Precalculus

SENIOR
HIGH
SCHOOL

Conversion from Degree Measure to Module

Radian Measure and Vice Versa 2
Quarter 2
Precalculus
Quarter 2 – Module 2: Conversion from Degree Measure to Radian Measure and Vice
Versa
First Edition, 2020

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 Precalculus
SENIOR
HIGH
SCHOOL

Module

2
Quarter 2
Conversion from Degree
Measure to Radian Measure
and Vice Versa
Introductory Message

For the facilitator:

Welcome to the Precalculus for Senior High School Module on Conversion from
Degree Measure to Radian Measure and Vice Versa!

This module was collaboratively designed, developed and reviewed by educators

from Schools Division Office of Pasig City headed by its Officer-In-Charge Schools
Division Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with
the Local Government of Pasig through its mayor, Honorable Victor Ma. Regis N.
Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help
learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Precalculus Module on Conversion from Degree Measure to Radian

Measure and Vice Versa!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after completing the
lessons in the module

Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Recap - This section will measure what learnings and skills that you
understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and applications of the
lessons.

Valuing-this part will check the integration of values in the learning

competency.

Post-test - This will measure how much you have learned from the entire
module.
 EXPECTATIONS

Learning Objective:

At the end of the learning episode, you are expected to:

1. convert degree measure to radian measure, and vice versa.

PRETEST

I. MATCHING TYPE. Match the angle measures (degrees) in column

A to its equivalent angle measures (radian) in column B.
COLUMN A COLUMN B

1. 30O A. −
3𝜋
4
2. -60O 𝜋
B. −
3. 240O 𝜋
3

4. -135O C.
6
5. 300O D.
4𝜋
3
E. - 𝜋
5𝜋
F.
3

II. Given the circle with radius 3 cm and central angle that measures 45°,
1. find the length of the intercepted arc.
2. find the area of the sector bounded by the sides of the central angle.

RECAP

From the previous module, we have discussed the following:

 o An angle is formed by rotating a ray about its endpoint. An angle is
said to be positive if the ray rotates in a counterclockwise direction,
and the angle is negative if it rotates in a clockwise direction.
o If an angle fits a coordinate system in which the origin is the vertex
and the initial side coincides with the positive x-axis, then this angle
is said to be an angle in standard position.
o A central angle of a circle measures one degree, written 1o, if it
1
intercepts of the circumference of the circle. One minute, written 1’,
360
1 1
is of 1o, while one second, written 1”, is of 1’.
60 60
o The unit circle is the circle given by the equation 𝑥 2 + 𝑦 2 = 1 where
the center is at the origin and radius 1.
o A central angle of the unit circle that intercepts an arc s of the circle
with length 1 unit is said to have a measure of one radian, written 1
rad.
o Since the circumference of a circle is 2𝜋𝑟 units, it follows that a
central angle of one full revolution (counterclockwise) corresponds to
an arc length of 𝑠 = 2𝜋𝑟. Moreover, the radian measure of an angle of
one full revolution in a unit circle is 2𝜋.

LESSON

Since a unit circle has circumference 2𝜋, a central angle that measures 360°
has measure equivalent to 2𝜋 radians. Thus, we obtain the following
conversion rules.

Converting degree to radian, and vice versa

𝜋
1. To convert a degree measure to radian, multiply it by .
180
180
2. To convert a radian measure to degree, multiply it by .
𝜋
3.

Figure 2.1 shows some special angles in

standard position with the indicated
terminal sides. The degree and radian
measures are also given.
Examples:
Figure 2.1
1. Express 25°, 300°, and -75° in radians.

Solution:
𝜋 5𝜋 5𝜋
25° ( )= 25° = rad.
180 36 36

𝜋 5𝜋 5𝜋
300° ( )= 300° = rad.
180 3 3

𝜋 5𝜋 5𝜋
−75° ( )=− −75° = − rad.
180 12 12

7𝜋 𝜋 11𝜋
2. Express rad, rad − and in degrees.
2 8 6

Solution:
7𝜋 180 7𝜋
( ) = 630° = 630°
2 𝜋 2
𝜋 180 𝜋
( ) = 22.5° = 22.5°
8 𝜋 8
11𝜋 180 11𝜋
− ( ) = −330° − = −330°
6 𝜋 6

One of the applications of conversion from degrees to radian measure, and

vice versa, is finding the arc length and area of a sector.

In a circle, a central angle whose radian measure is 𝜃 subtends an arc that

𝜃
is the fraction of the circumference of the circle. Thus, in a circle of radius
2𝜋
r (See Figure 2.2), the length s of an arc that subtends the angle 𝜃 is
𝜃 𝜃
𝒔= 𝑥 𝑐𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 𝑐𝑖𝑟𝑐𝑙𝑒 = (2𝜋𝑟) = 𝒓𝜽 .
2𝜋 2𝜋

𝒔 = 𝒓𝜽

Figure 2.2 Arc Length

Examples:

1. Find the length of an arc of a circle with radius 5 meters that

subtends a central angle of 60°.

Solution: Since the given central angle is in degrees, we have to convert it

into radian measure.
𝜋 𝜋
60° ( )= rad.
180 3

Then, apply the formula for an arc length.

𝜋 5𝜋
𝑠 = 𝑟𝜃 = 5 𝑚𝑒𝑡𝑒𝑟𝑠 𝑥 = 𝑚𝑒𝑡𝑒𝑟𝑠 ≈ 5.23 𝑚𝑒𝑡𝑒𝑟𝑠
3 3
𝟓𝝅
Therefore, the length of an arc of a circle is 𝒎𝒆𝒕𝒆𝒓𝒔 ≈ 𝟓. 𝟐𝟑 𝒎𝒆𝒕𝒆𝒓𝒔.
𝟑

2. A central angle 𝜃 in a circle of radius 3 meters is subtended by an arc

length of 4𝜋 meters. Find the measure of 𝜃 in degrees.

Solution: Using the formula for an arc length, we derive the formula in
getting the measure of the central angle in radian.
𝑠
𝑠 = 𝑟𝜃 𝜃=
𝑟
Then, apply the formula for the measure of the central angle in
radian.
𝑠 4𝜋 𝑚𝑒𝑡𝑒𝑟𝑠 4𝜋
𝜃= = = 𝑟𝑎𝑑.
𝑟 3 𝑚𝑒𝑡𝑒𝑟𝑠 3
Since we are required to get the equivalent degree measure, we
4𝜋
convert 𝑟𝑎𝑑 to degrees:
3
4𝜋 180
( ) = 240°
3 𝜋
Therefore, the measure of 𝜃 in degrees is 𝟐𝟒𝟎°.

3. A pendulum clock swings through an angle of 15° each second. If the

pendulum is 40 cm long, how far does its tip move each second?

Solution: Given: r = 40 cm
15° 𝜃 = 15° to be converted to radians
40 cm
𝜋 𝜋
𝜃 = 15° ( )= rad.
180 12

s=?
s
 Applying the formula for an arc length, we get
𝜋 10𝜋
𝑠 = 𝑟𝜃 = 40 𝑐𝑚 𝑥 = 𝑐𝑚 ≈ 10.47 𝑐𝑚.
12 3
𝟏𝟎𝝅
Therefore, the tip of the pendulum move 𝒄𝒎 ≈ 𝟏𝟎. 𝟒𝟕 𝒄𝒎 each
𝟑
second.

A sector of a circle is the portion of the interior of a circle bounded by the

initial and terminal sides of a central angle and intercepted arc. Note that an
angle with measure 2𝜋 radians will define a sector that corresponds to the
circle as a whole. Therefore, if a central angle of a sector has measure 𝜃
𝜃
radians, then the sector makes up the fraction of a complete circle. See
2𝜋
Figure 2.3. Since the area of a complete circle with radius r is 𝜋𝑟 2 , we have
𝜃 1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑆𝑒𝑐𝑡𝑜𝑟 = (𝜋𝑟 2 ) = 𝜃𝑟 2 .
2𝜋 2

Area of a Sector (A)

Figure 2.3 Area of a Sector

Examples:

4. Find the area of a sector of a circle with central angle 30° if the radius
is 4 meters.

Solution: Since the given angle is in degrees, we convert it first to radian

measure, that is
𝜋 𝜋
30° ( )= rad.
180 6

Then, we apply the formula for computing the area of a sector.

1 1 𝜋 4𝜋 2
𝐴 = 𝜃𝑟 2 = ( ) (4 𝑚)2 = 𝑚 ≈ 4.19𝑚2
2 2 6 3
 𝟒𝝅
Thus, the area of a sector of a circle is 𝒎𝟐 ≈ 𝟒. 𝟏𝟗𝒎𝟐 .
𝟑

5. A sprinkler on a golf course fairway is set to spray water over a

distance of 50 feet and rotates through an angle of 120°. Find the area
of the fairway watered by the sprinkler.

Solution: Since the given angle is in degrees, we convert it first to radian

measure, that is
𝜋 2𝜋
120° ( )= rad.
180 3
Then, we apply the formula for computing the area of a sector.
1 1 2𝜋 50𝜋 2
𝐴 = 𝜃𝑟 2 = ( ) (50 𝑓𝑡)2 = 𝑓𝑡 ≈ 52.33𝑓𝑡 2
2 2 3 3
𝟓𝟎𝝅
Thus, the area of the fairway watered by the sprinkler is 𝒇𝒕𝟐 ≈ 𝟓𝟐. 𝟑𝟑𝒇𝒕𝟐
𝟑

ACTIVITIES

I. Express each degree measures in 𝜋 radians.

1. 150°
2. -50°
3. 210°

II. Express each radian measures in degrees.

4𝜋 8𝜋
1. 2. −
9 5

III. Complete the table.

Angle in Angle in Area of the

Radius Arc Length
degrees radian Sector
3 cm 135°
5m 15𝜋
m
4
 WRAP–UP

Answer the following questions:

1. Since a unit circle has circumference 2𝜋, a central angle that

measures 360° has measure equivalent to how many radians?
2. How to convert a degree measure to radian?
3. What is to be multiplied to the angle in radian measure to be able to
convert it to degree?
4. How do we compute for the arc length and the area of the sector given
the radius of the circle and the measurement of its central angle?

VALUING

While knowing the different units used in angle measurement is

important, the real purpose behind the angle measurement is for us to be
able to use these measurement units to calculate the size or area of different
objects that involve circles. In Calculus, it is often necessary to convert
degrees to radian measure since the radian measure is often used in
problems involving circular and trigonometric functions.

In real life, are there instances that you need first to convert
something for this to function or be more useful? Cite some examples.

POSTTEST

MODIFIED TRUE OR FALSE. Write TRUE if the given conversion is correct.

Otherwise, write the correct conversion of the angle written in the left side of
the equation.
𝜋 7𝜋
1. 90° = − 3. − = −210°
2 6
2𝜋 5𝜋
2. 120° = 4. = 112.25°
3 8
PROBLEM SOLVING. An ice cream cone is cut from a circular sector with a
2-inch radius and a central angle of 270°. Find

1. the measure of the central angle in radian.

2. the circumference of the circular base of the cone.
3. the surface area of the cone.

KEY TO CORRECTION

REFERENCES
Books:
1. Department of Education-Bureau of Learning Resources (2016).
PRECALCULUS LEARNER’S MATERIAL.
2. Hagos, Ymas, & Najjar (2002). Plane and Spherical Trigonometry. Ymas
Publishing House, Sta. Monica Printing Corporation, Sampaloc,
Manila.
3. Pelias, JG P (2016). PRE-CALCULUS. Rex Book Store, Inc. (RBSI).
Sampaloc, Manila