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A Level · Cambridge (CIE) · 9709

Prove and simplify trigonometric identities with restrictions

Use the two basic identities to rewrite expressions, justify each algebraic step and preserve excluded angles.

Pure Mathematics 1 · Trigonometry · 1.5

Pure Mathematics 1 (Paper 1) · AS & A Level Mathematics 9709, 2026–2027. State angle units and find every solution in the supplied interval; general forms of solution are not required in section 1.5. Written practice is self-checked.

Before you begin

  • Simplify fractions and factorise a difference of squares.
  • Understand why division by zero is undefined.

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

Quick readiness check

What does sin² θ mean?

What you will learn

  • Use tan θ = sin θ/cos θ and sin² θ + cos² θ = 1.
  • Prove or simplify expressions while retaining their original denominator restrictions.

Two identities connect the three ratios

On the unit circle, the coordinates (cos θ, sin θ) satisfy x² + y² = 1. Therefore sin² θ + cos² θ = 1 for every real θ. Rearranging gives sin² θ = 1 − cos² θ or cos² θ = 1 − sin² θ. The notation sin² θ means (sin θ)², not sin(θ²) or sin(2θ).

Where cos θ ≠ 0, tan θ = sin θ/cos θ. Substitute this quotient to place expressions over a common denominator, then use the squared identity. For example tan θ cos θ = sin θ on the original tangent domain. The simplified sine is defined at more angles, but the original expression remains undefined where cosine is zero.

A proof works for every angle in the stated domain

To prove an identity, rewrite one side through valid equalities until it matches the other. Checking a few numerical angles can detect an error but cannot prove an identity for every permitted angle. State which denominators must be non-zero before cancelling. For (1 − cos² θ)/sin θ, replace the numerator by sin² θ and cancel one factor to get sin θ, retaining sin θ ≠ 0.

For sin θ/cos θ + cos θ/sin θ, use denominator sin θ cos θ to obtain (sin² θ + cos² θ)/(sin θ cos θ) = 1/(sin θ cos θ). Both sine and cosine must be non-zero. Cancellation removes a factor, not the need to respect the original domain. An identity is a statement valid throughout its domain; an equation asks which particular angles satisfy it.

Pause and explain

(1 − cos² θ)/sin θ simplifies to sin θ. Which restriction remains?

Put the idea to work

Worked example

Simplify (1 − cos² θ)/sin θ and state its restriction.

Show the worked solution
  1. The original denominator requires sin θ ≠ 0.
  2. Use 1 − cos² θ = sin² θ to rewrite the fraction as sin² θ/sin θ.
  3. Cancel one non-zero sine factor to obtain sin θ, retaining the original restriction.

Answer sin θ, for sin θ ≠ 0.

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Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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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

Simplify (1 − sin² θ)/cos θ and retain its domain restriction.

Give me a hint

Use the squared identity before cancelling a factor.

Compare my reasoning
  1. The denominator requires cos θ ≠ 0.
  2. Replace 1 − sin² θ by cos² θ.
  3. Then cos² θ/cos θ = cos θ on the original permitted domain.

cos θ, for cos θ ≠ 0.

Look for these in your work

  • Use the correct rearrangement of the squared identity.
  • Keep the original denominator restriction.
2 · Independent

Prove sin θ/cos θ + cos θ/sin θ = 1/(sin θ cos θ) where both sides are defined.

Give me a hint

Combine the left fractions using the product denominator.

Compare my reasoning
  1. Require sin θ ≠ 0 and cos θ ≠ 0.
  2. The left side becomes (sin² θ + cos² θ)/(sin θ cos θ).
  3. Apply sin² θ + cos² θ = 1 to obtain the right side throughout that domain.

Identity proved for sin θ ≠ 0 and cos θ ≠ 0.

Look for these in your work

  • Combine the fractions with their correct numerators.
  • Justify the identity on the common domain.
3 · Transfer

Prove (1 − cos θ)/sin θ = sin θ/(1 + cos θ) where both original expressions are defined. Explain why θ = 0 cannot be restored by cancellation.

Give me a hint

Multiply the left numerator and denominator by 1 + cos θ, then factor or use the squared identity.

Compare my reasoning
  1. The common domain requires sin θ ≠ 0 and 1 + cos θ ≠ 0.
  2. The left side becomes (1 − cos² θ)/(sin θ(1 + cos θ)) = sin² θ/(sin θ(1 + cos θ)).
  3. Cancel non-zero sine to obtain the right side. At θ = 0, the original left fraction is 0/0, so it remains undefined although the right side is 0.

Identity proved on the common domain; θ = 0 is excluded by the original left denominator.

Look for these in your work

  • Use a valid multiplier and the difference-of-squares identity.
  • Explain why an algebraically simplified value does not remove an original exclusion.

Common mistakes

  • sin² θ is the square of the sine output, not a doubled angle.
  • Numerical spot checks are not a general proof.
  • A cancelled denominator still supplies an original-domain restriction.
Recall without your notes

What can you explain now?

Simplify tan θ cos θ and state where the original expression is defined.

Compare with the explanation

sin θ, with cos θ ≠ 0.

Replace tangent by sine divided by cosine, cancel the non-zero cosine and retain the restriction.

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

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Make it stick

Prove one identity by transforming just one side. Mark each division or cancellation and state the angle restrictions it requires.

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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