I assume that this information is too late for most of you,
but see what you think of my approach.
Being introduced to all six trig functions is always intimidating.
There is a list of
six new words and their corresponding ratios to memorize.
I tried to make this task as painless as possible.
I begin with a circle of radius
r at the origin.
I sketch an acute angle
θ in standard position.
Its terminal side interests the circle at a unique point
(x,y).
We make ratios (fractions) with these three quantities:
x,y,r
and give them names.
(Derek, Heather, . . .
just kidding!)
First, we memorize three new words:
sine, tangent, secant ... in that order.
Each is followed by a "co-function":
cosine, cotangent, cosecant.
Then we abbreviate these six names:
sin, cos, tan, cot, sec, csc.
Write these in the first column.
(Then I write their definitions in the second column and
xyr in the third.)
\(\displaystyle \L\;\;\sin\,\theta\;\;\frac{y}{r}\;\;\;\not{x}\;y\;r\)
\(\displaystyle \L\;\;\cos\,\theta\;\;\frac{x}{r}\;\;\;x\;\not{y}\;r\)
\(\displaystyle \L\;\;\tan\,\theta\;\;\frac{y}{x}\;\;\;x\;y\;\not{r}\)
\(\displaystyle \L\;\;\cot\,\theta\;\;\frac{x}{y}\)
\(\displaystyle \L\;\;\sec\,\theta\;\;\frac{r}{x}\)
\(\displaystyle \L\;\;\csc\,\theta\;\;\frac{r}{y}\)
For the
1st ratio, cross out the
1st letter
(x)
and make a fraction of the remaining letters: \(\displaystyle \L\frac{y}{r}\)
For the
2nd ratio, cross out the
2nd letter
(y)
and make a fraction of the remaining letters: \(\displaystyle \L\frac{x}{r}\)
For the
3rd ratio, cross out the
3rd letter
(r)
and make a fraction of the remaining letters
The remaining letters are
x and
y, but the fraction is
not \(\displaystyle \L\frac{x}{y}\)
Instead, it is \(\displaystyle \L\frac{y}{x}\) . . . We must remember that.
A reminder: in the first two rows, the
y is "above" the
x.
Then I point out that the last three are reciprocals of the first three.
And they are related by "nested arrows".
\(\displaystyle \L\;\;\sin\,\theta\;\;\frac{y}{r}\;\;\leftarrow ----*\)
. . . . . . . . . . . . . . . . . . . . . . . . .∣
\(\displaystyle \L\;\;\cos\,\theta\;\;\frac{x}{r}\;\;\leftarrow --*\;\;|\)
. . . . . . . . . . . . . . . . . . . . . ∣∣
\(\displaystyle \L\;\:\tan\,\theta\;\:\frac{y}{x}\;\;\leftarrow *\;\,|\;\;\,|\)
. . . . . . . . . . . . . . . . . . ∣∣∣
\(\displaystyle \L\;\;\cot\,\theta\;\;\frac{x}{y}\;\;\leftarrow *\;\:|\;\;|\)
. . . . . . . . . . . . . . . . . . . . . ∣∣
\(\displaystyle \L\;\;\sec\,\theta\;\;\frac{r}{x}\;\;\leftarrow --*\;\;|\)
. . . . . . . . . . . . . . . . . . . . . . . . .∣
\(\displaystyle \L\;\;\csc\,\theta\;\;\frac{r}{y}\;\;\leftarrow ----*\)
I ask them to practice writing the entire list from memory.
And I assure them that they will gradually become more familiar with them
so that this brute-force memorization will become unnecessary.
.