Mathematics Activity Sheet

Quarter 4 – MELC 5b
The Law of Cosines

REGION VI – WESTERN VISAYAS

REGION VI – WESTERN VISAYAS

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Mathematics Grade 9
Activity Sheet No. 6
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Mathematics 9 Activity Sheet

Writer: Jean G. Pilongo

Illustrators: Jerome Jordan Z. Ponsica
Layout Artists: Eldiardo E. de la Peña, Antonio O. Rebutada
Schools Division Quality Assurance Team:
Gigi Sheila S. Villanueva
Mary Ann C. Biaquis
Romalyn B. tomarong
Prilyn S. Albarico
Mae Joy M. Tan, PhD
Division of Escalante City Management Team:
Clarissa G. Zamora, CESO VI
Atty. Fevi S. Franco,EdD
Jason R. Alpay
Lilibeth G. Langrio
Jean G. Pilongo
Regional Management Team
Ramir B. Uytico - RD
Pedro T. Escobarte Jr.
Elena P. Gonzaga
Donald T. Genine
Adonis A. Mosquera - OIC

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Introductory Message

Welcome to Mathematics Grade 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Escalante City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is developed
to guide the learning facilitators (teachers, parents and responsible adults) in helping
the learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Mathematics 9 Activity Sheet will help you facilitate the Teaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The Mathematics 9 Activity Sheet is developed to help you continue learning

even if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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 Quarter 4, Week 7
Learning Activity Sheets (LAS) No. 6

Name of Learner:

Grade and Section: Date:

MATHEMATICS 9 ACTIVITY SHEET

Law of Cosines

I. Learning Competency with Code

• Illustrates the law of cosines M9GE-IVf-g-1

II. Background Information for Learners

Oblique triangles can also be solved using the Law of Cosines. This law states the following:
The square of the length of one side is equal to the sum of the squares of the other two sides
minus the product of twice the two sides and the cosine of the angle between them.

In symbols

Law of Cosines

In any ABC, C

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 (cos 𝐴) a b

𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 (cos 𝐵) A
B
2 2 2
c
𝑐 = 𝑎 + 𝑏 − 2𝑎𝑏 (cos 𝐶)

The Law of Cosines can be used in the following situations:

• two sides and the included angle are known
• three sides are known

Illustrative Example 1:
Let us use ∆ABC to illustrate the Law of Cosines.
Given : two sides and the included angle C

∠C = 80 80°
a=8 b = 12 a=8
b = 12
A B
c

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Solutions:
To solve for c,

𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏 (cos 𝐶)
𝑐 2 = 82 + 122 − 2(8)(12)(cos 80°)
𝑐 2 = 64 + 144 − 192(0.1736)
𝑐 2 = 208 − 33.3312
𝑐 2 = 174.6688
𝑐 = 13.22
To determine the measure of ∠A,

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 (cos 𝐴)
82 = 122 + 13.222 − 2(12)(13.22) (cos 𝐴)
64 = 144 + 174.6688 − (347.28) (cos 𝐴)
64 = 318.6688 – (317.28) (cos A)
(317.28) (cos A) = 318.6688 – 64
(317.28) (cos A) = 254.6688
254.6688
cos 𝐴 = = 0.8027
317.28
A = 36.61°

Since the measure of C is given and the measure of A is now known, the measure of B
can be computed using the equation ∠A + ∠B + ∠C = 180.
∠A + ∠B + ∠C = 180
36.61° + ∠B + ° = 180
116.61 + ∠B = 180
∠B = 180 − 
∠B = 63.39
The triangle with its complete parts is shown below.

C
80°
b = 12 a=8

36.61° 63.39
A B
c = 13.22°

Illustrative Example 2:

Determine the missing parts of ∆ABC. A

Given: three sides

a = 15
c = 20
b = 10
c = 20 b = 10

C a = 15 B

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 Solution:
Let's solve for the measure of ∠A.

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 (cos 𝐴)
15 = 102 + 202 − 2(10)(20)(cos 𝐴)
2

225 = 100 + 400 − 400 (cos 𝐴)

−275 = −400 (cos 𝐴)
−275
cos 𝐴 = −400
𝑨 = 𝟒𝟔. 𝟓𝟕°

Using the formula 𝑏 2 = 𝑎2 + 𝑐 2 – 2ac (cos B) and following the steps used above, let’s
find the measure of ∠B.

𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 (cos 𝐵)
10 = 152 + 202 − 2(15)(20)(cos 𝐵)
2

100 = 225 + 400 − 600 (cos 𝐴)

−525 = −600 (cos 𝐵)
−525
cos 𝐵 = −600
𝑩 = 𝟐𝟖. 𝟗𝟔°

Since two angles are already known, substitute their values in the equation
∠A + ∠B + ∠C = 180 to solve for ∠C

46.57° + ° + ∠C = 180

75.53° + ∠C = 180
∠C = 180− °
∠C = 104.47°
Below is the triangle with its complete parts.

A = 46.57°

c = 20
b = 10

C = 104.47° a = 15 B = 28.96°

III. Accompanying DepEd Textbook and Educational Sites

(With possible materials for experiments/activities)

Mathematics 9 Learner’s Materials, First Edition, 2014, Merden L. Bryant,

Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz, Richard F. De
Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro, Bernadeth J.
Mesterio, and Rommel Hero A. Saladino

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IV. Activity Proper

1. Directions / Instructions

For further information about this lesson, please refer to Learners Material Math 9
pages 497- 500.

2. Exercises/Activities
A. Solve each triangle. (If answers are not exact, round off to the nearest hundredth.)

1. 2.
C A B
3
4 120° 4
108°
A C
9
B
3. C 4.
7 3
5 6

B
A 8
A C
6
A
5.
8 130°
5

B C

Questions:
1. Were you able to solve the given triangles? How?
2. In each of the given triangles, which part did you solve first and why?
3. Explain how you solved each of the given triangles.

B. For each of the given situational problems:

1. sketch the required triangle to solve the problem
2. use the Law of Cosines to solve it

1. Peter has three sticks measuring 19 cm, 23 cm, and 27 cm. He lays them down
to form a triangle. Find the measure of the angle formed by the 19-cm and the
23-cm sides to the nearest degree.
2. An aircraft tracking station determines the distance from common point O to
each aircraft and the angle between the aircrafts. If ∠O between the two
aircrafts is 49° and the distances from point O to the two aircrafts are 50 km
and 72 km, find the distance between the two aircrafts. (Round off the answer
to the nearest tenth.)

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 3. A triangular parcel of land has sides 50 ft., 40 ft., and 35 ft. What are the
measures of the angles between the sides? Express answers to the nearest
degree.

Questions:
1. What methods/strategies did you use to solve problem no. 1? Show us how
you did it.
2. In problem no. 2, how did you find the distance between the two airplanes?
Explain how you solved the distance.
3. In problem no. 3, is it possible to solve for the three angles of the triangle given
the lengths of the three sides? How?

C. 1. Create a problem situation based on what you see in the illustration below.
2. Present a solution to the problem you made.

37°
22 m

18 m

Questions:
1. What is the problem you made all about?
2. Were you able to incorporate the Law of Cosines in the problem? How?

V. Reflection

1. Did you encounter difficulties while solving? If yes, what are your
plans to overcome those difficulties?
____________________________________________________
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2. How can you apply this skill to real-life situations?
____________________________________________________
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 6
C. 1. ∠𝐶 = 79°
b=23 cm a=23 cm
c=27 cm
2. 𝐴1 𝐴2 = 54 𝑘𝑚
𝐴1
50 km
49°
O 𝐴2
72 km
3. ∠𝐴 = 83° A
∠𝐵 = 44°
∠𝐶 = 53°
c=40 ft.
b=35 ft.
B C
a=50 ft.
B. A
R
1. 4.
5 cm
10 cm 10 cm A. 1. 𝑎 = 10.33 𝑢𝑛𝑖𝑡𝑠
52° ∠𝐵 = 16.06°
P Q
7 cm ∠𝐶 = 55.94°
B C
10 cm 2. ∠𝐴 = 30°
2. Y ∠𝐵 = 30°
𝑐 = 6.93 𝑢𝑛𝑖𝑡𝑠
5.
35° 3. ∠𝐴 = 21.79°
55° ∠𝐵 = 60°
8 cm 8 cm 7 cm 7 cm
∠𝐶 = 98.21°
4. ∠𝐶 = 49.25°
∠𝐴 = 65.375°
C
∠𝐵 = 65.375°
5. 𝑎 = 11.85 𝑢𝑛𝑖𝑡𝑠
3.
4 cm ∠𝐵 = 18.86°
138° ∠𝐶 = 31.14°
A B
15 cm
Exercises/Activities
Answer Key VI.