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Double Angle Identities Worksheet With Graphysc Calculator

1. The document discusses double angle trigonometric identities and their use on Regents exams. It provides formulas for sum, difference, and double angle identities and strategies for using them to solve problems. 2. Students are asked to complete a worksheet involving rewriting trig expressions and evaluating expressions using double angle identities. 3. The document emphasizes understanding when and how to use double angle identities rather than memorizing them, and choosing appropriate methods like using identities or reconstructing problems.

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Erin Phillips
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306 views4 pages

Double Angle Identities Worksheet With Graphysc Calculator

1. The document discusses double angle trigonometric identities and their use on Regents exams. It provides formulas for sum, difference, and double angle identities and strategies for using them to solve problems. 2. Students are asked to complete a worksheet involving rewriting trig expressions and evaluating expressions using double angle identities. 3. The document emphasizes understanding when and how to use double angle identities rather than memorizing them, and choosing appropriate methods like using identities or reconstructing problems.

Uploaded by

Erin Phillips
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Resources:

TI 83+ graphing calculators for every student.


JMAP Double Angle and Sum and Difference Identities Worksheet
Homework:
JMAP Double Angle and Sum and Difference
Identities Worksheet
Evaluation:
JMAP egents !ook "y Topic
Geometry/Angles/ Double Angle and Sum and
Difference Identities
Classroom Dialogue
Big Idea# The follo$ing dou"le angle trigono%etric identities are printed in every egents Math !
e&a%ination. There is no need to %e%ori'e the%( "ut students should kno$ $hen and ho$ to use the%.
Functions of the Sum of Two ngles#
sin) * sin cos cos sin A B A B A B + = +
cos) * cos cos sin sin A B A B A B + =
Functions of the Difference of Two ngles#
sin) * sin cos cos sin A B A B A B =
cos) * cos cos sin sin A B A B A B =
Functions of the Dou!le ngle#
sin + +sin cos A A A =
+ +
cos + cos sin A A A =
+
cos + cos , A A =
+
cos + , +sin A A =
Functions of the Half ngle#
, , cos
sin
+ +
A
A

=
, , cos
cos
+ +
A
A
+
=
dditional Relationshi"s to Remem!er# The follo$ing dou"le angle relationships are not printed in the
egents Math ! e&a%inations( "ut are relatively easy to re%e%"er.
Cofunction Relationshi"s of cute ngles#
The -co. in cosine( cosecant( and cotangent signifies -co%ple%entary(. as in co%ple%entary angles )the
%easures of an angle and its co%ple%ent su% to /0 degrees*. Thus( acute angles and their co%ple%ents
are related as follo$s#
sin cos)/0 * A A =
o
sec csc)/0 * A A =
o
tan cot)/0 * A A =
o
Two Strategies for Solving Regents #ath B Dou!le ngle $ro!lems#
,. 1econstruct the Pro"le%
+. 2se the Identities
Sam"le #ath B Regents $ro!lem3
If sin x =
4
5
, where 0 < x < 90, fnd the value of cos (x + 180).
%ne Solution:
6tep ,. We find the value of & "y
using the arcsin function of a
graphing calculator( as follo$s#
6tep +. We su"stitute the value of &
into the second function( as
follo$s#
6tep 3. 6ince the 7uestion is stated
$ith a fraction( $e $ant to convert
our ans$er to a fraction.
The ans$er is
3
5

nother #ath B Regents $ro!lem3


,. If sin A =
4
5
, tan B =
5
,+
, and angles A and B are in uadrant I, what is the
value of sin) * 8 A B +
(1)
93
95
(!)
33
95
(")
93
95
(#)
33
95
%ne Solution#
6tep ,. We "egin "y using an identity to derive the
sine and cosine functions fro% the tangent function.
5
tan
,+
arctan ++.9,/894/5 degrees
5
sin++.9,/594/5:.3849,53859: sin
,3
,+
cos++.9,/594/5:./+30;9/+3,: cos
,3
B
B
B
B
=
=
=
=
Another approach is to use the kno$ledge that the
tangent function is the slope of angle in standard
position. It goes up 5 and over ,+ on the coordinate
plane. The legs of our right triangle are 5 and ,+.
The Pythagorean Theore% tells us that the
hypotenuse of such a right triangle %ust "e ,3.
The sine and cosine of such an angle are
5
,3
and
,+
,3
respectively. This $ould "e a good pro"le% to
dra$ a picture.
6tep +. We ne&t find cosA
4
sin
5
arcsin 53.,30,0+35
3
cos53.,30,0+35 .9
5
A
A
=
=
= =
We could use the %agic for%ula here.
+ +
+
+
+
+
+
+
sin cos ,
4
cos ,
5
4
cos ,
5
,9
cos ,
+5
/
cos
+5
/ 3
cos
+5 5
x x
x
x
x
x
x
+ =

+ =



=



=


=
= =
<ast( $e su"stitute our values into the dou"le angle identity and solve.
sin) * sin cos cos sin
4 ,+ 3 5
sin) *
5 ,3 5 ,3
48 ,5 93
sin) *
95 95 95
A B A B A B
A B
A B
+ = +
+ = +
+ = + =
=>T?# Math purists prefer the right side approach. The left side see%s easier.
Student ctivit&# 6tudents co%plete the JMAP Double Angle and Sum and Difference Identities
Worksheet.
'(S Core $erformance Standards:
@ey Idea ,# MATA?MATIBA< ?A6>=I=C
6tudents use %athe%atical reasoning to analy'e %athe%atical situations( %ake conDectures( gather
evidence( and construct an argu%ent.
Perfor%ance Indicators#
,a. Bonstruct valid argu%ents.
,". Eollo$ and Dudge the validity of argu%ents.
@ey Idea 5# M?A62?M?=T
6tudents use %easure%ent in "oth %etric and ?nglish %easure to provide a %aDor link "et$een the
a"stractions of %athe%atics and the real $orld in order to descri"e and co%pare o"Dects and data.
Perfor%ance Indicators#
5a. Apply for%ulas to find %easures such as length( area( volu%e( $eight( ti%e( and
angle in realF$orld conte&ts.
5". Bhoose and apply appropriate units and tools in %easure%ent situations.
5e. 2se trigono%etry as a %ethod to %easure indirectly.
Dou!le ngle Identities )orksheet
,. Write each e&pression in ter%s of a single trigono%etric function.
a* 9 . 0 cos 9 . 0 sin + "* 3 cos 3 sin + c* +sin+cos+
d* 45 . 0 sin 45 . 0 cos
+ +
e* , 5 cos +
+
f* 3 sin + ,
+

+. Write each e&pression in ter%s of a single trigono%etric function


a*
9
cos
9
sin +

"*
,0
sin
,0
cos
+ +

c* , 5 . 0 cos +
+

3. If
3
,
sin =
and is in 7uadrant I( evaluate each e&pression.
a* + sin "* + cos c* + tan
4. A value of is defined. ?valuate the e&pressions
+ tan ( + cos ( + sin and
a*
+
,
cos =
( and is in Guadrant II
"*
3
+
sin =
( and is in Guadrant III
c* ;5 . 0 tan = and
+
3
< <
5. Prove each identity#
a* ( )
+
cos sin + sin , + = + "*
+
sin cot + + sin =
c*

+
+
tan ,
tan ,
+ cos
+

= d*

+ cos ,
+
sec
+
+
=
9. Prove each identity#
a*

+
sin
+
+ cos ,
=

"*


+ sec
cos sin
cos sin
+ +
+ +
=

+
c*
( )
, + csc
+ sin
cos sin
+
+ =
+


Ans$ers#
,a* sin ,.+ "* sin 9 c* sin 4 d* cos 0./ e* cos ,0 f* cos 9
+a*
3
sin

"*
5
cos

c* cos ,
3a*
/
+ 4
"*
/
;
c*
;
+ 4
4a* 3 (
+
,
(
+
3
"* 5 4 (
/
,
(
/
5 4
c*
;
+4
(
+5
;
(
+5
+4

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