NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4

PRECALCULUS AND ADVANCED TOPICS

Name Date

1.

a. In the following diagram, triangle XYZ has side lengths a , b , and c as shown. The angle α indicated
1
is acute. Show that the area A of the triangle is given by A= ab sin( α ).
2

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

b. In the following diagram, triangle PQR has side lengths p, q , and r as shown. The angle β indicated
1
is obtuse. Show that the area A of the triangle is given by A= pq sin (β).
2

c. To one decimal place, what is the area of the triangle with sides of lengths 10 cm , 17 cm , and 21 cm?
Explain how you obtain your answer.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

2. Triangle ABC with side lengths a , b , and c as shown is circumscribed by a circle with diameter d .

a
a. Show that =d .
sin ( A )

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

a b c
b. The law of sines states that = = for any triangle ABC with side lengths a , b ,
sin ( A ) sin ( B ) sin ( C )
and c (with the side of length a opposite vertex A , the side of length b opposite vertex B, and the
side of length c opposite vertex C ). Explain why the law of sines holds for all triangles.

c. Prove that c 2=a2+ b2−2 ab cos (C) for the triangle shown in the original diagram.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

3. Beatrice is standing 20 meters directly east of Ari, and Cece is standing 15 meters directly northeast of
Beatrice.

a. To one decimal place, what is the distance between Ari and Cece?

b. To one decimal place, what is the measure of the smallest angle in the triangle formed by Ari,
Beatrice, and Cece?

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

4.

a. Is it possible to construct an inverse to the sine function if the domain of the sine function is

restricted to the set of real values between

π
2
and
3π
2
? If so, what is the value of sin
−1 1
2
for this ()
inverse function? Explain how you reach your conclusions.

b. Is it possible to construct an inverse to the cosine function if the domain of the cosine function is

restricted to the set of real values between

π
2
and
3π
2
? If so, what is the value of cos
−1 −1
2
for ( )
this inverse function? Explain how you reach your conclusions.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

c. Is it possible to construct an inverse to the tangent function if the domain of the tangent function is
π 3π
restricted to the set of real values between and ? If so, what is the value of tan−1 (−1) for this
2 2
inverse function? Explain how you reach your conclusions.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

5. The diagram shows part of a rugby union football field. The goal line (marked) passes through two goal
posts (marked as black circles) set 5.6 meters apart.

According to the rules of the game, an attempt at a conversion must be taken at a point on a line through
the point of touchdown and perpendicular to the goal line. If a touchdown occurred 5 meters to one side
of a goal post on the goal line, for example, the dashed line in the diagram indicates the line on which the
conversion must be attempted.

Suppose the conversion is attempted at a distance of x meters from the goal line. Let w be the angle
(measured in radians) indicated subtended by the goal posts.

a. Using inverse trigonometric functions, write an expression for w in terms of the distance x .

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

b. Using a graphing calculator or mathematics software, sketch a copy of the graph of the angle
measure w as a function of x on the axes below. Indicate on your sketch the value of x that
maximizes w . What is that maximal angle measure? (Give all your answers to two decimal places.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

c. In the original diagram, we see that the angle of measure w is one of three angles in an obtuse
triangle. To two decimal places, what is the measure of the obtuse angle in that triangle when w has
its maximal possible measure?

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

6. While riding her bicycle, Anu looks down for an instant to notice a reflector attached to the front wheel
near its rim. As the bicycle moves, the wheel rotates and the position of the reflector relative to the
frame of the bicycle changes. Consequently, the angle down from the horizontal that Anu needs to look
in order to see the reflector changes with time.

Anu also notices the air valve on the rim of the front wheel tire and observes that the valve and the
reflector mark off about one-sixth of the perimeter of the front wheel.

As Anu rides along a straight path, she knows that there will be a moment in time when the reflector, the
valve, and her eye will be in line. She wonders what the angle between the horizontal from her eye and
the line from her eye to the reflector passing through the valve is at this special moment.

She estimates that the reflector and the valve are each 1.5 feet from the center of the front wheel, that
her eye is 6 feet away from the center of that wheel, and that the line between her eye and the wheel
center is 45 ° down from the horizontal.

According to these estimates, what is the measure, to one decimal place in radians, of the angle Anu
seeks?

In this diagram, O represents the center of the front wheel, E the location of Anu’s eye, and R and V
the positions of the reflector and valve, respectively, at the instant R , V , and E are collinear.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem, mathematics to
OR an incorrect solve the problem.
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student shows little or Student writes the Student writes the Student writes the
no understanding of altitude in terms of altitude in terms of altitude in terms of sine
the area of a triangle sine but does not verify sine but makes a and verifies the area
G-SRT.D.9 using trigonometry. the area formula. mistake when verifying formula.
the area formula.

b Student shows little or Student writes the Student writes the Student writes the
no understanding of altitude in terms of altitude in terms of altitude in terms of sine
the area of a triangle sine but does not verify sine but makes a and verifies the area
G-SRT.D.9 using trigonometry. the area formula. mistake when verifying formula.
the area formula.

c Student shows little or Student writes the area Student finds the area Student finds and
no understanding of formula but does not with supporting work explains the area
the area of a triangle use it correctly. but does not explain correctly.
G-SRT.D.9 using trigonometry. the answer.

2 a Student shows little or Student attempts an Student uses Thales’ Student uses Thales’
no understanding of explanation but makes theorem and identifies theorem and identifies
the concept. a major mathematical a right angle inscribed a right angle inscribed
G-SRT.D.10 error. in a diameter but the in a diameter leading
explanation is to a correct
incomplete. explanation.

b Student shows little or Student attempts to Student shows Student completely

no understanding of explain why the law of knowledge of the law and correctly explains
the law of sines. sines holds but makes of sines but the why the law of sines
G-SRT.D.10 a major mathematical explanation is holds for all triangles.
mistake. incomplete.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

c Student shows little or Student attempts proof Student shows Student correctly
no understanding of but makes a major knowledge of proof but proves the statement.
the concept. mathematical error. makes minor error in
G-SRT.D.10 proof.

3 a Student shows little or Student uses the law of Student uses the law of Student uses the law of
no understanding of cosines but makes cosines correctly but cosines correctly and
the law of cosines. mathematical mistakes does not round rounds answer
G-SRT.D.11 leading to an incorrect properly. correctly.
answer.

b Student shows little or Student knows the Student uses the law of Student uses the law of
no understanding of shortest angle is A but sines to find A sines to find A
the law of sines. cannot find A . correctly but makes a correctly.
G-SRT.D.11
mathematical mistake
leading to an incorrect
answer.

4 a Student shows little or Student knows that Student either finds Student correctly
no understanding of there is an inverse the correct value OR explains the restricted
inverse trigonometric function on the explains the restricted domain of the inverse
F-TF.B.6 functions. restricted domain but domain correctly. function and calculates
does not explain why the value.
or calculate value.

b Student shows little or Student knows that Student explains that Student completely
no understanding of there is not an inverse there is not an inverse explains that there is
inverse trigonometric function on the function on the not an inverse function
F-TF.B.6 functions. restricted domain but restricted domain but on the restricted
does not explain why explanation is domain.
or calculate the value. incomplete.

c Student shows little or Student knows that Student either finds Student correctly
no understanding of there is an inverse the correct value OR explains the restricted
inverse trigonometric function on the explains the restricted domain of the inverse
F-TF.B.6 functions. restricted domain but domain correctly. function and calculates
does not explain why the value.
or calculate the value.

5 a Student shows little or Student attempts to Student writes w in Student correctly

no knowledge of write w in terms of x terms of x with a writes w in terms of x .
inverse trigonometric but makes major
F-TF.B.7 minor mathematical
functions. mathematical mistake.
mistakes.

b Student shows little or Student sketches the Student sketches the Student sketches the
no knowledge of graph but does not graph and identifies graph and identifies
trigonometric identify maximal angle the maximal angle the maximal angle
F-TF.B.7 functions. measure. measure but does not measure rounding
round correctly. correctly.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

c Student shows little or Student attempts to Student finds the Student correctly finds
no knowledge of find the obtuse angle obtuse angle but a the measure of the
trigonometric but makes major minor mathematical obtuse angle.
F-TF.B.7 functions. mathematical errors. error leads to an
incorrect answer.

6 G-SRT.D.11 Student shows little or Student attempts to Student uses the law of Student uses the law of
no knowledge of the use the law of sines but sines and finds the sines, finds the
law of sines. makes mathematical measure of the angle measure of the angle,
errors leading to an but does not round and rounds correctly.
incorrect answer. correctly.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

Name Date

1.

a. In the following diagram, triangle XYZ has side lengths a , b , and c as shown. The angle α indicated
1
is acute. Show that the area A of the triangle is given by A= ab sin( α ).
2

Draw an altitude as shown. Call its length h .

h
We have sin ( α ) = , so h = b sin (α ).
b
The area A of the triangle is given as “half base times height.” So

1 1
A= × a × b sin ( α ) = ab sin ( α ).
2 2

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

b. In the following diagram, triangle PQR has side lengths p, q , and r as shown. The angle β indicated
1
is obtuse. Show that the area A of the triangle is given by A= pq sin (β).
2

Draw in an altitude as shown. Call its length h.

h
We have sin ( π – β ) =, so h = p sin (π - β) . Since sin ( π - β ) = sin (β), this can be
p
rewritten h = p sin (β).

1 1
The area A of the triangle is thus × q × p sin ( β ) = pq sin (β).
2 2

c. To one decimal place, what is the area of the triangle with sides of lengths 10 cm, 17 cm , and 21 cm?
Explain how you obtain your answer.

Let θ be the measure of the angle between the sides of lengths 10 cm and 17 cm . By
the law of cosines, we have 212 = 102 + 172 - 2 ∙ 10 ∙ 17 cos (θ). This gives

cos ( θ ) =
52
340
=
13
85
, and so θ = cos
–1 13
85 ( ) ≈ 1.42 radians.

1
∙ 10 ∙ 17 sin ( θ ) ≈ 85 sin (1.42) ≈ 84.0
2
The area of the triangle is 84.0 square centimeters.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

2. Triangle ABC with side lengths a , b , and c as shown is circumscribed by a circle with diameter d .

a
a. Show that =d .
sin ( A )

Consider the point A ' on the circle with A'B a diameter of the circle.

By Thales’ theorem (an inscribed angle that intercepts a semi-circle is a right angle),
a
∠ A'CB is a right angle. Thus, sin ( A' ) = .
d
But by the inscribed angle theorem (angles intercepting the same arc are congruent),

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288
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

the inscribed angle at A ' has the same measure as the inscribed angle at A . So,
a a
sin ( A' ) = sin (A), and our equation reads sin ( A ) = . Rearranging gives = d.
d sin ( A )

a b c
b. The law of sines states that = = for any triangle ABC with side lengths a , b ,
sin ( A ) sin ( B ) sin ( C )
and c (with the side of length a opposite vertex A , the side of length b opposite vertex B, and the
side of length c opposite vertex C ). Explain why the law of sines holds for all triangles.

The relationship between a, sin(A), and d holds for any side of the triangle. So we also
b c a b c
have = d and = d . This shows that = = for a triangle
sin ( B ) sin ( C ) sin ( A ) sin ( B ) sin ( C )
circumscribed by a circle.

As every triangle can be circumscribed by a circle, the law of sines,

a b c
= = , thus holds for all triangles.
sin ( A ) sin ( B ) sin ( C )

c. Prove that c 2=a2+ b2−2 ab cos (C) for the triangle shown in the original diagram.

Draw an altitude as shown for the triangle, and

identify the three lengths x , y , and h as shown.

Now x = b cos ( C ) , h = b sin ( C ), and

y = a – x = a – b cos ( C) .
Applying the Pythagorean theorem to the right
triangle on the right, we have

2 2 2 2 2 2
y + h = c (a – b cos (C)) + (b sin (C)) = c

a 2 – 2ab cos ( C) + b2 cos2 ( C) + b2 sin2 ( C) = c2

2 2
Using cos ( C ) + sin ( C ) = 1 this reads

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

a 2 – 2ab cos ( C) + b2 = c 2
or

c 2 = a2 + b2 – 2ab cos (C).

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

3. Beatrice is standing 20 meters directly east of Ari, and Cece is standing 15 meters directly northeast of
Beatrice.

a. To one decimal place, what is the distance between Ari and Cece?

The following diagram depicts the situation described:

By the law of cosines

2
|AC| =20 2 + 152 - 2 ∙ 15 ∙ 20 ∙ cos (3π4 ) |AC| = 400 + 225 - 600 ( – 1√ 2 )
2

|AC| = 625 + 300 √ 2|AC|=√625 + 300 √ 2 ≈ 32.4

2

Thus, the distance between Ari and Cece is approximately 32.4 meters.

b. To one decimal place, what is the measure of the smallest angle in the triangle formed by Ari,
Beatrice, and Cece?

The angle of the smallest measure in a triangle lies opposite the shortest side of the
triangle. Thus, we seek the measure of the angle at Ari’s position.

By the law of sines

sin (A)
=
sin (3π4 )
15 |AC|
giving

15 15
sin ( A ) = ≈ ≈ 0.33.
√2|AC| √2 ∙32.4
Thus, m ∠ A ≈ sin -1 ( 0.33 ) ≈ 0.33 radian. (This is about 19°.)
4.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

a. Is it possible to construct an inverse to the sine function if the domain of the sine function is

restricted to the set of real values between

π
2
and
3π
2
? If so, what is the value of sin
−1 1
2
for this ()
inverse function? Explain how you reach your conclusions.

π
We see, when restricted to inputs between
2
3π
and , the graph of y = sin (x) is strictly
2
decreasing.

Thus for each value between –1 and 1, there is

an input value x within this range for which
sin (x) has this value. That is, there is indeed
an inverse function for sine in this restricted
domain.

We know that sin ( π6 ) = 12 . So it follows that sin π + ( π

6 ) = – 12 . For our inverse

function we have

sin -1 – ( 12 ) = π + 6π =
7π
6
.

b. Is it possible to construct an inverse to the cosine function if the domain of the cosine function is

restricted to the set of real values between

π
2
and
3π
2
? If so, what is the value of cos
−1 −1
2
for ( )
this inverse function? Explain how you reach your conclusions.

The value of the cosine function is

neither strictly increasing nor strictly
decreasing on that restricted domain.

There are distinct inputs from the

restricted domain that give the same
cosine values, and so it is not possible
to construct an inverse to the cosine
for this domain.

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292
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

c. Is it possible to construct an inverse to the tangent function if the domain of the tangent function is
π 3π
restricted to the set of real values between and ? If so, what is the value of tan−1 (−1) for this
2 2
inverse function? Explain how you reach your conclusions.

The graph of the tangent function is strictly increasing on the restricted domain:

For each real number y , there is indeed a unique real number x in this restricted
domain with tan ( x ) = y . We can thus construct an inverse function.

We know that tan (π4 ) = 1 , and so we see that tan π + ( π

4 ) = –1 . Thus for our inverse

–1 5π
function, tan ( –1 ) = .
4

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

5. The diagram shows part of a rugby union football field. The goal line (marked) passes through two goal
posts (marked as black circles) set 5.6 meters apart.

According to the rules of the game, an attempt at a conversion must be taken at a point on a line through
the point of touchdown and perpendicular to the goal line. If a touchdown occurred 5 meters to one side
of a goal post on the goal line, for example, the dashed line in the diagram indicates the line on which the
conversion must be attempted.

Suppose the conversion is attempted at a distance of x meters from the goal line. Let w be the angle
(measured in radians) indicated subtended by the goal posts.

a. Using inverse trigonometric functions, write an expression for w in terms of the distance.

Label the angle y as shown:

5 10.6
We have tan ( y ) = and tan ( y + w ) = and so
x x

w = ( y + w ) – y = tan –1 (10.6
x ) – tan ( ) .
–1 5
x

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

b. Using a graphing calculator or mathematics software, sketch a copy of the graph of the angle
measure w as a function of x on the axes below. Indicate on your sketch the value of x that
maximizes w . What is that maximal angle measure? (Give all your answers to two decimal places.)

We see

At x = 7.28, the angle w has a measure of 0.37 radian. (This is about 21°.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

c. In the original diagram, we see that the angle of measure w is one of three angles in an obtuse
triangle. To two decimal places, what is the measure of the obtuse angle in that triangle when w has
its maximal possible measure?

Label the obtuse angle a and the length L as shown.

For x = 7.28 and w = 0.37 , we have

L = √ 10.62 2
+ 7.28 ≈ 12.86 , in meters.
By the law of sines,

sin (a) sin (w)

= .
L 5.6

Lsin (w) 12.86 × sin (0.37)

So sin ( a ) = ≈ ≈ 0.83 .
5.6 5.6
Thus, a = sin –1 ( 0.83 ) = 0.98 or π - 0.98 .

Since we are working with an obtuse angle, we must have a = π - 0.98 ≈ 2.16 radians.
(This is about 124°.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

6. While riding her bicycle, Anu looks down for an instant to notice a reflector attached to the front wheel
near its rim. As the bicycle moves, the wheel rotates and the position of the reflector relative to the
frame of the bicycle changes. Consequently, the angle down from the horizontal that Anu needs to look
in order to see the reflector changes with time.

Anu also notices the air valve on the rim of the front wheel tire and observes that the valve and the
reflector mark off about one-sixth of the perimeter of the front wheel.

As Anu rides along a straight path, she knows that there will be a moment in time when the reflector, the
valve, and her eye will be in line. She wonders what the angle between the horizontal from her eye and
the line from her eye to the reflector passing through the valve is at this special moment.

She estimates that the reflector and the valve are each 1.5 feet from the center of the front wheel, that
her eye is 6 feet away from the center of that wheel, and that the line between her eye and the wheel
center is 45 ° down from the horizontal.

According to these estimates, what is the measure, to one decimal place in radians, of the angle Anu
seeks?

In this diagram, O represents the center of the front wheel, E the location of Anu’s eye, and R and V
the positions of the reflector and valve, respectively, at the instant R , V , and E are collinear.

The following is a schematic diagram of Anu on her bicycle. The point O is the center of
the front wheel, the point E is the location of Anu’s eye, and the points R and V are the
locations of the reflector and the valve, respectively, on the rim of the front wheel and
the instant those two points and E are collinear. We have |EO| = 6 feet and

Module 4: Trigonometry
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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M4
PRECALCULUS AND ADVANCED TOPICS

|OR| = |OV| = 1.5 feet, and we seek the measure of angle a shown.

We are told that the length of the arc between V and R is one-sixth of the perimeter of
1 π 2π
the wheel. Thus m ∠ VOR = ∙ 2π = radian. Consequently, m ∠ EVO = .
6 3 3

6 1.5
=
Looking at triangle EVO , the law of sines gives
sin ( 23 π ) sin(m ∠ VEO ) , and so

sin ( m ∠ VEO ) =
sin ( 23 π ) = √ 3 . Thus, m ∠ VEO = sin
–1
( 8√ 3 ) radians. Since ∠EVO is
4 8
obtuse, ∠ VEO is acute, and we must work with the value of sin
–1
( 8√ 3 ) that corresponds

to the measure of an acute angle.

It follows that m ∠ a =
π
4
– sin
–1 √ 3
8 ( ) ≈ 0.6 radians (which is about 34°).

Module 4: Trigonometry
298
This work is licensed under a
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from PreCal-M4-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.