MHF 4U Unit 3 –Trigonometric Functions– Outline

Specific
Day Lesson Title
Expectations
1 Radians and Degrees B1.1, 1.3
(Lesson
Included)
2 Radians and Special Angles B1.4, 3.1
(Lesson
Included)
3 Equivalent Trigonometric Expressions B1.4, 3.1
(Lesson
Included)
4 Sine and Cosine in Radians B1.2, 1.3, 2.3, C2.1,
2.2
(Lesson
Included)
5 Graphs of Sine & Cosine Reciprocals in Radians B1.2, 1.3, 2.3, C2.1,
2.2
(Lesson
Included)
6 Graphs of Tangent and Cotangent B2.2, 2.3
C1.4, 2.1
(Lesson
Included)
7 Trigonometric Functions and Rates of Change D1.1-1.9 inclusive

8 Trigonometric Rates of Change D1.1-1.9 inclusive

(Lesson
Included)
9-10 JAZZ DAY

11 SUMMATIVE ASSESSMENT

TOTAL DAYS: 11

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Unit 3: Day 1: Radians and Degrees MHF4U
Learning Goal: Materials
Minds On: 10 Explore and define radian measure • BLM 3.1.1-3.1.4
Develop and apply the relationship between radian and degrees measure • Cartesian Plane
of Bristol board
Action: 50 Use technology to determine the primary trigonometric ratios, including with pivoting
reciprocals of angles expressed in radians
terminal arm
Consolidate:15 Adhesive

Total=75 min
Assessment
Opportunities
Minds On… Small Groups – Discussion:
Have adhesive along
Students will work in groups to identify initial arm/ray, terminal arm/ray, principal with Teacher Notes
angle of 210º, related acute angle, positive coterminal angles, negative coterminal cut into cards
angles, Quadrants I-IV, CAST Rule, unit circle, standard position from teacher-
provided cards (BLM 3.1.1). The groups are to post their term on the Cartesian Create a Cartesian
Plane model. Each student group will post the definition for their term on the Plane of Bristol board
classroom word wall. (Encourage students to create a Word Wall of the terms for with a /contrasting,
their notes, or create one as a class on chart paper/bulletin board.) pivoting terminal arm
to identify and review
key terms
Action! Whole Class Æ Investigation
Have adhesive, chart
Teacher and students will work to complete BLM 3.1.2 Students will share with paper and marker for
the class how they are converting radians to degrees and degrees to radians. each group’s
definition
Whole Class – Discussion: Discuss and record the rules on BLM 3.1.2
Have half moons
available for each
Pairs – Activity: Using BLM 3.1.3 each pair of students will find the degree and radian
group of students if
measure of the angle that is graphed on the card. (all angles are multiples of 15º). desired

Learning Skills/Teamwork/Checkbric: Teacher should circulate among

groups to ensure conversations are on-topic, students encourage one Have class set of
another, and everyone in the group contributes BLM 3.1.1
Mathematical Process Focus: Communicating, Reasoning & Proving:
Cut BLM 3.1.2
Students communicate within their groups to justify their answers.
Consolidate Whole Class – Discussion: Summarize findings from Pairs – Activity.
into cards and
Debrief distribute one
• To convert degrees to radians, multiply by (180º/π) or cross multiply using card to each pair
equivalent fractions. of students
• To convert radians to degrees, multiply by (π/180º) or substitute π = 180º
and simplify

Home Activity or Further Classroom Consolidation

Complete BLM 3.1.4

A-W 11 McG-HR 11 H11 A-W12 H12 McG-HR 12

(MCT)
5.6, 5.7 5.1 8.3

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 3.1.1 Angles Review (Teacher Notes)


1. 2. 3. 4.
Initial arm Terminal arm Origin Principal angle
210º
5. 6. 7. 8.
Related acute Positive Negative CAST Rule
angle Coterminal Coterminal
angle angle
9. 10. 11. 12.
Quadrant I Quadrant II Quadrant III Quadrant IV

13. 14. 15.

Standard Positive Negative
Position Coterminal Coterminal
angle angle

QII QI
Principal Angle = 210º
Terminal arm
Related Acute Angle = 30º
Initial arm

QIII QIV

Positive Co-terminal Angle

210º + 360º = 570º
570º + 360º = 930º

Negative Co-terminal Angle

210º - 360º = -150º
-150º - 360º= -510º

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3.1.1 Angles Review (Teacher Notes continued)

CAST Rule:

S A
Sine is positive
All are positive
All others are negative

TC
Tangent is positive Cosine is positive
All others are negative All others are negative

A unit circle is a circle, centred at the origin, with radius = 1 unit.

An angle is in STANDARD POSITION when it is centred at the origin, the initial arm
is the positive x-axis and the terminal arm rests anywhere within the four quadrants

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3.1.2 Degrees and Radians
Thus far, when you have graphed trigonometric functions or solved trigonometric
equations, the domain was defined as degrees. However, there is another unit of
measure used in many mathematics and physics formulas. This would be RADIANS.

To understand what a radian is, let’s begin with a unit circle.

UNIT CIRCLE –
θ • Radius = 1 unit
• Centre at origin
• Θ in standard position
• Arc length = 1 unit
• θ= 1radian

1. Calculate the circumference of this unit circle when r = 1 unit?

2. An angle representing one complete revolution of the unit circle measures 2 π

radians, formerly ______º.

3. Change the following radians to 4. Change the following degrees to

degrees if 2 π =360º, radians if 360º= 2 π ,

a) π = ____________ a) 270º = __________

π b) 60º = __________
b) = ____________
2
π c) 150º = __________
c) = ____________
4
3π
d) = ___________ d) 30º = __________
4
11π
e) = __________ e) 240º = __________
6

Rules:
#1 #2

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3.1.2 Degrees and Radians (Answers)
Thus far, when you have graphed trigonometric functions or solved trigonometric
equations, the domain was defined as degrees. However, there is another unit of
measure used in many mathematics and physics formulas. This would be RADIANS.

To understand what a radian is, let’s begin with a unit circle.

UNIT CIRCLE –
• Radius = 1 unit
θ
• Centre at origin
• Θ in standard position
• Arc length = 1 unit
• θ= 1radian

1. Calculate the circumference of this unit circle when r = 1 unit?

C = 2π

2. An angle representing one complete revolution of the unit circle measures 2 π

radians, formerly 360º.

3. Change the following radians to 4. Change the following degrees to radians

degrees if 2 π = 360º, if 360º= 2 π ,

a) π = 180º 3π
a) 270º =
2
π π
b) = 90º b) 60º =
2 3
π 5π
c) = 45º c) 150º =
4 6
3π π
d) = 135º d) 30º =
4 6
11π 4π
e) = 330º e) 240º =
6 3
180o
Rule:#1 To change radians to degrees, multiply by .
π

π
#2 To change degrees to radians, multiply by .
180o

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3.1.3 Measuring Angles in Radians and Degrees
Cut into cards and have pairs of students find each angle in degrees and radians
(assume that all angles are drawn to represent multiples of 15º).
1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

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3.1.3 Measuring Angles in Radians and Degrees (Answers)
Find each angle in degrees and radians. (Assume that all angles are drawn to represent
multiples of 15º).
1. π 2. 2π 3.

2 3 π
4

90º
120º 45º

4.
5π 5.
π 6.

6 3
11π
150º
60º 6 330º

7π 3π
7. 8. 9.
π
4 6 4

315º
30º 135º

π
10. 11. 12.
5π
3
3π
180º
300º 2 270º
13.
7π 14.
4π
15.
5π
6 3 4

210º
240º 225º

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3.1.4 Angles in Degrees and Radians Practice

Knowledge
Change each degree to radian measure in terms of π:
1. 18º 2. - 72º
3. 870º 4. 1200º
5. 135º 6. 540º
7. - 315º 8. -225º

Application
9. The earth rotates on its axis once every 24 hours.
4π
a. How long does it take Earth to rotate through an angle of ?
3
b. How long does it take Earth to rotate through an angle of 120º?
10. The length of any arc, s, can be found using the formula s = rθ , where r is the
radius of the circle, and θ is the radian measure of the central angle that creates
the arc. Find the length of the arc for each, to 3 decimal places:
a. radius of 12cm, central angle 75º
b. radius of 8m, central angle of 185º θ
c. radius of 18mm, central angle of 30º r
s
11. If an object moves along a circle of radius r units, then its linear velocity, v, is
θ θ
given by v = r , where represents the angular velocity in radians per unit of
t t
time. Find the angular velocity for each:
a. a pulley of radius 8cm turns at 5 revolutions per second.
b. A bike tire of diameter 26 inches 3 revolutions per second
12. The formula for the area of a sector of a circle (“pie wedge”) is given as
1 2
A= r θ , where r is the radius and θ is the measure of the central angle,
2
expressed in radians. Find the area of each sector described:
a. θ = 315º, diameter is 20cm.
b. θ = 135º, radius is 16 ft.

Communication/Thinking

13. When is it beneficial to work with angles measured in radians? Degrees?

14. Explain how to convert between radians and degrees.

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3.1.4 Angles in Degrees and Radians Practice (Answers)

π
1.
10
−2π
2.
5
29π
3.
6
20π
4.
3
3π
5.
4
6. 3π
−7π
7.
4
−5π
8.
4
9. a. 16h
b. 8h
10. a. 15.708cm
b. 25.831m.
c. 9.425mm
11. a. 150.796cm/sec
b. 245.044 in/sec
12. a. 274.889cm2
b. 7.069 ft2

13. It is more beneficial to work in radians if the formula given calls for radians and if
working with professionals with a mathematics background. It is more beneficial to
work in degrees if the formula given calls for degrees and if working with the general
population.

180
14. To convert radians to degrees, multiply by or substitute π = 180º and simplify.
π

π
To convert from degrees to radians, multiply by or cross multiply using
180
equivalent fractions.

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Unit 3: Day 2: Radians and Special Angles MHF4U
Learning Goal: Materials
Minds On: 10 Determine the exact values of trigonometric and reciprocal trigonometric • BLM 3.2.1
ratios for special angles and their multiples using radian measure • BLM 3.2.2
• BLM 3.2.3
Action: 50 Recognize equivalent trigonometric expressions and verify equivalence with Placemat Activity
technology
Sheets included in
Consolidate:15 Teacher Notes
Graphing
technology
Total=75 min
Assessment
Opportunities
Minds On…
Pairs – Activity: Students will work in pairs to find the value of special angles Cut out cards for
Minds On activity
stated in radians. Students then put their function on an overhead transparency
from first page of
(Teacher Notes) under the appropriate value. Students will prepare to justify their BLM 3.2.1
choice and to suggest reasons why there are equivalent trigonometric ratios.
Create transparency
from second page of
Whole Class – Discussion: BLM 3.2.1
Discuss the entries, looking for/identifying any errors to promote discussion.
Have one
Review CAST Rule and demonstrate/discuss how technology could be used to transparency pen at
verify equivalence overhead for
Offer reasons why different trigonometric expressions are equivalent students to record
answers and name of
Action! Whole Class – Placemat Students receive a trigonometric function one group member
which they evaluate. Students then write their function on the appropriate
Cut up Placemat
placemat bearing the value for their function. In those placemat groups, Activity Trigonometric
students discuss the validity of their choices using diagrams and Function Cards
appropriate terminology. Make copies of the 8
Learning Skills/Teamwork/Checkbric: Teacher should circulate pages on BLM 3.2.2
titled Placement
among pairs and individuals during the activity to ensure that Activity: Exact Value
conversations are on-topic, students are encouraging one another, of Special Angles
and everyone in the group is contributing.
Mathematical Process Focus: Connecting and Representing:
Students will make the connection between special right triangles in
degrees and radians, then represent their findings on the
transparency and Placemat activity.
Consolidate Whole Class – Discussion
Debrief Summarize findings from Placemat activity .
Home Activity or Further Classroom Consolidation Ensure that word
BLM 3.2.3 wall from previous
Exploration Students will submit a journal entry which explains why trigonometric lesson can be seen
Application expressions are equivalent and how equivalences can be verified using for reference
purposes
technology. The journal entry should include diagrams and appropriate use of
mathematical terminology as outlined on the word wall.

A-W 11 McG-HR 11 H11 A-W12 H12 McG-HR 12

(MCT)
5.3, 5.7 5.2

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3.2.1 Radians and Special Angles (Teacher Notes)
Minds On Pairs Activity

π π π
sec tan cos
4 3 4

π π π
sin cot csc
6 4 3

π π π
sec cos cot
6 3 3

π π π
tan sin csc
6 4 6

π π π
tan cos cot
4 6 6

π π π
sec sin csc
3 3 4

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3.2.1 Radians and Special Angles (Teacher Notes continued)
Overhead Transparency for Minds On Activity

1
2 2 2

1
3
1 3
2

1 2
3 2 3

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3.2.1 Radians and Special Angles (Answers)

π π 1
π tan = 3 cos =
sec = 2 3 4 2
4

π 1 π π 2
sin = cot =1 csc =
6 2 4 3 3

π 2 π 1 π 1
sec = cos = cot =
6 3 3 2 3 3

π 1 π 1 π
tan = sin = csc =2
6 3 4 2 6

π π 3 π
tan =1 cos = cot = 3
4 6 2 6

π π 3 π
sec =2 sin = csc = 2
3 3 2 4

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3.2.2 Placemat Activity: Exact values of special angles

1
3

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3.2.2 Placemat Activity: Exact values of special angles

1
2

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3.2.2 Placemat Activity: Exact values of special angles

− 3
2

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3.2.2 Placemat Activity: Exact values of special angles

− 3

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3.2.2 Placemat Activity: Exact values of special angles

−2

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3.2.2 Placemat Activity: Exact values of special angles

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3.2.2 Placemat Activity: Exact values of special angles

2
−
3

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3.2.2 Placemat Activity: Exact values of special angles

1
2

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3.2.2 Placemat Activity Trigonometric Function Cards
(Teacher Notes)

−11π −5π π π
tan cot cot tan
6 3 3 6

−7π
−π cos
19π 10π
cos sin 6 sin
6 3 3

cos
−π
9π 9π −5π
cos sin sin
4 4 4
4

4π 5π 7π 5π
csc csc sec sec
3 3 6 6
11π
5π 2π 5π cot
tan tan cot 6
3 3 6
−7π −5π 5π
13π sin cos
3 cos
sin 6
6 3

2π 4π 7π csc
11π
sec sec csc
3 6 6
3
5π tan
−7π π tan
−3π
cot 4 cot 4
4 4

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3.2.2 Placemat Activity Trigonometric Function Cards
(Answers)

1 3
−
3 2
−11π −5π cos
−7π
s in
−π
tan cot
6 3 6 3
π π
cos
19π 10π
tan cot sin
6 3 6 3
1 2
−
2 3

cos
−π 9π 4π 7π
sin csc sec
4 4 3 6
cos
9π −5π 5π 5π
sin csc sec
4 4 3 6
1 1
2
cot
5π
tan
−7π 13π −5π
sin cos
4 4 6 3
cot
π −3π −7π 5π
tan sin cos
4 4 6 3
−2 − 3
7π 2π 5π 5π
csc sec tan cot
6 3 3 6
11π 4π 2π 11π
csc sec tan cot
6 3 3 6

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3.2.3 HOME ACTIVITY: Radians and Special Angles
Name ____________________
Date _____________________
Knowledge
For each function, find the quadrant containing the angle, the related acute angle, and
the exact value of the given function:

ANGLE Quadrant Related Acute Value

5π
1. sin
4
−7π
2. sec
4
5π
3. tan
6

Application/Communication

4. a. Find the angle θ created by the intersection of the unit circle and radius with
point P, as shown below.
b. What are the coordinates of point P where the line y = ½ intersects the unit
circle?
c. Find the angle created by the intersection of the unit circle and radius with
point Q, as shown below.
d. What are the coordinates of point Q where the line y = ½ intersects the unit
circle?
3
e. Explain how this shows that if sinθ = ½, cosθ = ±
2

Q P 1
y =
θ 2

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3.2.3 HOME ACTIVITY: Radians and Special Angles
(Answers)

ANGLE Quadrant Related Acute Value

5π III π 1
1. sin −
4 4 2
−7π I π 1
2. sec
4 4 2
5π II π 1
3. tan −
6 6 3

4. a. b.
1 π x
cos =
sin θ = 2 6 1
1 3
=x 1
1 1/2
sin θ = 2
2 ⎛ 3 1⎞
θ = 30 ⎜ 2 , 2 ⎟⎟
P⎜
o

⎝ ⎠ x

π 5π
c. Related acute angle , yielding principal angle of .
6 6
d.
π x
cos = 1
6 1 1/2
3
=x
2 θ =π
In quadrant II, the value of x is negative. 6
⎛− 3 1⎞ x
Q⎜
⎜ 2 , 2 ⎟⎟
⎝ ⎠

e. Sine is positive in quadrants I & II. Cosine is positive in quadrant I, and negative in
π
quadrant II. Using the related acute angle of in both quadrants I & II yields a sine
6
3
value of ½, and a cosine value of .
2

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Unit 3: Day 3: Equivalent Trigonometric Expressions MHF4U
Learning Goal: Materials
Minds On: 5 Determine the exact values of trigonometric and reciprocal trigonometric • Teacher Notes
ratios for special angles and their multiples using radian measure • BLM 3.3.1
• BLM 3.3.2
Action: 50 Recognize equivalent trigonometric expressions and verify equivalence with
technology
Consolidate:20

Total=75 min
Assessment
Opportunities
Minds On… Individual Æ Calculation
Cut the template from
Students will find the value of their trigonometric function card, using a
BLM 3.3.1 to give
calculator. each student a card.

Action! Partners Æ Think/Pair/Share

Partner with a classmate who has the same value for their trigonometric function
Conjecture why the two functions have the same value

Whole ClassÆDiscussion
Discuss the findings of the Think/Pair/Share activity
What do you notice about the answers of each pair of angles?
What do you notice about each pair of angles?

Learning Skills/Teamwork/Checkbric: Teacher should circulate among the

students to promote on-task behaviours and answer questions
Mathematical Process Focus: Connecting and Communicating: Students are
finding values, connecting with students having same values, and discussing
questions posed by the teacher.
Consolidate Small Groups Æ Interview
Debrief Students will develop the cofunction identities
Have the
⎛π ⎞
• sin x = cos ⎜ − x ⎟ placemat activity
⎝2 ⎠ sheets from the
⎛ π⎞ previous lesson
• − sin x = cos ⎜ x + ⎟ or posted for
⎝ 2⎠
referencing
⎛π ⎞ purposes
• cos x = sin ⎜ − x ⎟
⎝2 ⎠
Discuss as a class the advantages and disadvantages of using the cofunction
identities versus the use of diagrams to illustrate equivalent trigonometric ratios.
Home Activity or Further Classroom Consolidation
Exploration BLM 3.3.2
Application Students will write a journal entry to describe how to use both a cofunction
identity and a diagram to prove that two trigonometric ratios are equivalent.

A-W 11 McG-HR 11 H11 A-W12 H12 McG-HR 12

(MCT)
5.3, 5.7 5.2

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3.3.1 Equivalent Trigonometric Expressions (Teacher Notes)

π 2π π π
sin sin sin sin
6 9 18 9

π 5π 4π 7π
cos cos cos cos
3 18 9 18

5π π 7π 4π
sin sin sin sin
18 3 18 9

2π π π π
cos cos cos cos
9 6 9 18

π π 5π π
− sin − sin − sin − sin
6 3 18 9

5π 7π 11π
2π cos cos cos
cos 6 9 18
3

4π 7π 2π π
− sin − sin − sin − sin
9 18 9 18

17π 8π 13π 5π
cos cos cos cos
18 9 18 9

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3.3.1 Equivalent Trigonometric Expressions (Teacher Notes)

ANSWERS
π 1 2π π π
sin = sin ≈ 0.6428 sin ≈ 0.1736 sin ≈ 0.3420
6 2 9 18 9
π 1 5π 4π 7π
cos = cos ≈ 0.6428 cos ≈ 0.1736 cos ≈ 0.3420
3 2 18 9 18
5π π 7π 4π
sin ≈ 0.7660 sin ≈ 0.8660 sin ≈ 0.9397 sin ≈ 0.9848
18 3 18 9
2π π π π
cos ≈ 0.7660 cos ≈ 0.8660 cos ≈ 0.9397 cos ≈ 0.9848
9 6 9 18
π 1 π 5π π
− sin ≈ − − sin ≈ −0.8660 − sin ≈ −0.7660 − sin ≈ −0.3420
6 2 3 18 9
2π 1 5π 7π 11π
cos ≈− cos ≈ −0.8660 cos ≈ −0.7660 cos ≈ −0.3420
3 2 6 9 18
4π 7π 2π π
− sin ≈ −0.9848 − sin ≈ −0.9397 − sin ≈ −0.6428 − sin ≈ −0.1736
9 18 9 18
17π 8π 13π 5π
cos ≈ −0.9848 cos ≈ −0.9397 cos ≈ −0.6428 cos ≈ −0.1736
18 9 18 9

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3.3.2 HOME ACTIVITY: Equivalent Trigonometric
Expressions
Name ____________________ Date _____________________

Knowledge
Write each of the following in terms of the cofunction identity:
π 2π 5π 5π
1. sin 2. sin 3. sin 4. sin
12 5 8 12

5π π 7π 2π
5. cos 6. cos 7. cos 8. cos
18 9 36 9
Application

Fill in the blanks with the appropriate function name:

2π ⎛ −π ⎞
9. sin = _________ ⎜ ⎟
3 ⎝ 6 ⎠
11π 19π
10. _____________ = sin
60 60
7π 1
11. cos =
18 _________ π
9 B
For right triangle ABC:
3 c
12. If sin A = , what is the value a
3
of cos B?
A
⎛π ⎞
13. If cos A=0.109, what is sin ⎜ − A ⎟ ? b C
⎝2 ⎠
11π 79π P’(b,a)
14. If cos = 0.9816 , what is sin ?
180 180
P(a,b)

Thinking θ
O
15. The reason for the cofunction relationships can be seen from A
the diagram. If the sum of the measures of ∠POA and ∠P ' OA
π
is , then P and P’ are symmetric with respect to the line y = x.
2
Also, if P=(a,b), then P’=(b,a) and sin θ = y-coordinate of P = x-coordinate of P’ =
⎛π ⎞
cos ⎜ − θ ⎟ . Use this information to derive similar cofunction relationships for
⎝2 ⎠
tangent and cotangent, as well as secant and cosecant.

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3.3.2 HOME ACTIVITY: Equivalent Trigonometric
Expressions (Answers)
Knowledge
Write each of the following in terms of the cofunction identity:
π 5π 2π π 5π −π 5π π
1. sin = cos 2. sin = cos 3. sin = cos 4. sin = cos
12 12 5 10 8 8 12 12

5π 2π π 7π 7π 11π 2π 5π
5. cos = sin 6. cos = sin 7. cos = sin 8. cos = sin
18 9 9 18 36 36 9 18

Application
Fill in the blanks with the appropriate function name:
2π ⎛ −π ⎞
9. sin = cos ⎜ ⎟
3 ⎝ 6 ⎠
11π 19π
10. cos = sin
60 60
7π 1
11. cos =
18 csc π
9
For right triangle ABC:
3
12.
3
13. 0.109
14. 0.9816

Thinking
⎛π ⎞
tan θ = cot ⎜ − θ ⎟
⎝2 ⎠
⎛π ⎞
cot θ = tan ⎜ − θ ⎟
⎝2 ⎠
15.
⎛π ⎞
sec θ = csc ⎜ − θ ⎟
⎝2 ⎠
⎛π ⎞
csc θ = sec ⎜ − θ ⎟
⎝2 ⎠

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Unit 3: Day 4: Sine and Cosine in Radians MHF4U
Learning Goal: Materials
Minds On: 5 Graph f(x)=sinx and f(x)=cosx, using radian measures • BLM 3.4.1
Make connections between the graphs of trigonometric functions generated with • BLM 3.4.2
degrees and radians. • BLM 3.4.3
Action: 50 • Adhesive

Consolidate:20
Total=75 min
Assessment
Opportunities
Minds On… Small Groups or ClassÆ Puzzle Using small groups
place pieces from
Students will
BLM 3.4.1 into an
Sort puzzle pieces to identify elements/characteristics of given function envelope labelled as
Compare like groups’ choices and justify decisions for pieces “Sine x” or
“Cosine x.” Students
Discuss choices for each function are to sort through
pieces to select those
which suit their
Action! Partners Æ Investigation function (either Sine
Graph Sine in degrees and radians (BLM 3.4.1) or Cosine). Put Sine
groups together (and
Graph Cosine in degrees and radians (BLM 3.4.1) Cosine groups
together) to compare
GroupsÆDiscussion choices and discuss
Discuss characteristics of their functions a united choice of
pieces/characteristics
Graph their functions in radians or
Discuss how these characteristics change when graphed in radians Using the entire
class, provide each
Learning Skills/Teamwork/Checkbric: Teacher should circulate among student with a puzzle
groups and partners to ensure conversations are on-topic and that each piece from BL 3.4.1
student is productive (include additional
puzzle pieces). Using
Mathematical Process Focus: Selecting Tools & Computational Strategies, the board, have
and Communicating: Students are using different strategies to graph each each student place
their puzzle piece
function and they are discussing mathematical ideas with their partners, under the title of
small groups and/or class “Sine x”, “Cosine x”
Consolidate Whole Class Æ Discussion or “Neither”.
Compare and justify
Debrief Students will
choices.
• Complete a Frayer Model of characteristics of Sine and Cosine functions in
radians

Home Activity or Further Classroom Consolidation

Journal entry: Suppose a friend missed today’s lesson. Fully explain how the
graphs of sine and cosine graphed in degrees are similar, yet different, from
graphs in radians. Include key elements/characteristics of each graph in your
explanations, and use appropriate mathematics language.

A-W 11 McG-HR 11 H11 A-W12 (MCT) H12 McG-HR 12

6.2 5.4

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3.4.1 Characteristics of Sine and Cosine (Teacher Notes)

Maximum of 1 Minimum of -1

Period 360º Period 180°

Zeros: 0º, 180º, 360º Zeros: 90º, 270º

Phase Shift:90º right Phase Shift: 90º left

Maximum of -1 Minimum of 1

Amplitude 1 Amplitude 2

y-intercept: 0 y-intercept: 1

Vert. Trans.: 2 units ↑ Vert. Trans.: 2 units ↓

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3.4.1 Characteristics of Sine and Cosine (Teacher Notes)
Additional Puzzle Pieces:
Use characteristics found below if the puzzle involves the entire class. Be sure to
enlarge each of the characteristics so that they can be easily seen when posted on the
board.
The function is not The function is
periodic periodic

Period: 360º Amplitude: 1

*Domain: 0º - 360º
see note Minimum of -1
Maximum of 1 Range:-1 to 1

*Domain: 0º - 360º Range:-1 to 1

see note

Positive trig ratios in Positive trig ratios in

the 1st and 2nd the 1st and 4th
quadrant quadrant

Positive trig ratios in Positive trig ratios in

the 2nd and 3rd the 3rd and 4th
quadrant quadrant
The function is The function has
periodic asymptotes

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3.4.1 Characteristics of Sine and Cosine (Answers)

Sine x Cosine x
Maximum: 1 Maximum: 1
Minimum: -1 Minimum: -1
Period: 360º Period: 360º
Amplitude: 1 Amplitude: 1
Zeros: 0º, 180º, 360º Zeros: 90º, 270º
y-intercept: 0 y-intercept: 1
The function is periodic The function is periodic
*Domain: 0º - 360º see *Domain: 0º - 360º see
note note
Range:-1 to 1 Range:-1 to 1
Positive trig ratios in the Positive trig ratios in the
1st and 2nd quadrant 1st and 4th quadrant
*This is not the domain of the entire sine/cosine functions but a possible domain for one
period of each

Neither
Sine x or Cosine x
The function is not
periodic
Positive trig ratios in the
2nd and 3rd quadrant
Positive trig ratios in the
3rd and 4th quadrant
The function has
asymptotes

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3.4.2 Graph of Sine and Cosine in Degrees and Radians
Name _____________
Date ______________

1a) Graph y=Sine (x) using degrees.

(x-axis is in increments of 15º, y-axis is in increments of 0.5)
y

Characteristics:
Max. value:__________ Min. value: ___________

y intercept: __________ x intercept (zeros): ________

1b) Graph y=Sine (x) using radians.

(x-axis is in increments of
π , y-axis is in increments of 0.5)
12

Characteristics:
Max. value:__________ Min. value: ___________

y intercept: __________ x intercept (zeros): ________

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3.4.2 Graph of Sine and Cosine in Degrees and Radians
(Continued)

2a) Graph y=Cosine x using degrees.

(x-axis is in increments of 15º, y-axis is in increments of 0.5)

Characteristics:
Max. value:__________ Min. value: ___________

y intercept: __________ x intercepts (zeros): ________

2b) Graph y=Cosine x using radians.

(x-axis is in increments of
π , y-axis is in increments of 0.5)
12
y

Characteristics:
Max. value:__________ Min. value: ___________

y intercept: __________ x intercepts (zeros): ________

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3.4.2 Graph of Sine and Cosine in Degrees and Radians

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3.4.3 Frayer Model for Sine and Cosine Functions Using
Radians
Name ___________________ Date _______________

Complete each Frayer Model with information on each function IN RADIANS.

Period Zeros

Sine θ

Y-intercept

Characteristics

• Maximum:
• Minimum:
• Amplitude:

Period Zeros

Cosine θ

Y-intercept

Characteristics

• Maximum:
• Minimum:
• Amplitude:

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3.4.3 Frayer Model for Sine and Cosine Functions Using
Radians (Answers)
Complete each Frayer Model with information on each function IN RADIANS.

Period Zeros
2π Zeros: 0, π, 2π, k π

Sine θ

Y-intercept
0
Characteristics

• Maximum: 1
• Minimum: -1
• Amplitude: 1

Period Zeros
2π π , 3π ,
π
+ kπ
2 2 2

Cosine θ

Y-intercept
1
Characteristics

• Maximum: 1
• Minimum: -1
• Amplitude: 1

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Unit 3: Day 5: Graphs of Sine & Cosine Reciprocals in Radians
Learning Goal: Materials
Minds On: Graph the reciprocals, using radian measure and properties of rational functions BLM 3.5.1
10 BLM 3.5.2
BLM 3.5.3
Graphing
Action: 50
Calculators

Consolidate:15

Total=75 min
Assessment
Opportunities
Minds On… Whole Class Æ Quiz
Using BLM 3.5.1 complete a matching quiz on functions and their reciprocals
Whole Class Æ Discussion
Correct quizzes
Discuss any errors to clarify understanding

Action! Partners Æ Investigation

Using BLM 3.5.2 and graphing calculators complete investigation on graphs of
trigonometric functions..
Use knowledge of restrictions of rational functions to identify asymptotes
Identify key elements of primary trig. functions and how they relate to the graphs
of the reciprocal functions
Learning Skills/Teamwork/Checkbric: Teacher should circulate among
students to listen and determine if students have successfully identified key
elements of graphs.
Mathematical Process Focus: Reasoning & Proving, Communicating:
Students will discover that asymptotes of reciprocal functions occur at zeros
of original functions, and communicate this with their partners.
Consolidate Whole Class Æ Discussion
Debrief Compare and discuss their findings from BLM 3.5.2

Home Activity or Further Classroom Consolidation

Complete BLM 3.5.3

A-W 11 McG-HR 11 H11 A-W12 H12 McG-HR 12

(MCT)
6.2 5.4

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3.5.1 Reciprocal Trigonometric Functions

Name ____________________

Match the functions on the left with their reciprocals on the right.

1. sinθ a.
1
cosθ
2. cosθ b.
1
cotθ
3. tanθ c.
1
tanθ
4. secθ d.
1
cscθ
5. cscθ e.
1
sinθ
6. cotθ f.
1
secθ
State restrictions on each function:

(2 x + 3)( x − 7)
7.
( x − 4)( x + 2)

x(2 x + 1)
8.
(3x − 2)( x + 2)

( x − 4)( x + 4)
9.
x( x − 3)( x − 2)

( x − 7)(2 x + 5)
10.
x( x − 9)(3x + 4)

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3.5.1 Reciprocal Trigonometric Functions (Answers)
Name ____________________

Match the functions on the left with their reciprocals on the right.

1. sinθ D a.
1
cosθ
2. cosθ F b.
1
cotθ
3. tanθ B c.
1
tanθ
4. secθ A d.
1
cscθ
5. cscθ E e.
1
sinθ
6. cotθ C f.
1
secθ
State restrictions on each function:

(2 x + 3)( x − 7)
7.
( x − 4)( x + 2)
x ≠ 4, −2

x(2 x + 1)
8.
(3x − 2)( x + 2)
x ≠ 2 3 , −2

( x − 4)( x + 4)
9. x ≠ 0,3,2
x( x − 3)( x − 2)

( x − 7)(2 x + 5)
10.
x( x − 9)(3x + 4)
x ≠ 0,9, − 3 4

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians
Ensure that the calculator is set to RADIAN mode ( MODE )

Graph sin x and cos x

Use the TRACE function to identify key

characteristics of the functions:

Sine x Cosine x

Period: Period:

Maximum Point: Maximum Points:

Minimum Point: Minimum Point:

Y-intercept: Y-intercept:

Zeros: Zeros:

To view the table of values in radians, it is important to set the table restrictions.
Press 2nd and WINDOW .
For TblStart=, enter −π ÷ 3
For Δ Tbl=, enter π ÷12
(the calculator will change these values to decimal equivalents)

To view the table of values, press 2nd and GRAPH

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Continued)
Complete the table as shown:

x Sin (x) Cos (x)

−π
3
−π
4
−π
6
−π
12
0
π
12
π
6
π
4
π
3
5π
12
π
2
7π
12
2π
3
3π
4
5π
6
11π
12
π

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Continued)
x Sin (x) Cos (x)
13π
12
7π
6
5π
4
4π
3
17π
12
3π
2
19π
12
5π
3
7π
4
11π
6
23π
12
2π

The remaining columns of the table are for the RECIPROCAL trigonometric
functions.
1 1
You know that csc x = and sec x = .
sin x cos x

To find the values to graph these functions, simply divide “1” by each of the values
from sin x or cos x.
4π
For instance, since sin = −0.8660 , csc 4π =
1
= −1.1547
3 3 −0.8660

Label the top of the extra columns with csc (x) and sec (x) , then fill in their
corresponding values.

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Continued)

What do you notice about csc0 , cscπ , csc2π , sec π , sec 3π ?

2 2

Why does this happen?

What occurs on the graphs of the reciprocals at those points?

State the restrictions of the secant and cosecant functions:

Secant:

Cosecant:

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Answers)

Ensure that the calculator is set to RADIAN mode ( MODE )

Graph sin (x) and cos (x)

Use the TRACE function to identify key

characteristics of the functions:

Sine x Cosine x

Period: 2π Period: 2π
Maximum Point: Maximum Points:
⎛π ⎞ ( 0,1) ( 2π ,1)
⎜ ,1⎟
⎝2 ⎠
Minimum Point:
Minimum Point: (π , −1)
⎛ 3π ⎞
⎜ , −1⎟
⎝ 2 ⎠ Y-intercept: 1

Y-intercept: 0 π 3π
Zeros: ,
2 2
Zeros: 0, 2π

To view the table of values in radians, it is important to set the table restrictions.
Press 2nd and WINDOW .
For TblStart=, enter −π ÷ 3
For Δ Tbl=, enter π ÷12
(the calculator will change these values to decimal equivalents)

To view the table of values, press 2nd and GRAPH

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Answers continued)
Complete the table as shown:
x Sin (x) Csc (x) Cos (x) Sec (x)
−π -0.8660 -1.155 0.5 2
3
−π -0.7071 -1.414 0.7071 1.4142
4
−π -0.5 -2 0.8660 1.1547
6
−π -0.2588 -3.864 0.9659 1.0353
12
0 0 ERROR 1 1

π 0.2588 3.8637 0.9659 1.0353

12
π 0.5 2 0.8660 1.1547
6
π 0.7071 1.4142 0.7071 1.4142
4
π 0.8660 1.1547 0.5 2
3
5π 0.9659 1.0353 0.2588 3.8637
12
π 1 1 0 ERROR
2
7π 0.9659 1.0353 -0.2588 -3.864
12
2π 0.8660 1.1547 -0.5 -2
3
3π 0.7071 1.4142 -0.7071 -1.414
4
5π 0.5 2 -0.8660 -1.155
6
11π 0.2588 3.8637 -0.9659 -1.035
12
π 0 ERROR -1 -1

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Answers continued)
x Sin (x) Csc (x) Cos (x) Sec (x)
13π -0.2588 -3.864 -0.9659 -1.035
12
7π -0.5 -2 -0.8660 -1.155
6
5π -0.7071 -1.414 -0.7071 -1.414
4
4π -0.8660 -1.155 -0.5 -2
3
17π -0.9659 -1.035 -0.2588 -3.864
12
3π -1 -1 0 ERROR
2
19π -0.9659 -1.035 0.2588 3.8637
12
5π -0.8660 -1.155 0.5 2
3
7π -0.7071 -1.414 0.7071 1.4142
4
11π -0.5 -2 0.8660 1.1547
6
23π -0.2588 -3.864 0.9659 1.0353
12
2π 0 ERROR 1 1

The remaining columns of the table are for the RECIPROCAL trigonometric
functions.
1 1
You know that csc x = and sec x = .
sin x cos x

To find the values to graph these functions, simply divide “1” by each of the values
from sin x or cos x.
4π
For instance, since sin = −0.8660 , csc 4π =
1
= −1.1547
3 3 −0.8660

Label the top of the extra columns with csc (x) and sec (x) , then fill in their
corresponding values.

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3.5.2 Investigation: Graphing Secondary Trig. Functions
in Radians (Answers continued)
What do you notice about csc0 , cscπ , csc2π , sec π , sec 3π ?
2 2

ERROR

Why does this happen?

Because you are dividing by zero, which is undefined

What occurs on the graphs of the reciprocals at those points?

Vertical lines

State the restrictions of the secant and cosecant functions:

Secant: x ≠ π , 3π nor any decrease or increase by π

2 2

Cosecant: x ≠ 0,π ,2π nor any of their multiples

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3.5.3 Reciprocal Trigonometric Functions Practice

Knowledge
Find each function value:

2
1. cscθ , if sin θ = 2. cosθ , if secθ = −2.5
4
3. sin θ , if cscθ = 3 4. sin θ , if cscθ = 15
−1 5
5. secθ , if cosθ = 6. secθ , if cosθ =
7 26
11 − 14
7. cscθ , if sin θ = 8. cosθ , if secθ =
6 3
3 6
9. sin θ , if cscθ = 10. secθ , if cosθ =
3 12

Application

Find each function value (keep answers in radical form):

6 3
11. cscθ , if tan θ = 12. secθ , if sin θ =
12 3
− 3 3
13. cosθ , if cot θ = 14. sin θ , if cosθ =
3 2
15. secθ , if cscθ = 15 16. cosθ , if cscθ = 15
−2
17. secθ , if tan θ = 3 18. cscθ , if sin θ =
12
5 −2
19. cosθ , if sin θ = 20. sin θ , if tan θ =
13 5
ANSWERS:
4 1 1
1. 2. -0.4 3. 4. 5. − 7
2 3 15
26 6 3 3 12
6. 7. 8. − 9. 10.
5 11 14 3 6
6 1 1 15
11. 5 12. 13. − 14. 15.
3 2 2 14
14 12 12 2
16. 17. 2 18. − 19. 20. −
15 2 13 3

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Unit 3: Day 6: Graphs of Tangent and Cotangent MHF4U
Learning Goal: Materials
Minds On: Make connections between the tangent ratio and the tangent function using Graphing
10 technology calculators
BLM 3.6.1
Graph the reciprocal trig functions for angles in radians with technology,
Action: 45 BLM 3.6.2
and determine and describe the key properties BLM 3.6.3
Consolidate:20 Understand notation used to represent the reciprocal functions
Total=75 min
Assessment
Opportunities
Minds On… Small Groups Æ Puzzle
Place pieces from
Sort puzzle pieces to identify elements/characteristics of given function
BLM 3.6.1 into an
Compare like groups’ choices and justify decisions for pieces envelope labelled as
“Tangent x” or
Discuss choices for each function “Cotangent x.”
Students are to sort
through pieces to
select those which
Action! Partners Æ Investigation suit their function
(either Tangent or
Graph Tangent and Cotangent in degrees Cotangent). Put
Graph Tangent and Cotangent in radians Tangent groups
together (and
GroupsÆDiscussion Cotangent groups
together) to compare
Discuss characteristics of their functions choices and discuss
Graph their functions in radians a united choice of
Discuss how these characteristics change when graphed in radians pieces/characteristics

Learning Skills/Teamwork/Checkbric: Teacher should circulate among

groups and partners to ensure conversations are on-topic and students’
work is productive
Mathematical Process Focus: Selecting Tools & Computational Strategies,
and Communicating: Students are using strategies to graph, and
discussing with their partners or small groups

Consolidate Whole Class Æ Discussion

Debrief Complete a Frayer Model of characteristics of Tangent and Cotangent functions
in radians

Home Activity or Further Classroom Consolidation

Journal entry: Suppose a friend missed today’s lesson. Fully explain how the
graphs of tangent and cotangent graphed in degrees are similar, yet different,
from graphs in radians. Include key elements/characteristics of each graph in
your explanations, and use appropriate mathematics language.

A-W 11 McG-HR 11 H11 A-W12 H12 McG-HR 12

(MCT)
6.6 5.4

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3.6.1 Characteristics of Tangent and Cotangent
Functions (Teacher Notes)

Maximum of 1 Minimum of -1

Period 360º Period 180°

Zeros: 0º, 180º, 360º Zeros: 90º, 270º

No maximum No minimum

Undefined at 90º, Undefined at 180º,

270º 360º

Undefined at 45º, 225º Undefined at 135º,

315º

y-intercept: 0 y-intercept: 90º

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3.6.1 Characteristics of Tangent and Cotangent
Functions (Answers)

Tangent x Cotangent x
No maximum No maximum
No minimum No minimum
Period: 180º Period: 180º

Zeros: 0º, 180º, 360º Zeros: 90º, 270º

y-intercept: 0 y-intercept: 1

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3.6.1 Graphs of Tangent and Cotangent in Degrees
On the given set of axes, graph Tangent x and Cotangent x.
(x-axis is in increments of 15º)
(y-axis is in increments of 0.5)

y = Tangent (x)
y

Characteristics:

y = Cotangent (x)
y

Characteristics:

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3.6.1 Graphs of Tangent and Cotangent in Radians
On the given set of axes, graph Tangent x and Cotangent x.
(x-axis is in increments of
π )
12
(y-axis is in increments of 0.5)

y = Tangent (x)
y

Characteristics:

y = Cotangent (x)
y

Characteristics:

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3.6.1 Graphs of Tangent and Cotangent in Radians (Answers)
*I disagree with the solution given for cotx=- the graph does not have any holes, only
asymptotes

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3.6.2 Frayer Model for Tangent and Cotangent
Complete each Frayer Model with information on each function IN RADIANS.

Period Zeros

Tangent θ

Y-intercept

Characteristics

• Maximum:
• Minimum:
• Asymptotes:

Period Zeros

Cotangent θ

Y-intercept

Characteristics

• Maximum:
• Minimum:
• Asymptotes:

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3.6.2Frayer Model for Tangent and Cotangent (Answers)
Complete each Frayer Model with information on each function IN RADIANS.

Period Zeros
0, π , 2π
π

Tangent θ

Y-intercept

Characteristics
0
• Maximum: None
• Minimum: None
π 3π
• Asymptotes: ,
2 2

Period Zeros

π None

Cotangent θ

Y-intercept

Characteristics
None
• Maximum: None
π 3π • Minimum: None
‘Holes’ at , • Asymptotes: 0, π , 2π
2 2

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Unit 3: Day 8: Trigonometric Rates of Change MHF4U
Learning Goal: Materials
Minds On: 5 Solve problems involving average and instantaneous rates of change at a point using BLM3.8.1
numerical and graphical methods BLM 3.8.2

Action: 50

Consolidate:20

Total=75 min
Assessment
Opportunities
Minds On… Individual Æ Quiz
Complete a quiz on finding the average and instantaneous rate of change of a
simple trigonometric function (BLM 3.8.1)

Action! Small Groups Æ Assignment

Choose/Be assigned one of the questions to solve in small groups (BLM 3.8.2)
Present their solutions to the class
Discuss problems, solutions, methods

Consolidate Whole Class Æ Summarize

Debrief Consolidate their understanding from the presentations of the groups and the
small group assignment

Home Activity or Further Classroom Consolidation

.Students will complete the remaining exercises from the Small Groups
Exploration
Application Assignment.

Advanced Functions: MHF4U – Unit 3 Trigonometric Functions (Draft – August 2007)

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3.8.1 Rate of Change for Trigonometric Functions

Given the function:

⎛
f (θ ) = 3sin ⎜θ − ⎟
π⎞
⎝ 6⎠

⎡π ⎤
1. Sketch f (θ ) on an interval ⎢ , 76π ⎥
⎢⎣ 6 ⎥⎦

2. Is the function increasing or decreasing on the interval

π to
2π
.
3 3
⎛π ⎞ ⎛ 2π ⎞
3. Draw the line through the points f ⎜ ⎟ and f⎜ ⎟
⎝3⎠ ⎜ 3 ⎟
⎝ ⎠

4. Find the average rate of change of the function

⎛
f (θ ) = 3sin ⎜θ − ⎟
π⎞ from
π to
⎝ 6⎠ 3
2π
.
3
5. What does this mean?

6. Describe how to find the instantaneous rate of change of f (θ ) = 3sin ⎜θ −

⎛ π⎞ at
⎝ 6 ⎟⎠
π . What does this mean?
3

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3.8.1 Rate of Change for Trigonometric Functions (Answers)

Given the function:

⎛
f (θ ) = 3sin ⎜θ −
π⎞
⎝ 6 ⎟⎠

*And the points:

π 2π
3 3
⎡ π 7π ⎤
1. Sketch on an interval ⎢ , ⎥
⎢⎣ 6 6 ⎥⎦

2. Is the function increasing or decreasing on the interval

π to
2π
. Increasing
3 3
π ⎛ 2π ⎞
3. Draw the line through the points f ⎛⎜ ⎞⎟ and f⎜ ⎟
3
⎝ ⎠ ⎜ 3 ⎟
⎝ ⎠

4. Find the average rate of change of the function f (θ ) = 3sin ⎜θ −

⎛ π⎞ from
π to
⎝ 6 ⎟⎠ 3
2π
.
3
f ⎜⎜ π ⎟⎟ − f ⎜ 2π ⎟
⎛ ⎞ ⎛ ⎞

⎝3⎠ ⎜ 3 ⎟
⎝ ⎠ = 1.5 − 3 = −1.5 = 0.025
π − 2π −π −π
3 3 3 3

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3.8.1 Rate of Change for Trigonometric Functions
(Answers continued)

5. What does this mean?

⎛π ⎞ ⎛ 2π ⎞
This is the slope of the line through the points ⎜ ,1.5 ⎟ and ⎜ ,3 ⎟
⎝3 ⎠ ⎝ 3 ⎠
6. Find the instantaneous rate of change at
π .
3
π π
To find instantaneous rate of change at , choose values for θ which move closer to
3 3
2π
from .
3
⎛π ⎞ ⎛π ⎞
f ⎜ ⎟− f⎜ ⎟
π ⎝2⎠ ⎝ 3 ⎠ = 2.5981 − 1.5 = 1.0981 = 0.0366
At
2 π π π π
−
2 3 6 6
⎛ 5π ⎞ ⎛π ⎞
f ⎜ ⎟− f ⎜ ⎟
5π ⎝ 12 ⎠ ⎝ 3 ⎠ = 2.1213 − 1.5 = 0.6213 = 0.0414
At
12 5π π π π
−
12 3 12 12
⎛ 7π ⎞ ⎛π ⎞
7π
f⎜ ⎟ − f ⎜ ⎟ 1.9284 − 1.5 0.4284
At ⎝ 18 ⎠ ⎝3⎠= = = 0.0428
18 7π π π π
−
18 3 18 18
⎛ 13π ⎞ π
⎛ ⎞
13π
f⎜ ⎟ − f ⎜ ⎟ 1.7207 − 1.5 0.2207
At ⎝ 36 ⎠ ⎝3⎠= = = 0.0441
36 13π π π π
−
36 3 36 36
⎛ 61π ⎞ ⎛π ⎞
61π
f⎜ ⎟ − f ⎜ ⎟ 1.5451 − 1.5 0.0451
At ⎝ 180 ⎠ ⎝3⎠= = = 0.0451
180 61π π 1 1
−
180 3
Approaches 0.05. This means that the slope of the line tangent to

f (θ ) = 3sin ⎜⎜θ − π ⎟⎟ at π
⎛ ⎞
is 0.05
⎝ 6⎠ 3

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3.8.2 Rate of Change for Trigonometric Functions:
Problems
For each of the following functions, sketch the graph on the indicated interval. Find the
average rate of change using the identified points, then find the instantaneous rate of
change at the indicated point.

1. In a simple arc for an alternating current circuit, the current at any instant t is
given by the function f(t)=15sin(60t). Graph the function on the interval 0 ≤ t ≤ 5.
Find the average rate of change as t goes from 2 to 3. Find the instantaneous
rate of change at t = 2.

2. The weight at the end of a spring is observed to be undergoing simple harmonic

motion which can be modeled by the function D(t)=12sin(60π t). Graph the
function on the interval 0 ≤ t ≤ 1. Find the average rate of change as t goes from
0.05 to 0.40. Find the instantaneous rate of change at t = 0.40.

3. In a predator-prey system, the number of predators and the number of prey tend
to vary in a periodic manner. In a certain region with cats as predators and mice
as prey, the mice population M varied according to the equation
M=110250sin(1/2)π t, where t is the time in years since January 1996. Graph the
function on the interval 0≤ t ≤ 2. Find the average rate of change as t goes from
0.75 to 0.85. Find the instantaneous rate of change at t = 0.85.

4. A Ferris Wheel with a diameter of 50 ft rotates every 30 seconds. The vertical

position of a person on the Ferris Wheel, above and below an imaginary
horizontal plane through the center of the wheel can be modeled by the equation
h(t)=25sin12t. Graph the function on the interval 15 ≤ t ≤ 30. Find the average
rate of change as t goes from 24 to 24.5. Find the instantaneous rate of change
at t = 24.

5. The depth of water at the end of a pier in Vacation Village varies with the tides
throughout the day and can be modeled by the equation D=1.5cos[0.575(t-
3.5)]+3.8. Graph the function on the interval 0 ≤ t ≤ 10. Find the average
rate of change as t goes from 4.0 to 6.5. Find the instantaneous rate of change at
t=6.5.

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 3.8.2 Rate of Change for Trigonometric Functions:
Problems (Answers)
1.

AVERAGE RATE OF INSTANTANEOUS

CHANGE = -12.99 RATE OF CHANGE = -8

2.

AVERAGE RATE OF INSTANTANEOUS

CHANGE = 27.5629 RATE OF CHANGE =
10

3.

AVERAGE RATE OF INSTANTANEOUS

CHANGE = 53460 RATE OF CHANGE =
40,000

4.

AVERAGE RATE OF INSTANTANEOUS

CHANGE = 1.88 RATE OF CHANGE =
1.620

5.

AVERAGE RATE OF INSTANTANEOUS

CHANGE = -0.66756 RATE OF CHANGE = -
0.9

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