131

CONSEJERA DE EDUCACIN
Direccin General de Participacin e Innovacin Educativa
Identificacin del material AICLE

TTULO Trigonometry
NIVEL LINGSTICO
A2.2
SEGN MCER
IDIOMA Ingls
REA / MATERIA Matemticas
NCLEO TEMTICO Geometra
- Distincin de las razones trigonomtricas de un ngulo agudo: seno, coseno y

tangente y sus inversas, y clculo de las razones a partir de los datos en distintos
contextos
- Utilizacin de la calculadora para hallar el seno, el coseno o la tangente de un
GUIN TEMTICO ngulo
- Resolucin de tringulos rectngulos, conocidos dos de sus lados,
o un lado y un ngulo agudo
- Representacin de funciones trigonomtricas
- Utilizacin de la trigonometra para la resolucin de problemas geomtricos reales
FORMATO Material didctico en formato PDF
CORRESPONDENCIA
4 de Educacin Secundaria. Matemticas B
CURRICULAR
AUTORA Patricia Snchez Espaa
TEMPORALIZACIN
6 sesiones
APROXIMADA
Competencia en comunicacin lingstica:

- Conocer, adquirir, ampliar y aplicar el vocabulario del tema
- Ejercitar una lectura comprensiva de textos relacionados con el ncleo temtico
Competencia Matemtica:
COMPETENCIAS - Identificar razones trigonomtricas
BSICAS - Utilizar los algoritmos para resolver tringulos
- Resolver problemas matemticos que involucren el uso de las razones trigono-
mtricas y los teoremas del seno y coseno
Competencia en tratamiento de la informacin y competencia digital:
- Realizar las actividades propuestas haciendo uso de la calculadora y el ordenador
Las actividades propuestas se pueden utilizar como repaso, al final de la unidad,

o intercalando las sesiones en segunda lengua una vez explicado los conceptos
en la lengua materna.
OBSERVACIONES
Atencin a la diversidad
Ampliacin: WRITING WORD PROBLEMS
Refuerzo: USING YOUR CALCULATOR
Material AICLE. 4 de ESO: Trigonometry 3

Tabla de programacin AICLE
- Concebir el conocimiento cientfico como un saber integrado, que se estructura en

distintas disciplinas, as como conocer y aplicar los mtodos para identificar los prob-
OBJETIVOS
lemas en los diversos campos del conocimiento y de la experiencia
- Comprender y expresarse en una o ms lenguas extranjeras de manera apropiada
CONTENIDOS 1. Contenidos comunes referentes a la resolucin de problemas y la utilizacin de

DE herramientas tecnolgicas.
CURSO / CICLO 4. Geometra.
- Razones trigonomtricas de un ngulo

- Relaciones entre las razones trigonomtricas
TEMA - Teoremas de Seno y del Coseno
- Resolucin de tringulos rectngulos
- Funciones trigonomtricas
- Clasificar los tipos de razones trigonomtricas

MODELOS - Sintetizar y clasificar las diferentes fuentes de informacin
DISCURSIVOS - Distinguir las partes de un tringulo rectngulo
- Analizar los diferentes tipos de tringulos
- Actividades para adquirir el vocabulario especfico

- Ejercicios de clculo de razones trigonomtricas
TAREAS
- Relacin de problemas de resolucin de tringulos
- Presentaciones para el resto de compaeros en formato digital o en papel
FUNCIONES: ESTRUCTURAS: LXICO:

- Sealar partes de Did you find....? Angle, right angle, arc,
cuerpos geomtricos Look for information chord, radians, degrees,
- Expresar resultados Complete this chart with right triangle, sine, cosine,
- Preguntar sobre ... tangent, cosecant, secant,
frmulas matemticas que What does this expression cotangent, sine rule,
CONTENIDOS han de aplicarse mean? cosine rule, trigonometry
LINGSTICOS I think this is the cosine. function, ...
I dont think so. I agree.
What is the theorem we
have to use to solve this
problem?
How do you read this?
- Reconocer y determinar las razones trigonomtricas de un ngulo.

- Obtener razones trigonomtricas con la calculadora.
CRITERIOS DE - Utilizar la relacin fundamental de la trigonometra.
EVALUACIN - Hallar todas las razones trigonomtricas de un ngulo a partir de una de ellas.
- Resolver un tringulo rectngulo, conociendo dos lados o un lado y un ngulo agudo.
- Aplicar la trigonometra en la resolucin de problemas geomtricos en la vida cotidiana.
4 Material AICLE. 4 de ESO: Trigonometry

TRIGONOMETRY
What does mean? What kind of real life problems in my opinion the appropriate
is there a formula to find can we solve with ...? concept here is ... because...
this value?
Any of these triangles could be solved using the Law of Sines and
Cosines as long as we are given at least certain angles and sides.

VOCABULARY PRACTICE
Can be ...?
How do you read this? I dont think so.
Can you help me with ..., I agree
I cant find it.
No, does not go in ! Where did you put ?

What does this word mean? I put it in
goes in
1. Word Search. Find ten words and expressions

related to trigonometry. Work in pairs.
sine-function chord trigonometric-table angle triangle

angle-measure circle arc triangulation trigonometric-series

2. The history of trigonometry

a) Listen
b) Read
The History of Trigonometry
The first _____________________ was apparently compiled by Hipparchus, who is now

known as the father of trigonometry.
Ancient Egyptian and Babylonian mathematicians lacked the

concept of an ______________________, but they studied the
ratios of the sides of similar triangles and discovered some of
the properties of these ratios. The ancient Greeks transformed
trigonometry into an ordered science.

Ancient Greek mathematicians such as Euclid and Archimedes studied the properties of
the ________ of an angle and proved theorems that are equivalent to modern trigonometric
formulas, although they presented them geometrically rather than algebraically. The
modern ___________________ was first defined in the Surya Siddhanta, and its properties
were further documented by the 5th century Indian mathematician and astronomer
Aryabhata. These Greek and Indian works were translated and expanded by medieval
Islamic mathematicians. By the 10th century, Islamic mathematicians were using all six
trigonometric functions, had tabulated their values, and were applying them to problems
in spherical geometry.
At about the same time, Chinese mathematicians developed

trigonometry independently, although it was not a major field
of study for them. Knowledge of trigonometric functions and
methods reached Europe via Latin translations of the works
of Persian and Arabic astronomers.

Driven by the demands of navigation and the growing need for
accurate maps of large areas, trigonometry grew to be a major
branch of mathematics. Bartholomaeus Pitiscus was the first to
use the word, publishing his Trigonometria in 1595. Gemma Frisius
described for the first time the method of _________________
still used today in surveying. It was Leonhard Euler who fully
incorporated complex numbers into trigonometry. The works of

James Gregory in the 17th century and Colin Maclaurin in the 18th century were influential
in the development of___________________.

a) Fill in the gaps with words from the word search.
b) Prepare a short summary of the text to present to your class

3. Right triangle. Label the chart with the words on the right. Work in pairs.
adjacent side
opposite side
hypotenuse
angle
right angle
4. Trigonometric formulas. Match each concept with its formula. Work in pairs.
SINE Opposite / Adjacent

COSINE Opposite / Hypotenuse
TANGENT Hypotenuse / Opposite
COSECANT Adjacent / Hypotenuse
SECANT Adjacent / Opposite
COTANGENT Hypotenuse / Adjacent

5. Sine and Cosine Rules. Listen to your teacher and write the rule.

a b c
SINE RULE = =
sin A sin B sin C
side a divided by ___________________________________________

_________________________________________________________
_____________________
COSINE RULE a 2 = b 2 + c 2 2bc cos A
side a squared equals ______________________________________

_________________________________________________________
______________________

TRIGONOMETRY PRACTICE
6. Read the following text about trigonometric identities and underline

the formulas you need in order to work on the trigonometric problems.
An identity is an equality that is true for any value of the variable. An equation is an
equality that is true only for certain values of the variable.
Reciprocal identities
1
sin =
csc
1
csc =
sin
1
cos =
sec
1
sec =
cos
1
tan =
cot
1
cot =
tan
Tangent and cotangent identities

sin
tan = cos
cos
cot =
sin
Pythagorean identities
a) sin + cos = 1
b) 1 + tan = sec
c) 1 + cot = csc
These are called Pythagorean identities, because they are the trigonometric version
of the Pythagorean Theorem.
Note: sin -- sine squared -- means (sin )

7. Complete the following exercises on trigonometric functions.
Explain your reasoning.
A. For the figure on the left, the value of sin C is
c/b
a/b
b/a
a/c
c/a
B. For the figure on the right, the value of sin A + cos A is
(b + c)/a
(a + c)/b
(a + b)/c
(a - b)/b

(a + b + c)/b
C. For the figure on the left, the value of cos C is
b/a
a/b
c/a
c/b

b/c
D. For the figure on the right, which of the following relationships is true
sin A = a / c
cos A = b / c
tan A = a / b
sec A = b / a

cot A = c / a

E. For the figure on the left, the value of cos C + sin A is
b/a + a/b
a/b + c/b
2a/b
2b/a
b/c + c/a
F. Which of the following relationships is true

sin A / cos A = tan A
sin A / cosec A = cot A
cos A / sin A = sec A
cosec A / sin A = cos A
tan A / cot A = sin A
G. tan A / sin A =
cosec A
sec A
sin A
cos A
1 / sin A
H. (sin A / tan A) + cos A =
2 sec A
sec A
2 cosec A
1 + cos A
2 cos A
I. cot A tan A =
sin A
cos A
sin A cos A
1
1/(sin A cos A)

J. From the figure, the value of cosec A + cot A is
(a + b)/c
a/(b + c)
b/(a + c)
(b + c)/a
(a + c)/b
K. Which of the following relationships is true
sin A cot A = 1
cos A sec A = 1
sin A + cosec A = 1
sec A - cos A = 1

sec A cot A = 1
L. From the figure, the value of sin2 A + cos2 A is:
a/b + c/b
1
b/a + c/b
(a/b + c/b)2
(b/a + c/b)2
M. From the figure, the value of cot C + cosec C is
(a + c)/b
(c + b)/a
(a + b)/c
a/c + c/b

c/a + b/c
N. cosec A / sec A =
cot A
tan A
sin A
cos A
sin A + cos A
O. For the figure on the right, the value of cot A is
tan C
sin A / cos A
cos C / sin C
a/c
c/b

8. The Sine Rule and the Cosine Rule. Complete the text below
with the examples your teacher will give you.

We can use the laws of cosine and sine to solve any type of triangle.
The Sine Rule
Take two ratios: cross, multiply and rearrange to put the required quantity as the subject
of the equation.
The Sine Rule is useful to solve a triangle when the only given information is one angle
and two sides if the angle is between the two sides, or two angles and one side.
Example 1

Example 2

Example 3

The Cosine Rule
The Cosine Rule means that in any triangle, the square of the length of one side is
equal to the sum of the squares of the lengths of the other two sides, subtracting two
times the product of the lengths of these sides and the cosine of the included angle.
The cosine rule is useful when you are given a triangle with three known sides, or one
angle and two sides, where the angle is not between the two given sides.
There are two problem types:
1. You are given 2 sides + an included angle and need to work out the remaining side.
2. You are given all the sides and need to work out the angle.
Example 4

Example 5

9. Complete the following activities using the sine and cosine
rules. Show all your work.
A. Find the lengths of the other two sides (to 3 decimal places) of the triangles with
(a) a = 2, A = 30, B = 40
b = _________
c = _________
(b) b = 5, B = 45, C = 60
a = _________
c = _________
(c) c = 3, A = 37, B = 54
a = _________
b = _________
B. Find all possible triangles (give the sides to 3 decimal places and the angles to
1 decimal place) with
(a) a = 3, b = 5, A = 32
B = _________
C = _________
c = _________
(b) b = 2, c = 4, C = 63
B = _________
A = _________
a = _________
(c) c = 2, a = 1, B = 108
b = _________
A = _________
C = _________

C. Find the length of the third side, to 3 decimal places, and the other two
angles, to 1 decimal place, in the following triangles
(a) a = 1, b = 2, C = 30
c = _________
A = _________
B = _________
(b) a = 3, c = 4, B = 50
b = _________
A = _________
C = _________
(c) b = 5, c = 10, A = 30
a = _________
B = _________
C = _________
D. Find the angles (to 1 decimal place) in the following triangles
(a) a = 2, b = 3, c = 4
A = _________
B = _________
C = _________
(b) a = 1, b = 1, c = 1.5
A = _________
B = _________
C = _________

10. Trigonometric Graphs. Compare and contrast the following graphs.
Discuss their properties with your partner using the vocabulary given.
Prepositions
* between 30 and 90
* from to 2
No Movement
Adjectives * were unchanged
* slightly * did not change
* a little * remained constant
* a lot * remained stable
* sharply * stabilized
Movement: Down * suddenly
* fell * steeply
* declined * gradually
* dropped * gently
* decreased * steadily
* sank
* went down
Tops and Bottoms

* reached a peak
* peaked
Movement: Up * reached their highest level
* rose * fell to a low
* went up * sank to a trough
* increased * reached a bottom
* grew

11. Solve the following problems. Explain your reasoning.
a) A man is walking along a straight road. He notices the top of a tower subtending an
angle A = 60 with the ground at the point where he is standing. If the height of the tower
is h = 35 m, how far is the man from the tower?
b) A little boy is flying a kite. The string of the kite makes an angle of 30 with the ground.
If the height of the kite is h = 15 m, find the length of the string that the boy is using.

c) Two towers face each other separated by a distance d = 40 m. As seen from the top
of the first tower, the angle of depression of the second towers base is 60 and that of
the top is 30. What is the height of the second tower?

d) A ship of height h = 15 m is sighted from a lighthouse. From the top of the lighthouse,
the angle of depression to the top of the mast and the base of the ship equal 30 and 45
respectively. How far is the ship from the lighthouse?
e) You are stationed at a radar base and you observe an unidentified plane at an altitude
h = 1000 m flying towards your radar base at an angle of elevation = 30. After exactly
one minute, your radar sweep reveals that the plane is now at an angle of elevation = 60
maintaining the same altitude. What is the speed in m/s of the plane?

WRITING WORD PROBLEMS
12. Write 3 different word problems whose solutions are based on the
following graphs. Choose one to present to your class. Solve them.
1. Peter can see ________ 2. We can see a boat ___ 3. Peter can see ______
______________________ _____________________ ____________________
______________________ _____________________ ____________________
______________________ _____________________ ____________________
______________________ _____________________ ____________________
______________________ _____________________ ____________________
______________________ _____________________ ____________________
Solution 1. Solution 2. Solution 3.

13. Chose one problem from those presented by your classmates,
solve it and check your solution.
Problem:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________
Solution:

USING YOUR CALCULATOR
. goes here.
Look, is here. Do you have this key?
Its next to
Can you find the key to

Where is .? multiply / add / divide ?
14. Design a calculator in the template below and prepare a short

presentation to share your design with the class. Locate the keys
that will help you to find all the trigonometric functions.

15. Read the following information and practice with
your calculator by completing the chart.
sin, cos, tan
Functions used in trigonometry concerning angles are sine (sin), cosine

(cos), and tangent (tan).
- If you want to find the sine of an angle of 30 degrees, you enter

30 and then the sin button. The answer should be 0.5.
inv
You can also go backwards. If you know the sine, cosine or tangent,
you can find the angle in degrees for that function. This is called the
inverse (inv) operation.
Those values are also called the arcsine, arccosine and arctangent.
- Enter 0.5, click inv and then click sin. You should get 30 (degrees).
sinA cosA tanA secA cosecA cotA

0
30
45
60
90

16. Use your calculator to find the following angles - the trigonometric
functions are given. Give your answer to the nearest tenth.
tan A = 1.23 cos F = 0.725

A = _____ F = _____
tan B = 2.56 tan G = 0.786

B = _____ G = _____
sin C = 0.78 tan H = 1.275

C = _____ H = _____
sin D = 0.527 sin I = 0.468

D = _____ I = _____
cos E = 0.352 sin J = 0.867

E = _____ J = _____

FINAL PROJECT
17. Develop a story involving the missing angle or missing side of a right triangle.
To support your story, you will need to draw or use a photograph or a picture
clipped from a magazine or downloaded from the Internet, illustrating the problem
in your story. Include all formulas and all of the steps required to solve your story.
Final Draft must include:
I. A creative, unique, and imaginative story
Imaginative
Appropriate subject
Must be a trigonometry problem - finding a missing side or angle
II. A Drawing, an actual picture or a magazine clipping to illustrate your story
From the Internet, magazine, newspaper, photograph

The drawing or picture must be visible and clearly definable
III. A diagram of the right triangle to solve the problem
Provides a clear representation of the problem

Include realistic measurements
Include units
It must be a right triangle, and labeled with a right angle mark
IV. Calculations

Show formulas you used The secret of the right triangle
Show all steps

Include units in your answer

V. An appealing presentation
Professional look
Story should be typed or neatly printed
Colorful
Appropriate presentation to your class
Title
Size limit: 8 x 11 inches (21 x 28 cm)

SELF ASSESSMENT
ALWAYS SOMETIMES NEVER

LISTENING
I can understand my teacher talking about

trigonometric functions
READING
I can understand problems related to triangles

using the trigonometric rules
SPEAKING
I can talk about finding the solutions of
problems related to triangles and trigonometric
functions
WRITING
I can write the steps and solve problems
related to triangles and trigonometric functions
VOCABULARY
I can use words related to trigonometric

functions and rules
Pictures taken from:

http://bancoimagenes.isftic.mepsyd.es/
Graphs taken from:

http://upload.wikimedia.org/wikipedia/commons/1/13/Sine_Cosine_Graph.png

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CONSEJERA DE EDUCACIN

Direccin General de Participacin e Innovacin Educativa

Identificacin del material AICLE

REA / MATERIA Matemticas

NCLEO TEMTICO Geometra

- Distincin de las razones trigonomtricas de un ngulo agudo: seno, coseno y

FORMATO Material didctico en formato PDF

AUTORA Patricia Snchez Espaa

Competencia en comunicacin lingstica:

Las actividades propuestas se pueden utilizar como repaso, al final de la unidad,

Material AICLE. 4 de ESO: Trigonometry 3

- Concebir el conocimiento cientfico como un saber integrado, que se estructura en

CONTENIDOS 1. Contenidos comunes referentes a la resolucin de problemas y la utilizacin de

- Razones trigonomtricas de un ngulo

- Clasificar los tipos de razones trigonomtricas

- Actividades para adquirir el vocabulario especfico

FUNCIONES: ESTRUCTURAS: LXICO:

- Reconocer y determinar las razones trigonomtricas de un ngulo.

4 Material AICLE. 4 de ESO: Trigonometry

Material AICLE. 4 de ESO: Trigonometry 5

No, does not go in ! Where did you put ?

1. Word Search. Find ten words and expressions

sine-function chord trigonometric-table angle triangle

6 Material AICLE. 4 de ESO: Trigonometry

The History of Trigonometry

The first _____________________ was apparently compiled by Hipparchus, who is now

Ancient Egyptian and Babylonian mathematicians lacked the

At about the same time, Chinese mathematicians developed

Material AICLE. 4 de ESO: Trigonometry 7

SINE Opposite / Adjacent

8 Material AICLE. 4 de ESO: Trigonometry

side a divided by ___________________________________________

COSINE RULE a 2 = b 2 + c 2 2bc cos A

side a squared equals ______________________________________

Material AICLE. 4 de ESO: Trigonometry 9

6. Read the following text about trigonometric identities and underline

Tangent and cotangent identities

Note: sin -- sine squared -- means (sin )

10 Material AICLE. 4 de ESO: Trigonometry

A. For the figure on the left, the value of sin C is

B. For the figure on the right, the value of sin A + cos A is

C. For the figure on the left, the value of cos C is

Material AICLE. 4 de ESO: Trigonometry 11

F. Which of the following relationships is true

H. (sin A / tan A) + cos A =

12 Material AICLE. 4 de ESO: Trigonometry

K. Which of the following relationships is true

L. From the figure, the value of sin2 A + cos2 A is:

M. From the figure, the value of cot C + cosec C is

O. For the figure on the right, the value of cot A is

Material AICLE. 4 de ESO: Trigonometry 13

The Sine Rule

There are two problem types:

Material AICLE. 4 de ESO: Trigonometry 15

16 Material AICLE. 4 de ESO: Trigonometry

D. Find the angles (to 1 decimal place) in the following triangles

Material AICLE. 4 de ESO: Trigonometry 17

Tops and Bottoms

18 Material AICLE. 4 de ESO: Trigonometry

Material AICLE. 4 de ESO: Trigonometry 19

20 Material AICLE. 4 de ESO: Trigonometry

Solution 1. Solution 2. Solution 3.

Material AICLE. 4 de ESO: Trigonometry 21

22 Material AICLE. 4 de ESO: Trigonometry