MTH: 170 TRIGONOMETRY
ASSIGNMENTS
TRIGONOMETRY (3rd Edition)
By Cynthia Young
For all sections, students are encouraged to try the problems noted below as well as the matched problems
accompanying the examples within the lessons. In addition, review exercises are included at the end of each
chapter. Students should be aware that all of these exercises are designed to help them prepare for the next
sections and for the final exam.
Note: The assigned problems are recommended for complete understanding of the sections. However,
your instructor may change the recommended problem list.
CHAPTER 1 – RIGHT ANGLE TRIGONOMETRY
1.1
1.2
1.3
1.4
1.5
#1 – 17odd, 21, 23, 25, 33, 35, 37, 41, 43, 45, 47, 49, 51, 55, 57, 61, 67
#1 –31odd, 35, 39, 43
#1 – 41 odd
#1 – 59 odd, 68, 72
#5 – 31 odd, 39, 43, 47, 49, 51, 53, 55, 57, 63, 67, 71, 73, 75, 78
Chapter Review Exercises: pp. 70 – 72 Highly Recommended
Practice Test, page 73: Highly Recommended
CHAPTER 2 – TRIGONOMETRIC FUNCTIONS
2.1
2.2
2.3
2.4
#1 – 49 odd, 52, 53, 55, 60, 61, 63
#5, 9, 11, 13, 18, 23, 25, 27, 33, 34, 41, 43, 45, 49
#1 – 69 EOO (EOO = Every OTHER odd), 71,72,73,76,78
#1 – 55 odd, 58, 60
Chapter Review Exercises: pp. 124 – 125 Highly Recommended
Practice Test, page 126: Highly Recommended
Cumulative Practice Test, page 127: Highly Recommended
CHAPTER 3 – RADIAN MEASURE AND THE UNIT CIRCLE APPROACH
3.1
3.2
3.3
3.4
#1 – 49 EOO, 51 – 101 odd
#1 – 69 EOO
#1 – 69 EOO
#1 – 77 EOO
Chapter Review Exercises: pp. 174 – 175 Highly Recommended
Practice Test, page 176: Highly Recommended
Cumulative Practice Test, page 177: Highly Recommended
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Trigonometry MTH 170
Text: Trigonometry 3rd edition
by Cynthia Young
CHAPTER 4 – GRAPHING TRIGONOMETRIC FUNCTIONS
4.1
4.2
4.3
#1 – 10 all, 11 – 59 odd, 61, 65, 67
#1 – 8 all, 9 - 51 odd, 65, 67, 73
#1 – 8 all, 9 – 45 odd, 51, 53
Chapter Review Exercises: pp. 251 – 253 Highly Recommended
Practice Test, page 254: Highly Recommended
Cumulative Practice Test, page 255: Highly Recommended
CHAPTER 5 – RADIAN MEASURE AND THE UNIT CIRCLE APPROACH
5.1
5.2
5.3
5.4
5.5
#11 – 45odd, 59
#1 – 39 odd,41, 45, 49,57, 63
#1 – 41odd
#1 – 41 odd
#1 – 31odd
Chapter Review Exercises: pp. 313 – 315 Highly Recommended
Practice Test, page 316: Highly Recommended
Cumulative Practice Test, page 317: Highly Recommended
CHAPTER 6 – SOLVING TRIGONOMETRIC EQUATIONS
6.1
6.2
6.3
#1 – 91 odd, 101
#1 – 53 odd,57, 63, 69
#1 – 47 odd, 49
Chapter Review Exercises: pp. 366 – 367 Highly Recommended
Practice Test, page 368: Highly Recommended
Cumulative Practice Test, page 369: Highly Recommended
CHAPTER 7 – APPLICATIONS OF TRIGONOMETRY
7.1
7.2
7.3
7.4
7.5
#7, 9, 19, 21, 23, 25, 33, 37, 41, 43, 45, 47, 49, 53, 55
#1, 3, 5, 7, 9, 13, 17, 23, 27, 31, 37, 45, 47, 49, 51, 53, 57
#37, 39, 41, 45, 47, 53
#1 – 65 EOO, 67, 69, 71. 73, 77, 81, 83, 87 (EOO = Every OTHER Odd!)
#1 – 41 EOO, 43, 45, 47, 49, 53, 57, 59
Chapter Review Exercises: pp. 433 – 435 Highly Recommended
Practice Test, page 436: Highly Recommended
Cumulative Practice Test, page 437: Highly Recommended
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Trigonometry MTH 170
Text: Trigonometry 3rd edition
by Cynthia Young
CHAPTER 8 – COMPLEX NUMBERS AND POLAR COORDINATES
8.1
8.2
8.3
8.4
Page 445
Page 453
Page 465
Page 480
#1 – 77 every other odd
#1 – 73 every other odd
#1 – 73 every other odd
#1 – 39 every other odd, 45, 47, 49, 50, 63, 65, 67
Chapter Review Exercises: pp. 499 – 500 Highly Recommended
Practice Test, page 501: Highly Recommended
Cumulative Practice Test, page 502: Highly Recommended
HOW TO BE A SUCCESSFUL MATH STUDENT
In the Classroom:
 Be sure to attend all of each class meeting
 Ask questions in class when you don’t understand what is going on.
Your Math Book:
 Read your textbook slowly and carefully, including the chapters at the beginning of the book. Every step is
important.
 Try to understand each line. Even major ideas are not always repeated.
 Pay special attention to material that is highlighted or boxed in.
 Try examples first. Cover them up and uncover one line at a time to compare your work.
 Keep your lower level math books as references, and consult them if you need to review a topic.
Working outside of the Classroom:
 Ask about the reasonable amount of time to spend on exercises and studying for tests. It may be more than
you expect.
 Do all the assigned homework problems.
 Do the exercises that look easy to you first.
 Break up math study time into small enough units to keep your energy level high – usually 20 – 30 minutes at
a time.
 Math skills improve through practice.
 Details are important in mathematics, so be sure to work problems carefully and neatly.
 Try different ways of solving a problem. Many times there is more than one way to solve a problem. If you’re
stuck, be adventurous; experiment with possibilities.
 In word problems, write down knowns and unknowns. Use symbols and make sketches to organize the
information.
 The process of learning mathematics is cumulative. Plan to review previously covered material regularly.
When you need help:
 See your instructor in his/her office.
 Visit the drop-in math tutoring centers on the Meramec campus (SW 211 and CN102) and at South County
Education Center.
 Check to see if there is a Student Supplement to your textbook on reserve in the library.
 Check out video tapes in the library or in the tutoring centers. These tapes cover all Algebra topics, and there
are often tapes to accompany your textbook.
 Beware of what you say to yourself inside your head. “I can’t do this” really means, “I can’t do this yet.”
 Math is like a ladder. If steps are missing, you will have trouble getting to the top. Review previous material
to strengthen the ladder.
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Trigonometry MTH 170
Text: Trigonometry 3rd edition
by Cynthia Young
MATHEMATICS DEPARTMENT POLICIES
Disruptive Behavior:
Behavior that is disruptive to the instructor or students is contrary to quality education. Should the
instructor determine that an individual student’s verbal or nonverbal behavior is hampering another
student’s ability to understand or concentrate on the class material, the instructor will speak with
that student in an effort to rectify the problem behavior. If the behavior continues after this
discussion, the instructor will have the disruptive student leave the class. Permission to return to
class may be dependent upon assurances that the student has met with some responsible
individual about the problem: the mathematics department chairman, a counselor, the Dean of
Student Support Services, etc.
Cheating and/or Plagiarism:
An instructor who has evidence that a student may have cheated or plagiarized an assignment or
test should confer with the student. Students may then be asked to present evidence (sources, first
draft, notes, etc.) that the work is his own. If the instructor determines that cheating or plagiarism
has occurred, he may assign a failing grade to the test, the assignment, or the course, as he sees fit.
Access Office
The college’s Access office guides, counsels, and assists students with disabilities. If you receive
services through the Access office and need special arrangements (seating closer to the front of the
class, a notetaker, extended time for testing, or other approved accommodation), please make an
appointment with your instructor during the first week of classes to discuss these needs. Any
information you share will be held in strict confidence, unless you give the instructor permission to
do otherwise.
Attendance and Grading
Attendance is expected at all class meetings. Each individual instructor determines the grading
system for his/her class. Grading scales, methods of grading, make-up policy, and penalties
resulting from excessive absences will be discussed early in the semester.
Final Exams (Departmental)
In the Fall and Spring semesters, a portion of the final examinations given in MTH:020, MTH:030,
MTH:140 and MTH:160 may be designed by the Mathematics Department.
Course Repeater Policy
Students must file a petition seeking departmental approval before enrolling in the same Meramec
mathematics course for the third time. The petition process will involve writing a formal petition
and meeting with a math faculty advisor to design a course of action that will improve chances for
success.
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