Trigonometric Ratios and Functions: 9 Pacing Guide

Trigonometric Ratios
MONITORING
MONI
MO NITO
NI TORI
TO RING
RI NG PROGRESS
PRO
ROGR
GRES
GR ESS
ES
Chapter 9 Pacing Guide
ANSWERS
S
9 and Functions
Chapter Opener/
1 Day
Mathematical Practices 9.1 Right Triangle Trigonometry
Section 1 2 Days 9.2 Angles and Radian Measure
9.3 Trigonometric Functions of Any Angle
Section 2 1 Day
9.4 Graphing Sine and Cosine Functions
Section 3 2 Days 9.5 Graphing Other Trigonometric Functions
Section 4 2 Days 9.6 Modeling with Trigonometric Functions
9.7 Using Trigonometric Identities
Quiz 1 Day 9.8 Using Sum and Difference Formulas
Section 5 2 Days
Section 6 2 Days
Section 7 2 Days
Section 8 2 Days
Chapter Review/
2 Days
Chapter Tests
Sundial (p. 518)
Total Chapter 9 19 Days
Year-to-Date 128 Days Tuning Fork (p
(p. 510)
Ferris Wheel (p
(p. 494)
SEE the Big Idea
Terminator (p. 476)
P iliing ((p.
arasail
Parasailing p. 46 5))
465)
hsnb_alg2_pe_09op.indd 458 2/5/15 1:46 PM
458 Chapter 9
hscc_alg2_te_09op.indd 458 4/30/15 1:58 PM

Laurie’s Notes Dynamic Teaching Tools
Dynamic Assessment & Progress Monitoring Tool
Lesson Planning Tool
Chapter Summary Interactive Whiteboard Lesson Library

Dynamic Classroom with Dynamic Investigations
• This is a fairly long chapter, which quickly reviews concepts about right triangle trigonometry Real-Life STEM Videos
that students learned in geometry.
• Students are introduced to radian measure, and the six trigonometric functions are defined in Scaffolding in the Classroom
terms of a unit circle. Use vocabulary as a connector.
• The next two lessons focus on graphing the six trigonometric functions. The graphs of When introducing vocabulary, ask
sine and cosine are developed by plotting functional values for benchmark angles, and the students whether they are familiar with
concept of periodic functions is introduced. The graphs of the remaining four trigonometric the word, and what they think it means.
functions are deduced from knowing the relationship between these functions and sine and Have them explain how they think it
cosine. Knowledge of transformations is used to plot graphs beyond the parent functions. relates to math. Students then find the
• The last two lessons of the chapter introduce students to trigonometric identities and sum definition and compare their original
and difference formulas. ideas to the actual meaning.
COMMON CORE PROGRESSION

Middle School Standards Summary
• Understand ratios and describe ratio relationships.
Section Common Core State Standards
• Graph and compare proportional relationships.
• Use the Pythagorean Theorem to find missing measures in HSF-TF.A.1,
two dimensions and find the distance between two points in HSF-TF.A.2,
9.1 Preparing
the coordinate plane. HSF-TF.B.5,
HSF-TF.C.8
Algebra 1
• Use function notation to evaluate and interpret functions. 9.2 Learning HSF-TF.A.1
• Use factoring to solve real-life problems.
• Translate, reflect, stretch, and shrink the graphs of linear 9.3 Learning HSF-TF.A.2
functions.
• Explore inverses of functions. HSF-IF.C.7e,
9.4 Learning
HSF-BF.B.3
Algebra 2
• Find unknown side lengths and angle measures of right HSF-IF.C.7e,
9.5 Learning
triangles. HSF-BF.B.3
• Evaluate trigonometric functions of any angle.
• Write and graph trigonometric functions; transform the graphs HSF-TF.B.5,
of sine and cosine functions. 9.6 Learning HSF-BF.A.1a,
• Verify and use trigonometric identities. HSA-CED.A.2
• Use sum and difference formulas to evaluate and simplify
9.7 Learning HSF-TF.C.8
trigonometric expressions and to solve trigonometric
equations. 9.8 Learning HSF-TF.C.9
Chapter 9 T-458
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Questioning in the Classroom
Wait Time Laurie’s Notes
Students need the opportunity to process
the question before formulating an
answer. Although the silence is difficult,
make certain to give sufficient time before
Maintaining Mathematical Proficiency
calling on someone or answering yourself. Absolute Value
• Remind students that absolute value represents a distance, so the absolute value of a nonzero
quantity is always positive.
• Explain how absolute value bars differ in meaning from grouping symbols.
COMMON ERROR Students may confuse absolute value and the opposite of a number.
Pythagorean Theorem
• Have students recite the Pythagorean Theorem: “In a right triangle, the sum of the squares
of the lengths of the legs equals the square of the length of the hypotenuse.”
• Caution students that taking the square root of a number is not the same as dividing it
by two.
COMMON ERROR Students may assume that the two given side lengths of a triangle are for
the legs of the triangle. They may not realize the one measure could be for a leg and the other
for the hypotenuse.
Mathematical Practices (continued on page 460)

• The eight Mathematical Practices focus attention on how mathematics is learned—process
versus content. Page 460 demonstrates how a mathematically proficient student goes
through the process of making adjustments in his or her thinking. Reasoning plays a role in
these adjustments.
• Use the Mathematical Practices page to help students develop mathematical habits of
mind—how mathematics can be explored and how mathematics is thought about.
• Students will be working with the unit circle in this chapter. In the Core Concept the unit circle
is described, and the equation of the circle is also given.
Pose Example 1. Ask, “Because the angle is 45°, what do you know about the ordered pair
(x, y)?” The ordered pair must be on the line y = x. Have students solve for the coordinates.
If students need help... If students got it...
Student Journal
Game Closet at BigIdeasMath.com
• Maintaining Mathematical Proficiency
Lesson Tutorials Start the next Section
Skills Review Handbook
T-459 Chapter 9
hscc_alg2_te_09op.indd T-459 4/30/15 1:58 PM

Maintaining Mathematical Proficiency Common Core
State Standards
Absolute Value 6.NS.C.7c Understand the absolute value
2
of a rational number as its distance from
Example 1 Order the expressions by value from least to greatest: ∣ 6 ∣, ∣ −3 ∣, —, ∣ 10 − 6 ∣
∣ −4 ∣ 0 on the number line; interpret absolute
value as magnitude for a positive or
∣6∣ = 6 ∣ −3 ∣ = 3 The absolute value of a
negative quantity in a real-world situation.
negative number is positive.
2 2 1
—=—=— ∣ 10 − 6 ∣ = ∣ 4 ∣ = 4 8.G.B.7 Apply the Pythagorean
∣ −4 ∣ 4 2
Theorem to determine unknown side
2
So, the order is —, ∣ −3 ∣, ∣ 10 − 6 ∣, and ∣ 6 ∣. lengths in right triangles in real-world
∣ −4 ∣
and mathematical problems in two and
Order the expressions by value from least to greatest. three dimensions.
∣ −5 ∣
1. ∣ 4 ∣, ∣ 2 − 9 ∣, ∣ 6 + 4 ∣, −∣ 7 ∣ 2. ∣ 9 − 3 ∣, ∣ 0 ∣, ∣ −4 ∣, —
∣2∣
ANSWERS
3. ⋅
∣ −83 ∣, ∣ −2 8 ∣, ∣ 9 − 1 ∣, ∣ 9 ∣ + ∣ −2 ∣ − ∣ 1 ∣ ⋅
4. ∣ −4 + 20 ∣, −∣ 42 ∣, ∣ 5 ∣ − ∣ 3 2 ∣, ∣ −15 ∣
1. −∣ 7 ∣, ∣ 4 ∣, ∣ 2 − 9 ∣, ∣ 6 + 4 ∣
Pythagorean Theorem ∣ −5 ∣
2. ∣ 0 ∣, —, ∣ −4 ∣, ∣ 9 − 3 ∣
Example 2 Find the missing side length of the triangle. ∣2∣
10 cm a2 + b2 = c2 Write the Pythagorean Theorem. 3. ∣ 9 − 1 ∣, ∣ 9 ∣ + ∣ −2 ∣ − ∣ 1 ∣,
102 + b2 = 262 Substitute 10 for a and 26 for c. ∣ −2 ⋅ 8 ∣, ∣ −83 ∣
26 cm b
100 + b2 = 676
b2 = 576
Evaluate powers.
Subtract 100 from each side.
⋅
4. −∣ 42 ∣, ∣ 5 ∣ − ∣ 3 2 ∣, ∣ −15 ∣,
∣ −4 + 20 ∣
b = 24 Take positive square root of each side.
5. 13 m
So, the length is 24 centimeters. 6. 24 ft
Find the missing side length of the triangle. 7. 12 mm
8. 28 km
5. 6. 7.
b 9. 11 —23 in.
9.6 mm 7.2 mm
12 m c
10. 0.4 yd
7 ft
25 ft
c
11. yes; The line passing through
5m the points (x1, y1) and (x2, y1) is
8. 9. 10. 3
horizontal. The line passing through
yd
35 km 10 the points (x2, y1) and (x2, y2) is
a
12
1
in. b vertical. Horizontal and vertical
3 a
1
lines are perpendicular, so the
21 km yd
2 triangle formed by the line segments
4 in. connecting (x1, y1), (x2, y1), and
11. ABSTRACT REASONING The line segments connecting the points (x1, y1), (x2, y1), and (x2, y2)
(x2, y2) contains a right angle.
form a triangle. Is the triangle a right triangle? Justify your answer.
Dynamic Solutions available at BigIdeasMath.com 45

459
Vocabulary Review
Have students make Information Frames for the following terms.
• Absolute value
• Pythagorean Theorem
Chapter 9 459

MONITORING PROGRESS Mathematical Mathematically proficient students reason quantitatively by creating
ANSWERS
— —
Practices valid representations of problems.
1. ( √2 √2
−—, —
—
2 2
—
) Reasoning Abstractly and Quantitatively
2. ( √2 √2
—, −—
2
—
2 )
—
Core Concept
3. ( √2 √2
−—, −—
2 2 ) The Unit Circle
The unit circle is a circle in the coordinate plane. Its center
is at the origin, and it has a radius of 1 unit. The equation of
y
(0, 1)
(x, y)
the unit circle is
x2 + y2 = 1. Equation of unit circle
(−1, 0) θ (1, 0)
(0, 0) x
As the point (x, y) starts at (1, 0) and moves counterclockwise
around the unit circle, the angle θ (the Greek letter theta) moves
from 0° through 360°. (0, −1)
Finding Coordinates of a Point on the Unit Circle
Find the exact coordinates of the point (x, y) on the unit circle. y
(0, 1)
SOLUTION
(x, y)
Because θ = 45°, (x, y) lies on the line y = x.
(−1, 0) 45° (1, 0)
x2 + y2 = 1 Write equation of unit circle.
(0, 0) x
x2 + x2 = 1 Substitute x for y.
2x2 = 1 Add like terms.
(0, −1)
1
x2=— Divide each side by 2.
2
1
x=— — Take positive square root of each side.
√2
— —
The coordinates of (x, y) are —

1 1
—, —
√2 √2
( √2 √2
— , or —, — .
2 2 ) ( )
Monitoring Progress
Find the exact coordinates of the point (x, y) on the unit circle.
1. y 2. y 3. y
(0, 1) (0, 1) (0, 1)
(x, y)
135° 225°
(−1, 0) (1, 0) (−1, 0) (1, 0) (−1, 0) (1, 0)
(0, 0) x (0, 0) x (0, 0) x
315°
(x, y) (x, y)
(0, −1) (0, −1) (0, −1)
460 Chapter 9 Trigonometric Ratios and Functions
Laurie’s Notes Mathematical Practices (continued from page T-459)
• Ask students whether they could find any other ordered pairs that are solutions to the equation
of the unit circle other than the four that are labeled and those that are on y = x or y = −x.
Students may think about selecting a value for x and solving for y. For instance, when x = —12, they
—
√3
— —
( )2
would solve the equation —12 + y2 = 1 for y. So, y = ±—
2 . Have students plot the two ordered
( √3
pairs —12, —2 ) ( √3
and —12, −—
2
. )
• Give time for students to work through the Monitoring Progress questions, and then discuss as
a class.
460 Chapter 9

Interactive Whiteboard Lesson Library
Overview of Section 9.1 Dynamic Classroom with Dynamic Investigations
Introduction
• Students are familiar with the sine, cosine, and tangent ratios from geometry and from work
with solving triangles.
• In this lesson, the three remaining ratios—secant, cosecant, and cotangent—are defined.
• Now the ratios are referred to as functions, with the independent variable being the acute
angle of a right triangle and the dependent variable being the trigonometric value of
that angle.
• The lesson ends with several real-life applications.
Formative Assessment Tips

• Paired Verbal Fluency (PVF): This technique is used between two partners where each
person takes a turn speaking, uninterrupted, for a specified period of time. The roles reverse
and the listener then speaks, uninterrupted, for the same amount of time.
• The technique can be used at the beginning, middle, or end of instruction. Used at the
beginning of instruction, students share their prior knowledge about a particular topic, skill,
or concept. Used in the middle of instruction, students can share their understanding of a
particular problem. Used at the end of instruction, students reflect on learning that occurred
during the lesson or at the end of a connected group of lessons.
• Verbalizing their understanding and being an attentive listener will activate student thinking
and should help identify areas of difficulty or uncertainty.
• In this lesson, students will be asked to recall their study of trigonometry from geometry
class. Partner A should speak for one minute while partner B is listening. Then give partner
B one minute to add to what partner A has said, or to make corrections to partner A’s
recollection if necessary.
Pacing Suggestion
• Have students work through the two explorations, and then transition to the formal lesson.
Section 9.1 T-460
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Common Core
State Standards Laurie’s Notes
HSF-TF.A.1 Understand radian measure
of an angle as the length of the arc on the
unit circle subtended by the angle. Exploration
HSF-TF.A.2 Explain how the unit circle
in the coordinate plane enables the Motivate
extension of trigonometric functions • Ask whether any of your students have gone parasailing. If so, ask them to briefly describe
to all real numbers, interpreted as the experience.
radian measures of angles traversed • Pose the following problem: If a tow rope is 100 feet long, approximately how high above the
counterclockwise around the unit circle. water is the parasailer when the angle of elevation to him or her from the boat is 40°?
• Alternately, show a short video of a parasailer.
HSF-TF.B.5 Choose trigonometric
• Explain to students that in this lesson they will solve this problem along with others.
functions to model periodic phenomena
with specified amplitude, frequency, Exploration Note
and midline. • Students will be familiar with the sine, cosine, and tangent ratios from geometry.
HSF-TF.C.8 Prove the Pythagorean • The remaining three ratios, each reciprocals of one of the previously defined ratios, are
identity sin2(θ) + cos2(θ) = 1 and use introduced in this lesson.
it to find sin(θ), cos(θ), or tan(θ) given
sin(θ), cos(θ), or tan(θ) and the quadrant Exploration 1
of the angle. • Students should have little difficulty with this exploration, as the side lengths of the triangles
are labeled and each of the ratios is defined at the top of the page.
”What does it mean to find the exact values for these trigonometric ratios?” You leave
answers in square root form instead of giving an approximation.
• Popsicle Sticks: Use Popsicle Sticks to solicit solutions.
Exploration 2
“What is an identity?” a statement that is true for all values of the variable(s) “Give an
example of an identity.” x + x = 2x
• MP2 Reason Abstractly and Quantitatively: You could jigsaw the first four identities,
assigning one identity to each pair or group of students. Give time for students to think and
reason about the identity.
• Students should be able to use the definitions of the trigonometric ratios to construct an
argument as to why each identity is true.
• The notation for squaring a trigonometric function may look confusing to students. Explain
that ( sin θ )2 simply means to find the sine of an angle and square that value. There may be an
“aha” response from students when they see the relationship.
Communicate Your Answer

• Solutions found for x and y in the triangle should satisfy the Pythagorean Theorem.
Connecting to Next Step

• Students have now had the opportunity to recall information about their earlier study of
trigonometry and should be ready to extend this knowledge in the formal lesson.
T-461 Chapter 9

9.1 Right Triangle Trigonometry Dynamic Teaching Tools
Essential Question How can you find a trigonometric function of
an acute angle θ? Lesson Planning Tool
Consider one of the acute angles θ of a right triangle. Interactive Whiteboard Lesson Library
Ratios of a right triangle’s side lengths are used to
opposite side
define the six trigonometric functions, as shown.
se
nu
te
opp. adj.
po
Sine sin θ = — Cosine cos θ = —
hy
hyp. hyp.
ANSWERS —
opp. adj.
Tangent tan θ = — Cotangent cot θ = — θ 1 √3
adj. opp. 1. sin 30° = — cos 30° = —
adjacent side 2 2
hyp. hyp. —
Secant sec θ = — Cosecant csc θ = —
adj. opp. √3
tan 30° = —
3
— —
√2 √2
Trigonometric Functions of Special Angles sin 45° = — cos 45° = —
2 2
Work with a partner. Find the exact values of the sine, cosine, and tangent functions
for the angles 30°, 45°, and 60° in the right triangles shown. tan 45° = 1
—
60° √3 1
45° sin 60° = — cos 60° = —
2 2
2 2
CONSTRUCTING 1 1
tan 60° = √3
—
VIABLE ARGUMENTS
To be proficient in
30° 45° 2. a. Because (90° − θ) represents the
3 1 other acute angle in the triangle,
math, you need to
understand and use stated opp
assumptions, definitions, cos(90° − θ) = —, which is the
Exploring Trigonometric Identities hyp
and previously established
results in constructing Work with a partner.
same ratio as sin θ.
arguments.
Use the definitions of the trigonometric functions to explain why each trigonometric b. Because (90° − θ) represents the
identity is true. other acute angle in the triangle,
a. sin θ = cos(90° − θ) b. cos θ = sin(90° − θ) adj
sin(90° − θ) = —, which is the
1 1 hyp
c. sin θ = — d. tan θ = —
csc θ cot θ same ratio as cos θ.
Use the definitions of the trigonometric functions to complete each trigonometric
identity. c. By definition, cosecant is the
reciprocal of sine.
e. (sin θ)2 + (cos θ)2 = f. (sec θ)2 − (tan θ)2 =
d. By definition, cotangent is the
Communicate Your Answer reciprocal of tangent.
e. 1
3. How can you find a trigonometric function of an acute angle θ?
f. 1
4. Use a calculator to find the lengths x and y
of the legs of the right triangle shown. 3. When the side lengths of a right
1 y
triangle are known, the ratios of
the side lengths can be used to
25°
x find a trigonometric function of
an acute angle.
Section 9.1 Right Triangle Trigonometry 461 4. x ≈ 0.91, y ≈ 0.42
hsnb_alg2_pe_0901.indd 461 2/5/15 1:47 PM
Section 9.1 461
hscc_alg2_te_0901.indd 461 4/30/15 1:58 PM

9.1 Lesson What You Will Learn
English Language Learners Evaluate trigonometric functions of acute angles.
Find unknown side lengths and angle measures of right triangles.
Verbal Clues Core Vocabul
Vocabulary
larry Use trigonometric functions to solve real-life problems.
Have students work in small groups to sine, p. 462
write a mnemonic that will help them cosine, p. 462
The Six Trigonometric Functions
remember how to find each of the tangent, p. 462
cosecant, p. 462 Consider a right triangle that has an acute angle θ
trigonometric functions. Encourage secant, p. 462
(the Greek letter theta). The three sides of the triangle hypotenuse
groups to share their mnemonics with are the hypotenuse, the side opposite θ, and the side
cotangent, p. 462 opposite
adjacent to θ. side
the class. Remind students that a Previous
right triangle Ratios of a right triangle’s side lengths are used to
mnemonic is only helpful if it is simple define the six trigonometric functions: sine, cosine, θ
hypotenuse
enough to remember. tangent, cosecant, secant, and cotangent. These six adjacent side
acute angle
functions are abbreviated sin, cos, tan, csc, sec, and
Pythagorean Theorem
cot, respectively.
reciprocal
complementary angles
Extra Example 1
Evaluate the six trigonometric functions of
Core Concept
Right Triangle Definitions of Trigonometric Functions
the angle θ. Let θ be an acute angle of a right triangle. The six trigonometric functions of θ are
θ hypotenuse defined as shown.

7 sin θ = —
opposite
cos θ = —
adjacent opposite
tan θ = —
hypotenuse hypotenuse adjacent
24 hypotenuse hypotenuse adjacent
csc θ = — sec θ = — cot θ = —
opposite adjacent opposite
Using adj. = 7, opp. = 24, and
hyp. = 25, the values of the six REMEMBER The abbreviations opp., adj., and hyp. are often used to represent the side lengths
of the right triangle. Note that the ratios in the second row are reciprocals of the
trigonometric functions of θ are: The Pythagorean Theorem
states that a2 + b2 = c2
ratios in the first row.
opp. 24 for a right triangle with 1 1 1
sin θ = — = — hypotenuse of length c
csc θ = —
sin θ
sec θ = —
cos θ
cot θ = —
tan θ
hyp. 25
and legs of lengths a
adj. 7
cos θ = — = — and b.
Evaluating Trigonometric Functions
hyp. 25
opp. 24 a c
tan θ = — = — Evaluate the six trigonometric functions of the angle θ.
θ hypotenuse
adj. 7 5
b SOLUTION
hyp. 25
csc θ = — = — From the Pythagorean Theorem, the length of the 12
opp. 24
hypotenuse is
hyp. 25
sec θ = — = — —
hyp. = √52 + 122
adj. 7
—
adj. 7 = √169
cot θ = — = —
opp. 24 = 13.
Using adj. = 5, opp. = 12, and hyp. = 13, the values of the six trigonometric
functions of θ are:
opp. 12 adj. 5 opp. 12
sin θ = — = — cos θ = — = — tan θ = — = —
hyp. 13 hyp. 13 adj. 5
hyp. 13 hyp. 13 adj. 5
csc θ = — = — sec θ = — = — cot θ = — = —
opp. 12 adj. 5 opp. 12
Laurie’s Notes Teacher Actions

• Paired Verbal Fluency: Have students pair up and follow the protocol described on
page T-460. Ask students what they recall about trigonometry from their geometry course.
Expect to hear about the Pythagorean Theorem, the Law of Sines, and the Law of Cosines.
• Write the Core Concept, noting the reciprocal relationships among the ratios.
1 1
• MP2: Note that csc θ = — and sin θ = — .
sin θ csc θ
• The Pythagorean triple 5, 12, 13 should be familiar to students. “Do you recall other Pythagorean
triples?” Answers will vary.
462 Chapter 9

In a right triangle, θ is an acute angle and sin θ = —47. Evaluate the other five
Differentiated Instruction
trigonometric functions of θ.
Organization
SOLUTION
Encourage students to sketch a triangle
Step 1 Draw a right triangle with acute angle θ such that when they are being asked to find
the leg opposite θ has length 4 and the hypotenuse 7
has length 7. 4 the trigonometric functions of an
Step 2 Find the length of the adjacent side. By the
θ angle. Tell them to include the right
adj. = 33 angle symbol. Then label each side as
Pythagorean Theorem, the length of the other leg is
—
adj. = √72 − 42 = √33 .
—
opposite, adjacent, or hypotenuse, and
Step 3 Find the values of the remaining five trigonometric functions.
label the respective given lengths.
4 hyp. 7
Because sin θ = —, csc θ = — = —. The other values are:
7 opp. 4
adj. √33
—
opp. 4 4√ 33
—
Extra Example 2
cos θ = — = — tan θ = — = — — = —
hyp. 7 adj. √33 33 In a right triangle, θ is an acute angle
hyp. 7 7√33
—
adj. √33
— and sin θ = —56. Evaluate the other five
sec θ = — = — — = — cot θ = — = —
adj. √33 33 opp. 4 trigonometric functions of θ.
hyp. 6
csc θ = — = —
opp. 5 —
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
adj. √11
Evaluate the six trigonometric functions of the angle θ. cos θ = — = —
hyp. 6—
1. 2. θ 3. opp. 5√ 11
17 5 2 θ
5
tan θ = — = —
3 adj. 11—
θ
15 hyp. 6√11
4 sec θ = — = —
adj. 11
—
4. In a right triangle, θ is an acute angle and cos θ = —
7
. Evaluate the other five
10 adj. √11
trigonometric functions of θ. cot θ = — = —
opp. 5
The angles 30°, 45°, and 60° occur frequently in trigonometry. You can use the
trigonometric values for these angles to find unknown side lengths in special
right triangles. MONITORING PROGRESS
ANSWERS
Core Concept 3 4
1. sin θ = —5, cos θ = —5 , tan θ = —4 ,
3
Trigonometric Values for Special Angles 5 5 4

csc θ = —3, sec θ = —4, cot θ = —3
The table gives the values of the six trigonometric functions for the angles 30°,
15 8 15
45°, and 60°. You can obtain these values from the triangles shown. 2. sin θ = —
17 , cos θ = 17 , tan θ = 8 ,
— —
θ sin θ cos θ tan θ csc θ sec θ cot θ csc θ = —
17 17 8
15 , sec θ = 8 , cot θ = 15
— —
— — —
1 √3 √3 2√ 3 — — —
30° — — — 2 — √3 √2 √2
2 30°
3
2 2 3 3 3. sin θ = —, cos θ = —, tan θ = 1,
— — 2 2
2 45° 1 √2 √2 — —
— —
45° — — 1 √2 √2 1
60° 45° 2 2 csc θ = √2 , sec θ = √ 2 , cot θ = 1
1 1 — — —
√3 1 — 2√ 3 √3 —
60° — — √3 — 2 — √51 7
2 2 3 3 4. sin θ = —, cos θ = —,
10 10
— —
√51 10√51
Section 9.1 Right Triangle Trigonometry 463 tan θ = —, csc θ = —,
7 51
—
10 7√ 51
sec θ = —, cot θ = —
7 51

Assessing Question: “If sin θ = —47, does this mean that the side opposite θ is 4 and the
hypotenuse is 7?” no; The ratio of the opposite side to the hypotenuse is 4:7, but the sides
themselves are not necessarily 4 and 7.
• Remind students that answers are not left with radicals in the denominator.
• Share with students that 30°, 45°, and 60° are benchmark angles that they really need to be
familiar with. Angles with measures 0° and 90° will be added soon.
Section 9.1 463

Finding Side Lengths and Angle Measures
Extra Example 3
Find the value of x for the right triangle. Finding an Unknown Side Length
Find the value of x for the right triangle.

8
12 SOLUTION 30°
x
Write an equation using a trigonometric function that
30° involves the ratio of x and 8. Solve the equation for x.
x adj.
cos 30° = — Write trigonometric equation.
hyp.
The length of the side is —
√3 x
— —=— Substitute.
x = 6√ 3 ≈ 10.39. 2 8
—
4√3 = x Multiply each side by 8.
Extra Example 4 —
The length of the side is x = 4√ 3 ≈ 6.93.
Solve △ABC.
Finding all unknown side lengths and angle measures of a triangle is called solving
B READING the triangle. Solving right triangles that have acute angles other than 30°, 45°, and 60°
Throughout this chapter, may require the use of a calculator. Be sure the calculator is set in degree mode.
a capital letter is used
c to denote both an angle
a Using a Calculator to Solve a Right Triangle
of a triangle and its
measure. The same letter
34° in lowercase is used to
Solve △ABC. B
A b = 13 C denote the length of the c

SOLUTION a
side opposite that angle. 28°
m∠B = 56°, a ≈ 8.77, c ≈ 15.68 Because the triangle is a right triangle, A and B are A b = 15 C
complementary angles. So, B = 90° − 28° = 62°.
Next, write two equations using trigonometric functions, one that involves the ratio
MONITORING PROGRESS of a and 15, and one that involves c and 15. Solve the first equation for a and the
ANSWERS second equation for c.
—
5. 3√2 opp.
tan 28° = — Write trigonometric equation.
hyp.
sec 28° = —
— — adj. adj.
5√ 2 5√ 2
6. A = 45°, a = —, b = — a
tan 28° = — Substitute. sec 28° = —
c
2 2 15 15
7. B = 58°, c ≈ 11.79, a ≈ 6.25 15(tan 28°) = a Solve for the variable. (1
15 — = c )
cos 28°
8. B = 19°, a ≈ 18.91, b ≈ 6.51
7.98 ≈ a Use a calculator. 16.99 ≈ c
9. A = 30°, c = 14, b ≈ 12.12
So, B = 62º, a ≈ 7.98, and c ≈ 16.99.
5. Find the value of x for the right triangle shown.

6
45°
x
B Solve △ABC using the diagram at the left and the given measurements.
c a
6. B = 45°, c = 5 7. A = 32°, b = 10
A b C 8. A = 71°, c = 20 9. B = 60°, a = 7

x
In Example 3, how else might you solve for x?” Use sin 60° = — and solve for x.
8
• Think-Alouds: In Example 4, have partner A Think-Aloud as he or she solves for side a in the
triangle. “If I have an acute angle of 28° and an adjacent side of 15, then ….” Partners now
reverse roles as partner B does a Think-Aloud to solve for side c in the triangle.
• To solve for side c, students should recognize that they could use either a trigonometric ratio or
the Pythagorean Theorem.
464 Chapter 9

Solving Real-Life Problems
Extra Example 5
Using Indirect Measurement You are hiking near a canyon, similar to
You are hiking near a canyon. While standing at A,
the one illustrated in Example 5. While
you measure an angle of 90º between B and C, as
C
standing at A, you measure an angle of
FINDING AN shown. You then walk to B and measure an angle of
76° between A and C. The distance between A and B
90° between B and C, as shown in the
ENTRY POINT is about 2 miles. How wide is the canyon between diagram. You walk to B and measure
The tangent function is A and C?
used to find the unknown x an angle of 63° between A and C. The
distance because it involves SOLUTION distance between A and B is about
the ratio of x and 2. x 5 miles. How wide is the canyon between
tan 76° = — Write trigonometric equation.
2 B 76°
2 mi A
A and C? The width is about 9.8 miles.
2(tan 76°) = x Multiply each side by 2.
8.0 ≈ x Use a calculator.
Extra Example 6
The width is about 8.0 miles.
A parasailer is attached to a boat with a
If you look at a point above you, such as the top of rope 80 feet long. The angle of elevation
a building, the angle that your line of sight makes angle of from the boat to the parasailer is 31°.
with a line parallel to the ground is called the angle depression
of elevation. At the top of the building, the angle
Estimate the parasailer’s height above
between a line parallel to the ground and your line angle of the boat. The height of the parasailer
of sight is called the angle of depression. These elevation
you above the boat is about 41.2 feet.
two angles have the same measure.
Using an Angle of Elevation

MONITORING PROGRESS
ANSWERS
A parasailer is attached to a boat with a rope 72 feet long. The angle of elevation from 10. about 8.3 mi
the boat to the parasailer is 28°. Estimate the parasailer’s height above the boat.
11. about 44.3 ft
SOLUTION
Step 1 Draw a diagram that represents the situation.
72 ft
h
28°
Step 2 Write and solve an equation to find the height h.

h
sin 28° = — Write trigonometric equation.
72
72(sin 28°) = h Multiply each side by 72.
33.8 ≈ h Use a calculator.
The height of the parasailer above the boat is about 33.8 feet.
10. In Example 5, find the distance between B and C.

11. WHAT IF? In Example 6, estimate the height of the parasailer above the boat
when the angle of elevation is 38°.
Section 9.1 Right Triangle Trigonometry 465

• Think-Pair-Share: Have students work independently to solve Example 5. Share thinking with
a neighbor.
“In Example 5, is there another trigonometric ratio that could have been used? Explain.” Yes,
cotangent. The calculator has sine, cosine, and tangent, so just use tangent.
• MP4 Model with Mathematics: Discuss and model angle of elevation and angle of
depression.
Closure
• Paired Verbal Fluency: Second speaker goes first. “What new knowledge do you have about
trigonometry now?”
Section 9.1 465

9.1 Exercises Dynamic Solutions available at BigIdeasMath.com
Assignment Guide and
Homework Check
ASSIGNMENT Vocabulary and Core Concept Check
Basic: 1–4, 5–9 odd, 13–25 odd, 1. COMPLETE THE SENTENCE In a right triangle, the two trigonometric functions of θ that are defined
using the lengths of the hypotenuse and the side adjacent to θ are __________ and __________.
33–43 odd, 48, 51, 54–59
Average: 1–4, 6–28 even, 2. VOCABULARY Compare an angle of elevation to an angle of depression.
34–40 even, 41–45, 48, 51, 54–59 3. WRITING Explain what it means to solve a right triangle.
Advanced: 1–4, 6–40 even, 41–48,
4. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.
51–59
What is the cosecant of θ ? 1
What is —?
HOMEWORK CHECK sin θ
6
Basic: 5, 15, 21, 33, 41 What is the ratio of the side opposite θ to the hypotenuse?
4
Average: 8, 16, 24, 38, 41

What is the ratio of the hypotenuse to the side opposite θ? θ
Advanced: 10, 16, 26, 40, 42
ANSWERS
Monitoring Progress and Modeling with Mathematics
1. cosine and secant In Exercises 5–10, evaluate the six trigonometric 12. ANALYZING RELATIONSHIPS Evaluate the six
2. The angle of elevation and angle of functions of the angle θ. (See Example 1.) trigonometric functions of the 90° − θ angle in
Exercises 5–10. Describe the relationships you notice.
depression are always equal. 5. 6.
θ θ
3. To solve a right triangle, the missing In Exercises 13–18, let θ be an acute angle of a right
9 8 triangle. Evaluate the other five trigonometric functions
angles and side lengths must be
of θ. (See Example 2.)
found.
13. sin θ = — 14. cos θ = —
7 5
12 6
4. What is the ratio of the side opposite 11 12
θ to the hypotenuse?; —46 or —23; —64 or —32 7. 8.

9 15. tan θ = —6
7
16. csc θ = —
8
15
3
4 3 4 7 θ
5. sin θ = —5, cos θ = —5, tan θ = —3, 5
17. sec θ = —
14
9
5 5 3 θ
csc θ = —4, sec θ = —3 , cot θ = —4 18. cot θ = —
16
11
3 4 3 9. 10.
6. sin θ = —5, cos θ = —5, tan θ = —4, 10 14
19. ERROR ANALYSIS Describe and correct the error in
5 5 4 finding sin θ of the triangle below.
csc θ = —3, sec θ = —4 , cot θ = —3 θ θ
— 26
18
5 2√ 6
7. sin θ = —, cos θ = —, 17
8
7 7 11. REASONING Let θ be an acute angle of a right
—
θ
5√6 7 triangle. Use the two trigonometric functions
tan θ = —, csc θ = —, 4
—
√97 15
12 5 tan θ = — and sec θ = — to sketch and label
— — 9 9
✗
7√6 2√ 6 the right triangle. Then evaluate the other four
sec θ = —, cot θ = — trigonometric functions of θ. opp. 15
sin θ = — = —
12 5 hyp. 17
—
1 2√ 2
8. sin θ = —, cos θ = —,
3 3
—
√2
tan θ = —, csc θ = 3,
4 466 Chapter 9 Trigonometric Ratios and Functions
—
3√2 —
sec θ = —, cot θ = 2√ 2
4
—
2√14 5
9. sin θ = —, cos θ = —, hsnb_alg2_pe_0901.indd 466
— — — —
2/5/15 1:48 PM
9 9
4√97 9√97 √119 √119
2√14
—
9√ 14
—
11. sin θ = —, cos θ = —, 14. sin θ = —, tan θ = —,
tan θ = —, csc θ = —, 97 97 12 5
— — —
5 28 √97
—
csc θ = —, cot θ = —
9 12√119 12 5√119
9 5√ 14 4 4 csc θ = —, sec θ = —, cot θ = —
sec θ = —, cot θ = — 119 5 119
5 28 12. sin(90° − θ) = cos θ, cos(90° − θ) = sin θ, 7√85
—
6√ 85 √85
— —
—
2√30 7 tan(90° − θ) = cot θ 15. sin θ = —, cos θ = —, csc θ = —,
10. sin θ = —, cos θ = —, 85 85 7
13 13 csc(90° − θ) = sec θ, sec(90° − θ) = csc θ, —
— —
cot(90° − θ) = tan θ √85 6
2√30 13√ 30 sec θ = —, cot θ = —
tan θ = —, csc θ = —, —
6√ 2
—
7√ 2 11
6 7
7 60 13. cos θ = —, tan θ = —, csc θ = —,
— 11 12 7 16–19. See Additional Answers.
13 7√ 30 — —
sec θ = —, cot θ = — 11√ 2 6√ 2
7 60 sec θ = —, cot θ = —
12 7
466 Chapter 9

20. ERROR ANALYSIS Describe and correct the error in 41. MODELING WITH MATHEMATICS To measure the
finding csc θ, given that θ is an acute angle of a right width of a river, you plant a stake on one side of the
river, directly across from a boulder. You then walk Dynamic Teaching Tools
triangle and cos θ = — 7
11
.
100 meters to the right of the stake and measure a Dynamic Assessment & Progress Monitoring Tool
✗
79° angle between the stake and the boulder. What is
1 11 the width w of the river? (See Example 5.)
csc θ = — = — Interactive Whiteboard Lesson Library
cos θ 7
Not drawn to scale
In Exercises 21–26, find the value of x for the right
triangle. (See Example 3.)
w ANSWERS
21. 22.
1
9 6
79° 20. The reciprocal of csc θ is —;
100 m sin θ
—
60° 60° 1 1 11 11√2
x x 42. MODELING WITH MATHEMATICS Katoomba Scenic csc θ = — = — — = — — =—
Railway in Australia is the steepest railway in the sin θ 6√2 6√2 12
world. The railway makes an angle of about 52° with —
23. 30° 24. 30° 11
the ground. The railway extends horizontally about
12 13 458 feet. What is the height of the railway?
21. x = 4.5
22. x=3
43. MODELING WITH MATHEMATICS A person whose
x x eye level is 1.5 meters above the ground is standing
23. x=6
75 meters from the base of the Jin Mao Building in 24. x = 6.5
Shanghai, China. The person estimates the angle
25. 8 26. 7
of elevation to the top of the building is about 80°.
25. x=8
What is the approximate height of the building? 26. x=7
x x (See Example 6.)
45° 45° 27. 0.9703
44. MODELING WITH MATHEMATICS The Duquesne 28. 0.6009
Incline in Pittsburgh, Pennsylvania, has an angle of
USING TOOLS In Exercises 27–32, evaluate the elevation of 30°. The track has a length of about
29. 1.1666
trigonometric function using a calculator. Round your 800 feet. Find the height of the incline. 30. 0.3907
answer to four decimal places.
45. MODELING WITH MATHEMATICS You are standing
31. 9.5144
27. cos 14° 28. tan 31°
on the Grand View Terrace viewing platform at Mount 32. 1.0187
Rushmore, 1000 feet from the base of the monument.
29. csc 59° 30. sin 23° 33. A = 54°, b ≈ 16.71, c ≈ 28.43
34. B = 63°, a ≈ 4.59, c ≈ 10.10
31. cot 6° 32. sec 11°
Not drawn to scale
35. B = 35°, b ≈ 11.90, c ≈ 20.75
In Exercises 33–40, solve △ABC using the diagram and
b 36. A = 74°, a ≈ 48.82, c ≈ 50.79
the given measurements. (See Example 4.)
24° 37. B = 47°, a ≈ 28.91, c ≈ 42.39
A 1000 ft
c
38. A = 59°, b ≈ 13.82, c ≈ 26.83
b
a. You look up at the top of Mount Rushmore at an 39. A = 18°, a ≈ 3.96, b ≈ 12.17
C a B angle of 24°. How high is the top of the monument 40. B = 26°, b ≈ 3.61, c ≈ 8.23
from where you are standing? Assume your eye
33. B = 36°, a = 23 34. A = 27°, b = 9 level is 5.5 feet above the platform. 41. w ≈ 514 m
b. The elevation of the Grand View Terrace is 42. about 586 ft
35. A = 55°, a = 17 36. B = 16°, b = 14 5280 feet. Use your answer in part (a) to find the 43. about 427 m
elevation of the top of Mount Rushmore.
37. A = 43°, b = 31 38. B = 31°, a = 23 44. about 400 ft
46. WRITING Write a real-life problem that can be solved 45. a. about 451 ft
39. B = 72°, c = 12.8 40. A = 64°, a = 7.4 using a right triangle. Then solve your problem.
b. about 5731 ft
46. Answers will vary.
Section 9.1 Right Triangle Trigonometry 467
Section 9.1 467

47. MATHEMATICAL CONNECTIONS The Tropic of 50. PROBLEM SOLVING You measure the angle of
ANSWERS Cancer is the circle of elevation from the ground to the top of a building as
North Pole
47. a. about 22,818 mi latitude farthest north Tropic of 32°. When you move 50 meters closer to the building,
of the equator where Cancer the angle of elevation is 53°. What is the height of
b. about 7263 mi the Sun can appear equator
23.5°
the building?
48. a. x directly overhead. It lies
23.5° north of the equator, 51. MAKING AN ARGUMENT Your friend claims it is
b. y as shown.
South Pole
possible to draw a right triangle so the values of the
adj x cosine function of the acute angles are equal. Is your
c. yes; cos θ = — = — and a. Find the circumference of the Tropic of Cancer
friend correct? Explain your reasoning.
hyp h using 3960 miles as the approximate radius
of Earth.
opp x 52. THOUGHT PROVOKING Consider a semicircle with a
sin(90° − θ) = — = — b. What is the distance between two points on the
hyp h Tropic of Cancer that lie directly across from
radius of 1 unit, as shown below. Write the values of
the six trigonometric functions of the angle θ. Explain
49–53. See Additional Answers. each other?
your reasoning.
54. 157,680,000 sec
55. 1.5 gal 48. HOW DO YOU SEE IT? Use the figure to answer
each question.
56. 5600 mm θ
57. C ≈ 37.7 cm, A ≈ 113.1 cm2 y h
90° − θ
58. C ≈ 69.1 in., A ≈ 380.1 in.2
θ 53. CRITICAL THINKING A procedure for approximating
59. C ≈ 44.0 ft, A ≈ 153.9 ft2 x
π based on the work of Archimedes is to inscribe a
regular hexagon in a circle.
a. Which side is adjacent to θ ?
b. Which side is opposite of θ ?
c. Does cos θ = sin(90° − θ)? Explain.
30° 30°
1 1
49. PROBLEM SOLVING A passenger in an airplane sees x
two towns directly to the left of the plane.
Mini-Assessment a. Use the diagram to solve for x. What is the
15° 25° perimeter of the hexagon?
1. In a right triangle, θ is an acute 25,000 ft d b. Show that a regular n-sided polygon inscribed
angle and sin θ = —49. Evaluate the in a circle of radius 1 has a perimeter of
x y
180 °
other five trigonometric functions ⋅
2n sin — . ( )
n
of θ. —
a. What is the distance d from the airplane to the
9 √65 first town? c. Use the result from part (b) to find an expression
csc θ = —, cos θ = —, in terms of n that approximates π. Then evaluate
4 9 b. What is the horizontal distance x from the airplane the expression when n = 50.
— — to the first town?
4√65 9√65
tan θ = —, sec θ = —, c. What is the distance y between the two towns?
65 65
— Explain the process you used to find your answer.
√65
cot θ = —
4 Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
2. Find the value of x for the right

Perform the indicated conversion. (Skills Review Handbook)
triangle.
54. 5 years to seconds 55. 12 pints to gallons 56. 5.6 meters to millimeters
Find the circumference and area of the circle with the given radius or diameter.
10 (Skills Review Handbook)
57. r = 6 centimeters 58. r = 11 inches 59. d = 14 feet
45°
x 468 Chapter 9 Trigonometric Ratios and Functions
—
x = 5√2 ≈ 7.07
3. Solve △ABC.
B
c = 16
a 72°
Resources by Chapter Resources by Chapter
C b A • Practice A and Practice B • Enrichment and Extension
• Puzzle Time • Cumulative Review
m∠A = 18°, a ≈ 4.94, b ≈ 15.22
Student Journal
4. A parasailer is attached to a boat Start the next Section
• Practice
with a rope 56 feet long. The
angle of elevation from the boat Differentiating the Lesson
to the parasailer is 19°. Estimate Skills Review Handbook
the parasailer’s height above the
boat. about 18.2 feet
468 Chapter 9

Introduction
• Students are familiar with measuring angles in degrees and have found and evaluated the
trigonometric functions of angles between 0° and 90°.
• In this lesson, angles in standard position and coterminal angles are defined.
• Radian measure is introduced, and conversions between degrees and radians are practiced.
Students need to become familiar with the benchmark angles and have a degree of comfort
and fluency converting between the two.
• Radian measure is used to solve problems involving arc length and areas of sectors.
Resources
• Students need to change from degree mode to radian mode on their calculators.
Teaching Strategy
• It is helpful to give students a visual aid when defining radian measure. One way is to think of
a wrapping function, where the length of the radius is wrapped about the circle.
• The low-tech version of this model is to use thin string. The goal is to show that a little more
than six times the length of the radius can be wrapped around a circle. I use a length of white
string. Using a dark colored marker, I mark off equal lengths of string that represent the
radius. Draw a circle on the board using a portion of the string as the radius of the circle.
• You want students to see that the length of the string can be wrapped around the circle.
As you wrap the string around the circle, make a mark on the circle itself where each radius
ends, representing the arc length associated with one radian. This is not a precise model, but
it gives students the sense of the wrapping function.
• An alternate method is to use dynamic geometry software. A slider can be used to show the
wrapping of the radius about the circle.
• FYI: An online search will result in a simulation that is ready to use in class! Begin by
showing an arc length associated with 1 radian, then an arc length associated with 2 radians.
Note that at 3 radians the arc length is short of 180°, or half a revolution.
Pacing Suggestion
• Complete the two explorations and then start the formal lesson by stating the Core Concept.
Section 9.2 T-468

Common Core
HSF-TF.A.1 Understand radian measure
of an angle as the length of the arc on the
unit circle subtended by the angle. Exploration
Motivate
• Ask students for examples that involve the location of a point on a circle. They may think of
examples from everyday objects, such as the motion of a point on the edge of a compact
disk, or from sports, geography, or astronomy.
• Tell students that some of the formulas used to describe circular motion involve angles
measured in radians, one topic of today’s lesson.
Discuss
• It will be helpful to have a short discussion with students about radian measure. Sketch a
π radians
circle of radius 1 similar to what is shown on page 471. State the fact that — = 1.
180°
Exploration 1
• The first circular model represents radian measures of “fourths,” while the second model
represents radian measures of “sixths.”
“In degrees, what is halfway between 0° and 180°?” 90° “In radians, what is halfway
π
between 0 radians and π radians?” — radians Note: Students often find it awkward to
π 1 2 π
write —, thinking —π is more natural. While both are correct, it is more common to write —.
2 2 2
• Have students share their results. These are benchmark angles that you want students to be
very familiar with.
Exploration 2
• Students can think of unit conversions or dimensional analysis to rewrite each of the radian
measures in degrees. Working with partners, these conversions should be done quickly.
• Popsicle Sticks: Use Popsicle Sticks to solicit answers to check students’ reasoning.

• MP2 Reason Abstractly and Quantitatively: Students may be challenged by
Question 4. A common question from students is “Where is the π ?” If they don’t ask the
question, you should.

• A formal definition of radian measure will be given in the lesson, where students will do
conversions between degrees and radians.
T-469 Chapter 9

9.2 Angles and Radian Measure Dynamic Teaching Tools
Essential Question How can you find the measure of an angle
in radians? Lesson Planning Tool
Let the vertex of an angle be at the origin, with one side of the angle on the positive Interactive Whiteboard Lesson Library
x-axis. The radian measure of the angle is a measure of the intercepted arc length on
a circle of radius 1. To convert between degree and radian measure, use the fact that
π radians
— = 1.
180°
ANSWERS
Writing Radian Measures of Angles 1. a.
Work with a partner. Write the radian measure of each angle with the given
degree measure. Explain your reasoning. Degree
0° 45° 90° 135° 180°
measure
a. y b. y
90° 120° 60° Radian π π 3π
0 — — — π
radian
135° 45°
150° 30° measure 4 2 4
measure
π 0° Degree
360° x x 225° 270° 315° 360°
degree
180° measure
210° 330°
measure
225° 315° Radian 5π 3π 7π
— — — 2π
270°
240° 300° measure 4 2 4
b.
Writing Degree Measures of Angles
Degree
Work with a partner. Write the degree measure of each angle with the given 30° 60° 120° 150° 210°
radian measure. Explain your reasoning. measure
Radian π π 2π 5π 7π
y — — — — —
degree 5π 4π measure 6 3 3 6 6
measure
9 9
7π 2π Degree
radian 9 9 240° 300° 330°
measure measure
x Radian 4π 5π 11π
— — —
measure 3 3 6
11π 16π
9 9
Sample answer: To convert
13π 14π
degrees to radians, multiply
REASONING 9 9
ABSTRACTLY π radians
degrees by —.
180°
To be proficient in math,
you need to make sense Communicate Your Answer 2.
of quantities and their 3. How can you find the measure of an angle y
relationships in problem in radians? Radian 2π 4π 5π 7π 11π
situations. — — — — —
4. The figure shows an angle whose measure is measure 9 9 9 9 9
30 radians. What is the measure of the angle in Degree
degrees? How many times greater is 30 radians x 40° 80° 100° 140° 220°
than 30 degrees? Justify your answers. measure
30 radians
Radian 13π 14π 16π
— — —
measure 9 9 9
Section 9.2 Angles and Radian Measure 469
Degree
260° 280° 320°
measure

Sample answer: To convert radians
to degrees, multiply radians
180°
by —.
π radians
3. Sample answer: To convert degrees
into radians, multiply degrees
π radians
by —.
180°
4. about 1719°; 57.3; Sample answer:
1 radian is about 57.3°, so 30 radians
is about 57.3 times greater than 30°.
Section 9.2 469

English Language Learners Draw angles in standard position.
Find coterminal angles.
Pair Activity Core Vocabul
Vocabulary
larry Use radian measure.
Create sets of index cards by drawing initial side, p. 470
angles on a coordinate plane. Draw the terminal side, p. 470
Drawing Angles in Standard Position
angles so that some are in standard standard position, p. 470
coterminal, p. 471 In this lesson, you will expand your study of angles to include angles with measures
position and others are not. Pair radian, p. 471
that can be any real numbers.
English learners with English speakers sector, p. 472
and give 5 cards to each pair. Have central angle, p. 472 Core Concept
students work together to separate Previous Angles in Standard Position
radius of a circle 90° y
the cards into two piles, one for angles In a coordinate plane, an angle can be formed terminal
circumference of a circle by fixing one ray, called the initial side, and
in standard position and the other for rotating the other ray, called the terminal side,
side
0°
angles that are not. Have partners about the vertex.
180° vertex initial x
swap with another pair to check An angle is in standard position when its vertex side
360°
their work. is at the origin and its initial side lies on the
positive x-axis. 270°
Extra Example 1 The measure of an angle is positive when the rotation of its terminal side is
counterclockwise and negative when the rotation is clockwise. The terminal side
Draw an angle with the given measure in of an angle can rotate more than 360°.
standard position.
a. 390° Drawing Angles in Standard Position
y
Draw an angle with the given measure in standard position.
a. 240° b. 500° c. −50°
30° SOLUTION
x
390° a. Because 240° is 60° b. Because 500° is 140° c. Because −50° is
more than 180°, the more than 360°, the negative, the terminal
terminal side is 60° terminal side makes side is 50° clockwise
b. −160° counterclockwise past
the negative x-axis.
one complete rotation
360° counterclockwise
from the positive
x-axis.
y plus 140° more.
y y y
x 240° 140°
x
−160°
x x
500° −50°
60°
c. 690°
y
690° Monitoring Progress Help in English and Spanish at BigIdeasMath.com
x Draw an angle with the given measure in standard position.
150° 1. 65° 2. 300° 3. −120° 4. −450°

MONITORING PROGRESS
ANSWERS
1. y hsnb_alg2_pe_0902.indd 470 2/5/15 1:48 PM

• MP6 Attend to Precision: Write the Core Concept. Students should note that the direction
65° of the rotation matters in terms of the definition of an angle in standard position. Perhaps they
x have recognized this when using dynamic geometry software and angles are named.
• Connection: Students are generally very fluent with angles measuring more than 180°,
particularly multiples of 180°, because of skateboarding and snowboarding.
2–4. See Additional Answers.
470 Chapter 9

Finding Coterminal Angles
In Example 1(b), the angles 500° and 140° are coterminal because their terminal Differentiated Instruction
sides coincide. An angle coterminal with a given angle can be found by adding or
STUDY TIP subtracting multiples of 360°.
Auditory
If two angles differ by a
multiple of 360°, then the Finding Coterminal Angles Emphasize to students that coterminal
angles are coterminal. angles are in the same location, but
Find one positive angle and one negative angle that are coterminal with (a) −45° have a different measure. When
and (b) 395°.
you say the word coterminal, stress
SOLUTION the prefix co-. Tell students that
There are many such angles, depending on what multiple of 360° is added or this prefix means “together.” So,
subtracted. coterminal angles are together on
a. −45° + 360° = 315° b. 395° − 360° = 35° the coordinate plane.
−45° − 360° = −405° 395° − 2(360°) = −325°
y y
−325° Extra Example 2
35° Find one positive angle and one negative
−45° x x
315° 395° angle that are coterminal with each angle.
−405°
a. −75º
Sample answers: 285° and −435°
b. 460º
Sample answers: −260° and 100°
Find one positive angle and one negative angle that are coterminal with the
given angle.
5. 80° 6. 230° 7. 740° 8. −135°

MONITORING PROGRESS
ANSWERS
5. 440°; −280°
STUDY TIP Using Radian Measure 6. 590°; −130°
Notice that 1 radian Angles can also be measured in radians. To define y
is approximately equal a radian, consider a circle with radius r centered at
7. 20°; −340°
to 57.3°. the origin, as shown. One radian is the measure of r 8. 225°; −495°
180° = π radians an angle in standard position whose terminal side r
intercepts an arc of length r.
180°
— = 1 radian 1 radian x
π Because the circumference of a circle is 2πr, there
are 2π radians in a full circle. So, degree measure
57.3° ≈ 1 radian and radian measure are related by the equation
360° = 2π radians, or 180° = π radians.
Core Concept
Converting Between Degrees and Radians
Degrees to radians Radians to degrees
Multiply degree measure by Multiply radian measure by
π radians 180°
—. —.
180° π radians

Fact-First Questioning: Draw an angle in standard position that terminates in Quadrant II.
Say, “This angle has more than one name. Explain how this is true.” Listen for an understanding
of coterminal angles, even though the term has not been defined.
• Define radian measure. See the Teaching Strategy on page T-468 for additional ideas.
π radians 180°
• Write the Core Concept. — and — will be used as conversion factors. The unit
180° π radians
“radians” is often omitted.
Section 9.2 471

Convert Between Degrees and Radians
Extra Example 3
Convert the degree measure to radians or Convert the degree measure to radians or the radian measure to degrees.
the radian measure to degrees. π
a. 120° b. −—
5π READING
12
a. −150° −—
6 The unit “radians” is often SOLUTION
9π
b. — 405° omitted. For instance, the π radians π π
4 π
measure −— radians may
12
a. 120° = 120 degrees — (
180 degrees ) 12 12 (
b. −— = −— radians —
180°
π radians )( )
π
be written simply as −—. 2π
12 =— = −15°
MONITORING PROGRESS 3
ANSWERS
3π
Concept Summary
9. —
4 Degree and Radian Measures of Special Angles
The diagram shows equivalent degree and
2π π
y radian
10. −— radian measures for special angles from 2π 2 π measure
9 0° to 360° (0 radians to 2π radians). 3π 3 3 π
4 90° 4
11. 225° You may find it helpful to memorize the 5π
6
120°
135°
60°
45°
π
6
equivalent degree and radian measures of
12. about −359.8° 150° degree 30°
special angles in the first quadrant and for measure
π 0° 0 x
π 180°
90° = — radians. All other special angles 360° 2π
2
shown are multiples of these angles. 210° 330°
7π 225° 315° 11π
6 240° 300° 6
5π 270° 7π
4 4π 5π 4
3 3 π 3
2
Convert the degree measure to radians or the radian measure to degrees.

5π
9. 135° 10. −40° 11. — 12. −6.28
4
A sector is a region of a circle that is bounded by two radii and an arc of the circle.
The central angle θ of a sector is the angle formed by the two radii. There are simple
formulas for the arc length and area of a sector when the central angle is measured
in radians.
Core Concept
Arc Length and Area of a Sector
The arc length s and area A of a sector with sector
radius r and central angle θ (measured in
radians) are as follows. r
arc
Arc length: s = rθ length
central s
Area: A = —12 r 2θ angle θ

• Example 3 shows a common technique of multiplying by a conversion factor. A proportion could
x radians 120°
also be used: — = —.
π radians 180°
• MP2: Say, “Just as there are benchmark fractions and decimal equivalents, there are
benchmark radian and degree equivalents. Learn these soon!” The benchmarks help in judging
reasonableness of answers. Consider providing a circular template for students to fill in.
• The formula for arc length can be derived using the formula for circumference:
s θ radians
— = —.
2π r 2π radians
472 Chapter 9

Modeling with Mathematics
Extra Example 4
A softball field forms a sector with the dimensions shown. Find the length of the Use the diagram in Example 4. Suppose
outfield fence and the area of the field.
the dimensions of the softball field
SOLUTION measure 180 feet, instead of 200 feet.
outfield
1. Understand the Problem You are given the fence Find the length of the outfield fence and
dimensions of a softball field. You are asked
to find the length of the outfield fence and the
the area of the field. The length of the
area of the field. 200 ft outfield fence is about 283 feet. The area
2. Make a Plan Find the measure of the central of the field is about 25,447 square feet.
angle in radians. Then use the arc length and
area of a sector formulas.
90° MONITORING PROGRESS
3. Solve the Problem 200 ft
ANSWER
Step 1 Convert the measure of the central angle to radians. 13. s ≈ 346 ft; A ≈ 38,013 ft2
COMMON ERROR π radians
You must write the
90° = 90 degrees — (
180 degrees )
measure of an angle π
= — radians
in radians when using 2
these formulas for the
arc length and area of Step 2 Find the arc length and the area of the sector.
a sector.
1
Arc length: s = r θ Area: A = —r 2θ
2
π 1 π
= 200 —
2 ( ) = — (200)2 —
2 2( )
= 100π = 10,000π
ANOTHER WAY ≈ 314 ≈ 31,416
Because the central
angle is 90°, the sector The length of the outfield fence is about 314 feet. The area of the field
represents —14 of a circle is about 31,416 square feet.
with a radius of 200 feet.
So, 4. Look Back To check the area of the field,
consider the square formed using the two
s= 1
—4 ⋅ 2πr = ⋅ 2π (200)
1
—4 200-foot sides.
= 100π By drawing the diagonal, you can see that
and the area of the field is less than the area of the 200 ft
⋅ ⋅
square but greater than one-half of the area of
A = —41 π r 2 = —14 π (200)2
the square.
= 10,000π. 1
—2 ⋅ (area of square) area of square 90°
200 ft
1 ? ?
— (200)2 < 31,416 < 2002
2
20,000 < 31,416 < 40,000 ✓
13. WHAT IF? In Example 4, the outfield fence is 220 feet from home plate. Estimate
the length of the outfield fence and the area of the field.

• Remind students that to use the formulas for arc length and area of a sector, the central angle
must be in radians, so that is the first step.
• Work through Example 4 as shown so students become familiar with how to use the two
formulas.
• For this example, another way is shown in the side margin. Students should be comfortable with
both methods.
Closure
• Exit Ticket: Convert 300° to radians and name two angles that are coterminal with 300°, one
5π 11π π
positive and one negative. — radians; Sample answer: — radians and −— radians
3 3 3
Section 9.2 473

Homework Check
1. COMPLETE THE SENTENCE An angle is in standard position when its vertex is at the __________
Basic: 1–4, 5–19 odd, 27, 29, 42, 45, and its __________ lies on the positive x-axis.
48–53
2. WRITING Explain how the sign of an angle measure determines its direction of rotation.
Average: 1–4, 6–42 even, 45, 48–53
Advanced: 1–4, 6–22 even, 3. VOCABULARY In your own words, define a radian.
28–42 even, 43–53 4. WHICH ONE DOESN’T BELONG? Which angle does not belong with the other three? Explain
your reasoning.
HOMEWORK CHECK
Basic: 5, 9, 13, 17, 27 −90° 450° 90° −270°
Average: 8, 10, 16, 18, 28

Advanced: 8, 10, 18, 20, 28 Monitoring Progress and Modeling with Mathematics
In Exercises 5–8, draw an angle with the given measure 22. OPEN-ENDED Using radian measure, give one positive
in standard position. (See Example 1.) angle and one negative angle that are coterminal with
ANSWERS the angle shown. Justify your answers.
5. 110° 6. 450°
1. origin; initial side
y
2. When the angle is positive, its 7. −900° 8. −10°
rotation is counterclockwise. When
In Exercises 9–12, find one positive angle and one
the angle is negative, its rotation is negative angle that are coterminal with the given angle. x
clockwise. 315°
(See Example 2.)
3. Sample answer: A radian is 9. 70° 10. 255°
a measure of an angle that is
approximately equal to 57.3° and 11. −125° 12. −800° ANALYZING RELATIONSHIPS In Exercises 23–26, match
the angle measure with the angle.
there are 2π radians in a circle. In Exercises 13–20, convert the degree measure
9π
4. −90°; It has a different terminal side to radians or the radian measure to degrees. 23. 600° 24. −—
4
than the other three angles. (See Example 3.)
5π
25. — 26. −240°
5. y 13. 40° 14. 315°
6
15. −260° 16. −500° A. y B. y
π 3π
17. — 18. —
110° 9 4
x x
x 19. −5 20. 12
21. WRITING The terminal side of an angle in

standard position rotates one-sixth of a revolution y y
C. D.
counterclockwise from the positive x-axis. Describe
how to find the measure of the angle in both degree
and radian measures.
x x
6. y
x
450°
2π 7π
8. y 13. — 14. —
9 4
13π 25π
15. −— 16. −—
9 9
7. y 17. 20° 18. 135°
x 19. about −286.5° 20. about 687.5°
−10°
21. A full revolution is 360° or 2π radians.
The terminal side rotates one-sixth of a
revolution from the positive x-axis, so
x
−900°
9. 430°; −290° 10. 615°; −105° π
1
6
1
6 ⋅
multiply by — to get — 360° = 60° and
11. 235°; −485° 12. 280°; −80°

1
6 ⋅
— 2π = —.
3
474 Chapter 9

27. MODELING WITH MATHEMATICS The observation 31. PROBLEM SOLVING When a CD player reads
deck of a building forms a sector with the dimensions information from the outer edge of a CD, the CD
shown. Find the length of the safety rail and the area spins about 200 revolutions per minute. At that speed, Dynamic Teaching Tools
of the deck. (See Example 4.) through what angle does a point on the CD spin in Dynamic Assessment & Progress Monitoring Tool
one minute? Give your answer in both degree and
safety rail radian measures. Interactive Whiteboard Lesson Library
10 yd
90° 32. PROBLEM SOLVING You work every Saturday from
10 yd
9:00 a.m. to 5:00 p.m. Draw a diagram that shows the
rotation completed by the hour hand of a clock during
this time. Find the measure of the angle generated by ANSWERS
the hour hand in both degrees and radians. Compare
27. about 15.7 yd, about 78.5 yd2
28. MODELING WITH MATHEMATICS In the men’s shot this angle with the angle generated by the minute
put event at the 2012 Summer Olympic Games, the hand from 9:00 a.m. to 5:00 p.m. 28. a. about 13.3 m
length of the winning shot was 21.89 meters. A shot b. about 146 m2
put must land within a sector having a central angle USING TOOLS In Exercises 33–38, use a calculator to
of 34.92° to be considered fair. evaluate the trigonometric function. 29. The wrong conversion was used;
π radians
33. cos —
4π
3
34. sin —
7π
8 24° = 24 degrees — (
180 degrees )
10π 6π
35. csc —
11 ( )
36. cot −—
5
24π
= — radians
180
37. cot(−14) 38. cos 6
≈ 0.42 radians
39. MODELING WITH MATHEMATICS The rear windshield 30. The angle was not converted to
wiper of a car rotates 120°, as shown. Find the area radians;
cleared by the wiper.
π radians
a. The officials draw an arc across the fair landing
area, marking the farthest throw. Find the length
40° = 40 degrees — (
180 degrees )
of the arc. 2π
= — radians
b. All fair throws in the 2012 Olympics landed 9
( )
within a sector bounded by the arc in part (a). 25 in.
What is the area of this sector?
120°
14 in. 1
A = —(6)2 —2π ≈ 12.57 cm2
2 9
29. ERROR ANALYSIS Describe and correct the error in 31. 72,000°, 400π
converting the degree measure to radians.
40. MODELING WITH MATHEMATICS A scientist 32. y
✗
performed an experiment to study the effects of
24° = 24 degrees ( ——
180 degrees
π radians
) gravitational force on humans. In order for humans
to experience twice Earth’s gravity, they were placed
4320 in a centrifuge 58 feet long and spun at a rate of about
= —
π
radians 15 revolutions per minute. 9:00
≈ 1375.1 radians 5:00 x
30. ERROR ANALYSIS Describe and correct the error

in finding the area of a sector with a radius of
6 centimeters and a central angle of 40°.
✗
4π
1 a. Through how many radians did the people rotate 240°, —; Sample answer: The
A = — (6)2(40) = 720 cm2 3
2 each second? minute hand would generate an angle
b. Find the length of the arc through which the of 2880° or 16π.
people rotated each second.
33. −0.5
Section 9.2 Angles and Radian Measure 475 34. 0.383
35. 3.549
36. −1.376
hsnb_alg2_pe_0902.indd 475 2/5/15 1:49 PM 37. −0.138
38. 0.960
39. 528 in.2
π
40. a. —
2
b. about 45.6 ft
Section 9.2 475

41. REASONING In astronomy, the terminator is the 44. THOUGHT PROVOKING π is an irrational number,
ANSWERS day-night line on a planet that divides the planet into which means that it cannot be written as the ratio
π daytime and nighttime regions. The terminator moves of two whole numbers. π can, however, be written
41. 60°, — across the surface of a planet as the planet rotates. exactly as a continued fraction, as follows.
3 It takes about 4 hours for Earth’s terminator to move
42. π − 1; Sample answer: Using across the continental United States. Through what 3 + ————
1
angle has Earth rotated during this time? Give your 1
s = r(π − θ), the arc length of the 7 + ———
answer in both degree and radian measures. 1
small sector can be found to be 1. 15 + ———
1
Therefore, π − θ = 1 and θ = π − 1. 1 + ——
1
terminator 292 + ——
43–45. See Additional Answers. 1 + ——
1
1
46. a. about 16.49 in. 1+—
1+...
15π
b. — Show how to use this continued fraction to obtain a
8 decimal approximation for π.
c. about 5195.4 in.2
47. a. 70° 33′
45. MAKING AN ARGUMENT Your friend claims that
b. 110.76°; when the arc length of a sector equals the radius, the
45 30 s2
110 + —60
+— 3600
≈ 110.76° 42. HOW DO YOU SEE IT? Use the graph to find the area can be given by A = —. Is your friend correct?
measure of θ. Explain your reasoning. Explain.
2
48. about 2.83
y
49. about 27.02 46. PROBLEM SOLVING A spiral staircase has 15 steps.
4
50. 7 Each step is a sector with a radius of 42 inches and a
r=4
θ π
central angle of —.
51. about 18.03 x
8
52. about 11.66 a. What is the length of the arc formed by the outer
edge of a step?
53. about 18.68
b. Through what angle would you rotate by climbing
the stairs?
c. How many square inches of carpeting would you
43. MODELING WITH MATHEMATICS A dartboard is
need to cover the 15 steps?
divided into 20 sectors. Each sector is worth a point
value from 1 to 20 and has shaded regions that double
47. MULTIPLE REPRESENTATIONS There are 60 minutes
or triple this value. A sector is shown below. Find the
in 1 degree of arc, and 60 seconds in 1 minute of arc.
areas of the entire sector, the double region, and the
Mini-Assessment triple region.
The notation 50° 30′ 10″ represents an angle with a
measure of 50 degrees, 30 minutes, and 10 seconds.
3 in.
1. Draw a 750º angle in standard 3 in. 8
a. Write the angle measure 70.55° using the
8 1
position. 2 8 in. notation above.
3
3 4 in.
y b. Write the angle measure 110° 45′ 30″ to the
triple double
nearest hundredth of a degree. Justify your answer.
6 5 in.
30° 8
x
750°
Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
Find the distance between the two points. (Skills Review Handbook)
2. Find one positive angle and one 48. (1, 4), (3, 6) 49. (−7, −13), (10, 8)
negative angle that are coterminal 50. (−3, 9), (−3, 16) 51. (2, 12), (8, −5)
with a 150º angle. 52. (−14, −22), (−20, −32) 53. (4, 16), (−1, 34)
Sample answers: 510º and –210º
3. Convert the degree measure to 476 Chapter 9 Trigonometric Ratios and Functions
radians or the radian measure to
degrees.
4π
a. 240° — hsnb_alg2_pe_0902.indd 476 2/5/15 1:49 PM
3
7π If students need help... If students got it...
b. — 210°
6
4. Use the diagram in Example 4. • Practice A and Practice B • Enrichment and Extension
Suppose the dimensions of the • Puzzle Time • Cumulative Review
softball field measure 320 feet,
Student Journal
instead of 200 feet. Find the length Start the next Section
• Practice
of the outfield fence and the area
of the field. The length of the Differentiating the Lesson
outfield fence is about 503 feet. Skills Review Handbook
The area of the field is about
80,425 square feet.
476 Chapter 9

Introduction
• In previous lessons, students evaluated trigonometric functions of an acute angle and
converted between degree and radian measures. In this lesson, evaluating trigonometric
functions will be extended to any angle.
• This is a long lesson involving many definitions, concepts, and procedures. The general
definitions of the six trigonometric functions, also known as circular functions, are presented.
The definitions are given in terms of an ordered pair on the terminal side of an angle in
standard position.
• Reference angles are defined and then used to evaluate trigonometric functions of angles in
standard position that terminate in any quadrant.
• The lesson ends with a real-life application.

• Which One Doesn’t Belong?: This technique is one that you should be quite familiar
with because it is often used in the Vocabulary and Core Concept Check at the beginning of
exercise sets! Students are presented with four expressions, quantities, images, or words
and asked which one does not belong with the other three. They are also expected to give a
reason for their choice.
• This technique gives students the opportunity to analyze and compare items in a set and
determine what is alike in three of the four cases. This technique challenges students’
reasoning and understanding of some aspect of the lesson they have just learned or what
knowledge and conceptions they have about content to be learned.
• Used at the end of instruction, this technique informs you as to how students have
conceptualized and made connections in their learning. The reasoning or justification for their
choice can be quite informative. Used at the beginning of a lesson, this technique can inform
you about what knowledge students already have about the topic.
• Select four items where it is not immediately obvious which one does not belong. You want to
encourage deeper thinking.
Pacing Suggestion
• Complete the exploration and then start the formal lesson by stating the Core Concept about
the definitions of trigonometric functions.
Section 9.3 T-476

Common Core
HSF-TF.A.2 Explain how the unit circle
in the coordinate plane enables the
extension of trigonometric functions Exploration
to all real numbers, interpreted as
radian measures of angles traversed Motivate
counterclockwise around the unit circle. • Share some golf trivia with students. The longest drive recorded on the PGA Tour occurred
on September 25, 1974. Sixty-four-year-old Mike Austin rocketed a drive 515 yards while
competing in the U.S. National Senior Open Championship at Desert Rose, Las Vegas. Note
that 515 yards is more than the length of five football fields!
• FYI: In 2006, Russian cosmonaut Mikhail Tyurin, using a six-iron, struck a ball one-handed
while tethered to the International Space Station. NASA predicted that the ball would fly
approximately 1 million miles before disintegrating into Earth’s atmosphere.
• If you have golfers in your class, ask what factors influence the distance a golf ball travels.
• In today’s lesson, students will compute how far a golf ball travels when hit at a given initial
speed and when struck at an angle of θ.
Exploration Note
• Previously, the six trigonometric functions were defined for the acute angles of a right
triangle. These definitions can be generalized so that they apply to any angle in standard
position.
• The exploration begins with a statement of the definitions. You may want to take time to give
a further explanation of how the value of r is computed. Note: r is going to be the positive
square root of x2 + y2. It would not make sense for r to be a negative quantity.
Exploration 1
• You may decide to jigsaw these six problems. Two of the angles terminate in Quadrant II, two
angles terminate in Quadrant IV, and two angles terminate on an axis.
• Students may question why some of the ordered pairs have radicals in the denominator. They
have not been simplified, but they could be. In solving for r, coordinates will be squared.
• In parts (c) and (f), the right triangle collapses. Tell students to trust the formula!
• When students have finished working the problems with partners, have them share their
results with the class.
“Did the sine, cosine, and tangent of the angle always have the same sign?” no

• Students may not have observed enough of a pattern to answer Questions 2 and 3.
If students are not ready, you could return to these questions later in the lesson.

• Students have now investigated what it means to find a trigonometric function of any angle.
Students will continue to practice this skill in the formal lesson.
T-477 Chapter 9

9.3 Trigonometric Functions of
Any Angle Dynamic Teaching Tools
Essential Question How can you use the unit circle to define the Lesson Planning Tool
trigonometric functions of any angle?
Let θ be an angle in standard position with (x, y) a point on the terminal side of θ and
— Dynamic Classroom with Dynamic Investigations
r = √x2 + y2 ≠ 0. The six trigonometric functions of θ are defined as shown.
y r
sin θ = — csc θ = —, y ≠ 0 y
r y (x, y)
ANSWERS —
x r
cos θ = — sec θ = —, x ≠ 0 √3 1
r x 1. a. sin θ = —, cos θ = −—,
r 2 2
θ
y x —
tan θ = —, x ≠ 0 cot θ = —, y ≠ 0 tan θ = −√3
x y x
— —
√2 √2
Writing Trigonometric Functions b. sin θ = —, cos θ = −—,
2 2
Work with a partner. Find the sine, cosine, and tangent of the angle θ in standard tan θ = −1
position whose terminal side intersects the unit circle at the point (x, y) shown.
c. sin θ = −1, cos θ = 0,
a. y b. y c. y tan θ = undefined
(−21 , 23 ( (−12 , 12 ( √3
—
1
d. sin θ = −—, cos θ = —,
2 2
—
x x
tan θ = −√3
x
— —
√2 √2
e. sin θ = −—, cos θ = —,
(0, −1) 2 2
tan θ = −1
d. y e. y f. y
f. sin θ = 0, cos θ = −1, tan θ = 0
2. Sample answer: The coordinates
of the point on the unit circle can
(−1, 0)
x x x
be used to find the ratios of the six
trigonometric functions where
y x y
sin θ = —, cos θ = —, tan θ = —,
( 12 , − 2 3 ( ( 12 , −12 ( r r x
r r x
csc θ = —, sec θ = — and cot θ = —.
CONSTRUCTING y x y
VIABLE ARGUMENTS y
To be proficient in
3. a. tan θ = — is undefined when
x
math, you need to
x = 0, which occurs when
understand and use stated
assumptions, definitions,
Communicate Your Answer π
θ = — + nπ, where n is an
and previously established 2. How can you use the unit circle to define the trigonometric functions of any angle? 2
results.
3. For which angles are each function undefined? Explain your reasoning. integer.
a. tangent b. cotangent c. secant d. cosecant x
b. cot θ = — is undefined when
y
Section 9.3 Trigonometric Functions of Any Angle 477 y = 0, which occurs when
θ = nπ, where n is an integer.
r
c. sec θ = — is undefined when
hsnb_alg2_pe_0903.indd 477 2/5/15 1:49 PM x
x = 0, which occurs when
π
θ = — + nπ, where n is
2
an integer.
r
d. csc θ = — is undefined when
y
y = 0, which occurs when
θ = nπ, where n is an integer.
Section 9.3 477

Differentiated Instruction Evaluate trigonometric functions of any angle.
Find and use reference angles to evaluate trigonometric functions.
Visual Core Vocabul
Vocabulary
larry
Have students draw the graph from the unit circle, p. 479 Trigonometric Functions of Any Angle
Core Concept in their notebooks. Ask quadrantal angle, p. 479
You can generalize the right-triangle definitions of trigonometric functions so that they
them to highlight the right triangle. reference angle, p. 480
apply to any angle in standard position.
Label the legs of the right triangle Previous
so that they can see the connection

circle
radius Core Concept
between the point (x, y) and the Pythagorean Theorem General Definitions of Trigonometric Functions
lengths of the legs. As you review Let θ be an angle in standard position, and let (x, y) y
each of the trigonometric functions, be the point where the terminal side of θ intersects
have students point to the sides of the circle x2 + y2 = r2. The six trigonometric
functions of θ are defined as shown. θ
the highlighted triangle as well as the (x, y)
y r r
respective coordinates. sin θ = — csc θ = —, y ≠ 0 x
r y
x r
cos θ = — sec θ = —, x ≠ 0
r x
Extra Example 1 y
tan θ = —, x ≠ 0
x
cot θ = —, y ≠ 0
x y
Let (8, −6) be a point on the terminal
These functions are sometimes called circular functions.
side of an angle θ in standard position.
Evaluate the six trigonometric functions
of θ. Evaluating Trigonometric Functions Given a Point
r = 10 Let (−4, 3) be a point on the terminal side of y
−6 3
sin θ = —10
= −—5 an angle θ in standard position. Evaluate the
10 5 six trigonometric functions of θ.
csc θ = —
−6
= −—3 (−4, 3) θ
8 SOLUTION r
cos θ = —
10
= —45 x
Use the Pythagorean Theorem to find the length of r.
10
sec θ = —
8
= —54 —
r = √x2 + y2
−6 3
tan θ = —8
= −—4 —
8 4 = √(−4)2 + 32
cot θ = —
−6
= −—3
—
= √25
=5
Using x = −4, y = 3, and r = 5, the values of the six trigonometric functions of θ are:
y 3 r 5
sin θ = — = — csc θ = — = —
r 5 y 3
x 4 r 5
cos θ = — = −— sec θ = — = −—
r 5 x 4
y 3 x 4
tan θ = — = −— cot θ = — = −—
x 4 y 3

“What must always be true about the value of r? Explain.” The value of r must always be
positive because r is the radius of a circle.
“Four of the definitions have restrictions that x ≠ 0 or y ≠ 0. Why don’t sine and cosine have
restrictions?” The radius is never 0.
Pose Example 1. “If (−4, 3) is on the terminal side of an angle in standard position, what is r?”
r is 5.
• Give students time to evaluate all six trigonometric functions of θ.
π
“What do you know about the measure of θ?” In standard position, — < θ < π.
2
478 Chapter 9

Core Concept
The Unit Circle y
English Language Learners
The circle x2 + y2 = 1, which has center (0, 0)
and radius 1, is called the unit circle. The values Vocabulary
of sin θ and cos θ are simply the y-coordinate and θ Remind students that in mathematics,
x-coordinate, respectively, of the point where the the word “unit” refers to the number 1.
terminal side of θ intersects the unit circle. x
r=1 Help students make the connection
y y
ANOTHER WAY sin θ = — = — = y (x, y) that the unit circle has radius 1, which
r 1
The general circle x x
is why r = 1 on the graph in the
cos θ = — = — = x
x2 + y2 = r2 can also be used r 1 Core Concept.
to find the six trigonometric
functions of θ. The terminal
side of θ intersects the circle It is convenient to use the unit circle to find trigonometric functions of quadrantal
at (0, −r). So, angles. A quadrantal angle is an angle in standard position whose terminal side lies on
π
Extra Example 2
y −r an axis. The measure of a quadrantal angle is always a multiple of 90º, or — radians. Use the unit circle to evaluate the six
sin θ = — = — = −1. 2
r r
trigonometric functions of θ = 90°.
The other functions can be Using the Unit Circle
y 1
evaluated similarly.
Use the unit circle to evaluate the six trigonometric functions of θ = 270º.
sin θ = — = — = 1
r 1
r 1
SOLUTION y csc θ = — = — = 1
Step 1 Draw a unit circle with the angle θ = 270º in
y 1
standard position. x 0
θ
cos θ = — = — = 0
Step 2 Identify the point where the terminal side r 1
of θ intersects the unit circle. The terminal x r 1
side of θ intersects the unit circle at (0, −1). sec θ = — = —; undefined
x 0
Step 3 Find the values of the six trigonometric
(0, −1) y 1
functions. Let x = 0 and y = −1 to evaluate tan θ = — = —; undefined
the trigonometric functions. x 0
y −1 r 1 x 0
sin θ = — = — = −1
r 1
csc θ = — = — = −1
y −1
cot θ = — = — = 0
y 1
x 0 r 1
cos θ = — = — = 0 sec θ = — = — undefined
r 1 x 0
y −1 x 0 MONITORING PROGRESS
tan θ = — = — undefined cot θ = — = — = 0
x 0 y −1 ANSWERS — —
√2 √2
1. sin θ = −—, cos θ = —,
Monitoring Progress Help in English and Spanish at BigIdeasMath.com 2 2—
tan θ = −1, csc θ = −√2 ,
Evaluate the six trigonometric functions of θ. —
sec θ = √ 2 , cot θ = −1
1. y 2. (−8, 15) y 3. y
8
2. sin θ = —
15
17
, cos θ = −—
17 ,
θ θ 15
tan θ = −—
8 , csc θ = —
17
15
,
θ x x x
17 8
sec θ = −—
8 , cot θ = − 15
—
12 5
(3, −3) (−5, −12) 3. sin θ = −—
13 , cos θ = − 13 ,
—
4. Use the unit circle to evaluate the six trigonometric functions of θ = 180º. 13
tan θ = —
12
5
, csc θ = −—
12 ,
13
Section 9.3 Trigonometric Functions of Any Angle 479 sec θ = −— 5 , cot θ = —
5
12
4. sin θ = 0, cos θ = −1, tan θ = 0,
csc θ = undefined, sec θ = −1,
cot θ = undefined

• Refer to the diagram and definitions on the previous page.
“If r = 1, what are the definitions for sin θ and cos θ?” y and x, respectively
• Write the Core Concept and explain that sometimes it is convenient to label the ordered pair on
the unit circle as (cos θ, sin θ) instead of (x, y).
• Define quadrantal angle, an angle that terminates on an axis.
π
• At any multiple of 90° or —, two of the functions will be undefined.
2
• Think-Pair-Share: Have students answer Questions 1–4, and then share and discuss as
a class.
Section 9.3 479

Reference Angles
Extra Example 3
Find the reference angle θ ’ for each angle.
READING
Core Concept
a. −220° θ ’ = 40° The symbol θ′ is read as
Reference Angle Relationships
15π π “theta prime.” Let θ be an angle in standard position. The reference angle for θ is the acute
b. — θ ’ = — angle θ′ formed by the terminal side of θ and the x-axis. The relationship between
16 16 θ and θ′ is shown below for nonquadrantal angles θ such that 90° < θ < 360° or,
π
in radians, — < θ < 2π.
2
Quadrant II Quadrant III Quadrant IV
y y y
θ′ θ θ θ
x x x
θ′ θ′
Degrees: θ ′ = 180° − θ Degrees: θ ′ = θ − 180° Degrees: θ ′ = 360° − θ

Radians: θ ′ = π − θ Radians: θ ′ = θ − π Radians: θ ′ = 2π − θ
Finding Reference Angles

5π
Find the reference angle θ ′ for (a) θ = — and (b) θ = −130º.
3
SOLUTION
a. The terminal side of θ lies in Quadrant IV. So, y
y
5π π
θ′ = 2π − — = —. The figure at the right shows
3 3 θ
5π π
θ = — and θ′ = —. x
x 3 3 θ′
θ′ θ b. Note that θ is coterminal with 230º, whose terminal side
lies in Quadrant III. So, θ′ = 230º − 180º = 50º. The
figure at the left shows θ = −130º and θ′ = 50º.
Reference angles allow you to evaluate a trigonometric function for any angle θ. The
sign of the trigonometric function value depends on the quadrant in which θ lies.
Core Concept
Use these steps to evaluate a Signs of Function Values
trigonometric function for any angle θ:
Quadrant II y Quadrant I
Step 1 Find the reference angle θ′. sin θ, csc θ : + sin θ, csc θ : +
Step 2 Evaluate the trigonometric cos θ , sec θ : − cos θ , sec θ : +
function for θ′. tan θ , cot θ : − tan θ , cot θ : +
Step 3 Determine the sign of the Quadrant III Quadrant IV x

sin θ, csc θ : − sin θ, csc θ : −
trigonometric function value
cos θ , sec θ : − cos θ , sec θ : +
from the quadrant in which
tan θ , cot θ : + tan θ , cot θ : −
θ lies.

• Define reference angles and work through Example 3 as shown.
π 13π
Which One Doesn’t Belong?: Write 120°, −—, —, and 210°. “Which one doesn’t belong?
6 6 π
Explain.” 120°; It has a reference angle of 60°. The others have a reference angle of 30°, or —.
6
• Reference angles are used to evaluate trigonometric angles of any measure.
• Turn and Talk and MP3 Construct Viable Arguments and Critique the Reasoning
of Others: “Consider the definitions of the six functions and decide when each of the function
values is positive and negative. State your observations as a conjecture.”
480 Chapter 9

Using Reference Angles to Evaluate Functions
Extra Example 4
17π
Evaluate (a) tan(−240º) and (b) csc —.
6
a. Evaluate cot(−210°).
—
cot(−210°) = −cot(30°) = −√3
SOLUTION
10π
a. The angle −240º is coterminal with 120º. The reference
y
b. Evaluate cos —.
4
angle is θ′ = 180º − 120º = 60º. The tangent function θ′ = 60°
10π π
is negative in Quadrant II, so cos — = cos — = 0
— x 4 2
tan(−240º) = −tan 60º = −√3 .
θ = −240°
17π 5π
b. The angle — is coterminal with —. The
6 6 Extra Example 5
reference angle is y Use the model in Example 5. Estimate
5π π
θ′ = π − — = —. the horizontal distance traveled by a golf
6 6
θ′= π6
The cosecant function is positive in Quadrant II, so ball that is hit at an angle of 40° with an
x
17π π 17π initial speed of 90 feet per second.
csc — = csc — = 2. θ=
INTERPRETING 6 6 6
MODELS The golf ball travels a horizontal distance
This model neglects air Solving a Real-Life Problem of about 249 feet.
resistance and assumes
that the projectile’s The horizontal distance d (in feet) traveled by a projectile launched at
starting and ending an angle θ and with an initial speed v (in feet per second) is given by MONITORING PROGRESS
heights are the same. v2
d = — sin 2θ. Model for horizontal distance ANSWERS
32
5. y ; 30°
Estimate the horizontal distance traveled by a golf ball
that is hit at an angle of 50° with an initial speed of
105 feet per second. 50°
SOLUTION 210°
Note that the golf ball is launched at an angle of θ = 50º with initial speed x
30°
of v = 105 feet per second.
v2
d = — sin 2θ Write model for horizontal distance.
32
1052
= — sin(2 50°)
32 ⋅ Substitute 105 for v and 50º for θ.
≈ 339 Use a calculator.

6. y ; 80°
The golf ball travels a horizontal distance of about 339 feet.

80°
Sketch the angle. Then find its reference angle. x

−7π 15π −260°
5. 210° 6. −260° 7. — 8. —
9 4
Evaluate the function without using a calculator.
11π
9. cos(−210º) 10. sec —
4
11. Use the model given in Example 5 to estimate the horizontal distance traveled 2π
by a track and field long jumper who jumps at an angle of 20° and with an initial
7. y ;—
9
speed of 27 feet per second.
Section 9.3 Trigonometric Functions of Any Angle 481
2π x
−7π
9 9

• Teaching Tip: In finding the reference angle, students should think, “What is the angle
between the terminal side and the x-axis?” 8–11. See Additional Answers.
• Take time working through Example 4. There are several skills and concepts required in
evaluating the angles.
Extension: If time permits, repeat Example 5 using different angles (40°, 45°, and 55°).
“What is the maximum distance achieved?” about 339 feet at 40°, about 345 feet at 45°,
about 324 feet at 55°
Closure
• Muddiest Point: Ask students to identify, aloud or on a paper, the muddiest point(s) about
the lesson. What was difficult to understand?
Section 9.3 481

Homework Check
1. COMPLETE THE SENTENCE A(n) ___________ is an angle in standard position whose terminal
Basic: 1, 2, 3–35 odd, 44, 46, 49–53 side lies on an axis.
Average: 1, 2–40 even, 44, 46, 49–53
2. WRITING Given an angle θ in standard position with its terminal side in Quadrant III, explain
Advanced: 1, 2–38 even, 42–46, how you can use a reference angle to find cos θ.
48–53
HOMEWORK CHECK Monitoring Progress and Modeling with Mathematics

Basic: 5, 11, 17, 27, 33 In Exercises 3 – 8, evaluate the six trigonometric In Exercises 15–22, sketch the angle. Then find its
Average: 6, 14, 18, 30, 34 functions of θ. (See Example 1.) reference angle. (See Example 3.)
3. y 4. 15. −100° 16. 150°
Advanced: 8, 12, 22, 32, 36 y
θ 17. 320° 18. −370°

θ x x 15π 8π
19. — 20. —
ANSWERS (4, −3) (5, −12) 4 3
1. quadrantal angle 5π 13π
21. −— 22. −—
2. After finding the reference angle θ′, 6 6
5. y 6. y
evaluate −cos θ′ (cosine is negative
23. ERROR ANALYSIS Let (−3, 2) be a point on the
in Quadrant III). θ (3, 1)
θ terminal side of an angle θ in standard position.
3 3
3. sin θ = −—5 , cos θ = —45, tan θ = −—4, x x Describe and correct the error in finding tan θ.
(−6, −8)
✗
5 4
csc θ = −—3 , sec θ = —54 , cot θ = −—3
x 3
12 12 tan θ = — = −—
4. sin θ = −—
13 , cos θ = —
5
13
, tan θ = −—
5,
y 2
7. y 8. y
13 5
csc θ = −—
12 , sec θ = —
13
, cot θ = −—
12
5 θ 24. ERROR ANALYSIS Describe and correct the error in
4 3 θ
5. sin θ = −—5 , cos θ = −—5 , tan θ = —43, x
x finding a reference angle θ′ for θ = 650°.
(1, −2)
✗
5 5
csc θ = −—4 , sec θ = −—3, cot θ = —34 θ is coterminal with 290°, whose
— — (−12, −9) terminal side lies in Quadrant IV.
√10 3√10
6. sin θ = —, cos θ = —, So, θ′ = 290° − 270° = 20°.
10 10
1 — In Exercises 9–14, use the unit circle to evaluate the six
tan θ = —, csc θ = √10 , trigonometric functions of θ. (See Example 2.)
3
—
√10 9. θ = 0° 10. θ = 540° In Exercises 25–32, evaluate the function without using
sec θ = —, cot θ = 3 a calculator. (See Example 4.)
3 π 7π
11. θ = — 12. θ = — 25. sec 135° 26. tan 240°
3 4
7. sin θ = −—5 , cos θ = −—5 , tan θ = —34, 2 2
5 5 13. θ = −270° 14. θ = −2π 27. sin(−150°) 28. csc(−420°)

csc θ = −—3 , sec θ = −—4, cot θ = —43
3π
2√ 5
—
8. sin θ = −—, cos θ = —,

√5
—
( )
29. tan −—
4
30. cot —( −83 π )
5 5
— 7π 11π
√5 31. cos — 32. sec —
4 6
tan θ = −2, csc θ = −—,
2
— 1
sec θ = √ 5 , cot θ = −— 482 Chapter 9 Trigonometric Ratios and Functions
2
9. sin θ = 0, cos θ = 1, tan θ = 0,
csc θ = undefined, sec θ = 1,
cot θ = undefined 13. sin θ = 1, cos θ = 0, tan θ = undefined, 15. y ; 80°
10. sin θ = 0, cos θ = −1, tan θ = 0, csc θ = 1, sec θ = undefined, cot θ = 0
csc θ = undefined, sec θ = −1, 14. sin θ = 0, cos θ = 1, tan θ = 0,
cot θ = undefined csc θ = undefined, sec θ = 1,
11. sin θ = 1, cos θ = 0, cot θ = undefined
x
tan θ = undefined, csc θ = 1, 80°
−100°
sec θ = undefined, cot θ = 0
12. sin θ = −1, cos θ = 0,
tan θ = undefined, csc θ = −1,
482 Chapter 9

In Exercises 33–36, use the model for horizontal 38. REASONING A Ferris wheel has a radius of 75 feet.
distance given in Example 5. You board a car at the bottom of the Ferris wheel,
which is 10 feet above the ground, and rotate 255° Dynamic Teaching Tools
33. You kick a football at an angle of 60° with an initial
counterclockwise before the ride temporarily stops. Dynamic Assessment & Progress Monitoring Tool
speed of 49 feet per second. Estimate the horizontal
How high above the ground are you when the ride
distance traveled by the football. (See Example 5.) Interactive Whiteboard Lesson Library
stops? If the radius of the Ferris wheel is doubled,
is your height above the ground doubled? Explain
34. The “frogbot” is a robot designed for exploring rough
your reasoning.
terrain on other planets. It can jump at a 45° angle
with an initial speed of 14 feet per second. Estimate
39. DRAWING CONCLUSIONS A sprinkler at ground
the horizontal distance the frogbot can jump on Earth.
level is used to water a garden. The water leaving the ANSWERS
sprinkler has an initial speed of 25 feet per second.
33. 65 ft
a. Use the model for horizontal distance given in
34. about 6.1 ft
Example 5 to complete the table.
35. about 16.5 ft/sec
Angle of Horizontal distance
sprinkler, θ
30°
water travels, d
712
32 ⋅
36. yes; —sin(2 40) ≈ 155.1
35. At what speed must the in-line skater launch himself 37. about 10.7 ft
35°
off the ramp in order to land on the other side of 38. about 104 ft; no. Sample
the ramp? 40°
answer: The initial height that the
45°
Ferris wheel is above the ground is
50° not doubled so the entire height is not
55° doubled.
60° 39. a.
5 ft
18° b. Which value of θ appears to maximize the Angle of Horizontal distance
horizontal distance traveled by the water? Use the
sprinkler, 𝛉 water travels, d
36. To win a javelin throwing competition, your last model for horizontal distance and the unit circle to
throw must travel a horizontal distance of at least explain why your answer makes sense. 30° 16.9
100 feet. You release the javelin at a 40° angle with c. Compare the horizontal distance traveled by the
an initial speed of 71 feet per second. Do you win the 35° 18.4
water when θ = (45 − k)° with the distance when
competition? Justify your answer. θ = (45 + k)°, for 0 < k < 45. 40° 19.2
37. MODELING WITH MATHEMATICS A rock climber is 40. MODELING WITH MATHEMATICS Your school’s 45° 19.5
using a rock climbing treadmill that is 10 feet long. marching band is performing at halftime during
The climber begins by lying horizontally on the a football game. In the last formation, the band
50° 19.2
treadmill, which is then rotated about its midpoint by members form a circle 100 feet wide in the center
110° so that the rock climber is climbing toward the 55° 18.4
of the field. You start at a point on the circle 100 feet
top. If the midpoint of the treadmill is 6 feet above from the goal line, march 300° around the circle, and 60° 16.9
the ground, how high above the ground is the top of then walk toward the goal line to exit the field. How
the treadmill? far from the goal line are you at the point where you
y v2
leave the circle? b. 45°; Because — is constant in
32
y
this situation, the maximum
110° starting distance traveled will occur when
5 ft position
300° sin 2θ is as large as possible. The
x (50, 0)
?
x
maximum value of sin 2θ occurs
6 ft
100 ft when 2θ = 90°, that is, when
(x, y) θ = 45°.
?
goal line c. The distances are the same.
40. 125 ft
Section 9.3 Trigonometric Functions of Any Angle 483
Section 9.3 483

41. ANALYZING RELATIONSHIPS Use symmetry and 46. MAKING AN ARGUMENT Your friend claims that
ANSWERS the given information to label the coordinates of the the only solution
—
to the trigonometric equation
41. See Additional Answers. other points corresponding to special angles on the tan θ = √3 is θ = 60°. Is your friend correct?
unit circle. Explain your reasoning.
42. a. not possible
b. 90° < θ < 180° (0, 1)
y
( 12 , 23 ( 47. PROBLEM SOLVING When two atoms in a molecule
sin θ 120°
90°
60°
( 22 , 22 ( are bonded to a common atom, chemists are interested
43. tan θ = —; sin 90° = 1 and in both the bond angle and the lengths of the bonds.
cos θ
135°
150°
45°
30° ( 23 , 12 (
x
An ozone molecule is made up of two oxygen atoms
cos 90° = 0, so tan 90° is undefined 180°
0° bonded to a third oxygen atom, as shown.
360° (1, 0)
because you cannot divide by 0, but 210° 330° y
225° 315°
0 (x, y)
cot 90° = — = 0. 240° 300°
270°
1 d
44. Sine and cosecant are negative 128 pm
117° x
because the y-coordinate is negative
42. THOUGHT PROVOKING Use the interactive unit circle (0, 0) 128 pm (128, 0)
in Quadrant IV. Cosine and secant
tool at BigIdeasMath.com to describe all values of θ
are positive because the x-coordinate for each situation.
is positive in Quadrant IV. Tangent a. In the diagram, coordinates are given in
a. sin θ > 0, cos θ < 0, and tan θ > 0 picometers (pm). (Note: 1 pm = 10−12 m) Find the
and cotangent are negative because coordinates (x, y) of the center of the oxygen atom
b. sin θ > 0, cos θ < 0, and tan θ < 0
the y-coordinate is negative and the in Quadrant II.
x-coordinate is positive. b. Find the distance d (in picometers) between the
43. CRITICAL THINKING Write tan θ as the ratio of two
45. m = tan θ centers of the two unbonded oxygen atoms.
other trigonometric functions. Use this ratio to explain
46–53. See Additional Answers. why tan 90° is undefined but cot 90° = 0. 48. MATHEMATICAL CONNECTIONS The latitude of a
point on Earth is the degree measure of the shortest
44. HOW DO YOU SEE IT? Determine whether each arc from that point to the equator. For example,
of the six trigonometric functions of θ is positive, the latitude of point P in the diagram equals the
negative, or zero. Explain your reasoning. degree measure of arc PE. At what latitude θ is the
circumference of the circle of latitude at P half the
Mini-Assessment y
distance around the equator?
θ
1. Let (−7, 24) be a point on the circle of
x latitude
C P
terminal side of an angle θ in
standard position. Evaluate the
six trigonometric functions of θ. θ
O D E
24 25
sin θ = —
25
, csc θ = —
24
, 45. USING STRUCTURE A line with slope m passes
7 25
through the origin. An angle θ in standard position
cos θ = −—
25
, sec θ = −—7
, has a terminal side that coincides with the line. Use equator
24 7
a trigonometric function to relate the slope of the line
tan θ = −—
7
, cot θ = −—
24 to the angle.
2. Use the unit circle to evaluate

the six trigonometric functions Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
of θ = 4π. Find all real zeros of the polynomial function. (Section 4.6)
sin θ = 0, csc θ undefined, 49. f (x) = x4 + 2x3 + x2 + 8x − 12 50. f (x) = x5 + 4x4 − 14x3 − 14x2 − 15x − 18
cos θ = 1, sec θ = 1, tan θ = 0,
Graph the function. (Section 4.8)
cot θ undefined 1
51. f (x) = 2(x + 3)2(x − 1) 52. f (x) = —3 (x − 4)(x + 5)(x + 9) 53. f (x) = x2(x + 1)3(x − 2)
3. Find the reference angle θ ’ for
each angle. 484 Chapter 9 Trigonometric Ratios and Functions
a. 250° θ ’ = 70°
7π π
b. −— θ ’ = —
3 3
4. Evaluate. If students need help... If students got it...
a. tan(−315°) 1
— Resources by Chapter Resources by Chapter
13π 2√3
b. csc — — • Practice A and Practice B • Enrichment and Extension
3 3 • Puzzle Time • Cumulative Review
5. Use the model in Example 5.
Student Journal
Estimate the horizontal distance Start the next Section
• Practice
traveled by a golf ball that is hit at
an angle of 55° with an initial speed Differentiating the Lesson
of 110 feet per second. The golf Skills Review Handbook
ball travels a horizontal distance
of about 355 feet.
484 Chapter 9
hscc_alg2_te_0903.indd 484 6/8/16 10:42 AM

Introduction
• In previous chapters, students have graphed the transformations of different parent
functions. In this lesson, students will first explore what the parent functions y = sin x and
y = cos x look like. The characteristics of these functions, including their amplitude and
period, are defined.
• The remainder of the lesson focuses on each of the transformations: translations, reflections,
and stretches/shrinks.
Teaching Strategy
• Rule of 3: Throughout this chapter, students will be graphing trigonometric functions.
Calculators can help students develop a stronger understanding of the behavior of
trigonometric functions, particularly transformations of these functions. This occurs by seeing
the three representations of the function—symbolic, graphical, and numerical. The table of
values can be particularly helpful in making sense of the periodic nature of the functions.
• To explore the transformations of the parent function, have students use their calculators.
Set the calculator in radian mode, and use the default window for trigonometric functions.
• To explore the change in amplitude, or vertical stretch/shrink, enter y = sin(x), y = 2sin(x),
and y = 0.5sin(x), as shown in Figure 1. Students can see the change in the graph
(see Figure 2) and in the table of values (see Figure 3).
4
Y1=sin(X) X Y1 Y2 Y3
-3.142 0 0 0
Y2=2sin(X) -2.356 -.7071 -1.414 -.3536
Y3=.5sin(X) -1.571 -1 -2 -.5
Y4= −2π 2π -.7854 -.7071 -1.414 -.3536
Y5= 0 0 0 0
.7854 .70711 1.4142 .35355
Y6= 1.5708 1 2 .5
Y7= X=-3.14159265359
−4
Figure 1 Figure 2 Figure 3
• Students can also explore the change in period, or horizontal stretch/shrink. Enter y = sin(x),
y = sin(2x), and y = sin(0.5x), as shown in Figure 4. Be sure to examine the results both
graphically (see Figure 5) and numerically (see Figure 6).
4
Y1=sin(X) X Y1 Y2 Y3
-3.142 0 0 -1
Y2=sin(2X) -2.356 -.7071 1 -.9239
Y3=sin(.5X) -1.571 -1 0 -.7071
Y4= −2π 2π -.7854 -.7071 -1 -.3827
Y5= 0 0 0 0
.7854 .70711 1 .38268
Y6= 1.5708 1 0 .70711
Y7= X=-3.14159265359
−4
• There are also many online applets and simulations that allow students to explore the
transformations of trigonometric functions.
Pacing Suggestion
• The explorations provide an introduction to the graphs of the sine and cosine functions.
When students have finished, transition to the formal lesson where transformations of these
functions will be introduced.
Section 9.4 T-484

Common Core
HSF-IF.C.7e Graph … trigonometric
functions, showing period, midline, and
amplitude. Exploration
HSF-BF.B.3 Identify the effect on the
graph of replacing f(x) by f(x) + k, kf(x), Motivate
f(kx), and f(x + k) for specific values of • Have students make a table that shows the time in 15-minute increments from noon until
k (both positive and negative); find the 6 P.M.
value of k given the graphs. Experiment • Corresponding to each time in the table, ask students to indicate how many minutes it is from
with cases and illustrate an explanation the nearest hour.
of the effects on the graph using • Ask students to use a timeline to graph the number of minutes against the time. Their graphs
technology. … will show an example of a periodic function.
• In this lesson, students will learn about the characteristics of graphs that are periodic.
Exploration Note
• Students will plot the sine and cosine functions by hand in the exploration, giving them a
sense of the periodic nature of the functions.
• You might consider doing the two explorations as a jigsaw. Assign half of the students
Exploration 1 and the other half Exploration 2. Within each group, name A partners and
B partners. When they finish, group two A’s (one from each exploration) and two B’s (one
from each exploration) to explain their work and answers to one another.
Exploration 1
π
• In this exploration, students will be evaluating the sines of angles that are multiples of — .
4
It should not take long for students to recognize patterns in the table of values.
• Students are asked to draw a smooth curve through the plotted points. To avoid a sharp
sawtooth shape, students could evaluate a few additional angle values, such as multiples
π
of — .
6
• Whiteboarding: Have students record their answers to the questions in part (c) on
whiteboards. Solicit answers and observations.
“Is the sine function even, odd, or neither? Explain.” The sine function is odd because it is
symmetric about the origin.
Exploration 2
• Students will repeat the steps of the first exploration, only using the cosine function.
Familiarity with the benchmark angles will be very helpful.
“Is the cosine function even, odd, or neither? Explain.” The cosine function is even because it
is symmetric about the y-axis.

• As students describe the characteristics of the graphs of sine and cosine, they could discuss
what is the same and what is different about the graphs.

• The explorations give students the opportunity to discover what the graphs of sine and cosine
look like. In the formal lesson, the characteristics of these graphs will be defined.
T-485 Chapter 9

9.4 Graphing Sine and Cosine Functions Dynamic Teaching Tools
Essential Question What are the characteristics of the graphs of the
sine and cosine functions? Lesson Planning Tool
Graphing the Sine Function
Work with a partner.
a. Complete the table for y = sin x, where x is an angle measure in radians.
ANSWERS
7π − 3π − 5π −π − 3π −π π 1. a. See Additional Answers.
x −2π −— — — — — −— 0
4 2 4 4 2 4
b. y y = sin x
y = sin x 1
π π 3π 5π 3π 7π 9π
x — — — π — — — 2π —
4 2 4 4 2 4 4
y = sin x −2π x
b. Plot the points (x, y) from part (a). Draw a smooth curve through the points to
sketch the graph of y = sin x.
y
c. x-intercepts: When x = −2π,
1
−π, 0, π, 2π ;
3π π
−2π π −π π π π 3π 2π 5π x
local maximums at x = −—, —;
−3 − 2 2
2 2 2 2 2
π 3π
−1 local minimums at x = −—, —;
2 2
increasing when
c. Use the graph to identify the x-intercepts, the x-values where the local maximums
3π π π
and minimums occur, and the intervals for which the function is increasing or −2π < x < −—, −—< x < —,
decreasing over −2π ≤ x ≤ 2π. Is the sine function even, odd, or neither? 2 2 2
3π
—< x < 2π; decreasing when
2
Graphing the Cosine Function
3π π π 3π
Work with a partner. −—< x < −—, —< x < —;
2 2 2 2
a. Complete a table for y = cos x using the same values of x as those used in odd function
Exploration 1.
b. Plot the points (x, y) from part (a) and sketch the graph of y = cos x. 2. a. See Additional Answers.
c. Use the graph to identify the x-intercepts, the x-values where the local maximums b. 1
y
and minimums occur, and the intervals for which the function is increasing or
LOOKING FOR decreasing over −2π ≤ x ≤ 2π. Is the cosine function even, odd, or neither?
STRUCTURE
you need to look closely Communicate Your Answer −π π 2π x
to discern a pattern 3. What are the characteristics of the graphs of the sine and cosine functions?
or structure.
4. Describe the end behavior of the graph of y = sin x.
−1 y = cos x
Section 9.4 Graphing Sine and Cosine Functions 485 3π π π 3π

c. x-intercepts: −—, −—, —, —;
2 2 2 2
local maximums at x = −2π, 0,
2π ; local minimums at
3. Sample answer: The minimum value of x = −π, π ; increasing
each function is −1 and the maximum when −π < x < 0, π < x < 2π ;
value is 1. Both functions have a repeating decreasing when −2π < x < −π,
pattern. The x-intercepts for y = sin x 0 < x < π; even function
occur when x = 0, ±π, ±2π, ±3π, ....
The x-intercepts for y = cos x occur
π 3π 5π
when x = ±—, ±—, ±—,....
2 2 2
4. As x increases (or decreases) without bound,
the graph of y = sin x does not approach a
single value. The graph oscillates between
y = 1 and y = −1.
Section 9.4 485

English Language Learners Explore characteristics of sine and cosine functions.
Stretch and shrink graphs of sine and cosine functions.
Graphic Organizer Core Vocabul
Vocabulary
larry Translate graphs of sine and cosine functions.
Have students make and complete a amplitude, p. 486 Reflect graphs of sine and cosine functions.
Comparison Chart to compare and periodic function, p. 486
contrast the graphs of the sine and cycle, p. 486
period, p. 486 Exploring Characteristics of Sine and Cosine Functions
cosine functions. Encourage students phase shift, p. 488 In this lesson, you will learn to graph sine and cosine functions. The graphs of sine
to include sketches of the graphs, as midline, p. 488 and cosine functions are related to the graphs of the parent functions y = sin x and
y = cos x, which are shown below.
well as all the characteristics, in order Previous
to better understand the terminology transformations 3π π π 3π
x −2π − — −π −— 0 — π — 2π
x-intercept 2 2 2 2
associated with trigonometric graphs.
y = sin x 0 1 0 −1 0 1 0 −1 0
y = cos x 1 0 −1 0 1 0 −1 0 1
maximum y
y = sin x
value: 1
1
amplitude: 1
range:
−1 ≤ y ≤ 1 3π −π π π π 3π 2π x
− −
2 2 2 2
−1
minimum period:
2π
value: −1
maximum m y
value: 1 y = cos x
amplitude: 1
range:
−1 ≤ y ≤ 1 − 2π 3π −π π π π 3π 2π x
− −
2 2 2 2
−1
minimum period:
2π
value: −1
Core Concept
Characteristics of y = sin x and y = cos x
• The domain of each function is all real numbers.
• The range of each function is −1 ≤ y ≤ 1. So, the minimum value of each
function is −1 and the maximum value is 1.
• The amplitude of the graph of each function is one-half of the difference of
the maximum value and the minimum value, or —12 [1 − (−1)] = 1.
• Each function is periodic, which means that its graph has a repeating pattern.
The shortest repeating portion of the graph is called a cycle. The horizontal
length of each cycle is called the period. Each graph shown above has a period
of 2π.
• The x-intercepts for y = sin x occur when x = 0, ±π, ±2π, ±3π, . . ..
π 3π 5π 7π
• The x-intercepts for y = cos x occur when x = ± —, ± —, ± —, ± —, . . ..
2 2 2 2

• Students will know what the graphs of sine and cosine look like from the explorations, so begin
with the graphs already drawn.
• Discuss the characteristics of the two functions: domain and range; define amplitude, period,
and cycle.
• Connection and Turn and Talk: “For what domain values is each function positive?
negative?” Listen for the connection to the four quadrants.
1
• Draw a horizontal line at y = —12 and at y = −—2 on each graph. Discuss the connection to
reference angles and periodic functions.
486 Chapter 9

Stretching and Shrinking Sine and Cosine Functions
The graphs of y = a sin bx and y = a cos bx represent transformations of their parent Differentiated Instruction
functions. The value of a indicates a vertical stretch (a > 1) or a vertical shrink
(0 < a < 1) and changes the amplitude of the graph. The value of b indicates a
REMEMBER horizontal stretch (0 < b < 1) or a horizontal shrink (b > 1) and changes the period Visual
of the graph. Have students sketch a graph of the
⋅
The graph of y = a f (x) is
a vertical stretch or shrink y = a sin bx parent functions for sine and cosine.
of the graph of y = f (x) by y = a cos bx Have students highlight the period
a factor of a.
vertical stretch or shrink by a factor of a
1
horizontal stretch or shrink by a factor of —
using a highlighter. Students should
The graph of y = f (bx) b
is a horizontal stretch or
then use a different color highlighter
shrink of the graph of to identify the amplitude, making
1
y = f (x) by a factor of —.
b
Core Concept sure that they highlight only from
Amplitude and Period the middle of the function (x-axis)
The amplitude and period of the graphs of y = a sin bx and y = a cos bx, where up to the maximum or down to the
a and b are nonzero real numbers, are as follows: minimum, but not both.
2π
Amplitude = ∣ a ∣ Period = —
∣b∣
Extra Example 1
2π Identify the amplitude and period of
Each graph below shows five key points that partition the interval 0 ≤ x ≤ — into
b
four equal parts. You can use these points to sketch the graphs of y = a sin bx and g(x) = 5 sin x. Then graph the function
y = a cos bx. The x-intercepts, maximum, and minimum occur at these points. and describe the graph of g as a
y y
y = a cos bx
transformation of the graph of
( 14 ∙ 2bπ , a( y = a sin bx
(0, a) f(x) = sin x.
( 2π
( ( 1 2π
∙ ( ( 2bπ , a(
4 b, 0
b, 0
amplitude: 5; period: 2π
(0, 0) x x
( 12 ∙ 2bπ , 0( ( 34 ∙ 2bπ , 0( y
1 2π
( 34 ∙ 2bπ , −a( ( ∙ ,
2 b
−a (
4
π 3π x
Graphing a Sine Function 2 2
Identify the amplitude and period of g(x) = 4 sin x. Then graph the function and
REMEMBER describe the graph of g as a transformation of the graph of f (x) = sin x.
A vertical stretch of a
graph does not change its SOLUTION The graph of g is a vertical stretch by a
x-intercept(s). So, it makes The function is of the form g(x) = a sin bx where a = 4 and b = 1. So, the amplitude factor of 5 of the graph of f.
sense that the x-intercepts 2π 2π
of g(x) = 4 sin x and is a = 4 and the period is — = — = 2π.
b 1
f (x) = sin x are the same. y
4
1
( ⋅
Intercepts: (0, 0); — 2π, 0 = (π, 0); (2π, 0)
2 ) 4
g
π
−
π
4
f
9π
4
(⋅ ) ( )
1
Maximum: — 2π, 4 = —, 4
4 2
π
2
3π
2
x
3π
Minimum: ( ⋅ 2π, −4 ) = ( , −4 )
3
— —
4 2
−4
The graph of g is a vertical stretch by a factor of 4 of the graph of f.
Section 9.4 Graphing Sine and Cosine Functions 487

• Teaching Tip: Before stating any of the transformations of the sine and cosine functions, give
students time to explore by plotting points using graphing technology (see the Teaching Strategy
on page T-484) or reviewing transformations of earlier functions.
• State the Core Concept.
Pose Example 1. “What effect will 4 have on the graph of y = sin(x)?” The amplitude is
increased by a factor of 4.
“Will the x-intercepts change?” no; The x-intercepts will still be at multiples of π.
Section 9.4 487

Graphing a Cosine Function
Extra Example 2
1
Identify the amplitude and period Identify the amplitude and period of g(x) = — cos 2πx. Then graph the function and
2
of g(x) = 3 cos π x. Then graph the describe the graph of g as a transformation of the graph of f (x) = cos x.
function and describe the graph of g as a SOLUTION
transformation of the graph of 1
The function is of the form g(x) = a cos bx where a = — and b = 2π. So, the
f(x) = cos x. amplitude: 3; period: 2 1 2π 2π
2
amplitude is a = — and the period is — = — = 1.
2 b 2π
y STUDY TIP
After you have drawn
one complete cycle of
(
1
⋅
) ( )( ⋅ ) ( )
1 3 3
Intercepts: — 1, 0 = — , 0 ; — 1, 0 = — , 0
4 4 4 4
y
Maximums: ( 0, ); ( 1, )
the graph in Example 2 1 1
— —
1 2 x on the interval 0 ≤ x ≤ 1, 2 2 1
you can extend the graph
Minimum: ( ⋅ 1, − ) = ( , − )
−2 1 1 1 1
by repeating the cycle as — — — —
2 2 2 2 1 2 x
many times as desired to
the left and right of −1
0 ≤ x ≤ 1.
The graph of g is a vertical stretch by a
factor of 3 and a horizontal shrink by a 1
The graph of g is a vertical shrink by a factor of — and a horizontal shrink by a
1 2
factor of —
π of the graph of f.
1
factor of — of the graph of f.
2π
MONITORING PROGRESS Monitoring Progress Help in English and Spanish at BigIdeasMath.com

ANSWERS Identify the amplitude and period of the function. Then graph the function and
1. —14, 2π ; The graph of g is a vertical describe the graph of g as a transformation of the graph of its parent function.
shrink by a factor of —14 of the graph of REMEMBER
3. g(x) = 2 sin πx
1 1 1
1. g(x) = —4 sin x 2. g(x) = cos 2x 4. g(x) = —3 cos —2 x
The graph of y = f (x) + k
f (x) = sin x. is a vertical translation of
y the graph of y = f (x).
1
The graph of y = f (x − h)
1 is a horizontal translation
Translating Sine and Cosine Functions
g(x) = 4 sin x
of the graph of y = f (x). The graphs of y = a sin b(x − h) + k and y = a cos b(x − h) + k represent
translations of y = a sin bx and y = a cos bx. The value of k indicates a translation up
−2π −π π x (k > 0) or down (k < 0). The value of h indicates a translation left (h < 0) or right
(h > 0). A horizontal translation of a periodic function is called a phase shift.
−1
Core Concept
2. 1, π ; The graph of g is a horizontal Graphing y = a sin b(x − h) + k and y = a cos b(x − h) + k
To graph y = a sin b(x − h) + k or y = a cos b(x − h) + k where a > 0 and
shrink by a factor of —12 of the graph of
b > 0, follow these steps:
f (x) = cos x.
2π
Step 1 Identify the amplitude a, the period —, the horizontal shift h, and the
y g(x) = cos (2x) b
vertical shift k of the graph.
1
Step 2 Draw the horizontal line y = k, called the midline of the graph.
Step 3 Find the five key points by translating the key points of y = a sin bx or
y = a cos bx horizontally h units and vertically k units.
π x Step 4 Draw the graph through the five translated key points.
−1 488 Chapter 9 Trigonometric Ratios and Functions


• Turn and Talk: “Discuss the graph of g(x) = —12 cos 2π x. How has the parent function
f(x) = cos x been transformed?”
• Think-Pair-Share: Have students answer Questions 1–4, and then share and discuss
as a class.
MP2 Reason Abstractly and Quantitatively: Graph y = sin x + 2, but do not share
the equation. “What transformation(s) has occurred to y = sin x?” shifted 2 units up “If the
parent function is y = cos x, what transformation(s) has occurred?” shifted 2 units up and
π
— units right
2
488 Chapter 9

Graphing a Vertical Translation
Extra Example 3
Graph g(x) = 2 sin 4x + 3. Graph g(x) = 3 sin 2x + 5.
LOOKING FOR SOLUTION y
8
STRUCTURE Step 1 Identify the amplitude, period, horizontal shift, and vertical shift.
The graph of g is a Amplitude: a = 2 Horizontal shift: h = 0
translation 3 units up of
the graph of f (x) = 2 sin 4x. 2π 2π π
Period: — = — = — Vertical shift: k = 3
So, add 3 to the b 4 2 π π x
2
y-coordinates of the Step 2 Draw the midline of the graph, y = 3.
five key points of f.
Step 3 Find the five key points.
Extra Example 4
π π π π
( 4 4 ) ( )(
On y = k: (0, 0 + 3) = (0, 3); —, 0 + 3 = —, 3 ; —, 0 + 3 = —, 3
2 2 ) ( ) Graph g(x) = 2 cos —14 (x − π).
π π
Maximum: ( , 2 + 3 ) = ( , 5 )
— —
y
y
8 8
5 2
3π 3π
(
Minimum: —, −2 + 3 = —, 1
8 8 ) ( )
2π 4π 6π 8π x
1
Step 4 Draw the graph through the key points.
x −2
−1 π π
4 2
Graphing a Horizontal Translation
1
Graph g(x) = 5 cos — (x − 3π).
MONITORING PROGRESS
2 ANSWERS
SOLUTION 5. y
LOOKING FOR Step 1 Identify the amplitude, period, horizontal shift, and vertical shift. 4
STRUCTURE 3
The graph of g is a Amplitude: a = 5 Horizontal shift: h = 3π
2
translation 3π units 2π 2π 1
right of the graph of Period: — = — = 4π Vertical shift: k = 0
b 1
— π x
f (x) = 5 cos —12 x. So, add 3π 2
to the x-coordinates of the
five key points of f.
Step 2 Draw the midline of the graph. Because k = 0, the midline is the x-axis. 6. y
1
Step 3 Find the five key points.
y
On y = k: (π + 3π, 0) = (4π, 0); 6
(3π + 3π, 0) = (6π, 0)
2 π x
Maximums: (0 + 3π, 5) = (3π, 5); x
(4π + 3π, 5) = (7π, 5) π 3π 5π 7π 9π
−2
Minimum: (2π + 3π, −5) = (5π, −5)
−1
−6
7. y
Monitoring Progress Help in English and Spanish at BigIdeasMath.com π x
Graph the function.

1 π
5. g(x) = cos x + 4 (
6. g(x) = — sin x − —
2 2 ) 7. g(x) = sin(x + π) − 1 −1
Section 9.4 Graphing Sine and Cosine Functions 489

−2

• Teaching Tip: To graph a sine or cosine function, locate five key points—the endpoints of one
cycle, the midpoint of the cycle, and the maximum and minimum in the cycle. Demonstrate this
strategy in working through Example 3.
• Pose Example 4, and give students time to work independently with their partners. Trust that
they can reason about the transformations to the cosine function. Do not rush in to solve for
them. Let students feel the satisfaction of persevering through this example.
Section 9.4 489

Reflecting Sine and Cosine Functions
Extra Example 5 You have graphed functions of the form y = a sin b(x − h) + k and
Graph g(x) = −3 sin —12(x − π). y = a cos b(x − h) + k, where a > 0 and b > 0. To see what happens when a < 0,
consider the graphs of y = −sin x and y = −cos x.
y
y y y = −cos x
y = −sin x
( 32π , 1( (π, 1)
1 1
REMEMBER (0, 0) (2π, 0) ( π2, 0( ( 32π , 0( x
2π 4π x This result makes sense π x
(π, 0) π 2π
because the graph of 2
−2 −1
y = −f (x) is a reflection in (0, −1) (2π, −1)
the x-axis of the graph of
( π2 , −1(
y = f (x).
The graphs are reflections of the graphs of y = sin x and y = cos x in the x-axis. In
general, when a < 0, the graphs of y = a sin b(x − h) + k and y = a cos b(x − h) + k
MONITORING PROGRESS are reflections of the graphs of y = ∣ a ∣ sin b(x − h) + k and y = ∣ a ∣ cos b(x − h) + k,
ANSWERS respectively, in the midline y = k.
8. y
1
Graphing a Reflection
2 π
x
Graph g(x) = −2 sin — x − — .
3 2 ( )
SOLUTION
Step 1 Identify the amplitude, period, horizontal shift, and vertical shift.
−1 π
Amplitude: ∣ a ∣ = ∣ −2 ∣ = 2 Horizontal shift: h = —
2
9. y 2π 2π
Period: — = — = 3π Vertical shift: k = 0
5
b 2
4 —
3
2 Step 2 Draw the midline of the graph. Because k = 0, the midline is the x-axis.
1 2 π
Step 3 Find the five key points of f (x) = ∣ −2 ∣ sin — x − — . ( )
π 2π 3π x
3 2
π π 3π π π 7π
( ) ( )(
On y = k: 0 + —, 0 = —, 0 ; — + —, 0 = (2π, 0); 3π + —, 0 = —, 0
2 2 2 2 2 2 )
) ( ) (
10. y
1 STUDY TIP Maximum: (
3π π
—
5π
+ , 2) = ( , 2) Minimum: (
—
9π π
+ , −2 ) = (
—
11π
, −2 ) — — —
In Example 5, the 4 2 4 4 2 4
maximum value and Step 4 Reflect the graph. Because a < 0, y
x
minimum value of f the graph is reflected in the midline
are the minimum value 5π 5π
and maximum value, ( )
y = 0. So, —, 2 becomes —, −2
4 4 ( ) 1
respectively, of g. 11π 11π x

( )
and —, −2 becomes —, 2 .
4 4 ( ) −1
π 3π
−3
Graph the function.
π 1
8. g(x) = −cos x + — ( 2 ) 9. g(x) = −3 sin — x + 2
2
10. g(x) = −2 cos 4x − 1

“What transformation of y = f(x) results in a reflection in the x-axis?” −f(x) is a reflection of
f(x) in the x-axis.
• Pose Example 5, and have students record the information they know about the transformed
sine function.
π π
“When the sine function is shifted — units right, what is the first positive x-intercept? —
2 π 2
7π
“When the period is 3π, where does the first cycle end?” 3π + —, or —
2 2
Closure
• Writing Prompt: To graph the function f(x) = 3 cos —12 x, …
490 Chapter 9

Homework Check
Vocabulary and Core Concept Check ASSIGNMENT
1. COMPLETE THE SENTENCE The shortest repeating portion of the graph of a periodic function is
called a(n) _________.
Basic: 1–4, 5–17 odd, 25–45 odd,
62, 64, 69–75
1
2. WRITING Compare the amplitudes and periods of the functions y = —2 cos x and y = 3 cos 2x.
Average: 1–4, 6–48 even, 52–55, 58,
3. VOCABULARY What is a phase shift? Give an example of a sine function that has a phase shift. 61, 62, 64, 69–75
4. VOCABULARY What is the midline of the graph of the function y = 2 sin 3(x + 1) − 2?
Advanced: 1–4, 14–48 even, 51–54,
59–66, 69–75
Monitoring Progress and Modeling with Mathematics HOMEWORK CHECK
USING STRUCTURE In Exercises 5–8, determine whether In Exercises 13–20, identify the amplitude and period of
Basic: 13, 17, 25, 27, 43
the graph represents a periodic function. If so, identify the function. Then graph the function and describe the Average: 14, 18, 28, 32, 44
the period. graph of g as a transformation of the graph of its parent
y y
function. (See Examples 1 and 2.) Advanced: 16, 20, 30, 34, 48
5. 6.
1
13. g(x) = 3 sin x 14. g(x) = 2 sin x
1
x
15. g(x) = cos 3x 16. g(x) = cos 4x
π ANSWERS
2
2 4 x
17. g(x) = sin 2π x 18. g(x) = 3 sin 2x 1. cycle
2. The amplitude of the first function
20. g(x) = cos 4πx
1 1
19. g(x) = cos 4x
—3 —2
is —12 and the amplitude of the second
7. y 8. y
1 4 21. ANALYZING EQUATIONS Which functions have an function is 3. The period of the first
amplitude of 4 and a period of 2? function is 2π and the period of the
2
A y = 4 cos 2x
○ second function is π.
10 x
B y = −4 sin πx
○ 3. A phase shift is a horizontal
−1
2 4 6 x translation of a periodic function;
C y = 2 sin 4x
○
π
In Exercises 9–12, identify the amplitude and period of
D y = 4 cos πx
○ (
Sample answer: y = sin x − — )
2
the graph of the function. 22. WRITING EQUATIONS Write an equation of the form
4. y = −2
9. y 10. y y = a sin bx, where a > 0 and b > 0, so that the graph 5. yes; 2
has the given amplitude and period.
1
0.5
6. yes; 2π
a. amplitude: 1 b. amplitude: 10
period: 5 period: 4
7. no
2π x 2 x
1
8. no
c. amplitude: 2 d. amplitude: —12
period: 2π period: 3π
9. 1, 6π
10. —12 , 2
11. y 12. y 23. MODELING WITH MATHEMATICS The motion
4 of a pendulum can be modeled by the function
11. 4, π
2 d = 4 cos 8π t, where d is the horizontal displacement 12. 3, 8π
(in inches) of the pendulum relative to its position at
−2
π π x π 4π 7π x
rest and t is the time (in seconds). Find and interpret
13. 3, 2π ; The graph of g is a vertical
2
−4 the period and amplitude in the context of this stretch by a factor of 3 of the graph of
situation. Then graph the function. f (x) = sin x.
y
Section 9.4 Graphing Sine and Cosine Functions 491 4
3
2
1
hsnb_alg2_pe_0904.indd 491
2π 2/5/15 1:50 PM π x
14. 2, 2π ; The graph of g is a vertical stretch by 15. 1, —; The graph of g is a horizontal shrink
3
a factor of 2 of the graph of f (x) = sin x.
by a factor of —13 of the graph of f (x) = cos x. −3
y −4
2 y
1
1
x
x π 2π
3 3 π
−1
−2
−1
Section 9.4 491

24. MODELING WITH MATHEMATICS A buoy bobs up USING STRUCTURE In Exercises 37– 40, describe the
and down as waves go past. The vertical displacement transformation of the graph of f represented by the
Dynamic Teaching Tools y (in feet) of the buoy with respect to sea level can be function g.
π
modeled by y = 1.75 cos —t, where t is the time
3
(in seconds). Find and interpret the period and ( π2 )
37. f (x) = cos x, g(x) = 2 cos x − — + 1
amplitude in the context of the problem. Then graph π
the function. 38. f (x) = sin x, g(x) = 3 sin( x + ) − 2 —
Dynamic Classroom with Dynamic Investigations 4
39. f (x) = sin x, g(x) = sin 3(x + 3π) − 5
ANSWERS 40. f (x) = cos x, g(x) = cos 6(x − π) + 9

24. The period is 6 and represents the
In Exercises 41–48, graph the function. (See Example 5.)
amount of time, in seconds, that it
takes for the buoy to bob up and 41. g(x) = −cos x + 3 42. g(x) = −sin x − 5
down and return to the same position. 1

43. g(x) = −sin —x − 2 44. g(x) = −cos 2x + 1
The amplitude is 1.75 and represents 2
the maximum distance, in feet, the In Exercises 25–34, graph the function. (See Examples 45. g(x) = −sin(x − π) + 4
3 and 4.)
buoy will be from its midline.
46. g(x) = −cos(x + π) − 2
25. g(x) = sin x + 2 26. g(x) = cos x − 4
y
1.75
27. g(x) = cos x − — ( π
2 ) (
28. g(x) = sin x + —
π
4 ) ( π4 )
47. g(x) = −4 cos x + — − 1
π
29. g(x) = 2 cos x − 1 30. g(x) = 3 sin x + 1 48. g(x) = −5 sin( x − ) + 3 —
1 2 3 4 5 6 t 2
31. g(x) = sin 2(x + π) 49. USING EQUATIONS Which of the following is a
−1.75 point where the maximum value of the graph of
32. g(x) = cos 2(x − π) π
y = −4 cos x − — occurs?
2 ( )
25. y 1
3 33. g(x) = sin —(x + 2π) + 3 π π
2 ○ A −—, 4
2 ( ○ )
B —, 4
2 ( )
2 1
34. g(x) = cos —(x − 3π) − 5 C (0, 4)
○ D (π, 4)
○
2
1 50. ANALYZING RELATIONSHIPS Match each function
35. ERROR ANALYSIS Describe and correct the error in
2 with its graph. Explain your reasoning.
finding the period of the function y = sin —x.
π 2π x 3 a. y = 3 + sin x b. y = −3 + cos x
✗
−1 π π
∣b∣ ∣ — ∣ 1
2 c. y = sin 2 x − —
2 ( ) (
d. y = cos 2 x − —
2 )
= 3 =
—
2π —
2π —
26. y Period: A. y B. y
1
3π 4
1
π 2π x
−1
36. ERROR ANALYSIS Describe and correct the error in π π x
−2 2 1
determining the point where the maximum value of −1
−3
π π 2π x
−4
−5
2 (
the function y = 2 sin x − — occurs. )
C. y D. y
✗ Maximum: π 2π x 1
−1
27.
(( ) ) (
y
)
1 π π π x
1
⋅
—4 2π − —2, 2 = —2 − —2, 2 π
2
π
= (0, 2) −4
π
2
x
−1
28. y hsnb_alg2_pe_0904.indd 492 2/5/15 1:50 PM

1 29. y 30. y
1 4
3
2
π 2π x
1
π 2π x −1
π 2π x
−1
−2 −2
−1
−3
492 Chapter 9

WRITING EQUATIONS In Exercises 51–54, write a rule 57. USING TOOLS The average wind speed s (in miles per
for g that represents the indicated transformations of hour) in the Boston Harbor can be approximated by ANSWERS
the graph of f. 51. g(x) = 3 sin(x − π) + 2
π
s = 3.38 sin — (t + 3) + 11.6
51. f (x) = 3 sin x; translation 2 units up and π units right 180 52. g(x) = cos 2π (x + 3) − 4
where t is the time in days and t = 0 represents 1
53. g(x) = −—3 cos πx − 1
52. f (x) = cos 2πx; translation 4 units down and 3 units left
January 1. Use a graphing calculator to graph the
1
function. On which days of the year is the average 54. g(x) = −—2 sin 6(x − 1) − —32
53. f (x) = —3 cos πx; translation 1 unit down, followed by
1
wind speed 10 miles per hour? Explain your
55. h
a reflection in the line y = −1 reasoning. ; 4.3
8
ft 7
1 3 58. USING TOOLS The water depth d (in feet) for the Bay
54. f (x) = —2 sin 6x; translation —2 units down and 1 unit
Height (feet)
π 6
3 of Fundy can be modeled by d = 35 − 28 cos —t,
right, followed by a reflection in the line y = −—2 6.2 5
where t is the time in hours and t = 0 represents 4
55. MODELING WITH MATHEMATICS The height h midnight. Use a graphing calculator to graph the 3
(in feet) of a swing above the ground can be modeled function. At what time(s) is the water depth 7 feet? 2
by the function h = −8 cos θ + 10, where the pivot is Explain. 1
10 feet above the ground, the rope is 8 feet long, and 0
θ is the angle that the rope makes with the vertical. 0 10 20 30 40 50 60 70 80 90 θ
Graph the function. What is the height of the swing Angle (degrees)
when θ is 45°?
45 27.5 10 27.5
56. a. —, —, —, —
11.5 18 11.5 5
10 − h 8 ft θ
8 ft high tide low tide b. When the number of lynx is at
10 ft
the midline and increasing, the
h
59. MULTIPLE REPRESENTATIONS Find the average rate of
number of hares decreases. Once
Front view Side view change of each function over the interval 0 < x < π. the number of lynx reaches a
a. y = 2 cos x
maximum and begins to decrease,
56. DRAWING A CONCLUSION In a particular region, the the number of hares decreases
population L (in thousands) of lynx (the predator) and b. π 3π to its minimum. At this point,
the population H (in thousands) of hares (the prey) x 0 — π — 2π
2 2
can be modeled by the equations the number of hares begins to
f (x) = −cos x −1 0 1 0 −1 increase to its midline and the
π
L = 11.5 + 6.5 sin — t number of lynx starts to decrease
5 c. y
π until it reaches its minimum. The
H = 27.5 + 17.5 cos — t
5 1
f number of lynx then starts to
where t is the time in years. increase as the number of hares
π x
a. Determine the ratio of hares to lynx when reaches its maximum.
t = 0, 2.5, 5, and 7.5 years.
57. days 205 and 328; When the function
b. Use the figure to explain how the changes in the is graphed with the line y = 10,
two populations appear to be related.
60. REASONING Consider the functions y = sin(−x) and the two points of intersection are
y = cos(−x). (205.5, 10) and (328.7, 10).
Animal Populations
y
a. Construct a table of values for each equation 58. midnight and about 12:24 p.m.; When
(thousands)
H using the quadrantal angles in the interval

Population
40 −2π ≤ x ≤ 2π. the function is graphed with the line

y = 7, the two points of intersection
20 b. Graph each function.
L are (0, 7) and (12.4, 7).
c. Describe the transformations of the graphs of the
0
0 4 8 12 16 t
parent functions. 59. a. about −1.27
Time (years)
b. about 0.64
c. about 0.64
Section 9.4 Graphing Sine and Cosine Functions 493 60. a. See Additional Answers.
b. y = sin(−x) y = cos(−x)
y
1
2π x
−1
c. Both graphs are reflections across

the y-axis. Because cosine is an
even function, it is symmetrical
across the y-axis and the graph
of y = cos(−x) is the same as the
graph of y = cos(x).
Section 9.4 493

61. MODELING WITH MATHEMATICS You are riding a 66. THOUGHT PROVOKING Use a graphing calculator
ANSWERS Ferris wheel that turns for 180 seconds. Your height to find a function of the form y = sin b1x + cos b2x
61. a. h h (in feet) above the ground at any time t (in seconds) whose graph matches that shown below.
180 can be modeled by the equation
160 π y
h = 85 sin —(t − 10) + 90.
Height (feet) 140 20
120 a. Graph the function.
−6 −4 −2 2 4 6x
100 b. How many cycles
80 does the Ferris wheel −2
60 make in 180 seconds?
40
20 c. What are your maximum
0
and minimum heights?
0 40 80 120 160 t 67. PROBLEM SOLVING For a person at rest, the blood
Time (seconds) pressure P (in millimeters of mercury) at time t (in
62. HOW DO YOU SEE IT? Use the graph to answer seconds) is given by the function
b. 4.5 each question.
8π
c. 175 ft, 5 ft P = 100 − 20 cos —t.
y 3
62–65. See Additional Answers. 6 Graph the function. One cycle is equivalent to one
heartbeat. What is the pulse rate (in heartbeats per
66. y = sin x + cos 2x minute) of the person?
67. 80 beats per minute −π π x
73. 2x(x − 5) −6
74. (x + 2)(x − 2)
a. Does the graph represent a function of the form
75. (x + 6)(x + 2) f (x) = a sin bx or f(x) = a cos bx? Explain.
b. Identify the maximum value, minimum value,
period, and amplitude of the function.
68. PROBLEM SOLVING The motion of a spring can
be modeled by y = A cos kt, where y is the vertical
63. FINDING A PATTERN Write an expression in terms of displacement (in feet) of the spring relative to its
the integer n that represents all the x-intercepts of the position at rest, A is the initial displacement (in feet),
graph of the function y = cos 2x. Justify your answer. k is a constant that measures the elasticity of the
spring, and t is the time (in seconds).
Mini-Assessment 64. MAKING AN ARGUMENT Your friend states that for a. You have a spring whose motion can be modeled
functions of the form y = a sin bx and y = a cos bx, by the function y = 0.2 cos 6t. Find the initial
1. Identify the amplitude and period the values of a and b affect the x-intercepts of the displacement and the period of the spring. Then
of g(x) = sin 5x. Then graph the graph of the function. Is your friend correct? Explain. graph the function.
function and describe the graph 65. CRITICAL THINKING Describe a transformation of the b. When a damping force is applied to the spring,
of g as a transformation of the graph of f (x) = sin x that results in the graph of the motion of the spring can be modeled by the
g(x) = cos x. function y = 0.2e−4.5t cos 4t. Graph this function.
graph of f(x) = sin x. amplitude: 1; What effect does damping have on the motion?
2π
period: —
5
y
1 Simplify the rational expression, if possible. (Section 7.3)

x2 +x−6 x3− − 24x
2x2 x2 − 4x − 5 x2 − 16
π x
69. — 70. —— 71. — 72. —
10
x+3 2 x − 2x − 24 2x + 4x − 5 2x + x − 20
Find the least common multiple of the expressions. (Section 7.4)

73. 2x, 2(x − 5) 74. x2 − 4, x + 2 75. x2 + 8x + 12, x + 6
The graph of g is a horizontal shrink
by a factor of —51. 494 Chapter 9 Trigonometric Ratios and Functions
π
2. Graph g(x) = 3 cos 2 x − — .
2 ( )
y
2
π π x
2 Resources by Chapter Resources by Chapter
• Practice A and Practice B • Enrichment and Extension
• Puzzle Time • Cumulative Review
π
3. Graph g(x) = −4 sin 2 x − — .
4 ( ) Student Journal
• Practice
Start the next Section
y
Differentiating the Lesson

π π x
Skills Review Handbook
2
−4
494 Chapter 9

9.1–9.4 What Did You Learn?
Dynamic Teaching Tools
Core Vocabulary Dynamic Assessment & Progress Monitoring Tool

sine, p. 462 standard position, p. 470 amplitude, p. 486
cosine, p. 462 coterminal, p. 471 periodic function, p. 486 Dynamic Classroom with Dynamic Investigations
tangent, p. 462 radian, p. 471 cycle, p. 486
cosecant, p. 462 sector, p. 472 period, p. 486
secant, p. 462 central angle, p. 472 phase shift, p. 488
cotangent, p. 462 unit circle, p. 479 midline, p. 488
ANSWERS
initial side, p. 470 quadrantal angle, p. 479 1. Sample answer: The water from the
terminal side, p. 470 reference angle, p. 480 sprinkler will travel the maximum
horizontal distance when the angle
is 45°. If the sprinkler is tilted up
Core Concepts n degrees, the water will travel the
same horizontal distance when the
Section 9.1
sprinkler is tilted down n degrees.
Right Triangle Definitions of Trigonometric Functions, p. 462
Trigonometric Values for Special Angles, p. 463 2. Sample answer: Because the hare
is the prey of the lynx. When the
Section 9.2 hare population flourishes, there
Angles in Standard Position, p. 470 Degree and Radian Measures of Special Angles, p. 472 is more food for the lynx and that
Converting Between Degrees and Radians, p. 471 Arc Length and Area of a Sector, p. 472
population flourishes as well. As the
Section 9.3 lynx population increases, the hare
General Definitions of Trigonometric Functions, p. 478 Reference Angle Relationships, p. 480 population will begin to decrease
The Unit Circle, p. 479 Evaluating Trigonometric Functions, p. 480 because of the increase in predators
and vice versa.
Section 9.4
Characteristics of y = sin x and y = cos x, p. 486
Amplitude and Period, p. 487
Graphing y = a sin b(x − h) + k and y = a cos b(x − h) + k, p. 488
Mathematical Practices
1. Make a conjecture about the horizontal distances traveled in part (c) of Exercise 39 on page 483.
2. Explain why the quantities in part (a) of Exercise 56 on page 493 make sense in the context of
the situation.
Study Skills
Form a Final Exam

Study Group
Form a study group several weeks before the final exam.
The intent of this group is to review what you have already
learned while continuing to learn new material.
495
hsnb_alg2_pe_09mc.indd 495 2/5/15 1:46 PM
Chapter 9 495
hscc_alg2_te_09mc.indd 495 4/30/15 1:57 PM

ANSWERS 9.1–9.4 Quiz
— —
3√5 2√ 5
1. cos θ = —, tan θ = —,
7 15
— 1. In a right triangle, θ is an acute angle and sin θ = —7 . Evaluate the other five trigonometric
2
7 7√ 5
csc θ = —, sec θ = —, functions of θ. (Section 9.1)
2 15
—
3√5 Find the value of x for the right triangle. (Section 9.1)
cot θ = —
2 2. 3. 12 4.
60°
2. x = 16 x
30°
27
— 8
3. x = 4√3 x
4. x ≈ 17.7 49°
x
5. y ;
Draw an angle with the given measure in standard position. Then find one positive angle
and one negative angle that are coterminal with the given angle. (Section 9.2)
5π
40° 5. 40° 6. — 7. −960°
6
x
Convert the degree measure to radians or the radian measure to degrees. (Section 9.2)
3π
8. — 9. −60° 10. 72°
10
Evaluate the six trigonometric functions of θ. (Section 9.3)

400°; −320° 11. y 12. y 13. y
6. y
θ = π2 θ= 3
2π
θ
x x x
5π
6 (−2, −6)
x
14. Identify the amplitude and period of g(x) = 3 sin x. Then graph the function and describe
the graph of g as a transformation of the graph of f (x) = sin x. (Section 9.4)
15. Identify the amplitude and period of g(x) = cos 5πx + 3. Then graph the
function and describe the graph of g as a transformation of the graph
of f(x) = cos x. (Section 9.4)
17π 7π
—; − — 16. You are flying a kite at an angle of 70°. You have let out a total of
6 6 400 feet of string and are holding the reel steady 4 feet above the ground.
7. y (Section 9.1) 400 ft
a. How high above the ground is the kite?
b. A friend watching the kite estimates that the angle of elevation Not drawn to scale
70° 85°
to the kite is 85°. How far from your friend are you standing?
−960° 4 ft
17. The top of the Space Needle in Seattle, Washington, is a revolving, circular
x restaurant. The restaurant has a radius of 47.25 feet and makes one complete
revolution in about an hour. You have dinner at a window table from 7:00 p.m.
to 8:55 p.m. Compare the distance you revolve with the distance of a person
seated 5 feet away from the windows. (Section 9.2)
120°; −240°
8. 54°
π —
9. −— √3
hsnb_alg2_pe_09mc.indd 496 1 2/5/15 1:46 PM
3 13. sin θ = —, cos θ = −—, 14. 3, 2π ; The graph of g is a vertical stretch by
2π 2 2
10. — — a factor of 3 of the graph of f;
5 — 2√ 3
— — tan θ = −√ 3 , csc θ = —, 3
y
3√ 10 √10 3
11. sin θ = −—, cos θ = −—, — 2
10 10 −√3
— sec θ = −2, cot θ = — 1
√10 3 π 3π
tan θ = 3, csc θ = −—, −1
2 2 x
3
−2
— 1
sec θ = −√ 10 , cot θ = — −3
3
12. sin θ = 1, cos θ = 0, 15–17. See Additional Answers.
tan θ = undefined, csc θ = 1,
496 Chapter 9
hscc_alg2_te_09mc.indd 496 4/30/15 1:57 PM

Introduction
• The graphs of y = sin x and y = cos x are used to help make sense of the graphs of the
remaining trigonometric functions.
• The characteristics of tangent and cotangent are first presented, and then transformations of
these parent functions are performed.
• The graphs of secant and cosecant are developed by looking at their respective relationships
with cosine and sine functions.
Teaching Strategy
• To graph y = csc x, recall that it is the reciprocal of y = sin x. Before graphing the function,
students should have an understanding of what the function looks like and why.
1
• Because csc x = — , then whenever sin x = 0, csc x is undefined and there is an asymptote.
sin x
• Whenever sin x = 1, csc x = 1. Whenever sin x = −1, csc x = −1.
• Whenever sin x is an increasing function, csc x is a decreasing function, and vice versa.
• The range for y = sin x is ∣ y ∣ ≤ 1. Considering reciprocals, the range for y = csc x is numbers
∣ y ∣ ≥ 1.
1
• Enter y = sin x and y = — in the equation editor of a graphing calculator (see Figure 1).
sin x
Look at the table of values (see Figure 2) to make sense of the numerical relationship
between the two functions, and then look at the graphs (see Figure 3).
4
Y1=sin(X) X Y1 Y2
-3.142 0 ERROR
Y2=1/sin(X) -2.356 -.7071 -1.414
Y3= -1.571 -1 -1
Y4= -.7854 -.7071 -1.414 −2π 2π
Y5= 0 0 ERROR
.7854 .70711 1.4142
Y6= 1.5708 1 1
Y7= X=-3.14159265359
−4
Pacing Suggestion
• The exploration provides an introduction to the graph of the tangent function. When students
have finished, transition to the formal lesson where some transformations of the remaining
trigonometric functions will be presented.
Section 9.5 T-496

Common Core
HSF-IF.C.7e Graph … trigonometric
functions, showing period, midline, and
amplitude. Exploration
HSF-BF.B.3 Identify the effect on the
graph of replacing f(x) by … kf(x), f(kx), Motivate
1
… for specific values of k .... Experiment • Display a screenshot of the graphs of y = x and y = —. 2
x
1
with cases and illustrate an explanation of Note that y = — is referred to as the reciprocal function.
x
the effects on the graph …
Ask students to compare and contrast these two functions −3 3
and their graphs.
• Observations that students should make:
• The ordered pairs (1, 1) and (−1, −1) satisfy both graphs. −2
• The linear function is always increasing. The reciprocal
function is always decreasing.
• When the linear function has a function value between 0 and 1, the value of the reciprocal
function is greater than 1. When the linear function has a function value greater than 1,
the value of the reciprocal function is between 0 and 1.
• Explain that these observations will be helpful in graphing the remaining trigonometric
functions today.
Exploration 1
• If students make a unit circle template with all of the benchmark angles labeled and
ordered pairs recorded, it will be a very helpful tool in this exploration. (See Section 9.3,
Exercise 41.)
• Students should suspect that the tangent function is periodic. What will be unfamiliar is
how to “graph” values of x where the tangent function is undefined. Note that in part (b)
students are told that there are vertical asymptotes at x-values where the tangent function is
undefined.
• Students will need to write the approximate values of the radical expressions in order to
achieve a reasonable graph of y = tan x.
• Whiteboarding: Have students record their answers to questions in part (c) on
whiteboards. Solicit answers and observations.
“Is the tangent function even, odd, or neither? Explain.” The tangent function is odd because
it is symmetric about the origin.

• As students describe the characteristics of the tangent graph, they should use language that
was used in the last lesson about the period and amplitude. Unlike the graphs of sine and
cosine, the tangent graph does not have a maximum or minimum, so it has no amplitude. The
period of the tangent function is π.

• The exploration gives students the opportunity to discover what the graph of y = tan x
looks like. In the formal lesson, the characteristics of this graph and the remaining three
trigonometric functions will be defined.
T-497 Chapter 9

9.5 Graphing Other Trigonometric
Functions Dynamic Teaching Tools
Essential Question What are the characteristics of the graph of Lesson Planning Tool
the tangent function?
Graphing the Tangent Function Dynamic Classroom with Dynamic Investigations

a. Complete the table for y = tan x, where x is an angle measure in radians. ANSWERS
π π π π π π π π
1. a. See Additional Answers.
x −— −— −— −— 0 — — — —
2 3 4 6 6 4 3 2 b. 6
y
y = tan x 5
4
2π 3π 5π 7π 5π 4π 3π 5π 3
x — — — π — — — — —
3 4 6 6 4 3 2 3 2
y = tan x 1
−π2 π
2 π
7π
4 x
b. The graph of y = tan x has vertical asymptotes at x-values where tan x is undefined.
Plot the points (x, y) from part (a). Then use the asymptotes to sketch the graph of −2
y = tan x. −3
−4
y −5
6 −6
π π 3π
4 c. asymptotes at x = −—, —, —;
2 2 2
x-intercepts when x = 0, π;
2
π π
increasing when −— < x < —,
2 2
π π π 3π x π 3π
−
2 2 2
— < x < —; odd
2 2
−2
2. Sample answer: The tangent function
does not have maximum or minimum
−4 values and has a repeating pattern.
The asymptotes occur when
−6 π 3π 5π
x = ±—, ±—, ±—, . . ..
2 2 2
MAKING SENSE
OF PROBLEMS c. For the graph of y = tan x, identify the asymptotes, the x-intercepts, and the The x-intercepts occur when
π 3π
To be proficient in math, intervals for which the function is increasing or decreasing over −— ≤ x ≤ —.
2 2
x = 0, ±π, ±2π, ±3π, . . ..
you need to consider Is the tangent function even, odd, or neither? 3. The graph of y = cot x has
analogous problems and
asymptotes at x = 0 and x = π.
try special cases of the
original problem in order Communicate Your Answer
to gain insight into 2. What are the characteristics of the graph of the tangent function?
its solution.
π 3π
3. Describe the asymptotes of the graph of y = cot x on the interval −— < x < —.
2 2
Section 9.5 Graphing Other Trigonometric Functions 497
Section 9.5 497

Differentiated Instruction Explore characteristics of tangent and cotangent functions.
Graph tangent and cotangent functions.
Kinesthetic Core Vocabul
Vocabulary
larry Graph secant and cosecant functions.
Have students practice sketching the Previous
graphs of the parent tangent and asymptote
Exploring Tangent and Cotangent Functions
cotangent functions. They should be period
amplitude The graphs of tangent and cotangent functions are related to the graphs of the parent
able to quickly identify the asymptotes functions y = tan x and y = cot x, which are graphed below.
x-intercept
and intercepts of each function. transformations π
x approaches −—
π
x approaches —
Make sure students label the graphs 2 2
π π π π
to distinguish between tangent and x −— −1.57 −1.5 −— 0 — 1.5 1.57 —
2 4 4 2
cotangent.
y = tan x Undef. −1256 −14.10 −1 0 1 14.10 1256 Undef.
tan x approaches −∞ tan x approaches ∞
sin x
Because tan x = —, tan x y
cos x y = tan x
is undefined for x-values at 2
which cos x = 0, such as
π
x = ± — ≈ ±1.571. 3π π π 3π x
2 − −π − π
2 2 2 2
The table indicates that the graph −2
has asymptotes at these values.
The table represents one cycle of the period: π
graph, so the period of the graph is π.
y
y = cot x
You can use a similar approach 2
to graph y = cot x. Because
cos x
cot x = —, cot x is undefined for
sin x −π −
π π π 3π 2π
x
x-values at which sin x = 0, which 2 2 2
are multiples of π. The graph has
asymptotes at these values. The
period: π
period of the graph is also π.
Core Concept
Characteristics of y = tan x and y = cot x
The functions y = tan x and y = cot x have the following characteristics.
π
• The domain of y = tan x is all real numbers except odd multiples of —.
2
STUDY TIP At these x-values, the graph has vertical asymptotes.
π
Odd multiples of — are • The domain of y = cot x is all real numbers except multiples of π.
2
values such as these: At these x-values, the graph has vertical asymptotes.
π π • The range of each function is all real numbers. So, the functions do not have
2⋅
±1 — = ± —
2 maximum or minimum values, and the graphs do not have an amplitude.
π 3π
⋅
±3 — = ± —
2 2
• The period of each graph is π.
π 5π • The x-intercepts for y = tan x occur when x = 0, ±π, ±2π, ±3π, . . ..

2⋅
±5 — = ± —
2 π 3π 5π 7π
• The x-intercepts for y = cot x occur when x = ± —, ± —, ± —, ± —, . . ..
2 2 2 2

y x sin θ
• Connection: “Recall that sin θ = — and cos θ = —. Find and simplify the ratio —.”
r r cos θ
sin θ y
• Students will find that — = — = tan θ. This relationship is used to efficiently graph both
cos θ x
y = tan x and y = cot x. The tangent function has vertical asymptotes whenever cos x = 0.
Because cot θ is the reciprocal of tan θ, y = cot x has vertical asymptotes whenever sin x = 0.
• Write the Core Concept. Discuss the characteristics of y = tan x and y = cot x. Compare and
contrast with y = sin x and y = cos x.
498 Chapter 9

Graphing Tangent and Cotangent Functions
The graphs of y = a tan bx and y = a cot bx represent transformations of their parent English Language Learners
functions. The value of a indicates a vertical stretch (a > 1) or a vertical shrink
(0 < a < 1). The value of b indicates a horizontal stretch (0 < b < 1) or a horizontal
shrink (b > 1) and changes the period of the graph. Notebook Development
Help students create a chart to
Core Concept organize what they know for the
Period and Vertical Asymptotes of y = a tan bx and y = a cot bx following trigonometric functions: sine,
The period and vertical asymptotes of the graphs of y = a tan bx and y = a cot bx, cosine, tangent, and cotangent. Guide
where a and b are nonzero real numbers, are as follows. students to indicate the information
π needed to graph each function
• The period of the graph of each function is —.
∣b∣ and how to find this information.
π
• The vertical asymptotes for y = a tan bx are at odd multiples of —. Encourage students to include a
2∣ b ∣
π column in their charts where they can
• The vertical asymptotes for y = a cot bx are at multiples of —.
∣b∣ sketch the parent function.
Each graph below shows five key x-values that you can use to sketch the graphs of
y = a tan bx and y = a cot bx for a > 0 and b > 0. These are the x-intercept, the
x-values where the asymptotes occur, and the x-values halfway between the x-intercept Extra Example 1
and the asymptotes. At each halfway point, the value of the function is either a or −a. Graph one period of g(x) = 3 tan 2x.
y y Describe the graph of g as a
a a
f(x) = tan x.
π π π x π π π x y
−
2b 4b 2b 4b 2b b 4
y = a tan bx
y = a cot bx 2
π π π π x
−4 −8 8 4
Graphing a Tangent Function
Graph one period of g(x) = 2 tan 3x. Describe the graph of g as a transformation of the
graph of f (x) = tan x.
y
SOLUTION The graph of g is a vertical stretch by a
4
The function is of the form g(x) = a tan bx where a = 2 and b = 3. So, the period is factor of 3 and a horizontal shrink by a
π π
— = —.
π π π x ∣b∣ 3 factor of —12 of the graph of f.
−
6 12 6
−4 Intercept: (0, 0)
π π π π π π
Asymptotes: x = — = —, or x = —; x = −— = −—, or x = −—
2∣ b ∣ 2(3) 6 2∣ b ∣ 2(3) 6
Halfway points: ( 4bπ , a ) = ( 4(3)

— —
π
—
π
, 2 ) = ( , 2 );
12
( −4bπ , −a ) = ( −4(3)
—
π
—
π
, −2 ) = ( − , −2 )
12
—
The graph of g is a vertical stretch by a factor of 2 and a horizontal shrink by a

factor of —13 of the graph of f.

• It can be challenging to see a vertical stretch or shrink, especially when the scale on the x-axis is
compacted.
• Discuss the x-intercepts of the tangent and cotangent functions that occur midway between the
asymptotes.
• Midway between the x-intercepts and asymptotes are key points referred to here as halfway
points.
• Knowing the asymptotes, x-intercepts, and halfway points, graph the function.
π
Turn and Talk: “Discuss the characteristics of g(x) = 2 tan 3x.” asymptotes: ±—;
6
π π
( )(
intercept: (0, 0); halfway points: —, 2 , − —, −2
12 12 )
Section 9.5 499

Graphing a Cotangent Function
Extra Example 2
Graph one period of g(x) = cot 4x. Graph one period of g(x) = cot —12x. Describe the graph of g as a transformation of the
graph of f (x) = cot x.
Describe the graph of g as a
transformation of the graph of SOLUTION
f(x) = cot x. The function is of the form g(x) = a cot bx where a = 1 and b = —12. So, the period is
π π
y — = — = 2π.
y ∣ b ∣ —1
2
2
π π
1
π π 2π
x (
2b )
2 —12 (() )
Intercept: —, 0 = —, 0 = (π, 0)
π π x π
2 π
16 4 −2 Asymptotes: x = 0; x = — = —, or x = 2π
−1
∣ b ∣ —1
2
π π π 3π 3π 3π
The graph of g is a horizontal shrink by a

( ) (() ) ( )(
Halfway points: —, a = —, 1 = —, 1 ; —, −a = —, −1 = —, −1
4b 4 —12 2 4b 4 —12 2 ) (() ) ( )
The graph of g is a horizontal stretch by a factor of 2 of the graph of f.
factor of —41 of the graph of f.

MONITORING PROGRESS Graph one period of the function. Describe the graph of g as a transformation of
ANSWERS the graph of its parent function.
STUDY TIP
1. y
1 1. g(x) = tan 2x
1
2. g(x) = —3 cot x 3. g(x) = 2 cot 4x 4. g(x) = 5 tan πx
4 Because sec x = —,
3 cos x
2 sec x is undefined for
1
x-values at which
cos x = 0. The graph of Graphing Secant and Cosecant Functions
−π4 π
8
π
4 x y = sec x has vertical
−1 The graphs of secant and cosecant functions are related to the graphs of the parent
asymptotes at these functions y = sec x and y = csc x, which are shown below.
−2
x-values. You can use
−3
similar reasoning to y y
−4 3
understand the vertical
2
asymptotes of the graph y = sec x y = sin x
The graph of g is a horizontal shrink of y = csc x.
by a factor of —12 of the graph of −
π π 5π x −2π −π π x
2 2 2
f (x) = tan x. y = cos x
y = csc x
2. y
4 period: 2π period: 2π
Core Concept
3
2
1
Characteristics of y = sec x and y = csc x
π
2 π x The functions y = sec x and y = csc x have the following characteristics.
−1
−2 π
• The domain of y = sec x is all real numbers except odd multiples of —.
−3 2
At these x-values, the graph has vertical asymptotes.
−4
• The domain of y = csc x is all real numbers except multiples of π.
At these x-values, the graph has vertical asymptotes.
The graph of g is a vertical shrink by
a factor of —13 of the graph of • The range of each function is y ≤ −1 and y ≥ 1. So, the graphs do not have
an amplitude.
f (x) = cot x.
• The period of each graph is 2π.
3. y

4
3
2
1 hsnb_alg2_pe_0905.indd 500 2/5/15 1:51 PM
−1
−2
π
8
π
4 x
−3 • Think-Alouds: Pose Example 2 and say, “This example is similar to Example 1, so I need
−4
to ….” Ask partner B to Think-Aloud for partner A as he or she describes how to graph
−5
−6
g(x) = —12 cot x. Circulate. Listen for identification of intercepts, asymptotes, and halfway points.
• Connection: Recall that csc θ is the reciprocal of sin θ and that sec θ is the reciprocal of cos θ.
The graph of g is a vertical stretch by Use these relationships to develop the characteristics of secant and cosecant functions. See the
a factor of 2 and a horizontal shrink Teaching Strategy on page T-496.
by a factor of —14 of the graph of
f (x) = cot x.
4. See Additional Answers.
500 Chapter 9

To graph y = a sec bx or y = a csc bx, first graph the function y = a cos bx or
y = a sin bx, respectively. Then use the asymptotes and several points to sketch a Extra Example 3
graph of the function. Notice that the value of b represents a horizontal stretch or
Graph one period of g(x) = 3 sec x.
1 2π
shrink by a factor of —, so the period of y = a sec bx and y = a csc bx is —.
b ∣b∣ Describe the graph of g as a
Graphing a Secant Function
f(x) = sec x.
Graph one period of g(x) = 2 sec x. Describe the graph of g as a transformation of the
graph of f (x) = sec x. y
SOLUTION
Step 1 Graph the function y = 2 cos x. y
2π y = 2 sec x π π π π 3π π 5π 3π x
The period is — = 2π. −2 −4 4 2 4 4 2
3
1 −4
y = 2 cos x
Step 2 Graph asymptotes of g. Because the
asymptotes of g occur when 2 cos x = 0, π π x
π π 3π 2
graph x = −—, x = —, and x = —. The graph of g is a vertical stretch by a
2 2 2
−3
Step 3 Plot points on g, such as (0, 2) and factor of 3 of the graph of f.
(π, −2). Then use the asymptotes to
sketch the curve.
Extra Example 4
The graph of g is a vertical stretch by a factor of 2 of the graph of f.
Graph one period of g(x) = 2 csc π x.
Graphing a Cosecant Function
1
Graph one period of g(x) = — csc πx. Describe the graph of g as a transformation of
the graph of f (x) = csc x.
2 f(x) = csc x.
LOOKING FOR
A PATTERN SOLUTION y
In Examples 3 and 4, 1 2π 2
notice that the plotted Step 1 Graph the function y = — sin πx. The period is — = 2.
2 π
points are on both
y
graphs. Also, these Step 2 Graph asymptotes of g. Because the 0.5 1 1.5 2 x
points represent a local 1
asymptotes of g occur when — sin πx = 0, 1 −2
maximum on one graph 2
and a local minimum on graph x = 0, x = 1, and x = 2.
the other graph. 1 1
( )
Step 3 Plot points on g, such as —, — and
2 2
1 2 x
y = 1 sin π x
2
The graph of g is a vertical stretch by a
(
3 1
)
—, −— . Then use the asymptotes to
2 2 y = 1 csc π x
factor of 2 and a horizontal shrink by a
sketch the curve. 2 1
factor of —
π of the graph of f.
1
The graph of g is a vertical shrink by a factor of — and a horizontal shrink by
2
1
a factor of — of the graph of f. MONITORING PROGRESS
π
ANSWERS
Graph one period of the function. Describe the graph of g as a transformation of
the graph of its parent function.
8. g(x) = 2 sec πx
1
5. g(x) = csc 3x 6. g(x) = —2 sec x 7. g(x) = 2 csc 2x
Laurie’s Notes Teacher Actions Closure

• Work through Example 3 as shown. • Exit Ticket: Describe the characteristics of f(x) = 3 tan 2x and
• Think-Alouds: Pose Example 4 and say, “This example is similar g(x) = − csc —12 x and graph two complete cycles.
to Example 3, so I need to ….” Ask partner A to Think-Aloud for π π
f(x): period is —; intercept at (0, 0); asymptotes at x = ±—;
partner B as he or she describes how to graph g(x) = —12 csc π x. 2 π
4
Circulate. Listen for key characteristics of the graph. halfway points at − —,−3 , —, 3
4
π
4 ( )( )
• MP5 Use Appropriate Tools Strategically: Be sure students g(x): period is 4π ; asymptotes at x = ±2π, x = 0;
know how to enter cotangent, secant, and cosecant to produce a
graph using technology. halfway points at (−π, 1), (π, −1)
Section 9.5 501

Homework Check
1. WRITING Explain why the graphs of the tangent, cotangent, secant, and cosecant functions do not have
Basic: 1–4, 5–23 odd, 47, 48, 52–58 an amplitude.
Average: 1–4, 6–24 even, 29–34, 41,
2. COMPLETE THE SENTENCE The _______ and _______ functions are undefined for x-values at which sin x = 0.
44–48, 52–58
Advanced: 1–4, 8–14 even, 3. COMPLETE THE SENTENCE The period of the function y = sec x is _____, and the period of y = cot x is _____.
18–28 even, 38–42 even, 46–58 4. WRITING Explain how to graph a function of the form y = a sec bx.
HOMEWORK CHECK
Basic: 5, 9, 13, 17, 21 Monitoring Progress and Modeling with Mathematics
Average: 6, 10, 14, 18, 22 In Exercises 5–12, graph one period of the function. 16. USING EQUATIONS Which of the following are
Describe the graph of g as a transformation of the graph asymptotes of the graph of y = 3 tan 4x?
Advanced: 10, 12, 22, 24, 46 of its parent function. (See Examples 1 and 2.)
π π
A x=—
○ B x=—
○
5. g(x) = 2 tan x 6. g(x) = 3 tan x 8 4
5π
ANSWERS 7. g(x) = cot 3x 8. g(x) = cot 2x C x=0
○ D x = −—
○ 8
1. The graphs of the tangent, cotangent, 9. g(x) = 3 cot —4 x
1
10. g(x) = 4 cot —2 x
1
In Exercises 17–24, graph one period of the function.
secant and cosecant functions have no Describe the graph of g as a transformation of the graph
11. g(x) = —2 tan πx 12. g(x) = —3 tan 2πx
1 1
amplitude because the ranges do not of its parent function. (See Examples 3 and 4.)
have minimum or maximum values. 13. ERROR ANALYSIS Describe and correct the error in 17. g(x) = 3 csc x 18. g(x) = 2 csc x
2. cosecant; cotangent finding the period of the function y = cot 3x.
19. g(x) = sec 4x 20. g(x) = sec 3x
3. 2π ; π
4. To graph y = a sec bx, first graph
y = a cos bx. Use the asymptotes
✗ 2π 2π
Period: — = —
∣b∣ 3
1
21. g(x) = — sec πx
2
1
22. g(x) = — sec 2πx
4
and several points of y = a sec bx to π π

14. ERROR ANALYSIS Describe and correct the error 23. g(x) = csc — x 24. g(x) = csc — x
2 4
graph the function. in describing the transformation of f (x) = tan x
5. y represented by g(x) = 2 tan 5x. ATTENDING TO PRECISION In Exercises 25 –28, use the
4 graph to write a function of the form y = a tan bx.
3
2
1
✗ A vertical stretch by a factor of 5 and
a horizontal shrink by a factor of —12.
25.
12
y 26.
1
y
−π2 −π4 π π
x
4 2 15. ANALYZING RELATIONSHIPS Use the given graph to π π x π π x
− −
graph each function. 2 2 2 2
−2 −1
−3 a. f (x) = 3 sec 2x b. f (x) = 4 csc 3x
−4
y y
y = 3 cos 2x y = 4 sin 3x 27. y 28. y
4
The graph of g is a vertical stretch by 4
2 5
a factor of 2 of the graph of x x
π π π π
f (x) = tan x. 4 2 6 2
−
1 1 x −
π π x
−4 2 2 4 4
6. y −4
4
3
1
−π2 −π4 π
4
π
2 x
−2
−3 7. y 8. y
−4
3 3
2 2
The graph of g is a vertical stretch by 1 1
a factor of 3 of the graph of π π π
x x
f (x) = tan x. −1 3
−1 4 2
−2 −2
−3 −3
−4 −4
The graph of g is a horizontal shrink by a The graph of g is a horizontal shrink by a

factor of —13 of the graph of f (x) = cot x. factor of —12 of the graph of f (x) = cot x.
502 Chapter 9

USING STRUCTURE In Exercises 29–34, match the 40. f (x) = 4 csc x; vertical stretch by a factor of 2 and a
equation with the correct graph. Explain your reflection in the x-axis
reasoning. Dynamic Teaching Tools
41. MULTIPLE REPRESENTATIONS Which function has
29. g(x) = 4 tan x 30. g(x) = 4 cot x Dynamic Assessment & Progress Monitoring Tool
a greater local maximum value? Which has a greater
local minimum value? Explain. Interactive Whiteboard Lesson Library
31. g(x) = 4 csc πx 32. g(x) = 4 sec πx
A. f (x) = csc πx
1
—4 B. y Dynamic Classroom with Dynamic Investigations
33. g(x) = sec 2x 34. g(x) = csc 2x
4
A. y B. y
−4
π x ANSWERS
4
1 4
−8
29. B; The parent function is the tangent
function and the graph has an
π x π π x
− π
−1
2 2 2
42. ANALYZING RELATIONSHIPS Order the functions
asymptote at x = —.
2
from the least average rate of change to the greatest
π π
30. C; The parent function is the
average rate of change over the interval −— < x < —. cotangent function and the graph has
C. y D. y 4 4
4 4 A. y B. y
an asymptote at x = 0.
2 2 31. D; The parent function is the cosecant
π π x 1 x function and the graph has an
2 2
−4
−
π
2
π x
2 −
π π x asymptote at x = 1.
2 2
32. F; The parent function is the secant
E. y F. y function and the graph has an
C. y D. y 1
1 asymptote at x = −—2 .
2 2 2
33. A; The parent function is the secant
π π x 1 x
−
4
−1
4
−4 π π x π π x function and the graph has an
− −
2 2 2 2 π
asymptote at x = —.
4
35. WRITING Explain why there is more than one tangent
34. E; The parent function is the cosecant
function whose graph passes through the origin and 43. REASONING You are standing on a bridge 140 feet function and the graph has an
has asymptotes at x = −π and x = π. above the ground. You look down at a car traveling π
away from the underpass. The distance d (in feet) the asymptote at x = —.
2
36. USING EQUATIONS Graph one period of each car is from the base of the bridge can be modeled by
function. Describe the transformation of the graph of d = 140 tan θ. Graph the function. Describe what
35. The tangent function that passes
its parent function. happens to θ as d increases. through the origin and has
a. g(x) = sec x + 3 b. g(x) = csc x − 2
asymptotes at x = π and x = −π can
be stretched or shrunk vertically to
c. g(x) = cot(x − π) d. g(x) = −tan x θ
create more tangent functions with
WRITING EQUATIONS In Exercises 37– 40, write a rule 140 ft the same characteristics.
for g that represents the indicated transformation of the 36. a. y
graph of f. 8
d
π 7
37. f (x) = cot 2x; translation 3 units up and — units left 6
2
44. USING TOOLS You use a video camera to pan up the 5
38. f (x) = 2 tan x; translation π units right, followed by Statue of Liberty. The height h (in feet) of the part of
a horizontal shrink by a factor of —13 the Statue of Liberty that can be seen through your 3
video camera after time t (in seconds) can be modeled 2
39. f (x) = 5 sec (x − π); translation 2 units down, π
by h = 100 tan — t. Graph the function using a 1
followed by a reflection in the x-axis 36
graphing calculator. What viewing window did you −π2 −π4 π π 3π
π
5π 3π
x
4 2 4 4 2
use? Explain.
−2
Section 9.5 Graphing Other Trigonometric Functions 503 −3
−4
The graph of g is a translation

hsnb_alg2_pe_0905.indd 503 2/5/15 1:51 PM 3 units up of the graph of
36. b. y c. y
4 f (x) = sec x.
3 3
2 2
1 1
5π 3π 7π π π
π 4 2 4 2π x 4 2 π x
−1 −1
−2 −2
−3 −3
−4 −4
−5
−6 The graph of g is a translation π units
right of the graph of f (x) = cot x.
The graph of g is a translation 2 units
down of the graph of f (x) = csc x. 36d–44. See Additional Answers.
Section 9.5 503

45. MODELING WITH MATHEMATICS You are standing 48. HOW DO YOU SEE IT? Use the graph to answer
ANSWERS 120 feet from the base of a 260-foot building. You each question.
45–58. See Additional Answers. watch your friend go down the side of the building in
y
a glass elevator.
your friend 2
d
−3 −1 1 3 x
260 − d
θ
you 120 ft
Not drawn to scale a. What is the period of the graph?
b. What is the range of the function?
Mini-Assessment a. Write an equation that gives the distance d (in
feet) your friend is from the top of the building as c. Is the function of the form f (x) = a csc bx or
a function of the angle of elevation θ. f (x) = a sec bx? Explain.
1. Graph one period of g(x) = 2 tan —12 x.
b. Graph the function found in part (a). Explain how
Describe the graph of g as a the graph relates to this situation.
49. ABSTRACT REASONING Rewrite a sec bx in terms
transformation of the graph of of cos bx. Use your results to explain the relationship
46. MODELING WITH MATHEMATICS You are standing
f(x) = tan x. 300 feet from the base of a 200-foot cliff. Your friend
between the local maximums and minimums of the
cosine and secant functions.
y is rappelling down the cliff.
4
a. Write an equation that gives the distance d
50. THOUGHT PROVOKING A trigonometric equation
2
(in feet) your friend is from the top of the cliff
that is true for all values of the variable for which
as a function of the angle of elevation θ.
both sides of the equation are defined is called a
b. Graph the function found trigonometric identity. Use a graphing calculator to
−π −2
π π π x
in part (a).
2 graph the function
−2
c. Use a graphing calculator 1 x x
−4
to determine the angle of 2 (
y = — tan — + cot — .
2 2 )
elevation when your friend
Use your graph to write a trigonometric identity
has rappelled halfway
a vertical stretch by a factor of 2 involving this function. Explain your reasoning.
down the cliff.
and a horizontal stretch by a factor
47. MAKING AN ARGUMENT Your friend states that it 51. CRITICAL THINKING Find a tangent function whose
of 2 is not possible to write a cosecant function that has graph intersects the graph of y = 2 + 2 sin x only at
the same graph as y = sec x. Is your friend correct?
2. Graph one period of g(x) = cot —13 x. Explain your reasoning.
minimum points of the sine function.

transformation of the graph of Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
f(x) = cot x. Write a cubic function whose graph passes through the given points. (Section 4.9)
y 52. (−1, 0), (1, 0), (3, 0), (0, 3) 53. (−2, 0), (1, 0), (3, 0), (0, −6)
2 54. (−1, 0), (2, 0), (3, 0), (1, −2) 55. (−3, 0), (−1, 0), (3, 0), (−2, 1)
Find the amplitude and period of the graph of the function. (Section 9.4)
π 3π x
56. y 57. y 58. y
−2 6
5 2
π π x 2π 6π x
a horizontal stretch by a factor of 3 π 2π x
2
−2
−5
3. Graph one period of g(x) = —13 sec x. −6

f(x) = sec x.
y
1

π
−2
π π 3π x
2 2
• Practice A and Practice B • Enrichment and Extension
−1 • Puzzle Time • Cumulative Review
a vertical shrink by a factor of —13 Student Journal

• Practice
4. Graph one period of g(x) =
3 csc π x. Describe the graph of Differentiating the Lesson
g as a transformation of the graph Skills Review Handbook
of f(x) = csc x.
See Additional Answers.
504 Chapter 9

Introduction
• In prior lessons, the six trigonometric functions have been graphed—both the parent
functions and transformations of the parent functions.
• In this lesson, the graph of a sinusoid is given, and students will write a model for the
function. Sinusoidal regression is also used to determine a model for the given data.
• Frequency is defined and used in writing a trigonometric equation.
Teaching Strategy
• When viewing a sinusoidal graph, a common question asked by students is how they are
supposed to know which function to use, sine or cosine. The answer is twofold—it depends,
and it could be either function.
π
( )
• The cofunction identity in the next lesson states that cos — − θ = sin θ, which means that
π 2
cos θ translated — units right is the sine function.
2
• When looking at a sinusoid, you need to determine whether the cycle begins with the
y-intercept on the midline (sinusoidal axis). If so, writing a sine function would involve no
horizontal shift (h = 0). See Figure 1, where y = 2 sin θ + 3 and the midline, y = 3,
are drawn.
6 6
−3π 3π −3π 3π
−2 −2
Figure 1 Figure 2
6
−3π 3π
−2
Figure 3
• When the maximum value of the function occurs on the y-intercept, writing a cosine function
would involve no horizontal shift (h = 0). See Figure 2, where y = 2 cos θ + 3 and the
midline, y = 3, are drawn.
• When the y-intercept is not on the midline and it is not the maximum value, there has been a
horizontal shift and either function could be written. There are several functions that yield the
same graph. Note that the graph in Figure 3 could be any of the following functions.
π
( )
y = 2 sin x − — + 3
2
y = 2 cos(x − π) + 3
y = −2 cos x + 3
Pacing Suggestion
• The exploration provides an opportunity for students to analyze the characteristics of
a sinusoid in order to write an equation for the graph. After students have tried a few
examples, transition to the formal lesson.
Section 9.6 T-504

Common Core
HSF-TF.B.5 Choose trigonometric
functions to model periodic phenomena
with specified amplitude, frequency, and Exploration
midline.
HSF-BF.A.1a Determine an explicit Motivate
expression, … or steps for calculation “What is the significance of the winter (or summer) solstice?” Answers will vary. The sun
from a context. reaches its lowest or highest point, and we have the shortest or longest days of the year.
“What is the significance of the fall (or spring) equinox?” Answers will vary. The tilt of
HSA-CED.A.2 Create equations in two
Earth’s axis is inclined neither away from nor toward the Sun.
… variables to represent relationships
• In the northern hemisphere, the summer solstice is near June 21, while the winter solstice
between quantities; graph equations on
occurs around December 21 each year. In the southern hemisphere, the summer and winter
coordinate axes with labels and scales.
solstices are switched.
• In the northern hemisphere, the vernal equinox (spring equinox) occurs around March 21,
while the autumnal equinox (fall equinox) is near September 21 each year. Again, in the
southern hemisphere, the respective dates are reversed.
• Explain to students that in this lesson they will write a model for the number of daylight
hours as a function of the time of year.
Exploration Note
• This exploration is a bit more challenging than most of the explorations. You may want to
model with students how the first example is done, and then assign partners one of the
remaining problems to try.
Exploration 1
• In working through the first example, the key characteristics to note about the general sine
equation y = a sin b(x − h) + k include the following:
• The horizontal axis of the sinusoid is the x-axis, so there is no vertical shift; k = 0.
• The amplitude is 5; a = 5.
2π 4
• The period of the function is about 1.5. Solve — = 1.5. So, b = —π.
b 3
• The sine function has been translated approximately 0.5 unit left, so h = −0.5.
• Substituting this information into the equation, you have y = 5 sin —43 π(x + 0.5).
• Have students check the accuracy of the equation by graphing the equation using technology.

• It is possible to approximate the equation of a real-life model by examining the characteristics
of the graph as done in the exploration.

• Students will work with sinusoidal models in the formal lesson.
T-505 Chapter 9

9.6 Modeling with Trigonometric
Functions Dynamic Teaching Tools
Essential Question What are the characteristics of the real-life Lesson Planning Tool
problems that can be modeled by trigonometric functions?
Modeling Electric Currents Dynamic Classroom with Dynamic Investigations
Work with a partner. Find a sine function that models the electric current shown
in each oscilloscope screen. State the amplitude and period of the graph.
MODELING WITH ANSWERS
MATHEMATICS a.
20
b.
20 1. a. y = 5 sin 1.38π (x + 0.5);
To be proficient in math, 15 15 amplitude: 5, period: about 1.45
10 10
you need to apply the
5 5 b. y = 20 sin π (x + 0.4); amplitude:
mathematics you know
to solve problems arising
0 0 20, period: 2
-5 -5
in everyday life. -10 -10 c. y = 15 sin 2π (x − 0.4);
-15 -15 amplitude: 15, period: 1
-20 -20
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
d. y = 15 sin —12π (x − 1.2);
amplitude: 15, period: 4
c.
20
d. 20
e. y = 12 sin 1.46π (x + 0.2);
15 15 amplitude: 12, period: about 1.37
f. y = 3 sin π (x + 3); amplitude: 3,
10 10
5 5
0 0 period: 2
-5
-10
-5
-10
2. Sample answer: The problems
-15 -15 involve oscillating motion or patterns
-20
0 1 2 3 4 5 6 7 8 9 10
-20
0 1 2 3 4 5 6 7 8 9 10 that repeat in cycles.
3. Answers will vary.
e. 20
f. 20
15 15
10 10
5 5
0 0
-5 -5
-10 -10
-15 -15
-20 -20
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

2. What are the characteristics of the real-life problems that can be modeled by
trigonometric functions?
3. Use the Internet or some other reference to find examples of real-life situations
that can be modeled by trigonometric functions.
Section 9.6 Modeling with Trigonometric Functions 505
Section 9.6 505

English Language Learners Interpret and use frequency.
Write trigonometric functions.
Vocabulary Core Vocabul
Vocabulary
larry Use technology to find trigonometric models.
Brainstorm the meaning of the frequency, p. 506
word frequency. Some students may sinusoid, p. 507
Frequency
state that it means how many times Previous The periodic nature of trigonometric functions makes them useful for modeling
something happens. Compare this amplitude oscillating motions or repeating patterns that occur in real life. Some examples are
period sound waves, the motion of a pendulum, and seasons of the year. In such applications,
statement to the scientific definition, midline the reciprocal of the period is called the frequency, which gives the number of cycles
the number of cycles per unit of per unit of time.
time. Point out that in the context of
this lesson, frequency is how often
Using Frequency
something happens in a period of time.
A sound consisting of a single frequency is called a pure tone. An audiometer
produces pure tones to test a person’s auditory functions. An audiometer produces
a pure tone with a frequency f of 2000 hertz (cycles per second). The maximum
Extra Example 1 pressure P produced from the pure tone is 2 millipascals. Write and graph a sine
An audiometer produces a pure tone model that gives the pressure P as a function of the time t (in seconds).
with a frequency f of 1000 hertz (cycles

per second). The maximum pressure P
produced from the pure tone is
20 millipascals. Write and graph a sine
SOLUTION
model that gives the pressure P as a
Step 1 Find the values of a and b in the model P = a sin bt. The maximum pressure
function of the time t (in seconds). is 2, so a = 2. Use the frequency f to find b.
P = 20 sin 2000π t 1
frequency = — Write relationship involving frequency and period.
P period
20
b
2000 = — Substitute.
10 2π
4000π = b Multiply each side by 2π.

1 3 t The pressure P as a function of time t is given by P = 2 sin 4000π t.
4000 4000
P Step 2 Graph the model. The amplitude is a = 2 and the period is
2
1 1
— = —.
f 2000
1 t
8000
The key points are:
−2
( 1
⋅ 1 1
) ( 1
Intercepts: (0, 0); — —, 0 = —, 0 ; —, 0
2 2000 4000 2000 )( )
(⋅ ) ( )
1 1
4 2000
1
Maximum: — —, 2 = —, 2
8000
Minimum: ( ⋅ , −2 ) = ( , −2 )
3 1 3
— — —
4 2000 8000
The graph of P = 2 sin 4000π t is shown at the left.

• FYI: If your heart rate is 90 beats per minute, that is the frequency. The period is the
reciprocal, —23 second (time between beats).
• In Example 1, there is a change in period and amplitude, so the model used is y = a sin bx. The
variables P and t are used, given the context. So the model becomes P = a sin bt.
1
“If the frequency is 2000 hertz (cycles per second), what is the period?” the reciprocal, or —
2000
2π 1
• Solve — = — . So b = 4000π.
b 2000
“If the maximum pressure is 2, what is the amplitude?” 2
• Substitute for a and b: P = 2 sin 4000π t. Use intercepts to do a rough sketch.
506 Chapter 9

Differentiated Instruction
1. WHAT IF? In Example 1, how would the function change when the audiometer
produced a pure tone with a frequency of 1000 hertz?
Organization
Help students compose a list of steps
Writing Trigonometric Functions they will use to write the function of a
Graphs of sine and cosine functions are called sinusoids. One method to write a sine sinusoid represented by a graph. Then
or cosine function that models a sinusoid is to find the values of a, b, h, and k for have students sketch the graph of a
y = a sin b(x − h) + k or y = a cos b(x − h) + k sinusoid function and highlight the part
2π of the graph that corresponds to each
where ∣ a ∣ is the amplitude, — is the period (b > 0), h is the horizontal shift, and k is
the vertical shift.
b step in their lists.
Writing a Trigonometric Function Extra Example 2

Write a function for the sinusoid shown. Write a function for the sinusoid shown.
y
5
(π8 , 5( 14
y ( π4 , 13)
3
( 38π , −1(
π π 3π π x
4 2 4
SOLUTION
Step 1 Find the maximum and minimum values. From the graph, the maximum
value is 5 and the minimum value is −1.
(58π, −5)
Step 2 Identify the vertical shift, k. The value of k is the mean of the maximum and The function is y = 9 cos 8x + 4.
minimum values.
STUDY TIP (maximum value) + (minimum value) 5 + (−1) 4

k = ———— = — = — = 2 MONITORING PROGRESS
2 2 2
Because the graph repeats
π Step 3 Decide whether the graph should be modeled by a sine or cosine function. ANSWER
every — units, the period
2 Because the graph crosses the midline y = 2 on the y-axis, the graph is a sine 1. The period would increase because
π curve with no horizontal shift. So, h = 0.
is —. the frequency is decreased,
2
Step 4 Find the amplitude and period. The period is P = 2 sin 2000π t.
Check π 2π
—=— b = 4.
6 2 b
The amplitude is
(maximum value) − (minimum value) 5 − (−1) 6
∣ a ∣ = ———— = — = — = 3.
2 2 2
π 2π
− The graph is not a reflection, so a > 0. Therefore, a = 3.
2
−2 The function is y = 3 sin 4x + 2. Check this by graphing the function on a

graphing calculator.

• Write the general equation of a sinusoid (sine and cosine) and review the parameters a, b, h,
and k. From a graph or context, students will determine these parameters, knowing some may
be 0 (h and k) or 1 (a and b).
• Big Idea: This sinusoid could be modeled by a sine or cosine equation, and they would have the
same amplitude a, period b, and vertical shift k. Only the horizontal shift h would change. See
the Teaching Strategy on page T-504. Because h = 0 for a sine equation, write this equation.
Section 9.6 507

Modeling Circular Motion
Extra Example 3
Two people swing jump ropes. The Two people swing jump ropes, as shown in the diagram. The highest point of the
middle of each rope is 75 inches above the ground, and the lowest point is 3 inches.
highest point in the middle of each rope The rope makes 2 revolutions per second. Write a model for the height h (in inches) of
is 80 inches above the ground, and the a rope as a function of the time t (in seconds) given that the rope is at its lowest point
when t = 0.
lowest point is 2 inches. The rope makes
2 revolutions per second. Write a model 75 in. above ground
for the height h (in inches) of a rope as a
function of the time t (in seconds) given
that the rope is at its lowest point when
t = 0. 3 in. above ground
Not drawn to scale
A model for the height of the rope is
h(t) = −39 cos 4 π t + 41. SOLUTION
A rope oscillates between 3 inches and 75 inches above the ground. So, a sine
or cosine function may be an appropriate model for the height over time.
MONITORING PROGRESS
Step 1 Identify the maximum and minimum values. The maximum height of
ANSWERS a rope is 75 inches. The minimum height is 3 inches.
2. Sample answer: y = 2 cos 3x Step 2 Identify the vertical shift, k.
3. Sample answer: y = 2 sin πx − 1 (maximum value) + (minimum value) 75 + 3
k = ———— = — = 39
4. The amplitude changes to 32.5 and 2 2
Check
the vertical shift becomes 37.5, but Step 3 Decide whether the height should be modeled by a sine or cosine function.
the period is not affected. Use the table feature of a When t = 0, the height is at its minimum. So, use a cosine function whose
graphing calculator to check graph is a reflection in the x-axis with no horizontal shift (h = 0).
your model.
Step 4 Find the amplitude and period.
X Y1
(maximum value) − (minimum value) 75 − 3
3 The amplitude is ∣ a ∣ = ———— = — = 36.
.25 75 2 2
.5 3 2 revolutions
.75 75 Because the graph is a reflection in the x-axis, a < 0. So, a = −36. Because
1 3
1.25 75 a rope is rotating at a rate of 2 revolutions per second, one revolution is
1.5 3 2π
X=0 completed in 0.5 second. So, the period is — = 0.5, and b = 4π.
b
A model for the height of a rope is h(t) = −36 cos 4πt + 39.
Write a function for the sinusoid.

2. y 3. y
3
(0, 2) 1 (12 , 1(
1 3 5 x
2 2 2
−1 2π x
3
−3 (π3 , −2( (32 , −3(
4. WHAT IF? Describe how the model in Example 3 changes when the lowest point
of a rope is 5 inches above the ground and the highest point is 70 inches above
the ground.

• Pose Example 3. Say, “The rope reaches a height of 75 inches above the ground followed by a
low of 3 inches off the ground. This pattern continues. Work with your partners to write a model
for this motion, given that the rope starts at (0, 3).”
• MP1 Make Sense of Problems and Persevere in Solving Them: Give time for students
to work through this problem. Trust that they have the background knowledge to be successful
and can persevere in solving this problem.
• Use Questions 2 and 3 for additional practice in writing models for a sinusoid.
508 Chapter 9

Using Technology to Find Trigonometric Models
Another way to model sinusoids is to use a graphing calculator that has a sinusoidal
Extra Example 4
regression feature. The table shows the average monthly low
temperature D (in degrees Fahrenheit)
Using Sinusoidal Regression
in Austin, Texas, where t = 1 represents
T table shows the numbers N of hours of daylight in Denver, Colorado, on the
The January. Write a model that gives D as a
115th day of each month, where t = 1 represents January. Write a model that gives N
aas a function of t and interpret the period of its graph. function of t and interpret the period of its
graph.
t 1 2 3 4 5 6
N 9.68 10.75 11.93 13.27 14.38 14.98 t D
t 7 8 9 10 11 12 1 41
N 14.70 13.73 12.45 11.17 9.98 9.38 2 45
SOLUTION
S
3 51
Step 1 Enter the data in a graphing
S Step 2 Make a scatter plot. 4 59
calculator.
20 5 67
L1 L2 L3 1 6 72
1 9.68 ------
2 10.75
3 11.93 7 74
4 13.27
5
6
14.38
14.98
8 75
7 14.7
L1(1)=1
0
0
13 9 69
Step 3 The scatter plot appears Step 4 Graph the data and the model 10 61
sinusoidal. So, perform a in the same viewing window.
11 51
sinusoidal regression.
20
12 42
STUDY TIP SinReg
Notice that the sinusoidal y=a*sin(bx+c)+d
regression feature finds a=2.764734198 A model for the data is
b=.5111635715
a model of the form
c=-1.591149599 D = 17.6 sin(0.5t − 1.9) + 57.8. The
y = a sin(bx + c) + d. This
d=12.13293913 2π
function has a period of —
2π 0 13 period — ≈ 12 makes sense because
b 0 0.5
because it can be written there are 12 months in a year, and you
c
( b)
as y = a sin b x + — + d. The model appears to be a good fit. So, a model for the data is
2π
would expect this pattern to continue in
N = 2.76 sin(0.511t − 1.59) + 12.1. The period, — ≈ 12, makes sense following years.
0.511
because there are 12 months in a year and you would expect this pattern to
continue in following years.
MONITORING PROGRESS
Monitoring Progress Help in English and Spanish at BigIdeasMath.com ANSWER
5. The table shows the average daily temperature T (in degrees Fahrenheit) for
5. T = 21.8 sin(0.514m − 2.18) + 51.3;
a city each month, where m = 1 represents January. Write a model that gives T The period of the graph represents
as a function of m and interpret the period of its graph. the amount of time it takes for the
weather to repeat its cycle, which is
m 1 2 3 4 5 6 7 8 9 10 11 12
about 12 months.
T 29 32 39 48 59 68 74 72 65 54 45 35

• From the Motivate and from studying science, students will have a sense that this data can be
modeled by a sinusoid.
MP4 Model with Mathematics and MP5 Use Appropriate Tools Strategically:
Sinusoidal regression is done similarly to other types of regression performed earlier this year.
Interpret the period and amplitude. “Would you expect a similar graph for data associated with
Melbourne, Australia?” yes; In the southern hemisphere, the graph would be a reflection.
Closure
• Point of Most Significance: Ask students to identify, aloud or on a paper, the most
significant point (or part) in the lesson that aided their learning.
Section 9.6 509

Homework Check
1. COMPLETE THE SENTENCE Graphs of sine and cosine functions are called __________.
Basic: 1, 2, 3–21 odd, 28, 30, 32–39
Average: 1, 2, 8–24 even, 25, 28, 30, 2. WRITING Describe how to find the frequency of the function whose graph is shown.
32–39 y
Advanced: 1, 2, 8–30 even, 31–39 0.1
1 x
HOMEWORK CHECK 12
Basic: 11, 13, 17, 19, 21

Average: 12, 14, 18, 20, 22
Advanced: 12, 16, 18, 20, 22 Monitoring Progress and Modeling with Mathematics
In Exercises 3 –10, find the frequency of the function. In Exercises 13–16, write a function for the sinusoid.
(See Example 2.)
3. y = sin x 4. y = sin 3x
ANSWERS 13. y
1. sinusoids 5. y = cos 4x + 2 6. y = −cos 2x
2
(π4 , 3)
2. From the graph, it can be determined πx x
7. y = sin 3πx 8. y = cos —
that the period is —13 . The frequency is 4 −
3π
4
−
π
4
π
4
3π
4
5π
4
7π
4
the reciprocal of the period, so 3. 1
9. y = — cos 0.75x − 8
2
10. y = 3 sin 0.2x + 6 ( 34π , −3)
1
3. —
2π 11. MODELING WITH MATHEMATICS The lowest 14. y
frequency of sounds that can be heard by humans 6 (0, 5)
3
4. — is 20 hertz. The maximum pressure P produced
2π from a sound with a frequency of 20 hertz is
π −2 π x
0.02 millipascal. Write and graph a sine model that −
2 2 2
5. — gives the pressure P as a function of the time t π , −5
π (in seconds). (See Example 1.)
−6
(4 )
1
6. — 12. MODELING WITH MATHEMATICS A middle-A tuning
π fork vibrates with a frequency f of 440 hertz (cycles
15. y
(2, 2)
2
3
7. —2 per second). You strike a middle-A tuning fork with a
force that produces a maximum pressure of 5 pascals.
1
8. —8 Write and graph a sine model that gives the pressure P 2 4 6 x
as a function of the time t (in seconds).
3
9. — (0, −2)
8π
1 16. y
10. —
10π −1 x
11. P = 0.02 sin 40πt

1
( 32 , −1( 4
−2
y
0.02 ( 12 , −3(
0.01
0.01 0.02 0.03 0.04 x

−0.01
−0.02
13. y = 3 sin 2x
12. P = 5 sin 880πt 14. y = 5 cos 4x
y
5 π
15. y = −2 cos —(x + 4)
4 2
3
2
16. y = −sin πx − 2
1
1 1 3 1
2200 1100 2200 550 x
−2
−3
−4
−5
510 Chapter 9

17. ERROR ANALYSIS Describe and correct the error in USING TOOLS In Exercises 21 and 22, the time t is
finding the amplitude of a sinusoid with a maximum measured in months, where t = 1 represents January.
point at (2, 10) and a minimum point at (4, −6). Write a model that gives the average monthly high Dynamic Teaching Tools
temperature D as a function of t and interpret the Dynamic Assessment & Progress Monitoring Tool
✗
period of the graph. (See Example 4.)
(maximum value) + (minimum value)
∣ a ∣ = ——— Interactive Whiteboard Lesson Library
2 21. Air Temperatures in Apple Valley, CA
10 − 6 Dynamic Classroom with Dynamic Investigations
=— t 1 2 3 4 5 6
2
=2 D 60 63 69 75 85 94
t 7 8 9 10 11 12 ANSWERS
18. ERROR ANALYSIS Describe and correct the error 17. To find the amplitude, take half of the
D 99 99 93 81 69 60
in finding the vertical shift of a sinusoid with a difference between the maximum and
maximum point at (3, −2) and a minimum point 10 − (−6)
at (7, −8). 22. Water Temperatures at Miami Beach, FL the minimum; — = 8
2
✗
t 1 2 3 4 5 6 18. To find the vertical shift, use the
(maximum value) + (minimum value)
k = ——— D 71 73 75 78 81 85 y-coordinates of the points;
2
=—
7+3 t 7 8 9 10 11 12 −2 + (−8)
2 — = −5
D 86 85 84 81 76 73 2
=5
19. h = −2.5 cos π t + 6.5
23. MODELING WITH MATHEMATICS A circuit has an
π
19. MODELING WITH MATHEMATICS One of the largest alternating voltage of 100 volts that peaks every 20. h = −36.25 cos —t + 34.25
sewing machines in the world has a flywheel (which 0.5 second. Write a sinusoidal model for the voltage V 12
turns as the machine sews) that is 5 feet in diameter. as a function of the time t (in seconds). 21. D = 19.81 sin(0.549t − 2.40) + 79.8;
The highest point of the handle at the edge of the
V The period of the graph represents
flywheel is 9 feet above the ground, and the lowest
point is 4 feet. The wheel makes a complete turn 100
( 1 , 100
8 ( the amount of time it takes for the
every 2 seconds. Write a model for the height h weather to repeat its cycle, which is
(in feet) of the handle as a function of the time t 1 t
8
about 11.4 months.
(in seconds) given that the handle is at its lowest point
when t = 0. (See Example 3.) ( 3 , −100
8 ( 22. D = 7.38 sin(0.498t − 2.05) + 78.6;
The period of the graph represents
20. MODELING WITH MATHEMATICS The Great Laxey
24. MULTIPLE REPRESENTATIONS The graph shows the the amount of time it takes for the
Wheel, located on the Isle of Man, is the largest average daily temperature of Lexington, Kentucky.
working water wheel in the world. The highest weather to repeat its cycle, which is
The average daily temperature of Louisville,
point of a bucket on the wheel is 70.5 feet above the
π
about 12.6 months.
viewing platform, and the lowest point is 2 feet below Kentucky, is modeled by y = −22 cos —t + 57,
6 23. V = 100 sin 4π t
the viewing platform. The wheel makes a complete
turn every 24 seconds. Write a model for the height h
where y is the temperature (in degrees Fahrenheit) and 24. Louisville; The graph of the average
t is the number of months since January 1. Which city
(in feet) of the bucket as a function of time t daily temperature for Louisville
has the greater average daily temperature? Explain.
(in seconds) given that the bucket is at its lowest
point when t = 0.
is always higher than the one for
Daily Temperature in Lexington Lexington.
y
Temperature
T (6, 76)
80 Louisville
80
(F°)
40 70
(0, 33)
0
60
0 2 4 6 8 10 t 50
Months since January 1 40 Lexington
30
20
10
1 2 3 4 5 6 7 8 9 10 11 t
Section 9.6 511

25. USING TOOLS The table shows the numbers of 28. HOW DO YOU SEE IT? What is the frequency of the
ANSWERS employees N (in thousands) at a sporting goods function whose graph is shown? Explain.
25. a. N = 3.68 sin(0.776t − 0.70) + company each year for 11 years. The time t is
y
measured in years, with t = 1 representing the
20.4 first year. 0.5
b. about 23,100 employees
t 1 2 3 4 5 6 x
26–39. See Additional Answers. 1 5 9 13 17 21
N 20.8 22.7 24.6 23.2 20 17.5 8 8 8 8 8 8
t 7 8 9 10 11 12
Mini-Assessment N 16.7 17.8 21 22 24.1
a. Use sinusoidal regression to find a model that 29. USING STRUCTURE During one cycle, a sinusoid
1. An audiometer produces a pure π π
tone with a frequency f of 1500
gives N as a function of t. ( )
has a minimum at —, 3 and a maximum at —, 8 .
2 4 ( )
b. Predict the number of employees at the company Write a sine function and a cosine function for the
hertz. The maximum pressure P in the 12th year. sinusoid. Use a graphing calculator to verify that
your answers are correct.
produced by the pure tone is
26. THOUGHT PROVOKING The figure shows a tangent
10 millipascals. Write and graph a line drawn to the graph of the function y = sin x. At 30. MAKING AN ARGUMENT Your friend claims that a
sine model that gives the pressure several points on the graph, draw a tangent line to function with a frequency of 2 has a greater period
the graph and estimate its slope. Then plot the points than a function with a frequency of —12 . Is your friend
P as a function of the time t correct? Explain your reasoning.
(x, m), where m is the slope of the tangent line. What
(in seconds). P = 10 sin 3000π t can you conclude?
y 31. PROBLEM SOLVING The low tide at a port is 3.5 feet
P and occurs at midnight. After 6 hours, the port is at
10 1 high tide, which is 16.5 feet.
x
1 1 t −2π −π π 2π
6000 2000
The slope of the tangent high
h tid
ide: 16.5
5 ft
line at (0, 0) is 1.
low
low tiide
e: 3.5
5 ft
ft
2. Write a function for the sinusoid
shown. 27. REASONING Determine whether you would use a sine
or cosine function to model each sinusoid with the
y a. Write a sinusoidal model that gives the tide depth
( 9π
16
, 8 ) y-intercept described. Explain your reasoning.
a. The y-intercept occurs at the maximum value of
d (in feet) as a function of the time t (in hours). Let
t = 0 represent midnight.
8
the function.
b. Find all the times when low and high tides occur
4 b. The y-intercept occurs at the minimum value of in a 24-hour period.
the function.
c. Explain how the graph of the function you wrote
c. The y-intercept occurs halfway between the in part (a) is related to a graph that shows the tide
π π x maximum and minimum values of the function. depth d at the port t hours after 3:00 a.m.
( 316π , −2)
2
−4
y = 5 sin 8x + 3 Simplify the expression. (Section 5.2)
3. Two people swing jump ropes. The 32. ——

17
33. —
—
3
34. —
—
8
35. —— —
13
√2 √6 − 2 √10 + 3 √3 + √11
highest point in the middle of each
rope is 68 inches above the ground, Expand the logarithmic expression. (Section 6.5)
and the lowest point is 4 inches. 36. log8 —

x
37. ln 2x 38. log3 5x3 39. ln —
4x6
7 y
The rope makes 1.5 revolutions
per second. Write a model for the
height h (in inches) of a rope as a
function of the time t (in seconds),
given that the rope is at its lowest
point when t = 0. hsnb_alg2_pe_0906.indd 512 2/5/15 1:52 PM
h(t) = −32 cos 3π t + 36 If students need help... If students got it...

4. The data show the average monthly Resources by Chapter Resources by Chapter
high temperature D (in degrees • Practice A and Practice B • Enrichment and Extension
Fahrenheit) in New York, New York, • Puzzle Time • Cumulative Review
where t = 1 represents January.
Student Journal
Write a model that gives D as a Start the next Section
• Practice
function of t.
(1, 36), (2, 40), (3, 48), (4, 58), Differentiating the Lesson
(5, 68), (6, 77), (7, 83), (8, 81), Skills Review Handbook
(9, 74), (10, 63), (11, 52), (12, 42)
D = 22.9 sin(0.5t − 2.1) + 59.3
512 Chapter 9

Introduction
• In prior classes, students have worked with identities—equations that are true for all values
of the variable. In this lesson, they will work with trigonometric identities.
• The identities can be derived from the definitions of the trigonometric functions, along with a
bit of symbolic manipulation.
• Students will simplify trigonometric expressions and verify trigonometric identities.
Teaching Strategy
• Any of the identities stated on page 514 can be illustrated with a graph. Shown below is the
graph of y = sin2 θ + cos2 θ (see Figures 1 and 2). The other Pythagorean Identities would
have the same graph, y = 1.
4
Y1=(sin(X))2+(cos(
X))2
Y2=
Y3= −2π 2π
Y4=
Y5=
Y6=
−4
Figure 1 Figure 2
sin θ
• Shown in Figures 3 and 4 is the identity tan θ = —. The right side of the identity is
cos θ
graphed, which students should recognize as the tangent function.
4
Y1=sin(X)/cos(X)
Y2=
Y3=
Y4= −2π 2π
Y5=
Y6=
Y7=
−4
Figure 3 Figure 4
Pacing Suggestion
• The explorations provide an opportunity for students to develop a conceptual understanding
of what a trigonometric identity is. When the Pythagorean Identities are stated in the formal
lesson, they should make sense to students. Discuss the results of the explorations, and then
transition to the formal lesson.
Section 9.7 T-512

Common Core
HSF-TF.C.8 Prove the Pythagorean
identity sin2(θ) + cos2(θ) = 1 and use it
to find sin(θ), cos(θ), or tan(θ) given sin(θ), Exploration
cos(θ), or tan(θ) and the quadrant of
the angle. Motivate
• Introduce the expressions: student identity card, student identity number, identity theft, and
physical marks of identity.
• Ask students to discuss the meaning of identity in each expression.
• They can give examples of student identity numbers and identity theft. They may be able to
describe physical marks of identity, such as a tattoo of a rose on a shoulder.
• In this lesson, students will explore trigonometric identities.
Discuss
• Students were first introduced to the concept of an identity in Algebra 1. Now they extend
this concept to trigonometric functions.
• You may want to check students’ understanding of identity before they begin.
Exploration 1
• Students will not have difficulty getting started with this first exploration.
• Common Misconception: In part (c), the notation sin2 θ may be confusing to students.
Explain to students that sin2 θ is also written (sin θ)2 and means the square of the value of
sin θ. It does not mean that the measure of the angle is being squared, which does not make
sense, yet this can be confusing notation for students.
• In part (c), students are asked to determine what sin2 θ + cos2 θ is equal to, and that is the
expression they should begin with.
• In part (d), remind students, if necessary, that they are squaring the value of sin θ and not
π π 1 1
the measure of the angle. So, when θ = —, sin — = — and sin2 θ = —.
6 6 2 4
“What relationship did you determine for sin2 θ + cos2 θ?” The sum always equals 1.
“Is the relationship true in all four quadrants?” yes
Exploration 2
sin2 θ
• When students divide sin2 θ + cos2 θ = 1 by cos2 θ, they may not recognize names for —
cos2 θ
1
and — . A similar situation will occur in part (b).
cos2 θ
• Give students sufficient time to consider the symbolic manipulation posed, and then discuss
as a class.

• Discuss students’ responses to gain an understanding of how students think about identities.

• Students should have discovered the Pythagorean Identities in these two explorations.
Additional identities are presented in the formal lesson.
T-513 Chapter 9

9.7 Using Trigonometric Identities Dynamic Teaching Tools
Essential Question How can you verify a trigonometric
identity? Lesson Planning Tool
Writing a Trigonometric Identity
Work with a partner. In the figure, the point y
(x, y) is on a circle of radius c with center at
the origin. (x, y)
ANSWERS
a. Write an equation that relates a, b, and c. 1. a. a2 + b2 = c2
b. Write expressions for the sine and cosine b a
c b. sin θ = —, cos θ = —
ratios of angle θ. b
c c
c. Use the results from parts (a) and (b) to c. sin2 θ + cos2 θ = 1
find the sum of sin2θ and cos2θ. What do θ
you observe? a x d. See Additional Answers.
d. Complete the table to verify that the identity you wrote in part (c) is valid 2. a. 1 + tan2 θ = sec2 θ
for angles (of your choice) in each of the four quadrants. b. cot2 θ + 1 = csc2 θ
3. Sample answer: To verify a
θ sin2 θ cos2 θ sin2 θ + cos2 θ
trigonometric identity, manipulate one
QI
side of the equation until both sides
QII are equal.
QIII 4. no; sin θ = cos θ is not true for all
QIV values of θ; for instance,
—
π √3 π 1
sin— = — but cos — = —
3 2 3 2
Writing Other Trigonometric Identities 1
5. Sample answer: — = cos θ,
Work with a partner. The trigonometric identity you derived in Exploration 1 is sec θ
1
REASONING called a Pythagorean identity. There are two other Pythagorean identities. To derive — = sin θ
them, recall the four relationships: csc θ
ABSTRACTLY
sin θ cos θ
To be proficient in math, tan θ = — cot θ = —
you need to know and cos θ sin θ
flexibly use different 1 1
sec θ = — csc θ = —
properties of operations cos θ sin θ
and objects.
a. Divide each side of the Pythagorean identity you derived in Exploration 1
by cos2θ and simplify. What do you observe?
b. Divide each side of the Pythagorean identity you derived in Exploration 1
by sin2θ and simplify. What do you observe?

3. How can you verify a trigonometric identity?
4. Is sin θ = cos θ a trigonometric identity? Explain your reasoning.
5. Give some examples of trigonometric identities that are different than those in
Explorations 1 and 2.
Section 9.7 Using Trigonometric Identities 513
Section 9.7 513

English Language Learners Use trigonometric identities to evaluate trigonometric functions and
simplify trigonometric expressions.
Simplified Language Core Vocabul
Vocabulary
larry Verify trigonometric identities.
Explain to students that a trigonometric identity, p. 514
trigonometric identity is an equation Previous Using Trigonometric Identities
that involves trigonometric functions. It unit circle Recall that when an angle θ is in standard y
states that two expressions are equal, position with its terminal side intersecting
the unit circle at (x, y), then x = cos θ and (cos θ, sin θ) = (x, y)
and at least one of those expressions y = sin θ. Because (x, y) is on a circle r=1
θ
contains a trigonometric function. centered at the origin with radius 1, it
x
Point out that the trigonometric STUDY TIP follows that
identities are grouped based on similar Note that sin2 θ represents x2 + y2 = 1

patterns in the equations. (sin θ)2 and cos2 θ and
represents (cos θ)2.
cos2 θ + sin2 θ = 1.
The equation cos2 θ + sin2 θ = 1 is true for any value of θ. A trigonometric equation
that is true for all values of the variable for which both sides of the equation are
defined is called a trigonometric identity. In Section 9.1, you used reciprocal
identities to find the values of the cosecant, secant, and cotangent functions. These
and other fundamental trigonometric identities are listed below.
Core Concept
Fundamental Trigonometric Identities
Reciprocal Identities
1 1 1
csc θ = — sec θ = — cot θ = —
sin θ cos θ tan θ
Tangent and Cotangent Identities

sin θ cos θ
tan θ = — cot θ = —
cos θ sin θ
Pythagorean Identities
sin2 θ + cos2 θ = 1 1 + tan2 θ = sec2 θ 1 + cot2 θ = csc2 θ
Cofunction Identities
π π π
( )
sin — − θ = cos θ
2 ( )
cos — − θ = sin θ
2 ( )
tan — − θ = cot θ
2
Negative Angle Identities

sin(−θ) = −sin θ cos(−θ) = cos θ tan(−θ) = −tan θ
In this section, you will use trigonometric identities to do the following.

• Evaluate trigonometric functions.
• Simplify trigonometric expressions.
• Verify other trigonometric identities.

• Graphing may help students recall what it means to have an equation that is an identity. See the
Teaching Strategy on page T-512.
• The Reciprocal Identities were first stated when these trigonometric functions were defined. The
Pythagorean Identities were derived in the explorations.
sin θ
“How can you show tan θ = — ?” Answers will vary. Solicit different approaches.
cos θ
• Connect the Cofunction Identities to transformations of the parent functions.
• Use the Core Concept on page 480, Reference Angle Relationships, to discuss validity of the
Negative Angle Identities.
514 Chapter 9

Finding Trigonometric Values
Extra Example 1
4 π
Given that sin θ = — and — < θ < π, find the values of the other five trigonometric 5
functions of θ.
5 2 Given that sin θ = −— and
13
SOLUTION 3π
π < θ < —, find the values of the other
Step 1 Find cos θ. 2
sin2 θ + cos2 θ = 1 Write Pythagorean identity.
five trigonometric functions of θ.
12 5
2 cos θ = −— , tan θ =−— ,
( ) + cos θ = 1
4
—
5
2 4
Substitute — for sin θ.
5
13
12
cot θ = —
12
13
, csc θ = −— ,
4 2 42 5 5
cos2 θ = 1 − —
5 () 5 ()
Subtract — from each side. 13
sec θ = −—
12
9
cos2 θ = — Simplify.
25
cos θ = ± —
3
Take square root of each side. Extra Example 2
5
3 a. Simplify (1 + cos θ)(1 − cos θ).
cos θ = −— Because θ is in Quadrant II, cos θ is negative.
5 (1 + cos θ)(1 − cos θ)
Step 2 Find the values of the other four trigonometric functions of θ using the values
of sin θ and cos θ.
= 1 − cos2 θ
4
— −—
3 = sin2 θ
sin θ 5 4 cos θ 5 3
tan θ = — = — = −— cot θ = — = — = −—
cos θ
−—
3 3 sin θ 4
—
4 b. Simplify cot θ + tan θ.
5 5 cot θ + tan θ
1 1 5
csc θ = — = — = —
1 1
sec θ = — = — = −—
5 cos θ sin θ
sin θ 4 4 cos θ 3 3 =—+—
—
5
−—
5 sin θ cos θ
cos2 θ + sin2 θ
Simplifying Trigonometric Expressions = ——
sin θ cos θ
π 1
( )
Simplify (a) tan — − θ sin θ and (b) sec θ tan2 θ + sec θ.
2 =—
sin θ cos θ
⋅
SOLUTION 1 1
=— —
π sin θ cos θ
(2 )
a. tan — − θ sin θ = cot θ sin θ Cofunction identity
= csc θ sec θ
cos θ
( )
= — (sin θ)
sin θ
Cotangent identity
= cos θ Simplify.
MONITORING PROGRESS
b. sec θ tan2 θ + sec θ = sec θ(sec2 θ − 1) + sec θ Pythagorean identity
ANSWERS
= sec3 θ − sec θ + sec θ Distributive Property —
√35 —
= sec3 θ Simplify. 1. sin θ = —, tan θ = √ 35 ,
6—
6√ 35
csc θ = —, sec θ = 6,
Monitoring Progress Help in English and Spanish at BigIdeasMath.com 35
—
1 π √35
1. Given that cos θ = — and 0 < θ < —, find the values of the other five
6 2
cot θ = —
35
trigonometric functions of θ.
Simplify the expression.
2. 1
tan x csc x 3. cos3 θ
2. sin x cot x sec x 3. cos θ − cos θ sin2 θ 4. —
sec x 4. 1
Section 9.7 Using Trigonometric Identities 515

• Another Way: Example 1 can also be solved from the definitions of the functions. Draw the
reference triangle in Quadrant II, and find the five remaining functions from the right triangle.
• Students get confused at this point when they see simplify. This refers to an expression, yet
students incorrectly think “solve an equation.”
• MP1 Make Sense of Problems and Persevere in Solving Them and MP7 Look For
and Make Use of Structure: A strategy for students to use is thinking about rewriting the
expressions so there is a single function of a single angle.
Section 9.7 515

Verifying Trigonometric Identities
Extra Example 3 You can use the fundamental identities from this chapter to verify new trigonometric
Verify the identity. identities. When verifying an identity, begin with the expression on one side. Use
algebra and trigonometric properties to manipulate the expression until it is identical
1
—— = sec θ + tan θ. to the other side.
sec θ − tan θ
1 Verifying a Trigonometric Identity
——
sec θ − tan θ
sec2 θ − 1
sec θ + tan θ Verify the identity — = sin2 θ.
= — ——
1
⋅
sec θ – tan θ sec θ + tan θ
SOLUTION
sec2 θ
sec θ + tan θ
= —— sec2 θ − 1 sec2 θ 1
sec2 θ − tan2 θ —2
=—
sec θ
2
−—2 sec θ sec θ
Write as separate fractions.
sec θ + tan θ 2
= —— =1− —
1
( ) Simplify.
1 sec θ
= sec θ + tan θ =1− cos2 θ Reciprocal identity
= sin2 θ Pythagorean identity
Extra Example 4
Notice that verifying an identity is not the same as solving an equation. When
sin x cos x
Verify the identity — + — = 1. verifying an identity, you cannot assume that the two sides of the equation are equal
csc x sec x because you are trying to verify that they are equal. So, you cannot use any properties
sin x cos x of equality, such as adding the same quantity to each side of the equation.
—+—
csc x sec x Verifying a Trigonometric Identity
sin x cos x
=—+— Verify the identity sec x + tan x = —.
cos x
1 1 1 − sin x
— —
sin x cos x
LOOKING FOR SOLUTION
= sin2 x + cos2 x STRUCTURE 1
sec x + tan x = — + tan x Reciprocal identity
=1 To verify the identity, you cos x
must introduce 1 − sin x 1 sin x
into the denominator. =—+— Tangent identity
cos x cos x
MONITORING PROGRESS Multiply the numerator
1 + sin x
ANSWERS and the denominator by =— Add fractions.
1 − sin x so you get an cos x
1
5. cot(−θ) = — equivalent expression. 1 + sin x 1 − sin x
tan(−θ) =— —
cos x ⋅
1 − sin x
1 − sin x
Multiply by —.
1 − sin x
1 1 − sin2 x
=— = —— Simplify numerator.
−tan θ cos x(1 − sin x)
= −cot θ = ——
cos2 x
Pythagorean identity
cos x(1 − sin x)
6. x(1 −
csc2 x) =sin2 csc2 x cos2 x cos x
=— Simplify.
1 − sin x
( )
= —
1
sin2 x
cos2 x
cos2 x
=—
sin2 x Verify the identity.
= cot2 x 5. cot(−θ) = −cot θ 6. csc2 x(1 − sin2 x) = cot2 x
7. cos x csc x tan x 7. cos x csc x tan x = 1 8. (tan2 x + 1)(cos2 x − 1) = −tan2 x
⋅ ⋅
1 sin x
= cos x — — 516 Chapter 9 Trigonometric Ratios and Functions
sin x cos x
=1
8. ( tan2 x + 1 )( cos2 x − 1 )
= ( sec2 x )( −sin2 x )
= — ( 1 (
cos2 x )
−sin2 x )
• MP2 Reason Abstractly and Quantitatively: Introduce what it means to verify a
−sin2 x trigonometric identity. Share the rule of thumb that you generally begin on the side of the
=—
cos2 x equation that involves more terms.
= −tan2 x • Work through Example 3 as shown.
• Pose Example 4. Have partners start the solution. When students get to where it looks similar to
1 − sin x
the reciprocal of the desired ratio, introduce the technique of multiplying by —.
1 − sin x
Closure
• Exit Ticket: Find the values of the other five trigonometric functions of θ, when tan θ = 2 and
— — —
3π 2√ 5 √5 1 √5 —
π < θ < —. sin θ = −—, cos θ = −—, cot θ = —, csc θ = −—, and sec θ = −√5
2 5 5 2 2
516 Chapter 9

Homework Check
1. WRITING Describe the difference between a trigonometric identity and a trigonometric equation.
Basic: 1, 2, 3–29 odd, 33, 34, 41–43
2. WRITING Explain how to use trigonometric identities to determine whether sec(−θ) = sec θ or Average: 1, 2, 6–32 even, 33–35,
sec(−θ) = −sec θ.
41–43
Advanced: 1, 2, 6–32 even, 33–38,
Monitoring Progress and Modeling with Mathematics 41–43
In Exercises 3–10, find the values of the other five ERROR ANALYSIS In Exercises 21 and 22, describe and HOMEWORK CHECK
trigonometric functions of θ. (See Example 1.) correct the error in simplifying the expression.
π Basic: 3, 7, 11, 23, 27
✗
1 21.
3. sin θ = —, 0 < θ < —
3 2 1 − sin2 θ = 1 − (1 + cos2 θ ) Average: 6, 8, 12, 24, 28
7 3π = 1 − 1 − cos2 θ
4. sin θ = −—, π < θ < — Advanced: 6, 10, 18, 28, 30
10 2 = −cos2 θ
3 π
5. tan θ = −—, — < θ < π
✗
7 2 22.
cos x 1
2 π
6. cot θ = −—, — < θ < π tan x csc x = — — ⋅
sin x sin x
ANSWERS
5 2
cos x 1. A trigonometric equation is true
=—
5 3π sin2 x for some values of a variable but a
7. cos θ = −—, π < θ < —
6 2 trigonometric identity is true for all
9 3π In Exercises 23–30, verify the identity. (See Examples 3 values of the variable for which both
8. sec θ = —, — < θ < 2π
4 2 and 4.) sides of the equation are defined.
3π 2. The reciprocal identity for secant can
9. cot θ = −3, — < θ < 2π 23. sin x csc x = 1 24. tan θ csc θ cos θ = 1
2
be used to write the expression in
5
10. csc θ = −—, π < θ < —
3
3π
2
( π2 )
25. cos — − x cot x = cos x terms of cosine. The negative angle
identity can be used to simplify the
π
In Exercises 11–20, simplify the expression. 26. sin( − x ) tan x = sin x
— expression and then the reciprocal
(See Example 2.) 2
π identity can again be used to write the
11. sin x cot x 12. cos θ (1 + tan2 θ) cos( − θ ) + 1
—
27. ——
2
= 1 28.
sin2(−x)
— = cos2 x
expression in terms of cosine.
— —
sin(−θ) 1 − sin(−θ) 2tan x
cos2
x 2√2 √2
13. —
cos(−θ)
14. —
cot2 x 1 + cos x sin x 3. cos θ = —,t an θ = —,c sc θ = 3,
29. — + — = 2 csc x 3 4
π sin x 1 + cos x —
(
cos — − x ) 3√ 2
sec θ = —,c ot θ = 2√2
—
15. —
2
csc x ( π2 )
16. sin — − θ sec θ sin x
30. —— = csc x + cot x
1 − cos(−x)
4
— —
csc2 x − cot2 x cos2 x tan2(−x) − 1 31. USING STRUCTURE A function f is odd when √51 7√51
17. —— 18. ——
2 4. cos θ = −—,t an θ = —,
sin(−x) cot x cos x f (−x) = −f(x). A function f is even when 10 51
f (−x) = f (x). Which of the six trigonometric —
π 10√51
(
cos — − θ
2
19. — + cos2 θ
) functions are odd? Which are even? Justify your
10
csc θ = −—,s ec θ = −—,
answers using identities and graphs. 7 51
csc θ —
π √51
sec x sin x + cos — − x
20. ———
2 ( ) 32. ANALYZING RELATIONSHIPS As the value of cos θ
increases, what happens to the value of sec θ? Explain
cot θ = —
7
1 + sec x — —
your reasoning. 3√58 7√ 58
5. sin θ = —,c os θ = −—,
58 58
Section 9.7 Using Trigonometric Identities 517 — —
√58 √58
csc θ = —,s ec θ = −—,
3 7
7
— — cot θ = −—
√65 4 √65 14. sin2 x 3
8. sin θ = −—,c os θ = —,ta n θ = −—, — —
9 9 4 15. sin2 x 5√29 2√ 29
—
9√ 65
—
4√65 6. sin θ = —,c os θ = −—,
csc θ = −—,c ot θ = −— 29 29
65 16. 1 —
65 5 √ 29
— — 17. −sec x tan θ = −—,c sc θ = —,
√10 3√10 1 2 5
9. sin θ = −—,c os θ = —,ta n θ = −—, 18. −1 —
10 10 3 √29
—
19. 1 sec θ = −—
— √10 2
csc θ = −√ 10 ,s ec θ = — 20. sin x — —
3 √ 11 √ 11
3 4 21–32. See Additional Answers. 7. sin θ = −—,t an θ = —,
10. sin θ = −—5 ,c os θ = −—5 ,ta n θ = —34, 6 5
—
5
sec θ = −—4 ,c ot θ = —43 6√11 6
csc θ = −—,s ec θ = −—,
11 5
11. cos x —
5√11
12. sec θ cot θ = —
11
13. −tan θ
Section 9.7 517

33. MAKING AN ARGUMENT Your friend simplifies 37. DRAWING CONCLUSIONS Static friction is the amount
an expression and obtains sec x tan x − sin x. You of force necessary to keep a stationary object on a
Dynamic Teaching Tools simplify the same expression and obtain sin x tan2 x. flat surface from moving. Suppose a book weighing
Dynamic Assessment & Progress Monitoring Tool Are your answers equivalent? Justify your answer. W pounds is lying on a ramp inclined at an angle θ.
The coefficient of static friction u for the book can be
Interactive Whiteboard Lesson Library found using the equation uW cos θ = W sin θ.
34. HOW DO YOU SEE IT? The figure shows the unit
Dynamic Classroom with Dynamic Investigations circle and the angle θ. a. Solve the equation for u and simplify the result.
a. Is sin θ positive or negative? cos θ? tan θ? b. Use the equation from part (a) to determine what
happens to the value of u as the angle θ increases
ANSWERS b. In what quadrant does the terminal side of −θ lie? from 0° to 90°.
c. Is sin(−θ) positive or negative? cos(−θ)?
33. yes; sec x tan x − sin x tan(−θ)? 38. PROBLEM SOLVING When light traveling in a medium
⋅
1 sin x (such as air) strikes the surface of a second medium
= — — − sin x y
(such as water) at an angle θ1, the light begins to
cos x cos x (x, y) travel at a different angle θ2. This change of direction
sin x θ is defined by Snell’s law, n1 sin θ1 = n2 sin θ2, where
=— − sin x
cos2 x n1 and n2 are the indices of refraction for the two
x mediums. Snell’s law can be derived from the equation
= sec2 x sin x − sin x
= sin x( sec2 x − 1 )
= sin x tan2 x θ1
air: n1
n1 n2
34. a. sin θ is positive, cos θ is negative — = ——
—— —. water: n2
and tan θ is negative. 35. MODELING WITH MATHEMATICS A vertical gnomon √cot2 θ1 + 1 √cot2 θ2 + 1 θ2
(the part of a sundial that projects a shadow) has
b. Quadrant III height h. The length s of the shadow cast by the
c. sin(−θ) is negative, cos(−θ) is gnomon when the angle of the Sun above the horizon
is θ can be modeled by the equation below. Show that a. Simplify the equation to derive Snell’s law.
negative and tan(−θ) is positive.
the equation below is equivalent to s = h cot θ. b. What is the value of n1 when θ1 = 55°, θ2 = 35°,
35–43. See Additional Answers. and n2 = 2?
c. If θ1 = θ2, then what must be true about the
values of n1 and n2? Explain when this situation
would occur.
h sin(90° − θ)
s =——
sin θ
39. WRITING Explain how transformations of the
h graph of the parent function f (x) = sin x support the
θ π
s ( )
cofunction identity sin — − θ = cos θ.
2
Mini-Assessment 40. USING STRUCTURE Verify each identity.
3 36. THOUGHT PROVOKING Explain how you can use a a. ln∣ sec θ ∣ = −ln∣ cos θ ∣
1. Given that sin θ = — and trigonometric identity to find all the values of x for
b. ln∣ tan θ ∣ = ln∣ sin θ ∣ − ln∣ cos θ ∣
5 which sin x = cos x.
π
— < θ < π, find the values of
2
the other five trigonometric Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
functions of θ.
Find the value of x for the right triangle. (Section 9.1)
cos θ = −—45, tan θ = −—34, 41. 42. 43.
7
cot θ = −—43, csc θ = 5
—3 , 11 13
x
30°
sec θ = −—45 45° 60° x
x
2. Simplify the expression.
a. csc θ cos2 θ + sin θ csc θ 518 Chapter 9 Trigonometric Ratios and Functions
b. cos2 θ + tan2 θ cos2 θ 1

3. Verify the identity
cos θ(sec θ − cos θ) = sin2 θ.
cos θ(sec θ − cos θ)
= cos θ sec θ − cos2 θ Resources by Chapter Resources by Chapter
⋅ 1
= cos θ — – cos2 θ
cos θ
• Practice A and Practice B
• Puzzle Time
• Enrichment and Extension
• Cumulative Review
= 1 – cos2 θ
= sin2 θ Student Journal
• Practice
4. Verify the identity
(sec x + 1)(sec x − 1) = tan2 x. Differentiating the Lesson
(sec x + 1)(sec x − 1) Skills Review Handbook
= sec2 x − 1
= tan2 x
518 Chapter 9

Introduction
• This lesson extends students’ learning beyond using a single input when evaluating a
trigonometric function. Previously, when students saw sin(x + π), their thinking was in the
context of a horizontal shift of the parent function sin x.
• In this lesson, the sum and difference formulas for sine, cosine, and tangent are presented.
Some of the formulas are derived in the explorations. The context now for sin(x + π) is to
evaluate or simplify the expression.

• Pass the Problem: This technique provides students the opportunity to work with others
on the solution of a problem or a proof that requires more than a few steps. Seeing how
others approach and work the problem helps students to reflect on their own process.
• There are different ways, or configurations, to using this technique. Begin by posing a
problem that individuals or pairs begin to work on. After a fixed amount of time, the problem
is swapped with partners or another pair of students. The recipients finish solving the
problem or make modifications or corrections to the problem. If changes are made, they
must explain why there was an error or why the strategy that was begun is not going to be
followed.
• This technique gives all students the opportunity to participate in the lesson. All students
receive feedback on their work, not just one student that the teacher might have called on.
If the work passed to another is not clear because steps are missing, students receive this
feedback from peers, not just the teacher. If students or partners were unable to get started
on a problem, they will hopefully be exchanging with others who can help them make sense
of the problem.
• When students have finished the problem, the two or four people involved in swapping
problems will confer with one another to discuss the problem and offer additional feedback.
One thing you hope to hear is positive feedback on the clarity of thinking that was recorded,
allowing the recipients to make sense of the work.
Extensions
• Have students check the sum and difference formulas by graphing. For example, verify the
π
sum formula for sin(a + b) by letting a = x and b = —. Graph the left side of the equation,
6
π π
( )
y = sin x + — . It is a horizontal translation of the sine function, — units left. Now graph the
6
π π
6
right side of the equation, y = sin x cos — + cos x sin —. The graphs are the same.
6 6
Pacing Suggestion
• The explorations give students the opportunity to derive the sum and difference formulas
for sine and cosine with their partners. Once derived, the formulas can then be used to solve
problems in the lesson.
Section 9.8 T-518

Common Core
HSF-TF.C.9 Prove the addition and
subtraction formulas for sine, cosine, and
tangent and use them to solve problems. Exploration
Motivate
• Students will not have an intuitive basis for identifying the sum and difference formulas for
trigonometric functions.
• Ask students to make a conjecture about sin(a + b). They are likely to state incorrectly that
sin(a + b) = sin a + sin b.
• Ask them to give several examples to show that sin(a + b) ≠ sin a + sin b.
Exploration Note
• Review the Distance Formula as needed.
Exploration 1
“What methods do you recall for showing that two triangles are congruent?” SSS, SAS, ASA,
and AAS. Students may also mention special cases for right triangles.
• MP2 Reason Abstractly and Quantitatively: Students should first recognize that
each circle is a unit circle in this problem, and therefore the radius is 1. Students should then
reason that with two sides, they should see whether either the third sides or the included
angles are congruent. The third sides are each marked d, so the triangles are congruent by
SSS. Students could also reason that the included angle for each is a − b, so the triangles are
congruent by SAS.
• Students should be able to find an expression for d in each triangle using the Distance
Formula.
• MP1 Make Sense of Problems and Persevere in Solving Them: Students have the
background knowledge to set the expressions they have found in parts (b) and (c) equal to
one another and simplify. Acknowledge that it is messy and that they will need to be careful.
Trust that students will be productive in their work.
• Say, “You have just written an equation for the cosine of the difference of two angles! It is
one of several formulas you will derive.”
Exploration 2
• Teaching Tip: Be sure that students have written the first step correctly. Then let students
work with their partners to simplify.
Exploration 3
• This last exploration is a bit more challenging, though students have the symbolic
manipulation skills to complete it. Students can get lost in the representation, particularly
with the use of nested parentheses.

• Listen for students’ understanding of how to write sum and difference formulas for sine
and cosine.

• The sum and difference formulas derived in the explorations will be stated and used in the
formal lesson.
T-519 Chapter 9

9.8 Using Sum and Difference Formulas Dynamic Teaching Tools
Essential Question How can you evaluate trigonometric
functions of the sum or difference of two angles? Lesson Planning Tool
Deriving a Difference Formula
a. Explain why the two triangles shown are congruent.
y
d y ANSWERS
(cos a, sin a) (cos(a − b), sin(a − b))
(cos b, sin b)
1. a. Sample answer: For each triangle
d
a 1 shown, d is a side that is opposite
1
b
a−b (1, 0) the angle a − b and the other two
x x sides are 1 unit in length. So, the
triangles are congruent by the
SAS Congruence Theorem.
b–d. See Additional Answers.
b. Use the Distance Formula to write an expression for d in the first unit circle. 2. cos(a + b) = cos[a − (−b)]
CONSTRUCTING c. Use the Distance Formula to write an expression for d in the second unit circle. = cos a cos(−b) +
VIABLE ARGUMENTS sin a sin(−b)
d. Write an equation that relates the expressions in parts (b) and (c). Then simplify
you need to understand
this equation to obtain a formula for cos(a − b). = cos a cos b +
and use stated assumptions, sin a(−sin b)
definitions, and previously
Deriving a Sum Formula = cos a cos b −
established results.
Work with a partner. Use the difference formula you derived in Exploration 1 to write sin a sin b
a formula for cos(a + b) in terms of sine and cosine of a and b. Hint: Use the fact that 3. sin(a − b) = sin a cos b −
cos(a + b) = cos[a − (−b)]. cos a sin b
sin (a + b) = sin a cos b +
Deriving Difference and Sum Formulas cos a sin b
Work with a partner. Use the formulas you derived in Explorations 1 and 2 to write 4. Sample answer: Rewrite the function
formulas for sin(a − b) and sin(a + b) in terms of sine and cosine of a and b. Hint: using a sum or difference formula
Use the cofunction identities and simplify.
— —
π π √6 + √2
( ) (
sin — − a = cos a and cos — − a = sin a
2 2 ) 5. a. sin 75° = —;
— 4 —
and the fact that √6 − √2
cos 75° = —;
π 4
[( ) ]
cos — − a + b = sin(a − b) and sin(a + b) = sin[a − (−b)].
2 sin 75° can be written as
sin(45° + 30°) and cos 75° can be
Communicate Your Answer written as cos(45° + 30°) so that
4. How can you evaluate trigonometric functions of the sum or difference of the sum formulas can be applied.
two angles? b. The values are the same.
5. a. Find the exact values of sin 75° and cos 75° using sum formulas. Explain
your reasoning.
b. Find the exact values of sin 75° and cos 75° using difference formulas.
Compare your answers to those in part (a).
Section 9.8 Using Sum and Difference Formulas 519
Section 9.8 519

Differentiated Instruction Use sum and difference formulas to evaluate and simplify trigonometric
expressions.
Kinesthetic Core Vocabul
Vocabulary
larry Use sum and difference formulas to solve trigonometric equations and
Have students cut out sectors of a Previous rewrite real-life formulas.
paper plate that measure angles for ratio
which they know the trigonometric Using Sum and Difference Formulas
ratios: 30°, 45°, 60°, 90°, 180°. On In this lesson, you will study formulas that allow you to evaluate trigonometric
functions of the sum or difference of two angles.
each sector, students should write
the degree and radian measures. Ask
students to make a list of other angle
Core Concept
measures they can make by adding or Sum and Difference Formulas
subtracting these angles. Explain that Sum Formulas Difference Formulas
to add, they can place angles next to sin(a + b) = sin a cos b + cos a sin b sin(a − b) = sin a cos b − cos a sin b
each other, and to subtract, they can cos(a + b) = cos a cos b − sin a sin b cos(a − b) = cos a cos b + sin a sin b
place the smaller angle on top of the tan a + tan b tan a − tan b
tan(a + b) = —— tan(a − b) = ——
larger angle. 1 − tan a tan b 1 + tan a tan b
In general, sin(a + b) ≠ sin a + sin b. Similar statements can be made for the other
Extra Example 1 trigonometric functions of sums and differences.
a. Find the exact value of sin 75°.

— — Evaluating Trigonometric Expressions
√6 + √2
— 7π
4 Find the exact value of (a) sin 15° and (b) tan —.
π 12
b. Find the exact value of tan —.
— 12 SOLUTION
2 − √3
Check a. sin 15° = sin(60° − 45°) Substitute 60° − 45° for 15°.
sin(15˚)
= sin 60° cos 45° − cos 60° sin 45° Difference formula for sine
— — —
.2588190451
( (6)- (2))/4
√3 √2
=— — −— —
2 2 2 2( ) ( )
1 √2
Evaluate.
— —
.2588190451 √6 − √2
=— Simplify.
4
— —
√6 − √2
The exact value of sin 15° is —. Check this with a calculator.
4
7π π π π π 7π
Check 12 (
b. tan — = tan — + —
3 4 ) Substitute — + — for —.
3 4 12
π π
tan(7π/12) tan — + tan —
3 4
= —— Sum formula for tangent
-3.732050808 π π
1 − tan — tan —
-2- (3) 3 4
-3.732050808 —
√3 + 1
=— Evaluate.
⋅
—
1 − √3 1
—
= −2 − √3 Simplify.
7π —
The exact value of tan — is −2 − √ 3 . Check this with a calculator.
12

• Common Misconception: Students wrongly believe that the Distributive Property should be
used. Use the Motivate to explore.
• Explain that the sum and difference formulas can be used to find exact values using the
benchmark angles.
“What combination of benchmark angles can be used to find 15°?” 45° − 30° or 60° − 45°
• Split the class in two groups and have each use one of the differences identified. When they
simplify, the results are the same each way.
• MP5 Use Appropriate Tools Strategically: An approximate answer is found using a
calculator.
520 Chapter 9

Using a Difference Formula
Extra Example 2
3π 5
ANOTHER WAY 4
Find cos(a − b) given that cos a = −— with π < a < — and sin b = — with
5 2 13
Find cos(a − b) given that
π
You can also use a 0 < b < —. 12 π
Pythagorean identity and
2 cos a = −— with — < a < π and
quadrant signs to find 13 2
SOLUTION
sin a and cos b. 3 π
Step 1 Find sin a and cos b. sin b = — with 0 < b < —.
5 2
4 5 33
Because cos a = −— and a is in Because sin b = — and b is in
5 13 The value of cos(a − b) is −— .
3
Quadrant III, sin a = −—, as
12
Quadrant I, cos b = —, as shown 65
5 13
shown in the figure. in the figure.
y y Extra Example 3
Simplify the expression cos(x − π).
13
5 −cos x
4 b
a x x
52 − 42 = 3
5 132 − 52 = 12 MONITORING PROGRESS
ANSWERS
— —
√6 + √2
Step 2 Use the difference formula for cosine to find cos(a − b). 1. —
4
cos(a − b) = cos a cos b + sin a sin b Difference formula for cosine — —
√6 + √2
2. —
4 12
5 13( ) ( )( )
3 5
= −— — + −— —
5 13
Evaluate. 4
—
63 3. 2 + √3
= −— Simplify. — —
65 √6 + √2
63 4. —
The value of cos(a − b) is −—. 4
65 87
5. −—425
Simplifying an Expression 6. −sin x
Simplify the expression cos(x + π). 7. cos x
SOLUTION 8. tan x
cos(x + π) = cos x cos π − sin x sin π Sum formula for cosine
= (cos x)(−1) − (sin x)(0) Evaluate.
= −cos x Simplify.
Find the exact value of the expression.

5π π
1. sin 105° 2. cos 15° 3. tan — 4. cos —
12 12
8 π 24
5. Find sin(a − b) given that sin a = — with 0 < a < — and cos b = −—
17 2 25
3π
with π < b < —.
2
Simplify the expression.
6. sin(x + π) 7. cos(x − 2π) 8. tan(x − π)
Section 9.8 Using Sum and Difference Formulas 521

• Pass the Problem and Thumbs Up: Explain this technique and then pose Example 2. Set up
the reference triangles for each angle, a and b. Give partners 1–2 minutes to discuss and begin a
solution. Call “swap” and have partners continue to solve. Both groups debrief. Use the Thumbs
Up self-assessment.
• MP2: Work through Example 3. “Use a graph to explain why cos(x + π) = −cos x.” Listen for
correct reasoning.
• Think-Pair-Share: Have students answer Questions 1–8, and then share and discuss
as a class.
Section 9.8 521

Solving Equations and Rewriting Formulas
Extra Example 4
π π Solving a Trigonometric Equation
( ) (
Solve cos x + — + cos x − — = 1 for
4 4 ) π π
π ( ) ( )
Solve sin x + — + sin x − — = 1 for 0 ≤ x < 2π.
0 ≤ x < π. x = — 3 3
4
SOLUTION
ANOTHER WAY π π
Extra Example 5 You can also solve the 3 ( )
sin x + — + sin x − — = 1
3 ( ) Write equation.
Use the information in Example 5. equation by using a π π π π

sin x cos — + cos x sin — + sin x cos — − cos x sin — = 1 Use formulas.
3 3 — 3 3
For α = 90°, show that the index of graphing calculator. First,
1 √3 1 √3
—
graph each side of the —sin x + —cos x + —sin x − —cos x = 1 Evaluate.
refraction formula can be rewritten as original equation. Then 2 2 2 2
— —
√2 √2 θ use the intersect feature sin x = 1 Simplify.
n = — + — cot —. to find the x-value(s) π
2 2 2 where the expressions In the interval 0 ≤ x < 2π, the solution is x = —.
2
are equal.
θ α θ
n = — = ——
(
sin — + —
2 2 ) (
sin — + 45°
2 ) Rewriting a Real-Life Formula
θ θ The index of refraction of a transparent material is the ratio of the speed of light in a
sin — sin — vacuum to the speed of light in the material. A triangular prism, like the one shown,
2 2 air α
can be used to measure the index of refraction using the formula
θ
θ θ
sin — cos 45° + cos — sin 45° θ α
= ———
2 2
lig
ht
n = —.
(
sin — + —
2 2 )
θ θ
sin —
sin — 2
2 prism √3 1 θ
—
— — For α = 60°, show that the formula can be rewritten as n = — + — cot —.

sin )( ) + ( cos )( )
θ √2 θ √2 2 2 2
=
( ———
— —
2 2 2 2
— —
SOLUTION
θ
sin —
2 n = ——
θ
(
sin — + 30°
2 ) α 60°
Write formula with — = — = 30°.
— — θ 2 2
√2 θ √2 θ sin —
2
— sin — — cos —
2 2 2 2 θ θ
=—+ — sin — cos 30° + cos — sin 30°
θ θ = ———
2 2
Sum formula for sine
sin — sin — θ
sin —
2 2 2
— — —
√2 √2
= — + — cot —
2 2
θ
2
( )( ) ( )( )
= ———
θ √3
sin — — + cos — —
2 2
θ 1
2 2
Evaluate.
θ
sin —
2
—
MONITORING PROGRESS √3 θ 1 θ
—sin — — cos —
2 2 2 2
ANSWER =—+— Write as separate fractions.
θ θ
sin — sin —
5π 7π 2 2
9. x = —, — —
4 4 √3 1 θ
= — + — cot — Simplify.
2 2 2
π π
4 ( )4 ( )
9. Solve sin — − x − sin x + — = 1 for 0 ≤ x < 2π.

• In Example 4, students should recognize that they are solving a trigonometric equation.
• Instead of properties of equality, you use trigonometric formulas and properties to rewrite
expressions. Once simplified, the answer is found by inspection.
θ 1
• Common Misconception: sin — ≠ — sin θ
2 2
Closure
• 3-2-1: Hand out a 3-2-1 reflection sheet as described in the Formative Assessment Tips on
page T-274.
522 Chapter 9

Homework Check
1. COMPLETE THE SENTENCE Write the expression cos 130° cos 40° − sin 130° sin 40° as the cosine Basic: 1, 2, 3–31 odd, 34, 35, 38,
of an angle.
41–43
2. WRITING Explain how to evaluate tan 75° using either the sum or difference formula for tangent. Average: 1, 2, 4–34 even, 35–38,
41–43
Monitoring Progress and Modeling with Mathematics Advanced: 1, 2, 4–36 even, 37–43
✗
In Exercises 3–10, find the exact value of the expression. 24.
HOMEWORK CHECK
(See Example 1.)
( π
) π π
sin x − — = sin — cos x − cos — sin x
4 4 4 Basic: 3, 11, 17, 27, 35
3. tan(−15°) 4. tan 195° — —
√2 √2
23π = — cos x − — sin x Average: 8, 14, 20, 28, 36
5. sin — 6. sin(−165°) 2 2
12
√2
—
Advanced: 10, 16, 22, 32, 36
11π = — (cos x − sin x)
7. cos 105° 8. cos — 2
12
17π 7π
9. tan —
12
10. sin −—( )
12 25. What are the solutions of the equation 2 sin x − 1 = 0
for 0 ≤ x < 2π? ANSWERS
In Exercises 11–16, evaluate the expression given π π 1. cos 170°
○ A — B —
○
4 π 15
that cos a = — with 0 < a < — and sin b = −— with 3 6
2. First break 75° into the sum or
3π
5 2 17 2π 5π
—2
< b < 2π. (See Example 2.) ○ C —
3
○
D —
6
difference of two angles whose
tangent values are known such as
11. sin(a + b) 12. sin(a − b) 26. What are the solutions of the equation tan x + 1 = 0 45° + 30°. Rewrite the expression
for 0 ≤ x < 2π ? using the corresponding sum or
13. cos(a − b) 14. cos(a + b) π 3π
○ A — B —
○ difference formula and evaluate.
4 4 —
15. tan(a + b) 16. tan(a − b) 3. √3 − 2
5π 7π
○ C — D —
○ —
In Exercises 17–22, simplify the expression.
4 4 4. 2 − √3
— —
(See Example 3.) √2 − √6
In Exercises 27– 32, solve the equation for 0 ≤ x < 2π.
π
5. —
(See Example 4.)
17. tan(x + π) (
18. cos x − —
2 ) —
4
—
19. cos(x + 2π) 20. tan(x − 2π)

( π2 ) 12
27. sin x + — = —
π
28. tan( x − ) = 0
4
— √2 − √6
6. —
4
π π — —
3π π cos( x + ) − cos( x − ) = 1
— — √2 − √6
(
21. sin x − —
2 ) (
22. tan x + —
2 ) 29.
6 6 7. —
4
π π
30. sin( x + ) + sin( x − ) = 0
— — — —
ERROR ANALYSIS In Exercises 23 and 24, describe and 4 4 −√ 2 − √6
correct the error in simplifying the expression. 8. —
31. tan(x + π) − tan(π − x) = 0 4
—
✗
23. π
tan x + tan — 9. √ 3 + 2
32. sin(x + π) + cos(x + π) = 0
( π
) 4 — —
tan x + — = —— −√ 2 − √6
4 π 10. —
1 + tan x tan —
4 33. USING EQUATIONS Derive the cofunction identity 4
tan x + 1 π 36
=— ( )
sin — − θ = cos θ using the difference formula 11. −—85
1 + tan x 2
84
=1
for sine. 12. —
85
13
Section 9.8 Using Sum and Difference Formulas 523 13. −—
85
77
14. —
85
36
15. −—
77
π 5π
24. The a and b were reversed when the 28. x = —, — 84
16. −—13
4 4
difference formula was used; 17. tan x
π π 3π
sin x cos — − cos x sin — 29. x = — 18. sin x
4 4 2
— — 19. cos x
30. x = 0, π
√2
2
—
( )
= sin x — − cos x —
√2
2 ( ) 31. x = 0, π
20.
21.
tan x
cos x
√2 3π 7 π
= —(sin x − cos x) 32. x = —, — 22. −cot x
2 4 4
π π π 23. The sign in the denominator should
25. B, D
26. B, D 2 ( 2 )
33. sin — − θ = sin — cos θ − cos — sin θ
2 be negative when using the sum
formula;
π 5π = (1) cos θ − (0) sin θ π
27. x = —, — tan x + tan —
3 3 = cos θ 4 tan x + 1
—— = —
π 1 − tan x
1 − tan x tan —
4
Section 9.8 523

34. MAKING AN ARGUMENT Your friend claims it is 38. HOW DO YOU SEE IT? Explain how to use the figure
π π
possible to use the difference formula for tangent to
π
(
to solve the equation sin x + — − sin — − x = 0
4 4 ) ( )
Dynamic Assessment & Progress Monitoring Tool 2 (
derive the cofunction identity tan — − θ = cot θ. Is ) for 0 ≤ x < 2π.
your friend correct? Explain your reasoning.
y π
35. MODELING WITH MATHEMATICS A photographer
f(x) = sin x + ( 4 (
Dynamic Classroom with Dynamic Investigations is at a height h taking aerial photographs with a
35-millimeter camera. The ratio of the image length x
WQ to the length NA of the actual object is given by π 2π
ANSWERS the formula
−1
( π4 − x(
camera
g(x) = sin
34. no; The difference formula for θ Q
π
2( )
tan — − θ would require WQ 35 tan(θ − t) + 35 tan t
— = ——
h tan θ
h t
π NA W
finding tan —, which is undefined. 39. MATHEMATICAL CONNECTIONS The figure shows the
2 acute angle of intersection, θ2 − θ1, of two lines with
35–43. See Additional Answers. N A slopes m1 and m2.
where θ is the angle between the vertical line
perpendicular to the ground and the line from the y y = m1x + b1
camera to point A and t is the tilt angle of the film.
Mini-Assessment When t = 45°, show that the formula can be rewritten y = m2 x + b2
WQ 70
as — = ——. (See Example 5.)
NA h(1 + tan θ)
1. Find the exact value of the θ 2 − θ1
expression. 36. MODELING WITH MATHEMATICS When a wave
— — travels through a taut string, the displacement y of
√6 − √2 θ2
a. cos 75° — each point on the string depends on the time t and the θ1
4 point’s position x. The equation of a standing wave x
5π
b. tan — 1 can be obtained by adding the displacements of two
4 waves traveling in opposite directions. Suppose a a. Use the difference formula for tangent to write an
standing wave can be modeled by the formula equation for tan (θ2 − θ1) in terms of m1 and m2.
2. Find cos(a + b) given that 2πt 2πx 2πt 2πx
12
cos a = −— with π < a < — and
3π 3( 5 )
y = A cos — − — + A cos — + — . (
3 5 ) b. Use the equation from part (a) to find the acute
angle of intersection of the lines y = x − 1 and
13 2 When t = 1, show that the formula can be rewritten as —
4 − √3
3 π< <
sin b = — with — b π. —
63 y = −A cos — .
2πx
5
y= —
(
—
1
√3 − 2
x +
)
—
2 − √3
— .
5 2 65
3. Simplify the expression 37. MODELING WITH MATHEMATICS The busy signal on
a touch-tone phone is a combination of two tones with 40. THOUGHT PROVOKING Rewrite each function. Justify
π your answers.
(
cos x + — . −sin x
2 ) frequencies of 480 hertz and 620 hertz. The individual
tones can be modeled by the equations: a. Write sin 3x as a function of sin x.
π π 480 hertz: y1 = cos 960πt
( )
4. Solve cos x + — + sin x + —
4 ( ) 4 620 hertz: y2 = cos 1240πt
b. Write cos 3x as a function of cos x.
c. Write tan 3x as a function of tan x.
3π 7π
= 1 for — ≤ x < 2π. x = — The sound of the busy signal can be modeled by
2 4 y1 + y2. Show that y1 + y2 = 2 cos 1100πt cos 140πt.
5. Use the information in Example 5.
For α = 120°, show that the
index of refraction formula can be Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
—
1 √3 θ Solve the equation. Check your solution(s). (Section 7.5)
rewritten as n = — + — cot — .
2 2 2 9 7 12 3 8 2x − 3 10
41. 1 − — = −— 42. — + — = — 43. — = — +5
θ α
( ) θ
( ) x−2 x+1 x −1
2 x 4 x 2
sin — + — sin — + 60°
2 2 2
n = — = ——
θ θ 524 Chapter 9 Trigonometric Ratios and Functions
sin — sin —
2 2
θ θ
sin — cos 60° + cos — sin 60°
2 2
= ——— hsnb_alg2_pe_0908.indd 524 2/5/15 1:55 PM
θ If students need help... If students got it...

sin —
2
—
= ——
( )( ) ( )( )
θ 1
sin — — + cos — —
2 2
θ √3
2 2
Resources by Chapter
• Practice A and Practice B
Resources by Chapter
• Enrichment and Extension
θ • Puzzle Time • Cumulative Review
sin —
2
— Student Journal
1 θ √3 θ Start the next Section
— sin — — cos — • Practice
2 2 2 2
=—+—
θ θ Differentiating the Lesson
sin — sin —
2 2 Skills Review Handbook
—
1 √3 θ
= — + — cot —
2 2 2
524 Chapter 9

9.5–9.8 What Did You Learn?
Core Vocabulary Dynamic Assessment & Progress Monitoring Tool

frequency, p. 506
sinusoid, p. 507 Dynamic Classroom with Dynamic Investigations
trigonometric identity, p. 514
ANSWERS
1. As the angle at which you are
Core Concepts looking down at the car increases,
Section 9.5 the distance between you and the car
Characteristics of y = tan x and y = cot x, p. 498 increases.
Period and Vertical Asymptotes of y = a tan bx and y = a cot bx, p. 499
Characteristics of y = sec x and y = csc x, p. 500 2. Sample answer: The slope is the
ratio of rise to run, and these form
Section 9.6
the legs of a right triangle when
Frequency, p. 506
Writing Trigonometric Functions, p. 507 drawn on the graph. The tangent is
Using Technology to Find Trigonometric Models, p. 509 the ratio of the lengths of the legs, so
rise
Section 9.7 m = — = tan θ.
Fundamental Trigonometric Identities, p. 514
run
Section 9.8
Sum and Difference Formulas, p. 520
Trigonometric Equations and Real-Life Formulas, p. 522
Mathematical Practices
1. Explain why the relationship between θ and d makes sense in the context of the situation
in Exercise 43 on page 503.
2. How can you use definitions to relate the slope of a line with the tangent off an ang
angle
glee iin
n
Exercise 39 on page 524?
Performance Task
Lightening the Load

You need to move a heavy table across the room. What is the easiestt
way to move it? Should you push it? Should you tie a rope around one
nee
leg of the table and pull it? How can trigonometry help you make thee
right decision?
To explore the answers to these questions and more, go to

BigIdeasMath.com.
525
hsnb_alg2_pe_09ec.indd 525 2/5/15 1:44 PM
Chapter 9 525
hscc_alg2_te_09ec.indd 525 4/30/15 1:57 PM

ANSWERS
√85
11
—
√85
1. sin θ = —, tan θ = —,
6
—
—
9 Chapter Review
9.1 Right Triangle Trigonometry
Dynamic Solutions available at BigIdeasMath.com
(pp. 461−468)
11√ 85 11
csc θ = —, sec θ = —,
85 6 Evaluate the six trigonometric functions of the angle θ.
—
6√85 From the Pythagorean Theorem, the length of the hypotenuse is
cot θ = — — 6
85 hyp. = √ 62 + 82
—
2. about 15 ft = √ 100 θ
8
3. 22°; −338° = 10.
π Using adj. = 8, opp. = 6, and hyp. = 10, the values of the six trigonometric functions of θ are:
4. —
6 opp. 6 3
sin θ = — = — = —
adj. 8 4
cos θ = — = — = —
opp. 6 3
tan θ = — = — = —
hyp. 10 5 hyp. 10 5 adj. 8 4
5π
5. — hyp. 10 5 hyp. 10 5 adj. 8 4
4 csc θ = — = — = — sec θ = — = — = — cot θ = — = — = —
opp. 6 3 adj. 8 4 opp. 6 3
6. 135°
1. In a right triangle, θ is an acute angle and cos θ = —
6
. Evaluate the other five trigonometric
7. 300° functions of θ.
11
8. y 2. The shadow of a tree measures 25 feet from its base. The angle of elevation to the Sun is 31°.
How tall is the tree?
140°
31°
25 ft
about 1497 m2
9.2 Angles and Radian Measure (pp. 469−476)

7π
a. 110° b. —
12
π radians 7π 7π
110° = 110 degrees —(
180 degrees ) — = — radians —
12 12 ( π radians
180°
)
11π
=— = 105°
18
3. Find one positive angle and one negative angle that are coterminal with 382°.

3π 5π
4. 30° 5. 225° 6. — 7. —
4 3
8. A sprinkler system on a farm rotates 140° and sprays water up to 35 meters. Draw a diagram that
shows the region that can be irrigated with the sprinkler. Then find the area of the region.
526 Chapter 9

ANSWERS
9. sin θ = 1, cos θ = 0,
tan θ = undefined, csc θ = 1,
9.3 Trigonometric Functions of Any Angle (pp. 477−484) sec θ = undefined, cot θ = 0
7 7
Evaluate csc 210°. 10. sin θ = −—25 , cos θ = —
24
25
, tan θ = −—
24 ,
The reference angle is θ′ = 210° − 180° = 30°. The cosecant function is negative in 25 25 24
csc θ = −—
7 , sec θ = 24 , cot θ = − 7
— —
Quadrant III, so csc 210° = −csc 30° = −2.
— —
3√13 2√ 13
Evaluate the six trigonometric functions of θ. 11. sin θ = —, cos θ = −—,
13 13
9. y 10. y 11. y —
(0, 1) 3 √13
(−4, 6) tan θ = −—, csc θ = —,
θ θ 2 3
—
θ
√13 2
x x x sec θ = −—, cot θ = −—
(24, −7)
2 3
—
√3
12. −—
3
—
Evaluate the function without using a calculator. 13. √2
13π 11π 14. 1
—2
12. tan 330° 13. sec(−405°) 14. sin — 15. sec —
6 3
15. 2
16. 8, 2π ; The graph of g is a vertical
stretch by a factor of 8 of the graph
9.4 Graphing Sine and Cosine Functions (pp. 485−494)
of f (x) = cos x;
1 y
Identify the amplitude and period of g(x) = — sin 2x. Then graph the function and describe the 8
2
graph of g as a transformation of the graph of f (x) = sin x.
1
The function is of the form g(x) = a sin bx, where a = — and b = 2. So, the amplitude is 2
2
1 2π 2π
a = — and the period is — = — = π. y −π π 2π x
2 b 2
−4
π
⋅
0.5
1
2 ) ( )(
Intercepts: (0, 0); — π, 0 = —, 0 ; (π, 0)
2
−6
−8
π 1
Maximum: ( ⋅ π, ) = ( , )
1 1 π 3π x
— — — — 4 4
4 2 4 2 −0.5
3π 1 17. 6, 2; The graph of g is a horizontal

Minimum: ( ⋅ π, − ) = ( , − )
3 1
— — — — 1
4 2 4 2 shrink by a factor of — and a
The graph of g is a vertical shrink by a factor of —12 and a horizontal shrink by a factor of —12
π
of the graph of f. vertical stretch by a factor of 6 of
the graph of f (x) = sin x;
Identify the amplitude and period of the function. Then graph the function and describe the
y
graph of g as a transformation of the graph of the parent function. 6
1 4
16. g(x) = 8 cos x 17. g(x) = 6 sin πx 18. g(x) = — cos 4x
4 2
Graph the function. 0.5 1.5 x
π −2
19. g(x) = cos(x + π) + 2 20. g(x) = −sin x − 4 (
21. g(x) = 2 sin x + —
2 ) −4
−6
Chapter 9 Chapter Review 527 1 π

18. —, —; The graph of g is a horizontal
4 2
1
shrink by a factor of — and a
4
1
vertical shrink by a factor of — of the
21.
19. y y 4
4 3 graph of f (x) = cos x;
3
y
2 0.5
−2π −π π 2π x
−1 0.25
−2π −π π 2π x
−1 −2
−3 π π π
8 4 2 x
20. y
1 −0.25
−2π −π π 2π x
−1 −0.5
−2
−4
−5
−6
Chapter 9 527

ANSWERS
22. y
4
3
2 9.5 Graphing Other Trigonometric Functions (pp. 497−504)
1
a. Graph one period of g(x) = 7 cot πx. Describe the graph of g as a transformation of
π
−π 2 π x the graph of f (x) = cot x.
−1
−2 π π
The function is of the form g(x) = a cot bx, where a = 7 and b = π. So, the period is — = — = 1.
−3 ∣b∣ π
−4
π π
(
2b 2π ) (1
Intercepts: —, 0 = —, 0 = —, 0
2 ) ( ) y
The graph of g is a horizontal stretch 7

π π
by a factor of 2 of the graph of Asymptotes: x = 0; x = — = —, or x = 1
∣b∣ π
f (x) = tan x. 1 x
π π 1
23. y 4b ( 4π
1
) (
Halfway points: —, a = —, 7 = —, 7 ;
4 ) ( ) −7
2
3
2
( 34bπ, −a ) = ( 43ππ, −7 ) = ( 34, −7 )
— — —
1
The graph of g is a vertical stretch by a factor of 7 and a horizontal shrink by a
π π 3π
π x 1
−1 4 2 4 factor of — of the graph of f.
π
−2
−3 b. Graph one period of g(x) = 9 sec x. Describe the graph of g as a transformation of
−4 the graph of f (x) = sec x.
Step 1 Graph the function y = 9 cos x. y
The graph of g is a vertical stretch 2π 18
by a factor of 2 of the graph of The period is — = 2π.
1
f (x) = cot x. Step 2 Graph asymptotes of g. Because the
24. y
asymptotes of g occur when 9 cos x = 0, π π x
−
20 π π 3π 2 2
graph x = −—, x = —, and x = —.
16 2 2 2 −18
12
Step 3 Plot the points on g, such as (0, 9) and
8 (π, −9). Then use the asymptotes to
4 sketch the curve.
1
−16 6 x
−4 The graph of g is a vertical stretch by a factor of 9 of the graph of f.
−8
−12
Graph one period of the function. Describe the graph of g as a transformation of the graph
−16
of its parent function.
−20
1
22. g(x) = tan —x 23. g(x) = 2 cot x 24. g(x) = 4 tan 3πx
The graph of g is a horizontal shrink 2
1
by a factor of — and a vertical Graph the function.
3π
1
stretch by a factor of 4 of the graph 25. g(x) = 5 csc x 26. g(x) = sec —x
2
of f (x) = tan x.
1 π
25. y 27. g(x) = 5 sec πx 28. g(x) = — csc —x
2 4
8
6
4
2
π 3π
2 π 2 2π x
−2
−4
−6
−8 hsnb_alg2_pe_09ec.indd 528 2/5/15 1:44 PM
−10
27. y 28. y
20
16 3
12 2
26. y
8 8 1
6 4
1 2 3 4 8 x
4 −1
−0.5 0.5 1.0 1.5 x
2 −4 −2
−8 −3
−π π 3π x
−2 −12 −4
−4 −16
−6 −20
−8
528 Chapter 9

ANSWERS
1
29. Sample answer: y = −sin — x
2
9.6 Modeling with Trigonometric Functions (pp. 505−512)
30. Sample answer: y = cos πx − 2
Write a function for the sinusoid shown. y
31. h = −11.5 cos 2π t + 13.5
Step 1 Find the maximum and minimum values. From
4
(π2 , 3( 32. P = 1.08 sin(0.585t − 2.33) + 1.5;
the graph, the maximum value is 3 and the minimum The period represents the amount of
value is −1. time it takes for the precipitation level
π 7π x
2 6
to complete one cycle, which is about
−2 π , −1
Step 2 Identify the vertical shift, k. The value of k is the
mean of the maximum and minimum values.
(6 ( 10.7 months.
(maximum value) + (minimum value) 3 + (−1) 2

k = ———— = — = — = 1
2 2 2
Step 3 Decide whether the graph should be modeled by a sine or cosine function. Because
the graph crosses the midline y = 1 on the y-axis and then decreases to its minimum value,
the graph is a sine curve with a reflection in the x-axis and no horizontal shift. So, h = 0.
Step 4 Find the amplitude and period.
2π 2 π
The period is — = —. So, b = 3.
3 b
The amplitude is
(maximum value) − (minimum value) 3 − (−1) 4
∣ a ∣ = ———— = — = — = 2.
2 2 2
Because the graph is a reflection in the x-axis, a < 0. So, a = −2.
The function is y = −2 sin 3x + 1.
Write a function for the sinusoid.

29. y 30. y
(3π , 1)
1 x
−3 (0, −1) 1 3
−π π 3π x
(π , −1) −4 (1, −3)
31. You put a reflector on a spoke of your bicycle wheel. The highest point of the reflector
is 25 inches above the ground, and the lowest point is 2 inches. The reflector makes
1 revolution per second. Write a model for the height h (in inches) of a reflector as a
function of time t (in seconds) given that the reflector is at its lowest point when t = 0.
32. The table shows the monthly precipitation P (in inches) for Bismarck, North Dakota,
where t = 1 represents January. Write a model that gives P as a function of t and
interpret the period of its graph.
t 1 2 3 4 5 6 7 8 9 10 11 12
P 0.5 0.5 0.9 1.5 2.2 2.6 2.6 2.2 1.6 1.3 0.7 0.4
Chapter 9 Chapter Review 529
Chapter 9 529

ANSWERS
33. cos2 x
34. tan x
9.7 Using Trigonometric Identities (pp. 513−518)
35. sin x
cos x sec x cos x sec x cot2 θ
36. — =— Verify the identity — = csc θ − sin θ.
1 + tan2 x sec2 x csc θ
cot2 θ csc2 θ − 1
cos x —=— Pythagorean identity
=— csc θ csc θ
sec x
csc2 θ 1
=—−— Write as separate fractions.
= cos x cos x csc θ csc θ
= cos2 x 1
= csc θ − — Simplify.
π csc θ
2 ( )
37. tan — − x cot x = cot x cot x = csc θ − sin θ Reciprocal identity
= cot2 x Simplify the expression.

= csc2 x − 1
—
√2 + √6
— 33. cot2 x − cot2 x cos2 x
(sec x + 1)(sec x − 1)
34. ——
tan x ( π2 )
35. sin — − x tan x
38. —
4 Verify the identity.
—
39. √3 − 2
— —
36. —
cos x sec x
= cos2 x
1 + tan x
2 ( π2 )
37. tan — − x cot x = csc2 x − 1
√6 + √2
40. —
4
19
41. —
25 9.8 Using Sum and Difference Formulas (pp. 519−524)
3π 5π
42. x = —, — Find the exact value of sin 105°.
4 4
43. x = 0, π sin 105° = sin(45° + 60°) Substitute 45° + 60° for 105°.
= sin 45° cos 60° + cos 45° sin 60° Sum formula for sine
— — —
√2 1 √2 √3
=— —+— —
2 2 2 ⋅2 ⋅ Evaluate.
— —
√2 + √6
=— Simplify.
4
— —
√2 + √6
The exact value of sin 105° is —.
4
Find the exact value of the expression.

π
38. sin 75° 39. tan(−15°) 40. cos —
12
1 3π 3 π
41. Find tan(a + b), given that tan a = — with π < a < — and tan b = — with 0 < b < —.
4 2 7 2
Solve the equation for 0 ≤ x < 2π.

3π 3π π
( )
42. cos x + — + cos x − — = 1
4 ( 4 ) (
43. tan(x + π) + cos x + — = 0
2 )
530 Chapter 9

9
Verify the identity.
Chapter Test ANSWERS
cos2 x + sin2 x
1. ——
1 + tan2 x
=—
1
sec2 x
= cos2 x
cos2 x + sin2 x 1 + sin x 3π
1. ——
2
= cos2 x
1 + tan x
2. — + — = 2 sec x
cos x
cos x
1 + sin x (
3. cos x + — = sin x
2 ) 1 + sin x
2. — + —
cos x
cos x 1 + sin x
4. Evaluate sec(−300°) without using a calculator.
(1 + sin x)(1 + sin x) + cos2 x
= ———
Write a function for the sinusoid. cos x(1 + sin x)
5. y (2, 5) 6.
1
y
( 98π , 1( 1 + 2 sin x + sin2 x + cos2 x
= ———
cos x(1 + sin x)
π π π 5π x
3 4 2 4
2 + 2 sin x
−3 = ——
1 cos x(1 + sin x)
(1, −1)
2 x −5
(38π , −5( = ——
2(1 + sin x)
cos x(1 + sin x)
2
Graph the function. Then describe the graph of g as a transformation of the graph of its =—
parent function. cos x
7. g(x) = −4 tan 2x
1
8. g(x) = −2 cos —x + 3 9. g(x) = 3 csc πx
= 2 sec x
3
3π
Convert the degree measure to radians or the radian measure to degrees. Then find one
positive angle and one negative angle that are coterminal with the given angle.
3. cos x + —(
2 )
3π 3π
10. −50° 11. —
4π
12. —
8π = cos x cos — − sin x sin —
5 3 2 2
13. Find the arc length and area of a sector with radius r = 13 inches and central angle θ = 40°.
= (cos x)(0) − (sin x)(−1)
= sin x
Evaluate the six trigonometric functions of the angle θ.
14. y 15. y
4. 2
θ
5. Sample answer: y = 3 cos π x + 2
θ 6. Sample answer: y = −3 sin —43x − 2
x
(−1, 0)
x
7. y
16
12
(2, −9)
8
4
16. In which quadrant does the terminal side of θ lie when cos θ < 0 and tan θ > 0? Explain.
−π4 −π8 π
4 x
−4
−8
200 ft
17. How tall is the building? Justify your answer. −12
h
−16
60°
5 ft The graph of g is a horizontal
18. The table shows the average daily high temperatures T (in degrees Fahrenheit) in Not drawn to scale
Baltimore, Maryland, where m = 1 represents January. Write a model that gives T as shrink by a factor of —12 and a vertical
a function of m and interpret the period of its graph. stretch by a factor of 4 followed by
a reflection across the x-axis of the
m 1 2 3 4 5 6 7 8 9 10 11 12
graph of f (x) = tan x.
T 41 45 54 65 74 83 87 85 78 67 56 45
8. y
6
Chapter 9 Chapter Test 531 5
4
3
2
1
π 3π 5π x
If students need help... If students got it... −1
Lesson Tutorials Resources by Chapter The graph of g is a horizontal

• Enrichment and Extension stretch by a factor of 3 and a vertical
• Cumulative Review stretch by a factor of 2 followed by
a reflection across the x-axis and a
Skills Review Handbook Performance Task translation 3 units up of the graph of
f (x) = cos x.
BigIdeasMath.com Start the next Section 9–18. See Additional Answers.
Chapter 9 531

ANSWERS
1. sin2 x+ cos2
cos2(−x) tan2 x
x, ——
sin2(−x)
,
9 Cumulative Assessment
π
( )
cos — − x csc x
2
1. Which expressions are equivalent to 1?
2. A cos2(−x) tan2 x π
3. a. y1 = 28.53 sin(0.548t + 3.12)
tan x sec x cos x sin2 x + cos2 x ——
2 sin (−x) ( 2 )
cos — − x csc x
+ 45.7; y2 = 7.89 sin(0.610t −

0.09) + 17.1
2. Which rational expression represents the ratio of the perimeter to the area of the
b. Sample answer: They increase playground shown in the diagram?
and decrease in about the same
9
intervals. A —
○ 7x 2x yd
4. a. 3 11 x yd
B —
○
b. 3.907 14x
2x yd
c. 1 C —
○
1
x 6x yd
d. 3.17
1
e. 0.737 D —
○ 2x
f. 0
f, e, c, a, d, b 3. The chart shows the average monthly temperatures (in degrees Fahrenheit) and the
gas usages (in cubic feet) of a household for 12 months.
a. Use a graphing calculator to find
trigonometric models for the average January February March April
temperature y1 as a function of time and
32°F 21°F 15°F 22°F
the gas usage y2 (in thousands of cubic
feet) as a function of time. Let t = 1 20,000 ft3 27,000 ft3 23,000 ft3 22,000 ft3
represent January.
b. Graph the two regression equations May June July August
in the same coordinate plane on your
35°F 49°F 62°F 78°F
graphing calculator. Describe the
relationship between the graphs. 21,000 ft3 14,000 ft3 8,000 ft3 9,000 ft3
September October November December
71°F 63°F 55°F 40°F
13,000 ft3 15,000 ft3 19,000 ft3 23,000 ft3
4. Evaluate each logarithm using log2 5 ≈ 2.322 and log2 3 ≈ 1.585, if necessary.
Then order the logarithms by value from least to greatest.
a. log 1000 b. log2 15

c. ln e d. log2 9
e. log2 —53 f. log2 1
532 Chapter 9

ANSWERS
5. C
6. a. <
5. Which function is not represented by the graph?
b. <
c. >
A y = 5 sin x
○ 1
y 7. x = −2, −—2 , 3
π 5 g 8. yes; Both angles lie in the second
B y = 5 cos — − x
○ 2 ( ) x quadrant and have a reference angle
3π π π
π − of 30° or — and, therefore,
C y = 5 cos x + —
○ 2 ( ) 2 2
6
are coterminal.
D y = −5 sin(x + π)
○
9. a. an = 1000n + 19,000, arithmetic;
6. Complete each statement with < or > so that each statement is true. bn = 20,000(1.04)n − 1; geometric
y b. an
a. θ 3 radians
s = 4π bn
Salary (dollars)
40,000
an
b. tan θ 0 θ
r=6
30,000
x
c. θ′ 45°
20,000
0
0 5 10 15 20 n
7. Use the Rational Root Theorem and the graph to find all the real zeros of the function Years
f (x) = 2x3 − x2 − 13x − 6.
c. Sample answer: working for
y longer than 12 years
f
5
d. Company A: $590,000;
2 x
Company B: about $595,562
−10
−20
5π
8. Your friend claims −210° is coterminal with the angle —. Is your friend correct?
6
Explain your reasoning.
9. Company A and Company B offer the same starting annual salary of $20,000.
Company A gives a $1000 raise each year. Company B gives a 4% raise each year.
a. Write rules giving the salaries an and bn for your nth year of employment
at Company A and Company B, respectively. Tell whether the sequence
represented by each rule is arithmetic, geometric, or neither.
b. Graph each sequence in the same coordinate plane.
c. Under what conditions would you choose to work for Company B?
d. After 20 years of employment, compare your total earnings.
Chapter 9 Cumulative Assessment 533
Chapter 9 533

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What are the main topics covered in the chapter?

What are the main topics covered in the chapter?

What are trigonometric functions defined in terms of?

What are trigonometric functions defined in terms of?

Trigonometric Ratios

SEE the Big Idea

Terminator (p. 476)

hsnb_alg2_pe_09op.indd 458 2/5/15 1:46 PM

hscc_alg2_te_09op.indd 458 4/30/15 1:58 PM

Chapter Summary Interactive Whiteboard Lesson Library

COMMON CORE PROGRESSION

hscc_alg2_te_09op.indd T-458 4/30/15 1:58 PM

Mathematical Practices (continued on page 460)

If students need help... If students got it...

Lesson Tutorials Start the next Section

Skills Review Handbook

hscc_alg2_te_09op.indd T-459 4/30/15 1:58 PM

Dynamic Solutions available at BigIdeasMath.com 45

hsnb_alg2_pe_09op.indd 459 2/5/15 1:46 PM

hscc_alg2_te_09op.indd 459 4/30/15 1:58 PM

Finding Coordinates of a Point on the Unit Circle

The coordinates of (x, y) are —

460 Chapter 9 Trigonometric Ratios and Functions

hsnb_alg2_pe_09op.indd 460 2/5/15 1:46 PM

Laurie’s Notes Mathematical Practices (continued from page T-459)

hscc_alg2_te_09op.indd 460 4/30/15 1:58 PM

Formative Assessment Tips

Section 9.1 T-460

hscc_alg2_te_0901.indd T-460 4/30/15 1:58 PM

Communicate Your Answer

Connecting to Next Step

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Section 9.1 461

hscc_alg2_te_0901.indd 461 4/30/15 1:58 PM

θ hypotenuse defined as shown.

462 Chapter 9 Trigonometric Ratios and Functions

hsnb_alg2_pe_0901.indd 462 2/5/15 1:47 PM

Laurie’s Notes Teacher Actions

hscc_alg2_te_0901.indd 462 4/30/15 1:58 PM

Trigonometric Values for Special Angles 5 5 4

Laurie’s Notes Teacher Actions

Section 9.1 463

hscc_alg2_te_0901.indd 463 4/30/15 1:58 PM

Find the value of x for the right triangle.

A b = 13 C denote the length of the c

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. Find the value of x for the right triangle shown.

464 Chapter 9 Trigonometric Ratios and Functions

hsnb_alg2_pe_0901.indd 464 2/5/15 1:47 PM

Laurie’s Notes Teacher Actions

hscc_alg2_te_0901.indd 464 4/30/15 1:58 PM

Using an Angle of Elevation

Step 2 Write and solve an equation to find the height h.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

10. In Example 5, find the distance between B and C.

Section 9.1 Right Triangle Trigonometry 465

hsnb_alg2_pe_0901.indd 465 2/5/15 1:48 PM

Laurie’s Notes Teacher Actions