Patterns in the Unit Circle

Assessment Type Recommended Grade Level MYP Criterion Level

Mathematical investigations Grade 10 (MYP5) Extended MYP 5

MYP Assessment Criteria MYP Command Terms Used

Criterion B: Investigating patterns Write down, state, explain, predict, apply,
Criterion C: Communicating use, suggest, summarize, describe,
verify, show, justify

MYP Global Context

Identities and relationships
MYP Key Concepts MYP Related Concepts
Relationships Patterns, Generalizations

MYP Branch of Mathematics

Spatial reasoning: Enrichment
MYP Topics and Skills Prior Knowledge Needed
●​ Trigonometric ratios ●​ Using basic trigonometric ratios: sine,
●​ Unit circle cosine, and tangent
●​ Radians ●​ Drawing and working with angles in the
unit circle

Assessment Description

In this assessment, students investigate patterns in the unit circle, namely patterns in the value
of the three major trigonometric rations (sine, cosine, and tangent) in the four quadrants of the
unit circle. By the end of the assessment, students are able to write a general formula for each
of these three trigonometric ratios.

Materials Needed
The use of calculator is required

Task-specific instructions / Recommendations

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 Assessment Criterion B: Investigating patterns

Achievement Level Descriptor Task Specific Criteria

(MYP5)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
1 i.​ apply, with teacher support, mathematical i.​ write down the exact values in the table in
problem-solving techniques to recognize question (1) and state the answers in question (2)
- simple patterns ii.​ predict the exact value of each trigonometric ratio
2 ii.​ state predictions consistent with patterns. in Table 2 and Table 3 in question (3)

The student is able to: The student is able to:

i.​ apply mathematical problem-solving i.​ apply the given definition to find the reference
3 techniques to discover simple patterns angles in question (4)
- ii.​ suggest general rules consistent with ii.​ use their previous findings to suggest
findings. mathematical expressions in question (5) and
4 summarize their findings in question (6)

The student is able to: The student is able to:

i.​ Select and apply mathematical i.​ write down the reference angles in questions (7),
problem-solving techniques to discover (10), and (13) and use a method of their own to
complex patterns find mathematical formulas for cos 𝑐𝑜𝑠 (𝑡) , similar
ii.​ describe patterns as general rules
to the formulas in previous questions, in question
consistent with correct findings
5 iii.​ verify the validity of these general rules. (17)
- ii.​ briefly describe their formulas in questions (8),
(11), and (14) and again for cos 𝑐𝑜𝑠 (𝑡) in question
6
(17)
iii.​ verify the validity of their formulas in questions (9),
(12), and (15), and again for cos 𝑐𝑜𝑠 (𝑡) in question
(17)

The student is able to: The student is able to:

i.​ select and apply mathematical i.​ use a method of their own to find mathematical
problem-solving techniques to discover formulas for tan 𝑡𝑎𝑛 (𝑡°) in question (19)
complex patterns ii.​ briefly describe their formulas in question (19)
ii.​ describe patterns as general rules iii.​ verify and briefly justify their findings with at least
7 consistent with correct findings three angles of their choice in question (19)
- iii.​ prove, or verify and justify, these general
rules
8

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 Assessment Criterion C: Communicating

Achievement Level Descriptor Task Specific Criteria

(MYP5)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
i.​ use limited mathematical language i.​ use mathematical vocabulary poorly
1 ii.​ use limited forms of mathematical
representation to present information ii.​ present his/her findings in an unclear or limited
- iii.​ communicate through lines of reasoning that way
2 are difficult to interpret. iii.​ communicate his/her findings in a way that is
difficult to follow.

The student is able to: The student is able to:

i.​ use some appropriate mathematical i.​ use mathematical vocabulary somewhat clearly
language
ii.​ use appropriate forms of mathematical ii.​ present his/her findings in a somewhat clear or
3 representation to present information somewhat limited way
- adequately iii.​ communicate his/her findings completely
4 iii.​ communicate through lines of reasoning that
are complete
iv.​ adequately organize information using iv.​ communicate his/her findings in a way that is
logical structure. somewhat organized.

The student is able to: The student is able to:

i.​ usually use appropriate mathematical i.​ use mathematical vocabulary usually correctly
language
ii.​ usually use appropriate forms of
mathematical representation to present ii.​ present his/her findings mostly clearly and
information correctly correctly
5 iii.​ usually move between different forms of iii.​ present his/her findings using different forms of
- mathematical representation representation
6 iv.​ communicate through lines of reasoning that
iv.​ communicate his/her findings completely and
are complete and coherent
v.​ present work that is usually organized coherently
using logical structure. v.​ communicate his/her findings in a way that is
mostly organized.

The student is able to: The student is able to:

i.​ consistently use appropriate mathematical i.​ use mathematical vocabulary consistently
language correctly
ii.​ consistently use appropriate forms of ii.​ present his/her findings consistently clearly and
mathematical representation to consistently correctly
7 present information correctly iii.​ present his/her findings effectively using different
- iii.​ move effectively between different forms of forms of representation
mathematical representation iv.​ communicate his/her findings completely,
8 iv.​ communicate through lines of reasoning the coherently, and concisely
are complete, coherent and concise v.​ communicate his/her findings in a way that is
v.​ present work that is consistently organized organized and follows a logical structure.
using a logical structure.

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Introduction

By now we have learned about trigonometric ratios, such as

sine, cosine, and tangent, and you know they are ratios of two
sides of a triangle. We have also clarified that the actual value
of these trigonometric ratios is not dependent on the lengths of
the sides of triangles, only on the ratio of the sides of triangles.

In this investigation, we learn how using these trigonometric

ratios drawn in unit circles helps discover a general formula
that can be used to determine the value of the sine, cosine, or
tangent of an angle, regardless of its size.

Tasks

(1)​ Write down the exact value of each angle in radian (in terms of π) and the exact value of
each trigonometric ratio. Some values have been provided for you to help you get started.

Degree Radian Sine Cosine Tangent

0° 0 0 1 0

π 1 3 3
30° 6 2 2 3

π 2 2
45° 4 2 2
1

π 3 1
60° 3 2 2 3

π
90° 2
1 0 undefined

Table 1

Knowing how to work with a unit circle can help us find the exact values of the trigonometric ratios
of other angles that are not in the first quadrant of the Cartesian coordinate plane but are still
multiples of 30° or 45°. However, before moving forward, let us clarify some basic concepts.

(2)​ As you observe the image shown in the introduction, state and explain your answer to the
questions given below.
a.​ What is a unit circle?

A unit circle is a circle with the radius of 1 unit. It is centered at the origin in the Cartesian
coordinate system in the Euclidean plane.

b.​ In trigonometry, angles are placed on coordinate axes. What does ‘drawing an angle in
the standard position’ mean?

The placement of an angle upon a set of coordinate axes with its vertex at the origin, its initial side
placed along the positive 𝑥-axis, and a directional arrow pointing to the angle’s terminal side.

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 c.​ What does point 𝑃 with coordinates (𝑥, 𝑦) represent?

Point 𝑃 represents the point where the terminal side of the angle (drawn in standard position)
crosses the unit circle.

d.​ What does the 𝑥-coordinate of point 𝑃 represent?

The 𝑥-coordinate of point 𝑃 represents the cosine of the angle drawn in standard position.

e.​ What does the 𝑦-coordinate of point 𝑃 represent?

The 𝑦-coordinate of point 𝑃 represents the sine of the angle drawn in standard position.

(3)​ Write down the exact value of each trigonometric ratio (which are the same values written
in question (1)), and – without performing any calculations – predict the exact value of the
sine of each angle given in Table 2 and Table 3.

Quadrant Quadrant I Quadrant II

Angle 0° 30° 45° 60° 90° 120° 135° 150°
1 2 3
Sine 0 2 2 2
1

predictions
Table 2

Quadrant Quadrant III Quadrant IV

Angle 180° 210° 225° 240° 270° 300° 315° 330°

Sine

predictions
Table 3
Consider the following definition:

For each angle drawn in standard position, there is a related angle known as a
reference angle, which is the angle formed by the terminal side of an angle in
standard position and the 𝑥-axis, whose measure is between 0° and 90°.

In the diagrams below, the angles marked in green represent standard angles and the angles
marked in red represent their reference angles.

QUADRANT I QUADRANT II QUADRANT III QUADRANT IV

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 (4)​ Write down the name of the quadrants in the appropriate places and apply the definition
given above, with the help of the diagrams, to find the reference angle of each of the
angles given below. Some values have been provided for you to help you get started.

Quadrant Quadrant I Quadrant II

Standard
0° 30° 45° 60° 90° 120° 135° 150°
Angle
Reference
0° 30° 45° 60° 90° 60° 45° 30°
Angle
Table 4

Quadrant Quadrant III Quadrant IV

Standard
180° 210° 225° 240° 270° 300° 315° 330° 360°
Angle
Reference
90° 30° 45° 60° 90° 60° 45° 30° 90°
Angle
Table 5

To find patterns in the unit circle, we need to investigate the trigonometric ratios of angles in
different quadrants, one quadrant at a time, using their reference angles.

(5)​ Use your findings in questions (4) to suggest a mathematical expression in terms of 𝑡 to
find the reference angle of a standard angle (measuring 𝑡°) for
a.​ 90 < 𝑡 < 180, b.​ 180 < 𝑡 < 270, c.​ 270 < 𝑡 < 360.

Reference angle: Reference angle: Reference angle:

180° − 𝑡° 𝑡° − 180° 360° − 𝑡°

(6)​ Summarize your findings in the table below.

Quadrant I II III IV
Angle 𝑡° 𝑡° 𝑡° 𝑡°
Reference Angle
𝑡° 180° − 𝑡° 𝑡° − 180° 360° − 𝑡°
(in terms of 𝑡)
Table 6

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To find patterns in the unit circle, we need to investigate the sine/cosine/tangent of angles in
different quadrants, one quadrant at a time, starting with Quadrant II.

QUADRANT II

(7)​ In the table below, write down the reference angle of each of the given angles.

sine of the standard angle sine of the

in Quadrant II reference angle
sin 𝑠𝑖𝑛 (120°) = sin 𝑠𝑖𝑛 (_60°_)

sin 𝑠𝑖𝑛 (135°) = sin 𝑠𝑖𝑛 (_45°_)

sin 𝑠𝑖𝑛 (150°) = sin 𝑠𝑖𝑛 (_30°_)

(8)​ Use your findings to describe a formula for the value of sin 𝑠𝑖𝑛 (𝑡°) when 90° < 𝑡 < 180°
with regards to the reference angle expression you discovered in questions (5) and (6)
above.

The sine of an angle in the second quadrant is equal to the sine of the angle that we obtain by
subtracting the angle from 180 degrees.

sin 𝑠𝑖𝑛 (𝑡) = sin 𝑠𝑖𝑛 (180° − 𝑡)

(9)​ Use your calculator to verify that the sine of the given standard angles and the sine of their
corresponding reference angles in question (7) are equal.

Check student work.

QUADRANT III

(10)​In the table below, find equivalent expressions using each corresponding reference angle.

sine of the standard angle sine of the

in Quadrant III reference angle
sin 𝑠𝑖𝑛 (210°) = − sin 𝑠𝑖𝑛 (30°)

sin 𝑠𝑖𝑛 (225°) = − sin 𝑠𝑖𝑛 (45°)

sin 𝑠𝑖𝑛 (240°) = − sin 𝑠𝑖𝑛 (60°)

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 (11)​Use your findings to describe a formula for the value of sin 𝑠𝑖𝑛 (𝑡°) when 180° < 𝑡 < 270°
with regards to the reference angle expression you discovered in questions (5) and (6)
above.

The sine of an angle in the third quadrant is equal to the sine of the angle that we obtain by
subtracting 180 degrees from the angle.

sin 𝑠𝑖𝑛 (𝑡) =− sin 𝑠𝑖𝑛 (𝑡 − 180°)

(12)​Use your calculator to verify that the sine of the given standard angles and the sine of their
corresponding reference angles in question (10) are equal.

Check student work.

QUADRANT IV

(13)​In the table below, find equivalent expressions using each corresponding reference angle.

sine of the standard angle sine of the

in Quadrant IV reference angle
sin 𝑠𝑖𝑛 (300°) = − sin 𝑠𝑖𝑛 (60°)

sin 𝑠𝑖𝑛 (315°) = − sin 𝑠𝑖𝑛 (45°)

sin 𝑠𝑖𝑛 (330°) = − sin 𝑠𝑖𝑛 (30°)

(14)​Use your findings to describe a formula for the value of sin 𝑠𝑖𝑛 (𝑡°) when 270° < 𝑡 < 360°
with regards to the reference angle expression you discovered in questions (5) and (6)
above.

The sine of an angle in the fourth quadrant is equal to the sine of the angle that we obtain by
subtracting the angle from 360 degrees.

sin 𝑠𝑖𝑛 (𝑡) =− sin 𝑠𝑖𝑛 (360° − 𝑡)

(15)​Use your calculator to verify that the sine of the given standard angles and the sine of their
corresponding reference angles in question (13) are equal.

Check student work.

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 (16)​Use your findings to show whether the predictions you made in question (3) were correct or
not.

Check student work.

(17)​Use a method of your own to find and briefly describe mathematical formulas for the value
of cos 𝑐𝑜𝑠 (𝑡°) with regards to the reference angle expressions discovered in questions (5)
and (6) above when
a.​ 90° < 𝑡 < 180°,
b.​ 180° < 𝑡 < 270°,
c.​ 270° < 𝑡 < 360°.

Summarize your findings in a table, then verify that the cosine of the standard angles
given in question (4) and the cosine of their corresponding reference angles satisfy the
mathematical formula you found.

Use the space below for your work.

Check student work.

Findings that students should reach:

Quadrant II Quadrant III Quadrant IV

90° < 𝑡 < 180° 180° < 𝑡 < 270° 270° < 𝑡 < 360°

cos 𝑐𝑜𝑠 (𝑡) =− cos 𝑐𝑜𝑠 (1 cos 𝑐𝑜𝑠 (𝑡) =− cos 𝑐𝑜𝑠 (𝑡 cos 𝑐𝑜𝑠 (𝑡) =− cos 𝑐𝑜𝑠 (3

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(18)​Use your knowledge of the unit circle and properties of line reflection to summarize your
findings, by writing down the missing values in the blank unit circle shown below.
a.​ On the dotted lines, write down the degree measure of the angles, given that the
angles are the standard angles used in question (4).
b.​ On the solid lines, write down the radian measures of these angles, in terms of π.
c.​ In the parentheses, write down the 𝑥- and 𝑦-coordinates of the points, representing the
cosine and the sine of those angles, respectively, in their exact forms.

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 (19)​Use a method of your own to find and briefly describe mathematical formulas for the value
of tan 𝑡𝑎𝑛 (𝑡°) with regards to the reference angle expressions discovered in questions (5)
and (6) above when
a.​ 90° < 𝑡 < 180°,
b.​ 180° < 𝑡 < 270°,
c.​ 270° < 𝑡 < 360°.

Summarize your findings in a table, then verify and briefly justify that the tangent of three
angles (one in quadrant II, the second in quadrant III, and the third in quadrant IV) and the
tangent of their corresponding reference angles satisfy the mathematical formulas you
found.

Use the space below for your work.

Check student work.

Findings that students should reach:

Quadrant II Quadrant III Quadrant IV

90° < 𝑡 < 180° 180° < 𝑡 < 270° 270° < 𝑡 < 360°

tan 𝑡𝑎𝑛 (𝑡) =− tan 𝑡𝑎𝑛 (1 tan 𝑡𝑎𝑛 (𝑡) = tan 𝑡𝑎𝑛 (𝑡 tan 𝑡𝑎𝑛 (𝑡) =− tan 𝑡𝑎𝑛 (3

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