Trigonometric Functions

Eureka Math™
Algebra II, Module 2
Teacher Edition
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A STORY OF FUNCTIONS
Mathematics Curriculum
ALGEBRA II • MODULE 2
Table of Contents1
Trigonometric Functions
Module Overview .................................................................................................................................................. 2
Topic A: The Story of Trigonometry and Its Contexts (F-IF.C.7e, F-TF.A.1, F-TF.A.2)............................................ 9
Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car ........................................................ 12
Lesson 2: The Height and Co-Height Functions of a Ferris Wheel.......................................................... 27
Lesson 3: The Motion of the Moon, Sun, and Stars—Motivating Mathematics .................................... 42
Lesson 4: From Circle-ometry to Trigonometry ..................................................................................... 57
Lesson 5: Extending the Domain of Sine and Cosine to All Real Numbers ............................................. 72
Lesson 6: Why Call It Tangent? ............................................................................................................... 83
Lesson 7: Secant and the Co-Functions .................................................................................................. 99
Lesson 8: Graphing the Sine and Cosine Functions .............................................................................. 115
Lesson 9: Awkward! Who Chose the Number 360, Anyway? ............................................................. 128
Lesson 10: Basic Trigonometric Identities from Graphs ....................................................................... 144
Mid-Module Assessment and Rubric ................................................................................................................ 158
Topic A (assessment 1 day)
Topic B: Understanding Trigonometric Functions and Putting Them to Use (F-IF.C.7e, F-TF.B.5, F-TF.C.8,
S.ID.B.6a) ............................................................................................................................................. 181
Lesson 11: Transforming the Graph of the Sine Function .................................................................... 183
Lesson 12: Ferris Wheels—Using Trigonometric Functions to Model Cyclical Behavior ..................... 210
Lesson 13: Tides, Sound Waves, and Stock Markets ............................................................................ 229
Lesson 14: Graphing the Tangent Function .......................................................................................... 247
Lesson 15: What Is a Trigonometric Identity? ...................................................................................... 270
Lesson 16: Proving Trigonometric Identities ........................................................................................ 280
Lesson 17: Trigonometric Identity Proofs............................................................................................. 293
End-of-Module Assessment and Rubric ............................................................................................................ 304
Topics A through B (assessment 1 day, return, remediation, or further applications 1 day)
1Each lesson is ONE day, and ONE day is considered a 45-minute period.
Module 2: Trigonometric Functions 1
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS Module Overview M2
ALGEBRA II
Algebra II • Module 2
Trigonometric Functions
OVERVIEW
Module 2 builds on students’ previous work with units (N-Q.A.1) and with functions (F-IF.A.1, F-IF.A.2,
F-IF.B.4, F-IF.C.7e, F-BF.A.1, F-BF.B.3) from Algebra I and with trigonometric ratios and circles (G-SRT.C.6,
G-SRT.C.7, G-SRT.C.8) from high school Geometry. Included in Topic A is preparation for extension standard
F-TF.A.3. Extension standard F-TF.C.9 is also discussed in Topic B as preparation for the Precalculus and
Advanced Topics course.
Topic A starts by asking students to graph the height of a passenger car on a Ferris wheel as a function of how
much rotation it has undergone and uses that study to help define the sine, cosine, and tangent functions as
functions from all (or most) real numbers to the real numbers. A precise definition of sine and cosine (as well
as tangent and the co-functions) is developed using transformational geometry. This precision leads to a
discussion of a mathematically natural unit of measurement for angle measures, a radian, and students begin
𝜋𝜋 𝜋𝜋 𝜋𝜋 𝜋𝜋
to build fluency with values of sine, cosine, and tangent at , , , , 𝜋𝜋, etc. The topic concludes with
6 4 3 2
students graphing the sine and cosine functions and noticing various aspects of the graph, which they write
down as simple trigonometric identities.
In Topic B, students make sense of periodic phenomena as they model them with trigonometric functions.
They identify the periodicity, midline, and amplitude from graphs of data and use them to construct
sinusoidal functions that model situations from both the biological and physical sciences. They extend the
concept of polynomial identities to trigonometric identities and prove simple trigonometric identities such as
the Pythagorean identity; these identities are then used to solve problems.
The Mid-Module Assessment follows Topic A. The End-of-Module Assessment follows Topic B.
Focus Standards
Analyze functions using different representations.
F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.
★
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude.
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ALGEBRA II
Extend the domain of trigonometric functions using the unit circle.

F-TF.A.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended
by the angle.
F-TF.A.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric
functions to all real numbers, interpreted as radian measures of angles traversed
counterclockwise around the unit circle.
Model periodic phenomena with trigonometric functions.

F-TF.B.5 Choose trigonometric functions to model periodic phenomena with specified amplitude,
frequency, and midline.
★
Prove and apply trigonometric identities.

F-TF.C.8 Prove the Pythagorean identity sin2 (𝜃𝜃) + cos2 (𝜃𝜃) = 1 and use it to find sin(𝜃𝜃), cos(𝜃𝜃), or
tan(𝜃𝜃) given sin(𝜃𝜃), cos(𝜃𝜃), or tan(𝜃𝜃) and the quadrant of the angle.
Summarize, represent, and interpret data on two categorical and quantitative variables.
S-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the
variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context
of the data. Use given functions or choose a function suggested by the context.
Emphasize linear, quadratic, and exponential models.
Extension Standards
Extend the domain of trigonometric functions using the unit circle.
F-TF.A.3 (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for
𝜋𝜋/3, 𝜋𝜋/4 and 𝜋𝜋/6 and use the unit circle to express the values of sine, cosine, and tangent
for 𝜋𝜋 − 𝑥𝑥, 𝜋𝜋 + 𝑥𝑥, and 2𝜋𝜋 − 𝑥𝑥 in terms of their values for 𝑥𝑥, where 𝑥𝑥 is any real number.
Prove and apply trigonometric identities.

F-TF.C.9 (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them
to solve problems.
Foundational Standards
Reason quantitatively and use units to solve problems.
N-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
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ALGEBRA II
Understand the concept of a function and use function notation.

F-IF.A.1 Understand that a function from one set (called the domain) to another set (called the
range) assigns to each element of the domain exactly one element of the range. If 𝑓𝑓 is a
function and 𝑥𝑥 is an element of its domain, then 𝑓𝑓(𝑥𝑥) denotes the output of 𝑓𝑓
corresponding to the input 𝑥𝑥. The graph of 𝑓𝑓 is the graph of the equation 𝑦𝑦 = 𝑓𝑓(𝑥𝑥).
F-IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret
statements that use function notation in terms of a context.
Build a function that models a relationship between two quantities.

F-BF.A.1 Write a function that describes a relationship between two quantities.
★
a. Determine an explicit expression, a recursive process, or steps for calculation from a

context.
b. Combine standard function types using arithmetic operations. For example, build a
function that models the temperature of a cooling body by adding a constant function
to a decaying exponential, and relate these functions to the model.
c. (+) Compose functions. For example, if 𝑇𝑇(𝑦𝑦) is the temperature in the atmosphere as a
function of height, and ℎ(𝑡𝑡) is the height of a weather balloon as a function of time,
then 𝑇𝑇�ℎ(𝑡𝑡)� is the temperature at the location of the weather balloon as a function of
time.
Build new functions from existing functions.

F-BF.B.3 Identify the effect on the graph of replacing 𝑓𝑓(𝑥𝑥) by 𝑓𝑓(𝑥𝑥) + 𝑘𝑘, 𝑘𝑘 𝑓𝑓(𝑥𝑥), 𝑓𝑓(𝑘𝑘𝑘𝑘), and
𝑓𝑓(𝑥𝑥 + 𝑘𝑘) for specific values of 𝑘𝑘 (both positive and negative); find the value of 𝑘𝑘 given the
graphs. Experiment with cases and illustrate an explanation of the effects on the graph using
technology. Include recognizing even and odd functions from their graphs and algebraic
expressions for them.
Define trigonometric ratios and solve problems involving right triangles.

G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the
triangle, leading to definitions of trigonometric ratios for acute angles.
G-SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.★
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ALGEBRA II
Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students look for entry points into
studying the “height” of the sun above the ground, first by realizing that no such quantity
exists and then by surmising that the notion can still be profitably analyzed in terms of
trigonometric ratios. They use this and other concrete situations to extend concepts of
trigonometry studied in previous years, which were initially limited to angles between zero
and ninety degrees, to the full range of inputs; they also solve challenges about circular
motion.
MP.2 Reason abstractly and quantitatively. Students extend the study of trigonometry to the
domain of all (or almost all) real inputs. By focusing only on the linear components of
circular motion (the vertical or the horizontal displacement of a point in orbit), students
develop the means to analyze periodic phenomena. Students also extend a classic proof of
the Pythagorean theorem to discover trigonometric addition formulas.
MP.3 Construct viable arguments and critique the reasoning of others. The vertical and
horizontal displacements of a Ferris wheel passenger car are both periodic. Students
conjecture how these functions are related to the trigonometric ratios they studied in
geometry, making plausible arguments by modeling the Ferris wheel with a circle in the
coordinate plane. Also, students construct valid arguments to extend trigonometric
identities to the full range of inputs.
MP.4 Model with mathematics. The main modeling activity of this module is to analyze the
vertical and horizontal displacement of a passenger car of a Ferris wheel. As they make
assumptions and simplify the situation, they discover the need for sine and cosine functions
to model the periodic motion using sinusoidal functions. Students then model a large
number of other periodic phenomena by fitting sinusoidal functions to data given about
tides, sound waves, and daylight hours; they then solve problems using those functions in
the context of that data.
MP.7 Look for and make use of structure. Students recognize the periodic nature of a
phenomenon and look for suitable values of midline, amplitude, and frequency for it. The
periodicity and properties of cyclical motion shown in graphs helps students to recognize
different trigonometric identities, and structure in standard proofs (of the Pythagorean
theorem, for example) provides the means to extend familiar trigonometric results to a
wider range of input values.
MP.8 Look for and express regularity in repeated reasoning. In repeatedly graphing different
sinusoidal functions, students identify how parameters within the function give information
about the amplitude, midline, and frequency of the function. They express this regularity in
terms of a general formula for sinusoidal functions and use the formula to quickly write
functions that model periodic data.
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ALGEBRA II
Terminology
New or Recently Introduced Terms
 Amplitude (The amplitude is the distance between a maximal point of the graph of the sinusoidal
function and the midline.)
 Cosecant (Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 𝑘𝑘𝑘𝑘 for all integers 𝑘𝑘. In the Cartesian plane,
rotate the initial ray by 𝜃𝜃 radians about the origin. Intersect the resulting terminal ray with the unit
1
circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of csc(𝜃𝜃) is .)
𝑦𝑦𝜃𝜃
 Cosine (Let 𝜃𝜃 be any real number. In the Cartesian plane, rotate the initial ray by 𝜃𝜃 radians about
the origin. Intersect the resulting terminal ray with the unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value
of cos(𝜃𝜃) is 𝑥𝑥𝜃𝜃 .)
 Cotangent (Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 𝑘𝑘𝑘𝑘 for all integers 𝑘𝑘. In the Cartesian plane,
𝑥𝑥𝜃𝜃
circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of cot(𝜃𝜃) is .)
𝑦𝑦𝜃𝜃
 Frequency (The frequency of a periodic function is the unit rate of the constant rate defined by the
number of cycles per unit length.)
 Midline (The midline is the horizontal line that is halfway between the maximal line and the minimal
line.)
 Period (The period 𝑃𝑃 is the distance between two consecutive maximal points, or two consecutive
minimal points, on the graph of a sinusoidal function.)
 Periodic Function (A function 𝑓𝑓 whose domain is a subset of the real numbers is said to be periodic
with period 𝑃𝑃 > 0 if the domain of 𝑓𝑓 contains 𝑥𝑥 + 𝑃𝑃 whenever it contains 𝑥𝑥, and if 𝑓𝑓(𝑥𝑥 + 𝑃𝑃) = 𝑓𝑓(𝑥𝑥)
for all real numbers 𝑥𝑥 in its domain.)
 Radian (A radian angle is the angle subtended by an arc of a circle that is equal in length to the
radius of the circle. A radian (1 rad) is a unit of rotational measure given by a rotation by a radian
angle.)
𝜋𝜋
 Secant (Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 2 + 𝑘𝑘𝑘𝑘 for all integers 𝑘𝑘. In the Cartesian plane,
1
circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of sec(𝜃𝜃) is .)
𝑥𝑥𝜃𝜃
 Sine (Let 𝜃𝜃 be any real number. In the Cartesian plane, rotate the initial ray by 𝜃𝜃 radians about the
origin. Intersect the resulting terminal ray with the unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of
sin(𝜃𝜃) is 𝑦𝑦𝜃𝜃 .)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 Sinusoidal Function (A periodic function is sinusoidal if it can be written in the form

𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘 for real numbers 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘. In this form,
 |𝐴𝐴| is called the amplitude of the function,
2𝜋𝜋
 is the period of the function,
|𝜔𝜔|
|𝜔𝜔|
 is the frequency of the function,
2𝜋𝜋
 ℎ is called the phase shift, and
 the graph of 𝑦𝑦 = 𝑘𝑘 is called the midline.
Furthermore, we can see that the graph of the sinusoidal function 𝑓𝑓 is obtained by first vertically
1
scaling the graph of the sine function by 𝐴𝐴, then horizontally scaling the resulting graph by , and,
𝜔𝜔
finally, by horizontally and vertically translating the resulting graph by ℎ and 𝑘𝑘 units, respectively.)
𝜋𝜋
 Tangent (Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 2 + 𝑘𝑘𝑘𝑘 for all integers 𝑘𝑘. In the Cartesian plane,
𝑦𝑦𝜃𝜃
circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of tan(𝜃𝜃) is .)
𝑥𝑥𝜃𝜃
 Trigonometric Identity (A trigonometric identity is a statement that two trigonometric functions are
equivalent.)
Familiar Terms and Symbols 2

 Asymptote
 Circle
 Degree
 Even and Odd Functions
 Identity
 Rotation
 Sine, Cosine, Tangent
Suggested Tools and Representations

 Graphing Calculator
 Wolfram Alpha Software
 GeoGebra Software
2These are terms and symbols students have seen previously.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Assessment Summary
Assessment Type Administered Format Standards Addressed
Mid-Module F-IF.C.7e, F-TF.A.1,

After Topic A Constructed response with rubric
Assessment Task F-TF.A.2
End-of-Module F-IF.C.7e, F-TF.B.5,

After Topic B Constructed response with rubric
Assessment Task F-TF.C.8, S-ID.B.6a
ALG II-M2-TE-1.3.0-05.2015
Topic A
The Story of Trigonometry and Its Contexts
F-IF.C.7e, F-TF.A.1, F-TF.A.2
Focus Standards: F-IF.C.7e Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.
★
e. Graph exponential and logarithmic functions, showing intercepts and end

behavior, and trigonometric functions, showing period, midline, and amplitude.
F-TF.A.1 Understand radian measure of an angle as the length of the arc on the unit circle
subtended by the angle.
F-TF.A.2 Explain how the unit circle in the coordinate plane enables the extension of
trigonometric functions to all real numbers, interpreted as radian measures of angles
traversed counterclockwise around the unit circle.
Instructional Days: 10
Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car (E) 1
Lesson 2: The Height and Co-Height Functions of a Ferris Wheel (E)
Lesson 3: The Motion of the Moon, Sun, and Stars—Motivating Mathematics (S)
Lesson 4: From Circle-ometry to Trigonometry (S)
Lesson 5: Extending the Domain of Sine and Cosine to All Real Numbers (S)
Lesson 6: Why Call It Tangent? (S)
Lesson 7: Secant and the Co-Functions (S)
Lesson 8: Graphing the Sine and Cosine Functions (E)
Lesson 9: Awkward! Who Chose the Number 360, Anyway? (S)
Lesson 10: Basic Trigonometric Identities from Graphs (E)
In Topic A, students develop an understanding of the six basic trigonometric functions as functions of the
amount of rotation of a point on the unit circle and then translate that understanding to the trigonometric
functions as functions on the real number line. In Lessons 1 and 2, a Ferris wheel provides a familiar context
for the introduction of periodic functions that lead to the sine and cosine functions in Lessons 4 and 5. Lesson
1 is an exploratory lesson in which students model the circular motion of a Ferris wheel using a paper plate.
The goal is to study the vertical component of the circular motion with respect to the degrees of rotation of
1Lesson Structure Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson
Topic A: The Story of Trigonometry and Its Contexts 9
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS Topic A M2
ALGEBRA II
the wheel from the initial position. This function is temporarily described as the height function of a
passenger car on the Ferris wheel, and students produce a graph of the height function from their model.
In this first lesson, students begin to understand the periodicity of the height function as the Ferris wheel
completes multiple rotations (MP.7).
Lesson 2 introduces the co-height function, which describes the horizontal component of the circular motion
of the Ferris wheel. Students again model the position of a car on a rotating Ferris wheel using a paper plate,
this time with emphasis on the horizontal motion of the car. In the first lesson, heights were measured from
the “ground” to the passenger car of the Ferris wheel, so that the graph of the height function was contained
within the first quadrant of the Cartesian plane. In this second lesson, we change our frame of reference so
that the values of the height and co-height functions oscillate between −𝑟𝑟 and 𝑟𝑟, where 𝑟𝑟 is the radius of the
wheel, inching the height and co-height functions toward the sine and cosine functions. The goal of these
first two lessons is to provide a familiar context for circular motion so that students can begin to see how the
horizontal and vertical components of the position of a point rotating around a circle can be described by
periodic functions of the amount of rotation. Reference is made to this context as needed throughout the
module.
Lesson 3 provides historical background on the development of the sine and cosine functions in India around
500 C.E. In this lesson, students generate part of a sine table and use it to calculate the positions of the sun in
the sky, assuming the historical model of the sun following a circular orbit around Earth. This lesson provides
a second example of circular motion that can be modeled using the sine and cosine functions. In this lesson,
the link is made between the assumed circular motion of stars and the sun and the periodic sine and cosine
functions, and that link is formalized in Lesson 4.
Lesson 4 draws connections between the height function of a Ferris wheel and the sine and cosine functions
used in triangle trigonometry in Geometry. This lesson extends the domain of the sine and cosine functions
from the restricted domain (0,90) of degree measures of acute angles in triangles to the interval (0,360).
Abstracting the sine and cosine from the height and co-height functions of the Ferris wheel allows students to
practice MP.2.
In fully developing F-TF.A.2 on extending the trigonometric functions to the entire real line in Lesson 5,
students need to come to know enough values of these functions to generate graphs of these functions and
discern structure and properties about them (in much the same way that students were first introduced to
exponential functions by studying their values at integer inputs). The most important values to learn, of
course, are the values of sine and cosine functions of the most commonly used reference points: the sine and
cosine of degree measures that are multiples of 30° and 45°. This knowledge, in turn, serves as concrete
examples for learning standard F-TF.A.1.
Lessons 6 and 7 introduce the tangent and secant functions through their geometric descriptions on a circle
and link those geometric descriptions to the appropriate ratios of sine and cosine. The remaining
trigonometric functions, cotangent and cosecant, are also introduced.
In Lesson 8, students construct a graph of the sine and cosine functions as functions on the real line by
measuring the horizontal and vertical components of a point on the unit circle, breaking a piece of spaghetti
to the appropriate length, and gluing it to the graph. Physically creating the graphs using direct measurement
ties together the definition of sin(𝜃𝜃°) as the 𝑦𝑦-coordinate of the point on the unit circle that has been rotated
𝜃𝜃 degrees about the origin from the point (1,0) and the value of the periodic function 𝑓𝑓(𝜃𝜃) = sin(𝜃𝜃°).
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS Topic A M2
ALGEBRA II
Lesson 9 introduces radian measure. We justify the switch to radians by drawing the graph of 𝑦𝑦 = sin(𝑥𝑥°)
with the same scale on the horizontal and vertical axes, which is nearly impossible to draw. This somewhat
artificial task serves many different purposes; it provides justification for the use of radian measures without
referring directly to ideas of calculus, it foreshadows the lessons to come in Topic B on transforming the
graph of the sine function, and it allows students to look for patterns. Students practice MP.7 when they
discover the effects of changing the parameters on the graph, and they practice MP.8 when they repeatedly
draw graphs of sinusoidal functions to notice the patterns. Drawing on their experience with graphing
parabolas given by 𝑦𝑦 = 𝑘𝑘𝑥𝑥 2 , students experiment with graphing calculators to produce graphs of
180
𝑦𝑦 = sin(𝑘𝑘𝑘𝑘°) until they find that when 𝑘𝑘 ≈ 57 (or, equivalently, 𝑘𝑘 = ), the line 𝑦𝑦 = 𝑥𝑥 is tangent to
𝜋𝜋
𝑦𝑦 = sin(𝑘𝑘𝑘𝑘°) at the origin. Although we define the sine and cosine functions explicitly as functions of the
amount of rotation of the initial ray comprised of the nonnegative part of the 𝑥𝑥-axis, at the end of Lesson 9
students see that the measure of an angle 𝜃𝜃 in radians is the length of the arc subtended by the angle as
specified by F-TF.A.1. Radian measure is used exclusively through the remaining lessons in the module.
𝜋𝜋
The problem set for Lesson 9 focuses on finding the values of the sine and cosine functions for multiples of ,
6
𝜋𝜋 𝜋𝜋
, and , which aligns with F-TF.A.3. As students transition to this new way of measuring rotation, these
4 3
reference points and their trigonometric values help students to make sense of radian measure. The goal of
this work, which began in the Geometry course, is for students to fluently and automatically recall (or be able
to derive) these values in the Precalculus and Advanced Topics course, thereby satisfying the expectation of
F-TF.A.3.
The topic culminates with Lesson 10, which incorporates such identities as sin(𝜋𝜋 − 𝑥𝑥) = sin(𝑥𝑥) and
cos(2𝜋𝜋 − 𝑥𝑥) = cos(𝑥𝑥) for all real numbers 𝑥𝑥 into an introduction to trigonometric identities that will be
studied further in Topic B. In this lesson, students analyze the graphs of the sine and cosine function and note
some basic properties that are apparent from the graphs and from the unit circle, such as the periodicity of
sine and cosine, the even and odd properties of the functions, and the fact that the graph of the cosine
function is a horizontal shift of the graph of the sine function. Students also note the intercepts and end
behavior of these graphs.
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS Lesson 1 M2
ALGEBRA II
Lesson 1: Ferris Wheels—Tracking the Height of a

Passenger Car
Student Outcomes
 Students apply geometric concepts in modeling situations. Specifically, they find distances between points of a
circle and a given line to represent the height above the ground of a passenger car on a Ferris wheel as it is
rotated a number of degrees about the origin from an initial reference point.
 Students sketch the graph of a nonlinear relationship between variables.
Lesson Notes
This lesson sets the stage for the study of the sine function by asking students to explore the height of a passenger car on
a Ferris wheel at various points on its circular path. The main goal of this first lesson is for students to discover that the
relationship between the height and the number of degrees through which the car has rotated from an initial reference
position is not linear. In later lessons, students relate this function to the sine function and see how the geometric
definitions of sine, cosine, and the other trigonometric ratios can be extended to these circular functions represented in
the coordinate plane. In this lesson, in order to separate this new function from the domain-limited sine function that
students know from triangle trigonometry, this height function was purposely not referred to as the sine function.
To precisely define and describe the sine and cosine functions in later lessons, the domain must be the real numbers, so
that the sine (or cosine) of the number of degrees/radians that an initial ray (i.e., the nonnegative 𝑥𝑥-axis) has been
rotated is taken. In this situation, rotations do not involve any sense of time such as a rotating clock or a turning wheel.
However, it is very natural for students to conceptualize the situation as dependent on time. Because of this conceptual
difficulty, old textbooks often defined sine and cosine functions as spinning a ray about the origin, where students got a
sense of non-static motion. Of course, non-static motion is based upon time, which is not how these trigonometric
functions are precisely defined. However, the conceptual image of the wheel rotating is quite good and important for
students to understand; it is just not a definition.
Since the goal of this lesson is not to explain the definition of sine, it is acceptable if students have a conceptual image of
the wheel spinning with regard to time. However, the stage is also being set for precise definitions of the sine and
cosine functions on the real line, and those precise definitions are based on the amount of rotation that has occurred,
not on any sense of how much time has elapsed. In Topic B, consideration is given to how to model the motion of the
Ferris wheel with respect to time, but until that point, the only concern is with the amount of rotation that a car
undergoes from an initial position to a terminal position. Hence, time and motion are not introduced into the first
lessons because those lessons are about graphing and plotting specific points (i.e., students measure the degrees of a
specific rotation and then measure the specific height associated with it). The motion of the Ferris wheel is explored in a
later modeling lesson, but introducing motion now would ultimately distract students from the definitions being
developed in these initial lessons.
To further explore the nonlinearity of the Ferris wheel’s passenger car height function, students use a paper plate to
model a Ferris wheel and actually measure heights at various rotations from an initial reference point. They then create
a graph of the paired rotations and heights. During this module, a classroom set of protractors marked in both radians
Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 12
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ALGEBRA II
and degrees is needed. Start the module using degrees to measure rotation, and progress in Lesson 9 to using radians to
measure rotation. Consistent use of protractors marked with both units eases the transition from the familiar degree
measure to the unfamiliar radian measure. A template for these protractors is provided at the end of Lesson 9 and may
be printed on transparencies to distribute to students.
Lesson 1 closes by offering a definition of a periodic function and asks students to reflect on why the Ferris wheel height
function is an example of a periodic function. In Lesson 2, the paper plate models are again used in creating a graph of
both the vertical and horizontal displacements of the car from the axes with respect to the degrees of rotation,
eventually leading to the formal definition of sine and cosine functions as the 𝑦𝑦- and 𝑥𝑥-coordinates, respectively, of a
point on a circle of radius 1 unit for a given number of degrees of rotation 𝜃𝜃. Both of these lessons focus significantly on
MP.2. Students employ this mathematical practice during many tasks in these two lessons as they relate abstract
representations to the movement of the wheel.
Consider splitting this lesson over two class periods to allow more time for students to discuss and share their results
with the class. A natural place for this break would be before Exploratory Challenge 2.
Materials
Students model a Ferris wheel using simple, inexpensive supplies. Depending on students, build one class model, have a
group or pair of students build a model, or have each student build his own model.
The following tools are needed for the next two lessons.
 Rulers
 Protractors marked in degree and radian units (rotation is measured in degrees in this lesson.)
 Graph paper (optional)
 Colored pencils or pens
The following consumable materials are needed for the next two lessons.
 Small paper plates or 6” circles cut from card stock, 1 per model
 8.5" × 11" card stock (half of a used manila folder), 1 per model
 A metal brad/fastener (picture shown), 1 per model
Classwork
Opening (5 minutes)
In the last module, students used polynomial and rational functions to model various situations. In this module,
functions that represent phenomena that repeat in a predictable way are explored. Show students a video of a Ferris
wheel in motion (http://shows.howstuffworks.com/stuff-of-genius/41719-george-ferris-and-his-amazing-wheel-
video.htm) or a picture of a Ferris wheel. The link provided above provides a bit of history about the first Ferris wheel,
invented by George Ferris in 1893, and also models the motion of the wheel. Ask them to consider how the height of a
single passenger car is changing as the car rotates around the wheel. Have them discuss their ideas with a partner, and
then have a few students share their thoughts with the whole class. Have students consider other quantities that are
changing in this situation such as the horizontal distance from the wheel’s center that will become relevant in Lesson 2.
The questions below can be used to motivate this discussion. Record student responses on the board or on a sheet of
chart paper for reference over the course of Lessons 1 and 2.
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ALGEBRA II
 What quantities in this situation are changing as the Ferris wheel Scaffolding:
rotates?  Use questions that proceed from
 There are many possible answers, including the height of concrete to abstract to support groups
the cars above the ground, the position of the cars with having trouble getting started:
respect to the ground, the horizontal position of the cars What quantities are going to be
from the center of the wheel, the amount of time that is included in the sketch? Which one
passing, the amount the rotation changes when the wheel should be the dependent variable,
is in motion, and the speed the wheel is rotating. height or amount of rotation? Why
 How does the height of a single passenger car change as the car does it make sense for height to be the
rotates around the wheel? dependent variable?
 The height above the ground increases and decreases as  Have students create a simple table to
the wheel rotates. There is a maximum and minimum help them make their graphs more
height because the cars are positioned on a circle of fixed precise.
diameter. After one full 360° rotation, a single car is back  Provide students with a set of axes
to the height where it originally started. labeled as shown below.
Exploratory Challenge 1 (5 minutes): The Height of a Ferris Wheel Car

Start students on this problem to help them formalize their thinking from the Opening. The graphs they create will vary
widely based on the assumptions that they make. Some groups may want to select a specific height for their Ferris
wheel. Some may start the passenger car in different locations. Some may want to consider time as the independent
variable along the horizontal axis while others may use the number of turns for the independent variable. The goal of
this first exercise is to get a rough sketch on paper and motivate students to want to explore this problem with more
precision when they create the paper plate model. Be sure to read through the discussion that follows this problem to
understand how to support students during this exploration phase.
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ALGEBRA II
Exploratory Challenge 1: The Height of a Ferris Wheel Car
George Ferris built the first Ferris wheel in 1893 for the World’s Columbian Exhibition in Chicago. It had 𝟑𝟑𝟑𝟑 passenger
cars, was 𝟐𝟐𝟐𝟐𝟐𝟐 feet tall and rotated once every 𝟗𝟗 minutes when all the cars were loaded. The ride cost $𝟎𝟎. 𝟓𝟓𝟓𝟓.
Source: The New York Times/Redux
a. Create a sketch of the height of a passenger car on the original Ferris wheel as that car rotates around the
wheel 𝟒𝟒 times. List any assumptions that you are making as you create your model.
Three possible solutions are shown. Notice

that the third response is closest to an
actual sinusoidal graph.
We assumed the car was traveling at a

constant speed. We assumed that the car
we chose started at the bottom of the
wheel. We thought about where the car
would be every quarter rotation to help us
create the graph. We assumed that we
were measuring height above the ground
and that the car started at a height of 𝟎𝟎
units.
b. What type of function would best model

this situation?
This answer should be consistent with the

sketch in Exercise 1. They might respond
that the graph could be line segments, so a
piecewise linear function would work, or it
could be semicircles since the graph is
based on the car moving around a circle.
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ALGEBRA II
Discussion (8 minutes)
Have different groups present their results. Start with groups whose graphs are less precise and detailed, and finish with
groups whose sketches look most like the graph of a sinusoidal function. Use the questions below to debrief the class
sketches. Let the conclusions about the shape of the graph come from the group. Do not worry if groups do not
propose a graph that is nonlinear or nonsemicircular.
In this section, guide the discussion around the sketches created in Exploratory Challenge 1 to arrive at two conclusions.
These are the most important understandings for students to have at this point in the lesson.
 The height of the car will repeat as the wheel rotates. For any given point on the Ferris wheel, the height of
the car at that point will be the same, regardless of how many revolutions the wheel has completed to get to
that point, and
 The range of the function represented by this graph is a closed interval whose length corresponds to the
diameter of the wheel.
At this point, many students may be graphing a chevron pattern composed of straight line segments or a wave pattern
composed of semicircles, while some may have offered a convincing argument that this relationship cannot be linear or
a collection of semicircles. The paper plate exploration that follows will help students to make a final decision regarding
the shape of the graph. The following questions can be used to focus the discussion of the student graphs. The answers
are representative of what students might say in response, but encourage and accept all reasonable answers in this very
open-ended discussion.
 How did you decide where to locate your points on this graph?
 We started with the car at ground level and then graphed a point halfway around when it was at the
top of the wheel. We also graphed the points when the car was one-fourth and three-fourths of the
way around. We decided that the wheel was rotating counterclockwise from our viewpoint.
 How could you make your assumed model more precise?
 We could measure the height at more points during the rotation, such as every one-eighth of a rotation.
 Is a passenger car ever at the same height during its rotation? How do you know?
 Yes, the heights keep repeating each time the wheel rotates. They are also the same height when the
car is going up and when it is coming down. For example, at one-fourth and three-fourths of a rotation,
the car will be the same height above the ground.
MP.2  Where did you choose to start your car and why?
MP.4
&  We started it at the bottom of the wheel because that is where you get on a Ferris wheel.
MP.6  Do you think the height is changing in a linear fashion? Why or why not?
 No. When we are at one-fourth of a rotation, the height is half of the wheel’s diameter. When we are
at three-eighths of a rotation, the height is NOT three-fourths of the wheel’s diameter. Therefore, there
is no proportional relationship between height and amount of rotation.
 What patterns did you notice in the way the height of the passenger car was changing?
 The height of the car keeps repeating each time the wheel rotates. Pick any point on the wheel, and the
car will return to that height after a 360° rotation.
 How does the range of the graph of the Ferris wheel height function relate to the physical features of the
wheel?
 The range is the distance between the maximum and minimum height, and it will always be the
diameter of the wheel.
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Exercises 1–5 (5 minutes)

These exercises should be done in small groups or with a partner. Do as many as time permits, especially if the
preceding Exploratory Challenge and Discussion exceeded time limits. These exercises provide the opportunity to
informally assess how well students processed the preceding discussion. There should be more precise graphs and less
linearity (depending on the previous discussion outcomes). Students should begin to understand how changing
assumptions about the point from which to measure the height or the starting position of the passenger car will change
the appearance of the sketch in a consistent fashion without changing its basic shape. At this point, students may begin
to talk about these graphs using the language of transformations, but if they do not, that will come later in the module.
Exercises 1–5
1. Suppose a Ferris wheel has a diameter of 𝟏𝟏𝟏𝟏𝟏𝟏 feet. From your viewpoint, the Ferris wheel is rotating
counterclockwise. We will refer to a rotation through a full 𝟑𝟑𝟑𝟑𝟑𝟑° as a turn.
a. Create a sketch of the height of a car that starts at the bottom of the wheel and continues for two turns.
b. Explain how the features of your graph relate to this situation.
The maximum value is the diameter of the Ferris wheel in feet. The graph repeats because we graphed two
turns of the wheel. The minimum values occur when the passenger car is at ground level.
MP.2
&
MP.7 2. Suppose a Ferris wheel has a diameter of 𝟏𝟏𝟏𝟏𝟏𝟏 feet. From your viewpoint, the Ferris wheel is rotating
counterclockwise.
a. Your friends board the Ferris wheel, and the ride continues boarding passengers. Their car is in the
three o’clock position when the ride begins. Create a sketch of the height of your friends’ car for two turns.
b. Explain how the features of your graph relate to this situation.
The maximum value is the diameter of the Ferris wheel in feet. The graph repeats because we graphed two
turns of the wheel. The minimum values occur when the passenger car is at ground level. The vertical
intercept of this graph is (𝟎𝟎, 𝟕𝟕𝟕𝟕) because we started graphing when the passenger car was at the three
o’clock position, which is half the distance to the top of the wheel.
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ALGEBRA II
3. How would your sketch change if the diameter of the wheel changed?
The maximum and minimum heights would change. The distance between the maximum and minimum heights is
the diameter of the wheel. The sketch would be a vertical stretch or a shrinking of the original sketch, depending on
whether or not the diameter was respectively larger or smaller than 𝟏𝟏𝟏𝟏𝟏𝟏 feet.
4. If you translated the sketch of your graph down by the radius of the wheel, what would the 𝒙𝒙-axis represent in this
situation?
The 𝒙𝒙-axis would represent a line through the center of the Ferris wheel that is parallel to the ground.
5. How could we create a more precise sketch?
We could measure the height at smaller and smaller increments of rotation.
As groups are working, circulate around the room offering tips, suggestions, and gentle corrections if needed.
After students have completed these exercises, invite one or two volunteers to come to the board and share their
responses with the class. Before moving on, make sure to include a transition statement that relates to Exercise 5 and
that reminds students of the goals of this lesson. For example,
 If we want to create a more accurate graph of the height of a car, then we must measure the height at
additional points around the wheel.
 The height of a passenger car is changing in a predictable way as the wheel rotates. Even if we start tracking
additional positions of the car on the wheel or change the diameter of the wheel, the graph of this function
has a consistent shape and pattern.
Scaffolding:
Exploratory Challenge 2 (15 minutes): The Paper Plate Model
 In order to keep this exploration even more
Introduce this section by reminding students that a physical model and open, choose to just give students the
appropriate tools can help them create a more precise graph. This materials, tools, and a sheet of graph paper
section of the lesson focuses students specifically on making sense and with the directions to create a more
persevering (MP.1), using appropriate tools strategically (MP.5), and accurate graph of the Ferris wheel height,
attending to precision (MP.6). and then offer suggestions and support
while circulating among the groups, or have
Give each group a paper plate, a sheet of card stock or construction them work using the supports provided in
paper, and a metal brad fastener. Have them affix the paper plate to the the student materials.
sheet of card stock with a brad located at the center of the plate.
 As an alternative to using a protractor to
Turn the paper plate counterclockwise to model the motion of the Ferris
measure the rotation on the paper plate,
wheel. To create a more accurate graph of the height function, students students can use a compass to create a
place marks on the edge of the plate to represent a passenger car every circle on a piece of paper and construct 15°
15° around the circle. Then, they measure the height above the ground arcs along its circumference. One method
at every 15° for one complete turn, starting with the car in the 3 o’clock to create these arcs would be to section the
position. circle into 60° arcs and then bisect the
To be consistent with the definition of the sine function that will appear corresponding central angles into 30° and
in later lessons, 0° of rotation is assigned to the 3 o’clock position of the then 15° angles.
car, and forward motion of the wheel is modeled by counterclockwise  Help students who struggle with measuring
rotation of the paper plate. Informally define rotations greater than using a ruler and protractor by modeling a
180° for students. Most students are familiar with extreme sports such few measurements and table entries on a
document camera or the board.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
as skateboarding or snowboarding and are comfortable referring to one complete turn as a 360. Also, explain that a
270° rotation is simply a 180° rotation followed by a 90° rotation. Similarly, any rotation between 180° and 360° is
simply the sequence of a 180° rotation followed by a rotation between 0° and 180°. Have students record their
measurements in the table below on the student pages and then create a graph of the ordered pairs in the table.
The diagram below shows what the paper plate will look like when it is mounted on the card stock and indicates the
rotation and corresponding height students should be measuring. Notice that this diagram will be consistent with the
formal definition of sine as the 𝑦𝑦-coordinate of a point on the unit circle where the terminal ray intersects the circle.
Let the lower edge of the paper represent ground level. It does not matter where students affix the paper plate to the
paper. It will only affect the height above the horizontal axis of their graphs.
However, students should try to locate the center of the plate as precisely as possible and mark the 15° intervals around
the edge of the plate as accurately as possible as well. Let students struggle with both of these measurement
challenges. Some may locate the center by folding their plate into quarters; others may use a ruler to help locate the
center by drawing two diameters. It may be helpful to have students label one radius (shown below with a solid line)
that they will keep horizontal as they mark the 15° intervals for the rotations from the initial reference position on the
edge of the plate. It may also help them to label the measurements directly on the plate that correspond to the
numbers in the table.
Students work in small groups to build a physical model and measure the amount of rotation and corresponding heights.
The student pages provide scaffolds, including a diagram they can mark up to help them understand how to measure the
heights and rotation, and a table to record their measurements. A grid has been provided for their graph as well, but
students should provide appropriate labels for the axes.
After measuring and constructing a graph, students’ original ideas about the height function will be either refuted or
verified.
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ALGEBRA II
Exploratory Challenge 2: The Paper Plate Model
Use a paper plate mounted on a sheet of paper to model a Ferris wheel, where the lower edge of the paper represents
the ground. Use a ruler and protractor to measure the height of a Ferris wheel car above the ground for various amounts
of rotation. Suppose that your friends board the Ferris wheel near the end of the boarding period, and the ride begins
when their car is in the three o’clock position as shown.
a. Mark the diagram below to estimate the location of the Ferris wheel passenger car every 𝟏𝟏𝟏𝟏 degrees. The
point on the circle below represents the passenger car in the 3 o’clock position. Since this is the beginning of
the ride, consider this position to be the result of rotating by 𝟎𝟎°.
Paper plate
b. Using the physical model you created with your group, record your measurements in the table, and then
graph the ordered pairs (rotation, height) on the coordinate grid shown below. Provide appropriate labels on
the axes.
Rotation Height Rotation Height Rotation Height Rotation Height

(degrees) (cm) (degrees) (cm) (degrees) (cm) (degrees) (cm)
𝟎𝟎 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒𝟒𝟒 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟔𝟔𝟔𝟔 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟕𝟕𝟕𝟕 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟗𝟗𝟗𝟗 𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑𝟑𝟑
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ALGEBRA II
Height as a Function of Degrees of Rotation
c. Explain how the features of your graph relate to the paper plate model you created.
The domain values represent the rotation measured in degrees of a car on the Ferris wheel from the 3 o’clock
position for one turn of a passenger car. The range values represent the height of the car above the ground,
which we modeled using the bottom edge of the paper. The vertical distance between the maximum and
minimum values is the diameter of the paper plate measured in centimeters.
Display several graphs, and discuss their similarities and differences. Discuss the challenges in this lesson to use tools
strategically and attend to precision when measuring. Also, address any differences in the maximum and minimum
values of students’ graphs. Make sure to connect these differences to the location of the center of the circle above the
bottom edge of the paper.
Encourage quantitative reasoning by asking students to relate features of the graph to the rotating Ferris wheel.
These questions can guide that discussion.
 How can you identify the diameter of the Ferris wheel from your graph?
 It is the vertical distance between the highest and lowest points on the graph.
 If the paper plate model was scaled so that 1 cm on the plate represented 5 ft. on a real Ferris wheel, what is
the diameter of the wheel?
 Answers will vary depending on plate size, but they should be 5 times the actual diameter. So, a plate
MP.2 with a 20 cm diameter would represent a 100 ft. diameter Ferris wheel.
 How high above the ground is the lowest point on the Ferris wheel?
 Answers will vary but should correspond to the second coordinate of the minimum point on the graph.
 Why isn’t the diameter of the Ferris wheel the same as the maximum value on your graph? (Note that some
students might have actually placed their plate so that it touches the lower edge of the paper, in which case,
this question does not apply.)
 It is not the same because we positioned the bottom of our paper plate model above the edge of the
paper which represented ground level, a height of 0 ft.
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Closing (3 minutes)
Share the definition of a periodic function to bring closure to this lesson. A formal definition appears below. Consider
sharing a more student-friendly version with your students. Using a vocabulary organizer like a Frayer diagram helps
students make sense of this important vocabulary word and encourages students to rephrase the meaning in their own
words, provide examples and non-examples, and create a visual representation of the word. Periodicity is one of the
fundamental ideas of this module, so revisit the term periodic function often and include it on a vocabulary word wall.
PERIODIC FUNCTION: A function 𝑓𝑓 whose domain is a subset of the real numbers is said to be periodic with period
𝑃𝑃 > 0 if the domain of 𝑓𝑓 contains 𝑥𝑥 + 𝑃𝑃 whenever it contains 𝑥𝑥, and if 𝑓𝑓(𝑥𝑥 + 𝑃𝑃) = 𝑓𝑓(𝑥𝑥) for all real numbers 𝑥𝑥
in its domain. If a least positive number 𝑃𝑃 exists that satisfies this equation, it is called the fundamental period,
or if the context is clear, just the period of the function.
Discuss how the height of a rotating Ferris wheel can be represented by a periodic function if we extend the domain to
represent multiple turns. Ask students to identify the fundamental period 𝑃𝑃 of the height function of the Ferris wheel.
Remind students that for any point on the Ferris wheel, the passenger car will return to that same height after one full
turn of 360°, so if we measure rotation in degrees, the fundamental period of the height function is 360. If we measure
rotation as fractions of a turn, the fundamental period of the height function is 1.
Have students respond to the following questions in writing or with a partner.
Closing
 How does a function like the one that represents the height of a passenger car on a Ferris wheel differ from
other types of functions you have studied such as linear, polynomial, and exponential functions?
 What is the domain of your Ferris wheel height function? What is the range?
 Provide a definition of periodic function in your own words. Why is the Ferris wheel height function an
example of a periodic function?
 What other situations might be modeled by a periodic function?
Exit Ticket (4 minutes)
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ALGEBRA II
Name Date
Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car
Exit Ticket
1. Create a graph of a function that represents the height above the ground of the passenger car for a 225-foot
diameter Ferris wheel that completes three turns. Assume passengers board at the bottom of the wheel, which is
5 feet above the ground, and that the ride begins immediately afterward. Provide appropriate labels on the axes.
2. Explain how the features of your graph relate to this situation.
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Exit Ticket Sample Solutions
1. Create a graph of a function that represents the height above the ground of the passenger car for a 𝟐𝟐𝟐𝟐𝟐𝟐-foot
diameter Ferris wheel that completes three turns. Assume passengers board at the bottom of the wheel, which is
𝟓𝟓 feet above the ground, and that the ride begins immediately afterward. Provide appropriate labels on the axes.
2. Explain how the features of your graph relate to this situation.
The first maximum point on the graph is (𝟏𝟏𝟏𝟏𝟏𝟏, 𝟐𝟐𝟐𝟐𝟐𝟐). This shows the height of a passenger car above the ground
after half a turn. The car will reach this point again after one and a half and two and a half turns. The first
minimum point of the graph is (𝟎𝟎, 𝟓𝟓). This point represents the height of the passenger car at the bottom of the
wheel, and this is where we started the graph. The difference between the maximum and minimum 𝒚𝒚-coordinates is
the diameter of the wheel. When the function increases, the car is rising, and when it decreases, the car is moving
back down.
Problem Set Sample Solutions
1. Suppose that a Ferris wheel is 𝟒𝟒𝟒𝟒 feet in diameter and rotates counterclockwise. When a passenger car is at the
bottom of the wheel, it is located 𝟐𝟐 feet above the ground.
a. Sketch a graph of a function that represents the height of a passenger car that starts at the 3 o’clock position
on the wheel for one turn.
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b. Sketch a graph of a function that represents the height of a passenger car that starts at the top of the wheel
for one turn.
c. The sketch you created in part (a) represents a graph of a function. What is the domain of the function?
What is the range?
The domain is [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑]. The range is [𝟐𝟐, 𝟒𝟒𝟒𝟒].
d. The sketch you created in part (b) represents a graph of a function. What is the domain of the function?
What is the range?
The domain is [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑]. The range is [𝟐𝟐, 𝟒𝟒𝟒𝟒].
e. Describe how the graph of the function in part (a) would change if you sketched the graph for two turns.
The graph would repeat itself over another interval of 𝟑𝟑𝟑𝟑𝟑𝟑 degrees. It would appear as if we attached a
horizontal translation of the graph to the right end of the original graph.
f. Describe how the function in part (a) and its graph would change if the Ferris wheel had a diameter of
𝟔𝟔𝟔𝟔 feet.
The function’s range would change to [𝟐𝟐, 𝟔𝟔𝟔𝟔], and the graph’s maximum value would be 𝟔𝟔𝟔𝟔 instead of 𝟒𝟒𝟒𝟒.
The domain would stay the same, and the 𝒙𝒙-coordinates where the maximum and minimum values occurred
would not change.
2. A small pebble is lodged in the tread of a tire with radius 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜. Sketch the height of the pebble above the ground
as the tire rotates counterclockwise through 𝟓𝟓 turns. Start your graph when the pebble is at the 9 o’clock position.
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3. The graph you created in Problem 2 represents a function.

a. Describe how the function and its graph would change if the tire’s radius was 𝟐𝟐𝟐𝟐 inches instead of 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜.
The highest 𝒚𝒚-value on the graph would be 𝟒𝟒𝟒𝟒 inches instead of 𝟓𝟓𝟓𝟓 centimeters. The function’s range would
change to [𝟎𝟎, 𝟒𝟒𝟒𝟒].
b. Describe how the function and its graph would change if the wheel was turning in the opposite direction.
𝟏𝟏 𝟑𝟑
The graph would increase to a height of 𝟓𝟓𝟓𝟓 𝐜𝐜𝐜𝐜 after of a turn and then decrease to a height of 𝟎𝟎 after of
𝟒𝟒 𝟒𝟒
a turn. While the domain and range of the function would remain the same, the actual correspondence
between rotations and height would change since the direction of rotation is different.
c. Describe how the function and its graph would change if we started the graph when the pebble was at
ground level.
Assuming a counterclockwise rotation, a rotation of 𝟎𝟎 degrees would be paired with a height of 𝟎𝟎, and then
𝟏𝟏
after of a turn, the height would be 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜. The domain and range of the function would not change, but
𝟒𝟒
the coordinates of the intercepts and maximum and minimum points would change.
4. Justice believes that the height of a Ferris wheel passenger car is best modeled with a piecewise linear function.
Make a convincing argument why a piecewise linear function is NOT a good model for the height of a car on a
rotating Ferris wheel.
When we measured the height for every 𝟏𝟏𝟏𝟏 degrees of rotation, the height was changing more rapidly at the far left
and right positions of the wheel and more slowly near the top and bottom of the wheel. Equal increments of
rotation did not result in a constant change in the height. If the function was piecewise linear, then equal changes in
the rotation should have corresponded to equal changes in height in places.
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Lesson 2: The Height and Co-Height Functions of a Ferris

Wheel
Student Outcomes
 Students model and graph two functions given by the location of a passenger car on a Ferris wheel as it is
rotated a number of degrees about the origin from an initial reference position.
Lesson Notes
Students extend their work with the function that represents the height of a passenger car on a Ferris wheel from Lesson
1 to define a function that represents the horizontal displacement of the car from the center of the wheel, which is
temporarily called the co-height function. In later lessons, the co-height function is related to the cosine function.
Students sketch graphs of various co-height functions and notice that these graphs are nonlinear. Students explain why
the graph of the co-height function is a horizontal translation of the graph of the height function and sketch graphs that
model the position of a passenger car for various-sized Ferris wheels. The work in the first three lessons of Module 2
serves to ground students in circular motion and set the stage for a formal definition of the sine and cosine functions in
Lessons 4 and 5.
In Lesson 1, students measured the height of a passenger car of the Ferris wheel in relation to the ground and started
tracking cars as passengers boarded at the bottom of the wheel. In this lesson, we change our point of view to measure
height is measured as vertical displacement from the center of the wheel, and the co-height is measured as the
horizontal displacement from the center of the wheel. Additionally, although it is not realistic, cars are tracked rotating
around the wheel beginning from the 3 o’clock position. With these changes in perspective, the functions used to model
the height and co-height functions are much closer to the basic sine and cosine functions that will be defined in Lesson 4.
In the Exploratory Challenge, students reuse the paper plate model from Lesson 1.
Classwork
Opening Exercise (5 minutes)
Ask students to recall the quantities that change as a passenger car moves around a Ferris wheel. These were discussed
and recorded in the opening discussion of Lesson 1. In this lesson, both the vertical position of the passenger car and the
horizontal position of the car as the wheel rotates are modeled.
In this lesson, the perspective is changed so as to measure the height of the passenger car on the Ferris wheel from the
horizontal line through the center of the wheel. This means that if a Ferris wheel has a radius of 50 feet, then the
maximum value of the height function will be 50, and the minimum value of the height function will be −50. In
preparation for the introduction of the actual sine and cosine functions in Lesson 4, the 3 o’clock position will
consistently be considered the position at which the passengers board the Ferris wheel. Allow students to work in pairs
or small groups on this exercise to ensure that all students understand this shift in how the heights are measured. After
students have completed the exercise, call for a few volunteers to show their sketches and to explain their reasoning.
Lesson 2: The Height and Co-Height Functions of a Ferris Wheel 27
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Opening Exercise
Suppose a Ferris wheel has a radius of 𝟓𝟓𝟓𝟓 feet. We will measure the height of a passenger car that starts in the
3 o’clock position with respect to the horizontal line through the center of the wheel. That is, we consider the height of
the passenger car at the outset of the problem (that is, after a 𝟎𝟎° rotation) to be 𝟎𝟎 feet.
a. Mark the diagram to show the position of a passenger car at 𝟑𝟑𝟑𝟑-degree intervals as it rotates
counterclockwise around the Ferris wheel.
MP.4
b. Sketch the graph of the height function of the passenger car for one turn of the wheel. Provide appropriate
labels on the axes.
c. Explain how you can identify the radius of the wheel from the graph in part (b).
The graph of the height function for one complete turn shows a maximum height of 𝟓𝟓𝟓𝟓 feet and a minimum
height of −𝟓𝟓𝟓𝟓 feet, suggesting that the wheel’s diameter is 𝟏𝟏𝟏𝟏𝟏𝟏 feet and thus its radius is 𝟓𝟓𝟓𝟓 feet.
d. If the center of the wheel is 𝟓𝟓𝟓𝟓 feet above the ground, how high is the passenger car above the ground when
it is at the top of the wheel?
The passenger car is 𝟏𝟏𝟏𝟏𝟏𝟏 feet above the ground when it is at the top of the wheel. Since the graph displays
the height above the center of the wheel, we would need to add 𝟓𝟓𝟓𝟓 feet to 𝟓𝟓𝟓𝟓 feet to get the height (in feet)
above the ground.
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In Lesson 1 and in the Opening Exercise of this lesson, students modeled the height of a passenger car of a Ferris wheel,
which is now considered to be the vertical displacement of the car with respect to a horizontal line through the center of
the wheel. Now the horizontal position of the cars as they rotate around the wheel, which defines a function called the
co-height of the passenger car, will be considered.
 Recall that we modeled the height of a passenger car as a function of degrees as the car rotated
counterclockwise from the car’s starting point at a certain point on the wheel—either the bottom of the wheel
or at the 3 o’clock position. Is there another measurement that we can model as a function of degrees rotated
counterclockwise from the car’s starting position?
 The horizontal position of the passenger cars
 In the Opening Exercise, we changed how we measure the height of a passenger car on the Ferris wheel, and
we now consider the height to be the vertical displacement from the center of the wheel. Points near the top
of the wheel have a positive height, and points near the bottom have a negative height. That is, we measure
the height as the vertical distance from a horizontal line through the center of the wheel. With this in mind,
how should we measure the horizontal distance?
 We can measure the horizontal displacement from the vertical line through the center of the wheel.
 We will refer to the horizontal displacement of a passenger car from the vertical line through the center of the
wheel as the co-height of the car.
 Where is the car when the co-height is zero?
 The car is along the vertical line through the center of the wheel, so it is either at the top or the bottom
of the wheel.
 How can we assign positive and negative values to the co-height?
 Assign a positive value for positions on the right of the vertical line through the center of the wheel, and
assign a negative value for positions on the left of this line.
Scaffolding:
Have students record on chart
paper the co-height and height
of the car’s position when it is
either on the horizontal or
vertical axes and the number of
degrees the car has rotated
from its initial position at
3 o’clock. Post this chart for
quick reference.
 Using our Opening Exercise, what is the starting value of the co-height?
 Since the radius of the wheel is 50 feet, then the initial co-height at the 3 o’clock position is 50.
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 Now suppose, that the passenger car has rotated 90 degrees

counterclockwise from its initial position of 3 o’clock on the wheel.
What is the co-height of the car in this position?
 After rotating by 90 degrees counterclockwise, the car is
positioned at the top of the wheel, so it lies along the vertical
line through the center of the wheel. Thus, the co-height is
0 feet.
 Is there a maximum value of the co-height of a passenger car? Is there
a minimum value of the co-height?
 When the car is at the 3 o’clock position, the co-height is equal
to the radius of the wheel, which is the furthest horizontal
position from the vertical axis on the positive side. So for our example, the maximum value of the
co-height is 50.
 When the car has rotated 180 degrees from its original position and is located at the 9 o’clock position,
the co-height is equal to the opposite of the radius. This is its minimum value. For our example, the
minimum value of the co-height is −50.

These exercises can either be completed alone or in pairs. They will provide the opportunity to informally assess how
well students understood the preceding discussion. After a few minutes, call on volunteers to share their answers with
the class.
Exercises 1–3
1. Each point 𝑷𝑷𝟏𝟏 , 𝑷𝑷𝟐𝟐 , … 𝑷𝑷𝟖𝟖 on the circle in the diagram to the right
represents a passenger car on a Ferris wheel.
a. Draw segments that represent the co-height of each car.
Which cars have a positive co-height? Which cars have a
negative co-height?
The cars corresponding to points 𝑷𝑷𝟏𝟏 , 𝑷𝑷𝟐𝟐 , 𝑷𝑷𝟕𝟕 , and 𝑷𝑷𝟖𝟖 have a
positive co-height. The cars corresponding to points
𝑷𝑷𝟑𝟑 , 𝑷𝑷𝟒𝟒 , 𝑷𝑷𝟓𝟓 , and 𝑷𝑷𝟔𝟔 have a negative co-height.
b. List the points in order of increasing co-height; that is, list

the point with the smallest co-height first and the point with
the largest co-height last.
𝑷𝑷𝟓𝟓 , 𝑷𝑷𝟒𝟒 , 𝑷𝑷𝟑𝟑 , 𝑷𝑷𝟔𝟔 , 𝑷𝑷𝟐𝟐 , 𝑷𝑷𝟕𝟕 , 𝑷𝑷𝟏𝟏 , 𝑷𝑷𝟖𝟖
2. Suppose that the radius of a Ferris wheel is 𝟏𝟏𝟏𝟏𝟏𝟏 feet and the wheel rotates counterclockwise through one turn.
Define a function that measures the co-height of a passenger car as a function of the degrees of rotation from the
initial 3 o’clock position.
a. What is the domain of the co-height function?
The domain of the co-height function is [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑], where we are measuring in terms of degrees of rotation.
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b. What is the range of the co-height function?
Because the radius is 𝟏𝟏𝟏𝟏𝟏𝟏 𝐟𝐟𝐟𝐟. the range of the co-height function is [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟏𝟏𝟏𝟏𝟏𝟏].
c. How does changing the wheel’s radius affect the domain and range of the co-height function?
Changing the radius does not change the domain of the co-height function.
The range of the co-height function depends on the radius; for a wheel of radius 𝒓𝒓, the range of the co-height
function is [−𝒓𝒓, 𝒓𝒓].
3. For a Ferris wheel of radius 𝟏𝟏𝟏𝟏𝟏𝟏 feet going through one turn, how do the domain and range of the height function
compare to the domain and range of the co-height function? Is this true for any Ferris wheel?
The domain for each function is [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑], where rotations are measured in degrees. The range of each function is
[−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟏𝟏𝟏𝟏𝟏𝟏]. For any Ferris wheel, the domain of the height and co-height functions is [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑]. The range depends
on the radius, 𝒓𝒓, of the wheel, but for both the height and co-height functions, the range is [−𝒓𝒓, 𝒓𝒓]. Thus, the height
and co-height functions for a Ferris wheel have the same domain and range.
Exploratory Challenge (20 minutes): The Paper Plate Model, Revisited

Have students reconvene with the members of their paper plate model groups from Exploratory Challenge 2 in Lesson 1.
Redistribute each group’s paper plate model, which was submitted at the conclusion of the previous lesson. In Lesson 1,
students modeled a passenger car’s height relative to the ground (i.e., from the bottom of the paper). So that the
models align with the sine and cosine functions that will be introduced in future lessons, have students measure a
passenger car’s height and co-height relative to the horizontal and vertical axes through the center of the wheel.
Instruct students to measure the height and co-height every 15 degrees for a complete turn using their paper plate
model. It may be necessary to remind students that the Ferris wheel’s motion is counterclockwise. Monitor groups to
make sure they are measuring from the axes through the center of the wheel. Students may also need to be reminded
that the coordinate system has been set up so that locations below the horizontal axis through the center of the wheel
have negative height values, and values left of the vertical axis through the center of the wheel have negative co-height
values.
Students work in small groups to build a physical model and measure angles, heights, and co-heights. The student pages
provide scaffolds including a diagram they can mark up to help them understand how to measure the heights,
co-heights, and angles, as well as a table to record their measurements. Students should record their measurements in
the table, and then they should graph the height and co-height functions separately on the axes below, providing
appropriate labels on the axes.
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Exploratory Challenge: The Paper Plate Model, Revisited
Use a paper plate mounted on a sheet of paper to model a Ferris wheel, where the lower edge of the paper represents
the ground. Use a ruler and protractor to measure the height and co-height of a Ferris wheel car at various amounts of
rotation, measured with respect to the horizontal and vertical lines through the center of the wheel. Suppose that your
friends board the Ferris wheel near the end of the boarding period, and the ride begins when their car is in the three
o’clock position as shown.
a. Mark horizontal and vertical lines through the center of the wheel on the card stock behind the plate as
shown. We will measure the height and co-height as the displacement from the horizontal and vertical lines
through the center of the plate.
Paper plate
b. Using the physical model you created with your group, record your measurements in the table, and then
graph each of the two sets of ordered pairs (rotation angle, height) and (rotation angle, co-height) on
separate coordinate grids. Provide appropriate labels on the axes.
Rotation Height Co- Rotation Height Co- Rotation Height Co-

(degrees) (cm) Height (cm) (degrees) (cm) Height (cm) (degrees) (cm) Height (cm)
𝟎𝟎 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟒𝟒𝟒𝟒 𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑𝟑𝟑
𝟔𝟔𝟔𝟔 𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑𝟑𝟑
𝟕𝟕𝟕𝟕 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟗𝟗𝟗𝟗 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏
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Height as a Function of Degrees of Rotation
Co-Height as a Function of Degrees of Rotation
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While graphs may vary slightly from one group to the next, lead students to verbalize that it appears that the co-height
graph is a horizontal translation of the height graph (and vice versa).
Encourage quantitative reasoning by asking students to relate features of the graph to the scenario of a car rotating
around a Ferris wheel. The following questions can guide that discussion.
 What do the zeros of the graph of the co-height function represent in this situation?
 They represent the numbers of degrees of rotation where the passenger car is on the vertical line
through the center of the wheel and has a horizontal distance from the center equal to 0. These are the
highest and lowest positions of the car during the ride.
 What does the vertical intercept of the graph of the co-height function represent in this situation?
 It represents the radius of the wheel. At the outset of the ride, the car is at the 3 o’clock position, so it
has rotated by 0 degrees, and the distance from the center is equal to the radius of the wheel.
 How are the graphs of the height and co-height functions related to each other?
 It looks like one graph is a horizontal translation of the other by 90°.
Closing (2 minutes)
Students should respond to these questions in writing or with a partner. Use this as an opportunity to informally assess
their understanding of the height and co-height functions.
Closing
 Why do you think we named the new function the co-height?
Both functions measure a distance from the passenger car to one of the axes at various numbers of degrees of
rotation of the wheel, so the horizontal measurements are closely related to the vertical measurements.
 How are the graphs of these two functions alike? How are they different?
The graph of the co-height function appears to be a horizontal translation of the graph of the height function.
Assuming we create both functions from the same initial passenger car position on the same Ferris wheel, the
two functions will have the same domain and the same range, but the values of the functions are not the
same for the same amount of rotation. When one function has a value of zero, the other has either a
maximum value of 𝟏𝟏 or a minimum value of −𝟏𝟏.
 What does a negative value of the height function tell us about the location of the passenger car at various
positions around a Ferris wheel? What about a negative value of the co-height function?
A negative value of the height function tells us the passenger car is below the center of the Ferris wheel.
A negative value of the co-height function tells us the passenger car is left of the center of the Ferris wheel.
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Name Date
Lesson 2: The Height and Co-Height Functions of a Ferris Wheel
Exit Ticket
Zeke Memorial Park has two different-sized Ferris wheels, one with a radius of 75 feet and one with a radius of 30 feet.
For either wheel, riders board at the 3 o’clock position. Indicate which graph (a)–(d) represents the following functions
for the larger and the smaller Ferris wheels. Explain your reasoning.
Wheel with 75-foot radius Wheel with 30-foot radius

Height function: Height function:
Co-Height function: Co-Height function:
(a) (b)
(c) (d)
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Zeke Memorial Park has two different-sized Ferris wheels, one with a radius of 𝟕𝟕𝟕𝟕 feet and one with a radius of 𝟑𝟑𝟑𝟑 feet.
For either wheel, riders board at the 3 o’clock position. Indicate which graphs (a)–(d) represent the following functions
for the larger and the smaller Ferris wheels. Explain your reasoning.
Wheel with 𝟕𝟕𝟕𝟕-foot radius Wheel with 𝟑𝟑𝟑𝟑-foot radius
Height function: (a) Height function: (c)
Co-Height function: (d) Co-Height function: (b)
(a) (b)
(c) (d)
The maximum value of a passenger car’s height function over one turn will correspond to the highest point on the wheel,
which means that the maximum value of the function is the radius of the wheel. Thus, the graphs that have a maximum
value of 𝟕𝟕𝟕𝟕 correspond to the larger Ferris wheel, and the graphs that have a maximum value of 𝟑𝟑𝟑𝟑 correspond to the
smaller wheel. Since the cars begin at the 3 o’clock position, the height graphs begin at height zero, while the co-height
graphs begin with an initial co-height equal to the radius. Thus, graphs (a) and (d) correspond to the larger wheel, and
graphs (b) and (c) correspond to the smaller wheel.
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This Problem Set asks students to confirm their understanding of the co-height function and its relationship to the height
function.
1. The Seattle Great Wheel, with an overall height of 𝟏𝟏𝟏𝟏𝟏𝟏 feet,

was the tallest Ferris wheel on the West Coast at the time of its
construction in 2012. For this problem, assume that the
diameter of the wheel is 𝟏𝟏𝟏𝟏𝟏𝟏 feet.
a. Create a diagram that shows the position of a passenger
car on the Great Wheel as it rotates counterclockwise at
𝟒𝟒𝟒𝟒-degree intervals.
The Great Wheel has a diameter of 𝟏𝟏𝟏𝟏𝟏𝟏 feet, so the

radius is 𝟖𝟖𝟖𝟖. 𝟓𝟓 feet.
b. On the same set of axes, sketch graphs of the height and co-height functions for a passenger car starting at
the 3 o’clock position on the Great Wheel and completing one turn.
Below, the blue curve represents the height function, and the red curve represents the co-height function.
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c. Discuss the similarities and differences between the graph of the height function and the graph of the
co-height function.
Both the height and co-height functions have the same domain, [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑], and range, [−𝟖𝟖𝟖𝟖. 𝟓𝟓, 𝟖𝟖𝟖𝟖. 𝟓𝟓].
Both functions have the same maximum value of 𝟖𝟖𝟖𝟖. 𝟓𝟓 and minimum value of – 𝟖𝟖𝟖𝟖. 𝟓𝟓, but they occur at
different amounts of rotation. When one function takes on a value of zero, the other either takes on its
maximum value of 𝟖𝟖𝟖𝟖. 𝟓𝟓 or its minimum value of −𝟖𝟖𝟖𝟖. 𝟓𝟓. The co-height function starts at its maximum value,
and the height function starts at zero. The graph of the co-height function is the graph of the height function
translated horizontally to the left by 𝟗𝟗𝟗𝟗.
d. Explain how you can identify the radius of the wheel from either graph.
The radius of the wheel is the distance from the center of the wheel to a point on the wheel. We can easily
measure this at one of the four points when the car is at the top or bottom of the wheel or at the far left or
the far right. Thus, the radius is the difference between the maximum value of either function and zero, so
the radius is the maximum value of either the height or the co-height function.
2. In 2014, the High Roller Ferris wheel opened in Las Vegas, dwarfing the Seattle Great Wheel with a diameter of
𝟓𝟓𝟓𝟓𝟓𝟓 feet. Sketch graphs of the height and co-height functions for one complete turn of the High Roller.
Height:
Co-Height:
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3. Consider a Ferris wheel with a 𝟓𝟓𝟓𝟓-foot radius. We will track the height and co-height of passenger cars that begin at
the 3 o’clock position. Sketch graphs of the height and co-height functions for the following scenarios.
a. A passenger car on the Ferris wheel completes one turn, traveling counterclockwise.
Height:
Co-Height:
b. A passenger car on the Ferris wheel completes two full turns, traveling counterclockwise.
Height:
Co-Height:
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c. The Ferris wheel is stuck in reverse, and a passenger car on the Ferris wheel completes two full clockwise
turns.
Height:
Co-Height:
4. Consider a Ferris wheel with radius of 𝟒𝟒𝟒𝟒 feet that is rotating counterclockwise. At which amounts of rotation are
the values of the height and co-height functions equal? Does this result hold for a Ferris wheel with a different
radius?
Consider the right triangle formed by the spoke of the wheel connecting the car to the center, the horizontal axis,
and the perpendicular line dropped from the car’s position to the horizontal axis. If the value of the height and
co-height functions are equal, then the legs of this triangle have the same length, meaning that it is an isosceles
right triangle. There are four locations for such a triangle, with the passenger car being located in the first, second,
third, or fourth quadrant. However, in the second and fourth quadrants, either the co-height takes on a negative
value or the height takes on a negative value, but not both. Thus, for the co-height and height to take on the same
value, the passenger car must be in either the first or the third quadrant. In the first quadrant, the car has rotated
through 𝟒𝟒𝟒𝟒°, and in the third quadrant, the car has rotated through 𝟏𝟏𝟏𝟏𝟏𝟏° + 𝟒𝟒𝟒𝟒° = 𝟐𝟐𝟐𝟐𝟐𝟐°.
The same result holds for a Ferris wheel of any radius.
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5. Yuki is on a passenger car of a Ferris wheel at the 3 o’clock position. The wheel then rotates 𝟏𝟏𝟏𝟏𝟏𝟏 degrees
counterclockwise and gets stuck. Lee argues that she can compute the value of the co-height of Yuki’s car if she is
given one of the following two pieces of information:
i. The value of the height function of Yuki’s car, or
ii. The diameter of the Ferris wheel itself.
Is Lee correct? Explain how you know.
Lee is correct. Since Yuki’s car started at the 3 o’clock position and rotated 𝟏𝟏𝟏𝟏𝟏𝟏°, then the ending position is in the
second quadrant. The spoke of the Ferris wheel connecting her car to the center of the wheel makes a 𝟒𝟒𝟒𝟒° angle
with the horizontal, which creates a 𝟒𝟒𝟒𝟒°–𝟒𝟒𝟒𝟒°–𝟗𝟗𝟗𝟗° triangle as shown in the diagram below. Then the height and the
co-height at this position are equal, since the legs of an isosceles right triangle are congruent. Thus, if Lee knows the
value of the height function of Yuki’s car, then she knows the value of the co-height at this position.
If Lee knows the diameter of the wheel, then she knows the radius, 𝒓𝒓, which is half of the diameter. Then she knows
√𝟐𝟐
the length of a leg of an isosceles right triangle with hypotenuse of length 𝒓𝒓 is 𝒓𝒓. Thus, if Lee knows the length of
𝟐𝟐
the diameter of the wheel, then she can calculate Yuki’s co-height.
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Lesson 3: The Motion of the Moon, Sun, and Stars—

Motivating Mathematics
Student Outcomes
 Students explore the historical context of trigonometry as a motion of celestial bodies in a presumed circular
arc.
 Students describe the position of an object along a line of sight in the context of circular motion.
 Students understand the naming of the quadrants and why counterclockwise motion is deemed the positive
direction of rotation in mathematics.
Lesson Notes
This lesson provides us with another concrete example of observable periodic phenomena before we abstractly define
the sine and cosine functions used to model circular motion—the observable path of the sun across the sky as seen from
the earth. The historical roots of trigonometry lie in the attempts of astronomers to understand the motion of the stars
and planets and to measure distances between celestial objects.
In this lesson, students investigate the historical development of sine tables from ancient India, from before the sine
function had its name, and discover the work of Aryabhata I of India (pronounced air-yah-bah-tah), who lived from
476–550 C.E. Avoid using the terms sine and cosine as long as possible, delaying their introduction until the end of this
lesson when the ancient measurements are related to the triangle trigonometry that students saw in high school
Geometry, which leads into the formal definitions of these functions in the next lesson. Throughout this lesson, refer to
the functions that became the sine and cosine functions using their original Sanskrit names jya and kojya, respectively.
At the end of this lesson, explain how the name jya transformed into the modern name sine.
Consider having students do further research on the topics in this lesson, including the Babylonian astronomical diaries,
Aryabhata I, jya, and early trigonometry. A few Wikipedia pages to use as a starting point for this research are listed at
the end of the lesson.
Classwork
The lesson opens with a provocative question with the intent of uncovering what students already know about the
motion of the sun and the planets. If just the system of Earth and the sun are considered, disregarding the other
planets, then Earth and the sun both revolve around the center of mass of the system, called the barycenter. Because
the mass of the sun, 1.99 × 1030 kg, is far greater than the mass of Earth, 5.97 × 1024 kg, the barycenter is very close to
the center of the sun. Thus, scientists refer to the convention that Earth goes around the sun. However, the apparent
motion of the sun in the sky is due to the daily rotation of Earth on its axis, not the motion of Earth orbiting the sun.
Lesson 3: The Motion of the Moon, Sun, and Stars—Motivating Mathematics 42
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Opening (7 minutes)
Read the following prompts aloud and discuss as a class.
Opening
Why does it look like the sun moves across the sky?
The sun essentially stays still, but the earth rotates on its axis once every 𝟐𝟐𝟐𝟐 hours; so, if an observer were standing in one
place for 𝟐𝟐𝟐𝟐 hours, it would appear that the sun becomes visible in the east, travels across the sky, and sets in the west.
Is the sun moving, or are you moving?
Technically, both are moving, but the sun moves imperceptibly while an observer on the face of the earth rotates away
from the sun. I would say that the observer is moving.
In ancient Greek mythology, the god Helios was the personification of the sun. He rode across the sky every day in his
chariot led by four horses. Why do your answers make it believable that in ancient times people imagined the sun was
pulled across the sky each day?
If we did not know that the earth rotated every day, then a reasonable explanation would be that the sun moved across
the sky each day.
 Today, we know that Earth revolves around an axis once every 24 hours, and that rotation causes a period of
sunlight and a period of darkness that we call a day.
 For this lesson, imagine that we are stationary and the sun is moving. In fact, we can imagine that we are at
the center of a giant Ferris wheel and the sun is one of the passengers.
This section includes historical facts to lay the groundwork for the example from the beginnings of trigonometry.
Although many ancient civilizations have left records of astronomical observations, including the Babylonians and
ancient Greeks, the focus of the lesson is on some work done in ancient India—primarily the work of Aryabhata I, born
in the year 476 C.E.
 Babylon was a city-state founded in 2286 B.C.E. in Mesopotamia, located about 85 miles south of Baghdad in
modern day Iraq.
 The Babylonians wrote in cuneiform, a system of making marks on clay tablets
with a stylus made from a reed with a triangular tip. Because clay is a fairly Scaffolding:
permanent medium, many tablets have survived until modern times, which The words Babylon, cuneiform,
means that we have a lot of information about how they approached stylus, and decipher may need
mathematics and science. It wasn’t until 1836 that the French scholar Eugene repeated choral rehearsal. The
Burnouf began to decipher cuneiform so we could read these documents. For image can be used to illustrate
example, the tablet shown is known as Plimpton 322 and dates back to and explain the word
1800 B.C.E. It contains a table of Pythagorean triples (𝑎𝑎, 𝑏𝑏, 𝑐𝑐) written in cuneiform.
cuneiform using the Babylonian base-60 number system.
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 Babylonian astronomers recorded astronomical phenomena in a set of tablets now known as The Babylonian
Astronomical Diaries beginning around the year 750 B.C.E. and continuing through the first century B.C.E.
 The Babylonians observed that stars move in large and roughly circular arcs. From our perspective on Earth,
the most prominent star, the sun, rises in the east, travels overhead, and then settles in the west prior to
repeating its cycle in another twelve hours.
 Babylonian mathematics was influential on the mathematical development of the Egyptians and Greeks, and
the Greeks traded goods and knowledge with ancient India. It was in ancient India that new mathematics was
developed to describe these celestial observations. The work of the astronomer-mathematician Aryabhata I,
born in 476 C.E., is of particular interest to our discussion.
 In ancient times, scholars assumed a geocentric model of the solar system, meaning that Earth was the center
of the solar system, and all planets and stars and the sun revolved around Earth. We are assuming this model,
even though it contradicts modern scientific convention. In 1532 C.E., Nicolas Copernicus proposed a
heliocentric model of the solar system in which Earth and the other planets revolved around the sun.
This model was very controversial at the time but has allowed modern scientists to understand the nature of
our solar system and our universe.
 We assume the Babylonian conjecture—that stars and the sun travel on circular paths around the center of
Earth. Then, we model a star’s physical path relative to an observation point on Earth using the mathematics
developed by Aryabhata I.
After discussing, ask students to summarize the information to a neighbor. Use this as a moment to informally assess
understanding by listening to conversations.
The information above is provided as background information to present to students. At a minimum, set the stage for
Example 1 by announcing that the class is traveling back in time to the earliest uses of what is now called trigonometry.
Ancient astronomers, who at the time believed that the sun and all other celestial bodies revolved around Earth, realized
that they could model a star’s physical path relative to an observation point on Earth using mathematics. Introduce the
terms geocentric and heliocentric to students, and post the words on a word wall in the classroom. Also, discuss that
while Greek and Babylonian mathematicians and astronomers tracked celestial bodies as they moved through the sky,
this lesson focuses on the work of Aryabhata I (b. 476 C.E.) of India.
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Using the historical context, students model the apparent motion of the sun with Earth as the center of its orbit.
Guide the class through this example, using the board. Students should follow along in their notes, copying diagrams as
necessary. Begin by drawing a large circle on the board, with its center (a point) clearly indicated:
𝑆𝑆 (Sun)
𝐸𝐸 (Earth)
 In this model, we consider an observer at a fixed point 𝐸𝐸 on Earth, and we condense the sun to a point 𝑆𝑆 that
moves in an apparent circular path around point 𝐸𝐸.
 Suppose that the observer faces north. To this person, the sun appears to travel counterclockwise around a
semicircle, appearing (rising) in the east and disappearing (setting) in the west. Then, the path of the sun can
be modeled by a circle with the observer at the center, and the portion where the sun can be seen is
represented by the semicircle between the easternmost and westernmost points. Note to teacher: This setup
does put the center of the circle as a point on the surface of the earth and not as the point at the center of the
earth. We can disregard this apparent discrepancy because the radius of Earth, 3,963 miles, is negligible when
compared to the 93 million-mile distance from Earth to the sun.
 A full revolution of the sun, 𝑆𝑆, around the circle represents a day, or 24 hours.
 To our observer, the sun is not visible at night. How can we reflect this fact in our model?
 When the sun travels along the lower semicircle (i.e., below the line of the horizon), the sun is not
visible to the observer. So we shade the lower half of the circle, which reflects nighttime. We do not
consider the position of the sun when it cannot be seen.
Sun
(Visible by day)
Earth
Sun
Not visible at night
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 Recall that the sun rises in the east and sets in the west, so its apparent
motion in our model is counterclockwise. Indeed, this is where our notion of
clockwise and counterclockwise comes from; if we are in the Northern
Hemisphere, as the sun moves counterclockwise, shadows move clockwise.
Thus, the shade on a sundial used to mark the passage of time moves in the
opposite direction as the sun across the sky. This is why our clocks go
clockwise, but the sun travels counterclockwise.
 Accordingly, to model the movement of the sun, we measure the angle of
elevation of the sun as it moves counterclockwise, as shown:
𝑆𝑆
𝑟𝑟
𝐸𝐸 𝜃𝜃°
Discuss the information provided in the Student Materials.
Discussion
In mathematics, counterclockwise rotation is considered to be the positive direction of rotation, which runs counter to
our experience with a very common example of rotation: the rotation of the hands on a clock.
 Is there a connection between counterclockwise motion being considered to be positive and the naming of
the quadrants on a standard coordinate system?
Yes! The quadrants are ordered according to the (counterclockwise) path the sun takes, beginning when it
rises from the east.
𝐼𝐼𝐼𝐼 𝐼𝐼
𝑆𝑆
𝑟𝑟
𝑬𝑬 𝜃𝜃° Sun rises here
Sun sets here
𝐼𝐼𝐼𝐼 𝐼𝐼𝐼𝐼
 What does the circle’s radius, 𝒓𝒓, represent?
The radius length 𝒓𝒓 represents the distance between the center of the earth and the center of the sun.
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ALGEBRA II
 We can describe the position of the sun relative to the earth using only the distance 𝑟𝑟 and the angle of
elevation of the sun with the horizon (the horizontal line through point 𝐸𝐸). Since we are assuming the sun
travels along a circular path centered at 𝐸𝐸, the radius is constant. Thus, the location of the sun is determined
solely by the angle of elevation 𝜃𝜃 measured in degrees.
 Remember that astronomers were interested in the height of the stars and planets above Earth. Since it is not
possible to just build a very tall ladder and take measurements, they had to devise other ways to estimate
these distances. This notion of measuring the height of the stars and planets above Earth is similar to how we
measured the height of the passenger car on a Ferris wheel in the previous lessons.
Before introducing the work of Aryabhata that led to trigonometry, have students summarize the work in this example
by responding to the question and discussing their thoughts with a partner. Have a few students share out to the whole
class as well.
 How has the motion of the sun influenced the development of mathematics?
The naming of the quadrants and the idea of measuring rotations counterclockwise make sense in terms of
how we perceive the movement of stars and planets on Earth.
 How is measuring the height of the sun like measuring the Ferris wheel passenger car height in the previous
lessons?
Both situations relate a vertical distance to a measurement of rotation from an initial reference point.
Discussion (4 minutes) Scaffolding:

 The words Aryabhata, jya, and
In this section, we discuss the historical terms used by Aryabhata I in his kojya can be chorally repeated
astronomical work that led to trigonometry. Sanskrit names are spelled by students. Point to these
phonetically in the Roman alphabet, so Aryabhata is pronounced Air-yah-bah-ta. terms on the image while asking
 The best-known work of the Indian scholar Aryabhata I, born in 476 C.E., is students to repeat them out
loud.
the Aryabhatiya, a compilation of mathematical and astronomical results
that was not only used to support new developments in mathematics in  For advanced learners, describe
India and Greece but also provides us with a snapshot of what was known the terms in words only and have
at that time. We are using his developments to model the position of the them draw the diagram or label
sun in the sky. Aryabhata I spoke and wrote in the Sanskrit language. the appropriate parts of a
diagram without having seen the
 An arc of a circle together with the chord joining the ends of the arc are image first.
shaped like a bow and bowstring. The Sanskrit word for bowstring is
samastajya. Indian mathematicians often used the half-chord ardhajya,
so Aryabhata I used the abbreviation jya (pronounced jhah) for half of the
length of the chord joining the endpoints of the arc of the circle.
 The term koti-jya, often abbreviated in Indian texts as kojya, means the
side of a right-angled triangle, one of whose sides is the jya.
 Indian astronomers used a value of 𝑟𝑟 = 3438 to represent the distance
from the earth to the sun because this is roughly the radius of a circle
whose circumference is 360°, which is (360 ∙ 60′ ) or 21,600′, measured
in minutes.
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ALGEBRA II

3
In his text Aryabhatiya, Aryabhata constructed a table of values of the jya in increments of 3 degrees, which were used
4
to calculate the positions of astronomical objects. The recursive formula he used to construct this table is as follows:
𝑠𝑠1 = 225
(𝑠𝑠1 + 𝑠𝑠2 + ⋯ + 𝑠𝑠𝑛𝑛 )
𝑠𝑠𝑛𝑛+1 = 𝑠𝑠𝑛𝑛 + 𝑠𝑠1 −
𝑠𝑠1
3
where 𝑛𝑛 counts the increments of 3 °. Then, jya(𝑛𝑛 ∙ 3°) = 𝑠𝑠𝑛𝑛 .
4
Exercises 1–4
1. Calculate 𝐣𝐣𝐲𝐲𝐲𝐲(𝟕𝟕°), 𝐣𝐣𝐣𝐣𝐣𝐣(𝟏𝟏𝟏𝟏°), 𝐣𝐣𝐣𝐣𝐣𝐣(𝟏𝟏𝟏𝟏°), and 𝐣𝐣𝐣𝐣𝐣𝐣(𝟏𝟏𝟏𝟏°) using Aryabhata’s formula 1, round to the nearest integer, and
add your results to the table below. Leave the rightmost column blank for now.
𝜽𝜽, in 𝜽𝜽, in
𝒏𝒏 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°) 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝒏𝒏 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°) 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
degrees degrees
𝟑𝟑 𝟑𝟑
𝟏𝟏 𝟑𝟑 𝟐𝟐𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟒𝟒 𝟒𝟒
𝟏𝟏 𝟏𝟏
𝟐𝟐 𝟕𝟕 𝟒𝟒𝟒𝟒𝟒𝟒 𝟏𝟏𝟏𝟏 𝟓𝟓𝟓𝟓 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟑𝟑 𝟏𝟏𝟏𝟏 𝟔𝟔𝟔𝟔𝟔𝟔 𝟏𝟏𝟏𝟏 𝟓𝟓𝟓𝟓 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟒𝟒 𝟒𝟒
𝟒𝟒 𝟏𝟏𝟏𝟏 𝟖𝟖𝟖𝟖𝟖𝟖 𝟏𝟏𝟏𝟏 𝟔𝟔𝟔𝟔 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑 𝟑𝟑
𝟓𝟓 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟔𝟔𝟔𝟔 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒 𝟒𝟒
𝟏𝟏 𝟏𝟏
𝟔𝟔 𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟔𝟔𝟔𝟔 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟕𝟕 𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟕𝟕𝟕𝟕 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒 𝟒𝟒
𝟖𝟖 𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐 𝟕𝟕𝟕𝟕 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟑𝟑 𝟑𝟑
𝟗𝟗 𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐 𝟕𝟕𝟕𝟕 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒 𝟒𝟒
𝟏𝟏 𝟏𝟏
𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟖𝟖𝟖𝟖 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟖𝟖𝟖𝟖 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒 𝟒𝟒
𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟗𝟗𝟗𝟗 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
1Inconstructing the table, Aryabhata made adjustments to the values of his approximation to the jya to match his observational data.
The first adjustment occurs in the calculation of jya(30°). Thus, the entire table cannot be accurately constructed using this formula.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. Label the angle 𝜽𝜽, 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°), 𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤(𝜽𝜽°), and 𝒓𝒓 in the diagram shown below.
𝐼𝐼𝐼𝐼 𝐼𝐼
𝑆𝑆
Sun rises here

𝑬𝑬
Sun sets here
MP.7
𝐼𝐼𝐼𝐼𝐼𝐼 𝐼𝐼𝐼𝐼
a. How does this relate to something you’ve done before?
Jya and kojya are lengths of the sides of a right triangle. They are also like the height and co-height functions
of the passenger car on a Ferris wheel.
b. How do 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°) and 𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤(𝜽𝜽°) relate to lengths we already know?
From prior work with triangle trigonometry, 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°) = 𝒓𝒓 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤𝐤(𝜽𝜽°) = 𝒓𝒓 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
3. Use your calculator to compute 𝒓𝒓 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) for each value of 𝜽𝜽 in the table from Exercise 1, where 𝒓𝒓 = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑.
Record this in the blank column on the right in Exercise 1, rounding to the nearest integer. How do Aryabhata’s
approximated values from around the year 500 C.E. compare to the value we can calculate with our modern
technology?
The values are surprisingly close.
If we set 𝑟𝑟 = 1, then jya(𝛼𝛼°) = sin(𝛼𝛼°), and kojya(𝛼𝛼°) = cos(𝛼𝛼°); so, Aryabhata constructed the first known sine table
in mathematics. This table was used to calculate the positions of the planets, the stars, and the sun in the sky.
If the first instance of the function we know now as the sine function started off with the Sanskrit name jya, how did it
get to be called sine?
• We know that Aryabhata referred to this length as jya.
• Transcribed letter-by-letter into Arabic in the 10th century, jya became jiba. In medieval writing, scribes
regularly omitted vowels to save time, space, and resources, so the Arabic scribes wrote just jb.
• Since jiba isn’t a real word in Arabic, later readers interpreted jb as jaib, which is an Arabic word meaning cove
or bay.
• When translated into Latin around 1150 C.E., jaib became sinus, which is the Latin word for bay.
• Sinus got shortened into sine in English.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercise 4 (7 minutes)
Have students complete this exercise in groups. While part (a) is relatively Scaffolding:
straightforward, part (b) requires some thought and discussion.
Encourage struggling students
to draw a semicircle to
4. We will assume that the sun rises at 6:00 a.m., is directly overhead at 12:00 noon, and sets represent the path of the sun
at 6:00 p.m. We measure the height of the sun by finding its vertical distance from the across the sky. Label the
horizon line; the horizontal line that connects the easternmost point, where the sun rises, to intersections with the
the westernmost point, where the sun sets.
horizontal and vertical axes as
a. Using 𝒓𝒓 = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑, as Aryabhata did, find the height of the sun at the times listed in the
6:00 a.m., 12:00 p.m., and
following table:
6:00 p.m.
Time of day Height
6:00 a.m.
7:00 a.m.
8:00 a.m.
9:00 a.m.
10:00 a.m.
11:00 a.m.
12:00 p.m.
Given this scenario, the sun will move 𝟏𝟏𝟏𝟏° each hour. Then the heights will be:
6:00 a.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟎𝟎°) = 𝟎𝟎 10:00 a.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟔𝟔𝟔𝟔°) = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
7:00 a.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟏𝟏𝟏𝟏°) = 𝟖𝟖𝟖𝟖𝟖𝟖 11:00 a.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟕𝟕𝟕𝟕°) = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
8:00 a.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟑𝟑𝟑𝟑°) = 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 12:00 p.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟗𝟗𝟗𝟗°) = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
9:00 a.m. → 𝐣𝐣𝐣𝐣𝐣𝐣(𝟒𝟒𝟒𝟒°) = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
b. Now, find the height of the sun at the times listed in the following table using the actual distance from the
earth to the sun, which is 𝟗𝟗𝟗𝟗 million miles.
Time of day Height

6:00 a.m.
7:00 a.m.
8:00 a.m.
9:00 a.m.
10:00 a.m.
11:00 a.m.
12:00 p.m.
𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°)
The sun will move 𝟏𝟏𝟏𝟏° each hour, and we calculate the height at position 𝜽𝜽 by ∙ 𝟗𝟗𝟗𝟗. Our units are
𝒓𝒓
millions of miles. Then, the heights, in millions of miles, will be:
𝐣𝐣𝐣𝐣𝐣𝐣�𝟎𝟎°� 𝐣𝐣𝐣𝐣𝐣𝐣�𝟔𝟔𝟔𝟔°�
6:00 a.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟎𝟎. 𝟎𝟎 10:00 a.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟖𝟖𝟖𝟖. 𝟔𝟔
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟏𝟏𝟏𝟏°� 𝐣𝐣𝐣𝐣𝐣𝐣�𝟕𝟕𝟕𝟕°�
7:00 a.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟐𝟐𝟐𝟐. 𝟏𝟏 11:00 a.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟖𝟖𝟖𝟖. 𝟖𝟖
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟑𝟑𝟑𝟑°� 𝐣𝐣𝐣𝐣𝐣𝐣�𝟗𝟗𝟗𝟗°�
8:00 a.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟒𝟒𝟒𝟒. 𝟓𝟓 12:00 p.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟗𝟗𝟗𝟗
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟒𝟒𝟒𝟒°�
9:00 a.m. → 𝟗𝟗𝟗𝟗 ∙ = 𝟔𝟔𝟔𝟔. 𝟖𝟖
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Closing (2 minutes)
Have students respond to the following questions, either in writing, to a partner, or as a class. Use this as an opportunity
to informally assess understanding of the lesson.
 Our exploration of the historical development of the sine table is based on observations of the motion of the
planets and stars in Babylon and India. Is it based on a geocentric or heliocentric model? What does that term
mean?
 It is based on a geocentric model, which assumes that celestial bodies rotate around Earth.
 How is Aryabhata’s function jya related to the sine of an angle of a triangle?
 When the rotation is an acute angle, the function jya is the same as the sine of an angle of a triangle.
 How does the apparent motion of the sun in the sky relate to the motion of a passenger car of a Ferris wheel?
 Using an ancient (and outdated) geocentric model of the solar system, we can think of the sun as a
passenger car on a gigantic Ferris wheel, with the radius the distance from the earth to the sun.
The following facts are some important summary elements.
Lesson Summary
Ancient scholars in Babylon and India conjectured that celestial motion was circular; the sun and other stars
orbited the earth in a circular fashion. The earth was presumed to be the center of the sun’s orbit.
The quadrant numbering in a coordinate system is consistent with the counterclockwise motion of the sun, which
rises from the east and sets in the west.
The 6th century Indian scholar Aryabhata created the first sine table, using a measurement he called jya.
The purpose of his table was to calculate the position of the sun, the stars, and the planets.
References:
http://en.wikipedia.org/wiki/Jya
http://en.wikipedia.org/wiki/Aryabhata
http://en.wikipedia.org/wiki/Babylonian astronomical diaries
T. Hayashi, “Aryabhata’s Rule and Table for Sine-Differences”, Historia Mathematica 24 (1997), 396–406.
The Crest of the Peacock, 3rd Edition, George Gheverghese Joseph, Princeton University Press, 2011.
An Introduction to the History of Mathematics, 6th Edition, Howard Eves, Brooks-Cole, 1990.
A History of Mathematics, 2nd Edition, Carl B. Boyer, Wiley & Sons, 1991.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 3: The Motion of the Moon, Sun, and Stars—Motivating

Mathematics
Exit Ticket
1. Explain why counterclockwise is considered to be the positive direction of rotation in mathematics.
2. Suppose that you measure the angle of elevation of your line of sight with the sun to be 67.5°. If we use the value
of 1 astronomical unit (abbreviated AU) as the distance from the earth to the sun, use the portion of the jya table
below to calculate the sun’s apparent height in astronomical units.
𝜽𝜽, in degrees 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°)

3
48 2585
4
1
52 2728
2
1
56 2859
4
60 2978
3
63 3084
4
1
67 3177
2
1
71 3256
4
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Explain why counterclockwise is considered to be the positive direction of rotation in mathematics.
Clocks were invented based on the movement of the shadows across a sundial. These shadows then move in the
direction we call clockwise. The sun, on the other hand, moves in the opposite direction as the shadows, so the sun
appears to move counterclockwise with respect to us if we are facing north in the Northern Hemisphere. Since our
observations are based on the movement of the sun, the direction of the sun’s path, starting in the east, rising, and
setting in the west, determined our conventions for the direction of rotation considered positive in the coordinate
plane.
2. Suppose that you measure the angle of elevation of your line of sight with the sun to be 𝟔𝟔𝟔𝟔. 𝟓𝟓°. If we use the value
of 𝟏𝟏 astronomical unit (abbreviated AU) as the distance from the earth to the sun, use the portion of the jya table
below to calculate the sun’s apparent height in astronomical units.
The only value we need from the table is 𝐣𝐣𝐣𝐣𝐣𝐣(𝟔𝟔𝟔𝟔. 𝟓𝟓°) = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑. Since we are 𝜽𝜽, in degrees 𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°)
using a radius of 𝟏𝟏 astronomical unit, the apparent height will be smaller 𝟑𝟑
𝟒𝟒𝟒𝟒 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
than 𝟏𝟏. We have: 𝟒𝟒
𝐣𝐣𝐣𝐣𝐣𝐣(𝟔𝟔𝟔𝟔. 𝟓𝟓°) 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝟏𝟏
𝟓𝟓𝟓𝟓 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
� � ∙ 𝟏𝟏 𝐀𝐀𝐀𝐀 = 𝐀𝐀𝐀𝐀 = 𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗 𝐀𝐀𝐀𝐀. 𝟐𝟐
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏
𝟓𝟓𝟓𝟓 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟒𝟒
𝟔𝟔𝟔𝟔 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑
𝟔𝟔𝟔𝟔 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒
𝟏𝟏
𝟔𝟔𝟔𝟔 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟐𝟐
𝟏𝟏
𝟕𝟕𝟕𝟕 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟒𝟒
1. An Indian astronomer noted that the angle of his line of sight to Venus measured 𝟓𝟓𝟓𝟓°. We now know that the
average distance from Earth to Venus is 𝟏𝟏𝟏𝟏𝟏𝟏 million miles. Use Aryabhata’s table to estimate the apparent height of
Venus. Round your answer to the nearest million miles.
𝐣𝐣𝐣𝐣𝐣𝐣�𝟓𝟓𝟓𝟓.𝟓𝟓°�
By the table, 𝐣𝐣𝐣𝐣𝐣𝐣(𝟓𝟓𝟓𝟓. 𝟓𝟓°) = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐. Since 𝟏𝟏𝟏𝟏𝟏𝟏 ∙ = 𝟏𝟏𝟏𝟏𝟏𝟏, the apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏 million miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
2. Later, the Indian astronomer saw that the angle of his line of sight to Mars measured 𝟖𝟖𝟖𝟖°. We now know that the
average distance from Earth to Mars is 𝟏𝟏𝟏𝟏𝟏𝟏 million miles. Use Aryabhata’s table to estimate the apparent height of
Mars. Round your answer to the nearest million miles.
𝐣𝐣𝐣𝐣𝐣𝐣�𝟖𝟖𝟖𝟖.𝟓𝟓°�
By the table, 𝐣𝐣𝐣𝐣𝐣𝐣(𝟖𝟖𝟖𝟖. 𝟓𝟓°) = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑. Since 𝟏𝟏𝟏𝟏𝟏𝟏 ∙ = 𝟏𝟏𝟏𝟏𝟏𝟏, the apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏 million miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. The moon orbits the earth in an elongated orbit, with an average distance of the moon from the earth of roughly
𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 miles. It takes the moon 𝟐𝟐𝟐𝟐. 𝟑𝟑𝟑𝟑 days to travel around the earth, so the moon moves with respect to the
stars roughly 𝟎𝟎. 𝟓𝟓° every hour. Suppose that angle of inclination of the moon with respect to the observer measures
𝟒𝟒𝟒𝟒° at midnight. As in Example 1, an observer is standing still and facing north. Use Aryabhata’s jya table to find
the apparent height of the moon above the observer at the times listed in the table below, to the nearest thousand
miles.
Angle of elevation 𝜽𝜽,

Time (hour:min) Height
in degrees
12:00 a.m.
7:30 a.m.
3:00 p.m.
10:30 p.m.
6:00 a.m.
1:30 p.m.
9:00 p.m.
𝟑𝟑
Students must realize that every 𝟕𝟕. 𝟓𝟓 hours, the moon travels 𝟎𝟎. 𝟓𝟓° × 𝟕𝟕. 𝟓𝟓 = 𝟑𝟑 °. Thus, we approximate the
𝟒𝟒
𝐣𝐣𝐣𝐣𝐣𝐣(𝜽𝜽°)
apparent height of the moon by ∙ 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 when the angle of elevation is 𝜽𝜽.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
12:00 a.m. → 𝜽𝜽 = 𝟒𝟒𝟒𝟒; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟑𝟑 𝐣𝐣𝐣𝐣𝐣𝐣�𝟒𝟒𝟒𝟒𝟑𝟑𝟒𝟒°�
7:30 a.m. → 𝜽𝜽 = 𝟒𝟒𝟒𝟒 ; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟒𝟒 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏 𝐣𝐣𝐣𝐣𝐣𝐣�𝟓𝟓𝟓𝟓𝟏𝟏𝟐𝟐°�
3:00 p.m. → 𝜽𝜽 = 𝟓𝟓𝟓𝟓 ; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏 𝐣𝐣𝐣𝐣𝐚𝐚�𝟓𝟓𝟓𝟓𝟏𝟏𝟒𝟒°�
10:30 p.m. → 𝜽𝜽 = 𝟓𝟓𝟓𝟓 ; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟒𝟒 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟔𝟔𝟔𝟔°�
6:00 a.m. → 𝜽𝜽 = 𝟔𝟔𝟔𝟔; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟑𝟑 𝐣𝐣𝐣𝐣𝐣𝐣�𝟔𝟔𝟔𝟔𝟑𝟑𝟒𝟒°�
1:30 p.m. → 𝜽𝜽 = 𝟔𝟔𝟔𝟔 ; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟒𝟒 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏 𝐣𝐣𝐣𝐣𝐣𝐣�𝟔𝟔𝟔𝟔𝟏𝟏𝟐𝟐°�
9:00 p.m. → 𝜽𝜽 = 𝟔𝟔𝟔𝟔 ; 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 ∙ ≈ 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 Apparent height is 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 miles.
𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
4. George wants to apply Aryabhata’s method to estimate the height of the International Space Station, which orbits
Earth at a speed of about 𝟏𝟏𝟏𝟏, 𝟓𝟓𝟓𝟓𝟓𝟓 miles per hour. This means that the space station makes one full rotation around
Earth roughly every 𝟗𝟗𝟗𝟗 minutes. The space station maintains a low earth orbit, with an average distance from Earth
of 𝟐𝟐𝟐𝟐𝟐𝟐 miles.
a. George supposes that the space station is just visible on the eastern horizon at 12:00 midnight, so its
apparent height at that time would be 𝟎𝟎 miles above the horizon. Use Aryabhata’s jya table to find the
apparent height of the space station above the observer at the times listed in the table below.
Angle of elevation 𝜽𝜽,

Time (hour:min:sec) Height
in degrees
12:00:00 a.m.
12:03:45 a.m.
12:07:30 a.m.
12:11:15 a.m.
12:15:00 a.m.
12:18:45 a.m.
12:22:30 a.m.
Students must realize that every 𝟗𝟗𝟗𝟗 minutes the space station travels one full revolution, so in 𝟑𝟑 minutes, the
𝟏𝟏 𝟏𝟏𝟏𝟏 𝐣𝐣𝐣𝐣𝐣𝐣(𝒏𝒏∙𝟏𝟏𝟏𝟏°)
space station travels through a rotation of ∙ (𝟑𝟑𝟑𝟑𝟑𝟑°) = 𝟏𝟏𝟏𝟏°. Thus, we use ∙ 𝟐𝟐𝟐𝟐𝟐𝟐 for the
𝟗𝟗𝟗𝟗 𝟒𝟒 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
height at 𝒏𝒏 ∙ 𝟑𝟑 minutes after 12:00 a.m.
𝐣𝐣𝐣𝐣𝐣𝐣�𝟎𝟎°�
12:00:00 a.m. → 𝜽𝜽 = 𝟎𝟎; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟎𝟎 The apparent height is 𝟎𝟎 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟏𝟏𝟏𝟏°�
12:03:45 a.m. → 𝜽𝜽 = 𝟏𝟏𝟏𝟏; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟔𝟔𝟔𝟔 The apparent height is 𝟔𝟔𝟔𝟔 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟑𝟑𝟑𝟑°�
12:07:30 a.m. → 𝜽𝜽 = 𝟑𝟑𝟑𝟑; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟏𝟏𝟏𝟏𝟏𝟏 The apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
12:11:15 a.m. → 𝜽𝜽 = 𝟒𝟒𝟒𝟒; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟏𝟏𝟏𝟏𝟏𝟏 The apparent height is 𝟏𝟏𝟏𝟏𝟏𝟏 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟔𝟔𝟔𝟔°�
12:15:00 a.m. → 𝜽𝜽 = 𝟔𝟔𝟔𝟔; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟐𝟐𝟐𝟐𝟐𝟐 The apparent height is 𝟐𝟐𝟐𝟐𝟐𝟐 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟕𝟕𝟕𝟕°�
12:18:45 a.m. → 𝜽𝜽 = 𝟕𝟕𝟕𝟕; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟐𝟐𝟐𝟐𝟐𝟐 The apparent height is 𝟐𝟐𝟐𝟐𝟐𝟐 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝐣𝐣𝐣𝐣𝐣𝐣�𝟗𝟗𝟗𝟗°�
12:22:30 a.m. → 𝜽𝜽 = 𝟗𝟗𝟗𝟗; 𝟐𝟐𝟐𝟐𝟐𝟐 ∙ = 𝟐𝟐𝟐𝟐𝟐𝟐 The apparent height is 𝟐𝟐𝟐𝟐𝟐𝟐 miles.
𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. When George presents his solution to his classmate Jane, she tells him that his model isn’t appropriate for
this situation. Is she correct? Explain how you know. (Hint: As we set up our model in the first discussion,
we treated our observer as if he was the center of the orbit of the sun around the earth. In part (a) of this
problem, we treated our observer as if she were the center of the orbit of the International Space Station
around Earth. The radius of Earth is approximately 𝟑𝟑, 𝟗𝟗𝟗𝟗𝟗𝟗 miles, the space station orbits about 𝟐𝟐𝟐𝟐𝟐𝟐 miles
above Earth’s surface, and the distance from Earth to the sun is roughly 𝟗𝟗𝟗𝟗, 𝟎𝟎𝟎𝟎𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎 miles. Draw a picture
of the earth and the path of the space station, and then compare that to the points with heights and rotation
angles from part (a).)
The semicircular path of the space station in this

model will have a radius of 𝟐𝟐𝟐𝟐𝟐𝟐 miles. However,
because 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟐𝟐𝟐𝟐𝟐𝟐 = 𝟒𝟒𝟒𝟒𝟒𝟒𝟒𝟒, the space station
should have a radius of 𝟒𝟒, 𝟐𝟐𝟐𝟐𝟏𝟏 miles. In this
MP.4
model, the space station starts at a point 𝟐𝟐𝟐𝟐𝟐𝟐
miles to the east of the observer and crashes into
Earth at a point 𝟐𝟐𝟐𝟐𝟐𝟐 miles to the west of the
observer. Thus, this is not an appropriate model to
use for the height of the International Space
Station.
The problem is that the radius of Earth is negligible

in comparison to the distance of 𝟗𝟗𝟗𝟗, 𝟎𝟎𝟎𝟎𝟎𝟎, 𝟎𝟎𝟎𝟎𝟎𝟎
miles from the surface of Earth to the sun, but the
radius of Earth is not negligible in comparison to the
distance of 𝟐𝟐𝟐𝟐𝟐𝟐 miles from the surface of Earth to
the International Space Station.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 4: From Circle-ometry to Trigonometry
Student Outcomes
 Students define sine and cosine as functions for degrees of rotation of the ray formed by the positive 𝑥𝑥-axis up
to one full turn.
 Students use special triangles to geometrically determine the values of sine and cosine for 30, 45, 60, and
90 degrees.
Lesson Notes
In the preceding lessons, students have developed the height and co-height functions of a passenger car on a Ferris
wheel and considered the historical roots of trigonometry through developments in astronomy. From these
experiences, we extract the meaning of the sine and cosine of a number of degrees of rotation. For consistency with
their past experiences with triangle trigonometry, we need to demonstrate that our new functions of sine and cosine are
generalizations of the sine and cosine functions of an angle in a triangle studied in geometry. For this lesson confine
discussion to rotations by a number of degrees between 0 and 360. Lesson 5 extends the domain of the sine and cosine
functions to the entire real line, and Lesson 9 transitions from measuring rotation in degrees to measuring rotation in
radians. This entire lesson should be taught without using calculators.
Notating Trigonometric Functions: It is convenient, as adults, to use the notation sin2 𝑥𝑥 to refer to the value of the
square of the sine function. However, rushing too fast to this abbreviated notation for trigonometric functions leads to
incorrect understandings of how functions are manipulated, which can lead students to think that sin 𝑥𝑥 is short for
sin 𝑥𝑥
sin ⋅ 𝑥𝑥 and incorrectly divide out the variable, so that becomes sin.
𝑥𝑥
To reduce these types of common notation-driven errors later, this curriculum is very deliberate about how and when
we use abbreviated function notation for sine, cosine, and tangent:
1. In Geometry, sine, cosine, and tangent are thought of as the value of ratios of triangles, not as functions. No attempt
is made to describe the trigonometric ratios as functions on the real line. Therefore, the notation is just an
abbreviation for the sine of an angle (sin ∠𝐴𝐴) or sine of an angle measure (sin 𝜃𝜃). Parentheses are used more for
grouping and clarity reasons than as symbols used to represent a function.
2. In Algebra II, to distinguish between the ratio version of sine in geometry, all sine functions are notated as functions:
sin(𝑥𝑥) is the value of the sine function for the real number 𝑥𝑥, just like 𝑓𝑓(𝑥𝑥) is the value of the function 𝑓𝑓 for the real
number 𝑥𝑥. In this course, strictly maintain parentheses as part of function notation, writing for example,
sin�𝜃𝜃� sin 𝜃𝜃
tan(𝜃𝜃) = instead of tan 𝜃𝜃 = , to maintain function notation integrity. The expression (sin(𝜃𝜃))2 is
cos�𝜃𝜃� cos 𝜃𝜃
abbreviated by sin2 (𝜃𝜃) in Algebra II, maintaining the use of function notation through the use of parentheses.
3. By Precalculus and Advanced Topics, students have had two full years of working with sine, cosine, and tangent as
both ratios and functions. It is finally in this year that we begin to blur the distinction between ratio and function
notations and write, for example, sin2 𝜃𝜃 as the value of the square of the sine function for the real number 𝜃𝜃, which
is how most calculus textbooks notate these functions.
Lesson 4: From Circle-ometry to Trigonometry 57
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Classwork
We begin the lesson with an opening exercise that requires that students find the sine and cosine of an angle in a right
triangle with given side lengths so that they recall the previous definitions of the trigonometric ratios. We need students
to recall the side lengths of the special triangles from Geometry, so that is also part of the Opening Exercise.
Opening Exercises (4 minutes)

Allow students to work in pairs or small groups to encourage recall of triangle Scaffolding:
trigonometry from Geometry. Do not allow the use of calculators.
 Place a chart at the front of the room
showing the relationships between the
Opening Exercises
special triangles (example shown
1. Find the lengths of the sides of the right triangles below, each of which has below). Additionally, a visual of the
hypotenuse of length 𝟏𝟏.
definitions of sin(𝜃𝜃°) and cos(𝜃𝜃°) in
terms of right triangles helps as well.
2. Given the following right triangle △ 𝑨𝑨𝑨𝑨𝑨𝑨 with 𝒎𝒎∠𝑨𝑨 = 𝜽𝜽°, find 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and  For students who may be working
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°). above grade level, show a diagram with
a 52° angle and hypotenuse 1. Ask
them to hypothesize about the side
lengths and justify their reasoning.
In Lessons 1 and 2 of this module, we defined the height and co-height functions for a passenger car travelling around a
Ferris wheel. The following discussion builds students’ abilities to employ MP.4 as they develop a function to model the
real-world behavior of the Ferris wheel.
 What was the independent variable for these functions?
 The variable was the degrees of rotation of the Ferris wheel from the horizontal reference position to its
current position.
 Since cars on a Ferris wheel travel in a giant circle, can we just generalize height and co-height for movement
around any circle? How could we do that?
 We can measure the vertical distance from the current point to the horizontal axis as we do on a Ferris
wheel for the height function and measure the horizontal distance from the current point to the vertical
axis for the co-height function.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 The radius of the circle doesn’t matter for our discussion since we are concerned with the degrees of rotation
of the car on the wheel. So, for simplicity we just count one radius length as our unit, and then we are working
on a circle with radius 1 unit. So, we suppose that our circle has radius 1 unit, and we put the circle on a
coordinate grid. The simplest place to put the circle is centered at the origin. What is the equation of this
circle?
 The equation of the circle is 𝑥𝑥 2 + 𝑦𝑦 2 = 1.
 The circle with equation 𝑥𝑥 2 + 𝑦𝑦 2 = 1 is known as the unit circle because its radius is one unit.
 Just as the sun rises in the east and has an angle of elevation of 0 degrees at its easternmost point, we
consider the point furthest to the right to be our point of reference. What are the coordinates of this point on
the unit circle? How does this point relate to the Ferris wheel example from Lessons 1 and 2?
 The point (1,0) is the point at the 3 o’clock position where our riders often boarded the Ferris wheel.
 Consider the rotation of the initial ray, which is the ray formed by the positive 𝑥𝑥-axis, and let point 𝑃𝑃 be the
intersection of the initial ray with the unit circle. Suppose that the initial ray has been rotated 𝜃𝜃 degrees
counterclockwise around the unit circle, where 0 < 𝜃𝜃 < 90, so that point 𝑃𝑃 stays in the first quadrant.
 After the rotation of the initial ray by 𝜃𝜃 degrees, let the coordinates of point 𝑃𝑃 be (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). Let 𝑂𝑂 denote the
center (0,0) of the circle, and let 𝐸𝐸 denote the reference point (1,0). Drop a perpendicular segment from 𝑃𝑃 to
ray ��⃗
𝑂𝑂𝑂𝑂 that intersects at point 𝑄𝑄. What are the coordinates of point 𝑄𝑄?
Scaffolding:
For students not quite ready
for this level of abstraction, use
√3 1
the specific point � , �
2 2
instead of the generic point
(𝑥𝑥, 𝑦𝑦) to make the connection
between height/co-height and
sine/cosine. Then skip
Example 1.
 The coordinates of 𝑄𝑄 are (𝑥𝑥𝜃𝜃 , 0).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 What do we know about the lengths 𝑂𝑂𝑂𝑂, 𝑂𝑂𝑂𝑂, and 𝑄𝑄𝑄𝑄?

 We know that 𝑂𝑂𝑂𝑂 = 1 because this is a circle of radius 1. Also, 𝑂𝑂𝑂𝑂 = 𝑥𝑥𝜃𝜃 , and 𝑄𝑄𝑄𝑄 = 𝑦𝑦𝜃𝜃 .
 What are the height and co-height of point 𝑃𝑃?
 The height of 𝑃𝑃 is 𝑦𝑦𝜃𝜃 , and the co-height of 𝑃𝑃 is 𝑥𝑥𝜃𝜃 .
 What kind of triangle is △ 𝑂𝑂𝑂𝑂𝑂𝑂?
 A right triangle with right angle at 𝑄𝑄
MP.4
 Using triangle trigonometry, what are sin(𝜃𝜃°) and cos(𝜃𝜃°)?
𝑦𝑦𝜃𝜃 𝑥𝑥
 By trigonometry, sin(𝜃𝜃°) = = 𝑦𝑦𝜃𝜃 , and cos(𝜃𝜃°) = 𝜃𝜃 = 𝑥𝑥𝜃𝜃 .
1 1
 What can we conclude about the height and co-height of point 𝑃𝑃 and the sine and cosine of 𝜃𝜃 where
0 < 𝜃𝜃 < 90? In this case, the corresponding point 𝑃𝑃 is in the first quadrant.
 If 0 < 𝜃𝜃 < 90, then sin(𝜃𝜃°) is the same as the height of the corresponding point 𝑃𝑃, and cos(𝜃𝜃°) is the
same as the co-height of 𝑃𝑃.
Example 1 (3 minutes)
Example 1
Suppose that point 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray through 𝟑𝟑𝟑𝟑°. Find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°) and
𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑°).
Scaffolding:
For struggling students,
provide a review of the side
lengths of 30°-60°-90° and
45°-45°-90° triangles.
What is the length 𝑶𝑶𝑶𝑶 of the horizontal leg

of our triangle?
�𝟑𝟑
By remembering the special triangles from geometry, we have 𝑶𝑶𝑶𝑶 = .
𝟐𝟐
What is the length 𝑸𝑸𝑸𝑸 of the vertical leg of our triangle?

𝟏𝟏
Either by the Pythagorean theorem or by remembering the special triangles from Geometry, we have 𝑸𝑸𝑸𝑸 = .
𝟐𝟐
What is 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°)?
𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°) =
𝟐𝟐
What is 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑°)?
√𝟑𝟑
𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑°) =
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

These exercises serve to review the special triangles from Geometry and to tie together the ideas of the height and
co-height functions and the sine and cosine functions. Have students complete these exercises in pairs.
Exercises 1–2
1. Suppose that 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray through 𝟒𝟒𝟒𝟒°. Find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) and
𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°).
�𝟐𝟐 �𝟐𝟐
We have 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) = and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) = .
𝟐𝟐 𝟐𝟐
2. Suppose that 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray through 𝟔𝟔𝟔𝟔°. Find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) and
𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°).
�𝟑𝟑 𝟏𝟏
We have 𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) = and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°) = .
𝟐𝟐 𝟐𝟐
 Remember that sine and cosine are functions of the number of degrees of rotation of the initial horizontal ray
moving counterclockwise about the origin. So far, we have only made sense of sine and cosine for degrees of
rotation between 0 and 90, but the Ferris wheel doesn’t just rotate 90° and then stop; it continues going
around the full circle. How can we extend our ideas about sine and cosine to any counterclockwise rotation up
to 360°?
 Solicit ideas from the class. Guide them to realize that since the height and co-height functions are
defined on all points of the circle, we can define sine and cosine for any number of degrees of rotation
around the circle.
For this example, consider asking students to develop conjectures for sin(150°) and cos(150°) and to justify these
conjectures with words or diagrams. This is an opportunity to build students’ abilities with MP.3.
Example 2
Suppose that 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray through 𝟏𝟏𝟏𝟏𝟏𝟏°. Find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) and
𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Notice that the 150° angle formed by ��⃗ ��⃗ is exterior to the right triangle △ 𝑃𝑃𝑃𝑃𝑃𝑃. Angle 𝑃𝑃𝑃𝑃𝑃𝑃 is the reference
𝑂𝑂𝑂𝑂 and 𝑂𝑂𝑂𝑂
angle for rotation by 150°. We can use symmetry and the fact that we know the sine and cosine ratios of 30° to find the
values of the sine and cosine functions for 150 degrees of rotation.
 What are the coordinates (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) of point 𝑃𝑃?
 Using symmetry, we see that the 𝑦𝑦-coordinate of 𝑃𝑃 is the same as it was for a 30° rotation but that the
�3 1
MP.3 𝑥𝑥-coordinate is the opposite sign as it was for a 30° rotation. Thus (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) = �− , �.
2 2
 What is sin(150°)?
1
 sin(150°) =
2
 What is cos(150°)?
�3
 cos(150°) = −
2
 In general if we rotate the initial ray through more than 90°, then the reference Scaffolding:
angle is the acute angle formed by the terminal ray and the 𝑥𝑥-axis. In the
To provide support with the
following diagrams, the measure of the reference angle is denoted by 𝜙𝜙, the
term reference angle, have
Greek letter phi. Let’s start with the case where the terminal ray is rotated into
students create a graphic
the second quadrant.
organizer in which they divide
the page into four quadrants,
draw a unit circle in the 1st
quadrant with the terminal ray
in Quadrant I, draw a unit circle
in the 2nd quadrant with the
terminal ray in Quadrant II, etc.
Have students shade in the
interior of the reference angles
in all four cases before
proceeding.
 If 90 < 𝜃𝜃 < 180, then the terminal ray of the rotation by 𝜃𝜃° lies in the second quadrant. The reference angle
formed by the terminal ray and the 𝑥𝑥-axis has measure 𝜙𝜙° and is shaded in green in the figure on the right
above. How does 𝜙𝜙 relate to 𝜃𝜃?
 𝜙𝜙 = 180 − 𝜃𝜃
 If we let 𝑄𝑄 be the foot of the perpendicular from 𝑃𝑃 to the 𝑥𝑥-axis, then △ 𝑂𝑂𝑂𝑂𝑂𝑂 is Scaffolding:
a right triangle. How can we find the lengths 𝑂𝑂𝑂𝑂 and 𝑃𝑃𝑃𝑃?
For students not quite ready
 We can use triangle trigonometry: 𝑂𝑂𝑂𝑂 = cos(𝜙𝜙°), and 𝑃𝑃𝑃𝑃 = sin(𝜙𝜙°). for this level of abstraction, use
𝜃𝜃 = 135 for this discussion
instead of a generic number 𝜃𝜃.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 How can we use these lengths to find the coordinates of point 𝑃𝑃?
 Since the 𝑥𝑥-coordinate of 𝑃𝑃 is negative, and 𝑂𝑂 is the origin, then the
𝑥𝑥-coordinate of 𝑃𝑃 is −𝑂𝑂𝑂𝑂 = − cos(𝜙𝜙°). Since the 𝑦𝑦-coordinate of 𝑃𝑃 is positive, then the 𝑦𝑦-coordinate
of 𝑃𝑃 is 𝑃𝑃𝑃𝑃 = sin(𝜙𝜙°).
 Ask students the following question to summarize these results: If 90 < 𝜃𝜃 < 180, then rotation by 𝜃𝜃 degrees
places 𝑃𝑃 in the second quadrant, with reference angle of measure 𝜙𝜙 degrees. Then what are the values of
cos(𝜃𝜃°) and sin(𝜃𝜃°)?
 cos(𝜃𝜃°) = −cos(𝜙𝜙°)
 sin(𝜃𝜃°) = sin(𝜙𝜙°)
 For example, what is cos(135°)?
�2
 cos(135°) = − cos(45°) = −
2
�2
 sin(135°) = sin(45°) =
2
Ask students to turn to their neighbor or partner and summarize the main points of the previous discussion. Ask for a
volunteer to present their summary to the class.
 The sine and cosine of a degree measure that rotates point 𝑃𝑃 outside of the first quadrant can be found
by looking at the sine and cosine of the measure of the reference angle. We can find coordinates of
point 𝑃𝑃 by looking at the sine and cosine for the measure of the reference angle and then assign
negative signs where the coordinate would be negative.
Assign half of the class to work on the case when the terminal ray is located in the third quadrant and the other half to
work on the case when the terminal ray is located in the fourth quadrant, or lead the whole class in a discussion for
these cases. In either case, be sure to summarize the results for the remaining two quadrants.
 In the diagram below, 180 < 𝜃𝜃 < 270, so that point 𝑃𝑃 is in the third quadrant. Then, we know that both the
𝑥𝑥-coordinate and 𝑦𝑦-coordinate of 𝑃𝑃 are negative.
 If 180 < 𝜃𝜃 < 270, then the terminal ray of the rotation by 𝜃𝜃° lies in the third quadrant. The reference angle
 𝜙𝜙 = 𝜃𝜃 − 180
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 If we let 𝑄𝑄 be the foot of the perpendicular from 𝑃𝑃 to the 𝑥𝑥-axis, then △ 𝑂𝑂𝑂𝑂𝑂𝑂 is a right triangle. How can we
find the lengths 𝑂𝑂𝑂𝑂 and 𝑃𝑃𝑃𝑃?
 We can use triangle trigonometry: 𝑂𝑂𝑂𝑂 = cos(𝜙𝜙°) and 𝑃𝑃𝑃𝑃 = sin(𝜙𝜙°).
 How can we use these lengths to find the coordinates of point 𝑃𝑃?
 Since the 𝑥𝑥-coordinate of 𝑃𝑃 is negative, and 𝑂𝑂 is the origin, then the 𝑥𝑥-coordinate of 𝑃𝑃 is
−𝑂𝑂𝑂𝑂 = −cos(𝜙𝜙°). Since the 𝑦𝑦-coordinate of 𝑃𝑃 is also negative, then the 𝑦𝑦-coordinate of 𝑃𝑃 is
−𝑃𝑃𝑃𝑃 = −sin(𝜙𝜙°).
places 𝑃𝑃 in the third quadrant, with reference angle of measure 𝜙𝜙. Then what are the values of cos(𝜃𝜃°) and
sin(𝜃𝜃°)?
 cos(𝜃𝜃°) = −cos(𝜙𝜙°)
 sin(𝜃𝜃°) = −sin(𝜙𝜙°)
�2
 cos(225°) = − cos(45°) = −
2
�2
 sin(225°) = −sin(45°) = −
2
 In the diagram below, 270 < 𝜃𝜃 < 360, so that point 𝑃𝑃 is in the fourth quadrant. Then, we know that both the
𝑥𝑥-coordinate and 𝑦𝑦-coordinate of 𝑃𝑃 are negative.
 If 270 < 𝜃𝜃 < 360, then the terminal ray of the rotation by 𝜃𝜃° lies in the fourth quadrant. The reference angle
 𝜙𝜙 = 360 − 𝜃𝜃
 Again, if we let 𝑄𝑄 be the foot of the perpendicular from 𝑃𝑃 to the 𝑥𝑥-axis, then △ 𝑂𝑂𝑂𝑂𝑂𝑂 is a right triangle.
 How can we use the lengths 𝑂𝑂𝑂𝑂 and 𝑃𝑃𝑃𝑃 to find the coordinates of point 𝑃𝑃?
Scaffolding:
 Since the 𝑥𝑥-coordinate of 𝑃𝑃 is positive, and 𝑂𝑂 is the origin, then the
𝑥𝑥-coordinate of 𝑃𝑃 is 𝑂𝑂𝑂𝑂 = cos(𝜙𝜙°). Since the 𝑦𝑦-coordinate of 𝑃𝑃 is For students not quite ready
negative, then the 𝑦𝑦-coordinate of 𝑃𝑃 is −𝑃𝑃𝑃𝑃 = −sin(𝜙𝜙°). for this level of abstraction, use
𝜃𝜃 = 225 for this discussion
instead of a generic number 𝜃𝜃.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
places 𝑃𝑃 in the fourth quadrant, with reference angle of measure 𝜙𝜙 degrees. Then what are the values of
cos(𝜃𝜃°) and sin(𝜃𝜃°)?
 cos(𝜃𝜃°) = cos(𝜙𝜙°)
 sin(𝜃𝜃°) = −sin(𝜙𝜙°)
�2
 cos(315°) = cos(45°) =
2
�2
 sin(315°) = −sin(45°) = −
2
What we have just concluded is very important. We have just extended the definitions of sine and cosine from
Geometry to almost any number of degrees of rotation between 0 and 360, when they were previously only defined for
0 < 𝜃𝜃 < 90. Lesson 5 extends the domain of the sine and cosine even further by exploring what happens if 𝜃𝜃 > 360
and what happens if 𝜃𝜃 ≤ 0.
Ask students to discuss the following question with their neighbor. After a minute of discussion, lead students in
completing the diagram below to indicate the positive and negative signs of the sine and cosine functions in the four
quadrants of the coordinate plane.
 How do you know whether cos(𝜃𝜃°) and sin(𝜃𝜃°) are positive or negative in each quadrant?
Discussion

These exercises serve to extend our working definition of sine and cosine from 0 < 𝜃𝜃 < 90 to most numbers of degrees
of rotation 𝜃𝜃 such that 0 < 𝜃𝜃 < 360. Have students complete these exercises in pairs while the teacher circulates
around the room and models as necessary.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercises 3–5
3. Suppose that 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray counterclockwise through 𝟏𝟏𝟏𝟏𝟏𝟏
degrees. Find the measure of the reference angle for 𝟏𝟏𝟏𝟏𝟏𝟏°, and then find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°).
�𝟑𝟑
The measure of the reference angle for 𝟏𝟏𝟏𝟏𝟏𝟏° is 𝟔𝟔𝟔𝟔°, and 𝑷𝑷 is in Quadrant II. We have 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) = and
𝟐𝟐
𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) = − .
𝟐𝟐
4. Suppose that 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray counterclockwise through 𝟐𝟐𝟐𝟐𝟐𝟐°.
Find the measure of the reference angle for 𝟐𝟐𝟐𝟐𝟐𝟐°, and then find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐°).
�𝟑𝟑
The measure of the reference angle for 𝟐𝟐𝟐𝟐𝟐𝟐° is 𝟔𝟔𝟔𝟔°, and 𝑷𝑷 is in Quadrant III. We have 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) = − and
𝟐𝟐
𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐°) = − .
𝟐𝟐
5. Suppose that 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray counterclockwise through 𝟑𝟑𝟑𝟑𝟑𝟑
degrees. Find the measure of the reference angle for 𝟑𝟑𝟑𝟑𝟑𝟑°, and then find 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑𝟑𝟑°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑𝟑𝟑°).
𝟏𝟏
The measure of the reference angle for 𝟑𝟑𝟑𝟑𝟑𝟑° is 𝟑𝟑𝟑𝟑°, and 𝑷𝑷 is in Quadrant IV. We have 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑𝟑𝟑°) = − and
𝟐𝟐
�𝟑𝟑
𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑𝟑𝟑°) = .
𝟐𝟐
 We have now made sense of the sine and cosine functions nearly all values of theta with 0 < 𝜃𝜃 < 360, where
𝜃𝜃 is measured in degrees. In the next lesson, we extend the domains of these two functions even further, so
that they are be defined for any real number 𝜃𝜃.
 The values of the sine and cosine functions at rotations of 30, 45, and 60 degrees and multiples of these
rotations come up often in trigonometry. The diagram below summarizes the coordinates of these commonly
referenced points.
Discussion
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 Use the diagram to find cos(120°).

1
 −
2
 Use the diagram to find sin(300°).
�3
 −
2
Closing (2 minutes)
Ask students to summarize the important parts of the lesson, either in writing, to a partner, or as a class. Use this as an
opportunity to informally assess understanding of the lesson. The following are some important summary elements:
Lesson Summary
In this lesson we formalized the idea of the height and co-height of a Ferris wheel and defined the sine and cosine
functions that give the 𝒙𝒙- and 𝒚𝒚-coordinates of the intersection of the unit circle and the initial ray rotated through
𝜽𝜽 degrees, for most values of 𝜽𝜽 with 𝟎𝟎 < 𝜽𝜽 < 𝟑𝟑𝟑𝟑𝟑𝟑.
 The value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) is the 𝒙𝒙-coordinate of the intersection point of the terminal ray and the unit circle.
 The value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) is the 𝒚𝒚-coordinate of the intersection point of the terminal ray and the unit circle.
 The sine and cosine functions have domain of all real numbers and range [−𝟏𝟏, 𝟏𝟏].
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 4: From Circle-ometry to Trigonometry
Exit Ticket
1. How did we define the sine function for a number of degrees of rotation 𝜃𝜃, where 0 < 𝜃𝜃 < 360?
2. Explain how to find the value of sin(210°) without using a calculator.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. How did we define the sine function for a number of degrees of rotation 𝜽𝜽, where 𝟎𝟎 < 𝜽𝜽 < 𝟑𝟑𝟑𝟑𝟑𝟑?
First we rotate the initial ray counterclockwise through 𝜽𝜽 degrees and find the intersection of the terminal ray with
the unit circle. This intersection is point 𝑷𝑷. The 𝒚𝒚-coordinate of point 𝑷𝑷 is the value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°).
2. Explain how to find the value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) without using a calculator.
The reference angle for and angle of measure 𝟐𝟐𝟐𝟐𝟐𝟐° has measure 𝟑𝟑𝟑𝟑°, and a rotation by 𝟐𝟐𝟐𝟐𝟐𝟐° counterclockwise
places the terminal ray in the 3rd quadrant, where both coordinates of the intersection point 𝑷𝑷 are negative.
𝟏𝟏
So, 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) = − 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°) = − .
𝟐𝟐
1. Fill in the chart. Write in the reference angles and the values of the sine and cosine functions for the indicated
values of 𝜽𝜽.
Amount of rotation, Measure of Reference

𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
𝜽𝜽, in degrees Angle, in degrees
𝟏𝟏 √𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏 𝟔𝟔𝟔𝟔 −
𝟐𝟐 𝟐𝟐
√𝟐𝟐 √𝟐𝟐
𝟏𝟏𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒 −
𝟐𝟐 𝟐𝟐
√𝟑𝟑 𝟏𝟏
𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑 −
𝟐𝟐 𝟐𝟐
√𝟐𝟐 √𝟐𝟐
𝟐𝟐𝟐𝟐𝟐𝟐 𝟒𝟒𝟒𝟒 − −
𝟐𝟐 𝟐𝟐
𝟏𝟏 √𝟑𝟑
𝟐𝟐𝟐𝟐𝟐𝟐 𝟔𝟔𝟔𝟔 − −
𝟐𝟐 𝟐𝟐
𝟏𝟏 √𝟑𝟑
𝟑𝟑𝟑𝟑𝟑𝟑 𝟔𝟔𝟔𝟔 −
𝟐𝟐 𝟐𝟐
√𝟑𝟑 𝟏𝟏
𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑 −
𝟐𝟐 𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟏𝟏
2. Using geometry, Jennifer correctly calculated that 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°) = �𝟐𝟐 − √𝟑𝟑 . Based on this information, fill in the
𝟐𝟐
chart.
Amount of rotation, Measure of Reference

𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
𝜽𝜽, in degrees Angle, in degrees
𝟏𝟏 𝟏𝟏
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 �𝟐𝟐 + √𝟑𝟑 �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 − �𝟐𝟐 + √𝟑𝟑 �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 − �𝟐𝟐 + √𝟑𝟑 − �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟑𝟑𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏 �𝟐𝟐 + √𝟑𝟑 − �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏
3. Suppose 𝟎𝟎 < 𝜽𝜽 < 𝟗𝟗𝟗𝟗 and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = . What is the value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)?
�𝟑𝟑
√𝟔𝟔
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) =
𝟑𝟑
𝟏𝟏
4. Suppose 𝟗𝟗𝟗𝟗 < 𝜽𝜽 < 𝟏𝟏𝟏𝟏𝟏𝟏 and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = . What is the value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)?
�𝟑𝟑
√𝟔𝟔
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = −
𝟑𝟑
𝟏𝟏
5. If 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = − , what are two possible values of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)?
�𝟓𝟓
𝟐𝟐 𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = or 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = −
�𝟓𝟓 �𝟓𝟓
6. Johnny rotated the initial ray through 𝜽𝜽 degrees, found the intersection of the terminal ray with the unit circle, and
calculated that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = √𝟐𝟐. Ernesto insists that Johnny made a mistake in his calculation. Explain why Ernesto is
correct.
Johnny must have made a mistake since the sine of a number cannot be greater than 𝟏𝟏.
7. If 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟎𝟎. 𝟓𝟓, and we know that 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) < 𝟎𝟎, then what is the smallest possible positive value of 𝜽𝜽?
𝟏𝟏𝟏𝟏𝟏𝟏
8. The vertices of △ 𝑨𝑨𝑨𝑨𝑨𝑨 have coordinates 𝑨𝑨(𝟎𝟎, 𝟎𝟎), 𝑩𝑩(𝟏𝟏𝟏𝟏, 𝟓𝟓), and 𝑪𝑪(𝟏𝟏𝟏𝟏, 𝟎𝟎).
a. Argue that △ 𝑨𝑨𝑨𝑨𝑨𝑨 is a right triangle.
Clearly ��
𝑨𝑨𝑨𝑨 is horizontal and ��
𝑩𝑩𝑩𝑩 is vertical, so △ 𝑨𝑨𝑨𝑨𝑨𝑨 is a right triangle.
b. What are the coordinates where the hypotenuse of △ 𝑨𝑨𝑨𝑨𝑨𝑨 intersects the unit circle 𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝟏𝟏?
𝟏𝟏𝟏𝟏 𝟓𝟓
Using similar triangles, the hypotenuse intersects the unit circle at � , �.
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
c. Let 𝜽𝜽 denote the number of degrees of rotation from ��⃗ ��⃗. Calculate 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
𝑨𝑨𝑨𝑨 to 𝑨𝑨𝑨𝑨
𝟓𝟓 𝟏𝟏𝟏𝟏
By the answer to part (b), 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = .
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
9. The vertices of △ 𝑨𝑨𝑨𝑨𝑨𝑨 have coordinates 𝑨𝑨(𝟎𝟎, 𝟎𝟎), 𝑩𝑩(𝟒𝟒, 𝟑𝟑), and 𝑪𝑪(𝟒𝟒, 𝟎𝟎). The vertices of △ 𝑨𝑨𝑨𝑨𝑨𝑨 are 𝑨𝑨(𝟎𝟎, 𝟎𝟎), 𝑫𝑫(𝟑𝟑, 𝟒𝟒),
and 𝑬𝑬(𝟑𝟑, 𝟎𝟎).
a. Argue that △ 𝑨𝑨𝑨𝑨𝑨𝑨 is a right triangle.
Clearly ��
𝑨𝑨𝑨𝑨 is horizontal and ��
𝑩𝑩𝑩𝑩 is vertical, so △ 𝑨𝑨𝑨𝑨𝑨𝑨 is a right triangle.
b. What are the coordinates where the hypotenuse of △ 𝑨𝑨𝑨𝑨𝑨𝑨 intersects the unit circle 𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝟏𝟏?
𝟒𝟒 𝟑𝟑
𝟓𝟓 𝟓𝟓
c. Let 𝜽𝜽 denote the number of degrees of rotation from ��⃗ ��⃗. Calculate 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
𝑨𝑨𝑨𝑨 to 𝑨𝑨𝑨𝑨
𝟑𝟑 𝟒𝟒
By the answer to part (b), 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = .
𝟓𝟓 𝟓𝟓
d. Argue that △ 𝑨𝑨𝑨𝑨𝑨𝑨 is a right triangle.
Since 𝒂𝒂𝟐𝟐 + 𝒃𝒃𝟐𝟐 = 𝒄𝒄𝟐𝟐 , the converse of the Pythagorean theorem guarantees that △ 𝑨𝑨𝑨𝑨𝑨𝑨 is a right triangle.
e. What are the coordinates where the hypotenuse of △ 𝑨𝑨𝑨𝑨𝑨𝑨 intersects the unit circle 𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝟏𝟏?
𝟑𝟑 𝟒𝟒
𝟓𝟓 𝟓𝟓
f. ��⃗ to 𝑨𝑨𝑨𝑨
Let 𝝓𝝓 denote the number of degrees of rotation from 𝑨𝑨𝑨𝑨 ��⃗. Calculate 𝐬𝐬𝐬𝐬𝐬𝐬(𝝓𝝓°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝝓𝝓°).
𝟒𝟒 𝟑𝟑
By the answer to part (e), 𝐬𝐬𝐬𝐬𝐬𝐬(𝝓𝝓°) = , and 𝐜𝐜𝐜𝐜𝐜𝐜(𝝓𝝓°) = .
𝟓𝟓 𝟓𝟓
g. What is the relation between the sine and cosine of 𝜽𝜽 and the sine and cosine of 𝝓𝝓?
𝟒𝟒 𝟑𝟑
We find that 𝐬𝐬𝐬𝐬𝐬𝐬(𝝓𝝓°) = = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°), and 𝐜𝐜𝐜𝐜𝐜𝐜(𝝓𝝓°) = = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°).
𝟓𝟓 𝟓𝟓
10. Use a diagram to explain why 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°), but 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) ≠ 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°).
Let 𝑶𝑶 be the center of the circle, let 𝑷𝑷 and 𝑹𝑹 be the points where the terminal rays of rotation by 𝟏𝟏𝟏𝟏𝟏𝟏° and 𝟒𝟒𝟒𝟒°, and
let 𝑸𝑸 and 𝑺𝑺 be the feet of the perpendicular lines from 𝑷𝑷 and 𝑹𝑹 to the 𝒙𝒙-axis, respectively. Then △ 𝑶𝑶𝑶𝑶𝑶𝑶 and △ 𝑶𝑶𝑶𝑶𝑶𝑶
are both isosceles right triangles with hypotenuses of length 𝟏𝟏, so they are congruent. Thus, 𝑷𝑷𝑷𝑷 = 𝑹𝑹𝑹𝑹, and
𝑶𝑶𝑶𝑶 = 𝑶𝑶𝑶𝑶. Let the coordinates of 𝑷𝑷 and 𝑹𝑹 be (𝒙𝒙𝑷𝑷 , 𝒚𝒚𝑷𝑷 ) and (𝒙𝒙𝑹𝑹, 𝒚𝒚𝑹𝑹 ). Then 𝒙𝒙𝑷𝑷 = −𝑶𝑶𝑶𝑶 = −𝑶𝑶𝑶𝑶 = −𝒙𝒙𝑹𝑹, and
𝒚𝒚𝑷𝑷 = 𝑷𝑷𝑷𝑷 = 𝑹𝑹𝑹𝑹 = 𝒚𝒚𝑸𝑸 . Then we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°), and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 5: Extending the Domain of Sine and Cosine to All

Real Numbers
Student Outcomes
 Students define sine and cosine as functions for all real numbers measured in degrees.
 Students evaluate the sine and cosine functions at multiples of 30 and 45.
Lesson Notes
In the preceding lesson, students extended the previous definition of sine and cosine from 0 < 𝜃𝜃 < 90 to 0 < 𝜃𝜃 < 360
using right triangle trigonometry, connecting the sine function to the height function of the Ferris wheel and the cosine
function to the co-height function. In this lesson, students extend the domain of the sine and cosine functions to the
entire real number line, at which point a complete definition of these two functions can finally be provided. Students
continue to use the context of the Ferris wheel to understand the implications of counterclockwise rotation through
𝜃𝜃 ≥ 360 and clockwise rotation through 𝜃𝜃 ≤ 0.
As with the previous lesson, a theoretical understanding of the process of extending the sine and cosine functions to the
entire real line is being developed, so calculators should not be allowed for any part of this lesson, including the problem
set. Rotations in this lesson are restricted to multiples of 30° or 45°, so the focus of this lesson is assigning the proper
positive or negative signs to the value of the sine and cosine functions.

The Opening Exercises serve to remind students of the concept of a remainder and lead into finding sine and cosine for a
number of degrees of rotation greater than 360. While the context of these exercises is artificial, it leads students to
think about the amount leftover after a rotation of more than one full turn, which they need in the upcoming tasks.
Allow students to work individually or in pairs on the following division problems:
Opening Exercise
a. Suppose that a group of 𝟑𝟑𝟑𝟑𝟑𝟑 coworkers pool their money, buying a single lottery ticket every day with the
understanding that if any ticket is a winning ticket, the group will split the winnings evenly, and they will
donate any leftover money to the local high school. Using this strategy, if the group wins $𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎, how much
money will be donated to the school?
Since $𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 = $𝟐𝟐(𝟑𝟑𝟑𝟑𝟑𝟑) + $𝟐𝟐𝟐𝟐𝟐𝟐, each coworker wins $𝟐𝟐, and the local school receives the leftover $𝟐𝟐𝟐𝟐𝟐𝟐.
b. What if the winning ticket is worth $𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎? Using the same plan as in part (a), how much money will be
donated to the school?
Since $𝟐𝟐𝟐𝟐𝟐𝟐, 𝟎𝟎𝟎𝟎𝟎𝟎 = $𝟔𝟔𝟔𝟔𝟔𝟔(𝟑𝟑𝟑𝟑𝟑𝟑) + $𝟏𝟏𝟏𝟏𝟏𝟏, each coworker wins $𝟔𝟔𝟔𝟔𝟔𝟔, and the school receives the leftover $𝟏𝟏𝟏𝟏𝟏𝟏.
Lesson 5: Extending the Domain of Sine and Cosine to All Real Numbers 72
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. What if the winning ticket is worth $𝟓𝟓𝟓𝟓𝟓𝟓, 𝟎𝟎𝟎𝟎𝟎𝟎? Using the same plan as in part (a), how much money will be
donated to the school?
Since $𝟓𝟓𝟓𝟓𝟓𝟓, 𝟎𝟎𝟎𝟎𝟎𝟎 = $𝟏𝟏, 𝟓𝟓𝟓𝟓𝟓𝟓(𝟑𝟑𝟑𝟑𝟑𝟑) + $𝟎𝟎, each coworker wins $𝟏𝟏, 𝟓𝟓𝟓𝟓𝟓𝟓, and the school receives nothing.
 During yesterday’s lesson, we found a way to calculate the sine and cosine functions for rotations of the initial
ray (made from the positive 𝑥𝑥-axis) through 𝜃𝜃 degrees, for 0 < 𝜃𝜃 < 360. Today, we investigate what happens
if 𝜃𝜃 takes on a value outside of the interval (0, 360). Remember that our motivating examples for the sine and
cosine functions were the height and co-height functions associated with a rotating Ferris wheel. Let’s return
to that context for this discussion.
 In reality, a Ferris wheel doesn’t just go around once and then stop. It rotates a number of times and then
stops to let the riders off. How can we extend our ideas about sine and cosine to a counterclockwise rotation
through more than 360°?
 Ask for ideas from the class. Guide them to notice the periodicity of rotation about the origin; once a
rotation passes 360°, the position of the point 𝑃𝑃 starts over.
Suppose that 𝑃𝑃 is the point on the unit circle obtained from rotating the initial ray through 390°. Find sin(390°) and
cos(390°).
 Does it make sense to think of a reference angle for this rotation?
 Yes because 390 = 360 + 30.
 What is the measure of the reference angle for this rotation?

 The reference angle is a 30° angle.
 What are the coordinates (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) of point 𝑃𝑃?
 The terminal ray lands in the same place after a 390° rotation as it did after a 30° rotation. Thus, point
𝑃𝑃 is at the same location as if we had only rotated by 30°. Thus, we have
√3 1
(𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) = (cos(30°) , sin(30°)) = � , �.
2 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1
 sin(390°) =
2
 What is cos(390°)?
�3
 cos(390°) =
2

Allow students to work in pairs or small groups on these exercises. Do not allow the use of calculators. Circulate around
the room while students are working and remind them to think about remainders, as they did in the Opening Exercise.
Exercises 1–5
1. Find 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒𝟒𝟒°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒𝟒𝟒°). Identify the measure of the reference angle.
Since 𝟒𝟒𝟒𝟒𝟒𝟒 = 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟒𝟒𝟒𝟒, and a 𝟒𝟒𝟒𝟒° rotation places the terminal ray in the first quadrant, the reference angle
�𝟐𝟐 �𝟐𝟐
measures 𝟒𝟒𝟒𝟒°. Then, we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒𝟒𝟒°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) = , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒𝟒𝟒°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) = .
𝟐𝟐 𝟐𝟐
2. Find 𝐜𝐜𝐜𝐜𝐜𝐜(𝟖𝟖𝟖𝟖𝟖𝟖°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖𝟖𝟖°). Identify the measure of the reference angle.
Since 𝟖𝟖𝟖𝟖𝟖𝟖 = 𝟐𝟐(𝟑𝟑𝟑𝟑𝟑𝟑) + 𝟏𝟏𝟏𝟏𝟏𝟏, and a 𝟏𝟏𝟏𝟏𝟏𝟏° rotation places the terminal ray in the second quadrant, the reference
𝟏𝟏 �𝟑𝟑
angle measures 𝟔𝟔𝟔𝟔°. Then, we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟖𝟖𝟖𝟖𝟖𝟖°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°) = − , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖𝟖𝟖°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) = .
𝟐𝟐 𝟐𝟐
3. Find 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°). Identify the measure of the reference angle.
Since 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 = 𝟒𝟒(𝟑𝟑𝟑𝟑𝟑𝟑) + 𝟐𝟐𝟐𝟐𝟐𝟐, and a 𝟐𝟐𝟐𝟐𝟐𝟐° rotation places the terminal ray in the third quadrant, the reference angle
𝟏𝟏 �𝟑𝟑
measures 𝟔𝟔𝟔𝟔°. Then, we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟖𝟖𝟖𝟖𝟖𝟖°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°) = − , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖𝟖𝟖°) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) = − .
𝟐𝟐 𝟐𝟐
4. Find 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°). Identify the measure of the reference angle.
Since 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 = 𝟓𝟓(𝟑𝟑𝟑𝟑𝟑𝟑) + 𝟑𝟑𝟑𝟑𝟑𝟑, and a 𝟑𝟑𝟑𝟑𝟑𝟑° rotation places the terminal ray in the fourth quadrant, the reference
�𝟐𝟐 �𝟐𝟐
angle measures 𝟒𝟒𝟒𝟒°. Then, we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) = , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) = − .
𝟐𝟐 𝟐𝟐
5. Find 𝐜𝐜𝐜𝐜𝐜𝐜(𝟕𝟕𝟕𝟕𝟕𝟕 𝟎𝟎𝟎𝟎𝟎𝟎°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟕𝟕𝟕𝟕𝟕𝟕 𝟎𝟎𝟎𝟎𝟎𝟎°). Identify the measure of the reference angle.
Scaffolding:
Since 𝟕𝟕𝟕𝟕𝟕𝟕 𝟎𝟎𝟎𝟎𝟎𝟎 = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐(𝟑𝟑𝟑𝟑𝟑𝟑) + 𝟑𝟑𝟑𝟑, and a 𝟑𝟑𝟑𝟑° rotation places the terminal ray in the first
 Remind students to draw
quadrant, the reference angle measures 𝟑𝟑𝟑𝟑°. Then, we have
�𝟑𝟑 𝟏𝟏 pictures of the terminal
𝐜𝐜𝐜𝐜𝐜𝐜(𝟕𝟕𝟕𝟕𝟕𝟕 𝟎𝟎𝟎𝟎𝟎𝟎°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑°) = , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟕𝟕𝟕𝟕𝟕𝟕 𝟎𝟎𝟎𝟎𝟎𝟎°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°) = .
𝟐𝟐 𝟐𝟐 ray and the reference
angle.
 Ask struggling students to
think about how many
times the ray is rotated
around a full circle before
coming to a stop.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 Now we know how to calculate the values of the sine and cosine functions for rotating further than 360°
counterclockwise. But what if the Ferris wheel malfunctions and starts rotating backward? Does it still make
sense to talk about the height and co-height functions if the Ferris wheel is turning the wrong way?
 Solicit ideas from the class. Guide them to realize that the height and co-height functions only depend
on the final position of the point after the rotation, not the direction in which the wheel was rotated.
Thus, it makes perfect sense to define sine and cosine functions for a ray rotating backward around the
circle.
 In our definition of sine and cosine, how can we indicate that the rotation is happening in the opposite
direction from our normal counterclockwise rotation?
 We use a negative sign to indicate rotation in the clockwise direction. That is, 𝜃𝜃 = −60 indicates a
clockwise rotation by 60°.
Suppose that 𝑃𝑃 is the point on the unit circle obtained from rotating the initial ray through −150°. Find sin(−150°) and
cos(−150°).
a. What is the measure of the reference angle for ∠𝑃𝑃𝑃𝑃𝑃𝑃?

The reference angle is ∠𝑃𝑃𝑃𝑃𝑃𝑃, which has measure 30° since 180 − 150 = 30.
b. What are the coordinates (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) of point 𝑃𝑃?

Point 𝑃𝑃 lands in the same place after the initial ray is rotated by 150° clockwise as it did after a 210°
�3 1
counterclockwise rotation. Thus, (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) = �− , − �.
2 2
c. What is sin(−150°)?
1
sin(−150°) = −
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. What is cos(−150°)?
√3
cos(−150°) = −
2

Allow students to work in pairs or small groups on these exercises. Allow only the use of calculators without
trigonometric capabilities; for example, it might be helpful to use a calculator to express −2205 as −6(360) − 45.
Circulate around the room while students are working and remind them to think about writing a rotation in terms of
whole 360° rotations, beginning with Exercise 8.
Exercises 6–10
6. Find 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟑𝟑𝟑𝟑°) and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟑𝟑𝟑𝟑°). Identify the measure of the reference angle.
Since a – 𝟑𝟑𝟑𝟑° rotation places the terminal ray in the fourth quadrant, the reference angle measures 𝟑𝟑𝟑𝟑°. Then, we
�𝟑𝟑 𝟏𝟏
have cos(−𝟑𝟑𝟑𝟑°) = cos(𝟑𝟑𝟑𝟑°) = , and sin(−𝟑𝟑𝟑𝟑°) = −sin(𝟑𝟑𝟑𝟑°) = − .
𝟐𝟐 𝟐𝟐
7. Find 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏𝟏𝟏°) and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏𝟏𝟏°). Identify the measure of the reference angle.
Since the terminal ray of a −𝟏𝟏𝟏𝟏𝟏𝟏° rotation aligns with the terminal ray of a 𝟐𝟐𝟐𝟐𝟐𝟐° rotation in the third quadrant, the
�𝟐𝟐
reference angle measures 𝟒𝟒𝟒𝟒°. Then, we have cos(−𝟏𝟏𝟏𝟏𝟏𝟏°) = −cos(𝟒𝟒𝟒𝟒°) = − , and
𝟐𝟐
�𝟐𝟐
sin(−𝟏𝟏𝟏𝟏𝟏𝟏°) = −sin(𝟒𝟒𝟒𝟒°) = − .
𝟐𝟐
8. Find 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°). Identify the measure of the reference angle.
Since the terminal ray of a −𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏° rotation aligns with the terminal ray of a 𝟏𝟏𝟏𝟏𝟏𝟏° rotation in the second quadrant,
𝟏𝟏
the reference angle measures 𝟔𝟔𝟔𝟔°. Then, we have 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°) = − , and
𝟐𝟐
�𝟑𝟑
𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) = .
𝟐𝟐
9. Find 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°). Identify the measure of the reference angle.
Since the terminal ray of a −𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐° rotation aligns with the terminal ray of a −𝟒𝟒𝟒𝟒° rotation
Scaffolding:
in the fourth quadrant, the reference angle measures 𝟒𝟒𝟒𝟒°. Then, we have
�𝟐𝟐 �𝟐𝟐  Remind students to draw
𝐜𝐜𝐜𝐜𝐜𝐜(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) = , and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) = − .
𝟐𝟐 𝟐𝟐 pictures of the terminal
ray and the reference
10. Find 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°). Identify the measure of the reference angle. angle.
Since the terminal ray of a −𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐° aligns with the terminal ray of a 𝟒𝟒𝟒𝟒° rotation in the first  To help find the reference
quadrant, the reference angle measures 𝟒𝟒𝟒𝟒°. Then, we have angle, ask students to
𝐜𝐜𝐜𝐜𝐜𝐜(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) =
�𝟐𝟐
, and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) =
�𝟐𝟐
. count the number of
𝟐𝟐 𝟐𝟐
whole rotations and then
find the remaining degrees
of rotation. Then, have
them apply the techniques
of Lesson 4 to find the
reference angle.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 At this point, we have defined the sine and cosine functions for almost any positive or negative rotation, but
there are a few cases we have not yet addressed. What if the Ferris wheel completely breaks down and will
not move at all once you have been loaded into your car? Does it still make sense to talk about the height and
co-height functions if the Ferris wheel never gets started? Can we still think of the car as rotating through a
number of degrees?
 If the Ferris wheel never moves, then point 𝑃𝑃 has technically rotated through 0°. In this case, our
position starts and ends at point 𝑃𝑃 with coordinates (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) = (1,0). We then have sin(0°) = 0 and
cos(0°) = 1, which makes sense since the height hasn’t changed because the machine is not working.
If students benefit from repetition, choose to model all four of the cases in this discussion. Otherwise, model the first
case, and assign student groups to work through the remaining three cases and report back to the class. When modeling
these cases, allow students a few minutes to sketch the rotation and try to find the reference angle, and then begin the
discussion.
Discussion
Case 1: What about the values of the sine and cosine function of other amounts of rotation that produce a terminal ray
along the positive 𝒙𝒙-axis, such as 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°?
Our definition of a reference angle is the angle formed by the

terminal ray and the 𝒙𝒙-axis, but our terminal ray lies along the
𝒙𝒙-axis, so the terminal ray and the 𝒙𝒙-axis form a zero angle.
How would we assign values to 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°)?
Use the coordinates of point 𝑷𝑷, which are (𝟏𝟏, 𝟎𝟎).

Then, 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) = 𝟏𝟏, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°) = 𝟎𝟎.
What if we rotated around 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°, which is 𝟒𝟒𝟒𝟒𝟒𝟒 turns?

What are 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°)?
The terminal ray is the same as it was for 𝟎𝟎°, so the intersection
point 𝑷𝑷 has coordinates (𝟏𝟏, 𝟎𝟎). Thus, 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟒𝟒𝟎𝟎𝟎𝟎𝟎𝟎°) = 𝟏𝟏, and
𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝟎𝟎.
State a generalization of these results:
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = _____, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = ______.
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟏𝟏, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟎𝟎.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Case 2: What about the values of the sine and cosine function of other amounts of rotation that produce a terminal ray
along the negative 𝒙𝒙-axis, such as 𝟓𝟓𝟓𝟓𝟓𝟓°?
How would we assign values to 𝐜𝐜𝐜𝐜𝐜𝐜(𝟓𝟓𝟓𝟓𝟓𝟓°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟓𝟓𝟓𝟓𝟓𝟓°)?
Use the coordinates of point 𝑷𝑷, which are (−𝟏𝟏, 𝟎𝟎).

Then cos(𝟓𝟓𝟓𝟓𝟓𝟓°) = −𝟏𝟏, and sin(𝟓𝟓𝟓𝟓𝟓𝟓°) = 𝟎𝟎.
What are the values of 𝐜𝐜𝐜𝐜𝐜𝐜(𝟗𝟗𝟗𝟗𝟗𝟗°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟗𝟗𝟗𝟗𝟗𝟗°)? How do

you know?
Since the terminal ray of rotation by 𝟗𝟗𝟗𝟗𝟗𝟗° lies along the

negative 𝒙𝒙-axis, it coincides with the terminal ray of rotation
by 𝟓𝟓𝟓𝟓𝟓𝟓°. Thus, the coordinates of the intersection point 𝑷𝑷
are (−𝟏𝟏, 𝟎𝟎), and we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟗𝟗𝟗𝟗𝟗𝟗°) = −𝟏𝟏, and
𝐬𝐬𝐬𝐬𝐬𝐬(𝟗𝟗𝟗𝟗𝟗𝟗°) = 𝟎𝟎.
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟏𝟏𝟏𝟏𝟏𝟏, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = _____, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = ______.
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟏𝟏𝟏𝟏𝟏𝟏, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = −𝟏𝟏, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟎𝟎.
Case 3: What about the values of the sine and cosine function for rotations that are 𝟗𝟗𝟗𝟗° more than a number of full turns,
such as −𝟔𝟔𝟔𝟔𝟔𝟔°? How would we assign values to 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟔𝟔𝟔𝟔𝟔𝟔°),
and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟔𝟔𝟔𝟔𝟔𝟔°)?
Use the coordinates of point 𝑷𝑷, which are (𝟎𝟎, 𝟏𝟏).

Then, 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟔𝟔𝟔𝟔𝟔𝟔°) = 𝟎𝟎, and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟔𝟔𝟔𝟔𝟔𝟔°) = 𝟏𝟏.
Can we generalize to any rotation that produces a terminal ray

along the positive 𝒚𝒚-axis?
Yes
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟗𝟗𝟗𝟗, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = _____,

and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = ______.
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟗𝟗𝟗𝟗, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟎𝟎,

and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟏𝟏.
Case 4: What about the values of the sine and cosine function
for rotations whose terminal ray lies along the negative 𝒚𝒚-axis,
such as −𝟖𝟖𝟖𝟖𝟖𝟖°?
How would we assign values to 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟖𝟖𝟖𝟖𝟖𝟖°) and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟖𝟖𝟖𝟖𝟖𝟖°)?
Use the coordinates of point 𝑷𝑷, which are (𝟎𝟎, −𝟏𝟏).

Then, 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟖𝟖𝟖𝟖𝟖𝟖°) = 𝟎𝟎, and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟖𝟖𝟖𝟖𝟖𝟖°) = −𝟏𝟏.
Can we generalize to any rotation that produces a terminal ray

along the negative 𝒚𝒚-axis?
Yes
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟐𝟐𝟐𝟐𝟐𝟐, for some integer 𝒏𝒏, then, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = _____, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = ______.
If 𝜽𝜽 = 𝒏𝒏 ∙ 𝟑𝟑𝟑𝟑𝟑𝟑 + 𝟐𝟐𝟐𝟐𝟐𝟐, for some integer 𝒏𝒏, then 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟎𝟎, and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = −𝟏𝟏.
Students have now made sense of the sine and cosine functions for any number of degrees of rotation, whether positive,
negative, or zero. They are now ready to define sine and cosine as functions of any real number.
Let 𝜽𝜽 be any real number. In the Cartesian plane, rotate the initial ray by 𝜽𝜽 degrees about the origin. Intersect the
resulting terminal ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ) in the coordinate plane. The value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) is 𝒚𝒚𝜽𝜽 ,
and the value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) is 𝒙𝒙𝜽𝜽 .
 What is the domain of the sine function?

 The domain of the sine function is all real numbers.
 What is the range of the sine function?
 The range of the sine function is [−1,1].
 What is the domain of the cosine function?
 The domain of the cosine function is all real numbers.
 What is the range of the cosine function?
 The range of the cosine function is [−1,1].
Closing (2 minutes)
opportunity to informally assess understanding of the lesson. The following are some important summary elements:
Lesson Summary
In this lesson the definition of the sine and cosine are formalized as functions of a number of degrees of rotation, 𝜽𝜽.
The initial ray made from the positive 𝒙𝒙-axis through 𝜽𝜽 degrees is rotated, going counterclockwise if 𝜽𝜽 > 𝟎𝟎 and
clockwise if 𝜽𝜽 < 𝟎𝟎. The point 𝑷𝑷 is defined by the intersection of the terminal ray and the unit circle.
1. The value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) is the 𝒙𝒙-coordinate of 𝑷𝑷.
2. The value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) is the 𝒚𝒚-coordinate of 𝑷𝑷.
3. The sine and cosine functions have domain of all real numbers and range [−𝟏𝟏, 𝟏𝟏].
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 5: Extending the Domain of Sine and Cosine to All Real

Numbers
Exit Ticket
1. Calculate cos(480°) and sin(480°).
2. Explain how we calculate the sine and cosine functions for a value of 𝜃𝜃 so that 540 < 𝜃𝜃 < 630.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Calculate 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒𝟒𝟒°) and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒𝟒𝟒°).
Since 𝟒𝟒𝟒𝟒𝟒𝟒° = 𝟑𝟑𝟑𝟑𝟑𝟑° + 𝟏𝟏𝟏𝟏𝟏𝟏°, the terminal ray of the rotated initial ray is in the 2nd quadrant. The reference angle is a
𝟏𝟏 �𝟑𝟑
𝟔𝟔𝟔𝟔° angle, so we have 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒𝟒𝟒°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°) = − , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒𝟒𝟒°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) = .
𝟐𝟐 𝟐𝟐
2. Explain how we calculate the sine and cosine functions for a value of 𝜽𝜽 so that 𝟓𝟓𝟓𝟓𝟓𝟓 < 𝜽𝜽 < 𝟔𝟔𝟔𝟔𝟔𝟔.
Since 𝟓𝟓𝟓𝟓𝟓𝟓 < 𝜽𝜽 < 𝟔𝟔𝟔𝟔𝟔𝟔, the terminal ray is in the 3rd quadrant. The reference angle is the angle formed by the
terminal ray and the negative 𝒙𝒙-axis; let the reference angle have measure 𝝓𝝓 degrees. Thus, the sine and cosine of
𝜽𝜽 will be the opposite of the sine and cosine of 𝝓𝝓: 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝝓𝝓°), and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝝓𝝓°).
1. Fill in the chart. Write in the measures of the reference angles and the values of the sine and cosine functions for
the indicated values of 𝜽𝜽.
Number of degrees of Measure of

rotation, Quadrant Reference 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
𝜽𝜽 Angle, in degrees
√𝟑𝟑 𝟏𝟏
𝟔𝟔𝟔𝟔𝟔𝟔 IV 𝟑𝟑𝟑𝟑 −
𝟐𝟐 𝟐𝟐
𝟖𝟖𝟖𝟖𝟖𝟖 None 𝟗𝟗𝟗𝟗 𝟎𝟎 𝟏𝟏
𝟏𝟏 √𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 II 𝟔𝟔𝟔𝟔 −
𝟐𝟐 𝟐𝟐
𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 None 𝟎𝟎 𝟏𝟏 𝟎𝟎
II √𝟐𝟐 √𝟐𝟐
𝟖𝟖𝟖𝟖𝟖𝟖 𝟒𝟒𝟒𝟒 −
𝟐𝟐 𝟐𝟐
√𝟑𝟑 𝟏𝟏
−𝟑𝟑𝟑𝟑𝟑𝟑 I 𝟑𝟑𝟑𝟑
𝟐𝟐 𝟐𝟐
−𝟒𝟒𝟒𝟒𝟒𝟒𝟒𝟒 None 𝟎𝟎 −𝟏𝟏 𝟎𝟎
√𝟑𝟑 𝟏𝟏
−𝟓𝟓𝟓𝟓𝟓𝟓 III 𝟑𝟑𝟑𝟑 − −
𝟐𝟐 𝟐𝟐
III √𝟐𝟐 √𝟐𝟐

−𝟏𝟏𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒 − −
𝟐𝟐 𝟐𝟐
−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 None 𝟗𝟗𝟗𝟗 𝟎𝟎 −𝟏𝟏
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟏𝟏 �
2. Using geometry, Jennifer correctly calculated that 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°) = 𝟐𝟐 − √𝟑𝟑. Based on this information, fill in the
𝟐𝟐
chart:
Number of degrees of Measure of

rotation, Quadrant Reference Angle, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
𝜽𝜽 in degrees
𝟏𝟏 𝟏𝟏
𝟓𝟓𝟓𝟓𝟓𝟓 II 𝟏𝟏𝟏𝟏 − �𝟐𝟐 + √𝟑𝟑 �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟕𝟕𝟕𝟕𝟕𝟕 IV 𝟏𝟏𝟏𝟏 �𝟐𝟐 + √𝟑𝟑 − �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
𝟗𝟗𝟗𝟗𝟗𝟗 III 𝟏𝟏𝟏𝟏 − �𝟐𝟐 + √𝟑𝟑 − �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
−𝟏𝟏𝟏𝟏 IV 𝟏𝟏𝟏𝟏 �𝟐𝟐 + √𝟑𝟑 − �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
−𝟏𝟏𝟏𝟏𝟏𝟏 III 𝟏𝟏𝟏𝟏 − �𝟐𝟐 + √𝟑𝟑 − �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏
−𝟕𝟕𝟕𝟕𝟕𝟕 I 𝟏𝟏𝟏𝟏 �𝟐𝟐 + √𝟑𝟑 �𝟐𝟐 − √𝟑𝟑
𝟐𝟐 𝟐𝟐
3. Suppose 𝜽𝜽 represents a number of degrees of rotation and that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟎𝟎. 𝟓𝟓. List the first six possible positive
values that 𝜽𝜽 can take.
𝟑𝟑𝟑𝟑, 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟑𝟑𝟑𝟑𝟑𝟑, 𝟓𝟓𝟓𝟓𝟓𝟓, 𝟕𝟕𝟕𝟕𝟕𝟕, 𝟖𝟖𝟖𝟖𝟖𝟖
4. Suppose 𝜽𝜽 represents a number of degrees of rotation and that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = −𝟎𝟎. 𝟓𝟓. List six possible negative values
that 𝜽𝜽 can take.
−𝟑𝟑𝟑𝟑, −𝟏𝟏𝟏𝟏𝟏𝟏, −𝟑𝟑𝟑𝟑𝟑𝟑, −𝟓𝟓𝟓𝟓𝟓𝟓, −𝟕𝟕𝟕𝟕𝟕𝟕, −𝟖𝟖𝟖𝟖𝟖𝟖
𝟏𝟏 𝟏𝟏
5. Suppose 𝜽𝜽 represents a number of degrees of rotation. Is it possible that 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = ?
𝟐𝟐 𝟐𝟐
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
No. If 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , then the coordinates of point 𝑷𝑷 are � , �, but this point doesn’t lie on the unit
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
circle.
6. Jane says that since the reference angle for a rotation through −𝟕𝟕𝟕𝟕𝟕𝟕° has measure 𝟒𝟒𝟒𝟒°, then
𝐜𝐜𝐜𝐜𝐜𝐜(−𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°), and 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°). Explain why she is or is not correct.
Jane is wrong. Because the terminal ray of the rotated initial ray lies in the fourth quadrant, we know that the
𝒚𝒚-coordinate changes sign. Thus, 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°), but 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟕𝟕𝟕𝟕𝟕𝟕°) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°).
7. Doug says that since the reference angle for a rotation through 𝟕𝟕𝟕𝟕𝟕𝟕° has measure 𝟒𝟒𝟒𝟒°, then
𝐜𝐜𝐜𝐜𝐜𝐜(𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°), and 𝐬𝐬𝐬𝐬𝐬𝐬(𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°). Explain why he is or is not correct.
Doug’s conclusion is true, but his logic may be faulty. The reason 𝐜𝐜𝐜𝐜𝐜𝐜(𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) and
𝐬𝐬𝐬𝐬𝐬𝐬(𝟕𝟕𝟕𝟕𝟕𝟕°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) is that the terminal angle of the rotated ray lies in the first quadrant.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 6: Why Call It Tangent?
Student Outcomes
 Students define the tangent function and understand the historic reason for its name.
 Students use special triangles to determine geometrically the values of the tangent function for 30°, 45°,
and 60°.
Lesson Notes
sin�𝜃𝜃°�
In this lesson, the right triangle definition of the tangent ratio of an acute angle 𝜃𝜃, tan(𝜃𝜃°) = , is extended to the
cos�𝜃𝜃°�
tangent function defined for all real numbers 𝜃𝜃 where cos(𝜃𝜃°) ≠ 0. The word tangent already has geometric meaning,
so the historical reasons for naming this particular function tangent are investigated. Additionally, the correlation of
MP.7
& tan(𝜃𝜃°) with the slope of the line that coincides with the terminal ray after rotation by 𝜃𝜃 degrees is noted. These three
MP.8 different interpretations of the tangent function can be used immediately to analyze properties and compute values of
the tangent function. Students look for and make use of structure to develop the definitions in Exercises 7 and 8 and
look for and express regularity in repeated reasoning using what they know about the sine and cosine functions applied
to the tangent function in Exercise 3.
This lesson depends on vocabulary from Geometry such as secant lines and tangent lines. The terms provided are used
for reference in this lesson and in subsequent lessons.
TANGENT FUNCTION (description): The tangent function,
tan: {𝑥𝑥 ∈ ℝ | 𝑥𝑥 ≠ 90 + 180𝑘𝑘 for all integers 𝑘𝑘} → ℝ
can be defined as follows: Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 90 + 180𝑘𝑘, for all integers 𝑘𝑘. In the
Cartesian plane, rotate the initial ray by 𝜃𝜃 degrees about the origin. Intersect the resulting terminal ray with the
𝑦𝑦𝜃𝜃
unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of tan(𝜃𝜃°) is .
𝑥𝑥𝜃𝜃
The following trigonometric identity,

sin�𝜃𝜃°�
tan(𝜃𝜃°) = for all 𝜃𝜃 ≠ 90 + 180𝑘𝑘, for all integers 𝑘𝑘,
cos�𝜃𝜃°�
sin�𝜃𝜃°�
or simply, tan(𝜃𝜃°) = , should be talked about almost immediately and used as the working definition of
cos�𝜃𝜃°�
tangent.
SECANT TO A CIRCLE: A secant line to a circle is a line that intersects a circle in exactly two points.
TANGENT TO A CIRCLE: A tangent line to a circle is a line in the same plane that intersects the circle at one and only
one point.
Lesson 6: Why Call It Tangent? 83
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Classwork
The Opening Exercise leads students to the description of tan(𝜃𝜃°) as the quotient of 𝑦𝑦𝜃𝜃 and 𝑥𝑥𝜃𝜃 using right triangle
trigonometry.
Opening Exercise
Let 𝑷𝑷(𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ) be the point where the terminal ray intersects the unit circle after rotation by 𝜽𝜽 Scaffolding:
degrees, as shown in the diagram below.
For students not ready for this
level of abstraction, use
𝜃𝜃 = 30 for this example
instead of the generic value 𝜃𝜃.
a. Using triangle trigonometry, what are the values of 𝒙𝒙𝜽𝜽 and 𝒚𝒚𝜽𝜽 in terms of 𝜽𝜽?
𝒙𝒙𝜽𝜽 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°), and 𝒚𝒚𝜽𝜽 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
b. Using triangle trigonometry, what is the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) in terms of 𝒙𝒙𝜽𝜽 and 𝒚𝒚𝜽𝜽 ?
𝒚𝒚𝜽𝜽
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) =
𝒙𝒙𝜽𝜽
c. What is the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) in terms of 𝜽𝜽?

𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) =
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
In the previous lessons, the idea of the sine and cosine ratios of a triangle were extended to the sine and cosine
functions of a real number, 𝜃𝜃, that represents the number of degrees of rotation of the initial ray in the coordinate
plane. In the following discussion, similarly the idea of the tangent ratio of an acute angle of a triangle is extended to the
sin�𝜃𝜃°�
tangent function tan(𝜃𝜃°) = on a subset of the real numbers.
cos�𝜃𝜃°�
MP.3
In this discussion, students should notice that the tangent ratio of an angle in a triangle does not extend to the entire
real line because we need to avoid division by zero. Encourage students to find a symbolic representation for the points
excluded from the domain of the tangent function; that is, the tangent function is defined for all real numbers 𝜃𝜃 except
𝜃𝜃 = 90 + 180𝑘𝑘, for all integers 𝑘𝑘.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
As the discussion progresses, refer frequently to the image of the unit circle with the initial ray along the positive 𝑥𝑥-axis
and the terminal ray intersecting the unit circle at a point 𝑃𝑃 with coordinates (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ), as was done in the Opening
Exercise. Encourage students to draw similar diagrams in their own notes as well.
Discussion
A description of the tangent function is provided below. Be prepared to answer questions based on your understanding
of this function and to discuss your responses with others in your class.
Let 𝜽𝜽 be any real number. In the Cartesian plane, rotate the nonnegative 𝒙𝒙-axis by 𝜽𝜽 degrees about the origin.
Intersect the resulting terminal ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ). If 𝒙𝒙𝜽𝜽 ≠ 𝟎𝟎, then the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)
𝒚𝒚𝜽𝜽 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�
is . In terms of the sine and cosine functions, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = for 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≠ 𝟎𝟎.
𝒙𝒙𝜽𝜽 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
Scaffolding:
To recall some of the
information students have
developed in the last few
lessons, drawing the unit circle
on the board with a reference
angle and sine and cosine
labeled may be helpful. A
picture is included.
sin(𝜃𝜃°)
 We have defined the tangent function to be the quotient tan(𝜃𝜃°) = for cos(𝜃𝜃°) ≠ 0. Why do we
cos(𝜃𝜃°)
specify that cos(𝜃𝜃°) ≠ 0?
 We cannot divide by zero, so the tangent function cannot be defined where the denominator is zero.
 Looking at the unit circle in the figure, which segment has a measure equal to sin(𝜃𝜃°), and which segment has
a measure equal to cos(𝜃𝜃°)?
 𝑃𝑃𝑃𝑃 = sin(𝜃𝜃°), and 𝑂𝑂𝑂𝑂 = cos(𝜃𝜃°).
 Looking at the unit circle, identify several values of 𝜃𝜃 that cause tan(𝜃𝜃°) to be undefined. (Scaffolding: When
is the 𝑥𝑥-coordinate of point 𝑃𝑃 zero?)
 When cos(𝜃𝜃°) = 0, then tan(𝜃𝜃°) is undefined, which happens when the terminal ray is vertical so that
point 𝑃𝑃 lies along the 𝑦𝑦-axis. The following numbers of degrees of rotation locate the terminal ray
along the 𝑦𝑦-axis: 90, 270, −90, 450.
 Describe all numbers 𝜃𝜃 for which cos(𝜃𝜃°) = 0.
 90 + 180𝑘𝑘, for any integer 𝑘𝑘
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 How can we describe the domain of the tangent function, other than all real numbers 𝜃𝜃 with cos(𝜃𝜃°) ≠ 0?
 The domain of the tangent function is all real numbers 𝜃𝜃 such that 𝜃𝜃 ≠ 90 + 180𝑘𝑘, for all integers 𝑘𝑘.
Have students work in pairs or small groups to complete this table and answer the questions that follow. Then debrief
the groups in a discussion.
Exercise 1
1. For each value of 𝜽𝜽 in the table below, use the given values of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) to approximate 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) to two
decimal places.
𝜽𝜽
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)
(degrees)
−𝟖𝟖𝟖𝟖. 𝟗𝟗 −𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 −𝟓𝟓𝟓𝟓𝟓𝟓. 𝟗𝟗𝟗𝟗
−𝟖𝟖𝟖𝟖 −𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 −𝟓𝟓𝟓𝟓. 𝟐𝟐𝟐𝟐
−𝟖𝟖𝟖𝟖 −𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎 −𝟏𝟏𝟏𝟏. 𝟒𝟒𝟒𝟒
−𝟖𝟖𝟖𝟖 −𝟎𝟎. 𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟏𝟏𝟏𝟏 −𝟓𝟓. 𝟔𝟔𝟔𝟔
−𝟔𝟔𝟔𝟔 −𝟎𝟎. 𝟖𝟖𝟖𝟖 𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟏𝟏. 𝟕𝟕𝟕𝟕
−𝟒𝟒𝟒𝟒 −𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟕𝟕𝟕𝟕 −𝟎𝟎. 𝟖𝟖𝟖𝟖
−𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟑𝟑𝟑𝟑 𝟎𝟎. 𝟗𝟗𝟗𝟗 −𝟎𝟎. 𝟑𝟑𝟑𝟑
𝟎𝟎 𝟎𝟎 𝟏𝟏. 𝟎𝟎𝟎𝟎 𝟎𝟎
𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟑𝟑𝟑𝟑 𝟎𝟎. 𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟑𝟑𝟑𝟑
𝟒𝟒𝟒𝟒 𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟖𝟖𝟖𝟖
𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟖𝟖𝟖𝟖 𝟎𝟎. 𝟓𝟓𝟓𝟓 𝟏𝟏. 𝟕𝟕𝟕𝟕
𝟖𝟖𝟖𝟖 𝟎𝟎. 𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟓𝟓. 𝟔𝟔𝟔𝟔
𝟖𝟖𝟖𝟖 𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎 𝟏𝟏𝟏𝟏. 𝟒𝟒𝟒𝟒
𝟖𝟖𝟖𝟖 𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 𝟓𝟓𝟓𝟓. 𝟐𝟐𝟐𝟐
𝟖𝟖𝟖𝟖. 𝟗𝟗 𝟎𝟎. 𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 𝟓𝟓𝟓𝟓𝟓𝟓. 𝟗𝟗𝟗𝟗
a. As 𝜽𝜽 → −𝟗𝟗𝟗𝟗° and 𝜽𝜽 > −𝟗𝟗𝟗𝟗°, what value does 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) approach?
−𝟏𝟏
b. As 𝜽𝜽 → −𝟗𝟗𝟗𝟗° and 𝜽𝜽 > −𝟗𝟗𝟗𝟗°, what value does 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) approach?
𝟎𝟎
c. As 𝜽𝜽 → −𝟗𝟗𝟗𝟗° and 𝜽𝜽 > −𝟗𝟗𝟗𝟗°, how would you describe the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = ?
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) → −∞
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. As 𝜽𝜽 → 𝟗𝟗𝟗𝟗° and 𝜽𝜽 < 𝟗𝟗𝟗𝟗°, what value does 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) approach?
𝟏𝟏
e. As 𝜽𝜽 → 𝟗𝟗𝟗𝟗° and 𝜽𝜽 < 𝟗𝟗𝟗𝟗°, what value does 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) approach?
𝟎𝟎
f. As 𝜽𝜽 → 𝟗𝟗𝟗𝟗° and 𝜽𝜽 < 𝟗𝟗𝟗𝟗°, how would you describe the behavior of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = ?
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) → ∞
g. How can we describe the range of the tangent function?
The range of the tangent function is (−∞, ∞), which is the set of all real numbers.
Now that the domain and range of the tangent function has been established, go through a concrete example of
computing the value of the tangent function at a specific value of 𝜃𝜃; here 𝜃𝜃 = 30 is used. With students, use either
𝑦𝑦𝜃𝜃 sin�𝜃𝜃°�
tan(𝜃𝜃°) = or tan(𝜃𝜃°) = as a working definition for the tangent function, whichever seems more appropriate
𝑥𝑥𝜃𝜃 cos(𝜃𝜃°)
for a given task.
Example 1
Suppose that point 𝑷𝑷 is the point on the unit circle obtained by rotating the initial ray through 𝟑𝟑𝟑𝟑°. Find 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°).
Scaffolding:
For struggling students,
provide a review of the side
lengths of 30°-60°-90° and
45°-45°-90° triangles.
 What is the length 𝑂𝑂𝑂𝑂 of the horizontal leg of △ 𝑂𝑂𝑂𝑂𝑂𝑂?

�3
 By remembering the special triangles from Geometry, we have 𝑂𝑂𝑂𝑂 = .
2
 What is the length 𝑄𝑄𝑄𝑄 of the vertical leg of △ 𝑂𝑂𝑂𝑂𝑂𝑂?
 Either by the Pythagorean theorem, or by remembering the special triangles from Geometry, we have
1
𝑄𝑄𝑄𝑄 = .
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 What are the coordinates of point 𝑃𝑃?

�3 1
 � , �
2 2
 What are cos(30°) and sin(30°)?
�3 1
 cos(30°) = , and sin(30°) = .
2 2
 What is tan(30°)?
1 �3
 tan(30°) = With no radicals in the denominator, this is tan(30°) = .
�3 3
Exercise 2–6 (8 minutes): Why Do We Call It Tangent?

In this set of exercises, students begin to answer the question posed in the lesson’s title: Why Call It Tangent? Ask
sin�𝜃𝜃°�
students if they can see any reason to name the function 𝑓𝑓(𝜃𝜃°) = the tangent function. It is unlikely that they
cos�𝜃𝜃°�
will have a reasonable answer.
Exercises 2–6
2. Let 𝑷𝑷 be the point on the unit circle with center 𝑶𝑶 that is

the intersection of the terminal ray after rotation by 𝜽𝜽
degrees as shown in the diagram. Let 𝑸𝑸 be the foot of the
perpendicular line from 𝑷𝑷 to the 𝒙𝒙-axis, and let the line 𝓵𝓵
be the line perpendicular to the 𝒙𝒙-axis at 𝑺𝑺(𝟏𝟏, 𝟎𝟎). Let 𝑹𝑹 be
the point where the secant line 𝐎𝐎𝐎𝐎 intersects the line 𝓵𝓵.
Let 𝒎𝒎 be the length of ��
𝑹𝑹𝑹𝑹.
a. Show that 𝒎𝒎 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
�� adjacent to
Segment 𝑹𝑹𝑹𝑹 has length 𝒎𝒎, and side 𝑶𝑶𝑶𝑶
∠𝑹𝑹𝑹𝑹𝑹𝑹 has length 𝟏𝟏, so we use tangent:
𝒎𝒎
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = = 𝒎𝒎
𝟏𝟏
Thus, 𝒎𝒎 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
Scaffolding:
 It may help students who
b. Using a segment in the figure, make a conjecture why mathematicians named the
𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� struggle to see the
function 𝒇𝒇(𝜽𝜽°) = the tangent function.
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� diagram drawn both with
MP.3
Mathematicians named the function tangent because the value of the function is the and without the half-chord
length of the segment 𝑹𝑹𝑹𝑹 that is tangent to the circle. 𝑃𝑃𝑃𝑃 drawn.
 For Exercise 2, part (b),
c. Why can you use either triangle, △ 𝑷𝑷𝑷𝑷𝑷𝑷 or △ 𝑹𝑹𝑹𝑹𝑹𝑹, to calculate the length 𝒎𝒎? students may need to be
reminded that the side
These triangles are similar by AA similarity (both are right triangles that share a
lengths of △ 𝑃𝑃𝑃𝑃𝑃𝑃 are
common acute angle); hence, their sides are proportional.
sin(𝜃𝜃°) and cos(𝜃𝜃°).
d. Imagine that you are the mathematician who gets to name the function. (How cool would that be?) Based
upon what you know about the equations of lines, what might you have named the function instead?
I would have called it the slope function instead because the slope of the secant line 𝑶𝑶𝑶𝑶 is also 𝒎𝒎.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. Draw four pictures similar to the diagram in Exercise 2 to illustrate what happens to the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) as the
rotation of the secant line through the terminal ray increases towards 𝟗𝟗𝟗𝟗°. How does your diagram relate to the
work done in Exercise 1?
MP.7
&
MP.8
As the rotation increases to 𝟗𝟗𝟗𝟗 degrees, the value of 𝒎𝒎 increases to positive infinity. Since 𝒎𝒎 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°), the value
of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) also increases to positive infinity. This is what was observed numerically in Exercise 1.
4. When the terminal ray is vertical, what is the relationship between the secant line 𝑶𝑶𝑶𝑶 and the tangent line 𝑹𝑹𝑹𝑹?
Explain why you cannot determine the measure of 𝒎𝒎 in this instance. What is the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝟗𝟗𝟗𝟗°)?
The secant line and tangent line are parallel when the terminal ray is vertical. The value of 𝒎𝒎 cannot be determined
because parallel lines do not intersect. Therefore, no triangle is formed, and triangle trigonometry does not apply.
The tangent function is undefined at 𝜽𝜽 = 𝟗𝟗𝟗𝟗.
5. When the terminal ray is horizontal, what is the relationship between the secant line 𝑶𝑶𝑶𝑶 and the 𝒙𝒙-axis? Explain
what happens to the value of 𝒎𝒎 in this instance. What is the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝟎𝟎°)?
When the secant line 𝑶𝑶𝑶𝑶 is horizontal, then it coincides with the 𝒙𝒙-axis. The value of 𝒎𝒎 is zero since the points 𝑹𝑹
and 𝑺𝑺 are the same. Then, 𝒎𝒎 = 𝟎𝟎, and thus 𝐭𝐭𝐭𝐭𝐭𝐭(𝟎𝟎°) = 𝟎𝟎.
6. When the terminal ray is rotated counterclockwise about the origin by 𝟒𝟒𝟒𝟒°, what is the relationship between the
value of 𝒎𝒎 and the length of ��
𝑶𝑶𝑶𝑶? What is the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°)?
In this case, 𝒎𝒎 = 𝑶𝑶𝑶𝑶. Since ��

𝑶𝑶𝑶𝑶 is a radius of the unit circle, 𝒎𝒎 = 𝟏𝟏. Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) = 𝟏𝟏.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
While debriefing this set of exercises, make sure to emphasize the following points:
 For rotations from 0 to 90 degrees, the length of the tangent segment formed by intersecting the terminal ray
with the line tangent to the unit circle at (1,0) is equal to tan(𝜃𝜃°).
 The tangent function is undefined when 𝜃𝜃 = 90°. This fact can now be related to fact that the terminal ray
and the line tangent to the unit circle at (1,0) will be parallel after a 90 degree rotation; thus, a tangent
segment for this rotation does not exist.
 The value of the tangent function when 𝜃𝜃 = 0° is 0 because the point where the terminal ray intersects the
tangent line is the point (1,0), and the distance between a point and itself is 0.
Exercises 7–8 (9 minutes) Scaffolding:

In these exercises, students discover the relationship between tan(𝜃𝜃°) and the slope of Students who are struggling to
the secant line through the origin that makes an angle of 𝜃𝜃 degrees with the 𝑥𝑥-axis for remember the sine values may
rotations that place the terminal ray in the first and third quadrants. The interpretation of be encouraged to recall the
MP.7
the tangent of 𝜃𝜃 as the slope of this secant line provides a geometric explanation why the √0 √1 √2 √3 √4
sequence , , , ,
fundamental period of the tangent function is 180°, as opposed to the fundamental 2 2 2 2 2
period of 360° for the sine and cosine functions. as these are the values of sine
at 0, 30, 45, 60, and 90
Students should work in collaborative groups or with a partner on these exercises. Then degrees.
as a whole group, debrief the results and provide time for students to revise what they
wrote initially.
Exercises 7–8
7. Rotate the initial ray about the origin the stated number of degrees. Draw a sketch and label the coordinates of
point 𝑷𝑷 where the terminal ray intersects the unit circle. What is the slope of the line containing this ray?
a. 𝟑𝟑𝟑𝟑° b. 𝟒𝟒𝟒𝟒° c. 𝟔𝟔𝟔𝟔°

𝟏𝟏 √𝟐𝟐�
𝒚𝒚𝟏𝟏 − 𝒚𝒚𝟐𝟐 − 𝟎𝟎 √𝟑𝟑 √𝟑𝟑�
𝒎𝒎 = = 𝟐𝟐 = 𝒎𝒎 = 𝟐𝟐 = 𝟏𝟏
𝒎𝒎 = 𝟐𝟐 = √𝟑𝟑
𝒙𝒙𝟏𝟏 − 𝒙𝒙𝟐𝟐 √𝟑𝟑 𝟑𝟑 √𝟐𝟐� 𝟏𝟏�
− 𝟎𝟎 𝟐𝟐 𝟐𝟐
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. Use the definition of tangent to find 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°), 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°), and 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°). How do your answers compare to
your work in parts (a)–(c)?
�𝟑𝟑
The slopes and the values of the tangent functions at each rotation were the same. That is, 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) = ,
𝟑𝟑
𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) = 𝟏𝟏, and 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°) = √𝟑𝟑.
e. If the initial ray is rotated 𝜽𝜽 degrees about the origin, show that the slope of the line containing the terminal
ray is equal to 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°). Explain your reasoning.
The terminal ray will always intersect the unit circle at (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ) = �𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°), 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)� and will always pass
through the origin, (𝟎𝟎, 𝟎𝟎). Thus, the slope of the line containing the terminal ray will always be given by
𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�−𝟎𝟎 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�
𝒎𝒎 = = = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�−𝟎𝟎 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
f. Now that you have shown that the value of the tangent function is equal to the slope of the terminal ray,
would you prefer using the name tangent function or slope function? Why do you think we use tangent
instead of slope as the name of the tangent function?
Answers may vary for the first question. Possible reasons include familiarity or comfort with one of the
concepts. Tangent is probably used instead of slope due to the historical ideas of trigonometry and geometry.
8. Rotate the initial ray about the origin the stated number of
degrees. Draw a sketch and label the coordinates of point 𝑷𝑷
where the terminal ray intersects the unit circle. How does
your diagram in this exercise relate to the diagram in the
corresponding part of Exercise 7? What is 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) for these
values of 𝜽𝜽?
a. 𝟐𝟐𝟐𝟐𝟐𝟐°
From the picture, we can see that the secant is the
same line produced by a rotation by 𝟑𝟑𝟑𝟑°,
�𝟑𝟑
so 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) = .
𝟑𝟑
b. 𝟐𝟐𝟐𝟐𝟐𝟐°
same line produced by a rotation by 𝟒𝟒𝟒𝟒°,
so 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) = 𝟏𝟏.
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c. 𝟐𝟐𝟐𝟐𝟐𝟐°
same line produced by a rotation by 𝟔𝟔𝟔𝟔°,
so 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°) = √𝟑𝟑.
d. What do the results of parts (a)–(c) suggest about the value of the tangent function after rotating an
additional 𝟏𝟏𝟏𝟏𝟏𝟏 degrees?
If the initial ray is rotated by 𝟏𝟏𝟏𝟏𝟏𝟏 + 𝜽𝜽 degrees, then the terminal ray is on the same line as the terminal ray
when the initial ray is rotated by 𝜽𝜽 degrees. Since the slope of the line containing the two terminal rays is the
same, the value of the tangent function for both 𝜽𝜽 and 𝟏𝟏𝟏𝟏𝟏𝟏 + 𝜽𝜽 is the same.
e. What is the period of the tangent function? Discuss with a classmate and write your conclusions.
The period is 𝟏𝟏𝟏𝟏𝟏𝟏 since rotation by 𝟏𝟏𝟏𝟏𝟏𝟏 degrees rotates a line to itself.
f. Use the results of Exercise 7(e) to explain why 𝐭𝐭𝐭𝐭𝐭𝐭(𝟎𝟎°) = 𝟎𝟎.
The slope of any horizontal line is zero.
g. Use the results of Exercise 7(e) to explain why 𝐭𝐭𝐭𝐭𝐭𝐭(𝟗𝟗𝟗𝟗°) is undefined.
The slope of any vertical line is undefined.
Closing (3 minutes)
In this lesson, we saw three ways to interpret the tangent function:
sin�𝜃𝜃°�
1. We have a working definition of tangent as tan(𝜃𝜃°) = , where cos(𝜃𝜃°) ≠ 0.
cos�𝜃𝜃°�
2. Using similar triangles, we found that tan(𝜃𝜃°) = 𝑚𝑚, where 𝑚𝑚 is the length of the line segment contained in the line
ℓ tangent to the unit circle at (1,0) between the point (1,0) and the point of intersection of the terminal ray and
line ℓ.
3. Applying the formula for slope, we see that tan(𝜃𝜃°) = 𝑚𝑚, where 𝑚𝑚 is the slope of the secant line that contains the
terminal ray of a rotation by 𝜃𝜃 degrees.
Have students summarize these interpretations of tan(𝜃𝜃°) in this lesson along with the domain and range of this new
function, as well as any other information they learned that they feel is important either as a class or with a partner.
Use this as an opportunity to check for any gaps in understanding.
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Lesson Summary
 A working definition of the tangent function is 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = , where 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≠ 𝟎𝟎.
 The value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) is the length of the line segment on the tangent line to the unit circle centered at
the origin from the intersection with the unit circle and the intersection with the secant line created by
the 𝒙𝒙-axis rotated 𝜽𝜽 degrees (This is why we call it tangent.)
 The value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) is the slope of the line obtained by rotating the 𝒙𝒙-axis 𝜽𝜽 degrees about the origin.
 The domain of the tangent function is {𝜽𝜽 ∈ ℝ|𝜽𝜽 ≠ 𝟗𝟗𝟗𝟗 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, 𝐟𝐟𝐟𝐟𝐟𝐟 𝐚𝐚𝐚𝐚𝐚𝐚 𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢𝐢 𝒌𝒌} which is equivalent
to {𝜽𝜽 ∈ ℝ| 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≠ 𝟎𝟎}.
 The range of the tangent function is all real numbers.
 The period of the tangent function is 𝟏𝟏𝟏𝟏𝟏𝟏°.
𝐭𝐭𝐭𝐭𝐭𝐭(𝟎𝟎°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝟗𝟗𝟗𝟗°)
𝟎𝟎 √𝟑𝟑 𝟏𝟏 undefined
√𝟑𝟑
𝟑𝟑
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Name Date
Lesson 6: Why Call It Tangent?
Exit Ticket
Draw and label a figure on the circle that illustrates the relationship of the trigonometric tangent function
sin�𝜃𝜃°�
tan(𝜃𝜃°) = and the geometric tangent line to a circle through the point (1,0) when 𝜃𝜃 = 60.
cos�𝜃𝜃°�
Explain the relationship, labeling the figure as needed.
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Draw and label a figure on the circle that illustrates the relationship of the trigonometric tangent function
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = and the geometric tangent line to a circle through the point (𝟏𝟏, 𝟎𝟎) when 𝜽𝜽 = 𝟔𝟔𝟔𝟔°.
Explain the relationship, labeling the figure as needed.
�𝟑𝟑 𝟏𝟏
Labeling as shown, lengths are 𝑶𝑶𝑶𝑶 = 𝟏𝟏, 𝑸𝑸𝑸𝑸 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟔𝟔𝟔𝟔°) = , and 𝑶𝑶𝑶𝑶 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟔𝟔𝟔𝟔°) = .
𝟐𝟐 𝟐𝟐
�𝟑𝟑�
𝑸𝑸𝑸𝑸 𝑺𝑺𝑺𝑺
Then by similar triangles, we have = ; thus, 𝑺𝑺𝑺𝑺 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°) = 𝟏𝟏 𝟐𝟐 = √𝟑𝟑.
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 �
𝟐𝟐
1. Label the missing side lengths, and find the value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) in the following right triangles.
a. 𝜽𝜽 = 𝟑𝟑𝟑𝟑
1 𝐬𝐬𝐬𝐬𝐬𝐬( °) √
𝟏𝟏
𝐭𝐭𝐭𝐭 ( °) = = = =
𝟑𝟑𝟑𝟑
𝟏𝟏
𝟑𝟑
𝟐𝟐
𝐜𝐜𝐜𝐜𝐜𝐜( °) √ √
𝐭𝐭
𝟑𝟑𝟑𝟑
𝟑𝟑𝟑𝟑
𝟑𝟑
𝟑𝟑
𝟑𝟑
𝟐𝟐
30°
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b. 𝜽𝜽 = 𝟒𝟒𝟒𝟒
√𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°)
1 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) = = 𝟐𝟐 = 𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) √𝟐𝟐
𝟐𝟐
45°
c. 𝜽𝜽 = 𝟔𝟔𝟔𝟔
√
𝐬𝐬𝐬𝐬𝐬𝐬( °) √
𝟑𝟑
𝐭𝐭𝐭𝐭 ( °) = = = =√
𝟔𝟔𝟔𝟔
𝟑𝟑
𝟐𝟐
1 𝐜𝐜𝐜𝐜𝐜𝐜( °)
𝐭𝐭
𝟔𝟔𝟔𝟔
𝟑𝟑
𝟏𝟏
𝟔𝟔𝟔𝟔
𝟏𝟏
𝟐𝟐
60°
2. Let 𝜽𝜽 be any real number. In the Cartesian plane, rotate the initial ray by 𝜽𝜽 degrees about the origin. Intersect the
resulting terminal ray with the unit circle to get point 𝑷𝑷(𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ).
a. Complete the table by finding the slope of the line through the origin and the point 𝑷𝑷.
𝜽𝜽, in degrees Slope 𝜽𝜽, in degrees Slope

𝟎𝟎 𝟎𝟎 𝟏𝟏𝟏𝟏𝟏𝟏 𝟎𝟎
√𝟑𝟑 √𝟑𝟑
𝟑𝟑𝟑𝟑 𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑 𝟑𝟑
𝟒𝟒𝟒𝟒 𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟏𝟏
𝟔𝟔𝟔𝟔 √𝟑𝟑 𝟐𝟐𝟐𝟐𝟐𝟐 √𝟑𝟑
𝟗𝟗𝟗𝟗 Undefined 𝟐𝟐𝟐𝟐𝟐𝟐 Undefined
𝟏𝟏𝟏𝟏𝟏𝟏 −√𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 −√𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏 −𝟏𝟏 𝟑𝟑𝟑𝟑𝟑𝟑 −𝟏𝟏
√𝟑𝟑 √𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟑𝟑𝟑𝟑𝟑𝟑 −
𝟑𝟑 𝟑𝟑
b. Explain how these slopes are related to the tangent function.
The slope of the line through the origin and 𝑷𝑷(𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ) is equal to 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
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3. Consider the following diagram of a circle of radius 𝒓𝒓 centered at the origin. The line 𝓵𝓵 is tangent to the circle at
𝑺𝑺(𝒓𝒓, 𝟎𝟎), so 𝓵𝓵 is perpendicular to the 𝒙𝒙-axis.
a. If 𝒓𝒓 = 𝟏𝟏, then state the value of 𝒕𝒕 in terms of one of the trigonometric functions.
𝒕𝒕 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)
b. If 𝒓𝒓 is any positive value, then state the value of 𝒕𝒕 in terms of one of the trigonometric functions.
𝒕𝒕 = 𝒓𝒓 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)
For the given values of 𝒓𝒓 and 𝜽𝜽, find 𝒕𝒕.

c. 𝜽𝜽 = 𝟑𝟑𝟑𝟑, 𝒓𝒓 = 𝟐𝟐
𝟐𝟐√𝟑𝟑
𝒕𝒕 = 𝟐𝟐 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) =
𝟑𝟑
d. 𝜽𝜽 = 𝟒𝟒𝟒𝟒, 𝒓𝒓 = 𝟐𝟐
𝒕𝒕 = 𝟐𝟐 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) = 𝟐𝟐 ⋅ 𝟏𝟏 = 𝟐𝟐
e. 𝜽𝜽 = 𝟔𝟔𝟔𝟔, 𝒓𝒓 = 𝟐𝟐
𝒕𝒕 = 𝟐𝟐 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°) = 𝟐𝟐 ⋅ √𝟑𝟑 = 𝟐𝟐√𝟑𝟑
f. 𝜽𝜽 = 𝟒𝟒𝟒𝟒, 𝒓𝒓 = 𝟒𝟒
𝒕𝒕 = 𝟒𝟒 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟒𝟒𝟒𝟒°) = 𝟒𝟒 ⋅ 𝟏𝟏 = 𝟒𝟒
g. 𝜽𝜽 = 𝟑𝟑𝟑𝟑, 𝒓𝒓 = 𝟑𝟑. 𝟓𝟓
𝟑𝟑. 𝟓𝟓√𝟑𝟑 𝟕𝟕√𝟑𝟑

𝒕𝒕 = 𝟑𝟑. 𝟓𝟓 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) = =
𝟑𝟑 𝟔𝟔
h. 𝜽𝜽 = 𝟎𝟎, 𝒓𝒓 = 𝟗𝟗
𝒕𝒕 = 𝟗𝟗 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟎𝟎°) = 𝟗𝟗 ⋅ 𝟎𝟎 = 𝟎𝟎
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i. 𝜽𝜽 = 𝟗𝟗𝟗𝟗, 𝒓𝒓 = 𝟓𝟓
Lines 𝑶𝑶𝑶𝑶 and 𝓵𝓵 are distinct parallel lines when 𝜽𝜽 = 𝟗𝟗𝟗𝟗. Thus, they will never intersect, and the line segment
defined by their intersection does not exist.
j. 𝜽𝜽 = 𝟔𝟔𝟔𝟔, 𝒓𝒓 = √𝟑𝟑
𝒕𝒕 = √𝟑𝟑 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟔𝟔𝟔𝟔°) = √𝟑𝟑 ⋅ √𝟑𝟑 = 𝟑𝟑
k. 𝜽𝜽 = 𝟑𝟑𝟑𝟑, 𝒓𝒓 = 𝟐𝟐. 𝟏𝟏
𝟐𝟐. 𝟏𝟏 𝟐𝟐𝟐𝟐 𝟕𝟕√𝟑𝟑

𝒕𝒕 = 𝟐𝟐. 𝟏𝟏 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) = = =
√𝟑𝟑 𝟏𝟏𝟏𝟏√𝟑𝟑 𝟏𝟏𝟏𝟏
l. 𝜽𝜽 = 𝑨𝑨, 𝒓𝒓 = 𝟑𝟑
𝒕𝒕 = 𝟑𝟑 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝑨𝑨°) = 𝟑𝟑 𝐭𝐭𝐭𝐭𝐭𝐭(𝑨𝑨°), for 𝑨𝑨 ≠ 𝟗𝟗𝟗𝟗 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all integers 𝒌𝒌.
m. 𝜽𝜽 = 𝟑𝟑𝟑𝟑, 𝒓𝒓 = 𝒃𝒃
𝒃𝒃√𝟑𝟑
𝒕𝒕 = 𝒃𝒃 ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑°) =
𝟑𝟑
n. Knowing that 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = , for 𝒓𝒓 = 𝟏𝟏, find the value of 𝒔𝒔 in terms of one of the trigonometric functions.
𝒕𝒕 𝐭𝐭𝐭𝐭𝐭𝐭�𝜽𝜽°�
Using right-triangle trigonometry, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = = .
𝒔𝒔 𝒔𝒔
𝐭𝐭𝐭𝐭𝐭𝐭�𝜽𝜽°� 𝟏𝟏 𝒔𝒔
So, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , which tells us = .
𝒔𝒔 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)
𝐭𝐭𝐭𝐭𝐭𝐭�𝜽𝜽°� 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�/𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�
Thus, 𝒔𝒔 =
=
= ⋅ 𝟏𝟏 = 𝟏𝟏 .
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
𝟏𝟏
So, 𝒔𝒔 = .
4. Using what you know of the tangent function, show that −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽°) for 𝜽𝜽 ≠ 𝟗𝟗𝟗𝟗 + 𝟏𝟏𝟏𝟏𝟏𝟏𝒌𝒌, for all integers
𝒌𝒌.
The tangent function could also be called the slope function due to the fact that 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) is the slope of the secant
line passing through the origin and intersecting the tangent line perpendicular to the 𝒙𝒙-axis. If rotation of the secant
line by 𝜽𝜽° is a counterclockwise rotation, then rotation of the secant line by – 𝜽𝜽° is a clockwise rotation. The
resulting secant lines will have opposite slopes, so the tangent values will also be opposites.
Thus, −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽°).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 7: Secant and the Co-Functions
Student Outcomes
 Students define the secant function and the co-functions in terms of points on the unit circle. They relate the
names for these functions to the geometric relationships among lines, angles, and right triangles in a unit circle
diagram.
 Students use reciprocal relationships to relate the trigonometric functions to each other and use these
relationships to evaluate trigonometric functions at multiples of 30, 45, and 60 degrees.
Lesson Notes
The geometry of the unit circle and its related triangles provide a clue as to how the different reciprocal functions got
their names. This lesson draws out the connections among tangent and secant lines of a circle, angle relationships, and
the trigonometric functions. The names for the various trigonometric functions make more sense to students when
viewed through the lens of geometric figures, providing students with an opportunity to practice MP.7. Students make
sense of the domain and range of these functions and use the definitions to evaluate the trigonometric functions for
rotations that are multiples of 30, 45, and 60 degrees.
The relevant vocabulary upon which this lesson is based appears below.
SECANT FUNCTION (description): The secant function,
sec: {𝑥𝑥 ∈ ℝ | 𝑥𝑥 ≠ 90 + 180𝑘𝑘 for all integers 𝑘𝑘} → ℝ
can be defined as follows: Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 90 + 180𝑘𝑘 for all integers 𝑘𝑘. In the
Cartesian plane, rotate the initial ray by 𝜃𝜃 degrees about the origin. Intersect the resulting terminal ray with the
1
unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of sec(𝜃𝜃°) is .
𝑥𝑥𝜃𝜃
COSECANT FUNCTION (description): The cosecant function,

csc: {𝑥𝑥 ∈ ℝ | 𝑥𝑥 ≠ 180𝑘𝑘 for all integers 𝑘𝑘} → ℝ
can be defined as follows: Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 180𝑘𝑘 for all integers 𝑘𝑘. In the Cartesian
plane, rotate the initial ray by 𝜃𝜃 degrees about the origin. Intersect the resulting terminal ray with the unit
1
circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of csc(𝜃𝜃°) is .
𝑦𝑦𝜃𝜃
COTANGENT FUNCTION (description): The cotangent function,

cot: {𝑥𝑥 ∈ ℝ | 𝑥𝑥 ≠ 180𝑘𝑘 for all integers 𝑘𝑘} → ℝ
can be defined as follows: Let 𝜃𝜃 be any real number such that 𝜃𝜃 ≠ 180𝑘𝑘 for all integers 𝑘𝑘. In the Cartesian
plane, rotate the initial ray by 𝜃𝜃 degrees about the origin. Intersect the resulting terminal ray with the unit
𝑥𝑥𝜃𝜃
circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of cot(𝜃𝜃°) is .
𝑦𝑦𝜃𝜃
Lesson 7: Secant and the Co-Functions 99
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Classwork
Give students a short time to work independently on this Opening Exercise (about 2 minutes). Lead a whole-class
discussion afterward to reinforce the reasons why the different segments have the given measures. If students have
difficulty naming these segments in terms of trigonometric functions they have already studied, remind them of the
conclusions of the previous few lessons.
Opening Exercise
Find the length of each segment below in terms of the value of a trigonometric function.
𝑶𝑶𝑶𝑶 = 𝑷𝑷𝑷𝑷 = 𝑹𝑹𝑹𝑹 =
Debrief this exercise with a short discussion. For the purposes of this section, limit the values of 𝜃𝜃 to be between 0
and 90. Make sure that each student has labeled the proper line segments on his paper as sin(𝜃𝜃°), cos(𝜃𝜃°), tan(𝜃𝜃°),
and sec(𝜃𝜃°) before moving on to Example 1.
 Why is 𝑃𝑃𝑃𝑃 = sin(𝜃𝜃°)? Why is 𝑂𝑂𝑂𝑂 = cos(𝜃𝜃°)?
 The values of the sine and cosine functions correspond to the 𝑦𝑦- and 𝑥𝑥-coordinates of a point on the
unit circle where the terminal ray intersects the circle after a rotation of 𝜃𝜃 degrees about the origin.
 Why is 𝑅𝑅𝑅𝑅 = tan(𝜃𝜃°)?
𝑃𝑃𝑃𝑃 sin(𝜃𝜃°)
 In Lesson 5, we used similar triangles to show that ��
𝑅𝑅𝑅𝑅 had length = .
𝑂𝑂𝑂𝑂 cos(𝜃𝜃°)
This quotient is tan(𝜃𝜃°).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Scaffolding:
Since there are ways to calculate lengths for nearly every line segment in this diagram
using the length of the radius, or the cosine, sine, or tangent functions, it makes sense  Have students use different-
to find the length of ��
𝑂𝑂𝑂𝑂 , the line segment on the terminal ray that intersects the colored highlighters or pencils
tangent line. to mark proportional
segments.
 What do you call a line that intersects a circle at more than one point?
Consider writing out the
 It is called a secant line. proportional relationships
 In Lesson 6, we saw that 𝑅𝑅𝑅𝑅 = tan(𝜃𝜃°), where ��
𝑅𝑅𝑅𝑅 lies on the line tangent to using the segment names first.
the unit circle at (1,0), which helped to explain how this trigonometric 𝑂𝑂𝑂𝑂 𝑂𝑂𝑂𝑂
For example, = .
function got its name. Let’s introduce a new function sec(𝜃𝜃°), the secant 𝑂𝑂𝑂𝑂 𝑂𝑂𝑂𝑂
of 𝜃𝜃, to be the length of ��
𝑂𝑂𝑂𝑂 since this segment is on the secant line that  Provide a numeric example for
contains the terminal ray. Then the secant of 𝜃𝜃 is sec(𝜃𝜃°) = 𝑂𝑂𝑂𝑂. students to work first.
Direct students to label the appropriate segments on their papers if they have not
already done so. Reproduce the Opening Exercise diagram on chart paper, and label
the segments on the diagram in a different color than the rest of the diagram so they
are easy to see. Refer to this chart often in the next section of the lesson.
 For more advanced students,
Example 1 skip the Opening Exercise and
Use similar triangles to find the value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) in terms of one other trigonometric
start by stating that a new
function. function, sec( 𝜃𝜃°) = 𝑂𝑂𝑂𝑂, is
Approach 1:
being introduced since ��
𝑂𝑂𝑂𝑂 is
on the secant line that passes
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝟏𝟏 𝟏𝟏
By similar triangles, = , so = ; thus, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = . through the center of the
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
circle.
Approach 2:
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)/𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝟏𝟏 𝟏𝟏
By similar triangles = , so = = = ⋅ = ;
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝟏𝟏
thus, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = .
Following the same technique as in the previous lesson with the tangent function, use this working definition of the
secant function to extend it outside of the first quadrant. Present the definition of secant, and then ask students to
answer the following questions with a partner or in writing. Circulate around the classroom to informally assess
understanding and provide guidance. Lead a whole-class discussion based on these questions after giving individuals or
partners a few minutes to record their thoughts. Encourage students to revise what they wrote as the discussion
progresses. Start a bulleted list of the main points of this discussion on the board. Encourage students to draw a picture
representing both the circle description of the secant function and its relationship to cos(𝜃𝜃°) to assist them in answering
the question. A series of guided questions follows that help in scaffolding this discussion.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercise 1
The definition of the secant function is offered below. Answer the questions to better understand this definition and the
domain and range of this function. Be prepared to discuss your responses with others in your class.
Let 𝜽𝜽 be any real number.
In the Cartesian plane, rotate the nonnegative

𝒙𝒙-axis by 𝜽𝜽 degrees about the origin. Intersect this
new ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ).
𝟏𝟏
If 𝒙𝒙𝜽𝜽 ≠ 𝟎𝟎, then the value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) is . Otherwise,
𝒙𝒙𝜽𝜽
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) is undefined.
𝟏𝟏
In terms of the cosine function, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) =
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
for 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≠ 𝟎𝟎.
a. What is the domain of the secant function?
The domain of the secant function is all real numbers 𝜽𝜽 such that 𝜽𝜽 ≠ 𝟗𝟗𝟗𝟗 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all integers 𝒌𝒌.
b. The domains of the secant and tangent functions are the same. Why?
Both the tangent and secant functions can be written as rational expressions with 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) in the
𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� 𝟏𝟏
denominator. That is, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = . Since the restricted values in their domains
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
occur when the denominator is zero, it makes sense that they have the same domain.
MP.3
c. What is the range of the secant function? How is this range related to the range of the cosine function?
𝟏𝟏
Since 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , and −𝟏𝟏 ≤ 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≤ 𝟏𝟏, we see that either 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) ≥ 𝟏𝟏, or 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) ≤ −𝟏𝟏.
Thus, the range of the secant function is (−∞, −𝟏𝟏] ∪ [𝟏𝟏, ∞).
d. Is the secant function a periodic function? If so, what is its period?
Yes, its period is 𝟑𝟑𝟑𝟑𝟑𝟑.
Use these questions to scaffold the discussion to debrief the preceding exercise.
 What are the values of sec(𝜃𝜃°) when the terminal ray is horizontal? When the terminal ray is vertical?
 When the terminal ray is horizontal, it will coincide with the positive or negative 𝑥𝑥-axis, and
1 1
sec(𝜃𝜃°) = = 1, or sec(𝜃𝜃°) = = −1.
1 −1
1
 When the terminal ray is vertical, the 𝑥𝑥-coordinate of point 𝑃𝑃 is zero, so sec(𝜃𝜃°) = , which is
0
undefined. If we use the geometric interpretation of sec(𝜃𝜃°) as the length of the segment from the
origin to the intersection of the terminal ray and the tangent line to the circle at (1,0), then sec(𝜃𝜃°) is
undefined because the secant line containing the terminal ray and the tangent line will be parallel and
will not intersect.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 Name several values of 𝜃𝜃 for which sec(𝜃𝜃°) is undefined. Explain your reasoning.
 The secant of 𝜃𝜃 is undefined when cos(𝜃𝜃°) = 0 or when the terminal ray intersects the unit circle at
the 𝑦𝑦-axis. Some values of 𝜃𝜃 that meet these conditions include 90°, 270°, and 450°.
 What is the domain of the secant function?
 Answers will vary but should be equivalent to all real numbers except 90 + 180𝑘𝑘, where 𝑘𝑘 is an
integer. Students may also use set-builder notation such as {𝜃𝜃 ∈ ℝ| cos(𝜃𝜃°) ≠ 0}.
 The domains of the tangent and secant functions are the same. Why?
 Approach 1 (circle approach):
 The tangent and secant segments are defined based on their intersection, so at times when
they are parallel, these segments do not exist.
 Approach 2 (working definition approach):
 Both the tangent and secant functions are defined as rational expressions with cos(𝜃𝜃) in the
sin�𝜃𝜃°� 1
denominator. That is, tan(𝜃𝜃°) = , and sec(𝜃𝜃°) = . Since the restricted values in
cos�𝜃𝜃°� cos�𝜃𝜃°�
their domains occur when the denominator is zero, it makes sense that they have the same
domain.
 How do the values of the secant and cosine functions vary with each other? As cos(𝜃𝜃°) gets larger, what
happens to the value of sec(𝜃𝜃°)? As cos(𝜃𝜃°) gets smaller but stays positive, what happens to the value of
sec(𝜃𝜃°)? What about when cos(𝜃𝜃°) < 0?
 We know that sec(𝜃𝜃°) and cos(𝜃𝜃°) are reciprocals of each other, so as the magnitude of one gets
larger, the magnitude of the other gets smaller and vice versa. As cos(𝜃𝜃°) increases, sec(𝜃𝜃°) gets
closer to 1. As cos(𝜃𝜃°) decreases but stays positive, sec(𝜃𝜃°) increases without bound. When cos(𝜃𝜃°) is
negative, as cos(𝜃𝜃°) increases but stays negative, sec(𝜃𝜃°) decreases without bound. As cos(𝜃𝜃°)
decreases, sec(𝜃𝜃°) gets closer to −1.
 What is the smallest positive value of sec(𝜃𝜃°)? Where does this occur?
 The smallest positive value of sec(𝜃𝜃°) is 1 and occurs when cos(𝜃𝜃°) = 1, that is, when 𝜃𝜃 = 360𝑘𝑘,
for 𝑘𝑘 an integer.
 What is the largest negative value of sec(𝜃𝜃°)? Where does this occur?
 The largest negative value of sec(𝜃𝜃°) = −1 and occurs when cos(𝜃𝜃°) = −1; that is,
when 𝜃𝜃 = 180 + 360𝑘𝑘, for 𝑘𝑘 an integer.
 What is the range of the secant function?
 All real numbers outside of the interval (−1,1), including −1 and 1.
 Is the secant function a periodic function? If so, what is its period?
 The secant function is periodic, and the period is 360°.
These questions get students thinking about the origin of the names of the co-functions. They start with the diagram
from the Opening Exercise and ask students how the diagram below compares to it. Then, the point of Example 2 is to
introduce the sine, secant, and tangent ratios of the complement to 𝜃𝜃 and justify why we name these functions cosine,
cosecant, and cotangent.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercise 2
In the diagram, the horizontal blue line is tangent to the unit circle at (𝟎𝟎, 𝟏𝟏).
Scaffolding:
 Students struggling to see
the complementary
relationships among the
trigonometric functions
may benefit from drawing
a. How does this diagram compare to the one given in the Opening Exercise? the unit circle on a
It is basically the same diagram with different angles and lengths marked. We can transparency or patty
consider a rotation through 𝜷𝜷 degrees measured clockwise from the 𝒚𝒚-axis instead of paper and reflecting across
a rotation through 𝜽𝜽 degrees measured counterclockwise from the 𝒙𝒙-axis. It is
the diagonal line 𝑦𝑦 = 𝑥𝑥 so
essentially a reflection of the diagram from the Opening Exercise across the diagonal
line with equation 𝒚𝒚 = 𝒙𝒙. that the 𝑥𝑥-axis and 𝑦𝑦-axis
are interchanged.
b. What is the relationship between 𝜷𝜷 and 𝜽𝜽?

 Students may need to be
shown where sin(𝜃𝜃°) is on
Angles 𝑻𝑻𝑻𝑻𝑻𝑻 and 𝑺𝑺𝑺𝑺𝑺𝑺 are complements, so 𝜷𝜷 + 𝜽𝜽 = 𝟗𝟗𝟗𝟗.
the diagram as well.
MP.7
c. Which segment in the figure has length 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)? Which segment has length 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)?
𝑶𝑶𝑶𝑶 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°), and 𝑼𝑼𝑼𝑼 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
d. Which segment in the figure has length 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°)? Which segment has length 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷°)?
𝑼𝑼𝑼𝑼 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°), and 𝑶𝑶𝑶𝑶 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
e. How can you write 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) in terms of the trigonometric functions of 𝜷𝜷?
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷°), and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°).
Briefly review the solutions to these exercises before moving on. Reinforce the result of part (e) that the cosine of an
acute angle is the same as the sine of its complement. Ask students to consider whether the trigonometric ratios of the
complement of an angle might be related to the original angle in a similar fashion. Record student responses to the
exercises and any other predictions or thoughts on another sheet of chart paper.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1 1
Use similar triangles to show that if 𝜃𝜃 + 𝛽𝛽 = 90, then sec(𝛽𝛽°) = and tan(𝛽𝛽°) = . Depending on students’
sin�𝜃𝜃°� tan�𝜃𝜃°�
level, provide additional scaffolding or just have groups work independently on this. Circulate around the classroom as
they work.
Example 2
The horizontal blue line is tangent to the circle at (𝟎𝟎, 𝟏𝟏).
a. If two angles are complements with measures 𝜷𝜷 and 𝜽𝜽 as shown in the diagram, use similar triangles to show
𝟏𝟏
that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°) = .
𝑶𝑶𝑶𝑶 𝑻𝑻𝑻𝑻 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷°)
Consider triangles △ 𝑶𝑶𝑶𝑶𝑶𝑶 and △ 𝑶𝑶𝑶𝑶𝑶𝑶. Then = , so = . Since 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°) and
𝑶𝑶𝑶𝑶 𝑼𝑼𝑼𝑼 𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷°), we can write
𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°)
� �
𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷°)
𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷°) =
� �
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
=
𝟏𝟏
= .
b. If two angles are complements with measures 𝜷𝜷 and 𝜽𝜽 as shown in the diagram, use similar triangles to show
𝟏𝟏
that 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷°) = .
𝐭𝐭𝐭𝐭𝐭𝐭�𝜽𝜽°�
𝑹𝑹𝑹𝑹 𝑼𝑼𝑼𝑼 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�

Using triangles △ 𝑶𝑶𝑶𝑶𝑶𝑶 and △ 𝑶𝑶𝑶𝑶𝑶𝑶, we have = . Then = . Since 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = ,
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝟏𝟏
then = ; so, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷°) = .
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐭𝐭𝐭𝐭𝐭𝐭�𝜽𝜽°�
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1 1
The reciprocal functions and are called the cosecant and cotangent functions. The cosine function has
sin(𝜃𝜃°) tan(𝜃𝜃°)
already been defined in terms of a point on the unit circle. The same can be done with the cosecant and cotangent
functions. All three functions introduced in this lesson are defined below.
Scaffolding:
1
For each of the reciprocal functions, use the facts that sec(𝜃𝜃°) = , To help students keep track of
cos�𝜃𝜃°�
1 1 the reciprocal definitions,
csc(𝜃𝜃°) = , and cot(𝜃𝜃°) = to extend the definitions of these functions
sin�𝜃𝜃°� tan�𝜃𝜃°� mention that every
beyond the first quadrant and to help with the following ideas. Have students work in trigonometric function has a
pairs to answer the following questions before sharing their conclusions with the class. co-function.
Discussion
Definitions of the cosecant and cotangent functions are offered below. Answer the questions to better understand the
definitions and the domains and ranges of these functions. Be prepared to discuss your responses with others in your
class.
Let 𝜽𝜽 be any real number such that 𝜽𝜽 ≠ 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all

integers 𝒌𝒌.
In the Cartesian plane, rotate the initial ray by

𝜽𝜽 degrees about the origin. Intersect the resulting
terminal ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ).
𝟏𝟏
The value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) is .
𝒚𝒚𝜽𝜽
𝒙𝒙𝜽𝜽
The value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) is .
𝒚𝒚𝜽𝜽
The secant, cosecant, and cotangent functions are often

referred to as reciprocal functions. Why do you think these functions are so named?
These functions are the reciprocals of the three main trigonometric functions:
𝟏𝟏 𝟏𝟏 𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = , and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = .
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� 𝐭𝐭𝐭𝐭𝐭𝐭�𝜽𝜽°�
Why are the domains of these functions restricted?
We restrict the domain to prevent division by zero.
We restrict the domain because the geometric shapes defining the functions must make sense (i.e., based on the
intersection of distinct parallel lines).
The domains of the cosecant and cotangent functions are the same. Why?
Both the cosecant and cotangent functions are equal to rational expressions that have 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) in the denominator.
What is the range of the cosecant function? How is this range related to the range of the sine function?
The sine function has range [−𝟏𝟏, 𝟏𝟏], so the cosecant function has range (−∞, −𝟏𝟏] ∪ [𝟏𝟏, ∞). The two ranges only intersect
at −𝟏𝟏 and at 𝟏𝟏.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
What is the range of the cotangent function? How is this range related to the range of the tangent function?
The range of the cotangent function is all real numbers. This is the same as the range of the tangent function.
 Why are the secant, cosecant, and cotangent functions called reciprocal functions?
 Each one is a reciprocal of cosine, sine, or tangent according to their definitions. For example, csc(𝜃𝜃°)
1
is equal to , the reciprocal of sin(𝜃𝜃°).
𝑦𝑦𝜃𝜃
 Which two of the reciprocal functions share the same domain? Why? What is their domain?
 The cosecant and cotangent functions share the same domain. Both functions can be written as a
rational expression with sin(𝜃𝜃°) in the denominator, so whenever sin(𝜃𝜃°) = 0, they are undefined. The
domain is all real numbers except 𝜃𝜃 such that sin(𝜃𝜃°) = 0. More specifically, the domain is
{𝜃𝜃 ∈ ℝ|𝜃𝜃 ≠ 180𝑘𝑘, for all integers 𝑘𝑘}.
 What is the smallest positive value of the cosecant function?
 As with the secant function, the smallest positive value of the cosecant function is 1. This is because the
cosecant function is the reciprocal of the sine function, which has a maximum value of 1. Also, the
secant and cosecant functions have values based on the length of line segments from the center of the
circle to the intersection with the tangent line. Thus, when positive, they must always be greater than
or equal to the radius of the circle.
 What is the greatest negative value of the cosecant function?
 The greatest negative value of the cosecant function is −1.
 What is the range of the cosecant function? What other trigonometric function has this range?
 The range of the cosecant function is all real numbers except between −1 and 1; that is, the range of
the cosecant function is (−∞, −1] ∪ [1, ∞), which is the same as the range of the secant function.
 Can sec(𝜃𝜃°) or csc(𝜃𝜃°) be a number between 0 and 1? Can cot(𝜃𝜃°)? Explain why or why not.
 No, sec(𝜃𝜃°) and csc(𝜃𝜃°) cannot be between 0 and 1, but cot(𝜃𝜃°) can. Both the secant and cosecant
functions are reciprocals of functions that range from −1 to 1, while the cotangent function is the
reciprocal of a function that ranges across all real numbers. Whenever tan(𝜃𝜃°) > 1, 0 < cot(𝜃𝜃°) < 1.
 What is the value of cot(90°)?
cos�90°� 0
 cot(90°) = = = 0.
sin�90°� 1
 How does the range of the cotangent function compare to the range of the tangent function? Why?
 The ranges of the tangent and cotangent functions are the same. When tan(𝜃𝜃°) is close to 0, cot(𝜃𝜃°) is
far from 0, either positive or negative depending on the sign of tan(𝜃𝜃°). When tan(𝜃𝜃°) is far from 0,
then cot(𝜃𝜃°) is close to 0. Finally, when one function is undefined, the other is 0.
Closing (4 minutes)
 The secant and cosecant functions are reciprocals of the cosine and sine functions, respectively. The tangent
and cotangent functions are also reciprocals of each other. It is helpful to draw the circle diagram used to
define the tangent and secant functions to ensure mistakes are not made with the relationships derived from
similar triangles.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 This is a good time to summarize all six trigonometric functions. With a partner, in writing, or as a class, have
students summarize the definitions for sine, cosine, tangent, and the three reciprocal functions along with
their domains. Use this as an opportunity to check for any gaps in understanding. Use the following summary
as a model:
Let 𝜽𝜽 be any real number. In the Cartesian plane, rotate the initial ray by 𝜽𝜽 degrees about the origin.
Intersect the resulting terminal ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ). Then:
Function Value For any 𝜽𝜽 such that … Formula
Sine 𝒚𝒚𝜽𝜽 𝜽𝜽 is a real number
Cosine 𝒙𝒙𝜽𝜽 𝜽𝜽 is a real number
𝒚𝒚𝜽𝜽 𝜽𝜽 ≠ 𝟗𝟗𝟗𝟗 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)

Tangent 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) =
𝒙𝒙𝜽𝜽 integers 𝒌𝒌 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝟏𝟏 𝜽𝜽 ≠ 𝟗𝟗𝟗𝟗 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all 𝟏𝟏

Secant 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) =
𝒙𝒙𝜽𝜽 integers 𝒌𝒌 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝟏𝟏 𝟏𝟏
Cosecant 𝜽𝜽 ≠ 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all integers 𝒌𝒌 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) =
𝒚𝒚𝜽𝜽 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
𝒙𝒙𝜽𝜽 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
Cotangent 𝜽𝜽 ≠ 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, for all integers 𝒌𝒌 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) =
𝒚𝒚𝜽𝜽 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 7: Secant and the Co-Functions
Exit Ticket
Consider the following diagram, where segment 𝐴𝐴𝐴𝐴 is tangent to the circle at 𝐷𝐷. Right triangles 𝐵𝐵𝐵𝐵𝐵𝐵, 𝐵𝐵𝐵𝐵𝐵𝐵, 𝑂𝑂𝑂𝑂𝑂𝑂, and
𝑂𝑂𝑂𝑂𝑂𝑂 are similar. Identify each length 𝐴𝐴𝐴𝐴, 𝑂𝑂𝑂𝑂, 𝑂𝑂𝑂𝑂, and 𝐵𝐵𝐵𝐵 as one of the following: tan(𝜃𝜃°), cot(𝜃𝜃°), sec(𝜃𝜃°), and
csc(𝜃𝜃°).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Consider the following diagram, where segment 𝑨𝑨𝑨𝑨 is tangent to the circle at 𝑫𝑫. Right triangles 𝑩𝑩𝑩𝑩𝑩𝑩, 𝑩𝑩𝑩𝑩𝑩𝑩, 𝑶𝑶𝑶𝑶𝑶𝑶,
and 𝑶𝑶𝑶𝑶𝑶𝑶 are similar. Identify each length 𝑨𝑨𝑨𝑨, 𝑶𝑶𝑶𝑶, 𝑶𝑶𝑶𝑶, and 𝑩𝑩𝑩𝑩 as one of the following: 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°), 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°), 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°),
and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
𝑨𝑨𝑨𝑨 𝑪𝑪𝑪𝑪 𝑨𝑨𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)

Since △ 𝑶𝑶𝑶𝑶𝑶𝑶 ~ △ 𝑶𝑶𝑶𝑶𝑶𝑶, = so = and thus 𝑨𝑨𝑨𝑨 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝟏𝟏
Since △ 𝑶𝑶𝑶𝑶𝑶𝑶 ~ △ 𝑶𝑶𝑶𝑶𝑶𝑶, = so = and thus 𝑶𝑶𝑶𝑶 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°).
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝑶𝑶𝑶𝑶 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� 𝟏𝟏

Since △ 𝑶𝑶𝑶𝑶𝑶𝑶 ~ △ 𝑩𝑩𝑩𝑩𝑩𝑩, = so = and thus 𝑶𝑶𝑶𝑶 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
𝑶𝑶𝑶𝑶 𝑪𝑪𝑪𝑪 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�
𝑩𝑩𝑩𝑩 𝑶𝑶𝑶𝑶 𝑩𝑩𝑩𝑩 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)

Since △ 𝑶𝑶𝑶𝑶𝑶𝑶 ~ △ 𝑩𝑩𝑩𝑩𝑩𝑩, = so = and thus 𝑩𝑩𝑩𝑩 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
𝑶𝑶𝑶𝑶 𝑪𝑪𝑪𝑪 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Use the reciprocal interpretations of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°),

𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°), and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) and the unit circle
provided to complete the table.
𝜽𝜽, in degrees 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝟎𝟎 𝟏𝟏 Undefined Undefined
𝟐𝟐√𝟑𝟑
𝟑𝟑𝟑𝟑 𝟐𝟐 √𝟑𝟑
𝟑𝟑
𝟒𝟒𝟒𝟒 √𝟐𝟐 √𝟐𝟐 𝟏𝟏
𝟐𝟐√𝟑𝟑 √𝟑𝟑
𝟔𝟔𝟔𝟔 𝟐𝟐
𝟑𝟑 𝟑𝟑
𝟗𝟗𝟗𝟗 Undefined 𝟏𝟏 𝟎𝟎
𝟐𝟐√𝟑𝟑 √𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏 −𝟐𝟐 −
𝟑𝟑 𝟑𝟑
𝟏𝟏𝟏𝟏𝟏𝟏 −𝟏𝟏 Undefined Undefined
𝟐𝟐𝟐𝟐𝟐𝟐 −√𝟐𝟐 −√𝟐𝟐 𝟏𝟏
𝟐𝟐√𝟑𝟑 √𝟑𝟑
𝟐𝟐𝟐𝟐𝟐𝟐 −𝟐𝟐 −
𝟑𝟑 𝟑𝟑
𝟐𝟐𝟐𝟐𝟐𝟐 Undefined −𝟏𝟏 𝟎𝟎
𝟑𝟑𝟑𝟑𝟑𝟑 √𝟐𝟐 −√𝟐𝟐 −𝟏𝟏
𝟐𝟐√𝟑𝟑
𝟑𝟑𝟑𝟑𝟑𝟑 −𝟐𝟐 −√𝟑𝟑
𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. Find the following values from the information given.
a. 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°); 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟎𝟎. 𝟑𝟑 𝟏𝟏 𝟏𝟏 𝟏𝟏𝟏𝟏

𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = = =
𝟎𝟎. 𝟑𝟑 𝟑𝟑/𝟏𝟏𝟏𝟏 𝟑𝟑
b. 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°); 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = −𝟎𝟎. 𝟎𝟎𝟎𝟎 𝟏𝟏 𝟏𝟏

𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = = = −𝟐𝟐𝟐𝟐
−𝟎𝟎. 𝟎𝟎𝟎𝟎 −𝟏𝟏/𝟐𝟐𝟐𝟐
c. 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°); 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏 𝟏𝟏

𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = =
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏
d. 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°); 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = −𝟎𝟎. 𝟗𝟗 𝟏𝟏 𝟏𝟏 𝟏𝟏𝟏𝟏

𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = = =−
−𝟎𝟎. 𝟗𝟗 −𝟗𝟗/𝟏𝟏𝟏𝟏 𝟗𝟗
e. 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°); 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟎𝟎 𝟏𝟏 𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = = , but this is undefined.
𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� 𝟎𝟎
f. 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°); 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = −𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 𝟏𝟏 𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏

𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = = =− = −𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐
−𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 −𝟓𝟓/𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝟓𝟓
3. Choose three 𝜽𝜽 values from the table in Problem 𝟏𝟏 for which 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°), 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°), and 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) are defined and not
zero. Show that for these values of 𝜽𝜽, = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
�𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝟐𝟐√𝟑𝟑/𝟑𝟑 √𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)

For 𝜽𝜽 = 𝟑𝟑𝟑𝟑°, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = , and = = . Thus, for 𝜽𝜽 = 𝟑𝟑𝟑𝟑, = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
𝟑𝟑 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝟐𝟐 𝟑𝟑 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°� �𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�

For 𝜽𝜽 = 𝟒𝟒𝟒𝟒°, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = 𝟏𝟏, and = = 𝟏𝟏. Thus, for 𝜽𝜽 = 𝟒𝟒𝟒𝟒, = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� �𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝟐𝟐 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽°�
For 𝜽𝜽 = 𝟔𝟔𝟔𝟔°, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = √𝟑𝟑, and
= 𝟐𝟐√𝟑𝟑
=
√𝟑𝟑
= √𝟑𝟑. Thus, for 𝜽𝜽 = 𝟔𝟔𝟔𝟔,
= 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°).
𝟑𝟑
4. Find the value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) for the following values of 𝜽𝜽.

a. 𝜽𝜽 = 𝟏𝟏𝟏𝟏𝟏𝟏
𝟏𝟏
We know that 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) = − , so 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) = −𝟐𝟐, and then 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°)𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) = 𝟏𝟏.
𝟐𝟐
b. 𝜽𝜽 = 𝟐𝟐𝟐𝟐𝟐𝟐
�𝟐𝟐
We know that 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐°) = − , so s𝐞𝐞𝐞𝐞(𝟐𝟐𝟐𝟐𝟐𝟐°) = −√𝟐𝟐, and then 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°)𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝟏𝟏.
𝟐𝟐
c. 𝜽𝜽 = 𝟑𝟑𝟑𝟑𝟑𝟑
�𝟑𝟑 𝟐𝟐
We know that 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑𝟑𝟑°) = , so 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑𝟑𝟑°) = , and then 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑𝟑𝟑°)𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑𝟑𝟑°) = 𝟏𝟏.
𝟐𝟐 �𝟑𝟑
d. Explain the reasons for the pattern you see in your responses to parts (a)–(c).
𝟏𝟏 𝟏𝟏
If 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≠ 𝟎𝟎, then 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , so we know that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = ∙ 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟏𝟏.
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°� 𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽°�
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
�𝟑𝟑
5. Draw a diagram representing the two values of 𝜽𝜽 between 𝟎𝟎 and 𝟑𝟑𝟑𝟑𝟑𝟑 so that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = − . Find the values of
𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°), 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°), and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) for each value of 𝜽𝜽.
𝟐𝟐�𝟑𝟑
𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐𝟐𝟐°) = √𝟑𝟑, 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) = −𝟐𝟐, and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐°) = − .
𝟑𝟑
𝟐𝟐�𝟑𝟑
𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑𝟑𝟑°) = −√𝟑𝟑, 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑𝟑𝟑°) = 𝟐𝟐, and 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑𝟑𝟑°) = − .
𝟑𝟑
𝟐𝟐 𝟐𝟐
6. Find the value of �𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)� − �𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)� when 𝜽𝜽 = 𝟐𝟐𝟐𝟐𝟐𝟐.
𝟐𝟐 𝟐𝟐 𝟐𝟐
�𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°)� − �𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐𝟐𝟐°)� = �√𝟐𝟐� − 𝟏𝟏𝟐𝟐 = 𝟏𝟏
𝟐𝟐 𝟐𝟐
7. Find the value of �𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)� − �𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)� when 𝜽𝜽 = 𝟑𝟑𝟑𝟑𝟑𝟑.
𝟐𝟐 𝟐𝟐 𝟐𝟐
�𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)� − �𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)� = (−𝟐𝟐)𝟐𝟐 − �−√𝟑𝟑� = 𝟒𝟒 − 𝟑𝟑 = 𝟏𝟏
Extension:
𝟏𝟏 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
8. Using the formulas 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) =
, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) =
, and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝐭𝐭𝐭𝐭𝐭𝐭𝟏𝟏�𝜽𝜽°�, show that = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°),
where these functions are defined and not zero.
𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
= = ⋅ 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°)
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
9. Tara showed that = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°), for values of 𝜽𝜽 for which the functions are defined and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) ≠ 𝟎𝟎, and
then concluded that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°). Explain what is wrong with her reasoning.
𝑨𝑨 𝑪𝑪
Just because = , this does not mean that 𝑨𝑨 = 𝑪𝑪 and 𝑩𝑩 = 𝑫𝑫. It only means that they are equivalent fractions.
𝑩𝑩 𝑫𝑫
𝟑𝟑 𝟗𝟗
For instance, = . Substituting any value of 𝜽𝜽 verifies that Tara is incorrect. Also, since the only values of 𝜽𝜽 in
𝟒𝟒 𝟏𝟏𝟏𝟏
the range of both secant and sine are – 𝟏𝟏 and 𝟏𝟏, we would have either 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = −𝟏𝟏
or 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟏𝟏. Since the value of the sine function is either – 𝟏𝟏 𝒐𝒐𝒐𝒐 𝟏𝟏, the value of the cosine function
𝟏𝟏
would be zero. Since 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = , we would have 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟏𝟏 or 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = −𝟏𝟏. Since 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) cannot be
simultaneously zero and nonzero, it is impossible to have 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
10. From Lesson 6, Ren remembered that the tangent function is odd, meaning that −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽°) for all 𝜽𝜽 in
the domain of the tangent function. He concluded because of the relationship between the secant function,
cosecant function, and tangent function developed in Problem 9, it is impossible for both the secant and the
cosecant functions to be odd. Explain why he is correct.
If we assume that both the secant and cosecant functions are odd, then the tangent function could not be odd. That
is, we would get
𝐬𝐬𝐬𝐬𝐬𝐬(−𝜽𝜽°) −𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°)
𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽°) = = = = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°),
𝐜𝐜𝐜𝐜𝐜𝐜(−𝜽𝜽°) −𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
but that would contradict −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽°). Thus, it is impossible for both the secant and cosecant functions to
be odd.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 8: Graphing the Sine and Cosine Functions
Student Outcomes
 Students graph the sine and cosine functions and analyze the shape of these curves.
 For the sine and cosine functions, students sketch graphs showing key features, which include intercepts;
intervals where the function is increasing, decreasing, positive, or negative; relative maxima and minima;
symmetries; end behavior; and periodicity.
Lesson Notes
Students spend this lesson exploring the graphs of the sine and cosine functions. The lesson opens with an Exploratory
Challenge where students create the graphs of the sine and cosine functions using spaghetti. The purpose of this activity
is to allow students to discover the key features of the sine and cosine functions and to connect the graphs to the
measurements on the unit circle. If time is short, Exploratory Challenge 1 can be omitted. Throughout the lesson, an
emphasis should be placed on the shape of these curves that they have seen before when creating the graphs of the
height and co-height functions in Lessons 1 and 2. For example, the arcs are not semicircular or parabolic; sin(45°) is
not halfway between sin(0°) and sin(90°), etc. Students should spend time comparing and contrasting the key features
of the two graphs. In this lesson, we are still working with measuring rotations in degrees. Emphasize to students that
the graphs they are creating are not being drawn to scale—the horizontal axis and vertical axis have wildly different
scales so that students can get a good sense of the shape of the sine and cosine graphs. This is critical for the
development of radian measure in the next lesson. Students should still use 𝜃𝜃 to represent the degrees of rotation that
locate the point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ) on the unit circle that define the values of sine and cosine; this is primarily to avoid using the
variable 𝑥𝑥 to represent both the coordinate 𝑥𝑥𝜃𝜃 on the unit circle and the independent variable of the trigonometric
functions.
Classwork
Scaffolding:
Exploratory Challenge 1 (18 minutes) If students are struggling,
Students work in groups to create either the graph of the sine function or the cosine provide some additional
function using pieces of uncooked spaghetti. The spaghetti can be replaced by narrow support.
 Model the activity for the
strips of construction paper if necessary. Each group will need the following supplies:
class or for a small group.
• Blank unit circle  Read the directions aloud
• Yarn to the class and ask
students to summarize.
• Marker
• Spaghetti (uncooked, roughly 30 strands per group, allowing extra for breakage)
• Piece of paper or poster board that measures at least 9" × 30"
• Glue stick
Assign groups either the sine or cosine function by circling one of the two on the instruction sheet before distributing to
groups. Encourage groups to divide the work in order to complete the activity.
Lesson 8: Graphing the Sine and Cosine Functions 115
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As students work in groups, circulate to monitor their progress. As groups get to the part where they measure the sine
or cosine, make sure they understand what the pieces of spaghetti represent. Remind them that for a point on the unit
circle that has been rotated through 𝜃𝜃 degrees, cos(𝜃𝜃°) is the 𝑥𝑥-coordinate of the point, and sin(𝜃𝜃°) is the 𝑦𝑦-coordinate
of the point. Watch that students are remembering to measure distance along the perpendicular and to place negative
values below the 𝑥𝑥-axis. Then, allow students to present the graphs to the class. Graphs can be displayed on the walls
of your classroom.
Exploratory Challenge 1
Your group will be graphing: 𝒇𝒇(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) 𝒈𝒈(𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°)
The circle on the handout is a unit circle, meaning that the length of the radius is one unit.
1. Mark axes on the poster board, with a horizontal axis in the middle of the board and a vertical axis near the left
edge, as shown.
2. Measure the radius of the circle using a ruler. Use the length of the radius to mark 𝟏𝟏 and −𝟏𝟏 on the vertical axis.
3. Wrap the yarn around the circumference of the circle starting at 𝟎𝟎. Mark each 𝟏𝟏𝟏𝟏° increment on the yarn with the
marker. Unwind the yarn and lay it on the horizontal axis. Transfer the marks on the yarn to corresponding
increments on the horizontal axis. Label these marks as 𝟎𝟎, 𝟏𝟏𝟏𝟏, 𝟑𝟑𝟑𝟑, …, 𝟑𝟑𝟑𝟑𝟑𝟑.
4. Record the number of degrees of rotation 𝜽𝜽 on the horizontal axis of the graph, and record the value of either
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) or 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) on the vertical axis. Notice that the scale is wildly different on the vertical and horizontal axes.
5. If you are graphing 𝒈𝒈(𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°): For each 𝜽𝜽 marked on your horizontal axis, beginning at 𝟎𝟎, use the spaghetti to
measure the horizontal displacement from the vertical axis to the relevant point on the unit circle. The horizontal
displacement is the value of the cosine function. Break the spaghetti to mark the correct length, and place it
vertically at the appropriate tick mark on the horizontal axis.
6. If you are graphing 𝒇𝒇(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°): For each 𝜽𝜽 marked on your horizontal axis, beginning at 𝟎𝟎, use the spaghetti to
measure the vertical displacement from the horizontal to the relevant point on the unit circle. The vertical
displacement is the value of the sine function. Break the spaghetti to mark the correct length, and place it vertically
at the appropriate tick mark on the horizontal axis.
7. Remember to place the spaghetti below the horizontal axis when the value of the sine function or the cosine
function is negative. Glue each piece of spaghetti in place.
8. Draw a smooth curve that connects the points at the end of each piece of spaghetti.
After the groups have presented their graphs, have the following discussion. Much of this will be formalized in
Exploratory Challenge 2. The purpose here is to informally examine the graphs. Use GeoGebra, Wolfram Alpha
or desmos.com (a free online graphing calculator) to display the graphs and compare to the ones made by students.
 How are the graphs of the sine and cosine functions alike?
 They have the same basic shape. They have the same maximum and minimum values.
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 Could I get the graph of the sine function by shifting the graph of the cosine function?
 It appears that I could get the graph of the sine function by shifting the graph of the cosine function to
the right by 90.
 If we extended the horizontal axis, what would the graph of the sine function look like between 360 and 720?
What about from 720 to 1080?
 The graph would look the same as it did from 0 to 360 because the values of sine (or cosine) will just
MP.7
repeat.
 What if we extended the graph in the negative direction?
 Again, the graph would continue to repeat the same pattern on every interval of length 360.
Exploratory Challenge 2 (15 minutes)

Students work in groups to graph 𝑓𝑓(𝜃𝜃) = sin(𝜃𝜃°) and 𝑔𝑔(𝜃𝜃) = cos(𝜃𝜃°) by making a table of values and then analyzing
the two graphs. If time is short, assign the groups who graphed the sine function in the last exercise to graph the cosine
function now and vice versa. Ensure students have access to technology to assist with completing the table.
Part I: Consider the function 𝒇𝒇(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°).
a. Complete the following table by using the special values learned in Lesson 4. Give values as approximations
to one decimal place.
𝜽𝜽, in degrees 𝟎𝟎 𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒 𝟔𝟔𝟔𝟔 𝟗𝟗𝟗𝟗 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬(𝛉𝛉°) 𝟎𝟎 𝟎𝟎. 𝟓𝟓 𝟎𝟎. 𝟕𝟕 𝟎𝟎. 𝟗𝟗 𝟏𝟏 𝟎𝟎. 𝟗𝟗 𝟎𝟎. 𝟕𝟕 𝟎𝟎. 𝟓𝟓 𝟎𝟎
𝜽𝜽, in degrees 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) −𝟎𝟎. 𝟓𝟓 −𝟎𝟎. 𝟕𝟕 −𝟎𝟎. 𝟗𝟗 −𝟏𝟏 −𝟎𝟎. 𝟗𝟗 −𝟎𝟎. 𝟕𝟕 −𝟎𝟎. 𝟓𝟓 𝟎𝟎
b. Using the values in the table, sketch the graph of the sine function on the interval Scaffolding:
[𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑]. If students are struggling, start
with a series of easier
questions once they have
completed the graph.
 What do you notice about
the graph?
 What features does it
have?
 How would you describe it
to someone who can't see
it?
c. Extend the graph of the sine function above so that it is graphed on the interval from As an extension, ask
[−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕].
 How would the graph of
d. For the interval [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕], describe the values of 𝜽𝜽 at which the sine function has
cosine be different?
relative maxima and minima.
Relative maxima occur at 𝟗𝟗𝟗𝟗 and 𝟒𝟒𝟒𝟒𝟒𝟒. Relative minima occur at −𝟗𝟗𝟗𝟗, 𝟐𝟐𝟐𝟐𝟐𝟐, and 𝟔𝟔𝟔𝟔𝟔𝟔.
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e. For the interval [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕], describe the values of 𝜽𝜽 for which the sine function is increasing and
decreasing.
Increasing: −𝟗𝟗𝟗𝟗 < 𝜽𝜽 < 𝟗𝟗𝟗𝟗, 𝟐𝟐𝟐𝟐𝟐𝟐 < 𝜽𝜽 < 𝟒𝟒𝟒𝟒𝟒𝟒, and 𝟔𝟔𝟔𝟔𝟔𝟔 < 𝜽𝜽 < 𝟕𝟕𝟕𝟕𝟕𝟕
Decreasing: −𝟏𝟏𝟏𝟏𝟏𝟏 < 𝜽𝜽 < −𝟗𝟗𝟗𝟗, 𝟗𝟗𝟗𝟗 < 𝜽𝜽 < 𝟐𝟐𝟐𝟐𝟐𝟐, and 𝟒𝟒𝟒𝟒𝟒𝟒 < 𝜽𝜽 < 𝟔𝟔𝟔𝟔𝟔𝟔
f. For the interval [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕], list the values of 𝜽𝜽 at which the graph of the sine function crosses the
horizontal axis.
−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎, 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟑𝟑𝟔𝟔𝟔𝟔, 𝟓𝟓𝟓𝟓𝟓𝟓, 𝟕𝟕𝟕𝟕𝟕𝟕
g. Describe the end behavior of the sine function.
The sine function will continue to oscillate between −𝟏𝟏 and 𝟏𝟏 as 𝜽𝜽 → ∞ or 𝜽𝜽 → −∞.
h. Based on the graph, is sine an odd function, even function, or neither? How do you know?
Sine is an odd function because the graph is symmetric with respect to the origin.
i. Describe how the sine function repeats.
The sine function repeats the same pattern on every interval of length 𝟑𝟑𝟑𝟑𝟑𝟑 because 𝟑𝟑𝟑𝟑𝟑𝟑° is one full turn.
After that, the values of sine just continue to repeat.
Debrief to make sure students have correctly graphed the sine function and identified its key features.
 At which values of 𝜃𝜃 is the sine function at a maximum?
 90, 450, −270 (Answers may vary.)
 Are the values you listed the only places where the sine function is at a maximum?
 No, the graph will continue to repeat. Every time we get to a rotation value that produces a point that
is at the top of the circle, the graph will reach a maximum point.
 How could we write the answer in general terms to include all values of 𝜃𝜃 at which the sine function is at a
maximum? (Lead students to the equation 𝜃𝜃 = 90 + 360𝑛𝑛 for all integers 𝑛𝑛.)
 The sine function is at a maximum at 90, 90 + 360, 90 + 720, … and 90 − 360, 90 − 720, … , which
is 90 plus some multiple of 360.
Ask groups to now do the same for the values of 𝜃𝜃 for which the sine function is at a minimum and where the graph of
the sine function crosses the horizontal axis. Then, share responses.
 At which values of 𝜃𝜃 is the sine function at a minimum?
 At 𝜃𝜃 = 270 + 360𝑛𝑛 for all integers 𝑛𝑛 (or, equivalently, 𝜃𝜃 = −90 + 360𝑛𝑛)
 At which values of 𝜃𝜃 does the graph of the sine function cross the horizontal axis?
 At 𝜃𝜃 = 360𝑛𝑛 for all integers 𝑛𝑛
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 How could we describe the end behavior of the sine function?

 As 𝜃𝜃 → ∞, the sine function does not approach a specific value or go up toward ∞ or down toward −∞.
It just keeps repeating the same pattern over and over. The same thing happens as 𝜃𝜃 → −∞.
MP.2
 How far do you have to go on the graph before the pattern repeats? Why?
 The pattern repeats after 360 because 360° is one full turn. After that we are just repeating the same
values around the circle.
Before students begin to work on Part II of this challenge, ask them to make a conjecture about how the graph of the
cosine function will be the same as the sine function and how it will be different. Discuss as a class or ask students to
share with a partner. As they begin to work on Part II, instruct them to list the answers to (d) and (f) that are apparent
from the graph and then to write the answer in general terms.
Part II: Consider the function 𝒈𝒈(𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°).
a. Complete the following table giving answers as approximations to one decimal place.
𝜽𝜽, in degrees 𝟎𝟎 𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒 𝟔𝟔𝟔𝟔 𝟗𝟗𝟗𝟗 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) 𝟏𝟏 𝟎𝟎. 𝟗𝟗 𝟎𝟎. 𝟕𝟕 𝟎𝟎. 𝟓𝟓 𝟎𝟎 −𝟎𝟎. 𝟓𝟓 −𝟎𝟎. 𝟕𝟕 −𝟎𝟎. 𝟗𝟗 −𝟏𝟏
𝜽𝜽, in degrees 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) −𝟎𝟎. 𝟗𝟗 −𝟎𝟎. 𝟕𝟕 −𝟎𝟎. 𝟓𝟓 𝟎𝟎 𝟎𝟎. 𝟓𝟓 𝟎𝟎. 𝟕𝟕 𝟎𝟎. 𝟗𝟗 𝟏𝟏
b. Using the values in the table, sketch the graph of the cosine function on the interval [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑].
c. Extend the graph of the cosine function above so that it is graphed on the interval from [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕].
d. For the interval [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕], describe the values of 𝜽𝜽 at which the cosine function has relative maxima and
minima.
Maxima occur at 𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑, 𝟕𝟕𝟕𝟕𝟕𝟕. Minima occur at −𝟏𝟏𝟏𝟏𝟏𝟏, 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟓𝟓𝟓𝟓𝟓𝟓.
e. For the interval [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕], describe the values of 𝜽𝜽 for which the cosine function is increasing and
decreasing.
Increasing: −𝟏𝟏𝟏𝟏𝟏𝟏 < 𝜽𝜽 < 𝟎𝟎, 𝟏𝟏𝟏𝟏𝟏𝟏 < 𝜽𝜽 < 𝟑𝟑𝟑𝟑𝟑𝟑, and 𝟓𝟓𝟓𝟓𝟓𝟓 < 𝜽𝜽 < 𝟕𝟕𝟕𝟕𝟕𝟕
Decreasing: 𝟎𝟎 < 𝜽𝜽 < 𝟏𝟏𝟏𝟏𝟏𝟏 and 𝟑𝟑𝟑𝟑𝟑𝟑 < 𝜽𝜽 < 𝟓𝟓𝟓𝟓𝟓𝟓
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f. For the interval [−𝟏𝟏𝟏𝟏𝟏𝟏, 𝟕𝟕𝟕𝟕𝟕𝟕], list the values of 𝜽𝜽 at which the graph of the cosine function crosses the
horizontal axis.
−𝟗𝟗𝟗𝟗, 𝟗𝟗𝟗𝟗, 𝟐𝟐𝟐𝟐𝟐𝟐, 𝟒𝟒𝟒𝟒𝟒𝟒, 𝟔𝟔𝟔𝟔𝟔𝟔
g. Describe the end behavior of the graph of the cosine function.
The cosine function will continue to oscillate between −𝟏𝟏 and 𝟏𝟏 as 𝜽𝜽 → ∞ or 𝜽𝜽 → −∞.
h. Based on the graph, is cosine an odd function, even function, or neither? How do you know?
Cosine is an even function because the graph is symmetric with respect to the vertical axis.
i. Describe how the cosine function repeats.
The cosine function repeats the same pattern on intervals of length 𝟑𝟑𝟑𝟑𝟑𝟑 because 𝟑𝟑𝟑𝟑𝟑𝟑° is one full turn. After
that, the values of cosine just continue to repeat.
j. How are the sine function and cosine function related to each other?
The two functions are horizontal translations of each other. We could shift the graph of either function
horizontally to line up with the graph of the other function.
 At which values of 𝜃𝜃 is the cosine function at a maximum?

 At 𝜃𝜃 = 360𝑛𝑛 for all integers 𝑛𝑛
 At which values of 𝜃𝜃 is the cosine function at a minimum?
 At 𝜃𝜃 = 180 + 360𝑛𝑛 for all integers 𝑛𝑛
 Where does the graph of the cosine function cross the horizontal axis?
 At 𝜃𝜃 = 90 + 360𝑛𝑛 and 𝜃𝜃 = 270 + 360𝑛𝑛 for all integers 𝑛𝑛 (This can also be expressed as
𝜃𝜃 = 90 + 180𝑛𝑛, for all integers 𝑛𝑛.)
 What are some ways in which the graphs of the sine and cosine functions are alike?
 They have the same type of end behavior, they both repeat the same pattern on an interval length of
360, they have the same basic shape, and they are horizontal shifts of each other.
 If we wanted to do a quick graph of the sine or cosine function showing all the key points, what values of 𝜃𝜃
would be the most important to use? Why?
 It would be important to use the values of 𝜃𝜃 that correspond to points located on the 𝑥𝑥-axis and 𝑦𝑦-axis
of the unit circle. They are the relative maxima and minima of sine and cosine and also where the
graphs of sine and cosine will cross the horizontal axis.
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Closing (4 minutes)
Have students read the definitions in the lesson summary. Ask them to identify the period and amplitude of the sine and
cosine functions and then share responses with a partner. Mastery of these terms is not expected at this point. The
intent is to begin to use the vocabulary associated with the sine and cosine functions.
 Why are sine and cosine examples of periodic functions?
 What is the period of each function? Why?
 How is amplitude measured? What is the amplitude of each function?
Lesson Summary
 A function 𝒇𝒇 whose domain is a subset of the real numbers is said to be periodic with period 𝑷𝑷 > 𝟎𝟎 if the
domain of 𝒇𝒇 contains 𝒙𝒙 + 𝑷𝑷 whenever it contains 𝒙𝒙, and if 𝒇𝒇(𝒙𝒙 + 𝑷𝑷) = 𝒇𝒇(𝒙𝒙) for all real numbers 𝒙𝒙 in its
domain.
 If a least positive number 𝑷𝑷 exists that satisfies this equation, it is called the fundamental period or, if the
context is clear, just the period of the function.
 The amplitude of the sine or cosine function is half of the distance between a maximal point and a
minimal point of the graph of the function.
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Name Date
Lesson 8: Graphing the Sine and Cosine Functions
Exit Ticket
1. Sketch a graph of the sine function on the interval [0, 360] showing all key points of the graph (horizontal and
vertical intercepts and maximum and minimum points). Mark the coordinates of the maximum and minimum points
and the intercepts.
2. Sketch a graph of the cosine function on the interval [0, 360] showing all key points of the graph (horizontal and
vertical intercepts and maximum and minimum points). Mark the coordinates of the maximum and minimum points
and the intercepts.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Sketch a graph of the sine function on the interval [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑] showing all key points of the graph (horizontal and
vertical intercepts and maximum and minimum points). Mark the coordinates of the maximum and minimum
points and the intercepts.
2. Sketch a graph of the cosine function on the interval [𝟎𝟎, 𝟑𝟑𝟑𝟑𝟑𝟑] showing all key points of the graph (horizontal and
vertical intercepts and maximum and minimum points). Mark the coordinates of the maximum and minimum
points and the intercepts.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Graph the sine function on the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑] showing all key points of the graph (horizontal and vertical
intercepts and maximum and minimum points). Then, use the graph to answer each of the following questions.
a. On the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑], what are the relative minima of the sine function? Why?
The sine function has relative minima at −𝟗𝟗𝟗𝟗 and 𝟐𝟐𝟐𝟐𝟐𝟐 because when rotated by −𝟗𝟗𝟗𝟗° or 𝟐𝟐𝟐𝟐𝟐𝟐°, the initial ray
intersects the unit circle at the bottom of the circle; therefore, the sine is at its smallest possible value.
b. On the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑], what are the relative maxima of the sine function? Why?
The sine function has relative maxima at −𝟐𝟐𝟐𝟐𝟐𝟐 and 𝟗𝟗𝟗𝟗 because when rotated by −𝟐𝟐𝟐𝟐𝟐𝟐° or 𝟗𝟗𝟗𝟗°, the initial ray
intersects the unit circle at the top of the circle; therefore, the sine is at its largest possible value.
c. On the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑], for what values of 𝜽𝜽 is 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟎𝟎? Why?
The sine function has a value of 𝟎𝟎 at −𝟑𝟑𝟑𝟑𝟑𝟑, −𝟏𝟏𝟏𝟏𝟏𝟏, 𝟎𝟎 , 𝟏𝟏𝟏𝟏𝟏𝟏, and 𝟑𝟑𝟑𝟑𝟑𝟑 because when rotated by any of these
degree measurements, the initial ray intersects the unit circle at a point on the 𝒙𝒙-axis; therefore, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°),
which measures the height of the point on the circle, is equal to 𝟎𝟎.
d. If we continued to extend the graph in either direction, what would it look like? Why?
It would repeat the same pattern on intervals of length 𝟑𝟑𝟑𝟑𝟑𝟑 in either direction. So, from 𝟑𝟑𝟑𝟑𝟑𝟑 to 𝟕𝟕𝟕𝟕𝟕𝟕, the
graph would look exactly like it does from 𝟎𝟎 to 𝟑𝟑𝟑𝟑𝟑𝟑, as it also would from 𝟕𝟕𝟕𝟕𝟕𝟕 to 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, and so on. Also,
from −𝟑𝟑𝟑𝟑𝟑𝟑 to 𝟎𝟎, the graph would look the same as it does from 𝟎𝟎 to 𝟑𝟑𝟑𝟑𝟑𝟑, as it also would from −𝟕𝟕𝟕𝟕𝟕𝟕 to
−𝟑𝟑𝟑𝟑𝟑𝟑, and so on.
e. Arrange the following values in order from smallest to largest by using their location on the graph.
𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖°) 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟖𝟖𝟖𝟖°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°)
𝐬𝐬𝐬𝐬𝐬𝐬(−𝟖𝟖𝟖𝟖°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖°)
f. On the interval (𝟗𝟗𝟗𝟗, 𝟐𝟐𝟐𝟐𝟐𝟐), is the graph of the sine function increasing or decreasing? Based on that, name
another interval not included in (𝟗𝟗𝟗𝟗, 𝟐𝟐𝟐𝟐𝟐𝟐) where the sine function must have the same behavior.
Decreasing; (𝟒𝟒𝟒𝟒𝟒𝟒, 𝟔𝟔𝟔𝟔𝟔𝟔)
2. Graph the cosine function on the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑] showing all key points of the graph (horizontal and vertical
intercepts and maximum and minimum points). Then, use the graph to answer each of the following questions.
a. On the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑], what are the relative minima of the cosine function? Why?
For the cosine function, a relative minimum of −𝟏𝟏 occurs at −𝟏𝟏𝟏𝟏𝟏𝟏 and 𝟏𝟏𝟏𝟏𝟏𝟏 because when rotated by −𝟏𝟏𝟏𝟏𝟏𝟏°
or 𝟏𝟏𝟏𝟏𝟏𝟏°, the initial ray intersects the unit circle at the leftmost point of the circle; therefore, the cosine is at its
smallest possible value.
b. On the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑], what are the relative maxima of the cosine function? Why?
For the cosine function, a relative maximum of 𝟏𝟏 occurs at −𝟑𝟑𝟑𝟑𝟑𝟑, 𝟎𝟎, and 𝟑𝟑𝟑𝟑𝟑𝟑 because when rotated by
−𝟑𝟑𝟑𝟑𝟑𝟑°, 𝟎𝟎°, or 𝟑𝟑𝟑𝟑𝟑𝟑°, the initial ray intersects the unit circle at the rightmost point of the circle; therefore, the
cosine is at its largest possible value.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. On the interval [−𝟑𝟑𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑𝟑𝟑], for what values of 𝜽𝜽 is 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°) = 𝟎𝟎? Why?
The cosine function has a value of 𝟎𝟎 at −𝟐𝟐𝟐𝟐𝟐𝟐, −𝟗𝟗𝟗𝟗, 𝟗𝟗𝟗𝟗, and 𝟐𝟐𝟐𝟐𝟐𝟐 because when rotated by any of these
degree measurements, the initial ray intersects the unit circle at a point on the 𝒚𝒚-axis; therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽°),
which measures the horizontal position of the point on the circle, is equal to 𝟎𝟎.
d. If we continued to extend the graph in either direction, what would it look like? Why?
It would repeat the same pattern on intervals of length 𝟑𝟑𝟑𝟑𝟑𝟑 in either direction. So from 𝟑𝟑𝟑𝟑𝟑𝟑 to 𝟕𝟕𝟕𝟕𝟕𝟕, the
graph would look exactly like it does from 𝟎𝟎 to 𝟑𝟑𝟑𝟑𝟑𝟑, as it also would from 𝟕𝟕𝟕𝟕𝟕𝟕 to 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, and so on. Also,
from −𝟑𝟑𝟑𝟑𝟑𝟑 to 𝟎𝟎, the graph would look the same as it does from 𝟎𝟎 to 𝟑𝟑𝟑𝟑𝟑𝟑, as it also would from −𝟕𝟕𝟕𝟕𝟕𝟕
to −𝟑𝟑𝟑𝟑𝟑𝟑, and so on.
e. What can be said about the end behavior of the cosine function?
Like the sine function, the cosine function continues to oscillate between the values of −𝟏𝟏 and 𝟏𝟏
as 𝜽𝜽 approaches ∞ or −∞.
f. Arrange the following values in order from smallest to largest by using their location on the graph.
𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝟖𝟖𝟖𝟖°) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°)
𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝟖𝟖𝟖𝟖°) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏°)
3. Write a paragraph comparing and contrasting the sine and cosine functions using their graphs and end behavior.
The graphs of sine and cosine have the same domain, range, amplitude, and period. Neither graph has end behavior
because both oscillate between the values of −𝟏𝟏 and 𝟏𝟏 as 𝜽𝜽 approaches ∞ or −∞. The graphs have different
𝒚𝒚-intercepts (starting points) because at 𝟎𝟎° sine is 𝟎𝟎 and cosine is 𝟏𝟏. When sine is at its maximum or minimum, the
cosine function is 𝟎𝟎 and has a horizontal intercept. The graphs are horizontal translations of each other, so the
graph of cosine can be made to look like sine by using a horizontal shift and vice versa.
4. Use the graph of the sine function given below to answer the following questions.
a. Desmond is trying to determine the value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) . He decides that since 𝟒𝟒𝟒𝟒 is halfway between 𝟎𝟎
𝟏𝟏
and 𝟗𝟗𝟗𝟗, 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) = . Use the graph to show him that he is incorrect.
𝟐𝟐
𝟏𝟏
Using the graph, the 𝒚𝒚-value at 𝜽𝜽 = 𝟒𝟒𝟒𝟒 is above 𝟎𝟎. 𝟓𝟓, so 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°) >
𝟐𝟐
. That is, the graph is not linear
between the point (𝟎𝟎, 𝟎𝟎) and the point (𝟗𝟗𝟗𝟗, 𝟏𝟏).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. Using the graph, complete each statement by filling in the symbol >, <, or =.
i.
𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐𝟐𝟐°)
ii.
𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐°) < 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖°)
iii.
𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°) > 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°)
𝟏𝟏
c. On the interval [𝟎𝟎, 𝟒𝟒𝟒𝟒𝟒𝟒], list the values of 𝜽𝜽 such that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = .
𝟐𝟐
𝟑𝟑𝟑𝟑, 𝟏𝟏𝟏𝟏𝟏𝟏, 𝟑𝟑𝟑𝟑𝟑𝟑
d. Explain why there are no values of 𝜽𝜽 such that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟐𝟐.
The sine function ranges in value from −𝟏𝟏 to 𝟏𝟏. Since the maximum value of the sine function is 𝟏𝟏 (when the
terminal ray of the rotation intersects the top of the circle), it is impossible for there to be a value 𝜽𝜽 such
that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽°) = 𝟐𝟐.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exploratory Challenge Unit Circle Diagram
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 9: Awkward! Who Chose the Number 360, Anyway?
Student Outcomes
 Students explore horizontal scalings of the graph of 𝑦𝑦 = sin(𝑥𝑥°).
 Students convert between degrees and radians.
Lesson Notes
In this lesson, justification is given for changing from using degree measure for rotation to radian measure. The main
argument for this change is that the graph of the sine and cosine functions are ridiculously flat if graphed on a square
grid, so there is the need to change the horizontal scale. Graphing calculators are used to investigate different rescalings
180
of the sine graph, and students see that the graph of 𝑓𝑓(𝑥𝑥) = sin � 𝑥𝑥°� aligns with the diagonal line 𝑦𝑦 = 𝑥𝑥 near the
𝜋𝜋
origin.
This reason given may seem somewhat artificial, and, from the students’ perspective, it is. It is true that the reason
sin(𝑥𝑥)
radians are used instead of degrees is that when using radians, the function 𝑔𝑔(𝑥𝑥) = has slope 1 near the origin,
𝑥𝑥
sin(𝑥𝑥) 𝑑𝑑
but this is not the entire story. The fact is that lim = 1 leads to the derivative formula sin(𝑥𝑥) = cos(𝑥𝑥), which
𝑥𝑥→0 𝑥𝑥 𝑑𝑑𝑑𝑑
greatly simplifies derivative calculations with the sine and cosine functions in calculus and beyond. Deciding whether to
discuss these reasons with students should be based upon their readiness for these advanced ideas.
In any case, in Exercises 1–4 in this lesson, students graph various functions 𝑓𝑓(𝑥𝑥) = sin(𝑘𝑘𝑘𝑘°), looking for a function
whose graph is diagonal near the origin. This provides students with an opportunity to employ MP.8 as they make
generalizations about 𝑘𝑘 by repeatedly graphing these functions. This exploration gives students a head start on the work
in Lesson 11, in which students explore the effects of the parameters 𝐴𝐴, 𝑤𝑤, ℎ, and 𝑘𝑘 on the graph of general sinusoidal
functions of the form 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝑤𝑤(𝑥𝑥 − ℎ)� + 𝑘𝑘.
In this lesson, students will finally be equipped to give definitions of the sine and cosine function in terms of radians.
SINE FUNCTION (description): The sine function, sin: ℝ → ℝ, can be defined as follows: Let 𝜃𝜃 be any real number.
In the Cartesian plane, rotate the initial ray by 𝜃𝜃 radians about the origin. Intersect the resulting terminal ray
with the unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of sin(𝜃𝜃) is 𝑦𝑦𝜃𝜃 .
COSINE FUNCTION (description): The cosine function, cos: ℝ → ℝ, can be defined as follows: Let 𝜃𝜃 be any real
number. In the Cartesian plane, rotate the initial ray by 𝜃𝜃 radians about the origin. Intersect the resulting
terminal ray with the unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The value of cos(𝜃𝜃) is 𝑥𝑥𝜃𝜃 .
In the definitions of the trigonometric functions, 𝜃𝜃 is always a real number. That is, the input for the sine function is a
number and not a quantity such as 30 radians. How the real number 𝜃𝜃 is used is actually part of the definition: The rule
for finding sin(𝜃𝜃) states to rotate the initial ray by 𝜃𝜃 radians about the origin. The number 𝜃𝜃 is given a quantitative
meaning (radians) by the definition.
Lesson 9: Awkward! Who Chose the Number 360, Anyway? 128
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ALGEBRA II
Because there are two measurement systems for rotational measure, degrees and radians, there are, therefore, two
different definitions of each trigonometric function—one for degrees and one for radians. The rigorous thing to do in
this situation is to notate each definition differently, say by sindeg (40) to refer to a rotation by 40 degrees and
sinrad (40) to refer to a rotation by 40 radians. Using two notations, of course, is unforgivably pedantic, and
mathematicians long ago decided to notate the difference between the definitions of these two functions in a subtle
way.
Here’s the rule of thumb: sin(𝜃𝜃) always refers to the value of the sine function after rotating the initial ray by 𝜃𝜃 radians.
Once radians are defined in Algebra II, this becomes the standard way to refer to almost all rotational measures and sine
functions from that point on (including in precalculus and university-level calculus). To refer to the degree definition of
the sine function, indicate the degree symbol on the number, as in sin(45°). Note, however, that the degree symbol in
this notation refers to which definition of the sine function is being used, not that the sine function is accepting a
quantity of 45° as input. In this notation, the sine function is still thought of as accepting a number, say 45, but 45 is
being put into the blank in the notation sin� °�. The degree symbol is referring to the definition and isn’t really part of
the input. Subtle? Yes. But it is also so natural that students will never really question its use. There is no need to
explicitly explain this subtlety; just be clear about how to use and apply the notation correctly and consistently.
Materials
For the Problem Set, students need access to a radian protractor. An inexpensive way to obtain these is to copy the
images from the last page onto transparencies, cut out the protractors, and distribute to students.
Classwork
The first step in understanding why there is a need to change how angles of rotation are measured is to try to graph the
sine function on a grid with the same horizontal and vertical scale. Allow students to struggle with this task and to come
to the conclusion that either the horizontal or the vertical scale needs to change in order to be able to even see the
graph of 𝑦𝑦 = sin(𝑥𝑥°).
Scaffolding:
Opening Exercise Students above grade level can
Let’s construct the graph of the function 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙°), where 𝒙𝒙 is the measure of degrees of plot points in 15 degree
rotation. In Lesson 5, we decided that the domain of the sine function is all real numbers and the increments to get a better
range is [−𝟏𝟏, 𝟏𝟏]. Use your calculator to complete the table below with values rounded to one image of the graph.
decimal place, and then graph the function on the axes below. Be sure that your calculator is in
degree mode.
𝒙𝒙, in degrees 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙°) 𝒙𝒙, in degrees 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙°) 𝒙𝒙, in degrees 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙°)

𝟎𝟎 𝟎𝟎. 𝟎𝟎 𝟏𝟏𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟕𝟕 𝟐𝟐𝟐𝟐𝟐𝟐 −𝟏𝟏. 𝟎𝟎
𝟑𝟑𝟑𝟑 𝟎𝟎. 𝟓𝟓 𝟏𝟏𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟓𝟓 𝟑𝟑𝟑𝟑𝟑𝟑 −𝟎𝟎. 𝟗𝟗
𝟒𝟒𝟒𝟒 𝟎𝟎. 𝟕𝟕 𝟏𝟏𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟎𝟎 𝟑𝟑𝟑𝟑𝟑𝟑 −𝟎𝟎. 𝟕𝟕
𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟗𝟗 𝟐𝟐𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟓𝟓 𝟑𝟑𝟑𝟑𝟑𝟑 −𝟎𝟎. 𝟓𝟓
𝟗𝟗𝟗𝟗 𝟏𝟏. 𝟎𝟎 𝟐𝟐𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟕𝟕 𝟑𝟑𝟑𝟑𝟑𝟑 𝟎𝟎. 𝟎𝟎
𝟏𝟏𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟗𝟗 𝟐𝟐𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟗𝟗
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
This discussion should lead to the conclusion that the best way to “fix” the problem of graphing 𝑦𝑦 = sin(𝑥𝑥°) while
retaining a one-to-one ratio of the scales on the axes would be to perform a horizontal scaling to compress the graph
along the horizontal axis. The first step is to guide students to recognize the nature of the problem they’re facing.
 What do you notice about the graph that you created in the Opening Exercise?
 Creating a useful graph is impossible on the set of axes provided.
 In Lesson 30 of Module 1, we performed transformations on a parabola that changed its horizontal scale. How
did we do that?
2
1
 When we graphed 𝑦𝑦 = 𝑥𝑥 2 and 𝑦𝑦 = � 𝑥𝑥� , the second graph was stretched horizontally by a factor of
𝑘𝑘
𝑘𝑘.
 What horizontal scaling can we perform to compress the parabola 𝑦𝑦 = 𝑥𝑥 2 to make the graph twice as narrow as
the original graph?
 𝑦𝑦 = (2𝑥𝑥)2
 What might be a reasonable transformation to perform on the sine function to make the graph narrower?
 Any transformation of the form 𝑦𝑦 = sin(𝑘𝑘𝑘𝑘°) for 𝑘𝑘 ≥ 1 will work; students may suggest 𝑦𝑦 = sin(2𝑥𝑥°)
or 𝑦𝑦 = sin(10𝑥𝑥°).
 Do we really know which transformation would be the best? Maybe we should stop to think about what we
want to transform this graph into before we proceed.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

Place students in small groups and keep them working in these groups for all of the exercises in this lesson.
Exercises 1–5
Set your calculator’s viewing window to 𝟎𝟎 ≤ 𝒙𝒙 ≤ 𝟏𝟏𝟏𝟏 and −𝟐𝟐. 𝟒𝟒 ≤ 𝒚𝒚 ≤ 𝟐𝟐. 𝟒𝟒, and be sure that your calculator is in degree
mode. Plot the following functions in the same window:
𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙°)
𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝒙𝒙°)
𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝒙𝒙°)
𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟓𝟓𝟓𝟓𝒙𝒙°)
𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏𝒙𝒙°)
1. This viewing window was chosen because it has close to the same scale in the horizontal and vertical directions. In
this viewing window, which of the five transformed sine functions most clearly shows the behavior of the sine
function?
Students may answer 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟓𝟓𝟓𝟓𝟓𝟓°) or 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏°). (Either answer is reasonable.)

MP.8
2. Describe the relationship between the steepness of the graph 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒌𝒌𝒌𝒌°) near the origin and the value of 𝒌𝒌.
As we increase 𝒌𝒌, the steepness of the graph 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒌𝒌𝒌𝒌°) near the origin increases.
3. Since we can control the steepness of the graph 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒌𝒌𝒌𝒌°) near the origin by changing the value of 𝒌𝒌, how steep
might we want this graph to be? What is your favorite positive slope for a line through the origin?
It would make sense to try to get the steepness at the origin to be the same as the diagonal line 𝒚𝒚 = 𝒙𝒙, which has
slope 𝟏𝟏.
4. In the same viewing window on your calculator, plot 𝒚𝒚 = 𝒙𝒙 and 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒌𝒌𝒌𝒌°) for some value of 𝒌𝒌. Experiment with
your calculator to find a value of 𝒌𝒌 so that the steepness of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒌𝒌𝒌𝒌°) matches the slope of the line 𝒚𝒚 = 𝒙𝒙 near
the origin. You may need to change your viewing window to 𝟎𝟎 ≤ 𝒙𝒙 ≤ 𝟐𝟐 and 𝟎𝟎 ≤ 𝒚𝒚 ≤ 𝟏𝟏 to determine the best value
of 𝒌𝒌.
The graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟓𝟓𝟓𝟓𝟓𝟓°) has nearly the same steepness as the diagonal line with equation 𝒚𝒚 = 𝒙𝒙.
 Which values of 𝑘𝑘 produce graphs of 𝑦𝑦 = sin(𝑘𝑘𝑘𝑘°) that are close to the graph of 𝑦𝑦 = 𝑥𝑥 near the origin?
 Responses will vary; they should be near 𝑘𝑘 = 57.
 It looks like choosing 𝑘𝑘 = 57 is close to what we want. But why 57? Something is strange here! And, indeed,
there is something both surprising and natural about what the value of 𝑘𝑘 truly is.
 First, let’s review our basic system of measurement for rotation. We could take the entire circle as the unit of
rotational measure; this is known as a turn. Then, a rotation can be expressed as a fraction of a turn. For
1 1
example, turn would correspond to a right angle, and of a turn would correspond to a straight angle.
4 2
 Instead, we more commonly use a small unit called a degree. We divide the circle into 360 arcs of equal
length, and then the central angle subtended by one of these arcs has measure 1 degree. Then, a turn
measures 360°.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 Who came up with our current system of using 360° in a turn? Remember the
ancient Babylonians who made all of those astronomical observations that led
to the discovery of trigonometry? They are also the ones responsible for our
system of measuring rotations and angles. It appears that the Babylonians
subdivided the circle using the angle of an equilateral triangle as the basic unit.
Since they used a base-60 number system, they divided each angle of the
equilateral triangle into 60 smaller units, each with measure 1 degree, giving
360 degrees in a turn. Each degree is subdivided into 60 minutes, and each
minute is subdivided into 60 seconds.
 For our purposes now, using 360° in a turn is cumbersome. Instead of basing our measurement system on an
arbitrary number like 360, we will instead use a system in which the measures of angles and rotations are
determined by the length of the corresponding arc of a unit circle.
 A circle is defined by a point and a radius. If we start with a circle of any radius and look at a sector of that
circle with an arc length equal to the length of the radius, then the central angle of that sector is always the
same size. We define a radian to be the measure of that central angle and denote it by 𝟏𝟏 𝐫𝐫𝐫𝐫𝐫𝐫.
 Thus, a radian measures how far one radius will wrap around
the circle. For any circle, it takes 𝟐𝟐𝟐𝟐 ≈ 𝟔𝟔. 𝟑𝟑 radius lengths to
wrap around the circumference. In the figure, 𝟔𝟔 radius lengths
are shown around the circle, with roughly 𝟎𝟎. 𝟑𝟑 radius lengths
left over.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Allow students time to discuss this with a partner in order to make the connection between the 57° measured in this
exercise and the 𝑘𝑘 = 57 scale factor that was discovered in Exercise 4.
5. Use a protractor that measures angles in degrees to find an approximate degree measure for an angle with measure
𝟏𝟏 𝐫𝐫𝐫𝐫𝐫𝐫. Use one of the figures from the previous discussion.
We find that the degree measure of an angle that has measure 𝟏𝟏 𝐫𝐫𝐫𝐫𝐫𝐫 is approximately 𝟓𝟓𝟓𝟓°.
Examples 1–4 (4 minutes)

Instead of emphasizing conversion formulas for switching between degrees and radians, emphasize that both systems
1 𝜋𝜋
can be thought of as fractions of a turn. Thus, a 60° rotation is of a turn, which is radians, and 𝜋𝜋 radians is a half-
6 3
turn, which is 180°.
Examples 1–4
1. Convert from degrees to radians: 𝟒𝟒𝟒𝟒°

𝟏𝟏
𝟒𝟒𝟒𝟒° = 𝐭𝐭𝐭𝐭𝐭𝐭𝐭𝐭
𝟖𝟖
𝟏𝟏
= (𝟐𝟐𝟐𝟐) 𝐫𝐫𝐫𝐫𝐫𝐫
𝟖𝟖
𝝅𝝅
= 𝐫𝐫𝐫𝐫𝐫𝐫
𝟒𝟒
2. Convert from degrees to radians: 𝟑𝟑𝟑𝟑°

𝟑𝟑𝟑𝟑
𝟑𝟑𝟑𝟑° = 𝐭𝐭𝐭𝐭𝐭𝐭𝐭𝐭
𝟑𝟑𝟑𝟑𝟑𝟑
𝟑𝟑𝟑𝟑
=� � 𝟐𝟐𝝅𝝅 𝐫𝐫𝐫𝐫𝐫𝐫
𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏𝟏𝟏
= � � 𝝅𝝅 𝐫𝐫𝐫𝐫𝐫𝐫
𝟔𝟔𝟔𝟔
𝝅𝝅
3. Convert from radians to degrees: − 𝐫𝐫𝐫𝐫𝐫𝐫
𝟑𝟑
𝝅𝝅 𝟏𝟏
− 𝐫𝐫𝐫𝐫𝐫𝐫 = − � � 𝐭𝐭𝐭𝐭𝐭𝐭𝐭𝐭
𝟑𝟑 𝟔𝟔
𝟏𝟏
= − � � 𝟑𝟑𝟑𝟑𝟑𝟑°
𝟔𝟔
= −𝟔𝟔𝟔𝟔°
𝟏𝟏𝟏𝟏𝟏𝟏
4. Convert from radians to degrees: 𝐫𝐫𝐫𝐫𝐝𝐝
𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏𝝅𝝅 𝟏𝟏𝟏𝟏 𝟏𝟏
𝐫𝐫𝐫𝐫𝐫𝐫 = � � � � 𝐭𝐭𝐭𝐭𝐭𝐭𝐭𝐭
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟐𝟐
𝟏𝟏𝟏𝟏
= � � 𝟑𝟑𝟑𝟑𝟑𝟑°
𝟑𝟑𝟑𝟑
≈ 𝟐𝟐𝟐𝟐𝟐𝟐°
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Have students perform the following conversions either alone or in small groups to complete this chart. Circulate
around the room to monitor student progress, especially for the last conversion that is critical to the conclusion students
should make in this lesson.
Exercises 6–7
6. Complete the table below, converting from degrees to radians or from radians to degrees as necessary. Leave your
answers in exact form, involving 𝝅𝝅.
Degrees Radians
𝝅𝝅
𝟒𝟒𝟒𝟒°
𝟒𝟒
𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏𝟏𝟏°
𝟑𝟑
𝟓𝟓𝟓𝟓
−𝟏𝟏𝟏𝟏𝟏𝟏° −
𝟔𝟔
𝟑𝟑𝟑𝟑
𝟐𝟐𝟐𝟐𝟐𝟐°
𝟐𝟐
𝟓𝟓𝟓𝟓
𝟒𝟒𝟒𝟒𝟒𝟒°
𝟐𝟐
𝝅𝝅
𝒙𝒙° � � 𝒙𝒙
𝟏𝟏𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏𝟏𝟏
� � 𝒙𝒙° 𝒙𝒙
𝝅𝝅
This question ties together the previous exploration looking for a transformed sine function that is diagonal near the
origin and our newly defined radian measure for angles. Allow students to continue to work in their groups on these
questions.
𝟏𝟏𝟏𝟏𝟏𝟏
7. On your calculator, graph the functions 𝒚𝒚 = 𝒙𝒙 and 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬 � 𝒙𝒙°�. What do you notice near the origin? What is
𝝅𝝅
𝟏𝟏𝟏𝟏𝟏𝟏
the decimal approximation to the constant to one decimal place? Explain how this relates to what we’ve done
𝝅𝝅
in Exercise 4.
𝟏𝟏𝟏𝟏𝟏𝟏
The graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬 � 𝒙𝒙°� is nearly identical to the graph of 𝒚𝒚 = 𝒙𝒙 near the origin. On the calculator, we see
𝝅𝝅
𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
that ≈ 𝟓𝟓𝟓𝟓. 𝟑𝟑 so that 𝐬𝐬𝐬𝐬𝐬𝐬 � 𝒙𝒙°� ≈ 𝐬𝐬𝐬𝐬𝐬𝐬(𝟓𝟓𝟓𝟓𝟓𝟓°). This is the function we were looking for in Exercise 4.
𝝅𝝅 𝝅𝝅
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
180
If degrees are changed to radians, then the expression sin � 𝑥𝑥°�, where 𝑥𝑥 is measured in degrees, becomes sin(𝑥𝑥),
𝜋𝜋
where 𝑥𝑥 is measured in radians. Then one period of the graph of 𝑦𝑦 = sin(𝑥𝑥) on a grid with the same scale on the
horizontal and vertical axes now looks like this:
From this point forward, trigonometric functions will always be graphed using radians for measuring rotation instead of
degrees. Besides the discovery that the graph of the sine function is much easier to create and use in radians, it turns
out that radians make many calculations much easier in later work in mathematics.
Closing (3 minutes)
Ask students to summarize the main points of the lesson either in writing, to a partner, or as a class.
 A radian is the measure of the central angle of a sector of a circle with arc length of one radius length.
 If there is no degree symbol or specification, then the use of radians is implied.
 There are 2𝜋𝜋 radians in a 360° rotation, also known as a turn, so degrees are converted to radians and radians
to degrees by:
2𝜋𝜋 rad = 1 turn = 360°.
 From this point forward, all work will be done with radian measures
exclusively for rotation and as the independent variables in the
trigonometric functions. The diagram is nearly the same as the one for
the sine and cosine functions in Lesson 4, but this time it is labeled with
rotations measured in radians.
7𝜋𝜋 𝜋𝜋
 Use the diagram to find cos � � and sin �− �
6 6
7𝜋𝜋 �3
 cos � �=−
6 2
𝜋𝜋 1
 sin �− � = −
6 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson Summary
• A radian is the measure of the central angle of a sector of a circle with arc length of one radius length.
• There are 𝟐𝟐𝟐𝟐 radians in a 𝟑𝟑𝟑𝟑𝟑𝟑° rotation, also known as a turn, so degrees are converted to radians and
radians to degrees by:
𝟐𝟐𝟐𝟐 𝐫𝐫𝐫𝐫𝐫𝐫 = 𝟏𝟏 𝐭𝐭𝐭𝐭𝐭𝐭𝐭𝐭 = 𝟑𝟑𝟑𝟑𝟑𝟑°.
• SINE FUNCTION (description): The sine function, 𝐬𝐬𝐬𝐬𝐬𝐬: ℝ → ℝ, can be defined as follows: Let 𝜽𝜽 be any real
number. In the Cartesian plane, rotate the initial ray by 𝜽𝜽 radians about the origin. Intersect the
resulting terminal ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ). The value of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) is 𝒚𝒚𝜽𝜽 .
• COSINE FUNCTION (description): The cosine function, 𝐜𝐜𝐜𝐜𝐜𝐜: ℝ → ℝ, can be defined as follows: Let 𝜽𝜽 be any
real number. In the Cartesian plane, rotate the initial ray by 𝜽𝜽 radians about the origin. Intersect the
resulting terminal ray with the unit circle to get a point (𝒙𝒙𝜽𝜽 , 𝒚𝒚𝜽𝜽 ). The value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) is 𝒙𝒙𝜽𝜽 .
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 9: Awkward! Who Chose the Number 360, Anyway?
Exit Ticket
1. Convert 60° to radians.
𝜋𝜋
2. Convert − rad to degrees.
2
3. Explain how radian measure is related to the radius of a circle. Draw and label an appropriate diagram to support
your response.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Convert 𝟔𝟔𝟔𝟔° to radians.

𝝅𝝅
𝟔𝟔𝟔𝟔° = 𝐫𝐫𝐫𝐫𝐫𝐫
𝟑𝟑
𝝅𝝅
2. Convert − 𝐫𝐫𝐫𝐫𝐫𝐫 to degrees.
𝟐𝟐
𝝅𝝅
− 𝐫𝐫𝐫𝐫𝐫𝐫 = −𝟗𝟗𝟗𝟗°
𝟐𝟐
3. Explain how radian measure is related to the radius of a circle. Draw and label an appropriate diagram to support
your response.
If we take one radius from the circle and wrap it part of the
way around the circle, the central angle with the arc length
of one radius has measure one radian.

For Problem 1, students need to have access to a protractor that measures in radians. The majority of the problems in
this Problem Set are designed to build fluency with radians and encourage the shift from thinking in terms of degrees to
thinking in terms of radians. For Problem 12, ask students to compare the lengths they calculate to the lengths found at
http://en.wikipedia.org/wiki/Latitude.
1. Use a radian protractor to measure the amount of rotation in radians of ray 𝑩𝑩𝑩𝑩 to ray 𝑩𝑩𝑩𝑩 in the indicated direction.
Measure to the nearest 𝟎𝟎. 𝟏𝟏 radian. Use negative measures to indicate clockwise rotation.
a. b.
𝟏𝟏. 𝟕𝟕 𝐫𝐫𝐫𝐫𝐫𝐫 −𝟒𝟒. 𝟔𝟔 𝐫𝐫𝐫𝐫𝐫𝐫
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. d.
−𝟑𝟑. 𝟒𝟒 𝐫𝐫𝐫𝐫𝐫𝐫 𝟐𝟐. 𝟔𝟔 𝐫𝐫𝐫𝐫𝐫𝐫
e. f.
−𝟐𝟐. 𝟏𝟏 𝐫𝐫𝐫𝐫𝐫𝐫 𝟒𝟒. 𝟐𝟐 𝐫𝐫𝐫𝐫𝐫𝐫
g. h.
−𝟎𝟎. 𝟒𝟒 𝐫𝐫𝐫𝐫𝐫𝐫 𝟓𝟓. 𝟖𝟖 𝐫𝐫𝐫𝐫𝐫𝐫
2. Complete the table below, converting from degrees to radians. Where appropriate, give your answers in the form of
a fraction of 𝝅𝝅.
Degrees Radians
𝝅𝝅
𝟗𝟗𝟗𝟗°
𝟐𝟐
𝟓𝟓𝟓𝟓
𝟑𝟑𝟑𝟑𝟑𝟑°
𝟑𝟑
𝝅𝝅
−𝟒𝟒𝟒𝟒° −
𝟒𝟒
𝟕𝟕𝟕𝟕
−𝟑𝟑𝟑𝟑𝟑𝟑° −
𝟒𝟒
𝟐𝟐𝟐𝟐𝟐𝟐
−𝟔𝟔𝟔𝟔𝟔𝟔° −
𝟔𝟔
𝟑𝟑 𝝅𝝅
𝟑𝟑 °
𝟒𝟒 𝟒𝟒𝟒𝟒
𝝅𝝅𝟐𝟐
𝟗𝟗𝟗𝟗𝟗𝟗°
𝟐𝟐
𝟒𝟒𝟒𝟒° 𝟏𝟏
− −
𝝅𝝅 𝟒𝟒
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. Complete the table below, converting from radians to degrees.
Radians Degrees
𝝅𝝅
𝟒𝟒𝟒𝟒°
𝟒𝟒
𝝅𝝅
𝟑𝟑𝟑𝟑°
𝟔𝟔
𝟓𝟓𝝅𝝅
𝟕𝟕𝟕𝟕°
𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏𝝅𝝅
𝟓𝟓𝟓𝟓°
𝟑𝟑𝟑𝟑
𝟕𝟕𝝅𝝅
− −𝟓𝟓𝟓𝟓. 𝟓𝟓°
𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏𝝅𝝅
− −𝟏𝟏𝟏𝟏𝟏𝟏°
𝟏𝟏𝟏𝟏
𝟒𝟒𝟒𝟒𝝅𝝅 𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖°
𝟒𝟒𝟒𝟒𝝅𝝅
𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐°
𝟑𝟑
4. Use the unit circle diagram from the end of the lesson and your knowledge of the six trigonometric functions to
complete the table below. Give your answers in exact form, as either rational numbers or radical expressions.
𝜽𝜽 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝝅𝝅 𝟏𝟏 √𝟑𝟑 √𝟑𝟑 𝟐𝟐√𝟑𝟑

√𝟑𝟑 𝟐𝟐
𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟑𝟑 𝟑𝟑
𝟑𝟑𝝅𝝅 √𝟐𝟐 √𝟐𝟐

− −𝟏𝟏 −𝟏𝟏 −√𝟐𝟐 √𝟐𝟐
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝟓𝟓𝝅𝝅 √𝟑𝟑 𝟏𝟏 √𝟑𝟑 𝟐𝟐√𝟑𝟑

− − −√𝟑𝟑 − 𝟐𝟐
𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟑𝟑 𝟑𝟑
𝟎𝟎 𝟏𝟏 𝟎𝟎 𝟎𝟎 undefined 𝟏𝟏 undefined
𝟑𝟑𝝅𝝅 √𝟐𝟐 √𝟐𝟐

− − − 𝟏𝟏 𝟏𝟏 −√𝟐𝟐 −√𝟐𝟐
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝟕𝟕𝝅𝝅 √𝟑𝟑 𝟏𝟏 √𝟑𝟑 𝟐𝟐√𝟑𝟑

− − − −√𝟑𝟑 − 𝟐𝟐
𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟑𝟑 𝟑𝟑
𝟏𝟏𝟏𝟏𝝅𝝅 𝟏𝟏 √𝟑𝟑 √𝟑𝟑 𝟐𝟐√𝟑𝟑

− √𝟑𝟑 𝟐𝟐
𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟑𝟑 𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
5. Use the unit circle diagram from the end of the lesson and your knowledge of the sine, cosine, and tangent functions
to complete the table below. Select values of 𝜽𝜽 so that 𝟎𝟎 ≤ 𝜽𝜽 < 𝟐𝟐𝟐𝟐.
𝜽𝜽 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽)
𝟓𝟓𝟓𝟓 𝟏𝟏 √𝟑𝟑
− −√𝟑𝟑
𝟑𝟑 𝟐𝟐 𝟐𝟐
𝟓𝟓𝟓𝟓 √𝟐𝟐 √𝟐𝟐
− − 𝟏𝟏
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝟑𝟑𝟑𝟑 √𝟐𝟐 √𝟐𝟐
− −𝟏𝟏
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝝅𝝅 −𝟏𝟏 𝟎𝟎 𝟎𝟎
𝟑𝟑𝟑𝟑
𝟎𝟎 −𝟏𝟏 undefined
𝟐𝟐
𝟕𝟕𝟕𝟕 √𝟑𝟑 𝟏𝟏 √𝟑𝟑
− −
𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟑𝟑
6. How many radians does the minute hand of a clock rotate through over 𝟏𝟏𝟏𝟏 minutes? How many degrees?
𝟏𝟏 𝟏𝟏 𝝅𝝅
In 𝟏𝟏𝟏𝟏 minutes, the minute hand makes of a rotation, so it rotates through (𝟐𝟐𝟐𝟐) = radians. This is equivalent
𝟔𝟔 𝟔𝟔 𝟑𝟑
to 𝟔𝟔𝟔𝟔°.
7. How many radians does the minute hand of a clock rotate through over half an hour? How many degrees?
𝟏𝟏 𝟏𝟏
In 𝟑𝟑𝟑𝟑 minutes, the minute hand makes of a rotation, so it rotates through (𝟐𝟐𝟐𝟐) = 𝝅𝝅 radians. This is equivalent
𝟐𝟐 𝟐𝟐
to 𝟏𝟏𝟏𝟏𝟏𝟏°.
8. What is the radian measure of an angle subtended by an arc of a circle with radius 𝟒𝟒 𝐜𝐜𝐜𝐜 if the intercepted arc has
length 𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜? How many degrees?
The intercepted arc is the length of 𝟑𝟑. 𝟓𝟓 radii, so the angle subtended by that arc measures 𝟑𝟑. 𝟓𝟓 radians. This is
𝟏𝟏𝟏𝟏𝟏𝟏° 𝟔𝟔𝟔𝟔𝟔𝟔°
equivalent to 𝟑𝟑. 𝟓𝟓 � �= ≈ 𝟐𝟐𝟐𝟐𝟐𝟐. 𝟓𝟓°.
𝝅𝝅 𝝅𝝅
9. What is the radian measure of an angle formed by the minute and hour hands of a clock when the clock reads 1:30?
How many degrees? (Hint: You must take into account that the hour hand is not directly on the 𝟏𝟏.)
At 1:30, the hour hand is halfway between the 𝟏𝟏 and the 𝟐𝟐, and the minute hand is on the 𝟔𝟔. A hand on the clock
𝟏𝟏 𝟏𝟏
rotates through of a rotation as it moves from one number to the next. Since there are 𝟒𝟒 of these increments
𝟏𝟏𝟏𝟏 𝟐𝟐
𝟗𝟗 𝟏𝟏 𝟑𝟑𝟑𝟑
between the two hands of the clock at 1:30, the angle formed by the two clock hands is � � (𝟐𝟐𝟐𝟐) =
𝟐𝟐 𝟏𝟏𝟏𝟏 𝟒𝟒
radians.
In degrees, this is 𝟏𝟏𝟏𝟏𝟏𝟏°.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
10. What is the radian measure of an angle formed by the minute and hour hands of a clock when the clock reads 5:45?
How many degrees?
𝟑𝟑
At 5:45, the hour hand is of the way between the 𝟓𝟓 and 𝟔𝟔 on the clock face, and the minute hand is on the 𝟗𝟗. Then
𝟒𝟒
𝟏𝟏 𝟏𝟏
there are 𝟑𝟑 increments of of a rotation between the two hands of the clock at 5:45, so the angle formed by the
𝟒𝟒 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏 𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏°
two clock hands is � � � � (𝟐𝟐𝟐𝟐) =
𝟒𝟒 𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐
𝝅𝝅 radians. This is equivalent to
𝟐𝟐𝟐𝟐
� 𝝅𝝅 � = 𝟗𝟗𝟗𝟗. 𝟓𝟓°.
11. How many degrees does the earth revolve on its axis each hour? How many radians?
𝟑𝟑𝟑𝟑𝟑𝟑°
The earth revolves through 𝟑𝟑𝟑𝟑𝟑𝟑° in 𝟐𝟐𝟐𝟐 hours, so it revolves = 𝟏𝟏𝟏𝟏° each hour.
𝟐𝟐𝟐𝟐
12. The distance from the equator to the North Pole is almost exactly 𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎 𝐤𝐤𝐤𝐤.
a. Roughly how many kilometers is 𝟏𝟏 degree of latitude?
There are 𝟗𝟗𝟗𝟗 degrees of latitude between the equator and the North Pole, so each degree of latitude is
𝟏𝟏
(𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏) ≈ 𝟏𝟏𝟏𝟏𝟏𝟏. 𝟏𝟏 𝐤𝐤𝐤𝐤.
𝟗𝟗𝟗𝟗
b. Roughly how many kilometers is 𝟏𝟏 radian of latitude?

𝝅𝝅
There are radians of latitude between the equator and the North Pole, so each radian of latitude is
𝟐𝟐
𝟐𝟐
(𝟏𝟏𝟏𝟏, 𝟎𝟎𝟎𝟎𝟎𝟎) ≈ 𝟔𝟔, 𝟑𝟑𝟑𝟑𝟑𝟑. 𝟐𝟐 𝐤𝐤𝐤𝐤.
𝝅𝝅
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Supplementary Transparency Materials
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 10: Basic Trigonometric Identities from Graphs
Student Outcomes
 Students observe identities from graphs of sine and cosine basic trigonometric identities and relate those
identities to periodicity, even and odd properties, intercepts, end behavior, and cosine as a horizontal
translation of sine.
Lesson Notes
Students have previous experience with graphing the sine and cosine functions in degrees and have been introduced to
radian measure in the previous lesson. For the remainder of the module, students will use radians to work with and
graph trigonometric functions. The purpose of this lesson is to increase students’ comfort with radians and to formalize
the characteristics of periodicity, end behavior, intercepts, and relative extrema of the sine and cosine functions through
the observation and conjecture of some basic trigonometric identities. As students work through the lesson, make sure
that they grasp the following identities that are valid for all real numbers 𝑥𝑥:
sin(𝑥𝑥 + 2𝜋𝜋) = sin(𝑥𝑥) sin(𝑥𝑥 + 𝜋𝜋) = − sin(𝑥𝑥) sin(−𝑥𝑥) = −sin(𝑥𝑥)
cos(𝑥𝑥 + 2𝜋𝜋) = cos(𝑥𝑥) cos(𝑥𝑥 + 𝜋𝜋) = − cos(𝑥𝑥) cos(−𝑥𝑥) = cos(𝑥𝑥)
and that they know how to use these identities to evaluate sine and cosine for a variety of values of 𝑥𝑥. Discovering these
six trigonometric identities through observation is the focus of this lesson. Discovering and proving other identities will
be the focus of Lessons 15, 16, and 17 of this module.
It is important to note that an identity is a statement that two functions are equal on a common domain. Thus, to
specify an identity, students need to specify both an equation and a set of values for the variable for which the
statement is true. That is, the statement sin(−𝑥𝑥) = −sin(𝑥𝑥) itself is not an identity, but the statement
sin(−𝑥𝑥) = −sin(𝑥𝑥) for all real numbers 𝑥𝑥 is an identity.
Materials
Supply students with colored pencils for the activity.
Classwork
Opening (2 minutes)
Students should be able to largely work through these explorations in groups without too much assistance. It may be
necessary to help students get started in constructing their table of values by reminding them of the values where the
sine and cosine functions take on the values 0, 1, and −1. Also, remind students that they have seen these graphs
earlier in the module, but the graphs were constructed using degree measures. Today (and for the remainder of the
module) graphing uses radian measures.
Lesson 10: Basic Trigonometric Identities from Graphs 144
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

Allow students to work in groups through this problem. Because students are repeating a similar process to discover
three different identities, assign groups different parts of the Exploratory Challenge, and then have them report their
results to the class. If students are having trouble with the table, help them get started by reminding them that the
maximum and minimum values and 𝑥𝑥-intercepts can be found by evaluating sine at the extreme points on the circle.
Circulate around the room to ensure that students are comfortable working with radian values and that they are using
the graph to discover the identities. Debrief after this activity to ensure that students have discovered the identities
correctly.
Consider the function 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) where 𝒙𝒙 is measured in radians.
Graph 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) on the interval [−𝝅𝝅, 𝟓𝟓𝟓𝟓] by constructing a table of values. Include all intercepts, relative maximum
points, and relative minimum points of the graph. Then, use the graph to answer the questions that follow.
𝒙𝒙
𝒇𝒇(𝒙𝒙)
a. Using one of your colored pencils, mark the point on the graph at each of the Scaffolding:
following pairs of 𝒙𝒙-values.
𝝅𝝅 𝝅𝝅
 This could also be
𝒙𝒙 = − and 𝒙𝒙 = − + 𝟐𝟐𝟐𝟐 accomplished using
𝟐𝟐 𝟐𝟐
𝒙𝒙 = 𝝅𝝅 and 𝒙𝒙 = 𝝅𝝅 + 𝟐𝟐𝟐𝟐 technology. Students could
𝟕𝟕𝟕𝟕 𝟕𝟕𝟕𝟕 observe these identities by
𝒙𝒙 = and 𝒙𝒙 = + 𝟐𝟐𝟐𝟐
𝟒𝟒 𝟒𝟒 using the table or graph
feature of a graphing
b. What can be said about the 𝒚𝒚-values for each pair of 𝒙𝒙-values marked on the calculator.
graph?  Advanced learners could be
For each pair of 𝒙𝒙-values, the 𝒚𝒚-values are the same. asked to write similar identities
for the cosecant function. For
MP.8 example, since
c. Will this relationship hold for any two 𝒙𝒙-values that differ by 𝟐𝟐𝟐𝟐? Explain how
you know.
sin(𝑥𝑥 + 𝜋𝜋) = −sin(𝑥𝑥), does it
follow that
Yes. Since the sine function repeats every 𝟐𝟐𝟐𝟐 units, then the relationship csc(𝑥𝑥 + 𝜋𝜋) = −csc(𝑥𝑥)? Test it
described in part (b) will hold for any two 𝒙𝒙-values that differ by 𝟐𝟐𝟐𝟐.
either by using test values or
by exploring the graph of
cosecant.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. Based on these results, make a conjecture by filling in the blank below.

MP.8 For any real number 𝒙𝒙, 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = _______________.
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝟐𝟐𝝅𝝅) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
e. Test your conjecture by selecting another 𝒙𝒙-value from the graph and demonstrating that the equation from
part (d) holds for that value of 𝒙𝒙.
𝟓𝟓𝟓𝟓 𝝅𝝅 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝐬𝐬𝐬𝐬𝐬𝐬 � + 𝟐𝟐𝟐𝟐� = 𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝟏𝟏 (Answers will vary.)
𝟐𝟐 𝟐𝟐 𝟐𝟐
f. How does the conjecture in part (d) support the claim that the sine function is a periodic function?
The sine function repeats every 𝟐𝟐𝟐𝟐 units because 𝟐𝟐𝟐𝟐 radians is one full turn. Thus, if we rotate the initial ray
through 𝒙𝒙 + 𝟐𝟐𝟐𝟐 radians, the terminal ray is in the same position as if we had rotated by 𝒙𝒙 radians.
𝟏𝟏𝟏𝟏𝟏𝟏
g. Use this identity to evaluate 𝐬𝐬𝐬𝐬𝐬𝐬 � �.
𝟔𝟔
𝟏𝟏𝟏𝟏𝝅𝝅 𝝅𝝅 𝝅𝝅 𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝐬𝐬𝐬𝐬𝐬𝐬 � + 𝟐𝟐𝝅𝝅� = 𝐬𝐬𝐬𝐬𝐬𝐬 � � =
𝟔𝟔 𝟔𝟔 𝟔𝟔 𝟐𝟐
h. Using one of your colored pencils, mark the point on the graph at each of the following pairs of 𝒙𝒙-values.
𝝅𝝅 𝝅𝝅
𝒙𝒙 = − and 𝒙𝒙 = − + 𝝅𝝅
𝟒𝟒 𝟒𝟒
𝒙𝒙 = 𝟐𝟐𝟐𝟐 and 𝒙𝒙 = 𝟐𝟐𝟐𝟐 + 𝝅𝝅
𝟓𝟓𝟓𝟓 𝟓𝟓𝟓𝟓
𝒙𝒙 = and 𝒙𝒙 = + 𝝅𝝅
𝟐𝟐 𝟐𝟐
i. What can be said about the 𝒚𝒚-values for each pair of 𝒙𝒙-values marked on the graph?
For each pair of 𝒙𝒙-values, the 𝒚𝒚-values have the same magnitude but opposite sign.
j. Will this relationship hold for any two 𝒙𝒙-values that differ by 𝝅𝝅? Explain how you know.
Yes. Since rotating by an additional 𝝅𝝅 radians produces a point in the opposite quadrant with the same
reference angle, the sine of the two numbers will have the same magnitude and opposite sign.
k. Based on these results, make a conjecture by filling in the blank below.

For any real number 𝒙𝒙, 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝝅𝝅) = _______________.
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝝅𝝅) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
l. Test your conjecture by selecting another 𝒙𝒙-value from the graph and demonstrating that the equation from
part (k) holds for that value of 𝒙𝒙.
𝟑𝟑𝝅𝝅 𝝅𝝅 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝐬𝐬𝐬𝐬𝐬𝐬 � + 𝝅𝝅� = − 𝐬𝐬𝐬𝐬𝐬𝐬 � � = −𝟏𝟏
𝟐𝟐 𝟐𝟐 𝟐𝟐
m. Is the following statement true or false? Use the conjecture from (k) to explain your answer.
𝟒𝟒𝟒𝟒 𝛑𝛑
𝐬𝐬𝐬𝐬𝐬𝐬 � � = −𝐬𝐬𝐬𝐬𝐬𝐬 � �
𝟑𝟑 𝟑𝟑
𝟒𝟒𝟒𝟒 𝝅𝝅 𝝅𝝅
This statement is true: 𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝐬𝐬𝐬𝐬𝐬𝐬 � + 𝝅𝝅� = − 𝐬𝐬𝐬𝐬𝐬𝐬 � �.
𝟑𝟑 𝟑𝟑 𝟑𝟑
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
n. Using one of your colored pencils, mark the point on the graph at each of the following pairs of 𝒙𝒙-values.
𝟑𝟑𝟑𝟑 𝟑𝟑𝝅𝝅
𝒙𝒙 = − and 𝒙𝒙 =
𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅
𝟐𝟐 𝟐𝟐
o. What can be said about the 𝒚𝒚-values for each pair of 𝒙𝒙-values marked on the graph?
For each pair of 𝒙𝒙-values, the 𝒚𝒚-values have the same magnitude but with the opposite sign.
p. Will this relationship hold for any two 𝒙𝒙-values with the same magnitude but opposite sign? Explain how you
know.
Yes. If rotation by 𝒙𝒙 radians produces the point (𝒂𝒂, 𝒃𝒃) on the unit circle, then rotation by −𝒙𝒙 radians will
produce a point (𝒂𝒂, −𝒃𝒃) on the unit circle.
q. Based on these results, make a conjecture by filling in the blank below.

For any real number 𝒙𝒙, 𝐬𝐬𝐬𝐬𝐬𝐬(−𝒙𝒙) = _______________.
𝐬𝐬𝐬𝐬𝐬𝐬(−𝒙𝒙) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
r. Test your conjecture by selecting another 𝒙𝒙-value from the graph and demonstrating that the equation from
part (q) holds for that value of 𝒙𝒙.
𝟑𝟑𝟑𝟑 �𝟐𝟐 𝟑𝟑𝟑𝟑 �𝟐𝟐 𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑

For example, 𝐬𝐬𝐬𝐬𝐬𝐬 �− � = − and 𝐬𝐬𝐬𝐬𝐬𝐬 � � = , so 𝐬𝐬𝐬𝐬𝐬𝐬 �− � = −𝐬𝐬𝐬𝐬𝐬𝐬 � �.
𝟒𝟒 𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒 𝟒𝟒
s. Is the sine function an odd function, even function, or neither? Use the identity from part (q) to explain.
The sine function is an odd function because 𝐬𝐬𝐬𝐬𝐬𝐬(−𝒙𝒙) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) and because the graph is symmetric with
respect to the origin.
t. Describe the 𝒙𝒙-intercepts of the graph of the sine function.
The graph of the sine function has 𝒙𝒙-intercepts at all 𝒙𝒙-values such that 𝒙𝒙 = 𝒏𝒏𝒏𝒏, where 𝒏𝒏 is an integer.
u. Describe the end behavior of the sine function.
As 𝒙𝒙 increases to ∞ or as 𝒙𝒙 decreases to −∞, the sine function cycles between the values of −𝟏𝟏 and 𝟏𝟏.
During the debriefing, record (or have students record) the key results on the board.
For all 𝑥𝑥: sin(𝑥𝑥 + 2𝜋𝜋) = sin(𝑥𝑥) sin(𝑥𝑥 + 𝜋𝜋) = − sin(𝑥𝑥) sin(−𝑥𝑥) = −sin(𝑥𝑥)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

Allow students to work in groups through this problem. This exploration should go more quickly as it is the same process
that students went through in Exploratory Challenge 1. As suggested above, assign groups different parts of the
Exploratory Challenge, and then have them report their results to the class. Debrief after this activity to ensure that
students have completed the identities correctly.
Consider the function 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) where 𝒙𝒙 is measured in radians.
Graph 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) on the interval [−𝝅𝝅, 𝟓𝟓𝟓𝟓] by constructing a table of values. Include all intercepts, relative maximum
points, and relative minimum points. Then, use the graph to answer the questions that follow.
𝒙𝒙
𝒈𝒈(𝒙𝒙)
a. Using one of your colored pencils, mark the point on the graph at each of the following pairs of 𝒙𝒙-values.
𝝅𝝅 𝝅𝝅
𝒙𝒙 = − and 𝒙𝒙 = − + 𝟐𝟐𝟐𝟐
𝟐𝟐 𝟐𝟐
𝒙𝒙 = 𝝅𝝅 and 𝒙𝒙 = 𝝅𝝅 + 𝟐𝟐𝟐𝟐
𝟕𝟕𝝅𝝅 𝟕𝟕𝟕𝟕
𝒙𝒙 = and 𝒙𝒙 = + 𝟐𝟐𝟐𝟐
𝟒𝟒 𝟒𝟒
b. What can be said about the 𝒚𝒚-values for each pair of 𝒙𝒙-values marked on the graph?
For each pair of 𝒙𝒙-values, the 𝒚𝒚-values are the same.
c. Will this relationship hold for any two 𝒙𝒙-values that differ by 𝟐𝟐𝝅𝝅? Explain how you know.
Yes. Since the sine function repeats every 𝟐𝟐𝟐𝟐 units, then the relationship in part (b) will hold for any two
𝒙𝒙-values that differ by 𝟐𝟐𝟐𝟐.
d. Based on these results, make a conjecture by filling in the blank below.
For any real number 𝒙𝒙, 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = _______________.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝟐𝟐𝝅𝝅) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e. Test your conjecture by selecting another 𝒙𝒙-value from the graph and demonstrating that the equation from
part (d) holds for that value of 𝒙𝒙.
𝐜𝐜𝐜𝐜𝐜𝐜(𝟎𝟎) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟎𝟎 + 𝟐𝟐𝟐𝟐) = 𝟏𝟏 (Answers will vary.)
f. How does the conjecture from part (d) support the claim that the cosine function is a periodic function?
Like the sine function, the cosine function repeats every 𝟐𝟐𝟐𝟐 units because 𝟐𝟐𝟐𝟐 radians is one full turn. Thus, if
we rotate the initial ray through 𝒙𝒙 + 𝟐𝟐𝟐𝟐 radians, the terminal ray is in the same position as if we had rotated
by 𝒙𝒙 radians.
𝟗𝟗𝟗𝟗
g. Use this identity to evaluate 𝐜𝐜𝐜𝐜𝐜𝐜 � �.
𝟒𝟒
𝟗𝟗𝝅𝝅 𝝅𝝅 𝝅𝝅 √𝟐𝟐
𝐜𝐜𝐜𝐜𝐜𝐜 � � = 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝟐𝟐𝝅𝝅� = 𝐜𝐜𝐜𝐜𝐜𝐜 � � =
𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟐𝟐
h. Using one of your colored pencils, mark the point on the graph at each of the following pairs of 𝒙𝒙-values.
𝝅𝝅 𝝅𝝅
𝒙𝒙 = − and 𝒙𝒙 = − + 𝝅𝝅
𝟒𝟒 𝟒𝟒
𝒙𝒙 = 𝟐𝟐𝟐𝟐 and 𝒙𝒙 = 𝟐𝟐𝟐𝟐 + 𝝅𝝅
𝟓𝟓𝟓𝟓 𝟓𝟓𝟓𝟓
𝒙𝒙 = and 𝒙𝒙 = + 𝝅𝝅
𝟐𝟐 𝟐𝟐
i. What can be said about the 𝒚𝒚-values for each pair of 𝒙𝒙-values marked on the graph?
For each pair of 𝒙𝒙-values, the 𝒚𝒚-values have the same magnitude but opposite sign.
j. Will this relationship hold for any two 𝒙𝒙-values that differ by 𝝅𝝅? Explain how you know.
Yes. Since rotating by an additional 𝝅𝝅 radians produces a point in the opposite quadrant with the same
reference angle, the sine of the two numbers will have the same magnitude and opposite sign.
k. Based on these results, make a conjecture by filling in the blank below.

For any real number 𝒙𝒙, 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝝅𝝅) = _______________.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝝅𝝅) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
l. Test your conjecture by selecting another 𝒙𝒙-value from the graph and demonstrating that the equation from
part (k) holds for that value of 𝒙𝒙.
𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝝅𝝅) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝝅𝝅 + 𝝅𝝅) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝝅𝝅) = −𝟏𝟏
m. Is the following statement true or false? Use the identity from part (k) to explain your answer.
𝟓𝟓𝟓𝟓 𝟐𝟐𝟐𝟐
𝐜𝐜𝐜𝐜𝐜𝐜 � � = −𝐜𝐜𝐜𝐜𝐜𝐜 � �
𝟑𝟑 𝟑𝟑
𝟓𝟓𝟓𝟓 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
This statement is true: 𝐜𝐜𝐜𝐜𝐜𝐜 � � = 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝝅𝝅� = −𝐜𝐜𝐜𝐜𝐜𝐜 � �.
𝟑𝟑 𝟑𝟑 𝟑𝟑
n. Using one of your colored pencils, mark the point on the graph at each of the following pairs of 𝒙𝒙-values.
𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑
𝟒𝟒 𝟒𝟒
𝒙𝒙 = −𝝅𝝅 and 𝒙𝒙 = 𝝅𝝅
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
o. What can be said about the 𝒚𝒚-values for each pair of 𝒙𝒙-values marked on the graph?
For each pair of 𝒙𝒙-values, the 𝒚𝒚-values have the same magnitude and the same sign.
p. Will this relationship hold for any two 𝒙𝒙-values with the same magnitude and same sign? Explain how you
know.
Yes. If rotation by 𝒙𝒙 radians produces the point (𝒂𝒂, 𝒃𝒃) on the unit circle, then rotation by −𝒙𝒙 radians will
produce a point (𝒂𝒂, −𝒃𝒃) on the unit circle.
q. Based on these results, make a conjecture by filling in the blank below.
For any real number , 𝐜𝐜𝐜𝐜𝐜𝐜(−𝒙𝒙) = _______________.
𝐜𝐜𝐜𝐜𝐜𝐜(−𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
Scaffolding:
r. Test your conjecture by selecting another 𝒙𝒙-value from the graph and demonstrating Advanced learners could be
that the identity is true for that value of 𝒙𝒙. asked to write similar identities
𝐜𝐜𝐜𝐜𝐜𝐜(−𝟐𝟐𝝅𝝅) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝝅𝝅) = 𝟏𝟏 for the tangent function. For
example, does tan(−𝑥𝑥) equal
tan(𝑥𝑥) or tan(−𝑥𝑥) or neither?
s. Is the cosine function an odd function, even function, or neither? Use the identity
from part (n) to explain. Prove it by applying the
properties of sine and cosine.
The cosine function is an even function because 𝐜𝐜𝐜𝐜𝐜𝐜(−𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) and because the
graph is symmetric with respect to the 𝒚𝒚-axis.
t. Describe the 𝒙𝒙-intercepts of the graph of the cosine function.

𝝅𝝅
The graph of the cosine function has 𝒙𝒙-intercepts at all 𝒙𝒙-values such that 𝒙𝒙 = + 𝒏𝒏𝒏𝒏, where 𝒏𝒏 is an integer.
𝟐𝟐
u. Describe the end behavior of 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙).
As 𝒙𝒙 increases to ∞ or as 𝒙𝒙 decreases to −∞, the cosine function cycles between the values of −𝟏𝟏 and 𝟏𝟏.
During the debriefing, record (or have students record) the key results on the board.
For all 𝑥𝑥: cos(𝑥𝑥 + 2𝜋𝜋) = cos(𝑥𝑥) cos(𝑥𝑥 + 𝜋𝜋) = − cos(𝑥𝑥) cos(−𝑥𝑥) = cos(𝑥𝑥)

Allow students to work in groups through this problem. To save time, provide students with a paper that already has the
two functions graphed together. Debrief after this exercise to ensure that students have completed the identities
correctly.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Graph both 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) and 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) on the graph below. Then, use the graphs to answer the questions that
follow.
a. List ways in which the graphs of the sine and cosine functions are alike.
Both functions are periodic and have a period of 𝟐𝟐𝟐𝟐. Both functions have a domain of all real numbers and a
range of [−𝟏𝟏, 𝟏𝟏]. Both functions cycle between −𝟏𝟏 and 𝟏𝟏 as 𝒙𝒙 increases to ∞ or as 𝒙𝒙 decreases to −∞.
Both have similar identities such as 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙).
b. List ways in which the graphs of the sine and cosine functions are different.
We stated above that 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) is an odd function, and 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) is an even function. Where the
sine function is at a maximum or minimum point, the cosine function has an 𝒙𝒙-intercept and vice versa.
c. What type of transformation would be required to make the graph of the sine function coincide with the
graph of the cosine function?
A horizontal shift
d. What is the smallest possible horizontal translation required to make the graph of 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) coincide
with the graph of 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)?
𝝅𝝅
A horizontal shift units to the left
𝟐𝟐
e. What is the smallest possible horizontal translation required to make the graph of 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) coincide
with the graph of 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)?
𝝅𝝅
A horizontal shift units to the right
𝟐𝟐
f. Use your answers from parts (d) and (e) to fill in the blank below.
𝝅𝝅
For any real number 𝒙𝒙, __________ = 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 − �.
𝟐𝟐
𝝅𝝅
For any real number 𝒙𝒙, ________= 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 + �.
𝟐𝟐
𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 − �
𝟐𝟐
𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 + �
𝟐𝟐
Note during the debriefing that there are many different horizontal shifts that could be used in order to make the sine
function coincide with the cosine function or vice versa. Ask students for other examples.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Closing (2 minutes)
Ask students to explain to a partner or record an explanation on paper. If time permits, ask them to demonstrate using a
specific example.
 Explain how the identities For all real numbers 𝑥𝑥, cos(𝑥𝑥 + 2𝜋𝜋) = cos(𝑥𝑥) and For all real numbers 𝑥𝑥,
sin(𝑥𝑥 + 2𝜋𝜋) = sin(𝑥𝑥) support the idea that both sine and cosine are periodic.
 These identities both state that if 2𝜋𝜋 is added to the value of 𝑥𝑥, the value of sine or cosine does not
change. This confirms that the functions are periodic and repeat every 2𝜋𝜋 units.
MP.2
 How do these identities help us to evaluate sine and cosine for various 𝑥𝑥-values? For example, how can we
𝜋𝜋 �2 5𝜋𝜋
use the fact that sin � � = to find sin � �?
4 2 4
5𝜋𝜋 𝜋𝜋 𝜋𝜋 �2
 sin � � = sin � + 𝜋𝜋� = − sin � � = −
4 4 4 2
Lesson Summary
For all real numbers 𝒙𝒙:
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)

𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝝅𝝅) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝝅𝝅) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝐬𝐬𝐬𝐬𝐬𝐬(−𝒙𝒙) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝒙𝒙) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝝅𝝅 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 + � = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 − � = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝟐𝟐 𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 10: Basic Trigonometric Identities from Graphs
Exit Ticket
8𝜋𝜋
1. Demonstrate how to evaluate cos � � by using a trigonometric identity.
3
2. Determine if the following statement is true or false, without using a calculator.

8𝜋𝜋 𝜋𝜋
sin � � = sin � �
7 7
𝜋𝜋
3. If the graph of the cosine function is translated to the right units, the resulting graph is that of the sine function,
2
𝜋𝜋
which leads to the identity: For all 𝑥𝑥, sin(𝑥𝑥) = cos �𝑥𝑥 − �. Write another identity for sin(𝑥𝑥) using a different
2
horizontal shift.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟖𝟖𝟖𝟖
1. Demonstrate how to evaluate 𝐜𝐜𝐜𝐜𝐜𝐜 � � by using a trigonometric identity.
𝟑𝟑
𝟖𝟖𝟖𝟖 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜 � � = 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝟐𝟐𝝅𝝅� = 𝐜𝐜𝐜𝐜𝐜𝐜 � � = −
𝟑𝟑 𝟑𝟑 𝟑𝟑 𝟐𝟐
2. Determine if the following statement is trueor false, without using a calculator.

𝟖𝟖𝟖𝟖 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝐬𝐬𝐬𝐬𝐬𝐬 � �
𝟕𝟕 𝟕𝟕
𝟖𝟖𝟖𝟖 𝝅𝝅 𝝅𝝅 𝝅𝝅
False. 𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝐬𝐬𝐬𝐬𝐬𝐬 � + 𝝅𝝅� = −𝐬𝐬𝐬𝐬𝐬𝐬 � � ≠ 𝐬𝐬𝐬𝐬𝐬𝐬 � �
𝟕𝟕 𝟕𝟕 𝟕𝟕 𝟕𝟕
𝛑𝛑
3. If the graph of the cosine function is translated to the right units, the resulting graph is that of the sine function,
𝟐𝟐
𝛑𝛑
which leads to the identity: For all 𝒙𝒙, 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 − �. Write another identity for 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) using a different
𝟐𝟐
horizontal shift.
𝟑𝟑𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 + �
𝟐𝟐
1. Describe the values of 𝒙𝒙 for which each of the following is true.

a. The cosine function has a relative maximum.
The cosine function has a relative maximum at all 𝒙𝒙 = 𝟐𝟐𝝅𝝅𝝅𝝅, where 𝒏𝒏 is an integer.
b. The sine function has a relative maximum.

𝝅𝝅
The sine function has a relative maximum at all 𝒙𝒙 = + 𝟐𝟐𝟐𝟐𝟐𝟐, where 𝒏𝒏 is an integer.
𝟐𝟐
2. Without using a calculator, rewrite each of the following in order from least to greatest. Use the graph to explain
your reasoning.
𝝅𝝅 𝟐𝟐𝟐𝟐 𝝅𝝅 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬 �− � 𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬 �− �
𝟐𝟐 𝟑𝟑 𝟒𝟒 𝟐𝟐
𝝅𝝅
At − , the sine function takes on its
𝟐𝟐
𝝅𝝅
smallest value, and at the sine function
𝟐𝟐
takes on its largest value. Additionally,
𝟐𝟐𝟐𝟐 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 �− � is negative, and 𝐬𝐬𝐬𝐬𝐬𝐬 � � is
𝟑𝟑 𝟒𝟒
positive. Then, these four values in
increasing order are
𝝅𝝅 𝟐𝟐𝟐𝟐 𝝅𝝅 𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬 �− �, 𝐬𝐬𝐬𝐬𝐬𝐬 �− �, 𝐬𝐬𝐬𝐬𝐬𝐬 � �, 𝐬𝐬𝐬𝐬𝐬𝐬 � �.
𝟐𝟐 𝟑𝟑 𝟒𝟒 𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. Without using a calculator, rewrite each of the following in order from least to greatest. Use the graph to explain
your reasoning.
𝝅𝝅 𝟓𝟓𝟓𝟓 𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜(𝟓𝟓𝟓𝟓)
𝟐𝟐 𝟒𝟒 𝟒𝟒
At 𝟓𝟓𝟓𝟓, the cosine function takes on its smallest value because 𝟓𝟓𝟓𝟓 = 𝟐𝟐𝟐𝟐 + 𝟐𝟐𝟐𝟐 + 𝝅𝝅, so 𝐜𝐜𝐜𝐜𝐜𝐜(𝟓𝟓𝟓𝟓) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝝅𝝅) = −𝟏𝟏.
We can see that 𝐜𝐜𝐜𝐜𝐜𝐜 � � is negative, 𝐜𝐜𝐜𝐜𝐜𝐜 � � = 𝟎𝟎, and 𝐜𝐜𝐜𝐜𝐜𝐜 � � is positive. Then, these four values in increasing
𝟒𝟒 𝟐𝟐 𝟒𝟒
order are
𝐜𝐜𝐜𝐜𝐜𝐜(𝟓𝟓𝝅𝝅), 𝐜𝐜𝐜𝐜𝐜𝐜 � �, 𝐜𝐜𝐜𝐜𝐜𝐜 � �, 𝐜𝐜𝐜𝐜𝐜𝐜 � �.
𝟒𝟒 𝟐𝟐 𝟒𝟒
4. Evaluate each of the following without a calculator using a trigonometric identity when needed.
𝝅𝝅 𝝅𝝅 𝟕𝟕𝝅𝝅 𝟏𝟏𝟏𝟏𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜 �− � 𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜 � �
𝟔𝟔 𝟔𝟔 𝟔𝟔 𝟔𝟔
√𝟑𝟑 √𝟑𝟑 √𝟑𝟑 √𝟑𝟑
−
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
5. Evaluate each of the following without a calculator using a trigonometric identity when needed.
𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟕𝟕𝟕𝟕 −𝟓𝟓𝟓𝟓

𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬 � �
𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
√𝟐𝟐 √𝟐𝟐 √𝟐𝟐 √𝟐𝟐
−
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
6. Use the rotation through 𝜽𝜽 radians shown to answer each of the following
questions.
a. Explain why 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜽𝜽) = − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) for all real numbers 𝜽𝜽.
If the initial ray is rotated through −𝜽𝜽 radians, it is rotated 𝜽𝜽

radians in the clockwise direction. If the terminal ray of a rotation
through 𝜽𝜽 radians intersects the unit circle at the point (𝒂𝒂, 𝒃𝒃), then
the terminal ray of rotation through −𝜽𝜽 radians will intersect the
unit circle at the point (𝒂𝒂, −𝒃𝒃). Then, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = 𝒃𝒃 and
𝐬𝐬𝐬𝐬𝐬𝐬(−𝜽𝜽) = −𝒃𝒃, so 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜽𝜽) = −𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽).
b. What symmetry does this identity demonstrate about the graph of

𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)?
It demonstrates that the graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) is symmetric with respect to the origin because if the point
(𝒙𝒙, 𝒚𝒚) is on the graph, then the point (−𝒙𝒙, −𝒚𝒚) is also on the graph.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
7. Use the same rotation shown in Problem 6 to answer each of the following questions.
a. Explain why 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
If the initial ray is rotated through −𝜽𝜽 radians, it is rotated 𝜽𝜽 radians in the clockwise direction. If the
terminal ray of a rotation through 𝜽𝜽 radians intersects the unit circle at the point (𝒂𝒂, 𝒃𝒃), then the terminal ray
of rotation through −𝜽𝜽 radians will intersect the unit circle at the point (𝒂𝒂, −𝒃𝒃). Then, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝒂𝒂 and
𝐜𝐜𝐜𝐜𝐜𝐜(−𝜽𝜽) = 𝒂𝒂, so 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
b. What symmetry does this identity demonstrate about the graph of 𝒚𝒚 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)?
It demonstrates that the graph of 𝒚𝒚 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) is symmetric with respect to the 𝒚𝒚-axis because if the point
(𝒙𝒙, 𝒚𝒚) is on the graph, then the point (−𝒙𝒙, 𝒚𝒚) is also on the graph.
8. Find equations of two different functions that can be represented by the graph shown below—one sine and one
cosine—using different horizontal transformations.
𝝅𝝅
𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 − � 𝒚𝒚 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 − 𝝅𝝅) (Other correct answers are possible.)
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
9. Find equations of two different functions that can be represented by the graph shown below—one sine and one
cosine—using different horizontal translations.
𝝅𝝅
𝒚𝒚 = 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 + � 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 − 𝝅𝝅) (Other correct answers are possible.)
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS Mid-Module Assessment Task M2
ALGEBRA II
Name Date
1.
a. For each arc indicated below, find the degree measure of its subtended central angle to the nearest
degree. Explain your reasoning.
(i) (ii) (iii)
b. Elmo drew a circle with a radius of 1 cm. He drew two radii with an angle of 60° between them and
𝜋𝜋
then declared that the radian measure of that angle was cm. Explain why Elmo is not correct in
3
saying this.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Elmo next drew a circle with a radius of 1 cm. He drew two radii that formed a 60° angle and then
10𝜋𝜋
declared that the radian measure of that angle is . Is Elmo correct? Explain your reasoning.
3
4𝜋𝜋 √3
d. Draw a diagram that illustrates why sin � 3 � = − 2 using the unit circle. Explain how the unit circle
helps us to make this calculation.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. For each part, use your knowledge of the definition of radians and the definitions of sine, cosine, and
tangent to place the expressions in order from least to greatest without using a calculator. Explain your
reasoning.
a. sin(1°) sin(1) sin(𝜋𝜋) sin(60°)
3𝜋𝜋 3𝜋𝜋
b. sin(25°) cos(25°) sin � � cos � �
8 8
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. sin(100°) cos(15°) tan(15°) tan(100°)
3𝜋𝜋 11𝜋𝜋 109𝜋𝜋

d. sin(𝑥𝑥) sin �𝑥𝑥 − � sin � + 𝑥𝑥� sin � �
2 4 107
where 𝑥𝑥 is a very small positive number with 𝑥𝑥 < 0.01
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. An engineer was asked to design a powered crank to drive an industrial flywheel for a machine in a
factory. To analyze the problem, she sketched a simple diagram of the piston motor, connecting rod, and
rank arm attached to the flywheel, as shown below.
To make her calculations easier, she drew coordinate axes with the origin at the center of the flywheel,
and she labeled the joint where the crank arm attaches to the connecting rod by the point 𝑃𝑃. As part of
the design specifications, the crank arm is 60 cm in length, and the motor spins the flywheel at a constant
rate of 100 revolutions per minute.
a. With the flywheel spinning, how many radians will the crank arm/connecting rod joint rotate around
the origin over a period of 4 seconds? Justify your answer.
b. With the flywheel spinning, suppose that the joint is located at point 𝑃𝑃0 (0, 60) at time 𝑡𝑡 = 0
seconds; that is, the crank arm and connecting rod are both parallel to the 𝑥𝑥-axis. Where will the
joint be located 4 seconds later?
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
4. When plotting the graph of 𝑦𝑦 = sin(𝑥𝑥), with 𝑥𝑥 measured in radians, Fanuk draws arcs that are
semicircles. He argues that semicircles are appropriate because, in his words, “Sine is the height of a
point on a circle.”
Here is a picture of a portion of his incorrect graph.
𝜋𝜋
Fanuk claims that the first semicircular arc comes from a circle with center � , 0�.
2
a. Explain why Fanuk's claim is incorrect.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
JoJo knows that the arcs in the graph of the sine function are not semicircles, but she suspects each arc
might be a section of a parabola.
b. Write down the equation of a quadratic function that crosses the 𝑥𝑥-axis at 𝑥𝑥 = 0 and 𝑥𝑥 = 𝜋𝜋 and has
𝜋𝜋
vertex �2 , 1�.
c. Does the arc of a sine curve between 𝑥𝑥 = 0 and 𝑥𝑥 = 𝜋𝜋 match your quadratic function for all values
between 𝑥𝑥 = 0 and 𝑥𝑥 = 𝜋𝜋? Is JoJo correct in her suspicions about the shape of these arcs? Explain.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
5. Use the unit circle and the definitions of sine and cosine functions to explain your answer to each
question below.
a. Why is sin(3°) so close to 0?
b. Why is cos(3) so close to −1?
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Find two solutions to the equation sin(𝜃𝜃) = cos(𝜃𝜃).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem, mathematics to
or an incorrect solve the problem.
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student guesses an Student gives a correct Student gives correct Student correctly gives
incorrect answer. answer in degrees for degrees for parts (i) and the central angle
Student knows that the part (i) but gives (ii) but an incorrect measurements in
F-TF.A.1 answer to part (i) is in incorrect answers for answer for part (iii). degrees: 60°, 172°,
degrees. both parts (ii) and (iii). and 30°.
OR
Student answers two of
the three parts correctly
but in radians instead of
degrees.
b Student uses another Student knows that the Student knows that the Student understands
unit but not degrees or measurement is angle should be in that the angle
radians. incorrect but does not radians or degrees. measurement is
F-TF.A.1 understand that angle independent of the size
measures are of the arc used to
independent of the arc measure the angle.
used to measure them.
c Student says that Elmo Student says that Elmo Student knows that the Student understands
is correct. is incorrect but gives an angle measurement is that the angle
incorrect reason for wrong but does not measurement is always
F-TF.A.1 why he is incorrect. know how to correct it. between 0 and 𝜋𝜋
OR radians and knows that
Student says the answer 𝜋𝜋
the correct answer is .
should be in degrees. 3
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d Student does not draw Student draws a circle Student correctly draws Student correctly draws
a circle or angle. but draws an incorrect the circle and graphs the diagram with a
F-TF.A.2 angle. the point. triangle indicating the
Student understands sine and cosine on the
the degree legs and uses the
measurement of the reference angles to
angle and that the correctly evaluate the
answer has sines and 4𝜋𝜋
sine of .
cosines. Student 3
possibly finds a Student understands
𝜋𝜋 that the reference angle
reference angle of . 𝜋𝜋
3 is , or 60 degrees,
3
knows which quadrant
is referenced, and
knows the correct signs
for the trigonometric
functions.
2 a Student does not Student determines Student’s diagram has Student’s diagram
correctly determine some pairwise one of the four correctly indicates the
F-TF.A.1 pairwise relationships. relationships but not all. expressions out of orderings. Student
place. knows how to calculate
F-TF.A.2
Student does not know all the values, draws a
that for small 𝑥𝑥, good picture of the sine
sin(𝑥𝑥) ≈ 𝑥𝑥. graph, and understands
for small 𝑥𝑥 that
sin(𝑥𝑥) ≈ 𝑥𝑥; sin(𝜋𝜋) <
sin(1°) < sin(1) <
sin(60°).
b Student does not Student determines Student’s diagram has Student’s diagram
correctly determine some pairwise one of the four correctly indicates the
F-TF.A.1 pairwise relationships. relationships but not all. expressions out of orderings and has the
OR OR place. correct relationship
F-TF.A.2 𝜋𝜋
Student does not draw Student has one Student knows that the between 25° and .
the graphs. expression out of place. sine and cosine graph 4
𝜋𝜋 Student knows where
cross at . the sine and cosine are
4
increasing/decreasing:
3𝜋𝜋
cos � � < sin(25°) <
8
3𝜋𝜋
cos(25°) < sin � �.
8
c Student does not Student determines Student has all but the Student understands
correctly determine some pairwise tangent of 15 degrees how to use known
F-TF.A.1 pairwise relationships relationships but not all. correctly in place. functions to determine
or draw the graphs. OR the relation of the
F-TF.A.2 OR Student has one tangent to the sine and
Student only guesses at expression out of place cosine: tan(100°) <
values. but knows that the tan(15°) < cos(15°) <
tangent of 100 degrees sin(100°).
is negative.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d Student does not Student determines Student assumes that Student understands
correctly determine some pairwise 𝑥𝑥 = 0. how small changes in
F-TF.A.1 pairwise relationships relationships but does the value of 𝑥𝑥 affects
or draw the graphs. not know what to do the value of the
F-TF.A.2
OR with the 𝑥𝑥. functions:
Student only guesses at 109𝜋𝜋
sin � � < sin(𝑥𝑥) <
values. 107
11𝜋𝜋
sin � + 𝑥𝑥� <
4
3𝜋𝜋
sin �𝑥𝑥 − �.
2
3 a Student does not know Student finds the Student finds the Student finds the
how to measure the number of rotations of correct rotational correct rotational
number of revolutions the crank arm in 4 measure of the crank measure of the crank
F-TF.A.2 during 4 seconds in seconds arm in degrees (not 40𝜋𝜋
arm in radians (i.e.,
degrees or radians. 20 radians). 3
( revolutions). radians).
3
b Student does not know Student knows that the Student has the sine or Student has the correct
that the answer is sine or cosine function cosine function but is function and derives the
related to the sine or is involved but does not confused and does not correct value; student
F-TF.A.2 cosine function. have the values correct. have the correct correctly understands
OR arguments for the how to mod out the
Student provides the functions. rotations.
wrong function with OR
incorrect amplitude. Student has the
amplitude incorrect.
OR
Student has the correct
answer but gives the
wrong reason.
4 a Student does not know Student draws a sine Student has some good Student correctly
the shape of the sine graph but has the reasoning, such as, the realizes that the radius
F-IF.C.7e graph. wrong height. sine does not have gives the wrong height
vertical tangents at 0 or for the sine graph.
𝜋𝜋.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b Student does not Student knows that the Student tries to solve Student correctly
understand how to answer should be in the for the coefficients of expresses the
F-IF.C.7e write a quadratic form of a quadratic the quadratic function polynomial in the form
polynomial as a product function 𝑓𝑓(𝑥𝑥) = 𝐴𝐴𝑥𝑥 2 + 𝐵𝐵𝐵𝐵 + 𝐶𝐶. 𝑎𝑎(𝑥𝑥 − 𝑟𝑟1 )(𝑥𝑥 − 𝑟𝑟2 ) and
of two linear factors. 𝑓𝑓(𝑥𝑥) = 𝐴𝐴𝑥𝑥 2 + 𝐵𝐵𝐵𝐵 + 𝐶𝐶. Student correctly sets correctly solves for 𝑎𝑎.
OR up some of the Student knows that the
Student does not know equation. quadratic function
that a quadratic 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑎𝑎(𝑥𝑥 − 𝜋𝜋) is
function is required. required, obtains
4
𝑎𝑎 = − 2, and shows
𝜋𝜋
that this polynomial
does not match the sine
at some value. The
required function is
4
𝑓𝑓(𝑥𝑥) = − 2 𝑥𝑥(𝑥𝑥 − 𝜋𝜋).
𝜋𝜋
c Student does not know Student guesses at an Student selects a value Student understands
how to test for the answer, but he does to see if the quadratic that the selection of a
F-IF.C.7e required condition. test for the guess that is function and the sine check value where the
made. function match on that sine and quadratic
value but does not do functions differ is all
the calculations that needs to be done
correctly. and correctly guesses a
OR value for which the sine
Student has to try is easy to calculate.
several values before
getting one that works.
5 a Student response is Student explanation Student explanation is Student provides a

largely incorrect or indicates some largely correct but may correct and coherent
missing. understanding of the contain minor errors explanation based on
F-TF.A2 definition of the sine regarding notation or the definition of the
function and the unit vocabulary. sine function and
circle but lacks detail compares sin(3°) to
and precision. sin(0°).
b Student response is Student explanation Student explanation is Student provides a

largely incorrect or indicates some largely correct but may correct and coherent
missing. understanding of the contain minor errors explanation based on
F-TF.A2 definition of the cosine regarding notation or the definition of the
function and the unit vocabulary. sine function and
circle but lacks detail compares cos(3) to
and precision. cos(𝜋𝜋).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c Student solution is Student finds a correct Student finds one or Student finds two
largely incorrect or solution but is unable to two correct solutions to correct solutions to the
incomplete with little or explain the solution the equation and equation by reasoning
F-TF.A2 no attempt to explain using sound provides some evidence that there are two
F-TF.A3 any answers. mathematical reasoning of sound mathematical points on the unit circle
(e.g., the reason is he reasoning behind his where the 𝑥𝑥- and 𝑦𝑦-
remembers that at 𝜋𝜋/4, solution approach. coordinates are equal.
the sine and cosine Student uses special
functions have the triangles to identify
same value.) correct rotations that
correspond to the
points.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
1.
a. For each arc indicated below, find the degree measure of its subtended central angle to the nearest
degree. Explain your reasoning.
(i) (ii) (iii)
π
cm π 1
3
i. The measure of the angle in radians is rad, or rad, which is of a turn.
1 cm 3 6
1
Therefore, the measure in degrees is ∙ 360˚, which is 60˚.
6
3 cm
ii. The measure of the angle in radians is rad, or 3 rad. Therefore, the measure
1 cm
180˚
in degrees is 3 rad ⋅ , which is approximately 172˚.
π rad
π
cm π 1
4
iii. The measure of the angle in radians is rad, or rad, which is of a turn.
1.5 cm 6 12
1
Therefore, the measure in degrees is ⋅ 360˚, which is 30˚.
12
b. Elmo drew a circle with a radius of 1 cm. He drew two radii with an angle of 60° between them and
𝜋𝜋
then declared that the radian measure of that angle was cm. Explain why Elmo is not correct in
3
saying this.
Angle measurements are not given in length units. He is incorrect in declaring that the
angle has units of centimeters.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Elmo next drew a circle with a radius of 1 cm. He drew two radii that formed a 60° angle and then
10𝜋𝜋
declared that the radian measure of that angle is . Is Elmo correct? Explain your reasoning.
3
π
This is not correct. The measure of the angle is radians—the measure of an angle is
3
10π
always between 0 and π radians. The amount can be thought of as the amount a
3
ray (or a subset of a ray like a radius) has been rotated about the center. In this case,
10π
one of the radii can be chosen so that if it is rotated by about the center of the
3
circle, its image will be the other radius.
4𝜋𝜋 √3
d. Draw a diagram that illustrates why sin � 3 � = − 2 using the unit circle. Explain how the unit circle
helps us to make this calculation.
4π
Rotating the initial ray (given by the positive x-axis) by radians produces a ray in
3
the third quadrant of the coordinate plane. It intersects the unit circle in a point whose
4π 4π
y-value is sin � 3 �. To find sin � 3 �, draw a perpendicular line to the x-axis through
the intersection point forming a right triangle (see diagram). The reference angle for
4π π 4π π π �3
this right triangle is - π= . Thus, sin � � = sin � + π� = − sin � � = − .
3 3 3 3 3 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. For each part, use your knowledge of the definition of radians and the definitions of sine, cosine, and
tangent to place the expressions in order from least to greatest without using a calculator. Explain your
reasoning.
a. sin(1°) sin(1) sin(𝜋𝜋) sin(60°)
Note that one radian is about 57°. Since sin(π) = 0,
sin(π) < sin(1°) < sin(1) < sin(60°).
3𝜋𝜋 3𝜋𝜋
b. sin(25°) cos(25°) sin � 8 � cos � 8 �
There are multiple ways to solve this problem. One way is to convert all expressions to
π
sine because sine increases for 0 < θ < . We know that cos(25°) = sin(65°) and also
2
3π π 3π π
cos � � = sin � �. Since radians is 67.5° and radians is 22.5°, we have
8 8 8 8
π 3π
22.5° < 25° < 65° < 67.5°. Thus, sin � � < sin(25°) < sin(65°) < sin � �. Converting back to
8 8
cosines as needed, we have
3π 3π
cos � � < sin(25°) < cos(25°) < sin � �.
8 8
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. sin(100°) cos(15°) tan(15°) tan(100°)
Note that tan(100°) is negative; all other values are positive. We know that
cos(15°) = sin(75°), sin(100°) = sin(80°), and sin(75°) > sin(30°), so
1/2 < cos(15°) < sin(100°).
Looking at the graphs of y = tan(x°) and y = cos(x°), we see that for x < 40,
tan(x°) < cos(x°). Thus, tan(15°) < cos(15°).
Putting it all together, we see that:
tan(100°) < tan(15°) < cos(15°) < sin(100°).
3𝜋𝜋 11𝜋𝜋 109𝜋𝜋

d. sin(𝑥𝑥) sin �𝑥𝑥 − � sin � + 𝑥𝑥� sin � �
2 4 107
where 𝑥𝑥 is a very small positive number with 𝑥𝑥 < 0.01
3π
Since x is very small and positive, sin(x) is a small positive value, sin �x - � ≈ 1,
2
11π �2 109π
sin � + x� ≈ , and sin � � is negative. So,
4 2 107
109π 11π 3π
sin � � < sin(x) < sin � + x� < sin �x - �.
107 4 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. An engineer was asked to design a powered crank to drive an industrial flywheel for a machine in a
factory. To analyze the problem, she sketched a simple diagram of the piston motor, connecting rod, and
the crank arm attached to the flywheel, as shown below.
To make her calculations easier, she drew coordinate axes with the origin at the center of the flywheel,
and she labeled the joint where the crank arm attaches to the connecting rod by the point 𝑃𝑃. As part of
the design specifications, the crank arm is 60 cm in length, and the motor spins the flywheel at a constant
rate of 100 revolutions per minute.
a. With the flywheel spinning, how many radians will the crank arm/connecting rod joint rotate around
the origin over a period of 4 seconds? Justify your answer.
100 revolutions 2π rad 1 min 40π

⋅ ⋅ ⋅ 4 sec = rad.
1 min 1 turn 60 sec 3
40π
Number of radians:
3
b. With the flywheel spinning, suppose that the joint is located at point 𝑃𝑃0 (0, 60) at time 𝑡𝑡 = 0
seconds; that is, the crank arm and connecting rod are both parallel to the 𝑥𝑥-axis. Where will the
joint be located 4 seconds later?
40π 4π 1
The x-coordinate is 60 cos � � = 60 cos � � = 60 �− � = − 30, or -30 cm.
3 3 2
40π 4π �3
The y-coordinate is 60 sin � � = 60 sin � � = 60 �− � = − 30√3, or −30√3 cm.
3 3 2
Thus, the coordinates of the joint after 4 seconds will be �−30, − 30√3�; so, it is located
30 cm to the left of the center of the flywheel and 30√3 cm below the center of the
flywheel.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
4. When plotting the graph of 𝑦𝑦 = sin(𝑥𝑥), with 𝑥𝑥 measured in radians, Fanuk draws arcs that are
semicircles. He argues that semicircles are appropriate because, in his words, “Sine is the height of a
point on a circle.”
Here is a picture of a portion of his incorrect graph.
𝜋𝜋
Fanuk claims that the first semicircular arc comes from a circle with center �2 , 0�.
a. Explain why Fanuk's claim is incorrect.

π
The first arc is NOT a semicircle from a circle with the point � , 0� as center. There is
2
no consistent “radius” for the first curve of the sine graph. The distance between the
π π
purported center � , 0� and the point (0, 0) on the curve is , whereas the distance
2 2
π π
between � , 0� and � , 1� on the curve is 1.
2 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
JoJo knows that the arcs in the graph of the sine function are not semicircles, but she suspects each arc
might be a section of a parabola.
b. Write down the equation of a quadratic function that crosses the 𝑥𝑥-axis at 𝑥𝑥 = 0 and 𝑥𝑥 = 𝜋𝜋 and has
𝜋𝜋
vertex �2 , 1�.
π
The form of the quadratic function needed is f(x) = ax(x − π) for some a. Put x = and
2
4 4
y = 1 to see a = − . Thus, f(x) = − 2 x(x − π).
π2 π
c. Does the arc of a sine curve between 𝑥𝑥 = 0 and 𝑥𝑥 = 𝜋𝜋 match your quadratic function for all values
between 𝑥𝑥 = 0 and 𝑥𝑥 = 𝜋𝜋? Is JoJo correct in her suspicions about the shape of these arcs? Explain.
π 1
The point � , � lies on the arc of the sine curve. Does it also lie on the quadratic?
4 �2
π π 3
When x = , we have f � � = . These do not match!
4 4 4
4
Also, note: f(x) = − 2 x(x − π) is the only quadratic function with zeros x = 0 and x = π
π
π
and vertex � , 1�. There is no quadratic curve of any kind that matches the arc of a
2
sine curve.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
5. Use the unit circle and the definitions of sine and cosine functions to explain your answer to each
question below.
a. Why is sin(3°) so close to 0?
When the terminal ray is rotated 3° from the positive x-axis, the y-coordinate of the
point on the unit circle where the ray intersects the circle is very small. By definition,
the sine function is the y-coordinate. Therefore, sin(3°) will be a small positive number
when the rotation is close to 0°.
b. Why is cos(3) so close to −1?
When the terminal ray is rotated 3 radians from the positive x-axis, the point on the
unit circle where the ray intersects the circle will be very close to the point (-1, 0) since
that point corresponds to a rotation of π radians, and 3 is very close to π. By
definition, the cosine function is the x-coordinate, so cos(3) will be slightly larger than
-1.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Find two solutions to the equation sin(𝜃𝜃) = cos(𝜃𝜃).
If sin(θ) =cos(θ) for some point on the unit circle, then the x-and y-coordinates would
be the same. Thus, the equation for the unit circle,
x2 +y2 =1 could be re-written as x2 +x2 =1.

�2 �2
Solving the equation x2 +x2 =1 gives the solutions � ,- �.
2 2
�2 �2 �2 �2
The two points on the unit circle where sin(θ) =cos(θ) are � , � and �- ,- �.
2 2 2 2
π 5π
These points correspond to a rotation of or , so the solutions to the original
4 4
π 5π
equation are and .
4 4
ALG II-M2-TE-1.3.0-05.2015
Topic B
Understanding Trigonometric Functions and
Putting Them to Use
F-IF.C.7e, F-TF.B.5, F-TF.C.8, S-ID.B.6a
Focus Standards: F-IF.C.7e Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude.
F-TF.B.5 Choose trigonometric functions to model periodic phenomena with specified
amplitude, frequency, and midline.
F-TF.C.8 Prove the Pythagorean identity sin2 (𝜃𝜃) + cos2 (𝜃𝜃) = 1 and use it to find sin(𝜃𝜃),
cos(𝜃𝜃), or tan(𝜃𝜃) given sin(𝜃𝜃), cos(𝜃𝜃), or tan(𝜃𝜃) and the quadrant of the angle.
S-ID.B.6a Represent data on two quantitative variables on a scatter plot, and describe how the
variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the
context of the data. Use given functions or choose a function suggested by the
context. Emphasize linear, quadratic, and exponential models.
Instructional Days: 7
Lesson 11: Transforming the Graph of the Sine Function (E) 1
Lesson 12: Ferris Wheels—Using Trigonometric Functions to Model Cyclical Behavior (E)
Lesson 13: Tides, Sound Waves, and Stock Markets (P)
Lesson 14: Graphing the Tangent Function (E)
Lesson 15: What Is a Trigonometric Identity? (P)
Lesson 16: Proving Trigonometric Identities (P)
Lesson 17: Trigonometric Identity Proofs (P)
In Topic A, students developed the ideas behind the six basic trigonometric functions, focusing primarily on
the sine function. In Topic B, students use trigonometric functions to model periodic behavior. We end the
module with the study of trigonometric identities and how to prove them.
1Lesson Structure Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson
Topic B: Understanding Trigonometric Functions and Putting Them to Use 181
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS Topic B M2
ALGEBRA II
Lesson 11 continues the idea started in Lesson 9 in which students graphed 𝑦𝑦 = sin(𝑘𝑘𝑘𝑘°) for different values
of 𝑘𝑘. In Lesson 11, teams of students work to understand the effect of changing the parameters 𝐴𝐴, 𝜔𝜔, ℎ, and
𝑘𝑘 in the graph of the function 𝑦𝑦 = 𝐴𝐴�sin�𝜔𝜔(𝑥𝑥 − ℎ)�� + 𝑘𝑘, so that in Lesson 12 students can fit sinusoidal
functions to given scenarios, which aligns with F-IF.C.7e and F-TF.B.5. While Lesson 12 requires that students
find a formula that precisely models periodic motion in a given scenario, Lesson 13 is distinguished by non-
exact modeling, as in S-ID.B.6a. In Lesson 13, students analyze given real-world data and fit the data with an
appropriate sinusoidal function, providing authentic practice with MP.3 and MP.4 as they debate about
appropriate choices of functions and parameters.
Lesson 14 returns to the idea of graphing functions on the real line and producing graphs of 𝑦𝑦 = tan(𝑥𝑥).
Students work in groups to produce the graph of one branch of the tangent function by plotting points on a
specified interval. The individual graphs are compiled into one classroom graph to emphasize the periodicity
and basic properties of the tangent function.
To wrap up the module, students revisit the idea of mathematical proof in Lessons 15–17. Lesson 15 aligns
with standard F-TF.C.8, proving the Pythagorean identity. In Lesson 17, students discover the formula for
sin(𝛼𝛼 + 𝛽𝛽) using MP.8, in alignment with standard F-TF.B.9(+), but teachers may choose to present the
optional rigorous proof of this formula that is provided in the lesson. Standard F-TF.B.9(+) is included
because it logically coheres with the rest of the content in the module. Throughout Lessons 15, 16, and 17,
the emphasis is on the proper statement of a trigonometric identity as the pairing of a statement that two
functions are equivalent on a given domain and an identification of that domain. For example, the identity
“sin2 (𝜃𝜃) + cos 2(𝜃𝜃) = 1 for all real numbers 𝜃𝜃” is a statement that the two functions
𝑓𝑓1 (𝜃𝜃) = sin2(𝜃𝜃) + cos2 (𝜃𝜃) and 𝑓𝑓2 (𝜃𝜃) = 1 have the same value for every real number 𝜃𝜃. As students revisit
the idea of proof in these lessons, they are prompted to follow the steps of writing a valid proof:
1. Define the variables. For example, “Let 𝜃𝜃 be any real number.”
2. Establish the identity by starting with the expression on one side of the equation and transforming it
into the expression on the other side through a sequence of algebraic steps using rules of logic,
algebra, and previously established identities. For example:
cos(2𝜃𝜃) = cos(𝜃𝜃 + 𝜃𝜃)
= cos(𝜃𝜃) cos(𝜃𝜃) − sin(𝜃𝜃) sin(𝜃𝜃)
= cos 2(𝜃𝜃) − sin2(𝜃𝜃).
3. Conclude the proof by stating the identity in its entirety, both the statement and the domain. For
example, “Then, cos(2𝜃𝜃) = cos 2(𝜃𝜃) − sin2(𝜃𝜃) for any real number 𝜃𝜃.”
Topic B: Understanding Trigonometric Functions and Putting Them to Use 182
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 11: Transforming the Graph of the Sine Function
Student Outcomes
 Students formalize the period, frequency, phase shift, midline, and amplitude of a general sinusoidal function
by understanding how the parameters 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘 in the formula
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘
are used to transform the graph of the sine function and how variations in these constants change the shape
and position of the graph of the sine function.
 Students learn the relationship among the constants 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘 in the formula
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘 and the properties of the sine graph. In particular, they learn that:
– |𝐴𝐴| is the amplitude of the function. The amplitude is the distance between a maximal point of the
𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚−𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚
graph of the sinusoidal function and the midline (i.e., 𝐴𝐴 = 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 − 𝑘𝑘 or 𝐴𝐴 = ).
2
2𝜋𝜋
– is the period of the function. The period 𝑃𝑃 is the distance between two consecutive maximal points
|𝜔𝜔|
2𝜋𝜋
(or two consecutive minimal points) on the graph of the sinusoidal function. Thus, 𝜔𝜔 = .
𝑃𝑃
|𝜔𝜔|
– is the frequency of the function (the frequency is the reciprocal of the period).
2𝜋𝜋
– ℎ is called the phase shift.
– The graph of 𝑦𝑦 = 𝑘𝑘 is called the midline.
– Furthermore, the graph of the sinusoidal function 𝑓𝑓 is obtained by vertically scaling the graph of the
1
sine function by 𝐴𝐴, horizontally scaling the resulting graph by , and then horizontally and vertically
𝜔𝜔
translating the resulting graph by ℎ and 𝑘𝑘 units, respectively.
Lesson Notes
The lesson is planned for one day, but the teacher may choose to extend it to two days. The Ferris wheel exploration in
Lesson 12 continues to expand on the ideas introduced in this lesson, as do the modeling problems in Lesson 13. This
lesson explores the effects of changing the parameters on the graphs of sinusoidal functions, and the next lessons work
backward to write a formula for sinusoidal function given its graph and to fit a sinusoidal function to data. Students
work in groups to discover the effects of changing each of the parameters 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘 in the generalized sine function
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘. Note that the character 𝜔𝜔 is a lowercase Greek omega, not a “w”. The parameters ℎ and
𝑘𝑘 in the formula 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘 play a similar role as the ℎ and 𝑘𝑘 in the vertex form 𝑝𝑝(𝑥𝑥) = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘
of a quadratic function.
This lesson draws heavily on MP.7 and MP.8. Students graph functions repeatedly (MP.8) to generalize the effect of the
parameters (MP.7) on the graph. During this lesson, students are grouped twice. First, they are arranged into the four
teams that discover the effects of each parameter on the graph of the sine function, and then those teams are
scrambled to create new groups that contain at least one member of each original team. It might be a good idea to
carefully plan these groups in advance so that each time the groups are scrambled, they contain students at different
levels of ability.
Lesson 11: Transforming the Graph of the Sine Function 183
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
The following background information provides a formal definition of terms associated with periodic functions and how
the features of the graph of a sinusoidal function relate to the parameters in the generalized function
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘.
PERIODIC FUNCTION: A function 𝑓𝑓 whose domain is a subset of the real numbers is said to be periodic with period 𝑃𝑃 > 0 if
the domain of 𝑓𝑓 contains 𝑥𝑥 + 𝑃𝑃 whenever it contains 𝑥𝑥 and if 𝑓𝑓(𝑥𝑥 + 𝑃𝑃) = 𝑓𝑓(𝑥𝑥) for all real numbers 𝑥𝑥 in its domain.
If a least positive number 𝑃𝑃 exists that satisfies this equation, it is called the fundamental period, or if the context is
clear, just the period of the function.
CYCLE: Given a periodic function, a cycle is any closed interval of the real numbers of length equal to the period of the
function.
When a periodic function or the graph of a periodic function is said to repeat, it means that the graph of the function
over a cycle is congruent to the graph of the periodic function over any translation of that cycle to the left or right by
multiples of the period. Because a periodic function repeats predictably, one can ask how many repetitions of the
function occur in an interval of a given length. The answer is a proportional relationship between lengths of intervals
and the cycles in them (thought of as subintervals that intersect only at their endpoints). For example, there are 8 cycles
of the function 𝑔𝑔(𝑥𝑥) = sin(8𝑥𝑥) occurring in the interval [0, 2𝜋𝜋], which can be written as 8 cycles per 2𝜋𝜋 units, or as the
8 8
rate cycles/unit. The unit rate of this rate, , is called the frequency.
2𝜋𝜋 2𝜋𝜋
FREQUENCY: The frequency of a periodic function is the unit rate of the constant rate defined by the number of cycles per
unit length.
In practice, the frequency is often calculated by choosing an interval of a convenient length. For example, we can easily
calculate the period and frequency for the function 𝑔𝑔(𝑥𝑥) = sin(𝜔𝜔𝜔𝜔) from the definitions above in terms of 𝜔𝜔. Let 𝑃𝑃 be
2𝜋𝜋
the period of the function and 𝑓𝑓 its frequency. Since the period of the sine function is 2𝜋𝜋, the period of 𝑔𝑔 is (because
|𝜔𝜔|
1 2𝜋𝜋
the graph of 𝑔𝑔 is a horizontal scaling of the graph of the sine function by ). Thus, 𝑃𝑃 = . Since the length of any cycle
𝜔𝜔 |𝜔𝜔|
2𝜋𝜋
is , there are clearly |𝜔𝜔| cycles in the interval [0, 2𝜋𝜋]. The relationship of |𝜔𝜔| cycles per 2𝜋𝜋 units can be used to
|𝜔𝜔|
calculate the number of cycles in any interval of any length; therefore, the proportional relationship can be written as
|𝜔𝜔| |𝜔𝜔| 2𝜋𝜋 |𝜔𝜔|
the rate cycles/unit. The frequency is then 𝑓𝑓 =
. From the equations 𝑃𝑃 = and 𝑓𝑓 = , one can see that
2𝜋𝜋 2𝜋𝜋 |𝜔𝜔| 2𝜋𝜋
1
period and frequency are reciprocals of each other; that is, 𝑃𝑃 = .
𝑓𝑓
Sinusoidal functions are useful for modeling simple harmonic motion.

SINUSOIDAL FUNCTION: A periodic function 𝑓𝑓: ℝ → ℝ is sinusoidal if it can be written in the form
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin(𝜔𝜔( 𝑥𝑥 − ℎ)) + 𝑘𝑘 for real numbers 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘.
In this form,
 |𝐴𝐴| is called the amplitude of the function.
2𝜋𝜋 |𝜔𝜔|
 𝑃𝑃 = is the period of the function, and 𝑓𝑓 = is the frequency of the function (the frequency is the
|𝜔𝜔| 2𝜋𝜋
reciprocal of the period).
 ℎ is called the phase shift, and the graph of 𝑦𝑦 = 𝑘𝑘 is called the midline.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Furthermore, one can see that the graph of the sinusoidal function 𝑓𝑓 is obtained by vertically scaling the graph of the
1
sine function by 𝐴𝐴, horizontally scaling the resulting graph by , and then horizontally and vertically translating the
𝜔𝜔
resulting graph by ℎ and 𝑘𝑘 units, respectively.
To determine the amplitude, period, phase shift, and midline from a graph of a sinusoidal function (or data given as
ordered pairs), let 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 be the maximum value of the function and 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 be the minimum value of the function (𝑓𝑓 has
global maximums and minimums because the values of the sine function are bounded between −1 and 1). A sinusoidal
function oscillates between two horizontal lines, the minimal line given by the graph of 𝑦𝑦 = 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 , and the maximal line
given by the graph of 𝑦𝑦 = 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 . Then:
 The midline is the horizontal line that is halfway between the maximal line and the minimal line (i.e., it is the
𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 +𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 𝑓𝑓 +𝑓𝑓
graph of the equation 𝑦𝑦 = . Thus, the value of 𝑘𝑘 can be found by 𝑘𝑘 = 𝑚𝑚𝑚𝑚𝑚𝑚 𝑚𝑚𝑚𝑚𝑚𝑚).
2 2
 The amplitude is the distance between a maximal point of the graph of the sinusoidal function and the midline
(i.e., |𝐴𝐴| = 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 − 𝑘𝑘). Because the midline is halfway between the maximal and minimal values of f, it is also
𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 −𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚
true that |𝐴𝐴| = .
2
 The period 𝑃𝑃 is the distance between two consecutive maximal points (or two consecutive minimal points) on
2𝜋𝜋
the graph of the sinusoidal function. Thus, the parameter 𝜔𝜔 is given by 𝜔𝜔 = .
𝑃𝑃
Note that the process outlined above for determining the parameters in a sinusoidal function guarantees that both 𝐴𝐴
and 𝜔𝜔 are positive. Vertical and horizontal translations can then be used to fit the graph of the sinusoidal function to the
data.
Many sources provide the following form of the equation for a generalized sine function: 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin(𝐵𝐵𝐵𝐵 + 𝐶𝐶) + 𝐷𝐷.
This form is equivalent to the one introduced in this lesson but is not as useful for graphing the function.
Graphing calculators or another graphing utility are required for the Opening
Exercise but should not be allowed for the exercises near the end of the Scaffolding:
lesson. Remind students to set the calculator to radian mode.  Be sure that each team has a diverse
collection of students with different
talents. It might be a good idea to have
Classwork several stronger students on the 𝜔𝜔
team since this is typically the most
difficult parameter for students to
Remind students what the graph of the function 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥) looks like; understand.
then, post the following equation of the generalized sine function:  If a team is having trouble, give a hint
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘. about what the team should observe.
For example, ask a struggling team what
This formula defines a family of functions that have the same properties but the values for 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘 are for the
different graphs for different choices of the parameters 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘. The function
parameters remain constant for a particular function, so they are not
𝑓𝑓(𝑥𝑥) = sin(2𝑥𝑥 − 𝜋𝜋) + 5.
variables, but their values can change from one function to another. That is,
Then, ask students from the various
one function that has this form is 𝑓𝑓(𝑥𝑥) = 3 sin�2(𝑥𝑥 − 𝜋𝜋)� + 6, and another
teams to make conjectures about how
is 𝑔𝑔(𝑥𝑥) = 100 sin�1.472(𝑥𝑥 − 0.0024)� − 17.
changing the parameter values changes
the appearance of the graphs of the
function.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Students have seen parameters in other equations for graphs; for example, the equation 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑏𝑏 describes a line
with parameters 𝑚𝑚 and 𝑏𝑏 that represent the slope and 𝑦𝑦-intercept of the line. As another example, recall what the
parameters 𝑎𝑎, ℎ, and 𝑘𝑘 tell us about the graph of a quadratic function in the form 𝑝𝑝(𝑥𝑥) = 𝑎𝑎(𝑥𝑥 − ℎ)2 + 𝑘𝑘.
Divide the class into four teams called the 𝐴𝐴-team, the ℎ-team, the 𝑘𝑘-team, and the 𝜔𝜔-team. Each team is responsible
for discovering the effect of changing the group’s parameter on the graph of the sine function by graphing the function
for several different values of the parameter using a graphing calculator or other graphing utility. Be sure that students
try positive and negative values for the parameter as well as values that are close to zero. Each student on each team is
responsible for teaching students from the other teams what effects changing the team’s parameter has on the basic
graph of 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥), so every student needs to fully participate and understand the group’s conclusions. Students
should keep a graph of 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥) entered into their calculators and graph a second function where they change
their assigned parameter. For the parameter ℎ, encourage teams to work with multiples of fractions of 𝜋𝜋 before moving
on to rational numbers. That way, it is easier for them to identify the horizontal scaling and translations compared to
the graph of 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥).
 The 𝐴𝐴-team experiments by changing the parameter 𝐴𝐴 in the function 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin(𝑥𝑥). Examine how
different values for 𝐴𝐴 change the graph of the sine function by using a graphing calculator to produce a graph
of 𝑓𝑓. Recommended starting values for team 𝐴𝐴 are
1 1 1
𝐴𝐴 ∈ �2, 3, 10, 0, −1, −2, , , − �.
2 5 3
All group members should be prepared to report to the other groups their conclusions about how amplitude is
affected by different values of 𝐴𝐴.
 The ℎ-team experiments by changing the parameter ℎ in the function 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥 − ℎ). Examine how
MP.7 different values for ℎ change the graph of the sine function by using a graphing calculator to produce a graph
&
MP.8 of 𝑓𝑓. Recommended starting values for team ℎ are
𝜋𝜋 𝜋𝜋
ℎ ∈ � 𝜋𝜋, −𝜋𝜋, , − , 2𝜋𝜋, 2, 0, −1, −2, 5, −5�.
2 4
All group members should be prepared to report to the other groups their conclusions about how the graph of
the function is affected by different values of ℎ.
 The 𝑘𝑘-team experiments by changing the parameter 𝑘𝑘 in the function 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥) + 𝑘𝑘. Examine how
different values for 𝑘𝑘 change the graph of the sine function by using a graphing calculator to produce a graph
of 𝑓𝑓. Recommended starting values for team 𝑘𝑘 are
1 1 1
𝑘𝑘 ∈ �2, 3, 10, 0, −1, −2, , , − � .
2 5 3
the function is affected by different values of 𝑘𝑘.
 The 𝜔𝜔-team experiments by changing the parameter 𝜔𝜔 in the function 𝑓𝑓(𝑥𝑥) = sin(𝜔𝜔𝜔𝜔). Examine how
different values for 𝜔𝜔 change the graph of the sine function by using a graphing calculator to produce a graph
of 𝑓𝑓. Recommended starting values for team 𝜔𝜔 are
1 1 𝜋𝜋 𝜋𝜋
𝜔𝜔 ∈ �2,3,5, , , 0, −1, −2, 𝜋𝜋, 2𝜋𝜋, 3𝜋𝜋, , � .
2 4 2 4
the function is affected by different values of 𝜔𝜔.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Sample student responses are included below.
Opening Exercise
Explore your assigned parameter in the sinusoidal function 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌. Select several different values
for your assigned parameter, and explore the effects of changing the parameter’s value on the graph of the function
compared to the graph of 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙). Record your observations in the table below. Include written descriptions and
sketches of graphs.
𝑨𝑨-Team 𝝎𝝎-Team
𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝝎𝝎𝒙𝒙)
Suggested 𝑨𝑨 values: Suggested 𝝎𝝎 values:

𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏 𝝅𝝅 𝝅𝝅
𝟐𝟐, 𝟑𝟑, 𝟏𝟏𝟏𝟏, 𝟎𝟎, −𝟏𝟏, −𝟐𝟐, , , − 𝟐𝟐, 𝟑𝟑, 𝟓𝟓, , , 𝟎𝟎, −𝟏𝟏, −𝟐𝟐, 𝝅𝝅, 𝟐𝟐𝟐𝟐, 𝟑𝟑𝟑𝟑, ,
𝟐𝟐 𝟓𝟓 𝟑𝟑 𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒
The graph is a vertical scaling of the graph of The graph is a horizontal scaling of the graph of
𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) by a factor of 𝑨𝑨. 𝟏𝟏
𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) by a scale factor of .
𝝎𝝎
When 𝑨𝑨 > 𝟏𝟏, the graph is a vertical stretch of the graph
of the sine function. When 𝝎𝝎 > 𝟏𝟏, the graph is a horizontal compression of
the graph of the sine function.
When 𝟎𝟎 < 𝑨𝑨 < 𝟏𝟏, the graph is a vertical compression of
the graph of the sine function. When 𝟎𝟎 < 𝝎𝝎 < 𝟏𝟏, the graph is a horizontal stretch of the
graph of the sine function.
When 𝑨𝑨 is negative, the graph is also a reflection about
the horizontal axis of the sine function. When 𝝎𝝎 is negative, the graph is also a reflection about
the vertical axis of the sine function.
When 𝑨𝑨 = 𝟏𝟏, the graph is the graph of the sine function.
When 𝝎𝝎 = 𝟏𝟏, the graph is the graph of the sine function.
Changing 𝑨𝑨 changes the distance between the maximum
and minimum points on the graph of the function. Changing 𝝎𝝎 changes the length of the period of the
graph of the function.
The maximum and minimum values of the graph of
𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) are 𝑨𝑨 and −𝑨𝑨 when 𝑨𝑨 ≠ 𝟎𝟎. The value The number |𝝎𝝎| counts the number of cycles of the graph
|𝑨𝑨| is the distance between the maximum point and the in the interval [𝟎𝟎, 𝟐𝟐𝟐𝟐]. If 𝝎𝝎 is a nonnegative integer, the
horizontal axis or half the distance between the graph will repeat 𝝎𝝎 times on the closed interval [𝟎𝟎, 𝟐𝟐𝟐𝟐].
maximum and minimum points. If 𝑨𝑨 < 𝟎𝟎, the graph is 𝟐𝟐𝟐𝟐
The length of the period of this function is .
reflected across the horizontal axis. |𝝎𝝎|
If 𝑨𝑨 = 𝟎𝟎, then the function is constant, not sinusoidal, If 𝝎𝝎 = 𝟎𝟎, then the function is constant, not sinusoidal,
and the graph is the same as the graph of the line 𝒚𝒚 = 𝟎𝟎. and the graph is the same as the graph of the line 𝒚𝒚 = 𝟎𝟎.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝒌𝒌-Team 𝒉𝒉-Team
𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) + 𝒌𝒌 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 − 𝒉𝒉)
Suggested 𝒌𝒌 values: Suggested 𝒉𝒉 values:

𝟏𝟏 𝟏𝟏 𝟏𝟏 𝝅𝝅 𝝅𝝅
𝟐𝟐, 𝟑𝟑, 𝟏𝟏𝟏𝟏, 𝟎𝟎, −𝟏𝟏, −𝟐𝟐, , , − 𝝅𝝅, −𝝅𝝅, , − , 𝟐𝟐𝟐𝟐, 𝟐𝟐, 𝟎𝟎, −𝟏𝟏, −𝟐𝟐, 𝟓𝟓, −𝟓𝟓
𝟐𝟐 𝟓𝟓 𝟑𝟑 𝟐𝟐 𝟒𝟒
The value of 𝒌𝒌 controls the vertical translation of the The value of 𝒉𝒉 controls the horizontal translation of the
graph of 𝒇𝒇 compared to the graph of the sine function. graph of 𝒇𝒇 compared to the graph of the sine function.
The graph of 𝒇𝒇 is the graph of the sine function The graph of 𝒇𝒇 is the graph of the sine function
translated vertically by 𝒌𝒌 units. translated horizontally by 𝒉𝒉 units.
If 𝒌𝒌 > 𝟎𝟎, then the graph is translated in the positive If 𝒉𝒉 > 𝟎𝟎, then the graph is translated in the positive
direction (to the right) compared to the graph of the sine direction (to the right) compared to the graph of the sine
function. function.
If 𝒌𝒌 < 𝟎𝟎, then the graph is translated in the negative If 𝒉𝒉 < 𝟎𝟎, then the graph is translated in the negative
direction (to the left) compared to the graph of the sine direction (to the left) compared to the graph of the sine
function. function.
If 𝒌𝒌 = 𝟎𝟎, then the graph is not translated when If 𝒉𝒉 = 𝟎𝟎, then the graph is not translated when
compared to the graph of the sine function. compared to the graph of the sine function.
After the different teams have had an opportunity to explore their assigned parameter, regroup students so that each
new team has at least one student who is an “expert” on each parameter. Each “expert” should share the results
regarding the originally assigned parameter within the new group, while the other group members take notes on the
graphic organizer. When this activity is completed, all students should have notes, including written descriptions and
sketches, recorded on their graphic organizers for each of the four parameters.
To ensure that students have recorded accurate information and to transition to the vocabulary of sinusoidal functions
that is the focus on this lesson, lead a short discussion, making sure to define the terms below for the entire class. Have
one or two student volunteers describe their findings on the effect of changing their parameter on the graph of the basic
sine function. Students do not likely know the right mathematical terms for amplitude, horizontal shift, midline, and
period, so, after the students present their conclusions, reiterate each group’s results using the correct vocabulary.
Students should take notes on these terms. A precise definition of each term can be found in the Lesson Notes.
Conclude the discussion with the following information so that all students begin to associate the vocabulary with
features of the graphs of sinusoidal functions.
 The amplitude is |𝐴𝐴|. Use the absolute value of 𝐴𝐴 since amplitude is a length. In terms of the maximum value
of the function, 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 , and the minimum value of the function, 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 , the amplitude is given by the formula:
𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 − 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚
|𝐴𝐴| = .
2
 The phase shift is ℎ. The graph of 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘 is a horizontal translation of the graph of the
sine function by ℎ units. When a sinusoidal function is written in the form 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin(𝐵𝐵𝐵𝐵 + 𝐶𝐶) + 𝐷𝐷, the
phase shift is the solution to the equation 𝐵𝐵𝐵𝐵 + 𝐶𝐶 = 0. This expression 𝐵𝐵𝐵𝐵 + 𝐶𝐶 can also be rewritten as
𝐶𝐶 𝐶𝐶
𝐵𝐵 �𝑥𝑥 − �− ��, where 𝐵𝐵 = 𝜔𝜔, and − = ℎ in the general sinusoidal function.
𝐵𝐵 𝐵𝐵
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 The graph of 𝑦𝑦 = 𝑘𝑘 is the midline. The graph of 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘 is a vertical translation of the
graph of the sine function by 𝑘𝑘 units. In terms of the maximum value of the function, 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 , and the minimum
value of the function, 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 , the value of 𝑘𝑘 is given by the formula
𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚 + 𝑓𝑓𝑚𝑚𝑚𝑚𝑚𝑚
𝑘𝑘 = .
2
2𝜋𝜋
 The period is 𝑃𝑃 = | |. This period is the horizontal distance between two consecutive maximal points of the
𝜔𝜔
graph of 𝑓𝑓 (or two consecutive minimal points).
 The frequency describes the number of cycles of the graph in the interval [0, 2𝜋𝜋]. The frequency 𝑓𝑓 is related to
|𝜔𝜔| 1
𝜔𝜔 by 𝑓𝑓 = = .
2𝜋𝜋 𝑃𝑃
Help students notice that the period is inversely proportional to the value of 𝜔𝜔. Students should notice that the
frequency and period of any sinusoidal function are reciprocals. In general, for any periodic function, the period 𝑃𝑃 is the
smallest positive number 𝑃𝑃 for which 𝑓𝑓(𝑥𝑥) = 𝑓𝑓(𝑥𝑥 + 𝑃𝑃) for all 𝑥𝑥.
Example (8 minutes)
In this example, walk through a series of four graphs, changing one parameter at a time, to create the final graph of
𝜋𝜋
𝑓𝑓(𝑥𝑥) = 3 sin �4 �𝑥𝑥 − �� + 2. An ordered progression that works well is 𝜔𝜔, ℎ, 𝐴𝐴, 𝑘𝑘. Ask representatives from the
6
𝜔𝜔-team to describe the change brought by 𝜔𝜔 = 4, representatives from the ℎ-team to describe the change brought by
𝜋𝜋
ℎ = , and so on, for all four parameters. At each step, show the graph from the previous step together with the new
6
graph so that students can see the change brought about by each of the parameters. If terms such as cycle, period, and
frequency have not been discussed with the class, this would be an appropriate point to introduce those terms.
Example
Graph the following function:

𝝅𝝅
𝒇𝒇(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒 �𝒙𝒙 − � � + 𝟐𝟐.
𝟔𝟔
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 What are the values of the parameters 𝜔𝜔, ℎ, 𝐴𝐴, and 𝑘𝑘, and what do they mean?
𝜋𝜋
 𝜔𝜔 = 4, ℎ = , 𝐴𝐴 = 3, and 𝑘𝑘 = 2.
6
2𝜋𝜋 𝜋𝜋
 The value of 𝜔𝜔 affects the period. The period is 𝑃𝑃 = = . The graph of this function is a horizontal
|𝜔𝜔| 2
1
scaling of the graph of the sine function by a factor of . The graph of this function has four cycles in
4
the closed interval [0, 2𝜋𝜋].
𝜋𝜋 𝜋𝜋
 The phase shift is . After shifting the period, we translate the graph units to the right.
6 6
 The amplitude is 3. The graph of this function is a vertical scaling of the graph of the sine function by a
factor of 3. The vertical distance between the maximal and minimal points on the graph of this
function is 6 units.
 The graph of the equation 𝑦𝑦 = 2 is the midline. We translate the graph we have constructed so far
2 units upward.
Model the effects of each parameter compared to the graph of the sine function by sketching by hand, using a graphing
calculator, or using other graphing software. If, when questioned, students are still using colloquial phrases such as “the
graph will squish inward,” then take time to correct their terminology as modeled in the answers below.
 First, we consider the parameter 𝜔𝜔, which affects both period and frequency. What happens when 𝜔𝜔 = 4?
 The period is smaller than the period of the sine function. The graph is a horizontal scaling of the
1
original graph by a scale factor of .
4
The blue curve is the graph of 𝑦𝑦 = sin(4𝑥𝑥). Be sure to point out the length of the period and that there are four cycles
of the graph on the interval [0, 2𝜋𝜋] because 𝜔𝜔 = 4.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝜋𝜋
 Next, we examine the horizontal translation by ℎ = . What effect does that have on the graph?
6
𝜋𝜋
 The new graph is the old graph shifted units to the right.
6
𝜋𝜋
The blue curve is the graph of 𝑦𝑦 = sin �4 �𝑥𝑥 − ��. Notice that the point that used to be (0, 0) has now been shifted to
6
𝜋𝜋
� , 0�.
6
 The next step is to look at the effect of 𝐴𝐴 = 3. What does that do to our graph? How does it compare to the
previous graph?
 The amplitude is 3, so the distance between the maximum points and the minimum points is 6 units.
The graph of this function is the graph of the previous function scaled vertically by a factor of 3.
𝜋𝜋
The blue curve is the graph of 𝑦𝑦 = 3sin �4 �𝑥𝑥 − ��.
6
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 What happens to the zeros of a sinusoidal function with midline along the horizontal axis when the amplitude
is changed? How about when the other parameters are changed? Support your claim with evidence.
 The zeros of the function do not change when we change the amplitude because sin�𝜔𝜔(𝑥𝑥 − ℎ)� = 0
MP.3 and 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� = 0 have the same solution sets. You can observe this by comparing graphs of
functions 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin(𝜔𝜔(𝑥𝑥 − ℎ)) for different values of 𝐴𝐴. When you change the other parameters,
the zeros change unless the changed parameter causes the graph of the new function to be a reflection
of the original function, or the changed parameter causes the graph of the new function to be a
horizontal translation of the original function that shifts the zeros onto themselves.
 The final change is to consider the effect of 𝑘𝑘 = 2. This gives us the final graph, which is the graph of the
𝜋𝜋
function 𝑓𝑓(𝑥𝑥) = 3 sin �4 �𝑥𝑥 − � � + 2. What happens to the graph of this function when 𝑘𝑘 = 2?
6
 The new graph is the previous graph translated vertically by 2 units.
𝜋𝜋
The blue curve is the graph of the function desired: 𝑓𝑓(𝑥𝑥) = 3 sin �4 �𝑥𝑥 − � � + 2.
6
Exercise (10 minutes) Scaffolding:

Students should now be in mixed groups with at least one “expert” on each For struggling students:
parameter in each group. Assign one of the following exercises to each group. In  Provide larger size graph paper, or
addition to each student recording his or her work on the student handout, consider providing each group with
groups should record their graphs and responses in a format that enables graph paper on which the graph of
presentation to the class after this exercise, either on personal white boards, the sine function is provided. In
chart paper, or a clean sheet of paper. Graph paper, if available, will help advance, select appropriate scaling
students to create their graphs more precisely. for groups based on their function.
After each group presents the assigned function, students can work any  Create an anchor chart, and post it
remaining problems or try them on their own if time permits. Otherwise, some in a prominent location to provide
of these problems can be either included as homework exercises or used on the visual support for how to
second day should this lesson extend to two class periods. determine each feature of the
graph along with its formula.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercise
For each function, indicate the amplitude, frequency, period, phase shift, vertical translation, and equation of the midline.
Graph the function together with a graph of the sine function 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) on the same axes. Graph at least one full
period of each function.
a. 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝒙𝒙) − 𝟏𝟏
Since 𝑨𝑨 = 𝟑𝟑, the amplitude is 𝟑𝟑.
|𝝎𝝎| 𝟏𝟏
Since 𝝎𝝎 = 𝟐𝟐, the frequency is 𝒇𝒇 = = .
𝟐𝟐𝟐𝟐 𝝅𝝅
𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = | = 𝝅𝝅.
𝝎𝝎|
Since 𝒉𝒉 = 𝟎𝟎, the phase shift is 𝟎𝟎, and there is no
horizontal translation.
The vertical translation is 𝟏𝟏 unit downward

since 𝒌𝒌 = −𝟏𝟏.
The midline has equation 𝒚𝒚 = −𝟏𝟏.
𝟏𝟏 𝟏𝟏
b. 𝒈𝒈(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒙𝒙 + 𝝅𝝅)�
𝟐𝟐 𝟒𝟒
𝟏𝟏 𝟏𝟏
Since 𝑨𝑨 = , the amplitude is
𝟐𝟐
.
𝟐𝟐
𝟏𝟏 |𝝎𝝎| 𝟏𝟏
Since 𝝎𝝎 = , the frequency is 𝒇𝒇 = = .
𝟒𝟒 𝟐𝟐𝟐𝟐 𝟖𝟖𝟖𝟖
𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = | = 𝟖𝟖𝟖𝟖.
𝝎𝝎|
Since 𝒉𝒉 = −𝝅𝝅 , the phase shift is – 𝝅𝝅. Thus, the

graph is translated horizontally 𝝅𝝅 units to the
left.
There is no vertical translation since 𝒌𝒌 = 𝟎𝟎.
The midline is the graph of 𝒚𝒚 = 𝟎𝟎.
c. 𝒈𝒈(𝒙𝒙) = 𝟓𝟓 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝒙𝒙) + 𝟐𝟐
Since 𝑨𝑨 = 𝟓𝟓, the amplitude is 𝟓𝟓.
|𝝎𝝎| 𝟏𝟏
Since 𝝎𝝎 = 𝟐𝟐, the frequency is 𝒇𝒇 = = .
𝟐𝟐𝟐𝟐 𝝅𝝅
𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = | = 𝝅𝝅.
𝝎𝝎|
Since the phase shift is 𝒉𝒉 = 𝟎𝟎, there is no
Since 𝒌𝒌 = 𝟐𝟐, the vertical translation is 𝟐𝟐 units

upward.
The midline is the graph of 𝒚𝒚 = 𝟐𝟐.
The graph is reflected across the vertical axis

since 𝝎𝝎 < 𝟎𝟎.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝛑𝛑
d. 𝒈𝒈(𝒙𝒙) = −𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟑𝟑 �𝒙𝒙 + ��
𝟔𝟔
Since 𝑨𝑨 = −𝟐𝟐, the amplitude is |−𝟐𝟐| = 𝟐𝟐.

|𝝎𝝎| 𝟑𝟑
Since 𝝎𝝎 = 𝟑𝟑, the frequency is 𝒇𝒇 = = .
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = = .
|𝝎𝝎| 𝟑𝟑
𝝅𝝅 𝝅𝝅
Since 𝒉𝒉 = , the phase shift is . Thus, the
𝟔𝟔 𝟔𝟔
𝝅𝝅
graph is translated horizontally units to the
𝟔𝟔
right.
There is no vertical translation since 𝒌𝒌 = 𝟎𝟎.
The graph is reflected across the horizontal axis

since 𝑨𝑨 < 𝟎𝟎.
e. 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝝅𝝅) + 𝟑𝟑

Since 𝑨𝑨 = 𝟑𝟑, the amplitude is 𝟑𝟑.
|𝝎𝝎| 𝟏𝟏
Since 𝝎𝝎 = 𝟏𝟏, the frequency is 𝒇𝒇 = = .
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = = 𝟐𝟐𝟐𝟐.
|𝝎𝝎|
Since 𝒉𝒉 = −𝝅𝝅, the phase shift is −𝝅𝝅. Thus, the

graph is translated horizontally 𝝅𝝅 units to the
left.
Since 𝒌𝒌 = 𝟑𝟑, the graph is translated vertically 𝟑𝟑

units upward.
The midline is the graph of 𝒚𝒚 = 𝟑𝟑.
𝟐𝟐
f. 𝒈𝒈(𝒙𝒙) = − 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝒙𝒙) − 𝟑𝟑
𝟑𝟑
𝟐𝟐 𝟐𝟐 𝟐𝟐
Since 𝑨𝑨 = − , the amplitude is �− � =
𝟑𝟑 𝟑𝟑 𝟑𝟑
.
|𝝎𝝎| 𝟐𝟐
Since 𝝎𝝎 = 𝟒𝟒, the frequency is 𝒇𝒇 = = .
𝟐𝟐𝟐𝟐 𝝅𝝅
𝟐𝟐𝟐𝟐 𝝅𝝅
The period is 𝑷𝑷 = = .
|𝝎𝝎| 𝟐𝟐
Since 𝒉𝒉 = 𝟎𝟎, the phase shift is 𝟎𝟎, and there is

no horizontal translation.
Since 𝒌𝒌 = −𝟑𝟑, the vertical translation is 𝟑𝟑 units

downward.
The midline is the graph of 𝒚𝒚 = −𝟑𝟑.
Since 𝑨𝑨 < 𝟎𝟎, the graph is reflected about the

horizontal axis.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝒙𝒙
g. 𝒈𝒈(𝒙𝒙) = 𝝅𝝅 𝐬𝐬𝐬𝐬𝐬𝐬 � � + 𝝅𝝅
𝟐𝟐
Since 𝑨𝑨 = 𝝅𝝅, the amplitude is 𝝅𝝅.
𝟏𝟏 |𝝎𝝎| 𝟏𝟏
𝟐𝟐 𝟐𝟐𝟐𝟐 𝟒𝟒𝟒𝟒
𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = | = 𝟒𝟒𝟒𝟒.
𝝎𝝎|
Since 𝒉𝒉 = 𝟎𝟎, the phase shift is 𝟎𝟎, and there is no
Since 𝒌𝒌 = 𝝅𝝅, the graph is translated vertically 𝝅𝝅

units upward.
The midline is the graph of 𝒚𝒚 = 𝝅𝝅.
𝟏𝟏
h. 𝒈𝒈(𝒙𝒙) = 𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒙𝒙 − 𝟓𝟓𝝅𝝅)�
𝟐𝟐
Since 𝑨𝑨 = 𝟒𝟒, the amplitude is 𝟒𝟒.

𝟏𝟏 |𝝎𝝎| 𝟏𝟏
𝟐𝟐 𝟐𝟐𝟐𝟐 𝟒𝟒𝟒𝟒
𝟐𝟐𝟐𝟐
The period is 𝑷𝑷 = | = 𝟒𝟒𝟒𝟒.
𝝎𝝎|
Since 𝒉𝒉 = 𝟓𝟓𝟓𝟓 , the phase shift is 𝟓𝟓𝟓𝟓. Thus, the
graph is translated horizontally 𝟓𝟓𝟓𝟓 units to the
right.
Since 𝒌𝒌 = 𝟎𝟎, there is no vertical translation.
Presentation (Optional—6 minutes)

Have one or two representatives from each group present the graphs from Exercise 1 to the class, explaining the value of
the four parameters, 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘, from their function and how the graph of the sine function 𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥) was
affected by each parameter.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Closing (2 minutes)
Indicate that this reasoning extends to the graphs of the generalized cosine function 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 cos�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘,
except that the cosine graph is even, and the sine graph is odd. Thus, the graph of 𝑦𝑦 = cos(−𝜔𝜔𝜔𝜔) and the graph of
𝑦𝑦 = cos(ω𝑥𝑥) are the same graph. To sketch the graph of a cosine function, start with a graph of the cosine function
𝑓𝑓(𝑥𝑥) = cos(𝑥𝑥), and apply a series of transformations based on the values of the parameters to its graph to generate the
graph of the given function.
opportunity to informally assess understanding of the lesson. The following are some important summary elements.
Lesson Summary
This lesson investigated the effects of the parameters 𝑨𝑨, 𝝎𝝎, 𝒉𝒉, and 𝒌𝒌 on the graph of the function
𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌.
 The amplitude of the function is |𝑨𝑨|; the vertical distance from a maximum point to the midline of the
graph is |𝑨𝑨|.
|𝝎𝝎| 𝟐𝟐𝟐𝟐
 The frequency of the function is 𝒇𝒇 = , and the period is 𝑷𝑷 = | |. The period is the vertical distance
𝟐𝟐𝟐𝟐 𝝎𝝎
between two consecutive maximal points on the graph of the function.
 The phase shift is 𝒉𝒉. The value of 𝒉𝒉 determines the horizontal translation of the graph from the graph
of the sine function. If 𝒉𝒉 > 𝟎𝟎, the graph is translated 𝒉𝒉 units to the right, and if 𝒉𝒉 < 𝟎𝟎, the graph is
translated 𝒉𝒉 units to the left.
 The graph of 𝒚𝒚 = 𝒌𝒌 is the midline. The value of 𝒌𝒌 determines the vertical translation of the graph
compared to the graph of the sine function. If 𝒌𝒌 > 𝟎𝟎, then the graph shifts 𝒌𝒌 units upward. If 𝒌𝒌 < 𝟎𝟎,
then the graph shifts 𝒌𝒌 units downward.
These parameters affect the graph of 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐜𝐜𝐜𝐜𝐜𝐜�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌 similarly.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 11: Transforming the Graph of the Sine Function
Exit Ticket
1. Given the graph of 𝑦𝑦 = sin(𝑥𝑥) below, sketch the graph of the function 𝑓𝑓(𝑥𝑥) = sin(4𝑥𝑥) on the same set of axes.
Explain the similarities and differences between the two graphs.
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ALGEBRA II
𝑥𝑥 𝑥𝑥
2. Given the graph of 𝑦𝑦 = sin � � below, sketch the graph of the function 𝑔𝑔(𝑥𝑥) = 3sin � � on the same set of axes.
2 2
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ALGEBRA II
1. Given the graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) below, sketch the graph of the function 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒) on the same set of axes.
The curve shown in blue is the graph of 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒), and the dashed curve is the graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙). The
𝟏𝟏
graph of 𝒇𝒇 is a horizontal scaling of the graph of the sine function by a factor of . The graph of 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒) has
𝟒𝟒
a different period and frequency than the sine function, which changes the values of the 𝒙𝒙-intercepts, maximum and
minimum points, and the increasing and decreasing intervals for this function. The amplitudes of the two graphs are
the same, with |𝑨𝑨| = 𝟏𝟏.
𝒙𝒙 𝒙𝒙
2. Given the graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬 � � below, sketch the graph of the function 𝒈𝒈(𝒙𝒙) = 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑 � � on the same set of axes.
𝟐𝟐 𝟐𝟐
𝒙𝒙 𝒙𝒙
The curve shown in blue is the graph of 𝒚𝒚 = 𝐬𝐬𝐬𝐬𝐬𝐬 � �, and the dashed curve is the graph of 𝒈𝒈(𝒙𝒙) = 𝟑𝟑𝐬𝐬𝐬𝐬𝐬𝐬 � �. The
𝟐𝟐 𝟐𝟐
graphs have different amplitudes. The graph of 𝒈𝒈 is a vertical scaling of the graph of the sine function by a factor of
𝟑𝟑. The 𝒚𝒚-coordinates of the maximum and minimum points are different for these two graphs. The two graphs have
the same horizontal intercepts because the period of each function is 𝟒𝟒𝟒𝟒.
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ALGEBRA II
1. For each function, indicate the amplitude, frequency, period, phase shift, horizontal and vertical translations, and
equation of the midline. Graph the function together with a graph of the sine function 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) on the same
axes. Graph at least one full period of each function. No calculators are allowed.
𝝅𝝅
a. 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 − �
𝟒𝟒
𝟏𝟏 𝝅𝝅
The amplitude is 𝟑𝟑, the frequency is , the period is 𝟐𝟐𝟐𝟐, and the phase shift is . The graph is translated
𝟐𝟐𝟐𝟐 𝟒𝟒
𝝅𝝅
horizontally units to the right; there is no vertical translation, and the equation of the midline is 𝒚𝒚 = 𝟎𝟎.
𝟒𝟒
b. 𝒈𝒈(𝒙𝒙) = 𝟓𝟓 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝒙𝒙)
𝟐𝟐 𝝅𝝅
The amplitude is 𝟓𝟓, the frequency is , the period is , and the phase shift is 𝟎𝟎. There are no horizontal or
𝝅𝝅 𝟐𝟐
vertical translations, and the equation for the midline is 𝒚𝒚 = 𝟎𝟎. The graph is a vertical scaling of the graph of
𝟏𝟏
the sine function by a factor of 𝟓𝟓 and a horizontal scaling of the sine function by a factor of .
𝟒𝟒
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ALGEBRA II
𝝅𝝅
c. 𝒈𝒈(𝒙𝒙) = 𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟑𝟑 �𝒙𝒙 + ��
𝟐𝟐
𝟏𝟏
The graph of 𝒇𝒇 is the graph of the sine function scaled vertically by a factor of 𝟒𝟒, horizontally by a factor of ,
𝟑𝟑
𝝅𝝅 𝟑𝟑 𝟐𝟐𝟐𝟐 𝝅𝝅
and translated to the left. The amplitude is 𝟒𝟒, the frequency is , the period is , the phase shift is − ,
𝟐𝟐 𝟐𝟐𝟐𝟐 𝟑𝟑 𝟐𝟐
and the equation for the midline is 𝒚𝒚 = 𝟎𝟎.
d. 𝒈𝒈(𝒙𝒙) = 𝟔𝟔 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐 + 𝟑𝟑𝟑𝟑) (Hint: First, rewrite the function in the form 𝒈𝒈(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)�.)
𝟑𝟑
Rewriting the expression for 𝒈𝒈, we get 𝟔𝟔 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐 + 𝟑𝟑𝟑𝟑) = 𝟔𝟔 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟐𝟐 �𝒙𝒙 + 𝝅𝝅��. The graph of 𝒈𝒈 is the graph
𝟐𝟐
𝟏𝟏
of the sine function scaled vertically by a factor of 𝟔𝟔, horizontally by a factor of , and translated horizontally
𝟐𝟐
𝟑𝟑 𝟏𝟏 𝟑𝟑
𝝅𝝅 to the left. Thus, the amplitude is 𝟔𝟔, the frequency is , the period is 𝝅𝝅, the phase shift is – 𝝅𝝅, and the
𝟐𝟐 𝝅𝝅 𝟐𝟐
equation for the midline is 𝒚𝒚 = 𝟎𝟎.
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ALGEBRA II
2. For each function, indicate the amplitude, frequency, period, phase shift, horizontal and vertical translations, and
equation of the midline. Graph the function together with a graph of the sine function 𝒇𝒇(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) on the same
axes. Graph at least one full period of each function. No calculators are allowed.
a. 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝒙𝒙)
𝟑𝟑 𝟐𝟐
The amplitude is 𝟏𝟏, the frequency is , the period is 𝝅𝝅, and the phase shift is 𝟎𝟎. There are no horizontal or
𝟐𝟐𝟐𝟐 𝟑𝟑
vertical translations, and the equation of the midline is 𝒚𝒚 = 𝟎𝟎.
𝟑𝟑𝝅𝝅
b. 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜 �𝒙𝒙 − �
𝟒𝟒
𝟏𝟏 𝟑𝟑𝟑𝟑
The amplitude is 𝟏𝟏, the frequency is , the period is 𝟐𝟐𝟐𝟐, and the phase shift is . The horizontal translation
𝟐𝟐𝟐𝟐 𝟒𝟒
𝝅𝝅
is units to the right, there is no vertical translation, and the equation of the midline is 𝒚𝒚 = 𝟎𝟎.
𝟑𝟑
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ALGEBRA II
𝒙𝒙
c. 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐜𝐜𝐜𝐜𝐜𝐜 � �
𝟒𝟒
𝟏𝟏
The amplitude is 𝟑𝟑, the frequency is , the period is 𝟖𝟖𝟖𝟖, and the phase shift is 𝟎𝟎. There are no horizontal or
𝟖𝟖𝟖𝟖
vertical translations, and the equation for the midline is 𝒚𝒚 = 𝟎𝟎. The graph of 𝒈𝒈 is a vertical scaling of the
graph of the cosine function by a factor of 𝟑𝟑 and a horizontal scaling of the graph of the cosine function by a
factor of 𝟒𝟒.
d. 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝒙𝒙) − 𝟒𝟒
𝟏𝟏
The amplitude is 𝟑𝟑, the frequency is , the period is 𝝅𝝅, and the phase shift is 𝟎𝟎. There is no horizontal
𝝅𝝅
translation, the graph is translated vertically down 𝟒𝟒 units, and the equation for the midline is 𝒚𝒚 = −𝟒𝟒.
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ALGEBRA II
𝝅𝝅
e. 𝒈𝒈(𝒙𝒙) = 𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝟐𝟐𝟐𝟐� (Hint: First, rewrite the function in the form 𝒈𝒈(𝒙𝒙) = 𝑨𝑨 𝐜𝐜𝐜𝐜𝐜𝐜�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)�.)
𝟒𝟒
𝝅𝝅 𝝅𝝅 𝝅𝝅
Rewriting the expression, we see that 𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝟐𝟐𝟐𝟐� = 𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜 �−𝟐𝟐 �𝒙𝒙 − �� = 𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜 �𝟐𝟐 �𝒙𝒙 − ��. The
𝟒𝟒 𝟖𝟖 𝟖𝟖
𝟏𝟏
graph of 𝒈𝒈 is the graph of the cosine function scaled vertically by a factor of 𝟒𝟒, horizontally by a factor of ,
𝟐𝟐
𝝅𝝅 𝟏𝟏
and then translated horizontally units to the right. This tells us that the amplitude is 𝟒𝟒, the frequency is ,
𝟖𝟖 𝝅𝝅
𝝅𝝅
the period is 𝝅𝝅, the phase shift is , and the equation for the midline is 𝒚𝒚 = 𝟎𝟎.
𝟖𝟖
3. For each problem, sketch the graph of the pairs of indicated functions on the same set of axes without using a
calculator or other graphing technology.
a. 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝒙𝒙), 𝒈𝒈(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝒙𝒙) + 𝟐𝟐
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ALGEBRA II
𝟏𝟏 𝟏𝟏
b. 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬 � 𝒙𝒙�, 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬 � 𝒙𝒙�
𝟐𝟐 𝟐𝟐
c. 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝒙𝒙), 𝒈𝒈(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟐𝟐𝒙𝒙) − 𝟑𝟑
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ALGEBRA II
𝝅𝝅
d. 𝒇𝒇(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙), 𝒈𝒈(𝒙𝒙) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 − �
𝟐𝟐
𝟏𝟏
e. 𝒇𝒇(𝒙𝒙) = −𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙), 𝒈𝒈(𝒙𝒙) = −𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬 � 𝒙𝒙�
𝟑𝟑
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ALGEBRA II
𝟑𝟑 𝟑𝟑
f. 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙), 𝒈𝒈(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 − 𝟏𝟏)
𝟒𝟒 𝟒𝟒
𝝅𝝅
g. 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝒙𝒙), 𝒈𝒈(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟐𝟐 �𝒙𝒙 − ��
𝟔𝟔
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ALGEBRA II
𝝅𝝅
h. 𝒇𝒇(𝒙𝒙) = 𝟒𝟒𝟒𝟒𝟒𝟒𝟒𝟒(𝒙𝒙) − 𝟑𝟑,𝒈𝒈(𝒙𝒙) = 𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 − � − 𝟑𝟑
𝟒𝟒
Extension:
4. Show that if the graphs of the functions 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� + 𝒌𝒌 and 𝒈𝒈(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 )� + 𝒌𝒌 are the
same, then 𝒉𝒉𝟏𝟏 and 𝒉𝒉𝟐𝟐 differ by an integer multiple of the period.
Outline of proof: Since functions 𝒇𝒇 and 𝒈𝒈 have the same graph, the functions have the same period 𝑷𝑷. For all values
of 𝒙𝒙, the fact that the sine graphs are the same gives
𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬(𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ))

𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ))
𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) − 𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) = 𝒏𝒏𝒏𝒏𝒏𝒏
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) − (𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) = 𝒏𝒏𝒏𝒏𝒏𝒏
𝑷𝑷 𝑷𝑷
(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) − (𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) = 𝒏𝒏𝒏𝒏
𝒉𝒉𝟏𝟏 − 𝒉𝒉𝟐𝟐 = 𝒏𝒏𝒏𝒏.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
5. Show that if 𝒉𝒉𝟏𝟏 and 𝒉𝒉𝟐𝟐 differ by an integer multiple of the period, then the graphs of 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� + 𝒌𝒌
and 𝒈𝒈(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 )� + 𝒌𝒌 are the same graph.
Outline of proof:
Since 𝒉𝒉𝟏𝟏 and 𝒉𝒉𝟐𝟐 differ by an integer multiple of the period 𝑷𝑷, there is an integer 𝒏𝒏 so that 𝒉𝒉𝟐𝟐 − 𝒉𝒉𝟏𝟏 = 𝒏𝒏𝒏𝒏.
𝒉𝒉𝟐𝟐 − 𝒉𝒉𝟏𝟏 = 𝒏𝒏𝒏𝒏

(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) − (𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) = 𝒏𝒏𝒏𝒏
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) − (𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) = 𝒏𝒏𝒏𝒏𝒏𝒏
𝑷𝑷 𝑷𝑷
𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) − 𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) = 𝒏𝒏𝒏𝒏𝒏𝒏
𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 ) = 𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) + 𝒏𝒏𝒏𝒏𝒏𝒏
𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) + 𝒏𝒏𝒏𝒏𝒏𝒏)
But, the sine function is periodic with period 𝟐𝟐𝟐𝟐, so 𝐬𝐬𝐬𝐬𝐬𝐬(𝒘𝒘(𝒙𝒙 − 𝒉𝒉𝟐𝟐 ) + 𝒏𝒏𝒏𝒏𝒏𝒏) = 𝐬𝐬𝐬𝐬𝐬𝐬�𝒘𝒘(𝒙𝒙 − 𝒉𝒉𝟐𝟐 )�.
𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� = 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 )�
𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 )�

𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟏𝟏 )� + 𝒌𝒌 = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉𝟐𝟐 )� + 𝒌𝒌
𝒇𝒇(𝒙𝒙) = 𝒈𝒈(𝒙𝒙).
Since the functions 𝒇𝒇 and 𝒈𝒈 are the same, they have the same graph.
6. Find the 𝒙𝒙-intercepts of the graph of the function 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� in terms of the period 𝑷𝑷, where 𝝎𝝎 > 𝟎𝟎.
The 𝒙𝒙-intercepts occur when 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� = 𝟎𝟎. This happens when 𝝎𝝎(𝒙𝒙 − 𝒉𝒉) = 𝒏𝒏𝒏𝒏 for integers 𝒏𝒏.
𝒏𝒏𝒏𝒏 𝒏𝒏𝒏𝒏
So, 𝒙𝒙 − 𝒉𝒉 = , and then 𝒙𝒙 = + 𝒉𝒉.
𝝎𝝎 𝝎𝝎
𝟐𝟐𝟐𝟐 𝒏𝒏𝒏𝒏
Since 𝑷𝑷 = , this becomes 𝒙𝒙 = + 𝒉𝒉. Thus, the graph of 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬(𝝎𝝎(𝒙𝒙 − 𝒉𝒉)) has 𝒙𝒙-intercepts at
𝝎𝝎 𝟐𝟐
𝒏𝒏𝒏𝒏
𝒙𝒙 = + 𝒉𝒉 for integer values of 𝒏𝒏.
𝝎𝝎
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 12: Ferris Wheels—Using Trigonometric Functions

to Model Cyclical Behavior
Student Outcomes
 Students review how changing the parameters 𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘 in
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘
affects the graph of a sinusoidal function.
 Students examine the example of the Ferris wheel, using height, distance from the ground, period, and so on,
to write a function of the height of the passenger cars in terms of the sine function:
𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘.
Lesson Notes
In this lesson, students approach modeling with sinusoidal functions by extracting the equation from the graph instead
of producing the graph from the equation, as done in the previous lesson. In Lesson 11, students studied the effect of
changing the parameters 𝐴𝐴 , 𝜔𝜔 , ℎ, and 𝑘𝑘 on the shape and position of the graph of a sinusoidal function of the form
𝑓𝑓 (𝑥𝑥 ) = 𝐴𝐴 sin(𝜔𝜔 (𝑥𝑥 − ℎ)) + 𝑘𝑘 . In this lesson, students return to the study of the height of a passenger car on a
Ferris wheel, but they build up to the idea of the wheel’s position as a function of time and not just as a function of the
amount of rotation the wheel has undergone. In this way, students can create a more dynamic representation of the
motion of the wheel. This change in perception is the result of composing functions—the sine is a function of the
amount of rotation, which is in turn a function of the amount of time that has elapsed—but that should not be made
explicit here. Because periodic situations are often based on time, thinking of sine and cosine as functions of time is the
next natural step in student learning. Note that when the independent variable is time, frequency rates are expressed
in terms of cycles per hour or cycles per minute. The addition of time as the independent variable allows students to
model more complex, and hence more realistic, periodic phenomena (MP.4).
Parameterized functions are used in the Exploratory Challenge in a natural way; there is no need to teach to this idea
directly. By this point, students should be familiar with the horizontal position of a car on the Ferris wheel being
described by a cosine function and the vertical position of a car on the Ferris wheel being described by a sine function.
It follows, then, that the position of the passenger car in the coordinate plane would be given by both a cosine function
for the 𝑥𝑥 -coordinate and a sine function for the 𝑦𝑦 -coordinate. In particular, using a graphing calculator to graph the
parametric equations for the position of a passenger car on the Ferris wheel presents a dynamic visual aid of a point
tracing around the circle in the plane, which represents the car moving around the circle of the Ferris wheel. As this is the
only lesson that requires the use of parameterized functions, the teacher might choose to model the calculator work in
front of the class.
Lesson 12: Ferris Wheels—Using Trigonometric Functions to Model 210

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Classwork Scaffolding:
Opening Exercise (3 minutes) For students who need the

graphing ideas from the
Show the graph, and pose the question to the class. Give them a minute to think previous lessons reinforced,
quietly about the problem, and then ask for volunteers to answer the question. use the following problems.
 Describe key features
Opening Exercise (periodicity, midline,
𝝅𝝅
Ernesto thinks that this is the graph of 𝒇𝒇(𝒙𝒙) = 𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬 �𝒙𝒙 − �. Danielle thinks it is the graph amplitude, etc.) of the graph of
𝟐𝟐
of 𝒇𝒇(𝒙𝒙) = 𝟒𝟒𝟒𝟒𝟒𝟒𝟒𝟒(𝒙𝒙). 𝑓𝑓(𝑥𝑥) = 5sin(𝑥𝑥) + 4.
Who is correct and why?  Graph these two functions on
the same axes, and describe
their key features.
𝑓𝑓(𝑥𝑥) = cos(𝑥𝑥)
𝑔𝑔(𝑥𝑥) = cos�2(𝑥𝑥 − 1)� + 1
MP.3 Ernesto is correct. For the function 𝒚𝒚 = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌, Ernesto’s solution would
𝝅𝝅
have 𝑨𝑨 = 𝟒𝟒, 𝝎𝝎 = 𝟏𝟏, 𝒉𝒉 = , and 𝒌𝒌 = 𝟎𝟎. The graph shown has an amplitude of 𝟒𝟒 and a
Scaffolding:
𝟐𝟐
period of 𝟐𝟐𝟐𝟐; compared to the graph of the sine function, this graph is not translated Extensions for students who finish
vertically, making 𝒌𝒌 = 𝟎𝟎. This graph is a horizontal translation of the graph of the sine quickly:
𝝅𝝅
function to the right units. Meanwhile, for 𝒚𝒚 = 𝑨𝑨 𝐜𝐜𝐜𝐜𝐜𝐜�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌, Danielle’s solution  Write two trigonometric
𝟐𝟐
would have 𝑨𝑨 = 𝟒𝟒, 𝝎𝝎 = 𝟏𝟏, 𝒉𝒉 = 𝟎𝟎, and 𝒌𝒌 = 𝟎𝟎; however, the function 𝒇𝒇(𝒙𝒙) = 𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) has a functions with the same zeros
maximum point at (𝟎𝟎, 𝟒𝟒), and this graph has a minimum point when 𝒙𝒙 = 𝟎𝟎. To be correct,
but different amplitudes.
Danielle’s function would have to be 𝒇𝒇(𝒙𝒙) = −𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙). The dotted graph below is the
graph of 𝒇𝒇(𝒙𝒙) = 𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙).  Write two trigonometric
functions with different zeros
but the same amplitude.
 Write two trigonometric
functions with different zeros
but the same amplitude and
same period.
 Write two trigonometric
functions with different
In the discussion of the problem, be sure to remind students how the values of periods but the same maximal
𝐴𝐴, 𝜔𝜔, ℎ, and 𝑘𝑘 affect the shape and position of the sine and cosine functions. and minimal values.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exploratory Challenge/Exercises 1–5 (30 minutes)

This Exploratory Challenge revisits the Ferris wheel scenarios from prior lessons. The goal of this set of exercises is for
students to work up to writing sinusoidal functions that give the height and co-height as functions of time, beginning
with sketching graphs of the height and co-height functions of the Ferris wheel as previously done in Lessons 1 and 2 of
this module. Have students split up into groups, and set them to work on the following exercises. In Exercise 4, students
consider the motion of the Ferris wheel as a function of time, not of rotation. Be sure to clarify to students that the
assumption is that the Ferris wheel rotates at a constant speed once the ride begins. In reality, the speed would increase
from 0 ft/min to a fairly constant rate and then slowly decrease as the ride ends and the wheel comes to a stop.
In these exercises, students encounter parameterized functions for the position of the Ferris wheel. They are using the
capital letters 𝑋𝑋 and 𝑌𝑌 to represent the functions for the horizontal and vertical components of the position of the
wheel—what they have been calling the co-height and height functions—to distinguish from the variables 𝑥𝑥 and 𝑦𝑦. In
later courses, it is standard to use lowercase letters for these functions. Watching a graphing calculator draw the
parameterized circle of the path of the wheel allows students to see the motion of the wheel as it completes its first
turn.
If students do not frequently use graphing calculators, or if they are likely to have difficulty changing the calculator to
parametric mode, then the first instance of graphing the parametric equations in Exercise 1(d) may require direction by
the teacher. If graphing calculators are not available, then use online graphing software to graph the parametric
equations; however, this software may not allow visualization of tracing the circle.
Exploratory Challenge/Exercises 1–5
A carnival has a Ferris wheel that is 𝟓𝟓𝟓𝟓 feet in diameter with 𝟏𝟏𝟏𝟏 passenger
cars. When viewed from the side where passengers board, the Ferris wheel
rotates counterclockwise and makes two full turns each minute. Riders
board the Ferris wheel from a platform that is 𝟏𝟏𝟏𝟏 feet above the ground.
We will use what we have learned about periodic functions to model the
position of the passenger cars from different mathematical perspectives.
We will use the points on the circle in the diagram on the right to represent
the position of the cars on the wheel.
1. For this exercise, we will consider the height of a passenger car to be

the vertical displacement from the horizontal line through the center
of the wheel and the co-height of a passenger car to be the horizontal
displacement from the vertical line through the center of the wheel.
a. Let 𝜽𝜽 = 𝟎𝟎 represent the position of car 𝟏𝟏 in the diagram above. Sketch the graphs of the co-height and the
MP.4 height of car 𝟏𝟏 as functions of 𝜽𝜽, the number of radians through which the car has rotated.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. What is the amplitude, |𝑨𝑨|, of the height and co-height functions for this Ferris wheel?
|𝑨𝑨| = 𝟐𝟐𝟐𝟐
MP.4 c. Let 𝑿𝑿(𝜽𝜽) represent the co-height function after rotation by 𝜽𝜽 radians, and let 𝒀𝒀(𝜽𝜽) represent the height
function after rotation by 𝜽𝜽 radians. Write functions 𝑿𝑿 for the co-height and 𝒀𝒀 for the height in terms of 𝜽𝜽.
𝑿𝑿(𝜽𝜽) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)

𝒀𝒀(𝜽𝜽) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
d. Graph the functions 𝑿𝑿 and 𝒀𝒀 from part (c) on a graphing calculator set to parametric mode. Use a viewing
window [−𝟒𝟒𝟒𝟒, 𝟒𝟒𝟒𝟒] × [−𝟑𝟑𝟑𝟑, 𝟑𝟑𝟑𝟑]. Sketch the graph below.
MP.5
e. Why did we choose the symbols 𝑿𝑿 and 𝒀𝒀 to represent the co-height and height functions?
The co-height function measures the horizontal position of the passenger car that we typically name 𝒙𝒙. The
height function measures the vertical position of the passenger car that we typically name 𝒚𝒚. It makes sense
to use 𝑿𝑿 as the name of the function that describes horizontal movement and 𝒀𝒀 as the name of the function
that describes vertical movement.
f. Evaluate 𝑿𝑿(𝟎𝟎) and 𝒀𝒀(𝟎𝟎), and explain their meaning in the context of the Ferris wheel.
Using the equations from part (c), 𝑿𝑿(𝟎𝟎) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(𝟎𝟎) = 𝟐𝟐𝟐𝟐, and 𝒀𝒀(𝟎𝟎) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝟎𝟎) = 𝟎𝟎. Thus, when the
wheel has not yet rotated (that is, rotated through 𝟎𝟎 radians), the co-height of the car is 𝟐𝟐𝟐𝟐, and the height is
𝟎𝟎. This means that the car is at the 3 o’clock position.
MP.2 𝝅𝝅 𝝅𝝅
g. Evaluate 𝑿𝑿 � � and 𝒀𝒀 � �, and explain their meaning in the context of the Ferris wheel.
𝟐𝟐 𝟐𝟐
𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅
Using the equations from part (c), 𝑿𝑿 � � = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 � � = 𝟎𝟎, and 𝒀𝒀 � � = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝟐𝟐𝟐𝟐. Thus, when the
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝝅𝝅
wheel has rotated through radians (that is, rotated through a quarter turn), the co-height of the car is 𝟎𝟎,
𝟐𝟐
and the height is 𝟐𝟐𝟐𝟐. This means that the car is at the top of the wheel.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. The model we created in Exercise 1 measures the height of car 1

above the horizontal line through the center of the wheel. We now
want to alter this model so that it measures the height of car 1 above
the ground.
a. If we measure the height of car 1 above the ground instead of
above the horizontal line through the center of the wheel,
how will the functions 𝑿𝑿 and 𝒀𝒀 need to change?
The co-height function 𝑿𝑿 will not change, but the height

function 𝒀𝒀 will need to have a constant added to it since car 𝟏𝟏
starts 𝟒𝟒𝟒𝟒 feet above the ground.
b. Let 𝜽𝜽 = 𝟎𝟎 represent the position of car 1 in the diagram to the

right. Sketch the graphs of the co-height and the height of
car 1 as functions of the number of radians through which the
car has rotated, 𝜽𝜽.
c. How are the graphs from part (b) related to the graphs from Exercise 1(a)?
The co-height graphs are the same. The height graph from part (b) is the height graph from Exercise 1(a)
translated 𝟒𝟒𝟒𝟒 units upward.
d. From this perspective, find the equations for the functions 𝑿𝑿 and 𝒀𝒀 that model the position of car 1 with
respect to the number of radians the car has rotated.
𝑿𝑿(𝜽𝜽) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)

𝒀𝒀(𝜽𝜽) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝟒𝟒𝟒𝟒
Change the viewing window on your calculator to [−𝟔𝟔𝟔𝟔, 𝟔𝟔𝟔𝟔] × [−𝟓𝟓, 𝟕𝟕𝟕𝟕], and graph the functions 𝑿𝑿 and 𝒀𝒀
together. Sketch the graph.
MP.2

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e. Evaluate 𝑿𝑿(𝟎𝟎) and 𝒀𝒀(𝟎𝟎), and explain their meaning in the context of the Ferris wheel.
MP.2 Using the equations from part (c), 𝑿𝑿(𝟎𝟎) = 𝟐𝟐𝟐𝟐𝐜𝐜𝐜𝐜𝐜𝐜(𝟎𝟎) = 𝟐𝟐𝟐𝟐, and 𝒀𝒀(𝟎𝟎) = 𝟐𝟐𝟐𝟐𝐬𝐬𝐬𝐬𝐬𝐬(𝟎𝟎) + 𝟒𝟒𝟒𝟒 = 𝟒𝟒𝟒𝟒. Thus, when
the wheel has not yet rotated (that is, rotated through 𝟎𝟎 radians), the co-height of the car is 𝟐𝟐𝟐𝟐, and the
height is 𝟒𝟒𝟒𝟒. This means that the car is at the 3 o’clock position.
𝝅𝝅 𝝅𝝅
f. Evaluate 𝑿𝑿 � � and 𝒀𝒀 � �, and explain their meaning in the context of the Ferris wheel.
𝟐𝟐 2
Using the equations from part (c), 𝑿𝑿 � � = 𝟐𝟐𝟐𝟐𝐜𝐜𝐜𝐜𝐜𝐜 � � = 𝟎𝟎, and 𝒀𝒀 � � = 𝟐𝟐𝟐𝟐𝐬𝐬𝐬𝐬𝐬𝐬 � � + 𝟒𝟒𝟒𝟒 = 𝟔𝟔𝟔𝟔. Thus, when
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝝅𝝅
the wheel has rotated through radians (that is, rotated through a quarter turn), the co-height of the car is
𝟐𝟐
𝟎𝟎, and the height is 𝟔𝟔𝟔𝟔. This means that the car is at the top of the wheel.
3. In reality, no one boards a Ferris wheel halfway up; passengers board at the bottom of the wheel. To truly model
the motion of a Ferris wheel, we need to start with passengers on the bottom of the wheel. Refer to the diagram
below.
Scaffolding:
Students can make a table of
values to help sketch the co-
height and height graphs.
a. Let 𝜽𝜽 = 𝟎𝟎 represent the position of car 1 at the bottom of the wheel in the diagram above. Sketch the graphs
of the height and the co-height of car 1 as functions of 𝜽𝜽, the number of radians through which the car has
rotated from the position at the bottom of the wheel.
b. How are the graphs from part (a) related to the graphs from Exercise 2(b)?
𝝅𝝅
The graphs from part (a) are the graphs from Exercise 2(b) translated horizontally units to the right.
𝟐𝟐

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. From this perspective, find the equations for the functions 𝑿𝑿 and 𝒀𝒀 that model the position of car 1 with
respect to the number of radians the car has rotated.
𝝅𝝅
𝑿𝑿(𝜽𝜽) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 �𝜽𝜽 − �
𝟐𝟐
𝝅𝝅
𝒀𝒀(𝜽𝜽) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽 − � + 𝟒𝟒𝟒𝟒
𝟐𝟐
d. Graph the functions 𝑿𝑿 and 𝒀𝒀 from part (c) together on the graphing calculator. Sketch the graph. How is this
graph different from the one from Exercise 2(e)?
Although the finished graph looks exactly like the graph from Exercise 2(e), this one starts drawing from the
bottom of the circle, as opposed to drawing from the 3 o’clock position.
e. Evaluate 𝑿𝑿(𝟎𝟎) and 𝒀𝒀(𝟎𝟎), and explain their meaning in the context of the Ferris wheel.
𝝅𝝅 𝝅𝝅
Using the equations from part (c), 𝑿𝑿(𝟎𝟎) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 �𝟎𝟎 − � = 𝟎𝟎, and 𝒀𝒀(𝟎𝟎) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟎𝟎 − � + 𝟒𝟒𝟒𝟒 = 𝟏𝟏𝟏𝟏.
𝟐𝟐 𝟐𝟐
Thus, when the wheel has not yet rotated (that is, rotated through 𝟎𝟎 radians), the co-height of the car is 𝟎𝟎,
and the height is 𝟏𝟏𝟏𝟏. This means that the car is at the bottom of the wheel.
𝝅𝝅 𝝅𝝅
f. Evaluate 𝑿𝑿 � � and 𝒀𝒀 � �, and explain their meaning in the context of the Ferris wheel.
𝟐𝟐 𝟐𝟐
𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅
Using the equations from part (c), 𝑿𝑿 � � = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 � − � = 𝟐𝟐𝟐𝟐, and 𝒀𝒀 � � = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 � − � + 𝟒𝟒𝟒𝟒 = 𝟒𝟒𝟒𝟒.
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝝅𝝅
Thus, when the wheel has rotated through radians (that is, rotated through a quarter turn), the co-height of
𝟐𝟐
the car is 𝟐𝟐𝟐𝟐, and the height is 𝟒𝟒𝟒𝟒. This means that the car is at the 3 o’clock position.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
4. Finally, it is not very useful to track the position of a Ferris wheel as a function of how much it has rotated. It would
make more sense to keep track of the Ferris wheel as a function of time. Recall that the Ferris wheel completes two
full turns per minute.
a. Let 𝜽𝜽 = 𝟎𝟎 represent the position of car 1 at the bottom of the wheel. Sketch the graphs of the co-height and
the height of car 1 as functions of time.
b. The co-height and height functions from part (a) can be written in the form 𝑿𝑿(𝒕𝒕) = 𝑨𝑨 𝐜𝐜𝐜𝐜𝐜𝐜�𝝎𝝎(𝒕𝒕 − 𝒉𝒉)� + 𝒌𝒌 and
𝒀𝒀(𝒕𝒕) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒕𝒕 − 𝒉𝒉)� + 𝒌𝒌. From the graphs in part (a), identify the values of 𝑨𝑨, 𝝎𝝎, 𝒉𝒉, and 𝒌𝒌 for each
function 𝑿𝑿 and 𝒀𝒀.
𝟏𝟏
For the co-height function: 𝑨𝑨 = 𝟐𝟐𝟐𝟐, 𝝎𝝎 = 𝟒𝟒𝟒𝟒, 𝒉𝒉 = , and 𝒌𝒌 = 𝟎𝟎.
𝟖𝟖
𝟏𝟏
For the height function: 𝑨𝑨 = 𝟐𝟐𝟐𝟐, 𝝎𝝎 = 𝟒𝟒𝟒𝟒, 𝒉𝒉 = , and 𝒌𝒌 = 𝟒𝟒𝟒𝟒.
𝟖𝟖
c. Write the equations 𝑿𝑿(𝒕𝒕) and 𝒀𝒀(𝒕𝒕) using the values you identified in part (b).
𝟏𝟏
𝑿𝑿(𝒕𝒕) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 �𝟒𝟒𝝅𝝅 �𝒕𝒕 − ��
𝟖𝟖
𝟏𝟏
𝒀𝒀(𝒕𝒕) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒𝝅𝝅 �𝒕𝒕 − �� + 𝟒𝟒𝟒𝟒
𝟖𝟖

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. In function mode, graph your functions from part (c) on a graphing calculator for 𝟎𝟎 < 𝒕𝒕 < 𝟐𝟐, and compare
against your sketches in part (a) to confirm your equations.
Co-height function, 𝑿𝑿 Height function, 𝒀𝒀
e. Explain the meaning of the parameters in your equation for 𝑿𝑿 in terms of the Ferris wheel scenario.
𝟏𝟏
For the co-height function, we have 𝑨𝑨 = 𝟐𝟐𝟐𝟐, 𝝎𝝎 = 𝟒𝟒𝟒𝟒, 𝒉𝒉 = , and 𝒌𝒌 = 𝟎𝟎.
𝟖𝟖
• The amplitude is 𝑨𝑨 = 𝟐𝟐𝟐𝟐, which means that the difference between the largest and smallest values of
the co-height is 50 feet. This is the diameter of the wheel.
𝟐𝟐𝟐𝟐 𝟏𝟏 𝟏𝟏
• The period is 𝑷𝑷 = = , and the frequency is 𝒇𝒇 = = 𝟐𝟐. This means that the wheel rotates twice
|𝝎𝝎| 𝟐𝟐 𝑷𝑷
each minute.
𝟏𝟏 𝟏𝟏
• The phase shift is 𝒉𝒉 = . Each quarter revolution takes of a minute, which is 𝟏𝟏𝟏𝟏. 𝟓𝟓 seconds. Without
𝟖𝟖 𝟖𝟖
this shift, our equations would start car 𝟏𝟏 in the 3 o’clock position. We want to start it from the bottom
of the wheel.
• The equation of the midline is 𝒚𝒚 = 𝟎𝟎, which means that the co-height varies between −𝟐𝟐𝟐𝟐 and 𝟐𝟐𝟐𝟐 feet.
f. Explain the meaning of the parameters in your equation for 𝒀𝒀 in terms of the Ferris wheel scenario.
𝟏𝟏
For the height function, we have 𝑨𝑨 = 𝟐𝟐𝟐𝟐, 𝝎𝝎 = 𝟒𝟒𝟒𝟒, 𝒉𝒉 = , and 𝒌𝒌 = 𝟒𝟒𝟒𝟒.
𝟖𝟖
• The amplitude is 𝑨𝑨 = 𝟐𝟐𝟐𝟐, which means that the difference between the largest and smallest values of
the co-height is 50 feet. This is the diameter of the wheel.
𝟐𝟐𝟐𝟐 𝟏𝟏 𝟏𝟏
• The period is 𝑷𝑷 = = , and the frequency is 𝒇𝒇 = = 𝟐𝟐. This means that the wheel rotates twice
|𝝎𝝎| 𝟐𝟐 𝑷𝑷
each minute.
𝟏𝟏 𝟏𝟏
• The phase shift is 𝒉𝒉 = . Each quarter revolution takes of a minute, which is 𝟏𝟏𝟏𝟏. 𝟓𝟓 seconds. Without
𝟖𝟖 𝟖𝟖
this shift, our equations would start car 𝟏𝟏 in the 3 o’clock position. We want to start it from the bottom
of the wheel.
• The equation of the midline is 𝒚𝒚 = 𝟒𝟒𝟒𝟒, which means that the height varies between 𝟏𝟏𝟏𝟏 and 𝟔𝟔𝟔𝟔 feet.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟏𝟏
5. In parametric mode, graph the functions 𝑿𝑿 and 𝒀𝒀 from Exercise 3(c) on a graphing calculator for 𝟎𝟎 ≤ 𝒕𝒕 ≤ .
𝟐𝟐
a. Sketch the graph. How is this graph different from the graph in Exercise 3(d)?
Although the finished graphs look identical, the difference is that this graph has a different scale for the
𝟏𝟏
parameter 𝒕𝒕. Instead of needing 𝟎𝟎 < 𝜽𝜽 < 𝟐𝟐𝟐𝟐 to complete the circle, we only need to specify 𝟎𝟎 < 𝒕𝒕 < since
𝟐𝟐
𝟏𝟏
the wheel makes one complete turn in minute.
𝟐𝟐
𝟏𝟏
b. What would the graph look like if you graphed the functions 𝑿𝑿 and 𝒀𝒀 from Exercise 3(c) for 𝟎𝟎 ≤ 𝒕𝒕 ≤ ? Why?
𝟒𝟒
𝟏𝟏
If we graphed 𝑿𝑿 and 𝒀𝒀 for 𝟎𝟎 ≤ 𝒕𝒕 ≤ , then the graph would only show the left half of the circle. This is
𝟒𝟒
𝟏𝟏
because it takes minute for the car to travel from the bottom of the circle to the top.
𝟒𝟒
c. Evaluate 𝑿𝑿(𝟎𝟎) and 𝒀𝒀(𝟎𝟎), and explain their meaning in the context of the Ferris wheel.
𝝅𝝅 𝝅𝝅
Using the equations from part (c), 𝑿𝑿(𝟎𝟎) = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 �𝟎𝟎 − � = 𝟎𝟎, and 𝒀𝒀(𝟎𝟎) = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟎𝟎 − � + 𝟒𝟒𝟒𝟒 = 𝟏𝟏𝟏𝟏.
𝟐𝟐 𝟐𝟐
Thus, when the wheel has not yet rotated (that is, rotated for 𝟎𝟎 minutes), the co-height of the car is 𝟎𝟎, and the
height is 𝟏𝟏𝟏𝟏. This means that the car is at the bottom of the wheel.
𝟏𝟏 𝟏𝟏
d. Evaluate 𝑿𝑿 � � and 𝒀𝒀 � �, and explain their meaning in the context of the Ferris wheel.
𝟖𝟖 𝟖𝟖
𝟏𝟏 𝟏𝟏 𝝅𝝅
Using the equations from part (c), 𝑿𝑿 � � = 𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 �𝟒𝟒𝟒𝟒 � � − � = 𝟐𝟐𝟐𝟐, and
𝟖𝟖 𝟖𝟖 𝟐𝟐
𝟏𝟏 𝟏𝟏 𝝅𝝅 𝟏𝟏
𝒀𝒀 � � = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒𝟒𝟒 � � − � + 𝟒𝟒𝟒𝟒 = 𝟒𝟒𝟒𝟒. Thus, when the wheel has rotated for of a minute (that is,
𝟖𝟖 𝟖𝟖 𝟐𝟐 𝟖𝟖
𝟏𝟏
rotated through a quarter turn since the wheel rotates once every minute), the co-height of the car is 𝟐𝟐𝟐𝟐,
𝟐𝟐
and the height is 𝟒𝟒𝟒𝟒. This means that the car is at the 3 o’clock position.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

Omit Exercises 6–9 if time is short. Groups who have quickly completed the first set of exercises could begin these
exercises, or they may be assigned as additional homework.
Exercises 6–9
6. You are in car 1, and you see your best friend in car 3. How much higher than your friend are you when you reach
the top?
When you are at the top, your height is 𝟔𝟔𝟔𝟔 feet, and you have rotated through 𝟏𝟏𝟏𝟏𝟏𝟏°, which is 𝝅𝝅 radians. At that
𝟐𝟐𝟐𝟐
time, your friend in car 𝟑𝟑 has rotated through 𝟔𝟔𝟔𝟔° less than you have, so car 𝟑𝟑 has rotated through 𝟏𝟏𝟏𝟏𝟏𝟏°, which is
𝟑𝟑
radians. Using the height as a function of rotation from Exercise 3, we know that the height of car 3 is
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝝅𝝅
𝒀𝒀 � � = 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 � − � + 𝟒𝟒𝟒𝟒
𝟑𝟑 𝟑𝟑 𝟐𝟐
𝝅𝝅
= 𝟐𝟐𝟐𝟐 �𝐬𝐬𝐬𝐬𝐬𝐬 � �� + 𝟒𝟒𝟒𝟒
𝟔𝟔
= 𝟓𝟓𝟓𝟓. 𝟓𝟓.
You are 𝟔𝟔𝟔𝟔 feet high, and your friend it 𝟓𝟓𝟓𝟓. 𝟓𝟓 feet high; therefore, you are 𝟏𝟏𝟏𝟏. 𝟓𝟓 feet higher than your friend in car 3.
7. Find an equation of the function 𝑯𝑯 that represents the difference in height between you in car 1 and your friend in
car 3 as the wheel rotates through 𝜽𝜽 radians, beginning with 𝜽𝜽 = 𝟎𝟎 at the bottom of the wheel.
𝝅𝝅
The height of car 1 after rotation through 𝜽𝜽 radians is given by 𝒀𝒀(𝜽𝜽). Since car 3 is radians behind car 1, the
𝟑𝟑
𝝅𝝅
height of car 3 after rotation through 𝜽𝜽 radians is given by 𝒀𝒀 �𝜽𝜽 − �. Then, the height difference is given by the
𝟑𝟑
equation:
𝝅𝝅
𝑯𝑯(𝜽𝜽) = 𝒀𝒀(𝜽𝜽) − 𝒀𝒀 �𝜽𝜽 − �
𝟑𝟑
𝝅𝝅 𝝅𝝅 𝝅𝝅
= �𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽 − � + 𝟒𝟒𝟒𝟒� − �𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽 − − � + 𝟒𝟒𝟒𝟒�
𝟐𝟐 𝟑𝟑 𝟐𝟐
𝝅𝝅 𝟓𝟓𝟓𝟓
= 𝟐𝟐𝟐𝟐 �𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽 − � − 𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽 − ��.
𝟐𝟐 𝟔𝟔
8. Find an equation of the function that represents the difference in height between car 1 and car 3 with respect to
time, 𝒕𝒕, in minutes. Let 𝒕𝒕 = 𝟎𝟎 minutes correspond to a time when car 1 is located at the bottom of the Ferris wheel.
Assume the wheel is moving at a constant speed starting at 𝒕𝒕 = 𝟎𝟎.
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
Car 3 is of a turn behind car 1. Since it takes minute to make one turn, car 3 is ∙ = of a minute behind
𝟔𝟔 𝟐𝟐 𝟔𝟔 𝟐𝟐 𝟏𝟏𝟏𝟏
𝟏𝟏
car 1. Then, at time 𝒕𝒕, the position of car 1 is 𝒀𝒀(𝒕𝒕), and the position of car 3 is 𝒀𝒀 �𝒕𝒕 − �.
12
𝟏𝟏
𝑯𝑯(𝒕𝒕) = 𝒀𝒀(𝒕𝒕) − 𝒀𝒀 �𝒕𝒕 − �
𝟏𝟏𝟏𝟏
𝟏𝟏 𝟏𝟏 𝟏𝟏
= �𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒𝟒𝟒 �𝒕𝒕 − �� + 𝟒𝟒𝟒𝟒� − �𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒𝟒𝟒 �𝒕𝒕 − − �� + 𝟒𝟒𝟒𝟒�
𝟖𝟖 𝟏𝟏𝟏𝟏 𝟖𝟖
𝟏𝟏 𝟓𝟓
= 𝟐𝟐𝟐𝟐 �𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒𝟒𝟒 �𝒕𝒕 − �� − 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟒𝟒𝟒𝟒 �𝒕𝒕 − ��.
𝟖𝟖 𝟐𝟐𝟐𝟐

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
9. Use a calculator to graph the function 𝑯𝑯 in Exercise 𝟖𝟖 for 𝟎𝟎 ≤ 𝒕𝒕 ≤ 𝟐𝟐. What type of function does this appear to be?
Does that make sense?
The function 𝑯𝑯 appears to be a periodic sinusoidal function. It makes sense that it would be periodic because the
𝟏𝟏
distance between the two cars would be the same each time the wheel makes a complete turn. That is, every
𝟐𝟐
minute, the distance between the cars repeats.
The reality is that no one would actually have a need to calculate this distance, especially when enjoying a ride on a
Ferris wheel. However, the point of Exercises 6–9 is that the distance between these cars at any time 𝑡𝑡 can be modeled
by subtracting two sinusoidal functions. The difference between two sinusoids does have many interesting applications
when studying more complex waveforms in physics, such as light, radio, acoustic, and surface water waves. The sum
and difference formulas that students study in Precalculus and Advanced Topics explain why the difference is also a
sinusoidal function.
Finally, ask students why it is useful to have models such as this one.
 Why would anyone want to model the height of a passenger car on a Ferris wheel? More generally, what
might be the value of studying models of circular motion?
 Perhaps knowing the precise height as a function of time might be useful for aesthetic reasons or safety
reasons that have to do with design or engineering features. In general, the motion of any object
traveling in a circular path can be modeled by a sinusoidal function, including many real-world
situations, such as the motion of a pendulum or an engine’s piston-crankshaft.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Closing (3 minutes)
Display the height function derived by students for car 1 of the Ferris wheel in Exercise 4.
1
𝐻𝐻(𝑡𝑡) = 25 sin �4𝜋𝜋 �𝑡𝑡 − �� + 40.
8
Then, lead students through this closing discussion.
 How would this formula change for a Ferris wheel with a different diameter?
 The 25 would change to the radius of the Ferris wheel.
 How would this formula change for a Ferris wheel at a different height off the ground?
 The 40 would change to the measurement from the ground to the central axis of the Ferris wheel.
 How would this formula change for a Ferris wheel that had a different rate of revolution?
 The number of revolutions per minute would change, so the period and frequency would change.
 How would this formula change if we modeled the height of a passenger car above the ground from a different
starting position on the wheel?
 The height at the time corresponding to 𝑡𝑡 = 0 would change, so changing the phase shift could
horizontally translate the function to have the correct height correspond to the starting time.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 12: Ferris Wheels—Using Trigonometric Functions to

Model Cyclical Behavior
Exit Ticket
The Ferris Wheel Again
In an amusement park, there is a small Ferris wheel, called a kiddie wheel, for
toddlers. The points on the circle in the diagram to the right represent the position
of the cars on the wheel. The kiddie wheel has four cars, makes one revolution
every minute, and has a diameter of 20 feet. The distance from the ground to a car
at the lowest point is 5 feet. Assume 𝑡𝑡 = 0 corresponds to a time when car 1 is
closest to the ground.
1. Sketch the height function for car 1 with respect to time as the Ferris wheel
rotates for two minutes.
2. Find a formula for a function that models the height of car 1 with respect to time as the kiddie wheel rotates.
3. Is your function in Question 2 the only function that models this situation? Explain how you know.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
The Ferris Wheel Again
In an amusement park, there is a small Ferris wheel, called a kiddie wheel, for
toddlers. The points on the circle in the diagram to the right represent the
position of the cars on the wheel. The kiddie wheel has four cars, makes one
revolution every minute, and has a diameter of 𝟐𝟐𝟐𝟐 feet. The distance from the
ground to a car at the lowest point is 𝟓𝟓 feet. Assume 𝒕𝒕 = 𝟎𝟎 corresponds to a
time when car 1 is closest to the ground.
1. Sketch the height function for car 𝟏𝟏 with respect to time as the Ferris
wheel rotates for two minutes.
2. Find a formula for a function that models the height of car 𝟏𝟏 with respect to time as the kiddie wheel rotates.
𝟏𝟏
The horizontal shift is 𝒉𝒉 = , the amplitude is 𝟏𝟏𝟏𝟏, and the equation for the midline is 𝒚𝒚 = 𝟏𝟏𝟏𝟏. Since the wheel makes
𝟒𝟒
MP.4 𝟐𝟐𝟐𝟐
one revolution every minute, the period of this function will be 𝟏𝟏. Thus, 𝝎𝝎 = = 𝟐𝟐𝟐𝟐.
𝟏𝟏
𝟏𝟏
𝑯𝑯(𝒕𝒕) = 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟐𝟐𝟐𝟐 �𝒕𝒕 − �� + 𝟏𝟏𝟏𝟏
𝟒𝟒
3. Is your function in Question 2 the only function that models this situation? Explain how you know.
No, any phenomenon that we can model with a sine function can also be modeled with a cosine function using an
appropriate horizontal shift and/or reflection about the horizontal axis. Other functions include
MP.3
𝟏𝟏
𝑯𝑯(𝒕𝒕) = −𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐𝟐𝟐) + 𝟏𝟏𝟏𝟏 or 𝑯𝑯(𝒕𝒕) = 𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜 �𝟐𝟐𝟐𝟐 �𝒕𝒕 − �� + 𝟏𝟏𝟏𝟏.
𝟐𝟐
A sine function with a different combination of horizontal translations and reflections could also work.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. In the classic novel Don Quixote, the title character famously battles a
windmill. In this problem, you will model what happens when Don
Quixote battles a windmill, and the windmill wins. Suppose the
center of the windmill is 𝟐𝟐𝟐𝟐 feet off the ground, and the sails are 𝟏𝟏𝟏𝟏
feet long. Don Quixote is caught on a tip of one of the sails. The sails
are turning at a rate of one counterclockwise rotation every 𝟔𝟔𝟔𝟔
seconds.
a. Explain why a sinusoidal function could be used to model Don
Quixote’s height above the ground as a function of time.
Since Don Quixote is moving around a circle, and the sine

function measures vertical displacement of an object moving
around a circle, we can use a sine function to track his position
above and below the horizontal line through the center of the
sails of the windmill. Using transformations, we can use this
function to model the height of any point on any circle.
b. Sketch a graph of Don Quixote’s height above the ground as a function of time. Assume 𝒕𝒕 = 𝟎𝟎 corresponds to
a time when he was closest to the ground. What are the amplitude, period, and midline of the graph?
𝟐𝟐𝟐𝟐 𝝅𝝅
The amplitude is 𝟏𝟏𝟏𝟏 feet; the period is , which is the same as ; and the midline has equation 𝒚𝒚 = 𝟐𝟐𝟐𝟐.
𝟔𝟔𝟔𝟔 𝟑𝟑𝟑𝟑
c. Model Don Quixote’s height 𝑯𝑯 above the ground as a function of time 𝒕𝒕 since he was closest to the ground.
MP.4 The height of Don Quixote after 𝒕𝒕 seconds is

𝝅𝝅
𝑯𝑯(𝒕𝒕) = 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒕𝒕 − 𝟏𝟏𝟏𝟏)� + 𝟐𝟐𝟐𝟐.
𝟑𝟑𝟑𝟑

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. After 𝟏𝟏 minute and 𝟒𝟒𝟒𝟒 seconds, Don Quixote fell off the sail and straight down to the ground. How far did he
fall?
He fell at 𝒕𝒕 = 𝟏𝟏𝟏𝟏𝟏𝟏 seconds. The vertical distance in feet that he fell is the following:
𝝅𝝅
𝑯𝑯(𝟏𝟏𝟏𝟏𝟏𝟏) = 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟏𝟏𝟏𝟏)� + 𝟐𝟐𝟐𝟐
𝟑𝟑𝟑𝟑
𝟓𝟓𝟓𝟓
= 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟐𝟐𝟐𝟐 + � + 𝟐𝟐𝟎𝟎
𝟔𝟔
𝟓𝟓𝟓𝟓
= 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 � � + 𝟐𝟐𝟐𝟐
𝟔𝟔
𝟏𝟏𝟏𝟏
= + 𝟐𝟐𝟐𝟐
𝟐𝟐
𝟓𝟓𝟓𝟓
= .
𝟐𝟐
Therefore, 𝑯𝑯(𝟏𝟏𝟏𝟏𝟏𝟏) = 𝟐𝟐𝟐𝟐. 𝟓𝟓. Don Quixote fell 𝟐𝟐𝟐𝟐. 𝟓𝟓 feet.
2. The High Roller, a Ferris wheel in Las Vegas, Nevada, opened in March 2014. The 𝟓𝟓𝟓𝟓𝟓𝟓 𝐟𝐟𝐟𝐟. tall wheel has a diameter
of 𝟓𝟓𝟓𝟓𝟓𝟓 feet. A ride on one of its 𝟐𝟐𝟐𝟐 passenger cars lasts 𝟑𝟑𝟑𝟑 minutes, the time it takes the wheel to complete one
full rotation. Riders board the passenger cars at the bottom of the wheel. Assume that once the wheel is in motion,
it maintains a constant speed for the 𝟑𝟑𝟑𝟑-minute ride and is rotating in a counterclockwise direction.
a. Sketch a graph of the height of a passenger car on the High Roller as a function of the time the ride began.
b. Write a sinusoidal function 𝑯𝑯 that represents the height of a passenger car 𝒕𝒕 minutes after the ride begins.
𝟐𝟐𝝅𝝅
𝑯𝑯(𝒕𝒕) = 𝟐𝟐𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒕𝒕 − 𝟕𝟕. 𝟓𝟓)� + 𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑𝟑𝟑
c. Explain how the parameters of your sinusoidal function relate to the situation.
𝟐𝟐𝟐𝟐
The amplitude, 𝟐𝟐𝟐𝟐𝟐𝟐, is the radius of the wheel. The period is 𝟑𝟑𝟑𝟑 minutes, so 𝝎𝝎 = . The midline is
𝟑𝟑𝟑𝟑
𝒚𝒚 = 𝟐𝟐𝟐𝟐𝟐𝟐, which represents how high the center of the wheel is above the ground. To make the graph have a
minimal point at 𝒕𝒕 = 𝟎𝟎, the phase shift can be 𝟕𝟕. 𝟓𝟓, which corresponds to one-fourth of the period.
d. If you were on this ride, how high would you be above the ground after 𝟐𝟐𝟐𝟐 minutes?
𝟐𝟐𝟐𝟐
𝐇𝐇(𝟐𝟐𝟐𝟐) = 𝟐𝟐𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝟐𝟐𝟐𝟐 − 𝟕𝟕. 𝟓𝟓)� + 𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑𝟑𝟑
𝐇𝐇(𝟐𝟐𝟐𝟐) = 𝟒𝟒𝟒𝟒𝟒𝟒
You are 𝟒𝟒𝟒𝟒𝟒𝟒 feet above the ground.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e. Suppose the ride costs $𝟐𝟐𝟐𝟐. How much does 𝟏𝟏 minute of riding time cost? How much does 𝟏𝟏 foot of riding
distance cost? How much does 𝟏𝟏 foot of height above the ground cost?
𝟐𝟐𝟐𝟐 𝟓𝟓
Because = ≈ 𝟎𝟎. 𝟖𝟖𝟖𝟖, one minute of riding time costs roughly 𝟖𝟖𝟖𝟖 cents. The circumference of the circle is
𝟑𝟑𝟑𝟑 𝟔𝟔
𝟓𝟓𝟐𝟐𝟎𝟎𝟎𝟎 𝐟𝐟𝐟𝐟. Dividing 𝟐𝟐𝟐𝟐 by the circumference indicates that each 𝟏𝟏 foot of ride costs about 𝟏𝟏. 𝟓𝟓 cents. The
height of the wheel is 𝟓𝟓𝟓𝟓𝟓𝟓 feet. Dividing 𝟐𝟐𝟐𝟐 by 𝟓𝟓𝟓𝟓𝟓𝟓 indicates that each 𝟏𝟏 foot above the ground costs about
𝟒𝟒. 𝟓𝟓 cents.
f. What are some of the limitations of this model based on the assumptions that we made?
We are assuming that the wheel does not stop to add additional passengers when each car gets to the
bottom of the wheel during the ride. We are neglecting the fact that the ride starts from a resting position, so
its initial speed would be zero. It would take some time to get up to a constant speed once the ride started
and slow down to a stop at the end of the ride. We are measuring the height where the passenger car
connects to the wheel. In reality, a person on the ride might be slightly higher or lower than this point
depending on the design.
3. Once in motion, a pendulum’s distance varies sinusoidally from 𝟏𝟏𝟏𝟏 feet to 𝟐𝟐 feet away from a wall every
𝟏𝟏𝟏𝟏 seconds.
a. Sketch the pendulum’s distance 𝑫𝑫 from the wall over a 𝟏𝟏-minute interval as a function of time 𝒕𝒕. Assume
𝒕𝒕 = 𝟎𝟎 corresponds to a time when the pendulum was furthest from the wall.
b. Write a sinusoidal function for 𝑫𝑫, the pendulum’s distance from the wall, as a function of the time since it
was furthest from the wall.
𝟐𝟐𝝅𝝅
𝑫𝑫(𝒕𝒕) = 𝟓𝟓 𝐜𝐜𝐜𝐜𝐜𝐜 � 𝒕𝒕� + 𝟖𝟖
𝟐𝟐𝟐𝟐
c. Identify two different times when the pendulum was 𝟏𝟏𝟏𝟏 feet away from the wall. (Hint: Write an equation,
and solve it graphically.)
𝟐𝟐𝟐𝟐
𝟓𝟓 𝐜𝐜𝐜𝐜𝐜𝐜 � 𝒕𝒕� + 𝟖𝟖 = 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐
The first two positive solutions to this equation are 𝟒𝟒. 𝟒𝟒𝟒𝟒 seconds and 𝟏𝟏𝟏𝟏. 𝟓𝟓𝟓𝟓 seconds.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
4. The height in meters relative to the starting platform height of a car on a portion of a roller coaster track is modeled
𝝅𝝅
by the function 𝑯𝑯(𝒕𝒕) = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒕𝒕 − 𝟏𝟏𝟏𝟏)� − 𝟕𝟕. It takes a car 𝟐𝟐𝟐𝟐 seconds to travel on this portion of the track,
𝟒𝟒
which starts 𝟏𝟏𝟏𝟏 seconds into the ride.
a. Graph the height relative to the starting platform as a function of time over this time interval.
b. Explain the meaning of each parameter in the height function in terms of the situation.
The amplitude 𝟑𝟑 means that the height ranges vertically a total distance of 𝟔𝟔 feet. The graph completes one
cycle every 𝟖𝟖 seconds because the period is 𝟖𝟖. The phase shift of 𝟏𝟏𝟏𝟏 and the midline equation of 𝒚𝒚 = −𝟕𝟕
indicate that this car is 𝟕𝟕 feet below the platform after 𝟏𝟏𝟏𝟏 seconds, and at this point, the car is ascending.
5. Given the following function, use the parameters to formulate a real-world situation involving one dimension of
circular motion that could be modeled using this function. Explain how each parameter of the function relates to
your situation.
𝝅𝝅
𝒇𝒇(𝒙𝒙) = 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒙𝒙 − 𝟑𝟑)� + 𝟏𝟏𝟏𝟏
𝟖𝟖
Student scenarios will vary; however, 𝒇𝒇 should represent a horizontal or vertical distance from a reference point as a
point is in motion around a circle, and 𝒙𝒙 should be an amount of rotation or a time (assuming constant rotation
speed). The radius of the circle should be 𝟏𝟏𝟏𝟏. The object should rotate around the circle once every 𝟏𝟏𝟏𝟏 units. When
𝒙𝒙 = 𝟑𝟑, the object’s distance from the reference point should be 𝟏𝟏𝟏𝟏 units, and its distance from the reference point
should be increasing.

Cyclical Behavior
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 13: Tides, Sound Waves, and Stock Markets
Student Outcomes
 Students model cyclical phenomena from biological and physical science using trigonometric functions.
 Students understand that some periodic behavior is too complicated to be modeled by simple trigonometric
functions.
Lesson Notes
Together, the examples in the lesson help students see the ways in which some periodic data can be modeled by
sinusoidal functions. These examples offer students the opportunity to solve real-world problems (MP.1) to experience
ways in which modeling data with sinusoidal functions is valuable. Each example supports the main objective of
exploring the usefulness and limitations of sinusoidal functions using the most well-known contexts of such functions.
Throughout the lesson, students employ MP.4 in creating models of real-world contexts. Additionally, these models
offer opportunities to engage in MP.2, MP.5, and MP.6.
In Lessons 11 and 12, students found sinusoidal equations to model phenomena that were clearly periodic, such as the
height of a moving passenger car on a Ferris wheel. The focus of this lesson is on fitting a function to given data, as
specified by standard S-ID.B.6a. Students are asked to find functions that could be used to model data that appear to be
periodic in nature, requiring them to make multiple choices about approximating the amplitude, period, and midline of a
graph that approximates the data points. As a result, there are multiple correct responses based on how students
choose to model the data. Be sure to accept and discuss these different results because this is an important part of the
modeling process. If two students (or groups of students) create different formulas, that does not necessarily mean that
one of them made a mistake; they both could have created valid, though different, models.
There are many options for incorporating technology into this particular lesson. Graphing calculators or online graphing
programs such as Desmos can help students create a scatter plot very quickly. On a graphing calculator, students can
enter the data into lists, make a scatter plot, and then use the sinusoidal regression feature to determine the equation of
a function that fits the data. It is best to wait until Example 2 to use calculator regression to fit data with a sinusoidal
function, with students fitting the tidal data in Example 1 with a sinusoidal function by hand. To save time, preload the
data into the calculators, or have students enter the data on their own the night before. If students are using online
graphing tools such as Desmos, they can enter the data into a table, graph it, and then write the equation to check that it
corresponds to their graph. The teacher can also create scatter plots quickly in a spreadsheet. Depending on students’
familiarity with technology, this lesson may take more or less time than indicated.

Briefly review the text that begins this lesson by doing a close read. Have students read the section once independently
and then again as the teacher or a volunteer reads the passage aloud. While the passage is read aloud, have students
underline any important information, such as the meaning of the MLLW. Check for understanding of this term by asking
students to explain to a partner why the height at 9:46 a.m. on Wednesday was −0.02 feet and then having several
students report out briefly to the entire class.
Lesson 13: Tides, Sound Waves, and Stock Markets 229
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ALGEBRA II
The teacher may choose to allow students to use graphing technology to create their scatter plots. In any case, students
need access to graph paper for accurately recording a scatter plot. If working in small groups, each group could create
MP.5 the scatter plot on a piece of gridded chart paper as well. Watch carefully as students scale their graphs and translate
& the times from the table to the time since midnight on May 21. For example, the first time at 2:47 a.m. would be
MP.6 47
2+ ≈ 2.8 hours since midnight. Encourage students to discuss what would be an appropriate level of precision to
60
get an accurate representation of the tidal data. If groups make different decisions regarding precision of the time
measurement, then the teacher can highlight the slight differences in their graphs and functions at the end of Example 1.
Opening Exercise
Anyone who works on or around the ocean needs to have information about the changing tides to conduct their business
safely and effectively. People who go to the beach or out onto the ocean for recreational purposes also need information
about tides when planning their trip. The table below shows tide data for Montauk, NY, for May 21–22, 2014. The
heights reported in the table are relative to the Mean Lower Low Water (MLLW). The MLLW is the average height of the
lowest tide recorded at a tide station each day during the recording period. This reference point is used by the National
Oceanic and Atmospheric Administration (NOAA) for the purposes of reporting tidal data throughout the United States.
Each different tide station throughout the United States has its own MLLW. High and low tide levels are reported relative
to this number. Since it is an average, some low tide values can be negative. NOAA resets the MLLW values
approximately every 𝟐𝟐𝟐𝟐 years.
MONTAUK, NY, TIDE CHART
Date Day Time Height in Feet High/Low

2014/05/21 Wed. 02:47 a.m. 𝟐𝟐. 𝟒𝟒𝟒𝟒 H
2014/05/21 Wed. 09:46 a.m. −𝟎𝟎. 𝟎𝟎𝟎𝟎 L
2014/05/21 Wed. 03:31 p.m. 𝟐𝟐. 𝟑𝟑𝟑𝟑 H
2014/05/21 Wed. 10:20 p.m. 𝟎𝟎. 𝟐𝟐𝟐𝟐 L
2014/05/22 Thurs. 03:50 a.m. 𝟐𝟐. 𝟑𝟑𝟑𝟑 H
2014/05/22 Thurs. 10:41 a.m. 𝟎𝟎. 𝟎𝟎𝟎𝟎 L
2014/05/22 Thurs. 04:35 p.m. 𝟐𝟐. 𝟓𝟓𝟓𝟓 H
2014/05/22 Thurs. 11:23 p.m. 𝟎𝟎. 𝟐𝟐𝟐𝟐 L
a. Create a scatter plot of the data with the horizontal axis representing time since midnight on May 21 and the
vertical axis representing the height in feet relative to the MLLW.
Scaffolding:
For struggling students:
 Provide graph paper with
the axes and scales already
labeled.
 Model the process of
converting times in hours
and minutes to decimals.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. What type of function would best model this set of data? Explain your choice.
Even though the maximum points do not all have the same value, a sinusoidal function would best model this
data because the data repeat the pattern of high point, low point, high point, low point, over fairly regular
intervals of time—roughly every 𝟔𝟔 hours.
Example 1 (5 minutes): Write a Sinusoidal Function to Model a Set of Data

Tidal data do not lie perfectly on a sinusoidal curve, but the heights vary in a predictable pattern. The tidal data chosen
for this example appear to be very sinusoidal. Investigating tide charts (which often include graphical representations)
for different locations reveals a great deal of variation. Depending on the location where the height of the tide is
measured, the cycle of the moon, and the season, tides vary from one cycle to the next. The intent of the Opening
Exercise and this example is to use a sinusoidal function as a model for the tides and to recognize the limitations of this
type of model when students are presented with additional data.
Depending on their skill level, students can work through this problem in small groups, or the teacher can use a more
direct approach to demonstrate how to identify the key features of the graph of a sinusoid, which are used to determine
the parameters in the corresponding function. The difference between this example and previous examples is that the
data here are not perfect. Students have to make some decisions about where to place the midline, amplitude, and
period of the graph. If demonstrating this for the class, consider projecting an image of the scatter plot on a white
board, having a hand-drawn graph on the board, or working on a sheet of chart paper.
Example 1: Write a Sinusoidal Function to Model a Set of Data
a. On the scatter plot you created in the Opening Exercise, sketch the graph of a sinusoidal function that could
be used to model the data.
b. What are the midline, amplitude, and period of the graph?
Answers will vary depending on student graphs but should be close to those listed below.
Midline: 𝒚𝒚 = 𝟏𝟏. 𝟐𝟐𝟓𝟓
Amplitude: 𝟏𝟏. 𝟐𝟐𝟐𝟐
Period: 𝟏𝟏𝟏𝟏
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Estimate the horizontal distance between a point on the graph that crosses the midline and the vertical axis.
The distance is about 𝟏𝟏𝟏𝟏. 𝟓𝟓 hours.
d. Write a function of the form 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌 to model these data, where 𝒙𝒙 is the hours since
midnight on May 21, and 𝒇𝒇(𝒙𝒙) is the height in feet relative to the MLLW.
𝟐𝟐𝟐𝟐
𝒇𝒇(𝒙𝒙) = 𝟏𝟏. 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒙𝒙 − 𝟏𝟏𝟏𝟏. 𝟓𝟓)� + 𝟏𝟏. 𝟐𝟐𝟐𝟐.
𝟏𝟏𝟏𝟏
Use this brief discussion to clarify the relationship between the features on the graph and the parameters in the
2𝜋𝜋
sinusoidal function. Students likely struggle most with recalling that the period is not equal to 𝜔𝜔; rather, |𝜔𝜔| = ,
𝑃𝑃
where 𝑃𝑃 is the period of the function. Another difficulty is determining an appropriate value for ℎ. Since this is a
periodic function, several values would work; the simplest way is to select the first instance when the graph is near the
midline and increasing. Then, the value of ℎ represents a horizontal translation of the function when 𝐴𝐴 is even more
critical to allow students to fully process how the features of the graph and the parameters in the function are related.
 How do the answers to parts (b) and (c) relate to the parameters in the function you wrote?
 The length |𝐴𝐴| is the amplitude, 𝑦𝑦 = 𝑘𝑘 is the midline, ℎ is the distance the graph of 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥)�
MP.2
was translated horizontally, and 𝜔𝜔 is related to the frequency and period. The graph of 𝑓𝑓 is the image
of the graph of the sine function after a vertical scaling by the factor 𝐴𝐴 and horizontal scaling by a
1
factor and translating horizontally by ℎ and vertically by 𝑘𝑘 units.
𝜔𝜔
 How do parameters in the function relate to the tides at Montauk?
 The difference between the maximum value and minimum value of the function gives the fluctuation in
the tides. The maximum value is the height of the high tide, and the minimum value is the height of the
low tide relative to the MLLW. These height variations are less than 2.5 ft. If we take half of the period,
we can estimate the time between the high and low tides.
Give students an opportunity to respond to this exercise in small groups; then, have groups share their findings with the
whole class. Close this section of the lesson with a whole class discussion around the questions that appear below. Have
students discuss their responses with a partner before calling on one or two students to answer the questions with the
entire class. Students who are familiar with ocean tides may adapt more readily to the variation in tidal heights and
times. Encourage students to look up the data for the tides at Montauk on the day this lesson is taught to see how they
compare to the data given here.
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ALGEBRA II
Exercise 1
1. The graph of the tides at Montauk for the week of May 21–28 is shown below. How accurately does your model
predict the time and height of the high tide on May 28?
Source: http://tidesandcurrents.noaa.gov/
The maximum value of 𝒇𝒇 is 𝟐𝟐. 𝟓𝟓. The high tide on May 28 was almost 𝟑𝟑 feet above MLLW. The model is off by
approximately 𝟔𝟔 inches.
 Are tides an example of periodic phenomena? Why do you suppose this is true?
 Yes, to some degree, but they are not perfectly modeled by a sinusoidal function. Tides are influenced
by the moon’s gravitational field. Because the moon orbits Earth at a regular interval of time, the
influence of the moon on tidal heights would be periodic up to a point since there will be ongoing
variation in heights due to a wide variety of natural factors.
 What are the limitations of using a sinusoidal function to model the height of tides over a long period of time
at a particular location?
 At different times during the year, the height of a tide varies widely. Additionally, not all tides are
perfectly symmetric.
In the Exit Ticket, students examine tidal data near New Orleans, Louisiana. The data for one location has two different
maximum and minimum values, so they would definitely not be modeled by a sinusoidal function. Emphasize to
students that mathematical models that they create are often only valid for the set of data provided and may or may not
be good predictors of future or past behavior.
Example 2 (5 minutes): Digital Sampling of Sound

When someone hears a musical note, her ear drums are sensing pressure waves that are modeled by sinusoids, or
combinations of sinusoids. As the amplitude of the wave increases, the note sounds louder. As the frequency of the
wave increases (which means the period is decreasing), the pitch of the note increases. A pure tone of the note A has a
frequency of 440 Hz, which means the graph of the sinusoidal function that represents this pure tone would complete
2𝜋𝜋
440 cycles in one second. This function would have a period of seconds. If the sampling rate increases, the sound
440
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quality improves. To avoid distortion of the sound that is perceptible to the human ear, a sampling rate must be used
that is more than twice the frequency of the tone. If the resolution increases (represented by the vertical scaling), the
quality of the digital sample also improves. In reality, analog sounds are converted to digital sounds at a sampling rate of
thousands of times per second. A typical resolution is 16 bit, which means the difference between the highest and
lowest values are be divided into 216 equal sections, and the actual tone is assigned to the closest of those values at
each sampling point. This example is simplified, using a much lower sampling rate and resolution to allow students to
understand the concept and keep the total number of data points manageable.
Be sure to include at least part (a) of this example. If time permits, students can enter the two sets of data into a
graphing calculator and use the sinusoidal regression feature of the graphing calculator to create the function that fits
the sampled data points. Have students compare and contrast the actual parameters of the actual function graphed
below and the parameters in the models generated by their graphing calculator. Alternately, present the three
equations as directed below, and then ask students to compare those parameters to confirm or refute their conjectures
in part (a).
Example 2: Digital Sampling of Sound
When sound is recorded or transmitted electronically, the continuous waveform is sampled to convert it to a discrete
digital sequence. If the sampling rate (represented by the horizontal scaling) or the resolution (represented by the
vertical scaling) increases, the sound quality of the recording or transmission improves.
The data graphed below represent two different samples of a pure tone. One is sampled 𝟖𝟖 times per unit of time at a
𝟐𝟐-bit resolution (𝟒𝟒 equal intervals in the vertical direction), and the other is sampled 𝟏𝟏𝟏𝟏 times per unit of time at a 𝟒𝟒-bit
resolution (𝟖𝟖 equal intervals in the vertical direction).
a. Which sample points would produce a better model of the actual sound wave? Explain your reasoning.
Figure 1: Sampled times per unit of Figure 2: Sampled times per unit of time,
𝟏𝟏𝟏𝟏
𝟖𝟖
time, 𝟐𝟐-bit resolution. 𝟒𝟒-bit resolution.
You will get a better model with the sample points in Figure 2. If the function we use to model the data
passes through more data points on the original sound wave, the curve we use to fit the data will accurately
represent the original sound.
b. Find an equation for a function 𝒈𝒈 that models the pure tone sampled in Figure 1.
𝒈𝒈(𝒙𝒙) = 𝟖𝟖. 𝟔𝟔𝟔𝟔𝟔𝟔𝟔𝟔 𝐬𝐬𝐬𝐬𝐬𝐬(𝟎𝟎. 𝟓𝟓𝟓𝟓𝟓𝟓𝟓𝟓𝒙𝒙 − 𝟎𝟎. 𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖) + 𝟖𝟖. 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
c. Find an equation for a function 𝒉𝒉 that models the pure tone sampled in Figure 2.
𝒉𝒉(𝒙𝒙) = 𝟕𝟕. 𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖 𝐬𝐬𝐬𝐬𝐬𝐬(𝟎𝟎. 𝟒𝟒𝟒𝟒𝟒𝟒𝟒𝟒𝒙𝒙 − 𝟎𝟎. 𝟕𝟕𝟕𝟕𝟕𝟕𝟕𝟕) + 𝟕𝟕. 𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖
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If students do not create the models based on the data points due to time constraints, you can share the actual
sinusoidal function 𝑓𝑓(𝑥𝑥) = 8 sin�0.5(𝑥𝑥 − 1.5)� + 8 and the models for each case with the class and have them compare
and contrast the parameters in each function. If time permits, students can graph all three functions to visually illustrate
the differences and begin to understand why a digital sample is not exactly the same as the pure tone. Note that making
use of available technology to create sinusoidal functions to fit the data and to graph the functions greatly affects the
timing of this lesson.

In these exercises, students explore data that could be modeled by the sum of two functions and are asked to consider
what happens to the validity of this model over a longer time period. These data lie on a curve that shows the
characteristic oscillation of a sinusoidal function but also model the historic trend that stock prices increase over time.
Given the financial crisis in 2008 and the Great Recession, even an algebraic function that takes into account steady
increases over time would not accurately predict future stock values during that time period. As you debrief these
questions, take time to again reinforce that models have limitations, especially when many factors are contributing to
the variability of the quantities involved in any given situation. Note that these are actual data from MSFT (Microsoft)
stock.
Exercises 2–6
Stock prices have historically increased over time, but they also vary in a cyclical fashion. Create a scatter plot of the data
for the monthly stock price for a 𝟏𝟏𝟏𝟏-month time period since January 1, 2003.
Months Since Price at Close

Jan. 1, 2003 in dollars
𝟎𝟎 𝟐𝟐𝟐𝟐. 𝟐𝟐𝟐𝟐
𝟏𝟏 𝟏𝟏𝟏𝟏. 𝟒𝟒𝟒𝟒
𝟐𝟐 𝟏𝟏𝟏𝟏. 𝟐𝟐𝟐𝟐
𝟑𝟑 𝟏𝟏𝟏𝟏. 𝟏𝟏𝟏𝟏
𝟒𝟒 𝟏𝟏𝟏𝟏. 𝟐𝟐𝟐𝟐
𝟓𝟓 𝟐𝟐𝟐𝟐. 𝟗𝟗𝟗𝟗
𝟔𝟔 𝟐𝟐𝟐𝟐. 𝟖𝟖𝟖𝟖
𝟕𝟕 𝟐𝟐𝟐𝟐. 𝟎𝟎𝟎𝟎
𝟖𝟖 𝟐𝟐𝟐𝟐. 𝟑𝟑𝟑𝟑
𝟗𝟗 𝟐𝟐𝟐𝟐. 𝟓𝟓𝟓𝟓
𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐. 𝟗𝟗𝟗𝟗
𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐. 𝟖𝟖𝟖𝟖
𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐. 𝟓𝟓𝟓𝟓
𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐. 𝟔𝟔𝟔𝟔
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏. 𝟖𝟖𝟖𝟖
2. Would a sinusoidal function be an appropriate model for these data? Explain your reasoning.
A sinusoidal function would not be appropriate because the data are trending upward as time passes.
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We can model the slight upward trend in these data with the linear function 𝒇𝒇(𝒙𝒙) = 𝟏𝟏𝟏𝟏. 𝟓𝟓 + 𝟎𝟎. 𝟏𝟏𝟏𝟏𝟏𝟏.
If we add a sinusoidal function to this linear function, we can model these data with an algebraic function that displays an
upward trend but also varies in a cyclical fashion.
3. Find a sinusoidal function, 𝒈𝒈, that when added to the linear function, 𝒇𝒇, models these data.
𝟐𝟐𝟐𝟐
𝒈𝒈(𝒙𝒙) = 𝟏𝟏. 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒙𝒙 − 𝟒𝟒)� (Student answers may vary.)
𝟓𝟓.𝟓𝟓
4. Let 𝑺𝑺 be the stock price function that is the sum of the linear function listed above and the sinusoidal function in
Exercise 3.
𝑺𝑺(𝒙𝒙) = .
𝟐𝟐𝟐𝟐
𝑺𝑺(𝒙𝒙) = 𝟏𝟏𝟏𝟏. 𝟓𝟓 + 𝟎𝟎. 𝟏𝟏𝟏𝟏𝟏𝟏 + 𝟏𝟏. 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬 � (𝒙𝒙 − 𝟒𝟒)�
𝟓𝟓. 𝟓𝟓
5. Add the graph of this function to your scatter plot. How well does it appear to fit the data?
The scatter plot with the function 𝑺𝑺 is shown below for the first 𝟏𝟏𝟏𝟏 months. In general, it appears to model these
data, but there are a few outliers such as the stock value two months after data were reported.
After students complete Exercises 2–5, share the extended graph of the data with them and have them respond in small
groups to the last exercise. Conclude by briefly discussing the financial crisis in 2008–2009. Have students who are
interested plot the additional data and compare the price their model would predict to the value of the stock in 2013.
This particular stock recovered quite well from the financial crisis. Additional data are provided below for students
wishing to extend their work on this problem.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Months Adjusted Months Adjusted

Since Jan. Price at Since Jan. Price at
2003 Close ($) Date 2003 Close ($) Date
119 36.87 12/2/2013 95 24.15 12/1/2011
118 37.58 11/1/2013 94 23.80 11/1/2011
117 34.64 10/1/2013 93 24.59 10/3/2011
116 32.55 9/3/2013 92 22.98 9/1/2011
115 32.67 8/1/2013 91 24.56 8/1/2011
114 30.93 7/1/2013 90 25.14 7/1/2011
113 33.55 6/3/2013 89 23.86 6/1/2011
112 33.90 5/1/2013 88 22.95 5/2/2011
111 31.93 4/1/2013 87 23.63 4/1/2011
110 27.60 3/1/2013 86 23.15 3/1/2011
109 26.82 2/1/2013 85 24.23 2/1/2011
108 26.26 1/2/2013 84 25.13 1/3/2011
107 25.55 12/3/2012 83 25.29 12/1/2010
106 25.47 11/1/2012 82 22.89 11/1/2010
105 27.08 10/1/2012 81 24.02 10/1/2010
104 28.24 9/4/2012 80 22.06 9/1/2010
103 29.24 8/1/2012 79 21.14 8/2/2010
102 27.78 7/2/2012 78 23.12 7/1/2010
101 28.83 6/1/2012 77 20.62 6/1/2010
100 27.51 5/1/2012 76 23.12 5/3/2010
99 29.99 4/2/2012 75 27.24 4/1/2010
98 30.21 3/1/2012 74 26.12 3/1/2010
97 29.72 2/1/2012 73 25.57 2/1/2010
96 27.47 1/3/2012 72 25.02 1/4/2010
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ALGEBRA II
Adjusted Adjusted
Months Since Price at Close Months Since Price at Close
Jan. 2003 ($) Date Jan. 2003 ($) Date
71 27.06 12/1/2009 42 24.52 7/2/2007
70 26.11 11/2/2009 41 24.93 6/1/2007
69 24.51 10/1/2009 40 25.96 5/1/2007
68 22.73 9/1/2009 39 25.25 4/2/2007
67 21.79 8/3/2009 38 23.5 3/1/2007
66 20.67 7/1/2009 37 23.75 2/1/2007
65 20.89 6/1/2009 36 25.93 1/3/2007
64 18.36 5/1/2009 35 25.09 12/1/2006
63 17.69 4/1/2009 34 24.67 11/1/2006
62 16.04 3/2/2009 33 24.04 10/2/2006
61 14.11 2/2/2009 32 22.90 9/1/2006
60 14.83 1/2/2009 31 21.52 8/1/2006
59 16.86 12/1/2008 30 20.07 7/3/2006
58 17.54 11/3/2008 29 19.44 6/1/2006
57 19.24 10/1/2008 28 18.90 5/1/2006
56 23.00 9/2/2008 27 20.07 4/3/2006
55 23.51 8/1/2008 26 22.61 3/1/2006
54 22.07 7/1/2008 25 22.33 2/1/2006
53 23.61 6/2/2008 24 23.32 1/3/2006
52 24.30 5/1/2008 23 21.66 12/1/2005
51 24.39 4/1/2008 22 22.93 11/1/2005
50 24.27 3/3/2008 21 21.23 10/3/2005
49 23.26 2/1/2008 20 21.25 9/1/2005
48 27.77 1/2/2008 19 22.61 8/1/2005
47 30.32 12/3/2007 18 21.09 7/1/2005
46 28.62 11/1/2007 17 20.45 6/1/2005
45 31.25 10/1/2007 16 21.25 5/2/2005
44 25.01 9/4/2007 15 20.77 4/1/2005
43 24.39 8/1/2007
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ALGEBRA II
6. Here is a graph of the same stock through December 2009.
35
Adjusted Price at Close ($) 30
25
20 June 2008
Mar. 2005 $23.26
15 $19.84
Feb. 2009
10 $14.11
5
0
0 10 20 30 40 50 60 70
Months Since January 2004
a. Will your model do a good job of predicting stock values past the year 2005?
It will not do a very good job of predicting the value of the stock because it rises sharply and then plummets
before starting to rise in price after a low in 2009.
b. What event occurred in 2008 to account for the sharp decline in the value of stocks?
There was a financial crisis in the stock markets that marked the start of a recession.
c. What are the limitations of using any function to make predictions regarding the value of a stock at some
point in the future?
There are many variables that can affect the price of a stock. A function that is based only on time will be
limited in its ability to predict future events during unforeseen circumstances.
Closing (5 minutes)
Use the discussion questions to close this lesson. Have students respond individually or share with a partner before
discussing them as a whole class. These questions offer an opportunity to determine whether students understand the
benefits as well as the inherent limitations of using mathematical functions to represent real-world situations.
 How confident are you that mathematical models can help us make predictions about future values of a
particular quantity?
 When creating a function to represent a data set, what are some of the limitations in using this function?
 Mathematical models are used frequently to represent real-world situations like these. Even given the
limitations, why would scientists and economists find it useful to have a function to represent the relationship
between the data they are studying?
Finally, ask students to summarize the important parts of the lesson, either in writing, to a partner, or as a class. Use this
as an opportunity to informally assess understanding of the lesson. The following are some important summary
elements.
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ALGEBRA II
Lesson Summary
Periodic data can be modeled with either a sine or a cosine function by extrapolating values of the parameters 𝑨𝑨,
𝝎𝝎, 𝒉𝒉, and 𝒌𝒌 from the data and defining a function 𝒇𝒇(𝒕𝒕) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒕𝒕 − 𝒉𝒉)� + 𝒌𝒌 or 𝒈𝒈(𝒕𝒕) = 𝑨𝑨 𝐜𝐜𝐜𝐜𝐜𝐜�𝝎𝝎(𝒕𝒕 − 𝒉𝒉)� + 𝒌𝒌 , as
appropriate.
Sine or cosine functions may not perfectly fit most data sets from actual measurements; therefore, there are often
multiple functions used to model a data set.
If possible, plot the data together with the function that appears to fit the graph. If it is not a good fit, adjust the
model and try again.
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Name Date
Lesson 13: Tides, Sound Waves, and Stock Markets
Exit Ticket
Tidal data for New Canal Station, located on the shore of Lake Pontchartrain, LA, and Lake Charles, LA, are shown below.
New Canal Station on Lake Pontchartrain, LA, Tide Chart
Date Day Time Height High/Low
2014/05/28 Wed. 07:22 a.m. 0.12 L
2014/05/28 Wed. 07:11 p.m. 0.53 H
2014/05/29 Thurs. 07:51 a.m. 0.11 L
2014/05/29 Thurs. 07:58 p.m. 0.53 H
Lake Charles, LA, Tide Chart

2014/05/28 Wed. 02:20 a.m. −0.05 L
2014/05/28 Wed. 10:00 a.m. 1.30 H
2014/05/28 Wed. 03:36 p.m. 0.98 L
2014/05/28 Wed. 07:05 p.m. 1.11 H
2014/05/29 Thurs. 02:53 a.m. −0.06 L
2014/05/29 Thurs. 10:44 a.m. 1.31 H
2014/05/29 Thurs. 04:23 p.m. 1.00 L
2014/05/29 Thurs. 07:37 p.m. 1.10 H
1. Would a sinusoidal function of the form 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘 be appropriate to model the given data for
each location? Explain your reasoning.
2. Write a sinusoidal function to model the data for New Canal Station.
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Tidal data for New Canal Station, located on the shore of Lake Pontchartrain, LA, and Lake Charles, LA, are shown below.
New Canal Station on Lake Pontchartrain, LA, Tide Chart

2014/05/28 Wed. 07:22 a.m. 𝟎𝟎. 𝟏𝟏𝟏𝟏 L
2014/05/28 Wed. 07:11 p.m. 𝟎𝟎. 𝟓𝟓𝟓𝟓 H
2014/05/29 Thurs. 07:51 a.m. 𝟎𝟎. 𝟏𝟏𝟏𝟏 L
2014/05/29 Thurs. 07:58 p.m. 𝟎𝟎. 𝟓𝟓𝟓𝟓 H
Lake Charles, LA, Tide Chart

2014/05/28 Wed. 02:20 a.m. −𝟎𝟎. 𝟎𝟎𝟎𝟎 L
2014/05/28 Wed. 10:00 a.m. 𝟏𝟏. 𝟑𝟑𝟑𝟑 H
2014/05/28 Wed. 03:36 p.m. 𝟎𝟎. 𝟗𝟗𝟗𝟗 L
2014/05/28 Wed. 07:05 p.m. 𝟏𝟏. 𝟏𝟏𝟏𝟏 H
2014/05/29 Thurs. 02:53 a.m. −𝟎𝟎. 𝟎𝟎𝟎𝟎 L
2014/05/29 Thurs. 10:44 a.m. 𝟏𝟏. 𝟑𝟑𝟑𝟑 H
2014/05/29 Thurs. 04:23 p.m. 𝟏𝟏. 𝟎𝟎𝟎𝟎 L
2014/05/29 Thurs. 07:37 p.m. 𝟏𝟏. 𝟏𝟏𝟏𝟏 H
1. Would a sinusoidal function of the form 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐬𝐬𝐬𝐬𝐬𝐬�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌 be appropriate to model the given data for
each location? Explain your reasoning.
The data for New Canal Station could be modeled with a sinusoidal function, but the other data would not work very
well since there appear to be two different low tide values that vary by approximately a foot.
2. Write a sinusoidal function to model the data for New Canal Station.
(𝟎𝟎.𝟓𝟓𝟓𝟓−𝟎𝟎.𝟏𝟏𝟏𝟏𝟏𝟏)
The amplitude is = 𝟎𝟎. 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐. The period appears to be approximately 𝟐𝟐𝟐𝟐. 𝟓𝟓 hours. The value of 𝒌𝒌
𝟐𝟐
𝟎𝟎.𝟓𝟓𝟓𝟓+𝟎𝟎.𝟏𝟏𝟏𝟏𝟏𝟏
that determines the midline is = 𝟎𝟎. 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑. Since the graph starts at its lowest value at 7:22 a.m., use a
𝟐𝟐
negative cosine function with a horizontal shift of approximately 𝟕𝟕. 𝟒𝟒.
𝟐𝟐𝟐𝟐
𝒇𝒇(𝒙𝒙) = −𝟎𝟎. 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜 � (𝒙𝒙 − 𝟕𝟕. 𝟒𝟒)� + 𝟎𝟎. 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
𝟐𝟐𝟐𝟐. 𝟓𝟓
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Find equations of both a sine function and a cosine function that could each represent the graph given below.
𝒚𝒚 = 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝒙𝒙)
𝒚𝒚 = 𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜�𝟐𝟐(𝒙𝒙 + 𝝅𝝅)�
2. Find equations of both a sine function and a cosine function that could each represent the graph given below.
𝒚𝒚 = 𝟎𝟎. 𝟓𝟓 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑) + 𝟐𝟐
𝝅𝝅
𝒚𝒚 = 𝟎𝟎. 𝟓𝟓 𝐬𝐬𝐬𝐬𝐬𝐬 �𝟑𝟑 �𝒙𝒙 − �� + 𝟐𝟐
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. Rapidly vibrating objects send pressure waves through the air that are detected by our ears and then interpreted by
our brains as sound. Our brains analyze the amplitude and frequency of these pressure waves.
A speaker usually consists of a paper cone attached to an electromagnet. By sending an oscillating electric current
through the electromagnet, the paper cone can be made to vibrate. By adjusting the current, the amplitude and
frequency of vibrations can be controlled.
The following graph shows the pressure intensity (𝑰𝑰) as a function of time (𝒙𝒙), in seconds, of the pressure waves
emitted by a speaker set to produce a single pure tone.
a. Does it seem more natural to use a sine or a cosine function to fit to this graph?
Either a sine or a cosine function could be used, but since the graph passes through the origin, it is natural to
use a sine function.
b. Find the equation of a trigonometric function that fits this graph.
Reading from the graph, we have 𝑨𝑨 = 𝟏𝟏, 𝒉𝒉 = 𝟎𝟎, 𝒌𝒌 = 𝟎𝟎, and 𝟐𝟐𝟐𝟐 ≈ 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 (because the graph has an
𝟐𝟐𝟐𝟐
𝒙𝒙-intercept at approximately 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 after two full periods). Then, 𝒑𝒑 ≈ 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎, so 𝝎𝝎 = gives
𝒑𝒑
𝝎𝝎 ≈ 𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖. Thus, an equation that models the graph presented here is 𝑰𝑰(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖𝟖).
4. Suppose that the following table represents the average monthly ambient air temperature, in degrees Fahrenheit, in
some subterranean caverns in southeast Australia for each of the twelve months in a year. We wish to model these
data with a trigonometric function. (Notice that the seasons are reversed in the Southern Hemisphere, so January is
in summer, and July is in winter.)
Month Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.
°𝐅𝐅 𝟔𝟔𝟔𝟔. 𝟎𝟎𝟎𝟎 𝟔𝟔𝟔𝟔. 𝟐𝟐𝟐𝟐 𝟔𝟔𝟔𝟔. 𝟖𝟖𝟖𝟖 𝟓𝟓𝟓𝟓. 𝟗𝟗𝟗𝟗 𝟓𝟓𝟓𝟓. 𝟔𝟔𝟔𝟔 𝟓𝟓𝟓𝟓. 𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒. 𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒. 𝟖𝟖𝟖𝟖 𝟓𝟓𝟓𝟓. 𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓. 𝟐𝟐𝟐𝟐 𝟓𝟓𝟓𝟓. 𝟏𝟏𝟏𝟏 𝟔𝟔𝟔𝟔. 𝟓𝟓𝟓𝟓
a. Does it seem reasonable to assume that these data, if extended beyond one year, should be roughly periodic?
Yes
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. What seems to be the amplitude of the data?
There are a number of ways to approximate the amplitude. We can simply take half of the difference of the
highest and lowest temperatures, or we can take half of the difference of the highest temperature and the
one six months later (or half of the difference of the lowest temperature and the one that is six months
earlier). The highest temperature is 𝟔𝟔𝟔𝟔. 𝟐𝟐𝟐𝟐°𝐅𝐅; the lowest temperature is 𝟒𝟒𝟒𝟒. 𝟖𝟖𝟖𝟖°𝐅𝐅. Using these temperatures,
𝟔𝟔𝟔𝟔.𝟐𝟐𝟐𝟐°𝐅𝐅−𝟒𝟒𝟒𝟒.𝟏𝟏𝟏𝟏°𝐅𝐅
we approximate the amplitude to be = 𝟕𝟕. 𝟓𝟓𝟓𝟓°𝐅𝐅.
𝟐𝟐
c. What seems to be the midline of the data (equation of the line through the middle of the graph)?
The average of 𝟔𝟔𝟔𝟔. 𝟐𝟐𝟐𝟐°𝐅𝐅 and 𝟒𝟒𝟒𝟒. 𝟏𝟏𝟏𝟏°𝐅𝐅 six months later is 𝟓𝟓𝟓𝟓. 𝟔𝟔𝟔𝟔. Thus, the midline would be 𝒚𝒚 = 𝟓𝟓𝟓𝟓. 𝟔𝟔𝟔𝟔; so,
we have 𝒌𝒌 = 𝟓𝟓𝟓𝟓. 𝟔𝟔𝟔𝟔.
d. Would it be easier to use sine or cosine to model these data?
Cosine would be easier because we can pinpoint a peak of the function more easily than where it should cross
the midline.
e. What is a reasonable approximation for the horizontal shift?
It appears that the peak of the function would be between January and February, so let’s use 𝒉𝒉 = 𝟏𝟏. 𝟓𝟓 for the
horizontal shift. (This assumes that we have labeled January as month 1 and February as month 2.)
f. Write an equation for a function that could fit these data.
𝟐𝟐𝝅𝝅
𝑭𝑭(𝒙𝒙) = 𝟕𝟕. 𝟓𝟓𝟓𝟓 𝐜𝐜𝐜𝐜𝐜𝐜 � (𝒙𝒙 − 𝟏𝟏. 𝟓𝟓)� + 𝟓𝟓𝟓𝟓. 𝟔𝟔𝟔𝟔
𝟏𝟏𝟏𝟏
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
5. The table below provides data for the number of daylight hours as a function of day of the year, where day 1
represents January 1. Graph the data and determine if they could be represented by a sinusoidal function. If they
can, determine the period, amplitude, and midline of the function, and find an equation for a function that models
the data.
Day of Year 𝟎𝟎 𝟓𝟓𝟓𝟓 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑
Hours 𝟒𝟒. 𝟎𝟎 𝟕𝟕. 𝟗𝟗 𝟏𝟏𝟏𝟏. 𝟗𝟗 𝟏𝟏𝟏𝟏. 𝟗𝟗 𝟐𝟐𝟐𝟐. 𝟓𝟓 𝟏𝟏𝟏𝟏. 𝟓𝟓 𝟏𝟏𝟏𝟏. 𝟎𝟎 𝟕𝟕. 𝟏𝟏 𝟑𝟑. 𝟔𝟔
The data appear sinusoidal, and the easiest function to model them with is a cosine function. The period would be
𝟐𝟐𝟐𝟐 1
𝟑𝟑𝟑𝟑𝟑𝟑 days, so the frequency would be 𝝎𝝎 = ≈ 𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎. The amplitude is (𝟐𝟐𝟐𝟐. 𝟓𝟓 − 𝟑𝟑. 𝟔𝟔) = 𝟖𝟖. 𝟒𝟒𝟒𝟒, and the
𝟑𝟑𝟑𝟑𝟑𝟑 𝟐𝟐
𝟏𝟏
midline is 𝒚𝒚 = 𝒌𝒌, where 𝒌𝒌 = (𝟐𝟐𝟐𝟐. 𝟓𝟓 + 𝟑𝟑. 𝟔𝟔) = 𝟏𝟏𝟏𝟏. 𝟎𝟎𝟎𝟎. We want the highest value at the peak, so the horizontal
𝟐𝟐
shift is 𝟏𝟏𝟏𝟏𝟏𝟏.
𝑯𝑯 = 𝟖𝟖. 𝟓𝟓 𝐜𝐜𝐜𝐜𝐜𝐜�𝟎𝟎. 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 – 𝟏𝟏𝟏𝟏𝟏𝟏� + 𝟏𝟏𝟏𝟏. 𝟎𝟎𝟎𝟎.
6. The function graphed below is 𝒚𝒚 = 𝒙𝒙𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙). Blake says, “The function repeats on a fixed interval, so it must be a
sinusoidal function.” Respond to his argument.
MP.3
While the equation for the function includes a sine function within it, the function itself is not a sinusoidal function.
It does not have a constant amplitude or midline, though it does appear to become zero at fixed increments; it does
not have a period because the function values do not repeat. Thus, it is not a periodic function and is not sinusoidal.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 14: Graphing the Tangent Function
Student Outcomes
 Students graph the tangent function.
 Students use the unit circle to express the values of the tangent function for 𝜋𝜋 − 𝑥𝑥, 𝜋𝜋 + 𝑥𝑥, and 2𝜋𝜋 − 𝑥𝑥 in terms
of tan(𝑥𝑥), where 𝑥𝑥 is any real number in the domain of the tangent function.
Lesson Notes
Working in groups, students prepare graphs of separate branches of the tangent function, combining them into a single
graph. In this way, the periodicity of the tangent function becomes apparent. The slope interpretation of the tangent
function is then recalled from Lesson 6 and used to develop trigonometric identities involving the tangent function.
Continue to emphasize to students that a trigonometric identity consists of a statement that two functions are equal and
a specification of a domain on which the statement is valid. That is, the statement “tan(𝑥𝑥 + 𝜋𝜋) = tan(𝑥𝑥)” is not an
𝜋𝜋
identity, but the statement “tan(𝑥𝑥 + 𝜋𝜋) = tan(𝑥𝑥), for 𝑥𝑥 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘” is an identity. This lesson uses both
2
𝑥𝑥 and 𝜃𝜃 to represent the independent variables of the tangent function; 𝜃𝜃 is used when working with a circle and 𝑥𝑥 when
working in the 𝑥𝑥𝑥𝑥-plane.
Classwork
Opening (3 minutes)
In Lessons 6 and 7, the tangent function was introduced as a function of a number of degrees of rotation. Hold a quick
discussion about how students are now using radians for the independent variable of the tangent function just as they
do for the sine and cosine functions, and discuss how that changes the domain of the tangent function from
𝜋𝜋
{𝜃𝜃 ∈ ℝ | 𝜃𝜃 ≠ 90 + 180𝑘𝑘, for all integers 𝑘𝑘} to {𝜃𝜃 ∈ ℝ | 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘}.
2
sin(𝑥𝑥)
Take the opportunity to recall the working definition of the tangent function: tan(𝑥𝑥) = for cos(𝑥𝑥) ≠ 0. In this
cos(𝑥𝑥)
lesson, students also use the slope interpretation of the tangent function from Lesson 6, so remind them that tan(𝜃𝜃) is
the value of the slope of the line through the terminal ray after being rotated by 𝜃𝜃 radians.
TANGENT FUNCTION: The tangent function,

𝜋𝜋
tan: {𝜃𝜃 ∈ ℝ | 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘} → ℝ,
2
can be defined as follows: Let 𝜃𝜃 be any real number such that
𝜋𝜋
𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘. In the Cartesian plane, rotate the
2
initial ray by 𝜃𝜃 radians about the origin. Intersect the resulting
terminal ray with the unit circle to get a point (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ). The
𝑦𝑦𝜃𝜃
value of tan(𝜃𝜃) is .
𝑥𝑥𝜃𝜃
sin(𝜃𝜃) 𝜋𝜋
Thus, tan(𝜃𝜃) = for all 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
cos(𝜃𝜃) 2
Lesson 14: Graphing the Tangent Function 247
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Have students express their understanding of the tangent function definition in their own
words and discuss how to find a few specific values of the tangent function, for instance, Scaffolding:
𝜋𝜋 𝜋𝜋  Consider demonstrating
tan � � and tan � �, to ensure understanding before continuing.
4 3
Exercise 1 for the interval
𝜋𝜋 𝜋𝜋
�− , �. Alternatively,
2 2
Exploratory Challenge 1/Exercises 1–5 (10 minutes) consider giving this interval to
a group that may struggle.
Break the class into eight groups, and hand out one copy of the axes at the end of this
lesson to each group. Each group is assigned one interval  Ask students who are working
5𝜋𝜋 3𝜋𝜋 3𝜋𝜋 𝜋𝜋 𝜋𝜋 𝜋𝜋 𝜋𝜋 3𝜋𝜋 3𝜋𝜋 5𝜋𝜋 above grade level, “How do
… , �− , − � , �− , − � , �− , � , � , � , � , � , … you think these intervals were
2 2 2 2 2 2 2 2 2 2
chosen?”
and uses a calculator to generate approximate values of the tangent function in the tables Discuss other possibilities such
below. Each group creates a graph of a portion of the tangent function on their set of axes 𝜋𝜋
using bold markers if possible. Affix each group’s graph on the board so that students can as [0, 𝜋𝜋), excluding .
2
see multiple branches of the tangent function at once.
Exploratory Challenge1/Exercises 1–5
1. Use your calculator to calculate each value of 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) to two decimal places in the table for your group.
Group 1 Group 2 Group 3 Group 4
𝝅𝝅 𝝅𝝅 𝝅𝝅 𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑 𝝅𝝅 𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓
�− , � � , � �− ,− � � , �
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑
− −𝟕𝟕. 𝟔𝟔𝟔𝟔 −𝟕𝟕. 𝟔𝟔𝟔𝟔 − −𝟕𝟕. 𝟔𝟔𝟔𝟔 −𝟕𝟕. 𝟔𝟔𝟔𝟔
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
𝟓𝟓𝟓𝟓 𝟕𝟕𝟕𝟕 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
− −𝟑𝟑. 𝟕𝟕𝟕𝟕 −𝟑𝟑. 𝟕𝟕𝟕𝟕 − −𝟑𝟑. 𝟕𝟕𝟕𝟕 −𝟑𝟑. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟒𝟒𝟒𝟒 𝟖𝟖𝟖𝟖 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
− −𝟏𝟏. 𝟕𝟕𝟕𝟕 −𝟏𝟏. 𝟕𝟕𝟕𝟕 − −𝟏𝟏. 𝟕𝟕𝟕𝟕 −𝟏𝟏. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟑𝟑𝟑𝟑 𝟗𝟗𝟗𝟗 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
− −𝟏𝟏. 𝟎𝟎𝟎𝟎 −𝟏𝟏. 𝟎𝟎𝟎𝟎 − −𝟏𝟏. 𝟎𝟎𝟎𝟎 −𝟏𝟏. 𝟎𝟎𝟎𝟎
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
− −𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟎𝟎. 𝟓𝟓𝟓𝟓 − −𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟎𝟎. 𝟓𝟓𝟓𝟓
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝝅𝝅 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
− −𝟎𝟎. 𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟐𝟐𝟐𝟐 − −𝟎𝟎. 𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟎𝟎 𝟎𝟎. 𝟎𝟎𝟎𝟎 𝝅𝝅 𝟎𝟎. 𝟎𝟎𝟎𝟎 −𝝅𝝅 𝟎𝟎. 𝟎𝟎𝟎𝟎 𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟎𝟎𝟎𝟎
𝝅𝝅 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟎𝟎. 𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟐𝟐𝟐𝟐 − 𝟎𝟎. 𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐
𝟎𝟎. 𝟓𝟓𝟓𝟓 𝟎𝟎. 𝟓𝟓𝟓𝟓 − 𝟎𝟎. 𝟓𝟓𝟓𝟓 𝟎𝟎. 𝟓𝟓𝟓𝟓
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟗𝟗𝟗𝟗 𝟐𝟐𝟐𝟐𝟐𝟐
𝟏𝟏. 𝟎𝟎𝟎𝟎 𝟏𝟏. 𝟎𝟎𝟎𝟎 − 𝟏𝟏. 𝟎𝟎𝟎𝟎 𝟏𝟏. 𝟎𝟎𝟎𝟎
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟒𝟒𝟒𝟒 𝟏𝟏𝟏𝟏𝟏𝟏 𝟖𝟖𝟖𝟖 𝟐𝟐𝟐𝟐𝟐𝟐
𝟏𝟏. 𝟕𝟕𝟕𝟕 𝟏𝟏. 𝟕𝟕𝟕𝟕 − 𝟏𝟏. 𝟕𝟕𝟕𝟕 𝟏𝟏. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟓𝟓𝟓𝟓 𝟏𝟏𝟏𝟏𝟏𝟏 𝟕𝟕𝟕𝟕 𝟐𝟐𝟐𝟐𝟐𝟐
𝟑𝟑. 𝟕𝟕𝟕𝟕 𝟑𝟑. 𝟕𝟕𝟕𝟕 − 𝟑𝟑. 𝟕𝟕𝟕𝟕 𝟑𝟑. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟓𝟓𝟓𝟓𝟓𝟓
𝟕𝟕. 𝟔𝟔𝟔𝟔 𝟕𝟕. 𝟔𝟔𝟔𝟔 − 𝟕𝟕. 𝟔𝟔𝟔𝟔 𝟕𝟕. 𝟔𝟔𝟔𝟔
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Group 5 Group 6 Group 7 Group 8

𝟓𝟓𝟓𝟓 𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓 𝟕𝟕𝟕𝟕 𝟕𝟕𝟕𝟕 𝟓𝟓𝟓𝟓 𝟕𝟕𝟕𝟕 𝟗𝟗𝟗𝟗
�− ,− � � , � �− ,− � � , �
𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝒙𝒙 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
𝟓𝟓𝟓𝟓𝟓𝟓 𝟔𝟔𝟔𝟔𝟔𝟔 𝟖𝟖𝟖𝟖𝟖𝟖 𝟑𝟑𝟑𝟑𝟑𝟑
− −𝟕𝟕. 𝟔𝟔𝟔𝟔 −𝟕𝟕. 𝟔𝟔𝟔𝟔 − −𝟕𝟕. 𝟔𝟔𝟔𝟔 −𝟕𝟕. 𝟔𝟔𝟔𝟔
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒𝟒𝟒 𝟒𝟒𝟒𝟒𝟒𝟒
− −𝟑𝟑. 𝟕𝟕𝟕𝟕 −𝟑𝟑. 𝟕𝟕𝟕𝟕 − −𝟑𝟑. 𝟕𝟕𝟕𝟕 −𝟑𝟑. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒𝟒𝟒 𝟒𝟒𝟒𝟒𝟒𝟒
− −𝟏𝟏. 𝟕𝟕𝟕𝟕 −𝟏𝟏. 𝟕𝟕𝟕𝟕 − −𝟏𝟏. 𝟕𝟕𝟕𝟕 −𝟏𝟏. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒𝟒𝟒
− −𝟏𝟏. 𝟎𝟎𝟎𝟎 −𝟏𝟏. 𝟎𝟎𝟎𝟎 − −𝟏𝟏. 𝟎𝟎𝟎𝟎 −𝟏𝟏. 𝟎𝟎𝟎𝟎
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒𝟒𝟒
− −𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟎𝟎. 𝟓𝟓𝟓𝟓 − −𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟎𝟎. 𝟓𝟓𝟓𝟓
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒𝟒𝟒
− −𝟎𝟎. 𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟐𝟐𝟐𝟐 − −𝟎𝟎. 𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
−𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟎𝟎𝟎𝟎 𝟑𝟑𝟑𝟑 𝟎𝟎. 𝟎𝟎𝟎𝟎 −𝟑𝟑𝟑𝟑 𝟎𝟎. 𝟎𝟎𝟎𝟎 𝟒𝟒𝟒𝟒 𝟎𝟎. 𝟎𝟎𝟎𝟎
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟒𝟒𝟒𝟒𝟒𝟒

− 𝟎𝟎. 𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟐𝟐𝟐𝟐 − 𝟎𝟎. 𝟐𝟐𝟐𝟐 𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓𝟓𝟓
− 𝟎𝟎. 𝟓𝟓𝟓𝟓 𝟎𝟎. 𝟓𝟓𝟓𝟓 − 𝟎𝟎. 𝟓𝟓𝟓𝟓 𝟎𝟎. 𝟓𝟓𝟓𝟓
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓𝟓𝟓
− 𝟏𝟏. 𝟎𝟎𝟎𝟎 𝟏𝟏. 𝟎𝟎𝟎𝟎 − 𝟏𝟏. 𝟎𝟎𝟎𝟎 𝟏𝟏. 𝟎𝟎𝟎𝟎
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟐𝟐 𝟒𝟒𝟒𝟒𝟒𝟒 𝟑𝟑𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓𝟓𝟓
− 𝟏𝟏. 𝟕𝟕𝟕𝟕 𝟏𝟏. 𝟕𝟕𝟕𝟕 − 𝟏𝟏. 𝟕𝟕𝟕𝟕 𝟏𝟏. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏𝟏𝟏 𝟒𝟒𝟒𝟒𝟒𝟒 𝟑𝟑𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓𝟓𝟓
− 𝟑𝟑. 𝟕𝟕𝟕𝟕 𝟑𝟑. 𝟕𝟕𝟕𝟕 − 𝟑𝟑. 𝟕𝟕𝟕𝟕 𝟑𝟑. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟑𝟑𝟑𝟑𝟑𝟑 𝟖𝟖𝟖𝟖𝟖𝟖 𝟔𝟔𝟔𝟔𝟔𝟔 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏
− 𝟕𝟕. 𝟔𝟔𝟔𝟔 𝟕𝟕. 𝟔𝟔𝟔𝟔 − 𝟕𝟕. 𝟔𝟔𝟔𝟔 𝟕𝟕. 𝟔𝟔𝟔𝟔
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
𝝅𝝅
2. The tick marks on the axes provided are spaced in increments of . Mark the horizontal axis by writing the number
𝟏𝟏𝟏𝟏
of the left endpoint of your interval at the leftmost tick mark, the multiple of 𝝅𝝅 that is in the middle of your interval
at the point where the axes cross, and the number at the right endpoint of your interval at the rightmost tick mark.
𝝅𝝅
Fill in the remaining values at increments of .
𝟏𝟏𝟏𝟏
𝝅𝝅 𝟑𝟑𝟑𝟑
The 𝒙𝒙-axis from one such set of marked axes on the interval � , � is shown below.
𝟐𝟐 𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. On your plot, sketch the graph of 𝒚𝒚 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) on your specified interval by plotting the points in the table and
connecting the points with a smooth curve. Draw the graph with a bold marker.
𝝅𝝅 𝟑𝟑𝟑𝟑
An example on the interval � , � is shown to the
𝟐𝟐 𝟐𝟐
right.
4. What happens to the graph near the edges of your interval? Why does this happen?
Near the edges of the interval, 𝒙𝒙 approaches a value where the tangent function is undefined. Since
𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝒌𝒌𝒌𝒌� = 𝟎𝟎 for any integer 𝒌𝒌, the tangent is undefined at the edges of the interval we are graphing. As 𝒙𝒙
𝟐𝟐
gets near the edge of the interval, 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) gets close to either 𝟏𝟏 or −𝟏𝟏, and 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) gets close to 𝟎𝟎. Thus,
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = gets very far from zero, either in the positive or negative direction.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
5. When you are finished, affix your graph to the board in the appropriate place, matching endpoints of intervals.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 What do you notice about the graph of the tangent function?
1
 It repeats every 𝜋𝜋 units (i.e., the function has period 𝜋𝜋 and frequency ).
𝜋𝜋
 It is broken into pieces that are the same.
MP.8 𝜋𝜋
 It breaks when 𝑥𝑥 = + 𝑘𝑘𝑘𝑘, for some integer 𝑘𝑘.
2
 Each piece has rotational symmetry by 180°.
 The graph has symmetry under horizontal translation by 𝜋𝜋 units.
 The entire graph has rotational symmetry by 180°.
 The breaks in the graph are examples of vertical asymptotes. These lines that the graph gets very close to but
does not cross often occur at a value 𝑥𝑥 = 𝑎𝑎, where the function is undefined to prevent division by zero.
Scaffolding:
Exploratory Challenge 1/Exercises 6–16 (15 minutes)
 For struggling students, consider
This is a discovery exercise for students to establish many facts or identities working through Exercise 6 as a class
about the tangent function using the unit circle with the slope interpretation. before asking students to complete
sin(𝑥𝑥) Exercises 7–16 in groups.
The identities are verified using tan(𝑥𝑥) = in the Problem Set and
cos(𝑥𝑥)
should be discussed in the context of the graph of 𝑦𝑦 = tan(𝑥𝑥) that was just  Targeted instruction with a small group
made. while other students work on problems
independently may help struggling
students.
Exploratory Challenge 2/Exercises 6–16
 Consider also giving each group their
For each exercise below, let 𝒎𝒎 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) be the slope of the terminal ray in the
choice of five problems in such a way
definition of the tangent function, and let 𝑷𝑷 = (𝒙𝒙𝟎𝟎 , 𝒚𝒚𝟎𝟎 ) be the intersection of the
𝝅𝝅 that each problem is covered. If this is
terminal ray with the unit circle after being rotated by 𝜽𝜽 radians for 𝟎𝟎 < 𝜽𝜽 < .
𝟐𝟐 done, then tell students to be prepared
We know that the tangent of 𝜽𝜽 is the slope 𝒎𝒎 of ⃖��⃗
𝑶𝑶𝑶𝑶.
to present their results and debrief the
6. Let 𝑸𝑸 be the intersection of the terminal ray with the unit circle after being class at the end.
rotated by 𝜽𝜽 + 𝝅𝝅 radians.
a. ⃖��⃗?
What is the slope of 𝑶𝑶𝑶𝑶
Points 𝑷𝑷, 𝑶𝑶, and 𝑸𝑸 are collinear, so the slope of 𝑶𝑶𝑶𝑶⃖��⃗is the
⃖��⃗ ⃖��⃗
same as the slope of 𝑶𝑶𝑶𝑶. Thus, the slope of 𝑶𝑶𝑶𝑶 is also 𝒎𝒎.
Another approach would be to find that the coordinates of
𝒚𝒚𝟎𝟎
⃖��⃗ is
𝑸𝑸 are (−𝒙𝒙𝟎𝟎 , −𝒚𝒚𝟎𝟎 ), so the slope of ray 𝑶𝑶𝑶𝑶 , which is 𝒎𝒎.
𝒙𝒙𝟎𝟎
b. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽 + 𝝅𝝅) in terms of 𝒎𝒎.
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽 + 𝝅𝝅) = 𝒎𝒎
c. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽 + 𝝅𝝅) in terms of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽).
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽 + 𝝅𝝅) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽)
d. How can the expression in part (c) be seen in the graph of the tangent function?
The pieces of the tangent function repeat every 𝝅𝝅 units because 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽 + 𝝅𝝅) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽).
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ALGEBRA II
At this time, students should have strong evidence for why the period for the tangent function is 𝜋𝜋 and not 2𝜋𝜋, but they
may not be connecting the value of the tangent function from the slope interpretation to the graphs drawn at the
beginning of the lesson. Continue to stress the interrelationship between the different interpretations and that
information gathered from one interpretation can help students understand the function in a different interpretation.
7. Let 𝑸𝑸 be the intersection of the terminal ray with the unit circle after being rotated by −𝜽𝜽 radians.
a. ⃖��⃗?
Ray 𝑶𝑶𝑶𝑶 ��⃗ is the reflection of ray 𝑶𝑶𝑶𝑶

��⃗ across the 𝒙𝒙-axis, so
the coordinates of 𝑸𝑸 are (𝒙𝒙𝟎𝟎 , −𝒚𝒚𝟎𝟎 ). Thus, the slope of
⃖��⃗is the opposite of the slope of 𝑶𝑶𝑶𝑶
𝑶𝑶𝑶𝑶 ⃖��⃗. Thus, the slope
⃖��⃗
of 𝑶𝑶𝑶𝑶 is −𝒎𝒎.
b. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) in terms of 𝒎𝒎.
𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) = −𝒎𝒎
c. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) in terms of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽).
𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽)
d. How can the expression in part (c) be seen in the graph of the tangent function?
The graph of the tangent function has rotational symmetry about the origin.
8. Is the tangent function an even function, an odd function, or neither? How can you tell your answer is correct from
the graph of the tangent function?
Because 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽), the tangent function is odd. If the graph of the tangent function is rotated 𝝅𝝅 radians
about the origin, there will appear to be no change in the graph.
9. Let 𝑸𝑸 be the intersection of the terminal ray with the unit circle
after being rotated by 𝝅𝝅 − 𝜽𝜽 radians.
a. ⃖��⃗?
��⃗ is the reflection of ray 𝑶𝑶𝑶𝑶
Ray 𝑶𝑶𝑶𝑶 ��⃗ across the 𝒚𝒚-axis, so the
coordinates of 𝑸𝑸 are (−𝒙𝒙𝟎𝟎 , 𝒚𝒚𝟎𝟎 ). Then, the slope of 𝑶𝑶𝑶𝑶 ⃖��⃗is
the opposite of the slope of ⃖��⃗
𝑶𝑶𝑶𝑶, so the slope of ⃖��⃗
𝑶𝑶𝑶𝑶 is −𝒎𝒎.
b. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝜽𝜽) in terms of 𝒎𝒎.
𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝜽𝜽) = −𝒎𝒎
c. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝜽𝜽) in terms of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽).
𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
π
10. Let 𝑸𝑸 be the intersection of the terminal ray with the unit circle after being rotated by + 𝜽𝜽 radians.
𝟐𝟐
a. ⃖��⃗?
��⃗ by 𝟗𝟗𝟗𝟗°
Ray 𝑶𝑶𝑶𝑶 is the rotation of 𝑶𝑶𝑶𝑶
counterclockwise, so line 𝑶𝑶𝑶𝑶 is perpendicular to
⃖��⃗
𝑶𝑶𝑶𝑶. Thus, the slopes of ⃖��⃗
𝑶𝑶𝑶𝑶 and ⃖��⃗𝑶𝑶𝑶𝑶 are opposite
𝟏𝟏
reciprocals. Thus, the slope of ⃖��⃗
𝑶𝑶𝑶𝑶 is − .
𝒎𝒎
𝝅𝝅
b. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝜽𝜽� in terms of 𝒎𝒎.
𝟐𝟐
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝜽𝜽 � = −
𝟐𝟐 𝒎𝒎
𝝅𝝅
c. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝜽𝜽� first in terms
𝟐𝟐
of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) and then in terms of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝜽𝜽� = − = −𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝟐𝟐 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽)
𝝅𝝅
11. Let 𝑸𝑸 be the intersection of the terminal ray with the unit circle after being rotated by − 𝜽𝜽 radians.
𝟐𝟐
a. ⃖��⃗?
��⃗ across the diagonal
Ray 𝑶𝑶𝑶𝑶I s the reflection of 𝑶𝑶𝑶𝑶
line 𝒚𝒚 = 𝒙𝒙, so the coordinates of 𝑸𝑸 are (𝒚𝒚𝟎𝟎 , 𝒙𝒙𝟎𝟎 ).
𝟏𝟏
Then, the slope of ⃖��⃗
𝑶𝑶𝑶𝑶 is .
𝒎𝒎
𝝅𝝅
b. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭 � − 𝜽𝜽� in terms of 𝒎𝒎.
𝟐𝟐
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � − 𝜽𝜽� =
𝟐𝟐 𝒎𝒎
𝝅𝝅
c. Find an expression for 𝐭𝐭𝐭𝐭𝐭𝐭 � − 𝜽𝜽� in terms of
𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) or other trigonometric functions.
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � − 𝜽𝜽� = = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
12. Summarize your results from Exercises 6, 7, 9, 10, and 11.

𝝅𝝅
For 𝟎𝟎 < 𝜽𝜽 < :
𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽 + 𝝅𝝅) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽);
𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽);
𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽);
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝜽𝜽� = − ;
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � − 𝜽𝜽� = .
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ALGEBRA II
𝝅𝝅
13. We have only demonstrated that the identities in Exercise 12 are valid for 𝟎𝟎 < 𝛉𝛉 < because we only used
𝟐𝟐
𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
rotations that left point 𝑷𝑷 in the first quadrant. Argue that 𝐭𝐭𝐭𝐭𝐭𝐭 �− � = −𝐭𝐭𝐭𝐭𝐭𝐭 � �. Then, using similar logic, we
𝟑𝟑 𝟑𝟑
could argue that all of the above identities extend to any value of 𝜽𝜽 for which the tangent (and cotangent for the
last two) is defined.
𝝅𝝅 𝝅𝝅 𝟐𝟐𝟐𝟐
By the property developed in Exercise 3, 𝐭𝐭𝐭𝐭𝐭𝐭 � � = −𝐭𝐭𝐭𝐭𝐭𝐭 �𝝅𝝅 − � = −𝐭𝐭𝐭𝐭𝐭𝐭 � �. Because the terminal ray of a
𝟑𝟑 𝟑𝟑 𝟑𝟑
𝟐𝟐𝟐𝟐 𝝅𝝅
rotation through − radians is collinear with the terminal ray of a rotation through radians,
𝟑𝟑 𝟑𝟑
𝝅𝝅 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭 � � = 𝐭𝐭𝐭𝐭𝐭𝐭 �− �. Thus, by transitivity, we have 𝐭𝐭𝐭𝐭𝐭𝐭 �− � = −𝐭𝐭𝐭𝐭𝐭𝐭 � �.
𝟑𝟑 𝟑𝟑 𝟑𝟑 𝟑𝟑
14. For which values of 𝜽𝜽 are the identities in Exercise 12 valid?
Using a process similar to the one we used in Exercise 13, we can show that the value of 𝜽𝜽 can be any real number
𝝅𝝅
that does not cause a zero in the denominator. The tangent function is only defined for 𝜽𝜽 ≠ + 𝝅𝝅𝝅𝝅, for all integers
𝟐𝟐
𝒌𝒌. Also, for those identities involving 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽), we need to have 𝜽𝜽 ≠ 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌.
15. Derive an identity for 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐 + 𝜽𝜽) from the graph.
Because the terminal ray for a rotation by 𝟐𝟐𝟐𝟐 + 𝜽𝜽 and the terminal ray for a rotation by 𝜽𝜽 coincide, we see that
𝝅𝝅
𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐 + 𝜽𝜽) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽), where 𝜽𝜽 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
16. Use the identities you summarized in Exercise 12 to show 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝝅𝝅 − 𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) where 𝜽𝜽 ≠ + 𝒌𝒌𝒌𝒌, for all
𝟐𝟐
integers 𝒌𝒌.
From Exercise 6, 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝝅𝝅 − 𝜽𝜽) = 𝐭𝐭𝐭𝐭𝐭𝐭�𝝅𝝅 + (𝝅𝝅 − 𝜽𝜽)� = 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝜽𝜽) = 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽).
From Exercise 7, 𝐭𝐭𝐭𝐭𝐭𝐭(−𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽).

𝝅𝝅
Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝝅𝝅 − 𝜽𝜽) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) for 𝜽𝜽 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
Use this opportunity to reinforce the major results of the Opening Exercise and to check for understanding of key
concepts. Debrief the previous set of exercises with students, and discuss the identities for the tangent function derived
in Exercises 6, 7, 9, 10, 11, 15, and 16. Be sure that every student has the correct identities recorded before moving on.
 What is the period of the tangent function?
 𝜋𝜋
 What is the value of the tangent function at 𝜃𝜃 + 𝜋𝜋? For which values of 𝜃𝜃 is this an identity?
𝜋𝜋
 tan(𝜃𝜃 + 𝜋𝜋) = tan(𝜃𝜃) for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2
 What is the value of the tangent function at 𝜋𝜋 − 𝜃𝜃? For which values of 𝜃𝜃 is this an identity?
𝜋𝜋
 tan(𝜋𝜋 − 𝜃𝜃) = − tan(𝜃𝜃) for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2
𝜋𝜋
 What is the value of the tangent function at − 𝜃𝜃? For which values of 𝜃𝜃 is this an identity?
2
𝜋𝜋 𝜋𝜋
 tan � − 𝜃𝜃� = cot(𝜃𝜃) for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘 and 𝜃𝜃 ≠ 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 What is the value of the tangent function at 2𝜋𝜋 − 𝜃𝜃? For which values of 𝜃𝜃 is this an identity?
𝜋𝜋
 tan(2𝜋𝜋 − 𝜃𝜃) = − tan(𝜃𝜃) for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2
Example (4 minutes)
Part of the Problem Set for this lesson includes analytically justifying some of the tangent identities developed
geometrically in the exercises. Lead the class through the following discussion to demonstrate similarities between
some identities of the sine, cosine, and tangent functions.
 Compare these three identities.
sin(𝜃𝜃 + 2𝜋𝜋) = sin(𝜃𝜃), for all real numbers 𝜃𝜃
cos(𝜃𝜃 + 2𝜋𝜋) = cos(𝜃𝜃), for all real numbers 𝜃𝜃
𝜋𝜋
tan(𝜃𝜃 + 𝜋𝜋) = tan(𝜃𝜃), for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘
2
 These identities come from the fundamental period of each of the three main trigonometric functions.
The period of sine and cosine are 2𝜋𝜋, and the period of tangent is 𝜋𝜋. These identities demonstrate that
if you rotate the initial ray through 𝜃𝜃 radians, the values of the sine and cosine are the same whether or
not you rotate through an additional 2𝜋𝜋 radians. For tangent, the value of the tangent function is the
same whether you rotate the initial ray through 𝜃𝜃 radians or rotate through an additional half-turn of 𝜋𝜋
radians.
 Compare these three identities.
sin(−𝜃𝜃) = − sin(𝜃𝜃), for all real numbers 𝜃𝜃
cos(−𝜃𝜃) = cos(𝜃𝜃), for all real numbers 𝜃𝜃
𝜋𝜋
tan(−𝜃𝜃) = − tan(𝜃𝜃), for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘
2
 Both the sine and tangent functions are odd functions, while the cosine function is an even function.
sin�−𝜃𝜃� −sin�𝜃𝜃�
The first two identities yield the third because tan(−𝜃𝜃) = = = − tan(𝜃𝜃).
cos�−𝜃𝜃� cos�𝜃𝜃�
Consider presenting other identities and having the class compare and contrast them as time permits. Another
possibility would be the following identities.
sin(𝜃𝜃 + 𝜋𝜋) = − sin(𝜃𝜃) , for all real numbers 𝜃𝜃
cos(𝜃𝜃 + 𝜋𝜋) = − cos(𝜃𝜃), for all real numbers 𝜃𝜃
𝜋𝜋
tan(𝜃𝜃 + 𝜋𝜋) = tan(𝜃𝜃), for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘
2
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ALGEBRA II
Closing (3 minutes)
Have students summarize the new identities they learned for the tangent function, both in words and symbolic notation,
with a partner or in writing. Have students draw a graph of 𝑦𝑦 = tan(𝑥𝑥), including at least two full periods. Use this as an
opportunity to check for any gaps in understanding.
Lesson Summary
The tangent function 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = is periodic with period 𝝅𝝅. The following identities have been
established.
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙 + 𝝅𝝅) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) for all 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭(−𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) for all 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) for all 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝒙𝒙� = −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) for all 𝒙𝒙 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭 � − 𝒙𝒙� = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) for all 𝒙𝒙 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝝅𝝅 + 𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) for all 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝝅𝝅 − 𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝐱𝐱) for all 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 14: Graphing the Tangent Function
Exit Ticket
1. Sketch a graph of the function 𝑓𝑓(𝑥𝑥) = tan(𝑥𝑥), marking the important features of the graph.
2. Given tan(𝑥𝑥) = 7, find the following function values:

a. tan(𝜋𝜋 + 𝑥𝑥)
b. tan(2𝜋𝜋 − 𝑥𝑥)
𝜋𝜋
c. tan � + 𝑥𝑥�
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
1. Sketch a graph of the function 𝒇𝒇(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), marking the important features of the graph.
Students should mark the period, the 𝟏𝟏𝟏𝟏𝟏𝟏° rotational symmetry, and the vertical asymptotes where the function is
undefined.
2. Given 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = 𝟕𝟕, find the following function values:

a. 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 + 𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 + 𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = 𝟕𝟕
b. 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐 − 𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝝅𝝅 − 𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = −𝟕𝟕
𝝅𝝅
c. 𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝒙𝒙�
𝟐𝟐
𝝅𝝅 𝟏𝟏 𝟏𝟏
𝐭𝐭𝐭𝐭𝐭𝐭 � + 𝒙𝒙� = −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = − =−
𝟐𝟐 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) 𝟕𝟕

In the first problem in this Problem Set, students construct the graph of the cotangent function. In Lesson 10, students
considered the general form of a sinusoid function 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 sin�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘, and in the second problem, students
consider functions of the form 𝑓𝑓(𝑥𝑥) = 𝐴𝐴 tan�𝜔𝜔(𝑥𝑥 − ℎ)� + 𝑘𝑘. As before, they study how the parameters 𝐴𝐴, 𝜔𝜔, ℎ and 𝑘𝑘
affect the shape of the graph, leading to finding parameters to align the graphs of a transformed tangent function and
the cotangent function.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝟏𝟏
1. Recall that the cotangent function is defined by 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = = , where 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) ≠ 𝟎𝟎.
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
a. What is the domain of the cotangent function? Explain how you know.
Since the cotangent function is given by 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = , the cotangent function is undefined at values of 𝒙𝒙,
where 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝟎𝟎. This happens at values of 𝜽𝜽 that are multiples of 𝝅𝝅.
b. What is the period of the cotangent function? Explain how you know.
Since the cotangent function is the reciprocal of the tangent function, they will have the same period, 𝝅𝝅. That
𝟏𝟏 𝟏𝟏
is, 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝝅𝝅) = = = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙).
𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙+𝝅𝝅) 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Use a calculator to complete the table of values of the cotangent function on the interval (𝟎𝟎, 𝝅𝝅) to two
decimal places.
𝒙𝒙 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝒙𝒙 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝒙𝒙 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝒙𝒙 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝝅𝝅 𝟒𝟒𝟒𝟒 𝟕𝟕𝟕𝟕 𝟏𝟏𝟏𝟏𝟏𝟏
𝟕𝟕. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟎𝟎. 𝟐𝟐𝟐𝟐 −𝟏𝟏. 𝟕𝟕𝟕𝟕
𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝝅𝝅 𝟓𝟓𝟓𝟓 𝟖𝟖𝟖𝟖 𝟏𝟏𝟏𝟏𝟏𝟏
𝟑𝟑. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟐𝟐𝟐𝟐 −𝟎𝟎. 𝟓𝟓𝟓𝟓 −𝟑𝟑. 𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐 𝝅𝝅 𝟗𝟗𝟗𝟗 𝟐𝟐𝟐𝟐𝟐𝟐
𝟏𝟏. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟎𝟎𝟎𝟎 −𝟏𝟏. 𝟎𝟎𝟎𝟎 −𝟕𝟕. 𝟔𝟔𝟔𝟔
𝟏𝟏𝟏𝟏 𝟐𝟐 𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐
𝟑𝟑𝟑𝟑
𝟏𝟏. 𝟎𝟎𝟎𝟎
𝟏𝟏𝟏𝟏
d. Plot your data from part (c), and sketch a graph of 𝒚𝒚 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) on (𝟎𝟎, 𝝅𝝅).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e. Sketch a graph of 𝒚𝒚 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) on (−𝟐𝟐𝟐𝟐, 𝟐𝟐𝟐𝟐) without plotting points.
f. Discuss the similarities and differences between the graphs of the tangent and cotangent functions.
Both the tangent and cotangent functions have vertical asymptotes; the cotangent graph has vertical
𝝅𝝅
asymptotes at 𝒙𝒙 = 𝒌𝒌𝒌𝒌, for integers 𝒌𝒌, and the tangent has vertical asymptotes at 𝒙𝒙 = + 𝒌𝒌𝒌𝒌, for integers 𝒌𝒌.
𝟐𝟐
The values of the tangent function increase as we look at each piece of the graph from left to right, and the
values of the cotangent function decrease as we look at each piece from left to right.
g. Find all 𝒙𝒙-values where 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) on the interval (𝟎𝟎, 𝟐𝟐𝝅𝝅).
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
Suppose that 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙). Then, = .
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
Cross multiplying gives
𝟐𝟐 𝟐𝟐
�𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)� = �𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)�
𝟐𝟐 𝟐𝟐
�𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)� − �𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)� = 𝟎𝟎
�𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)��𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)� = 𝟎𝟎
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) or 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙).

𝝅𝝅 𝟑𝟑𝟑𝟑 𝟓𝟓𝟓𝟓 𝟕𝟕𝟕𝟕
The solutions are , , , and . These are the 𝒙𝒙-values
𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
of the points of intersection of the graphs of the two functions
shown to the right.
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ALGEBRA II
2. Each set of axes below shows the graph of 𝒇𝒇(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙). Use what you know about function transformations to
sketch a graph of 𝒚𝒚 = 𝒈𝒈(𝒙𝒙) for each function 𝒈𝒈 on the interval (𝟎𝟎, 𝟐𝟐𝟐𝟐).
a. 𝒈𝒈(𝒙𝒙) = 𝟐𝟐 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
𝟏𝟏
b. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
𝟑𝟑
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ALGEBRA II
c. 𝒈𝒈(𝒙𝒙) = −𝟐𝟐 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
d. How does changing the parameter 𝑨𝑨 affect the graph of 𝒈𝒈(𝒙𝒙) = 𝑨𝑨 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)?
If 𝑨𝑨 is positive, the graph is scaled vertically by a factor of 𝑨𝑨. If 𝑨𝑨 is negative, then the graph is reflected over
the 𝒙𝒙-axis and scaled vertically by a factor of |𝑨𝑨|.
𝝅𝝅
a. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭 �𝒙𝒙 − �
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝝅𝝅
b. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭 �𝒙𝒙 − �
𝟔𝟔
𝝅𝝅
c. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭 �𝒙𝒙 + �
𝟒𝟒
d. How does changing the parameter 𝒉𝒉 affect the graph of 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙 − 𝒉𝒉)?
If 𝒉𝒉 > 𝟎𝟎, the graph is translated horizontally to the right by 𝒉𝒉 units, and if 𝒉𝒉 < 𝟎𝟎, the graph is translated
horizontally to the left by 𝒉𝒉 units.
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ALGEBRA II
a. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) + 𝟏𝟏
b. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) + 𝟑𝟑
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c. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) − 𝟐𝟐
d. How does changing the parameter 𝒌𝒌 affect the graph of 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) + 𝒌𝒌?
If 𝒌𝒌 > 𝟎𝟎, the graph is translated vertically upward by 𝒌𝒌 units, and if 𝒌𝒌 < 𝟎𝟎, the graph is translated vertically
downward by 𝒌𝒌 units.
a. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝟑𝟑𝟑𝟑)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝒙𝒙
b. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭 � �
𝟐𝟐
c. 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(−𝟑𝟑𝟑𝟑)
d. How does changing the parameter 𝝎𝝎 affect the graph of 𝒈𝒈(𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝝎𝝎𝝎𝝎)?
𝝅𝝅
Changing 𝝎𝝎 changes the period of the graph. The period is 𝑷𝑷 = .
|𝝎𝝎|
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6. Use your knowledge of function transformation and the graph of 𝒚𝒚 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) to sketch graphs of the following
transformations of the tangent function.
a. 𝒚𝒚 = 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐)
𝝅𝝅
b. 𝒚𝒚 = 𝐭𝐭𝐭𝐭𝐭𝐭 �𝟐𝟐 �𝒙𝒙 − ��
𝟒𝟒
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝝅𝝅
c. 𝒚𝒚 = 𝐭𝐭𝐭𝐭𝐭𝐭 �𝟐𝟐 �𝒙𝒙 − �� + 𝟏𝟏. 𝟓𝟓
𝟒𝟒
7. Find parameters 𝑨𝑨, 𝝎𝝎, 𝒉𝒉, and 𝒌𝒌 so that the graphs of 𝒇𝒇(𝒙𝒙) = 𝑨𝑨 𝐭𝐭𝐭𝐭𝐭𝐭�𝝎𝝎(𝒙𝒙 − 𝒉𝒉)� + 𝒌𝒌 and 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) are the
same.
𝝅𝝅
The graphs of 𝒇𝒇(𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭 �𝒙𝒙 − � and 𝒈𝒈(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) are the same graph.
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
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Exploratory Challenge: Axes for Graph of Tangent Function
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 15: What Is a Trigonometric Identity?
Student Outcomes
 Students prove the Pythagorean identity sin2 (𝑥𝑥) + cos 2 (𝑥𝑥) = 1.
 Students extend trigonometric identities to the real line, with attention to domain and range.
 Students use the Pythagorean identity to find sin(𝜃𝜃), cos(𝜃𝜃), or tan(𝜃𝜃), given sin(𝜃𝜃), cos(𝜃𝜃), or tan(𝜃𝜃) and
the quadrant of the terminal ray of the rotation.
Lesson Notes
The lesson begins with an example that develops and proves the Pythagorean identity for all real numbers. An
equivalent form of the Pythagorean identity is developed, and students observe that there are special values for which
the resulting functions are not defined; therefore, there are values for which the identity does not hold. Students then
examine the domains for several identities and use the Pythagorean identity to find one function in terms of another in a
given quadrant.
Classwork
Opening (5 minutes): The Pythagorean Identity
Lessons 4 and 5 extended the definitions of the sine and cosine functions so
that sin(𝜃𝜃) and cos(𝜃𝜃) are defined for all real numbers 𝜃𝜃.
 What is the equation of the unit circle centered at the origin?
 The unit circle has equation 𝑥𝑥 2 + 𝑦𝑦 2 = 1.
 Recall that this equation is a special case of the Pythagorean
theorem. Given the number 𝜃𝜃, there is a unique point 𝑃𝑃 on the
unit circle that results from rotating the positive 𝑥𝑥-axis through 𝜃𝜃
radians around the origin. What are the coordinates of 𝑃𝑃?
 The coordinates of 𝑃𝑃 are (𝑥𝑥𝜃𝜃 , 𝑦𝑦𝜃𝜃 ), where 𝑥𝑥𝜃𝜃 = cos(𝜃𝜃),
and 𝑦𝑦𝜃𝜃 = sin(𝜃𝜃). Scaffolding:
 How can you combine this information to get a formula involving sin(𝜃𝜃) and  English language learners
cos(𝜃𝜃)? may need support such as
 Replace 𝑥𝑥 and 𝑦𝑦 in the equation of the unit circle by the coordinates of 𝑃𝑃. choral recitation or a
That gives sin2 (𝜃𝜃) + cos 2 (𝜃𝜃) = 1, where 𝜃𝜃 is any real number. graphic organizer for
 Notice that we use the notation sin2 (𝜃𝜃) in place of (sin(𝜃𝜃))2 . Both are correct, learning the word identity.
but the first is notationally simpler. Notice also that neither is the same  An alternative, more
expression as sin(𝜃𝜃 2 ). challenging Opening might
be, “Prove that
sin2 (𝜃𝜃) + cos 2 (𝜃𝜃) = 1,
for all real values of 𝜃𝜃.”
(MP.3)
Lesson 15: What Is a Trigonometric Identity? 270
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
 The equation sin2 (𝜃𝜃) + cos 2(𝜃𝜃) = 1 is true for all real numbers 𝜃𝜃 and is an identity. The functions on either
side of the equal sign are equivalent for every value of 𝜃𝜃. They have the same domain, the same range, and
the same rule of assignment. You saw some polynomial identities in Module 1, and we’ve developed some
identities for sine, cosine, and tangent observed from graphs in this module. The identity we just proved is a
trigonometric identity, and it is called the Pythagorean identity because it is another important consequence of
the Pythagorean theorem.
Example 1 (8 minutes): Another Identity?

This example gets into the issue of what an identity is. Students should work in pairs to
answer the questions. Scaffolding:
 Circulate to identify
 Divide both sides of the Pythagorean identity by cos 2(𝜃𝜃). What happens to the student pairs who might
identity? be prepared to share their
1 results and to assist any
 The equation becomes tan2 (𝜃𝜃) + 1 = , which we can restate as
cos2 �𝜃𝜃� students having trouble.
tan2 (𝜃𝜃) + 1 = sec 2 (𝜃𝜃). This appears to be another identity.
 Model the substitution
𝜋𝜋 𝜋𝜋 3𝜋𝜋 process, if needed,
 What happens when 𝜃𝜃 = − , 𝜃𝜃 = , and 𝜃𝜃 = ? Why?
2 2 2
showing explicitly how the
 Both tan(𝜃𝜃) and sec(𝜃𝜃) are undefined at these values of 𝜃𝜃. That equation becomes
happens because cos(𝜃𝜃) = 0 for those values of 𝜃𝜃, and we cannot divide 1
by zero. Therefore, we can no longer say that the equation is true for all tan2 (𝜃𝜃) + 1 = .
cos2�𝜃𝜃�
real numbers 𝜃𝜃.
 How do we need to modify our claim about what looks like a new identity?
 We need to say that tan2 (𝜃𝜃) + 1 = sec 2 (𝜃𝜃) is a trigonometric identity for all real numbers 𝜃𝜃 such that
the functions 𝑓𝑓(𝜃𝜃) = tan2 (𝜃𝜃) + 1 and 𝑔𝑔(𝜃𝜃) = sec 2 (𝜃𝜃) are defined. In some cases, the functions are
defined, and in other cases, they are not defined.
 For which values of 𝜃𝜃 are the functions 𝑓𝑓(𝜃𝜃) = tan2 (𝜃𝜃) + 1 and 𝑔𝑔(𝜃𝜃) = sec 2 (𝜃𝜃) defined?
𝜋𝜋
 The function 𝑓𝑓(𝜃𝜃) = tan2 (𝜃𝜃) + 1 is defined for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2
𝜋𝜋
 The function 𝑓𝑓(𝜃𝜃) = sec 2 (𝜃𝜃) is defined for 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2
 What is the range of each of the functions 𝑓𝑓(𝜃𝜃) = tan2 (𝜃𝜃) + 1 and 𝑔𝑔(𝜃𝜃) = sec 2 (𝜃𝜃)?
 The ranges of the functions are all real numbers 𝑓𝑓(𝜃𝜃) ≥ 1 and 𝑔𝑔(𝜃𝜃) ≥ 1.
 The two functions have the same domain and the same range, and they are equivalent.
𝜋𝜋
 Therefore, tan2 (𝜃𝜃) + 1 = sec 2 (𝜃𝜃) is a trigonometric identity for all real numbers 𝜃𝜃 such that 𝜃𝜃 ≠ + 𝑘𝑘𝑘𝑘, for
2
all integers 𝑘𝑘. For any trigonometric identity, we need to specify not only the two functions that are
equivalent, but also the values for which the identity is true.
Be sure that the discussion clarifies that any equation is not automatically an identity. The equation needs to involve the
equivalence of two functions and include the specification of their identical domains.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

Students should work on these exercises individually and then share their results either in a group or with the whole
class. If some students are struggling, they should be encouraged to work together with the teacher while the others
work individually.
Exercises 1–3
1. Recall the Pythagorean identity 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏, where 𝜽𝜽 is any real number.
𝟑𝟑 𝝅𝝅
a. Find 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙), given 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = , for − < 𝒙𝒙 < 𝟎𝟎.
𝟓𝟓 𝟐𝟐
𝟐𝟐
𝟑𝟑 𝟗𝟗 𝟏𝟏𝟏𝟏 𝟒𝟒
From the Pythagorean identity, 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒙𝒙) + � � = 𝟏𝟏. So, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) = 𝟏𝟏 −
= , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = − , or
𝟓𝟓 𝟐𝟐𝟐𝟐 𝟐𝟐𝟐𝟐 𝟓𝟓
𝟒𝟒 𝝅𝝅 𝟒𝟒
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = . Since − < 𝒙𝒙 < 𝟎𝟎, we know that 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) is negative; therefore, 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = − .
𝟓𝟓 𝟐𝟐 𝟓𝟓
𝟓𝟓 𝝅𝝅
b. Find 𝐭𝐭𝐭𝐭𝐭𝐭(𝒚𝒚), given 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) = − , for < 𝒚𝒚 < 𝝅𝝅.
𝟏𝟏𝟏𝟏 𝟐𝟐
𝟓𝟓 𝟐𝟐 𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
From the Pythagorean identity, 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒚𝒚) + �−� = 𝟏𝟏. So, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒚𝒚) = 𝟏𝟏 − = , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) = − ,
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏 𝝅𝝅 𝟏𝟏𝟏𝟏
or 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) = . Since < 𝒚𝒚 < 𝝅𝝅, we know that 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) is positive; therefore, 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) = .
𝟏𝟏𝟏𝟏 𝟐𝟐 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬�𝒚𝒚� 𝟏𝟏𝟏𝟏
Therefore, 𝐭𝐭𝐭𝐭𝐭𝐭(𝒚𝒚) = = 𝟏𝟏𝟏𝟏 = − .
𝐜𝐜𝐜𝐜𝐜𝐜�𝒚𝒚� − 𝟓𝟓 𝟓𝟓
𝟏𝟏𝟏𝟏
𝟑𝟑𝟑𝟑
c. Write 𝐭𝐭𝐭𝐭𝐭𝐭(𝒛𝒛) in terms of 𝐜𝐜𝐜𝐜𝐜𝐜(𝒛𝒛), for 𝝅𝝅 < 𝒛𝒛 < .
𝟐𝟐
From the Pythagorean identity, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒛𝒛) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒛𝒛). Therefore, either 𝐬𝐬𝐬𝐬𝐬𝐬(𝒛𝒛) = −�𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒛𝒛), or
𝟑𝟑𝟑𝟑
𝐬𝐬𝐬𝐬𝐬𝐬(𝒛𝒛) = �𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒛𝒛). Since 𝐬𝐬𝐬𝐬𝐬𝐬(𝒛𝒛) is negative for 𝝅𝝅 < 𝒙𝒙 < , 𝐬𝐬𝐬𝐬𝐬𝐬(𝒛𝒛) = −�𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒛𝒛). Because
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝒛𝒛) −�𝟏𝟏−𝐜𝐜𝐜𝐜𝐬𝐬𝟐𝟐(𝒛𝒛)
𝐭𝐭𝐭𝐭𝐭𝐭(𝒛𝒛) = , we have 𝐭𝐭𝐭𝐭𝐭𝐭(𝒛𝒛) = .
𝐜𝐜𝐜𝐜𝐜𝐜(𝒛𝒛) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒛𝒛)
2. Use the Pythagorean identity to do the following:

a. Rewrite the expression 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) in terms of a single trigonometric function. State the
resulting identity.
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)(𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) − 𝟏𝟏)

= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)(− 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽))
= − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟑𝟑 (𝜽𝜽)
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟑𝟑 (𝜽𝜽) for all real numbers 𝜽𝜽.
b. Rewrite the expression (𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) in terms of a single trigonometric function. State the resulting
identity.
(𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝟏𝟏
= 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
= 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
Therefore, (𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) for 𝜽𝜽 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. Find all solutions to the equation 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟐𝟐 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) in the interval (𝟎𝟎, 𝟐𝟐𝟐𝟐). Draw a unit circle that
shows the solutions.
𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟐𝟐 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)

𝟐𝟐(𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 ( 𝜽𝜽)) = 𝟐𝟐 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝟐𝟐 − 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐 (𝜽𝜽) = 𝟐𝟐 + 𝐜𝐜𝐜𝐜𝐜𝐜 𝜽𝜽
𝟐𝟐 (𝜽𝜽)
− 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟎𝟎
𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟎𝟎
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) (𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝟏𝟏) = 𝟎𝟎
𝟏𝟏
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟎𝟎, or 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − .
𝟐𝟐
See the unit circle on the right, which shows the four
𝟏𝟏
points where 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟎𝟎, or 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − .
𝟐𝟐
𝝅𝝅
In the interval (𝟎𝟎, 𝟐𝟐𝟐𝟐), 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟎𝟎 only if 𝜽𝜽 = , or
𝟐𝟐
𝟑𝟑𝟑𝟑 𝟏𝟏 𝟐𝟐𝟐𝟐 𝟒𝟒𝟒𝟒
𝜽𝜽 = . Also, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − only if 𝜽𝜽 = , or 𝜽𝜽 = .
𝟐𝟐 𝟐𝟐 𝟑𝟑 𝟑𝟑
𝝅𝝅 𝟑𝟑𝟑𝟑 𝟐𝟐𝟐𝟐 𝟒𝟒𝟒𝟒
Therefore, the solutions of the equations in the interval (𝟎𝟎, 𝟐𝟐𝟐𝟐) are , , , and .
𝟐𝟐 𝟐𝟐 𝟑𝟑 𝟑𝟑
3. Which of the following statements are identities? If a statement is an identity, specify the values of 𝒙𝒙 where the
equation holds.
a. 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝟐𝟐𝟐𝟐) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) where the functions on both sides are defined.
This is an identity defined for all real numbers.
b. 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝟏𝟏 where the functions on both sides are defined.
This is not an identity. The functions are not equivalent for all real numbers. For example, although
𝝅𝝅
𝐬𝐬𝐬𝐬𝐬𝐬(𝟎𝟎) = 𝟏𝟏, 𝐬𝐬𝐬𝐬𝐬𝐬 � � = √𝟐𝟐. The functions have equal values only when 𝒙𝒙 is an integer multiple of 𝟐𝟐𝟐𝟐.
𝟒𝟒
Additionally, the ranges are different. The range of 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) is all real numbers 𝒚𝒚 such that 𝒚𝒚 ≤ −𝟏𝟏 or
𝒚𝒚 ≥ 𝟏𝟏, whereas the range of 𝒈𝒈(𝒙𝒙) = 𝟏𝟏 is the single number 𝟏𝟏.
c. 𝐬𝐬𝐬𝐬𝐬𝐬(−𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) where the functions on both sides are defined.
This is not an identity; this statement is only true when 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝟎𝟎, which happens only at integer multiples
of 𝝅𝝅.
d. 𝟏𝟏 + 𝐭𝐭𝐭𝐭𝐧𝐧𝟐𝟐 (𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐜𝐜 𝟐𝟐 (𝒙𝒙) where the functions on both sides are defined.
𝝅𝝅
This is an identity. The functions on either side are defined for 𝜽𝜽 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝝅𝝅
e. 𝐬𝐬𝐬𝐬𝐬𝐬 � − 𝒙𝒙� = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) where the functions on both sides are defined.
𝟐𝟐
This is an identity defined for all real numbers.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
f. 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝒙𝒙) for all real 𝒙𝒙.

𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬 (𝒙𝒙)
This is not an identity. The equation 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐧𝐧𝟐𝟐 (𝒙𝒙) is only true where 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) = , so
𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐(𝒙𝒙)
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) = 𝟏𝟏, and then 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = 𝟏𝟏, or 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = −𝟏𝟏, which gives 𝒙𝒙 = 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌. For all other
𝝅𝝅
values of 𝒙𝒙, the functions on the two sides are not equal. Moreover, 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝒙𝒙) is defined only for 𝜽𝜽 ≠ + 𝒌𝒌𝒌𝒌,
𝟐𝟐
for all integers 𝒌𝒌, whereas 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) is defined for all real numbers.
𝟐𝟐
𝝅𝝅 �𝟐𝟐 𝟏𝟏
Another argument for why this statement is not an identity is that 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 � � = � � = , but
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝝅𝝅 𝟏𝟏
𝐭𝐭𝐭𝐭𝐧𝐧𝟐𝟐 � � = 𝟏𝟏𝟐𝟐 = 𝟏𝟏, and 𝟏𝟏 ≠ ; therefore, the statement is not true for all values of 𝒙𝒙.
𝟒𝟒 𝟐𝟐
Closing (2 minutes)
5
 One trigonometric equation is cos(𝑥𝑥) = . Explain why this equation is not a trigonometric identity.
13
 The functions on each side of the equal sign have the same domain. The left side, 𝑓𝑓(𝑥𝑥) = cos(𝑥𝑥), is
5
defined for all real 𝑥𝑥. The right side, 𝑔𝑔(𝑥𝑥) = , is also defined for all real 𝑥𝑥.
13
5
 The two functions are not, however, equivalent. The left side is a trigonometric function that equals
13
only sometimes. For example, if 𝑥𝑥 = 0, then cos(𝑥𝑥) = 1. The right side, in contrast, is a constant
function. The functions 𝑓𝑓(𝑥𝑥) and 𝑔𝑔(𝑥𝑥) are not equal on all values for which they are defined.
 The range of 𝑓𝑓(𝑥𝑥) = cos(𝑥𝑥) is the set of all real numbers 𝑦𝑦 such that −1 ≤ 𝑦𝑦 ≤ 1, whereas the range
5 5
of 𝑔𝑔(𝑥𝑥) = is the single number 𝑦𝑦 = . This is further evidence that the two functions are different.
13 13
 The graphs of the two functions show how the functions are different. The graph of 𝑓𝑓(𝑥𝑥) = cos(𝑥𝑥) is
5
periodic, whereas the graph of 𝑔𝑔(𝑥𝑥) = is a horizontal line. See the graphs below.
13
 Because the two functions are not equivalent wherever they are defined, the equation is not an identity.
Lesson Summary
The Pythagorean identity: 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 for all real numbers 𝜽𝜽.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 15: What Is a Trigonometric Identity?
Exit Ticket
cos2 �𝜃𝜃� 1
April claims that 1 + = 2 is an identity for all real numbers 𝜃𝜃 that follows from the Pythagorean identity.
sin2�𝜃𝜃� sin �𝜃𝜃�
cos2�𝜃𝜃� 1
a. For which values of 𝜃𝜃 are the two functions 𝑓𝑓(𝜃𝜃) = 1 + and 𝑔𝑔(𝜃𝜃) = 2 defined?
cos2�𝜃𝜃� 1
b. Show that the equation 1 + = 2 follows from the Pythagorean identity.
c. Is April correct? Explain why or why not.
cos2 �𝜃𝜃� 1
d. Write the equation 1 + = 2 in terms of other trigonometric functions, and state the resulting
identity.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐�𝜽𝜽� 𝟏𝟏
April claims that 𝟏𝟏 + 𝟐𝟐 = 𝟐𝟐 is an identity for all real numbers 𝜽𝜽 that follows from the Pythagorean identity.
𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽� 𝐬𝐬𝐬𝐬𝐬𝐬 �𝜽𝜽�
a. For which values of 𝜽𝜽 are the two functions 𝒇𝒇(𝜽𝜽) = 𝟏𝟏 + 𝟐𝟐 and 𝒈𝒈(𝜽𝜽) = 𝟐𝟐 defined?
Both functions contain 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) in the denominator, so they are undefined if 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = 𝟎𝟎. Thus, the two
functions 𝒇𝒇 and 𝒈𝒈 are defined when 𝜽𝜽 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
b. Show that the equation 𝟏𝟏 + 𝟐𝟐 = 𝟐𝟐 follows from the Pythagorean identity.
By the Pythagorean identity, 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏.
If 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) ≠ 𝟎𝟎, then,

𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽) 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝜽𝜽) 𝟏𝟏
+ =
𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽)
𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝜽𝜽) 𝟏𝟏
𝟏𝟏 + = .
𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽)
c. Is April correct? Explain why or why not.
No. While April’s equation does follow from the Pythagorean identity, it is not valid for all real numbers 𝜽𝜽.
For example, if 𝜽𝜽 = 𝝅𝝅, then both sides of the equation are undefined. In order to divide by 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽), we need
to be sure that we are not dividing by zero.
d. Write the equation 𝟏𝟏 + 𝟐𝟐 = 𝟐𝟐 in terms of other trigonometric functions, and state the resulting
identity.
𝐜𝐜𝐜𝐜𝐜𝐜�𝜽𝜽� 𝟏𝟏
Because 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = , we can rewrite the equation as
𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽� 𝐬𝐬𝐬𝐬𝐬𝐬�𝜽𝜽�
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) 𝟏𝟏
𝟏𝟏 + =
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)
𝟐𝟐 𝟐𝟐
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏
𝟏𝟏 + � � =� �
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐭𝐭 𝟐𝟐 (𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽).
Thus, 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐭𝐭 𝟐𝟐 (𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽), where 𝜽𝜽 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

Problems are intended to give students practice in distinguishing trigonometric identities from other trigonometric
equations, in distinguishing identities defined for all real numbers from those that are defined on a subset of the real
numbers, and in using the Pythagorean identity and given information to find values of trigonometric functions.
1. Which of the following statements are trigonometric identities? Graph the functions on each side of the equation.
a. 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = where the functions on both sides are defined.
𝝅𝝅
This is an identity that is defined for 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌. See the identical graphs above.
𝟐𝟐
b. 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) = 𝟏𝟏 + 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) where the functions on both sides are defined.
This is not an identity. For example, when 𝒙𝒙 = 𝟎𝟎, the left side of the equation is 𝟏𝟏, and the right side is also 𝟏𝟏.
𝝅𝝅
But when 𝒙𝒙 = , the left side is 𝟎𝟎, and the right side is 𝟐𝟐. The graphs below are clearly different.
𝟐𝟐
𝝅𝝅
c. 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝒙𝒙� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) where the functions on both sides are defined.
𝟐𝟐
This is an identity that is defined for all real numbers 𝒙𝒙. See the identical graphs below.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. Determine the domain of the following trigonometric identities:

a. 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = where the functions on both sides are defined.
This identity is defined only for 𝒙𝒙 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
b. 𝐜𝐜𝐜𝐜𝐜𝐜(−𝒖𝒖) = 𝐜𝐜𝐜𝐜𝐜𝐜 (𝒖𝒖) where the functions on both sides are defined.
This identity is defined for all real numbers 𝒖𝒖.
𝟏𝟏
c. 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) = where the functions on both sides are defined.
𝐜𝐜𝐜𝐜𝐜𝐜�𝒚𝒚�
𝝅𝝅
This identity is defined for 𝒚𝒚 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
3. Rewrite 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝒙𝒙) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) as an expression containing a single term.
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)�𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)�

= 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
= 𝐬𝐬𝐬𝐬𝐬𝐬𝟑𝟑 (𝒙𝒙)
𝝅𝝅 𝟏𝟏
4. Suppose 𝟎𝟎 < 𝜽𝜽 < and 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = . What is the value of 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)?
𝟐𝟐 �𝟑𝟑
√𝟔𝟔
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) =
𝟑𝟑
𝟏𝟏
5. If 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − , what are possible values of 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)?
�𝟓𝟓
𝟐𝟐 𝟐𝟐
Either 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = , or 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = −
�𝟓𝟓 �𝟓𝟓
6. Use the Pythagorean identity 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏, where 𝜽𝜽 is any real number, to find the following:
𝟓𝟓 𝝅𝝅
a. 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽), given 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = , for < 𝜽𝜽 < 𝝅𝝅.
𝟏𝟏𝟏𝟏 𝟐𝟐
𝟓𝟓 𝟐𝟐 𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
From the Pythagorean identity, 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − � � . So, 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − = , and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = , or
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − . In the second quadrant, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) is negative, so 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = − .
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
𝟏𝟏 𝟑𝟑𝟑𝟑
b. 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), given 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = − , for 𝝅𝝅 < 𝒙𝒙 < .
�𝟐𝟐 𝟐𝟐
𝟐𝟐
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
From the Pythagorean identity, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) = 𝟏𝟏 − � � . So, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) = , and 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = , or 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = − .
�𝟐𝟐 𝟐𝟐 �𝟐𝟐 �𝟐𝟐
− 𝟏𝟏
� 𝟐𝟐
Because 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) is negative in the third quadrant, 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = = 𝟏𝟏.
− 𝟏𝟏
� 𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
7. The three identities below are all called Pythagorean identities. The second and third follow from the first, as you
saw in Example 1 and the Exit Ticket.
a. For which values of 𝜽𝜽 are each of these identities defined?
i. 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏, where the functions on both sides are defined.
Defined for any real number 𝜽𝜽.
ii. 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) + 𝟏𝟏 = 𝐬𝐬𝐬𝐬𝐬𝐬 𝟐𝟐(𝜽𝜽), where the functions on both sides are defined.
𝝅𝝅
Defined for real numbers 𝜽𝜽 such that 𝜽𝜽 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
iii. 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐(𝜽𝜽), where the functions on both sides are defined.
Defined for real numbers 𝜽𝜽 such that 𝜽𝜽 ≠ 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
b. For which of the three identities is 𝟎𝟎 in the domain of validity?
Identities i and ii
𝝅𝝅
c. For which of the three identities is in the domain of validity?
𝟐𝟐
Identities i and iii
𝝅𝝅
d. For which of the three identities is − in the domain of validity?
𝟒𝟒
Identities i, ii, and iii
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 16: Proving Trigonometric Identities
Student Outcomes
 Students prove simple identities involving the sine function, cosine function, and secant function.
 Students recognize features of proofs of identities.
Lesson Notes
Students find that in some circumstances, they can start with a false statement and logically arrive at a true statement;
so, students should avoid beginning a proof with the statement to be proven. Instead, they should work on transforming
one side of the equation into the other using only results that are known to be true. In this lesson, students prove
several simple identities.
Classwork
Have students work in pairs on the Opening Exercise.
Opening Exercise
Which of these statements is a trigonometric identity? Provide evidence to support your claim.
Statement 1: 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) for 𝜽𝜽 any real number.
Statement 2: 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for 𝜽𝜽 any real number.
Statement 3: 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for 𝜽𝜽 any real number.
Statement 1 is found by subtracting 𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝜽𝜽) from each side of the Pythagorean identity. Since the Pythagorean identity
is true for all real numbers, Statement 1 is also an identity. The functions on either side of the equal sign in Statement 2
are identical, so they are also equivalent. The graphs of the functions on either side of the equal sign in Statement 3
intersect, as shown in the figure below, but the functions are not equivalent. Thus, Statements 1 and 2 are valid
MP.3 identities, but Statement 3 is false.
Lesson 16: Proving Trigonometric Identities 280
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ALGEBRA II
Scaffolding:
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)  Ask students struggling to
Using Statements 1 and 2, create a third identity, Statement 4, whose left side is .
𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) see that these are identities
Students are likely to divide the equation in Statement 1 by the equation in Statement 2 to get to substitute several values
something like the following statement: for 𝜃𝜃 into the left and the
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) right sides of these
Statement 4: = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for all 𝜽𝜽 for which the functions on both sides are defined. equations separately to
𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
verify that they are true
For which values of 𝜽𝜽 is this statement valid?
equations.
 Demonstrate how to
The left side of the equation in Statement 4 is not defined when 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟏𝟏, which happens when
𝜽𝜽 is a multiple of 𝟐𝟐𝟐𝟐. The right side of the equation is defined for all 𝜽𝜽. Thus, the equation is true determine Statement 4 for
wherever both sides are defined, which is for all 𝜽𝜽 that are not multiples of 𝟐𝟐𝟐𝟐. students having trouble
seeing it.
Discuss in pairs what it might mean to “prove” an identity. What might it take to prove, for  To challenge students, ask
example, that the following statement is an identity? them to generate another
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) identity using Statements 1
= 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) where 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for all integers 𝒌𝒌. and 2 and explain for which
values of 𝜃𝜃 it is valid.
MP.3 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽)
Students might come up with various suggestions, such as = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽), for
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) Scaffolding:
𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐 for all integers 𝒌𝒌 is an identity if and 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) define the same functions or
𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) Student pairs may need to first
if they take the same values for the variable 𝜽𝜽. The functions on the two sides should have the
discuss what it means to prove
same domain, but that alone is not enough to make the statement an identity.
anything. Circulate to assist
those having trouble with the
To prove an identity, you have to use logical steps to show that one side of the equation in the
question and to find those who
identity can be transformed into the other side of the equation using already established
identities such as the Pythagorean identity or the properties of operation (commutative, might present their answer.
associative, and distributive properties). It is not correct to start with what you want to prove
and work on both sides of the equation at the same time, as the following exercise shows.
Exercise 1 (8 minutes) Scaffolding:

Students should work on this exercise in groups. Its purpose is to show that if they start If students have trouble seeing
with the goal of a proof, they can end up “proving” a statement that is false. Part of the problem here, ask them to
standard MP.3 involves distinguishing correct reasoning from flawed reasoning, and if consider the following similar
there is a flaw in the argument, explaining what the flaw is. In this exercise, students see argument:
how a line of reasoning can go wrong.  [a] 1 = (−1), so squaring
each side, we get
Begin by asking students to take out their calculators and quickly graph the functions
[b] 1 = 1, which is an
𝑓𝑓(𝑥𝑥) = sin(𝑥𝑥) + cos(𝑥𝑥) and 𝑔𝑔(𝑥𝑥) = −�1 + 2sin(𝑥𝑥)cos(𝑥𝑥) to determine whether
identity.
sin(𝜃𝜃) + cos(𝜃𝜃) = −�1 + 2sin(𝜃𝜃)cos(𝜃𝜃) for all 𝜃𝜃 for which both functions are defined is
 Therefore, squaring each
a valid identity. Students should see from the graphs that the functions are not
side of a false statement
equivalent.
can yield an identity. That
does not make the original
statement true.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercise 1
1. Use a calculator to graph the functions 𝒇𝒇(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) and 𝒈𝒈(𝒙𝒙) = −�𝟏𝟏 + 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐(𝒙𝒙)𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) to determine
whether 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = −�𝟏𝟏 + 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐(𝜽𝜽)𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for all 𝜽𝜽 for which both functions are defined is a valid identity.
You should see from the graphs that the functions are not equivalent.
Suppose that Charles did not think to graph the equations to see if the given statement was a valid identity, so he
set about proving the identity using algebra and a previous identity. His argument is shown below.
First, [1] 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = −�𝟏𝟏 + 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for 𝜽𝜽 any real number.
Now, using the multiplication property of equality, square both sides, which gives
[2] 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐(𝜽𝜽)𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 + 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐(𝜽𝜽)𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for 𝜽𝜽 any real number.
Using the subtraction property of equality, subtract 𝟐𝟐𝟐𝟐𝐢𝐢𝐧𝐧(𝜽𝜽)𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) from each side, which gives
[3] 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 for 𝜽𝜽 any real number.
Statement [3] is the Pythagorean identity. So, replace 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) by 𝟏𝟏 to get
[4] 𝟏𝟏 = 𝟏𝟏, which is definitely true.
Therefore, the original statement must be true.
Does this mean that Charles has proven that statement [1] is an identity? Discuss with your group whether it is a
valid proof. If you decide it is not a valid proof, then discuss with your group how and where his argument went
wrong.
No, statement [1] is not an identity; in fact, it is not true, as we showed above by graphing the functions on the two
sides of the equation. The sequence of statements is not a proof because it starts with a false statement in
statement [1]. Squaring both sides of the equation is an irreversible step that alters the solutions to the equation.
When squaring both sides of an equation, we have assumed that the equality exists, and that amounts to assuming
what one is trying to prove. A better approach to prove an identity is valid would be to take one side of the equation
in the proposed identity and work on it until one gets the other side.
The logic used by Charles is essentially, “If Statement [1] is true, then Statement [1] is true,” which does not establish
that Statement [1] is true. Make sure that students understand that all statements in a proof, particularly the first step
of a proof, must be known to be true and must follow logically from the preceding statements in order for the proof to
be valid.
Example 1 (10 minutes): Two Proofs of Our New Identity
Example 1: Two Proofs of Our New Identity
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)
Work through these two different ways to approach proving the identity = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) where 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for
integers 𝒌𝒌. The proofs make use of some of the following properties of equality and real numbers. Here 𝒂𝒂, 𝒃𝒃, and 𝒄𝒄 stand
for arbitrary real numbers.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Reflexive property of equality 𝒂𝒂 = 𝒂𝒂

Symmetric property of equality If 𝒂𝒂 = 𝒃𝒃, then 𝒃𝒃 = 𝒂𝒂.
Transitive property of equality If 𝒂𝒂 = 𝒃𝒃 and 𝒃𝒃 = 𝒄𝒄, then 𝒂𝒂 = 𝒄𝒄.
Addition property of equality If 𝒂𝒂 = 𝒃𝒃, then 𝒂𝒂 + 𝒄𝒄 = 𝒃𝒃 + 𝒄𝒄.
Subtraction property of equality If 𝒂𝒂 = 𝒃𝒃, then 𝒂𝒂 − 𝒄𝒄 = 𝒃𝒃 − 𝒄𝒄.
Multiplication property of equality If 𝒂𝒂 = 𝒃𝒃, then 𝒂𝒂 ⋅ 𝒄𝒄 = 𝒃𝒃 ⋅ 𝒄𝒄.
Division property of equality If 𝒂𝒂 = 𝒃𝒃 and 𝒄𝒄 ≠ 𝟎𝟎, then 𝒂𝒂 ÷ 𝒄𝒄 = 𝒃𝒃 ÷ 𝒄𝒄.
Substitution property of equality If 𝒂𝒂 = 𝒃𝒃, then 𝒃𝒃 may be substituted for 𝒂𝒂 in any expression containing 𝒂𝒂.
Associative properties (𝒂𝒂 + 𝒃𝒃) + 𝒄𝒄 = 𝒂𝒂 + (𝒃𝒃 + 𝒄𝒄) and 𝒂𝒂(𝒃𝒃 ) = (𝒂𝒂 )𝒄𝒄.
𝒃𝒃 𝒂𝒂
Commutative properties 𝒂𝒂 + 𝒃𝒃 = 𝒃𝒃 + 𝒂𝒂 and 𝒂𝒂 = 𝒃𝒃 . 𝒂𝒂 𝒃𝒃
Distributive property 𝒂𝒂(𝒃𝒃 + 𝒄𝒄) = 𝒂𝒂 + 𝒂𝒂 and (𝒂𝒂 + 𝒃𝒃)𝒄𝒄 = 𝒂𝒂 + 𝒃𝒃 .

𝒂𝒂 𝒂𝒂 𝒂𝒂 𝒃𝒃
Fill in the missing parts of the proofs outlined in the tables below. Then, write a proof of the resulting identity.
a. We start with the Pythagorean identity. When we divide both sides by the same expression, 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽), we
introduce potential division by zero when 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝟏𝟏. This will change the set of values of 𝜽𝜽 for which the
identity is valid.
PROOF:
Left Side of
Step Equivalent Right Side Domain Reason
Equation
1 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 𝜽𝜽 any real number Pythagorean identity
Subtraction property of
2 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) 𝜽𝜽 any real number
equality
3 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = �𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� 𝜽𝜽 any real number Distributive property
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) �𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� Division property of

4 = 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐 for all integers 𝒌𝒌
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) equality
Substitution property of
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) equality using
5 = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐 for all integers 𝒌𝒌
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
= 𝟏𝟏
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
Let 𝜽𝜽 be a real number so that 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for all integers 𝒌𝒌. Then, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) ≠ 𝟏𝟏, so 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) ≠ 𝟎𝟎. By the Pythagorean
Identity, 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝜽𝜽) = 𝟏𝟏. Then, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽), and we can divide both sides by 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) to give
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) �𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏+𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)�
= . Factoring the numerator of the right side, we have = ; thus,
𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽)
= 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) where 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for all integers 𝒌𝒌.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. Or, we can start with the more complicated side of the identity we want to prove and use algebra and prior
trigonometric definitions and identities to transform it to the other side. In this case, the more complicated
expression is .
PROOF:
Left Side of
Step Equivalent Right Side Domain Reason
Equation
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽) 𝜽𝜽 ≠ 𝟐𝟐𝝅𝝅𝝅𝝅, for all
1 = equality using
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) integers 𝒌𝒌
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) �𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for all
2 = Distributive property
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) integers 𝒌𝒌
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for all equality using
3 = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) integers 𝒌𝒌 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
= 𝟏𝟏
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽)
Let 𝜽𝜽 be a real number so that 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐, for all integers 𝒌𝒌. We begin with the expression . According to the
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝜽𝜽)
Pythagorean identity, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽). Substituting this into our expression, we have = .
𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) �𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏+𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)
Factoring the numerator gives = . Thus, = 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) where 𝜽𝜽 ≠ 𝟐𝟐𝟐𝟐𝟐𝟐,
𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏−𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
for all integers 𝒌𝒌.

Students should work on these exercises individually and then share their results either in Scaffolding:
a group or with the whole class. Before beginning to prove an identity, students might While students work
want to take some scratch paper and work out the main ideas of the proof, taking into independently on these
account the values for which the functions on either side of the equation are not defined. exercises, work with a small
Then, they can restrict the values of 𝑥𝑥 or 𝜃𝜃 at the beginning of the proof and not have to group that would benefit from
worry about it at every step. more teacher modeling in a
small group setting.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Exercises 2–3
Prove that the following are trigonometric identities, beginning with the side of the equation that seems to be more
complicated and starting the proof by restricting 𝒙𝒙 to values where the identity is valid. Make sure that the complete
identity statement is included at the end of the proof.
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝝅𝝅
2. 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = for real numbers 𝒙𝒙 ≠ + 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝟐𝟐
The more complicated side of the equation is , so we begin with it. First, we eliminate values of 𝒙𝒙 that are not
in the domain.
𝝅𝝅
PROOF: Let 𝒙𝒙 be a real number so that 𝒙𝒙 ≠ + 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌.
𝟐𝟐
Applying the definitions of the secant and cosecant functions, we have
𝟏𝟏
= .
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝟏𝟏
Simplifying the complex fraction gives
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
= ∙
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝟏𝟏
=
= 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) .
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝝅𝝅
Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = for 𝒙𝒙 ≠ + 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌.
𝝅𝝅
3. 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) for all real numbers 𝒙𝒙 ≠ 𝒏𝒏 for integer 𝒏𝒏.
𝟐𝟐
The sides seem equally complicated, but the left side has two terms, so we begin with it. In general, functions
composed of multiple terms (or a product of multiple terms) can be seen as more complicated than functions having
a single term. However, a valid proof can be written starting on either side of the equation.
𝝅𝝅
PROOF: Let 𝒙𝒙 be a real number so that 𝒙𝒙 ≠ 𝒌𝒌, for all integers 𝒌𝒌. Then, we express 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) in terms of
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) and find a common denominator.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = +
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
= + .
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
Adding and applying the Pythagorean identity and then converting to the secant and cotangent functions gives
𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) =
𝟏𝟏 𝟏𝟏
= ∙
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙).
𝝅𝝅
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙), where 𝒙𝒙 ≠ 𝒏𝒏 for all integers 𝒏𝒏.
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Closing (1 minute)
Ask students to explain how to prove a trigonometric identity, either in writing, to a partner, or as a class. Some key
points they should mention are listed below.
 Start with stating the values of the variable—usually 𝑥𝑥 or 𝜃𝜃—for which the identity is valid.
 Work from a fact that is known to be true from either a prior identity or algebraic fact.
 A general plan is to start with the more complicated side of the equation you are trying to establish and
transform it using a series of steps that can each be justified by prior facts and rules of algebra. The goal is to
create a sequence of equations that are logically equivalent and that end with the desired equation for your
identity.
 Note that we cannot start with the equation we want to establish because that is assuming what we are trying
to prove. “If A is true, then A is true” does not logically establish that A is true.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 16: Proving Trigonometric Identities
Exit Ticket
Prove the following identity:

𝜋𝜋
tan(𝜃𝜃) sin(𝜃𝜃) + cos(𝜃𝜃) = sec(𝜃𝜃) for real numbers 𝜃𝜃, where 𝜃𝜃 ≠ + 𝜋𝜋𝜋𝜋, for all integers 𝑘𝑘.
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Prove the following identity:

𝝅𝝅
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) for real numbers 𝜽𝜽, where 𝜽𝜽 ≠ + 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌.
𝟐𝟐
Begin with the more complicated side. Find a common denominator, use the Pythagorean identity, and then convert the
fraction to its reciprocal.
𝝅𝝅
PROOF: Let 𝜽𝜽 be any real number so that 𝜽𝜽 ≠ + 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌. Then,
𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)
= +
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝟏𝟏
=
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
= 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽).
𝝅𝝅
Therefore, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽), where 𝜽𝜽 ≠ + 𝝅𝝅𝝅𝝅, for all integers 𝒌𝒌.
𝟐𝟐

The first problem is designed to reinforce that the sine function is not linear. The addition formulas for sin(𝑥𝑥 + 𝑦𝑦) and
cos(𝑥𝑥 + 𝑦𝑦) are introduced in the next lesson.
1. Does 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝒚𝒚) equal 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) for all real numbers 𝒙𝒙 and 𝒚𝒚?
𝝅𝝅 𝝅𝝅 𝟑𝟑𝟑𝟑
a. Find each of the following: 𝐬𝐬𝐬𝐬𝐬𝐬 � � , 𝐬𝐬𝐬𝐬𝐬𝐬 � � , 𝐬𝐬𝐬𝐬𝐬𝐬 � �.
𝟐𝟐 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟐𝟐 𝟑𝟑𝟑𝟑 √𝟐𝟐

𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝟏𝟏, 𝐬𝐬𝐬𝐬𝐬𝐬 � � = , and 𝐬𝐬𝐬𝐬𝐬𝐬 � � =
𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒 𝟐𝟐
b. Are 𝐬𝐬𝐬𝐬𝐬𝐬 � + � and 𝐬𝐬𝐬𝐬𝐬𝐬 � � + 𝐬𝐬𝐬𝐬𝐬𝐬 � � equal?
𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒
𝝅𝝅 𝝅𝝅 �𝟐𝟐 𝝅𝝅 𝝅𝝅 �𝟐𝟐
No, because 𝐬𝐬𝐬𝐬𝐬𝐬 � + � = , and 𝐬𝐬𝐬𝐬𝐬𝐬 � � + 𝐬𝐬𝐬𝐬𝐬𝐬 � � = 𝟏𝟏 + .
𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟐𝟐
c. Are there any values of 𝒙𝒙 and 𝒚𝒚 for which 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝒚𝒚) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚)?
Yes. If either 𝒙𝒙 or 𝒚𝒚 is zero, or if both 𝒙𝒙 and 𝒚𝒚 are multiples of 𝝅𝝅, this is a true statement. In many other cases
it is not true, so it is not true in general.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. Use 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) = and identities involving the sine and cosine functions to establish the following identities for
the tangent function. Identify the values of 𝒙𝒙 where the equation is an identity.
a. 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝒙𝒙) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
𝝅𝝅
Let 𝒙𝒙 be a real number so that 𝒙𝒙 ≠ + 𝝅𝝅𝝅𝝅, for any integer 𝒌𝒌. Then,
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝝅𝝅 − 𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝒙𝒙) = =
𝐜𝐜𝐜𝐜𝐜𝐜(𝝅𝝅 − 𝒙𝒙) −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
=− = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙).
𝝅𝝅
Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(𝝅𝝅 − 𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
b. 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙 + 𝝅𝝅) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)

𝝅𝝅
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙 + 𝝅𝝅) −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙 + 𝝅𝝅) = =
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙 + 𝝅𝝅) −𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
= = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙).
𝝅𝝅
Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙 + 𝝅𝝅) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
c. 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐 − 𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)

𝝅𝝅
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐 − 𝒙𝒙) −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐 − 𝒙𝒙) = =
𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐 − 𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝝅𝝅
Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐 − 𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
d. 𝐭𝐭𝐭𝐭𝐭𝐭(−𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)
𝝅𝝅
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(−𝒙𝒙) −𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐭𝐭𝐭𝐭𝐭𝐭(−𝒙𝒙) = =
𝐜𝐜𝐜𝐜𝐜𝐜(−𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝝅𝝅
Thus, 𝐭𝐭𝐭𝐭𝐭𝐭(−𝒙𝒙) = −𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. Rewrite each of the following expressions as a single term. Identify the values of 𝒙𝒙 for which the original expression
and your expression are equal:
a. 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = ∙ ∙
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝟏𝟏
= 𝟏𝟏.
𝝅𝝅
The expressions are equal where 𝒙𝒙 ≠ 𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝟏𝟏 𝟏𝟏
b. � ��
𝟏𝟏−𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝟏𝟏+𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
𝟏𝟏 𝟏𝟏 𝟏𝟏
� �� =
𝟏𝟏 − 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝟏𝟏 + 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝟏𝟏 − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
𝟏𝟏
=
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)
= 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) .
𝝅𝝅
The expressions are equal where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
𝟏𝟏 𝟏𝟏
c. −
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
− = −
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)
𝟏𝟏 − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
=
= 𝟏𝟏.
𝝅𝝅
The expressions are equal where 𝒙𝒙 ≠ 𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
�𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)−𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)��𝟏𝟏+𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)�
d.
𝐬𝐬𝐬𝐬𝐬𝐬𝟑𝟑 (𝒙𝒙)
� − 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)� �𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)�
�𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)��𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)� 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
=
𝐬𝐬𝐬𝐬𝐬𝐬 (𝒙𝒙)
𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬𝟑𝟑 (𝒙𝒙)
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) � � �𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)�
=
𝐬𝐬𝐬𝐬𝐬𝐬𝟑𝟑 (𝒙𝒙)
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)
� �
=
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
𝟏𝟏
=
= 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙).
𝝅𝝅
The expressions are equal where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
4. Prove that for any two real numbers 𝒂𝒂 and 𝒃𝒃,

𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝒂𝒂) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒃𝒃) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒂𝒂) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒃𝒃) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒂𝒂) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒃𝒃) = 𝟎𝟎.
PROOF: Let 𝒂𝒂 and 𝒃𝒃 be any real numbers. Then,
𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒂𝒂) − 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒃𝒃) + 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒂𝒂)𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒃𝒃) − 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒂𝒂)𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒃𝒃) = 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒂𝒂)�𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒃𝒃)� − 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒃𝒃)�𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐬𝐬 𝟐𝟐 (𝒂𝒂)�
= 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒂𝒂)𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒃𝒃) − 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒃𝒃)𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒂𝒂)
= 𝟎𝟎
Therefore, 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒂𝒂) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒃𝒃) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒂𝒂) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒃𝒃) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒂𝒂) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒃𝒃) = 𝟎𝟎, for all real numbers 𝒂𝒂 and 𝒃𝒃.
5. Prove that the following statements are identities for all values of 𝜽𝜽 for which both sides are defined, and describe
that set.
a. 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝝅𝝅
PROOF: Let 𝜽𝜽 be a real number so that 𝜽𝜽 ≠ 𝒌𝒌, for all integers 𝒌𝒌. Then,
𝟐𝟐
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝟏𝟏
𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = ∙
𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
𝟏𝟏
=
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
𝝅𝝅
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽), for all values of 𝜽𝜽 ≠ 𝒌𝒌 for all integers 𝒌𝒌.
𝟐𝟐
b. �𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)

𝝅𝝅
𝟐𝟐
𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)
�𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� = �𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)�
𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)
=
=
𝝅𝝅
Therefore, �𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)��𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽)� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽), for all values of 𝜽𝜽 ≠ 𝒌𝒌 for any integer 𝒌𝒌.
𝟐𝟐
c. 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝜽𝜽) = 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)

𝝅𝝅
𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)(𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽))
=
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽)
=
= 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽).
𝝅𝝅
Therefore, then 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) = 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝜽𝜽) 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽), for all values of 𝜽𝜽 ≠ 𝒌𝒌 for any integer 𝒌𝒌.
𝟐𝟐
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟒𝟒+𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝒙𝒙)−𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)

d. = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)
𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝒙𝒙)
𝝅𝝅
PROOF: Let 𝒙𝒙 be a real number so that 𝒙𝒙 ≠ 𝒌𝒌, for all integers 𝒌𝒌. Then,
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) 𝟏𝟏
𝟒𝟒 + 𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝒙𝒙) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) 𝟒𝟒 + −
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)
=
𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) 𝟏𝟏
𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) + 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) − 𝟏𝟏
=
𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙)(𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙) − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙))
=
= 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙).
𝟒𝟒+𝐭𝐭𝐭𝐭𝐭𝐭𝟐𝟐 (𝒙𝒙)−𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙) 𝝅𝝅

Therefore = 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒙𝒙), for all 𝒙𝒙 ≠ 𝒌𝒌 for any integer k.
𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝒙𝒙) 𝟐𝟐
𝟐𝟐
�𝟏𝟏+𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)� + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐(𝜽𝜽)
e. = 𝟐𝟐
𝟏𝟏+𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
𝝅𝝅
PROOF: Let 𝜽𝜽 be a real number so that 𝜽𝜽 ≠ − + 𝟐𝟐𝟐𝟐𝟐𝟐, for all integers 𝒌𝒌. Then,
𝟐𝟐
𝟐𝟐
�𝟏𝟏 + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)� + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽 ) 𝟏𝟏 + 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝜽𝜽)
=
𝟏𝟏 + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝟏𝟏 + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
𝟐𝟐 + 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
=
𝟏𝟏 + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
= 𝟐𝟐.
𝟐𝟐
�𝟏𝟏+𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)� + 𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝜽𝜽) 𝝅𝝅
Therefore, = 𝟐𝟐, for all 𝜽𝜽 ≠ − + 𝟐𝟐𝟐𝟐𝟐𝟐, for any integer 𝒌𝒌.
𝟏𝟏+𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) 𝟐𝟐
6. Prove that the value of the following expression does not depend on the value of 𝒚𝒚:
𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒚𝒚)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) .
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚)
𝝅𝝅
If 𝒚𝒚 ≠ + 𝒌𝒌𝒌𝒌 for all integers 𝒌𝒌, then
𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚)
𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝒚𝒚) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) = ∙
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚)
+
𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚)
= ∙
𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚)
𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚)
= ∙
𝐬𝐬𝐬𝐬𝐬𝐬(𝒚𝒚) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚)
=
= 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙).
𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙)+𝐭𝐭𝐭𝐭𝐭𝐭�𝒚𝒚�
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝒚𝒚) = 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) for all values of 𝒙𝒙 and 𝒚𝒚 for which both sides of the equation are defined.
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)+𝐜𝐜𝐜𝐜𝐜𝐜�𝒚𝒚�
Thus, the expression does not depend on the value of 𝒚𝒚.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Lesson 17: Trigonometric Identity Proofs
Student Outcomes
 Students see derivations and proofs of the addition and subtraction formulas for sine and cosine.
 Students prove some simple trigonometric identities.
Lesson Notes
The lesson starts with students looking for patterns in a table to make
conjectures about the formulas for sin(𝛼𝛼 + 𝛽𝛽) and cos(𝛼𝛼 + 𝛽𝛽). From these Scaffolding:
formulas, students can quickly deduce the formulas for sin(𝛼𝛼 − 𝛽𝛽) and  Students should have access to
cos(𝛼𝛼 − 𝛽𝛽). The teacher gives proofs of important formulas, and then students calculators.
prove some simple trigonometric identities. The lesson highlights MP.3 and  The teacher may want to model a
MP.8, as students look for patterns in repeated calculations and construct few calculations at the beginning.
arguments about the patterns they find.
 Pairs of students who fill in the
table quickly should be encouraged
to help those who might be
Classwork struggling.
Opening Exercise (10 minutes)  Once a few students have filled in
Students should work in pairs to fill out the table and look for patterns. They the table, one or two might be
MP.8 should be looking for columns whose entries might be combined to yield the encouraged to share their entries
entries in the column for sin(𝛼𝛼 + 𝛽𝛽). with the class because when all
students have the entries, they are
in a better position to discover the
Opening Exercise
rule.
We have seen that 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) ≠ 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷). So, what is 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷)? Begin by
completing the following table:
𝜶𝜶 𝜷𝜷 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷)
𝝅𝝅 𝝅𝝅 𝟏𝟏 𝟏𝟏 √𝟑𝟑 √𝟑𝟑 𝟏𝟏 𝟑𝟑 √𝟑𝟑
𝟔𝟔 𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 𝟏𝟏 √𝟑𝟑 𝟏𝟏 √𝟑𝟑 √𝟑𝟑 𝟑𝟑
𝟏𝟏
𝟔𝟔 𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟐𝟐 𝟏𝟏 √𝟐𝟐 + √𝟔𝟔 √𝟔𝟔 √𝟐𝟐 √𝟔𝟔 √𝟐𝟐

𝟒𝟒 𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟐𝟐 √𝟐𝟐 𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
𝟏𝟏
𝟒𝟒 𝟒𝟒 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝝅𝝅 𝝅𝝅 √𝟑𝟑 √𝟑𝟑 √𝟑𝟑 √𝟑𝟑 𝟑𝟑 𝟏𝟏 √𝟑𝟑

𝟑𝟑 𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟑𝟑 √𝟐𝟐 √𝟐𝟐 + √𝟔𝟔 √𝟔𝟔 √𝟔𝟔 √𝟐𝟐 √𝟐𝟐
𝟑𝟑 𝟒𝟒 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
Lesson 17: Trigonometric Identity Proofs 293
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Ask students to write an equation that describes how the entries in other columns might Scaffolding:
MP.8
be combined to yield the entries in the shaded column.
 If no student offers the
The identity they are looking for in the table is the following: identity, the teacher might
suggest that students look
sin(𝛼𝛼 + 𝛽𝛽) = cos(𝛼𝛼) sin(𝛽𝛽) + sin(𝛼𝛼) cos(𝛽𝛽).
for two columns whose
Emphasize in the discussion that the proposed identity has not been proven; it has only entries sum to yield
been tested for some specific values of 𝛼𝛼 and 𝛽𝛽. Its status now is as a conjecture. sin(𝛼𝛼 + 𝛽𝛽).
The conjecture is strengthened by the following observation: Because 𝛼𝛼 and 𝛽𝛽 play the  It might even be necessary
same role in (𝛼𝛼 + 𝛽𝛽), they should not play different roles in any formula for the sine of for the teacher to point at
that sum. In the conjecture, if 𝛼𝛼 and 𝛽𝛽 are interchanged, the formula remains essentially the two columns.
the same. That symmetry helps make the conjecture more plausible.
Use the following table to formulate a conjecture for 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷):
𝜶𝜶 𝜷𝜷 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷)
𝝅𝝅 𝝅𝝅 𝟏𝟏 𝟏𝟏 𝟏𝟏 √𝟑𝟑 𝟏𝟏 𝟑𝟑 √𝟑𝟑
𝟔𝟔 𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟑𝟑 𝟏𝟏 𝟏𝟏 √𝟑𝟑 √𝟑𝟑 𝟑𝟑
𝟎𝟎
𝟔𝟔 𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟐𝟐 √𝟑𝟑 √𝟔𝟔 − √𝟐𝟐 √𝟔𝟔 √𝟐𝟐 √𝟔𝟔 √𝟐𝟐

𝟒𝟒 𝟔𝟔 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 √𝟐𝟐 √𝟐𝟐 𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
𝟎𝟎
𝟒𝟒 𝟒𝟒 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟐𝟐
𝝅𝝅 𝝅𝝅 𝟏𝟏 𝟏𝟏 𝟏𝟏 √𝟑𝟑 𝟑𝟑 𝟏𝟏 √𝟑𝟑
−
𝟑𝟑 𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝝅𝝅 𝝅𝝅 𝟏𝟏 √𝟐𝟐 √𝟐𝟐 − √𝟔𝟔 √𝟔𝟔 √𝟔𝟔 √𝟐𝟐 √𝟐𝟐
𝟑𝟑 𝟒𝟒 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
Again, ask students to write an equation that describes how the entries in other columns might be combined to yield the
MP.8
entries in the shaded column.
The identity they are looking for in the table is the following:
cos(𝛼𝛼 + 𝛽𝛽) = cos(𝛼𝛼) cos(𝛽𝛽) − sin(𝛼𝛼) sin(𝛽𝛽).
Again, in a class discussion of the exercise after students have looked for a pattern, if no student comes up with that
identity, the teacher may want to point at the two columns whose entries differ to yield cos(𝛼𝛼 + 𝛽𝛽). It should be
repeated that the proposed identity has not been proven; it has only been tested for some specific values of 𝛼𝛼 and 𝛽𝛽. It
is a conjecture.
This conjecture, too, is strengthened by the observation that because 𝛼𝛼 and 𝛽𝛽 play the same role in (𝛼𝛼 + 𝛽𝛽), they should
not play different roles in any formula for the cosine of that sum. And again, if 𝛼𝛼 and 𝛽𝛽 are interchanged in the
conjectured formula, it remains essentially the same. That symmetry helps make the conjecture more plausible.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Examples 1–2 (15 minutes): Formulas for sin(𝛼𝛼 + 𝛽𝛽) and cos(𝛼𝛼 + 𝛽𝛽) Scaffolding:
Because the proofs of the
Examples 1–2: Formulas for 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) addition and subtraction
1. One conjecture is that the formula for the sine of the sum of two numbers is
formulas for sine and cosine
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷). The proof can be a little long, but it is fairly can be complicated, only the
straightforward. We will prove only the case when the two numbers are positive, and their proof of the sine addition
𝝅𝝅
sum is less than . formula is presented in detail
𝟐𝟐
𝝅𝝅 here. Advanced students
a. Let 𝜶𝜶 and 𝜷𝜷 be positive real numbers such that 𝟎𝟎 < 𝜶𝜶 + 𝜷𝜷 <
𝟐𝟐
.
might be asked to prove, in
much the same fashion, any of
b. Construct rectangle 𝑴𝑴𝑴𝑴𝑴𝑴𝑴𝑴 such that 𝑷𝑷𝑷𝑷 = 𝟏𝟏,
the other three formulas, as
𝒎𝒎∠𝑷𝑷𝑷𝑷𝑷𝑷 = 𝟗𝟗𝟗𝟗°, 𝒎𝒎∠𝑹𝑹𝑹𝑹𝑹𝑹 = 𝜷𝜷, and
𝒎𝒎∠𝑸𝑸𝑸𝑸𝑸𝑸 = 𝜶𝜶. See the figure on the right. well as by deriving them from
the sine addition formula.
c. Fill in the blanks in terms of 𝜶𝜶 and 𝜷𝜷:
Problem 1 in the Problem Set
i. 𝒎𝒎∠𝑹𝑹𝑹𝑹𝑹𝑹 = .
concerns one of those proofs.
𝝅𝝅
− 𝜶𝜶 − 𝜷𝜷
𝟐𝟐
ii. 𝒎𝒎∠𝑷𝑷𝑷𝑷𝑷𝑷 = .
𝜶𝜶 + 𝜷𝜷
iii. Therefore, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) = 𝑷𝑷𝑷𝑷.
iv. 𝑹𝑹𝑹𝑹 = 𝐬𝐬𝐬𝐬𝐬𝐬(______).
𝜷𝜷
v. 𝑷𝑷𝑷𝑷 = 𝐜𝐜𝐜𝐜𝐜𝐜(______).
𝜷𝜷
d. Let’s label the angle and length measurements as shown.
e. Use this new figure to fill in the blanks in terms of 𝜶𝜶 and 𝜷𝜷:
𝑴𝑴𝑴𝑴
i. Why does 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) = ?
𝐜𝐜𝐜𝐜𝐜𝐜�𝜷𝜷�
The length of the hypotenuse of △ 𝑷𝑷𝑷𝑷𝑷𝑷 is 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷),

and 𝑴𝑴𝑴𝑴 is the length of the side opposite 𝜶𝜶.
ii. Therefore, 𝑴𝑴𝑴𝑴 = .
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷)
iii. 𝒎𝒎∠𝑹𝑹𝑹𝑹𝑹𝑹 = .
𝜶𝜶
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝑸𝑸𝑸𝑸
f. Now, consider △ 𝑹𝑹𝑹𝑹𝑹𝑹. Since 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) = ,
𝐬𝐬𝐬𝐬𝐬𝐬�𝜷𝜷�
i. 𝑸𝑸𝑸𝑸 = .
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷)
2.
a. Label these lengths and angle measurements in the
figure.
b. Since 𝑴𝑴𝑴𝑴𝑴𝑴𝑴𝑴 is a rectangle, 𝑶𝑶𝑶𝑶 = 𝑴𝑴𝑴𝑴 + 𝑸𝑸𝑸𝑸.
c. Thus, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
Note that we have only proven the formula for the sine of the sum of two real numbers 𝜶𝜶 and 𝜷𝜷 in the case where
𝝅𝝅
𝟎𝟎 < 𝜶𝜶 + 𝜷𝜷 < . A proof for all real numbers 𝜶𝜶 and 𝜷𝜷 breaks down into cases that are proven similarly to the case we
𝟐𝟐
have just seen. Although we are omitting the full proof, this formula holds for all real numbers 𝜶𝜶 and 𝜷𝜷.
Scaffolding:
For any real numbers 𝜶𝜶 and 𝜷𝜷, A wall poster with all four sum
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷). and difference formulas will
help students keep these
formulas straight.
3. Now, let’s prove our other conjecture, which is that the formula for the cosine of the sum of
two numbers is
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
𝝅𝝅
Again, we will prove only the case when the two numbers are positive, and their sum is less than . This time, we
𝟐𝟐
will use the sine addition formula and identities from previous lessons instead of working through a geometric
proof.
Fill in the blanks in terms of 𝜶𝜶 and 𝜷𝜷:
Let 𝜶𝜶 and 𝜷𝜷 be any real numbers. Then,
𝝅𝝅
𝐜𝐜𝐨𝐨𝐬𝐬(𝜶𝜶 + 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬 � − (__________)�
𝟐𝟐
= 𝐬𝐬𝐬𝐬𝐬𝐬�(__________) − 𝜷𝜷�
= 𝐬𝐬𝐬𝐬𝐬𝐬�(__________) + (−𝜷𝜷)�
= 𝐬𝐬𝐬𝐬𝐬𝐬(__________) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(__________) 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜷𝜷)
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜷𝜷)
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
The completed proof should look like the following:
𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬 � − (𝜶𝜶 + 𝜷𝜷)�
𝟐𝟐
𝝅𝝅
= 𝐬𝐬𝐬𝐬𝐬𝐬 �� − 𝜶𝜶� − 𝜷𝜷�
𝟐𝟐
𝝅𝝅
= 𝐬𝐬𝐬𝐬𝐬𝐬 �� − 𝜶𝜶� + (−𝜷𝜷)�
𝟐𝟐
𝝅𝝅 𝝅𝝅
= 𝐬𝐬𝐬𝐬𝐬𝐬 � − 𝜶𝜶� 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝜶𝜶� 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜷𝜷)
𝟐𝟐 𝟐𝟐
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜷𝜷)
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
For all real numbers 𝜶𝜶 and 𝜷𝜷,
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
Exercises 1–2 (6 minutes): Formulas for 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷)
In these exercises, formulas for the sine and cosine of the difference of two Scaffolding:
angles are developed from the formulas for the sine and cosine of the sum of
 To help students understand the
two angles.
difference formulas, consider giving
them some examples to calculate.
Exercises 1–2: Formulas for 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷)
𝜋𝜋 𝜋𝜋 𝜋𝜋
 sin � � = sin � − �
1. Rewrite the expression 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) as 𝐬𝐬𝐬𝐬𝐬𝐬�𝜶𝜶 + (−𝜷𝜷)�. Use the rewritten 12 4 6
form to find a formula for the sine of the difference of two angles, recalling 𝜋𝜋 𝜋𝜋 𝜋𝜋 𝜋𝜋
that the sine is an odd function. = sin � � cos � � − cos � � sin � �
4 6 4 6
Let 𝜶𝜶 and 𝜷𝜷 be any real numbers. Then, 1 1 1
√3
= ∙− ∙
𝐬𝐬𝐬𝐬𝐬𝐬�𝜶𝜶 + (−𝜷𝜷)� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜷𝜷) √2 2 √2 2
= 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
√2√3 √2
Therefore, 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) for all real = −
4 4
numbers 𝜶𝜶 and 𝜷𝜷.
√2�√3 − 1�
=
4
2. Now, use the same idea to find a formula for the cosine of the difference of
𝜋𝜋 𝜋𝜋 𝜋𝜋
two angles. Recall that the cosine is an even function.  cos � � = cos � − �
12 4 6
Let 𝜶𝜶 and 𝜷𝜷 be any real numbers. Then, 𝜋𝜋 𝜋𝜋 𝜋𝜋 𝜋𝜋
= cos � � cos � � + sin � � sin � �
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜�𝜶𝜶 + (−𝜷𝜷)� 4 6 4 6
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(−𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(−𝜷𝜷) 1 √3 1 1
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐬𝐬𝐢𝐢𝐢𝐢(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷). = ∙+ ∙
√2 2 √2 2
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) for all real √2√3 √2
numbers 𝜶𝜶 and 𝜷𝜷. = +
4 4
√2�√3 + 1�
=
For all real numbers 𝜶𝜶 and 𝜷𝜷,
4
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷), and
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

These exercises make use of the formulas proved in the examples. Students should work on these exercises in pairs.
Use the sum and difference formulas to do the following:
Exercises 3–5
3. Derive a formula for 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 + 𝜷𝜷) in terms of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) and 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷), where all of the expressions are defined.
Hint: Use the addition formulas for sine and cosine.
Let 𝜶𝜶 and 𝜷𝜷 be any real numbers so that 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) ≠ 𝟎𝟎, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) ≠ 𝟎𝟎, and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) ≠ 𝟎𝟎. By the definition of
𝐬𝐬𝐬𝐬𝐬𝐬�𝜶𝜶+𝜷𝜷�
tangent, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 + 𝜷𝜷) = .
𝐜𝐜𝐜𝐜𝐜𝐜�𝜶𝜶+𝜷𝜷�
Using sum formulas for sine and cosine, we have
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) Scaffolding:

= .
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) Students may need to be
prompted to divide the
Dividing numerator and denominator by 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) gives
numerator and denominator
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) + 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷) by cos(𝛼𝛼)cos(𝛽𝛽).
= .
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝟏𝟏 − 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷)
𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶)+𝐭𝐭𝐭𝐭𝐭𝐭�𝜷𝜷�
Therefore, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 + 𝜷𝜷) = for any real numbers 𝜶𝜶 and 𝜷𝜷 so that 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) ≠ 𝟎𝟎, 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) ≠ 𝟎𝟎, and
𝟏𝟏−𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) 𝐭𝐭𝐭𝐭𝐭𝐭�𝜷𝜷�
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) ≠ 𝟎𝟎.
4. Derive a formula for 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐) in terms of 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖) for all real numbers 𝒖𝒖.
Let 𝒖𝒖 be any real number. Then, 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖 + 𝒖𝒖) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖)𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖)𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖), which is equivalent to
𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐) = 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖).
Therefore, 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐) = 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖) for all real numbers 𝒖𝒖.
5. Derive a formula for 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝒖𝒖) in terms of 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖) and 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖) for all real numbers 𝒖𝒖.
Let 𝒖𝒖 be a real number. Then, 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖 + 𝒖𝒖) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒖𝒖) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒖𝒖), which is equivalent to
𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜𝟐𝟐 (𝒖𝒖) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒖𝒖).
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒖𝒖) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐(𝒖𝒖) for all real numbers 𝒖𝒖. Using the Pythagorean identities, you can rewrite
this identity as 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝟐𝟐 𝐜𝐜𝐜𝐜𝐬𝐬𝟐𝟐 (𝒖𝒖) − 𝟏𝟏 or as 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝟏𝟏 − 𝟐𝟐 𝐬𝐬𝐬𝐬𝐧𝐧𝟐𝟐 (𝒖𝒖) for all real numbers 𝒖𝒖.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Closing (1 minute)
Ask students to respond to this question in writing, to a partner, or as a class.
 Edna claims that in the same way that 2(𝛼𝛼 + 𝛽𝛽) = 2(𝛼𝛼) + 2(𝛽𝛽), it follows by the distributive property that
sin(𝛼𝛼 + 𝛽𝛽) = sin(𝛼𝛼) + sin(𝛽𝛽) for all real numbers 𝛼𝛼 and 𝛽𝛽. Danielle says that can’t be true. Who is correct,
and why?
 Danielle is correct. Given that sin(𝛼𝛼 + 𝛽𝛽) = sin(𝛼𝛼)cos(𝛽𝛽) + cos(𝛼𝛼)sin(𝛽𝛽), it follows that
sin(𝛼𝛼 + 𝛽𝛽) = sin(𝛼𝛼) + sin(𝛽𝛽) only for special values of 𝛼𝛼 and 𝛽𝛽. That is, when cos(𝛽𝛽) = 1 and
cos(𝛼𝛼) = 1, or when 𝛼𝛼 = 𝛽𝛽 = 𝜋𝜋𝜋𝜋 for 𝑛𝑛 an integer. So, in general,
sin(𝛼𝛼 + 𝛽𝛽) ≠ sin(𝛼𝛼) + sin(𝛽𝛽).
𝜋𝜋
A simple example is when 𝛼𝛼 = 𝛽𝛽 = . Then, sin(𝛼𝛼 + 𝛽𝛽) = sin(𝜋𝜋) = 0, but
2
𝜋𝜋 𝜋𝜋
sin(𝛼𝛼) + sin(𝛽𝛽) = sin � � + sin � � = 2. Since 0 ≠ 2, sin(𝛼𝛼 + 𝛽𝛽) is generally not equal to
2 2
sin(𝛼𝛼) + sin(𝛽𝛽).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
Lesson 17: Trigonometric Identity Proofs
Exit Ticket
𝜋𝜋 𝜋𝜋
Derive a formula for tan(𝛼𝛼 − 𝛽𝛽) in terms of tan(𝛼𝛼) and tan(𝛽𝛽), where 𝛼𝛼 ≠ + 𝑘𝑘𝑘𝑘 and 𝛽𝛽 ≠ + 𝑘𝑘𝑘𝑘, for all integers 𝑘𝑘.
2 2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II

𝝅𝝅 𝝅𝝅
Derive a formula for 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 − 𝜷𝜷) in terms of 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) and 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷), where 𝜶𝜶 ≠ + 𝒌𝒌𝒌𝒌 and 𝜷𝜷 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟐𝟐 𝟐𝟐
𝝅𝝅 𝝅𝝅
Let 𝜶𝜶 and 𝜷𝜷 be real numbers so that 𝜶𝜶 ≠ + 𝒌𝒌𝒌𝒌 and 𝜷𝜷 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌. Using the definition of tangent,
𝟐𝟐 𝟐𝟐
𝐬𝐬𝐬𝐬𝐬𝐬�𝜶𝜶−𝜷𝜷�
𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 − 𝜷𝜷) = .
𝐜𝐜𝐜𝐜𝐜𝐜�𝜶𝜶−𝜷𝜷�
Using the difference formulas for sine and cosine,

𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷)
= .
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷)
Dividing numerator and denominator by 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) gives
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) − 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷)
= .
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) 𝟏𝟏 + 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) 𝐭𝐭𝐭𝐭𝐭𝐭(𝜷𝜷)
𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶)−𝐭𝐭𝐭𝐭𝐭𝐭�𝜷𝜷� 𝝅𝝅 𝝅𝝅
Therefore, 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 − 𝜷𝜷) = , where 𝜶𝜶 ≠ + 𝒌𝒌𝒌𝒌 and 𝜷𝜷 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟏𝟏+𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶) 𝐭𝐭𝐭𝐭𝐭𝐭�𝜷𝜷� 𝟐𝟐 𝟐𝟐

These problems continue the derivation and demonstration of simple trigonometric identities.
1. Prove the formula

𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) for 𝟎𝟎 < 𝜶𝜶 + 𝜷𝜷 <
𝟐𝟐
using the rectangle 𝑴𝑴𝑴𝑴𝑴𝑴𝑴𝑴 in the figure on the right and calculating
𝑷𝑷𝑷𝑷, 𝑹𝑹𝑹𝑹, and 𝑹𝑹𝑹𝑹 in terms of 𝜶𝜶 and 𝜷𝜷.
𝝅𝝅
PROOF: Let 𝜶𝜶 and 𝜷𝜷 be real numbers so that 𝟎𝟎 < 𝜶𝜶 + 𝜷𝜷 < .
𝟐𝟐
Then 𝑷𝑷𝑷𝑷 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷), 𝑹𝑹𝑹𝑹 = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷), and 𝑹𝑹𝑹𝑹 = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷).
Because 𝑹𝑹𝑹𝑹 = 𝑷𝑷𝑷𝑷 − 𝑹𝑹𝑹𝑹, it follows that

𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 + 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) for 𝟎𝟎 < 𝜶𝜶 + 𝜷𝜷 < .
𝟐𝟐
𝝅𝝅 𝒌𝒌𝒌𝒌 𝝅𝝅
2. Derive a formula for 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐) for 𝒖𝒖 ≠ + and 𝒖𝒖 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝝅𝝅 𝒌𝒌𝒌𝒌 𝝅𝝅
PROOF: Let 𝒖𝒖 be any real number so that 𝒖𝒖 ≠ + , and 𝒖𝒖 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌. In the formula
𝟒𝟒 𝟐𝟐 𝟐𝟐
𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶)+𝐭𝐭𝐭𝐭𝐭𝐭�𝜷𝜷� 𝐭𝐭𝐭𝐭𝐭𝐭(𝒖𝒖)+𝐭𝐭𝐭𝐭𝐭𝐭(𝒖𝒖)
𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶 + 𝜷𝜷) = , replace 𝜶𝜶 and 𝜷𝜷 both by 𝒖𝒖. The resulting equation is 𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐) = ,
𝟏𝟏−𝐭𝐭𝐭𝐭𝐭𝐭 𝜶𝜶 𝐭𝐭𝐭𝐭𝐭𝐭�𝜷𝜷�
( ) 𝟏𝟏−𝐭𝐭𝐭𝐭𝐭𝐭(𝒖𝒖) 𝐭𝐭𝐭𝐭𝐭𝐭(𝒖𝒖)
which is equivalent to
𝟐𝟐 𝐭𝐭𝐭𝐭𝐭𝐭(𝒖𝒖) 𝝅𝝅 𝒌𝒌𝒌𝒌 𝝅𝝅
𝐭𝐭𝐭𝐭𝐭𝐭(𝟐𝟐𝟐𝟐) = for 𝒖𝒖 ≠ + and 𝒖𝒖 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝟏𝟏−𝐭𝐭𝐭𝐭𝐧𝐧𝟐𝟐(𝒖𝒖) 𝟒𝟒 𝟐𝟐 𝟐𝟐
3. Prove that 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝒖𝒖) = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐 (𝒖𝒖) − 𝟏𝟏 for any real number 𝒖𝒖.
PROOF: Let 𝒖𝒖 be any real number. From Exercise 3 in class, we know that 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒖𝒖) − 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒖𝒖) for any real
number 𝒖𝒖. Using the Pythagorean identity, we know that 𝐬𝐬𝐬𝐬𝐬𝐬𝟐𝟐 (𝒖𝒖) = 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒖𝒖). By substitution,
𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒖𝒖) − 𝟏𝟏 + 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒖𝒖).
Thus, 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) = 𝟐𝟐𝟐𝟐𝟐𝟐𝟐𝟐 𝟐𝟐 (𝒖𝒖) − 𝟏𝟏 for any real number 𝒖𝒖.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟏𝟏 𝝅𝝅
4. Prove that − 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙) for 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
We begin with the left side, get a common denominator, and then use the Pythagorean identity.
𝝅𝝅
PROOF: Let 𝒙𝒙 be a real number so that 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌. Then,
𝟐𝟐
𝟏𝟏 𝟏𝟏 − 𝐜𝐜𝐜𝐜𝐜𝐜 𝟐𝟐 (𝒙𝒙)
− 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) =
𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
=
= ∙ 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙)
= 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) ∙ 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙).
𝟏𝟏 𝝅𝝅
Therefore, − 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) ⋅ 𝐭𝐭𝐭𝐭𝐭𝐭(𝒙𝒙), where 𝒙𝒙 ≠ + 𝒌𝒌𝒌𝒌, for all integers 𝒌𝒌.
𝝅𝝅 𝝅𝝅
5. Write as a single term: 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝜽𝜽� + 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝜽𝜽�.
𝟒𝟒 𝟒𝟒
We use the formulas for the cosine of sums and differences:
𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅 𝝅𝝅
𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝜽𝜽� + 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝜽𝜽� = 𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) − 𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐬𝐬𝐬𝐬𝐬𝐬 � � 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒 𝟒𝟒
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
= 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) − 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
√𝟐𝟐 √𝟐𝟐 √𝟐𝟐 √𝟐𝟐
= √𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
𝝅𝝅 𝝅𝝅
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝜽𝜽� + 𝐜𝐜𝐜𝐜𝐜𝐜 � − 𝜽𝜽� = √𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
𝟒𝟒 𝟒𝟒
6. Write as a single term: 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏°) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°).
Begin with the formula 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷), and let 𝜶𝜶 = 𝟐𝟐𝟐𝟐° and 𝜷𝜷 = 𝟏𝟏𝟏𝟏°.
𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐°) 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏°) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐°) 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°) = 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐° − 𝟏𝟏𝟏𝟏°)

= 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°).
7. Write as a single term: 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝒙𝒙) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝒙𝒙) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙).
Begin with the formula 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶 − 𝜷𝜷) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷), and let 𝜶𝜶 = 𝟐𝟐𝟐𝟐 and 𝜷𝜷 = 𝒙𝒙.
𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐) 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝟐𝟐𝟐𝟐) 𝐬𝐬𝐬𝐬𝐬𝐬(𝒙𝒙) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝟐𝟐𝟐𝟐 − 𝒙𝒙)

= 𝐜𝐜𝐜𝐜𝐜𝐜(𝒙𝒙)
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶+𝜷𝜷)+𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶−𝜷𝜷)
8. Write as a single term: , where 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) ≠ 𝟎𝟎 and 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) ≠ 𝟎𝟎.
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷)
Begin with the formulas for the sine of the sum and difference:
𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 + 𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶 − 𝜷𝜷) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) + 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜷𝜷)
=
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷)
𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷)
=
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜷𝜷)
𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(𝜶𝜶)
=
𝐜𝐜𝐜𝐜𝐜𝐜(𝜶𝜶)
= 𝟐𝟐 𝐭𝐭𝐭𝐭𝐭𝐭(𝜶𝜶).
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
𝟑𝟑𝟑𝟑
9. Prove that 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝜽𝜽� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) for all values of 𝜽𝜽.
𝟐𝟐
PROOF: Let 𝜽𝜽 be any real number. Then, from the formula for the cosine of a sum,
𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑 𝟑𝟑𝟑𝟑
𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝜽𝜽� = 𝐜𝐜𝐜𝐜𝐜𝐜 � � 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) − 𝐬𝐬𝐬𝐬𝐬𝐬 � � ∙ 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
𝟐𝟐 𝟐𝟐 𝟐𝟐
= 𝟎𝟎 ∙ 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) − (−𝟏𝟏) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)
𝟑𝟑𝟑𝟑
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜 � + 𝜽𝜽� = 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽) for all values of 𝜽𝜽.
𝟐𝟐
10. Prove that 𝐜𝐜𝐜𝐜𝐜𝐜(𝝅𝝅 − 𝜽𝜽) = − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for all values of 𝜽𝜽.
PROOF: Let 𝜽𝜽 be any real number. Then, from the formula for the cosine of a difference,
𝐜𝐜𝐜𝐜𝐜𝐜(𝝅𝝅 − 𝜽𝜽) = 𝐜𝐜𝐜𝐜𝐜𝐜(𝝅𝝅) 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) + 𝐬𝐬𝐬𝐬𝐬𝐬(𝝅𝝅) 𝐬𝐬𝐬𝐬𝐬𝐬(𝜽𝜽)

= − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽).
Therefore, 𝐜𝐜𝐜𝐜𝐜𝐜(𝝅𝝅 − 𝜽𝜽) = − 𝐜𝐜𝐜𝐜𝐜𝐜(𝜽𝜽) for all real numbers 𝜽𝜽.
ALG II-M2-TE-1.3.0-05.2015
A STORY OF FUNCTIONS End-of-Module Assessment Task M2
ALGEBRA II
Name Date
1.
a. Graph the function 𝑓𝑓(𝑥𝑥) = 3 cos(2𝑥𝑥) + 1 between 0 and 2𝜋𝜋.
b. Graph and label the midline on your graph. Draw and label a segment to represent the period and
specify its length.
c. Explain how you can find the midline, period, and amplitude in part (b) from the function
𝑓𝑓(𝑥𝑥) = 3 cos(2𝑥𝑥) + 1.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. Construct a periodic function that has period 8𝜋𝜋, a midline given by the equation 𝑦𝑦 = 5, and an
1
amplitude of .
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. The graph below shows the number of daylight hours each day of the year in Fairbanks, Alaska, as a
function of the day number of the year. (January 1 is day 1, January 2 is day 2, and so on.)
Daylight Hours in Fairbanks

25
20
15
Hours
10
0
0 100 200 300 400
Days
a. Find a function that models the shape of this daylight-hour curve reasonably well. Define the
variables you use.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. Explain how you chose the numbers in your function from part (a): What is the midline? What is the
amplitude? What is the period?
c. A friend looked at the graph and wondered, “What was the average number of daylight hours in
Fairbanks over the past year?” What might be a reasonable answer to that question? Use the
structure of the function you created in part (a) to explain your answer.
1
d. According to the graph, around which month of the year did the first day of the year with 17 2 hours
of daylight occur? Does your function in part (a) agree with your estimation?
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e. The scientists who reported these data now inform us that their instruments were incorrectly
calibrated; each measurement of the daylight hours is 15 minutes too long. Adjust your function
from part (a) to account for this change in the data. How does your function now appear? Explain
why you changed the formula as you did.
f. To make very long-term predictions, researchers would like a function that acknowledges that there
1
are, on average, 365 days in a year. How should you adjust your function from part (e) so that it
4
1
represents a function that models daylight hours with a period of 365 4 days? How does your
function now appear?
g. Do these two adjustments to the function significantly change the prediction as to which day of the
1
year first possesses 17 hours of daylight?
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. On a whim, James challenged his friend Susan to model the movement of a chewed-up piece of gum
stuck to the rim of a rolling wheel with radius 1 m. To simplify the situation, Susan drew a diagram of a
circle to represent the wheel and imagined the gum as a point on the circle. Furthermore, she assumed
that the center of the wheel was moving to the right at a constant speed of 1 m/sec, as shown in the
diagram.
At time 𝑡𝑡 = 0 seconds, the piece of gum was directly to the left of the center of the wheel, as indicated in
the diagram above.
a. What is the first time that the gum was at the top position of the wheel?
b. What is the first time that the gum was again directly to the left of the center of the wheel?
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. After doing some initial calculations as in parts (a) and (b), Susan realized that the height of the gum
is a function of time. She let 𝑉𝑉(𝑡𝑡) stand for the vertical height of the gum from the ground at time
𝑡𝑡 seconds. Find a formula for her function.
d. What is the smallest positive value of 𝑡𝑡 for which 𝑉𝑉(𝑡𝑡) = 0? What does this value of 𝑡𝑡 represent in
terms of the situation?
Next, Susan imagined that the wheel was rolling along the horizontal axis of a coordinate system, with
distances along the horizontal axis given in units of meters (and height along the vertical axis also given in
units of meter). At time 𝑡𝑡 = 0, the center of the wheel has coordinates (1, 1) so that the gum was
initially at position (0, 1).
𝜋𝜋
e. What is the 𝑥𝑥-coordinate of the position of the gum after seconds (when it first arrived at the top
2
of the wheel)? After 𝜋𝜋 seconds (when it was directly to the right of the center)?
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
f. From the calculations like those in part (e), Susan realized that the horizontal distance, 𝐻𝐻, of the gum
from its initial location is also a function of time 𝑡𝑡, given by the distance the wheel traveled plus its
horizontal displacement from the center of the wheel. Write a formula 𝐻𝐻(𝑡𝑡) for the function
(i.e., find a function that specifies the 𝑥𝑥-coordinate of the position of the gum at time 𝑡𝑡).
g. Susan and James decide to test Susan’s model by actually rolling a wheel with radius 1 m. However,
when the gum first touched the ground, it came off the wheel and stuck to the ground at that
position. How horizontally far from the initial position is the gum? Verify that your function from
part (f) predicts this answer, too.
4. Betty was looking at the Pythagorean Identity: for all real numbers 𝜃𝜃,
sin2 (𝜃𝜃) + cos 2(𝜃𝜃) = 1.
a. Betty used the Pythagorean identity to make up the equation below. She then stated, “Wow, I've
discovered a new identity that is true for all 𝜃𝜃.” Do you agree with her? Why or why not?
sin2 (𝜃𝜃)
= 1 + cos(𝜃𝜃)
1 − cos(𝜃𝜃)
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. Prove the Pythagorean identity.
c. The real number 𝜃𝜃 is such that sin(𝜃𝜃) = 0.6. Calculate | cos(𝜃𝜃)| and | tan(𝜃𝜃) |.
d. Suppose additional information is given about the number 𝜃𝜃 from part (c). You are told that
𝜋𝜋
< 𝜃𝜃 < 𝜋𝜋. What are the values of cos(𝜃𝜃) and tan(𝜃𝜃)? Explain.
2
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial evidence of
of reasoning or some reasoning or reasoning or solid reasoning or
application of application of application of application of
mathematics to mathematics to mathematics to mathematics to solve
solve the solve the solve the the problem.
problem. problem. problem, or an
incorrect answer
with substantial
evidence of solid
reasoning or
application of
mathematics to
solve the
problem.
1 a Student does not draw Student draws the Student draws the Student draws the graphs of
the graph of a periodic graph of one function graphs of two all three functions correctly.
function. correctly. functions correctly.
F-IF.C.7e
b Student indicates Student correctly Student correctly Student correctly draws

neither midline nor indicates midline draws midline and midline and period segment,
period. and/or period, but period segment, but and they are labeled by the
F-IF.C.7e neither is labeled by only one is labeled correct length of the
the length of the correctly by the length period/equation of the
period or the equation of the period or midline.
of the midline. equation of the
midline.
c Student does not Student correctly finds Student correctly finds Student correctly finds values
explain how to obtain at least one of the all but one of the for all the quantities and
any of the quantities. quantities. quantities. understands the relationship
F-IF.C.7e between the constant 𝜔𝜔 and
the period.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d Student only guesses Student knows that a Student correctly Student provides the correct
that a sine or cosine sine or cosine function sketches the graph but values for each of the
function is needed. will work but does not misses one of the parameters, understands that
F-IF.C.7e obtain the correct parameters or has the either a sine or cosine will
parameters. graph incorrectly work, and presents the
shifted. correct relationship between
OR the constant 𝜔𝜔 and the
Student sketches the period.
graph adequately but
not the correct
relationship between
the constant 𝜔𝜔 and
the period.
2 a Student does not use a Student understands Student estimates the Student provides the correct
trigonometric function that the answer is midline, amplitude, function, understands the
or uses one other than related to the sine or and period of the form of the answer, and
S-ID.6a sine or cosine. cosine function but trigonometric function correctly determines the
does not estimate the adequately but does amplitude, period, and
midline, amplitude, or not provide the constant. Student
period correctly and correct function. understands that there are
does not provide the different sine and cosine
correct function. representations for the same
function.
17 2𝜋𝜋 1
𝐻𝐻(𝑑𝑑) = − cos � 𝑑𝑑� + 12
2 365 2
b Student does not Student describes one Student describes two Student describes each of the
describe any of the of the three values of the three values three values corresponding
values corresponding corresponding to corresponding to to midline, amplitude, and
F-TF.B.5 to midline, amplitude, midline, amplitude, or midline, amplitude, or period.
F-IF.7e or period. period. period. 1
Midline: 𝑦𝑦 = 12
2
17
Amplitude:
2
Period: 365
c Student does not Student selects a point Student estimates the Student provides an
understand the on the function or uses midline but does not adequate approximation of
concept of midline. the value 0. explain that he is using the midline within a
S-ID.6a the midline. reasonable margin of error
F-IF.7e and states that the midline
was used to estimate the
average.
d Student provides a Student provides a Student provides a Student provides a

poor estimate for the reasonable estimate reasonable estimate reasonable estimate and
F-TF.B.5 number of days. but does not justify it. but does not correctly substitutes the estimate into
substitute the the function to get a number
estimate into the of hours that is relatively
function. close to 17.5.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e Student does not Student does not Student adds instead Student correctly
know where to include display understanding of subtracts to modify understands how the change
F-TF.B.5 the information to of which parameter the added constant. in data affects the function.
modify the needs to be changed. 𝐻𝐻(𝑑𝑑) = −
17
cos �
2𝜋𝜋
𝑑𝑑� + 12
1
trigonometric 2 365 4
function.
f Student does not Student does not Student understands Student correctly
know where to include display understanding that the calculation understands how to calculate
F-TF.B.5 the information to of which parameter relates to the period the new period.
modify the needs to be changed. but does not correctly 𝐻𝐻(𝑑𝑑) = −
17
cos �
2𝜋𝜋
𝑑𝑑� + 12
1
trigonometric change the period. 2 365.25 4
function.
g Student uses a Student does not use Student uses the Student correctly evaluates
modified formula the correct modified correct formula but the new value and has a
F-TF.B.5 incorrectly. formula. substitutes the wrong reasonable criterion for
OR value. determining if it is a
S-ID.6a
Student uses the OR significant change.
correct modified Student correctly
formula but does not evaluates the new
calculate the value but does not
trigonometric function provide an adequate
correctly. criterion for
determining if the
change is significant.
3 a Student does not see Student uses degrees Student uses radians Student determines the
the relationship instead of radians. but models the circle correct time that the gum is
F-TF.B.5 between time and the incorrectly or mixes up at the top of the wheel
position of the gum or the units, such as where the center is fixed
arc length and the providing the answer 𝜋𝜋
(i.e., seconds).
position of the gum. in radians instead of in 2
units of time.
b Student does not Student uses degrees Student mixes up Student correctly extends the
correctly measure a instead of radians or clockwise and formula from part (a) to part
F-TF.B.5 complete revolution of uses the wrong counterclockwise. (b) and determines that the
the circle (wheel). number of rotations. However, the student gum is to the left of the
understands that the wheel at 2𝜋𝜋 seconds.
circle has done one
revolution and
correctly uses radian
measures.
c Student does not use a Student understands Student understands Student correctly models the
trigonometric that the vertical height that the vertical height vertical height (𝑉𝑉(𝑡𝑡)) with a
F-TF.B.5 function. is related to the sine or should be modeled sine function and adds the
OR cosine function. with a sine function correct constant to reflect
Student appears to but does not use the the position of the center of
guess which function. function correctly or the wheel.
does not account for 𝑉𝑉(𝑡𝑡) = 1 + sin(𝑡𝑡)
the position of the
center of the wheel.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d Student does not Student sets a formula Student correctly gets Student correctly solves the
know what to solve for equal to zero, but it is the right formula but equation and understands
F-TF.B.5 or what formula to the wrong formula. has a solution that is the units
use. OR 𝜋𝜋 3𝜋𝜋
off by a multiple of . (i.e., seconds).
Student does not 2 2
know how to obtain OR
the solution. Student has the
correct value with the
wrong units.
e Student does not Student does not Student correctly Student understands the
understand that understand where the calculates the position relation of the center of the
F-TF.B.5 trigonometric center of the wheel is of the center of the wheel to the position (of the
functions are needed. at the specified time. wheel at this time but gum) at the two particular
has the wrong angle. 𝜋𝜋
values of 𝑡𝑡 (i.e., 1 + meters
2
and 2 + 𝜋𝜋 meters).
f Student does not Student does not see Student correctly Student understands the
understand that that the 𝑥𝑥-coordinate calculates the 𝑥𝑥- relation of the center of the
F-TF.B.5 trigonometric and 𝑦𝑦-coordinate have coordinate of the gum wheel to the gum and
functions are needed. to be calculated on a nonmoving wheel correctly uses the formulas
separately but knows but does not obtained from the wheel with
the calculations are understand how to a fixed center.
related to sines and extend this to the
cosines. moving wheel.
Student understands
where the center of
the wheel is at time 𝑡𝑡.
g Student does not Student has either the Student solves the Student understands that the
correctly place the gum or the wheel in problem but does not problem can be solved using
F-TF.B.5 center of the wheel at the correct place. have the general just the rotation of the wheel
the specified time. formula for the without trigonometric
position of the gum. functions and, with the
OR trigonometric functions and
Student understands the two methods, gives the
that the problem can same answer.
be solved two ways
but gets different
answers.
4 a Student does not Student tests the Student determines Student proves that the two
know what a formula for different that it is a sides match when the cosine
F-TF.C.8 trigonometric identity values of 𝑥𝑥 and trigonometric identity is not zero and clearly
is. determines that it is an and correctly does the understands that it is not an
identity. algebra but neglects to identity because the domains
consider that the do not match.
denominator is
sometimes zero.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b Student does not Student tests the Student provides an Student provides a correct
know what a formula for different incorrect proof of the proof.
F-TF.C.8 trigonometric identity values of 𝑥𝑥 and Pythagorean identity.
is. determines that it is an
identity.
c Student substitutes Student substitutes Student substitutes Student correctly determines

the value for sin(𝜃𝜃) the correct value for the correct value for the values for the cosine and
F-TF.C.8 but cannot solve the sin(𝜃𝜃) and solves the sin(𝜃𝜃) and solves the the tangent and understands
equation. equation but only gets equation but only gets that there are two solutions
one value for the one value for the (i.e.,
cosine and does not cosine. Student is able | cos(𝜃𝜃)| = 0.8,
know how to to determine the value | tan(𝜃𝜃)| = 0.75).
determine the of the tangent.
tangent. OR
Student correctly
determines both
values for the cosine
and is unable to
determine either value
of the tangent.
d Student does not Student uses the Student provides the Student provides the correct
understand that only correct signs but the correct (absolute) sign and value
F-TF.C.8 the signs need to be wrong numerical value, but one sign is (i.e.,
changed from problem value. incorrect. cos(𝜃𝜃) = −0.8,
(c). OR tan(𝜃𝜃) = −0.75).
Student calculates
reciprocals.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
Name Date
1.
a. Graph the function 𝑓𝑓(𝑥𝑥) = 3 cos(2𝑥𝑥) + 1 between 0 and 2𝜋𝜋.
Note that the figure below includes the response to part (b).
Period: π
Midline: Graph of y = 1.
b. Graph and label the midline on your graph. Draw and label a segment to represent the period and
specify its length.
c. Explain how you can find the midline, period, and amplitude in part (b) from the function
𝑓𝑓(𝑥𝑥) = 3 cos(2𝑥𝑥) + 1.
The midline is y = 1, where 1 is the constant added to the cosine function; the period
satisfies the equation
2π
2 =
p
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
d. Construct a periodic function that has period 8𝜋𝜋, a midline given by the equation 𝑦𝑦 = 5, and an
1
amplitude of .
2
A sine or cosine function will work. Using the sine for our solution, we note that for the
function in the following form:
f(x) = A sin(ωx) + c.
2π
A is the amplitude, c is the vertical shift, and the period p satisfies = ω. So,
p
1 1
f(x) = sin � x� + 5
2 4
will work. Replacing the sine with cosine works equally well.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
2. The graph below shows the number of daylight hours each day of the year in Fairbanks, Alaska, as a
function of the day number of the year. (January 1 is day 1, January 2 is day 2, and so on.)
25 Daylight Hours in Fairbanks
20
15
Hours
10
0
0 100 200 300 400
Days
a. Find a function that models the shape of this daylight-hour curve reasonably well. Define the
variables you use.
Once we have the midline and realize that this is a periodic function, we expect the
curve to be a sine or cosine function. It looks like an upside-down cosine graph, so the
function will be in the form H(d) = -A cos(ωd) + k, where 𝑑𝑑 is the number of days, k is
the height of the midline, A is the distance between the peak (which looks to be about
2π
21) and the midline, and P = is the period.
ω
So, we have
1 17 2π 1
A = 21-12 = ;ω = ; k = 12 .
2 2 365 2
17 2π 1
H(d) = - cos � d� + 12 .
2 365 2
Here, the function H is the number of hours of daylight (in units of hours), and d is the
day number as defined at the beginning of the question.
[NOTE: Variations of this formula such as a sine function with a phase shift are
possible.]
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. Explain how you chose the numbers in your function from part (a): What is the midline? What is the
amplitude? What is the period?
The midline is the horizontal line that is halfway between a maximum and minimum
1
value, so it corresponds to the graph of y = 12 . The amplitude is described by the
2
17
distance from a maximum value and the midline, which corresponds to . The period
2
is the horizontal distance between two sequential minimums, which in this problem
corresponds to 365.
c. A friend looked at the graph and wondered, “What was the average number of daylight hours in
Fairbanks over the past year?” What might be a reasonable answer to that question? Use the
structure of the function you created in part (a) to explain your answer.
1
The average number of daylight hours was 12 . The average number of daylight hours
2
appears to be given by the midline of the graph of the function, which is given by the
1
value of k in the answer to part (a), that is 12 .
2
d. According to the graph, around which month of the year did the first day of the year with 17.5 hours
of daylight occur? Does your function in part (a) agree with your estimation?
According to the graph, 17.5 hours of daylight first occurred around day 130. We can
check the estimation by substituting it into the function:
17 2π 1
H(130) = - cos � ⋅ 130� + 12 = 17.8.
2 365 2
The value of H(130) is 17.8 hours of light, which is pretty close to the number of
daylight hours estimated from the graph.
Note: An exact answer is not needed here. Likely reasonable answers include: 120,
125, 130, 133, or anything in between.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
e. The scientists who reported these data now inform us that their instruments were incorrectly
calibrated; each measurement of the daylight hours is 15 minutes too long. Adjust your function
from part (a) to account for this change in the data. How does your function now appear? Explain
why you changed the formula as you did.
1
To correct the measurement, you need to take away hours of daylight from each
4
1 17 2π 1
measurement so that it lowers the midline by hours: H(d)=- cos � d� +12 .
4 2 365 4
f. To make very long-term predictions, researchers would like a function that acknowledges that there
1
are, on average, 365 days in a year. How should you adjust your function from part (e) so that it
4
1
represents a function that models daylight hours with a period of 365 4 days? How does your
function now appear?
1 17 2π 1
This lengthens the period by day; H(d)=- cos � d� +12 .
4 2 365.25 4
g. Do these two adjustments to the function significantly change the prediction as to which day of the
year first possesses 17.5 hours of daylight?
Using the new function and repeating the calculations as in part (d), we have
17 2π 1
H(130) = - cos � 130� + 12 ≈ 17.5,
2 365.25 4
which is not a great change between the two predictions (the difference is less than
0.3 hours), but the function definitely seems to be more accurate with this additional
information.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
3. On a whim, James challenged his friend Susan to model the movement of a chewed-up piece of gum
stuck to the rim of a rolling wheel with radius 1 m. To simplify the situation, Susan drew a diagram of a
circle to represent the wheel and imagined the gum as a point on the circle. Furthermore, she assumed
that the center of the wheel was moving to the right at a constant speed of 1 m/sec, as shown in the
diagram.
At time 𝑡𝑡 = 0 seconds, the piece of gum was directly left of the center of the wheel, as indicated in the
diagram above.
a. What is the first time that the gum was at the top position of the wheel?
Since the wheel was rolling at 1 meter per second, it made a complete turn after
2π seconds, rotating clockwise at a constant rate of 1 radian per second. Hence, the
π π
top position was reached after the gum has rotated radians, which occurs at time
2 2
seconds.
b. What is the first time that the gum was again directly to the left of the center of the wheel?
The gum did one complete turn, which occurred after the gum had rotated 2π radians,
which is at time 2π seconds.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
c. After doing some initial calculations as in parts (a) and (b), Susan realized that the height of the gum
is a function of time. She let 𝑉𝑉(𝑡𝑡) stand for the vertical height of the gum from the ground at time
𝑡𝑡 seconds. Find a formula for her function.
V(t) = 1 + sin �π-t� or V(t) = 1 + sin(t).
d. What is the smallest positive value of 𝑡𝑡 for which 𝑉𝑉(𝑡𝑡) = 0? What does this value of 𝑡𝑡 represent in
terms of the situation?
3π
We want the first positive number that satisfies 1 + sin(t) = 0. This occurs when t = .
2
3π
At seconds, the gum will be on the ground.
2
Next, Susan imagined that the wheel was rolling along the horizontal axis of a coordinate system, with
distances along the horizontal axis given in units of meters (and height along the vertical axis also given in
units of meter). At time 𝑡𝑡 = 0, the center of the wheel has coordinates (1, 1) so that the gum was
initially at position (0, 1).
𝜋𝜋
e. What is the 𝑥𝑥-coordinate of the position of the gum after seconds (when it first arrived at the top
2
of the wheel)? After 𝜋𝜋 seconds (when it was directly to the right of the center)?
𝜋𝜋
The wheel has moved forward meters, and the point, with the respect to the wheel,
2
π
has moved one unit to the right. Its x-coordinate is thus 1 + meters. Similarly, after
2
π seconds, the x-coordinate of the gum was (1 + π) + 1 meters away from the starting
position, which was 2 + π meters.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
f. From the calculations like those in part (e), Susan realized that the horizontal distance, 𝐻𝐻, of the gum
from its initial location is also a function of time 𝑡𝑡, given by the distance the wheel traveled plus its
horizontal displacement from the center of the wheel. Write a formula 𝐻𝐻(𝑡𝑡) for the function
(i.e., find a function that specifies the 𝑥𝑥-coordinate of the position of the gum at time 𝑡𝑡).
After t seconds, the center of the wheel is at position 1 + t meters. We add this
distance to the horizontal displacement that the gum is away from the center (the gum
is horizontally moving back and forth with respect to the center). The horizontal
displacement can be modeled by -cos(t) (or equivalently, cos(π-t)). Adding the two
terms together specifies the x-coordinate of the gum at time t:
H(t) = 1 + t + cos (π -t ), or H(t) = 1 + t-cos(t).
g. Susan and James decide to test Susan’s model by actually rolling a wheel with radius 1 m. However,
when the gum first touched the ground, it came off the wheel and stuck to the ground at that
position. How horizontally far from the initial position is the gum? Verify that your function from
part (f) predicts this answer, too.
3π 3π
The gum is on the ground at time seconds, and the wheel has rolled meters
2 2
3π
during this time. The center of the wheel is at x-coordinate 1 + meters, which is
2
also the x-coordinate of the gum (which is directly below the center at this time).
3π
Using the formula H(t) = 1 + t - cos(t) from part (f) gives H � � =1 +
2
3π 3π 3π
- cos � � = 1 + + 0. These agree.
2 2 2
4. Betty was looking at the Pythagorean Identity: for all real numbers 𝜃𝜃,
sin2 (𝜃𝜃) + cos 2(𝜃𝜃) = 1.
a. Betty used the Pythagorean identity to make up the equation below. She then stated, “Wow, I've
discovered a new identity that is true for all 𝜃𝜃.” Do you agree with her? Why or why not?
sin2 (𝜃𝜃)
= 1 + cos(𝜃𝜃)
1 − cos(𝜃𝜃)
This is not an identity for all values of θ because the expressions on each side of the
equation, thought of as functions, have different domains. The domain of the function
on the left excludes 0 (and other places where the cosine is 1), whereas the one on the
right does not.
ALG II-M2-TE-1.3.0-05.2015
ALGEBRA II
b. Prove the Pythagorean identity.
For any real number θ, rotate the initial ray (given by the positive x-axis) by θ radians.
The image of the initial ray under that rotation intersects the unit circle at the point
(x, y). By definition, cos(θ) = x and sin(θ) = y. However, the point (x, y) is also a point
on the unit circle, so it satisfies the equation x2 + y2 = 1. Substituting cos (θ) for x and
sin (θ) for y into this equation yields the desired identity.
c. The real number 𝜃𝜃 is such that sin(𝜃𝜃) = 0.6. Calculate | cos(𝜃𝜃)| and | tan(𝜃𝜃) |.
2
sin (θ) + cos2 (θ) = 1
0.36 + cos2 (θ) = 1
cos2 (θ) = 0.64
|cos(θ)| = 0.8
0.6
|tan(θ)| = = 0.75 .
0.8
d. Suppose additional information is given about the number 𝜃𝜃 from part (c). You are told that
𝜋𝜋
< 𝜃𝜃 < 𝜋𝜋. What are the values of cos(𝜃𝜃) and tan(𝜃𝜃)? Explain.
2
The cosine and tangent are negative for rotations that place the terminal ray in the
second quadrant. So, the cosine and tangent are cos(θ) = -0.8 and tan(θ) = − 0.75 .
ALG II-M2-TE-1.3.0-05.2015

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Eureka Math™

Algebra II, Module 2

Published by Great Minds®.

Module 2: Trigonometric Functions 1

Module 2: Trigonometric Functions 2

Extend the domain of trigonometric functions using the unit circle.

Model periodic phenomena with trigonometric functions.

Prove and apply trigonometric identities.

Prove and apply trigonometric identities.

Module 2: Trigonometric Functions 3

Understand the concept of a function and use function notation.

Build a function that models a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from a

Build new functions from existing functions.

Define trigonometric ratios and solve problems involving right triangles.

Module 2: Trigonometric Functions 4

Focus Standards for Mathematical Practice

Module 2: Trigonometric Functions 5

Module 2: Trigonometric Functions 6

 Sinusoidal Function (A periodic function is sinusoidal if it can be written in the form

Familiar Terms and Symbols 2

Suggested Tools and Representations

2These are terms and symbols students have seen previously.

Module 2: Trigonometric Functions 7

Mid-Module F-IF.C.7e, F-TF.A.1,

End-of-Module F-IF.C.7e, F-TF.B.5,

Module 2: Trigonometric Functions 8

e. Graph exponential and logarithmic functions, showing intercepts and end

Topic A: The Story of Trigonometry and Its Contexts 9

Topic A: The Story of Trigonometry and Its Contexts 10

Topic A: The Story of Trigonometry and Its Contexts 11

Lesson 1: Ferris Wheels—Tracking the Height of a

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 12

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 13

Exploratory Challenge 1 (5 minutes): The Height of a Ferris Wheel Car

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 14

Exploratory Challenge 1: The Height of a Ferris Wheel Car

Source: The New York Times/Redux

Three possible solutions are shown. Notice

We assumed the car was traveling at a

b. What type of function would best model

This answer should be consistent with the

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 15

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 16

Exercises 1–5 (5 minutes)

b. Explain how the features of your graph relate to this situation.

b. Explain how the features of your graph relate to this situation.

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 17

5. How could we create a more precise sketch?

We could measure the height at smaller and smaller increments of rotation.

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 18

Lesson 1: Ferris Wheels—Tracking the Height of a Passenger Car 19

Exploratory Challenge 2: The Paper Plate Model

Rotation Height Rotation Height Rotation Height Rotation Height

𝟎𝟎 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑

𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑

𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑

𝟒𝟒𝟒𝟒 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐 𝟑𝟑𝟑𝟑𝟑𝟑

𝟔𝟔𝟔𝟔 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐

𝟕𝟕𝟕𝟕 𝟏𝟏𝟏𝟏𝟏𝟏 𝟐𝟐𝟐𝟐𝟐𝟐