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A Level · Cambridge (CIE) · 9709

Interpret reciprocal trigonometric functions and their domains

Use secant, cosecant and cotangent as reciprocal ratios, keeping their definitions separate from principal inverse angles.

Pure Mathematics 2 & 3 · Trigonometry · 2.3 / 3.3
Exam scope and assessment notes

Pure Mathematics 2 (Paper 2, AS only) and Pure Mathematics 3 (Paper 3, A Level) · Mathematics 9709, 2026–2027. Paper 1 knowledge is assumed. The AS route using Papers 1 + 2 cannot be carried forward to A Level. Shared sections 2.3 and 3.3 cover all six trigonometric functions, reciprocal squared identities, compound and double angles, and amplitude-phase forms used in simplification, exact evaluation and equations. State angle units, keep original domains and find every solution in the supplied interval. Written practice is self-checked.

Before you begin

  • Use exact sine, cosine and tangent values and quadrant signs.
  • Distinguish an inverse function from a reciprocal and avoid division by zero.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What does cosec 30° equal?

What you will learn

  • Evaluate sec, cosec and cot for exact, negative and multi-turn angles.
  • Identify the original denominator restrictions and distinguish reciprocal values from inverse angles.

Three reciprocal functions extend the familiar ratios

Secant is sec θ = 1/cos θ where cos θ ≠ 0. Cosecant is cosec θ = 1/sin θ where sin θ ≠ 0; the notation csc means the same function. Cotangent is cot θ = cos θ/sin θ where sin θ ≠ 0. It also equals 1/tan θ when tangent is defined and non-zero, but that reciprocal expression has a narrower domain than the cosine-over-sine definition. At 90°, cot θ = 0/1 = 0 even though tangent is undefined.

These are reciprocal numerical ratios, not principal inverse angles. At θ = 30°, cosec θ = 2, while sin⁻¹(1/2) = 30°. Sine's inverse accepts a ratio and returns a selected angle; cosecant accepts an angle and returns a reciprocal ratio. Use special-angle values first, then invert a non-zero value exactly rather than round it prematurely.

Quadrants and whole turns still determine the sign

A reciprocal keeps the sign of its non-zero denominator. Thus sec 150° = −2/√3 = −2√3/3 and cosec(−π/6) = −2. Cotangent takes the sign of cosine divided by sine. At 5π/4 both are negative, so cot(5π/4) = 1. Secant and cosecant repeat after 2π radians or 360°, while cotangent repeats after π radians or 180°; reducing a multi-turn input must respect the chosen function's period. For example sec(7π/3) = sec(π/3) = 2, while cot(9π/4) = cot(π/4) = 1 after subtracting two cotangent periods.

If sin θ = 3/5 and θ lies in quadrant II, then cos θ = −4/5 from the squared identity and quadrant sign. The six ratios are sin = 3/5, cos = −4/5, tan = −3/4, sec = −5/4, cosec = 5/3 and cot = −4/3. The interval or quadrant matters when recovering the missing coordinate: the squared identity alone does not choose its sign.

Pause and explain

Which statement about cot 90° is correct?

Put the idea to work

Worked example

Find sec(5π/3), cosec(7π/6) and cot(3π/2) exactly. Is sec(π/2) defined?

Show the worked solution
  1. cos(5π/3) = 1/2, so its reciprocal sec(5π/3) is 2.
  2. sin(7π/6) = −1/2, so cosec(7π/6) = −2; at 3π/2 cosine is zero and sine is −1, so cot is 0.
  3. At π/2 cosine is zero, making sec(π/2) undefined; do not confuse this with the valid zero of cotangent.

Answer sec(5π/3) = 2; cosec(7π/6) = −2; cot(3π/2) = 0; sec(π/2) is undefined.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Find sec 120°, cosec 120° and cot 120° exactly.

Give me a hint

Start with the quadrant-II sine and cosine values, then use the defining ratios.

Compare my reasoning
  1. At 120°, sin = √3/2 and cos = −1/2.
  2. Their reciprocals give sec = −2 and cosec = 2/√3 = 2√3/3.
  3. The cosine-over-sine quotient gives cot = −1/√3 = −√3/3.

sec 120° = −2; cosec 120° = 2√3/3; cot 120° = −√3/3.

Look for these in your work

  • Retain the quadrant signs in the original ratios.
  • Evaluate and, where helpful, rationalise each reciprocal exactly.
2 · Independent

Evaluate sec(−π/3), cosec(5π/6) and cot(7π/4) exactly.

Give me a hint

Use the cosine evenness, quadrant-II sine and quadrant-IV quotient separately.

Compare my reasoning
  1. cos(−π/3) = 1/2, so sec(−π/3) = 2.
  2. sin(5π/6) = 1/2, so cosec(5π/6) = 2.
  3. At 7π/4 cosine is √2/2 and sine is −√2/2, giving cot = −1.

2, 2 and −1 respectively.

Look for these in your work

  • Identify signs before taking reciprocals.
  • Use cotangent's defining quotient for the supplied angle.
3 · Transfer

A supplied angle θ is in quadrant II and has sin θ = 3/5. Find the other five trigonometric ratios exactly.

Give me a hint

Use the squared identity to find cosine's magnitude, then let the quadrant choose its sign.

Compare my reasoning
  1. cos² θ = 1 − 9/25 = 16/25; quadrant II gives cos θ = −4/5.
  2. Then tan θ = (3/5)/(−4/5) = −3/4 and sec θ = −5/4.
  3. The remaining reciprocals are cosec θ = 5/3 and cot θ = −4/3; all original denominators are non-zero.

cos θ = −4/5; tan θ = −3/4; sec θ = −5/4; cosec θ = 5/3; cot θ = −4/3.

Look for these in your work

  • Use the quadrant to resolve the square-root sign.
  • Check that each defining denominator is non-zero.

Common mistakes

  • A reciprocal ratio is different from a principal inverse angle.
  • Use cot θ = cos θ/sin θ to retain its full domain; 1/tan θ cannot be used at every valid cotangent input.
  • Keep the quadrant sign when taking a reciprocal or recovering a missing ratio.
Recall without your notes

What can you explain now?

Evaluate cot 90° and explain why 1/tan 90° is not a valid calculation.

Compare with the explanation

cot 90° = 0, from cos 90°/sin 90° = 0/1.

Tangent is undefined at 90°; its reciprocal expression cannot be evaluated there even though cotangent's defining quotient can.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Define secant, cosecant and cotangent with their denominator restrictions. Give an angle where cotangent is valid but its 1/tan expression cannot be evaluated.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics

Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

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