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JMAP Double Angle and Sum and Difference Identities Worksheet
Homework:
JMAP Double Angle and Sum and Difference
Identities Worksheet
Evaluation:
JMAP egents !ook "y Topic
Geometry/Angles/ Double Angle and Sum and
Difference Identities
Classroom Dialogue
Big Idea# The follo$ing dou"le angle trigono%etric identities are printed in every egents Math !
e&a%ination. There is no need to %e%ori'e the%( "ut students should kno$ $hen and ho$ to use the%.
Functions of the Sum of Two ngles#
sin) * sin cos cos sin A B A B A B + = +
cos) * cos cos sin sin A B A B A B + =
Functions of the Difference of Two ngles#
sin) * sin cos cos sin A B A B A B =
cos) * cos cos sin sin A B A B A B =
Functions of the Dou!le ngle#
sin + +sin cos A A A =
+ +
cos + cos sin A A A =
+
cos + cos , A A =
+
cos + , +sin A A =
Functions of the Half ngle#
, , cos
sin
+ +
A
A

=
, , cos
cos
+ +
A
A
+
=
dditional Relationshi"s to Remem!er# The follo$ing dou"le angle relationships are not printed in the
egents Math ! e&a%inations( "ut are relatively easy to re%e%"er.
Cofunction Relationshi"s of cute ngles#
The -co. in cosine( cosecant( and cotangent signifies -co%ple%entary(. as in co%ple%entary angles )the
%easures of an angle and its co%ple%ent su% to /0 degrees*. Thus( acute angles and their co%ple%ents
are related as follo$s#
sin cos)/0 * A A =
o
sec csc)/0 * A A =
o
tan cot)/0 * A A =
o
Two Strategies for Solving Regents #ath B Dou!le ngle $ro!lems#
,. 1econstruct the Pro"le%
+. 2se the Identities
Sam"le #ath B Regents $ro!lem3
If sin x =
4
5
, where 0 < x < 90, fnd the value of cos (x + 180).
%ne Solution:
6tep ,. We find the value of & "y
using the arcsin function of a
graphing calculator( as follo$s#
6tep +. We su"stitute the value of &
into the second function( as
follo$s#
6tep 3. 6ince the 7uestion is stated
$ith a fraction( $e $ant to convert
our ans$er to a fraction.
The ans$er is
3
5

nother #ath B Regents $ro!lem3

,. If sin A =
4
5
, tan B =
5
,+
, and angles A and B are in uadrant I, what is the
value of sin) * 8 A B +
(1)
93
95
(!)
33
95
(")
93
95
(#)
33
95
%ne Solution#
6tep ,. We "egin "y using an identity to derive the
sine and cosine functions fro% the tangent function.
5
tan
,+
arctan ++.9,/894/5 degrees
5
sin++.9,/594/5:.3849,53859: sin
,3
,+
cos++.9,/594/5:./+30;9/+3,: cos
,3
B
B
B
B
=
=
=
=
Another approach is to use the kno$ledge that the
tangent function is the slope of angle in standard
position. It goes up 5 and over ,+ on the coordinate
plane. The legs of our right triangle are 5 and ,+.
The Pythagorean Theore% tells us that the
hypotenuse of such a right triangle %ust "e ,3.
The sine and cosine of such an angle are
5
,3
and
,+
,3
respectively. This $ould "e a good pro"le% to
dra$ a picture.
6tep +. We ne&t find cosA
4
sin
5
arcsin 53.,30,0+35
3
cos53.,30,0+35 .9
5
A
A
=
=
= =
We could use the %agic for%ula here.
+ +
+
+
+
+
+
+
sin cos ,
4
cos ,
5
4
cos ,
5
,9
cos ,
+5
/
cos
+5
/ 3
cos
+5 5
x x
x
x
x
x
x
+ =

+ =



=



=


=
= =
<ast( $e su"stitute our values into the dou"le angle identity and solve.
sin) * sin cos cos sin
4 ,+ 3 5
sin) *
5 ,3 5 ,3
48 ,5 93
sin) *
95 95 95
A B A B A B
A B
A B
+ = +
+ = +
+ = + =
=>T?# Math purists prefer the right side approach. The left side see%s easier.
Student ctivit&# 6tudents co%plete the JMAP Double Angle and Sum and Difference Identities
Worksheet.
'(S Core $erformance Standards:
@ey Idea ,# MATA?MATIBA< ?A6>=I=C
6tudents use %athe%atical reasoning to analy'e %athe%atical situations( %ake conDectures( gather
evidence( and construct an argu%ent.
Perfor%ance Indicators#
,a. Bonstruct valid argu%ents.
,". Eollo$ and Dudge the validity of argu%ents.
@ey Idea 5# M?A62?M?=T
6tudents use %easure%ent in "oth %etric and ?nglish %easure to provide a %aDor link "et$een the
a"stractions of %athe%atics and the real $orld in order to descri"e and co%pare o"Dects and data.
Perfor%ance Indicators#
5a. Apply for%ulas to find %easures such as length( area( volu%e( $eight( ti%e( and
angle in realF$orld conte&ts.
5". Bhoose and apply appropriate units and tools in %easure%ent situations.
5e. 2se trigono%etry as a %ethod to %easure indirectly.
Dou!le ngle Identities )orksheet
,. Write each e&pression in ter%s of a single trigono%etric function.
a* 9 . 0 cos 9 . 0 sin + "* 3 cos 3 sin + c* +sin+cos+
d* 45 . 0 sin 45 . 0 cos
+ +
e* , 5 cos +
+
f* 3 sin + ,
+

+. Write each e&pression in ter%s of a single trigono%etric function

a*
9
cos
9
sin +

"*
,0
sin
,0
cos
+ +

c* , 5 . 0 cos +
+

3. If
3
,
sin =
and is in 7uadrant I( evaluate each e&pression.
a* + sin "* + cos c* + tan
4. A value of is defined. ?valuate the e&pressions
+ tan ( + cos ( + sin and
a*
+
,
cos =
( and is in Guadrant II
"*
3
+
sin =
( and is in Guadrant III
c* ;5 . 0 tan = and
+
3
< <
5. Prove each identity#
a* ( )
+
cos sin + sin , + = + "*
+
sin cot + + sin =
c*

+
+
tan ,
tan ,
+ cos
+

= d*

+ cos ,
+
sec
+
+
=
9. Prove each identity#
a*

+
sin
+
+ cos ,
=

"*


+ sec
cos sin
cos sin
+ +
+ +
=

+
c*
( )
, + csc
+ sin
cos sin
+
+ =
+

Ans$ers#
,a* sin ,.+ "* sin 9 c* sin 4 d* cos 0./ e* cos ,0 f* cos 9
+a*
3
sin

"*
5
cos

c* cos ,
3a*
/
+ 4
"*
/
;
c*
;
+ 4
4a* 3 (
+
,
(
+
3
"* 5 4 (
/
,
(
/
5 4
c*
;
+4
(
+5
;
(
+5
+4