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# 5-4. Right Triangle Trigonometry

Right Triangle Trigonometry
In this section, you will:
• Use right triangles to evaluate trigonometric functions.
• Find function values for<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>30°</mn><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 6 ), <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>45°</mn><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 4 ), and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>60°</mn><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 3 ).
• Use cofunctions of complementary angles.
• Use the deﬁnitions of trigonometric functions of any angle.
• Use right triangle trigonometry to solve applied problems.

We have previously defined the sine and cosine of an angle in terms of the coordinates of a point on the unit circle intersected by the terminal side of the angle:

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mtable><mtr><mtd><mi>cos</mi><mtext> </mtext><mi>t</mi><mo>=</mo><mi>x</mi></mtd></mtr></mtable></annotation-xml></semantics>[/itex] sin t=y

In this section, we will see another way to define trigonometric functions using properties of right triangles.

# Using Right Triangles to Evaluate Trigonometric Functions

In earlier sections, we used a unit circle to define the trigonometric functions. In this section, we will extend those definitions so that we can apply them to right triangles. The value of the sine or cosine function of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>t</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]is its value at<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>t</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]radians. First, we need to create our right triangle. [link] shows a point on a unit circle of radius 1. If we drop a vertical line segment from the point<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mo stretchy="false">(</mo><mi>x</mi><mo>,</mo><mi>y</mi><mo stretchy="false">)</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]to the x-axis, we have a right triangle whose vertical side has length<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>y</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]and whose horizontal side has length<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>x</mi><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]We can use this right triangle to redefine sine, cosine, and the other trigonometric functions as ratios of the sides of a right triangle.

<figure class="small" id="Figure_05_04_001"></figure>

We know

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>t</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] x 1 =x

Likewise, we know

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>t</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] y 1 =y

These ratios still apply to the sides of a right triangle when no unit circle is involved and when the triangle is not in standard position and is not being graphed using<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mo stretchy="false">(</mo><mi>x</mi><mo>,</mo><mi>y</mi><mo stretchy="false">)</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]coordinates. To be able to use these ratios freely, we will give the sides more general names: Instead of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>x</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex]we will call the side between the given angle and the right angle the adjacent side to angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>t</mi><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex](Adjacent means “next to.”) Instead of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>y</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex]we will call the side most distant from the given angle the opposite side from angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext/><mi>t</mi><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]And instead of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>1</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex]we will call the side of a right triangle opposite the right angle the hypotenuse. These sides are labeled in[link].

<figure class="small" id="Figure_05_04_002"> <figcaption>The sides of a right triangle in relation to angle <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>t</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]</figcaption> </figure>

## Understanding Right Triangle Relationships

Given a right triangle with an acute angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex]

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>sin</mi><mo stretchy="false">(</mo><mi>t</mi><mo stretchy="false">)</mo><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] opposite hypotenuse cos(t)= adjacent hypotenuse tan(t)= opposite adjacent

A common mnemonic for remembering these relationships is SohCahToa, formed from the first letters of “Sine is opposite over hypotenuse, Cosine is adjacent over hypotenuse, Tangent is opposite over adjacent.”

Given the side lengths of a right triangle and one of the acute angles, find the sine, cosine, and tangent of that angle.

1. Find the sine as the ratio of the opposite side to the hypotenuse.
2. Find the cosine as the ratio of the adjacent side to the hypotenuse.
3. Find the tangent is the ratio of the opposite side to the adjacent side.
Evaluating a Trigonometric Function of a Right Triangle

Given the triangle shown in [link], find the value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cos</mi><mtext> </mtext><mi>α</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<figure class="small" id="Figure_05_04_003"></figure>

The side adjacent to the angle is 15, and the hypotenuse of the triangle is 17, so:

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>cos</mi><mo stretchy="false">(</mo><mi>α</mi><mo stretchy="false">)</mo><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] adjacent hypotenuse                  = 15 17

Given the triangle shown in [link], find the value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>sin</mtext><mtext> </mtext><mi>t</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<figure class="small" id="Figure_05_04_004"></figure>

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mn>7</mn></mfrac></mrow></annotation-xml></semantics>[/itex] 25

## Relating Angles and Their Functions

When working with right triangles, the same rules apply regardless of the orientation of the triangle. In fact, we can evaluate the six trigonometric functions of either of the two acute angles in the triangle in [link]. The side opposite one acute angle is the side adjacent to the other acute angle, and vice versa.

<figure class="small" id="Figure_05_04_005"> <figcaption>The side adjacent to one angle is opposite the other.</figcaption> </figure>

We will be asked to find all six trigonometric functions for a given angle in a triangle. Our strategy is to find the sine, cosine, and tangent of the angles first. Then, we can find the other trigonometric functions easily because we know that the reciprocal of sine is cosecant, the reciprocal of cosine is secant, and the reciprocal of tangent is cotangent.

Given the side lengths of a right triangle, evaluate the six trigonometric functions of one of the acute angles.

1. If needed, draw the right triangle and label the angle provided.
2. Identify the angle, the adjacent side, the side opposite the angle, and the hypotenuse of the right triangle.
3. Find the required function:
• sine as the ratio of the opposite side to the hypotenuse
• cosine as the ratio of the adjacent side to the hypotenuse
• tangent as the ratio of the opposite side to the adjacent side
• secant as the ratio of the hypotenuse to the adjacent side
• cosecant as the ratio of the hypotenuse to the opposite side
• cotangent as the ratio of the adjacent side to the opposite side
Evaluating Trigonometric Functions of Angles Not in Standard Position

Using the triangle shown in [link], evaluate <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>α</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>α</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>α</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex]<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mi>α</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mtext> </mtext><mi>α</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cot</mi><mtext> </mtext><mi>α</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<figure class="small" id="Figure_05_04_006"></figure>
<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>sin</mi><mtext> </mtext><mi>α</mi><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] opposite α hypotenuse = 4 5 cos α= adjacent to α hypotenuse = 3 5 tan α= opposite α adjacent to α = 4 3 sec α=hypotenuse adjacent to α = 5 3 csc α= hypotenuse opposite α = 5 4 cot α= adjacent to α opposite α = 3 4

Using the triangle shown in [link], evaluate<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex]<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex]and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cot</mi><mtext> </mtext><mi>t</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<figure class="small" id="Figure_05_04_007"></figure>

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>s</mi><mi>i</mi><mi>n</mi><mo> </mo><mi>t</mi><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] 33 65 ,cos t= 56 65 ,tan t= 33 56 ,  sec t= 65 56 ,csc t= 65 33 ,cot t= 56 33

## Finding Trigonometric Functions of Special Angles Using Side Lengths

We have already discussed the trigonometric functions as they relate to the special angles on the unit circle. Now, we can use those relationships to evaluate triangles that contain those special angles. We do this because when we evaluate the special angles in trigonometric functions, they have relatively friendly values, values that contain either no or just one square root in the ratio. Therefore, these are the angles often used in math and science problems. We will use multiples of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>30°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>60°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>45°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] however, remember that when dealing with right triangles, we are limited to angles between<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>0°</mn><mtext> and 90°</mtext><mtext>.</mtext></mrow></annotation-xml></semantics>[/itex]

Suppose we have a<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>30°</mn><mo>,</mo><mn>60°</mn><mo>,</mo><mn>9</mn><mn>0°</mn><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]triangle, which can also be described as a<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6 ,​  π 3 , π 2  triangle. The sides have lengths in the relation<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>s</mi><mo>,</mo><msqrt/></mrow></annotation-xml></semantics>[/itex] 3 s,2s. The sides of a<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>45°</mn><mo>,</mo><mn>45°</mn><mo>,</mo><mn>90°</mn></mrow></annotation-xml></semantics>[/itex]triangle, which can also be described as a<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4 , π 4 , π 2  triangle, have lengths in the relation<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>s</mi><mo>,</mo><mi>s</mi><mo>,</mo><msqrt/></mrow></annotation-xml></semantics>[/itex] 2 s. These relations are shown in [link].

<figure id="Figure_05_04_008"> <figcaption>Side lengths of special triangles</figcaption> </figure>

We can then use the ratios of the side lengths to evaluate trigonometric functions of special angles.

Given trigonometric functions of a special angle, evaluate using side lengths.

1. Use the side lengths shown in [link] for the special angle you wish to evaluate.
2. Use the ratio of side lengths appropriate to the function you wish to evaluate.
Evaluating Trigonometric Functions of Special Angles Using Side Lengths

Find the exact value of the trigonometric functions of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3 , using side lengths.

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>sin</mi><mrow><mo>(</mo></mrow></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] π 3 )= opp hyp = 3 s 2s = 3 2 cos( π 3 )= adj hyp = s 2s = 1 2 tan( π 3 )= opp adj = 3 s s = 3 sec( π 3 )= hyp adj = 2s s =2csc( π 3 )= hyp opp = 2s 3 s = 2 3 = 2 3 3 cot( π 3 )= adj opp = s 3 s = 1 3 = 3 3

Find the exact value of the trigonometric functions of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4 , using side lengths.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 4 )= 2 2 ,cos( π 4 )= 2 2 ,tan( π 4 )=1,

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 4 )= 2 ,csc( π 4 )= 2 ,cot( π 4 )=1

## Using Equal Cofunction of Complements

If we look more closely at the relationship between the sine and cosine of the special angles relative to the unit circle, we will notice a pattern. In a right triangle with angles of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6  and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3 , we see that the sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3 , namely<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 3 2 , is also the cosine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6 , while the sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6 , namely<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 1 2 , is also the cosine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3 .

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow/></mtd></mtr><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>sin</mi><mtext> </mtext><mfrac/></mrow></mtd></mtr></mtable></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] π 3 =cos  π 6 = 3 s 2s = 3 2 sin  π 6 =cos  π 3 = s 2s = 1 2

<figure class="small" id="Figure_05_04_009"> <figcaption>The sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3  equals the cosine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6  and vice versa.</figcaption> </figure>

This result should not be surprising because, as we see from [link], the side opposite the angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3  is also the side adjacent to<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6 , so<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 3 ) and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 6 ) are exactly the same ratio of the same two sides,<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><msqrt/></mrow></annotation-xml></semantics>[/itex] 3 s and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>2</mn><mi>s</mi><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]Similarly,<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 3 ) and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 6 ) are also the same ratio using the same two sides,<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>s</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>2</mn><mi>s</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

The interrelationship between the sines and cosines of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6  and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3  also holds for the two acute angles in any right triangle, since in every case, the ratio of the same two sides would constitute the sine of one angle and the cosine of the other. Since the three angles of a triangle add to<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>π</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and the right angle is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 2 , the remaining two angles must also add up to<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 2 . That means that a right triangle can be formed with any two angles that add to<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 2—in other words, any two complementary angles. So we may state a cofunction identity: If any two angles are complementary, the sine of one is the cosine of the other, and vice versa. This identity is illustrated in [link].

<figure class="small" id="Figure_05_04_010"> <figcaption>Cofunction identity of sine and cosine of complementary angles</figcaption> </figure>

Using this identity, we can state without calculating, for instance, that the sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 12  equals the cosine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 12 , and that the sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 12  equals the cosine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 12 . We can also state that if, for a certain angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>t</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>t</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 5 13 , then<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 2 −t )= 5 13  as well.

Cofunction Identities

 cost=sin([/itex] π 2 −t ) sint=cos([/itex] π 2 −t ) tant=cot([/itex] π 2 −t ) cott=tan([/itex] π 2 −t ) sect=csc([/itex] π 2 −t ) csct=sec([/itex] π 2 −t )

Given the sine and cosine of an angle, find the sine or cosine of its complement.

1. To find the sine of the complementary angle, find the cosine of the original angle.
2. To find the cosine of the complementary angle, find the sine of the original angle.
Using Cofunction Identities

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mtext> </mtext><mi>t</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 5 12 ,find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] cos π 2 −t ).

According to the cofunction identities for sine and cosine,

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>t</mi><mo>=</mo><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 2 −t ).

So

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 2 −t )= 5 12 .

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>csc</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 6 )=2, find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sec</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 3 ).

2

## Using Trigonometric Functions

In previous examples, we evaluated the sine and cosine in triangles where we knew all three sides. But the real power of right-triangle trigonometry emerges when we look at triangles in which we know an angle but do not know all the sides.

Given a right triangle, the length of one side, and the measure of one acute angle, find the remaining sides.

1. For each side, select the trigonometric function that has the unknown side as either the numerator or the denominator. The known side will in turn be the denominator or the numerator.
2. Write an equation setting the function value of the known angle equal to the ratio of the corresponding sides.
3. Using the value of the trigonometric function and the known side length, solve for the missing side length.
Finding Missing Side Lengths Using Trigonometric Ratios

Find the unknown sides of the triangle in [link].

<figure class="small" id="Figure_05_04_011"></figure>

We know the angle and the opposite side, so we can use the tangent to find the adjacent side.

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mo stretchy="false">(</mo><mn>30°</mn><mo stretchy="false">)</mo><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 7 a

We rearrange to solve for<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>a</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>a</mi><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] 7 tan(30°)    =12.1

We can use the sine to find the hypotenuse.

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mo stretchy="false">(</mo><mn>30°</mn><mo stretchy="false">)</mo><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 7 c

Again, we rearrange to solve for<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>c</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mi>c</mi><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] 7 sin(30°)    =14

A right triangle has one angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3   and a hypotenuse of 20. Find the unknown sides and angle of the triangle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext>adjacent</mtext><mo>=</mo><mn>10</mn><mo>;</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext>opposite</mtext><mo>=</mo><mn>10</mn><msqrt/></mrow></annotation-xml></semantics>[/itex] 3  ; missing angle is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6

## Using Right Triangle Trigonometry to Solve Applied Problems

Right-triangle trigonometry has many practical applications. For example, the ability to compute the lengths of sides of a triangle makes it possible to find the height of a tall object without climbing to the top or having to extend a tape measure along its height. We do so by measuring a distance from the base of the object to a point on the ground some distance away, where we can look up to the top of the tall object at an angle. The angle of elevation of an object above an observer relative to the observer is the angle between the horizontal and the line from the object to the observer's eye. The right triangle this position creates has sides that represent the unknown height, the measured distance from the base, and the angled line of sight from the ground to the top of the object. Knowing the measured distance to the base of the object and the angle of the line of sight, we can use trigonometric functions to calculate the unknown height. Similarly, we can form a triangle from the top of a tall object by looking downward. The angle of depression of an object below an observer relative to the observer is the angle between the horizontal and the line from the object to the observer's eye. See [link].

<figure class="small" id="Figure_05_04_013"></figure>

Given a tall object, measure its height indirectly.

1. Make a sketch of the problem situation to keep track of known and unknown information.
2. Lay out a measured distance from the base of the object to a point where the top of the object is clearly visible.
3. At the other end of the measured distance, look up to the top of the object. Measure the angle the line of sight makes with the horizontal.
4. Write an equation relating the unknown height, the measured distance, and the tangent of the angle of the line of sight.
5. Solve the equation for the unknown height.
Measuring a Distance Indirectly

To find the height of a tree, a person walks to a point 30 feet from the base of the tree. She measures an angle of <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>57°</mn><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]between a line of sight to the top of the tree and the ground, as shown in [link]. Find the height of the tree.

<figure class="small" id="Figure_05_04_012"></figure>

We know that the angle of elevation is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>57°</mn><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]and the adjacent side is 30 ft long. The opposite side is the unknown height.

The trigonometric function relating the side opposite to an angle and the side adjacent to the angle is the tangent. So we will state our information in terms of the tangent of <math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>57°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] letting<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext>  </mtext><mi>h</mi><mtext>  </mtext></mrow></annotation-xml></semantics>[/itex]be the unknown height.

<math display="block" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtable columnalign="left"><mtr columnalign="left"><mtd columnalign="left"><mrow><mtext> </mtext><mtext> </mtext><mtext> </mtext><mtext> </mtext><mtext> </mtext><mtext> </mtext><mtext> </mtext><mtext> </mtext><mi>tan</mi><mtext> </mtext><mi>θ</mi><mo>=</mo><mfrac/></mrow></mtd></mtr></mtable></mrow></annotation-xml></semantics>[/itex] opposite adjacent tan(57°)= h 30 Solve for h.                  h=30tan(57°) Multiply.                  h≈46.2 Use a calculator.

The tree is approximately 46 feet tall.

How long a ladder is needed to reach a windowsill 50 feet above the ground if the ladder rests against the building making an angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 12  with the ground? Round to the nearest foot.

Access these online resources for additional instruction and practice with right triangle trigonometry.

Visit this website for additional practice questions from Learningpod.

# Key Equations

 Cofunction Identities cost=sin([/itex] π 2 −t ) sin t=cos( π 2 −t ) tan t=cot( π 2 −t ) cot t=tan( π 2 −t ) sec t=csc( π 2 −t ) csc t=sec( π2 −t )

# Key Concepts

• We can define trigonometric functions as ratios of the side lengths of a right triangle. See [link].
• The same side lengths can be used to evaluate the trigonometric functions of either acute angle in a right triangle. See[link].
• We can evaluate the trigonometric functions of special angles, knowing the side lengths of the triangles in which they occur. See [link].
• Any two complementary angles could be the two acute angles of a right triangle.
• If two angles are complementary, the cofunction identities state that the sine of one equals the cosine of the other and vice versa. See [link].
• We can use trigonometric functions of an angle to find unknown side lengths.
• Select the trigonometric function representing the ratio of the unknown side to the known side. See [link].
• Right-triangle trigonometry permits the measurement of inaccessible heights and distances.
• The unknown height or distance can be found by creating a right triangle in which the unknown height or distance is one of the sides, and another side and angle are known. See [link].

# Section Exercises

## Verbal

For the given right triangle, label the adjacent side, opposite side, and hypotenuse for the indicated angle.

When a right triangle with a hypotenuse of 1 is placed in the unit circle, which sides of the triangle correspond to the x- andy-coordinates?

The tangent of an angle compares which sides of the right triangle?

The tangent of an angle is the ratio of the opposite side to the adjacent side.

What is the relationship between the two acute angles in a right triangle?

Explain the cofunction identity.

For example, the sine of an angle is equal to the cosine of its complement; the cosine of an angle is equal to the sine of its complement.

## Algebraic

For the following exercises, use cofunctions of complementary angles.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mo stretchy="false">(</mo><mtext>34°</mtext><mo stretchy="false">)</mo><mo>=</mo><mi>sin</mi><mo stretchy="false">(</mo><mtext>__°</mtext><mo stretchy="false">)</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 3 )=sin(___)

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mi>π</mi></mfrac></mrow></annotation-xml></semantics>[/itex] 6

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mo stretchy="false">(</mo><mtext>21°</mtext><mo stretchy="false">)</mo><mo>=</mo><mi>sec</mi><mo stretchy="false">(</mo><mtext>___°</mtext><mo stretchy="false">)</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 4 )=cot(__)

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mi>π</mi></mfrac></mrow></annotation-xml></semantics>[/itex] 4

For the following exercises, find the lengths of the missing sides if side<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>a</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]is opposite angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>A</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] side<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>b</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex] is opposite angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>B</mi><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and side<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>c</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]is the hypotenuse.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>B</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 4 5 ,a=10

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>B</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 1 2 , a=20

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>b</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 20 3 3 ,c= 40 3 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>A</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 5 12 ,b=6

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>A</mi><mo>=</mo><mn>100</mn><mo>,</mo><mi>b</mi><mo>=</mo><mn>100</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>10</mn><mo>,</mo><mn>000</mn><mo>,</mo><mi>c</mi><mo>=</mo><mn>10</mn><mo>,</mo><mn>000.5</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>B</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 1 3 , a=2

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>5</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mtext> </mtext><mi>A</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 60 ∘

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>b</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 5 3 3 ,c= 10 3 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>c</mi><mo>=</mo><mn>12</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mtext> </mtext><mi>A</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 45 ∘

## Graphical

For the following exercises, use [link] to evaluate each trigonometric function of angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>A</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<figure id="Figure_05_04_203"></figure>

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><mn>5</mn><msqrt/></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 29 29

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mn>5</mn></mfrac></mrow></annotation-xml></semantics>[/itex] 2

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mrow><mn>29</mn></mrow></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 2

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cot</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

For the following exercises, use [link] to evaluate each trigonometric function of angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>A</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<figure id="Figure_05_04_204"></figure>

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><mn>5</mn><msqrt/></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 41 41

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mn>5</mn></mfrac></mrow></annotation-xml></semantics>[/itex] 4

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mrow><mn>41</mn></mrow></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 4

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cot</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

For the following exercises, solve for the unknown sides of the given triangle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>c</mi><mo>=</mo><mn>14</mn><mo>,</mo><mo> </mo><mi>b</mi><mo>=</mo><mn>7</mn><msqrt/></mrow></annotation-xml></semantics>[/itex] 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>15</mn><mo>,</mo><mo> </mo><mi>b</mi><mo>=</mo><mn>15</mn></mrow></annotation-xml></semantics>[/itex]

## Technology

For the following exercises, use a calculator to find the length of each side to four decimal places.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>b</mi><mo>=</mo><mn>9.9970</mn><mo>,</mo><mo> </mo><mi>c</mi><mo>=</mo><mn>12.2041</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>2.0838</mn><mo>,</mo><mo> </mo><mi>b</mi><mo>=</mo><mn>11.8177</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>b</mi><mo>=</mo><mn>15</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mi>B</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 15 ∘

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>55.9808</mn><mo>,</mo><mi>c</mi><mo>=</mo><mn>57.9555</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>c</mi><mo>=</mo><mn>200</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mi>B</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 5 ∘

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>c</mi><mo>=</mo><mn>50</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mi>B</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 21 ∘

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>46.6790</mn><mo>,</mo><mi>b</mi><mo>=</mo><mn>17.9184</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>30</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mi>A</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 27 ∘

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>b</mi><mo>=</mo><mn>3.5</mn><mo>,</mo><mtext> </mtext><mo>∡</mo><mi>A</mi><mo>=</mo><msup/></mrow></annotation-xml></semantics>[/itex] 78 ∘

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>16.4662</mn><mo>,</mo><mi>c</mi><mo>=</mo><mn>16.8341</mn></mrow></annotation-xml></semantics>[/itex]

## Extensions

Find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>x</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

Find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>x</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

188.3159

Find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>x</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

Find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>x</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

200.6737

A radio tower is located 400 feet from a building. From a window in the building, a person determines that the angle of elevation to the top of the tower is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>36°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and that the angle of depression to the bottom of the tower is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>23°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How tall is the tower?

A radio tower is located 325 feet from a building. From a window in the building, a person determines that the angle of elevation to the top of the tower is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>43°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and that the angle of depression to the bottom of the tower is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>31°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How tall is the tower?

498.3471 ft

A 200-foot tall monument is located in the distance. From a window in a building, a person determines that the angle of elevation to the top of the monument is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>15°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and that the angle of depression to the bottom of the tower is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>2°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How far is the person from the monument?

A 400-foot tall monument is located in the distance. From a window in a building, a person determines that the angle of elevation to the top of the monument is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>18°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] and that the angle of depression to the bottom of the tower is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>3°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How far is the person from the monument?

1060.09 ft

There is an antenna on the top of a building. From a location 300 feet from the base of the building, the angle of elevation to the top of the building is measured to be<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>40°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]From the same location, the angle of elevation to the top of the antenna is measured to be<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>43°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]Find the height of the antenna.

There is lightning rod on the top of a building. From a location 500 feet from the base of the building, the angle of elevation to the top of the building is measured to be<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>36°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]From the same location, the angle of elevation to the top of the lightning rod is measured to be<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>38°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]Find the height of the lightning rod.

27.372 ft

## Real-World Applications

A 33-ft ladder leans against a building so that the angle between the ground and the ladder is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>80°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How high does the ladder reach up the side of the building?

A 23-ft ladder leans against a building so that the angle between the ground and the ladder is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>80°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How high does the ladder reach up the side of the building?

22.6506 ft

The angle of elevation to the top of a building in New York is found to be 9 degrees from the ground at a distance of 1 mile from the base of the building. Using this information, find the height of the building.

The angle of elevation to the top of a building in Seattle is found to be 2 degrees from the ground at a distance of 2 miles from the base of the building. Using this information, find the height of the building.

368.7633 ft

Assuming that a 370-foot tall giant redwood grows vertically, if I walk a certain distance from the tree and measure the angle of elevation to the top of the tree to be<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>60°</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] how far from the base of the tree am I?

# Review Exercises

## Angles

For the following exercises, convert the angle measures to degrees.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mi>π</mi></mfrac></mrow></annotation-xml></semantics>[/itex] 4

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>45°</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 3

For the following exercises, convert the angle measures to radians.

-210°

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 7π 6

180°

Find the length of an arc in a circle of radius 7 meters subtended by the central angle of 85°.

10.385 meters

Find the area of the sector of a circle with diameter 32 feet and an angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 3π 5  radians.

For the following exercises, find the angle between 0° and 360° that is coterminal with the given angle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>420°</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>60°</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mn>80°</mn></mrow></annotation-xml></semantics>[/itex]

For the following exercises, find the angle between 0 and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>2</mn><mi>π</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]in radians that is coterminal with the given angle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 20π 11

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><mn>2</mn><mi>π</mi></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 11

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><mn>14</mn><mi>π</mi></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 5

For the following exercises, draw the angle provided in standard position on the Cartesian plane.

-210°

75°

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><mn>5</mn><mi>π</mi></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 4

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3

Find the linear speed of a point on the equator of the earth if the earth has a radius of 3,960 miles and the earth rotates on its axis every 24 hours. Express answer in miles per hour.

1036.73 miles per hour

A car wheel with a diameter of 18 inches spins at the rate of 10 revolutions per second. What is the car's speed in miles per hour?

## Unit Circle: Sine and Cosine Functions

Find the exact value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3 .

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mn>3</mn></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 2

Find the exact value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cos</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4 .

Find the exact value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cos</mi><mtext> </mtext><mi>π</mi><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

–1

State the reference angle for<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>300°</mn><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

State the reference angle for<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 3π 4 .

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mi>π</mi></mfrac></mrow></annotation-xml></semantics>[/itex] 4

Compute cosine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>330°</mn><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

Compute sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 4 .

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 2 2

State the domain of the sine and cosine functions.

State the range of the sine and cosine functions.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mrow><mo>[</mo></mrow></mrow></annotation-xml></semantics>[/itex] –1,1 ]

## The Other Trigonometric Functions

For the following exercises, find the exact value of the given expression.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4

1

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><msqrt><mn>2</mn></msqrt></mrow></annotation-xml></semantics>[/itex]

For the following exercises, use reference angles to evaluate the given expression.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 11π 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sec</mi><mtext> </mtext><mn>315°</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><msqrt><mn>2</mn></msqrt></mrow></annotation-xml></semantics>[/itex]

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sec</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] t )=−2.5 , what is the<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>sec</mtext><mo stretchy="false">(</mo><mo>−</mo><mi>t</mi><mo stretchy="false">)</mo><mo>?</mo></mrow></annotation-xml></semantics>[/itex]

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>tan</mtext><mo stretchy="false">(</mo><mi>t</mi><mo stretchy="false">)</mo><mo>=</mo><mo>−</mo><mn>0.6</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex] what is the<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>tan</mtext><mo stretchy="false">(</mo><mo>−</mo><mi>t</mi><mo stretchy="false">)</mo><mo>?</mo></mrow></annotation-xml></semantics>[/itex]

0.6

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>tan</mtext><mo stretchy="false">(</mo><mi>t</mi><mo stretchy="false">)</mo><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 1 3 , find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>tan</mtext><mo stretchy="false">(</mo><mi>t</mi><mo>−</mo><mi>π</mi><mo stretchy="false">)</mo><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>cos</mtext><mo stretchy="false">(</mo><mi>t</mi><mo stretchy="false">)</mo><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 2 2 , find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>sin</mtext><mo stretchy="false">(</mo><mi>t</mi><mo>+</mo><mn>2</mn><mi>π</mi><mo stretchy="false">)</mo><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mn>2</mn></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 2  or<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 2 2

Which trigonometric functions are even?

Which trigonometric functions are odd?

sine, cosecant, tangent, cotangent

## Right Triangle Trigonometry

For the following exercises, use side lengths to evaluate.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cot</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mn>3</mn></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 3

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 2 )=sin(__°)

0

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>csc</mi><mo stretchy="false">(</mo><mn>18</mn><mtext>°</mtext><mo stretchy="false">)</mo><mo>=</mo><mi>sec</mi><mo stretchy="false">(</mo><mtext>__°</mtext><mo stretchy="false">)</mo></mrow></annotation-xml></semantics>[/itex]

For the following exercises, use the given information to find the lengths of the other two sides of the right triangle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>cos</mi><mtext> </mtext><mi>B</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 3 5 ,a=6

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>b</mi><mo>=</mo><mn>8</mn><mo>,</mo><mi>c</mi><mo>=</mo><mn>10</mn></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>A</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 5 9 ,b=6

For the following exercises, use [link] to evaluate each trigonometric function.

<figure class="small" id="Figure_05_04_221"></figure>

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>sin</mi><mtext> </mtext><mi>A</mi></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><mn>11</mn><msqrt/></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 157 157

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>tan</mi><mtext> </mtext><mi>B</mi></mrow></annotation-xml></semantics>[/itex]

For the following exercises, solve for the unknown sides of the given triangle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mn>4</mn><mo>,</mo><mo> </mo><mi>b</mi><mo>=</mo><mn>4</mn></mrow></annotation-xml></semantics>[/itex]

A 15-ft ladder leans against a building so that the angle between the ground and the ladder is<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>70°</mn><mo>.</mo><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]How high does the ladder reach up the side of the building?

14.0954 ft

The angle of elevation to the top of a building in Baltimore is found to be 4 degrees from the ground at a distance of 1 mile from the base of the building. Using this information, find the height of the building.

# Practice Test

Convert<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 6  radians to degrees.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>150°</mn></mrow></annotation-xml></semantics>[/itex]

Convert<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>−620°</mn><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]to radians.

Find the length of a circular arc with a radius 12 centimeters subtended by the central angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext>  </mtext><mn>30°</mn><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

6.283 centimeters

Find the area of the sector with radius of 8 feet and an angle of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 5π 4  radians.

Find the angle between<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>0°</mn><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>360°</mtext><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]that is coterminal with<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>375°</mn><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mn>15°</mn></mrow></annotation-xml></semantics>[/itex]

Find the angle between 0 and<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>2</mn><mi>π</mi><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]in radians that is coterminal with<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 4π 7 .

Draw the angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>315°</mn><mtext> </mtext></mrow></annotation-xml></semantics>[/itex]in standard position on the Cartesian plane.

Draw the angle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6  in standard position on the Cartesian plane.

A carnival has a Ferris wheel with a diameter of 80 feet. The time for the Ferris wheel to make one revolution is 75 seconds. What is the linear speed in feet per second of a point on the Ferris wheel? What is the angular speed in radians per second?

3.351 feet per second,<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 2π 75  radians per second

Find the exact value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>sin</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 6 .

Compute sine of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mn>240°</mn><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mo>−</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 3 2

State the domain of the sine and cosine functions.

State the range of the sine and cosine functions.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mrow><mo>[</mo></mrow></mrow></annotation-xml></semantics>[/itex] –1,1 ]

Find the exact value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cot</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 4 .

Find the exact value of<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>tan</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] π 3 .

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><msqrt><mn>3</mn></msqrt></mrow></annotation-xml></semantics>[/itex]

Use reference angles to evaluate<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>csc</mi><mtext> </mtext><mfrac/></mrow></annotation-xml></semantics>[/itex] 7π 4 .

Use reference angles to evaluate<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>tan</mi><mtext> </mtext><mn>210</mn><mo>°</mo><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mn>3</mn></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 3

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>csc</mtext><mtext> </mtext><mi>t</mi><mo>=</mo><mn>0.68</mn><mo>,</mo></mrow></annotation-xml></semantics>[/itex]what is the<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>csc</mtext><mo stretchy="false">(</mo><mo>−</mo><mi>t</mi><mo stretchy="false">)</mo><mo>?</mo></mrow></annotation-xml></semantics>[/itex]

If<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>cos</mtext><mtext> </mtext><mtext>t</mtext><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 3 2 ,find<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mtext>cos</mtext><mo stretchy="false">(</mo><mi>t</mi><mo>−</mo><mn>2</mn><mi>π</mi><mo stretchy="false">)</mo><mo>.</mo></mrow></annotation-xml></semantics>[/itex]

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mrow><msqrt><mn>3</mn></msqrt></mrow></mfrac></mrow></annotation-xml></semantics>[/itex] 2

Which trigonometric functions are even?

Find the missing angle:<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>cos</mi><mrow><mo>(</mo></mrow></mrow></annotation-xml></semantics>[/itex] π 6 )=sin( ___ )

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mfrac><mi>π</mi></mfrac></mrow></annotation-xml></semantics>[/itex] 3

Find the missing sides of the triangle<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mtext> </mtext><mi>A</mi><mi>B</mi><mi>C</mi><mo>:</mo><mi>sin</mi><mtext> </mtext><mi>B</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 3 4 ,c=12

Find the missing sides of the triangle.

<math display="inline" xmlns="http://www.w3.org/1998/Math/MathML"><semantics><annotation-xml encoding="MathML-Content"><mrow><mi>a</mi><mo>=</mo><mfrac/></mrow></annotation-xml></semantics>[/itex] 9 2 ,b= 9 3 2

The angle of elevation to the top of a building in Chicago is found to be 9 degrees from the ground at a distance of 2000 feet from the base of the building. Using this information, find the height of the building.