HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEETS

PRECALCULUS
Quarter & Week: Quarter;2 Week;1-2

Name: ___________________________________ Grade & Section: __________________

Learning Activity Sheet No. 1 Topic: Hyperbola

Learning Competency with Code:
1. illustrate the unit circle and the relationship between the linear and angular measures of a central angle in
a unit circle - STEM_PC11T-IIa-1
2. convert degree measure to radian measure and vice versa - STEM_PC11T-IIa-2
3. illustrate angles in standard position and coterminal angles - STEM_PC11T-IIa-3
Topic Background Information/Concepts Notes (Briefly discuss the lesson/topic. Whenever possible, cite
examples, illustrations, etc.

The unit circle

The section Unit Circle showed the placement of degrees and radians in the coordinate plane. Angles
in the unit circle start on the x-axis and are measured counterclockwise about the origin. While these
unit circle concepts are still in play, we will now not be "drawing" the unit circle in each diagram. Our
diagrams will now allow us to work with radii exceeding the unit one (as seen in the unit circle).
 Standard Position:  An angle is in standard position if its vertex is
located at the origin and one ray is on the positive x-axis.  The ray on
the x-axis is called the initial side and the other ray is called
the terminal side.  If the terminal side of an angle lies "on" the axes
(such as 0º, 90º, 180º, 270º, 360º ), it is called a quadrantal
angle. The angle shown at the right is referred to as a Quadrant II
angle since its terminal side lies in Quadrant II.

The angle is measured by the amount of rotation from the initial

side to the terminal side.  If measured in a counterclockwise
direction the measurement is positive.  If measured in
a clockwise direction the measurement is negative.  (A negative
associated with an angle's measure refers to its "direction" of
measurement, clockwise.)

If two angles in standard position have the same terminal side,

they are called coterminal angles. In the diagram at the left,
+120º and -240º are coterminal angles.

Reference Angles:  Associated with every angle drawn in standard position (except quadrantal angles) there
is another angle called the reference angle.  The reference angle is the acute angle (the smallest angle)
formed by the terminal side of the given angle and the x-axis.  Reference angles may appear in all four
quadrants. Angles in quadrant I are their own reference angles.

A reference angle is always positive and is always less than 90º.

Remember:  The reference angle is measured from the terminal side of the original angle "to" the x-axis (not
"to" the y-axis).

Example: Find the reference angle of the following:

a. 1130
b. 2210
Solution:
a. 1800 – 1130 = 670
b. 2210 – 1800 = 410
Detailed Instructions/Direction
For items 1-5 convert the given angles in to radian measures, and for item 6-10 convert the given angles in to
degrees measure.
Exercises/Activities:
1. 1200

2. 6000

3. 800
4. 1500

5. 4050

3
6. π
4

11
7. π
6

1
8. π
2

5
9. π
6

9
10. π
4
Guide Questions (when necessary)

What is/are the difficulties that you encounter in this activity?

Core Values/Values Integration:

Rubrics for Scoring (when necessary):

Answer Key/Model:
Learning Activity Sheet No. 2 Topic: Conics and its application
Learning Competency with Code:
1. illustrate the different circular functions STEM_PC11T-IIb-1
2. uses reference angles to find exact values of circular functions STEM_PC11T-IIb-2
Topic Background Information/Concepts Notes (Briefly discuss the lesson/topic.

Circular Functions
Detailed Instructions/Directions:
Complete the table below by finding the exact value of the trigonometric functions below using the concept of
reference angle.
Exercises/Activities:
P(θ ) 00 2700 1500 3600 1200
sin(θ )
cos(θ )
tan(θ )
csc(θ )
sec(θ )
cot(θ )
Guide Questions (when necessary)
What is/are the difficulties that you encounter in this activity?
Core Values/Values Integration:
Answer key Model:
Rubrics for Scoring (when necessary):
Answer key Model

Prepared by: Checked by:

DINDO L. HIOCO, LPT ROQUEZA L. ABITONA, LPT

Subject Teacher/s Subject Coordinator

Reviewed and recommended by: Approved by:

ANTONIETA B. TORRES, LPT, MAED GART R. SOLATORIO, PhD

Academic Coordinator Principal
 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS
ACTIVITY 1

Name: ___________________________________ Grade & Section: __________________

INSTRUCTIONS: For items 1-5 convert the given angles in to radian measures, and for item 6-10 convert the
given angles in to degrees’ measure.

1. 1200

2. 6000

3. 800

4. 1500

5. 4050

3
6. π
4

11
7. π
6

1
8. π
2

5
9. π
6

9
10. π
4

Parent Name and Signature Date Submitted

 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS
ACTIVITY 2

Name: ___________________________________ Grade & Section: __________________

INSTRUCTIONS: Complete the table below by finding the exact value of the trigonometric functions below
using the concept of reference angle.

P(θ ) 00 2700 1500 3600 1200

sin(θ )

cos(θ )

tan(θ )

csc(θ )

sec(θ )

cot(θ )

Parent Name and Signature Date Submitted

 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS

PRECALCULUS
Quarter & Week: Quarter;2 Week; 3-4

Name: ___________________________________ Grade & Section: __________________

Learning Activity Sheet No. 3 Topic: Hyperbola

Learning Competency with Code:
1. determine the domain and range of the different circular functions STEM_PC11T-IIc-1
Topic Background Information/Concepts Notes (Briefly discuss the lesson/topic. Whenever possible, cite
examples, illustrations, etc.

Domain and range for sine and cosine functions

There are no restrictions on the domain of sine and cosine functions; therefore, their domain is such that x ∈
R. Notice, however, that the range for both y = sin(x) and y = cos(x) is between -1 and 1. Therefore,
transformations of these functions in the form of shifts and stretches will affect the range but not the domain.

The domain and range for tangent functions

Notice that y = tan(x) has vertical asymptotes at  . Therefore, its domain is such that  .
However, its range is such at y ∈ R, because the function takes on all values of y. In this case,
transformations will affect the domain but not the range. 
Example: Find the domain and range of y = cos(x) – 3

Solution:

Domain: x ∈ R

Range: - 4 ≤ y ≤ - 2, y ∈ R

Notice that the range is simply shifted down 3 units.

Example: Find the domain and range of y = 3 tan(x)

Solution:

Domain:  ,x∈R

Notice that the domain is the same as the domain for y = tan(x) because the graph was stretched vertically—
which does not change where the vertical asymptotes occur.

Range: y ∈ R
Detailed Instructions/Direction
Determine the domain and range of the following trigonometric functions
Exercises/Activities:
1. y = -2sinx
2. y = cosx + 4
3. y = 4cosx – 6
4. y = 4tanx
5. y = 3secx
6. y = -2cosx + 5
Guide Questions (when necessary)

What is/are the difficulties that you encounter in this activity?

Core Values/Values Integration:

Rubrics for Scoring (when necessary):

Answer Key/Model:
Activity 3.
Learning Activity Sheet No. 4 Topic: Conics and its application
Learning Competency with Code:
1. graph the six circular functions (a) amplitude, (b) period, and (c) phase shift STEM_PC11T-IIc-d-1
2. solve problems involving circular functions STEM_PC11T-IId-2
Topic Background Information/Concepts Notes (Briefly discuss the lesson/topic.
Graphing trigonometric functions

Cosine Function : f(x) = cos (x)

 Graph
Angle of Elevation:
The angle of elevation is always measured from
the ground up. It is an upward angle from a horizontal
line. It is always inside the triangle.

You can think of the angle of elevation in relation to the

movement of your eyes. You are looking straight ahead
and you must raise (elevate) your eyes to see the top of
a tree.

When trying to remember the

meaning of an angle of
elevation think of an elevatorthat
only goes up!
In this diagram, xº marks the 
angle of elevation of the top of the tree 
as seen from a point on the ground.

Angle of Depression:
 The angle of depression is always OUTSIDE the
triangle. It is never inside the triangle. It is a downward
angle from a horizontal line.

You can think of the angle of depression in relation to

the movement of your eyes. You are standing at the top
of the lighthouse and you are looking straight ahead.
You must lower (depress) your eyes to see the boat in
the water.

In this diagram, xº marks the 

angle of depression of the boat at sea 
from the top of the lighthouse.
Notice how the horizontal line in the angle of depression diagram is PARALLEL to the ground level. The fact
that horizontal lines are always parallel guarantees that the alternate interior angles are equal in measure.
In the diagram, the angle marked xº is equal in measure to
m∠BAC. Simply stated, this means that ...
→ the angle of elevation = the angle of depression ←
When solving a problem with an angle of depression you
need to find the measure of an angle INSIDE the
triangle. There are two options:

Option 1: find the angle inside the triangle that is

adjacent (next door) to the angle of depression. This
adjacent angle will always be the complement of the
angle of depression, since the horizontal line and the
vertical line are perpendicular (90º). In the diagram at
the left, the adjacent angle is 52º.

Option 2: utilize the fact that the angle of depression =

the angle of elevation and label ∠BAC as 38º inside the
triangle.

Notice that both options, the answer is the same.

Detailed Instructions/Directions:
For items 1-2 graph the given trigonometric functions and determine the (a) amplitude, (b) period, and for
items 3-5 solve the given trigonometric problems.
Exercises/Activities:
1. Y = 3sinx
2. Y = -2cosx
3. From the top of a vertical cliff 40 m high, the angle of depression of an object that is level with the
base of the cliff is 34º.  How far is the object from the base of the cliff?
4. A man who is 2 m tall stands on horizontal ground 30 m from a tree. The angle of elevation of the top
of the tree from his eyes is 28˚. Estimate the height of the tree.
5. An observer standing on top of a vertical spots a house in the adjacent valley at an angle of
depression of 12°. The cliff is 60m tall. How far is the house from the base of the cliff?
Guide Questions (when necessary)
What is/are the difficulties that you encounter in this activity?
Core Values/Values Integration:

Rubrics for Scoring (when necessary):

Answer key Model

Prepared by: Checked by:

DINDO L. HIOCO, LPT ROQUEZA L. ABITONA, LPT

Subject Teacher/s Subject Coordinator

Reviewed and recommended by: Approved by:

ANTONIETA B. TORRES, LPT, MAED GART R. SOLATORIO, PhD

Academic Coordinator Principal
 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS
ACTIVITY 3

Name: ___________________________________ Grade & Section: __________________

INSTRUCTIONS: Determine the domain and range of the following trigonometric functions

1. y = -2sinx

2. y = cosx + 4

3. y = 4cosx – 6

4. y = 4tanx

5. y = 3secx

6. y = -2cosx + 5

Parent Name and Signature Date Submitted

 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS
ACTIVITY 4

Name: ___________________________________ Grade & Section: __________________

INSTRUCTIONS: For items 1-2 graph the given trigonometric functions and determine the (a) amplitude, (b)
period, and for items 3-5 solve the given trigonometric problems.

1. Y = 3sinx

2. Y = -2cosx

3. From the top of a vertical cliff 40 m high, the angle of depression of an object that is level with the base
of the cliff is 34º.  How far is the object from the base of the cliff?

4. A man who is 2 m tall stands on horizontal ground 30 m from a tree. The angle of elevation of the top of
the tree from his eyes is 28˚. Estimate the height of the tree.

Parent Name and Signature Date Submitted

 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS

PRECALCULUS
Quarter & Week: Quarter;2 Week; 5-6

Name: ___________________________________ Grade & Section: __________________

Learning Activity Sheet No. 5 Topic: Hyperbola

Learning Competency with Code:
1. determine whether an equation is an identity or a conditional equation STEM_PC11T-IIe-1
2. derive the fundamental trigonometric identities STEM_PC11T-IIe-2

3. derive trigonometric identities involving sum and difference of angles STEM_PC11T-IIe-3

Topic Background Information/Concepts Notes (Briefly discuss the lesson/topic. Whenever possible, cite
examples, illustrations, etc.
Conditional Equations

When solving a conditional equation, a general rule applies: if there is one solution, then there are an infinite

number of solutions. This strange truth results from the fact that the trigonometric functions are periodic,

repeating every 360 degrees or 2Π radians. For example, the values of the trigonometric functions at 10

degrees are the same as they are at 370 degrees and 730 degrees. The form for any answer to a conditional

equation is θ +2nΠ, where θ is one solution to the equation, and n is an integer. The shorter and more

common way to express the solution to a conditional equation is to include all the solutions to the equation

that fall within the bounds [0, 2Π), and to omit the "+2nΠ" part of the solution. since it is assumed as part of

the solution to any trigonometric equation. Because the set of values from 0 to 2Π contains the domain for all

six trigonometric functions, if there is no solution to an equation between these bounds, then no solution

exists.
Basic trigonometric identities
Detailed Instructions/Direction
Determine if the following trigonometric equation is an identity. If it is identity verify it. If the equation is
conditional equation identify the solution for which the equations are not equal.
Exercises/Activities:
cscx
1. cot2x + tan2x =
cosx
2. 1 – sin2x = 1- cos2x
cscx secx
3. =
cosx sinx
4. cotxsinxcosx =1−si n2 x
1−sinx cosx
5. =
cosx 1+ sinx

Guide Questions (when necessary)

What is/are the difficulties that you encounter in this activity?

Core Values/Values Integration:

Rubrics for Scoring (when necessary):

Answer Key/Model:

Learning Activity Sheet No. 6 Double and half angle formulas

Learning Competency with Code:
1. derive the double and half-angle formulas STEM_PC11T-IIf-1
2. simplify trigonometric expressions STEM_PC11T-IIf-2
Topic Background Information/Concepts Notes (Briefly discuss the lesson/topic.
Simplify Trigonometric Expressions 

Use trigonometric identities and formulas to simplify trigonometric expressions. The trigonometric identities
and formulas in this site might be helpful to solve the questions below.

Questions 1: 
Simplify the following trigonometric expression. 

csc (x) sin (Pi/2 - x)

Solution to Question 1:

 Use the identity sin (Pi/2 - x) = cos(x) and simplify

csc (x) sin (Pi/2 - x)= csc (x) cos (x) = cot (x)

Questions 2: 

Simplify the following trigonometric expression. 

[sin 4x - cos 4x] / [sin 2x - cos 2x]

Solution to Question 2:

 Factor the denominator 

[sin 4x - cos 4x] / [sin 2x - cos 2x] 

= [sin 2x - cos 2x][sin 2x + cos 2x] / [sin 2x - cos 2x] 

 and simplify 
 = [sin 2x + cos 2x] = 1

Detailed Instructions/Directions:
Simplify the following trigonometric expression
Exercises/Activities:
1. cotxtanx
sinx cosx
2. +
cscx secx
3. sinxsecx
4. tanxsinx +cosx
5. cs c 2( 1−co s2 )
Guide Questions (when necessary)
What is/are the difficulties that you encounter in this activity?
Core Values/Values Integration:

Rubrics for Scoring (when necessary):

Answer key Model

Prepared by: Checked by:

DINDO L. HIOCO, LPT ROQUEZA L. ABITONA, LPT

Subject Teacher/s Subject Coordinator

Reviewed and recommended by: Approved by:

ANTONIETA B. TORRES, LPT, MAED GART R. SOLATORIO, PhD

Academic Coordinator Principal

HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEETS
 ACTIVITY 5

Name: ___________________________________ Grade & Section: __________________

INSTRUCTIONS: Determine if the following trigonometric equation is an identity. If it is identity, verify it. If the
equation is conditional equation identify the solution for which the equations are not equal.
cscx
1. cot2x + tan2x =
cosx

2. 1 – sin2x = 1- cos2x

cscx secx
3. =
cosx sinx

4. cotxsinxcosx=1−si n2 x

1−sinx cosx
5. =
cosx 1+ sinx

Parent Name and Signature Date Submitted

 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY SHEETS
ACTIVITY 6

Name: ___________________________________ Grade & Section: __________________

INSTRUCTIONS: Simplify the following trigonometric expressions

cscx
1. cot2x + tan2x =
cosx

2. 1 – sin2x = 1- cos2x

cscx secx
3. =
cosx sinx

4. cotxsinxcosx=1−si n2 x

1−sinx cosx
5. =
cosx 1+ sinx
Parent Name and Signature Date Submitted