1

WORKTEXT IN TRIGONOMETRY TO IMPROVE MATHEMATICS

PERFORMANCE

An Action Research
In partial fulfilment of the requirements in the course
Classroom-Based Education Delivery Techniques

For the degree Doctor of Philosophy major in Educational Technology

Of Iloilo State College of Fisheries

Submitted by:

NELSON E. BAITO

Submitted to:

ROSIE S. LLASUS, Ed.D.

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Subject Professor
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Background and Rationale of the Study

The place of mathematics in the education of the Filipino learners has long been

the concern of the educational system. It has been felt that mathematics has both

utilitarian and disciplinary or cultural uses necessary for everyone. Since man lives in an

environment that follows mathematical laws, he has to know the subject in order to

control, or live within, such environment.

The report of the Committee on Information Technology, Science, Mathematics

Education and other Technologies (ITSMEOT) says that the National Secondary

Achievement Test results of the last four years show that the students mean percentage

scores is only about 50%. The lowest scores were recorded in science and mathematics

indicating that these are the most difficult subjects for the students and for which

innovative teaching techniques should be devised to make them interesting and less

daunting. The number of under achievers especially in mathematics deserves as much

attention as any other problem in the educational scheme.(BEC Manual, 2002)

In Mathematics, students need to master not only the facts of the four

fundamental operations or the computational skills and memorize tables and formulas.

They should also be trained to engage in logical thinking, pose problems, discover

patterns, draw conclusions, make generalizations and the like which would top their

thinking processes to develop higher order thinking skills.

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Math educators are constantly challenged to provide the learners with

mathematical experiences that are interesting if they expect the learner to achieve their

mathematical potential.

The Information and Technology Department of Northern Iloilo Polytechnic State

College aims to promote quality education by providing students greater understanding

of basic mathematical concepts, mastery of skills and appreciation of mathematics so

that they would be able to apply it to various fields of endeavor. One of the major

problems of the department is the poor performance of students in mathematics. Every

mathematics classroom has students who are failing, who seldom do homework, who

hesitate to participate in class discussion and board work exercises, who are inattentive,

or who seem unable to benefit from instruction. Efforts have been made to improve the

performance of students in Mathematics. However, students’ quizzes, unit test, periodic

test and grades revealed their poor performance in the subject. Most of them got scores

below the cut-off of 50% of the total number of items. Students were observed to have

passive attitude in learning the subject matter. They were dependent on the explanation

and discussion of the teacher during the lecture. The researcher also observed that

students consume most of their time in copying; they don’t listen to the discussion

anymore, thus, they miss the explanation.

The researcher believed that one factor that affects students’ attitude toward

their learning of the subject is the use of instructional materials. Teaching materials,

facilities, equipment and devices are inadequate and most students belong to the low-
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income families and they could not afford to buy textbooks. It is the teachers’ initiative

and innovativeness to produce the necessary materials and equipment needed to

improve teaching instructions. One way of improving the students’ performance is

developing a worktext that will be used by the students in class, thus, this research.

Statement of the Problem

The decreasing performance of freshmen college in Mathematics prompted the

researcher to identify the levels of mathematics performance of students and find out if

the utilization of worktext can improve performance.

Specifically, this study sought answers to the following questions:

1. What are the levels of performance of students in Mathematics prior to construct

a worktext as an intervention in improving Mathematics performance?

2. What are the levels of performance of students in Mathematics after the use of

worktext?

3. Is there a significant mean difference in the students’ performance before and

after the use of worktext?

Hypothesis

The study attempted to test the hypothesis:

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There is no significant mean difference in the students’ performance before and after

the use of worktext.

Review of Related Literature

Butler (1960) said, “Learning is an active process. It is achieved not in any single

way but through a variety of activities and is approached through a variety of avenue:

reading, listening, asking questions, working with material objects, writing, drawing,

analyzing, interpreting, computing, etc. These activities need to be planned that they

will bring the learner along the path toward understanding and mastery of the subject at

his level of advancement.

Many learning problems students face in schools can be traced to problems in

the textbooks and other instructional materials they are asked to use. No matter how

appropriate the rationale for your course or the objectives of a lesson you want to teach

are for your students, if the instructional materials are inappropriate, learning can be

impeded. (Gunter, et al 1995)

The findings of Jagolino (1987) revealed that pupil performance is significantly

related to status of instructional facilities. This means that pupil performance could be

attributed to the adequacy or inadequacy of instructional facilities.

According to Gellecanao (1991), the factor considered most closely associated

with students’ difficulty in learning mathematics were mainly personal factors such as
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lack of textbooks and other learning aids, lack of self-confidence, poor training in

analytical or logical thinking and poor study habits.

De Dios (in Pilotos, 2000) found out that the one of the factors that caused

failures in the high school of Southeastern College, Pasay, Metro Manila was the lack of

textbooks and other school materials needed in the studies.

Cruickshank (1999) believed that teachers are limited when there are insufficient

resources. Teachers without adequate educational materials are severely limited in how

or what they can teach.

Traditionally, the textbook has been the most frequently used instructional

material at all levels beyond the primary grades, and in some cases it is the only one

used by the teacher. The text and its partner, the workbook, asserts Eisner, provide the

curricular hub around which much of what is taught revolves. (Ornstein, 1990). A

textbook: (1) provides an outline that the teacher can use in planning the course, units,

and lessons, (2) summarizes a great deal of pertinent information, (3) enables the

students to take home in convenient form most of the material they need to learn for

the course, (4) provides a common resource for all students to follow, (5) provides the

teacher with ideas regarding the organization of information and activities, (6) includes

pictures, graphs, maps, and other illustrative material which facilitates understanding,

(7) includes other teaching aids, such as summaries and review question, and (8)

relieves the teacher of preparing material for the course, thus allowing more time to

prepare the lesson.

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The workbook, at the lower grade levels, is often used separately or

independently to provide exercises for practice and drill in language, arts, reading and

math; along with the textbook, it tends to dominate elementary school classrooms as

the major instructional tool. In fact, in one study of 45 teachers, grades one to six,

students spent as much time or more time alone on their workbooks than they did with

other teacher-students activities (Osborn, 1989). At the secondary levels, workbooks are

often used in different content areas keyed to or as a supplement (rarely independently)

to the textbook for purpose of practice. It sometimes exist at the secondary level, in the

form of a students’ manual with drill exercises (sometimes problems) constituting most

of the course content. Used in this context, students first engage in new learning

derived from the textbook or another source. Then, the workbook is used to reinforce

the new learning; ideally, the exercises or problems are concrete examples of abstract

learning. For this reason, many teachers view the workbook as a pedagogical aid.

Ornstien stressed that the merit of workbook is that it performs the practice and

drill function well and is helpful with young students who need to learn a knowledge

base and with low-achieving students who need extra concrete activities to understand

abstract learning and repeated exercises to integrate new learning. To the extent that

the workbook is used in one of the instructional contents and that the exercises make

learning more meaningful to students, it has value. He also added that good teachers

become better teachers when they use appropriate materials in their lessons.
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Workbooks are desirable for many students, but especially important for

students whom learning to read are difficult. It is for these children that workbooks

should be geared. For workbooks to be effective, Jean Osborn insists that they focused

on a sequenced review of what has been taught on the most important content, and on

content that needs to be reinforced. Workbooks can provide students with (1) a means

of practicing details of what has been taught, (2) extra practice for students who need

it, (3) intermittent reviews of what has been taught, (4) ways for students to apply new

learning with examples, (5) practice in following direction, (6) practice in a variety of

formats that they will experience when they take tests, and (7) opportunity for students

to work independently and at their own pace (Osborn, 1989)

Development of a workbook for Basic Organic Chemistry for non-science majors

was the concern of Davao (in Pilotos, 2000). It was found out that the achievement

level of students exposed to the use of the workbook were significantly higher than

those that were not exposed to it.

Segall and Wilson (1998) said that workbooks, of course, taking into

consideration textbook content, are usually excellent teaching aids that help classroom

teachers use different teaching techniques.

Duque (1988) developed and validated a learning module on the trigonometric

functions for right triangles. The study revealed that students who were taught

trigonometry through the learning module instruction performed better than those who

were taught through the non-module approach. Also found out was that ability level
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caused a variation in the gains of the subjects’ mathematics achievement. A significant

difference was noted in the mean scores of the students with high, average and low

mental abilities.

Mosqueda’s (in Mijares, 2004) study recommended the use of learning modules

in improving mathematics achievement of pupils.

Burden and Byrd (1994) pointed out that instructional materials produced locally

by instructors make significant contributions to learning. In fact, teachers make better

use of instructional materials they have produced than the materials obtained from

commercial sources.

Asuncion (in Tesani, 1999) designed an instructional material for the teaching of

Math III specifically for Baggao National High School. The material was tried out to 100

students randomly selected from a group of third year students. A significant gain in

their performance was seen in the result of the tests before and after the use of the

material.

Andes (2002) studied the effects of instructional materials and equipment in

teaching mathematics on students’ achievement and teaching-learning experiences. She

found out that students after being taught using instructional materials and devices

performed better.

The study of Pilotos (2000) revealed that the worktext promoted learning in

Mathematics of Investment. A worktext is a printed educational material which is partly

a textbook and partly workbook. It provides a summary of pertinent information and an

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outline that a teacher can use in lesson planning, and learning exercises for practice and

drills. He stressed that worktext was perceived as helpful and useful to business

students.

If one believes that the goal of education is to enhance learning, that is to help

students acquire facts, understand concepts and achieve skills and if one also believes

that learning occurs, in part, as a result of teacher’s effort, then the improvement of

teaching is most apt to occur when connections are made between teaching and

learning. Instructional materials reinforce and facilitate learning and understanding.

Some students can be stimulated to move alone at a more rapid rate by simply reading

an assignment (Paragon, 2006).

Methodology

The Research Design

The research design used in this study was basically one group pre-test post-test

experimental design. Primarily, the study aimed to find out if the utilization of worktext

in Trigonometry can improve Mathematics performance.

The Participants

Thirty five (35) first year students who were officially enrolled in the Bachelor of

Science in Information Technology of Northern Iloilo Polytechnic State College during

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the school year 2019-2020 were the participants of the research study. They chosen by

the researcher on the basis of their low performance in the subject and for this reason;

the researcher believed that they needed much attention and immediate action.

Data Gathering and Instrument

This study was conducted to answer the quest for a change in the academic

performance of first year students taking Mathematics. The class record was used to

provide information and explanation for the poor performance of students. It showed

the performance of the students in the third grading period which includes their quizzes,

unit test, and periodic test. The researcher constructed a 50-item multiple-choice test

which was used as the pretest and the posttest. The researcher-made test that was

given to the respondents and their scores served as the tool in determining the

effectiveness of the worktext in teaching Mathematics.

Scores were assigned a level for mathematics performance namely:

41- 50 - excellent

31-40 - above average

21-30 - average

11-20 - below average

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0- 10 - poor

The researcher requested faculty members of the Northern Iloilo Polytechnic

State College Mathematics Professor for test validation. Suggestions and revisions were

noted and a final draft was made for reproduction.

Upon gaining permission from the Campus Administrator’s office, the students

were oriented on the objectives of the study. The researcher checked the attendance to

see if the 35 students were all present. After checking the attendance, the researcher

distributed the test. The students were given one hour to answer the test. The test

measures the performance in the following topics in Trigonometry:

Trigonometric Functions of Acute Angles

Finding an Angle Measure Using Trigonometric Ratio

Properties of Trigonometric Ratios

Functions of 450,600 and 300

Finding Other Functions of An Acute Angle when One Function is Given

Solutions of Right Triangles

Finding Angles of Depression

Finding Angles of Elevation

The Intervention

The researcher developed a worktext in Trigonometry based on the Information

Technology Course Syllabus. It covers topics on trigonometric functions of acute angles ,

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finding an angle measure using a trigonometric ratio, properties of trigonometric ratios,

functions of 450, 600 and 300, finding other functions of an acute angle when one function

is given, solutions of right triangles, finding angles of depression and angles of

elevations. Each topic has an introduction, a summary of information followed by

examples and exercises for students to answer. After the pretest, each student was

given a copy of the worktext for them to use. The researcher taught the class the topics

included in the course syllabus for fourth year students in Mathematics IV. The class

started with a lecture – discussion of the content, and presentation of the example.

Then the students were given seatwork for them to answer followed by a boardwork to

determine how well they answer the exercises. A quiz was given at the end of each

topic and they were given assignment to be checked next meeting. The exercises,

boardwork and assignments were taken from the worktext. The study lasted for eight

weeks from January 15 to March 9, 2007.

After all the topics were discussed, the students were given the posttest using

the same test that was used during the pretest. The test scores were again recorded

and tabulated properly using frequency counts, ranks and percentages and t-test.

The data from the pretest was then compared with the data of the posttest

showing the comparison of scores after the intervention was conducted.

Statistical Tools
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After the pre-test, scores were recorded and tabulated. Frequency counts, ranks,

and percentages were used. The t-test was used to determine the significant mean

difference in the students’ performance before and after the intervention. The

significance level was set at 0.05.

Presentation, Analysis, and Interpretation of the Results

Table 1 reveals data that shows ranks of performance levels of the students on

the pre-test and post-test. On the pre-test, ranking first is below average level with

eighteen students, while the poor level with eight students ranked second and average

level ranked third with seven students. Ranked fourth is the above average level with

two students and there were no students who qualified in the excellent level which

ranked fifth. After the post-test was conducted, the above average level with fifteen

students ranked first, while the average level ranked second with eleven students. Six

students qualified in the excellent level which ranked third, and three students fall in the

below average level which ranked fourth. Nobody was left in the poor level.

Table 1

Mathematic Performance Levels of First Year Students

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Score Description Pre-test

Post-test
N Rank N Rank
41-50 Excellent 0 5 6 3
31-40 Above Average 2 4 15 1
21-30 Average 7 3 11 2
11-20 Below Average 18 1 3 4
0-10 Poor 8 2 0 5
Total 35 35
Table 2

Summary (Pre-test and Post-test)

Pre-test Post-test
Score Description % %
41-50 Excellent 0% 17%
31-40 Above Average 6% 43%
21-30 Average 20% 34%
11-20 Below Average 48% 6%
0-10 Poor 26% 0%

Table 2 showed that performance of students improved after using the worktext.

Before using the worktext, no student was qualified in the excellent level but after using

the worktext, 17% of the total group moved up to the excellent level; while in the poor

level, it went down from 26% to 0%. Figure 1 shows that students’ scores in the post-

test were higher compared to their scores in the pre-test.

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Mathematics Performance

60

50
Pre-test
40 Scores
Grades

30 Post-test
Scores
20

10

Students

Figure 1: Graph Showing Mathematics Performance of Students in the Pre-test and

Post-test

Table 3

Mean Scores and Level of Performance of Students Before and After Intervention

Category Mean Description SD

Pre-test 18.4857 Below Average 6.84
Post-test 32.9429 Above Average 8.85

The results of the intervention were favorable and showed increase in the mean

score of students as indicated in Table 3. The mean score in the pre-test was 18.4857

with a standard deviation of 6.84 which means that the performance of students was

below average before using the worktext but after using the worktext, their
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performance improved to above average with a mean score of 32.9429 in the post-test

with a standard deviation of 8.85. Such improvement could be attributed to the

intervention that is, using the worktext.

Table 4

t-test Results for the Difference Between the Performance of Students Before and After
The Intervention

Category Mean t-value df Sig (2-tailed)

Pre-test 18.4857 15.595 34 .000
Post-test 32.9429

Table 4 showed that the p value of .000 was lesser compared to the set alpha

level of .05. This means that the hypothesis of no significant mean difference was

rejected. The students were found to perform better in Mathematics after using the

worktext.

Students affirmed that they benefited from using the worktext as they were able

to have better scores in the quizzes, unit test and periodic tests, thus improving their

grades in Mathematics. Figure 2 shows that students’ grades in the fourth grading

period were higher compared to their grades in the third grading period. The worktext

was useful and helpful to them.

A positive change in the attitudes and interest of the students, not to mention

their active participation in discussions, board work and assignments were observed.
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Summary and Findings

1. There was a shift in the level of performance of students from below average to

above average.

2. The students’ pretest and posttest performance differed significantly in favor of

their performance in the posttest.

Conclusion

By all indications in the findings, it can be concluded that the use of worktext

contributed significantly to the improvement of the performance of fourth year students

in Mathematics.

Reflections

The quality of instruction can be improved through the use of instructional aids/

materials. The use of appropriate instructional aid in the classroom can motivate

learners, contribute to understanding, encourage participation, help maintain interest in

a lesson, and enhance learning. I believe that instructional materials when properly

adapted and specially designed makes instruction more effective and enhance

achievement. Every mathematics teacher is faced with a general problem on how to

maintain the interest and attention of the students in mathematics classes as well as

how students could attain at least average achievement level. The use of worktext as an
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instructional material is a means to enhance cognitive skills of learners where

comprehension, analysis and synthesis are necessary in the abstraction of mathematics

lesson. It is a challenge for the teacher to create the most effective ways to motivate

students to learn. The encouraging results of this study hope to inspire teachers to

continue developing instructional materials that will improve the performance level of

the students in Mathematics.

Recommendations

In view of the results of the study, it is recommended that:

1. Mathematics teachers should develop instructional materials adapted to the

needs and interests of the students not only for better learning of specific topics

but also for enhancing achievement in the subject;

2. Mathematics teachers should structure the teaching-learning process putting

more focus on students’ understanding and mastery of the subject;

3. Other subject areas or disciplines should also develop worktext to facilitate self-

learning and to lighten the teachers’ tasks of guiding their students to perform

better;

4. School administrators should motivate and support teachers to develop

instructional materials such as worktext in their respective subjects;

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5. Seminar-workshops on the development of worktext, modules, workbook and

other instructional materials should be conducted to equip teachers with skills to

develop such instructional materials.

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REFERENCES

A. Books

Burden, Paul R. and Byrd, David , M (1994). Methods for Effective Teacher.

Massachusetts: Allyn and Bacon

Butler, Charles et al (1960). The Teaching of Secondary Mathematics. London: McGraw-

Hill Book, Company

Cruickshank, Donal R, et al. (1999). The Act of Teaching 2nd edition. USA: McGraw-Hill

Companies, Inc.

Gunter, M. A. et al (1995). Instruction ; A Models Approach. 2nd edition. USA: Allyn and

Bacon

Segall, William E. and Wilson, Anna V. (1998). Introduction to Education (Teaching in a

Diverse Society). New Jersey : Prentice – Hall, Inc.

Orstein, Allan C. (1990). Strategies for Effective Teaching. New York: Harper Collins

Publishers

B. Periodicals/ Journals

Andes, Valentina J. “ Utilization of Instructional Materials and Equipment in Teaching

Mathematics: Their Effects on Students’ Achievement and Teaching-Learning

Experiences.” Mentors for Human Development. Volume 1 Research Unit, College

of Technology Teacher education, CSCST, Main Campus Cebu City, 2002

C. Unpublished Works

Duque, R.E. (1988). “Validation of a Learning Module on Trigonometric Functions for

 23

Right Triangles.” Unpublished Master’s Thesis, University of the Philippines,

Diliman, Quezon City

Gellecanao, J. (1991). “Factors Associated with Student’s Difficulties in learning

Mathematics in the College of Technology.” Unpublished Master’s Thesis, West

Visayas State University, Iloilo City

Jagolino, R. (1987). “Implementation of the New Elementary School Curriculum in the

Grades I and II in Zone 1, Division of Iloilo.” Unpublished Master’s Thesis,

University of San Agustin, Iloilo City

Mijares, L. (2004). “Enrichment Activities in Mathematics: Their Effects on Mathematics

Achievement of Grade Five Pupils.” Unpublished Master’s Thesis, West Visayas

State University, Iloilo City

Paragon, T. (2006). “Acceptability of Textbook in Solid Mensuration By Students and

Experts: It’s Relationship to Students’ Achievement In The Subject.” Unpublished

Dissertation, Iloilo State College of Fisheries, Barotac Nuevo, Iloilo

Pilotos, M.L.D. (2000). “A Worktext in Mathematics of Investment for Business Students

of Notre Dame of Dadiangas College.” Unpublished Master’s Thesis, Noter Dame

of Dadiangas College, General Santos City

Tesani, Teodora L. (1999). “Development and Validation of Modules in Advanced

Engineering Mathematics.” Unpublished Master’s Thesis, St. Louis College of

Tugegarao
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APPENDIX A

Letter to the Principal

January 10, 2007

Instr. Amalia D. Dohina

Principal
Fisheries and Marine Science High School
Iloilo State College of Fisheries
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Barotac Nuevo, Iloilo

Madam:

Greetings!

I am pleased to inform you that I am presently working on my action research

entitled “ Worktext in Trigonometry to Enhance Mathematics Performance”.

In this regard, I am respectfully requesting permission from your good office to

conduct my research among the fourth year students of the Fisheries and Marine
Science High School.

I hope that my request will merit your favorable response and approval.

Thank you very much.

Very truly yours,

CHRISTINE B. DIOCOS

APPENDIXB

Researcher –Made Test

Name:____________________________ Yr & Sec. _________ Score ____________

I. Multiple Choice: Choose the letter of the correct answer and write it on the space
provided after each number.

1. What is defined as opposite side over hypotenuse? 1. _______

a. sine c. cosine
b. secant d. tangent
2. What is defined as adjacent side over opposite side? 2. _______
a. secant c. cosine
b. tangent d. cotangent
3. What is defined as hypotenuse over adjacent side? 3. _______
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a. sine c. cosine
b. secant d. cosecant
4. It is defined as hypotenuse over opposite 4. ________
a. secant c. cosine
b. cotangent d. cosecant
5. If a = 5, b = 5; what is the value of c? 5. ________
a. 5 c. 5  2
b.  10 d. 50
6. Evaluate tan 560 42’ 13”. 6. _______
a. 0.5490 c. 1.4759
b. 0.8358 d. 1.5226
7. Evaluate cos 370. 7. ________
a. 0.6897 c. 0.8679
b. 0.7986 d. 0.9768

8. Given sin A = 5/4; what is csc A? 8. ________

a. 3/5 c. 4/5
b. ¾ d. 5/3

9. What is the complement of sin 720? 9. ________

a. sin 180 c. cos 720
c. cos 18 0
d. sin 720
10. Given cos  = 0.8 and sin  = 0.5 ; what tan  ? 10. _______
a. 0.256 c. 0.625
b. 0.562 d. 0.652
11. What is 1/ Cos A ? 11. _______
a. cot A c. sec A
b. csc A d. cos A
12. What is 1/ Sin A? 12. _______
a. sin A c. csc A
b. tan A d. cot A
13. What is 1/ Tan A? 13. _______
a. tan A c. sin A
b. cot A d. sec A
14. What is the complement of cos 510? 14. _______
a. cos 180 c. sin 39 0
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b. cos 390 d. sin 510

15. What is sin 630 15’? 15. _______

a. 0.297 c. 0.789
b. 0.343 d. 0.893

16. Which of the following is a correct form of pythagorean identity? 16. _______
a. (sin A)2 + (cos A)2 = 1 c. sin A + cos A = 1
b. sin A + cos A = 2 d. (sin A)2 + (cosA)2 = 4
17. Tan A = ¾; what is cot A? 17. _______
a. 4/3 c. 3/5
b. 5/4 d. 4/5

B
5
For # 18 – 21, given 3
C 4 A

18. What is sin A? 18. _________

a. ¾ c. 4/5
b. 3/5 d. 5/3
19. What cos A? 19. _________
a. 4/3 c. 3/5
b. 5/4 d. 4/5
20. What is tan A? 20. _________
a. 5/3 c. ¾
b. 5/4 d. 4/5
21. What csc A? 21. _________
a. 5/3 c. 5/4
b. 4/3 d. 3/5
For # 22- 23, given a = 8, b = 15 and c= 17
22. What is sec A? 22. _________
a. 17/ 8 c. 17/15
b. 15/8 d. 8/17
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23. What is cot A? 23. _________

a. 15/8 c. 8/15
b. 15/17 d. 8/17
24. 2 sin A = 1.95; what is the value of acute angle A? 24. _________
a. 28.08950 c. 65.09210
b. 31.02190 d. 77.16140
25. Cos 2A = 0.79, find the measure of acute angle A. 25. _________
a. 1.999980 c. 37.81450
b. 18.90720 d. 66.73400
26. Tan (30 – A) = 0.1254, find the measure of acute angle A?
0
26. _________
a. 37.14760 c. 24.32060
b. 35.0976 0
d. 22.85240
27. Given tan A = 0.78 and cos A = 0.55, what is sin A? 27. _________
a. 1.418 c. 0.7051
b. 1.33 d. 0.429

28. Given sin A = 0.43 and tan A = 0.67, find cos A. 28. ________
a. 0.29 c. 0.87
b. 0.64 d. 1.56
For # 29 – 34, given sin A = √3/ 2
29. Find cos A. 29. ________
a. 2 √3/ 3 c. √3/ 3
b. ½ d. √3
30. Find tan A. 30. ________
a. 2 √3/ 3 c. ½
b. 2 d. √3
31. Find csc A. 31. ________
a. 2 √3/ 3 c. √3/ 3
b. √3/ 2 d. √3
32. Find sec A. 32. _________
a. 2 c.1
b. √3 d. ½
33. Find cot A. 33._________
a. 2 √3/ 3 c. √3/ 3
b. 2 d. √3
34. What is the missing side? 34. _________
a. √3 c. 2
b. 1 d. 3
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35. Given csc A = 13/5, what is the missing side? 35. _________
a. 8 c. 11
b. 9 d. 12
36. a = 7, b = 7; what is the value of c? 36. _________
a. 7 c.  14
b. 7  2 d. 49

37. If cos A = 0.4, what is sin A? 37. _________

a. 0.67 c. 0.84
b. 0.78 d. 0.92

38. If sin A = 0.8, what is cos A? 38. _________

a. 0.64 c. 0.36
b. 0.6 d. 0.16
39. Which of the following angle pairs has sum equal to 900? 39. _________
a. supplementary c. exemplary
b. complementary d. right
40. If c = 10, b = 8, what is the value of a? 40. _________
a. 6 c. 10
b. 8 d. 12
41. Evaluate sin 300 cos 450 + sin450 cos 600. 41. _________
a. √2/ 4 c. 1/2
b. √2/ 2 d. 2√2
42. Evaluate sin 600 + tan 300. 42. _________
a. 9/6 c. √3/2
b. 5 √3 / 6 d. √3 /3
43. Evaluate ten 450 9sin 300 + cos 600) 43. _________
a. ½ c. 3/2
b. 1 d. 2
44. A wire 20meters long is fastened to appoint 13meters above the 44. _________
foot of a vertical pole which stands on the level ground. Find
the angle that the wire makes with the ground.
a. 33.020 c. 49.500
b. 40.54 0
d. 56.970
For #45 -46. Aladder 18 feet long rests against a wall, its foot being at a horizontal
distance of 10 feet from the base of the wall.
45. Find the angle that the ladder makes with the ground. 45. _________
 30

a. 46.020 c. 60.950
b. 56.250 d. 76.430
46. How far is the top of the ladder from the base of the wall? 46. _________
a. 10feet c. 12.9feet
b. 11.5feet d. 15feet

47. A pole casts a shadow 2 meters when the angle of elevation of the
sun is 50.250. What is the height of the pole? 47. _________
a. 4.20m c. 1.54m
b. 2.40m d. 1.28m
48. From the top of a tree 15 meters high, the angle of depression of the
base of a church is 250. How far is the church from the tree? 48. _________
a. 32.17m c. 6.99m
b. 13.59m d. 6.34m
For #49-50. A pedestrian is between two tall buildings. From a point 10meters high on
the first building, the angle of depression of the pedestrian is 20 010’. From the same
point, the angle of elevation of the top of the second building is 15 020’. If the two
buildings are 40meters apart,
49. How far is the pedestrian from the second building? 49. _________
a. 27.23m c. 12.77m
b. 20.97m d. 10.97m
50. How high is the second building? 50. _________
a. 27.23m c. 12.77m
b. 20.97m d. 10.97m

G O O D L U C K…

A P PE N D I X C
Pre-test & Post-test Scores
Students Pre-test Scores Post-test Scores
 31

S-1 9 30
S-2 10 18
S-3 9 29
S-4 10 21
S-5 20 28
S-6 20 35
S-7 35 49
S-8 35 47
S-9 30 48
S-10 19 39
S-11 15 36
S-12 26 35
S-13 19 39
S-14 23 39
S-15 19 25
S-16 25 46
S-17 18 33
S-18 17 24
S-19 20 33
S-20 17 21
S-21 10 29
S-22 8 23
S-23 10 20
S-24 17 24
S-25 18 24
S-26 18 31
S-27 20 34
S-28 22 43
S-29 19 39
S-30 23 34
S-31 7 19
S-32 23 38
S-33 18 37
S-34 18 39
S-35 20 44
APPENDIX D
Grades of Students in the Third and Fourth Grading Period
NAMES Third Fourth
Bedonia, Alfie Anthony B. 78 81
Belandres, Rey Mart S. 79 82
Brillantes, Raymund V. 79 81
Bronzal, Ruel C. 82 84
Cajelo, John Mark D. 82 84
Carugda, Bernavie G. 83 85
De la Pena, Jayson B. 81 82
 32

Geronimo, Jian Dominic H. 82 85

Lumampao, Jimmy D. 84 85
Mayo, Jervis P. 82 84
Olvido, Romel S. 81 82
Pagapulan,Stephen John B. 90 91
Pamplona, Japet B. 81 83
Artajo, Shella Marie I. 83 84
Asdulo, Betcel D. 82 82
Asdulo, Daisy Mae J. 81 82
Baito, Francine B. 86 87
Balabag, May Shem A. 88 90
Bayogos, Judith C. 89 92
Biboso,Thella Mae Myrene 86 88
Biona, Ma. Catherine B. 89 90
Blancada, Lailanie V. 83 84
Borican, Elvie T. 80 81
Borra, Romelyn B. 83 84
Buenaflor, Cherry Pie P. 83 84
Castor, Jiezel B. 83 84
Deano, April Rose B. 87 88
Descutido, Jenny P. 80 84
Ditchon, Rose Ann D. 82 86
Donguila, Laira C. 79 81
Jardin, Fatima Joy C. 87 88
Lagamon, Janet B. 87 87
Loga, Lovelyn C. 82 83
Soliva, Sunshine B. 82 82
Vito, Pearl Joyce B. 84 85
APPENDIX E
Part of the Worktext in Trigonometry

WORKTEXT

IN
TRIGONOMETRY

450
 33

900 

 300

Prepared by:
Engr. CHRISTINE B. DIOCOS

TRIGONOMETRIC FUNCTIONS
of ACUTE ANGLES

Trigonometric Functions of an Acute Angle

We shall first study how to solve right triangles. In discussing right
triangle ABC, the right angle will be designated by C.
B

c a

A C
b
The sides opposite angles A, B, and C are denoted by the corresponding
small letters a, b, and c.
The following terminologies concerning right triangle ABC are easily
recalled from geometry.
1. Side AB, denoted by c is the hypotenuse.
2. Side BC, denoted by a is the leg adjacent to angle B and opposite angle A.
3. Side AC, denoted by b is the leg adjacent to angle A and opposite angle B.
4. Angles A and B are complementary, that is, A + B = 90 0.
In similar right triangles, another ratio of the corresponding sides is also
 34

constant. These ratios are called trigonometric functions.

The three trigonometric functions of acute angle A:
sine of A

cosine of A

tangent of A
The values of these functions are completely determined by the angle A.
Thus, if we had another right triangle with the same acute angle A, it would be similar to
the above triangle and its sides would be in the same proportion. On the other hand, if the
size of the angle A were changed, the values of these functions would be changed.
Three and only three, other ratios may also be formed from the sides of the
triangle ABC. They are
cosecant of A

secant of A

cotangent of A
It will be noted that those three functions are the reciprocals of the other
three, and we may write:

Example 1: Refer to the triangle at the right.

a. sin A = _________________ B

b. cos A = _________________ 5
c. tan A = _________________ 3
d. csc A = __________________
e. sec A = __________________ A C
e. cot A = __________________ 4
g. sin B = __________________
h. cos B = __________________
i. tan B = __________________
j. csc B = __________________
 35

k. sec B = __________________
l. cot B = __________________

From Example 1, it shows that

sin A = cos B csc A = sec B
cos A = sin B sec A = csc B
tan A = cot B cot A = tan B
Example 2: Refer to the triangle at the right. D
a. sin D = ___________________
b. cos D = ___________________
c. sin E = ___________________ 12 13
d. cos E = ___________________
e. tan D = ___________________
f. tan E = ___________________
g. sec E = ____________________ F E
h. csc D = ____________________ 5
i. cot E = ____________________

Example 3: Evaluate the following. Use your calculator.

a. sin 28 0 = _____________________
b. cos 62 0 = _____________________
c. tan 50 0 = _____________________
d. sin 62 0 = _____________________
e. tan 350 = ______________________
f. cos 480 = ______________________
g. sec 500 = ______________________
h. cot 750 = ______________________
i. csc 120 = ______________________
j. cot 510 = ______________________
k. sin 25040’23” = _________________
l. cos 6805’41” = __________________
Example 4: A wire 15 feet long is fastened to a point 13 feet above the foot of a
vertical pole, which stands on the level ground. Find the sine of the angle that the
wire makes with the horizontal.
Solution: Draw and label the diagram to represent this situation
 36

13 ft 15ft

A
Example 5: Suppose a flagpole casts a 12 feet shadow when the sun is at an angle of 64
0
with the ground. What is the height of the pole?
Solution: With respect to the 64 0 angle, the adjacent leg is known and the
opposite leg is needed. Consequently, use the tangent ratio to set up an
equation.

x
Solve for x
x = 12 ft tan 64 0
x = 12 ft (2.050) = 24.6 ft 640
Thus, the flagpole is about 24.6 ft high.
12 ft.
 37

Name:___________________________ Date: _________________

Trigonometric Functions of an Acute Angle

1. Draw the right triangles whose sides have the following values, and find the six
trigonometric functions of the angle A
a. a = 2 ; b = 3 ; c = 13

b. a = 2 ; b = 5 ; c = 3

c. a = 1 ; b = 1 ; c = 2

d. a = 1 ; b = 3 ; c = 10

e. a = 4 ; b= 3; c = 5

2. A 20 feet ladder is placed against a vertical wall at an angle of 72 0 with the ground.
How far from the base of the wall is the bottom of the ladder?

3. Dennis sights the top of the rocket at 54 0 when he stands 65 feet away. He is 5 feet
tall. About how tall is the rocket?

4. A straight water slide makes a 40 0 angle with the surface of the water. If the slide is
11.5 meters high, how tall is it?

5. A rectangle is 87 feet by 136 feet. Find the length of the diagonal and the angles that
it makes with the sides.
 38

6. A surveyor wishes to find the width of a stream without crossing it. He measures a
line CB along the bank, C being directly opposite a point A on the farther bank. The
line CB is measured to be 98.25 feet, and the angle ABC to be 55 056’. How wide is
the stream?

7. Find the height of the vertical pole which casts a shadow 67 feet long on the level
ground when the altitude of the sun is 50 022’(i.e., the rays of the sun make an angle
of 50 022’ with the horizontal).

8. A wire is stretched from the top of a vertical pole standing on level ground. The wire
reaches to a point on the ground 10 feet from the foot of the pole, and makes an angle
of 75 0 with the horizontal. Find the height of the pole and the length of the wire.

9. A submarine maintains a diving angle of 70. Compute its depth beneath the surface at
a point 420 ft along the surface from the point where it is submerged.

Finding an Angle Measure Using a Trigonometric Ratio

Like other functions, trigonometric functions have inverses. On restricted
domains, these inverses are functions denoted by sin -1, cos –1, and tan –1. To find the angle
measures using trigonometric ratios, you need to use these functions. For instance, if you
know that,
cos  = 0.899 then you can take the inverse cosine of each side
 39

cos –1 cos  = cos –1 (0.899) since, in general, f –1 (f(x)) = x

 = cos –1 (0.899)
The cos –1 function on most calculators is performed by pressing IN
or 2nd and the cos key. Our calculator shows 25.97306856

The inverse sine and the inverse tangent functions work I t+he same way.

Example 1: Use a calculator to find the angle .

a. tan  = 0.25 b. sin  = 0.61
c. cos  = 0.80 d. cot  = 3.2709

Solution: Take the inverse function of each

a. tan –1 tan  = tan –1 (0.25)

= tan –1 (0.25) = 14 0
b. sin –1 sin  = sin –1 (0.61)

= sin –1 (0.61) = 38 0

c. cos –1 cos  = cos –1 (0.80 )

 = cos –1 (0.80 ) = 37 0

d.
Multiply both sides by tan 
Divide both sides by 3.2709
tan-1 0.3057 = tan-1 tan 
16.990 = 

Example 2: A ladder 36 feet long rests against a wall, its foot being at a horizontal
distance of 25 feet from the base of the wall. What angle does the ladder make
with the ground?
Solution: Draw the diagram first.

cos –1 cos  = cos –1 (0.6944)

 = cos –1 (0.6944) = 46.02060
36 ft  = 46 0
 40

25 ft
Example 4: Find the value of the acute angle, given that
a. sin 2A = 0.1994
b. sin (A + 30 0) = 0.6180
c. 2 tan A = 1.498
d. 2 cos ( ½ A + 100) = 0.6786
Solution:
a. sin –1 sin 2A = sin –1 0.1994

A = 5.75 0
b. sin –1 sin (A+ 30 0) = sin –1 0.6180
A + 30 0 = 38.17 0
A + 30 0 – 30 0 = 38.17 0 – 30 0
A = 8.17 0

c. 2 tan A = 1.498
2 2
tan A = 0.749
tan –1 tan A = tan –1 (0.749)
A = 36.83 0
d.
cos-1 cos ( ½ A + 100) = 0.3393
½ A + 100 =70.160
½ A = 70.160 - 100
2 ( ½ A ) = 2(60.160)
A = 120.320

Name:___________________________ Date: _________________

Finding an Angle Measure Using a Trigonometric Ratio

A. Find the measure of the acute the angle A to the nearest degree
a. sin A = 0.42 f. tan A = 9.5
 41

b. cos A = ½ g. sin A = 3/2

c. 2 sin A = 1.95 h. tan (2A – 300 ) = 0.3249

d. cot A = 3. 2709 i. tan (A + 450) = 2.3183

e. ½ cos A = 0.8021 j. 2cot A = 6.8269

B. Solve the following problems.

1. To avoid a steep descent, a plane flying at 35,000 feet starts its descent 150 miles
from the airport. At what constant angle of descent  should the plane descend?

2. A certain ski slope is 580 meters long with a vertical drop of 150 meters. At what
angle does the skier descend?

3. After a major storm, a forester noted that a large tree has been blown 13 0 from the
vertical. When the forester stands directly under the top of the tree, he is about 10 feet
from the base of the tree.
 42

a. How far above the ground was the top of the tree before the storm?
b. How far above the ground was the top of the tree after the storm?

4. A rock dropped 182 ft from the top of the Leaning Tower of Pisa lands at a point 14 ft
from the base of the tower. What angle does the tower make with the ground.

5. The base of a 24-ft ladder is placed 8 ft from a building.

a. What angle does the ladder make with the level ground?
b. How high above the ground is the top of the ladder.
Properties of Trigonometric Ratios
In this lesson, you will see four important theorems relating sines, cosines,
and tangents, and use these theorems to compute exact values for some trigonometric
functions.
1. The Complements Theorem
For all  between 00 and 900,
sin  = cos (900 - ) and cos  = sin (900 - ). B
90-
Proof,
Consider ABC with right angle C. Then a
m <A + m < B = 900. c
So if m <A = , then
m <B = 900 - 
Notice that sin  = a/c and also 
cos (90 - ) = a/c
0
A b C
So sin  = cos (90 - ).
0

Similarly, both cos  and sin ( 900 - ) equal b/c. So cos  = sin (900 - ).
In words,
if two angles are complementary, the sine of one angle equals the cosine
of the other. This is how the name “cosine” arose; cosine is short for complement’s sine.
For instance,
cos 230 = sin (900 - 230) = sin 670.
You should check with your calculator that both cos 23 0 and sin 670 are
approximately 0.921.
 43

Example: Using complements theorem, determine

1. sin 340 = __________________
2. cos 580 = __________________
3. sin 410 = ___________________
4. sin 770 = ____________________
5. cos 150 = ____________________

2. The Pythagorean Identity

Consider ABC above.
Because sin  = a/c and cos  = b/c,
(sin )2 + (cos )2 = (a/c)2 + (b/c)2
Power of Quotient Property

Pythagorean Theorem
= 1
This proves the theorem called the Pythagorean Identity.
Theorem : Pythagorean Identity
For all  between 00 and 900,
(cos )2 + (sin )2 = 1
The Pythagorean Identity can be used to find the value of sin  if only cos
 is known, or vice-versa.

Example 1: Suppose  is an acute angle in a right triangle, and sin  = 0.6. Find cos .
Solution:
From the Pythagorean Identity, you know that (cos )2 + (sin )2 = 1.
Substitute 0.6 for sin  and solve for cos .
(cos )2 + (0.60)2 = 1
(cos )2 + 0.36 = 1
(cos )2 = 0.64
cos  =  0.8
For acute angle, cos  is always positive because it represents the ratio of
lengths. So cos  = 0.8
 44

Example 2: Cos  = 1, find sin .

3. The Tangent Theorem

An important theorem relates the values of three trigonometric functions.
Tangent Theorem
For all  between 00 and 900,
Proof,
Consider any triangle, say ABC at the right. B
By the definition of tangent,
tan  = a/b.
Dividing the numerator and denominator each c a
the hypotenuse c, we get
tan  = a/c
b/c
So tan  = sin  
cos  A C
b
Example 3: Find the tangent of angle  in example 1.
Solution:
You are given sin  = 0.6 and found cos  = 0.8.
= = 0.75

Example 4: Find the cosine of angle  if tan  = 0.85 and sin  = 0.4?

Example 5: Find the sine of angle  if tan  = 1.25 and cos  = 0.75?
 45

Name:___________________________ Date: _________________

Properties of Trigonometric Ratios
Identify and use definitions and theorems relating sines, cosines, and tangents.
Fill in the blanks.
1. sin 740 = cos _____________ 6. tan 680 = sin _______
cos 680
2. in 450 = cos ______________7. (sin 880)2 + ( cos ________)2 = 1

3. sin 230 = tan ______________ 8. (sin __________)2 + (cos 140)2 = 1

cos 230
9. sin 250 = cos (900 - _________)
4. cos 190 = sin _______________
10. tan 550 = sin 550
5. cos 70 = sin ( 90 - _________) cos _____

Functions of 450, 600 and 300

A
To find the functions of 450 we construct an isosceles
triangle. It is convenient to make each leg equal to 1, that
is, a - 1, b = 1. Then,
b=1 c = 2 c 2 = a 2 + b2 = 1 + 1 = 2
c = 2

C B
a=1
From the figure we read
sin 450 = 1 = 2 = 0.7071 csc 450 = 2 = 1.414
2 2

cos 450 = 1 = 2 = 0.7071 sec 450 = 2 = 1.414

2 2

tan 450 = 1 cot 450 =1

The decimal value are, of course, merely approximate.

In order to find the functions of 600 we take an equilateral triangle and draw
 46

B the bisector of one of the angles. This bisector divides the

equilateral triangle into two congruent right triangles whose
angles are 600 and 300. Let us consider one of these,
namely ABC. If each side of the original equilateral
c=2 c =2 triangle is 2 units in length, it follows that in ABC, c = 2
a =3 and b = 1, since AC is half the base of the equilateral
triangle. Then

A C
b=1 a 2 = c 2 - b2 = 4 - 1 = 3
a = 3
From the figure we read
sin 600 = 3 = 0.8660 csc 600 = 2 = 2 3 = 1.155
2 3 3
cos 600 = 1 = 0.5 sec 600 = 2
2
tan 600 = 3 = 1.732 cot 600 = 1 =3 = 0.5774
3 3
From the same figure, or from the relations between the functions of
complementary angles, we find
sin 300 = 1 = 0.5 csc 300 = 2
2
cos 300 =3 = 0.8660 sec 300 = 2 = 2 3 = 1.155
2 3 3
tan 30 = 1 = 3 = 0.5774
0
cot 30 =3 = 1.732
0

3 3
Example: Find the exact numerical value of (sin 600)(cos 300) + tan 600
Solution: (sin 600)(cos 300) + tan 600
( 3)( 3) + 3
2 2
¾ + 3
3 + 43
4 4
3 + 4 3
4
Name:___________________________ Date: _________________
Functions of 450, 600 and 300
Find the exact numerical value of the expression.
1. sin 300 + cos 600 6. (cos 300)2 + (sin 300)2
 47

2. tan 450 + sin 300 7. (tan 450 + tan 300)2

3. sin 450 + cos 450 8. tan 450 + 2cos 600

4. (sin 600)(cos 600) 9. (sin 300 + tan 600)2

5. (cos 450)2 10. (sin 300)(cos 600) + (cos 300)(sin 600)

Finding the Other Functions of An Acute Angle when One Function is

Given
The following examples will illustrate how the remaining functions of an
acute angle can be found if the value of one function is given.
Example 1: Given sin A = 5/13, A is acute; find the other functions of A.
Solution: Since sin A = a/c, we have a/c = 5/13. Construct a right triangle with
a = 5 and c = 13. (Note that it is necessary to take a = 5 and c= 13;
we could take a = 10 and c= 26, for example, or any numbers in
the ratio of 5 to 13.)
Making use of the theorem of Pythagoras, that the square of
B the hypotenuse is equal to the sum of the squares of the
c = 13 sides, we have
a=5

b2 = c2 - a2 = 169 - 25 = 144
A C
The remaining functions of A can be read from the figure.
Thus

Example 2: If tan A = 3, what are the other functions of A, it being understood that A
is acute.
Solution: tan A = 3 = a/b
Take a = 3, b = 1, and construct a right angle. Then
c2 = a2 + b2 = 9 + 1 = 10
B c = 10 sin A = 3 = 3 10 = 0.9487
10 10
cos A = 1 = 10 = 0.3162
 48

10 10
a c csc A = 10 = 1.054
3
sec A = 10 = 10 = 3.162
1
cot A = 1 = 0.3333
C b A 3

Example 3: Show that if A is an acute angle,

sin2A + cos2 A = 1
(The notation sin2 A means that the square of the sine of A. For example, if
sin A = 2/3, then sin2 A = (2/3)2 = 4/9)
Solution: sin2 A + cos2 A = (a/b)2 + (b/c)2
= a2 + b2 = a2 + b2 = c2 = 1
c2 c2 c2 c2

Name:___________________________ Date: _________________

Finding the Other Functions of An Acute Angle when One Function is
Given
A. Find the other functions of the acute angle A, given that
1. cos A = 4 6. tan A = 3
5 3

2. tan A = 2 7. csc A = 4
3 3

3. sin A = 2 8. sin A = 3
5 2

4. sec A = 2 9. csc A = 2
 49

5. cot A = 5 10. cos A = 2

2 2

B
B. Show that if A is an acute angle, then
1. sec2 A = 1 + tan2 A c a
2. csc2 A = 1 + cot2 A
3. cos A tan A = sin A
4. cot A cos A = csc A – sin A

A b C

SOLUTION OF RIGHT TRIANGLES

A triangle is composed of six parts, the three sides and the three angles.
To solve a triangle is to find the unknown parts from the parts that are given. In case of a
right triangle, this can always be done if we have given (besides the right angle) two
parts, at least one of which is a side.
In problems involving a right triangle ABC, it will ordinarily be
understood that the right angle is at C.
In solving right triangles, we make use of the four definitions namely,

, , ,
the Pythagorean Theorem
a2 + b2 = c2

and the Triangle - Sum Theorem

m<A + m<B = 90 0
m<A + m<B +m<C = 180 0
 50

Example 1: A vertical pole 8 feet tall casts a shadow 5 feet long on the level ground.
Find the angle which the rays of the sun make with the horizontal?

Solution:

8 ft

5 ft

In the figure, a represents the height of the pole, b represents the length of
the shadow, A is the angle to be found. We have

A = tan -1 1.6 = 58 0

Example 2: A surveyor wishes to measure the distance across a stream. He sets

His transit at a point C on the bank of the stream, and sights on a point B on the
other bank directly opposite him. Then he turns the transit through a right angle,
and easure off a distance of 100 feet to a point A. H e moves the transit to A, and
measures the angle CAB, which he finds to be 60 0. How wide is the stream?

Solution: The condition of the problem are illustrated on the figure below.
B

600
C A
100 ft
To find a, the distance across the stream, we proceed as follows:

a = b tan A = 100 tan 50 0

a = 100 x 1.1918 = 119.2 ft

Example 3: Solve the right triangle ABC in which c = 25, A = 320 10’
 51

Solution: To find a, we use the definition a/c = sin A, which contains the known
parts c and A. We get
A
a = c sin A = 25 sin 32 0 10’
= 25 x 0.5324 = 13.3
b c
To find b, we use b/c = cos A, from which we get
b = c cos A = 25 cos 32 0 10’
= 25 x 0.8465 = 21.2
C a B

m < B + m <A = 90 0 = 89 0 60’

m <B = 89060’ - m <A
m <B = 89 060’ - 32 010’ = 57 0 50’
Example 4: Given a = 27.2, b = 10.6; find A, B, c
Solution: B

A = tan -1 2.5660
A = 68 0 48’ a = 27.2 c

m <B = 90 0 - m < A
= 90 0 - 680 40’
m <B = 21020’

a = sin A C b A

c b
a = c sin A

Example 5: Given A = 500 and b = 6.7, solve the right triangle of which these are parts.
Solution: Since a/b = tan A, we have a = b tan A. Thus, B
a = 6.7 tan 500 = (6.7)(1.192)
a = 7.99
Since m <A = 500,
m < B = 900 – 500 = 400 c a
Since b/c = cos A , we have
 52

A C
6.7

Example 6: Given b = 56.8 and c = 79.5, solve the right triangle of which these are
parts
Solution: Since cos A = b/c, we have B

A = cos-1 0.7145 = 44020’= 44.330 79.5 a

Since m <A + m <B = 900
m <B = 900 – 44.330 = 45.670 = 45040’
A C
56.8
We solve for a by the use of the Pythagorean
Theorem since in this way we can express a in terms of the given parts:
a2 = c2 – b2

Finding of Angles of Elevation and Depression

The angle of elevation of an object which is above the eye of an observer
is the angle which is the line of sight to the object makes with the horizontal.

Line of Sight

Angle of Elevation

Horizontal Line
The angle of elevation of the sun is the angle between the horizontal and the
observer’s line of sight to the sun. From ancient times to the present, people have used
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the angle of elevation to determine the time of day. Using other stars, you can tell the
time at night.

Example1: A 24-foot high tower casts a 15-foot shadow. What is the angle of elevation
of the sun?
Solution:

24 ft  = tan -1 (1.6) = 57.9946170

So, the angle of elevation is about 58 0.
1

15 ft

Example 2: A television antenna is on the roof of a building. From a point on the

ground 36 ft. from the building the angles of elevation of the top and the bottom
of the antenna are 510 and 420 respectively. How tall is the antenna?
Solution: We let x represent the distance from the top of the building to the
ground and y represent the distance from the top of the antenna to the ground. Therefore,

x = 36 ( tan 420) = 36 ( 0.9004)

= 32.4 ft

y = 36 ( tan 510) = 36 (1.235)

= 44.5 ft
510
The length of the antenna is the difference of
These distances, or 12.1 ft.
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420

Related to the angle of elevation is another angle. B

In the figure at the right, if A looks up at B, then 
 represents that angle of elevation. If B looks
down at A, the angle between B’s line of sight
and the horizontal is called the angle of depression.
The line of sight between A and B is transversal for
parallel horizontal lines. Thus,  and  are alternate 
interior angles and must be congruent. So, the angle A
of elevation is equal to the angle of depression.

The angle of depression of an object which is below the eye of the

observer is the angle which the line of sight makes with the horizontal.

Horizontal Line

Angle of Depression

Line of Sight

Example 2: A person on top of a building finds that there is a 28 0 angle of depression

to the head of a 6-foot-tall assistant. If the assistant is 40 feet from the building, how
tall is the building?
Solution:
 = 280

40 ft  = 280

6 ft

The angle of depression  is not inside a triangle, so you cannot use it directly to
set up a trigonometric ratio. But the angle of depression is congruent to the angle of
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elevation, which is  in the drawn triangle. To find x, use the tangent ratio because the
adjacent side is known and the opposite side is needed. Then find the height of the
building by adding the value of x to the height of the assistant.

x = (40 ft) tan 28 0

x = 21 ft.
Thus, the height of the building is about 21 ft + 6 ft = 27 ft.

Example 3: From the top of a cliff 250 feet high, the angle of depression of a boat is
10 0. How far out is the boat from the foot of the cliff?
Solution:

 = 100 Let  be the angle of depression which is

equal to the angle of elevation . To find x,
use the tangent ratio because given are the
values of the opposite and adjacent to .
250 ft

 = 100

= 1418.04 ft = 1418 ft
Thus, the boat is about 1418 feet far from the foot of the cliff.

Example 4: From the roof of a building 46 ft. high, the angle of depression of an object
in the street is 740. What is the distance of the observer from the object?
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Solution: We let d represent the required distance. From the figure

160 740

46 ft d
d = 47.6 ft

Name:___________________________ Date: _________________

SOLUTION OF RIGHT TRIANGLES

I. Solve the following triangles, in which C = 90 0.
1. A = 35 0 , c=5

2. A = 37 0 , b = 53
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3. a = 23 , b = 17

4. B = 17 030’ , b = 92.4

5. a = 0.257 , b = 0.856

II. Solve the following problems completely.

1. The base of a 24 feet ladder is placed 8 feet from the building.
a. What angle does the ladder make with the level ground?
b. How high above the ground is the top of the ladder?

2. A flagpole broken over by the wind forms a right triangle with the ground. If the
angle which the broken parts with the ground is 50 0, and the distance from the tip of
the pole to the foot is 55 feet, how tall was the pole?

3. If a tower is 37 meters high casts a shadow 6.2 meters long, what is the angle of
elevation of the sun?

4. A garage is 8 feet above the level street. The driveway from the street to the garage is
45 feet long. Find the driveways angle of incline.
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5. A person on top of a building finds there is a 38 0 angle of depression to the head of

an assistant who is 170 cm. tall. If the assistant is 10 meters from the building, how
tall is the building?

6. From a window 30 feet above the level ground, a building 100 feet high, and at a
distance of 200 feet is observed. Find the angle of elevation of the top of the building
and the angle of depression of its base.

7. From the top of the tower 63.2 feet high, the angles of depression of two objects is
situated in the same horizontal line with the base of the tower, are 31 016’ and 46 028’
respectively. Find the distance between the two objects.
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