My audience is mostly folks interested in math education in one way or another, so it’s no use starting this post off with “All you may know about trigonometry ratios is likely captured in the gibberish mnemonic SOHCAHTOA.” Your understanding of trigonometry ratios is no doubt more sophisticated than that.

But have you thought about trig ratios as percents? This will be enough for most of you:

sin θ = \(\mathtt{\frac{opposite}{hypotenuse} = \frac{?}{100}}\) = percent of hypotenuse length

It makes sense when you dredge up the 6th-grade math you remember and start making connections between it and the trigonometric ratios sine, cosine, and tangent (for example). After all, opposite : hypotenuse is the sine ratio, but it’s also **just a ratio**. If we think of it as a percent, we could say that **if the sine of a reference angle is equal to 0.75, that means that the side opposite the angle in a right triangle is 75% the length of the hypotenuse.** If the cosine were 0.75, that would mean that the side adjacent to the reference angle is 75% the length of the hypotenuse, since cosine is the ratio adjacent : hypotenuse. And a tangent of 0.75 means that the opposite side is 75% the length of the adjacent side, because tangent is simply the ratio opposite : adjacent.

The percent connection (or fraction; doesn’t have to be percent) strikes me as being immediately more useful for seeing **meaning** in values for trigonometric ratios. They usually go by students as just values which can’t be put into a sentence—a long list of changing decimals in a lookup table. Yet, the percent connection is **right there**, waiting for us to combine our middle school math knowledge with new material. We could model what this process of meaning-making actually looks like, rather than just ask them to go make meaning and hope for the best.

Of course, it also helps to be able to visualize what a sine of 0.75 looks like. Try, say, \(\mathtt{49^\circ}\) below on the unit circle and press Enter. That gives me something that looks pretty close to a sine of 0.75 (an opposite side that is \(\mathtt{\frac{3}{4}}\) the length of the hypotenuse, right?).

1-tan-sec

cot-1-csc

But the interactive tool, while helpful maybe, isn’t necessary, I don’t think. One can think about drawing a right triangle, say, with an adjacent side length about 80% of the hypotenuse length (a cosine of about 0.8). It will have to be longer than it is tall, relative to the reference angle, to make that work. The percent connection thus links a trigonometry ratio value to a simple and accessible visual.

An Example Problem: Testing Out the Percent Connection

The basic mathematical (as opposed to contextual) trigonometry practice problem looks like this: Determine the length of \(\mathtt{x}\).

I can’t say the percent connection makes this a faster or more efficient process. What I would say is that knowing that the sine of 41° **means** the percent of the hypotenuse length represented by the opposite side length makes me feel like I know what I’m doing, other than moving numbers and symbols around. (Thinking about percents also gives us a way to estimate what my \(\mathtt{x}\) will be, if I know that the figure is drawn to scale.)

The sine of 41° is approximately 0.65605902899. With the percent connection, I know that this **means** that the opposite length is about 65.61% the length of the hypotenuse. It’s hard to overstate, I think, how useful it is to be able to wrap all of this number-and-variable work into one sentence like this: 96 is about 65.61% of x. I can climb the last few steps from there, by either dividing or setting up an equation—however the work happens, I at least have some background meaning to the numbers I’m playing with.

We can continue from there, of course (as we can without the percent connection, but so rarely do because the tedium of setting up and solving for the variable has overloaded us). The tangent of 41°, approximately 0.86928673781, tells us that the opposite side is about 86.93% the length of the adjacent side.

This guy gets it, and he seems to be the only one. It shouldn’t come as any surprise that he’s ~~an experienced mathematics teacher~~ a computer scientist who’s never taught. But, you know, it really should surprise us. Someday.

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