Unit 5 MCR 3U1

Lesson 1: Trigonometric Ratios of Acute Angles

Recall that right triangles can be labeled according to the location of one of the acute angles in
the triangle.
hypotenuse

opposite

x
adjacent

The three primary trigonometric ratios are Sine, Cosine and Tangent.

sin θ = __________ SOH

cos θ = __________ CAH

tan θ = __________ TOA

Each of the primary trigonometric ratios have reciprocal trigonometric ratios. These ratios are
Cosecant, Secant and Cotangent and are defined as follows:

csc θ = ________ = __________

sec θ = ________ = __________

cot θ = ________ = __________

Most calculators do not have buttons for cosecant, secant or cotangent ratios. For example to
evaluate csc 20o, you would use:

Do not use sin-1, cos-1 and tan-1 on your calculator to evaluate the inverse trig ratios. These keys
are used determine the angle associated with a given primary ratio.
Unit 5 MCR 3U1

Example 1: Evaluate the six trigonometric ratios for the following triangle.

5 cm
3 cm

A
C 4 cm

Example 2: State the reciprocal trigonometric ratio for the following.

2 5
a) sin  = b) tan  =
3 7

Example 3: Evaluate to the nearest ten thousandth.

a) sec 23o b) csc 87o

Example 4: Determine the value of  to the nearest degree.

a) cot  = 1.2458 b) sec  = 1.632

Example 5: Solve the following triangle. Round to the nearest degree, or nearest tenth of a cm.

w
y

63.5o
W Y
9.6 cm
Unit 5 MCR 3U1

Lesson 2: Evaluating Trigonometric Ratios for Special Angles

The following triangles are considered “special triangles”. We can use these triangles to find
the exact values of the primary trigonometric ratios for 30o, 45o and 60o.

45o
30o
1
2

45o
1
60o
1
The primary trigonometric ratios of these triangles can be summarized below.

 sin  cos  tan 

30o

45o

60o

Example 1: Determine the exact value of each trigonometric expression.

a) (sin 45)(cos 45) + (sin 30)(sin 60) b) (1 − tan 45)(sin 30) − 2(sin 45)

Example 2: A baseball diamond forms a square of side length 27.4 m. Claudia says that she used
a special triangle to calculate the distance between home plate and second base. Explain how she
calculated this distance, then state the actual distance from home to second base.
Unit 5 MCR 3U1

Lesson 3: Trigonometric Ratios For Angles Greater Than 90o

The trigonometric ratios have been defined in terms of sides and acute
angles of right triangles. Trigonometric ratios can also be defined for
angles in standard position on a coordinate grid.
terminal
arm
In the diagram below, angle  is in standard position.

The vertex of angle  is at the origin. The ray that is located on the initial
positive x-axis is called the initial arm. The other ray, called the terminal arm
arm, rotates about the origin. The measure of the angle is the amount of
rotation from the initial arm to the terminal arm.
vertex
A related acute angle is the angle between the terminal arm of an angle in standard position and the x-
axis, when the terminal arm lies in quadrants 2, 3, or 4. *** Very important!***

The principle angle is the counterclockwise angle between the initial arm and the terminal arm of an angle
in standard position. Its value is between 0o and 360o.

terminal
arm

principal
related angle
acute angle

vertex initial
arm
*** For any principal angle greater than 90°, the values of the primary trigonometric ratios are
either the same as, or the negatives, of the ratios for the related acute angle. ***

***If the terminal arm of an angle in standard position lies in quadrant 2, 3, or 4, there exists a
related acute angle and a principal angle. ***

To determine the value of an angle using the coordinate grid, the following applies.
▪ Let (x, y) be a point on the terminal arm of an angle  in standard position.
When  is less than 90o, the following trig ratios apply:
y r = x2 + y2

(x,y) y
sin  =
r
r
x
y cos  =
r

x
x
Unit 5 MCR 3U1

Example 1: The point (6, 10) is on the terminal arm of an angle  in standard position. Find sin  and cos .

For angles that are greater than 90o, you can use the
unit circle as a guideline for determining the value of QUADRANT 2 QUADRANT 1
the angles: 90 – 180o 0-90o

QUADRANT 3 QUADRANT 4
Example 2 180-270o 270-360o
The point (-3, 2) is on the terminal arm of angle  in
standard position. Find the value of .

Example 3: The point (-2, -4) is on the terminal arm of angle  in standard position. Find the value of .

Example 4: The point (2, -3) is on the terminal arm of angle  in standard position. Find the value of .
Unit 5 MCR 3U1

For any angle  in standard position, with point P(x, y) on the terminal arm, and r = x 2 + y 2 , the 3
primary trig ratios are defined in terms of x, y, and r as follows:

y x y P(x, y)
sin  = cos  = tan  =
r r x
r
y
The memory device CAST shows which trig ratios are positive in
each quadrant:
x

S A
Sine All

T C
Tangent
Cosine

Example 1: Determine the exact values of the primary trig ratios and θ:

P(-4, -3)

Example 2: State an equivalent expression. Use the Related Acute Angle.

a) sin 210o b) cos 315o c) tan 120o
Unit 5 MCR 3U1

Lesson 5: Trigonometric Identities

A trigonometric identity is an equation that is true for all values of the variable for which the expression
on both sides of the equation is defined.

To prove that a given trigonometric equation is an identity, both sides of the equation need to be shown to
be equivalent. This can be done by:
• Simplifying the more complicated side until it is identical to the other side or manipulating both
sides to get the same expression.
• Rewriting all expressions involving tangent and the reciprocal trig ratios in terms of sine and cosine.
• Applying the Pythagorean Identities where appropriate.
• Using a common denominator or factoring as required.

You can use the following identities to help you prove other identities.

Quotient Identities Pythagorean Identities Reciprocal Identities

sin  sin 2  + cos 2  = 1 1

tan  = csc =
cos  sin 
1 − sin 2  = cos 2 
cos  1
cot  = sec =
sin  1 − cos  = sin 
2 2
Examples cos 
1 + tan 2  = sec 2  1
cot  =
tan 2  = sec 2  − 1
tan 

1 + cot 2  = csc 2 

cot 2  = csc 2  − 1

Example 1: Prove the following trigonometric identities.

1 − cos 2 x sin 2 x − 6 sin x + 9 sin x − 3

a) = sin x b) (sin x + cos x) 2 = 1 + 2 sin x cos x c) =
sin x sin 2 x − 9 sin x + 3
Unit 5 MCR 3U1

Lesson 6: Sine Law and the Ambiguous Case

The sine law can be used to solve any triangle when given:
a) The measures of two angles and any side
b) The measure of two sides and the angle opposite one of these sides

The forms of the sine law are: a b c sin A sin B sin C

= = OR = =
sin A sin B sin C a b c

Example 1: Solve the following triangles.

a) R b) Ambiguous Case Question

s Albert and Betty are part of a scientific team

15.2 studying thunderclouds. The team is about to
launch a weather balloon into an active part of a
cloud. Albert’s rope is 7.8 m long and makes an
63o angle of 36 ° with the ground. Betty’s rope is 5.9 m
o
51 T
S long. How far is Albert from Betty?
r

When you are given two side lengths, and a corresponding angle for one of the given lengths, you
will encounter the ambiguous case for sine law.

The Ambiguous Case: a situation in which 0, 1, or 2 triangles can be drawn given the information
in the problem. This occurs when you know two side lengths and an opposite one of the sides
rather than between them.

The ambiguous case for sine law refers to the possibility of having 0, 1 or 2 answers for a
given problem involving the use of sine law.
Unit 5 MCR 3U1

If A , a and b are given, and A is acute, there are four possibilities to consider. Note
that h refers to the height of the triangle (which may not be given).

If A is acute and a  h , no triangle exists If A is acute and a = h , one right triangle exists

If A is acute and a  b , one triangle exists If A is acute and h  a  b , two triangles exist

If A is obtuse, there are two possibilities to consider.

If A is obtuse and a  b or a = b , no If A is obtuse and a  b or a = b , one triangle
triangle exists exists

Example 2: Determine whether it is possible to draw the triangle below.

a) a = 5.2 mm, b = 2.8 mm, <A = 65°

Example 3 : Where appropriate, sketch all possible triangles, given each set of information. Label
all side lengths to the nearest tenth of a centimeter all angles to the nearest degree.

a) a = 7.2 mm, b = 9.3 mm, <A = 35º

Unit 5 MCR 3U1

Lesson 7: Cosine Law

The cosine law can be used to solve any triangle given:
a) The measures of two sides and the contained angle
b) The measures of 3 sides

a 2 = b 2 + c 2 − 2bc cos A b2 + c2 − a 2
The forms of the cosine law are: cos A =
2bc
b 2 = a 2 + c 2 − 2ac cos B
a 2 + c2 − b2
cos B =
c 2 = a 2 + b 2 − 2ab cos C 2ac

a 2 + b2 − c2
cos C =
2ab

The cosine law applies to acute and obtuse triangles.

Example 1: Solve the following triangle.

R

1.9
3.8
P

2.7
Q

Example 2: Solve the following triangle.

Unit 5 MCR 3U1

Lesson 8: Solving Three-Dimensional Problems by Using Trigonometry

Thus far, we have examined all trigonometric problems on a two-dimensional scale. What
happens in the real world?? In real life, things exist in three dimensions. Therefore, we have to
apply all of the skills we have learned throughout the unit.

Example 1: Determine the value of x to nearest centimetre.

Example 2: As a project, a group of students was asked to determine the altitude, h, of a

promotional blimp. The students’ measurements are shown in the sketch at the left. Determine h
to nearest tenth of metre.