Teaching Pack: Cambridge International AS & A Level Mathematics 9709

Teaching Pack
2.3 Trigonometry
Cambridge International AS & A Level
Mathematics 9709
Version 1
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Contents
Contents ............................................................................................................................................................ 3
Introduction ........................................................................................................................................................ 4
Lesson preparation ............................................................................................................................................ 5
Lesson 1: Solving Trigonometric Equations ..................................................................................................... 8
Lesson plan 2: Solving Trigonometric Equations with Multiple or Fractional Angles ..................................... 10
Lesson plan 3: Proving Trigonometric Identities ............................................................................................. 13
Planning your own lessons .............................................................................................................................. 15
Lesson reflection.............................................................................................................................................. 16
Worksheets and answers ................................................................................................................................ 17
Icons used in this pack:
Teacher preparation
Lesson plan
Lesson resource
Lesson reflection
Video
Teaching Pack: 2.3 Trigonometry
Introduction
This pack will help you to develop your learners’ skills in mathematical thinking and mathematical
communication, which are essential for success at AS & A Level and in further education.
Mathematical thinking and communication will be developed by

focussing on: These link to the course
1. Conceptual understanding – the ‘why’ behind the ‘what’ Assessment Objectives
2. Strategic competence – forming and solving problems (AOs) which you can find
3. Adaptive reasoning – explanations, justifications and in detail in the syllabus:
deductive reasoning
A01 Knowledge and
understanding
Throughout all activities, the learners will also develop:
• Procedural fluency – know when, how and which rules to use A02 Application and
• Positive disposition – believe maths can be learned, communication
applied and is useful
• Their skills in writing mathematically – writing working & proofs
Each Teaching Pack contains one or more lesson plans and associated resources, complete with
a section of preparation and reflection.
Each lesson is designed to be an hour long but you should adjust the timings to suit the
lesson length available to you and the needs of your learners.
Important note
Our Teaching Packs have been written by classroom teachers to help you deliver
topics (but not necessarily a whole topic) and skills that can be challenging. Use
these materials to supplement your teaching and engage your learners. You can
also use them to help you create lesson plans for other topics.
This content is designed to give you and your learners the chance to explore a more active way
of engaging with mathematics that encourages independent thinking and a deeper conceptual
understanding. It is not intended as specific practice for the examination papers.
The Teaching Packs are designed to provide you with some example lessons of how you might
deliver content. You should adapt them as appropriate for your learners and your centre. A single
pack will only contain at most five lessons, it will not cover a whole topic. You should use the
lesson plans and advice provided in this pack to help you plan the remaining lessons of the topic
yourself.
4 Cambridge International AS & A Level Mathematics 9709

Lesson preparation
This Teaching Pack will cover the following syllabus content.
Candidate should be able to: Notes and examples

• understand the relationship of the secant,
cosecant and cotangent functions to cosine,
sine and tangent
• use trigonometrical identities for the e.g. simplifying cos(x − 30º) − 3 sin(x − 30º).
simplification and exact evaluation of e.g. solving tan θ + cot θ = 4,
expressions, and in the course of solving 2 sec²θ − tan θ = 5,
equations and select an identity or identities 3 cos θ + 2 sin θ = 1.
appropriate to the context, showing
familiarity in particular with the use of
------ sec ²𝜃𝜃 ≡ 1 + tan ²𝜃𝜃 and
cosec ²𝜃𝜃 ≡ 1 + cot ²𝜃𝜃
------ the expansions of sin(A ± B),
cos(A ± B) and tan(A ± B)
------ the formulae for sin 2A, cos 2A and
tan 2A
The remaining two partial bullet points for topic 2.3 Trigonometry are not covered in this Teaching
Pack (see the syllabus for detail). You will need to write your own lesson plans for these items.

• use properties and graphs of all six
trigonometric functions for angles of any
magnitude
• understand the relationship between a graph
and the expression of asinθ + bcosθ in the
forms Rsin(θ ± α) and Rcos(θ ± α)
Cambridge International AS & A Level Mathematics 9709 5

Dependencies
For all lesson plans in this Teaching Pack, knowledge from the following 9709 syllabus content is
required.
• recognise and solve equations in x which 4
e.g. x – 5x² + 4 = 0, 6x + √𝑥𝑥 − 1 = 0,
are quadratic in some function of x tan² x = 1 + tan x
• understand the definition of a radian
1 3 1
• use the exact values of the sine, cosine and e.g. cos 150° = − √3 , sin 𝜋𝜋 =
2 4 √2
tangent of 30°, 45°, 60°, and related angles
• use the identities
sin 𝜃𝜃
≡ tan 𝜃𝜃 and e.g. in proving identities, simplifying expressions
cos 𝜃𝜃 and
sin ²𝜃𝜃 + cos ²𝜃𝜃 ≡ 1 solving equations
• find all the solutions of simple
trigonometrical equations lying in a specified e.g. solve 3 sin 2x + 1 = 0 for −π < x < π,
interval (general forms of solution are not 3 sin²θ − 5 cosθ − 1 = 0 for 0º ≤ θ ≤ 360º.
included).
Prior knowledge and skills

For all lessons, it is assumed that learners have already completed Cambridge IGCSETM
Mathematics 0580, or a course at an equivalent level. See the syllabus for more details of the
expected prior knowledge for taking Cambridge International AS & A Level Mathematics 9709.
When planning any lesson, make a habit of always asking yourself the following questions about
your learners’ prior knowledge and skills:
• Do I need to re-teach this or do learners just need some practice?

• Is there an interesting activity that will efficiently achieve this?
Learners should be able to rearrange equations to be able to solve these, and should be familiar in
solving trigonometric equations to find all the solutions within a given interval. Although specific
dependencies are mentioned for each lesson in the Teaching Pack, note also that all the
knowledge of the content for Paper 1: Pure Mathematics 1 is assumed, and learners may be
required to demonstrate such knowledge in answering questions.
Key learning objectives

The following list represents the main underlying concepts that you should make sure your learners
have understood by the end of this topic.
• When solving trigonometric equations finding all solutions by, where appropriate,
factorising, taking both positive and negative square roots and ensuring correct accuracy is
used
• When proving trigonometric identities ensuring all relevant steps are included
Why this topic matters

Trigonometry is used in resolving forces in mechanics, working with projectile motion and
components of vectors in addition to being used in the differentiation and integration
components of the course.

Key terminology and notation

Your learners will need to be confident with the following terminology and notation.
equation: 2 sec² 𝜃𝜃 − tan 𝜃𝜃 = 5
identity: cosec² 𝜃𝜃 ≡ 1 + cot² 𝜃𝜃
prove: showing a statement is true using definitions
solve: finding all possible answers to an equation
radians: a unit of measure of angles, where one radian is the angle formed at
the centre of a circle where the arc formed is the same length as the
radius of the circle
Insights video
There is an Insights video linked to this Teaching Pack:
• 2.3 Trigonometry – watch this video which will show some of the misunderstandings
learners have when solving questions with trigonometric quadratic, or cubic, equations.
Teacher tutorials
There are two tutorials linked to this Teaching Pack:
• Solving Trigonometric Equations
Review this tutorial before teaching Lesson Plan 1; this will help you solve a trigonometric
equation where it is important to factorise an expression rather than cancel terms, and also
looks at the importance of giving answers to a required degree of accuracy.
• Trigonometric Identities
Review this tutorial before teaching Lesson Plan 3; this will help you make sure all steps
are included when proving a trigonometric identity.
Lesson progression
Lesson 1 looks at solving simple trigonometric equations which involve square roots and
factorising. This lesson also covers accuracy when working in degrees or radians.
Lesson 2 covers solving trigonometric equations involving multiple or fractional angles.
Lesson 3 looks at proving trigonometric identities, using formulae learners should already be
familiar with, deciding on which side to begin working and looking at what is required in a rigorous
proof to gain full marks.
Going forward
This topic links to differentiation in topics 2.4 and 3.4; integration in topics 2.5 and 3.5; and
further trigonometry in topic 3.3.

Lesson 1: Solving Trigonometric Equations

Preparation • Review the Teacher tutorial: Solving Trigonometric equations
Pay particular attention to the notes for each slide.
• Practice sketching trigonometric graphs on a graphical calculator in
both degrees and radians, particularly for multiple and fractional
angles of trigonometric functions to build confidence in sketching
these without the use of a graphical calculator
Resources • Paper, Mini whiteboards or other writing materials

• Lesson slides: Solving Trigonometric equations
• Worksheets A to C
• Graphical calculators
Learning By the end of the lesson:

objectives • all learners should find a solution when solving a trigonometric
equation
• most learners should find most solutions when solving a
trigonometric equation, although some may be missing when
equations become more complicated
• some learners should find all solutions when solving a trigonometric
equation, including where factorising and taking square roots are
needed
Dependencies
Learners should already be familiar with the identities
sin 𝜃𝜃
≡ tan 𝜃𝜃, sin ²𝜃𝜃 + cos ²𝜃𝜃 ≡ 1, sec ²𝜃𝜃 ≡ 1 + tan ²𝜃𝜃 and cosec ²𝜃𝜃 ≡ 1 + cot ²𝜃𝜃,
cos 𝜃𝜃
and the expansions of sin(A ± B), cos(A ± B) and tan(A ± B).

Common misconceptions
An example way to resolve the
Misconception Problems this can cause
misconception
When solving equations Solutions are missing, Questions 1 and 2 from the Starter
such as quadratics or resulting in a loss of marks. below; also the Teacher tutorial Solving
cubics, common factors Trigonometric Equations.
involving the variable
can be cancelled.
When taking square
roots, only the positive
answer is found.
Timings Activity
Starter/Introduction
Issue Worksheet A: Starter and ask all learners to think about the four questions, and
attempt these on their own. Then pair with another learner to share answers. Finally,
collate answers found as a group to ensure all answers have been found for each
question. You may wish to pair learners according to ability, with one more able and

Timings Activity
one less able learner in each pair.
Q1 and 2 test whether learners are dividing through by common factors and therefore
losing solutions. Q2 also tests whether both positive and negative square roots are
found. Q3 checks for finding all solutions in a given range in degrees, and whether
answers have been given correctly to 1 decimal place (as working in degrees). Q4
checks for finding all solutions in a given range in radians, and whether answers have
been given correctly to 3 significant figures (as working in radians).
Demonstrate using a graphical calculator (you may also wish to encourage the use of
graphical calculators with learners) how the graphs of sin 𝑥𝑥 (Q3) and cos 𝑥𝑥 (Q4) can
show how many solutions to expect, and provide a check to those answers calculated
algebraically. Note: graphical calculators are a useful teaching aide, but they are not
permitted within the examination. Also learners need to be aware that answers found
without working will not be acceptable in an examination.
Depending upon the outcome of the starter, you may wish to spend more time solving
simple equations before moving on to trigonometric equations, or you may find more
work using the CAST system or trigonometric graphs is needed to ensure learners can
find all possible solutions (in radians or degrees) in a given range.
Main lesson
Show the Lesson slides: Solving Trigonometric Equations. Encourage learners to state
each step of the solution. Check to see whether any learners suggest cancelling cot θ
at any stage of the working, and point out the loss of solutions if this done, linking to Q1
and Q2 in the starter. Encourage full and clear working. Use the notes on the
PowerPoint to stress what is required at each stage. Ensure the final solutions are
given to 1 decimal place, as we are working in degrees, linking to Q3 in the starter.
Also note there should be no additional solutions given, even those which are outside
the range requested in the question.
Issue Worksheet B: Trigonometry Formula Sheet and Worksheet C: Solving

trigonometric equations, and ask learners to attempt to solve each equation for the
given range. Encourage use of Worksheet B to help in their working. Note the accuracy
shown on the answer sheet for full marks to be awarded in each case. There may be
different valid approaches used in each question, but the same solutions should be
found in each case. You may wish to use some of this worksheet as a homework
exercise to mark yourself.
Plenary
What have you learned in today’s lesson?
Explain to your partner one thing you can now use that you didn’t know (or had
forgotten) before the lesson.
Reflection Reflect on your lesson, use the Lesson reflection notes to help you.
Are all learners able to confidently find all/most solutions in a given range?
Is it necessary to produce more work looking at trigonometric graphs or the CAST system?

Lesson plan 2: Solving Trigonometric Equations

with Multiple or Fractional Angles
Preparation • Practice sketching trigonometric graphs on a graphical calculator in
both degrees and radians, particularly for multiple and fractional
angles of trigonometric functions, as in lesson 1 to build confidence
in sketching these without the use of a graphical calculator
Resources • Paper, Mini whiteboards or other writing materials

• Worksheets B and D
• Graphical calculators

objectives • all learners should find a solution when solving a trigonometric
equation with multiple or fractional angles
• most learners should find most solutions when solving a
trigonometric equation with multiple or fractional angles, although
some may be missing or additional incorrect solutions may be found
• some learners should find all solutions when solving a trigonometric
equation with multiple or fractional angles with no additional
incorrect solutions
Dependencies
sin 𝜃𝜃
cos 𝜃𝜃
the expansions of sin(A ± B), cos(A ± B) and tan(A ± B),

and the formulae for sin 2A, cos 2A and tan 2A.
misconception
When solving Solutions are missing, The example in the main lesson below,
trigonometric equations resulting in a loss of marks. or sketching trigonometric graphs to
with multiple or consider how many solutions there
fractional angles, should be for a given function in a given
thinking there are range.
always the same
number of solutions to
be found for each
question.

Timings Activity
Ask each learner to find an equation which would give solutions of 15º, 75º, 195º, 255º
for the range 0° ≤ 𝑥𝑥 ≤ 360°.
Challenge: To find four different equations to produce the given solutions.

Support: Ask learners to sketch a graph of 𝑦𝑦 = sin 2𝑥𝑥 and find where the solutions
appear on the graph.
sin 2𝑥𝑥 = 0.5 is one possible solution; there are many others including sin 𝑥𝑥 cos 𝑥𝑥 = 0.25.
Other more complex solutions could include multiples of other functions which produce
no solutions; for example (2sin 2𝑥𝑥 − 1)(sin 2𝑥𝑥 + 2) = 0 which could be written in the
form 2 sin² 2𝑥𝑥 + 3 sin 2𝑥𝑥 − 2 = 0 or even 2 cos² 2𝑥𝑥 − 3 sin 2𝑥𝑥 = 0.
One thing to note is that as there are four solutions in the range 0° ≤ 𝑥𝑥 ≤ 360°, that
unless working with a tangent function, the equation is likely to be a function of sin 2𝑥𝑥
or cos 2𝑥𝑥.
Main lesson
Using the equation 2 cos² 2𝑥𝑥 − 3 sin 2𝑥𝑥 = 0 as an example, demonstrate how this could
be solved for the range 0° ≤ 𝑥𝑥 ≤ 360°.
Firstly ask learners to investigate, if necessary with the help of a graphical calculator,
how many solutions should be expected within the given range. Learners can also
predict the answers, but as in Lesson 1, note that graphical calculators are a useful
teaching aide, but they are not permitted within the examination. Also learners need to
be aware that answers found without working will not be acceptable in an examination.
Note there are four solutions to be found, and that the answers are 15º, 75º, 195º,
255º; the same as those issued in the starter question.
Using the same technique as at the start of the main lesson, use Worksheet B:
Trigonometry Formula Sheet from Lesson 1 and issue Worksheet D: Multiples and
Fractions and, working in (mixed ability, where appropriate) groups, give each group
one question to research from the worksheet, using questions 1, 2, 3, 4(b) and 6.
Learners should firstly attempt to identify how many solutions to expect by sketching
the graph, and then work together using Worksheet B to find those solutions showing
all working.
Then bring the class together, and ask each group to explain to the rest of the class
how they constructed their solutions.
Challenge: Q4(a) and Q5 from Worksheet D
Plenary
√3
How many solutions should the equation cos 3𝑥𝑥 = have, in the range 0° ≤ 𝑥𝑥 ≤ 720°?
2

Timings Activity
Challenge: Find all the solutions.

Support: Begin by sketching the graph 𝑦𝑦 = cos 3𝑥𝑥 for 0° ≤ 𝑥𝑥 ≤ 720°. If more
support is required, this could be done with the use of a graphical calculator.
Note: There are 12 solutions:

𝑥𝑥 = 10°, 110°, 130°, 230°, 250°, 350°, 370°, 470°, 490°, 590°, 610°, and 710°.
Are all learners able to confidently find all/most solutions in a given range without the use of a
graphical calculator?
Do trigonometric graph of multiple/fractional angles need more work?

Lesson plan 3: Proving Trigonometric Identities

Preparation • Review the Teacher tutorial Trigonometric Identities.
Pay particular attention to the notes for each slide.
Resources • Worksheets B and E to H

• Lesson slides: Trigonometric Identities

objectives • all learners should identify which side of the identity will be the
better option to start with
• most learners should prove identities although some steps may be
missing
• some learners should successfully prove identities, stating explicitly
all those trigonometric identities which have been used.
Dependencies
sin 𝜃𝜃
cos 𝜃𝜃
the expansions of sin(A ± B), cos(A ± B) and tan(A ± B),

and the formulae for sin 2A, cos 2A and tan 2A.
misconception
That all steps do not Marks needlessly lost The example used in Worksheet F
need to be explicitly through assumptions. together with the mark scheme contained
stated in order to gain in the answers should help to test
full marks in a question, whether learners are showing full
but that reaching one working.
side of the identity from This mark scheme should also help
the other is enough for learners to see what is required in a
full marks. solution to gain full marks.
Timings Activity
Use Worksheet E: Which side? to decide, in pairs, on which side of the identity the
work should begin. Base the decision upon which side of the identity appears the more
complicated, and therefore gives more option to simplify. The identities do not need to
be proved at this stage; this will come later in the lesson. Note Q1 is the identity proved
in the teacher tutorial.
Main lesson
Issue Worksheet B: Trigonometry Formula Sheet and Worksheet F: State the obvious!
to each learner and ask them to try, individually, the first bullet point on Worksheet F.

Timings Activity
Use Worksheet B to help. After 2 minutes, issue Worksheet F: Answers and ask
learners to swap their answers. They should mark the answer in accordance with the
guidance on Worksheet F: Answers. The idea of this activity is to highlight to all
learners the cost of not showing all working in a proof, no matter how obvious it may
seem.
Support: A hint for less able learners could be to begin on the left side of the
identity. If more help is needed, they could be told to begin by factorising the left
side.
There may be some discussion at this stage as to whether a response is worth 1 or 2
marks. Encourage the markers to query or explain how the marks should be awarded.
Show the Lesson slides: Trigonometric Identities. Note this is Q1 on Worksheet E.

Encourage learners to state each step of the solution, with the help of Worksheet B.
Encourage full and clear working, including stating which trigonometric identities are
used at each stage. Remember the aim is not just to arrive at the opposite side of the
trigonometric statement, but to do so in a clear and mathematically rigorous way. Use
the notes on the PowerPoint to stress what is required at each stage.
Issue Worksheet G: Show that… and ask learners to attempt to provide a rigorous
argument to show the statement is true. Encourage use of Worksheet B to help in their
working. Note the steps provided on the answer sheet for full marks to be awarded in
each case. There may be different valid approaches used in each question, but a
similar step should be seen for each attempt. You may wish to use some of this
worksheet as a homework exercise to mark yourself.
Plenary
Issue Worksheet H: Assess the attempt and ask learners to individually improve upon
the solution provided, using what they have learned during the lesson. Compare their
results with a partner, and try to improve the solution further. Go through as a class and
ask each pair how the solution could be improved.

Planning your own lessons

You now need to plan lessons to cover the following bullet points:

• use properties and graphs of all six
trigonometric functions for angles of any
magnitude
• understand the relationship between a graph
and the expression of asinθ + bcosθ in the
forms Rsin(θ ± α) and Rcos(θ ± α)
Follow the structure of the Teaching Pack, and use techniques from the ‘How to’ guides, to create
your own engaging lessons to cover these bullet points. Consider what preparation you need for
each lesson: what prior knowledge is needed, what are the key objectives, what are the
dependencies, what common misconceptions are there, and so on.
Below, we have provided an outline of some activities and approaches you might like to try.
Lesson 4: Using graphs of all six trigonometric functions for angles of any magnitude
Common misconceptions: each graph covers only one period
Starter: You could try discussing differences and similarities between the graph y = sin x and the
graph y = 4 + 3sin 2x
Main: You could use resource Tangled Trig Graphs from the Nrich website
https://nrich.maths.org/6481 and have a class discussion about how transformations affect the
shape of a graph.
Plenary: You could try asking each learner to sketch their own graph, then swap with a neighbour
and ask them to identify the function of the graph drawn.
Lesson 5: Graphs and asinθ + bcosθ

Common misconceptions: For the graph y = 3sinθ + 4cosθ. the graphs of y = 3sinθ and
y = 4cosθ need to be drawn then ‘added’.
Starter: You could try sketching the graph y = 3sinθ + 4cosθ and the graph y = 5sin (𝜃𝜃 + 36.87º)
Main: You could use resource Using Rcos(x + α) to Find the Maximum and Minimum Values of a
Function and to Solve a Trigonometric Equation from the Stem website
https://www.stem.org.uk/elibrary/resource/34837 and have a class discussion about how, for
example, doubling the values of both ‘a’ and ‘b’ affects the values of R and α. Note the first video
on the website solves the two problems mathematically as should be done by learners in
examinations; the second and third videos demonstrate how the solutions already found can be
seen graphically on a graphical calculator and can be ignored. Again, note: graphical calculators
are a useful teaching aide, but they are not permitted within the examination. Also learners need to
be aware that answers found without working will not be acceptable in an examination.
Plenary: You could try expressing one function in both forms Rsin(θ ± α) and Rcos(θ ± α)
You will find some other activity suggestions in the Scheme of Work.

Lesson reflection
As soon as possible after the lesson you need to think about how well it went.
One of the key questions you should always ask yourself is:
Did all learners get to the point where they can access the next lesson? If not, what will I do?
Reflection is important so that you can plan your next lesson appropriately. If any misconceptions
arose or any underlying concepts were missed, you might want to use this information to inform
any adjustments you should make to the next lesson.
It is also helpful to reflect on your lesson for the next time you teach the same topic. If the timing
was wrong or the activities did not fully occupy the learners this time, you might want to change
some parts of the lesson next time. There is no need to re-plan a successful lesson every year, but
it is always good to learn from experience and to incorporate improvements next time.
To help you reflect on your lesson, answer the most relevant questions below.
Were the lesson objectives realistic?

What did the learners learn today? Or did they learn what was intended? Why not?
What proportion of the time did we spend on the most important topics?
Were there any common misconceptions?
What do I need to address next lesson?
What was the learning atmosphere like?
Did my planned differentiation work well?
How could I have helped the lowest achieving learners to do more?
How could I have stretched the highest achieving learners even more?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
What two things went really well? (Consider both teaching and learning.)
What two things would have improved the lesson? (Consider both teaching and learning.)
What have I learned from this lesson about the class or individuals that will inform my next lesson?

Worksheets and answers
Worksheet Answers
For use with Lesson plan 1:
A: Starter 18 26
B: Trigonometry Formula Sheet 19
C: Solving trigonometric equations 1 20 27
D: Multiples and Fractions 21 28-29
E: Which side? 22 30
F: State the obvious! 23 31
G: Show that… 24 32-34
H: Assess the attempt 25 35

Worksheet A: Starter
Solve
1) 𝑥𝑥² = 2𝑥𝑥
2) 𝑥𝑥³ = 4𝑥𝑥
3) sin 𝑥𝑥 = 0.6 for 0° ≤ 𝑥𝑥 < 360°
4) sec 𝑥𝑥 = −2.5 for 0 ≤ 𝑥𝑥 < 2π

Worksheet B: Trigonometry Formula Sheet

Worksheet C: Solving trigonometric equations
Solve
1) 4 sin ²𝑥𝑥 = 3 for 0° ≤ 𝑥𝑥 < 360°
2) 3 sec 𝑥𝑥 = 2 cot 𝑥𝑥 for 0 ≤ 𝑥𝑥 < 2π
3) 4sin³ 𝑥𝑥 − sin 𝑥𝑥 = 0 for 0 ≤ 𝑥𝑥 < 2π giving exact values
4) 3cot² 𝑥𝑥 = −cot 𝑥𝑥 for 0° ≤ 𝑥𝑥 < 360°

Worksheet D: Multiples and Fractions
1) Solve 2 cos 2𝜃𝜃 = 1 − 2cos 𝜃𝜃 for 0° ≤ 𝑥𝑥 < 360°
2 sin 𝑥𝑥 𝑥𝑥
2) Solve + 2 cos � � = 3 for 0° ≤ 𝑥𝑥 < 360°
sin�𝑥𝑥�2� 2
3) Solve 4sin 3𝑥𝑥 = 2 for 0 ≤ 𝑥𝑥 < 2π giving exact values
4) a) Prove tan 𝑥𝑥 + cot 𝑥𝑥 ≡ 2cosec 2𝑥𝑥

b) Hence solve tan 𝑥𝑥 + cot 𝑥𝑥 = 5 for 0° ≤ 𝑥𝑥 < 360°
√3
5) If tan 𝑥𝑥 = , find the exact value of cot 2𝑥𝑥 without the use of a calculator, showing all working.
2
6) Solve tan 2𝑥𝑥 = 3 tan 𝑥𝑥 for −180° ≤ 𝑥𝑥 < 180°

Worksheet E: Which side?
These identities are to be proved at a later stage. Decide, in pairs, on which side of the identity the
work should begin (left or right). Base the decision upon which side of the identity appears the
more complicated, and therefore gives more option to simplify.
1) cot(45 + 𝐴𝐴) + cot(45 − 𝐴𝐴) ≡ 2 sec 2𝐴𝐴
2
2) ≡ tan 𝐴𝐴 + cot 𝐴𝐴
sin 2𝐴𝐴
cos 2𝐴𝐴
3) ≡ cosec ²𝐴𝐴 − 2
sin ²𝐴𝐴
cos 2𝐴𝐴
4) ≡ 2 − sec ²𝐴𝐴
cos ²𝐴𝐴
sec 𝑥𝑥 cosec 𝑥𝑥
5) 4 cosec² 𝑥𝑥 ≡ +
cos 𝑥𝑥 sin 𝑥𝑥
6) cos 3𝑥𝑥 ≡ 4 cos ³𝑥𝑥 − 3 cos 𝑥𝑥

Worksheet F: State the obvious!
• Show that sin ³𝑥𝑥 + cos ²𝑥𝑥 sin 𝑥𝑥 ≡ sin 𝑥𝑥
• Swap papers and mark using the mark scheme.

Worksheet G: Show that…
With the exception of 2(c), these identities appeared in Worksheet E. Use the answers to
Worksheet E to decide on which side you should start your proof.
2
1) Show that ≡ tan 𝐴𝐴 + cot 𝐴𝐴
sin 2𝐴𝐴
cos 2𝐴𝐴
2) (a) Show that ≡ cosec ²𝐴𝐴 − 2
sin ²𝐴𝐴
cos 2𝐴𝐴
(b) Show that ≡ 2 − sec ²𝐴𝐴
cos ²𝐴𝐴
cos 2𝐴𝐴 cos 2𝐴𝐴

(c) Hence show that + ≡ cot ²𝐴𝐴 − tan ²𝐴𝐴
sin ²𝐴𝐴 cos ²𝐴𝐴
3) Show that 4 cosec² 𝑥𝑥 ≡ +
4) Show that cos 3𝑥𝑥 ≡ 4 cos ³𝑥𝑥 − 3 cos 𝑥𝑥

Worksheet H: Assess the attempt
This worksheet shows an attempt at answering the question:
2 cos ²𝑥𝑥
Show that tan 2𝑥𝑥 cot 𝑥𝑥 ≡
cos 2𝑥𝑥
Here is the attempt:
sin 2𝑥𝑥 2 cos 𝑥𝑥 cos 𝑥𝑥 2 cos ²𝑥𝑥

tan 2𝑥𝑥 cot 𝑥𝑥 ≡ cot 𝑥𝑥 ≡ ≡
cos 2𝑥𝑥 cos 2𝑥𝑥 cos 2𝑥𝑥
Use what you have learned in the lesson to show how the answer could have been clearer.
What steps has the candidate missed out?

Worksheet A: Answers
1) 𝑥𝑥 2 − 2𝑥𝑥 = 0
𝑥𝑥(𝑥𝑥 − 2) = 0
𝑥𝑥 = 0 or 2 (do not divide by x)
2) 𝑥𝑥 3 − 4𝑥𝑥 = 0
𝑥𝑥(𝑥𝑥 2 − 4) = 0
𝑥𝑥 = 0, 2 or − 2 (do not divide by 𝑥𝑥; also ensure both positive and negative square roots are
found)
3) 𝑥𝑥 = 36.9° or 143.1° (note answers in degrees should be to 1 decimal place)
4) cos 𝑥𝑥 = −0.4 𝑥𝑥 = 1.98 or 4.30 (note answers in radians should be to 3 significant figures)

Worksheet C: Answers
3 √3
1) sin² 𝑥𝑥 = sin 𝑥𝑥 = ±
4 2
√3
When sin 𝑥𝑥 = + , 𝑥𝑥 = 60° or 180 − 60 = 120°
2
√3
When sin 𝑥𝑥 = = −60° (not in range) so 𝑥𝑥 = −60 + 360 = 300° or 180 + 60 = 240°
− , 𝑥𝑥
2
So 𝑥𝑥 = 60°, 120°, 240° or 300°
3 2 cos 𝑥𝑥
2) =
3 sin 𝑥𝑥 = 2 cos² 𝑥𝑥
3 sin 𝑥𝑥 = 2(1 − sin2 𝑥𝑥)
3 sin 𝑥𝑥 = 2 − 2 sin2 𝑥𝑥
2 sin2 𝑥𝑥 + 3 sin 𝑥𝑥 − 2 = 0
(2 sin 𝑥𝑥 − 1)(sin 𝑥𝑥 − 2) = 0
sin 𝑥𝑥 = 0.5 or sin 𝑥𝑥 = 2 (invalid)
When sin 𝑥𝑥 = 0.5, 𝑥𝑥 = 0.524 or 𝑥𝑥 = 𝜋𝜋 − 0.524 = 2.62
So 𝑥𝑥 = 0.524𝑐𝑐 or 2.62𝑐𝑐 (note answers in radians should be to 3 significant figures)
3) sin 𝑥𝑥(4 sin² 𝑥𝑥 − 1) = 0

sin 𝑥𝑥(2 sin 𝑥𝑥 + 1)(2 sin 𝑥𝑥 − 1) = 0
sin 𝑥𝑥 = 0, −0.5 or + 0.5
When sin 𝑥𝑥 = 0, 𝑥𝑥 = 0 or 𝜋𝜋
𝜋𝜋 𝜋𝜋 11𝜋𝜋 𝜋𝜋 7𝜋𝜋
When sin 𝑥𝑥 = −0.5, 𝑥𝑥 = − (not in range)so 𝑥𝑥 = − + 2π = or 𝜋𝜋 + =
6 6 6 6 6
𝜋𝜋 𝜋𝜋 5𝜋𝜋
When sin 𝑥𝑥 = +0.5, 𝑥𝑥 = or 𝜋𝜋 − =
6 6 6
π 5π 7π 11π
So 𝑥𝑥 = 0, 𝜋𝜋, , , , or (note exact answers required)
6 6 6 6
4) 3 cot² 𝑥𝑥 = −cot 𝑥𝑥
3 cot 2 𝑥𝑥 + cot 𝑥𝑥 = 0
cot 𝑥𝑥(3 cot 𝑥𝑥 + 1) = 0
1
cot 𝑥𝑥 = 0, cot 𝑥𝑥 = −
3
When cot 𝑥𝑥 = 0, tan 𝑥𝑥 → ∞, 𝑥𝑥 = 90 𝑜𝑜𝑜𝑜 90 + 180 = 270
1
When cot 𝑥𝑥 = − , tan 𝑥𝑥 = −3, 𝑥𝑥 = −71.56 (out of range) so 𝑥𝑥 = −71.56 + 180 = 108.4 or 180 +
3
108.4 = 288.4
So 𝑥𝑥 = 90.0°, 270.0°, 108.4° or 288.4° (note answers in degrees should be to 1 decimal place)

Worksheet D: Answers
1) Using cos 2𝜃𝜃 = 2 cos² 𝜃𝜃 − 1 the equation becomes
2(2cos²𝜃𝜃 − 1) = 2cos 𝜃𝜃 − 1
4 cos² 𝜃𝜃 − 2 cos 𝜃𝜃 − 1 = 0
2±�(−2)2 −4(4)(−1) 2±�20)
cos 𝜃𝜃 = =
2(4) 8
2+�20)
When cos 𝜃𝜃 = , 𝜃𝜃 = 36 or 360 − 36 = 324
8
2−�20)
When cos 𝜃𝜃 = , 𝜃𝜃 = 108 or 360 − 108 = 252
8
So 𝜃𝜃 = 36°, 108°, 252° or 324°
𝑥𝑥
2) Using sin 2𝜃𝜃 = 2 sin 𝜃𝜃 cos 𝜃𝜃 where 𝜃𝜃 = 2 the equation becomes
2�2sin�𝑥𝑥�2� cos�𝑥𝑥�2�� 𝑥𝑥
+ 2 cos � � = 3
sin�𝑥𝑥�2� 2
𝑥𝑥 𝑥𝑥
4 cos � � + 2 cos � � = 3
2 2
𝑥𝑥
6 cos � � = 3
2
𝑥𝑥
cos � � = 0.5
2
𝑥𝑥
= 60 or 360 − 60 = 300
2
So 𝑥𝑥 = 120°
2
3) As 4 sin 3𝑥𝑥 = 2 then sin 3𝑥𝑥 = = 0.5
4
𝜋𝜋 𝜋𝜋 5𝜋𝜋 𝜋𝜋 13𝜋𝜋 5𝜋𝜋 17𝜋𝜋 𝜋𝜋 25𝜋𝜋 5𝜋𝜋 29𝜋𝜋
3𝑥𝑥 = or π − = or 2π + = or 2π + = or 4π + = or 4π + =
6 6 6 6 6 6 6 6 6 6 6
π 5π 13π 17π 25π 29π
So 𝑥𝑥 = , , , , or (note exact answers required)
18 18 18 18 18 18
4) a) tan 𝒙𝒙 + cot 𝑥𝑥 ≡ 2cosec 2𝑥𝑥 (stated in question)
Starting with the left side

sin 𝑥𝑥 cos 𝑥𝑥
tan 𝒙𝒙 + cot 𝑥𝑥 ≡ +
sin² 𝒙𝒙+cos² 𝑥𝑥
≡
sin 𝒙𝒙 cos 𝑥𝑥
1
≡
sin 𝒙𝒙 cos 𝑥𝑥
2
≡
2 sin 𝒙𝒙 cos 𝑥𝑥
2
≡
2sin 𝟐𝟐𝟐𝟐
≡ 2 cosec 2𝑥𝑥 as required
b) Use the answer to a), but note if this cannot be proved in a) the result may still be used in b).
The word ‘hence’ is the clue to this.
The equation becomes 2 cosec 2𝑥𝑥 = 5
2
=5
sin 2𝑥𝑥
2
sin 2𝑥𝑥 = = 0.4
5

Worksheet D: Answers continued

2𝑥𝑥 = 23.57 … or 180 − 23.57 … = 156.42 … or 23.57 … + 360 = 383.57 … or 156.42 … + 360 =
516.42 …
So 𝑥𝑥 = 11.8°, 78.2°, 191.8° or 258.2° (note answers in degrees should be to 1 decimal place)
b)
2 tan 𝑥𝑥
5) tan 2𝑥𝑥 ≡
1−tan² 𝑥𝑥
√3
√3 2� � √3 √3
2
As tan 𝒙𝒙 = , tan 2𝑥𝑥 = 2 = 3 = 1 = 4√3
2 √3 1−
1−� � 4 4
2
1 1 1 √3 √3
So cot 2𝑥𝑥 = = = × =
tan 2𝑥𝑥 4√3 4√3 √3 12
2 tan 𝑥𝑥 2 tan 𝑥𝑥
6) Using tan 2𝑥𝑥 ≡ the equation becomes = 3 tan 𝑥𝑥
1−tan² 𝑥𝑥 1−tan² 𝑥𝑥
So 2 tan 𝑥𝑥 = 3 tan 𝑥𝑥(1 − tan² 𝑥𝑥)
tan 𝑥𝑥(3 − 3 tan² 𝑥𝑥 − 2) = 0
tan 𝑥𝑥(1 − 3 tan² 𝑥𝑥) = 0
1 1
tan 𝑥𝑥 = 0 or tan² 𝑥𝑥 = so tan 𝑥𝑥 = ±
3 √3
When tan 𝑥𝑥 = 0, 𝑥𝑥 = 0, −180
1
When tan 𝑥𝑥 = + , 𝑥𝑥 = 30 or 30 − 180 = −150
√3
1
When tan 𝑥𝑥 = − , 𝑥𝑥 = −30 or − 30 + 180 = 150 So 𝑥𝑥 = 0°, −180°, −150°, −30°, 30° or 150°
√3

Worksheet E: Answers
1) left
2) right
3) left
4) left
5) right
6) left

Worksheet F: Answers
sin ³𝑥𝑥 + cos ²𝑥𝑥 sin 𝑥𝑥 ≡ sin 𝑥𝑥
Start with the left side and factorise correctly
sin ³𝑥𝑥 + cos ²𝑥𝑥 sin 𝑥𝑥 ≡ sin 𝑥𝑥(sin ²𝑥𝑥 + cos ²𝑥𝑥) 1 mark
State sin ²𝑥𝑥 + cos ²𝑥𝑥 ≡ 1 OR clearly replace sin ²𝑥𝑥 + cos ²𝑥𝑥 with the value 1
AND show the expression becomes sin 𝑥𝑥
sin 𝑥𝑥(sin ²𝑥𝑥 + cos ²𝑥𝑥) ≡ sin 𝑥𝑥 × 1 ≡ sin 𝑥𝑥 1 mark

Worksheet G: Answers
2
1) ≡ tan 𝐴𝐴 + cot 𝐴𝐴
sin 2𝐴𝐴
Start with the right side
sin 𝐴𝐴 cos 𝐴𝐴
tan 𝐴𝐴 + cot 𝐴𝐴 ≡ +
cos 𝐴𝐴 sin 𝐴𝐴
sin² 𝐴𝐴 + cos ²𝐴𝐴

≡
1
≡
1
≡
1
sin 2𝐴𝐴
2
2
≡
sin 2𝐴𝐴
cos 2𝐴𝐴
2) (a) ≡ cosec ²𝐴𝐴 − 2
sin ²𝐴𝐴
Start with the left side
cos 2𝐴𝐴 1 − 2 sin ²𝐴𝐴

≡
sin ²𝐴𝐴 sin ²𝐴𝐴
1
≡ −2
sin ²𝐴𝐴
≡ cosec ²𝐴𝐴 − 2
cos 2𝐴𝐴
(b) ≡ 2 − sec ²𝐴𝐴
cos ²𝐴𝐴
cos 2𝐴𝐴 2 cos ²𝐴𝐴 − 1

≡
cos ²𝐴𝐴 cos ²𝐴𝐴
1
≡2−
cos ²𝐴𝐴
≡ 2 −sec ²𝐴𝐴
(c) + ≡ cot ²𝐴𝐴 − tan ²𝐴𝐴
Use answers from (a) and (b) otherwise the solution may be penalised.

Worksheet G: Answers continued

+ ≡ cosec ²𝐴𝐴 − 2 + 2 − sec ²𝐴𝐴
≡ cosec ²𝐴𝐴 − sec ²𝐴𝐴
≡ cot ²𝐴𝐴 + 1 − (1 + tan ²𝐴𝐴)
≡ cot ²𝐴𝐴 − tan ²𝐴𝐴
3) 4 cosec² 𝑥𝑥 ≡ +
Start with the right side
sec 𝑥𝑥 cosec 𝑥𝑥 1 1
+ ≡ +
cos 𝑥𝑥 sin 𝑥𝑥 cos ²𝑥𝑥 sin ²𝑥𝑥
sin ²𝑥𝑥 + cos ²𝑥𝑥

≡
cos ²𝑥𝑥 sin ²𝑥𝑥
1
≡
cos ²𝑥𝑥 sin ²𝑥𝑥
Note each step of the proof should be shown throughout.
1
≡
(cos 𝑥𝑥 sin 𝑥𝑥)2
1
≡
sin 2𝑥𝑥 2
� �
2
1
≡
sin ²2𝑥𝑥
4
4
≡
sin ²2𝑥𝑥
≡ 4 cosec ²2𝑥𝑥
4) cos 3𝑥𝑥 ≡ 4 cos ³𝑥𝑥 − 3 cos 𝑥𝑥
cos 3𝑥𝑥 ≡ cos(2𝑥𝑥 + 𝑥𝑥)
≡ cos 2𝑥𝑥 cos 𝑥𝑥 − sin 2𝑥𝑥 sin 𝑥𝑥
≡ (2 cos ²𝑥𝑥 − 1) cos 𝑥𝑥 − 2 sin 𝑥𝑥 cos 𝑥𝑥 sin 𝑥𝑥

Worksheet G: Answers continued

≡ 2 cos ³𝑥𝑥 − cos 𝑥𝑥 − 2 sin ²𝑥𝑥 cos 𝑥𝑥
≡ 2 cos ³𝑥𝑥 − cos 𝑥𝑥 − 2 (1 − cos ²𝑥𝑥) cos 𝑥𝑥
≡ 2 cos ³𝑥𝑥 − cos 𝑥𝑥 − 2 cos 𝑥𝑥 + 2 cos ³𝑥𝑥
≡ 4 cos ³𝑥𝑥 − 3 cos 𝑥𝑥

Worksheet H: Answers
sin 2𝑥𝑥 2 cos 𝑥𝑥 cos 𝑥𝑥 2 cos ²𝑥𝑥
tan 2𝑥𝑥 cot 𝑥𝑥 ≡ cot 𝑥𝑥 ≡ ≡ (this is given in the question)
cos 2𝑥𝑥 cos 2𝑥𝑥 cos 2𝑥𝑥
cot 𝑥𝑥
cot 𝑥𝑥 should firstly be written as
sin 𝑥𝑥
sin 2𝑥𝑥 should be firstly written as 2 sin 𝑥𝑥 cos 𝑥𝑥 before cancelling sin 𝑥𝑥 in numerator and denominator
A better solution would be
tan 2𝑥𝑥 cot 𝑥𝑥
sin 2𝑥𝑥 cos 𝑥𝑥

≡
cos 2𝑥𝑥 sin 𝑥𝑥
2 sin 𝑥𝑥 cos 𝑥𝑥 cos 𝑥𝑥

≡
cos 2𝑥𝑥 sin 𝑥𝑥
2 cos ²𝑥𝑥
≡
cos 2𝑥𝑥

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Teaching Pack: Cambridge International AS & A Level Mathematics 9709

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Copyright © UCLES 2019

Icons used in this pack:

Mathematical thinking and communication will be developed by

4 Cambridge International AS & A Level Mathematics 9709

Candidate should be able to: Notes and examples

Candidate should be able to: Notes and examples

Cambridge International AS & A Level Mathematics 9709 5

Prior knowledge and skills

• Do I need to re-teach this or do learners just need some practice?

Key learning objectives

Why this topic matters

6 Cambridge International AS & A Level Mathematics 9709

Key terminology and notation

identity: cosec² 𝜃𝜃 ≡ 1 + cot² 𝜃𝜃

prove: showing a statement is true using definitions

solve: finding all possible answers to an equation

Cambridge International AS & A Level Mathematics 9709 7

Lesson 1: Solving Trigonometric Equations

Resources • Paper, Mini whiteboards or other writing materials

Learning By the end of the lesson:

and the expansions of sin(A ± B), cos(A ± B) and tan(A ± B).

8 Cambridge International AS & A Level Mathematics 9709

Issue Worksheet B: Trigonometry Formula Sheet and Worksheet C: Solving

Cambridge International AS & A Level Mathematics 9709 9

Lesson plan 2: Solving Trigonometric Equations

Resources • Paper, Mini whiteboards or other writing materials

Learning By the end of the lesson:

the expansions of sin(A ± B), cos(A ± B) and tan(A ± B),

10 Cambridge International AS & A Level Mathematics 9709

Challenge: To find four different equations to produce the given solutions.

Challenge: Q4(a) and Q5 from Worksheet D

Cambridge International AS & A Level Mathematics 9709 11

Challenge: Find all the solutions.

Note: There are 12 solutions:

12 Cambridge International AS & A Level Mathematics 9709

Lesson plan 3: Proving Trigonometric Identities

Resources • Worksheets B and E to H

Learning By the end of the lesson:

the expansions of sin(A ± B), cos(A ± B) and tan(A ± B),

Cambridge International AS & A Level Mathematics 9709 13

Show the Lesson slides: Trigonometric Identities. Note this is Q1 on Worksheet E.

14 Cambridge International AS & A Level Mathematics 9709

Planning your own lessons

Candidate should be able to: Notes and examples

Lesson 5: Graphs and asinθ + bcosθ

Cambridge International AS & A Level Mathematics 9709 15

Were the lesson objectives realistic?

16 Cambridge International AS & A Level Mathematics 9709

Worksheets and answers

For use with Lesson plan 1:

B: Trigonometry Formula Sheet 19

C: Solving trigonometric equations 1 20 27

For use with Lesson plan 2:

D: Multiples and Fractions 21 28-29

For use with Lesson plan 3:

F: State the obvious! 23 31

G: Show that… 24 32-34