BEAMS - Unit 8 Trigonometry

Basic Essential
Additional Mathematics Skills
UNIT 8
TRIGONOMETRY
Unit 1:
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Trigonometry I 2
Part B: Trigonometry II 6
Part C: Trigonometry III 11
Part D: Trigonometry IV 15
Part E: Trigonometry V 19
Part F: Trigonometry VI 21
Part G: Trigonometry VII 25
Part H: Trigonometry VIII 29
Answers 33
Basic Essentials Additional Mathematics Skills (BEAMS) Module
Unit 8: Trigonometry
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils’ understanding of the concept

of trigonometry and to provide pupils with a solid foundation for the study
of trigonometric functions.
2. This module is to be used as a guide for teacher on how to help pupils to

master the basic skills required for this topic. Part of the module can be
used as a supplement or handout in the teaching and learning involving
trigonometric functions.
3. This module consists of eight parts and each part deals with one specific
skills. This format provides the teacher with the freedom of choosing any
parts that is relevant to the skills to be reinforced.
4. Note that Part A to D covers the Form Three syllabus whereas Part E to H
covers the Form Four syllabus.

Ministry of Education Malaysia 1
PART A:
TRIGONOMETRY I
LEARNING OBJECTIVE
Upon completion of Part A, pupils will be able to identify opposite,

adjacent and hypotenuse sides of a right-angled triangle with reference
to a given angle.
TEACHING AND LEARNING STRATEGIES
Some pupils may face difficulties in remembering the definition and

how to identify the correct sides of a right-angled triangle in order to
find the ratio of a trigonometric function.
Strategy:
Teacher should make sure that pupils can identify the side opposite to
the angle, the side adjacent to the angle and the hypotenuse side
through diagrams and drilling.

LESSON NOTES
Opposite side is the side opposite or facing the angle  .
Adjacent side is the side next to the angle  .
Hypotenuse side is the side facing the right angle and is the longest side.

EXAMPLES
Example 1:
AB is the side facing the angle  , thus AB is the opposite side.
BC is the side next to the angle  , thus BC is the adjacent side.
AC is the side facing the right angle and it is the longest side, thus AC is the
hypotenuse side.
Example 2:
QR is the side facing the angle  , thus QR is the opposite side.
PQ is the side next to the angle  , thus PQ is the adjacent side.
PR is the side facing the right angle or is the longest side, thus PR is the
hypotenuse side.

TEST YOURSELF A
Identify the opposite, adjacent and hypotenuse sides of the following right-angled triangles.
1. 2. 3.
Opposite side = Opposite side = Opposite side =

Adjacent side = Adjacent side = Adjacent side =
Hypotenuse side = Hypotenuse side = Hypotenuse side =
4. 5. 6.
Opposite side = Opposite side = Opposite side =

Adjacent side = Adjacent side = Adjacent side =
Hypotenuse side = Hypotenuse side = Hypotenuse side =

PART B:
TRIGONOMETRY II
LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to state the definition

of the trigonometric functions and use it to write the trigonometric
ratio from a right-angled triangle.
Some pupils may face problem in
(i) defining trigonometric functions; and
(ii) writing the trigonometric ratios from a given right-angled

triangle.
Strategy:
Teacher must reinforce the definition of the trigonometric functions

through diagrams and examples. Acronyms SOH, CAH and TOA can
be used in defining the trigonometric ratios.

LESSON NOTES
Definition of the Three Trigonometric Functions
Acronym:
opposite side
(i) sin  =
hypotenuse side SOH:
Sine – Opposite - Hypotenuse
adjacent side Acronym:

(ii) cos  =
hypotenuse side
CAH:
Cosine – Adjacent - Hypotenuse
opposite side Acronym:

(iii) tan  =
adjacent side
TOA:
Tangent – Opposite - Adjacent
opposite side AB
sin  = =
hypotenuse side AC
adjacent side BC
cos  = =
hypotenuse side AC
opposite side AB
tan  = =
adjacent side BC

EXAMPLES
Example 1:
AB is the side facing the angle  , thus AB is the opposite side.
BC is the side next to the angle  , thus BC is the adjacent side.
AC is the side facing the right angle and is the longest side, thus AC is the hypotenuse
side.
opposite side AB
Thus sin  = =
hypotenuse side AC
adjacent side BC
cos  = =
hypotenuse side AC
opposite side AB
tan  = =
adjacent side BC

Example 2:
θ
You have to identify the
opposite, adjacent and
hypotenuse sides.
WU is the side facing the angle, thus WU is the opposite side.
TU is the side next to the angle, thus TU is the adjacent side.
TW is the side facing the right angle and is the longest side, thus TW is the hypotenuse
side.
opposite side WU
Thus, sin  = =
hypotenuse side TW
adjacent side TU
cos  = =
hypotenuse side TW
opposite side WU
tan  = =
adjacent side TU

TEST YOURSELF B
Write the ratios of the trigonometric functions, sin , cos  and tan  , for each of the diagrams
below:
1. 2. θ 3.
θ
θ
sin  = sin  = sin  =
cos  = cos  = cos  =
tan  = tan  = tan  =
4. 5. 6.
θ θ
sin  = sin  = sin  =
cos  = cos  = cos  =
tan  = tan  = tan  =

PART C:
TRIGONOMETRY III
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to find the angle of

a right-angled triangle given the length of any two sides.
Some pupils may face problem in finding the angle when given
two sides of a right-angled triangle and they also lack skills in
using calculator to find the angle.
Strategy:
1. Teacher should train pupils to use the definition of each

trigonometric ratio to write out the correct ratio of the sides
of the right-angle triangle.
2. Teacher should train pupils to use the inverse trigonometric

functions to find the angles and express the angles in degree
and minute.

LESSON NOTES
opposite adjacent opposite

Since sin  = Since cos  = Since tan  =
hypotenuse hypotenuse adjacent
opposite adjacent opposite

then  = sin-1 then  = cos-1 then  = tan-1
hypotenuse hypotenuse adjacent
1 degree = 60 minutes 1 minute = 60 seconds
1o = 60 1 = 60
Use the key D M S or on your calculator to express the angle in degree and minute.
Note that the calculator expresses the angle in degree, minute and second. The angle in
second has to be rounded off. ( 30, add 1 minute and < 30, cancel off.)
EXAMPLES
Find the angle  in degrees and minutes.
Example 1: Example 2:
o 2
sin  =  a 3
h 5 cos  = =
h 5
 = sin-1 2
5  = cos-1 3
5
= 23o 34 4l
= 53o 7 48
= 23o 35
= 53o 8
(Note that 34 41 is rounded off to 35) (Note that 7 48 is rounded off to 8)

tan  = o = 7 cos  = a = 5
a 6 h 7
 = tan-1 7  = cos-1 5
6 7
= 49o 23 55 = 44o 24 55
= 49o 24 = 44o 25
o 5
o 4 tan  = =
sin  = = a 6
h 7
 = sin-1 4  = tan-1 5
6
7
= 39o 48 20
= 34o 50 59
= 39o 48
= 34o 51

TEST YOURSELF C
Find the value of  in degrees and minutes.
1. 2.
θ
θ
3. 4.
5. 6.

PART D:
TRIGONOMETRY IV
LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to find the

angle of a right-angled triangle given the length of any two
sides.
Pupils may face problem in finding the length of the side of a

right-angled triangle given one angle and any other side.
Strategy:
By referring to the sides given, choose the correct trigonometric

ratio to write the relation between the sides.
1. Find the length of the unknown side with the aid of a

calculator.

LESSON NOTES
Find the length of PR. Find the length of TS.
With reference to the given angle, PR is the With reference to the given angle, TR is the
opposite side and QR is the adjacent side. adjacent side and TS is the hypotenuse
side.
Thus tangent ratio is used to form the
relation of the sides. Thus cosine ratio is used to form the
relation of the sides.
o PR
tan 50 =
5 8
cos 32o =
TS
PR = 5  tan 50 o
TS  cos 32o = 8
8
TS =
cos 32o

EXAMPLES
Find the value of x in each of the following.
3
tan 25o =
x x
sin 41.27o =
5
3
x =
tan 25o x = 5  sin 41.27o
= 6.434 cm = 3.298 cm
x
cos 34o 12 =
6
x
tan 63o =
x = 6  cos 34o 12 9
= 4.962 cm x = 9  tan 63o
= 17.66 cm

TEST YOURSELF D
Find the value of x for each of the following.
1. 2.
3. 4.
10 cm
6 cm
5. 6.
13 cm

PART E:
TRIGONOMETRY V
LEARNING OBJECTIVE
Upon completion of Part E, pupils will be able to state the

definition of trigonometric functions in terms of the
coordinates of a given point on the Cartesian plane and use
the coordinates of the given point to determine the ratio of the
trigonometric functions.
Pupils may face problem in relating the coordinates of a given

point to the definition of the trigonometric functions.
Strategy:
Teacher should use the Cartesian plane to relate the coordinates

of a point to the opposite side, adjacent side and the hypotenuse
side of a right-angled triangle.

LESSON NOTES
In the diagram, with reference to the angle , PR is the opposite side, OP is the adjacent side
and OR is the hypotenuse side.
opposite PR y
sin    
hypotenuse OR r
adjacent OP x
cos   
hypotenuse OR r
opposite PR y
tan    
adjacent OP x

PART F:
TRIGONOMETRY VI
LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to relate the sign of the
trigonometric functions to the sign of x-coordinate and y-coordinate and to
determine the sign of each trigonometric ratio in each of the four quadrants.
Pupils may face difficulties in determining that the sign of the x-coordinate
and y-coordinate affect the sign of the trigonometric functions.
Strategy:
Teacher should use the Cartesian plane and use the points on the four
quadrants and the values of the x-coordinate and y-coordinate to show how the
sign of the trigonometric ratio is affected by the signs of the x-coordinate and
y-coordinate.
Based on the A – S – T – C, the teacher should guide the pupils to determine

on which quadrant the angle is when given the sign of the trigonometric ratio
is given.
(a) For sin  to be positive, the angle  must be in the first or second
quadrant.
(b) For cos  to be positive, the angle  must be in the first or fourth
quadrant.
(c) For tan  to be positive, the angle  must be in the first or third quadrant.

LESSON NOTES
First Quadrant Second Quadrant
θ
θ
y
y sin  = (Positive)
sin  = (Positive) r
r
x
x cos  = (Negative)
cos  = (Positive) r
r
y
y tan  = (Negative)
tan  = (Positive) x
x
(Only sine is positive in the second
(All trigonometric ratios are positive in the
quadrant)
first quadrant)
Third Quadrant Fourth Quadrant
θ θ
y y
sin  = (Negative) sin  = (Negative)
r r
x
cos  = (Negative) x
cos  = (Positive)
r r
y y y
tan  =  (Positive) tan  = (Negative)
x x x
(Only tangent is positive in the third (Only cosine is positive in the fourth
quadrant) quadrant)

Using acronym: Add Sugar To Coffee (ASTC)
sin  is positive  cos  is positive  tan  is positive 
sin  is negative  cos  is negative  tan  is negative 
S – only sin  is positive A – All positive
T – only tan  is positive C – only cos  is positive

TEST YOURSELF F
State the quadrants the angle is situated and show the position using a sketch.
1. sin  = 0.5 2. tan  = 1.2 3. cos  = −0.16
4. cos  = 0.32 5. sin  = −0.26 6. tan  = −0.362

PART G:
TRIGONOMETRY VII
LEARNING OBJECTIVE
Upon completion of Part G, pupils will be able to calculate the length

of the side of right-angled triangle on a Cartesian plane and write the
value of the trigonometric ratios given a point on the Cartesian plane
Pupils may face problem in calculating the length of the sides of a

right-angled triangle drawn on a Cartesian plane and determining the
value of the trigonometric ratios when a point on the Cartesian plane is
given.
Strategy:
Teacher should revise the Pythagoras Theorem and help pupils to

recall the right-angled triangles commonly used, known as the
Pythagorean Triples.

LESSON NOTES
The Pythagoras Theorem:
The sum of the squares of two sides of

a right-angled triangle is equal to the
square of the hypotenuse side.
PR2 + QR2 = PQ2
(a) 3, 4, 5 or equivalent (b) 5, 12, 13 or equivalent (c) 8, 15, 17 or equivalent

EXAMPLES
1. Write the values of sin , cos  and tan 2. Write the values of sin , cos  and tan 
from the diagram below. from the diagram below.
θ
θ
OB2 = (−12)2 + (−5)2

= 144 + 25
OA2 = (−6)2 + 82 = 169
= 100
OB = 169
OA = 100
= 13
= 10
y 5
y 8 4 sin  = 
sin  =   r 13
r 10 5
x 6 3 cos  = x   12
cos  =    r 13
r 10 5 5
y 8 4 tan  = 
5
tan  =   12 12
x 6 3

TEST YOURSELF G
Write the value of the trigonometric ratios from the diagrams below.
1. 2. 3.
y
B(5,4)
B(5,12)
θ θθ θ
sin  = sin  = sin  =
cos  = cos  = cos  =
tan  = tan  = tan  =
4. 5. 6.
θ θ
θ
sin  = sin  = sin  =
cos  = cos  = cos  =
tan  = tan  = tan  =

PART H:
TRIGONOMETRY VIII
LEARNING OBJECTIVE
Upon completion of Part H, pupils will be able to sketch the

trigonometric function graphs and know the important features of the
graphs.
Pupils may find difficulties in remembering the shape of the

trigonometric function graphs and the important features of the
graphs.
Strategy:
Teacher should help pupils to recall the trigonometric graphs which

pupils learned in Form 4. Geometer’s Sketchpad can be used to
explore the graphs of the trigonometric functions.

LESSON NOTES
(a) y = sin x
The domain for x can be from 0o to 360o or 0 to 2 in radians.

Important points: (0, 0), (90o, 1), (180o, 0), (270o, −1) and (360o, 0)
Important features: Maximum point (90o, 1), Maximum value = 1
Minimum point (270o, −1), Minimum value = −1
(b) y = cos x
Important points:(0o, 1), (90o, 0), (180o, −1), (270o, 0) and (360o, 1)
Important features: Maximum point (0o, 1) and (360o, 1),
Maximum value = 1 Minimum point (180o, −1)
Minimum value = 1

(c) y = tan x
Important points: (0o, 0), (180o, 0) and (360o, 0)
Is there any
maximum or
minimum point
for the tangent
graph?

TEST YOURSELF H
1. Write the following trigonometric functions to the graphs below:
y = cos x y = sin x y = tan x
2. Write the coordinates of the points below:
(a) (b)
y = cos x y = sin x
A(0,1)

ANSWERS
TEST YOURSELF A:
1. Opposite side = AB 2. Opposite side = PQ 3. Opposite side = YZ
Adjacent side = AC Adjacent side = QR Adjacent side = XZ
Hypotenuse side = BC Hypotenuse side = PR Hypotenuse side = XY
4. Opposite side = LN 5. Opposite side = UV 6. Opposite side = RT
Adjacent side = MN Adjacent side = TU Adjacent side = ST
Hypotenuse side = LM Hypotenuse side = TV Hypotenuse side = RS
TEST YOURSELF B:
AB PQ YZ
1. sin  = 2. sin  = 3. sin  =
BC PR YX
AC QR XZ
cos  = cos  = cos  =
BC PR XY
AB PQ YZ
tan  = tan  = tan  =
AC QR XZ
LN UV RT
4. sin  = 5. sin  = 6. sin  =
LM TV RS
MN UT ST
cos  = cos  = cos  =
LM TV RS
LN UV RT
tan  = tan  = tan  =
MN UT TS

TEST YOURSELF C:
1. sin  = 1 2. cos  = 1
3 2
 = sin-1 1 = 19o 28  = cos-1 1 = 60o
3 2
3. tan  = 5 4. cos  = 5
3 8
 = tan-1 5 = 59o 2  = cos-1 5 = 51o 19
3 8
5. tan  = 7.5 6. sin  = 6.5

9.2 8.4
 = tan-1 7.5 = 39o 11  = sin-1 6.5 = 50o 42

9.2 8.4
TEST YOURSELF D:
4 x
1. tan 32o = 2. sin 53.17o =
x 7
x=
4
= 6.401 cm x = 7  sin 53.17o = 5.603 cm
tan 32o
x o
3. cos 74o 25 = 1 6
10 4. sin 55 =
3 x
x = 10  cos 74o 25 6
x= o
= 7.295 cm
= 2.686 cm sin 55 13
x 10
5. tan 47o = 6. cos 61o =
13 x
x = 13  tan 47o = 13.94 cm x=

10
= 20.63 cm
cos 61o

TEST YOURSELF F:
1. 1ST and 2nd 2. 1st and 3rd 3. 2nd and 3rd
4. 1st and 4th 5. 3rd and 4th 6. 2nd and 4th
TEST YOURSELF G:
4 12 4
1. sin  = 2. sin  = 3. sin  =
5 13 5
3 5 3
cos  = cos  = cos  = 
5 13 5
4 12 4
tan  = tan  = tan  = 
3 5 3
4 8 5
4. sin  =  5. sin  =  6. sin  = 
5 17 13
3 15 12
cos  =  cos  =  cos  =
5 17 13
4 8 5
tan  = tan  = tan  = 
3 15 12

TEST YOURSELF H:
1.
y = tan x y = sin x y = cos x
2. (a) A (0, 1), B (90o, 0), C (180o, 1), D (270o, 0)
(b) P (90o, 1), Q (180o, 0), R (270o, 1), S (360o, 0)


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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

Part C: Trigonometry III 11

Part G: Trigonometry VII 25

Part H: Trigonometry VIII 29

1. The aim of this module is to reinforce pupils’ understanding of the concept

2. This module is to be used as a guide for teacher on how to help pupils to

Curriculum Development Division

Upon completion of Part A, pupils will be able to identify opposite,

TEACHING AND LEARNING STRATEGIES

Some pupils may face difficulties in remembering the definition and

Curriculum Development Division

Opposite side is the side opposite or facing the angle  .

Adjacent side is the side next to the angle  .

Curriculum Development Division

AB is the side facing the angle  , thus AB is the opposite side.

BC is the side next to the angle  , thus BC is the adjacent side.

QR is the side facing the angle  , thus QR is the opposite side.

PQ is the side next to the angle  , thus PQ is the adjacent side.

Curriculum Development Division

Opposite side = Opposite side = Opposite side =

Opposite side = Opposite side = Opposite side =

Curriculum Development Division

Upon completion of Part B, pupils will be able to state the definition

TEACHING AND LEARNING STRATEGIES

Some pupils may face problem in

(i) defining trigonometric functions; and

(ii) writing the trigonometric ratios from a given right-angled

Teacher must reinforce the definition of the trigonometric functions

Curriculum Development Division

Definition of the Three Trigonometric Functions

adjacent side Acronym:

opposite side Acronym:

Curriculum Development Division

AB is the side facing the angle  , thus AB is the opposite side.

BC is the side next to the angle  , thus BC is the adjacent side.

Curriculum Development Division

WU is the side facing the angle, thus WU is the opposite side.

TU is the side next to the angle, thus TU is the adjacent side.

Curriculum Development Division

sin  = sin  = sin  =

cos  = cos  = cos  =

tan  = tan  = tan  =

sin  = sin  = sin  =

cos  = cos  = cos  =

tan  = tan  = tan  =

Curriculum Development Division

Upon completion of Part C, pupils will be able to find the angle of

TEACHING AND LEARNING STRATEGIES

1. Teacher should train pupils to use the definition of each

2. Teacher should train pupils to use the inverse trigonometric

Curriculum Development Division

opposite adjacent opposite

opposite adjacent opposite

1 degree = 60 minutes 1 minute = 60 seconds

Find the angle  in degrees and minutes.

Curriculum Development Division

= 49o 23 55 = 44o 24 55

= 49o 24 = 44o 25

Curriculum Development Division

Find the value of  in degrees and minutes.

Curriculum Development Division