MATH103: Trigonometry and Coordinate Geometry

DISTANCE LEARNING CENTRE

Ahmadu Bello University
Zaria, Nigeria

MATH103:
Trigonometry and Coordinate Geometry

Course Material

Programme Title: BSc. Computer Science

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 MATH103: Trigonometry and Coordinate Geometry

© 2018 Distance Learning Centre, ABU Zaria, Nigeria

All rights reserved. No part of this publication may be reproduced in any form or
by any means, electronic, mechanical, photocopying, recording or otherwise
without the prior permission of the Director, Distance Learning Centre, Ahmadu
Bello University, Zaria, Nigeria.

Published and Printed by

Ahmadu Bello University Press Limited, Zaria,
Kaduna State, Nigeria.
Tel: 08065949711
E-mail: [email protected],
[email protected] Website: www.abupress.com.ng

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MATH103: Trigonometry and Coordinate Geometry

Course Writers/
Development Team

Editor
Prof. M.I Sule

Course Materials Development Overseer

Dr. Usman Abubakar Zaria

Subject Matter Expert

Yusuf Samuel Taiwo

Subject Matter Reviewer

Dr. Musa Balarabe

Language Reviewer
Enegoloinu Ojokojo

Instructional Designers/Graphics
Emmanuel Ekoja / Ibrahim Otukoya

Course Coordinator
Emmanuel Ekoja

ODL Expert
Dr. Abdulkarim Muhammad

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 MATH103: Trigonometry and Coordinate Geometry

ACKNOWLEDGEMENT

We acknowledge the use of the Courseware of the National Open University of

Nigeria (NOUN) as the primary resource. Internal reviewers in the Ahmadu Bello
University have also been duly listed.

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MATH103: Trigonometry and Coordinate Geometry

Contents
Copyright Page ii
Course Writers/Development Team iii
Acknowledgements iv
Contents v

COURSE STUDY GUIDE 1

i. Course Information 1
ii. Course Introduction and Description 2
iii. Course Prerequisites 2
iv. Course Learning Resources 3
v. Course objectives and outcomes 3
vi. Activities to meet Course Objectives 4
vii. Time (To complete Syllabus/Course) 4
viii. Grading criteria and Scale 4
ix. ABU Calendar 8
x. Course Structure and Outline 9

STUDY MODULES 15
Module 1: 15
Study Session 1: Trigonometric Ratios I 15
Study Session 2: Trigonometric Ratios II 32
Study Session 3: Inverse of Trigonometric Functions 44

Module 2: 61
Study Session 1: Trigonometric Identities and Trigonometric Equations 61
Study Session 2: Solution of Triangle (Sine and Cosine Values) and Angles
Of Elevation and Depression 73
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 MATH103: Trigonometry and Coordinate Geometry

Study Session 3: Bearings 96

Study Session 4: Cartesian Coordinate System 109
Study Session 5: Coordinate Geometry (Circle) 125

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MATH103: Trigonometry and Coordinate Geometry

Course Study
Guide
Course Information
Course Code: MATH103
Course Title: Trigonometry and Coordinate Geometry
Credit Units: 2CU
Year of Study: First year
Semester: First Semester

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 MATH103: Trigonometry and Coordinate Geometry

Course
Introduction and
Description
Introduction:
Trigonometry and Coordinate Geometry is a two credit, two modules with
Eight study sessions course for physical science students. This course is taken at
the first year of their B.Sc degree programme. Trigonometry as the name implies,
involves the study or measurement of triangles in relation to their sides and angles.
It is interesting to note that trigonometry has a very significant relevance in real
life hunting, travelling and is well applied in the field of sciences, engineering and
navigation of ships, aero planes and astronomy. Coordinate geometry will be
introduced at the second part of this course.

Description:
This course entails Trigonometric ratios (sine, cosine and tangent) Trigonometric
ratios of any angle (General angle) Inverse trigonometric ratios. Trigonometric
identities (sum, and difference formulae, product formula). Applications of
trigonometric ratios - solution of triangles (sine and cosine rules angles of
elevation and depression. Bearings. Circle, general equation of a circle etc.

i. COURSE PREREQUISITES
You should note that although this course has no subject pre-requisite, you are
expected to have:
1. Satisfactory level of English proficiency
2. Basic Computer Operations proficiency
3. Online interaction proficiency
4. Web 2.0 and Social media interactive skills
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MATH103: Trigonometry and Coordinate Geometry

5. O level Mathematics

ii. COURSE LEARNING RESOURCES

i. Course Textbooks
Amazigo, J.C. (ed) (1991): Introductory University Mathematics I:
Algebra,
Trigonometry and Complex Numbers. Onitsha: Africana - feb
Publishers Ltd
David - Osuagwu, M; Anemelu C and Onyeozilu I. (2000): New
School
Mathematics for Senior Secondary Schools. Onitsha: Africana -
Feb
Publishers Ltd
Egbe, E. Odili, G.A and Ugbebor, O. O. (2000): Further
Mathematics.
Onitsha: Africana - feb Publishers ltd
Vygodsky, M. (1972): Mathematical Handbook: elementary
Mathematics.
Mosco: M/R Publishers.

iii. COURSE OUTCOMES

By the time you have successfully completed this course, you should be able
to:
- Define the trigonometric ratios and their reciprocals.
- Compute trigonometric ratios of any given angle.
- Identify with the use of tables the trigonometric ratios of given angles.
- Draw the graphs of trigonometric functions. Determine the trigonometric ratios of
angles from their graphs. State and derive the sine and cosine rules.
- Determine the direction of your movement accurately.
- Discuss intelligently the bearing in a given problem.
- Define the angles of elevation and depression
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 MATH103: Trigonometry and Coordinate Geometry

- Solve problems on trigonometric equations correctly,

- Apply trigonometric ratios to problems on height, distances and bearing correctly,
- Obtain general equation of a circle
-Derive the parametric equation of a circle
- Obtain equation of tangents to a circle

iv. ACTIVITIES TO MEET COURSE OBJECTIVES

Specifically, this course shall comprise of the following activities:
1. Studying courseware
2. Listening to course audios
3. Watching relevant course videos
4. Field activities, industrial attachment or internship, laboratory or
studio work (whichever is applicable)
5. Course assignments (individual and group)
6. Forum discussion participation
7. Tutorials (optional)
8. Semester examinations (CBT and essay based).

v. TIME (TO COMPLETE SYLABUS/COURSE)

This course requires three hours weekly and span over a period of eleven (11)
weeks.

viii. GRADING CRITERIA AND SCALE

Grading Criteria
A. Formative assessment
Grades will be based on the following:
Individual assignments/test (CA 1,2 etc). 20
Group assignments (GCA 1, 2 etc). 10
Discussions/Quizzes/Out of class engagements etc. 10

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MATH103: Trigonometry and Coordinate Geometry

B. Summative assessment (Semester examination)

CBT based 30
Essay based 30
TOTAL 100%

C. Grading Scale:
A = 70-100
B = 60 – 69
C = 50 - 59
D = 45-49
F = 0-44
D. Feedback
Courseware based:
1. In-text questions and answers (answers preceding references)
2. SELF-ASSESSMENT Questions and answers (answers preceding references)

Tutor based:
1. Discussion Forum tutor input
2. Graded Continuous assessments

Student based:
1. Online programme assessment (administration, learning resource,
deployment, and assessment).

IX. LINKS TO OPEN EDUCATION RESOURCES

OSS Watch provides tips for selecting open source, or for procuring free or
open software.
School Forge and Source Forge are good places to find, create, and publish
open software. Source Forge, for one, has millions of downloads each day.

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 MATH103: Trigonometry and Coordinate Geometry

Open Source Education Foundation and Open Source Initiative, and other
organisation like these, help disseminate knowledge.
Creative Commons has a number of open projects from Khan
Academy to Curriki where teachers and parents can find educational materials
for children or learn about Creative Commons licenses. Also, they recently
launched the School of Open that offers courses on the meaning, application,
and impact of "openness."
Numerous open or open educational resource databases and search engines
exist. Some examples include:
 OEDb: over 10,000 free courses from universities as well as reviews of
colleges and rankings of college degree programmes
 Open Tapestry: over 100,000 open licensed online learning resources for an
academic and general audience
 OER Commons: over 40,000 open educational resources from elementary
school through to higher education; many of the elementary, middle, and high
school resources are aligned to the Common Core State Standards
 Open Content: a blog, definition, and game of open source as well as a
friendly search engine for open educational resources from MIT, Stanford,
and other universities with subject and description listings
 Academic Earth: over 1,500 video lectures from MIT, Stanford, Berkeley,
Harvard, Princeton, and Yale
 JISC: Joint Information Systems Committee works on behalf of UK higher
education and is involved in many open resources and open projects including
digitising British newspapers from 1620-1900!

Other sources for open education resources

Universities
 The University of Cambridge's guide on Open Educational Resources for
Teacher Education (ORBIT)
 Open Learn from Open University in the UK
Global

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 Unesco's searchable open database is a portal to worldwide courses and

research initiatives
 African Virtual University (http://oer.avu.org/) has numerous modules on
subjects in English, French, and Portuguese
 https://code.google.com/p/course-builder/ is Google's open source software
that is designed to let anyone create online education courses
 Global Voices (http://globalvoicesonline.org/) is an international community
of bloggers who report on blogs and citizen media from around the world,
including on open source and open educational resources
Individuals (which include OERs)
 Librarian Chick: everything from books to quizzes and videos here, includes
directories on open source and open educational resources
 K-12 Tech Tools: OERs, from art to special education
 Web 2.0: Cool Tools for Schools: audio and video tools
 Web 2.0 Guru: animation and various collections of free open source software
 Livebinders: search, create, or organise digital information binders by age,
grade, or subject (why re-invent the wheel?)

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 MATH103: Trigonometry and Coordinate Geometry

X. ABU DLC ACADEMIC CALENDAR/PLANNER

PERIOD
Semester Semester 1 Semester 2 Semester 3
Activity JAN FEB MAR APR MAY JUN JUL AUG SEPT OCT NOV DEC
Registration
Resumption
Late Registn.
Facilitation
Revision/
Consolidation
Semester
Examination

N.B: - Semester Examinations 1st/2nd Week January

- All Sessions commence Mid-February
- 1 Week break between Semesters and 4 Weeks vocation at end of session.
- Semester 3 is OPTIONAL (Fast-tracking, making up carry-overs & deferments)

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x. COURSE STRUCTURE AND OUTLINE

Course Structure
WEEK MODULE STUDY SESSION ACTIVITY
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Study Session 1: 3. Listen to the Audio on this Study Session
Week 1 Title: Trigonometric 4. View any other Video/U-tube
Ratios I (address/sitehttps://goo.gl/8E22BB ,https://goo.gl/3tFMwg ,
https://goo.gl/S6NYs7 , https://goo.gl/J7mCLn ,
https://goo.gl/LNY5Ts, https://goo.gl/L6h1xy)
5. View referred OER (address/site)
6. View referred Animation (Address/Site)
7. Read Chapter/page of Standard/relevant text.
8. Any additional study material
9. Any out of Class Activity
STUDY
1. Read Courseware for the corresponding Study Session.
MODULE 1
2. View the Video(s) on this Study Session
Week 2 Study Session 2 3. Listen to the Audio on this Study Session
Title: Trigonometric 4. View any other Video/U-tube
Ratios II (address/sitehttps://goo.gl/VW4vZE , https://goo.gl/eF18Gg ,
https://goo.gl/jhnRpK , https://goo.gl/w6Qf2M ,
https://goo.gl/L6h1xy)
5. View referred OER (address/site)

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 MATH103: Trigonometry and Coordinate Geometry

6. View referred Animation (Address/Site)

7. Read Chapter/page of Standard/relevant text.
8. Any additional study material
9. Any out of Class Activity
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Week 3 Study Session 3 3. Listen to the Audio on this Study Session
Title: Inverse of 4. View any other Video/U-tube (address/sitehttps://goo.gl/v4edht
Trigonometric ,https://goo.gl/hZiLRz , https://goo.gl/qNhzKF ,
Functions https://goo.gl/U85jHu, https://goo.gl/BzCytE)
5. View referred OER (address/site)
6. View referred Animation (Address/Site)
7. Read Chapter/page of Standard/relevant text.
8. Any additional study material
9. Any out of Class Activity
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Week 5 3. Listen to the Audio on this Study Session
Study Session 1 4. View any other Video/U-tube
Title: Trigonometric (address/sitehttps://goo.gl/zSzEk4 , https://goo.gl/AvdNLJ ,
Identities and https://goo.gl/FBR2kG , https://goo.gl/wbwsHx ,
Trigonometric https://goo.gl/XtLwoj , https://goo.gl/h5L8mA)
STUDY Equations 5. View referred OER (address/site)
MODULE 2 6. View referred Animation (Address/Site)

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7. Read Chapter/page of Standard/relevant text.

8. Any additional study material
9. Any out of Class Activity
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Week 6 Study Session 2 3. Listen to the Audio on this Study Session
Title: Solution of 4. View any other Video/U-tube
Triangle (Sine and (address/sitehttps://goo.gl/or8vAr , https://goo.gl/5AquLe
Cosine Values) and ,https://goo.gl/4BNND7 , https://goo.gl/6SGsqe ,
Angles Of Elevation https://goo.gl/aRbKtm)
and Depression. 5. View referred OER (address/site)
6. View referred Animation (Address/Site)
7. Read Chapter/page of Standard/relevant text.
8. Any additional study material
9. Any out of Class Activity
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Study Session 3 3. Listen to the Audio on this Study Session
Week 7& 8 Title: Bearings 4. View any other Video/U-tube
(address/sitehttps://goo.gl/aZsWx3, https://goo.gl/of6JPA ,
https://goo.gl/7jgWVp , https://goo.gl/SekQFE ,
https://goo.gl/5NkLWw)
5. View referred OER (address/site)

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 MATH103: Trigonometry and Coordinate Geometry

6. View referred Animation (Address/Site)

7. Read Chapter/page of Standard/relevant text.
8. Any additional study material
9. Any out of Class Activity
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Week 9 & 10 Study Session 4 3. Listen to the Audio on this Study Session
Title: Cartesian 4. View any other Video/U-tube
Coordinate System (address/sitehttps://goo.gl/w3yCj9 , https://goo.gl/RKtXmY ,
https://goo.gl/xUNY9E, https://goo.gl/8rqyvN)
5. View referred OER (address/site)
6. View referred Animation (Address/Sitehttps://goo.gl/DSXMiT)
7. Read Chapter/page of Standard/relevant text.
8. Any additional study material
9. Any out of Class Activity
1. Read Courseware for the corresponding Study Session.
2. View the Video(s) on this Study Session
Week 11& 12 3. Listen to the Audio on this Study Session
Study Session 5 4. View any other Video/U-tube
Title: Coordinate (address/sitehttps://goo.gl/WciRVx, https://goo.gl/g8xKEp ,
Geometry (Circle) https://goo.gl/KKJrgR , https://goo.gl/ZSYvWk ,
https://goo.gl/djSpDn)
5. View referred OER (address/site)
6. View referred Animation (Address/Site)

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7. Read Chapter/page of Standard/relevant text.

8. Any additional study material
9. Any out of Class Activity

Week 13 REVISION/TUTORIALS (On Campus or Online) & CONSOLIDATION WEEK

Week 14 & 15 SEMESTER EXAMINATION

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Course Outline
MODULE 1:
Study Session 1: Trigonometric Ratios i
Study Session 2: Trigonometric Ratios ii
Study Session 3: Inverse of Trigonometric Functions

MODULE 2:
Study Session 1: Trigonometric Identities and Trigonometric Equations
Study Session 2: Solution of Triangle (Sine and Cosine Values) and Angles
Of Elevation and Depression.
Study Session 3: Bearings.
Study Session 4: Cartesian Coordinate System
Study Session 5: Coordinate Geometry (Circle)

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Study Modules
MODULE 1: Circular Measures
Contents:
Study Session 1: Trigonometric Ratios I
Study Session 2: Trigonometric Ratios II
Study Session 3: Inverse of Trigonometric Functions

Study Session 1
Trigonometric Ratios I

Section and Subsection Headings:

Introduction
1.0 Learning outcomes
2.0 Trigonometric ratios
2.1 Trigonometric ratios of acute angles
2.2 Relationships between trigonometric ratios
2.3 Trigonometric ratios of any angle.
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
Before starting any discussion in trigonometric ratios, you should be able to:
(i) Identify the sides of a right-angled triangle in relation to a marked angle in
the triangle. If this is not the case do not worry. You can quickly go through

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 MATH103: Trigonometry and Coordinate Geometry

This now:
In the diagram (See Fig. 1.1.1) showing a Right-angled triangle ABC, right
angled at B, with angle at C marked and the sides marked
Is called the hypotenuse
I.e. the side facing the marked angle at C is called the
opposite side of the angle at C adjacent side to the angle at C.

b
c

Fig. 1.1.1: right-angled

B triangle in relation to aCmarked angle
a
(ii) Again, you should recall that the ratios of two numbers " and " can either
be expressed as or . If you have forgotten this, please, refresh your
memories for this is important in the unit you are about to study.

1.0 STUDY SESSION LEARNING OUTCOMES

After studying this session, I expect you to be able to:
1. Define trigonometric ratios of a given angle.
2. State the relationship between the trigonometric ratios
3. Locate the quadrant of the trigonometric ratios of given angles
4. Find the basic angles of given angles.

2.0 MAIN CONTENTS

2.1.1. TRIGONOMETRIC RATIOS
Having refreshed your minds on the sides of a right-angled triangle and the concept
of ratios you are now ready to study the trigonometric ratios (sine, cosine and
tangent).
This has to do with the ratio of the sides of a right-angled triangle. Here is an
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MATH103: Trigonometry and Coordinate Geometry

EXAMPLE.
A

b
c

C
B
a
Fig. 1.1.2: ratio of a right-angled triangle
With and and the sides of
Marked a, b, c, respectively,
Then is called or simply

is called Cosine or simply Cos

is called or
You can see that

Using the notation of the sides of ΔABC

* + * +

In the above, at an acute angle and with the knowledge that the sum of the interior
angles of a triangle is . What do you think will happen to the trigonometric
rations? This takes us to the relationships between trigonometric ratios.

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 MATH103: Trigonometry and Coordinate Geometry

2.1.2. RELATIONSHIP BETWEEN TRIGONOMETRIC RATIOS.

A

b
c

C
B
a
Fig.1.1.3: relationship between trigonometric ratios
In in Fig. 1.1.3 with the usual notations and , therefore,
. Once more finding the trigonometric ratios in relation to the angle
at A.

You might wonder what happens to this will be discussed later.

In summary, given ΔABC as shown

The conclusion from the summary of these trigonometric ratios is that the sine of
an acute angle equals the cosine of its complement and vice versa. Thus
, etc.(these angles are called complementary angles
0
because their sum is 90 i.e.
Having known what trigonometric ratios are, you will now proceed to finding
trigonometric ratios of any angle.

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MATH103: Trigonometry and Coordinate Geometry

IN-TEXT QUESTION 1
If the sum of the measures of two angles is 180 degrees, the angles are called?

IN-TEXT ANSWER
1. Supplementary angles

2.2 TRIGONOMETRIC RATIOS OF ANY ANGLE.

It is possible to determine to some extent the trigonometric ratios of all angles
using the acute angles in relation to the right-angled triangle. But since all
problems concerning triangles are not only meant for right angle triangles, ~it is
then good to extend the concept of the trigonometric ratios to angles of any size
(i.e. between and any angle).

To achieve the above, you take a unit circle i.e. a circle of radius I unit,
Drawn
Y

2 1
n st
X
d 0
3 4
Fig.
r
1.1.4:
t
Quadrants of the circle
In the Cartesian plane (x and y plane)
d the
h circle is divided into four
equal parts
each of which is called a quadrant (1st, 2nd, 3rd. 4th respectively). Angles are
either measured positively in an anticlockwise direction (See Fig. 1.1.4)

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 MATH103: Trigonometry and Coordinate Geometry

Y
A

Positive

X
0

Fig. 1.1.5: Positive measurements in an anticlockwise

Or negatively in a clockwise direction.

Fig. 1.1.6: negative measurements in a clockwise direction

Example. In the diagrams below

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MATH103: Trigonometry and Coordinate Geometry

Fig. 1.1.7: Positive to Negative measurements

Fig. 1.1.8: positive to negative measurements

Note: Since this concerns angles at a point their sum is . But angles of sizes
greater than 360° will always lie in any of the four quadrants. This is determined
by first trying to find out how many revolutions (one completed revolution = 360°)
there are contained in that angle.
For example, (b) contains plus i.e. is
called the basic angle of and since is in the first quadrant, is also in
the first quadrant. (a) , since is in the third quadrant,
is also in the third quadrant.
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 MATH103: Trigonometry and Coordinate Geometry

To find the basic angle of any given angle, you should subtract 360° (1 complete
revolution) from the given angle until the remainder is an angle less than 360° ,
then locate the quadrant in which the remainder falls that becomes the quadrant of
the angle.

For you to determine the signs whether positive or negative of the angles and their
trigonometric ratios in the four quadrants;
First, choose any point on the circle and is the centre of the circle.

Fig. 1.1.9: negative or positive signs of angles in the four quadrants

P = r, is the radius and makes an angle of α with the positive - axis.

Since P is any point, isrotated about 0 in the anticlockwise direction, Hence in
the 1st quadrant , using your knowledge of trigonometric ratios.

= ⁄

= ⁄
= ⁄

Therefore in first quadrant (acute angles) all the trigonometric ratios are positive.
2nd quadrant (obtuse angles)

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MATH103: Trigonometry and Coordinate Geometry

Fig. 1.1.10: Fig. 1.1.9: negative or positive signs of angles in the four quadrants
In at O is , here is - (it lies on the negative axis) but
and are positive. The trigonometric ratios are
= ⁄ is positive

= ⁄ is negative
= ⁄ is negative

So, only the sine of the obtuse angle is positive, the other trigonometric ratios are
negative. Guess what happens in the 3rd quadrant (reflex angles).
3rd quadrant (reflex angles)

Note: P = r (i.e.) the radius is always positive. Reference is made to 180°, so the
angle is (180 + α)° or α - 180°
IN-TEXT QUESTION 2
Cosine in the second quadrant is negative TRUE/FALSE
IN-TEXT ANSWER
Distance
2. Learning
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 MATH103: Trigonometry and Coordinate Geometry

Fig. 1.1.11: negative or positive signs of angles in the four quadrants

– is negative
is negative
is positive
So if the angle lies between and the sine, cosine of that angle are
negative while the tangent is positive.
4th quadrant (Double Reflex angles) y

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MATH103: Trigonometry and Coordinate Geometry

Fig. 1.1.12: negative or positive signs of angles in the four quadrants

Here PA is negative but OA and OP are positive.

– is negative

– is positive

is negative.

Here again, we have sine and tangent of any angle that lies between 270° and 360°
are negative the cosine of that angle is positive.
Looking at the figures above, it is seems that, the sign of a cosine is similar to the
sign of the – axis (and coordinate) while the sign of a sine is similar to the sign
of - coordinate (i.e. - axis). The signs can then be written in the four quadrants
as shown below

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 MATH103: Trigonometry and Coordinate Geometry

Fig. 1.1.13: Summary of the signs in their quadrants

Fig. 1.1.14: Summary of the signs in their quadrants

A summary of the signs in their respective quadrants, thus going in the

anticlockwise direction, the acronym is;
(i) CAST(from the 4th to 1st to 2nd and then 3rd)
(ii) ACTS (from 1st 4th 3rd then 2nd )
Clockwise

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MATH103: Trigonometry and Coordinate Geometry

(iii) All Science Teachers Cooperate (ASTC) (from the 1st 2nd 3rd 4th ).
The letters in Fig.1.1.14 (marked quadrants) show the trigonometric ratios
that are positive
(iv) SACT (2nd 1st 4th 3rd)
(v) TASC (3rd 2nd 1st 4th)

3.0 TUTOR MARKED ASSIGNMENT

Find the values of in the following equations
(1) =
(2)
(3)
(4)
Find the basic angles of the following and hence indicate the quadrants in which
they fell.
(1) (2) (3)
(4) (5) (6)

4.0 SUMMARY
In this study session, you have seen that the trigonometric ratios with respect to a
right angled triangle is
= i.e. SOH

= .e. CAH

= TOA
Hence the acronym SOH CAH TOA which is a combination of the above meaning
can be used to remember the trigonometric ratios Again, you saw the relationships
between the trigonometric ratios. The sine or cosine of an acute angle equals the
cosine or sine of its complementary angle. That i.e.
(1)

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 MATH103: Trigonometry and Coordinate Geometry

For obtuse angle,

(2)

(3)

(4) (360 - ) = - sin

(360 - ) = cos

CONCLUSION
In this study session, you have learnt the definition of the trigonometric ratios sine,
cosine and tangent and how to find the trigonometric ratios of any given angle.
You should have also learnt that the value of any angle depended on its basic angle
and its sign depends on the quadrant in which it is found. Thou now understand
that the most commonly used trigonometric ratios are the sine, cosine and tangent;
and the basic angle lies between and 360° i.e . In the next
session a detail study of the relationship between the trigonometric ratios and their
reciprocals and many more shall be presented.

5.0 SELF-ASSESSMENT QUESTIONS

1. Find the value of in the following
(i) (ii) (iii)
(IV) . In case you are finding it difficult, the following are the
2. Find the trigonometric ratios in their following triangle B

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MATH103: Trigonometry and Coordinate Geometry

5
4

C
A

Fig. 1.1.15: Acute angle

3. In the following, angle is acute and angle α is acute. Find the following
trigonometric ratios.
A

17

B C
15
Fig. 1.1.16: Acute angle α and
(a)
(b)
(c)
(d)
(e)
(f)

4. Indicate the quadrants of the following angles and state whether their
trigonometric ratios of each is positive or negative.
(1)
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 MATH103: Trigonometry and Coordinate Geometry

5. Show in which of the quadrant each of the following angles occurs and state
whether the trigonometric ratio of the angle is positive or negative.
(1) (2) (3) (4) (5)
(6) (7) (8) (9) (10)

6. Find the values of in the following equations

(1)
(2)
(3)
(4)
(5) find the value of and if

Answer
1. i. ii. iii. iv.
2. i. ii. iii. ta
3. i. b. c. d. e.
4. i. 2nd ii. 2nd iii. 1st iv.4th v. 3rd
5. i. 2nd ii. 2nd iii. 2nd iv. 1st v. 1st vi. 3rd vii. 3rd viii. 4th ix. 3rd .x. 3rd
6. i. 420 ii. -79067’ iii. 720 iv. 560 v.

6.0 ADDITIONAL ACTIVITIES

Visit U-tube https://www.youtube.com/watch?v=JmLN3QxshlE Watch the video
& summarise in 1 paragraph

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7.0 REFERENCES
Amazigo, J.C. (ed) (1991): Introductory University Mathematics I: Algebra,
Trigonometry and Complex Numbers. Onitsha: Africana - feb Publishers
Ltd
David - Osuagwu, M; Anemelu C and Onyeozilu I. (2000): New School
Mathematics for Senior Secondary Schools. Onitsha: Africana – Feb
Publishers Ltd
Egbe, E. Odili, G.A and Ugbebor, O. O. (2000): Further Mathematics. Onitsha:
Africana - feb Publishers ltd
Vygodsky, M. (1972): Mathematical Handbook: elementary Mathematics. Mosco:
M/R Publishers.

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 MATH103: Trigonometry and Coordinate Geometry

Study Session 2
Trigonometric Ratios II

Section and subsection headings:

Introduction
1.0 Learning Outcomes
2.0 Main Contents
2.1 Trigonometric Ratios - Reciprocals
2.1.1 Relationship between the Trigonometric Ratios and their Reciprocals
2.2 Use of Trigonometric Tables
2.2.1 Use of Natural Trigonometric Tables
2.2.2 Use of Logarithm of Trigonometric Tables
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
You are welcome to study session 2, in the previous study session, you learnt about
the basic trigonometric ratios sine, cosine and tangent. You also saw the
relationship between the sine and cosine of any angle; nothing was mentioned
about the relationship of the tangent except that it is the sine of an angle over its
cosine. Also in our discussion, form our definition of ratios only one aspect is
treated i.e. what happens when it is ⁄ An attempt to
answer this question will take us to the study session on the reciprocals of
trigonometric ratios - secant, cosecant and cotangent.

1.0 LEARNING OUTCOMES

After you have finished studying this session, you should be able to:

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1. Define the reciprocals of trigonometric ratios in relation to the right

angled triangle.
2. Establish the relationship between the six trigonometric ratios
3. Use trigonometric tables to find values of given angles.

2.0 MAIN CONTENTS

2.1 TRIGONOMETRIC RATIOS II
From the previous study session, using , right-angled and and with the
usual notations, the knowledge of the ratio of two numbers " and " expressed as
was used to find the sine, cosine and tangent of . In this study session, the
expression will be used.

b
c

C
B a

Fig. 1.2.1: right angled triangle

=
=
=
Now if this relationship is viewed in this order.
it is called cosecants or cosecs

is calculate cotangent opposite of or

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Now study the above ratios carefully, what can you say of their relationship?
This leads us to the following sub-heading

2.1.2 RELATIONSHIPS BETWEEN THE TRIGONOMETRIC RATIOS.

As you can see and for example are related in the sense that
Sin =

and cosec = from which means that

=

= =
* +

This then means that is the reciprocal of and sin is the reciprocal
of . From the above ratios also, you can see;
Note from the sum of angles of a triangle giving , the following relations can
be proved. A

b
c

C
B a

Fig. 1.2.2
You should recall that in study session 1,
And
Now let us, see the tangent.
(90° - θ) = BC/AC in Fig. 1.2.2 i.e.

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IN-TEXT QUESTION 1

The reciprocal of and are respectively ________ and ________

ANSWER

1. and

2. Yes, they can be used to find their reciprocals

Also – . This brings us to the conclusion that the tangent
of an acute angle is equal to the cotangent of its complement. I.e. =
and ; also
Now move to the next step, the relationship between trigonometric ratios of other
angles. It has been established that:
(1) The secant of any angle is the reciprocal of the cosine of the angle i.e.

(2) And
(3)

It then means that whatever applies to the trigonometric ratios their reciprocals, so
the following are true in the first quadrant i.e.; (Acute) all the
reciprocals trigonometric ratios are positive. and .
In the second quadrant (obtuse) since only the sine is positive
only its reciprocal the cosecant will also be positive in the third and fourth
quadrants respectively only the tangent and cotangent for are
positive and cosine and secant in are positive respectively.
So the following relationships are established as,

1.

2. is negative, lies between 90° and 180°

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is positive
is negative.
3. is negative, lies between and
is negative
is positive
4. is positive, lies between and
Is negative
Is negative

Having seen the relationships between the trigonometric ratios and their
Reciprocals, let us move on to find angles using the trigonometric tables.

2.2 USE OF TRIGONOMETRIC TABLES

In the trigonometric tables, the sine, cosine and tangent of angles can be use to find
the values of their reciprocals. In the four figure tables available only the tables for
sine, cosine and tangent are available So whatever is obtain in their case also
applies to their reciprocals. The exact values of the trigonometric ratios can be
obtained using the four figure tables or calculators.
The tables to be used here are extracting of the Natural sine and cosine of Selected
angles between and at the interval of or . The fullTrigonometric
tables will be supplied at the end (are tables for log sine, log cos and log tan)

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Table 1.2.1: natural sine and cosine of selected angles

IN-TEXT QUESTION 2

Can trigonometric table for sine of angles be used to find their reciprocals?

2. Yes, they can be used to find their reciprocals.

Note that the difference column always at the extreme right - hand corner of the
table is omitted
Extracts from natural for ( WAEC, four figure table)

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 MATH103: Trigonometry and Coordinate Geometry

Table 1.2.2

Again the difference column is omitted.

2.2.2 USE OF LOGARITHMS OF TRIGONOMETRIC FUNCTIONS

At times, you might be faced with problems which require multiplication and
direction in solving triangles. Here the use of tables of trigonometric. A function
becomes time consuming and energy sapping. It is best at this stage to use the
tables of the logarithms of trigonometric functions directly.

3.0 Tutor Marked Assignment

In the diagram below, find the trigonometric ratios indicated.

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MATH103: Trigonometry and Coordinate Geometry

Fig. 1.2.3
(a)
(b)
(c)
(d)
2. Express the following in terms of the trigonometric ratios of α
(a) i. – ii.
(b) i. – ii.
(c) i. – ii. Sec (180 – α)
(d) i. – ii. –
3. Find the basic angles of the following and their respective quadrants.
(a) 1290o (b) -340o (c) -220o
(d) 19o (e) 125o (f) 214o
4. Use trigonometric tables to find the value of the following:
(a) (b) (c)
(d) (e)
5. Use the logarithm table for trig. Functions to find the value of the following.
(a) (b) (c)

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4.0 SUMMARY
In these two study sessions you have seen that the trigonometric ratios and their
reciprocals with respect to a right angled triangle is
=

=
The acronym SOH CAH TOA meaning
S = sine, O = opposite over, H = hypotenuse
C = cosine, A = adjacent over, H = hypotenuse
T = tangent, O = opposite over, A = adjacent
Can be used to remember the trigonometric ratios their reciprocals are obtained
from these.
You have also learnt that:
(i) The sine or cosine or tangent of an acute angle equals the cosine or sine or
cotangent of its complementary angle.

This means that you can use the sine table find the cosine of all angles from
90 to 0 at the same interval of 61 or 0° .1°

(ii) The tables of trigonometric functions can also be used in finding the ratios of
given angles by bearing in mind the following where is acute or obtuse.

(iv)

(v)

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MATH103: Trigonometry and Coordinate Geometry

(vi)

In using the table sometimes angles may be expressed in radians, first convert the
angles in radians to degrees before finding the trigonometric ratios of the given
angles or convert from degrees to radians before finding the trigonometric ratios, if
it is in radians

CONCLUSION
In study session 1 and 2, you have learnt the definition of the trigonometric ratios
and their reciprocals, and how to find the trigonometric ratios of any given angle
and the use of trigonometric tables in finding angles. You should have also learnt
that the value of any angle depends on the basic angle and its sign depends on the
quadrant in which it is found. However, you need be aware that the most
commonly used trigonometric ratios are the sine, cosine and tangent and the basic
angle lies between and 360 i.e. In the next session we are
going to consider inverse trigonometric functions, definition and notation of
inverse trigonometric functions and lots more.

5.0 SELF-ASSESSMENT QUESTIONS

1. Find the value of in the following
(a) (b)
(c) (d)

2. In the diagram, on the right find the following:

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 MATH103: Trigonometry and Coordinate Geometry

17

C
15 B

Fig. 1.2.4
3. Find the value of the following angles:
(i) (ii) (iii) (iv)
4. At times, there might have problems involving minutes or degrees other than the
one given in the table. You have to use the difference table when such is the case.
For example
Find (1) (II)
5. Find (3) (4) °
6. Find (i)
7. Find the quadrant of the following angles and determine whether the
trigonometric ratios (reciprocals) are positive or negative.
(a) 1000 (b) 1100 (c) 1230
(d) 420 (e) 200 (f) 2310
(g) 2680 (h) 3120 (i) 5910 (j) 19990

Answer
1. a. 70 b. 0.766 c. 2.747 d. 50
2. a. b.
3. i. 0.3515 ii. 0.8650 iii. 0.9425 v. 0.7581
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MATH103: Trigonometry and Coordinate Geometry

4. i. 0.3445 ii. 0.6405

5. i. 0.8660 ii. -0.5 iii. 0.9848 iv. -0.1736
6. i. -.0286 ii. -3.884 iii. -0.0736
7. a. 2nd b. 2nd c. 2nd d. 1st e. 1st f 3rd g. 3rd h. 4th i. 3rd j. 3rd
6.0 ADDITIONAL ACTIVITIES
Visit U-tube https://www.youtube.com/watch?v=QQKn__bZAoU Watch the
video & summarise in 1 paragraph

7.0 REFERENCES
Amazigo, J.C. (ed) (1991): Introductory University Mathematics I: Algebra,
Trigonometry and Complex Numbers. Onitsha: Africana - feb Publishers
Ltd
David - Osuagwu, M; Anemelu C and Onyeozilu I. (2000): New School
Mathematics for Senior Secondary Schools. Onitsha: Africana – Feb
Publishers Ltd
Egbe, E. Odili, G.A and Ugbebor, O. O. (2000): Further Mathematics. Onitsha:
Africana - feb Publishers ltd
Vygodsky, M. (1972): Mathematical Handbook: elementary Mathematics. Mosco:
M/R Publishers.

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 MATH103: Trigonometry and Coordinate Geometry

Study Session 3
Inverse Trigonometric Functions

Section and Subsection Headings:

Introduction
1.0 Learning Outcomes
2.0 Main Content
2.1 Inverse Trigonometric Functions
2.1.1 Definition and Notation of Inverse Trigonometric Functions
2.1.2. Inverse Trigonometric Functions of Any Angle
2.1.3. Principal Values of Inverse Trigonometric Functions.
2.2. Trigonometric Ratios of Common Angles
2.2.1. Trigonometric Ratios of 30° And 60°
2.2.2. Trigonometric Ratios of 45°
2.2.3. Trigonometric Ratios of 0°, 90° And Multiples Of 90°
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
Once again you are welcome to study session 3, in the previous study session, you
have learnt the definition of the trigonometric ratios and their reciprocals, and how
to find the trigonometric ratios of any given angle and the use of trigonometric
tables in finding angles. Very often you see relations like is possible to
find the value of y, if is known. On the other hand the need might arise to find
the value of when y is known. What do you think can be done in this case? In the
example above, , sine is a function of an angle and also the angle is a
function of sine.

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In this study session, you shall learn the inverse trigonometric functions,
sometimes called circular functions and the basic relation of the principal value
and trigonometric ratios of special angles 0°, 30°, 45°, 60°, 900, 180°, 270° and

1.0 LEARNING OUTCOMES

After you have finished studying this session, you should be able to:
1. Define inverse trigonometric functions
2. Find accurately the inverse trigonometric functions of given values.
3. Determine without tables or calculators the trigonometric ratios of 0°,
30°, 45°, 60°, 90°, 180°, 270 ° and 360°.
4. Solve problems involving inverse trigonometric functions and trigonometric
ratios of special angles correctly.

2.1 INVERSE TRIGONOMETRIC FUNCTIONS (CIRCULAR

FUNCTIONS)
2.1.1. DEFINITION AND NOTATION
The trigonometric ratios of angle are usually expressed as y = sin (where y and
represents any value and angle respectively).
Or
Or .

Above are examples when the values of is known, but the value of is unknown
and y is known, the above relations can be expressed as:
=( ) written as arc read as ark
Or =( ), written as arc read as ark
Or = ( ) written as arc read as ark

These relations , and are called the inverse trigonometric

functions or circular functions.

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EXAMPLE
(a) If , then = meaning that is the angle
Whose is or the of is
(b) If , at then , which implies that is
the angle whose is 0.8594 or of = 0.8954.
(c) If , then shows that is the angle whose
is or the of is .

PROCEDURES FOR FINDING INVERSE TRIGONOMETREIC

FUNCTIONS
Having been conversant with the use of the trigonometric tables, the task here
becomes easy. In other to find the inverse trigonometric ratio of any angle, first
look for the given value on the body of the stated trigonometric table and, read off
the angle and minute under which it appeared. If the exact value is not found, the
method of interpolation can be adopted.

2.1.2 INVERSE TRIGONOMETRIC FUNCTIONS OF ANY ANGLE.

The inverse trigonometric functions here are extended to include values of given
angles between 0° and 360° and beyond

EXAMPLE
Find the value of between and in the following:
(a) (b) (c) t

SOLUTIONS
(a)
; Since sin is positive then the angle must either be in the
1st or 2nd quadrant thus

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Fig. 1.3.1: values of across quadrants

In the first quadrant and in the 2nd quadrant –

(b)
From the cosine tables but is negative,
therefore, lies either in the 2nd or 3rd quadrant.

Fig. 1.3.2: values of across quadrant

In the 2nd `quadrant

In the 3rd quadrant

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 MATH103: Trigonometry and Coordinate Geometry

(c) , here but since tan is negative, lies either in

the 2nd or 4th quadrants.

Fig. 1.3.3: values of across quadrants

In the 2nd quadrant

In the 4th quadrant

Note that, from the previous units, there are several values of with the same
value but in different quadrants. For example sin 30° = sin 150° = sin 390° = sin
750° etc. Hence the inverse trigonometric functions have many valued expressions.
This mean that one value of is related to an infinite number of values of the
function. Hence to obtain all possible angles of a given trigonometric ratio, we
either add or subtract , where is any integer positive, negative or zero

2.1.3 Principal Values of Inverse Trigonometric Functions.

In this section, your attention should be found on the value which lies in a
specified range for example:

(i) For , the range of values are – This value is

called the principal value of the inverse of sine denoted by (Smalls).
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MATH103: Trigonometry and Coordinate Geometry

For example if √ radians then the principal value

of the inverse of sin 1/√ is or /4 (since it is within the
√
range).
(ii) If , then is the inverse cosine of and the
principal value of the inverse of cosine is the value of in the range 0° to
(180°). This is the same for arc cot , and arc sec
Example, if , then arc sec the principal value
√

( ) the principal value is ( )

√ √

(iii) The principal value of the inverse of tangent is the value of in the
Range This is the same for arc cosec .

EXAMPLE OF PRINCIPAL VALUES

The principal value of;
(a) (b) √
(c)
The relationship between the values of an inverse function and its principal value is
given by the formulae below ( 1972: 366).
(i)
(ii)
(iii)
(iv)
Where is any integer positive, negative or zero.
Hence denotes arbitrary values of inverse trigonometric
functions and denotes principal values of given angles.

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IN-TEXT QUESTION 1

The principal value of for , is the length of the arc of a unit circle centred at
the origin which subtends an angle at the centre whose sine is . TRUE/FALSE

ANSWER

1. TRUE

EXAMPLE
(a)

2.2 TRIGONOMETRIC RATIOS OF COMMON ANGLES

The angles 0°, 30°, 45°, 60°, 90° are called common angles because they are
frequently used in mathematics and mechanics in physics. Although, the
trigonometric ratios of common angles 0°, 30°, 45°, 60°, 90°, (and multiples of 90°
up to 360° ) can be found from the trigonometric tables, they can be easily
determined and are widely used in trigonometric problems.

2.2.1 THE ANGLE OF 30° AND 60°

Consider an equilateral triangle ABC of sides 2cm. An altitude AD (see Fig.1.3.4
below)

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MATH103: Trigonometry and Coordinate Geometry

B D C

Fig. 1.3.4: equilateral triangle ABC

An altitude AD bisects < BAC so that < BAD = < CAD = 30°
< ABC = < ACB = 60°
by Pythagoras theorem AD √ units.
Hence, the value of the trigonometric ratios of 60° and 30° are
√ And
And √
√ And √
√ And √
And √
√ And

2.2.2. TRIGONOMETRIC RATIOS OF 45°

Consider a right-angled isosceles triangle ABC with AB= BC = 1 unit,
<B=90° and<A=<C=45°
AC = √ units (Pythagoras theorem)

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Fig. 1.3.5: Right angled isosceles triangle ABC

Hence the trigonometric ratios of 45° are

√
√

√
√

IN-TEXT QUESTION 2

What is √ and

ANSWER

(√ ) and

2.2.3. ANGLES 0° AND 90°

It is difficult in practical problems to find angles 0° and 90° in a right - angled
triangle as acute angles but with extended trigonometric functions, these angles are
considered. See the Fig. 1.3.6 below.

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Fig. 1.3.6: Angles 00 and 900

Let be any point on the circle. If , is rotated about 0 in the anti

clockwise direction through an acute angle , then is the projection of , on
the - axis and is the projection of P, on the -axis
In Δ A
= but units (units radius)
coordinate of
= projection of OP, on the Y-axis
= but OA = B
coordinate of
= projection of on the -axis

Thus if is any point on a circle with center and unit radius and makes an
angle with the -axis, then the sine and cosine of any angle may be defined thus:
coordinate or the projection of on the -axis and , x
coordinate or the projection of on the -axis
Thus for angles 0° and 90°
coordinate
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 MATH103: Trigonometry and Coordinate Geometry

=1
coordinate
= 0 (90° has no projection on the x axis)
=

Fig. 1.3.7: angles 00 and 900

Similarly for 0°
coordinate
(0° has no projection on )
Coordinate
(0° lies on the x-axis)

Alternatively;
In a right-angled triangle ABC, with < A = 90° and which is very small

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MATH103: Trigonometry and Coordinate Geometry

C
A

Fig. 1.3.8: right angled triangle ABC

The ratios of are:

=
=
=
also
=
=

When gets smaller and smaller, becomes larger and larger, these are expressed
thus as
tends to O i.e.
tends to 90° i.e.
and as

=
=
=
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 MATH103: Trigonometry and Coordinate Geometry

=
=
=
Or since 0° and 90° are complementary angles then

Here is the summary of the common trigonometric ratios. The trigonometric ratios
of these special angles and that of multiples of 90° are presented in the table 1
below.

Table 1.3.1: Trigonometric Ratios of special angles

Angle Sin A Cos A Tan A Cot A Sec A Cosec A

√ √ √ √
√ √ √ √
√ √ √ √

3.0TUTOR-MARKED ASSIGNMENTS
1. Write an angle in the first quadrant whose tangent is
(a) 0.8816 (b) 1.9496 (c) 2.0265
2. Find the values of 0 lying between 0° and 360° when
(a)
(b)
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MATH103: Trigonometry and Coordinate Geometry

(c)
3. Find all the angles between 0° and 720° whose tangent is 1/√
4. Simplify without tables or calculator the following:
(a)
(b)
5. If tan = 7/24 and
is reflex, find without tables or calculator the value of,
(b)
6. Simplify the following without using tables or calculators
(a)

(b)
7. If = 60°, calculate, without table or calculator
(a)
(b)
8. (a
(b)
9. If and . Where and are acute, find without
Using tables, the values of
(a)
(b)
(c)
10. If A is in the fourth quadrant and find the value of
(Without using table)

4.0 SUMMARY
In this study session, you have learnt that the inverse of a trigonometric. Ratios are
the angle whose trigonometric ratios are given. And these values can be found in
the body of the trigonometric ratio table from where the angles are read off. You
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have also learnt that to find all possible angles of a given problem first find the
basic angles then add or subtract to it i.e.

(i) All possible angles = basic angle ± where is any integer, positive,
negative or zero.
(ii) The relation between the value of an inverse trigonometric function and its
principal value are:

Where or etc represent the values of inverse trigonometric

functions and etc. represent their principal values.
(iii) The principal values of the following
(a) Is the value between -90° and + 90°
(b) Is the value between 0° and 1800. This also applies to
and
(c) Is the value between -90° and + 90°
(iv) The trigonometric ratios of and are
presented in the following table.

Table 1.3.2: table of trigonometric ratios

Angle Sin A Cos A Tan A Cot A Sec A Cosec A

√ √ √ √
√ √ √ √
√ √ √ √

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CONCLUSION
In this study session, you have learnt the inverse trigonometric functions or circular
functions, their definitions or meanings and notations, you have also learnt to find
the inverse trigonometric functions from trigonometric tables, the principal value
of inverse trigonometric angles, the relation between inverse trigonometric
functions and their principal values and also the trigonometric ratios of common
angles - how they are derived and how to find their ratios without using tables.

The next study session will focus on trigonometric identities, which should form
the basis for proving other identities, Compound angles, difference and product
formulae, multiple and half angles etc.

5.0 SELF-ASSESSMENT QUESTIONS

1. Find the value of the following angles
(a) (b) (c)
This question can also be stated thus: Find if;
(a) (b) (c)
2. Find all possible angles of in (a) (b)
(c) t

3. (1) Write down the values of

(a) (b) (c)
4. Without using tables/calculator find the value of the following:
(i) (ii)

5. If evaluate
Answer
1. a. c.
2. a. c.
3. a. c.
4. a. 1 b. a.
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5. 1.16

6.0 ADDITIONAL ACTIVITIES

Visit U-tube https://www.youtube.com/watch?v=aRVWs1tDarI Watch the video &
summarise in 1 paragraph

Amazigo, J. C. (ed) 1991: Introductory University Mathematics 1: Algebra,

Trigonometry and Complex Numbers. Onitsha; Africana," Fep Publishers
Ltd.
Bunday, B. D, and MulHolland A. (1980): Pure mathematics for Advanced Level
London: Butherworth and Co. (Publishers) Ltd.
Vygodsky, M. (1972): Mathematical Handbook: elementary Mathematics. Masco:
M/R Publishers.

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MODULE 2
Contents
Study Session 1: Trigonometric Identities and Trigonometric Equations
Study Session 2: Solution of Triangle (Sine and Cosine Values) and Angles of
Elevation and Depression.
Study Session 3: Bearings.
Study Session 4: Cartesian Coordinate System
Study Session 5: Coordinate Geometry (Circle)

Study Session 1
Trigonometric Identities and Equations

Section and Subsection Headings:

Introduction
1.0 Learning Outcomes
2.0 Main Content
2.1 Trigonometric Identities
2.1.1 Fundamental Identities
2.1.2 Trigonometric Equation
2.2 Compound Angles
2.2.1 Addition Formulae (Addition and Subtraction)
2.2.2 Multiple and Half Angles
2.3 Sum and Difference Formulae (Factor Formulae)
2.4 Product Formulae
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions

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6.0 Additional Activities

7.0 References/Further Reading

INTRODUCTION
You are welcome to study module 2 of this course, in the last study session of
study module 1, you have learnt that the inverse of a trigonometric. This study
session will focus on trigonometric identities, which should form the basis for
proving other identities, Compound angles, difference and product formulae,
multiple and half angles and finally trigonometric equations, which are embedded
in them.

1.0 LEARNINGOUTCOMES
After you have finished studying this session, you should be able to:
1. Define trigonometric identities correctly.
2. Prove given trigonometric identities correctly
3. Simply and solve problems involving trigonometric identities and
equations.
4. Express sum and difference of two given angles in trigonometric identities
5. Express multiple and half angles of given identities
6. Factorize trigonometric expressions

2.1 TRIGONOMETRIC IDENTITIES (FUNDAMENTAL IDENTITIES)

2.1.1. TRIGONOMETRIC IDENTITIES (RIGHT-ANGLED TRIANGLE)
Trigonometric identities are relations, which are true for any given value of given a
right-angled triangle ABC, right-angled at B and angle C = with the usual
notations

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Fig. 2.1.1: Triangle ABC

____________________________________________ (1)
________________________________________ (2)
By Pythagoras theorem a2 + c2 = b2, so substituting the values of a and c from (1)
and (2) we obtain;
(b θ)2 + (b sin θ)2 = b2, simplifying
b2 2 θ+ b2 sin θ = b2,
Dividing through by b2, we have

Sin2 +cos2 = 1 OR cos2 + sin2 = 1

Also Sin2 = 1 – cos2 and

Cos2 = 1 – sin2

Since this relation holds for all values of , it is then a

trigonometric identity.
From the above trigonometric identity , the following
trigonometric identities can be deduced:
IN-TEXT QUESTION 1

The expression in simplified form is x

1.

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Divide through by this becomes

But = and

+1 = gives θ+

θ+

2 2 2
Again, if we divide + = 1 by , it becomes
but
, and

Other relations which can be deduced are

(1)
(2)
(3)
2 2
(4) Note that 1 – =

Hence from these sin2 examples it can be deduced that knowing the value one of
the trigonometric functions of an acute angle is possible to find the value of the
others.
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2.1.2. TRIGONOMETRIC EQUATIONS.

Trigonometric equation is an equation involving an unknown quantity under the
sign of a trigonometric function.
Techniques for solving trigonometric equations.
(1) Take care to see that the transformed equation is equivalent to the Original
equation.
(2) Reduce the given equation to an equation involving only one trigonometric
ratio where possible. This is about the simplest way of solving a
2
trigonometric equation, example = , it is convenient to
2 2
express this equation in terms of since = i.e.
2
),
The solve the equation as a quadratic equation in one variable (cos2 )
(3) When the terms of the equation have been squared or you have performed
some transformation that do not guarantee equivalence, check all the
solutions to avoid less of roots.
IN-TEXT QUESTION 2Trigonometric equation is an equation involving an unknown
quantity under the sign of a trigonometric function.TRUE/FALSE
ANSWER 2 TRUE

2.2. COMPOUND ANGLES V

ADDITION FORMULAE
M A

P
R

B
A
O Q N
Fig. 2.1.2:
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< PAR = 90° - <ARP

<PRO = <RON (alternate angles PR| |ON)
=

Similarly from the same figure

=
=
=
= –
–

Tan (A+ B) = since tan =

–
Dividing both the numerator and denominator by

–
Simplifying gives;
.'. =

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DIFFERENCE FORMULAE
The difference formulae can be obtained from the addition formula for replacing
with in each case thus;
(a)
(b)
(c)

2.2.2. MULTIPLE AND HALF ANGLE

MULTIPLE ANGLES (DOUBLE ANGLE)
This is an extension of the addition formula; In each case, putting B = A we obtain
for since
and replacing B with A gives:

and
– but –
Substituting gives
–

HALF ANGLES
By substituting half angles example or into the double angles, the
formulae above become
(a)
(b) –
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(c)

(d) , this comes from ,

(e)

2.3. SUM AND DIFFERENCE FORMULAE (FACTOR FORMULAE)

(a) __________ (1)
– ____________ (2)
Adding both (1) and (2)

Subtracting both (1) and (2)

(b) – ____________(3)
___________ (4)
Adding both (3) and (4)

And substracting both (3) and (4) gives:

This can be rewritten as

(This is to avoid the minus sign gotten in the first one).

2.3.1 PRODUCT FORMULAE

From the above sum and difference formulae, another interesting identities
emerged if is equal to i.e.
and , this implies that adding both gives
( ) ( )

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( ) ( )

( ) ( )

( ) ( )
These formulae can also be stated in this form

These are called the product formulae.

3.0 TUTOR-MARKED ASSIGNMENT

1. Find the values of the following without tables or calculators, leaving your
answers in surd form.
(a) (i) (ii) (iii)
(iv)
(b) (A and B are both acute) Find the
values of
(i)
(ii)
(ii)
2. Solve the equation for values of x
from 0° to 360 inclusive.
3. Prove the identities
(a)
(b)
(c)
4. Solve for the following equations, for values of x from 0° to 360° inclusive.

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(a)
(b) (hint = (90° - 2x)
5. Express the following in factors.
(a)
(b)
(c)
(d)

4.0 SUMMARY
In this study session, the following trigonometric functions identities were deduced
from the fundamental identities i.e.
2 2
+ =1
2 2
– =
2 2
– =
2 2
=
2 2
=

From the addition formulae, (addition and subtraction).

and

The following multiple angles (double angles), half angles, sum and difference and
product formulae were deduced.

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– –
Half Angles

Sum and Difference formulae (factor formulae)

And finally the Product formulae

CONCLUSION
In this study session, you have seen the beauty of the relations of trigonometric
identities and how easy they are applied in solving trigonometric functions
problems. From the addition formulae, we were able to define the sum and
difference and product formulae by simple manipulation of one of the angles and
by the operations of addition and subtraction. This made trigonometric identities
fun. In the next study session, we shall discuss the solution of triangles (all types of
triangles).

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5.0 SELF-ASSESSMENT QUESTIONS

1. Prove the following identities:

2. Without using tables or calculators find the values of the following leaving your
answers in surd form.
(i) (ii) (iii)
3 Solve the equation for values of from to 180° inclusive.

Answer
3. 450
6.0 ADDITIONAL ACTIVITIES
Visit U-tube https://www.youtube.com/watch?v=I4mcja8abDc Watch the video &
summarise in 1 paragraph

7.0 REFERENCES/FURTHER READING

Amazigo, J.C. (ed) (1991): Introductory University Mathematics 1:
Algebra,trigonometry. Complex. Numbers. Onitsha : Africa - fep Publishers.
Ltd.
Backhouse, J. K. and Houldsworth, S. P. T. (1971): Pure Mathematics: A
First Course. S. I. Edition London: Longman Group Ltd.
Talbert, J. F. Godman, A and Ogum, G. E. O. (1992) Additional Mathematics
For West Africa London: Longman Group UK Ltd.
Vygodsky, M. (1972). Mathematical Handbook: Elementary Mathematics.
Moscow: M/R Publishers.

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Study Session 2
Solution of Triangles and Heights and Distances

Section and Subsection Headings:

Introduction
1.0 Learning Outcomes
2.1 Solution of Triangles
2.1.1 Sine Rule
2.1.2 Cosine Rule
2.2 Heights and Distances
2.2.1Angles of Elevation and Depression
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
You are welcome to study session 2, this session is a follow-up of the previous
study sessions on trigonometric functions and their relations with the right-angled
triangle. In this study session, we shall discuss the solution of triangles (all types of
triangles) in which case finding all the angles and sides of a triangle when the
following are known either;
(1) 2 sides and an included or non-included angle or angles and a side and
(2) The three side or three angles are given.

Several methods are used in the solution of triangles but here, we shall consider
two important ratios - the sine and cosine rules, which make use of the definitions
of sine and cosine of an angle. In providing solutions, the following are to be
remembered;
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(1) The sum of the interior angles of a triangle is 180°

(2) The angles are in proportion to their sides, these information help in the
fixing of the shape of a triangle (the angle opposite the greater side is bigger
than the angle opposite the smaller side).
The angles of elevation and depressions are defined and is used in the
calculation of heights and distances in practical problems.

1.0 LEARNING OUTCOMES

After you have finished studying this session, you should be able to:
1. Derive the sine and cosine rules
2. Apply the sine and cosine rules correctly to solutions of triangles
3. Deduce the correct area of triangle using trigonometric ratios
is
4. Define angles of elevation and depression
5. Apply trigonometric ratios to angles of elevation and depression in finding
heights and distances.

2.1 SOLUTION OF TRIANGLES

2.1.1 SINE RULE
So many of you must have used the sine rule without knowing its proof. Here is a
proof of the Sine rule.
Given any triangle ABC with the usual notations below.

Fig. 2.2.1:acute angled triangle

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Fig. 2.2.2: obtuse angled triangle

This is an acute angled triangle and Fig. 2.2.2 is an obtuse – angled triangle:
Given; ΔABC as shown in Figs.(2.2.1 and 2.2.2) above
Required to prove (R.T.P); = (sin rule)
Construction: Draw AD perpendicular to BC Fig.2.2.1
Or Draw AD perpendicular to BC produced Fig. 2.2.2
Proof: In ΔABD in Fig. 2.2.1__________________ (1)
, this means that
______________________________ (2)

Also in ΔADC in Fig. 2.2.1.

This means that in both (1) and (2)
and dividing both sides by gives.
__________________________________ (3)
In the obtuse angled triangle in

but (the sin of an obtuse angle is

equal to the sine of its supplement i.e. both angles sum up to 180°)

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.'. b sin C = x ___________________ (5)

Dividing both sides by Sin B Sin C gives
=
So in both the acute and obtuse angled triangles the same results were obtained if
the perpendicular is dropped from C to AB, it can also be proved that (you can try
this)
= =
This is the Sine Rule. Here A is angle at A and a is the side opposite the angle at A,
the same applies to B and b and C and c.
Note that, this sine rule can be written as
= =
The sine rule is used to solve a triangle when;
(i) Any two sides and any one side is given and
(ii) Any two sides and a non-included angle is given.

EXAMPLE
1. Solve the following triangles ABC which have;
(a)

SOLUTIONS
Remember to make a sketch of the triangle putting into consideration the
conditions.
(a) In Δ ABC, since two angles A and B and one side a is given we need to find
< C and sides b and c;
Substituting the values of <A and <B into the equation gives;
25° 52' + 62° 15' + <C = 180
< C = 180 - (25° 52' +- 62° 15')
=180 – 88o 7'
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= 91o 53'
< C 91° 53'

Fig. 2.2.3: Triangle ABC

To get the sides b and c using the sine rule , any two of these
equations can be used thus:

=
You can use your calculator or logarithm tables here for easy calculations. In this
example calculator was used.

For c, any of the two equations can also be applied.

=

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Note that, these values are in agreement with the condition that "greater angles
face greater sides.
(b) < A = 112° 2' and a = 5.23 cm and b = 7.65cm observe here that the side a =
5.23 facing angle A is smaller than the side b = 7.65cm and it is not possible
to have a triangle with two obtuse angles, hence side should be greater than
b and since this is not the case. The triangle has be opposite the larger angle
(try to solve this triangle, what did you observed?)
(c)

SOLUTION
There is a possible solution here since which is larger has a side c greater than
side a.

Fig. 2.2.4: possible solution here since < C

Using the sine rule

And substituting the given a = 4.2cm and c = 8.2cm gives

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to get .

2.1.2. THE COSINE RULE

Like the sine rule, the proof of the cosine rule which is an extension of the
Pythagoras theorem will be given here.

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Fig. 2.2.5: Acute angled ABC

Fig. 2.2.6: obtuse angled triangle

Given: with the usual notations See Fig.2.2.5 (acute - angled) and (obtuse
angled triangles.
Required to Prove: c2 = a2 +b2 - 2a b C( )

Construction: Draw a perpendicular from A to B C and from A to BC(See

Fig.2.2.6)

Proof: Fig.2.2.5 in ΔABC.

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(1) (Pythagoras theorem) in , , by

simplification,

But in (1)
Substituting (2)
In
So substituting for in (2) gives

Proof: (Obtuse angled triangle)

In (ii) (Pythagoras theorem.)
In (Pythagoras theorem.)
Simplifying gives, (3)
But (1)
Equation (3) becomes, (4)
Since is obtuse

C)
C
This is the same result as for the acute angled triangle. And this is the
Rule:
C
Also by renaming the angles and /or re-drawing the perpendiculars the following
cosine rules can also be proved (try it)

OR

The cosine rule is applied in the solution of triangles when the following are given:
(1) Two sides and an included angle or

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(2) Three sides.

Example: 2
1. Solve triangle ABC, with;
(a) A= 42°. 83°, b = 7.23 cm and C = 5.46cm.
(b) B = 150 .3°, a = 8.91 cm and c = 5.26 cm.
(c) C = 4.05, a = 2.25cm and b = 6.24 cm

SOLUTION:
Note, always remember to make a sketch of the triangle, noting that the angles
should represent its type (acute or obtuse) and the sides should be proportional.

Fig. 2.2.7: Triangle ABC

Since we are looking for the side a cosine rule is to be used since b and c are given
using:
and substituting

Which were given into the formula and simplifying gives:

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Here the positive square root of was taken because we are dealing with lengths.
To find the angles we either use the sine or cosine rule whichever is easier for you
(Now we try both rules)
(a) using the sine rule
this mean that
and then

So substituting for the values of and into

the equation gives;
= = 0.754403732
.'.
(b) Using the cosine rule:

From here, even one can make C the subject of the formula thus:

and substituting the values of

and , we obtain

= = 0.6559685255

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So the two methods (a) and (b) gave the same value for but it is usually easier to
use the sine rule in finding the missing angles.

Then (sum <s of Δ)

,
Therefore the missing parts are:

Fig. 2.2.8: Triangle ABC

Using the cosine rule
and substituting values of:
into the formula, we obtain

Note that, and when substituted into the formula it

becomes
(where B is acute)
To find angle A using the sine rule

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= cross multiply and simplifying, we have

= 0.32735248897
.'.
and
Angle will then be equal to:
(sum < of )

b=6.24cm
2.25cm

A
c=4.05cm B
Fig. 2.2.9: Triangle ABC
SOLUTION:
The three sides of the triangle are given to obtain the angles; the cosine formula is
used to thus
–
:
Substituting for a = 2.25, b = 6.24 and c = 4.05 into the above formula, we obtain;

So

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again using
cosine rule to obtain thus:
Substituting the values of a, b, c as above into the formula
gives

By the knowledge of the angle sum of a triangle is then calculated thus

.'.

Note that from our earlier discussion on the proofs of the sine and cosine rules the
quickest/easiest method used in the solution of triangles depends on the
information given, which are summarized below:
Given three sides of the triangle

Fig. 2.2.10: Triangle ABC

OR

OR

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These can be used to find any of the two angles and the third angles is found, by
the use of the sum of the interior angles of a triangle i.e.

2. Given two angles and one side, the sine rule is use here to find the length of
the sides. Thus: C

a=3.82 b

62.25 25.87
A
c=4.05cm B

Fig. 2.2.11: Triangle ABC

Because < C can easily be found by 180 - 62.25 -25.87 = 91 .88°

Find side c.

3. Given two sides and an included angle in this figure,

Fig. 2.2.12: Triangle ABC

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is given which lies between the two given sides a and c. The cosine rule is
used to find the side b in the Fig.2.2.12 above then the sine rule is used to find
either < A or <C then the third angle can be found by the sum of angles of triangle
theorem

4. Given two sides and a non-included angle that is the angle does not lies
Between the two given sides.

Two cases are treated here.

Case 1:
When the given angle is acute two possible triangles can be drawn as follows:

Fig. 2.2.13: Triangle ABC

If the side opposite the given angles B in this case is less than the other given angle
C i.e. an in Fig. 2.2.13 above. This means that will have two
values(acute and obtuse)

Case II
When the side opposite the given angle is greater as in Fig. 2.2.14below, only one
triangle is possible ( and is acute)

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Fig. 2.2.14:Triangle ABC

In both cases the sine rule is used to find one of the angles and the side can be
found by either the sine or cosine rule
Example (see self-assessment question)

2.2 HEIGHTS AND DISTANCE

2.2.1 ANGLES OF ELEVATION AND DEPRESSION
DEFINITIONS:
The angles of elevation and depression are better explained by the following
examples: A lady stays at a particular spot a ground floor outside a house to
discuss with her friend, at the first floor of a one storey building probably next to
hers she first looks horizontally towards the storey building then looks up to her
friend see

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Fig. 2.2.15:Angle of elevation

The angle the eye level (horizontal) makes with the line of sight is called the angle
of elevation, so we can define the angle of elevation as the angle that lies between
the observers eye level (horizontal plane) and the line of sight when the observer
tries to see something above him/her.
Similarly, the angle of depression is the angle between the observer's eye level and
the ground when the observer is above the ground see

IN-TEXT QUESTION

The angle the eye level (horizontal) makes with the line of sight is called the angle of
elevation while the angle of depression is the angle between the observer's eye level
and the ground when the observer is above the ground.TRUE/FALSE

ANSWER: TRUE

Fig. 2.2.16: Angle of Depression

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As in the illustration above the person in the one storey building looking down to
discuss with the lady downstairs so

Fig. 2.2.17: Angle of Elevation

Fig. 2.2.18:Angle of depression

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Fig. 2.2.19:Angle of elevation and depression are alternate angles

From the above figures it can be easily seen that angle of elevation and angle of
depression are alternate angles (two horizontal lines are). These two angles are
frequently used in the application of trigonometric functions to triangles.

3.0 TUTOR-MARKED ASSIGNMENTS

1 Solve the following ΔABC completely
(1) , <B= and b=3.82cm.
(2) < C=17.6°, b = 6.52cm and c = 8.91 cm
(3) <A= 105.08°, b = 5.24cm and c = 5.25 cm
(4) a = 3.49cm, b =7.36cm and c = 5.25cm
2 Solve the following triangles ABC,
(a) < A = 60°, b = 96cm and c = 64cm
(b) <B = 146. 33°, c = 35cm < = 5.17°
3 In Δ ABC
(a) b = 6cm, c = 4cm and <B = 60°, find C and
(b) a = 20cm, b = 14cm and < A = 30° find sin B and <^ B
3. A passer by 1.8metres tall stood 40metres away from an Iroko tree about
26metres high and saw a bird at the topmost branch of the tree. What is the

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angle of depression of the bird from this passer by assuming the bird saw
him also?
4. The angle of elevation of a tower from a point A is 45', and also at a point B
in a horizontal line to the foot of the tower D and 50metres away to it is 75.
Find;
(i) The height of tower (ii) the distance of A from the tower.
5. Find the area of Δ ABC given that A = 45°, and c = 4.2cm

4.0 SUMMARY
In this study session, you have learnt that to solve triangles the following
information must be given before the application of the sine or cosine rules.
1. (a) three sides or (b) two sides and an included sides or
(c) Two angles and a side or (d) two sides and a non - included angle
In the case of (d) care should be taken to find the possible triangles that
might be formed when the given angle is acute.
2. When the side opposite a bigger angle is less than the other side there will be
no solution,
3. The angle of elevation is formed when you look up to see an object and the
angle of depression when you look down to view an object.
4. The area of triangle and parallelogram were found using trigonometric
ratios.
5. Rule states that:

Where a, b, c, are the sides of a triangle and A, B, C its angles. This rule can also
be written as:

6. Cosine rule states that:

a2 = b2 + c2
b2 = a2 + c2 (only one of these is used at a time ).
c2 = a2 + b2
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It can also be stated as:

Cos A =

Cos B =

Cos C =
With these, you can feel relaxed and enjoy this all-important study session

CONCLUSION
In this study session, we have proved the two most important relations in the
solution of triangle. These are the sine and cosine rules. The formula for the area of
a triangle and parallelogram were derived. Also we saw the interrelations between
the sine and cosine rules in solving triangles and the rules that must be observed
before any solution would be possible. The importance of trigonometry in solving
problems on heights and distances were illustrated through the angles of elevations
and depressions. A detail study of bearing shall be presented in the next session.

5.0 SELF-ASSESSMENT QUESTION

Solve the triangle ABC with
B = 35°, C= 10.460 , c= 2.25cm and a = 6.24cm.

Fig. 2.2.20: Triangle ABC

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Answer
b= 4.58cm, A= 134.540
6.0 ADDITIONAL ACTIVITIES
Visit U-tube https://www.youtube.com/watch?v=I8LI7wPSvNI Watch the video
& summarise in 1 paragraph

7.0 REFERENCE/FURTHER READING

Amazigo, J. C. (Ed) (1991) introductory University Mathematics 1: Algebra,
Trigonometry Complex Numbers. Onitsha. African -fep. Publications Ltd.
A Panel of Experienced mathematics teachers. Secondary Mathematics 3 and 4
(1980) Singapor: fep Publishers. Ltd.
Osuagwu, M., Anemelu, C and Onyeozili, 1. (2000) New school Mathematics for
senior secondary Schools: Onitsha: Africa – fep Publishers Ltd.
Egbe, E.; Odili, G. A and Ugbebor O. O. (1999) Further Mathematics. Onitsha:
African- fep Publishers Ltd

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Study Session 3
Bearing

Section and Subsection Headings:

Introduction
1.0 Learning Outcomes
2.1 Bearing
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
You are welcome to study session 3, this session we will take deep dive into the
world of bearing and we shall also look at why it is so important. Very often
people talk about finding their bearings. Have you ever taken out time to find out
what this means/ has it any relation with mathematics? Why should one bother
about his/her location? The answer to these questions shall be provided in this
study session. Many a time, when walking along the road or travelling by air or
ship, the compass is displayed in front of the Geologists, Surveyors Pilots or
Navigators or sailors. This instrument makes them have a focus on their journey or
gives sense of direction.

In this session, the place of the cardinal point or compass in relation to the location
of places shall be discussed. This will form the basis of our solution to practical
problems. The bearing is a means of locating the angular inclination between two
or more objects in different positions.

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Note that: In trigonometry (positive) angles are measured in the anticlockwise

direction but in bearing, the angles are measured in the clockwise direction that is
from the first quadrant to the fourth quadrant to the third, the second and back to
the first depending on the location of the object whose bearing is sought.
In the treatment of bearing, the following should be borne in mind.
(i) All measurement of angles start from the North pole (clockwise direction)
previously the letter N or S comes before any angular measure but this is no
longer conventional rather we now use the three digit number referred to as
"true bearing" Example instead of N 30 E, we now write 030°. This is for
easy location of the quadrant where the place or object or point is.
(ii) Write the angle derivation starting from the north to the desired line

1.0 LEARNING OUTCOMES

By the end of this study session, you should be able to
1. Explain clearly the term bearing
2. Locate the bearing of given places
3. Apply trigonometric ratios to problems involving bearings.

2.0 MAIN CONTENT

2.1 BEARING
The compass has eight cardinal points namely, North (N), South (S), East (E),
West (W),North East(NE), North West(NW), South East(SE) and South
West(SW). See the diagram below

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Fig. 2.3.1: Cardinal points of the compass

IN-TEXT QUESTION

A bearing is an angle, measured clockwise from the north direction.TRUE/FALSE

ANSWER: TRUE

Using Fig. 2.3.1as an example the bearing of S from O (centre) is obtained by

measuring the angle from the North in the clockwise direction to the line joining O
and S i.e. to OSSO the bearing of S from O is 180° in this case (see arrow)
EXAMPLE
In the diagram below find the following

Fig. 2.3.2: The bearing of P from O

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Fig. 2.3.3: The bearing of A from O

(a) The bearing of P from O (b) the bearing of A from O.

SOLUTION:
(a) The bearing of P from O is the angle OP makers with the North Pole
measured in the clockwise sense so here it is i.e. the
angle measured from North to the line OP in the clockwise direction.
(b) The bearing of A from O is 40° written as cardinal points, it is written
N 40° E In which case the letter N will be written first and E or W after the
angle.
In cardinal points the bearing of P from O might be written as S 42° E = 138°
Note that, it is always better to use the three digit number (true bearing) for easy
identification of the quadrant where the place or point is located.
2. State the bearing of each of the following directions
(a) N (b) E (c) SE (d) S (e) W and (f) NW

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Fig. 2.3.4: bearing angles

Solution:
Since bearings are measured in the clockwise direction from the North the bearing
are as follows:
(a) N = 000° (it has no inclination)
(b) E = 090° (90° from the North Pole)
(c) SE = 90 + 45° = 135° (SE is half way between the East and the
South)
(d) S = 180°
(e) W = 270°
(f) NW = again because NW is half way between
the North and the West.
3. In the figure below, what is the bearing of

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Fig. 2.3.5: bearing angles

(a) A from O
(b) B from O
(c) C from O
(d) O from A

SOLUTION
(a) The bearing of A from O is 057°
(b) The bearing of B from O = 180° + 30 = 210°
(c) The bearing from C from O = (270 + 49) = 319°
(d) The bearing of O from A - this is gotten by first drawing a cardinal point
At A see diagram below. A now lies on the East - West line, the alternate
angle is located

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Fig. 2.3.6: The bearing of O from A

Therefore the bearing of O from A is (starting from the

North pole at A to the line 0 A (see arrow above)

Also finding the bearing of O from D, the same procedure is followed, hence the
bearing of O from

EXERCISE.
In the figure below find the following:

Fig. 2.3.7:Bearing around a point

(a) The bearing of X from O
(b) The bearing of Y from O =
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(c) The bearing of Z from O = 195

(d) The bearing of V from O = 195
(e) The bearing of O from X = 250
(f) The bearing of O from Y = 3250
(g) The bearing of O from Z = 015
(h) The bearing of O from V = 100

Now substituting the values a = 15km because it is facing angle A, B = 12km and
C = 9km or b = 9km and c = 12km, the most important side has been determined
and that is the side facing the angle A
.'.

-1
.'. A = 0 = 90°
.'. A=<XYZ=90°
Hence the bearing of Z from Y is then calculated from the North Pole in Y to the
line joining Y and Z i.e. Y Z 90° + 60 = 150°
4. To calculate the bearing of X from Z the sine rule is first applied to find part the
angle of Z thus:

= 15, but from (b)

=
Z= (0.8) = 53.13°,
Then the bearing of X from Z (see diagram) Remember the angle at Z should
Be 90 - 30° - 53, 13° = 6.87° (see diagram)
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Fig. 2.3.8: The bearing of X from Z

Practical Example on Bearing

1. Femi travelled a distance of 12km from X on a bearing of 060° to Y.
He then travels a distance of 9km to a point Z and Z is 15km from X.
(a) Draw the diagram showing the position of X, Y and Z.
(b) What is the bearing of Z from Y.
(c) Calculate the bearing of X from Z.

SOLUTION:

Fig. 2.3.9:The bearing of X from Y

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In drawing the diagram above, Femi moved from X to Y so the angle is between
the North in X to Y i.e. from the North pole in X to the line XY and the distance
stated from Y to Z is on a different bearing. To find the bearing draw the four
cardinal points in Y and read off.

(a) A repeat of the diagram is made here,

Fig. 2.3.10:The bearing of X from Y

SOLUTION:
Let the < X Y Z in Δ X Y Z be denoted by A and since the three sides of the
triangle are known, the cosine formula is used -
a2= b2+c2- 2bccosA

.'
= 10.3528km
.'. . So the distance between the two villages is
10.4km
(b) Let the distance between Lokoja and the villager be represented by ykm
Again applying the sine rule, we obtain.

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y = 14.64km
The distance between Lokoja and the village Z is 14.6km

3.0 TUTOR - MARKED ASSIGNMENT

1. Find the bearing of A from O in the diagrams below: N

Fig. 2.3.11:
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2. A traveller(you) moves from a town A on a bearing of 055° to a town B

200km away. You then moves from B on a bearing of 155° to a town C
400km from B find correct to the nearest whole number.
(a) The distance between A and C
(b) The bearing of A from C.

3. The bearing of a lighthouse from a ship 10km from it is 105°. The ship sails
due East to a point and stops. If the bearing of the light house from the ship
is now 300°, calculate correct to the nearest whole number.

4.0 SUMMARY
In this study session the application of bearing have been treated and it was
discovered that;
(1) The angles are measured in the clockwise direction as against the angels in
the other trigonometric functions
(2) The three - digit number is used in writing out the angles often referred to as
true bearing and this is conventional
(3) That the cardinal points are not being used in bearings
(4) The real life applications of trigonometric functions through bearing were
also illustrated

CONCLUSION
In this study session, an attempt has been made to bring to life the applications to
real life of the trigonometric functions that have been studied in this course. You
will see from this session that bearing/trigonometric functions are in everyday
usage though we use them without reference to the name given to it in mathematics
by mathematicians. It is expected that at this juncture you can - orientate yourself
by looking out for the other beauties of this course in your everyday affair. The
next study session shall be dedicated to studying Cartesian coordinate system.

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SELF-ASSESSMENT QUESTION
1. Two men Abudullahi and Olufemi set off from a navel base in Lokoja
prospecting for fish. Abudullahi moves 20km on a bearing of 205° from
Olufemi and Olufemi moves 15km on a bearing of 060°. Calculate correct to
the nearest
(a) Distance of Olufemi from Abudullahi 33km
(b) Bearing of Olufemi from Abudullahi 40°
2. A man moves from a point A in Onitsha on a bearing of 060° to another, as
point B, 400m away. He then moves from the point B on a bearing 120° to
another point Z in the same town which is 250m away. i.e. 270° + 6.870
= 276. 87°
Alternatively it can be calculated as 270° (from the three quadrants) plus
(90 - 53.13 -30o because of the remaining angle Z
= 270 + 6.87 = 276.870
3. A man travelled from Lokoja (X) on a bearing of 060° to a village Y which
is 20km away. From this village X he moves to another village Z on a
bearing of 195°. If the village Z is directly east of Lokoja, calculate correct
to 3 significant figures the distance of (a) Y from Z (b) Z from Lokoja
Answer
1.a 33km b. 400
2. 276. 87°
3. a. 74.64km b. 77.27km
6.0 ADDITIONAL ACTIVITIES
Visit U-tube https://www.youtube.com/watch?v=ak5c3iGzWPc Watch the video &
summarise in 1 paragraph

7.0 REFERENCES AND OTHER RESOURCES

Egbe, E.; Odili, G. A and Ugbebor O. O. (1999) Further Mathematics.
Onitsha : African- fep Publishers Ltd
David - Osuagwu, M., Anemelu, C. and Onyeozuli 1. (2000).New School
Mathematics for Senior Secondary Schools. Onitsha: Africans - fep.
Publishers Ltd.
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Study Session 4
Cartesian Coordinate System

Section and Subsection Headings:

Introduction
1.0 Learning Outcomes
2.0 Main Contents
2.1 Straight Line
2.2 Cartesian Coordinates
2.3 Distance Between Two Points And Midpoint Of Two Points
2.3.1 Distance Between Two Points
2.3.2 Midpoint Of Two Points
2.4 Gradient (Gradient, Angle Of Slope, And Equation Of A Straight Line).
2.4.1 Gradient
2.4.2 Angle Of Slope
2.4.3 Equation Of A Straight Line
2.5 Angle Between Two Lines
2.5.1 Parallel Lines
2.5.2 Perpendicular Lines
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
In order for you to free geometry from the use of diagrams through the use of
algebraic expression, Descartes wished to give meaning to algebraic operations by
interpreting them geometrically. The two basic ideas made up in the concept of
Locus:
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i. If the condition or description of a locus are given to find the algebraic

expression (equation) of the Locus .e.g. the Locus of points at a distance of
from the point is given by the equation .
ii. If an algebraic formula of a locus is given to find its geometric (graphic)
representation or the description in words. For instance, the locus of a point
that satisfies the equation lies on a circle with centre at
and the radius of .

1.0 LEARNING OUTCOMES

In this study session, you shall learn the following:
i. The meaning of straight line
ii. The distance between two points and midpoint of two points
iii. The angle of slope, equation of a straight line
iv. Angle between two lines

2.0 MAIN CONTENT

2.1 STRAIGHT LINE
A line is said to be straight if and only if it has a constant gradient. That is, if the
gradients between any two points on the line are equal.

2.2 CARTESIAN COORDINATES

In Cartesian Coordinates, the coordinates is given by the position of a point in a
plane. That is, the sign distances of the points from two perpendicular axes .
The - coordinates is called the Abscissa and the coordinate, the Ordinate. Fig.
2.4.1 below illustrates Cartesian coordinate abscissa and ordinates.

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Figure 2.4.1: Cartesian Coordinate

The diagram illustrate the abscissa and ordinate .i.e. is respectively.

IN-TEXT QUESTION 1

According to Pythagoras theorem, distance between points (-3, 8) and (8, -5) is

1. 17.03 units

2.3 DISTANCE BETWEEN TWO POINTS AND MIDPOINT OF TWO

POINTS
2.3.1 DISTANCE BETWEEN TWO POINTS
Consider two points A and B with coordinate respectively on
Cartesian plane as shown figure 2.4.2:

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Figure2.4.2: points A and B on the Cartesian plane

Using Pythagoras theorem, you will have

Making subject of the formula, you will have

√
The equation shown above is the equation for distance between two points.

EXAMPLE
Find the distance between the points and .

SOLUTION
Using the equation for distance between two
points √
If , and , , then , and ,

substituting the value of and into the equation of distance between two
points. √ √

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2.3.2 MIDPOINT OF TWO POINTS

Fig. 2.4.3: Midpoint of two points

In Analytical geometry, the midpoint of line segment, given the coordinates of the
endpoints is very important and useful.

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Fig. 2.4.4: m as the midpoint

Let be the midpoint of Fig. 2.4.4 above, so , so you have:

Similarly, BD = 2MC

The coordinates of the midpoint of a line segment is the average of the coordinates
of the endpoints .i.e.

EXAMPLE
If is and is . Find the coordinate of the midpoint of .
SOLUTION
Using the midpoint of a line segment formula, .
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You have that,

This implies that the coordinate of the midpoint of is * +

2.4 GRADIENT (GRADIENT, ANGLE OF SLOPE, AND EQUATION OF A

STRAIGHT LINE).
2.4.1 GRADIENT
The gradient of a line is defined as the ratio of the vertical distance the line rises or
falls to the horizontal distance. It is represented by lettered m.

Fig. 2.4.5: gradient of M

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Therefore, the gradient

IN-TEXT QUESTION 2

The slope of a vertical and horizontal line are respectively _____ and ____

and

2.4.2 ANGLE OF SLOPE

The angle of slope as in Fig. 1.1.3 is represented by . It is determined by:

Recall from the Fig. 2.4.5, that the diagram can be well represented below and can
be used to determine angle of the slope.

Fig. 2.4.6: triangle xyz

From the diagram above, you have that:
(since )
Also (since )
Substituting equation and into (1), you obtain that

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Hence the Angle of a slope is defined as the inverse of tangent of the gradient
of a straight line.

REMARK
If , is positive and the line has a positive gradient.
If , the line has no gradient but perpendicular to the axis.
If , is negative and the line has a negative gradient.

EXAMPLE
Calculate:
1. The gradient of the line joining and .
2. The angle of the slope

SOLUTION
1. Using the formula

From the above, you have that

2.

2.4.3 EQUATION OF A STRAIGHT LINE

A. Gradient-intercept form.
Using the diagram in Fig. 2.4.5, the equation of a straight line in a gradient
intercept form is: . Where gradient , and intercept on
real axis.

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B. Gradient and one point form.

Fig. 2.4.7: Gradient and one point form

Using the diagram above, the equation of a straight line of gradient and one
point form when a straight line passes through a given point is:
.

C. Gradient and two Points Form

If and are two points given on a line as shown in Fig. 2.4.8,
which is used to get the equation of a straight line on a gradient and two point.

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Fig. 2.4.8: the gradient of m

The gradient of the line above is:

From one point form:

Substituting equation into equation , you have

Therefore, the equation of a line through the two points is:

EXAMPLE
A straight line has a gradient of and it passes through the point . Find its
equation and its intercept on the axis.

SOLUTION
Since the line passes through a gradient and one point, you will make use of
gradient and one point form equation. That is
Given that and the gradient , you have that
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Hence the equation of the straight line at the point ) = (1, 4) and the gradient
is:
.
To obtain the intercept, you have to use the equation:
Comparing the above with the equation of straight line: , you have that
.

2.5 ANGLE BETWEEN TWO LINES

The angle between two lines in a plane is defined to be:
i. , if the lines are parallel
ii. the smaller angle having as sides the half-lines starting from the
intersection point of the lines and lying on those two lines, if the lines are
not parallel.

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Fig. 2.4.9: The angle between two lines in a

plane

If line has a gradient and line has gradient making an angles of

and respectively on the axis as shown in Fig. 1.1.8. is the acute angle
between the lines. Recalling that tan , this implies that
and . The exterior angle of the triangle, and So

Therefore But

Replacing back the values of and , you have

Note: When the result is negative, an obtuse angle is obtained. Hence the
acute angle between lines of gradient is given by:

2.5.1 PARALLEL LINES

When is zero, the lines are parallel and then .

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2.5.2 PERPENDICULAR LINES

When the lines are perpendicular, the angle is . Hence
which has no finite value. So .
Therefore, if two lines of gradients , are perpendicular, then
or
EXAMPLE(see self-assessment question)

3.0 TUTOR-MARKED ASSIGNMENT

1. Find the distance between the points of the following:
a. and
b. and
2. What are the coordinate of the midpoint of the line joining?
a. and
b. (-3,-9) and
3. Find the gradients of the line joining the points:
a. and
b. and
4. Find the equations of the line which passes through the following pairs of
points:
a. and
b. and
5. State the gradient and the intercept of the following lines
a.
b.
6.A straight line has a gradient of and passes through the point . Find its
equation and its intercept on axis.
7.Find the equation of a line which passes through and .
Hence find the equation of the straight line parallel to , which passes
through the point .

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8.Find the equation of the line which passes through and is parallel to the
line .
9.Find the equation of the line which is parallel to the line and passes
through the midpoint of and .

10. Find the acute angle between the lines:

a. and
b. and y−3x+7=0
11. A line passes through the point with gradient . Find its
equation and also the equation and also the equation of the line through
perpendicular to .

4.0 SUMMARY
Having gone through this study session, you have learnt the following:
i. Gradient
ii. Angle of slope
iii. Distance between and is √
iv. Midpoint of and is * +
v. Gradient and intercept form is
vi. Gradient and one point form
vii. Two point form is
viii. Acute angle between lines of gradients , is given by
ix For parallel lines, = . For perpendicular line,

CONCLUSION
In this study session, you have learnt the meaning of straight line and the equation
of straight line. You have also learnt the concept of angle of slope and angle
between a straight line. Finally, you were also introduced to the distance between
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two points and midpoint of two points. In the next session, we shall study the circle
and its properties.

5.0 SELF-ASSESSMENT QUESTIONS

1. Find the distance between the points of and
2. Find the gradients of the line joining the points and
3. Find the equations of the line which passes through the following pairs of
points and .

Answer
1. 5
2. 1
3.
6.0 ADDITIONAL ACTIVITIES
Visit U-tube https://www.youtube.com/watch?v=ykeCKm9JqSA Watch the video
& summarise in 1 paragraph

7.0 REFERENCES
Blitzer. Algebra and Trigonometry Custom. 4th Edition
Godman and J.F Talbert. Additional Mathematics
K.A Stroud. Engineering Mathematics. 5th Edition
Larson Edwards Calculus: An Applied Approach. Sixth Edition.

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Study Session 5
Coordinate Geometry (Circle)

Section and Subsection Headings:

Introduction
1.0 Learning Outcomes
2.1 Coordinate Geometry
2.1.1 Equation Of A Circle
2.1.1.1 Centre At The Origin Anda Radius R
2.1.2 General Equation Of A Circle
2.2 Parametric Equation Of A Circle
2.3 Points Outside And Inside A Circle
2.4 Tangents To A Circle
3.0 Tutor - Marked Assignment.
4.0 Conclusion and Summary
5.0 Self-Assessment Questions
6.0 Additional Activities
7.0 References/Further Reading

INTRODUCTION
You are welcome to study session 5, in the previous session, you have learnt the
meaning of straight line and the equation of straight line. You have also learnt
the concept of angle of slope and angle between a straight line. In this study
session, we are going to consider circle and its properties. A circle is the locus of
all points equidistant from a central point.

1.0 LEARNING OUTCOMES

In this session, you shall learn the following:
i. Equation of a circle
ii. Parametric equation of a circle
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iii. Points outside and inside a circle

iv. Touching circles
v. Tangents to a circle

2.1.1 EQUATION OF A CIRLCE

2.1.1.1 CENTRE AT THE ORIGIN ANDA RADIUS R
Let us consider a simplest case of a circle with centre at the origin and radius as
shown in Fig.2.4.2. If the circle has a centre and radius .

Fig. 2.5.1 Centre at the origin

Using Pythagoras theorem, the equation of the circle from the figure above,
becomes;

2.1.1.2CENTRE AT ANY GIVEN POINT

Equation of a circle by moving the centre to a new point

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which has a radius r as shown in Fig. 2.4.4.

Fig. 2.5.2 Centre at any given point

The length (radius) of the hypotenuse of the right triangle is determine by the
Pythagoras formula:
+ = (1)
Where and . Substituting these values into
equation (1), you have

Note: is the centre of the circle and r is the radius.

EXAMPLE
Find the centre and radius of the circle . Sketch the
circle.

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SOLUTION
The aim is to get the equation into the form:

(2)
Applying completing the square method to equation, you have that:
+ 8x + 16 + y2 + 6y + 9 = 16 + 9
+ 8x + 16 + y2 + 6y + 9 = 25
+ = (3)
Hence, this is now in the form: that is required and
you can determine the centre and the radius by comparing it with equation So
the centre of the circle is:

Thus the radius is

Note: that the circle passes through ( This is logical, since
.

Fig. 2.5.3: Circle Equations

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2.1.2GENERAL EQUATION OF A CIRCLE

The equation of a circle is where the centre
is the point and the radius √

Note:
For a second degree equation to represent a circle:
a. The coefficients of and must be identical
b. There is no product term in .

EXAMPLE:
The equation of a circle is . What are the center and
the radius?

SOLUTION
Comparing with

Taking the coefficient:

Coefficient of
Coefficient of :
Coefficient of
To get the radius, you apply the formula,
So that √ √
Hence, the center and the radius

EXAMPLE:
Find the equation of the circle with centre and radius .

Solution
Using the equation, . Where
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You now have that,

EXAMPLE:
Find the equation of the circle with centre which passes through the
point

SOLUTION
You first have to find the radius r, using the distance between two points formula
since radius r is the distance from to ).
√
√ √
√

Hence, using the equation, , where

Example:
Find the points of intersection of the circle with the line
.

SOLUTION
Solving the equations simultaneously, you have;
(1)
(2)
Substituting equation ( into equation , you will have;
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To get the corresponding values, you make use of equation ( ) and substituting
the values of .
or

So that the points of intersection are at and

2.2 PARAMETRIC EQUATION OF A CIRCLE

Fig. 2.5.4: Parametric equation of

a circle

In Fig. 2.5.4, the circle with centre and radius r. If is any point on the
circle and the radius makes an angle with which is

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parallel to the axis. and . So the coordinate of

will be given by the two equations:
(1)
These is called the parametric equations of the circle as they give the coordinates
of every point on the circle in terms of one variable or parameter θ (where r is
always greater than zero).
From these equations, you can deduce the ordinary equation by eliminating
between them.
From equation you
.
Recall that
Hence . This is still the
usual form of the equation of a circle.

IN-TEXT QUESTION 1
If the centre of a circle of radius r is at the origin, then the equation to its tangent at (

1.

EXAMPLE
a. State the parametric equations of a circle with centre and radius
b. State the centre and radius of a circle given by

Solution
a. Using the formula of parametric equations of the circle,

b. Rewriting the parametric equation:

. The center is ( ) and the radius is 2
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In-text Question 2
What is the eccentricity of a circle?
ANSWER The eccentricity of a circle is 0.

2.3 POINTS OUTSIDE AND INSIDE A CIRCLE

Let the function defines a
circle, radius and centre ( ). When the point lies inside this circle as
shown in the figure 2.5.5.

Fig. 2.5.5: points outside and inside a circle

Then,

So, if lies inside the circle given by , then

. Similarly if ) lies outside the circle .

EXAMPLE
Are the points inside or outside the circle

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Solution
Take
. So is inside the circle.
. So is outside the circle.

2.4 TOUCHING CIRCLES

Two circles with centres A, B and radii can touch each other internally or
externally, as shown below.

Fig. 2.5.6: Touching circles

EXAMPLE (see the self-assessment questions)

2.4 TANGENTS TO A CIRCLE

A tangent of a circle is the point of contact where the perpendicular line drawn
from radius meets with the line that runs across the circumference of the circle (i.e.
tangential line).

EXAMPLE (see the self-assessment questions)

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3.0 TUTOR-MARKED ASSIGNMENT

1. Given a circle with centre ), which passes through the point ).
Find the equation.
2. If the circle centre ( passes through the origin, find its equation.
3. Find the centre and radius of each of the following circles:
(

4. (a) State the parametric equations of a circle with centre ) and

radius .
(b) State the centre and radius of the circle given by

5 Show that the lies completely inside

the circle .
6. Find the equation of the tangents to the circles

4.0 SUMMARY
Having gone through this study session, you have learnt that:
i. The equation of a circle with centre , radius r is:
ii. Circle, centre radius has equation: ( – )
iii. General equation of circle: .

CONCLUSION
In this study session, you have learnt the concept of circle. You were also
introduced to the equation and parametric equations of a circle.

5.0 SELF-ASSESSMENT QUESTIONS

1. Find the equation of the circle with centre which passes through the
point
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2. Find the equation of the tangent to the circle

at the point .

Answer
1.

6.0 ADDITIONAL ACTIVITIES

Visit U-tube https://www.youtube.com/watch?v=XhISU5aCuTg Watch the video
& summarise in 1 paragraph

7.0 REFERENCES
Blitzer. Algebra and Trigonometry Custom. 4th Edition.
Godman and J.F Talbert. Additional Mathematics.
K.A Stroud. Engineering Mathematics. 5th Edition.
Larson Edwards Calculus: An Applied Approach. Sixth Edition.

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Glossary
adjacent
having a common boundary or edge
angle
the space between two lines or planes that intersect
circle
ellipse in which the two axes are of equal length
complementary angles
two angles whose sum is a right angle
coordinate system
a system that uses coordinates to establish position
cosine
ratio of the adjacent side to the hypotenuse of a right-angled triangle
degree
a measure for arcs and angles
function
a mathematical relation associating elements between sets
hypotenuse
the side of a right triangle opposite the right angle
intercept
the point at which a line intersects a coordinate axis
isosceles
(of a triangle) having two sides of equal length
isosceles triangle
a triangle with two equal sides
quadrant
any of the four areas into which a plane is divided
right triangle
a triangle with one right angle
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sine
ratio of the length of the side opposite the given angle to the length of the
hypotenuse of a right-angled triangle
symmetry
exact reflection of form on opposite sides of a line
tangent
ratio of the opposite and adjacent sides of a right triangle
trigonometric function
function of an angle expressed as a ratio of the length of the sides of right-angled
triangle containing the angle
elevation
distance of something above a reference point
opposite
being directly across from each other
obtuse angle
an angle between 90 and 180 degrees
compass
navigational instrument for finding directions
compass point
any of 32 horizontal directions indicated on the card of a compass
due north
the cardinal compass point that is at 0 or 360 degrees

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