Worked examples · Trigonometric Functions
Trigonometric Functions, Worked Examples (medium)
These medium Trigonometric Functions examples raise the demand one step: solving a quadratic in across a full turn, proving an identity by combining fractions and applying , and counting and finding the solutions of by widening the range for the multiple angle. Try each on paper first, then check every line against our full solution.
What these examples cover
These medium Trigonometric Functions examples move past single-step recall to the reasoning the middle of a paper expects. The first treats a trigonometric equation as a quadratic in : factorise, split into two simple equations, then read every angle in the range.
The second is a proof, combine two fractions over a common denominator, expand carefully, and use the identity to collapse the numerator until the two sides match. The third is a graph-and-equation question with a multiple angle: because the angle is , you must widen the working interval to to so no solution is lost, then divide back.
Numbers stay small and clean so the method, not the arithmetic, is the focus. Use the set honestly: cover the solution, attempt the question in full, and only then check line by line.
Where your answer differs, find the exact step where the two solutions part company, that single line is usually where the real learning is.
Worked examples
Work through all three. Attempt each fully before you read the matching solution, and watch how one habit, reduce the problem to a familiar sub-problem, then finish it carefully, runs through the quadratic equation, the identity proof and the multiple-angle graph question.
As you read a full solution, notice where the marks actually sit. In an equation the method marks come from a correct factorisation and from placing the basic angle in the right quadrants; in a proof they come from the honest algebra of combining fractions and naming the identity you use; in a graph question they come from stating amplitude and period correctly and from widening the interval before you list solutions.
A final answer with no visible method earns far less than tidy working that shows each of these steps. So write every substitution as its own line, and never erase a line just because it looks long, under analytic marking, that line is often what is being marked.
Solve for .
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The equation is a quadratic in . Write so the structure is clear:
Factorise the quadratic. Two numbers multiplying to and adding to are and , which gives:
So or ; that is, or . Solve each separately.
For : the basic angle is , and sine is positive in the first and second quadrants:
For : sine reaches its lowest value once in a full turn, at the bottom of the curve:
Answer
. Check the factorisation by expanding: , which is the original.
Then and , so all three angles satisfy the equation.
Prove that .
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Work on the left-hand side (LHS) and combine the two fractions over the common denominator :
Expand the square in the numerator, keeping :
Group and replace it with , using the Pythagorean identity:
Factor from the numerator, then cancel the common factor :
Answer
Since the left-hand side simplifies exactly to , the identity is proven. The turning point is spotting that hides inside the expanded numerator; without that substitution the fraction never simplifies.
The graph of is drawn for . (a) State its amplitude and period.
(b) Find the number of solutions of the equation in this interval, and solve it.
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(a) Compare with : here , , . The amplitude is , and the period is .
The curve therefore completes two full cycles between and .
(b) Divide the equation by to isolate the sine:
The multiple angle is the key. As runs from to , the angle runs from to , so look for every solution of in that wider interval.
The basic angle is , and sine is positive in the first and second quadrants, so within one turn the solutions are and ; add to each for the second turn:
Divide every value by :
Answer
Amplitude , period ; there are solutions: . Check the last one: , and .
The count matches the graph: two cycles, each crossing the line twice.
Given that and , find the value of and .
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Since , lies in the third quadrant, where sine and cosine are both negative but tangent is positive. Use the Pythagorean identity to find first.
Take the square root and choose the negative sign, since sine is negative in the third quadrant:
Answer
and . This is a 3–4–5 right triangle in the third quadrant, and coming out positive matches the rule that tangent is positive when sine and cosine share the same sign.
Without using a calculator, find the exact value of , giving your answer in surd form.
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Write as a sum of two angles with known exact ratios, , and apply the addition formula:
Substitute the exact values , and :
Answer
. As a check, , which matches from a calculator.
Given that and is acute, find the value of .
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Because is already known, use the double angle formula written in terms of sine only, so there is no need to find first:
Substitute :
Answer
. Since , , so ; is close to , confirming the answer is reasonable.
Solve for .
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Both sine and cosine appear to the first power only, and at any solution here, so divide every term by to reduce the equation to a single ratio:
The basic angle is . Tangent is positive in the first and third quadrants, so:
Answer
. Check : and , so both sides agree.
The graph of is drawn for . State the maximum and minimum values of , and the corresponding values of .
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Compare with : here and . Because itself only ever ranges from to , the vertical shift simply moves that whole range up or down.
The maximum occurs when , and the minimum when :
Answer
Maximum at and ; minimum at . The curve oscillates symmetrically about the midline , which matches the vertical shift .
Across all three, the winning move is the same: reshape the problem into something you already know how to finish. A trig equation becomes a quadratic; a stubborn fraction becomes a single term once the identity is used; a multiple-angle equation becomes an ordinary one once you widen the range and divide back.
Do the reshaping in clear lines and the marks follow. It also pays to check your answer count against the shape of the problem: a quadratic in a trig ratio gives up to two ratio values, and each value that lies strictly between the limits of sine or cosine contributes two angles per turn, so a single full-range equation often has three or four solutions rather than one.
When your list is shorter than that, look first for a solution you skipped near the edges of the range.
Key method points
These three examples rehearse the mid-paper skills that separate a steady scorer from a shaky one. Keep the following points in mind as you practise more.
- When an equation contains or and the matching first power, treat it as a quadratic, substitute , factorise, then solve each simple equation in the given range.
- To prove an identity, work one side only, put fractions over a common denominator, expand fully, and look for to replace with .
- For a multiple angle such as , first widen the interval (here to –), find all solutions there, then divide back by the multiplier.
- Reading amplitude and period tells you how many cycles fill the range, which is also the number of times a horizontal line can cut the curve.
- A value of or for sine or cosine gives exactly one solution per turn; a value strictly between gives two per turn.
- Keep every substitution and factorising line, with analytic marking a clear method line still earns method marks even if the final digit slips.
How a teacher helps
The commonest mid-paper losses here are quiet ones: forgetting to widen the range for a equation, so half the answers vanish; or hunting for a shortcut in a proof instead of combining the fractions and trusting the identity. In a one-to-one lesson our teacher spots the missing solutions or the stalled proof immediately and shows the reliable route, so the habit forms correctly rather than by luck.
Because our teachers are experienced, you get someone who explains why the interval doubles, not just the steps. Lessons are taught in English, while SPM papers are set in both Malay and English, so the notation reads the same either way.
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Book a Trial ClassFrequently asked questions
Why does the interval become to for ?
You are solving for the angle , not . If ranges over to , then ranges over twice that, to .
Find every in the wider range, then divide by . Skipping this step is the usual reason answers go missing.
How do I know a trig equation can be treated as a quadratic?
Look for a squared ratio and its first power in the same equation, such as . Substitute a single letter for the ratio, factorise or use the quadratic formula, then translate each root back and solve for the angle in the given range.
When proving an identity, which side should I start from?
Start from the more complicated side, usually the one with fractions or higher powers, and simplify it towards the other. Combine fractions over a common denominator, expand, and use .
Do not move terms across the equals sign as if solving an equation.
How many times can a line cut between and ?
The period is , so two full cycles fit the range. A horizontal line at a height inside the amplitude, such as , crosses each cycle twice, giving four intersections, which matches the four solutions of .
Source:SRC-DSKP-EN