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A Level · Cambridge (CIE) · 9709

Use squared reciprocal identities to solve trigonometric equations

Derive the secant and cosecant identities, reduce equations to one ratio and recover every permitted angle.

Section 3.3 · Trigonometry

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 sin² θ + cos² θ = 1 and solve quadratics.
  • Find all tangent solutions in a degree interval and check reciprocal denominators.

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

Quick readiness check

Which identity connects secant and tangent?

What you will learn

  • Use sec² θ = 1 + tan² θ and cosec² θ = 1 + cot² θ on their original domains.
  • Solve quadratic ratio equations, retaining valid roots and all angles in the supplied interval.

Division of the squared identity produces two new identities

Divide sin² θ + cos² θ = 1 by cos² θ where cosine is non-zero. This gives tan² θ + 1 = sec² θ. Divide instead by sin² θ where sine is non-zero to obtain 1 + cot² θ = cosec² θ. The identities inherit those denominator restrictions. For example sec² θ − tan² θ = 1 where cos θ ≠ 0; neither original term can be evaluated at a cosine zero even though the simplified constant can.

Choose an identity that puts an equation into one ratio. For 2 sec² θ − tan θ = 5, set u = tan θ and replace sec² θ by 1 + u². The equation becomes 2u² − u − 3 = (2u − 3)(u + 1) = 0, giving u = 3/2 or −1. Each root can supply two angles in a full turn. No sine-or-cosine bounded-range filter applies to a finite tangent value, but cosine-zero inputs remain excluded.

Keep the original domain when multiplying by a ratio

For tan θ + cot θ = 4, both sine and cosine must be non-zero. With u = tan θ ≠ 0, the equation is u + 1/u = 4, so u² − 4u + 1 = 0 and u = 2 ± √3. The corresponding exact angles on 0° ≤ θ < 360° are 15°, 75°, 195° and 255°. Multiplying by u is valid only after keeping u ≠ 0; any zero candidate in another equation would need rejection.

If a quadratic uses cot θ instead, keep sin θ ≠ 0. For cosec² θ − 3 cot θ − 5 = 0, putting v = cot θ gives v² − 3v − 4 = 0, so v = 4 or −1. These non-zero roots can be converted to tangent values 1/4 and −1. A zero cotangent root, if present, must instead be solved directly at cosine-zero angles, rather than invert zero or discard a valid input.

Pause and explain

The equation 2u² − u − 3 = 0 comes from u = tan θ. Which roots must be used?

Put the idea to work

Worked example

Solve 2 sec² θ − tan θ = 5 for 0° ≤ θ < 360°. Give non-exact angles to one decimal place.

Show the worked solution
  1. The original domain excludes cos θ = 0. Replace sec² θ by 1 + tan² θ and factor (2 tan θ − 3)(tan θ + 1) = 0.
  2. For tan θ = 3/2, the two angles are arctan(3/2) ≈ 56.3° and 236.3°.
  3. For tan θ = −1, the angles are 135° and 315°. All four have non-zero cosine and belong to the half-open interval.

Answer θ ≈ 56.3°, 135°, 236.3° or 315°; exact 135° and 315° retained.

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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

Derive sec² θ − tan² θ = 1 and verify it at θ = 60°, stating the restriction.

Give me a hint

Divide the squared sine-cosine identity by cos² θ before rearranging.

Compare my reasoning
  1. For cos θ ≠ 0, division gives tan² θ + 1 = sec² θ.
  2. Rearrange to sec² θ − tan² θ = 1 on that domain.
  3. At 60°, sec = 2 and tan = √3, so the difference of squares is 4 − 3 = 1.

sec² θ − tan² θ = 1 for cos θ ≠ 0; at 60° it gives 4 − 3 = 1.

Look for these in your work

  • Use a general identity argument, not only a numerical check.
  • Retain the denominator restriction after simplifying.
2 · Independent

Solve cosec² θ − 3 cot θ − 5 = 0 for 0° ≤ θ < 360°, giving non-exact angles to one decimal place.

Give me a hint

Use cosec² θ = 1 + cot² θ and solve for the cotangent value first.

Compare my reasoning
  1. With sin θ ≠ 0, the quadratic is cot² θ − 3 cot θ − 4 = (cot θ − 4)(cot θ + 1) = 0.
  2. Cotangent 4 gives tangent 1/4 and angles approximately 14.0° and 194.0°; cotangent −1 gives tangent −1 and exact angles 135° and 315°.
  3. All four original sine denominators are non-zero and all inputs belong to the supplied interval.

θ ≈ 14.0°, 135°, 194.0° or 315°.

Look for these in your work

  • Choose the cosecant-cotangent identity to use a single variable.
  • Recover every angle and check the original sine domain.
3 · Transfer

Solve tan θ + cot θ = 4 for 0° ≤ θ < 360°, and state the restrictions needed before multiplying by tan θ.

Give me a hint

Both original ratios must be defined; use a non-zero tangent variable to form a quadratic.

Compare my reasoning
  1. Require sin θ ≠ 0 and cos θ ≠ 0, so u = tan θ is defined and non-zero.
  2. The equation u + 1/u = 4 becomes u² − 4u + 1 = 0, giving u = 2 − √3 or 2 + √3.
  3. These are tan 15° and tan 75°; include their π-shifted degree values 195° and 255°. Each angle satisfies both original denominators and the equation.

θ = 15°, 75°, 195° or 255°; require sin θ ≠ 0 and cos θ ≠ 0.

Look for these in your work

  • Keep the non-zero ratio condition when clearing its denominator.
  • Retain both quadratic roots and all associated interval angles.

Common mistakes

  • Derive each identity on its non-zero denominator domain.
  • A quadratic ratio can have two roots, each giving several interval angles.
  • Cotangent zero is valid where sine is non-zero; do not replace it by an invalid reciprocal of zero.
Recall without your notes

What can you explain now?

Simplify sec² θ − tan² θ and state its original-domain restriction.

Compare with the explanation

1, with cos θ ≠ 0.

Subtract tan² θ from the secant identity, retaining the domain of both original terms.

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

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Make it stick

Derive the two squared reciprocal identities. Explain how the original denominator and a substituted ratio's domain control which quadratic candidates can be kept.

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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