Worked examples · Trigonometric Functions
Trigonometric Functions, Worked Examples (KBAT)
These hard Trigonometric Functions examples combine two ideas each: writing as and using it to solve an equation, replacing with a double-angle form to turn an equation into a quadratic, and proving then using it to show . Try each on paper first, then check every line against our full solution.
What these examples cover
These hard Trigonometric Functions examples ask you to join two skills inside one question, which is exactly what the harder marks reward. The first builds the R form: match to using the addition formula, then use that single sine to solve an equation, the subtlety is shifting the interval by before reading solutions.
The second turns into a quadratic by choosing the version of written in sine only, a small decision that unlocks the whole problem. The third proves a double-angle identity and then presses it into service with exact surd values to produce , a KBAT-style link between proof and exact value.
Numbers stay clean so the reasoning is visible. Use the set honestly: cover the solution, attempt each in full, and only then check line by line, the step where your working parts from ours is where the learning is.
Worked examples
Work through all three. These are longer, so plan before you write: name the two ideas the question is fusing, set up the first cleanly, and let it feed the second.
Attempt each fully before reading our solution.
One warning applies to every hard question here: the identities you lean on are the ones printed in the exam formula list, but rearranging them is your responsibility. The list gives , in its three equivalent forms, and the rest, yet it will not tell you to square-and-add for , to shift the interval by , or which form of to pick.
Treat the list as a shelf of tools, not a recipe. Read the question once to decide which tool fits, write that decision as your first line, and only then start the algebra; that single habit turns most top-band trigonometry from guesswork into routine.
Express in the form , where and . Hence solve for , giving correct to two decimal places.
Show worked solution
Expand the target form with the addition formula for sine:
So . Match the coefficients of and against :
Square and add the two equations; the right side collapses because :
Divide the two equations to remove and find :
Both and are positive, so is in the first quadrant, consistent with . The expression is therefore:
Now use this to solve the equation. Replace the left side and isolate the sine:
Let . As runs from to , runs from to .
Solve in that interval; the basic angle is and sine is positive in the first and second quadrants, giving candidates . Keep only those inside :
The candidate is below , so it is discarded. Subtract from each remaining value to recover :
Answer
, , so ; and or . Substitution check at : .
Solve for .
Show worked solution
The two terms use different angles, and , so they cannot be combined yet. Rewrite using the double-angle form written purely in sine, so the whole equation is in :
Substitute into the equation:
Multiply through by and arrange as a quadratic in :
Factorise with :
For : the basic angle is , and sine is negative in the third and fourth quadrants:
For : sine reaches its greatest value once in a full turn:
Answer
. Check : and , so .
Choosing rather than another version is what keeps the equation in one ratio.
(a) Prove that . (b) Hence, by letting , show that .
Show worked solution
(a) Replace each double angle with a formula. For the numerator use ; for the denominator choose the version of that makes collapse into a single square:
With that choice, . Substitute both results into the left-hand side:
Cancel the common factor :
(b) Put , so . The right side becomes , and the left side uses the exact values and :
Write the denominator as a single fraction , then divide the fractions:
Rationalise by multiplying top and bottom by the conjugate :
Answer
The identity holds because the left-hand side simplifies to ; and with it gives . Numerical check: , which matches on a calculator.
It is given that , where is obtuse, and , where is acute. Without using a calculator, find the exact value of (a) , (b) .
Show worked solution
Sketch the quadrant of each angle first. is obtuse, so is negative; is acute, so is positive.
Use to find each missing ratio.
(a) Expand with the addition formula and substitute all four ratios:
(b) For , first convert both ratios to tangents:
Substitute into the tangent subtraction formula:
Answer
and . Sense check: and , so (second quadrant, cosine negative) and (second quadrant, tangent negative), both signs agree.
Solve for .
Show worked solution
Both terms should be written in alone. Replace using the identity that links it to :
Substitute into the equation:
Expand and arrange as a quadratic in :
Solve with the quadratic formula, letting :
For (positive, first and third quadrants), the basic angle is :
For (negative, second and fourth quadrants), the basic angle is :
Answer
. Check at : , , so .
Four solutions are expected because the quadratic gives two values of , and each sign of fits two quadrants in a full turn.
(a) Using the addition formula, show that . (b) Hence, without using a calculator, find the exact value of .
Show worked solution
(a) Write as the sum of two angles whose exact ratios are known:
Expand with the addition formula for sine and substitute the exact values , , :
(b) , so use the second-quadrant symmetry :
Now link to the result from (a) using the complementary-angle rule :
Answer
and . Sense check: , and is just short of , where cosine is close to , so a value near is sensible.
It is given that , where . Using a double-angle formula, find the exact value of (a) , (b) .
Show worked solution
(a) Apply the double-angle formula for cosine to the half angle , so that :
Substitute and rearrange for :
Since , the half angle lies between and , a first-quadrant angle, so its sine is positive:
(b) Find with the Pythagorean identity, again taking the positive root:
Divide to get the tangent:
Answer
and . Sense check: , so , and , , both match.
(a) Prove that . (b) Hence, find all values of for that satisfy .
Show worked solution
(a) Combine the two fractions on the left over a common denominator:
The numerator collapses to , and the denominator is a difference of two squares:
Replace with using the Pythagorean identity, then rewrite as a secant:
(b) The left side of the new equation is exactly the expression just proven, so replace it with and solve for :
For (first and fourth quadrants) and (second and third quadrants), the basic angle is in every case:
Answer
. Check at : , so , matching the right side.
Each of these rewards a clear first decision: which form of the target to match, which version of to substitute, which double-angle pair makes a denominator into a square. Make that choice deliberately, write it down, and a hard question unfolds into two familiar steps.
The exact-value finish in the last part shows how a proof you have just done can hand you a number you could not otherwise get by hand.
Key method points
These three examples rehearse the combined skills that top-band trigonometry questions demand. Keep the following points in mind as you practise more.
- To find the R form, match coefficients from the addition formula, then use and ; check the signs place in the required quadrant.
- When solving , shift the interval by first, solve for the shifted angle, then subtract to recover .
- Pick the double-angle form of that matches the rest of the equation: use to get an equation purely in sine, or purely in cosine.
- In a proof, choosing turns into ; the mirror choice turns into .
- A proven identity can be used with exact values (, ) to obtain surds such as ; rationalise the denominator to finish.
- Keep every substitution line, with analytic marking a clear method line still earns method marks even if the final digit slips.
How a teacher helps
The hard marks usually turn on one decision made early: which form to match, or which to substitute. Students who guess it often stall halfway; students who choose it on purpose finish cleanly.
In a one-to-one lesson our teacher makes that decision visible, asking what the denominator needs to become, or why the interval must shift by , so you learn to lead the question rather than follow it. Because our teachers are experienced, you work with someone who has solved these combinations many times and can show the reliable path.
Lessons are taught in English, while SPM papers are set in both Malay and English, so the notation reads the same either way.
Get 1-to-1 help.
Book a Trial ClassFrequently asked questions
How do I find and in the R form?
Match to the expanded target using the addition formula, giving and . Square and add for ; divide for .
The signs of the two equations fix the quadrant of .
When I solve , why must I shift the range?
You are first solving for the combined angle , not for . Shift the given range by , find every that satisfies in the shifted range, then subtract from each.
Solutions outside the shifted range are discarded.
Which version of should I substitute?
Choose the version that matches the rest of the equation. If the other terms are in sine, use ; if in cosine, use .
This keeps the equation in one ratio so it factorises as a quadratic.
How does proving an identity help me find ?
Once is proven, set so , whose exact values you know. Substituting and and rationalising gives .
Source:SRC-DSKP-EN