Trigonometric

Functions 3
ESSENTIAL QUESTIONS
Unit Overview
In this unit you will build on your understanding of right triangle What type of real-world
trigonometry as you study angles in radian measure, problems are modeled and
trigonometric functions, and circular functions. You will solved using trigonometry?
investigate in depth the graphs of the sine and cosine functions How are graphic
and extend your knowledge of trigonometry to include tangent, representations of
cotangent, secant, and cosecant, as well as solving trigonometric trigonometric functions
equations. useful in understanding
real-life phenomena?
Key Terms
As you study this unit, add these and other terms to your math
notebook. Include in your notes your prior knowledge of each
EMBEDDED ASSESSMENTS
word, as well as your experiences in using the word in different
mathematical examples. If needed, ask for help in pronouncing This unit has two embedded
new words and add information on pronunciation to your math assessments, following Activities 18
notebook. It is important that you learn new terms and use them and 20. These assessments will give
you an opportunity to demonstrate
correctly in your class discussions and in your problem solutions.
what you have learned about
trigonometric functions and their
Academic Vocabulary inverses, the graphs of sinusoidal
© 2015 College Board. All rights reserved.

• subtend curves, and writing and solving

trigonometric equations.
Math Terms
Embedded Assessment 1:
• initial side • trigonometric functions
• terminal side • sine Angles, the Unit Circle, and
Trigonometric Graphs p. 245
• standard position • unit circle
• coterminal angles • tangent Embedded Assessment 2:
• subtend • cosecant Inverse Trigonometric Functions
• radian • secant and Trigonometric Equations p. 275
• angular velocity • tangent
• linear velocity • concentric circles
• reference triangle • one-to-one function
• periodic function • inverse trigonometric
• period function
• amplitude • reference angle
• phase shift

185
 UNIT 3

Getting Ready
Write your answers on notebook paper.
Show your work.

1. Find the measure of each angle of triangle 6. Consider the function f (x ) = x −1.
ABC, given AC = 6, CB = 2 3, a. Give the domain and the range.
b. Sketch a graph of the function.
and AB = 4 3.
2. Which equation could you use to find the 10
y

measure of x in the figure below? 8

6

90° 4
2
48
x –10 –8 –6 –4 –2 2 4 6 8 10
x
64° –2
–4
–6
A. sin 64° = x –8
48
B. cos 64° = x
–10

48
C. tan 64° = x c. Write the inverse function.
48
d. Give the domain and the range of the
48
D. sin 64° = x inverse function.
E. cos 64° = 48
x
e. Sketch a graph of the inverse function on
the same coordinate grid as in Item 6b.
3. In DEF, m∠D = 70°, m∠E = 90°, and EF = 10. 7. Determine whether f (x ) = x + 1 and
Find, to the nearest whole number, the measure 4
of the hypotenuse of DEF. g(x) = 4x − 4 are inverse functions. Justify
your answer.
4. In GHI, GH = 166 ft, HI = 112 ft, and
m∠H = 90°. Find the measure of ∠G and the 8. Explain how the graph of y = 2(x − 1)2 + 3
differs from the graph of y = x2. Explain how
length of GI.
you can determine the differences without
5. Explain this statement: The inverse of a graphing.

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function is sometimes a function. Use
examples in your explanation.

186 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Angles and Angle Measure ACTIVITY 14
What’s My Angle Measure?
Lesson 14-1 Angle Measures in Standard Position
My Notes
Learning Targets:
• Draw angles in standard position.
• Find the initial side and terminal side of an angle in standard position.
• Identify coterminal angles.
SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge,
Summarizing, Paraphrasing, Vocabulary Organizer, Create
Representations, Think-Pair-Share
In geometry, an angle has two fixed rays with a common endpoint.
1. Attend to precision. Draw an example of each of the following types
of angles, and give the degree measure of the angle. Then state the
possible range of measures for all angles of that type.

a. acute angle b. obtuse angle

c. right angle d. straight angle

In trigonometry, an angle consists of a fixed ray, called the initial side , and
a rotating ray, called the terminal side . An angle is in standard position CONNECT TO HISTORY
when the vertex is at the origin and the initial side is on the positive x-axis.
Dividing a circle into 360 parts can
A counterclockwise rotation represents an angle with positive measure.
be traced to the ancient city of
A clockwise rotation represents an angle with negative measure.
© 2015 College Board. All rights reserved.

Babylon. The Babylonians used a

base-60 number system instead of
Terminal side Terminal side
the base-10 system we use today.

O Initial side O Initial side

2. Draw each angle described below in standard position, and then give
the degree measure of the angle.
a. one-fourth of a complete counterclockwise rotation
b. one-half of a complete clockwise rotation
c. one complete counterclockwise rotation (the angle formed by
rotating the initial side counterclockwise until it coincides with itself)
d. one-eighth of a complete clockwise rotation
e. two and one-third complete counterclockwise rotations

Activity 14 • Angles and Angle Measure 187

 ACTIVITY 14 Lesson 14-1
continued Angle Measures in Standard Position

My Notes
Coterminal angles are angles formed by different rotations but with the
same initial and terminal sides. To find measures of coterminal angles, add
MATH TERMS or subtract multiples of 360°.
The 125° angle and the −235° 3. Make use of structure. For each angle in standard position, find two
angle shown below are formed by positive angles and two negative angles that are coterminal with the
different rotations, yet they have given angle.
the same initial and terminal sides.
Therefore, they are coterminal
angles. a. 60° b. −100°

125°
4. Find an angle between 0° and 360° that is coterminal with the given
angle.
a. 890° b. −1350°
O
–235° The circumference of a circle is equal to 2πr, where r is the radius of the
circle. The length of an arc subtended by a central angle of n degrees is equal
to n (2πr ).
360
n
(2πr)
MATH TERMS 360

When the sides of an angle pass

through the endpoints of an arc, n°
the angle subtends the arc. In r
 is
the figure below, the arc PQ
subtended by angle POQ.

Example A
Q A pet gerbil runs the length of an arc on a circular wheel with radius 12.5 cm
O
which subtends a central angle of 40°. What length did the gerbil travel?

© 2015 College Board. All rights reserved.

40
360 (2π 12.5 )
( ) Substitute the radius and angle measure.
8.7 cm Simplify.

Try These A
Find the length of each arc to the nearest hundredth of a unit.
a. b.

60° 210°
8 in. 30 cm

5. Make sense of problems. A wheel with a radius of 20 inches rotated

80° as it rolled along the ground. How far did the wheel travel?

188 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 14-1 ACTIVITY 14
Angle Measures in Standard Position continued

My Notes
6. The second hand of a clock is 6 inches long.
a. How many degrees does the second hand rotate in 4 1 minutes?
2
CONNECT TO GEOGRAPHY

b. How far does the tip of the second hand travel in 4 1 minutes? A nautical mile is approximately
2 equal to the length of a 1 -degree
60
arc on a great circle of the earth
? line of longitude.
7. What is the length of the major arc AB
y 

B 4

2
A x
–4 –2 2 4
–2

–4

Check Your Understanding

8. Express regularity in repeated reasoning. Write an expression

that generates every angle coterminal with a 78° angle.
9. Which arc has a greater length: an arc subtended by a 30° angle on a
circle with radius 14 cm or an arc subtended by a 45° angle on a circle
with radius 12 cm?
© 2015 College Board. All rights reserved.

LESSON 14-1 PRACTICE

10. An angle of 291° is drawn on a coordinate plane with its vertex at the
origin and its initial side on the positive x-axis. In which quadrant does
the terminal side lie?
11. Find an angle between 0° and 360° that is coterminal with the given angles.
a. −110° b. 430°
12. What is the perimeter of each figure?
a. b.

18°
9 mm

15 inches
13. The end of a pendulum with a length of 21 cm travels an arc length of
24 cm. How many degrees does the pendulum swing?
14. Critique the reasoning of others. Neil believes the two arcs subtended by
a 195-degree angle and by a −165-degree angle in a circle with a radius of
10 inches will have the same length. Explain Neil’s mistake.

Activity 14 • Angles and Angle Measure 189

ACTIVITY 14 Lesson 14-2
continued Radian Measure

My Notes
Learning Targets:
• Measure angles in radians.
• Convert angle measures from degrees to radians.
• Recognize trigonometric ratios to complete reference triangles.
SUGGESTED LEARNING STRATEGIES: Use Manipulatives, Create
Representations, Vocabulary Organizer, Think-Pair-Share, Group
Presentations
Degrees are not the only unit of measure for angles. To find out about another
unit of angle measure, complete the following questions concerning circles A
and B, shown below.
Circle A Circle B

© 2015 College Board. All rights reserved.

1. Cut a piece of string equal in length to the radius of each circle.
a. Bend the string around each circle and mark off as many arcs as
possible that are equal in length to the radii. Write the approximate
number of radii that fit around each circle.
Circle A: Circle B:

b. Reason quantitatively. What do you notice about your answers

in part a? How can you explain this? What is the exact number of
radii that fit around each circle?

c. In each circle, mark off a central angle that intercepts an arc with the
same length as the radius of the circle.

190 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 14-2 ACTIVITY 14
Radian Measure continued

My Notes
Angles may be measured in radians as well as in degrees. One radian is the
measure of a central angle which intersects an arc equal in length to the radii.
MATH TERMS
A
A central angle of a circle which
r r
subtends an arc equal to the
length of the radius of the circle
O r B has a measure of one radian.

m∠AOB = 1 radian CONNECT TO AP

In calculus, angles are measured in

2. Suppose that angle θ is in standard position and formed by one complete
radians, since proofs of major
counterclockwise rotation.
theorems are based on radian
a. What is the measure of angle θ in degrees?
measure.

b. What is the measure of angle θ in radians? Give an exact answer in

terms of π.

3. Use your answers to Item 16 to complete the following.

WRITING MATH
A full rotation = degrees = radians
1 degree = radians Degree measure is denoted using
the degree symbol (°), while radian
measure is written without any
symbol.
1 radian = degrees

4. Convert each degree measure to radians. Give exact answers.

© 2015 College Board. All rights reserved.

a. 45° b. −210° c. 15°

5. Convert each radian measure to the nearest degree.

a. π b. 2π c. 4
2 3

6. Name the quadrant or axis where the terminal side of each angle lies.
MATH TIP
a. π b. − 4π
5 7
When the terminal side of an angle
lies in a certain quadrant or on a
certain axis, we say that the angle
c. 3π d. 11π lies in that quadrant or on that axis.
2 8

Activity 14 • Angles and Angle Measure 191

ACTIVITY 14 Lesson 14-2
continued Radian Measure

My Notes
7. Draw each angle in standard position. Write the radian measure.
a. one-fourth of a complete clockwise rotation

b. two-thirds of a complete counterclockwise rotation

c. one and three-fourths counterclockwise rotations

8. Express regularity in repeated reasoning. Explain how to find

angles coterminal to a given angle measured in radians.

9. For each angle in standard position, find one positive angle and one
negative angle that is coterminal with the given angle.

© 2015 College Board. All rights reserved.

a. 3π
5

b. − 2π
3

10. Find an angle between 0 and 2π that is coterminal with each angle.

a. 13π

b. − 32π
5

192 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 14-2 ACTIVITY 14
Radian Measure continued

My Notes
An object rotating about a point has both angular velocity and linear velocity .
Angular velocity is the rate of change in angle measure as the object rotates.
Linear velocity is the rate at which location changes as the object rotates. MATH TERMS
Angular velocity, w, is equal to
the measure, in radians, of the
Example A angle of rotation divided by time:
A Ferris wheel with a radius of 45 feet rotates at a speed of 2.5 revolutions w = θ . Linear velocity, v, is equal
per minute (rpm). Find the angular velocity, in radians per minute, and the t
linear velocity, in miles per hour, of a point on the outer edge of the Ferris to the length of the arc subtended
wheel. by the angle of rotation divided by
Angular velocity is the ratio of radians rotated to time. time: v = θr .
t
2.5 (2π ) = 5π Find the number of radians in
2.5 revolutions.
5π radians Express angular velocity as a ratio. MATH TIP
1 minute
Linear velocity is the ratio of feet traveled to time in hours. 1 mile = 5,280 feet
2.5 (2π ( 45)) ≈ 706.86 feet Find the approximate distance
traveled by multiplying the number
of revolutions by the circumference.
706.86 feet Express linear velocity as a ratio.
1 minute
706.86 feet × 1 mile × 60 minutes Multiply to change the units.
1 minute 5280 feet 1 hour
8.03 miles per hour Simplify.

Try These A
a. Find the linear velocity, in centimeters per second, of an object rotating
at 9 rpm around a point 12 centimeters away.
b. Reason quantitatively. A bicycle is ridden at a constant speed of
6 miles per hour. What is the angular velocity, in radians per second,
of its wheels if they have a diameter of 24 inches?
© 2015 College Board. All rights reserved.

11. The propeller blades of a single-engine aircraft rotate at a speed of

2,220 rpm at takeoff. What is the angular velocity of the blades in DISCUSSION GROUP TIPS
radians per second?
If you do not understand
12. Two pulleys, one with a radius of 6 inches and the other with a radius of something in group discussions,
9 inches, are connected by a belt. The larger pulley has an angular ask for help or raise your hand for
velocity of 60 rpm. help. Describe your questions as
clearly as possible, using synonyms
or other words when you do not
know the precise words to use.

a. What is the linear speed of the belt in feet per second?

b. What is the angular velocity of the smaller pulley in revolutions
per minute?
13. The second hand of a clock is 5 inches long. What is the linear speed of
the tip of the second hand in feet per hour?

Activity 14 • Angles and Angle Measure 193

ACTIVITY 14 Lesson 14-2
continued Radian Measure

My Notes
Given an angle in standard position, a reference triangle is formed by
drawing a perpendicular segment from a point on the terminal side of the
angle to the x-axis.
14. Each figure below shows an angle θ in standard position. Draw a
perpendicular segment from point P to the x-axis to form a reference
triangle.
a. b.
P P
θ

θ
O O

c. d.
θ θ
O O

P P

15. Draw a reference triangle and find the missing value for each figure.
a. Find OP. b. Find OP.

P(3, 6) P(–4, 3)
θ

θ
O O

c. OP = 6; Find x. d. OP = 10; Find y.

© 2015 College Board. All rights reserved.

θ θ
O O

P(x, –5) P(7, y)

194 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 14-2 ACTIVITY 14
Radian Measure continued

My Notes
Recall the following right triangle trigonometric ratios.
opposite leg adjacent leg
sin θ = cos θ =

Opposite leg
hypotenuse hypotenuse Hypotenuse
opposite leg adjacent leg
tan θ = cot θ =
adjacent leg opposite leg θ
hypotenuse hypotenuse Adjacent leg
csc θ = sec θ =
opposite leg adjacent leg
16. Given that θ is an angle in standard position, O is the origin, and P is a
point on the terminal side of θ. For each of the following, draw a figure TECHNOLOGY TIP
with a reference triangle. Then find the missing value, correct to three
Most calculators can evaluate
decimal places.
trigonometric functions for angle
a. P(3, y); θ = 70°; Find y.
measures in either degrees or
radians. Be sure to have your
calculator in the correct mode
when solving problems.

b. OP = 20; θ = 38°; Find the coordinates of point P.

CONNECT TO HISTORY

Although the study of

trigonometric ratios dates back
more than 2,000 years, the term
trigonometry was coined in 1595
and is derived from the Greek
word trigonometria, meaning
“triangle measuring.”
© 2015 College Board. All rights reserved.

c. P(6, 6); Find θ.

d. OP = 12; θ = 220°; Find the coordinates of point P.

Activity 14 • Angles and Angle Measure 195

ACTIVITY 14 Lesson 14-2
continued Radian Measure

My Notes
Check Your Understanding

17. Explain how to find each coordinate of P.

P

12

75°

a. the x-coordinate of P
b. the y-coordinate of P
18. State two angles in radians, between −2π and 2π, that are coterminal
with a 75° angle.

LESSON 14-2 PRACTICE

19. An angle of 5π radians is drawn on a coordinate plane, with its vertex at
9
the origin and its initial side on the positive x-axis. In which quadrant
does the terminal side lie?
20. Find an angle between 0 and 2π that is coterminal with the given angles.
a. 32π b. − π c. 23π
9 6
21. The blade of a circular saw has a radius of 3 inches. The blade spins
at 5,400 rpm.
a. What is the angular velocity of the blade in radians per second?

© 2015 College Board. All rights reserved.

b. What is the linear velocity of the teeth at the end of the blade in
miles per hour?
22. Find the coordinates of P to three decimal places.

36°
16
P
23. Critique the reasoning of others. Heather believes OP = 11.
Explain Heather’s mistake.

P
(–5, 6) θ

196 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Angles and Angle Measure ACTIVITY 14
What’s My Angle Measure? continued

ACTIVITY 14 PRACTICE 8. What is the value of x in the figure below, correct

Write your answers on notebook paper. to three decimal places?
Show your work.
Lesson 14-1 64 cm
x°
1. Draw one-third of a complete counterclockwise
rotation as an angle in standard position, and 46 cm
then give the measure of the angle in degrees.
2. Draw two and one-eighth complete clockwise
rotations as an angle in standard position, and 9. The end of a pendulum with a length of 12 inches
then give the measure of the angle in degrees. travels an arc length of 10 inches. How many
degrees, correct to three decimal places, does the
3. Find an angle between 0° and 360° that is pendulum swing?
coterminal with a 905° angle.
4. Find an angle between 0° and 360° that is Lessons 14-2 and 14-3
coterminal with a −423° angle. 10. Convert each degree measure to radians. Give
5. Which pair of angles is coterminal? exact answers in terms of π.
A. −600° and 600° a. 150°
B. −540° and 540° b. 630°
C. −480° and 480° c. −1,090°
D. −370° and 370° 11. Convert each radian measure to degrees.
6. An angle of 143° is drawn on a coordinate plane, a. π
2
with its vertex at the origin and its initial side on 19
the positive x-axis. In which quadrant does the b. 12 π
terminal side lie? 7π
c. − 10
7. Find the perimeter of the shaded region in the
figure below, correct to three decimal places. 12. Draw three-eighths of a complete counterclockwise
rotation as an angle in standard position, and
then give the measure of the angle in radians.

135°
10 mm
© 2015 College Board. All rights reserved.

Activity 14 • Angles and Angle Measure 197

ACTIVITY 14 Angles and Angle Measure
continued What’s My Angle Measure?

13. Draw one and two-thirds of a complete 20. Let O be the origin and P be a point on the
counterclockwise rotation as an angle in standard terminal side of θ, an angle in standard position.
position, and then give the measure of the angle Find OP when P is (−4, 11).
in radians. 21. Let O be the origin and P be a point on the
14. Find an angle between 0 and 2π that is terminal side of θ, an angle in standard position.
coterminal with an angle of 37 π radians. Find the coordinates of P when OP = 20 and
12 θ = 24°, correct to three decimal places.
15. Find an angle between 0 and 2π that is
22. Let O be the origin and P be a point on the
coterminal with an angle of − 11 π radians. terminal side of θ, an angle in standard position.
15
16. A washing machine drum rotates at a speed of Find OP when the x-coordinate of P is 12 and
1,500 rpm during the spin cycle. What is the θ = 50°, correct to three decimal places.
angular velocity of the drum in radians per 23. Let O be the origin and P be a point on the
second? terminal side of θ, an angle in standard position.
A. 25
2 π radians per second
Find θ in degrees when P(10, 10).
B. 50π radians per second
C. 45,000π radians per second MATHEMATICAL PRACTICES
D. 180,000π radians per second Reason Abstractly and Quantitatively
17. A conveyor belt rolls on cylindrical bearings that 24. Two groups of students built catapults in their
have a radius of 1.4 inches. The belt has a velocity science classes. The catapults were identical in
of 26.6 inches per minute. Find the angular design with one exception. In both catapults, the
velocity of the roller bearings in radians per arm of the catapult rotated about a fixed point to
minute, correct to three decimal places. launch the projectile, and in both catapults, the
arm rotated through the same measure arc with
18. A pulley 8 inches in diameter rotates with an
the same angular velocity. However, the arm of
angular velocity of 150 rpm. Find the linear
Group A’s catapult was 6 inches longer than the
velocity, in feet per second, of a cable attached to
arm of Group B’s catapult. Which catapult
the pulley, correct to three decimal places.
launches items with the greater linear speed?
19. Draw a reference triangle and find OP. Explain why this is true.

© 2015 College Board. All rights reserved.

θ

P(7, –9 )

198 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Sinusoidal Functions ACTIVITY 15
Bicycle Wheels
Lesson 15-1 Exploring Periodic Data
My Notes
Learning Targets:
• Recognize situations that involve periodic data.
• Sketch a graph of periodic data.
SUGGESTED LEARNING STRATEGIES: Summarizing, Paraphrasing,
Create Representations, Visualization, Use Manipulatives, Group
Presentation, Quickwrite
As you read, mark the text to identify key information and parts of sentences
that help you make meaning from the text.
Stacy has a new bike. The bike has 24-inch-diameter wheels and 6-inch-
diameter training wheels. The horizontal distance between the center of the MATH TIP
24-inch front wheel and the center of one 6-inch training wheel is 36 inches.
In one rotation, a wheel will travel
Stacy is riding at a steady pace, and the 24-inch wheels rotate once every
a distance equal to the length of
4 seconds. As Stacy is riding down the street, her bike runs over a freshly
the circumference of the wheel.
painted parking stripe, and each wheel picks up a narrow strip of fresh paint
that leaves marks on the pavement.

1. Model with mathematics. The figure at the right represents

the front wheel and a training wheel on Stacy’s bike. Label the
length of each of the three segments shown in the figure, and
then summarizeany additional information given in the
opening paragraph.
© 2015 College Board. All rights reserved.

2. Let t = 0 seconds represent the time when Stacy’s front wheel y inches
first crosses the freshly painted stripe. Sketch a graph of the
height above the pavement of the paint spot on the front wheel
as a function of the number of seconds for the first 8 seconds
after t = 0.

t seconds

3. Assume that Stacy’s bicycle is on a path that runs perpendicular to the

paint stripe.
a. Find the distance that the front wheel travels in 4 seconds. Then use
this information to find how long it takes for the training wheel to
make one complete revolution.

Activity 15 • Sinusoidal Functions 199

ACTIVITY 15 Lesson 15-1
continued Exploring Periodic Data

My Notes
b. How many seconds will it take from t = 0 seconds until the training
wheel first runs over the freshly painted stripe?

c. On the grid in Item 2, sketch a graph of the height of the paint spot
on the training wheel as a function of the number of seconds elapsed
since t = 0.

4. Use the sketch from Item 3c to estimate the first time that the paint
spots on the front wheel and on the training wheel will be exactly the
same height above the pavement.

5. A more accurate graph would give a better approximation of the time

you found in Item 4.
a. How many seconds after hitting the wet stripe will the paint spot first
be in this position on the front wheel?

Paint

120°

b. Make use of structure. Explain how special right triangles can be

used to find the height of the paint spot.

© 2015 College Board. All rights reserved.

c. Find the height of the paint spot to the nearest tenth of an inch.

d. Is there any other instance during the first revolution of the wheel
where the paint spot is at this same height? How long after hitting the
stripe does this happen?

200 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 15-1 ACTIVITY 15
Exploring Periodic Data continued

My Notes
e. For each value of t, draw a central angle with a vertical initial side
showing the position of the paint spot and the angle of rotation since
passing the stripe. Then determine the height of the paint spot to the
nearest tenth of an inch. Assume the wheel spins counterclockwise as
Stacy rides.

t = 13 sec t = 23 sec t = 1 sec

MATH TIP
Special Right Triangles
30° – 60° – 90°

60° 2x
x
t = 1 13 sec t = 1 23 sec t = 2 sec 30°
x 3

45° – 45° – 90°

45° x 2
x

1 2 45°
t = 2 3 sec t = 2 3 sec t = 3 sec
x
© 2015 College Board. All rights reserved.

t = 3 13 sec t = 3 23 sec t = 4 sec

Activity 15 • Sinusoidal Functions 201

 ACTIVITY 15 Lesson 15-1
continued Exploring Periodic Data

My Notes
Check Your Understanding

6. Express regularity in repeated reasoning. Find three other instances

in the first 20 seconds after passing the stripe when the paint spot is in
the same position on Stacy᾽s wheel as it is when t = 2 seconds. Explain
how you know this.
7. Critique the reasoning of others. Why would a graph with
straight sides be an inappropriate answer to Item 2?

MATH TIP
The height of the center of each
circle is half the diameter. The
LESSON 15-1 PRACTICE
height of each paint spot can be 8. What is the height, to the nearest tenth of an inch, of the paint spot on
found by adding or subtracting the the training wheel at the following times? Justify your answers.
length of a side of a 30°-60°-90° a. 1 second after the training wheel crosses the stripe
right triangle from that measure. 3
b. 1 second after the training wheel crosses the stripe
2
c. 11 second after the training wheel crosses the stripe
12
d. 1 second after the training wheel crosses the stripe
8
e. 2 1 seconds after the training wheel crosses the stripe
4

© 2015 College Board. All rights reserved.

202 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 15-2 ACTIVITY 15
Periodic Functions continued

My Notes
Learning Targets:
• Explore how a change in parameters affects a graph.
• Determine the period, amplitude, or phase shift of a periodic function.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Quickwrite, Think-Pair-Share
1. Recall that Stacy has a bike with 24-inch-diameter wheels and 6-inch-
diameter training wheels. The horizontal distance between the center of
the 24-inch front wheel and the center of one 6-inch training wheel is
36 inches, and the 24-inch wheels rotate once every four seconds.
t represents the time, in seconds, since Stacy’s front wheel first crossed
a freshly painted stripe of wet paint, making a spot on her wheel.
a. Use the results from Item 5e in Lesson 15-1 and the axes below to
construct a detailed graph of the height above the pavement of the
paint spot on the front wheel as a function of the number of seconds
that have elapsed since time t = 0 seconds for the first 8 seconds.

y inches
27
24
21
18
15
12
9
6
3
t seconds
1 2 3 4 5 6 7 8
© 2015 College Board. All rights reserved.

b. Describe your graph. How does it compare to your initial graph from
Item 1 in Lesson 15-1?

c. If the graph were extended to include the first minute elapsed

since t = 0, describe what the graph would look like.

d. On the axes in part a, construct a graph for the training wheel.

Include heights of the paint spot on the training wheel at 1 -second
12
intervals for the first 2 seconds after the training wheel tire first
picks up the paint.

e. Use the graph in part a to approximate the first time the paint spots
on the front wheel and on the training wheel will be exactly the same
height above the pavement.

Activity 15 • Sinusoidal Functions 203

ACTIVITY 15 Lesson 15-2
continued Periodic Functions

My Notes
Now we will explore how changes in parameters affect the graph of the
height of the paint spot on the front wheel.
2. Review your work from Item 5 in Lesson 15-1.
a. Redraw the graph for the height of the paint spot on the 24-inch
front wheel from Item 1 on the axes below. Suppose that the front
wheel of Stacy᾽s bike had a diameter of 18 inches inches instead of 24
but still rotated once every 4 seconds. Explain how this would change
the graph, and then sketch it on the same axes.

y inches
27
24
21
18
15
12
9
6
3
t seconds
1 2 3 4 5 6 7 8

b. Redraw the original graph for the height of the paint spot on the
24-inch front wheel from Item 1 on the axes below. Suppose that the
wheel size remained 24 inches but the rotational velocity was one
revolution every 3 seconds instead of every 4 seconds. Explain how
the graph for the front wheel would change, and then sketch it on the
same axes.

© 2015 College Board. All rights reserved.

y inches
27
24
21
18
15
12
9
6
3
t seconds
1 2 3 4 5 6 7 8

204 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 15-2 ACTIVITY 15
Periodic Functions continued

My Notes
3. How would the original graphs for both wheels have differed if the heights
of the paint marks on the tires had been measured as a vertical distance
above or below a line through the center of the 24-inch wheel and parallel
to the ground? Explain, and make a sketch to illustrate your answer.

4. How would the original graphs for both wheels have differed if the
heights of the paint marks on the tires had been plotted as a distance
above the pavement and as a function of time elapsed since the training
wheel first crossed the fresh paint? Explain, and make a sketch to MATH TIP
illustrate your answer.
The time it takes the training
wheel to travel d inches is equal
y inches to d seconds.
27 6π
24
© 2015 College Board. All rights reserved.

21
18
15
12
9
6
3
t seconds
1 2 3 4 5 6 7 8

Activity 15 • Sinusoidal Functions 205

 ACTIVITY 15 Lesson 15-2
continued Periodic Functions

My Notes
A function f is a periodic function if there is a positive number p such that
f(x) = f(x + p) for all x in the domain of f. The number p is the period of the
function. If a periodic function has a maximum and minimum value, then
the amplitude of the function is half the difference of the maximum and the
minimum values. A phase shift is a horizontal translation of a periodic
function.
5. Consider the functions that model the height of the paint spot on the
DISCUSSION GROUP TIPS front wheel.
a. Explain why the function that models the original situation with the
As your share your ideas, be sure to
24-inch wheel is periodic, and give the period of the function. Then
use mathematical terms and
tell which of the situations in Items 2–4 changed the period of the
academic vocabulary precisely. Ask
function, and give the new value of the period.
your teacher if you need help to
express your ideas to the group or
class.

b. Give the amplitude of the function that models the original situation
with the 24-inch wheel. Then tell which of the situations in Items 2–4
changed the amplitude of the function, and give the new value of the
amplitude.

c. Tell which of the situations in Items 2–4 caused a vertical translation

of a function. Then describe the translation.

d. Tell which of the situations in Items 2–4 caused a phase shift of a

function. Then describe the shift.

© 2015 College Board. All rights reserved.

Check Your Understanding

6. The graph of g(x) is shown below. Identify the amplitude and period of
the function.
y 

x
–2 2 4 6 8 10 12 14 16 18
–2

–4

7. Let h(x) = h(x + 10) for all x in the domain of h. What does this imply
about the function h(x)?

206 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 15-2 ACTIVITY 15
Periodic Functions continued

My Notes
LESSON 15-2 PRACTICE
8. Given the graph of f(x) below, state the period and amplitude of f(x).
CONNECT TO TECHNOLOGY
y 
In the window settings,
4
Xmin is the minimum value
2 displayed on the x-axis.
x Xmax is the maximum value
–2 2 4 6 8 10 displayed on the x-axis.
–2
Xscl is the distance between the
–4 tick marks on the x-axis.
Ymin is the minimum value
displayed on the y-axis.
9. Let p(x) be a vertical translation up 1 unit of f(x) from Item 8.
a. Sketch p(x). Ymax is the maximum value
b. What is the period of p(x)? displayed on the y-axis.
c. What is the amplitude of p(x)? Yscl is the distance between the
10. Use appropriate tools strategically. Marcus is using a graphing tick marks on the y-axis.
calculator to study k(x), a periodic function centered vertically about Xres is the pixel resolution.
the line y = 5. The period of k(x) is 8, and the amplitude is 6. The
settings of his viewing window are shown below. What changes should
Marcus make to the viewing window settings in order to better study
the function? Explain.

WINDOW
Xmin= –3
Xmax=17
Xsc1=1
Ymin= –10
Ymax=10
Ysc1=1
Xres=1
© 2015 College Board. All rights reserved.

Activity 15 • Sinusoidal Functions 207

 ACTIVITY 15 Lesson 15-3
continued Graphs and the Sine Function

My Notes
Learning Targets:
• Graph a periodic function with various domains.
• Compare the graph of y = sin x to periodic graphs.
SUGGESTED LEARNING STRATEGIES: Identify a Subtask, Create
Representations, Think-Pair-Share, Quickwrite
1. Use the heights of the paint spots that you found in Item 5e in Lesson 15-1
MATH TIP and the fact that the function that models the original situation with the
24-inch wheel is periodic to find the height of the paint spot on the
For the periodic function y = f(x) front wheel at each of the following times. Justify your answers.
with period p, you know that a. 12 seconds
f(x) = f(x + p) for all x in the
domain of f.
Furthermore, if x = c + kp, where k b. 14 seconds
is any integer, then
f(x) = f(c + kp)
= f(c). c. 19 seconds

d. 8 2 seconds
3

e. 49 1 seconds
3

2. Suppose that the height of the paint spot is measured as a vertical

distance above or below the center of the 24-inch wheel and that the
paint mark starts at a point on the same horizontal line as the center of
the wheel at t = 0. Suppose also that the wheel turns in the direction

© 2015 College Board. All rights reserved.

shown by the arrow in the figure at the same rate as before (one
revolution in 4 seconds). Draw a graph of the height of the spot as a
function of time for 0 ≤ t ≤ 8.

Paint spot
when t = 0
Spoke s
y inches
12
9
6
3
0 t seconds
–3 1 2 3 4 5 6 7 8

–6
–9
–12

208 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 15-3 ACTIVITY 15
Graphs and the Sine Function continued

My Notes
3. What happens if the unit of measure is feet rather than inches? Copy the
graph in Item 2 and label the axes to illustrate the change.

t seconds
1 2 3 4 5 6 7 8

4. Instead of defining the function as height versus time, consider defining

it as the height of the paint spot in feet versus the angle of rotation,
measured in degrees, of spoke s. Through how many degrees will the
spoke rotate in 8 seconds? Copy the graph in Item 3 and label both axes
to reflect the change.
© 2015 College Board. All rights reserved.

5. Copy the graph from Item 4 and label the axes so that the graph
illustrates the height of the paint spot, in feet, as a function of the angle
of rotation of spoke s, measured in radians.

Activity 15 • Sinusoidal Functions 209

ACTIVITY 15 Lesson 15-3
continued Graphs and the Sine Function

My Notes
6. Put your graphing calculator in degree mode and set the window to
match the graph in Item 4.
MATH TERMS
a. Graph the function y = sin(x) and compare the graph on your
The functions y = sin (x), y = cos (x), calculator to the graph in Item 4.
and y = tan (x) are examples of
trigonometric functions.
The sine function is defined as
follows:
y
b. In a right triangle in which θ is an acute angle, sin θ is defined as the
sin θ = , length of opposite leg
r ratio . Explain how this definition applies to
where x2 + y2 = r2. length of hypotenuse
your graph.
P(x, y)
r
y θ
x O

7. Put your graphing calculator in radian mode and set the window to
match the graph in Item 5.
a. Graph the function y = sin(x) and compare the graph on your
calculator to the graph in Item 5.

b. Identify the amplitude and period of the function y = sin(x).

© 2015 College Board. All rights reserved.

c. If P(x, y) is any point on the terminal side of an angle θ in standard
y
position, then the sine of θ is defined as sin θ = , where x2 + y2 = r2.
r
Explain how this definition of sine applies to your graph.

210 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 15-3 ACTIVITY 15
Graphs and the Sine Function continued

My Notes
Check Your Understanding

8. Express regularity in repeated reasoning. Suppose y = g(x) is

a periodic trigonometric function with a period of 5π radians and
amplitude of 6π feet when x is measured in radians. What would be
the period and amplitude of g(x) if x were measured in degrees and y
were measured in yards?

y 

10

x
–20 –15 –10 –5 5 10 15 20
–5

–10

LESSON 15-3 PRACTICE

9. Reason quantitatively. Jenna created the periodic function y = h(x)
to model the depth of the water at the local marina during high and low
tide. In Jenna᾽s function, x is the number of hours that have passed
since midnight, and y is the number of inches the water level at the
marina is above or below 48 inches. Describe the effect each of the
following changes has on the graph of y = h(x). MATH TIP
a. x is measured in minutes instead of hours.
b. x is the number of hours before or after 6 p.m. instead of after 1 radian = 180 degrees
midnight. π
c. y is measured in feet instead of inches.
© 2015 College Board. All rights reserved.

d. y is the depth of the water instead of the difference from 48 inches.

Activity 15 • Sinusoidal Functions 211

 ACTIVITY 15 Sinusoidal Functions
continued Bicycle Wheels

ACTIVITY 15 PRACTICE 11. Which change in the scenario would result in a

Write your answers on notebook paper. phase shift of the original function?
Show your work. A. changing the definition of t = 0
B. changing the units of t
Lesson 15-1 C. using a faster wheel
Use this information for Items 1–12. A waterwheel D. using a larger wheel
has a diameter of 6 feet. The center of the wheel is
3 feet below the edge of a flume, and the wheel Lesson 15-3
rotates at a steady rate of 10 revolutions per minute. 12. Give the vertical distance from the bottom of the
flume to the broken blade, correct to three
decimal places, when t = 13 seconds.

Wheel
3 ft 13. Does this graph represent a periodic function?
Rotation y
5
4
Broken Blade
3
Water level
2
6 ft 1
x
1. How long does it take the wheel to complete one 0
–7 –6 –5 –4 –3 –2 –1–1 1 2 3 4 5 6 7
revolution?
–2
2. One of the blades of the waterwheel is broken.
–3
Let y = d(t) be a function relating y, the vertical
distance of the broken blade above or below the 14. Suppose that the graph in Item 13 is a graph of
bottom of the flume, to time, t. Let t = 0 seconds y = f(x). Find f(22) and justify your answer.
represent the time when the broken blade is first
touching the flume wheel. Sketch a graph of 15. Sketch an example of a periodic function with a
y = d(t) for the first 30 seconds after t = 0. period of 8 and amplitude of 6.

3. What is the vertical distance the broken blade is 16. P is a point on the terminal side of a 50° angle in
from the bottom of the flume, correct to three standard position. Find the coordinates of P,
decimal places, when t = 4 seconds? correct to three decimal places, given x2 + y2 = 4.

4. What is the vertical distance the broken blade is

MATHEMATICAL PRACTICES

© 2015 College Board. All rights reserved.

from the bottom of the flume, correct to three
decimal places, when t = 5 seconds? Reason Abstractly and Quantitatively
5. At what value of t is the broken blade of the A
wheel first at the point farthest from the flume?
6. At which two instances is the broken blade in the
same position in its rotation?
A. t = 11 and t = 16 B. t = 11 and t = 19
C. t = 11 and t = 21 D. t = 11 and t = 23
Lesson 15-2 B
7. Is y = d(t) a periodic function?
17. The blades of a propeller extend 3 feet from the center
8. What is the amplitude of y = d(t)? of an engine. Carlos created two graphs depicting the
9. If y were changed to be the vertical distance of vertical distance of points A and B above or below
the broken blade above or below the center of the the center of the engine as the blades spin at a
wheel, how would the graph of y differ from the constant rate. In both graphs, Carlos let t = 0
original graph in Item 2? represent the time the engine began spinning.
10. If the wheel slows to a steady rate of 6 revolutions Use the vocabulary from this activity to describe
per minute, how would the graph of y differ from any similarities and explain any differences
the original graph in Item 2? between the two graphs.
212 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions
 Trigonometric Functions and the Unit Circle ACTIVITY 16
Wheels Revisited
Lesson 16-1 The Unit Circle
My Notes
Learning Targets:
• Label points on the unit circle.
• Use the unit circle to find trigonometric values.
SUGGESTED LEARNING STRATEGIES: Summarizing, Paraphrasing,
Create Representations, Look for a Pattern, Quickwrite
Suppose that a two foot–diameter wheel has a paint mark at a point on the
same horizontal line as the center of the wheel at a time t = 0 and that the
spoke aligned with the paint spoke is denoted as spoke s. Suppose also that
the wheel turns in the direction shown by the arrow in the figure below.
1. Let the origin represent the center of the bicycle wheel and the position
of spoke s at t = 0 represent the initial side of an angle θ in standard
position. As the bicycle wheel rotates, let spoke s represent the terminal
side of angle θ.
a. Some degree measures of the angle of rotation of spoke s are shown
in the figure below. Use the symmetry of the figure to label the angle
of rotation for each of the other positions shown for spoke s.

60°
45°

30°

0°
© 2015 College Board. All rights reserved.

b. Convert each of the degree measures in the figure above to radians

and record the answers on the figure in part a.

Paint spot
when t = 0
Spoke s

Activity 16 • Trigonometric Functions and the Unit Circle 213

ACTIVITY 16 Lesson 16-1
continued The Unit Circle

My Notes
The x-coordinate of the position of the paint spot is the horizontal distance
to the right or left of the center of the wheel. The y-coordinate is the vertical
distance above or below the center of the wheel. Once again, label the
rotation of spoke s in both degrees and radians. Then use your knowledge of
special right triangles and the symmetry of the figure to label the coordinates
of the paint spot for each of the rotations shown in the figure.

The figure shown above is known as the unit circle . The unit circle is a circle
MATH TERMS of radius 1. It is used as a tool to recall trigonometric values of special angles.
You should be able to reproduce the unit circle from memory quickly.
A circle with a radius of 1, centered
at the origin, is known as a unit 2. Recall the definition of sine of θ and explain how you can use the unit
circle to find the value of sin θ for any angle on the unit circle.

© 2015 College Board. All rights reserved.

circle.

MATH TIP
The trigonometric functions cosine
and sine are defined as follows:
cos θ = x where x2 + y2 = r2 If P(x, y) is any point on the terminal side of an angle θ in standard position,
r
y then cosine of θ is defined as cos θ = x where x2 + y2 = r2.
sin θ = where x2 + y2 = r2 r
r 3. Construct viable arguments. Explain how you can use the unit
circle to find the value of cos θ for any angle on the unit circle.
P(x, y)
r
y θ
x O 4. Use the unit circle to give the exact value of each of the following.
a. cos 45° b. sin 2π
3
c. sin 180° d. cos 7π
6

214 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 16-1 ACTIVITY 16
The Unit Circle continued

My Notes
5. Once again, consider the paint spot on the bicycle wheel and the
rotation of spoke s.
a. Give the exact value of the slope of spoke s for each angle given in the
table below and the value of the slope correct to three decimal places. MATH TIP
Then use your calculator to evaluate the tangent of the angle correct
When using a calculator to find
to three decimal places.
trigonometric values, always
choose the correct mode, either
Angle θ Exact slope Approximate slope tan θ radians or degrees.
π
6
135°
4π CONNECT TO AP
3 According to the AP Calculus
course description, students must
b. Express regularity in repeated reasoning. Based on “know the values of the
observations from the table in part a, write a definition for tangent trigonometric functions at the
π π
of θ in terms of x, y, and r. numbers 0, π , , , π , and their
6 4 3 2
multiples.” Being able to give these
values quickly and accurately in a
wide variety of problem settings is
a useful skill in AP Calculus.

6. Use the unit circle and the definition of tangent of θ to give the exact
value of each of the following.
a. tan 45°
MATH TIP
b. tan 2π
3 Recall that the slope of a line is
y 2 − y1
c. tan 180° defined as , where (x1, y1)
x 2 − x1
and (x2, y2) are any two points on
d. tan 7π the line.
© 2015 College Board. All rights reserved.

6
7. Compare the values of tan 0° and tan 90°.

8. Compare the values of tan 0° and tan 180°.

Activity 16 • Trigonometric Functions and the Unit Circle 215

ACTIVITY 16 Lesson 16-1
continued The Unit Circle

My Notes
Do you notice a pattern in the x- and y-coordinates of points on the unit circle?
In this figure, each of the four points, P1, P2, P3, and P4, can be described by
an angle of measure θ, using different initial sides and rotation in different
directions.

P2(–x, y) P1(x, y)

θ
O

P3(–x, –y) P4(x, –y)

P1 is a point on the terminal side of a counterclockwise rotation of an angle

in standard position of θ degrees.
P2 is a point on the terminal side of an angle in standard position (a
counterclockwise rotation of measure 180 − θ degrees from the positive
x-axis) or a clockwise rotation of θ degrees from the negative x-axis.
P3 is a point on the terminal side of an angle in standard position (a
counterclockwise rotation of measure 180 + θ degrees from the positive
x-axis) or a counterclockwise rotation of θ degrees from the negative x-axis.
P4 is a point on the terminal side of a clockwise rotation of θ degrees or a
counterclockwise rotation of −θ degrees from the positive x-axis.

© 2015 College Board. All rights reserved.

Example A
Given a 12° angle in standard position that intersects a unit circle with
point P(0.978, 0.208) on the terminal side of a 12° angle, the points of
intersection for the terminal sides of three other angles can be found.
A 168° angle intersects the unit circle at P(−0.978, 0.208), because
168 = 180 − 12.
A 192° angle intersects the unit circle at P(−0.978, −0.208), because
192 = 180 + 12.
A 348° angle intersects the unit circle at P(0.978, −0.208), because
348 = 360 + (−12).
y
Using the definitions of sine, sin θ = , we see that sin 12° = sin 168°,
r
sin 12° = −sin 192°, and sin 12° = −sin 348°.

216 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 16-1 ACTIVITY 16
The Unit Circle continued

My Notes
Try These A
For these items, use a well-labeled drawing to justify your answer.
a. Make use of structure. Given that P(0.423, 0.906) is the point where
the terminal side of a 65° angle in standard position intersects a unit
circle, find sin 245° and cos 245°, correct to three decimal places.
b. Given that cos π = 6 + 2 , find the exact values of cos 11π and
12 4 12
cos 23π .
12

π
9. Given sin π = 0.309, find x between and 2π such that sin x = 0.309.
10 2 MATH TIP
Recall that 180° = π radians.

10. Given tan 3π = −3.078, find tan 8π .

5 5

11. Given P(−0.385, 0.923) is the point where the terminal side of an n°
angle in standard position intersects a unit circle, find sin n, cos n, and
tan n.

Check Your Understanding

12. Express regularity in repeated reasoning. Write an equation

that relates tan θ° and tan (180 − θ)°.
© 2015 College Board. All rights reserved.

13. Given that P(0.924, 0.383) is the point associated with a π radian
8
angle on the unit circle, what angle between 0 and 2π is represented by
the point P(−0.924, −0.383)?

Activity 16 • Trigonometric Functions and the Unit Circle 217

ACTIVITY 16 Lesson 16-1
continued The Unit Circle

My Notes
LESSON 16-1 PRACTICE
14. Given cos 72° = 0.342, explain how you can use the Pythagorean
Theorem to find the coordinates of the point representing 72° on the
unit circle.
15. Use appropriate tools strategically. Explain how you can use the
trigonometry functions on your calculator to find the coordinates of the
point representing 52° on the unit circle.
16. Given 0 < t < π , sin t = p, and cos t = q, complete the table. Let x be an
2
angle between 0 and 2π.

x π−t π+t
sin x −p
cos x q
tan x

17. Critique the reasoning of others. Dylan believes that for every
angle x, 0 < x < 2π, there is a second angle y, 0 < y < 2π, such that
x ≠ y and cos x = cos y. Is Dylan correct? Explain. Be sure to use
correct mathematical terms to support your reasoning and that your
sentences are complete and grammatically correct.

© 2015 College Board. All rights reserved.

218 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 16-2 ACTIVITY 16
Reciprocal Trigonometric Functions continued

My Notes
Learning Targets:
• Define the reciprocal trigonometric functions using the unit circle.
• Evaluate all six trigonometric functions for an angle in standard position.
SUGGESTED LEARNING STRATEGIES: Quickwrite, Think-Pair-Share,
Identify a Subtask
The reciprocal functions of sine, cosine, and tangent are cosecant, secant, and
cotangent, respectively.
1. Given that P(x, y) is any point on the terminal side of an angle θ in
standard position, and x2 + y2 = r2. Define each of the six trigonometric
functions in terms of x, y, and r.
sine of θ : sin θ = cosecant of θ : csc θ =

cosine of θ : cos θ = secant of θ: sec θ =

tangent of θ : tan θ = cotangent of θ : cot θ =

2. Use the unit circle and the definitions of the reciprocal trigonometric
functions to give the exact value of each of the following.
a. sec 45°
© 2015 College Board. All rights reserved.

b. cot 2π
3

c. sec 270°

d. csc 7π
6

Activity 16 • Trigonometric Functions and the Unit Circle 219

 ACTIVITY 16 Lesson 16-2
continued Reciprocal Trigonometric Functions

My Notes
So far we have only considered trigonometric values for angles on the unit
circle. Here are some other examples for which the definitions of the
trigonometric functions can be applied.

Example A
Let (4, −3) be a point on the terminal side of θ, an angle in standard
position. Find the values of sine, cosine, tangent, cosecant, secant, and
cotangent of θ.
We know that x = 4 and y = −3. So
r = x 2 + y 2 = 4 2 + (−3)2 = 25 = 5
Therefore, applying the definitions from Item 1, we know that
sin θ = − 3 csc θ = − 5
5 3
4
cos θ = 5 sec θ = 5
4
tan θ = − 43 cot θ = − 4
3

Try These A
Given a point P on the terminal side of θ, an angle in standard position,
find the exact values of sine, cosine, tangent, cosecant, secant, and
cotangent of θ.
a. P (−5, −12)

b. P (2, 4)

© 2015 College Board. All rights reserved.

3. Given P(6, −6) and P(−4, 8) are points on concentric circles . (6, −6) is
MATH TERMS a point on the terminal side of x, an angle in standard position, and (−4,
Two circles with the same center
8) is a point on the terminal side of y, another angle in standard
are concentric circles.
position. Both angles are between 0 and 2π.
a. Which point is on the larger of the two circles? Explain how you know.
b. Which angle has a greater measure? Explain how you know.

220 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 16-2 ACTIVITY 16
Reciprocal Trigonometric Functions continued

My Notes
Example B
Given that sin θ = − 2 and that cos θ < 0, find the values of the other five
5
trigonometric functions of θ. From the definition of sine, we know that
y = −2 and r = 5. So r 2 = x 2 + y 2 ⇒ 25 = x 2 + 4 ⇒ x = ± 21. Since
cos θ < 0, we know that x = − 21. Therefore, applying the definitions
from Item 1, we know that if sin θ = − 2 , then
5
csc θ = − 5
2

cos θ = − 21 sec θ = − 5 or − 5 21
5 21 21

tan θ = −2 = 2 or 2 21 cot θ = − 21 = 21
− 21 21 21 −2 2

Try These B
Find the values of the six trigonometric functions of θ, given the following
information. MATH TIP
a. tan θ = 4 ; the terminal side of θ is in Quadrant III Recalling that r is always positive,
3 you can use the definitions of the
trigonometric functions to
determine the signs of the
functions in each quadrant.
b. sec θ = 6 ; sin θ < 0 y 
5 10

Quad II 8 Quad I
(–, +) (+, +)
6
Sin θ: + Sin θ: +
4
Cos θ: – Cos θ: +
Tan θ: – Tan θ: +
2
© 2015 College Board. All rights reserved.

x
–10 –8 –6 –4 –2 2 4 6 8 10
–2
Quad III Quad IV
(–, –) –4 (+, –)>
Sin θ: – –6 Sin θ: –
Cos θ: – Cos θ: +
Tan θ: + –8 Tan θ: –

–10

A function and its reciprocal

function will have the same sign.

Activity 16 • Trigonometric Functions and the Unit Circle 221

ACTIVITY 16 Lesson 16-2
continued Reciprocal Trigonometric Functions

My Notes
4. Given sin x = 11 and cos x = 5 , use the definitions of the reciprocal
4 4
trigonometric functions to give the exact value of each of the following.
a. sec x

b. cot x

c. csc x

5. Given cos x = 0.265 and tan x = −3.645, use the definitions of the
reciprocal trigonometric functions to give the value of each of the
following, correct to three decimal places.
a. sec x

b. cot x

c. csc x

Check Your Understanding

6. Suppose cos x = − 1 and the terminal side of x is in Quadrant II.

4
Explain why is it helpful to know in which quadrant the terminal side
of x lies when finding the other five trigonometric functions.
7. Make sense of problems.

© 2015 College Board. All rights reserved.

a. When finding the six trigonometric functions, which functions
have a range that includes negative values?
b. When finding the six trigonometric functions, which functions
have a range that includes 0?
c. When finding the six trigonometric functions, which functions
have a range that includes improper fractions?

LESSON 16-2 PRACTICE

8. Use the unit circle and the definitions of the reciprocal trigonometric
functions to give the exact value of each of the following.
a. cot 150°
b. csc 5π
3
9. Given P(− 10, −7) is a point on the terminal side of x, an angle in
standard position. Find the exact values of the six trigonometric functions.
10. Find the exact values of the six trigonometric functions of θ, given
sec θ = − 8 and the terminal side of θ is in Quadrant III.
5

222 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Trigonometric Functions and the Unit Circle ACTIVITY 16
Wheels Revisited continued

ACTIVITY 16 PRACTICE 8. Write an equation that relates each pair of

Write your answers on notebook paper. Show functions.
your work. a. sin x and sin (π + x)
b. tan x and tan (−x)
Lesson 16-1 c. cos (π − x) and cos (π + x)
π
1. Without referring to your work in this activity, 9. Given tan π = 0.482, find x between and 2π
draw and label a unit circle from memory. Give 7 2
such that tan x = 0.482.
the angle measures in both degrees and radians
and the coordinates of each point. 10. Given cos π = 0.978, find cos 16π , correct to
15 15
2. Explain how to use the unit circle to find the three decimal places.
values of each of the six trigonometric functions.
Lesson 16-2
3. Which of the following is the value of sin 300°?
11. Use the unit circle and the definitions of the
A. − 1 reciprocal trigonometric functions to give the
3 exact value of each of the following.
B. − 1 a. cot 30°
2
b. sec 7π
C. − 2 4
2
12. Given a point P on the terminal side of θ, an
D. − 3 angle in standard position, find the values of
2 the six trigonometric functions of θ.
a. P(6, 8)
4. Find θ between 90° and 360° such that b. P(−2, −3)
cos θ = cos 63°.
13. Given cot x = 6 and x < π, what is the value of
5. Find x, π < x < 2π, such that tan x = tan 3π . sin x? 11
2 8
6. For what value(s) of x, 0 < x < 2π, is tan x = 1? 6
A.
7. For what value(s) of θ, between 0° and 360°, is 157
6
sin θ = 1 ? B.
2 85
11
C.
157
© 2015 College Board. All rights reserved.

11
D.
85

Activity 16 • Trigonometric Functions and the Unit Circle 223

ACTIVITY 16 Trigonometric Functions and the Unit Circle
continued Wheels Revisited

14. Find cot θ, given cos θ = 2 and the terminal side 20. Let tan x = cot x and sin x > cos x.
7 a. Find the value of the six trigonometric
of θ is in Quadrant IV.
functions of x.
15. Find tan θ, given csc θ = 11 and the terminal side b. Find the value of x, if 0 < x < 2π.
6
of θ is in Quadrant II.
16. Find sec θ, given cot θ = 9 and the terminal side MATHEMATICAL PRACTICES
10
of θ is in Quadrant III. Attend to Precision
17. Find csc θ, given sec θ = 15 and the terminal side 21. Explain why a point, P(x, y), on the terminal side
of θ is in Quadrant I. 8 of an angle in standard position always produces
18. Given cos x = 0.524, find sec x, correct to three a sine value less than or equal to 1, even if the
decimal places. point is on a circle with a radius greater than 1.
19. Given sin x = 0.152, find sec x, correct to three
decimal places.

© 2015 College Board. All rights reserved.

224 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Graphs of the Form y = A sin[B(x − C)] + D ACTIVITY 17
Trigonometric Graphs
Lesson 17-1 Trigonometric Graphs and Transformations
My Notes
Learning Targets:
• Graph a trigonometric function over a specified interval.
• Describe how changing parameters affect a trigonometric graph.
SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge,
Create Representations, Predict and Confirm, Self Revision/Peer
Revision, Quickwrite
The graph of the sine function is an example of a periodic function, which
means it repeats at regular intervals. The graphs of the other trigonometric
functions are periodic as well. Trigonometric functions can be used to model
many real-world situations that have periodic behavior, such as the height of
a paint spot on a wheel, average daily temperature, minutes of daylight, and
motion of the tides.
1. Consider the function f(x) = sin x.
a. Sketch a graph of f(x) = sin x by plotting values from the unit circle
on the interval [0, 2π]. Then use the periodic nature of sine to extend
the graph across the entire grid.

f(x)

1
1
2
x
3 5 3 3 5 3 7 9 5 11
– – – – – – 2
2 4 4 2 4– 1 4 2 4 4 2 4 4 2 4
2
–1

b. Complete the following information for f(x) = sin x.

MATH TIP
Domain:
Range: Recall that the amplitude of a
periodic function is defined to be
Amplitude: one-half of the difference between
© 2015 College Board. All rights reserved.

Period: the maximum and minimum

function values.

c. Does the graph have any asymptotes? If so, identify them.

d. Identify the local minimum(s) of the function on the interval [0, 2π].

Activity 17 • Graphs of the Form y = A sin [B(x − C )] + D 225

 ACTIVITY 17 Lesson 17-1
continued Trigonometric Graphs and Transformations

My Notes
e. Use the graph to complete the table.

x − 3π π 5π
2 2 2
sin x
f. Explain how these three radian measures are related on the unit circle.

g. Is the graph symmetric about the y-axis? Is the graph symmetric

about the origin? Explain.

MATH TIP
h. Construct viable arguments. Is the sine function odd, even, or neither?
Recall that a function is an even On what intervals is the function increasing or decreasing? Use specific
function if f(−x) = f(x) for all x in values from the graph or unit circle to support your answer.
the domain of f. Even functions are
symmetric about the y-axis.
A function is an odd function if
f(−x) = −f(x) for all x in the domain
of f. Odd functions are symmetric
about the origin.
2. Consider the function f(x) = cos x.
a. Sketch a graph of f(x) = cos x by plotting values from the unit circle
on the interval [0, 2π]. Then extend the graph across the entire grid.
f(x)

1
1
2
x
3 5 3 3 5 3 7 9 5 11
– – – – – – 2
2 4 4 2 1 4 2 4 4 2 4 4 2 4

© 2015 College Board. All rights reserved.

–
2
–1

b. Complete the following information for f(x) = cos x.

Domain: Range:
Amplitude: Period:
c. Identify the interval(s) on [0, 2π] for which the cosine function is
increasing.

d. Describe the symmetry of the graph. Is the function odd, even, or

neither?

e. Describe the relationship between the graph of f(x) = cos x and

f(x) = sin x.

226 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 17-1 ACTIVITY 17
Trigonometric Graphs and Transformations continued

My Notes
3. Model with mathematics. Draw a quick sketch of a parent graph for
sine and cosine by plotting the maximum and minimum values and the
x-intercepts on the interval [0, 2π]. Label the scale on each axis. MATH TIP
a. f(x) = sin x b. f(x) = cos x
Recall that the parent graphs for
y y sine and cosine are the graphs of
the most basic sine and cosine
functions.
x x

Families of sine and cosine graphs can be created by introducing parameters

into the parent functions for sine and cosine. These parameters transform
the base graph, producing periodic functions of the same general shape but
with different amplitude, period, or other characteristics.

Example A TECHNOLOGY TIP

Sketch the graphs of f(x) = sin x and g(x) = 2 sin x and describe how the
two graphs differ. If using a calculator to check your
Solution: work, be sure the calculator is set
Graph the parent graph, y = f(x), labeling the scale of each axis. Use your for the correct mode: degrees or
knowledge of transformations, a calculator, or a table of values to graph radians.
y = g(x). Extend the graphs across the entire grid.

π 3π y g(x) = 2sin (x)

x 0 2 π 2 2π 2
f(x) = sin x
f(x) 0 1 0 −1 0 1

g(x) 0 2 0 −2 0   3 5 7
x
– –  2 3 3
2 2 2 2 2
–1
© 2015 College Board. All rights reserved.

–2

The graph of g(x) is stretched vertically to twice the size of f(x).

Try These A
a. Sketch the graphs of f(x) = cos x and g(x) = cos x + 2, labeling each axis.

b. Describe the transformation that generates g(x) from f(x).

Activity 17 • Graphs of the Form y = A sin [B(x − C )] + D 227

ACTIVITY 17 Lesson 17-1
continued Trigonometric Graphs and Transformations

My Notes
4. a. Complete the table of values.

π π 3π 5π 3π 7π 9π
x 0 4 2 4 π 4 2 4 2π 4

cos (x)

cos ( x − π4 )
(
b. Sketch the graphs of f(x) = cos x and g (x ) = cos x − π
each axis.
)
4 , labeling

c. Describe the transformation that generates g(x) from f(x).

(
5. a. Sketch the graphs of f(x) = sin x and g(x) = sin x + π , labeling
each axis. 2 )
y

© 2015 College Board. All rights reserved.

x

b. Describe the transformation that generates g(x) from f(x).

228 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 17-1 ACTIVITY 17
Trigonometric Graphs and Transformations continued

My Notes
Check Your Understanding

6. Express regularity in repeated reasoning. Explain how

different values of the parameters A, C, and D in the functions
y = A sin (x − C) + D and y = A cos (x − C) + D affect the graphs of
the parent functions y = sin x and y = cos x.

TECHNOLOGY TIP
LESSON 17-1 PRACTICE
Use a graphing calculator to check
7. Complete the table using the unit circle.
your graphs.
π π 3π 5π 3π 7π
x 0 π 2π
4 2 4 4 2 4

sin (x)

sin (2x)

( )
sin x
2

8. Use the axes below to graph the functions in parts a and b.

y

x
© 2015 College Board. All rights reserved.

π 2π 3π 4π

–1

a. Graph f(x) = sin x over the interval [0, 4π]

b. Use the table in Item 7 and your understanding of periodic functions

to graph g(x) = sin(2x) and h(x) = sin x .
2 ()
c. Reason abstractly. Explain how the parameter B in the function
y = sin (Bx) affects the graph of the parent function y = sin x.

d. State the amplitude and period for g(x) and h(x).

Activity 17 • Graphs of the Form y = A sin [B(x − C )] + D 229

ACTIVITY 17 /HVVRQ
continued Writing Trigonometric Functions

My Notes
Learning Targets:
• Find the amplitude and period of a trigonometric function.
• Write a trigonometric function given its graph.
• 0RGHOVLWXDWLRQVZLWKWULJRQRPHWULFIXQFWLRQV
SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge,
Create Representations, Predict and Confirm, Self Revision/Peer
Revision, Quickwrite
1. Sine and cosine functions can be used to model real-world phenomena,
including electric currents, radio waves, and tides. Based on your
observations from Item 8 in Lesson 17-1, state the period of each
function given below, and then sketch the graph of the function over
one period. Be sure to label the axes carefully. After you have completed
your answers, use a graphing calculator to verify results.
a. f(x) = cos (4x)

b. f(x) = sin (πx)

© 2015 College Board. All rights reserved.

y

230 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 17-2 ACTIVITY 17
Writing Trigonometric Functions continued

My Notes
2. Consider a function of the form y = A sin[B(x − C)] + D or
y = A cos[B(x − C)] + D.
a. What is the amplitude?

b. What is the period?

c. Which parameter can cause a vertical stretch or shrink or a reflection

over the x-axis?

d. Which parameter causes a horizontal shift?

e. Which parameter causes a vertical shift?

3. State the period and amplitude of each function and describe any
horizontal or vertical shifts. Sketch the graph of each function over one
period. Carefully label the scale on each axis.
a. y = 2 cos x

b. y = sin (3x)

c. y = 3 sin x − 1


(
d. y = − cos  2 x + π
 2 )

( )
e. y = cos π x
© 2015 College Board. All rights reserved.

 
f. y = 3 sin  1 (x − π) + 2
 4 

g. y = 4 cos (3x − π) + 1

4. Make sense of problems. Write a set of ordered steps that explains

how to graph functions of the form y = A sin [B(x − C)] + D and
y = A cos [B(x − C)] + D.

Activity 17 • Graphs of the Form y = A sin [B(x − C )] + D 231

ACTIVITY 17 Lesson 17-2
continued Writing Trigonometric Functions

My Notes
When modeling real-world situations, it may be necessary to determine the
equation of the sine or cosine function from a graph or a set of data.

MATH TIP Example A

Write an equation for the graph below in terms of sine.
For cosine, a horizontal shift C can
be determined by finding the y
distance a maximum (or minimum) 2
point has been shifted from the 1
y-axis.
x
 2 3 4 5 6 7 8 9 10 11
–1

–2

–3

–4

–5

y = A sin B(x − C) + D

1 − (−5)
|A| = maximum − minimum |A| = =3
2 2

1 + (−5)
D = maximum + minimum D= = −2
2 2
The period may be determined by
finding the distance between two
Period = 11π − 3π = 8π
consecutive maximum values or
two consecutive minimum values.

© 2015 College Board. All rights reserved.

B= 2π B = 2π = 1
period 8π 4

A horizontal shift C can be

determined for sine by finding The graph intersects y = −2 at
the x-coordinate of a point of (π, −2), so a possible value of
intersection of the graph and the C is π.
line y = D.
Determine whether A is positive
The first extrema for x > π is a
or negative by determining
maximum. Therefore, there is no
whether or not there is a vertical
vertical reflection, and so A = 3.
reflection.

y = 3 sin  1 ( x − π) − 2
4 

232 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 17-2 ACTIVITY 17
Writing Trigonometric Functions continued

My Notes
Try These A
a. Write an equation for Example A in terms of cosine.

b. Write a second equation for Example A in terms of sine.

Check Your Understanding

5. Write two equations for the graph shown below, one in terms of sine
and the other in terms of cosine.

y
5

x
   3 5 3 7
–  2
4 –1 4 2 4 4 2 4

–2

6. Write two equations for the graph shown below, one in terms of sine
and the other in terms of cosine.

1
© 2015 College Board. All rights reserved.

x
–1 1 2 3 4 5
–1

–2

–3

7. Suppose that the depth of the water at a popular surfing spot varies
from 3 ft to 11 ft, depending on the time. Suppose that on Monday, CONNECT TO OCEANOGRAPHY
high tide occurred at 6:00 a.m. and the next high tide occurred at
The depth of water at high and low
7:00 p.m.
tides follows a periodic pattern
a. Draw a graph to model the depth of water as a function of time t in
that can be modeled with a sine or
hours since midnight on Monday morning.
cosine function.
b. Write an equation for the graph.
c. Use the equation in Item 6(b) to predict the depth of the water at
2 p.m., correct to three decimal places.
d. Reason quantitatively. Describe how the parameters of the
equation that models this situation change if the depth of the water
is measured in meters instead of feet.

Activity 17 • Graphs of the Form y = A sin [B(x − C )] + D 233

ACTIVITY 17 Lesson 17-2
continued Writing Trigonometric Functions

My Notes
LESSON 17-2 PRACTICE
8. Consider the graph of f(x).

y 

x
–4 –2 2 4

–6

a. Write an equation for f(x) in terms of sine. State the period and
amplitude of f(x), and describe any horizontal or vertical shifts
relative to the parent graph.
b. Write an equation for f(x) in terms of cosine. State the period and
CONNECT TO TECHNOLOGY amplitude of f(x), and describe any horizontal or vertical shifts
relative to the parent graph.
A graphing calculator can be used
to check your answers. Use the 9. Consider the graph of f(x).
TRACE or TABLE feature to see
ordered pairs which satisfy the y 
equation.

x
–6 –4 –2 2 4 6
–2

© 2015 College Board. All rights reserved.

–4

Write an equation for f(x) in terms of sine. State the period and
amplitude of f(x), and describe any horizontal or vertical shifts relative
to the parent graph.

234 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Graphs of the form y = A sin[B(x − C )] + D ACTIVITY 17
Trigonometric Graphs continued

ACTIVITY 17 PRACTICE Lesson 17-2

Lesson 17-1 9. Write a sine equation that models the graph.

Write your answers on notebook paper. y 

Show your work.
1. Identify the interval(s) on [0, 2π] for which the
1
sine function is increasing.
2. Identify the interval(s) on [0, 2π] for which the x
–6 –4 –2 2 4 6
cosine function is increasing. –1
3. a. Sketch the graphs of f(x) = sin x and
g(x) = sin x − 1 over at least one period,
labeling each axis. 10. Write a cosine equation that models the graph.
b. State the period and amplitude of
g(x) = sin x − 1, and describe any horizontal
y 
or vertical shifts.
4. a. Sketch the graphs of f(x) = cos x and
g(x) = 4 cos x over at least one period, labeling 2
each axis. x
b. State the period and amplitude of g(x) = 4 cos x, –4 –2 2 4
and describe any horizontal or vertical shifts. –2

5. a. Sketch the graphs of f(x) = sin x and

g(x) = sin (x − π) over at least one period,
labeling each axis. 11. Write two equations, one in terms of sine and the
b. State the period and amplitude of other in terms of cosine, that model the graph.
g(x) = sin (x − π), and describe any
horizontal or vertical shifts.
6. a. Sketch the graphs of f(x) = cos x and 4
g(x) = 2 cos x + 1 over at least one period,
labeling each axis. 2
b. State the period and amplitude of
x
g(x) = 2 cos x + 1, and describe any
© 2015 College Board. All rights reserved.

–4 –2 2 4
horizontal or vertical shifts. –2
7. Which pair of equations generates the same
graph?
A. f(x) = sin x − 3 and g(x) = sin (x − 3)
( 2 ) (
B. f(x) = sin x − π and g(x) = sin x + π
2 )
C. f(x) = −cos x and g(x) = cos (x + π)
D. f(x) = 2 cos x and g (x ) = cos 1 ( x )
2
8. Find a cosine equation which will generate the
same graph as f(x) = 2 sin x − 2.

Activity 17 • Graphs of the Form y = A sin [B(x − C )] + D 235

ACTIVITY 17 Graphs of the form y = A sin[B(x − C )] + D
continued Trigonometric Graphs

12. Write two equations, one in terms of sine and the 16. The graph of a cosine function shows the
other in terms of cosine, that model the graph. function has maximum values at x = − 9π ,
5
x = − 4π , x = π , and x = 6π . Explain what this
y  5 5 5
tells you about the equation of the function.
17. The graph of a sine function has a maximum
value of y = 4 and a minimum value of y = 2.
x Explain what this tells you about the equation of
–4 –2 2 4
the function.
–2

MATHEMATICAL PRACTICES
13. Write two equations, one in terms of sine and the Make Sense of Problems and Persevere in
other in terms of cosine, that model the graph.
Solving Them
y  18. A weight suspended from a spring vibrates
vertically in a periodic pattern. The height of the
weight relative to its rest position is f(t)
centimeters t seconds after the weight is at its
lowest point.
x
–4 –2 2 4
–2
Periodic Motion–Weight on a Spring

14. Which of the following functions has a period Spring

greater than the period of f(x) = sin x? Rest
A. f (x ) = sin 1 (x ) Position
5
1 Time
B. f (x ) = sin 5x
5
C. f(x) = sin 5x Explain why f(t) could be a sine or cosine
function, and identify any additional information
D. f(x) = 5 sin x needed to determine each of the parameters,
15. The graph of a sine function shows the function A, B, C, and D.

© 2015 College Board. All rights reserved.

has maximum values at x = −3, x = 1, x = 5, and
x = 9. Explain what this tells you about the
equation of the function.

236 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Graphs of Other Trigonometric Functions ACTIVITY 18
More Trigonometric Graphs
Lesson 18-1 Graphs of Reciprocal Trigonometric Functions
My Notes
Learning Targets:
• Sketch the graphs of csc x, sec x, tan x, and cot x.
• Find the period and locate asymptotes of reciprocal trig functions.
• Determine the domain and range of reciprocal trig functions.
MATH TIP
SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge,
Create Representations, Quickwrite The amplitude of a cosecant
function is not defined because
The graphs of the sine and cosine functions are examples of periodic functions.
cosecant does not have a
The graphs of the other trigonometric functions are periodic as well.
minimum and a maximum value.
1. Consider the function f(x) = csc x.
a. How is the cosecant function related to the sine function?

b. Complete the table of values.

x sin x csc x
0
c. Attend to precision. Sketch a graph of f(x) = sin x by plotting π
values in the table, and then extend the graph across the 4
entire grid. π
2
f(x)
3 3π
2
4
1
π
x 5π
–
3 5 –
2
–
4
–
3
4
–

2
–

4 –1

4

2
3
4
 5
4
3
2
7
4
2 9
4
5
2
11
4
4
3π
–2 2
–3
7π
4
© 2015 College Board. All rights reserved.

d. Explain how to locate vertical asymptotes of the graph of

f(x) = csc x from features of the graph of f(x) = sin x, and 2π
then draw the asymptotes on the axes above.

e. Sketch a graph of f(x) = csc x on the grid in part c.

f. Complete the following information for f(x) = csc x.

Period:
Vertical asymptotes:
Domain:
Range:
Zeros:
Increasing:

Decreasing:

Activity 18 • Graphs of Other Trigonometric Functions 237

ACTIVITY 18 Lesson 18-1
continued Graphs of Reciprocal Trigonometric Functions

My Notes
2. Use the cosine function to develop the graph of f(x) = sec x.
a. Sketch a graph of f(x) = cos x by plotting values from the unit circle
on the interval [0, 2π]. Then extend the graph across the entire grid.

f(x)
3

x
3 5 – 3     3 5 3 7 2 9 5 11
– – – – – 
2 4 4 2 4 –1 4 2 4 4 2 4 4 2 4

–2

–3

b. Explain how to locate vertical asymptotes of the graph of f(x) = sec x

from features of the graph of f(x) = cos x. Then draw the asymptotes
on the axes above.

c. Sketch a graph of f(x) = sec x on the grid in part a by finding

reciprocals of the y-coordinates on the graph of f(x) = cos x.
d. Complete the following information for f(x) = sec x.
Period:
Vertical asymptotes:
Domain:
Range:
Zeros:
Increasing:

© 2015 College Board. All rights reserved.

Decreasing:

3. Consider the function f(x) = tan x.

a. Use special angle values from the unit circle to sketch a graph of
f(x) = tan x on the interval [0, 2π]. Then extend the graph across the
entire grid. Draw vertical asymptotes where f(x) = tan x is undefined.

y
2

x
3 5 – 3     3 5 3 7 2 9 5 11
– – – – – 
2 4 4 2 4 –1 4 2 4 4 2 4 4 2 4

–2

238 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 18-1 ACTIVITY 18
Graphs of Reciprocal Trigonometric Functions continued

My Notes
b. Complete the following information for f(x) = tan x.
Period:
Vertical asymptotes:
Domain:
Range:
Zeros:
Increasing:
Decreasing:
4. Consider the function f(x) = cot x.
a. Use special angle values from the unit circle to sketch a graph of MATH TIP
f(x) = cot x on the interval [0, 2π]. Then extend the graph across the Create an organized summary of
entire grid. Draw vertical asymptotes where f(x) = cot x is undefined. the graphs of the trigonometric
y functions to use when sketching
2 the transformations of the graphs.
1

x
3 5 – 3     3 5 3 7 2 9 5 11
– – – – – 
2 4 4 2 4 –1 4 2 4 4 2 4 4 2 4

–2

b. Complete the following information for f(x) = cot x.

Period: Vertical asymptotes:

Domain: Range:

Zeros:
Increasing:
Decreasing:
© 2015 College Board. All rights reserved.

Check Your Understanding

5. Classify each function as odd or even and describe its symmetry.

a. tan x b. cot x
c. sec x d. csc x

Activity 18 • Graphs of Other Trigonometric Functions 239

ACTIVITY 18 Lesson 18-1
continued Graphs of Reciprocal Trigonometric Functions

My Notes
LESSON 18-1 PRACTICE
6. Match each trigonometric function to its graph.
y = sec x y = csc x y = tan x y = cot x
A. y 
6
5
4
3
2
1

–10 –9 –8 –7–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10
–2
–3
–4
–5
–6

B. y 
6
5
4
3
2
1

–10 –9 –8 –7–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10
–2
–3
–4
–5

C. y 
6
5
4
3
2
1

© 2015 College Board. All rights reserved.

–10 –9 –8 –7–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10
–2
–3
–4
–5

D. y 
6
5
4
3
2
1

–10 –9 –8 –7–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10 11 12
–2
–3
–4
–5

7. Reason abstractly and quantitatively. Explain why the function

f(x) = csc x has no zeros.

240 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 18-2 ACTIVITY 18
Transformations of Reciprocal Trigonometric Functions continued

My Notes
Learning Targets:
• Graph transformations of reciprocal trig functions.
• Describe how changing parameters affect a trigonometric graph.
SUGGESTED LEARNING STRATEGIES: Activating Prior Knowledge,
Create Representations, Quickwrite, Think-Pair-Share

1. For each function given below, choose an interval on which to sketch a

graph of one period of the function, and then sketch the graphs in My
Notes. These graphs can serve as the parent graphs of the functions.

a. f(x) = csc x Interval: b. f(x) = sec x Interval:

c. f(x) = tan x Interval: d. f(x) = cot x Interval:

© 2015 College Board. All rights reserved.

2. Look for and make use of structure. For each pair of trigonometric
functions, graph the parent function y = f(x). Then use your knowledge
of transformations to graph y = g(x). Extend the graph across the entire
grid. Carefully label the scales on each axis. After you have completed
all the graphs, use a graphing calculator to verify your answers.
a. f(x) = csc x and g(x) = −2csc x
y
3

x
 3
 2
2 2
–1

–2

–3

Activity 18 • Graphs of Other Trigonometric Functions 241

ACTIVITY 18 Lesson 18-2
continued Transformations of Reciprocal Trigonometric Functions

My Notes
(
b. f ( x ) = cot x and g ( x ) = cot x − π
4 )
y
3

x
  3 2
–1 2 2

–2

–3

c. f(x) = tan x and g(x) = tan(x) + 2

y
5

x
–
   3
2 2 2
–1

–2

–3

3. Express regularity in repeated reasoning. Consider all six

trigonometric functions of the form y = AsinB(x − C) + D. Summarize
the effect of the parameters A, C, and D on the graphs of the parent
functions.

© 2015 College Board. All rights reserved.

242 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 18-2 ACTIVITY 18
Transformations of Reciprocal Trigonometric Functions continued

My Notes
Consider trigonometric functions of the form y = Acsc B(x − C) + D. For
sine, cosine, cosecant, and secant, the period of the function is 2π . The
period of tangent and cotangent is π . B
B
4. State the period of each function and the amplitude, if it exists. Then
graph each function over at least one period.
a. y = 3 cos4x b. y = −2 sin(4πx)

c. y = 3 tan(2x) − 1 d. y = csc(πx)

 
e. y = cot  1 (x − π) f. y = 4 sec(3x) + 1
4 

5. Which of the six trigonometric functions from Item 4 are even

functions? Which are odd functions? Justify your answers.

6. Make sense of problems. Given a parent trigonometric function is

odd or even, what effect will a horizontal shift have on it? Explain.

Check Your Understanding

7. Reason quantitatively. Describe each transformation in words.

( )
a. f ( x ) = sec x to f ( x ) = sec x − π2
© 2015 College Board. All rights reserved.

b. f ( x ) = csc x to f ( x ) = csc x + 2
c. f ( x ) = tan x to f ( x ) = − tan x − 1
d. f ( x ) = cot x to f ( x ) = 2 cot( x + 1)

LESSON 18-2 PRACTICE

8. Find the period of each function. Then graph the function over at least
one period.
a. y = −3sec x
b. y = tan 1 x
2
(
c. y = cot x + π
4 )
d. y = 1 csc x
2
e. y = tan 2(x − π)
 
9. Reason abstractly. Explain why the function y = cot  1 (x − π) is
neither even nor odd.  4 

Activity 18 • Graphs of Other Trigonometric Functions 243

 ACTIVITY 18 Graphs of Other Trigonometric Functions
continued More Trigonometric Graphs

ACTIVITY 18 PRACTICE 2. Which function has vertical asymptotes at

Write your answers on a separate sheet x = kπ, where k is any integer?
of grid paper. A. f(x) = csc x B. f(x) = sec x
C. f(x) = tan x D. f(x) = cos x
Lesson 18-1
1 ? 3. Which function has no zeros?
1. Which is the graph of
cos x A. f(x) = cos x B. f(x) = sec x
A. y  C. f(x) = tan x D. f(x) = cot x
6 4. Explain why y = tan x is an odd function.
4
Lesson 18-2
2
5. Which describes the transformation of
x f ( x ) = sec x to f ( x ) = − 1 sec x ?
–10 –8 –6 –4 –2 2 4 6 8 10 12 14 2
–2 A. a reflection of f(x) = sec x over the x-axis and
a vertical stretch of 2
B. a vertical compression of f(x) = sec x by − 1
–4

–6 2
C. a reflection of f(x) = sec x over the x-axis and
a vertical compression of 1
B. y  2
D. a vertical stretch of f(x) = sec x by −2
6
6. Graph each of the following over the
4
interval [0, 2π].
2 a. y = tan(x) + 3 b. y = −3 csc(x)

–8 –6 –4 –2 2 4 6 8 10 12 14
x
( 2 )
c. y = sec x − π d. y = 2 cot(x) − 1
–2 e. y = 2 cot x f. y = −2sec(x) + 3
–4

–6
(
g. y = tan x + π
4 )
h. y = csc(x) − 2
7. State the period of each function. Then graph the
function over at least one period.
C. y  a. y = sec 2x

© 2015 College Board. All rights reserved.

4 b. y = − csc 1 x
4( )
2 c. y = 3 tan(2x) − 1

–10 –8 –6 –4 –2 2 4 6 8 10
x d. y = 2 cot[π(x − 0.5)]
–2 e. y = −sin[2π(x − 1)] + 3
f. y = 2 csc 4x
–4 g. y = −tan(2πx)
h. y = 3 cot(2x) + 1
y 
i. y = sec(2x) − 3
D.
4

( 
)
j. y = −2 cos  4 x − π  + 1
 4 
2

x
MATHEMATICAL PRACTICES
–12 –10 –8 –6 –4 –2 2 4 6 8 10 12 14 Reason Abstractly and Quantitatively
–2
8. Compare and contrast the graphs of the tangent
–4 and cotangent functions.

244 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Angles, the Unit Circle, Embedded Assessment 1
and Trigonometric Graphs Use after Activity 18
ORBITING SPACECRAFT

As a spacecraft orbits the earth, it is said to be at its apogee when it is farthest

above the earth’s surface and at its perigee when it is closest to the earth’s
surface.
1. Suppose that at time t = 0 minutes, a satellite is at its apogee. Then,
45 minutes later, it is at its perigee. The graph below models the
satellite’s approximate distance in kilometers from the surface of
the earth at time t minutes.

Apogee
Perigee

km
960
840
720
600
480
360
240
120
times (minutes)
30 60 90 120 150 180

a. How far is the satellite from the earth’s surface at its apogee and at its
perigee?
b. State the period and amplitude for the model.
© 2015 College Board. All rights reserved.

c. Write a function that models the situation.

2. Sketch the graph of each function over at least one period. Label the
scale on each axis.

 ( 
)
a. f (x ) = −3 cos  4 x − π  + 2
8 
b. f (x) = 2 tan(πx)
c. f (x) = csc(2x) − 1
3. Use the functions in Item 2 to answer each of the following.
a. Give the domain and range of each function.
b. Write the equation of the vertical asymptotes for each function.
c. Which functions are continuous? Explain why.
d. When is each function increasing and when is it decreasing?
4. Let θ be an angle is standard position with measure 948°.
a. Find an angle between 0° and 360° coterminal with θ.
b. Find the radian measure of angle θ.
5. An angle in standard position has a radian measure of π .
5
a. Find one positive angle and one negative angle that are coterminal
with the given angle.
b. Find the degree measure of the angle.
Unit 3 • Trigonometric Functions 245
Embedded Assessment 1 Angles, the Unit Circle,
Use after Activity 18 and Trigonometric Graphs
ORBITING SPACECRAFT

6. Give the exact value of each trigonometric value.

a. sin 60° b. cos 7π c. tan 7π
6 4
d. cot 270° e. csc 240° 5
f. sec π
3
7. Point P(2, −5) is on the terminal side of θ, an angle in standard
position. Find sine, cosine, tangent, cosecant, secant, and cotangent of θ.

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates these characteristics:
Mathematics • Clear and accurate • A functional understanding • Partial understanding of • Little or no understanding
Knowledge and understanding of of trigonometric ratios of trigonometric ratios of of trigonometric ratios of
Thinking trigonometric ratios of special angles on the unit special angles on the unit special angles on the unit
(Items 1, 2, 3, 5, 6) special angles on the unit circle and trigonometric circle and trigonometric circle, or of period,
circle and transforming transformations transformations amplitude, or domain and
trigonometric functions range for trigonometric
with amplitude, period, functions
phase shift, and vertical
shift
Problem Solving • An appropriate and efficient • A strategy that may include • A strategy that results in • No clear strategy when
(Item 1a) strategy that results in a unnecessary steps but some incorrect answers solving problems
correct answer results in a correct answer
Mathematical • Clear and accurate • A functional understanding • Partial understanding of • Little or no understanding
Modeling / understanding of of representations of trigonometric of representations of
Representations representations of trigonometric graphs given transformations trigonometric functions
(Items 1c, 2, 3) trigonometric graphs their equations • Partial representations of • Inaccurate or incomplete

© 2015 College Board. All rights reserved.

• Clear and accurate • Mostly accurate trigonometric graphs given understanding of domain,
understanding of representation of domain their equations range, and graphical
characteristics of and range, continuity, and • Partial understanding of behavior of the
trigonometric graphs behavior domain, range, and trigonometric functions
behavior of trigonometric
graphs
Reasoning and • Precise use of appropriate • Correct characterization of • Misleading or confusing • Incomplete or inaccurate
Communication terms – period, amplitude, period and amplitude, but characterization of the six characterization of
(Items 1, 2, 4, 5, 6, 7) coterminal, and radian; mostly knows the special trigonometric functions trigonometric
demonstrates knowledge of triangle ratios for the six transformations and the six
the ratios for all six trigonometric functions trigonometric ratios
trigonometric functions if (may or may not be able to
given a triangle with a extend from the unit circle
central angle into using the ratios
described in Item 7)

246 SpringBoard® Mathematics Precalculus

 Inverse Trigonometric Functions ACTIVITY 19
Viewing Angle
Lesson 19-1 Inverse Cosine Function
My Notes
Learning Targets:
• Apply a trigonometric function to a real-world situation.
• Define and apply the inverse cosine function.
SUGGESTED LEARNING STRATEGIES: Close Reading, Summarizing,
Paraphrasing, Marking the Text, Visualization, Think-Pair-Share, Create
Representations, Quickwrite, Vocabulary Organizer
You can locate a point in a coordinate plane by using x- and y-coordinates. In
the same way, a point on the curved surface of the earth can be specified by
using lines of longitude and latitude. Imagine that the sky is the inner surface
of a sphere that is much bigger than the earth. The coordinate system for the
sky is similar to that for the earth, except that the lines of latitude are called
lines of declination and the lines of longitude are known as lines of right
ascension. In order to follow the path of an object as it moves across the sky, a
telescope moves about two axes. In the figure below, θ represents the angle of
declination, or the up-down motion of the telescope, and α represents the
angle of right ascension, or the right-left motion of the telescope.

Sky

Telescope

West θ East
|d|

One telescope at the California Institute of Technology (Caltech) is 200 inches

long. It is mounted to allow rotation about the two axes described above.
Consider the angle of declination θ, shown in the figure at the right. The
angle is formed by a horizontal ray, pointing due east, and the telescope. The
horizontal distance from the viewing end of the telescope along the east-west
© 2015 College Board. All rights reserved.

line to the point at which a perpendicular line from the outer end of the
telescope intersects the ray is |d|. The variable d represents a positive value
when the horizontal distance is measured along the east ray and a negative
value when the horizontal distance is measured along the west ray.
1. Reason quantitatively. As the telescope rotates, what are the possible
values of θ, the angle of declination? DISCUSSION GROUP TIPS
In your discussion groups, read the
text carefully to clarify meaning.
Reread definitions of terms as
needed to help you comprehend
the meanings of words, or ask your
2. Use a trigonometric ratio and the length of the telescope to relate the teacher to clarify vocabulary terms.
variables θ and d.

Activity 19 • Inverse Trigonometric Functions 247

ACTIVITY 19 Lesson 19-1
continued Inverse Cosine Function

My Notes
3. Find the value of d for each given value of θ.
a. 60°

b. 110°

c. Why is the value of d negative in part b?

Suppose that a local astronomy club has a one-meter telescope mounted in

the same manner as the telescope previously described. Suppose also that the
one-meter telescope rotates about the axis of declination. Let the angle of
declination θ be measured in radians.
4. Find the value of d for each given value of θ.
a. π
4

b. 2π
3

c. π
2

© 2015 College Board. All rights reserved.

5. Model with mathematics. Sketch a graph below to show the
relationship between θ and d as the telescope rotates counterclockwise.

d
1.2

0.8

0.4
θ
   2 5

6 3 2 3 6
–0.4

–0.8

–1.2

248 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-1 ACTIVITY 19
Inverse Cosine Function continued

My Notes
6. Refer to the graph in Item 5 to answer parts a–d.
a. Write an equation for the graphed relation, and state the domain and
range for the problem situation.

b. Reason abstractly. Is the relation a function over the stated

domain? Explain why or why not.

c. Is the inverse of the relation a function over the stated domain?

Explain why or why not.

d. Would the graph of the inverse of the relation be a function if the

rotation were not limited to 0 to π? Explain your reasoning.

7. Complete the values for y = cos(x) in the table below. When answers are
irrational, give both the exact value and an approximation, rounded to
three decimal places.

x y
0
© 2015 College Board. All rights reserved.

π
6
π
4
π
3
π
2
2π
3
3π
4
5π
6
π

Activity 19 • Inverse Trigonometric Functions 249

 ACTIVITY 19 Lesson 19-1
continued Inverse Cosine Function

My Notes
Because the function y = cos(x) is one-to-one over the domain 0 ≤ x ≤ π,
the inverse of the function over this domain is a function and an example of
MATH TERMS an inverse trigonometric function. Although there are other domains over
which the cosine function is one-to-one, this is the function that mathematicians
A one-to-one function is a function
have chosen to use to define the inverse cosine function. The notation for the
where each element of the range
inverse cosine function is y = cos−1(x), where cos(y) = x and 0 ≤ y ≤ π.
corresponds to exactly one element
of the domain. Every function has 8. Use appropriate tools strategically. Explain how you can use the
an inverse relation, but only table of values in Item 7 to obtain values for the function y = cos−1(x).
one-to-one functions have inverse
functions.

MATH TERMS 9. State the domain and range of y = cos−1(x).

The inverse trigonometric

functions are the inverse functions
of the trigonometric functions, with 10. Graph the function y = cos−1(x) on the grid below.
suitably restricted domains.
y


5
MATH TIP 6
2
3
 
cos−1 − 2  = θ means that

2
 2 


cos(θ ) = − 2 and 0 ≤ θ ≤ π.
3

2 6
 
Therefore, cos−1 − 2  = 3π . x
 2  4 –1.2 –0.8 –0.4 0.4 0.8 1.2

11. Complete the following information for f(x) = cos−1(x).

Zeros:

© 2015 College Board. All rights reserved.

Increasing:

Decreasing:

Check Your Understanding

12. Reason abstractly. Explain why the domain of the cosine function
must be restricted to define the inverse cosine function.
()
13. Use your answer to Item 10 to find cos−1 1 and cos−1 − 1 .
2 2 ( )

250 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-1 ACTIVITY 19
Inverse Cosine Function continued

My Notes
LESSON 19-1 PRACTICE
14. Which graph shows a function that has an inverse defined over its
entire domain?
A. y  C. y 

6 4

4 2

2 x
–6 –4 –2 2 4 6 8
x –2
–6 –4 –2 2
–2 –4

–4

B. y  D. y 
8
6
6
4
4
2
2
x
–8 –6 –4 –2 2 4 6 8 x
–2 –6 –4 –2 2 4
–2
–4
–4
–6

15. Find the exact value of each expression without using a calculator.
a. cos−1(0) b. cos−1(1)
 
c. cos−1 − 1( ) d. cos−1  3 
© 2015 College Board. All rights reserved.

2  2 
16. Use a calculator to evaluate the following expressions in radian measure,
correct to three decimal places.
a. cos−1(−0.65) b. cos−1(0.20)
−1
c. cos (−0.93) d. cos−1(0.55)
17. Carlos is on the street looking at the top of a flagpole. The line-of-sight
distance between Carlos and the top of the flagpole is 50 feet.
a. Express the horizontal distance d between Carlos
and the flagpole as a function of the angle of 50 ft
elevation θ.
b. Express the angle of elevation θ as a function of θ
the horizontal distance d to the flagpole. Carlos d
c. If the horizontal distance between Carlos and the
flagpole is 35 feet, what is the measure of the angle
of elevation?
18. Reason abstractly. If the domain of the function y = cos x is
restricted to the interval [−π, 0], is y = cos−1x a function? Explain why
or why not. State a general rule for choosing a restricted domain for a
trigonometric function so that the function is one-to-one.

Activity 19 • Inverse Trigonometric Functions 251

ACTIVITY 19 Lesson 19-2
continued Inverse Sine Function

My Notes
Learning Targets:
• Relate one-to-one functions to inverse trigonometric functions.
• Define and apply the inverse sine function.
SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Create
Representations, Quickwrite, Vocabulary Organizer
1. Suppose the angle of declination θ represents a counterclockwise
rotation for the Caltech 200-inch telescope.
a. If d = 100 inches, determine θ in degrees.

b. If d = −150 inches, determine θ in degrees.

c. If the radius of a telescope is r and the horizontal distance is d, write

an expression for angle θ.

Suppose that the Caltech telescope has an angle of declination of 0° and that
the telescope moves horizontally about the axis of right ascension in a
counterclockwise direction. The motion of the telescope, as viewed from above,
is represented in the diagram below. The angle of right ascension α is formed
by a ray pointing due east and the telescope. The vertical distance from the
east-west line to the outer end of the telescope is |ν|. The variable ν has
a positive value when the vertical distance is measured above the east-west
line and a negative value when the vertical distance is measured below the
east-west line.

North

Telescope

© 2015 College Board. All rights reserved.

|v|
West  East

South

2. Given that the length of the telescope is 200 inches, use a trigonometric
ratio to relate the variables α and ν.

3. For the 200-inch telescope and each given value of α, find the value of ν.
a. 60°

b. 225°

252 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-2 ACTIVITY 19
Inverse Sine Function continued

My Notes
c. 110°

d. –75°

e. Explain why some of the values of ν in parts a–d are negative.

4. Suppose that ν is a positive number.

a. In what general direction(s)—northeast, northwest, southeast, or
southwest—would the telescope be directed?

b. What does the answer to part a indicate about the possible values of
α when ν is a positive number?

5. Describe the direction of the rotation of the telescope for the following
values of α.
a. positive values

b. negative values

Suppose that the one-meter telescope at the local astronomy club can rotate
clockwise or counterclockwise. Let the angle of right ascension α be
measured in radians.
6. Find the value of ν for each given value of α.
a. π
4

b. 2π
© 2015 College Board. All rights reserved.

c. − π
2

7. Model with mathematics. Sketch a graph below to show the

relationship between α and ν for one full clockwise rotation and one full
counterclockwise rotation of the telescope.
v
1.5

0.5


–2 –  2
–0.5

–1

–1.5

Activity 19 • Inverse Trigonometric Functions 253

ACTIVITY 19 Lesson 19-2
continued Inverse Sine Function

My Notes
8. Refer to the graph in Item 7 to answer parts a–e.
a. Write an equation for the graphed relation and state the domain and
range for the problem situation.

b. Is the relation that you graphed a function? Explain why or why not.

c. Construct viable arguments. Is the inverse of the relation that you

graphed a function? Explain why or why not.

d. Let the movement of the telescope be limited to 1 of a rotation

4
clockwise or counterclockwise from due east. Highlight the portion
of the graph that represents this movement. What is the domain of
the highlighted portion of the graph?

© 2015 College Board. All rights reserved.

e. Is the inverse of the relation that you highlighted in part d a
function? Explain why or why not.

254 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-2 ACTIVITY 19
Inverse Sine Function continued

My Notes
9. Complete the values for y = sin(x) in the table below. When answers are
irrational, give both the exact value and an approximation, correct to
three decimal places.

x y
−π
2
−π
3
−π
4
−π
6

0
π
6
π
4
π
3
π
2

Because the function y = sin(x) is one-to-one over the domain

− π ≤ x ≤ π , the inverse of the function over this domain is a function. MATH TIP
2 2
Although there are other domains over which the sine function is The inverse functions
one-to-one, this is the function that mathematicians have chosen to use to y = sin−1(x),
define the inverse sine function. The notation for the inverse sine function y = cos−1(x), and
© 2015 College Board. All rights reserved.

is y = sin−1(x), where sin(y) = x, and − π ≤ y ≤ π . y = tan−1(x)

2 2
may also be denoted as
10. Make sense of problems. Explain how you can use the table of values
y = arcsin(x),
in Item 9 to obtain values for the function y = sin−1(x).
y = arccos(x), and
y = arctan(x), respectively.

11. State the domain and range of y = sin−1(x).

Activity 19 • Inverse Trigonometric Functions 255

ACTIVITY 19 Lesson 19-2
continued Inverse Sine Function

My Notes
12. Attend to precision. Use your responses to Items 9–11 to graph
y = sin−1(x) on the grid below.
y

2

3

6
x
–1.2 –0.8 –0.4 0.4 0.8 1.2

–
6

–
3

–
2

13. Complete the following information for f (x) = sin−1(x).

Zeros:

Increasing:

Decreasing:

14. Suppose that the Caltech 200-inch telescope completes, at most, one-
fourth of a clockwise rotation, or, at most, one-fourth of a counterclockwise
rotation. You can find the angle of right ascension α by using the inverse
sine function.
a. If ν = 100 inches, determine α in degrees.

© 2015 College Board. All rights reserved.

b. If ν = −150 inches, determine α in degrees.

c. If the radius of any telescope is r and the distance is ν, write an

expression for angle α.

15. One night, a Caltech astronomer tracks an object moving across the sky.
a. Determine the range of the values of the angle of declination θ if the
horizontal distance d changes from 150 inches to 75 inches.

b. Determine the range of the values of the angle of declination α if ν

changes from −65 to −5.

256 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-2 ACTIVITY 19
Inverse Sine Function continued

My Notes
Check Your Understanding

16. Describe the symmetry of the function f (x) = sin−1(x).

17. Reason quantitatively. Explain why sin−1(2) displays an error
when you use a calculator to find its value.

LESSON 19-2 PRACTICE

18. Find the exact value of each expression without using a calculator.
()
a. sin−1 1
2
b. sin−1(1)
 
( )
c. sin−1 − 1
2
d. sin−1  2 
 2 
19. Use a calculator to evaluate the following expressions in radians, correct
to three decimal places.
a. sin−1(−0.85) b. sin−1(0.25)
−1
c. sin (−0.93) d. sin−1(0.55)
20. A pole of a badminton net is tethered to the ground with a rope that is
4 feet long. If the length of the pole is 3.5 feet, what is the measure of the
angle of elevation θ?

4 ft
3.5 ft
θ

21. Look for and express regularity in repeated reasoning. How

would you restrict the domain of the function f (x ) = x 2 − 4 x − 5 so
© 2015 College Board. All rights reserved.

that its inverse exists? Explain how you arrived at this answer.

Activity 19 • Inverse Trigonometric Functions 257

ACTIVITY 19 Lesson 19-3
continued Inverse Tangent Function

My Notes
Learning Targets:
• Define and apply the inverse tangent function.
• Find values of inverse trigonometric functions.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Quickwrite, Think-Pair-Share
In a similar manner, because the function y = tan(x) is one-to-one over the
domain − π < x < π , and although there are other domains over which the
2 2
tangent function is one-to-one, this is the function that mathematicians have
chosen to use to define the inverse tangent function. The notation for the
inverse tangent function is y = tan−1(x), where tan(y) = x, and − π2 < y < π2 .
1. Complete the table of values below for the function y = tan(x). Explain
how you can use the table of values to obtain values for the function
y = tan−1(x).

x y
−π
2
−π
3
−π
4
−π
6

0
π
6
π

© 2015 College Board. All rights reserved.

4
π
3
π
2

258 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-3 ACTIVITY 19
Inverse Tangent Function continued

My Notes
2. State the domain and range of y = tan−1(x).

3. Model with mathematics. Graph the function y = tan−1(x) on the

grid below.
y

2

3

6
x
–1.2 –0.8 –0.4 0.4 0.8 1.2

–
6

–
3

–
2

4. Complete the following information for f(x) = tan−1(x).

Zeros:

Increasing:

Decreasing:

5. Make sense of problems. Write the domain and range of each

function.

Function Domain Range

© 2015 College Board. All rights reserved.

y = sin−1(x)
y = cos−1(x)
y = tan−1(x)

6. Determine whether the following angles are in the range for inverse
sine. For those angles that are not, find a coterminal angle that lies in
the range.
a. 3π
2

b. 11π
6

c. 7π
4

Activity 19 • Inverse Trigonometric Functions 259

 ACTIVITY 19 Lesson 19-3
continued Inverse Tangent Function

My Notes
7. Use your knowledge of the unit circle and the ranges of the inverse
trigonometric functions to find the exact value of each expression
without using a calculator.
 
()
a. sin−1 1
2
b. tan−1(−1) c. cos−1  3 
 2 

 
( )
d. cos−1 − 1
2
e. sin−1 − 2 
 2  (
f. tan−1 − 3 )

8. Attend to precision. Use a calculator to evaluate the following

expressions in radian measure, correct to three decimal places.
a. tan−1(1.5) b. cos−1(0.7)

c. sin−1(0.7) d. tan−1(−0.8)

9. Use a calculator to evaluate the following expressions, correct to

CONNECT TO AP three decimal places.
a. sin(sin−1(0.3)) b. tan(tan−1(3.2))
In AP Calculus, the trigonometric
ratios as defined using a right
triangle can assist you in finding
inverse trigonometric functions.
c. cos−1(cos(1.5)) d. sin−1(sin(0.7))

e. cos−1(cos(−1.4)) f. tan−1(tan(2.1))

© 2015 College Board. All rights reserved.

10. Reason abstractly and quantitatively. Explain your answers to
parts e and f of Item 9.

260 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 19-3 ACTIVITY 19
Inverse Tangent Function continued

My Notes
In general, for inverse functions f and f −1, f(f −1(x)) = x for all x in the
domain of f −1, and f −1 (f(x)) = x for all x in the domain of f.
11. Since the domains of the trigonometric functions were restricted in MATH TIP
order to define the inverse trigonometric functions, the domains must
be similarly restricted for the following inverse properties. State the The inverses of the reciprocal
domain for which each of these inverse properties is true. trigonometric functions can be
a. sin(sin−1(x)) = x defined as follows:
y = csc−1 (x),
where csc(y) = x, and
− π ≤ y ≤ π , y ≠ 0.
2 2
b. sin−1(sin(x)) = x y

2

4
x

c. cos(cos−1(x)) = x –10 –8 –6 –4 –2
–

2 4 6 8 10

4

–
2

y = sec−1 (x),
−1
d. cos (cos(x)) = x where sec(y) = x, and
0 ≤ y ≤ π, y ≠ π .
2
y

−1
e. tan(tan (x)) = x 3
4

2

4
x
f. tan−1(tan(x)) = x –10 –8 –6 –4 –2

2 4 6 8 10
–
4

y = cot−1(x),
where cot(y) = x, and
12. Without using a calculator, find the exact value of each expression. 0 < y < π.

( )

a. cos−1  cos π  3
y
© 2015 College Board. All rights reserved.

 6 
4


2

b. sin( sin−1(1))
4

x
–10 –8 –6 –4 –2 2 4 6 8 10


( )
c. tan−1  tan 7π
 4


d. sin−1 sin 2π
 3( )

Activity 19 • Inverse Trigonometric Functions 261

 ACTIVITY 19 Lesson 19-3
continued Inverse Tangent Function

My Notes
Check Your Understanding

13. Describe the symmetry of the function f(x) = tan−1(x).

14. Use the diagram to write the expression tan(sin−1 x ) as an algebraic
expression in terms of x.

1
x
θ

LESSON 19-3 PRACTICE

15. Find the exact value of each expression without using a calculator.
a. tan−1 ( 3 ) b. tan−1(−1)
16. Use a calculator to evaluate the following expressions in radians, correct
to three decimal places.
a. tan−1(0.45) b. tan−1(−2.32)
−1
c. tan (1.72) d. tan−1(22.45)
17. Jenna is at the top of a lighthouse looking Jenna
at a boat that is 400 meters from θ
the lighthouse.
a. Express the height h of the lighthouse h
as a function of the
angle θ. boat
b. Express angle θ as a function of the 400 m
height h of the lighthouse.
c. If the height of the lighthouse is 52 meters, what is the angle

© 2015 College Board. All rights reserved.

of elevation?
18. Use a calculator to evaluate the following expressions, correct to
three decimal places.
a. sin(sin−1(0.5)) b. tan(tan−1(5.2))
−1
c. cos (cos(−1.2)) d. tan−1(tan(2.5))
MATH TIP 19. Model with mathematics. A lighthouse is located 15 miles north
and 12 miles east of a ship. What bearing should the ship take to cover
A bearing is an angle measured the shortest distance to get to the lighthouse? Draw a diagram to help
from the north direction. The you solve the problem.
bearing from point A to point B is
the angle formed when moving
clockwise from the north.

B
North

262 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Inverse Trigonometric Functions ACTIVITY 19
Viewing Angle continued

ACTIVITY 19 PRACTICE 7. Which graph shows a function that has an

Write your answers on a separate sheet of inverse defined over its entire domain?
notebook paper. A. y 

6
Lesson 19-1
1. What are the restrictions on the domain of 4
f(x) = cos(x) when defining f(x) = cos−1(x)? 2
2. Which of the following domains would also have
x
been suitable for f(x) = cos(x) when defining –6 –4 –2 2 4 6
f(x) = cos−1(x)? Explain why each is suitable or –2
unsuitable.
a. −π ≤ x ≤ 0
b. −π ≤ x ≤ π B. y 
c. π < x < 2π
4
3. Find the exact value of each expression without
using a calculator. 2

a. cos−1 1 ()
2
b. cos−1(−1) –6 –4 –2
–2
2 4
x

   
c. cos−1  − 2  d. cos  3 
−1  −
 2   2 
C. y 
4. Use a calculator to evaluate the following
expressions, correct to three decimal places. 6
a. cos−1(−0.6) b. cos−1(−0.28) 4
−1
c. cos (0.89) d. cos−1(0.45)
2
5. Without using a calculator, find the exact value of
the following expressions. x

( ( ))
–6 –4 –2 2 4 6
a. cos−1 cos − π –2
4

()
–4
 −1 2 
b. cos  cos
3 
© 2015 College Board. All rights reserved.

D. y 

(
c. cos cos −1
( 0)) 6

4
6. Describe the symmetry of the inverse cosine
function. 2

x
–6 –4 –2 2 4 6 8
–2

–4

Activity 19 • Inverse Trigonometric Functions 263

ACTIVITY 19 Inverse Trigonometric Functions
continued Viewing Angle

Lesson 19-2 13. The angle 5π does not lie in the range for inverse
3
8. Find the exact value of each expression without sine. Find a coterminal angle that does lie in the
using a calculator. range.
   
a. sin−1 − 2  b. sin−1  2  Lessons 19-3
 2   2 
14. Find the exact value of each expression without
  using a calculator.
c. sin − 3 
−1 
d. sin−1(0) a. tan−1(−1) b. tan−1(1)
 2 
9. Use a calculator to evaluate the following c. tan−1 (− 3 ) d. tan−1 ( 3 )
expressions, correct to three decimal places. 15. Use a calculator to evaluate the following
a. sin−1(−0.12) b. sin−1(0.2) expressions in radian measure, correct to
−1
c. sin (0.85) d. sin−1(0.65) three decimal places.
10. Without using a calculator, find the exact value of a. tan−1(0.42) b. tan−1(1.78)
−1
the following expressions. c. tan (−2.3) d. tan−1(0.5)
a. sin−1(sin(π)) 16. Without using a calculator, find the exact value of
( ( ))
b. sin−1 sin π
2
the following expressions.

 −1  3 
c. sin sin − 

 ( )
3 

a. tan−1  tan 2π 
  2 
(
b. tan tan−1 (0) )
( ( ))
d. sin sin 1
−1
2 
( ) 
c. tan−1  tan π 
 3 
11. A seesaw is 6 feet in length. One side rises to a
height of 28 inches. Find the measure of the angle
of elevation θ.
(
d. tan tan−1 (0.5) )
17. Name another domain that would also have
been suitable for f(x) = tan(x) when defining
θ f(x) = tan−1(x).
28 in.
20 in. 18. A plane is located 38 miles south and 18 miles
east of an airport. What bearing should the plane

© 2015 College Board. All rights reserved.

use to take the shortest distance to the airport?
12. A pigeon is sitting on the minute hand of a clock Draw a diagram to help you solve the problem.
that sits atop a clock tower. The length of the
minute hand is 15 feet.
a. Express the vertical distance h between the MATHEMATICAL PRACTICES
pigeon and the hour hand Make Sense of Problems and
as a function of the angle pigeon 12 Persevere in Solving Them
of elevation θ. 19. Explain how to find the exact value of
b. Express the angle of
( )
9 θ 3  −1 5 
elevation θ as a function sin  cos without using a calculator and
of the vertical distance h  13 
between the pigeon and
the hour hand.
6 ( )
without actually finding a value for cos−1 5 .
13
c. If the vertical distance between the pigeon and
the 9 on the clock is 8 feet, what is the measure
of the angle of elevation?

264 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Solving Simple Trigonometric Equations ACTIVITY 20
Daylight Minutes
Lesson 20-1 Writing and Solving Trigonometric Equations
My Notes
Learning Targets:
• Apply a trigonometric equation to represent a real-world situation. The table below shows the date
• Find the general solution to a trigonometric equation. for certain days of a year.
SUGGESTED LEARNING STRATEGIES: Create Representations,
Think-Pair-Share, Activating Prior Knowledge Day of Year Date

Tourists, people involved in outdoor sports, and agriculturists are among 1 Jan 1
those who might need to know the number of minutes of daylight on a given
day. As the seasons change during each year, the number of minutes of 15 Jan 15
daylight at a given location changes in a periodic way. 30 Jan 30
1. The number of minutes of daylight for any location at 60° N latitude is
modeled by the function below. 45 Feb 14
2π (d − 80) + 738, for d = day of the year
m(d ) = 390 sin  365 60 Mar 1
 .25 
a. Model with mathematics. Use a calculator to graph the function 75 Mar 16
m. Then sketch the graph on the axes below. 90 Mar 31
minutes of daylight (m)
105 Apr 15
1200
1080 120 Apr 30
960 135 May 15
840
720 150 May 30
600 165 Jun 14
480
180 Jun 29
360
240 195 Jul 14
120
210 Jul 29
30 60 90 120 150 180 210 240 270 300 330 225 Aug 13
© 2015 College Board. All rights reserved.

day of year (t)

240 Aug 28
b. Write an equation that you can use to find the days of the year when
cities located at 60° N latitude have 14 hours of daylight. 255 Sep 12
270 Sep 27
c. Use appropriate tools strategically. Use the graph in part a to 285 Oct 12
estimate the solutions to this equation over the interval [0, 365].
Then use a graphing calculator to find the solutions to the nearest 300 Oct 27
whole number.
315 Nov 11
d. Use the table to determine the dates on which a city located at 60° N 330 Nov 26
latitude has 14 hours of daylight.
345 Dec 11
2. The function m(x ) = 170.5 sin  2π (x − 80) + 731 can be used to
 365.25  360 Dec 26
model the number of minutes of daylight on day x for any location at
40° N latitude. Find the dates on which cities located at 40° N latitude
will have the given amount of daylight.
a. 11 hours b. 16 hours

Activity 20 • Solving Simple Trigonometric Equations 265

 ACTIVITY 20 Lesson 20-1
continued Writing and Solving Trigonometric Equations

My Notes
Previous problems in this activity approximated answers to a trigonometric
equation over a given interval. Now consider finding the exact solutions to
MATH TIP
the trigonometric equation cos x = 2 . The graph shown below suggests
To find the general solutions to a 2
that there are infinitely many solutions to this equation. This infinite number
trigonometric equation over the
of solutions can be expressed as general solutions of the equation.
interval (−∞, ∞), find the
solutions over one period of the y
trigonometric function, and then 2
add integral multiples of the period.
1

x
–2 – 7 – 3 – 5 – – 3 –  –    3  5 3 7 2
4 2 4 4 2 4 –1 4 2 4 4 2 4

–2

Example A
Find the general solutions of cos x = 2 .
2
Since the period of cos x is 2π, first
cos x = 2
find the solutions for cos x = 2 2
2 x = π and x = 7π
over the interval [0, 2π). To do this, 4 4
either visualize the graph above or
visualize the unit circle.
Add integral multiples of 2π to find x = π + 2πk and x = 7π + 2πk,
the general solutions. 4 4
where k is any integer.


4

© 2015 College Board. All rights reserved.

2, 2
2 2

2,– 2
7 2 2
4

Try These A
Find the general solutions of each equation.
a. sin x = − 1
2

b. tan x = 3

266 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 20-1 ACTIVITY 20
Writing and Solving Trigonometric Equations continued

My Notes
To solve some trigonometric equations, it is helpful to think of the steps you
might take to solve a similar algebraic equation.

Example B
Solve 4 cos x + 9 = 11 over the interval [0, 2π). Compare this to solving
the equation 4x + 9 = 11.
Trigonometric equation Corresponding algebraic equation
4 cos x + 9 = 11 4x + 9 = 11
4 cos x = 2 4x = 2
cos x = 1 x=1
2 2
1
The solutions to the equation cos x = over the interval [0, 2π)
2
are x = π and x = 5π .
3 3
Example C
Solve sin2x + sin x = 0 over the interval [0, 2π). Compare this to solving
the equation x2 + x = 0.
Trigonometric equation Corresponding algebraic equation
sin2 x + sin x = 0 x2 + x = 0
sin x(sin x + 1) = 0 x(x + 1) = 0
sin x = 0 or sin x + 1 = 0 x = 0 or x + 1 = 0
sin x = 0 or sin x = −1 x = 0 or x = −1
The solutions to sin x = 0 or sin x = −1 over the interval [0, 2π) are x = 0,
x = π, x = 3π .
2
Try These B–C
Find the solutions of each equation over the interval [0, 2π).
© 2015 College Board. All rights reserved.

a. 8 cos (x ) + 3 = 5 3

b. tan2 x + 2 tan x = −1

Activity 20 • Solving Simple Trigonometric Equations 267

 ACTIVITY 20 Lesson 20-1
continued Writing and Solving Trigonometric Equations

My Notes
Solutions to trigonometric equations can also be given in degrees.

Example D
Solve 2 + sec2 θ = 6 over the interval [0°, 360°). Compare this to solving
the equation 2 + x2 = 6.
Trigonometric equation Corresponding algebraic equation
2 + sec2 θ = 6 2 + x2 = 6
sec2 θ = 4 x2 = 4
sec θ = ±2 x = ±2
If sec θ = ±2, then cos θ = ± 1 . The solutions to cos θ = ± 1 over the
MATH TIP 2 2
interval [0°, 360°) are θ = 60°, 120°, 240°, 300°.
Since secant and cosine are
reciprocal functions, the equations
Try These D
sec θ = a and cos θ = 1 will have
a Find the solutions of each equation over the interval [0°, 360°).
the same solutions. a. 2 sin2 θ − 1 = 0
Since cosecant and sine are
reciprocal functions, the equations
csc θ = b and sin θ = 1 will have b. −6csc θ − 7 = 5
b
the same solutions.
c. 9 cot2 θ − 3 = 0

© 2015 College Board. All rights reserved.

268 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 20-1 ACTIVITY 20
Writing and Solving Trigonometric Equations continued

My Notes
Check Your Understanding

3. Explain why there are infinitely many solutions to the equation

sin x = 1 .
2
4. Reason abstractly and quantitatively. Using the information
from Item 1, are there any days of the year when there are 20 hours of
sunlight? Explain.

LESSON 20-1 PRACTICE

5. Find the general solutions of each equation.
a. cos x = 1 b. 2 sin x = 3 c. sin2 x − 1 = 0
2 2
6. Find the exact solutions of each equation over the interval [0, 2π).
a. 2 cos x − 1 = 0 b. 4 sin x − 2 = 0
c. sec2 x = 2 d. tan2 x = 3
7. Find the exact solutions of each equation over the interval [0°, 360°).
2
a. 2 sin θ − 3 = 0 b. 2 cos θ = 2
3
c. 4 cos θ = 2 d. tan θ = 3 tan θ
8. Attend to precision. Use the table and the information in Item 1a
to determine the dates on which a city located at 60° N latitude has
10 hours of daylight.
© 2015 College Board. All rights reserved.

Activity 20 • Solving Simple Trigonometric Equations 269

ACTIVITY 20 Lesson 20-2
continued Reference Angles and Trigonometric Equations

My Notes
Learning Targets:
• Use reference angles to solve trigonometric equations.
• Find the solution to a trigonometric equation over an interval.
• Generate a trigonometric equation for a real-world situation.
SUGGESTED LEARNING STRATEGIES: Close Reading, Think-Pair-
Share, Discussion Groups
Reference angles can be useful when solving some trigonometric equations.
If θ is an angle in standard position, then its reference angle α is the acute
angle formed by the terminal side of θ and the horizontal axis.

Quadrant I Quadrant II

θ
θ=


θ θ

 

Quadrant III Quadrant IV

For 0° < θ < 360° or 0 < θ < 2π:

θ=α θ = 180° − α θ = 180° + α θ = 360° − α
θ=α θ=π−α θ=π+α θ = 2π − α
If θ > 360° or θ < 0° (θ > 2π or θ < 0), first find a coterminal angle between
0° and 360° (between 0 and 2π).

© 2015 College Board. All rights reserved.

For a reference angle of α = 20°,
if θ lies in Quadrant II, then θ = 180° − 20° = 160°,
if θ lies in Quadrant III, then θ = 180° + 20° = 200°, and
if θ lies in Quadrant IV, then θ = 360° − 20° = 340°.

Example A
Solve 3 cos θ + 4 = 5 over the interval [0°, 360°). Give answers to the
nearest tenth of a degree.

Solve for cos θ. 3 cos θ + 4 = 5

Note that since cos θ is positive, solutions cos θ = 1
3
lie in Quadrants I and IV.
Find the reference angle for the solutions. α = cos−1 1 ≈ 70.5°
3
Be sure your calculator is in degree mode.
The reference angle is the Quadrant I α = 70.5°, θ = 289.5°
solution. Find the Quadrant IV solution
by using θ = 360° − α.

270 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Lesson 20-2 ACTIVITY 20
Reference Angles and Trigonometric Equations continued

My Notes
Example B
Solve sin x + 3.2 = 3 over the interval [0, 2π). Give answers to the nearest
thousandth of a radian.

Solve for sin x.

Note that since sin x is negative, solutions sin x + 3.2 = 3
lie in Quadrants III and IV. sin x = −0.2
When finding the reference angle for the α = sin−1 0.2
solutions, ignore the negative sign. Be sure
≈ 0.201
that your calculator is in radian mode.
Find the Quadrant III solution by using x = 3.343
x = π + α. Find the Quadrant IV solution
x = 6.082
by using x = 2π − α.

Try These A–B

Find the solutions of each equation over the interval [0°, 360°). Give
answers to the nearest tenth of a degree.
a. 5 sin θ + 4 = 7

b. cot (θ) − 2 = −7

Find the solutions of each equation over the interval [0, 2π). Give answers
to the nearest thousandth of a radian.
1
c. cos2 x = 16

d. 6 csc x + 9 = 0
© 2015 College Board. All rights reserved.

Activity 20 • Solving Simple Trigonometric Equations 271

ACTIVITY 20 Lesson 20-2
continued Reference Angles and Trigonometric Equations

My Notes
1. Now let’s use what we’ve learned to find out about the number of
minutes of daylight in your city. Let’s return to the equation from the
beginning of the activity.
a. Find the latitude, to the nearest 10 degrees, of the city in which you live.

Day of the Number of b. Complete the table at the left for your city.
Year Minutes of
Daylight
1 c. Graph the data from your table for your city.
15
30 d. Express regularity in repeated reasoning. Write an equation to
45 model the number of minutes of daylight for the latitude of your city.
60
75
e. Use the equation from part d to find the number of minutes of
90 daylight on July 4.
105
120
135
150 Check Your Understanding
165
180 2. Suppose θ lies in Quadrant III and its reference angle α = 33.8°. What
is the measure of θ?
195
3. Construct viable arguments. Suppose θ lies in Quadrant IV.
210 Jimmy finds that the reference angle of θ is α = 120.5°. What is
225 Jimmy’s error? Explain.
240
255
270 LESSON 20-2 PRACTICE

© 2015 College Board. All rights reserved.

285 4. Find the solutions of each equation over the interval [0°, 360°). Give
answers to the nearest tenth of a degree.
300
a. 5 sin θ − 3 = 0
315 b. 3 cos θ + 7 = 9
330 c. −4 cot θ −3 = 2
345 5. Find the solutions of each equation over the interval [0, 2π). Give
360 answers to the nearest thousandth of a radian.
a. cos2 x = 4
25
b. csc x = −3
2
c. sin x tan x −3 sin x = 0
6. Reason quantitatively. What are the greatest number and least
number of minutes of daylight for your city?

272 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Solving Simple Trigonometric Equations ACTIVITY 20
Daylight Minutes continued

ACTIVITY 20 PRACTICE 4. The number of daylight hours for San Diego can
Write your answers on notebook paper. be modeled by the equation
h(d ) = 2.4 sin  2π (d − 80) + 12 ,
Lesson 20-1  365.25 
1. Find the general solutions of each equation. for d = day of the year.
Express your answers in radians. a. Graph the function.
b. On what dates does San Diego have 10 hours
a. sin x = − 3 of daylight?
2 c. On what dates does San Diego have more than
b. cot x = 1 15 hours of daylight?
d. Rounded to the nearest hour, what are the
c. cos x = 2 maximum and minimum numbers of hours of
2
d. csc x = 1 daylight in San Diego?
5. The average daily temperature (in °F) for a city is
e. tan x = − 3
3 modeled by the function
f. tan x = 3
the month.
(
12 )
T (m) = 25.2 sin 2π m + 4.3 + 54 , where m is
2. Find the exact solutions of each equation over the
interval [0, 2π). a. Graph the function.
a. 4 sin x + 11 = 13 b. Which months have an average temperature
b. sec2 x + 3 sec x + 2 = 0 greater than 60°?
c. − 2 + 2 sin x = 0
d. 6 + 2 sec x = 4
e. cot2 x − cot x = 0
f. 2 cos2 x + 3 = 7 cos x
3. Find the exact solutions of each equation over the
interval [0°, 360°).
a. 9 tan2 θ − 3 = 0
b. 2 cos2 θ − cos θ = 1
c. tan θ + 3 = −2 tan θ
d. sin3 θ − sin θ = 0
e. −2 sec θ = 0
© 2015 College Board. All rights reserved.

f. sin x + 2 = − sin x

Activity 20 • Solving Simple Trigonometric Equations 273

ACTIVITY 20 Solving Simple Trigonometric Equations
continued Daylight Minutes

Lesson 20-2 MATHEMATICAL PRACTICES

6. Find the solutions of each equation over the Model with Mathematics
interval [0°, 360°). Give answers to the nearest 10. Choose a city that is at least 300 miles north or
tenth of a degree. south of your city.
a. 6 cos θ − 4 = 1 a. Complete the table below for the city.
b. 3 tan θ = −2
5 Day of the Number of Minutes
c. 3 tan x + 3 = 15 Year of Daylight
d. 8 sin x + 6 = 12 1
e. 4 sin θ − 3 = 0
f. 3 cos2 θ − 5 cos θ − 2 = 0 15
7. Find the solutions of each equation over the 30
interval [0, 2π). Give answers to the nearest 45
thousandth of a radian. 60
a. 3 sinx + 6 = 4
75
b. −2 + 5 csc x = 7
c. 3 sin x = −3 sin x − 4 90
d. 8 cos x + 5 = 6 105
8. Mia solved the equation as shown. Explain why 120
Mia’s solution is incorrect. 135
3 tan x + 1 = 12
150
3 tan x = 11
165
tan x = 11
3 180
x = 0.579
195
9. Summarize various strategies for solving
trigonometric equations. 210
225
240
255
270

© 2015 College Board. All rights reserved.

285
300
315
330
345
360

b. Graph the data from your table for the city.

c. Write an equation to model the number of
minutes of daylight for the latitude of the city.
d. Find the number of minutes of daylight on
January 20.
e. Compare and contrast the information for
your city with the city that is north or south of
your city. Explain why the city you chose has a
greater or lesser range for the number of
daylight hours than the city in which you live.

274 SpringBoard® Mathematics Precalculus, Unit 3 • Trigonometric Functions

 Inverse Trigonometric Functions Embedded Assessment 2
and Trigonometric Equations Use after Activity 20
HOW DEEP IS THE RIVER?

Carlotta hopes to do some surfing on her vacation this year. She wants to
gather information about the tides and temperatures of the city she will
be visiting.
1. The depth of a river in the city varies depending on the ocean tides.
The depth in feet for a given day can be modeled by the function below,
where x is the hour of the day. At midnight x = 0, at 1 a.m.
x = 1, at 2 a.m. x = 2, and so on.

 
d(x ) = 3 sin  π ( x − 4) + 10
 6 

a. Graph the function.

b. What was the depth of the river at 6 a.m.?
c. What is the minimum depth of the river on the given day?
d. At what time is the river 7 feet deep?
2. The average daily temperature for the city is shown in the graph below.

Average Daily Temperature

80
70
60
Temperature °F

50
40
30
20
10

1 2 3 4 5 6 7 8 9 10 11 12
Months

a. Write a function to model the average daily temperature.

© 2015 College Board. All rights reserved.

b. Use the equation to find the average daily temperature in July.

3. Sketch the graph for each function.
a. y = sin−1 x b. y = cos−1 x
4. Find the exact value of each expression without using a calculator.
  −1  
a. sin−1 − 2  cos−1  3 
b. cos
 2   2 

c. tan−1(−1) d. sin−1 1
2()
  
e. cos  cos−1  2  f. sin(sin−1(0))
  2 

( )
g. cos−1  cos − π
 5

 ( )
h. tan−1  tan 4π
3
5. Find the general solutions for each equation. Express each answer in
radians.
a. cos x = 3 b. tan x + 1 = 0
2

Unit 3 • Trigonometric Functions 275

Embedded Assessment 2 Inverse Trigonometric Functions
Use after Activity 20 and Trigonometric Equations
HOW DEEP IS THE RIVER?

6. Find the solutions for each equation over the interval (0, 2π).
a. cos2 x − cos x = 0 b. 3 tan2 x − 1 = 0
7. Find the solutions for each equation over the interval (0°, 360°). Write
each answer to the nearest tenth of a degree.
a. 5 sin θ − 2 = 0 b. sec2 θ + 5 sec θ + 4 = 0
8. When defining the inverse sine function, the domain of y = sin x is
restricted to − π ≤ x ≤ π. Why is restricting the domain of y = sin x to
2 2
0 ≤ x ≤ π not suitable for defining the inverse sine function?
2

Scoring Exemplary Proficient Emerging Incomplete

Guide The solution demonstrates these characteristics:
Mathematics • Clear and accurate • A functional understanding • Partial understanding of • Little or no understanding
Knowledge and understanding of solving of trigonometric equations trigonometric equations of trigonometric equations
Thinking trigonometric equations and using inverse and using inverse and using inverse
(Items 3, 4, 5, 6, 7, 8) and using inverse trigonometric functions trigonometric functions trigonometric functions
trigonometric functions
Problem Solving • An appropriate and efficient • A strategy that may include • A strategy that results in • No clear strategy when
(Items 1, 2, 5, 6, 7) strategy that results in a unnecessary steps but some incorrect answers solving problems
correct answer results in a correct answer
Mathematical • Clear and accurate • A functional understanding • Partial understanding of • Little or no understanding
Modeling / understanding of inverse of inverse trigonometric representations of inverse of representations of inverse
Representations trigonometric functions functions to evaluate trigonometric functions trigonometric functions
(Items 1, 2, 4, 5, 6, 7, 8) conceptually, via the unit expressions and equations • Partial understanding of • Inaccurate or incomplete
circle, and with the use of a • Mostly accurate creating and using understanding of creating
calculator (to solve understanding of creating trigonometric graphs to and using trigonometric

© 2015 College Board. All rights reserved.

equations) and using trigonometric interpret and analyze data graphs
• Clear and accurate graphs to interpret and
understanding of creating analyze data
and using trigonometric
graphs to interpret and
analyze data
Reasoning and • Precise use of appropriate • Correct characterization of • Misleading or confusing • Incomplete or inaccurate
Communication math terms and language transformed trigonometric characterization of characterization of
(Items 1, 2) to describe understanding functions but may not be transformed trigonometric transformed trigonometric
of trigonometric functions able to interpret completely functions functions
in the context of the within the context of the
problem problem

276 SpringBoard® Mathematics Precalculus