4

TRIGONOMETRIC IDENTITIES
AND EQUATIONS
for Pre Calculus
Senior High School (STEM)
Quarter 2 / Week 5

1
 FOREWORD

This Self Learning Kit for General Mathematics is

designed specifically for Grade 11 students in the Senior
High School. Thus, a modest background in grade school
mathematics is important, written in a precise, readable,
and conventional manner to facilitate students’
understanding of the subject.
It is aligned with the BEC of the Department of
Education following the prescribed MELCs (Most Essential
Learning Competencies.
It has the following features proven to be valuable
aids to learning Mathematics even at home.
What Happened
This section contains pre-activities like review of the
prior knowledge on the simple and compound interest.
What You Need To Know (Discussion)
This section contains the discussion in determining
whether an equation is an identity or conditional. It also
discusses about trigonometric identies and problems
involving it. This will be your aid as you learn new ideas and
enrich your existing knowledge about mathematical
concepts.

What Have I Learned (Evaluation/Post Test)

The exercises contained in this section are guaranteed
to build mathematical comprehension, skills, and
competence. These serves as a diagnostic tool to identify
the learner’s prior knowledge, and the areas of strength
and weaknesses.

2
 OBJECTIVES:
K. Determine if an equation is an identity or
conditional equation.
S. Solve problems involving trigonometric identities.
A. Appreciate the importance of trigonometric
identities as its real-world application is
presented.

I. WHAT HAPPENED
PRE-TEST:
Direction: Read an analyze each statement carefully. Answer in your activity
sheets/notebook.

I. Write down the fundamental trigonometric identities.

II. State whether the equation is an identity or a conditional equation.

1. sin2 Θ = cos2 Θ + 1
x2 + 7x + 10
2. =x–5
x+5

x2 - 5x + 6
3. =x–3
x-2

III. Use identities to simplify the trigonometric expression.

1 + tan x
1. 1 + cot x

IV. Given some initial values, use identities to find the values of some
trigonometric functions of Θ that is stated in the problem.
2
1. sin Θ = 5 and sec Θ > 0
Find : csc Θ and cos Θ

2. tan Θ = 2 and csc Θ < 0

Find: cot Θ and sec Θ

V. Prove the following identities.

1 + sin X + cos X 1 + cos X
1. =
1 + sin X - cos X sin X

2
2. sin X = sin X - sin X cos2 X

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 LESSON TRIGONOMETRIC IDENTITIES AND CONDITIONAL
1 EQUATIONS SSON 1

Recall
The Six Trigonometric Functions

Let Θ be an angle in standard position and P(Θ) = P(x, y) the point

on its terminal side on the unit circle.
Define
1
sin Θ = y csc Θ = ,y≠0
y

cos Θ = x
1
sec Θ = ,x≠0
y x
tan Θ = ,x≠0
x
x
cot Θ = ,y≠0
y

Quadrant II (QII): x negative, y positive Quadrant I (QI): x and y positive

Only sine and cosecant functions are All circular functions are positive
positive
x
Quadrant III (QIII): x negative, y Quadrant IV (QIV): x positive, y
negative negative

Only tangent and cotangent functions Only cosine and secant

are positive functions are positive

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II. WHAT YOU NEED TO KNOW

DISCUSSION:
A. Identity and Conditional Equation
Consider the following two groups of equations.

Group A Group B
(A1) x2 −1 = 0 (B1) x2 − 1 = (x − 1) (x + 1)
(A2) (x + 7)2 = x2 + 49 (B2) (x + 7)2 = x2 + 14x + 49

In each equation in Group A, some values of the variable that are in the
domain of the equation do not satisfy the equation (that is, do not make the
equation true). On the other hand, in each equation in Group B, every element
in the domain of the equation satisfies the given equation. The equations in
Group A are called conditional equations, while those in Group B are called
identities.

An identity is an equation that is true for all values of the variable in

the domain of the equation. An equation that is not an identity is called a
conditional equation. (In other words, if some values of the variable in the
domain of the equation do not satisfy the equation, then the equation is a
conditional equation.)

Example: Identify whether the given equation is an identity or a conditional

equation. For each conditional equation, provide a value of the variable in
the domain that does not satisfy the equation.
3 3 3
1. x3 - 2 = (x - √2 )( x2 + √2x + √4 )

2. sin Θ = cos Θ - 1

1 - √x 1 - 2√x + x
3. = 1-x
1 + √x

Solution
(1) This is an identity because this is simply difference of two cubes and its
factors.
(2) This is a conditional equation. If Θ = 0, then both sides of the equation
are equal to 0. But if Θ=π, then the left-hand side of the equation is 0, while
the right-hand side is −2.
(3) This is an identity because the right-hand side of the equation is obtained
by rationalizing the denominator of the left-hand side.

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A. Fundamental Trigonometric Identities

Recall that if P(x,y) is the terminal point on the unit circle corresponding
to Θ, then we have
1 y
sin Θ = y csc Θ = tan Θ =
y x
1 x
cos Θ = x sec Θ = cot Θ =
x y

From the definitions, the following reciprocal and quotient identities

immediately follow. Note that these identities hold if Θ is taken either as a real
number or as an angle.

Reciprocal Identities Quotient Identities

1 sin θ
csc θ = tan θ =
sin θ cos θ
1 cos θ
sec θ = cot θ =
cos θ sin θ
1
cot θ =
tan θ

We can use these identities to simplify trigonometric expressions.

Example: Simplify the following trigonometric expressions.

tan Θ cos Θ cos Θ

1. 2.
sin Θ cot Θ

Solutions:

tan Θ cos Θ cos Θ

1. 2.
sin Θ cot Θ
cos Θ
(
sin Θ
) (cos Θ) = cos Θ
= cos Θ (
sin Θ
)
sin Θ
sin Θ
sin Θ = (cos Θ)( )
( ) (cos Θ) cos Θ)
= cos Θ
sin Θ = sin Θ
sin Θ
=
sin Θ

=1
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 In addition to the eight identities presented above, we also have the
following identities.

Even-Odd Identities
sin (-θ) = -sin θ
cos (-θ) = cos θ
tan (-θ) = -tan θ

The first two of the negative identities can be obtained from the graphs
of the sine and cosine functions, respectively.

The third identity can be derived as follows:

sin (-Θ) -sin Θ

tan (-Θ) = = = -tan Θ
cos (-Θ) cos Θ

The reciprocal, quotient, Pythagorean, and even-odd identities

constitute what we call the fundamental trigonometric identities.

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Example: If sec Θ = 2 and tan Θ < 0, use the identities to find the values of the
remaining functions of Θ.

Solution.

Note that Θ lies in QIV.

1 2
cos Θ = =
sec Θ 5

2 2 √21
sin Θ = -√1 - cos2 Θ = -√1 - (5) = - 5

1 5√21
csc Θ = =-
sin Θ 21

√21
sin Θ - √21
tan Θ = = 2
5
=-
cos Θ 2
5

1 2 √21
cot Θ = =-
tan Θ 21

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A. Proving Trigonometric Identities

We can use the eleven fundamental trigonometric identities to establish

other identities. For example, suppose we want to establish the identity
sin Θ
csc Θ - cot Θ =
1 + cos Θ

To verify that it is an identity, recall that we need to establish the truth of

the equation for all values of the variable in the domain of the equation. It is
not enough to verify its truth for some selected values of the variable. To prove
it, we use the fundamental trigonometric identities and valid algebraic
manipulations like performing the fundamental operations, factoring,
canceling, and multiplying the numerator and denominator by the same
quantity. Start on the expression on one side of the proposed identity
(preferably the complicated side), use and apply some of the fundamental
trigonometric identities and algebraic manipulations, and arrive at the
expression on the other side of the proposed identity.

Expression Explanation

csc Θ - cot Θ Start on one side.

1 cos Θ
= - Apply some reciprocal identities
sin Θ sin Θ
1 - cos θ
= Add the quotients.
sin θ
1 - cos θ 1 + cos θ
= ∙ Multiply the numerator and denominator by 1 + cos θ
sin θ 1 + cos θ

1 - cos2 θ
= Multiply.
(sin θ)(1 + cos θ)
2
sin θ
= Apply Pythagorean identity.
(sin θ)(1 + cos θ)
sin θ
= Reduce to lowest terms.
1 + cos θ

NOTE: Upon arriving at the expression of the other side, the identity has been
established. There is no unique technique to prove all identities, but
familiarity with the different techniques may help.

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 LESSON SITUATIONAL PROBLEMS INVOLVING
2 TRIGONOMETRIC IDENTITIES

II. WHAT YOU NEED TO KNOW

DISCUSSION:
The aim of this SLK is to present some of the practical applications
involving trigonometric identities. The 8 fundamental trigonometric identities
are important, as you have seen in the previous SLKs, in deriving other identities.
To aid with our discussion, we shall recall some identities as we go along.
The first example illustrates how trigonometric identities can be used in a
problem involving friction.

Example 1 (Larson 2018) The forces acting on an object weighing W units on

an inclined plane positioned at an angle of θ with the horizontal (see figure)
are modeled by μ W cos θ = W sin θ where μ is the coefficient of friction. Solve
the equation for 𝜇 and simplify the result.
Solution: Using the one of the fundamental trigonometric
identities, we have,
μ W cos θ = W sin θ

W sin θ
μ=
W cos θ

sin θ
μ=
cos θ

μ = tan θ

The next example shows the application of the trigonometric identities

to rate of change of functions in calculus.

Example 2 (Larson and Hostetler 2007) The rate of change of the function
f(x) = −csc x − sin x is csc x cot x − cos x. Show that this expression can also be
2
written as cos x cot x.

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Solution: We will use one of the fundamental trigonometric identities, to
express
2
csc x cot x-cos x as cos x cot x. And so,
1 cos x
csc x cot x -cos x = ∙ -cos x
sin x sin x
cos x
= 2 -cos x
sin x
2
cos x -cos x (sin x)
= 2
sin x
2
cos x (1-sin x)
= 2
sin x
cos x(cos2 x)
= 2
sin x

cos2 x
= cos x∙ 2
sin x
cos x 2
= cos x∙ ( )
sin x
2
= cos x (cot x)
2
= cos x cot x.

2
This shows that csc x cot x - cos x = cos x cot x.

Let us know recall the sum and difference identities as presented by

Leithold (1989).

Cosine Difference Identity: cos (x-y) =cos x cos y+ sin x sin y

Cosine Sum Identity: cos (x+y) =cos x cos y- sin x sin y
1
Cofunction Identities: cos ( 2 π-x) =sin x
1
sin ( 2 π-x)=cos x
1
tan ( 2 π-x)=cot x

Sine Sum Identity: sin (x +y)= sin x cos y +cos x sin y

Sine Difference Identity: sin (x -y)= sin x cos y - cos x sin y
tan x +tan y
Tangent Sum Identity: tan (x+y) =
1-tan x tan y

tan x -tan y
Tangent Difference Identity: tan (x-y) = 1+tan x tan y

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 cos s cos t
Example 3 (Lial et al. 2013) In a study of AC circuits, the equation R= ̅
ωC sin (s+t)
sometimes arises. Use a sum identity and algebra to show this equation is
1
equivalent to R = ω
̅ C (tan s+tan t)
.
1

Solution: From the sine sum identity and multiplying by cos s cos t
1 , we have,
cos s cos t
cos s cos t
R=
ω
̅ C sin (s+t)

cos s cos t
=
ω
̅ C(sin s cos t +cos s sin t)

1
1 cos s cos t cos s cos t )
=( ∙ )(
ω
̅ C sin s cos t +cos s sin t 1
cos s cos t
cos s cos t
1 cos s cos t
= ∙
ω
̅ C sin s cos t +cos s sin t
cos s cos t
cos s cos t
1 cos s cos t
= ∙
ω
̅ C sin s cos t cos s sin t
+
cos s cos t cos s cos t
1 1
= ∙
ωC sin s
̅ sin t
+
cos s cos t
1 1
= ∙
ω
̅ C tan s+ tan t
1
= .
ω
̅ C( tan s+ tan t)

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 At this point, let us recall some double-measure and half-measure
identities as presented by Leithold (1989).

2
Cosine Double - Measure Identity: cos 2x=cos2 x-sin x
2
cos 2x = 1 − 2sin x

cos 2x = 2 cos2 x – 1
2 tan x
III. WHATDouble
Tangent HAVE– IMeasure
LEARNEDIdentity: tan 2x=
1-tan2 x

2 REFERENCE
2
Identities for sin x, cos2 x, and tan x
2 1-cos 2x
in terms of cos 2x: sin x= 2

1 + cos 2x
cos2 x= 2

2 1-cos 2x
tan x= 1 + cos 2x
2 1 1-cos y
Half – measure identities: sin y= 2
2

1 1 + cos y
cos2 y=
2 2

2 1 1-cos y
tan y= 1 + cos y
2

1 1-cos y
Tangent Half – Measure Identities: tan y=
2 sin y

1 sin y
tan y= 1 + cos y
2

Example 4 (Leithold 1989) A pendulum of length 10 cm has swung so that 𝜃 is

the radian measure of the angle formed by the pendulum and a vertical line.
Show that the number of centimeters in the vertical height of the end of the
1
pendulum above its lowest position is 20 𝑠𝑖𝑛2 𝜃.
2

Solution: The problem can be illustrated on

the left. Consider the illustration on the left for
our solution. Since the length of the
pendulum is 10 cm, then, we can say that the
2 1
expression 20 sin θ as labeled is equal to
2
2
10 – 𝑥. And so the trick is to show that 20 sin
1
θ=10-x.
2
Based from Larson (1989)
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 From the illustration on the right , we
can have
x
cos θ = .
10
2
From the half-angle identity, sin
1 1-cos θ x
θ= , and substituting 10 for cos θ. We
2 2
get,
1
2 1-cos θ
sin θ=
2 2
x
2 1
1-
sin θ= 10
2 2
2 1 x
2 sin θ=1-
2 10
2 1
20 sin θ=10-x.
2

This shows in the vertical height of the end of the pendulum above its
2 1
lowest position is 20 sin θ cm.
2

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III. WHAT HAVE I LEARNED

EVALUATION/POST TEST:
I. State whether the equation is an identity or a conditional equation.
x2 1
1. 1 + x + =
1-x 1-x
2. tan θ = cot θ

II. Use identities to simplify the trigonometric expression.

tan Y + cot Y
1.
sec Y csc Y
cos2 θ
2. 1 -
1 + sin θ
III. Given some initial values, use identities to find the values of some
trigonometric functions of θ that is stated in the problem.
8
1. sec θ = - 3 and tan θ > 0 1. Find: cos θ and sin θ

3
2. csc θ = 2 and sec θ < 0 2. Find: sin θ and cot θ

IV. Prove the following identities.

1 + sin X + cos X 1 + cos X
1. =
1 + sin X - cos X sin X

V. Solve.
1. In a study of the luminous intensity of light, the expression
I1 cos θ
sin α =
√(I1 cos θ)2 +(I2 sin θ)2
can occur. Simplify the equation for the moment I1 =I2 .

2. A flagpole 15 ft high is situated on top of a

building 10 ft high. At a point on the ground 𝑥
feet from the base of the building, the
flagpole and the building subtend equal
angles. Determine 𝑥.

Based from Larson (1989)

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

DUKE PRINCETON D. MARIÑO

GIL S. DAEL
Writers

RADHIYA A. ABABON
Lay-out Artist
_________________________________

ALPHA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
MERCYDITHA D. ENOLPE
RONALD TOLENTINO

BETA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
GIL . DAEL
MARIA SOLEDAD M. DAYUPAY
MARIA ACENITH DESPI
JEE LIZA INGUITO
MERCYDITHA D. ENOLPE
RONALD G. TOLENTINO

ENHANCEMENT TEAM
RADHIYA A. ABABON
LITTIE BETH S. BERNADEZ
GIL S. DAEL
DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the teachers
and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to comply with the
set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this
material. All content is subject to copyright and may not be reproduced in any form without expressed written consent from the division.

15
 16
Pre-test Post Test
I. Pls refer to the previous module on the I. 1. Identity
eight fundamental trigonometric identities 2. conditional, θ at π/2
II. 1. 1
o
II. 1. Conditional, θ = 90 2. sin θ
2. conditional III. 1. θ in Q3
3. identity -3
III. 1. tan x cos θ=
8
IV. 1. θ in Q1 √55
5 sin θ=-
csc θ= 8
2
√21 2. θ in Q2
cos θ= 2
5
sinθ=
2. θ in Q3 3
1 √5
cot θ= cot θ=-
2 2
sec θ=-√5 IV. (Solutions should be made)
V. (Solutions should be V. 1. (Hint: Let 𝐼1 = 𝐼2 . Then solve and use the
made) 2
fact that cos2 θ+sin θ=1.)
Ans: sin α=cos θ.
2. (Hint: Note the following:
• With respect to the building - tan θ =
10
x
• With respect to the building and flag
pole:
25
tan 2θ=
x
Use the identity to express
10
tan 2θ into tan θ. After which substitute
x
for every - tan θ
Ans: 10√5
ANSWER KEY
 SYNOPSIS AND ABOUT THE AUTHORS
This SELF LEARNING KIT (SLK) focuses on how to determine
an equation whether it is an identity or general equation. It also
concentrates on how to find other trigonometric values by
applying trigonometric identities. discusses about how
trigonometric identities are used in the real world.
Exercises, activities and examples are designed to
enhance the critical and analytical thinking skills of the learners.

Let’s enjoy solving problems in PreCalculus as it stimulates

our initiative and creativity.
.

AUTHORS

Duke Princeton D. Mariño finish his course at Negros

Oriental State University with a degree of Bachelor of
Science in Mathematics last 2015. He has Completed
Academic Requirements (CAR) in Master of Science in
Mathematics. A Senior High School Teacher at Pantao
National High School and a District Planning Coordinator -
SHS of Mabinay District II.

Gil S. Dael earned his Bachelor of Science in

Mathematics degree and Master of Science in
Mathematics graduate program at Negros Oriental
State University. He is presently finishing his Doctor of
Philosophy in Mathematics from the same university. At
present, he is currently teaching mathematics and
research subjects at Crisostomo O. Retes National High
School.

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 REFERENCES

Bacani, J., et al. 2018. PreCalculus for Senior High School: Fundamental
Trigonometric Identities. 171-176. Quezon City: SUNSHINE INTERLINKS
PUBLISHING HOUSE, INC.

Coburn, J. W., & Herdlick, J. D. (2012). Trigonometric Identities, Inverses, and

Equations. In Precalculus: Graphs and Models (pp. 653-693). McGraw-Hill.

Larson, R. (2018). Analytic Trigonometry. In Precalculus with CalcChat and

CalcView (10th ed., pp. 347-399). Cengage Learning.

Larson, R., & Hostetler, R. (2007). Analytic Trigonometry. In Precalculus (7th ed.,
pp. 373-428). Houghton Mifflin Company.

Lial, M., Hornsby, J., Schneider, D., & Daniels, C. (2013). Trigonometric Identities
and Equations. In Precalculus (5th ed., pp. 629-716). Pearson Education,
Inc.

Leithold, L. (1989). Analytic Trigonometry. In College Algebra and

Trigonometry (pp. 382-412). Addison-Wesley, Reading.

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