 𝑓(𝑡) centimeters is the direct distance of the weight from its central
positions at t seconds, and the positive distance means above its central
position,
a. At what time is the displacement of the weight 5 cm below its central
position for the first time?
b. For what values of 𝑡 does the weight reach its farthest point below its
central position?
8. Different types of granular substances
naturally settle at different angles when
stored in cone-shaped piles. This
angle 𝜃 is called the angle of repose.
When rock salt is stored in a con-
shaped pile 11 feet high, the diameter
of the pile’s base is about 34 feet.

a. Find the angle of repose for rock salt.

b. How tall is a pile of rock salt that has a base diameter of 50 feet?

22
 What I Have Learned
Let me check your knowledge by filling the blanks with a correct
symbols/letter or terms in order to complete the statement/s.
1. When working with right triangles, we use the terms opposite, adjacent and
hypotenuse to refer sides of the triangle. The _____ is always opposite the
right angle and is the longest side. The _____ and _____ are labelled in
relation to a given angle often denoted by 𝜃. The _____ is the side next to the
angle 𝜃 which is not the hypotenuse. As for the ______, it is the last side of
the triangle.
2. Recall the acronym “SOH CAH TOA””, where O stands for _____, A stands
for _____, and H stands for _____, and the 𝜃 is the angle. The trigonometric
ratios are: _____, _____and _____.
3. We can find the measure of an angle given the side lengths using _____
trigonometric functions.

What I Can Do

DISCOVERY∎DISCUSSION∎WRITING
1. Refer to the figure below. You are
standing in seawater that is 2 feet deep
and are looking at a shell at angle 𝜃1 =
60° (measured from a line
perpendicular to the surface of the
water). What happens to d as you move
closer to the shell? Explain your reasoning.

Online connect! For additional knowledge and information about the topics please
visit the links/url indicated below.

❖ Master solving word problems using inverse trigonometry:

https://www.youtube.com/watch?v=zn1_AO2HNk8
❖ Solving Word Problems Involving Trigonometric Equations, Example 2:
https://www.youtube.com/watch?v=duQTGQ1IF4Y
❖ Solving Applications Problems Using Trigonometric Equations:
https://www.youtube.com/watch?v=JjRCloMCC2E

23
Summary

Table 1
Summary of the Domain and Range of Inverse
Trigonometric Function

Function Domain Range

y=arcsin x [-1,1] 𝜋 𝜋
− ≤𝑦≤
2 2
y=arccos x [-1,1] 0≤𝑦≤𝜋
y=arctan x All real numbers 𝜋 𝜋
− ≤𝑦≤
2 2
y=arcsec x All real numbers 𝜋
0 ≤ 𝑦 ≤ 𝜋, 𝑦 ≠
2
y=arccsc x All real numbers 𝜋 𝜋
− ≤ 𝑦 ≤ ,𝑦 ≠ 0
2 2
y=arccot x All real numbers 0<𝑦<𝜋

Trigonometric equation -is any equation that contains a trigonometric function.

Trigonometric identity -is trigonometric functions that holds true for any angle.

Steps in Solving Trigonometric Equations

1. If the equation is linear in one trigonometric function:

a. Directly solve for the trigonometric function.
b. Then solve for the angle by determining the function values of the
quadrantal or special angle by applying the trigonometric tables.

2. If there are more trigonometric functions, apply the Fundamental Identities to

represent the equation in terms of one trigonometric function.
3. If the equation is not linear, represent it by isolating the left side of the
equation. Then apply factoring (if factorable), otherwise use the quadratic
formula.
4. Use the algebraic techniques for solving the trigonometric equations.

24
 Assessment (Posttest)
Multiple Choice. Choose the letter of the correct answer.

1. What is the domain of function sin−1 𝑥 ?

𝜋 𝜋 𝜋 𝜋
a. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

2. What is the domain of function cos −1 𝑥?

𝜋 𝜋 𝜋 𝜋
a. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

3. Which of the following is the range of function sin−1 𝑥 ?

𝜋 𝜋 𝜋 𝜋
a. [− , ] b. (−1,1) c. (– , ) d. [−1,1]
2 2 2 2

4. Which of the following is the range of function cos −1 𝑥 ?

𝜋 𝜋 𝜋 𝜋
a. [− 2 , 2 ] b. (−1,1) c. (– 2 , 2 ) d. [−1,1]

5. What is the domain of function tan−1 𝑥?

𝜋 𝜋
a. ℝ b. (−1,1) c. (– , ) d. [−1,1]
2 2

6. What is sin−1 𝑥 + cos −1 𝑥?

𝜋
a. 1 b. 𝜋 c. d. 0
2

𝜋
7. The value of tan−1 𝑥 + cot −1 𝑥 = when ____.
2

𝜋 𝜋 𝜋 𝜋
a. 𝑥 ∈ [− 2 , 2 ] b. 𝑥 ∈ +ℝ c. 𝑥 ∈ ℝ d. 𝑥 ∈ (– 2 , 2 )

8. For 𝑥 ∈ [−1,1], sin−1 (−𝑥) is equal to _____.

a. − sin−1 𝑥 b. 𝜋 + sin−1 𝑥 c. 𝜋 − sin−1 𝑥 d. sin−1 𝑥
13𝜋
9. What is the value of cos −1 (𝑐𝑜𝑠 )?
6

𝜋 13𝜋 𝜋 7𝜋
a. − 6 b. 6
c. 6
d. 6

7𝜋
10. Which of the following is the value of cos −1 (cos )?
6

𝜋 7𝜋 5𝜋 𝜋
a. b. c. d.
6 6 6 3

1
11. If sin {sin−1 ( 2) + cos −1 𝑥} = 1, then the value of x is_____.

1
a. b. 0 c. 1 d. None of these
2

25
12. If 3 tan−1 𝑥 + cot −1 𝑥 = 𝜋, then x equals ____.
1
a. -1 b. 0 c. 2 d. 1
𝑥+𝑦
13. The expression tan−1 𝑥 + tan−1 𝑦 = tan−1 is true for _____.
1−𝑥𝑦

a. xy<1 b. |x|<1, |y|<1 c. |x|>1, |y|>1 d. None of these

14. A ladder 5 m long, leaning against a vertical wall makes an angle of 65° with
the ground. What angle does the ladder make with the wall?
a. 15° b. 20° c. 25° d. 30°
15. A 30-foot-tall flagpole casts a 12 ft. shadow. What is the angle that the sun
hits the flagpole?
a. 20° b. 21° c. 22° d. 23°

26
 27
(Activity 3.1)
𝜋 𝜋
1. a. b. − c. undefined
4 6
√2 √3 𝜋
2. a. 2
b.. 2
c. − 2
1 1 𝜋 𝜋
3. Domain: [− 2 , 2] Range: [− 2 , 2 ]
𝜋 1
4. a. 4
b. − 2 c. 𝜋 d. undefined
𝜋 4
5. a. b. c. 4
3 5
𝜋 𝜋 𝜋 √3
6. a. 4
b. 2
c. 3
d. – 𝜋 e. 2
f. ≈ 0.8571
17 √21
7. a. − 25 b. 5
𝜋 5𝜋 𝜋 5𝜋 𝜋 2𝜋 𝜋 3𝜋
8. a. 6 , 6
b. 4
c. 6
d. 3
and 3
e. All except 2
f. 4
LESSON 1
What’s In Pretest
(Activity 1.1) 1. B
1
1. f −1 (x) = (2x + 3)5 2. C
3. A
x+3
2. f −1 (x) = x−2 4. D
5. A
What I Have Learned 6. C
𝜋 𝜋 𝜋 7. C
1.a [-1,1], [− 2 , 2 ], sin y=x, 6 ,
8. A
𝜋 9. C
because sin 6
=
10. C
𝜋 11. A
b. [-1,1], cos y=x, 3 because
12. A
𝜋 1
What’s More
cos = 13. A
3 2
14. D
What I Can Do 15. D
1. Angle B=55.15° and
Angle A=34.85°
2. Angle F=56.31° and Key Answers
Angle E=33.69°
 28
LESSON 2
What’s In
A. 1. 0.72973
𝜋 11𝜋
2. -1.09491
B. 1. 6 , 6 3. 2.01371
𝜋 11𝜋 13𝜋 23𝜋 4. 2.66571
2. 𝑥 = 12 , 12
, 12
, 12
5. 2.75876
2𝜋 4𝜋
3. 𝑥 = , , 0, 2𝜋 6. 0.13889
3 3
7. 1.47113
Posttest What I Have Learned
8. -1.53235
1. D 1. Hypotenuse
9. -0.26005
Opposite
2. D 10.-0.25168
Adjacent
3. A
Adjacent What’s More
4. A
Opposite (Activity 3.2)
5. A
Opposite 1. 50.2°
6. C
Adjacent 2. 32.2°
7. C
Hypotenuse 3. 173.2 ft
8. A
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 4. x=300tan 𝜃
9. C sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
5. 59°
10. C 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cos 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
6. 1701 ft
11. A
7. a. t≈ 1.5589 and t≈
12. D 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 = 0.1078
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
13. A
25 5
14. C What I Can Do- The teacher
a. t=12 + 2 𝑘 for every
15. B will check according to the k≥ 0
discussions of the learner 8. a. 32.9°
a. 16.2 feet tall
𝜋 5𝜋
9. a. 3
and 3
𝜋
a. 𝜃 = 𝜋 + 2𝑘𝜋 and 𝜃 = 4 + 𝑘𝜋 for every k∈ ℤ
2𝜋 4𝜋
b. 3
+ 2𝑘𝜋, 3
+ 2𝑘𝜋, k ∈ ℤ
3𝜋 𝜋
10. 𝑥 = 4
+ 𝑛𝜋, 𝑛 an integer or 𝑥 = 6 + 𝑛𝜋, 𝑛 an
integer
References

Canva. Accessed November 5, 2020. https://www.canva.com/educaiton

Camilon, M.G.,et.al. 2017. Precalculus for Senior High School. Quezon City: Educational
Resources Publication.

Carl Stitz, Ph.D. , Jeff Zeager, Ph.D., July 4, 2013 Lakeland Community College Lorain
County Community College Precalculus Corrected Edition

Dan's Pre-algebra Review, November 30, 2012

Fajardo, Ira A., Marquez, Romel L., Ringor, Rebecca S., and Gerardo, Elsa F., PhD.
Analytic Geometry (Worktext) 2003 edition

Khan, Sal. 2001. Intro to Conic Sections. Accessed July 8, 2020. shorturl.at/ntvQ4

Precalculus Philippine Edition, 2016 JO-ES Publishing House Inc

Sirug, W. S.,. 2016. Pre-Calculus forSenior High School STEM Specialized Subject. Manila
City: Mindshapers Corporation., Inc.

Stewart, J., et.al. 2010. Prcalculus -Mathematics for Calculus.

Tolentino, M.A.,et.al. 2016. Precalculus Learner's Material. Quezon City.

Vilanueva, T, et.al. 2017. Pre-calculus Analysis and Applications. Valenzuela City: Tru-Copy
Publishing House, Inc.

(n.d.). Retrieve September 08, 2020 , from

https://www.youtube.com/watch?v=uIELpwkmTJw.

(n.d.). Retrieve September 08, 2020, from https://bit.ly/381yf4F

(n.d.). Retrieve September 08, 2020, from shorturl.at/nyAB2

(n.d.). Retrieve September 09, 202, from shorturl.at/gAEKN

(n.d.). Retrieve September 09, 2020, from shorturl.at/wzAJT

(n.d.). Retrieve September 09, 2020, from https://www.youtube.com/watch?v=JjRCloMCC2E

(n.d.). Retrieved September 06, 2020, from file:///E:/inverse%20trigo%20problems.pdf

(n.d.). Retrieved September 06, 2020, from file:///E:/trigonometric%20equations.pdf

29
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]

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