CLASS X

SUBJECT: MATHEMATICS
TOPIC INTRODUCTION TO TRIGONOMETRY
PREREQUISITE Knowledge of Right Angle Triangle and Pythagoras Theorem
KNOWLEDGE
OBJECTIVES The students will be able to understand the following :
 Angles and sides relation of a right triangle
 Trigonometric ratios and their relationships.
 They will be able to find the trigonometric rations for some
particular angles.
 Trigonometric rations of complementary angles.
 Trigonometric identities.

THE HISTORY There is perhaps nothing which so occupies the

OF middle position of mathematics as trigonometry.
TRIGONOMETRY – J.F. Herbart (1890)
The first use of the idea of ‘sine’ in the way we use it today was in
the work Aryabhatiyamby Aryabhata, in A.D. 500. Aryabhata used
the word ardha-jya for the half-chord, which was shortened to jyaor
jivain due course. When the Aryabhatiyamwas translated into
Arabic, the word jivawas retained as it is. The word jivawas
translated into sinus, which means curve, when the Arabic version
was translated into Latin. Soon the word sinus, also used as sine,
became common in mathematical texts throughout Europe. An
English Professor of astronomy Edmund Gunter (1581–1626), first
used the abbreviated notation ‘sin’.
The origin of the terms ‘cosine’ and ‘tangent’ was much later. The
cosine function arose from the need to compute the sine of the
complementary angle. Aryabhatta called it kotijya. The name
cosinus originated with Edmund Gunter. In 1674, the English
Mathematician Sir Jonas Moore first used the abbreviated notation
‘cos’.

SUMMARY OF You have already studied about triangles, and in particular, right
THE CHAPTER triangles, in your earlier classes. Let us take some examples from
our surroundings where right triangles can be imagined to be
formed. For instance:
1. Suppose the students of a school are visiting Qutub Minar. Now,
if a student is looking at the top of the Minar, a right triangle can be
imagined to be made. Can the student find out the height of the Minar
without actually measuring it?
2. Suppose a girl is sitting on the balcony of her house located on the
bank of a river. She is looking down at a flower pot placed on a stair
of a temple situated near by on the other bank of the river. A right
triangle is imagined to be made in this situation. If you know the
height at which the person is sitting, can you find the width of the
river?
3. Suppose a hot air balloon is flying in the air. A girl happens to
spot the balloon in the sky and runs to her mother to tell her about it.
 Her mother rushes out of the house to look at the balloon. Now when
the girl had spotted the balloon initially it was at point A. When both
the mother and daughter came out to see it, it had already travelled
to another point B. Can you find the altitude of B from the ground?
In all the situations given above, the distances or heights can be
found by using some mathematical techniques, which come under a
branch of mathematics called ‘trigonometry’. The word
‘trigonometry’ is derived from the Greek word ‘tri’ (meaning three),
‘gon’ (meaning sides) and ‘metron’ (meaning measure). In fact,
trigonometry is the study of relationships between the sides and
angles of a triangle. The earliest known work on trigonometry was
recorded in Egypt and Babylon. Early
astronomers used it to find out the distances of the stars and planets
from the Earth. Even today, most of the technologically advanced
methods used in Engineering and Physical Sciences are based on
trigonometrical concepts.
In this chapter, we will study some ratios of the sides of a right
triangle with respect to its acute angles, called trigonometric ratios
of the angle. We will restrict our discussion to C acute angles only.
However, these ratios can be extended to other angles also. We will
also define the trigonometric ratios for angles of measure 0° and 90°.
We will calculate trigonometric ratios for some specific angles and
establish some identities involving these ratios, called trigonometric
identities.
Trigonometric Ratios

TRANSACTION Strategies used:

METHODOLOGY 1) Warm up session:
Begin the lesson by recalling the Pythagoras theorem
introduce the concept of angle of elevation and angle of
depression. Explain how a right angle triangle can be
imagined to be formed and used to calculate heights and
distances.
Explain the concept of trigonometry and talk briefly about
its history. Ancient Egyptians used the ideas of
Trigonometric function and similar triangles to make the
buildings and pyramids in ancient Greece were also made
by this concept.
Trigonometric functions were used to predict the position of
stars, time of the day and period of the year. Trigonometry
helps in various fields such as optics and statistics.

2) Flash card Activity:

a) In this activity students will calculate the trigonometric
ratios of an acute angle of a given right angle triangle.
b) Divide the class into two teams and show them a card
with a question. The team member will discuss amongst
themselves and then one child will answer. The team
with maximum correct answer will be the winner.
 c) Two more activities of the similar kind can be
performed taking angles and their complements.

3) Chart on Trigonometric Ratios and identities

In this activity students will prepare charts on

trigonometric ratios and identities.
Divide the class into two groups and ask them to
prepare chart on the following topics:
Group A : Depict trigonometric ratios of an acute angle
of a right angle triangle(for e.g 00 , 30°, 45°, 60°, 900 )
Group B: Make a table depicting the trigonometric
values of complementary angles. Make another table of
trigonometric identities.

EXPECTED Students will be able to:

LEARNING  Cite the trigonometric ratios of acute angles.
OUTCOMES  They will also be able to work out the trigonometric ratios
of specific angles.
 They will also be able to work out the trigonometric ratios
of complementary angles.
 They will also be able to work out the trigonometric
identities to solve the questions.

PRACTICE
QUESTIONS/ sin 470
1) Evaluate cos 430 .
ASSESSMENTS
2) Prove that: √(1 − cos 2 𝜃) sec 2 𝜃 = tan 𝜃.
3) Show that: tan4 𝜃 + tan2 𝜃 = sec 4 𝜃 − sec 2 𝜃.
1+sec 𝜃−tan 𝜃 1−sin 𝜃
4) Prove that: 1+sec 𝜃+tan 𝜃 = cos 𝜃 .
𝑝2 −1
5) If cosec 𝜃 + cot 𝜃 = 𝑝, then prove that cos 𝜃 = .
𝑝2 +1
sin 30° + tan 45° – cosec 60°
6) Evaluate the following: sec 30° + cos 60° + cot 45° .
7) If sec 4A = cosec (A – 20°), where 4A is an acute angle,
find the value of A.
8) Prove that : (sin 𝐴 + cosec 𝐴)2 + (cos 𝐴 + sec 𝐴)2 = 7 +
tan2 𝐴 + cot 2 𝐴
9) Evaluate: sin 25° cos 65° + cos 25° sin 65°.
10) Express cot 85° + cos 75° in terms of trigonometric ratios of
angles between 0° and 45°.

EVALUATION Class Test, Extra Questions, Lab Manual Activity, Oral

Questions