W7

Learning Area Mathematics Grade Level 9

Quarter 4th Quarter Date

I. LESSON TITLE Law of Cosines

II. MOST ESSENTIAL LEARNING Illustrates law of cosines (M9GE-IVg-1)

COMPETENCIES (MELCs)

III. CONTENT/CORE CONTENT Illustrates the law of cosines and discuss the different cases where we can
apply these laws in solving oblique triangles.

IV. LEARNING PHASES AND LEARNING ACTIVITIES

I. Introduction (Time Frame: 5 minutes)

Based from what you have learned from the previous lesson about the law of sines, do you think you can determine the
angle measures of a triangle with sides measuring 6 inches, 7 inches and 8 inches?

Remember that in solving oblique triangles, you need to know at least one angle measure to use the law of sines. So, in this
lesson, you will be learning the law of cosines which can be used to solve triangles when given these information: the
measures of the three sides or the measures of the two sides and the included angle.

It will be helpful to remember the following property of triangles when applying the law of cosines. In any triangle, the sum
of the lengths of any two sides must be greater than the length of the remaining side. For example, it would be impossible
to construct a triangle with sides of lengths 3, 4, and 10. You may try, but later on, you will find out that there is no triangle
will be formed.
D. Development (Time Frame: 50 minutes)
LAW OF COSINES

To derive the law of cosines, let ABC be any oblique triangle. Choose a coordinate system so that the vertex B is at the
origin and side BC is along the positive x-axis. See Figure 1.

Let (x, y) be the coordinate of vertex A of the triangle. Verify that for angle B, whether obtuse or acute,
�� ��
Sin B = �� and cos B = ��.
Here x is negative if B is obtuse. From these results
y = c sin B and x = c cos B,
so that the coordinates of point A become (c cos B, c sin B).
Point C has coordinates (a, 0), and AC has length b, By the distance formula
b =√(�� cos�� − ��)2 + (�� sin ��)2.
Squaring both sides and simplifying gives
b2 = (c cos B – a)2 + (c sin B)2
= c2 cos2B – 2ac cosB + a2 + c2 sin2B
= a2 + c2 (cos2B + sin2B) – 2ac cos B
= a2 + c2 (1) – 2ac cos B
b2= a2 + c2 – 2ac cos B
The result is one form of the law of cosines. In the work above, we could just as easily have placed A or C at the origin. This
would have given the same result, but with the variables rearranged. These various forms of the law of cosines are
summarized in the following theorem.
In any triangle ABC, with sides a, b, and c,
a2 = b2 + c2 – 2bc cos A,
b2 = a2 + c2 – 2ac cos B,
c2 = a2 + b2 – 2ab cos C.

IV. LEARNING PHASES AND LEARNING ACTIVITIES

The law of cosines says that “the square of a side of a triangle is equal to the sum of the squares of the other two sides
minus twice the product of those two sides and the cosine of the angle included between them.”
If we let C = 90° in the third form of the law of cosines given above, we have cos C = cos 90° = 0, and the formula becomes
c2 = a2 + b2, the familiar equation of the Pythagorean theorem. Thus, the Pythagorean theorem is a special case of the law
of cosines.

The law of cosines allows you to solve a triangle as long as you know either of the following:
1. Two sides and the included angle – side-angle-side (SAS) information.
2. Three sides – side-side-side (SSS) information.

Example 1. SAS Case

Solve triangle ABC if A = 42°, b = 13, and c = 15.

Solution: Solve for a,

Choose the form of law of cosines that involves A, b, and c: a2 = b2 + c2 – 2bc cos A
a2 =132 + 152 – 2(13)(15) cos 42° Substitute the value of A, b, and c
a2 = 169 + 225 – 390 (0.7431) Compute
a2 = 104.1735 Get the square root of both sides
a ≈ 10.21
Solve for ∠B using the law of sines,
sin42°
sin��
10.21=
Substitute the value of A, a, and b
13
13 sin42°
sin B =
Compute
10.21
sin B = 0.8520 → B ≈ 58.43°
Solve for ∠C, ∠C = 180° - 42° - 58.43° ≈ 79.57°

Example 2. SSS Case

Solve triangle ABC if a = 9, b = 16, and c = 21.

Solution: Let us solve for ∠C, the largest angle, using the law of cosines that involves C.
��2 2 2
c2 = a2 + b2 – 2ab cos C or cos C = + �� − ��

2���� (Deriving the value of cos C in terms of a, b, and c.)

92
Inserting the given values leads to cos C = + 16 − 21
2 2

2(9)(16).
Then compute, cos C = - 0.3611 → ∠C ≈ 111.17°.
We can use either the law of sines or the law of cosines to find B ≈ 45.27°. (Verify this).
Since A = 180° - B – C, A ≈23.56°.

Remember: When you use the law of cosines to find angle measures, you should find the measure of the triangle’s largest
angle first, if it is not already known. By doing so, you will not need to worry about the ambiguous case if you use the law of
sines to find another angle measure.

E. Engagement (Time Frame: 40 minutes )

Applying the law of cosines, solve the following problems. Round to the nearest hundredth.
1. Solve ∆ABC.

2. Solve ∆ABC, if C = 28°, a = 42, and b = 57.

3. Solve ∆ABC.

4. Solve ∆RST, given r = 29, s = 16, and t = 24.

IV. LEARNING PHASES AND LEARNING ACTIVITIES

A. Assimilation (Time Frame: 20 minutes)

Answer the following accordingly.

1. Describe the type of problems that require the law of cosines.
2. Can the law of cosines be used to solve any triangle for which two angles and a side are known? Explain
your answer.
3. Can you site real life application of law of cosines? Describe how you can you apply the law of cosines in that
situation. Give at least two situations.

V. ASSESSMENT (Time Frame: 40 minutes)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

A. Solve the following triangles. Round to the nearest tenth.

1. 2.

3.

B. Draw triangles given the indicated measures below and solve for the missing part using the law of cosines. Round
the answers to the nearest tenth.
1. ∠A = 46°, b = 11, c = 9
2. a = 8, b = 10, c = 13

VI. REFLECTION (Time Frame: 15 minutes)

∙ Communicate your personal assessment as indicated in the Learner’s Assessment Card.
∙ The learner, in their notebook, will write their personal insights about the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson. ✔ - I was
able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson. ? – I was not
able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES MATHEMATICS GRADE 9 Learner’s Material, DepEd-BLR, First Editon, 2014

Prepared by: Edgar V. Tuico Checked by: MA. FILIPINA M. DRIO

LAILA R. MALOLES
HENRY P. CONTEMPLACION
GINALYN D. BELTRAN