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9
Mathematics
Quarter 4, Wk. 8-10
Application of Law of Sines and Cosines
Department of Education ● Republic of the Philippines
Math- Grade 9
Alternative Delivery Mode
Quarter 4,Wk. 8-10
First Edition, 2020

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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V

Development Team of the Module

Author/s: (Jocelyn D. Aragon, Charito Navalta, Carmelo B. Rabor Jr.)
Evaluators/Editor: (_______________________)
Illustrator/Layout Artist: (________________________)
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

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Asst. Regional Director

Roy Angelo E. Gazo, PhD, CESO V

Schools Division Superintendent

Nimfa R. Lago,PhD, CESE

Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr., EPS-ADM
Henry B. Abueva OIC-CID Chief
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Office Address: General Aguinaldo, St., Iligan City
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 9
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Mathematics
Quarter 4,Wk. 8-10

This instructional material was collaboratively developed and reviewed

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We encourage teachers and other education stakeholders to email their
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Department of Education ● Republic of the Philippines
This page is intentionally blank
 Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module................................................................................................................ii
Icons of this Module....................................................................................................................................iii

What I Know.................................................................................................................................................iii

Lesson 1:
Applications of Law of Sines................................................................................................1
What I Need to Know......................................................................................................1
What’s I Know ...............................................................................................................1
What’s In.............................................................................................................................2
What’s New ......................................................................................................................3
What Is It ...........................................................................................................................4
What’s More .....................................................................................................................6
What I Have Learned …................................................................................................8
What I can Do...................................................................................................................8
What’s More......................................................................................................................9

Lesson 2:
Application of Law of Cosines.............................................................................................11
What I need to Know......................................................................................................11
What I Know......................................................................................................................11
What’s New ..................................................................................................................12
What Is It ...........................................................................................................................12
What’s More …………………………………………………………………………….14
What I Have Learned …………………………………………………………...15
What I Can Do .................................................................................................................16

Summary
Assessment: (Post-Test)
Key to Answers........................................................................................................................................20
References.................................................................................................................................................24
This page is intentionally blank
What This Module is About
What I Need to Know
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II
What I Know

This page is intentionally blank

 Lesson Applications of Law of Sines
1
What I Need to Know
In this lesson, you will learn to solve problems in real-life applications involving oblique
triangles. Specifically, using Law of Sines.

The next activity will help you recall the formula of Law of Sines and its cases.

What I Know

Activity 1: Pair Me Up

What is the title of this picture?

Solve the triangles on the next page. If answer are not whole numbers, round off to the nearest tenth. Then, write
the corresponding letter on the below to decode a message.

_____ _____ _____ _____ _____ _____ _____ _____ _____

14.1 15° 24.2 14.1 21.9 60° 19.6 24.2 14.7

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
105° 120° 15° 15° 14 20 30° 55° 150° 45° 19.3 105°

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
105° 14 38.6 120° 25° 14 105° 65 130° 19.3 5.4

G=?

T=?
o=?
c=?
10 i=?

45° 30° 30° 120°

a=? 14

W=?
20 n=?
15°
L=?m=?
 H=?
45°
18
k=? f=?
s=?
15°
60° 75°
E=? r=?
16

Questions:
1. How did you pair in Activity 1?
2. Were you able to solve each triangle and the whole puzzle? If not, why?
3. The next time you do an activity, what measures will you take so you could finish the activity?

Activity 1 you were given illustrations of triangles in which you were asked to find the missing parts and it
gave you an opportunity to practice some more in solving oblique triangles using the Law of Sines. In
activity 2 you are to draw the triangles based on given conditions before you solve the triangle.

Activity 2: Picture Me

Draw your own triangles given the indicated measures and solve for the other parts using the Law of Sines.
Round off all decimals to the nearest tenth.

1. ∠ A = 73°, a = 18, b = 11 2. ∠ A = 26°, ∠ C = 35°, b = 13

∠ B = _____ ∠ C = _____ c = _____ ∠ B = _____ a = _____ c = _____

Questions:
1. In each problem, which part of the triangle did you solve first? Why?
2. Do the diagrams you made really help you in solving the given trangles? How?

What’s In

The previous activity assessed your ability to draw triangles given some conditions. Being able to translate
problems in the form of drawings or diagrams helps in analysing what tool should be used to solve it. In
the next activity, you will see just how important diagrams are in helping you understand the given proble.
 What’s New

Activity 3: Read the problem and analyse the partial solution presented below.
Then, answer the last question in the problem on your own.

Problem: Two towns, A and B, located along the coast of the Pacific Ocean are 30 km apart on a north-south
line. From a ship, the line of sight of town A is W30°N, while that of B is S40°W. a) How far is the ship from
town A? ; b) How far is the ship from town B?

A
N

W 30° O (ship)

40°
.
30 km S

Since line AB is along the north-south direction,

a.) B = 40°. Why?
b.) AOB = 80°. Why?
c.) A = 60°. Why?

60°
Since for AO,
sin B sin O
=
80° AO AB

AO = AB¿ ¿ = 30 ¿ ¿

30(0.6428)
AO = = 19.58
0.9848
40° ⸫The distance of the ship from town A is 19.58 km.
Now, it is your turn to do the rest of the problem.
Questions:
1. What are your thoughts about the activity?
2. If the partial solution was not provided, can you show the entire solution? If not, why?
3. Are the given sketches helpful? How did they help you?

What Is It

Recall: The Law of Sines

For any Δ ABC in which a, b, and c are the lengths of the sides opposite the angles with measures A, B, and
C, respectively.

sin A sin B sin C a b c

= = or = =
a b c sin A sin B sinC

1. When two angles of a triangles are given along with one side, we first find the third angle and then use
the Law of Sines to find the other two sides.

2. The Law of Sines can be used in solving triangle when we know any of the following cases;: SAA,
ASA, and SSA.

Example:

1. Solve Δ ABC , pictured below, if A = 63°, B = 49°, and c = 78. Give the lengths of the sides to two
significant digits and the angle measure to the nearest degree.

63
2
A B
c = 78

Solution:
Since all angles inside a triangle is equal to 180°; then,

A + B + C = 180
63 + 49 + C = 180
C = 68

Using the Law of Sines, we can solve for the unknown sides:

a b 78
= =
sin 63 sin 49 sin 68
 b 78
=
sin 49 sin 68

b(sin 68) = 78(sin 49)

b = 78 ¿ ¿

b = 63.49

a 78
=
sin 63 sin68

a(sin 68) = 78(sin 63)

a = 78 ¿ ¿

a = 74.96

2. An electric post is anchored to the ground by two guy wires attached on opposite sides. The guy wires
which make angles 34° and 46° with the horizontal ground are 75m apart. What is the length of each
wire?

Solution:
Since all angles inside a triangle is equal to 180°; then,

A + B + C = 180
34 + 46 + C = 180
C = 100

Using the Law of Sines, we can solve for the unknown sides:

x z
=
sin 46 sin 100

x(sin 100) = 75(sin 46)

x = 75 ¿ ¿

x = 54.78

y z
=
sin 34 sin 100

y(sin 100) = 75(sin 34)

 y = 75 ¿ ¿

y = 42.59

What’s More

What to REFLECT and UNDERSTAND

Your goal in this lesson is to reflect on how the Law of Sines can be applied to solved real-life
problems involving oblique triangles.

Activity 4: Exploring Possibilities

Consider the different positions of ∆ ABC as it is rotated around a point.

B C
A
c a
b
h b c
a

D B

In each position, the horizontal side is considered the base and the altitude is drawn from the opposite vertex.

1. In each figure, explore how the altitude (h) of each triangle can be expressed using the sine ratio. List
as many expressions as possible.

1
2. Recall the formula for area of a triangle, A = bh. Replace h by each of the expressions you got in
2
no. 1 and replaced b by each of the bases in figure 1 to 3. Write down the formulas you got on the
board.

3. Analyse the resulting formulas.

4. Test the formulas using the triangles below.

 Triangle 1
Triangle 2

5. Once you have tested the formulas, check your answers against the area you will get using the original
1
formula, A ∆ = bh. Are the formulas you have tested accurate?
2

The area of a triangle is one-half the product of any two sides and the sine of the included angle.
In symbols,
1 1 1
A∆ = ab sin C or A ∆ = bc sin A or A ∆ = ac sin B
2 2 2

Activity 5: Help Me Find a Solution

Work in pairs and solve the problems below. Read each problem carefully and discuss with your partner how
you will go about solving the problem.

1. A newly-wed couple wants to purchase a piece of land which is triangular in shape. If the two sides of
the lot measure 25m and 30m and their included angle is 60°, what is its area? If the lot costs Php2,000
per square meter, how much would it cost the couple to buy the lot?

2. A triangular parcel of land with points M, K, L was to be fenced. No data for the lengths of sides MK
and KL are available as shown in the figure below. How much fencing material is to be used in the lot?
Determine the area of the lot.

52°

150 m

83°
K L

3. A pilot approaching a 10 000-foot runway finds that the angles of depression of the ends of runway are
12° and 15°. How far is the plane from the nearer end of the runway?
 4. A man measured the angle of elevation of the top of a tower to be 70°. When he walked 30m further,
the angle of elevation of the top of the tower was 35°. Find the distance from the top of the tower to the
second observation point.

5. From the top of a building 24m high, the angle of elevation of a weather balloon is 54 °, and from the
bottom of the building the angle is 62°. How high above the ground is the balloon?

Questions:
1. Does having a partner in solving the problems somewhere make you comfortable?
2. Which among the given problems is the easiest for you and your partner to solve? Why?
3. In which problem did you encounter the most difficulty? Why?
4. Explain briefly how you solved each problem.

What I Have Learned

Activity 5 gave you a chance to work and deepen your understanding in solving real-life problems using
the Law of Sines. This also gave you an opportunity to discuss and clarify any misconceptions on the topic.
Now, let’s see if you can now solve real-life problems on your own by moving on this activity 6.

Activity 6: All Alone but Still Going Strong

Read the given problems carefully and solve them. (Work individually.)

1. To find the distance between two points A and B that lie on opposite banks of a
river, a surveyor lays off a line segment AC of length 250 m along one bank and
determines that the measures of ∠BAC and ∠ACB are 64° and 43°, respectively. Find
the distance from A to B.
2. As you walk through a level path toward a mountain, the measure of the angle of
elevation to the peak of a mountain from one point is 33°. From another point 1000
ft closer, the angle of elevation is 35°. How high is the mountain?

3. Maggie observes a car and a tree from a window. The angle of depression of the car
is 45° and that of the tree is 30°. If the distance between the car and the tree is 100
m, find Maggie’s distance from the tree.

Questions:
1. How does it feel solving the problems by yourself?
2. Were you able to solve all the problems? If yes, how did you do it? If not, why? What will you do next
time to make sure that you finish the task?

What I Can Do
 Your goal at this point is to create a short story using the concept you have learned.
a

Activity 7
1. Create a short story based on the scene pictures below.

2. Incorporate the concepts you have learned in the story by creating at least 2 problems. Present the
solutions to the problem.

3. Present your work to the class.

Questions:
1. How does it feel solving the problems by yourself?
2. Were you able to solve all the problems? If yes, how did you do it? If not, why? What will you do next
time to make sure that you finish the task?

What’s More

Activity 8: Did You Grasp the Idea?

Goal of task related to understanding: Your task is to survey the area of a triangular parcel of land using the
concept of sine.

Role: You are a surveyor.

Audience: The target audience are th prospective buyers of the land.

Situation: Three prospective buyers of the triangular parcel of land are interested in buying the land. All of the
prospective buyes want the land so much because each side of the land is long a road which makes the land very
accesible. The only thing that keeps them from buying the land is that they do not know the area of the land.
Prospective buyer no. 1wants the area to be within the range of 500 m to 750 m, prospective no. 2 wants the
area to be within the ranbge of 750 m to 850 m, and prospective buyer no. 3 wants the area to be exactly 850
m. to make sure that the area of the land is what they really wanted, they agreed to hire you as surveyor and
share the expenses for you fee.

Product or Performance: Submit a sketch of the land drawn to scale and computations indicating the area of the
triangle.

Standard of Performance: Your work must meet the standards in the following rubric.
RUBRIC FOR PERFORMANCE
CRITERIA 4 3 2 1
Has shown full Has shown full Has shown some Has no knowledge
understanding understanding degree of of the concept as
of the concept of the concept understanding evidenced in the
as evidenced in as evidenced in of the concept work presented
Mathematical the work the work as evidenced in
Concept Used presented. Also presented the work
used other presented
concepts leading
to the same
solution
The The The The computations
computations computations computations were incoherent
were presented were presented were presented and erroneous.
logically and logically and logically but
Accuracy of done accurately. done accurately. there were
Computations Alternative minimal errors in
solution/s computations.
leading to the
same answer has
been presented.
Presentation Sketch was Sketch was Sketch was Sketch was not
drawn precisely drawn precisely drawn precisely drawn to scale and
according to the according to the according to the is hard to follow.
scale used. scale used. scale used.
Presentation of Presentation of Presentation of
the sketch is the sketch is the sketch is
clear and easy to clear and easy to fairly easy to
follow and has follow. follow.
add-on features
(such as flowers
and trees)
making the
sketch attractive.
 Lesson

2 Applications of Law of Cosines

What I Need to Know

In this lesson, you will learn to solve problems in real-life applications involving oblique triangles.
Especially, using Law of Cosines.

The next activity will help you recall the formula of Law of Cosines and its cases.

What I Know

Activity 1: Practice Makes Perfect

Solve each triangle. (If answers are not exact, round off to the nearest hundredth.)

1. C 2.
A B
A A
3

108° 4 120° 4
B 9 A C

3. 4.
C B

7 3
5 6

A B
A C
A 6 A
5. A
130°
8 5

B C
A A
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 triangle.

What’s New

Being able to illustrate a problem through diagrams will help you connect with the problem which will
make solving easier. The previous activity provided you this skill. In the next activity, illustrations based
on real-life situations are already provided. Your task is to apply the Law of Cosines to solve the problems.

Activity 2: Find Me Please

Below are sketches depicting real-life situations. Your task is to find the missing part indicated in each sketch.

Questions:
1. How did you solve the problem in situation 1? In situation2?
2. Did the illustrations help you in solving the given triangles? How did they help you?

What Is It

The Law of Cosines

For any Δ ABC in which a, b, and c are the lengths of the sides opposite the angles with measures A, B, and
C, respectively.

a2 = b2 + c2 – 2bc(cos A)
b2 = a2 + c2 – 2ac(cos B)
c2 = a2 + b2 – 2ab(cos C)

These three equations enable us to find the third side of a triangle with two sides and the included angle.
Examples:

1. Find the length of the side if a triangle has the following dimensions: a = 10, b = 14, and = 60°.

Solution:
c2 = a2 + b2 – 2ab(cos C)

c2 = (10)2 + (14)2 – 2(10)(14)(cos 60)

c2 = 100 + 196 – 140

c2 = 296 – 140

c2 = 156

c = √ 156

c = 12.49

2. An observer at the edge of the pier E at Pahayahay sa Pantalan noticed that one boat A is 10km away
in the direction N42°E, while another boat B is 15km in the direction N35°W. what is the distance
between the two boats?

Solution:
180 = x + 35 + 42

180 = x + 77

x = 180 – 77

x = 103

e2 = 102 + 152 – 2(10)(15)(cos 103)

e2 = 100 + 225 – (-67.49)

e2 = 392.49
 e = √ 392.49

e = 19.81

What’s More

What to REFLECT and UNDERSTAND

Your goal in this lesson is to reflect on how the Law of Cosines can be applied to solve real-life problems
involving oblique triangles.

Activity 3:

For each of the 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.)

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?

What I Have Learned

 Your goal at this stage is to formulate a problem using a real-life situation.

Activity 4: What Is Your Problem?

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

Questions:
1. What is the problem you made all about?
2. Were you able to incorporate the Law of Cosines in the problem? How?
3. Present and explain your solution to the class.

What I Can Do

Before we end this Module, let us summarize the concepts you have learned by doing a final activity.

Activity 6: Laws to Validate

Solve each problem inside the box. Then, look for the answer on the encoder and write the corresponding letter
in the box directly above the answer to complete the key ideas.
 DECODER
Triangle trigonometry can be used to solve problems involving angles of

and

8 60 ° 8 96.41 ° opp 33. 59 ° 15.69 ft 39.8 ° 72.97 °

hyp

adj 8 opp 21.35 ft. 8 157.9 ft. 157.9 ft. 15.69 ft. 39.8° 72.97 °
opp adj

However, many interesting problems involve non-right triangles. The laws needed to solve these types
of problems are the

60° opp 27.18 157.9 ft. 39.8° 55.3 °

hyp

157.9 ft. 15.69 72.97 ° 8 157.9 ft. opp 72.97 ° adj

hyp opp

25.07 39.8° 157.9 ft. 15.69 72.97 ° 8 157.9 ft.

Assessment: (Post-Test)

1. Mr. de Guzman has a triangular-shaped backyard. Find the area of the backyard if two of its
sides measure 8m and 10m, and the angle between these sides is 54 °.

a. 36.23m
 b. 36.32m
c. 32.36m
d. 32.63m

2. An airplane takes off at a constant angle in a straight line. If it has travelled 1000 feet of
ground distance when it is 200 feet in the air, how far has it travelled in the air during that
time?

a. 1019.8ft.
b. 1019.9ft.
c. 1018.8ft.
d. 1018ft.

3. A lighthouse 20m high with the base at sea level is sighted by a ship. If the angle of elevation
from the ship to the top of the lighthouse is 12 °. What is the distance from the ship to the
lighthouse? Round off your answer to the nearest meter.

a. 92m
b. 93m
c. 94m
d. 95m

4. A surveyor finds that the angle between the base and the top of a flagpole on top of a building
is 7° when the measurement is made from a point 150 feet from the base of a building. If the
building is 100 feet tall, what is the height of the flagpole? Round off your answer to the
nearest feet.

a. 29ft.
b. 28ft.
c. 27ft.
d. 26ft.

5. Two roads intersect at an angle of 100 °. Mildred’s mailbox is 8m from the intersection.
Jacque’s mailbox is on the other rod and is 12m from the intersection. How far is Jacque’s
mailbox from that of Mildred’s?

a. 14.99m
b. 15.45m
c. 15.35m
d. 15.54m

6. A triangular field has sides 500 feet, 450 feet, and 720 feet. Find the measure of the angle
between the sides measuring 500 feet and 720 feet. Round off your answer to the nearest
degree.

a. 37°
b. 38°
c. 39°
d. 40°

Key to Answers

LESSON 1
Activity 1: Pair Me Up
1. ∠T = 105
a = 19.3
 c = 14.1

2. ∠G = 30
i = 14
o = 24.2

3. n = 20
L = 15
∠W = 150
m = 38.6

4. ∠H = 45
k = 21.9
f = 19.6

5. ∠E = 120
r = 14.7
s = 5.4

Answer to the Puzzle:: CLOCK FOR TELLING WHAT TIME IT WAS

Activity 2: Picture Me
1. ∠B = 35.8
∠C = 71.2
c = 17.8

2. ∠B = 119
a = 6.5
c = 8.5

Activity 3
a. The ∠B = 40 because its alternate interior angle is also 40.

b. ∠WOS = 90 NS ⊥ WE
∠WOB + ∠BOS = ∠WOS by Angle Sum Property
∠WOB + 40 = 90 by Substitution
∠WOB = 50 by Subtraction Property of Equality

∠AOB = ∠AOW + ∠WOB by Angle Sum Property

∠AOB = 30 + 50 by Substitution
∠AOB = 80 by Addition

c. ∠A + ∠B + ∠AOB = 180 The sum of the three angles of any triangles is 180
∠A + 40 + 80 = 180 by Substitution
∠A + 120 = 180 by Addition
∠A = 60 by Subtraction Property of Equality

sin A sin O
To find the distance of the ship from town B, use the formula =
OB AB

sin A sin O
=
OB AB

30(0.8660)
OB = AB ¿ ¿ = 30 ¿ ¿ = = 26.38
0.9848
The distance of the ship from town B is 26.38
Activity 4: Exploring Possibilities
1. In figure 1, h = c sin A and h = a sin C
In figure 2, h = b sin A
In figure 3, h = b sin C

1
2. A= bh, thus in –
2
1 1
figure 1, A = bc sin A and A = ab sin C
2 2

1
figure 2, A = bc sin A
2

1
figure 3, A = ab sin C
2
3. They are areas of the same triangle. Hence, they will all yield the same value.

Activity 5: Help Me Find a Solution

1. Cost = P649,500.00
2. A = 6,317.88sq. m
3. 4579.65ft.
4. 49.15m.
5. 89.48

Activity 6
1. 178.29m
2. 8950.79ft.
3. 273.22m

Activity 7
Following are suggested rubrics which can be used to rate the output s of the students.

RUBRIC FOR WRITTEN OUTPUT

CRITERIA 4 3 2 1
Story has
The story has
The story has sufficient
imaginative
strong beginning,
beginning,
beginning, middle and Story is vague.
middle, and
Creativity middle and ending but Chaining of events
ending. Proper
ending. Proper somewhat is hard to follow.
chaining of
chaining of vague. Chaining
events is highly
events is visible. of events is
visible.
straightforward.
 Shows nearly Shows some
Show full Shows very limited
complete degree of
understand of understanding of
Mathematical understanding of understanding of
the concept as the concept as
Concept Used the concept as the concept as
evidenced in the evidenced in the
evidenced in the evidenced in the
work presented. work presented.
work presented. work presented.

The
computations
The
were presented
The computations
logically and The computations
computations were presented
Accuracy of done accurately. were incoherent
were presented logically but
Computations Has presented and erroneous.
logically and there were
alternative
done accurately. minimal errors in
solution/s
computations.
leading to the
same answer.

Lesson 2:
Activity 1
1. a = 10.33 units
∠B = 16.06
∠C = 55.94
2. ∠A = 30
∠B = 30
c = 6.93 units
3. ∠A = 21.79
∠B = 60
∠C = 98.21
4. ∠C = 49.25
∠A = 65.375
∠B = 65.375
5. a = 11.85 units
∠B = 18.86
∠C = 31.14

Activity 2
1. c = 32.78
2. N = 147.45

Activity 3
1. ∠C = 79
2. A1A2 = 54.4 km
3. ∠A = 83
∠B = 44
∠C = 53
Activity 4
Outputs of the students in activity 4 may be rated using the suggested rubrics that follows.

RUBRIC FOR ACTIVITY 4

CRITERIA 4 3 2 1

Demonstrate Demonstrate
Demonstrate Demonstrate little
general limited
clear knowledge or no knowledge
Math Content knowledge and knowledge and
and application or application of
application of application of
of math skills. math skills.
math skills. math skills.

Inaccurately
Accurately Satisfactorily Limited communications
communicates communicates communication solutions to
Mathematical
solutions to solutions to of solutions to problems and
Communication
problems and problems and problems and concepts.
concepts. concepts. concepts.

Provides
Utilizes Employs partially
appropriate
moderately correct process
process for Uses entirely
Problem correct process but with
solving the incorrect
Solving with minimal considerable
problem without plan/strategy.
omission or error error in
errors in
in procedure. procedure.
computations.

Activity 5
opposite
A
ℎypotenuse
C a = 25.07

adjacent
D
ℎypotenuse
E b=8

F 55.3
 I x = 15.69ft

L c = 60

N B = 72.97

O 39.8

opposite
P
adjacent

R x = 21.35ft.

S x = 157.9ft.

T C = 33.59

V mB = 96.41

W P = 27.18

DECODER: Triangle trigonometry can be used to solve problems involving angles of Elevation and
Depression. However, many interesting problems involve non-right triangle. The Laws needed to solve these
types of problems are the Laws of SINES and COSINES.

POST TEST
1. C
2. A
3. C
4. A
5. D
6. B

References
Demonguitan, Edgar A. and Del Rosario, Philjun C., Problem Involving the Law of Sines, DLP No. 48.1
Del Rosario, Philjun C. and Demonguitan, Edgar A., Problem Involving the Law of Cosines, DLP No. 48.2
For inquiries and feedback, please write or call:

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