INVERSE TRIGONOMETRIC

FUNCTION
for Pre Calculus
Senior High School (STEM)
Quarter 2 / Week 6

1
 FOREWORD

This Self Learning Kit for General Mathematics is

designed specifically for Grade 11 students in the Senior
High School. Thus, a modest background in grade school
mathematics is important, written in a precise, readable,
and conventional manner to facilitate students’
understanding of the subject.
It is aligned with the BEC of the Department of
Education following the prescribed MELCs (Most Essential
Learning Competencies.
It has the following features proven to be valuable
aids to learning Mathematics even at home.
What happened
This section contains pre-activities like review of the
prior knowledge on the simple and compound interest.

What You Need To Know (Discussion)

This section explains the domain and range of the
inverse trigonometric functions. It discusses how to restrict
the domains of these function for us to be able to define
their inverse. It also shows how to evaluate inverse
trigonometric functions.

What Have I Learned (Evaluation/Post Test)

The exercises contained in this section are guaranteed
to build mathematical comprehension, skills, and
competence. These serves as a diagnostic tool to identify
the learner`s prior knowledge, and the areas of strength
and weaknesses.

2
 LESSON DOMAIN AND RANGE OF THE INVERSE
1 TRIGONOMETRIC FUNCTIONS

OBJECTIVES:
K. Define the domain and range of some inverse
trigonometric functions.
S. Sketch the graph of some inverse trigonometric
functions.
A. Appreciate the interconnectedness of
mathematical concepts (horizontal line test,
restrictions of domains) as used in this topic.

LEARNING COMPETENCIES:

Illustrate the domain and range of the inverse

trigonometric functions (STEM_PC11T-IIh-1)

I. WHAT HAPPENED

PRE-TEST:
Recall the discussion on inverse function in your Gen Math class. Then
find the inverse of the following functions.
1. 𝑦 = 3𝑥 + 2

2. 𝑦 = 5𝑥 − 1
2𝑥−1
3. 𝑦 = 7

1
II. WHAT YOU NEED TO KNOW
DISCUSSION:
The graph of 𝑦 = 𝑠𝑖𝑛 𝑥 is presented below.

Figure 1. The graph of y=sin x.

If we use the horizontal line test, we can see that 𝑦 = 𝑠𝑖𝑛 𝑥 is not a one-
to-one funtion since the horizontal line will intersect two points of the graph.
Since it is not a one-to-one function, then the its inverse does not exist.
π π
However, on the interval [- 2 , 2 ], every horizontal line will intersect this portion

of the graph in no more than one point. Thus the function 𝐹 for which
π π
F(x)=sin x and -2≤x≤2 (1)

is one-to-one and therefore has an inverse function (Larson, 1989).

π π
Figure 2. The graph of 𝐹(𝑥) = 𝑠𝑖𝑛 𝑥 in the interval [- , ].
2 2

The inverse of the function in (1) is called the inverse sine function. We
will denote it by 𝑠𝑖𝑛−1 .

2
 Definition 1 (Larson, 1989)
-1
The inverse sine function, denoted by sin , is defined as follows:
-1 π π
y=sin x if and only if x=sin y and - 2 ≤ y ≤ 2.
-1
The domain of sin is the closed interval [−1,1] and the range is the closed
π π
interval [- 2 , 2 ].

The terminology arc sine is sometimes used in place of inverse sine and
arc sin x can be used instead of 𝑠𝑖𝑛−1 𝑥 (Larson, 1989).

Example 1: (Larson, 1989)

-1
Sketch the graph of y=sin x .
Solution:
Using Definition 1 we know that 𝑦 = 𝑠𝑖𝑛−1 𝑥 is equivalent to 𝑥 = 𝑠𝑖𝑛 𝑦 for
𝜋 𝜋
− 2 ≤ 𝑦 ≤ 2 . What we will do is assign values for y in 𝑥 = 𝑠𝑖𝑛 𝑦 to make our table
of values as given below.

π π π π π π
y - - - 0
2 4 6 6 4 2

√2 1 1 √2
x = sin y -1 - - 0 1
2 2 2 2

Then plot the points and draw a smooth curve through the points. The
resulting graph is presented below.

3
 The cosine does not have any inverse function because it is not one to
one function (see Figure 3).

Figure 3. The graph of y = cos x.

Just like in the inverse of the sine function, we must restrict the cosine
function to a certain portion of the domain to define its inverse. The restriction
is on the interval [0,π].
Let G be a function defined by
G(x)=cos x and 0 ≤ x ≤π.
The range of G is [-1,1] and the domain is [0,π]. From Figure 4, with the
use of the horizontal line test, 𝐺 is one-to-one.

Figure 4. The graph of G(x)=cos x in the interval [0,π].

We can now define the inverse function of the cosine. The formal
definition is given below.

4
 Definition 2 (Larson, 1989)

The inverse cosine function, denoted by cos-1 , is defined as follows:

y=cos-1 x if and only if x=cos y and 0 ≤ y ≤ π.

The domain of cos-1 is the closed interval [-1,1] and the range is the closed
interval [0,π].

Figure 5 shows the graph of the tangent function.

Figure 5. The graph of the function y=tan x.

To obtain the inverse tangent function, we will restrict it to the open

π π
interval (- 2 , 2 ). Let H be the function defined by
π π
H(x)=tan x and - 2 ≤ x ≤ 2.
π π
The domain of 𝐻 is the open interval (- 2 , 2 ) and the range is the set 𝑅

of real numbers. Figure 6 shows the graph of H.

π π
Figure 6. The graph of H(x)=tan x in the interval (- , ) .
2 2

5
 From the horizontal line test, 𝐻 is one-to-one. Therefore, it has an inverse.
The formal definition is presented below.

Definition 2 (Larson, 1989)

The inverse tangent function, denoted by 𝑡𝑎𝑛−1, is defined as follows:
-1 π π
y=tan x if and only if x=tan y and - 2 ≤ y ≤ 2.
-1
The domain of tan is the set R of real numbers and the range is the closed
π π
interval (- 2 , 2 ).

-1
The remaining inverse trigonometric functions, cot , sec-1, and csc-1 , will
not be discussed here since they are not as much used as the other three.

III. WHAT HAVE I LEARNED

POST TEST
Sketch the graph of the following functions:

1. Sketch the graph of y=cos-1 x .

-1
2. Sketch the graph of y=tan x .

6
 REFERENCE

Larson, R., & Hostetler, R. (2007). Trigonometry. In Precalculus (7th ed., pp. 343-
352). Houghton Mifflin Company.

Leithold, L. (1989). Analytic Trigonometry. In College Algebra and

Trigonometry (pp. 412-421). Addison-Wesley, Reading.

Rees, P. K., Sparks, F. W., & Rees, C. S. (2003). Inverse Functions. In College
Algebra (10th ed., pp. 217-223). Philippines: McGraw Hill.

7
 SYNOPSIS AND ABOUT THE AUTHOR
This Self Learning Kit (SLK) ANSWER KEYS
shows the domain and range of
inverse trigonometric functions.

Exercises, activities and

examples are designed to
enhance the critical and 2.
analytical thinking skills of the
learners.

Let’s enjoy solving

problems in PreCalculus as it
1.
POST TEST
stimulates our initiative and
creativity.
2 5 3
3. y= 2. y= 1. y=
7x+1 x+1 x-2
PRE-TEST

AUTHOR
Gil S. Dael earned his Bachelor of Science in
Mathematics degree and Master of Science in
Mathematics graduate program at Negros Oriental
State University. He is presently finishing his Doctor of
Philosophy in Mathematics from the same university.
At present, he is currently teaching mathematics
and research subjects at Crisostomo O. Retes
National High School.

8
 LESSON EVALUATING INVERSE TRIGONOMETRIC
1 FUNCTIONS

OBJECTIVES:
K. Recall the definition of the inverse trigonometric
functions
S. Evaluate inverse trigonometric functions
A. Have perseverance in evaluating inverse
trigonometric functions to attain success

LEARNING COMPETENCY:

Evaluate an inverse trigonometric expression

(STEM_PC11T-11h-2)

I. WHAT HAPPENED

QUICK REVIEW

Write the word TRUE if the statement is true or FALSE if it is false:

1. The sine function is not one-to-one.

π π
2. The domain of f-1(x) = arcsin x is the closed interval [− 2 , 2 ] and its
range is [-1,1].
3. y = cos-1 or y = arcos x means cos y = x, where the domain is the
closed interval [-1,1] and its range is [0, π].
4. y = tan-1x or y = arctan x means tan y = x, where the domain are
the elements of the set of real numbers R and its range is the closed
π π
interval [− 2 , 2 ].
5. y = sec-1 x or y = arcsec x means sec y = x, where the domain is
(-∞, -1] U [1, ∞).

9
PRE-ACTIVITIES

I. Given the x values in radian measure of the special angles, find the
values of y for each of the following functions. Make use of the special
triangles in figure 1.0 and table 1.0. Note that: π radians = 180o

1. y = sin x
x -π/2 -π/3 0 π/4 π/2
y √3
-
2

2. y = cos x
x -π/2 -π/3 0 π/4 π/2
y

Figure 1.0

π π
θ - 0
2 2
Sin -1 0 1
Cos 0 1 0
Tan Undefined 0 undefined
Cot 0 Undefined 0
Csc -1 Undefined 1
Sec undefined 1 undefined

Table 1.0

10
 II. Find the exact values of the following inverse functions given the x
values:

1. y = sin-1 x
√3 1
x -1 - 0 1
2 √2
y -π/3

2. y = cos -1 x
√3 1
x -1 - 0 1
2 √2
y

III. Compare your answers in I and II. What do you observed?

II. WHAT YOU NEED TO KNOW

DISCUSSION:
A. Find the exact value of the following expressions:
1
1. sin-1 2
2. arcsin(-1)
3. arcsin(0)
1
4. sin-1 (− 2)
1
5. sin ( sin-1 2 )
√3
6. arccos − 2

B. Simplify the following inverse trigonometric expressions;

2 1
1. sin(arcsin 3 + arcos 2 )
4
2. sin(2 cos-1(− 5))
3. arctan (−√3)
2√3
4. csc-1 (− )
3

11
 1
Example A1. sin-1 2
Solution
For inverse sine of ½ this is equivalent to sin θ = ½. We want find
π π
the angle θ in the closed interval [- 2 , 2 ] whose sine is ½.

Figure 1.1

One of the special triangles has sides with length 1 and 2 as shown
in figure 1.1. This triangle will help us find the measure of θ. From the
definition of sine of an angle which is opposite side divided by the
π 1 π
hypotenuse we get θ = 6 . Thus sin-1 2 = 6 .

Example A2: arcsin(-1)

Solution:
arcsin(-1) is equivalent to sin θ = -1.
π π
The table above shows the functions of quadrantal angles - 2 , 0, and 2 .
π π π π π
arcsin(-1) = - 2 because sin(- 2 )=-1, thus θ = - 2 element of [- 2 , 2 ] .

Example A3. arcsin(0)

Solution. arcsin(0) is equivalent to sin θ = 0, from the table above θ = 0.

1
Example A4. sin-1 (− 2)
1 π π π
Solution. sin-1 (− 2) = – , θ in quadrant IV because sin( – ) = – ½ and –
6 6 6
π π π
is an element of the closed interval [- 2 , 2 ], thus θ = - 6 .

12
 1
Example A5. sin ( sin-1 2 )

To evaluate this form, solve first the function in parentheses then

sine of that value.
Solution
1 π
sin ( sin-1 2 ) = sin ( ) see example 1
6
1
= see figure 1.1
2

√3
Example A6. arccos - 2
Solution: arccos x = y means x = cos y. If x is negative, then arccos of negative
value yield the range y lies both quadrants II and III. Since the range of arcos x
√3 = 5π
= y is the closed interval [0, π] then arccos - see figure below
2 6

13
 2 1
Example B1. sin(arcsin 3 + arcos 2 )
Solution
Reasons
2 1 2 π π
sin(arcsin 3 + arcos 2 )= sin(arcsin 3 + ) where arccos ½ =
3 3
2 π 2 π
= sin(arcsin 3)cos + cos(arcsin 3 )sin Using the sine sum
3 3
identity
2 1 2 √3 2 2
= 3 ∙ 2 + cos(arcsin )∙ sin(arcsin 3)= 3
3 2
and
π √3
sin =
3 2
1 √3 2
=3+ cos(arcsin ) by simplification
2 3

1 √3 √5
=3+ ∙ see computation
2 3
below
2+√15
= by simplification
6

𝟐
Computation for cos(arcsin 𝟑 )
2 2
cos(arcsin ) = cos θ we let θ = arcsin
3 3
2
= √1-sin θ by Pythagorean identity
2 2 2 2
= √1- (3) arcsin = θ means = sin θ
3 3
√5
= by simplification
3

4
Example B2. sin(2 cos-1(− 5))
Solution Reasons
4 𝟒
sin(2 cos-1(− 5)) = sin 2θ if we let θ = cos-1(− 𝟓)
= 2sin θ cos θ by sine double-angle identity
3 4 𝟒 𝟒
= 2∙ 5 (− 5) cos-1(− 𝟓) = θ means cos θ = − 𝟓
𝟒 𝒙
For sin θ, cos θ = − 𝟓 =− 𝒓 so x= –4
and r = 5. By Pythagorean theorem
y = 3. From the definition of sine,
y 3
sin θ = r = 5 by substitution.

4 24
sin(2 cos-1(- 5 )) = - 25

14
Example B3. arctan (−√3)
Solution: For arctan of a negative value, θ lies in quadrant III considering
π π
that the range is within (- 2 , 2 ).

√3 π
arctan( ) = -3
-1

2√3 2
Example B4. csc-1 (− ) = csc-1(− )
3 √3
π π
Solution: Note that the range of y = csc-1 x is (-π, - 2 ] U (0, ]. So for
2
2
csc-1 (− ), θ lies in quadrant III.
√3

2π π
- = -π+
3 3

2π 2 2 2π
Since csc (- )= − then csc-1 (− ) =- .
3 √3 √3 3

15
III. WHAT HAVE I LEARNED
CHALLENGE YOURSELF.
I. Find the exact value of the following:
1. arcsin(sin π)
3π
2. cos-1(cos )
4
π
3. tan-1(tan(- 6 ))

II. Evaluate and simplify [sec-1(-1)] ∙ [cos-1(-1)].

EVALUATION/POST TEST:

Evaluate and simplify, if it exist.

-1
cos(sec-1 3 + tan 2)
-1
cos(tan 2)

16
 REFERENCE

Ascano, Joy P., et al. 2016. Precalculus Learner’s Material, pp. 210 –
219. Department of Education-Bureau of Learning Resources
(DepEd-BLR).

17
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
Education Program Supervisor – (SCIENCE & MATH)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

GIL S. DAEL
RONALD G. TOLENTINO
Writers

RADHIYA A. ABABON
Lay-out Artist
_________________________________

ALPHA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
MERCYDITHA D. ENOLPE
RONALD TOLENTINO

BETA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
GIL S. DAEL
MARIA SOLEDAD M. DAYUPAY
MARIA ACENITH D PASTOR
JEE LIZA T. INGUITO
MERCYDITHA D. ENOLPE
RONALD G. TOLENTINO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the teachers
and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to comply with the
set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this
material. All content is subject to copyright and may not be reproduced in any form without expressed written consent from the division.

18
 SYNOPSIS AND ABOUT THE AUTHOR
This Self Learning ANSWER KEYS
Kit (SLK) will guide the 0
2
or
√2
1 1/2 0 y
learners how to
√2 1
π/3 π/2
evaluate the inverse π/2 π/4 0 - - x

trigonometric functions
with the aid of special
2
2 √2 −
or
triangles diagram, table
1 √2 1 0 √3 -1 y
π/2
of values of quadrantal π/2 π/4 0 -π/3 - x
angles, special angles,
circular funcions and 3

the Cartesian plane. 1-4√2 Pre-Activities

EVALUATION/POST TEST
Learners are
True 5.
II. π2 True 4.
expected to evaluate True 3.

both simple and

6 False 2.
− 3.
True 1.
complex inverse
𝜋
4
2.
trigonometric functions. 3𝜋 WHAT HAPPENED
1. 0
I.
CHALLENGE YOURSELF

AUTHOR
Ronald G. Tolentino is currently teaching at Negros
Oriental High School, STEM 11 Adviser. He finished his
Bachelor of Science in Mathematics at Silliman
University and earned 27 units in Master of Arts in
Teaching-Mathematics in the same university. He
completed his Continuing Professional Education
(CPE) at PTC Inc., Dumaguete City.