1

MODULE 8
Lesson 1

Trigonometric Functions of an Acute Angle

Hello learners! I congratulate you for having successfully mastered your previous
lessons in Mathematics 10 (Geometry). Now that you are at this level, you will be dealing with
the basics of Trigonometry. Trigonometry uses the techniques that you have previously learned
from the study of algebra and geometry. The trigonometric functions studied are defined
geometrically rather than in terms of algebraic equations. Facility with these functions as well as
the ability to prove basic identities regarding them is especially important for students intending
to study calculus, more advanced mathematics, physics and other sciences, and engineering in
college.

Consider the following questions that I consider essential in dealing with this lesson.
What is so special about triangles? Why did mathematicians created a branch of mathematics
devoted to the study of it? Why not quadrinometry? How is trigonometry used in our lives? Why
do we need to communicate precisely about shape and space?

You should be able to arrive at the following enduring understandings. Mathematicians

have used trigonometry for centuries to accurately determine distances without having to
physically measure them. Trigonometry was initially used in the development of astronomy,
navigation and surveying. However, trigonometry has evolved to present applications involving
sound waves, light rays, vibrating strings, pendulums, and orbits of atomic particles.
Trigonometry deals primarily with six ratios called trigonometric functions, which are used
extensively in physics and engineering since triangle is the most rigid structure. This gives the
triangle strength when force is applied to one side or angle. Because of its strength, triangles
are used in construction everywhere. However, before discussing the trigonometric functions
answer the following questions first to evaluate how much you already know about the topics to
be discussed.

2
 What do you know so far?

Directions: Copy the following questions and answer correctly on your notebook.

I. Find the six trigonometric functions of  A in the right triangle ABC, where  C is
a right angle.

1. a = 5, b = 12, c = 13

2. a = 8, c = 17,

3. a = 6, b=8

4. 5.

II. Find the other trigonometric functions of  .

4fffff
sin   Well how was it? Do you think you fared well? Compare your
1. 5
answer with those on the answer key. Check your own work
12
fffffffff then count the number of correct items. If you got 8-10, very
cos  
2. 13 good! This shows that you already know much about the
24
ffffffffff topic. You may still study the module to review what you
tan  
7 already know. You might learn a few more new things. If you
3.
got below 8, don’t feel bad. This means that this module is for
17
fffffffff
csc   you. It will help you understand some important concepts that
4. 15
you can apply in your daily life. You may go to the next page
61
fffffffff to begin the lesson. Good luck!
sec  
5. 60

3
Be hooked!

In Geometry we learned that similar triangles have equal corresponding angles and
proportional sides. Before we discussed about trigonometric ratios, let us proceed to our
activity to have an understanding of similar right triangles.

Discovering Trigonometry

Work in pairs and do the activity as directed.

In the diagram,  A is formed by sides AB and AC.

Vertical lines are drawn to connect points P, Q, R and S to points K, L, M and N respectively such that
these lines are perpendicular to side AC.

Guide Questions:

1. Identify the four right-angled triangles in the diagram.

2. What can you say about the measure of corresponding angles in these triangles?

3. What can you say about the following ratios?

fffffffffff QL
PK RM SN
, fffffffffff, ffffffffffffand fffffffffff
a) AP AQ AR AS

AK
ffffffffffff AL AM AN
, fffffffffff, fffffffffffffand ffffffffffff
b) AP AQ AR AS

ffffffffffff QL
PK RM SN
, ffffffffff, fffffffffffffand ffffffffffff
c) AK AL AM AN

4
 4. Notice that each right-angled triangle in the diagram has three sides: one side is green, one
side is blue and one side is red. Using the terms “green side”, “blue side” and “red side” to
represent the three sides, express the four ratios in each of 3(a), 3(b) and 3(c) by a ratio.
Take a look at my answers to the activity on the next page and compare your answers. I am sure
your answers may differ from mine but I know you’ve come up with similar answers.

How did you fare? Did you get all answers correct? Take note that mathematical
relationships often exist between set of numbers. Formulas and equations are frequently
used to define such relationships. Are you ready? You may now go on reading the module to
begin your lesson.

The activity that you have done is an exploration that shows the relationships between
sides of a triangle. Triangular relationships can be used to solve a variety of practical problems
that will improve critical thinking skills and promote problem solving abilities. Trigonometry helps
in measuring distances indirectly. Historically, trigonometry was developed for astronomy,
geography and navigation. Over time, it has also become a very important tool in physics,
engineering and chemistry.

The word trigonometry comes from two Greek word: Trigonon, meaning triangle, and
metron, meaning measure. Trigonometry can be classified into two main branches, namely
plane trigonometry, which deals with figures in a single plane, and spherical trigonometry, which
deals with triangles that are surface sections of a sphere. In this level, we will be dealing mainly
with plane trigonometry.

Naming the sides of a right triangle.

From the activity above, we observed that the ratio of any two sides of a right triangle
is the same as the ratio of the corresponding sides in a similar triangle. To make use of this
property in trigonometric ratios, we need to identify and name the three sides of a right triangle
with reference to a particular angle.

Consider the right triangle ABC as shown below with a right angle at C and  A is marked as
our reference angle.

5
 Capital letters are usually used to represent the angles of triangles while lowercase
letters refer to the sides opposite their respective angles. Recall what we learned about
Pythagorean Theorem in Geometry, we refer to the longest side as its hypotenuse.

The naming of the two remaining sides depends on their positions relative to  A . The
longest side c is the hypotenuse. The side b next to  A is called the adjacent side, and the
side opposite to  A is called the opposite side.

Let us look at  ABC again but with  B marked this time. The side c remains the
hypotenuse. However, side a is now the adjacent side and side b is the opposite side.

Remember that the naming of

the adjacent side and
opposite side depends on the
angle concerned.

Let’s try it now!

Problem 1:

Given a right triangle shown below, identify which side represents the opposite side, adjacent
side and hypotenuse. Write your answer below.
_______________________________________
_______________________________________

_______________________________________

Compare
s

6
Are your answers the same as these?
fffffffffff
opposite side: AC or side b
ffffffffff
adjacent side: BC or side a
fffffffff
hypotenuse: BA or side c

I am pleased to know that your answer is correct. Go on reading the module.

Basic Trigonometric Functions

Trigonometry specifically deals with the measurement of the sides of triangles using
special ratios. Right triangle trigonometry, as the name implies, deals with the measurement of
the sides of right triangles using the ratios of sine, cosine, and tangent. These three
mathematical entities are nothing more than simple ratios as expressed by the sides of a right
triangle.

The sine of an angle is the ratio of the length of the opposite side to the length of the
hypotenuse. In our case
Note that this ratio does not depend on size of
the particular right triangle chosen, as long as it
opposite side offff contains the angle, since all such triangles are .
ffffffffffffffffffffffffffffffffffffffffff S
sin   
hypotenuse h O
H
The cosine of an angle is the ratio of the length of the adjacent side to the length of the
hypotenuse. In our case

adjacent
fffffffffffffffffffffffffffffside
fffffffffffff affff
cos    C
hypotenuse h A
H
The tangent of an angle is the ratio of the length of the opposite side to the length of the
adjacent side. In our case
The acronym "" is a useful for these
ratios.

7
 opposite
fffffffffffffffffffffffffffffside
fffffffffffff offff
tan    T
adjacent side a O
A

Basic Trigonometric Functions

opposite side
ffffffffffffffffffffffffffffffffffffffffff adjacent side
fffffffffffffffffffffffffffffffffff
fffffff opposite side
ffffffffffffffffffffffffffffffffff
ffffffff
sin   cos  tan 
hypotenuse hypotenuse adjacent side

Suppose you have a right triangle ABC, from this figure it shows that the side with length
of 3 units is the opposite side, 4 is the adjacent side and 5 is our hypotenuse. So from the
definition, we have:

Is everything getting clearer now? If yes, that’s great! Otherwise, don’t feel worry, I have
some activities for you to work out.

Activity 1: Complete the table below.

a
1
Opposite Side Adjacent Side Hypotenuse Sine Cosine Tangent
opp
ffffffffffffff adj
fffffffffffff opp
ffffffffffffff
hyp hyp adj

a
2

a
3

8
 How did you fare? If your answers are all correct, congratulations! Otherwise, don’t feel
sad, you may still move on.

Reciprocal Functions
The remaining three functions are best defined using the basic functions.
The cosecant is the reciprocal of sin θ, i.e. the ratio of the length of the hypotenuse to the
length of the opposite side:
hypotenusefffffff
fffffffffffffffffffffffffffffffffff
csc  
opposite side
The secant is the reciprocal of cos θ, i.e. the ratio of the length of the hypotenuse to the
length of the adjacent side:
hypotenusefffffff
fffffffffffffffffffffffffffffffffff
sec  
adjacent side
The cotangent is the reciprocal of tan θ, i.e. the ratio of the length of the adjacent side
to the length of the opposite side:
adjacent side
ffffffffffffffffffffffffffffffffffffffffff
cot  
opposite side

Reciprocal Trigonometric Functions

hypotenuse
fffffffffffffffffff
fffffffffffffffffffffff hypotenuse
fffffffffffffffffff
fffffffffffffffffffffff adjacent side
ffffffffffffffffffffffffffffffffffffffffff
csc   sec   cot  
opposite side adjacent side opposite side

What did you observe from the ratios? Did you notice the common relationship that exists
between sine and cosecant, cosine and secant, tangent and cotangent?
Yes you’re right! Notice that the three pairs of reciprocal relationships exist between the 9
six trigonometric functions. Note that no denominator may equal zero.
 The six trigonometric functions are summarized in the table on the next page.

Trigonometric Function Abbreviation Ratio

opposite side
ffffffffffffffffffffffffffffffffffffffffff
Sine sin sin  
hypotenuse

adjacent side
ffffffffffffffffffffffffffffffffffffffffff
Cosine cos cos  
hypotenuse

opposite side
ffffffffffffffffffffffffffffffffffffffffff
Tangent tan tan  
adjacent side

hypotenusefffffff
fffffffffffffffffffffffffffffffffff
Cosecant csc csc  
opposite side

hypotenusefffffff
fffffffffffffffffffffffffffffffffff
Secant sec sec  
adjacent side

adjacent side
ffffffffffffffffffffffffffffffffffffffffff
Cotangent cot cot  
opposite side

Is the discussion clear to you? Lets apply what you have learned.

Problem 2:

Suppose you are given a right triangle as shown below, can you find the six
trigonometric functions of θ?

Write your answer below.

__________________________________________
____________________________________________
____________________________________________

Compare
s 10
 Do you have the same answer as mine? Try to match up!

The hypotenuse is the side with a length of 5 units since that is the longest side.

The opposite leg is the side with a length of 3 units, since that side is the opposite of the
reference angle.

The adjacent leg is the remaining side with a length of 4 units.

SOHCAHTOA is the
mnemonics used in
remembering the equations
for basic functions, so we
have:
For the reciprocal functions,
recall the three pairs of
reciprocal relationships exist
offff 3fff hffff 5fff between the six
sin    csc   
h 5 o 3 trigonometric functions so
you will have the same
affff 4ffff hffff 5ffff answer with mine.
cos    sec   
h 5 a 4

offff 3ffff affff 4ffff

tan    cot   
a 4 o 3

Problem 3:

Let’s try another!

Find the six trigonometric functions of  A in the right Δ ABC if the measure of a = 5
and c =13. Leave your answer in fraction form.
11
Write your answer below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare

Is your answer the same as these?

First, you draw the right Δ ABC and then label the parts.
How will you solve for side b?
Take note that side b is unknown.
Recall the Pythagorean relation,
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ww
w
w
ww
ww
ww
w
w
ww
w
ww
w
w
ww
w
w a 2 + b 2 = c2
b  q c @a
2 2
So, substitute the value of a = 5 and c = 13
w
w
w
ww
w
ww
w
w
ww
w
ww
w
w
ww
w
ww
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w
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w
w
ww
w
q 2 2
in the formula, therefore, b  13 @5 , b=12.

Since  A is being considered, then

opposite side = 5
adjacent side = 12
hypotenuse = 13

Using the definitions of the six trigonometric functions we have,

12
 affff 5
fffffff cffff 13
fffffff
sin A   csc A   Were you able to follow? If
c 13 a 5
yes, let’s solve another
bffff 12
fffffff cffff 13
fffffff problem. If not, ask for
cos A   sec A   assistance of your learning
c 13 b 12
facilitator.
affff 5
fffffff bffff 12
fffffff
tan A   tan A  
b 12 a 5

Problem 4:

2fff
sin B 
What if you will be given 3 , can you find the other five trigonometric functions?
Try solving this on your own following the steps you have just learned.
Write your answer below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare
Compare your answers with mine.
opposite sideffff 2fff
ffffffffffffffffffffffffffffffffffffff
sin B  
Since hypotenuse 3 ,

use Pythagorean theorem to solve

for the adjacent side.

By Pythagorean theorem,
2 2 2 2
a  c @b a 5
w
w
w
ww
w Work with a right triangle labelled as
a 2  3 2 @2 2 a p 5 shown in the figure, then apply the
formula
a 2  9 @4

Therefore, the other five trigonometric functions are:

www
www
affff p5
fffffffffff
cos B  
c 3
Did you understand the examples? If 13
you did not, don’t hesitate to
approach your facilitator. If the
examples had been clearly
understood, you may now review
what you have learned then proceed
 w
ww
w
ww
bffff p5
2 2ffffffffffffffff
fffffffffff
tan B   www
www 
a p5 5
3fff
csc B 
2
www
www
cffff 3 p5
3ffffffffffffffff
fffffffffff
cos B   wwww
ww 
a p5 5
wwww
ww
p5
fffffffffff
cot B 
2

Activity 2

Directions: Draw the right triangle ABC whose sides have the following values and find the six
trigonometric functions of  A.

1. a = 9; b = 40
2. a = 7 c = 25
3. b = 2; c=3
4. a = 1 c=2
w
w
w
ww
w
5. a p 2 c 2

I. Find the six trigonometric functions of  .

1. 4.

2. 5.

14
 3.
Compare your answers with those
in the answer key. Good luck!

Do you understand now? Should you fail to realize these concepts or commit some
mistakes, you might as well revisit the parts of the lesson that confused you or better else,
consult your learning facilitator to be enlightened. If not, you may continue reading the module.

In extending the definitions of trigonometric functions of any arbitrary angle, we make

use of the rectangular coordinate system. Let us recall some of the important terms about this
system by studying the figure on the next page.

Do you still remember this figure? Yes you’re right, the figure above is an example of a
rectangular coordinate system or most commonly known as the Cartesian plane.
The directed distance of any point such as P in the figure, from the y-axis is called its
abscissa (x), the directed distance from the x-axis is called ordinate (y), and the distance from
the origin is the radius (r).
The coordinate of P are presented by the abscissa and the ordinate of which is written in
the form (x, y) where x is positive in the first and fourth quadrant and negative in the second and
third quadrant; y is positive in the first and second quadrants and negative in the third and fourth
quadrants. The radius (r) is always positive.

15
  When x > 0 and y > 0, the point lies in
quadrant I.
 When x < 0 and y > 0, the point lies in
quadrant II.
 When x < 0 and y < 0, the point lies in
quadrant III , and
 When x > 0 and y < 0, the point lies in
quadrant IV.

Let θ be any angle in standard position. We say that θ is in standard position if its vertex
is the origin and its initial side is the positive x-axis. If we let P be any point not at the origin but
fffffffffff
on the terminal side of θ and PA is perpendicular to the x-axis, then the functions are defined
as follows:
ordinate
fffffffffffffffffffffffffffffff yfffff fffradius
ffffffffffffffffffffffffffff rfffff
sin   csc   
radius r ordinate y
abscissa
fffffffffffffffffffffffffffffffffff xfffff fffffradius
ffffffffffffffffffffffffffffff rfffff
cos    sec   
radius r abscissa x

fordinate
ffffffffffffffffffffffffffffffffff yfffff abscissa
fffffffffffffffffffffffffffffffffff xfffff
tan   cot   
abscissa x ordinate y

The ratios above are called functions of θ since they depend only on the value of θ and
not on the position of P on the terminal side of the angle. However, the signs of the functions of
an angle θ depend upon the signs of the abscissa and ordinate. The sign of the function in any
quadrant can easily be remembered by the table below.

16
 In the first quadrant all functions are positive because both coordinates are positive, in
the second quadrant, first coordinates are negative and second coordinates are positive; thus
only the sine and the cosecant values are positive. Similarly, we can determine the signs of the
function values in the third and fourth quadrants. Because of the reciprocal relationships, we
need to learn only the signs for the sine, cosine and tangent functions.

Problem 5:

12
fffffffff
tan  @
Find the remaining functions of θ if 5 , θ is located in Q- II.

Solution

yfffff
tan  
Since by definition, x and θ is located in the second quadrant, then:

x=-5
y = 12
The figure at the right shows this angle.
Using the Pythagorean theorem,
r 2 x2  y2
` a2 ` a2
r 2  @5  12

r 2  25  144
r 2  169
w
w
w
ww
w
ww
w w w
w
ww
w
ww
w
w
ww
w
ww
q r 2  p 169

r  13

Then by the definitions of the trigonometric functions, the values of the other functions are the
following:

yfffff 12
fffffffff
sin   
r 13
When we know one of the function values of an angle, we can find the
xfffff f5
ffffffff
cos   @ other five if we know the quadrant in which the terminal side lies. The
r 13 procedure is to sketch a reference triangle in the appropriate
quadrant, use the Pythagorean Theorem as needed to find the length
of its sides, and then find the ratios of the sides.
17
 rfffff 13
fffffffff
csc   
y 12
rfffff 13
fffffffff
sec   @
x 5
xfffff
f5
ffffffff
cot   @
y 12

We’re you able to follow? If yes, follow the procedure you have just learned in our
previous example to answer the next problem. If you’re having difficulties, then don’t hesitate to
approach your facilitator.

Problem 6:

3fffff
sin  
Find the remaining functions of θ if 5 , θ is not in Q-I.

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Compare

Find out if your answer is correct by comparing it with my answers. It may not necessarily the
same but the concept should be like this.

We already know that each function is positive in two quadrants

and negative in the other two and referring to the table above sine
is positive in Q-I and Q-II, since θ is not in Q-I ,definitely θ is located
in Q-II.The figure at the right shows this angle.

yfffff 3fffff
sin  
By using the definition of the trigonometric function we have r 5 , hence y = 3 and r = 5.

We use the Pythagorean theorem to solve for x,

x 2 r 2 @y 2
2 2
x 2  5 @3
x 2  25 @9
x 2  16

18
 w
w
w
ww
w
ww
w
w
w w w
w
ww
w
w
ww
w
q x 2  p 16

x 4

Given that θ is in quadrant II, then we get the negative value of x = -4.
Therefore, the other functions are:

xfffff 4fffff rfffff 5fffff

cos   @ sec   @
r 5 x 4
yfffff 3fffff xfffff 4fffff
tan   @ cot   @
x 4 y 3
rfffff 5fffff
csc   
y 3

Good job! Try solving another problem to develop your skill.

Problem 7:

24
fffffffff
cot  
Find the remaining functions of θ if 7 , and sin θ is negative, find all the other functions

of θ.
Write your answers below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Compare

The cotangent function is positive in the first and third quadrants,

and the sine function is negative in the third and fourth quadrants.
Therefore, θ is in the third quadrant.
The figure at the right shows this angle.

Using the Pythagorean theorem we have,

r 2 x2  y2
2 2
r 2  24  7
r 2  576  49
r 2  625
19
 w
w
w
ww
w
ww
w w w
w
ww
w
w
ww
w
ww
w
w
w
q r 2  p 625

r  25

Therefore, the other functions are:

yfffff f7
ffffffff rfffff 25
fffffffff
sin   @ csc   @
r 25 y 7
xfffff 24
fffffffff rfffff 25
fffffffff
cos   @ sec   @
r 25 x 24
yfffff f7
ffffffff
tan   
x 24

You have now reached the end of the lesson. Congratulations! Did you enjoy studying
this lesson? Did you learn a lot from it?

What have you learned so far?

After an in-depth understanding, let us summarize what you have learned so far.
 Trigonometry is used in navigation particularly satellite systems and astronomy, naval
and aviation industries, oceanography, land surveying, and in cartography that is
relevant to the society.

 Triangular relationships can be used to solve a variety of practical problems that will
improve critical thinking skills and promote problem solving abilities.

 The acronym
Trigonometri
Abbreviation Value "SOHCAHTOA" is a useful
c Ratio
mnemonic for trigonometric
opposite side
ffffffffffffffffffffffffffffffffffffffffff
Sine sin sin   ratios.
hypotenuse

adjacent side
ffffffffffffffffffffffffffffffffffffffffff
 Cosine cos cos   There are three pairs of
hypotenuse
reciprocal relationships exist
opposite side
ffffffffffffffffffffffffffffffffffffffffff between the six trigonometric
Tangent tan tan  
adjacent side functions.
hypotenusefffffff
fffffffffffffffffffffffffffffffffff
Cosecant csc csc  
opposite side

hypotenusefffffff
fffffffffffffffffffffffffffffffffff
Secant sec sec   20
adjacent side

adjacent side
ffffffffffffffffffffffffffffffffffffffffff
Cotangent cot cot  
opposite side
 Do you understand? Now, it’s
your turn to answer the post-test
on the next page.

Post-test
Direction: Find the six trigonometric function values of the specified angles.

1. 2. 3.

3


4. 5.

21
II. Given a function value of an acute angle, find the other five trigonometric function
values.

f9
fffffff
sin 
1. 41 , θ is in Q-II

26
fffffffff
csc  @
2. 24 , θ is not in Q-IV Let’s see what you have
learned. Find out how
well you have mastered
the lesson by looking at
3. tan  2 , θ is not in Q-III the interpretation below.

25
fffffffff
sec   @
4. 7 , cot θ > 0
wwwwww
p 3
ffffffffffffff
cos  
5. 2 , tan θ < 0

10 Perfect! You are great! Congratulations! Try to answer Enrichment

Activity.

Congratulations! You are good! It would be better if you will find out
particularly what made your answer/s wrong. Try to answer the
7-9 Enrichment Activity.

You did fare but I suggest you revisit the discussion part especially the
ones where your answers are wrong. Be able to correct your mistakes.
4-6 If you’re done answer the Supplementary Activity.

22
 3 below Do not worry. Try to go back to the discussion part and exert double
effort to understand the lesson. If you are ready, answer the
Supplementary Activity. Wait for further evaluation from your facilitator.

Supplementary Activity

Directions: Find the six trigonometric functions of θ.

1. 2.

How did you fare? Did you get all items correctly? Find out
3. what is next for you and do what you asked
4. to do.

23
 5.

Enrichment Activity

Directions: Do what you are asked to do in your notebook.

Sketch a right triangle corresponding to the trigonometric function value of the acute angle θ.
Use Pythagorean theorem to determine the third side and then find the other five trigonometric
function values of θ.

5
fffffff 85
fffffff
sin   csc   @
1. 13 ,θ not in Q - I 4. 84 , cos θ < 0

1fff 24
fffffff
cos   @ cot   @
2. 5 , θ not in Q-II 5. 7 , θ not in Q- IV

2fff
tan  
3. 5 , sec θ < 0

Module 8
Lesson 2

Solving Right Triangle

24
 Hello learners, I know that you have completely gain knowledge of the previous lesson
on the fundamental functions of trigonometry. This time you will learn how to apply that
knowledge in finding the unknown sides and angles in a right triangle and to decide which
trigonometric ratio to use. This will require identifying the opposite side, adjacent and
hypotenuse with regard to a relevant angle. Now, you will also learn how to solve real-life
problems involving right triangles.

Try to reflect on the following questions: How are right triangles used to measure
indirectly? Is trigonometry really relevant in your day-to-day activities? Who commonly uses
trigonometry in the real world, and what is it used for? What situations in life would require the
use of trigonometry? There are many questions that can be answered by setting up a model
involving a right triangle. For example, how do we measure the distance to a star, the distance
across a canyon, the angle of elevation of the sun, the distance of a ship from a lighthouse, the
height of a mountain, the distance of an airplane from radar towers using bearing, or the
distance across a lake?

Right triangle lends itself to an abundance of applications from many diverse areas. Now
it's true that triangles are one of the simplest geometrical figures, yet they have varied
applications. The primary application of trigonometry is found in scientific studies where precise
distances need to be measured. Problems from such field as construction, architecture, sports,
and engineering apply trigonometric functions and the Pythagorean Theorem. Applications of
the solutions of right triangle will enable you to solve problems in daily life that will make you a
good decision maker.

With all these, I know that you are very excited to take this lesson, but wait! Before you
start studying this lesson, take the following test first to find out how much you already know the
topics to be discussed.

What do you know so far?

Directions: Copy the following questions and answer correctly in your notebook.

I. Sketch the figure and solve each right triangle with right angle at < C.

1. If B = 40° and b = 20 4. If a = 15 and b = 17

25
 2. If A = 32° and c = 85 5. If b = 33 and c = 65

3. If a = 50° and b = 40

II. Solve and illustrate the following problems.

1. From a point on the ground 15 feet from the base of a flagpole, the angle of elevation of
the top of the pole measures 64°. How tall is the flagpole?

2. From the top of the lighthouse which is 25 meters high, the angle of depression of a boat
is 20°. How far is the boat from the foot of the lighthouse?

3. At a certain instant, a ship was 5 km. south of a lighthouse. The ship was travelling
westward and after 30 minutes its bearing was S 53° W. What was the speed of the ship
per hour?

4. Find the length of the side of the regular decagon inscribed in a circle of radius 10 cm.

5. To measure the height of a building, a surveyor sets up his transit at a distance of 155 ft.
From the building, he finds the angle of elevation of the top of the building to be 50°. If
the telescope of the transit is 5 ft. above the base of the building, how high is the
building?

How did you fare? If you got a perfect score, congratulations! This shows that you
already know much about the topic. You may still study the module to review what you
already know. Who knows, you may learn a few more new things as well.

If you made some errors, this means that this module is for you. It will help you
understand concepts that you can apply in your daily life. If you study this module carefully,
you will learn the answers to all the items in the test and a lot more. Are you ready?

You may go now to the next page to begin your lesson.

You have learned from the previous module that trigonometric functions are ratios of
sides of a given right triangle. We know that the triangle is composed of sides and angles. How
do we solve a right triangle? We can solve a right triangle by using the appropriate ratios
depending on the parts given. The use of the following ratios is recommended:

26
 The basic formulas relative to angle A in right triangle ABC are as follows:

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff affff
sin A  
hypotenuse c
adjacent
fffffffffffffffffffffffffffffffffside
fffffffffffffffff bffff
cos A  
hypotenuse c

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff affff
tan A  
adjacent side c

The solution of right triangles depends on using approximate values for trigonometric
functions of acute angles. An important part of the solution is determining the appropriate value
to use for a trigonometric function. The solution when you are using tables is different from
when you are using a scientific calculator.
In general, the procedure will be to use the given data to write an equation using a
trigonometric function, and then, to solve for the unknown value in the equation. The given data
will consist either of two sides of a right triangle or of one side and an acute angle. Once one
value has been found, a second acute angle and the remaining side can be found. The second
acute angle is found using the fact that the acute angles of a right triangle are complementary.
The third side is found by using a definition of a second trigonometric function or by using the
Pythagorean Theorem.
Let’s try it now!

Example 1: Using the sine ratio

Find the value of the unknown side or angle marked in the triangles below.
(a) (b)

Solution

(a) Since  A is 33° and the hypotenuse is 15 cm, we can find the opposite side to
A using the sine ratio.

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff
sin 33  
hypotenuse

27
 fx
ffffffff
sin 33  
15
` a
x  15 sin 33 

x  8.17 cm

(b) Since the hypotenuse is 35 cm and the opposite side to θ is 21 cm, we can find θ using
the sine ratio.

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff
sin  
hypotenuse

21
fffffffff
sin  
35 Press 2ND SIN 0.6 ENTER
sin   0.6 R

@1
  sin 0.6

  36.87 

Some examples and exercises in this lesson require the use of a calculator equipped
with the inverse trigonometric functions. The inverse sine, cosine and tangent function keys
are usually denoted on keypads by sin−1, cos−1, and tan−1. These functions are used to
determine the measure of an angle α if sin α (or cos α or tan α) is known. For example, if sin α =
.2, then α = sin−1 .2 = 11.54°. Before executing these functions you must ensure that the
calculator is in the correct mode. Degree mode is used throughout this lesson.
Here are some steps which are useful in solving right triangles:

1. Draw a right triangle

2. Label the sides and the vertices of the right triangle

3. Enter the given data in the figure

4. Use the appropriate trigonometric functions to find the unknown parts of the triangle.

Proceed now to the next page and follow the procedure you have just learned in our first
example to answer the next problem.

Example 2: Using the cosine ratio

Find the value of the unknown side or angle marked in the triangles below.
(a) (b)

28
Write your answers in the blank.
____________________________________________________________________________
___________________________________________________________________________

Compare

What is your answer? Try to match yours with mine.

(a) Since  D is 27° and the hypotenuse is 30 cm, we can find the adjacent side to  D
using the cosine ratio.

adjacent
fffffffffffffffffffffffffffffffffside
fffffffffffffffff ffxfffffff
cos 27   
hypotenuse 30
` a
x  30 cos 27 

x  26.73 cm

(b) Since the hypotenuse is 62 cm and the adjacent side to θ is 45 cm, we can find θ using
the cosine ratio.

adjacent
fffffffffffffffffffffffffffffffffside
fffffffffffffffff
cos  
hypotenuse

45
fffffffff
cos  
62

cos   0.73

  cos@1 0.73

  43.11 

Now you’re doing great, keep answering the succeeding problems to sharpen your skills.

Example 3: Using the tangent ratio

Find the value of the unknown side or angle marked in the triangles below.
(a) (b)

29
Write your answers in the blank.
____________________________________________________________________________
____________________________________________________________________________

Compare

Do you have the same answer as mine? Compare it.

(a) Since  I is 40° and the opposite side is 16 cm, we can find the adjacent side to  I using
the tangent ratio.

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff
tan 40  
adjacent side

16
fffffffff
tan 40  
x

ffffffff16
ffffffffffffffffffff
x
tan 40 

x  19.07 cm

(b) Since the opposite side is 38 cm and the adjacent side to θ is 29 cm, we can find θ using
the tangent ratio.

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff
tan  
adjacent side   tan
@1
1.31

38
fffffffff
tan  
29   52.64 

Is everything getting clearer now? If yes, that’s great! Otherwise, don’t feel worry, I still
have a lot of examples for you to look at.

Example 4: An acute angle and one side

Find the value of the unknown sides and angles in the given right triangle below.

30
Solution

In Δ MAT, we already know three of the measures

M = 60° m=?

A = 90° a = 25 cm

T=? t=?

Since the sum of the angle measures of any triangle is 180° and A = 90°, the sum of M and T is
90°.

T = 90° - M

T = 90° - 60°

T = 30°

We are given an acute angle and the hypotenuse. This suggests that we can use the sine and
cosine ratios to find m and t, respectively:

m
fffffff t
fffffff
sin 60   cosine 60  
25 and 25

Solving for m and t we get,

m = 25 (sin 60°) and t = 25 (cos 60°)

m = 21.65 cm t = 12.5 cm

I am pleased to know that you are able to follow our discussion. This time, I want you to
try solving the other case.

Example 5: Two sides

Find the value of the unknown sides and angles in the given right triangle below.

31
Write your answers in the blank.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare

Is your solution the same as mine? Try to match them up.

In Δ FGM, we already know three of the measures:

F=? f=? m = 7 cm

G=? M = 90° g = 5 cm

We know the side adjacent to F and the hypotenuse. This suggests the use of the cosine ratio:

adjacent
5fff
ffffffffffffffffffffffffffffffffffffff
cos F    0.71
hypotenuse 7

We now find the angle whose cosine is 0.71. To the nearest hundredth of a degree,
@1
F  cos 0.71 

F  44.77 

Since the sum of F and G is 90°. We can find G by subtracting:

G = 90° - F

G = 90° - 44.77°

G = 45.23°

We could use the Pythagorean Theorem to find f, but we will use a trigonometric function here.
We can use cos G, sin F, or the tangent or cotangent ratios for either G or F.
Let’s use tan F:
ffff
tan 44.77  
5

f = 5 (tan 44.77°)
f = 4.96 cm

32
 Do you have any question? If there’s any, then don’t hesitate to approach your learning
facilitator, if none then answer the next activity in your notebook to firm up your skills on this
topic.

Activity 1: Solve the missing parts of the right triangle ABC, where C is a right angle.

1. a = 120, c = 130

2. b = 75, A = 52°

3. c = 50, B = 28° 30’

4. b = 20.5 c = 39.6

5. a = 53 A = 62° 22’ 10’’

Compare your answer with mine using the answer key.

Good job! Now try to apply your knowledge in solving right triangle to some practical
problems.

Many applications with right triangles involve an angle of elevation or an angle of

depression. The angle between the horizontal and a line of sight above the horizontal is called
an angle of elevation.

33
 The angle between the horizontal and a line of sight below the horizontal is called an
angle of depression.

For example, suppose that you are looking straight ahead and then you move your eyes
up to look at an approaching airplane. The angle that your eyes pass through is an angle of
elevation. If the pilot of the plane is looking forward and then looks down, the pilot’s eyes pass
through an angle of depression.

Have you observed that the angle of elevation and the angle of depression form a pair of
alternate interior angles? In Geometry, we know that alternate-interior angles are congruent.
Thus the angle of depression from the plane to the girl is equal to the angle of elevation from the
girl to the plane.

Answer the next problem and test yourself if you will be able to apply the things that you
have learned in our last activity. You may also consider the following steps to make your
solution more organized.

Steps for solving practical problems:

1. Read the problem all the way through.
2. Read it again, drawing a picture of whatever you can.
3. Label the picture with all that is given.
5. Write down what you want to find out (the unknown).
34
6. Use any formulas in this lesson to write the unknown in terms of what is given.
7. Solve for the unknown using algebra.

Example 6: Aerial Photography (Angle of Depression)

An aerial photographer who photographs farm properties for a real estate company has
determined from experience that the best photo is taken at a height of approximately 475 ft and
a distance of 850 ft from the farmhouse. What is the angle of depression from the plane to the
house?
Write your answer below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

If your solution goes like this, then you’re doing well.

Problems like this seem complicated but usually get a lot clearer after you make an
illustration. The illustration on the next page can help you visualized the problem being solved.

Remember that when parallel lines are cut by a transversal, alternate interior angles are
equal. Thus the angle of depression from the plane to the house is equal to the angle of
elevation from the house to the plane, so we can use the right triangle shown in the figure.
Since we know the side opposite and the hypotenuse, we can find the distance by using the
sine function. We first find sin θ:
475
ffffffffffff
sin    0.56
850
35
 Using a calculator in DEG mode, we find the acute angle whose sine is approximately 0.56:
  sin@1 0.56
  34.06 

Thus the angle of depression is approximately 34.06°.

Did you get the same answer? If you did, then you’re on the right track. Go on and try
answering the next problem.

Example 7: Cloud Height (Angle of Elevation)

To measure cloud height at night, a vertical beam of light is directed on a spot on the
cloud. From a point 120 ft away from the light source, the angle of elevation to the spot is found
to be 69°. Find the height of the cloud.
Write your answer below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare

Check if your solution is correct. If your illustration is same as this, then I commend you.

36
From the figure, we have.
h
fffffffffff
tan 69  
120
` a
h  120 tan 69 
h  312.61 ft

You’re great! The answer is 312.61 feet high. How did you get that? I am sure you are
learning fast.

Now that you were able to apply your knowledge of right triangle in solving problems
dealing with angle of elevation and depression, you may now proceed to the next page for
bearing problems.

Navigation is the art and science of directing aircraft or vehicle from one position to
another. In Mathematics, direction indicates the angle made with the x-axis. However, in
surveying and navigation, direction are given as course or bearing. A navigator or a surveyor
would give directions in terms of the acute angle made with the NS (North-South) direction.

For example, N 23° E means 23° East of North and S 45° E means 45° East of South.

N 23  E S 45  E

Do some exercises to help you remember concepts and develop your skills.

Activity 2: Give the bearing of the following.

37
1. a. F ______ 3. a. O _____
b. M ______ b. K _____

2. a. R ______ 4. a. C _____
b. A ______ b. M _____

5. a. R ______

b. T ______

Compare your answer with mine using the answer key.

You’re great! Proceed to the next problem and answer some of practical problems for
bearing.

Problem 8: Distance to a Fire (Bearing)

A forest ranger at point A sights a fire directly south. A second ranger at point B, 7.5 mi
east, sights the same fire at a bearing of S 27° W. How far from A is the fire?
Write your answers below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

38
Compare

Are your answers the same as these? Your answer may not be necessarily the same like mine
but it should have the same idea.
A B

7.5 mi

27 

d ?

We first find the complement of 27°.

B  90  @27 

B  63 

From the figure shown above, we see that the desired distance d is part of a right triangle. We
have
d
fffffffff
tan 63  
7.5
` a
d  7.5 tan 63 
d  14.72 mi

Yes you’re right! The forest ranger at point A is about 14.72 mi from the fire.

It is good that you are able to follow steps in solving word problems. Do the last problem
and try solving this on your own following the steps you have just learned in the previous
example.

Example 9: Speed of a Ship (Bearing)

39
 At a certain instant, a ship was 5 km. north of a lighthouse. The ship was traveling
eastward and after 20 minutes, its bearing was N 20° E. What was the speed of the ship per
hour?

Write your answers below.

_________________________________
_________________________________
_________________________________

Compare

What is your answer? Try to match yours with mine.

Take note that the angle determined by its bearing of N20°E is measured along the north line.
You are going to find the speed of the ship heading east from its initial point of 5 km north of the
lighthouse. But first, we need to solve the distance traveled by the ship in 20 minutes which is
represented by d on the figure above. You may use tangent since the triangle involves opposite
and adjacent sides. So,

d
ffffffffffffffff
tan 20  
5 km
` a
d  tan 20  5

d  1.82 km

distance
fffffffffffffffffffffffffff
rate 
To solve for the speed of the ship, use the equation, time

Since the given time is 20 minutes = 1/3 of an hour, then

1.82 km
fffffffffffffffffffffffff
r 1ffff
hr
3

40
 r  5.46 kph

The speed of the ship is approximately 5.46 kph. If you were able to get the correct answer,
then you have definitely mastered the skills.

You have now almost completed the end of the lesson. Congratulations! Did you enjoy
studying this lesson? Did you learn a lot from it? The following is a summary of its main points
to help you remember them better.

 To solve a triangle means to find the lengths of all sides and the measures of all angles.
Right triangles can be used to model and solve many applied problems in the real world.

 The basic formulas relative to angle A in right triangle ABC are as follows:

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff affff
sin A  
hypotenuse c
adjacent
fffffffffffffffffffffffffffffffffside
fffffffffffffffff bffff
cos A  
hypotenuse c

opposite
fffffffffffffffffffffffffffffffffside
fffffffffffffffff affff
tan A  
adjacent side c

 We can solve a right triangle when we are given any of the following cases:

Case 1: An acute angle and one side.

Case 2: The two legs.

 Steps which are useful in solving right triangles:

1. Draw a right triangle

2. Label the sides and the vertices of the right triangle

3. Enter the given data in the figure

4. Use the appropriate trigonometric functions to find the unknown parts of the
triangle.

41
 Should you fail to remember these concepts, you might as well review the parts of the
module that you did not understand very well. If not, you may now take the posttest below.

Posttest

Direction: Solve and illustrate the following problems.

1. If a kite is 120 feet high when 650 feet of string is out. What angle does the kite make
with the ground?
2. From the top of a cliff 250 feet high, the angle of depression of a boat is 10°. How far is
the boat from the foot of the cliff?
3. At exactly twelve noon, a ship was 10 km north of a lighthouse. The ship was traveling
eastward. At 12:30 pm, the bearing of the ship from the lighthouse was N 35° 10’ E.
What was the speed of the ship per hour?
4. Find the length of the side of a regular decagon inscribed in circle of radius 10 inches.
5. From two points west of the hill on level ground and 100 feet apart, the angle of
elevation of the hill are 12° and 82°. How high is the hill?
6. From the lighthouse 55 meter above sea level, the angle of depression to a small boat is
12°. How far is the boat from the foot of the lighthouse?
7. At a certain instant, a ship was 5 km north of a lighthouse. The ship was traveling
eastward and after 20 minutes, its bearing was N 20° 10’ E. What was the speed of the
ship per hour?
8. Find the length of the side of a regular pentagon inscribed in a circle of radius 20 inches.
9. Ship A is due west of a lighthouse. Ship B is 10 mi. south of Ship A. From Ship B, the
bearing to the lighthouse is N 63° 20’ E. How far is Ship A from the lighthouse?
10. A 200 ft high building casts a horizontal shadow of 120 ft long. Find the angle of
inclination of the sun.
Compare your answer with mine using the answer key.
How did you fare? Check to which interval does your score falls and do what you are asked
to do.

10 Perfect! You are great! Congratulations! Do the final activity which is a

performance task. Try to answer DI (2)

Congratulations! You are good! It would be better if you will find out

42
 7-9 particularly what made your answer/s wrong. After which, do the
performance task. Try to answer DI (2).

You did fare but I suggest you revisit the discussion part especially the
ones where your answers are wrong. Be able to correct your mistakes. If
4-6 you’re done, do the performance task and answer DI (1).

3 below Do not worry. Try to go back to the discussion part and exert double effort
to understand the lesson. If you are ready, answer the DI (1). Wait for
further evaluation from your facilitator.

Criteria 3 2 1 Total

Some of the Many

All necessary
Measurements measurements measurements
measurements taken
taken and labeled missing, no units
and labeled with units
with units labeled

All required diagrams Some diagrams Diagrams was

Diagrams was complete and was complete and incomplete or
accurate accurate missing
All necessary Some calculations Many calculations
calculations are shown are unclear with incorrect or
Calculations
and accurate mistakes missing

Question about Question about

Question about
feasibility feasibility not
feasibility answered and
Conclusions answered with answered or little
supported with evidence
insufficient support given
evidence
Performance Task: Do the task below. Consider the rubrics that will be the basis in
evaluating your work.

G: To learn more about the methods used to tell time before the invention of the clock. Your
task is to apply your knowledge of trigonometry to make a correlation between shadows and the
angle of elevation of the sun.
43
R: You are a scientific historian.

A: The Philippine Historical Association.

S: You are a scientific historian, trying to learn more about the methods used to tell time before
the invention of the clock. All you know so far is that people used shadows to tell time. Your task
is to apply your knowledge of trigonometry to make a correlation between shadows and the
angle of elevation of the sun. In order to better understand how these shadows might have been
used to tell time, you will be conducting an experiment. You will measure the shadow cast by an
object of fixed height at four different times throughout the day.

P: In a written report, you will include a series of diagrams that chart the sun’s progress,
calculations that show how inverse function was used to calculate the angle of elevation, and
conclusions regarding the relationship between time of day, shadows, and various angles of the
sun. All conclusions must be justified by results of the experiment.
Your work will be judged by completeness of following directions, accuracy in
calculations and diagrams, and understanding of the concepts revealed in your conclusions.

From: http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/examples_tasks_math.htm

Differentiated Instruction 1 (DI-1)

I. Solve each right triangle given the following. Give the lengths of the sides to two
decimal places and the angles in decimal degrees.
1. A = 33°, c = 15
2. B = 46°, a = 27
3. A = 55.5°, b = 16.7
4. a = 11, b = 15
5. b = 21.2, c = 31.3

II. Solve the following problem.

1. The angle of elevation from a sailboat to the top of a 121-foot lighthouse on the
shore measures 16°. How far is the sailboat from the lighthouse?
2. Benny is flying a kite directly over his friend Frank, who is 125 meters away. When
he holds the kite string down to the ground, the string makes a 39° angle with the
level ground. How high is Benny’s kite?
3. A blimp 4280 ft above the ground measures an angle of depression of 24° from its
horizontal line of sight to the base of a house on the ground. Assuming the ground is
flat, how far away along the ground is the house from the blimp?

44
 4. A salvage ship’s sonar locates wreckage at a 12° angle of depression. A diver is
lowered 40 meters to the ocean floor. How far does the diver need to walk along the
ocean floor to the wreckage?
5. A ladder rests against the top of the wall of a house and makes an angle of 69° with
the ground. If the foot is 7.5 meter from the wall, what is the height of the house?

Differentiated Instruction 1 (DI-1)

1. From a hot-air balloon 2km high, the angles of depression to two towns in line with
the balloon are 81.2° and 13.5° apart. How far apart are the towns?
2. A window washer on a ladder looks at a nearby building 100 feet away, noticing that
the angle of elevation of the top of the building is 19.2° and the angle of depression
of the bottom of the building is 7.5°. How tall is the nearby building?
3. A regular pentagon is inscribed in a circle of radius 16.8 cm. Find the perimeter of
the pentagon.
4. A weather balloon is directly west of two observing stations that are 10 miles apart.
The angles of elevation of the balloon from the two stations are 18.9° and 80.2°. How
high is the balloon?
5. A vertical antenna is mounted at the top of a 50 ft building. Form a point on level
ground 75 feet from the base of the pole, the antenna subtends an angle of 10.5°.
Find the length of the antenna.

45
 MODULE 8
Lesson 3

Oblique Triangle
Learners, I know that you have completely gained knowledge from our previous lessons.
The present lesson is related to the previous one since trigonometric functions can also be used
to solve triangles that are not right triangles. Such triangles are called oblique triangle. This
lesson extends the study of trigonometry to include determining the measurement of sides and
angles in an oblique triangle. The sine and cosine ratios form the basis of the two rules – the
Sine and Cosine Rules – that underpin the work of surveyors, civil engineers and navigators in
air transport and shipping. As you go over this lesson, you will develop the skills in deriving the
law of sines and cosines. Moreover, you are also expected to learn how to solve different
practical problems involving oblique triangles.

Try to reflect on the following questions: How are the relationships between the sides
and angles of oblique triangles used to measure indirectly? Why would you choose one method
of solving an oblique triangle over another? How can your knowledge of oblique triangle
relationships apply to real-life situations?

You should be able to arrive at the following enduring understandings. The principles of
Trigonometry were originally developed around the relationship between the sides of a triangle
and its angles. The idea was that the unknown length of a side or size of an angle could be
determined if the length or magnitude of some of the other sides or angles were known. But
mathematicians do not just study something because it is useful. More often, they study
something because it is fascinating. Although it is unlikely that one will ever need to directly
apply a trigonometric function in solving a practical issue, the fundamental background of
trigonometry finds usage in many areas. Learning how to apply trigonometric concepts surely
makes us smart and adept at solving situations in real life. Not only does Mathematics provide a

46
strong basis for resolving everyday issues, it undoubtedly helps handle situations with a positive
approach.

I know you are very excited to take this lesson, but wait! Let me give you a pretest to
assess if you have any knowledge about this lesson. Take the pretest below.

Pretest
What do you know so far?
Directions: Copy the following questions and answer correctly in your notebook.

III. Sketch and solve the oblique triangle. (3 points each)

1. a = 20 B = 50° C = 70°
2. b=4 c=3 A = 45°
3. a = 12 b=9 c = 11
4. a = 24 c = 23 A = 73°
5. A = 56° a = 25 b= 27

IV. Solve the following problem. (3 points each)

1. Two ships leave the harbor and the angle between their sail paths is 50°. An hour later,
one ship has travelled 300 mi while the other has travelled 200 mi. How far apart are the
ships at this time?
2. Two roads intersect at an angle of 102.1°. Your friend’s mailbox is 476 feet from the
intersection. Your mailbox is on the other road and is 615 feet from the intersection, how
far is it from your mailbox to your friend’s to the nearest foot?
3. From two points P and Q that are 140 ft apart, the lines of sight to a flagpole across a
river make angles of 79° and 58°, respectively, with the line joining P and Q. What are
the distances from P and Q to the flagpole?
4. At a certain point a ship travelling northward was observed to be S 75° E from a
lighthouse L & 5 km. from it. After 20 minutes, it was observed to be N 60° E from the
same lighthouse. Find the rate of the ship in kph.
5. A 125-ft tower is located on the side of a mountain that is inclined 32° to the horizontal. A
guy wire is to be attached to the top of the tower and anchored at a point 55 ft downhill
from the base of the tower. Find the shortest length of wire needed.

47
 Please check and compare your answers with mine using the Answer Key. How
did you fare? Find out what your score means. Read the scale on the next page.

30 Perfect! You are great! Congratulations! You’ve gone through

the process of solving by specifying all the needed information,
the equations , solutions and the explanations for the numbers
given. Move on to the discussion.

20-29 Congratulations! You are good! You gave the correct answer
and the needed solutions, but the needed required explanations
are missing. It would be better if you will find out what was
lacking in your explanations and after which move on to the
discussion.

19 and You did fairly, but I suggest that you revisit the part especially
the ones where your answers are wrong. Be able to correct
below your mistakes. If you’re done, move on to the discussion.

What do you call a triangle that is not a right triangle? Yes, you are right! An oblique
triangle is a triangle that contains no right angles. Oblique triangles are not as easy to solve as
right triangles because three parts of the triangle must be known in order to solve the triangle.
Also, with oblique triangles, we can no longer use two of the simplest techniques for solving
48
right triangles, the Pythagorean Theorem and the fact that two acute angles are complementary.
Can you explain why we can’t use these facts? Definitely, because Pythagorean Theorem and
complements can only be applied in a right triangle. Instead, two new techniques are needed to
solve an oblique triangle: the Law of Sines and the Law of Cosines. These laws are formulas
that relate the parts of triangles to each other. They work for all triangles, including right
triangles, but since right triangles have special properties we use simpler methods to solve
them.
Let’s explore how to derive the formula for law of sines.
Derivation of Law of Sines

 Consider the following triangle, Δ ABC.

  In order to set up an equation using the sine function, we have to create a right angle.
Construct an altitude in the triangle by dropping a perpendicular segment from angle C to side c.
This triangle now looks like the picture below.

Using the smaller triangle on the left that includes angle A

 
and sides b and h,

Using the triangle on the right half that includes angle B

 
and sides a and h,

Both of these equations involve “h”.

 
Solve both equations for “h”.

49
   Set the two expressions for “h” equal to each other.

  Divide both sides by ab.

 
Reduce each fraction.

Final equation that uses the sine function for oblique

 
triangles.

 It can be shown in a similar example that this also applies to side c and angle C. This
results in the Law of Sines for oblique triangles which is summarized in the box below.

Any triangle, right or oblique, can be solved if at least one side and any other two
measures are known. The Law of Sines can be used in solving a triangle when we know any of
the following.

a. ASA: If two angles and the included side of a triangle

are known, first subtract these angle measures from 180°

to find the third angle. Next, use the Law of Sines to set up

proportions to find the lengths of the two missing sides.

b. SAA: If two angles and a nonincluded side of a triangle are

known, first subtract these angle measures from 180° to find

the third angle. Next, use the Law of Sines to set up proportions

to find the lengths of the two missing sides. The given side is

50
 opposite one of the two given angles. If all that is needed is the

length of the side opposite the second given angle, then use the

Law of Sines to calculate its value.

c. SSA: This is known as the ambiguous case.

If two sides and a nonincluded angle of a triangle are known,

there are six possible configurations. These six possibilities

are shown in the table on the next page.

Ambiguous Case

“Acute Triangle”

No. of possible
Illustration Conditon Interpretation
triangles

If a < h, then a cannot reach the

other side of the triangle, and no
0 a<b&a<h
solution is possible.

This occurs when a < b sin A.

51
 If a = h = b sin A, then exactly one
1 a=h right triangle is formed.

If a > b, then one solution is

1 a>b
possible.

If h < a < b, that is, b sin A < a < b,

then two different solutions exist.
2
h<a<b

The triangles constructed from two

given sides and a non-included angle
are not unique.

Ambiguous Case

“Obtuse Triangle”

No. of possible
Illustration Conditon Interpretation
triangles

C a If a ≤ b, then no solutions are possible

0 a b
since side a is too short to touch side c.
b
A

If a > b, then one solution is possible.

1 a>b

52
 The list above does not include a situation in which only the three angle measures are
given.
What could be the reason for this? Can you explain why? Right! The reason for this lies
in the fact that the angle measures determine only the shape of the triangle and not the size, as
shown in the following triangles. Thus, we cannot solve a triangle when only the three angle
measures are given.

Have you heard the word “ambiguous” before? Do you have any idea what does it
mean? You may be wondering how to solve a triangle that falls under the ambiguous case. The
six cases above lead us to three possibilities in the SSA situation under the ambiguous case: no
solution, one solution, or two solutions. Let’s investigate these possibilities further, looking for
ways to recognize the number of solutions.
Let’s try it now!

Solve the oblique triangles given below.

Example 1: SSA (No Solution)

Given: C = 55º, c = 8.94, & b = 25.1

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________

Compare

53
 Are your answers the same as these? Your answers may not be necessarily the same
like mine but they should have the same idea.
Ambiguous Case: Since c < b & c < h, then no solutions are possible.
We observe the SSA situation and uses the law of sines to prove that there is no possible
configurations for this given item.

a fffffcffffffffff ffffb
ffffffffff
a sin C sin B

fff8.94 25.1
fffffffffffffffffff
 ffffffffffffff
sin 55  sin B
` a` a
f25.1
fffffffffffffffffffsin ffffffffffffffff
ffffffffff55
sin B 
8.94

sin B  2.3

@1
B  sin 2.3 No Solution: Since there is no angle with a sine greater than 1

Does your triangle look like this? Take a look at my illustration below and compare yours.

Since c < h, then a cannot reach the other side of the triangle, and no solution is possible

Do you feel any confusion as of this moment? Don’t you worry; I have more examples
for you to better understand this lesson.

Example 2: SAA (One Solution)

54
 Given: C = 130º, a = 5.4, & c = 8.2

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________

Compare

Match your answers with mine. Are they the same?

First, we make a drawing and organize the given information.

A=? a = 5.4

B=? b=?

C = 130° c = 8.2

Ambiguous Case: Since c > a, then one solution is possible.

We see the SAA situation and begin by finding A with the law of sines.

a fffffcffffffffff ffffa
ffffffffff a ` a a fffffcffffffffff ffffb
ffffffffff
a sin C sin A b B  180  @ A  C c sin C sin B

fffffff8.2
fffffffffffffffffff f5.4 fffffff8.2
fffffffffffffffffff ffffffffb
 fffffffffffff `
B  180  @ 30   130 
a  ffffffffffffff
sin 130  sin A sin 130  sin 20 
` a` a ` a` a
f5.4
fffffffffffffffffsin ffffffffffffffffffff
fffffffff130 f8.2
ffffffffffffffffsin fffffffffffffff
fffffffffff20
sin A  b
8.2 B  180  @160  sin 130 

sin A  0.5 B  20  b  3.66

55
 @1 ` a
A  sin 0.5

A  30 

Remember that answers will not be always exact as in this case. Keep your answer
correct to two decimal places.

Example 3: SSA (One Solution)

Given: B = 44º 30’ , b = 7.5 & a = 5.3

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________

Compare

Is your solution the same as mine? Try to match them.

First, we make a drawing and list the known measures.

A=? a = 5.3

B = 44° 30’ b = 7.5

C=? c=?

We have observed again the SSA situation and use the law of sines.

a ffffb
ffffffffff ffffa
 ffffffffff a ` a a ffffb
ffffffffff fffffcffffffffff

a sin B sin A b C  180  @ A  B c sin B sin C

fffffffffff7.5
5.3
ffffffffffffffffffffffff fffffffffff7.5 c
 ffffffffffffff `
C  180  @ 30   44  30.
a ffffffffffffffffffffffff
 fffffffffffffffffffffffffffffffffffffff
sin 44  30. sin A sin 44  30. sin 105  30.
56
 ` a` a ` a` a
f5.3
ffffffffffffffffsin ffffffffffffffff30.
fffffffff44 ffffffffffffff ` a ff7.5
ffffffffffffffffsin fffffffffffffffffff30.
fffffffff105 fffffffffffffff
sin A  C  180  @ 74  30. c
7.5 sin 44  30.

sin A  0.5 C  105  30. c  10.31

@1 ` a
A  sin 0.5

A  30 

Is the lesson getting clearer to you now? The more you hone your skills by practicing
different types of problems the better you will become at handling and solving trigonometric
problems.

The next example illustrates the ambiguous case in which there are two possible
solutions, proceed to the next page and answer the next problem.

Example 4: SSA (Two Solutions)

Given: A = 42º, a = 16, & b = 17.5

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________

Compare

What is your answer? Try to match yours with mine.

Ambiguous Case: Since h < a < b, that is, b sin A < a < b, then two different solutions exist.
Both solutions are shown below.
We make a diagram, list the known measures, and see that we again have the SSA situation.

57
 A = 42° a = 16

B=? b = 17.5

C=? c=?

We first find B:

a b
ffffffffffffff
 ffffffffffffff
sin A sin B

ffffff16 17.5
ffffffffffffffff
 ffffffffffffff
sin 42  sin B

` a` a
17.5
ffffffffffffffffffffsin ffffffffffffffff
ffffffffff42
sin B 
16

sin B  0.73

@1
B  sin 0.73

There are two angles less than 180° with a sine of 0.73. They are 46.89° and 133.11°, to
the nearest degree. This give us two posible solutions.

Possible Solution I:

If B = 46.89°, then

a
a ffffffffffffff c
a
a C  180  @ A  B
` a
b  fffffffffffffff
sin A sin C c) These measures make a
triangle as shown below,thus
` a ffffff16
ffffffffffffffff fffffffffffffc
fffffffffffffffffff
C  180  @ 42   46.89  
sin 42  sin 91.11  we have a solution.
` a` a
f16
ffffffffffffffsin
ffffffffff91.11
fffffffffffffffffffff
c
C  180  @88.89  sin 42 

C  91.11  c  23.91

58
Possible Solution II:

If B1 = 133.11°, then

b c ffffa c
ffffffffff
a C1  180  @ A  B1 a  fffffff1fffffffff
a b sin A sinC1 c) These measures make a
triangle as shown below,thus
16 c1 ffffffffff
ffffffffffffffffffffff
`
C1  180  @ 42   133.11 
a  fffffffffffffffffff
sin 42  sin 4.89  we have a second solution.
` a` a
16
ffffffffffffffsin ffffffffffffffffffffff
fffffffffff4.89
C1  180  @175.11  c1 
sin 42 

C 1  4.89  c 1  2.04

Do you have any question? If there are, then don’t hesitate to approach your learning
facilitator, if none then answer the next activity in your notebook to firm up your skills on this
topic.

Activity 1: Solve the triangle, if possible.

1. A = 38°, C = 21°, b = 24

2. B = 118.5°, C = 45.6°, b = 42.8

3. C = 105° 23’, c = 5.25, a = 7.92

4. B = 44º 40’, b = 7.32, c = 5.46

5. A = 53º, a = 4.5, b=5

Did you get the correct answers? If you did, that’s very good!

Law of Cosines

Derivation of Law of Cosines

59
 From the figure,

yffff xffff
sin C  cos C 
b and b

Thus the coordinates of A are

x  b cos C and y  b sin C

Remember, all three forms of the Law of Cosines are true even if γ is acute. Using
the distance formula,

2 2 ` a2
c  y  x @a

2 ` a2 ` a2
c  b sin C  b cos C @a

2 2 2 2 2 2
c  b sin C  b cos C @2 ab cos C  a
b c
2 2 2 2 2
c b sin C  cos C @2 ab cos C  a

2 2 2
c  b @2 ab cos C  a

2
c 2  a 2  b @2ab cos C

In the preceding formula, if C is 90°, then the cos 90° = 0, yielding the Pythagorean
Theorem for right triangles. If the orientation of the triangle is changed to have A or B at the
origin, then the other two versions of the Law of Cosines can be obtained.

60
 If A, B, and C are the angles of any (right, acute, or obtuse) triangle, and a, b, and c
are the lengths of the three sides opposite A, B, and C, respectively, then

2
a 2  b  c 2 @2bc cos A

2
b  a 2  c 2 @2ac cos B

2
c 2  a 2  b @2ab cos C

Thus, in any triangle, the square of a side is the sum of the squares of the other two
sides, minus twice the product of those sides and the cosine of the included angle. When the
included angle is 90°, the law of cosines reduces to the Pythagorean Theorem.

The Law of Cosines can be used in solving a triangle when we know any of the following.

 SSS: If the three sides of a triangle are known, first use the Law of Cosines to find
one of the angles. It is usually best to find the largest angle first, the one opposite the
longest side. Then, set up a proportion using the Law of Sines to find the second
angle. Finally, subtract these angle measures from 180° to find the third angle.
The reason that the Law of Cosines should be used to find the largest

angle in the triangle is that if the cosine is positive, the angle is acute.

If the cosine is negative, the angle is obtuse. If the cosine is zero, the

angle is a right angle. Once the largest angle of the triangle is known,

the other two angles must be acute.

If the largest angle is not found by using the Law of Cosines but by using the Law of
Sines instead, the determination whether the angle is acute or obtuse must be done
using the Pythagorean theorem or other means because the sine is positive for both
acute (first quadrant) and obtuse (second quadrant) angles. This adds an extra step
to the solution of the problem.

61
 If the size of only one of the angles is needed, use the Law of Cosines. The Law of
Cosines may be used to find all the missing angles, although a solution using the Law
of Cosines is usually more complex than the one using the Law of Sines.

 SAS: If two sides and the included angle of a triangle are known,
first use the Law of Cosines to solve for the third side. Next, use the

Law of Sines to find the smaller of the two remaining angles. This is

the angle opposite the shortest or shorter side, not the longest side.

Finally, subtract these angle measures from 180° to find the third angle.

Again, you can use the Law of Cosines to find the two missing angles,

although a solution using the Law of Cosines is usually more complex

than the one using the Law of Sines.

Study the examples below.

Example 5: SAS

Given: A = 42º, b = 12.9, & c = 15.4

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Compare

62
Now, I want you to compare your answers with mine. Are they the same?

When two sides of a triangle and the included angle are known, we can use the law of cosines
to find the third side. The law of cosines or the law of sines can then be used to finish solving
the triangle.
We first label a triangle with the known and unknown measures.

A = 42° a=?

B=? b = 12.9

C=? c = 15.4

We can find the third side using the law of cosines, proceed to the next page:

a 2 ` a
a a 2  b  c 2 @2bc cos A

` a2 ` a2 ` a` a` a
a 2  12.9  15.4 @2 12.9 15.4 cos 42 

a 2  403.57 @295.27

a 2  108.3

a  10.41

We now have a = 10.41,b = 12.9, and c = 15.4 , and we need to find the other two angle
measures. Do you have any idea what solution to apply next? Can we still use the law of sines
to solve for the remaining parts? At this point, we can find them in two ways. One way uses the
law of sines. The ambiguous case may arise, however, and we would have to be alert to this
possibility. The advantage of using the law of cosines again is that if we solve for the cosine and
find that its value is negative, then we know that the angle is obtuse. If the value of the cosine is
positive, then the angle is acute. Thus we use the law of cosines to find a second angle. Let’s
find angle B. We select the formula from the law of cosines that contains cos B and substitute:
2
 cffffffffffffffff
2
a cos B  affffffffffffff
2
@bfffffff
b 2ac
63
 ` a2 ` a2 ` a2
10.41 fffffffffffffff
ffffffffffffffffffffffffffff @12.9
15.4fffffffffffffff
fffffffffffffffffffffff
cos B  ` a` a
2 10.41 15.4

179.12
cos B  fffffffffffffffffffff
320.68
cos B  0.56
` a
B  cos@1 0.56

B  55.94 

The third angle is now easy to find:

a ` a
c C  180  @ A  B
` a
C  180  @ 42   55.94 

C  180  @97.94 

C  82.06 

Due to errors created by rounding, answers may vary depending on the order in which they are
found. Had we found the measure of angle C first in Example 1, the angle measures would have
been 81.95° and 56.05°. Variances in rounding also change the answers.

Example 6: SSS

Given: a = 9.47, b = 15.9, & c = 21.1

Write your answers below.

64
 ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Compare

Is your solution the same as mine? Try to match them.

Since we do not know any of the angle measures, we cannot use the law of sines. We begin
instead by finding an angle with the law of cosines. We choose to find A first and select the
formula that contains:

2
b  c 2 @a 2
a
a cos A  fffffffffffffffffffffffffffffffffffff a
b Similarly, we find angle B;
2bc

` a2 ` a2 ` a2
15.9  21.1 @9.47fffffff
fffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff a 2  c 2 @b
2
cos A  `
2 15.9 21.1
a` a cos B  fffffffffffffffffffffffffffffffffffff
2ac
` a2 ` a2 ` a2
608.34 9.47  fffffffffffffff
ffffffffffffffffffffffffff @15.9
21.1fffffffffffffff
ffffffffffffffffffffff
cos A  fffffffffffffffffffff cos B  ` a`
2 9.47 21.1
a
670.98

282.08
cos B  fffffffffffffffffffff
cos A  0.91 399.63
` a
A  cos@1 0.91 cos B  0.71
` a
A  24.49  B  cos@1 0.71
B  44.77 
a
c Then,
` a
C  180  @ 24.49   44.77 

C  180  @69.26 

C  110.74 

Do the next activity to help you remember concepts and develop your skills in solving law of
cosines.

65
Activity # 2: Solve the oblique triangle ABC given the following.

1. C = 47° 4. a = 4
a = 10 b=6
b = 14 c=7

2. B = 24° 30’ 5. a = 17
a=9 b = 21
c = 12 c = 29

3. A = 110°
a = 18
b = 12

How did you find the activity? Did you fare well? If you got a perfect score, congratulations! You
understood the lesson well. If you did not, don’t worry. Just review the lesson before moving on
to solving practical problems.

Word problems as you know are the ones that relate the physical world to mathematical
equations. Thus solving trigonometric problems are no different. Solving word problems in
trigonometry involve two stages. The first is the conversion of words into a trigonometric
equation and the second is solving the equation formed in step one. Understanding and
interpreting the words describing a problem can be a complicated task for beginners. If you are
having a difficult time with it then I would suggest take it slow. Start with simple word problems.
Once you are acquainted in solving it move up the ladder by taking up more serious problems.
Keep at it and you will reach a stage where you will be able to process a word problem right in
your brains without even touching the pen and paper. Trigonometry problems like any other
mathematics can be solved with ease and expertise with a lot of practice and of course
understanding of the subject. If you want to check out some sample problems for each of the
categories do some practice exercises and answer the problem on the next page.

Practical applications of Trigonometry often involve determining distances that cannot be

measured directly. In many applications of trigonometry the essential problem is the solution of
triangles. If enough sides and angles are known, the remaining sides and angles as well as the

66
 area can be calculated, and the triangle is then said to be solved. Problems involving angles
and distances in one plane are covered in this lesson.

Let’s try it now!

Example 7: Law of Sines

A military aircraft is flying over a straight highway. At one point, he determines the angle of
depression to two cities, 5 miles apart, to be 32° & 48°, respectively. Find the distance of the
aircraft from the two cities.

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare

How did you arrive at the correct answer? Is your solution the same as mine? Try to match
them.

Start by understanding what the problem is asking. What is the exact question you need to
answer? Next, figure out what information you already know, and what you need to know in
order to answer the question. In this case, make an illustration to represent the problem.

67
It's a good idea to do the work one step at a time, so you don't try to solve the whole thing at
once. It's much easier to keep the pieces of the problem in order if you work this way, and much
easier to avoid mistakes.

Since the given involve two angles and a nonincluded side, so we use the law of sine.

Given: A = 32°, B = 48° & c = 5mi

Find: a = ? & b = ?

fffffcffffffffff
a fffffcffffffffff
b
` a  ffffffffffffff  ffffffffffffff
A. C  180  @ A  B B. sin C sin A C. sin C sin B

5 a
ffffffffffffffffffffffffff 5 b
 ffffffffffffffffffffff ffffffffffffffffffffffffff
 ffffffffffffffffffffff
C  180  @80  sin 100  sin 32  sin 100  sin 48 
` a` a ` a` a
f5
ffffffffffsin ffffffffffffffff
ffffffffff32 f5
ffffffffffsin ffffffffffffffff
ffffffffff48
a b
C  100  sin 100  sin 100 

a  2.69 mi b  3.77 mi

The distance of the aircraft from the two cities are approximately 2.69 and 3.77 miles,
respectively.

How do you figure out the equation for this problem? Did you find it hard? Do not forget the units
of measure; this is a common problem to some students. If you forgot or mixed the units of
measure the answer is wrong.

Let’s try another example.

Example 8: Law of Cosines

68
 Three coins of radii 100, 140, & 210 cm respectively are tangent to each other externally. Find
the angles of the triangle formed by joining their centers.

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare

Are you able to get the correct answer? Compare your answer with my mine.

First is to make an illustration, then label the oblique triangle form.

Since the three sides of the triangle are known, so we use law of cosines.

Given: a = 350 cm, b = 240 cm & c = 310 cm

69
 Find: A = ?, B = ?, & C = ?
2 2
ffffffffffffffffff
bffffffffff c 2 @a 2
fffffffff
2
 cffffffffffffffff
affffffffffffff 2
@bfffffff ` a
cos A  cos B 
A. 2bc B. 2ac C. C  180  @ A  B

` a2 ` a2 ` a2 ` a2 ` a2 ` a2
240  310fffffffffffffff
fffffffffffffffffffffffffffffffffff @350
fffffffffffffffffffffff 350  ffffffffffffff
ffffffffffffffffffffffff @240
310ffffffffffffff
fffffffffffffffffffff
cos A  ` a` a cos B  ` a` a
2 240 310 2 350 310 C  180  @120.15 

31 200 161 000

cos A  ffffffffffffffffffffffff cos B  fffffffffffffffffffffffff
148 800 217 000 C  59.85 

cos A  0.21 cos B  0.74

` a ` a
A  cos@1 0.21 B  cos@1 0.74

A  77.88  B  42.27 

The angles of the triangle formed by joining their centers are approximately 77.88°, 42.27° and
59.85°.

Example 8: Law of Sines

A tree on a hillside casts a shadow 215 ft down the hill. If the angle of inclination of the hillside is
22° to the horizontal and the angle of elevation of the sun is 52°, find the height of the tree.

Write your answers below.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Compare

Are you able to get the correct answer? Compare your answer with my mine.

First is to make a visual representation of the problem, then label the oblique triangle form.

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Since there is enough information given to use either the law of sines or the law of cosines, so
we use the less complicated solution and that is the law of sines.

Given: A = 30°, B = 112°, C = 38° & c = 215 ft

Find: a =?

c
fffffffffffffff a
 ffffffffffffff
A. sin C sin A

215 a
ffffffffffffffffffffff
 ffffffffffffffffffffff
sin 38  sin 30 
` a
215 sin 30 
a  ffffffffffffffffffffffffffffffffffffffff
sin 38 

a  174.61 ft

The height of the tree is approximately 174.61 feet.

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 Well, this is the end of the module! Congratulations for finishing it. Did you like it? Did
you learn something useful from it? The following is a summary of its main points to help you
remember them better.

You have now reached the end of the lesson. Congratulations! Did you enjoy studying
this lesson? Did you learn a lot from it? The following is a summary of its main points to help
you remember them better.

 The law of sines can be used to solve triangles when two angles and any side are given.

 When the measures of two sides and an angle opposite one of them are given, you may
be able to use the law of sines to find the measure of another angle of the triangle. Two
angle measures, one, or none may satisfy the given value of the sine ratio. When two
angle measures satisfy the given sine ratio, a unique triangle cannot be determined; this
is called ambiguous case.

 The law of cosines can be used to solve a triangle when two sides and the included
angle or three sides are given.
2
a 2  b  c 2 @2bc cos A

2
b  a 2  c 2 @2ac cos B

2
c 2  a 2  b @2ab cos C

 Applications of the solutions of oblique triangle will enable you to solve problems in daily
life that will make you smart and adept at solving complicated situations.

Well, if you have realized these, it means you’re ready to take the next test. Let’s see what you
have learned.

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Posttest

I. Determine how many solutions exist. When either one or two solutions exist, solve
the triangle or triangles.

1. A = 94° a = 25 b = 15

2. B = 31.9° b = 30.6 c = 37.9

3. C = 123° b = 106.9 c = 104.3

4. A = 34° 27’ b = 24 c = 46

5. a = 11.5 b = 14.4 c = 17.3

II. Solve the following.

1. Two airplanes leave an airport, and the angle between their flight paths is 49°. An hour
later, one plane has travelled 72 miles while the other has travelled 50 miles. How far
apart are the planes at this time?

2. To find the distance across a river, a surveyor chooses points A and B, which are 200 ft
apart on one side of the river. She then chooses a reference point C on the opposite
side of a river and finds that  BAC  82  and  ABC  52  . Find the distance from A
to C.

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3. A tower 23.5 m tall makes an angle of 110.2° with the inclined road on which it was
located. Determine the angle subtended by the tower at a point down the road 28.7 m
from its base.

4. When the angle of elevation of the sun is 62°, a pole tilted at an angle of 8°away from
the sun casts a shadow of 30 ft along the ground. Find the length of the pole.

5. Two ships leave a port at 4:00 pm. One ship is headed at a bearing of N 38° E and is
travelling at 11.5 mph. The other ship is travelling at 13 mph with a bearing of S 47° E.
How far apart are they at 6:00 pm?

6. A boy is flying two kites at the same time. He has 380 ft of string to one kite and 420 ft
of string to the other. He estimates the angle between the two string to be 30°.
Approximate the distance between the kites.

7. At a particular instant, when an airplane was directly above a straight line road
connecting two small towns, the angle of depression of these towns were 10.2° and

74
 8.7°. Find the distance from the airplane to each of the towns at this instant given that
the towns are 8.45 km apart.

8. A fisherman leaves his home port and heads in the direction N 70° W. He travels 30 mi
and reaches Egg Island. The next day he sails N 10° E for 50 mi, reaching Forrest
Island. Find the distance between the fisherman’s homeport and Forrest Island.

9. A plane leaves the airport and travels due east at 540 mi/h. Another plane leaves the

1ffff
airport 4 hour later and travels N 20° E at the rate of 575 mi/h. How far apart are they

1fff
2 hour after the second plane leaves?

10. Three circles of radii 3, 4, & 5 are tangent to each other. Find the angles of the triangle
formed by joining their centers.

How did you fare? Did you get all items correctly? Find out to which interval your score
belongs and do what you asked to do.

15 Perfect! You are great! Congratulations! Do the final activity which is a

performance task. Try to answer DI (2).

Congratulations! You are good! It would be better if you will find out
particularly what made your answer/s wrong. After which, do the performance
10-14 task. Try to answer DI (2).

You did fair, but I suggest you revisit the discussion part especially the ones
where your answers are wrong. Be able to correct your mistakes. If you’re
8-10 done, do the performance task and answer DI (1)

7- Do not worry. Try to go back to the discussion part and exert double effort to
below understand the lesson. If you are ready, answer the DI (1). Wait for further

75
 evaluation from your facilitator.

It is now time for you to apply what you have learned in this lesson to your life by doing
this activity. Do as directed.

STANDARDS AND CRITERIA FOR SUCESS

Criteria 3 2 1 Total

Incomplete
diagram and
Diagram drawn & labeled
labeling to
Diagrams to represent information No diagram nor
represent labeling
in the problem
information in the
problem

Organizations Organized the given Not all information

No organization
information is organized

Classification of
Classified triangle that No classification of
Classifications triangle or set up
involves function & set triangle & equation
of equation
up equation set up missing
missing

Solved equation
No work shown
Calculations Solved equation correctly with no work or
and did not solve
with work shown shown work but
equation
wrong solution

Differentiated Instruction 1 (DI – 1)

76
Find the number of solutions in each case. When either one or two solutions exist, solve the
triangle or triangles.
1. A = 94°, a = 25, b = 15

2. B = 41.2°, b = 83.2, c = 76.2

3. C = 113°, c = 49, b = 54

4. A = 30°, b = 18, c = 16

5. a = 27, b = 33, c = 41

Differentiated Instruction 2 (DI – 2)

Solve the following problem.

1. Two airplanes leave an airport and the angle between their flight paths is 40°. An hour
later, one plane has travelled 300 mi while the other has travelled 200 mi. How far apart
are the planes at this time?

2. An electric post is anchored to the ground by two guy wires attached on opposite sides.
The guy wires make the angles 35° and 48° with the horizontal and are 75 m apart.
What is the length of each wire?

3. Two tugboats that are 120 ft apart pull a barge. If the length of one cable is 212 ft and
the length of the other is 230 ft, find the angle formed by the two cables.

4. Three coins are placed on a table that is tangent to each other externally. The radii of
the coins are 1.8 cm, 2.2 cm, and 3 cm, respectively. Solve the angles formed by joining
the centers of the coins.

5. A pole cast a shadow of 17 meters long when the angle of elevation of the sun is 69°. If
the pole has leaned 18° from the vertical directly towards the sun, find the length of the
pole.

77
 References

Acelajado, Maxima J. et. al. 2006. New High School Mathematics. Makati City:
Diwa Learning Systems Inc.

Castillo, Leticia L. et al. 2008. College Algebra and Trigonometry. Mandaluyong City:
National Book Store.

Hayden, Jerome D. and Hall, Bettye C. Trigonometry. New Jersey: Prentice-Hall Inc.

Landicho, Elizabeth D.C. 2001. MSA Trigonometry. Quezon City: MSA Publishing House.

Oronce, Orlando A. and Mendoza Marilyn O. 2003. Exploring Mathematics IV. Quezon City:
Rex Printing Company Inc.

Acelajado, Maxima J. et. al. 2006. New High School Mathematics. Makati City:
Diwa Learning Systems Inc.

78
Castillo, Leticia L. et al. 2008. College Algebra and Trigonometry. Mandaluyong City:
National Book Store.

Hayden, Jerome D. and Hall, Bettye C. Trigonometry. New Jersey: Prentice-Hall Inc.

Landicho, Elizabeth D.C. 2001. MSA Trigonometry. Quezon City: MSA Publishing House.

Oronce, Orlando A. and Mendoza Marilyn O. 2003. Exploring Mathematics IV. Quezon City:
Rex Printing Company Inc.

79