9 Republic of the Philippines

Department of Education
Region V (Bicol)
SCHOOLS DIVISION OFFICE OF LIGAO CITY
Binatagan, Ligao City

Learning Activity Sheet

MATHEMATICS 9
Quarter 3—Week 7

SDO LIGAO CITY LAS_2021

LAS DEVELOPMENT TEAM
 LAS DEVELOPMENT TEAM
Schools Division Superintendent: Nelson S. Morales, Jr.
Assistant Schools Division Superintendent: Maylani L. Galicia
Chief Education Supervisor, CID: Tita V. Agir
EPS, LRMDS: Nestor B. Bobier
EPS, Mathematics: Lilli Ann O. Hermogenes

Writer: Ruvey B.Cuator

Barayong National High School

Editors: Vilma P. Nidua

Ligao National HS

Mercy Biescas-Tan
LCNTVHS

Lay-out Artist: Eric Rey R. Rafallo

Ligao National High School

Illustrators/Lay-out Artists:

Para sa mga katanungan o puna, sumulat o tumawag sa:

Schools Division Office of Ligao City—CID, Learning Resources

Management Section
Binatagan, Ligao City

Telefax: (052) 485-24-96

Email Address: ligao.city@deped.gov.ph

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 LEARNING ACTIVITY SHEET
MATHEMATICS 9
Quarter 3, Week 7
Learner’s Name:______________________________School:__________________
Grade Level & Section: ___________________________ Date: _______________

L I. LEARNING SKILLS

At the end of this learning activity sheet, I can:

✓ prove the conditions for similarity of special right triangles theorem.
✓ solve problems that involves triangle similarity and right triangles.

II. INTRODUCTORY CONCEPT

1. The Pythagorean Theorem states that, “In a right triangle, the sum of the squares of
the lengths of the legs is equal to the square of the length of the hypotenuse”; in
symbols, 𝑎2 + 𝑏2 = 𝑐 2 .
What if, 𝑎2 + 𝑏2 ≠ 𝑐 2
What do you think are the possibilities?
One is, if the square of the length of the longest side is less than the sum of the
square of the lengths of the other two sides, then the triangle formed is an acute
(𝑐 2 < 𝑎2 + 𝑏2 ). On the other hand, if the square of its length is greater than the sum of
two squares of the lengths of the other two sides, then the triangle is obtuse.

Determine whether the triangle formed by each set of side lengths is acute, right, or obtuse.

Example 1. Applying the Pythagorean Theorem,

8, 10, 12 𝑎2 + 𝑏2 = 𝑐 2
82 + 102 = 122
64 + 100 = 144
164 > 144

Acute Triangle

Example 2. Applying the Pythagorean Theorem,

5, 12, 13 𝑎2 + 𝑏2 = 𝑐 2
52 + 122 = 132
25 + 144 = 169
169 = 169

Right Triangle

Example 3. Applying the Pythagorean Theorem,

√7, √8, √17 𝑎2 + 𝑏2 = 𝑐 2
2 2 2
√7 + √8 = √17
7 + 8 = 17
15 < 17

Obtuse Triangle

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 2. The relationship among the sides of a right triangle expressed in the Pythagorean
Theorem may also be applied to form conclusions about the sides of a right triangle
with special angles such as 45°-45°-90° and 30°-60°-90° Right Triangle Theorem.

Example 1. Write the statements or reasons that were left blank to prove a 45°-45°-90°
Right Triangle Theorem. Given: Prove:

Right Triangle with Right Triangle with

45°
h • Leg = l • h = l√2
l • Hypotenuse = h • l=
√2
h
2

45°

l
HINTS STATEMENTS REASONS
List down all the Right triangle with leg = l
1. Given
given. Hypotenuse = h
Write an equation
on the measures of 𝑙 2 + 𝑙 2 = ℎ2
2. the legs and the 2𝑙2 = ℎ2 a. ______________
hypotenuse then
simplify.
𝑛
3. Solve for h. b. ____________________ √𝑏𝑛 = 𝑏
Solve for l in c. ____________________ d. _______________
4.
statement 3. e. ____________________ Rationalizing radicals

Solution:
a. Pythagorean Theorem
b. ℎ2 = 2𝑙2 ⇒ ℎ2 = 𝑙2 + 𝑙2
2 2
√2 √2
ℎ = √𝑙2 + 𝑙2 ⇒ √( 2 ℎ) + ( 2 ℎ)
2 2
√2 𝑙 = √4 𝑛2 + 4 𝑛2 = √2 𝑙 = √ℎ2

√2 𝑙 = ℎ
ℎ √2
c. 𝑙 = 𝑥
√2 √2
d. laws of radicals
√2
e. 𝑙 = ℎ
2

*In a 45°-45°-90° right triangle,

√2 √2
• Each leg is 2
times the hypotenuse → l = 2
ℎ
• The hypotenuse is √2 times each leg →h = √2(l)

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 Example 2.

A
Given:
30°-60°-90° right triangle with s as the
30°
length of the side opposite the 30° angle, l as the
length of the side opposite the 60° angle, and h as
l h the length of the hypotenuse.
Prove:
60° h = 2s
D B
C s
l = s√3

Solution: The 30°-60°-90° Right Triangle Theorem:

̅̅̅̅ may be extended to D so that 𝐵𝐶
𝐵𝐶 ̅̅̅̅ ≅ 𝐶𝐷
̅̅̅̅. Why?

Connect A to D.

ABC ≅ ADC. Why?

ABC is an equilateral and equiangular triangle. Why?

Therefore, h = 2s

Apply the Pythagorean Theorem, we have,

𝑙 2 = ℎ2 − 𝑠 2
𝑙2 = (2𝑠)2 − 𝑠 2 Take note that the opposite side of the 30° is the shortest,
𝑙2 = 4𝑠 2 − 𝑠 2 and the opposite side of the 60° angle is the longest side.
𝑙2 = 3𝑠 2 (s is the opposite of 30°; l is the opposite of 60°)
√𝑙2 = √3𝑠 2
l = 𝑠√3

Example 3.
Given:

If h = 5, then l =?
h
l If l = 12, then h =?

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 Solution:

From the 45°-45°-90° Right Triangle Theorem:

√2
𝐿𝑒𝑔 = (h)
2
So if h=5,
√2
then, l= (5)
2
𝟓√𝟐
l=
𝟐
Hypotenuse = √2(𝑙𝑒𝑔)
So if l=12,
Then, h=√2(12)
h=12√𝟐

Example 4.
Given:
a. If s = 6, find l and h
30° b. If h = 10, find s and l
c. If l = 7√3 find s and h
l h
60°

s
Solution:
a. If s = 6, find l and h Using h = 2s,
and l = s√3,
s=6
h = 2(6)
h = 12
l = 6√𝟑

Solution:
b. If h = 10, find s and l Using h = 2s,
and l = s√3,
h = 10
10 = 2s
10
s=
2
s=5
l = 5√𝟑

Solution:
c. If l = 7√3 find s and h Using h = 2s,
and l = s√3,
7√ 𝟑
s=
√𝟑
s=7

h = 2s
= 2 (7)
h =14

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Solving problems involving the 30-60-90 triangles, you always know one side, from which you
can determine the other sides.

• When the shorter side is known, you can find the longer side by multiplying the shorter
side by a square root of 3. Pythagorean Theorem can be used to find the hypotenuse.
• When the longer side is known, you can find the shorter side by dividing the longer
side by the square root of 3. Pythagorean Theorem can be used to find the hypotenuse.
• When the shorter side is known, you can find the hypotenuse by multiplying the shorter
side by 2. Pythagorean Theorem can be used to find the longer side.
• When the hypotenuse is known, you can find the shorter side by dividing the
hypotenuse by 2. Pythagorean Theorem can be used to find the longer side.

Example 5. Solve using 30-60-90 right triangle theorems.

A ladder is leaning against a wall makes an angle of 30⁰ with the ground. If the length of the
ladder is 10 m, find the height of the wall and the length between the foot of the ladder and
the wall.

Solution:

One angle is 30⁰, then this must be a 30⁰ - 60⁰ - 90⁰ right triangle. The length of the ladder
refers to the hypotenuse, the height of the wall is the longer side and while the length
between the foot of the ladder and the wall is the shorter side.

ℎ 10
Length between the foot of the ladder and the wall = = =5m
2 2

Height of the wall = 5 √3 = 8.66 m

III. ACTIVITIES

A. PRACTICE TASKS

Practice Task 1:
asds if the following sets of numbers could be side lengths of a triangle. If so,
Determine
identify if the triangle that will be formed is acute, obtuse or right.
1. 3, 5, 7
2. 9, 10, 11
3. 3, 6, 9
4. 6, 8, 10

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 Practice Task 2:
Find the value of x and y.
1.

2.

3.

4.

5.

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 Practice Task 3:
Solve for the following: (5 points)

• Illustrate
• Represent
• Give the equation
• Solve

How far from the base of a 24-unit wall should a 26-unit ladder be leaning so that it
reaches the top most part of the wall?

B. ASSESSMENT

I. MULTIPLE CHOICES. Read the following questions carefully and choose the letter
that best describes the answer. Write your answer on the blank provided before each
number.

1. Which of these are the lengths of the sides of a right triangle?

a. 4, 6, 7 c. 3, 8, 9
b. 5, 12 ,13 d. 6, 9, 11
2. If the lengths of the two legs of a right triangle are 3 and 5, then the length of the
hypotenuse is ________.
a. 8 c. 4√2
b. 6 d. √34

3. What is the length of the diagonal of a square whose side is 8 cm long?

a. 8√3 cm c. 16 cm
b. 8√2 cm d. 4√2
4. Each leg of an isosceles right triangle has a length of 9 cm. What is the length of the
hypotenuse?
a. 6√2 cm c. 9√3 cm
b. 6√3 cm d. 9√2 cm
5. A carpenter is building a shed. Find the length of the rafter for the roof from the
dimensions given in the figure.
a. 0.7 m
b. 1.27 m
c. 1.7 m
d. 2.3 m

II. Solve the following:

Show your solutions for an additional of 3 points.

1. A rectangular doorway in a hotel is 1.5m wide and 2.5m high. Two waiters will bring a
circular table top with 2.7m in diameter. Do you think the waiters will be able to bring
the table top?

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2. Three boy scouts would like to put up a tent in a camp. Their problem is they are in
need of a rope that will connect the top of the tent pole 5m high to a peg on the ground
that is 3.5m from the foot of the pole. What is the required length of the rope?

V. REFERENCES

https://www.mathplanet.com/education/geometry/quadrilaterals/properties-of-
parallelograms
Mathematics III SEDP
Activity Book in Mathematics III, SEDP Edition, Soledad M. Dilao
Realistic Math 9 by Tuliao, Jimenez, De Guzman, Barroza
Learner’s Material for Mathematics Grade 9

1. What have you learned from this activity?

____________________________________________________________
____________________________________________________________

2. How would you help someone else to learn something you discovered today?
____________________________________________________________
____________________________________________________________

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