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Q4 STEM-Pre-Calculus Week7

This document provides a lesson plan on trigonometric identities for 11th grade precalculus. The lesson covers solving problems using trigonometric identities, including sum and difference formulas. Example problems cover applications to electrical circuits, mechanics, and geometry. Students will practice simplifying trig expressions, proving identities, and solving word problems involving range and projectile motion. Assessment questions test solving problems involving range formulas and finding angles for maximum projectile range.

Uploaded by

Sarah Faye Mercado Bedaña
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
121 views4 pages

Q4 STEM-Pre-Calculus Week7

This document provides a lesson plan on trigonometric identities for 11th grade precalculus. The lesson covers solving problems using trigonometric identities, including sum and difference formulas. Example problems cover applications to electrical circuits, mechanics, and geometry. Students will practice simplifying trig expressions, proving identities, and solving word problems involving range and projectile motion. Assessment questions test solving problems involving range formulas and finding angles for maximum projectile range.

Uploaded by

Sarah Faye Mercado Bedaña
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Learning Area Precalculus Grade Level 11

W7 Quarter Second Quarter Date (Week 7)


I. LESSON TITLE TRIGONOMETRIC IDENTITIES
II. MOST ESSENTIAL LEARNING
• Solve situational problems involving trigonometric identities.
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Key concepts of circular functions, trigonometric identities, inverse trigonometric
functions, and the polar coordinate system.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: _10 minutes)
After going through this lesson, you are expected to:
a. Solve situational problems involving trigonometric identities.

In the previous lessons, you already have learned the concept of trigonometry, the fundamental identities were
presented, proved trigonometric identities, derived the sum and difference identities for cosine, sine, and tangent
functions, and established the cofunction identities. This time you are going to use these concepts in solving word
problems.

D. Development (Time Frame: _90 minutes)


There are a lot of applications of trigonometric formulas and trigonometric identities that sometimes we are not aware
of. Some of the applications are presented how these are used to solve some mathematical problems and how these
trigonometric identities are incorporated in formulas that involve real life situations.

PROBLEM SOLVING
1. In an alternating current circuit, the instantaneous power P(t) at time t is given by
P( t ) = I mVm cos sin 2 ( t ) − I mVm sin  sin( t ) cos( t )
Where I m and Vm are the maximum current (in amperes) and voltage (in volts) respectively. Express this function as a
product of two sine functions.

SOLUTION:
P( t ) = I mVm cos sin 2 ( t ) − I mVm sin  sin( t ) cos( t )
= I mVm sin( t )cos  sin( t ) − sin  cos( t )
= I mVm sin( t ) sin(  − t )

2. The force F (in pounds) on the back of a person when he or she bends over at an acute angle  (in degrees) is given
0.6W sin(  + 90 )
by F = , where W is the weight (in pounds) of the person.
sin 12
a. Simplify the formula for F.
b. Find the force on the back of a person whose weight is 154.32 lbs. if he bends an angle of 40 0 .
c. How many pounds should a person weigh for his back to endure a force of 275 lbs. if he bends 380?

SOLUTION:
a. The given equation can be simplified by applying the sine sum identity.
0.6W sin ( + 90 0 )
F( ) =
sin 12 0
0.6W (sin  cos 90 + cos  sin 90 )
=
sin 12
0.6W sin  (0 ) + cos  (1)
=
sin 12
0.6W cos 
=
sin 12 0

b. W = 154.32 and  = 40 . F ( ) = ____


0.6 (154.32) cos 40 0
F(  ) =  341.15lbs
sin 12 0
The force on the back of a person who weighs 154.32 𝑙𝑏𝑠 who bends at an angle of 40° is 341.15 𝑙𝑏𝑠.
c. F = 275lbs ,  = 38 0 . W = ____
0.6W cos  = F sin 12 0
F sin 12 0
W =
0.6 cos 
275 sin 120
=  120.93lbs
0.6 cos 38 0
A person needs to weigh approximately 120.93 𝑙𝑏𝑠 to endure a force of 275 𝑙𝑏𝑠 if he bends at 38°.

x+ y x− y
3. (a) Prove: sin x + sin y = 2 sin   cos 
 2   2 
(b) A particle is moving according to the equation of motion
   
s( t ) = sin 4t +  + sin 4t +  ,
 3  6
where s(t) centimeters is the directed distance of the particle from the origin at t seconds.
(i) Express s(t) in the form s( t ) = a sin( bt + c ) .
(ii) Find the amplitude and frequency of the motion. (Frequency is defined as the reciprocal of the period)

SOLUTION:
a. Add the identities
sin( A + B ) = sin A cos B + cos A sin B
sin( A − B ) = sin A cos B − cos A sin B
sin( A + B ) + sin( A − B ) = 2 sin A cos B
x+ y x− y
Let A = and B = , then
2 2
A + B = x and
A− B = y
Thus, we have
x+ y x− y
sin x + sin y = 2 sin  cos .
 2   2 
   
b. (i) s( t ) = sin  4t +  + sin  4t + 
 3  6
       
 4t + + 4t +   4t + − 4t − 
= 2 sin 3 6  cos 3 6 
 2   2 
   
   
  
= 2 sin  4t +  cos
 4 12
2+ 6  
= sin  4t + 
2  4
2+ 6   2+ 6
(ii) s( t ) = sin 4t +  Amplitude =
2  4 2
2+ 6    4 2
= sin 4 t +  Frequency = =
2  16  2 

4. The length 𝑠(𝜃) of the shadow cast by a vertical pole with the angle of the sun with the horizontal is given by
h sin( 90 0 −  )
s(  ) = ; where h is the height of the pole
sin 

a. Express 𝑠(𝜃) as a single trigonometric expression.


IV. LEARNING PHASES AND LEARNING ACTIVITIES
h sin (900 −  )
s( ) =
sin 
h(sin 90 cos  − cos 90 sin  )
=
sin 
h(1)(cos  ) − (0 )(sin  )
=
sin 
h cos 
=
sin 
= h cot 

b. At what angle 𝜃 will give the shortest shadow of the pole?


Since the length of the shadow is represented by s ( ) and we are looking for the shortest length of the
shadow, it means we are looking for the value of 𝜃 if s ( ) is zero.
The angle that will give the shortest shadow of the pole is 900.

E. Engagement (Time Frame: _60 minutes)


LEARNING TASK 1:
1. Given some information about a and b, find
a. sin (a + b )
b. cos(a − b )
c. tan(a + b ) .
2. Simplify the following expressions.
a. cos( − x )
 3 
b. sin + x
 2 
c. tan ( x +  )
A. Assimilation (Time Frame: _30 minutes_)
LEARNING TASK 2:
x+ y x− y
1. (a) Prove: cos x + cos y = 2 cos  cos 
 2   2 
(b) Two atmospheric waves in space produce pressures F ( t ) and G( t ) pascals at t seconds, where
 3 
F ( t ) = 0.04 cos(2t ) and G (t ) = 0.04 cos 2t − 
 4 
Express the total pressure P (t ) = F (t ) + G (t ) in the form P(t ) = a cos(bt + c ) .

2. In ABC , prove that tan A + tan B + tan C = tan A tan B tan C

V. ASSESSMENT (Time Frame: _30 minutes)


(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Solve each of the following questions.
1. The range R of a projectile fired at an acute angle  with the horizontal and with an initial velocity of v meters per
second is given by
v2
R= sin(2 )
g
where g is the acceleration due to gravity, which is 9.81 m s 2 near the Earth’s surface.
a. An archer targets an object 100 meters away from her position. If she positions her arrow at an angle of 32 0 and
releases the arrow at the speed of 30 m/sec, will she hit her target?
2
b. If  = , solve for v when R = 50 .
5
c. Given v, find the value of  that gives the largest possible range. At this  , what is the range?
IV. LEARNING PHASES AND LEARNING ACTIVITIES
2. The slope of a mountain makes an angle of 45 degrees with the horizontal. At the base of the mountain, a cannon is
fired at an angle  with the horizontal, where 45 0    90 0 , and with initial velocity of v m/sec. Neglecting air
resistance, the distance R (in meters) it drops on the slope of the mountain from the base is given by
2 2v 2
R= (sin  − cos  )cos  ,
g
where g is the acceleration due to gravity in m/sec2. Express this formula for R in terms of 2 .

VI. REFLECTION (Time Frame: _10 minutes_)


• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/p erform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Precalculus Learner’s Material, DepEd-BLR, First edition 2016.

Prepared by: Gretchen B. Bacayan Checked by: Severa C. Salamat

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