Name: Alliah Mae Castil Program Taken: BSEDMATH – 3A

Subject: Technology for Teaching and Learning 2 Date Submitted: May 19, 2025
Semester: Second Semester Subject Facilitator: Mr. Gary Del Pilar

SEMI-DETAILED LESSON PLAN in Mathematics - Trigonometry

I. OBJECTIVES

At the end of the lesson, the students will be able to:

 Derive the fundamental trigonometric identities
 Simplify trigonometric expressions; and
 Prove trigonometric identities
 Apply trigonometric identities in real – life
problems

II. SUBJECT MATTER

Topic: Trigonometric Identities

III. LEARNING
RESOURCES

I. References https://www.webassign.net/bmcc/Ch11.pdfpre-calculus-
grade-11-learners-module-senior-high-school (pp. 173 –
179)
II. Materials  Laptop for PowerPoint Presentation

IV. PROCEDURES

Preliminary Activities
 Prayer
- The students will be the one to lead the
prayer)
 Greetings
- The students and teacher will greet each
other
 Classroom Management
- The teacher will make sure the
classroom was clean before starting
his/her discussions.
 Checking of Attendance
- The teacher will check the attendance of
the students.
MOTIVATION
Guess the mystery word!
Directions: Simplify the following expressions and each
answer represents a letter that may complete the word.

I D E N T I T I E S
1 2 3 4 5 1 5 1 3 6

Simplify these following expressions.

1. x 2−1
2. 2 sec θ−secθ
3. 4 sin θ+6 sinθ
4. ( x +7 )2
2
5. x −4
x −2
6. 10 sin θ−8 sin❑θ

A B C D
x +4 2 sec θ ( x +1 ) ( x−2 ) sec θ
E F G H
10 sin θ 2
x −2 4 sin θ 4 sin θ
I J K L
( x−1 ) ( x+ 1 ) x +9 8 secθ 20 sin θ
M N O P
2 sin θ ( x −4 x+ 9 )
2 6 csc θ 4 cot θ
Q R S T
2
sin θ x +25 2 sin θ x +2
U V W X
( x−4 ) ( x+ 1 ) sec θ
2
x−2 ( x −2 x+ 12 )
2

Y Z
( x −4 x+ 8 )
2
6 sin θ
2

A. Activity (Motivation/Engagement)
The teacher motivates/engage his/her
students for learning by activating their
prior knowledge, sparking, and presenting
a real – life or curiosity relatable scenarios
that will hook the student’s attention
connected to the content of the lesson.

Directions: Simplify the following equations and determine if

it is an identity or not. Answer the questions that follows.
1. ( x +7 )2=x 2 +14 x +49
2. 3 cos 2 θ−cos θ−2=( 3 cos θ+ 2 )( cos θ−1 )
3. x 2−1=−1
2
x −4
4. =x+2
x −2
5. 4 sin θ+2 sin θ=10 sin θ

B. Analysis (Exploration of Concepts)

The teacher will guide the students through
exploration and discovery of the new concept.
This is where the understanding of the
students begins to deepen through
  How did you simplify the following equations?
 What did you observe in the results obtained?

C. Abstraction (Concept Formation)

The teacher here introduces the concept, rule

or principle. This is the stage where the
students move from exploration to clear
understanding.
An identity is an equation that is true for all
values of the variable in the domain of the equation.

Examples:
x +5=11true if x=6

3 x=15 true if x=5

2
x =4 x true if x=0∧x=4

TRIGONOMETRIC IDENTITIES
Trigonometric identities are the equalities
involving trigonometric functions and holds true for
every value of the variables involved, such that both
sides of the equality are defined. Recall that if P ( x , y ) is
the terminal point on the unit circle corresponding to θ ,
then we have

1 y
sin θ= y cscθ= tan θ=
y x

1 x
cos θ=x sec θ= cot θ=
x y

From the definitions, the following reciprocal and

quotient identities immediately follow. Note that these
identities holds true if θ is taken either as a real number
or as an angle.

RECIPROCAL IDENTITIES
1 1 1
csc θ= sec θ= cot θ=
sin θ cos θ tan θ

QUOTIENT IDENTITIES
sin θ cos θ
tanθ= cot θ=
cos θ sin θ
We can use these identities to simplify trigonometric
expressions.

tan θ cos θ
Example 1: Simplify
sin θ

sin θ
cos θ
Solution: cos θ
=1
sin θ

cos θ
Example 2: Simplify
cot θ

cos θ
=sinθ
Solution: cos θ
sin θ

If P ( x , y ) is the terminal point on the unit circle

corresponding to θ , then x 2+ y 2=1. Since sin θ= y and
cos θ=x , we get sin2 θ+cos 2 θ=1. By dividing both sides of
this identity by cos 2 θ and sin2 θ, respectively, we obtain
tan θ+1=sec θ and 1+cot θ=csc θ .
2 2 2 2

Example 3: Simplify cos 2 θ+ cos2 θ tan2 θ

Solution: ¿ ( cos 2 θ ) () ( 1+ tan2 θ )

2 2
¿ cos θ sec θ=¿

¿1
2
1+ tan θ
Example 4: Simplify 2
1+cot θ

1
2 2 2
sec θ cos θ sin θ 2
Solution: ¿ 2
= = 2
=tan θ
csc θ 1 cos θ
2
sin θ

In addition to the eight identities presented above, we

also have the following identities.
 The first two of the negative identities can be
obtained from the graphs of the sine and cosine
functions, respectively. The third identity can be
derived as follows:
sin (−θ ) −sin θ
tan (−θ )= = =−tanθ
cos θ cos θ

The reciprocal, quotient, Pythagorean and even-

odd identities constitute what we call the fundamental
trigonometric identities.
−3
Example 5: If sin θ= and cos θ >θ. Find cos θ
4

Solution: Using the identity sin2 θ+cos 2 θ=1 cos θ>0 , we

have;

√
cos θ=√ 1−sin 2 θ= 1− ( )
−3 2 √ 7
4
=
4

PROVING TRIGONOMETRIC IDENTITIES

We can use the eleven fundamental

trigonometric identities to establish other identities.
For example, suppose we want to establish the
identity
sin θ
csc θ−cot θ=
1+cos θ

To verify that it is an identity, recall that we

need to establish the truth of the equation for all
values of the variable in the domain of the equation. It
is not enough to verify its truth for some selected
values of the variable. To prove it, we use the
fundamental trigonometric identities and valid
algebraic manipulations like performing the
fundamental operations, factoring, canceling, and
multiplying the numerator and denominator by the
same quantity.
Start on the expression on one side of the
proposed identity (preferably the complicated side),
use and apply some of the fundamental trigonometric
identities and algebraic manipulations, and arrive at
the expression on the other side of the proposed
identity.

EXPRESSION EXPLANATION
csc θ−cot θ Start on one side
1 cos θ Apply some reciprocals and
¿ −
sin θ sin θ quotient identities

1−cos θ
2
Add the quotients
¿
sin θ
1−cosθ
¿ ( 1+cos θ )
sin θ
Multiply the numerator and
1+ cos θ denominator by 1+cos θ
¿
1+ cos θ

1−cos θ
2
Multiply
¿
( sin θ ) (1+ cos θ )
2
sin θ Apply a Pythagorean identity
¿
( sin θ ) (1+ cos θ )
sin θ Reduce to lowest term
¿
1+ cos θ
Upon arriving at the expression of the other
side, the identity has been established. There is no
unique technique to prove all identities, but familiarity
with the different techniques may help.
Example 6: Prove: sec x−cos x=sin x tan x
1
Solution: −cos x=sin x tan x
cos x
2
1−cos x
=sin x tan x
cos x
2
sin x
=sin x tan x
cos x

( sin x ) ( cos x)
sin x
=sin x tan x

sin x tan x=sin x tan x

1+sin θ 1−sin θ 2
Example 7: Prove: − =4 sin θ sec θ
1−sin θ 1+sin θ

( 1+ sin θ )2−( 1−sinθ )2

Solution: =4 sin θ sec 2 θ
( 1−sin θ ) ( 1+ sinθ )
2 2
1+ 2sin θ+ sin θ−1+2 sin θ−sin θ 2
=4 sin θ sec θ
( 1−sinθ )
 4 sin θ 2
=4 sin θ sec θ
cos θ
2 2
4 sin θ sec θ=4 sin θ sec θ

Guidelines for Proving Identities

1. It is usually best to work on the more

complicated side first.
2. Look for trigonometric substitutions involving
the basic identities that may help simplify
things.
3. Look for algebraic operations, such as adding
fractions, the distributive property, or
factoring, that may simplify the side you are
working with or that will at least lead to an
expression that will be easier to simplify.
4. If you cannot think of anything else to do,
change everything to sines and cosines and
see if that helps.
5. Always keep an eye on the side you are not
working with to be sure you are working
toward it. There is a certain sense of direction
that accompanies a successful proof.

D. Application (Practice and Real – life

Connection)
The students here will now apply what
they’ve learned on the concepts to new
situations, solving problems, and making
connections to real – world scenarios.

A. Simplify trigonometric expressions.

1. ( csc β−sec β )2 + ( csc β +sec β )2
2
1+ tan y
2. 2
1+cot y
tan x cos x
3. sin x
B. Prove these using the appropriate trigonometric
identities
1. sin x cot x =cos x
2. tanθ+ cos θ=sin θ ( sec θ+cot θ )

V. EVALUATION

A. Directions: Choose the letter of the correct answer

 and provide solution on the separate sheet of paper
(if necessary)

1. It is an equation that is true for all values of the

variable that are in the domain of the equation.
a. Identity
b. Trigonometric Identity
c. Quadratic
d. Conditional
2. It is an equation for some values of the variable in
the domain of the equation do not satisfy the
equation.
a. Trigonometric Identity
b. Conditional
c. Identity
d. Quadratic
cos θ
3. Simplify
cot θ
a. cot θ c. csc θ
b. sin θ d. sec θ
2 2 2
4. Simplify cos θ+ cos θ tan θ
a. 1 c. sec θ
b. 2 sec θ d. 2
2
1+ tan y
5. Simplify 2
1+cot y
a. tan y c. sec 2 y
2
b. cot y d. tan2 y

B. Prove the following given equations using the

appropriate trigonometric identities. Show your
complete solutions (5 points).
2
sin x
1. 1+cos x= 2
1−cos x
2. tan β +cot β=sec β csc β

C. Solve the following real – life scenarios by applying

the trigonometric identities.
1. At 3 pm, a school flagpole casts a shadow that is 15
meters long. A student measures the angle of
elevation of the sun to be 40 ° . How tall is the
flagpole?

VI. ASSIGNMENT

Solve the following real – life scenarios by applying the

trigonometric identities.
1. A Ferris wheel has a radius of 25 meters. A rider
is at the very top, and the center of the wheel is
30 meters above the ground. The rider’s height at
 time t seconds is modeled as: h ( t )=25 cos ( 15π t )+30.
What is the rider’s height after 10 seconds?
2. An airplane is flying at an altitude of 1, 200
meters and begins a smooth descent to the
runway. If the path of descent makes a 5 ° angle
with the ground, how far along the ground is the
landing point?