9

Problem Solving Involving

Right Triangles
Learner's Module in Mathematics 9
Quarter 4 ● Module 5

CHERIELYN C. ESPREGANTE
Developer

Department of Education • Cordillera Administrative Region

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division

COPYRIGHT NOTICE
2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum through
the DepEd Schools Division of Baguio City - Curriculum Implementation Division
(CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

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 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID) which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ performance specifically in
Mathematics.

Date of Development April 2021

Resource Location DepEd Schools Division of Baguio City
Learning Area Mathematics
Grade Level 9
Learning Resource Type Module
Language English
Quarter/Week Q4/W5
Learning Competency Codes M9GE-IVe-1
uses trigonometric ratios to solve real-
Learning Competency
life problems involving right triangles

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 ACKNOWLEDGEMENT
The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would
not be possible without them. Thank you all for your moral and technical support in
the crafting of this learning module. To my colleagues in our school for sharing your
knowledge and expertise as I developed this learning resource. Lastly, to the office
of DepEd Division of Baguio City for giving me the opportunity to discover our skills
as module writer.

Development Team
Developer/s: Cherielyn C. Espregante
Layout Artist:
Illustrator: Caster Jovanhoe T. Badival

School Learning Resources Management Committee

Whitney A. Dawayen School Head / Principal
Cherielyn C. Espregante Subject / Learning Area Specialist
Geraldine D. Sumipit School LR Coordinator

Quality Assurance Team

Francisco C. Copsiyan EPS – Mathematics
Lourdes B. Lomas-e PSDS – District 6

Learning Resource Management Section Staff

Armi Victoria A. Fiangaan EPS – LRMDS
Victor A. Fernandez Education Program Specialist II - LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I
Ariel Botacion Admin. Assistant

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO
OIC - Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS
Page
Copyright Notice ………………………………………………….……...….…. ii
Preface …………………………………………………………………...…….… iii
Acknowledgement……………………………………………………. …….…... iv
Table of Contents……………………………………………………….……. … v
Title Page…………………………………………………………………………. vi
What I Need to Know…………………………………………………………… 1
What I Know……………………………………………………………………… 1
What’s In……..…………………………………………………………………… 2
What’s New……………………………………………………………………….. 3
What’s More . ……………….……………………………………...…………… 5
What I have Learned……………………………………………………………. 6
What I Can Do…………………………………………………………………… 6
Post-Assessment……………………………………………….………………... 7
Additional Activities………………………………………………………………. 8
Answer Key………………………………………………………………………. 9
References ………………………………………………………...…….…….… 12

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Title Page

Problem Solving Involving

Right Triangles
Learner's Module in Mathematics 9
Quarter 4 ● Module 5

CHERIELYN C. ESPREGANTE
Developer

Department of Education • Cordillera Administrative Region

 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master problem solving involving right triangles. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are using.

After going through this module, you are expected to:

Content Standards
Performance Standards
Most Essential Learning
Competencies
Demonstrates understanding of the basic concepts
of Trigonometry.
Able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with
precision and accuracy.
M9GE-IVe-1:uses trigonometric ratios to solve real-
life problems involving right triangles.
 What I Know
MULTIPLE CHOICE: Answer the following questions pertaining to solving problems right
triangles. Check your answers when you are finished with all the questions.

1. A kite held by 125 m of string makes a 45 0 angle of elevation with the ground
of. About how high is the kite above the ground?
A. 62.80 m B. 75.41 m C. 88.39 m D. 113.16 m
2. From the top of a barn 7.62 m high, you see a cat on the ground. The angle of
depression of the cat is 40°. How many meters must the cat walk to reach the
barn?
A. 6.39 m B. 9.80 m C. 9.81 m D. 9.18 m
3. The angle of elevation of the top of the building from a point 80 feet away from
the building is 600. Find the height of the building.
A. 45 m B. 84 m C. 125.10 m D. 138.56 m
4. The top of the tree casts a shadow of 12 meters. The angle of elevation of the
sun is 260.. Find the length of the top of the shadow to the tip of the tree.
A. 13.35m B. 14.45m C. 15.55m D. 16.65m
5. The building stands 850 feet tall. A person across the building is 25 feet away
from the foot of the building. What is the measure of the angle of elevation of
the person to the ground?
A. 88 0 B. 88.320 C. 88.430 D. C. 88.530
6. A tree casts a 17m shadow where the angle of elevation of the sun is 34 0. How
tall is the tree ?
A. 8.03m B. 10.15m C. 11.47m D. 12.25m
7. A kite in the air has its string tied to the ground. If the length of the string is
52m, find the height of the kite above the ground when the string is taut and its
inclination to the horizontal is 600.
A. 15.03m B. 26.03m C. 35.03m D. 45.03m
8. A ladder 9m long rests against a vertical wall so that the distance between the
bottom of the ladder and the wall is 6m. What is the height above the ground
of the upper end of the ladder?
A. 5.10m B. 6.71m C. 7.02m D. 8. 65m
9. A ladder 9m long rests against a vertical wall so that the distance between
the bottom of the ladder and the wall is 6m. What is the measure of the angle that
the ladder makes with the ground?
A. 48.190 B. 600 C. 73.120 D. 80.340
10. From the top of a 18-foot tower, a watchman sees a boat at an angle of
depression
of 530. How far is the boat from the base of the tower on sea level ?
A. 13.56ft B. 15.15ft C. 22.34ft D. 27.56ft

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 SOLVING PROBLEMS INVOLVING RIGHT
TRIANGLES

What’s In
Solving problems involving right triangles require knowledge of some terms of
importance in a particular field. For instance, in surveying the term line of sight, angle of
elevation, and angle of depression are frequently used. In your previous module, you have
learned how to illustrate and describe angle of elevation and angle of depression. You have
also learned about each of their properties. Let us recall line of sight, angle of elevation and
depression.

Line of sight – is an imaginary line that connects the eye of an observer to the object
being observed. If the observer is in a higher elevation than the object of observation, the
acute angle measured from the eye level of the observer to
his line of sight is called the angle of depression.

On the other hand, if the situation is reversed, that is, the observer is at the lower
elevation than the object being observed, the acute angle made by the line of sight and the
eye level of the observer is called the angle of elevation.

There are numerous applications of trigonometry and this lesson presents some of
the uses in daily life as well in technical matters. Let us recall also SOH-CAH-TOA is a
mnemonic used for remembering the equations for these are necessary in solving problems
involving right triangle.

opposite
Sin =
hypothenuse

adjacent
Cos =
hypothenuse

opposite
Tan =
adjacent

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 What’s New
Activity 1

1. In rt.∆XYZ angled at Y, if ∠X is an acute angle what is the

a. opposite side:_______________

b. adjacent side:_______________

c. hypotenuse: ________________

2. Given the information, solve right triangle MOP.

Find:
a. length of side P: __________

b. length of side M:__________

c. measurement of ∠ M:____________

What is It
In this activity you will focus on solving problems involving right triangles. Here you
will use your knowledge on the six trigonometric ratios, angle of elevation and angle of
depression. The following is the correct process in solving a right triangle trigonometric
problem:

1. Read and understand the problem

2. If a diagram is not given, create one.
3. Choose which trigonometric ratio to use.
4. Substitute the given into the correct trigonometric ratio
5. Solve for the unknown

Example 1:

The angle of elevation of the top of a flagpole from a point on the ground 36.5
meters from the foot of the flagpole is 270. How high is the flagpole?

Illustration:

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Solution:
From the illustration,

opposite
tan 270 =
adjacent

h
tan 270 =
36.5 m

h = (36.5 m) (tan 270)

h = 18.6 meters

Example 2:

A 12.5-meter long ladder, which makes an angle of 360 30’ to the ground,
leans against the wall. Find the height of the point where the ladder leans against the
wall.

Illustration:
12.5 m

360 30’

Solution:

opposite side
sin 360 30’ =
hypothenus

h
sin 360 30’ =
12.5 m

h = (12.5 m)(sin 360 30’)

h = (12.5 m )( sin 360 30’)
h = 7. 44 meters

Example 3

Two hikers are standing 400 meters away from the base of the radio tower. The
measurement of the angle of elevation to the top of the tower is 46°. How high is the tower?

Illustration:

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Solution:
Use the mnemonic TOA, x is the opposite side and b is adjacent side of ∠A.

x
Tan 46° =
400

x = (400) (tan46°)
x = (400) (1.0355)
x = 414.2 meters

What’s More
To make all these concepts relevant, you have to apply these in the different real-life
situations by solving the following problems. Sketch the figure.

Assessment 1
1. If a 150 ft church tower cast a shadow 210 ft. long. Find the measure of the angle of
elevation of the sun.

Illustration:

Solution:

2. From the top of the control tower 250 m tall, a rock is sighted on the ground below. If the
rock is 170 m from the base of the tower, find the angle of depression of the rock from the
top of the control tower.

Illustration Solution

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3. From a point on the ground 12 ft. away from the base of a flagpole, the angle of elevation
of the top of the pole measures 53°. How tall is the flagpole?

Illustration Solution

What I Have Learned

Arrange the following steps following the correct procedure in solving a right
triangle problem.
a. If a diagram is not given, create one
b. Read and understand the problem
c. Solve for the unknown
d. Substitute the given into the correct trigonometric ratio
e. Choose which trigonometric ratio to use.

STEPS PROCEDURES
1 Read and understand the problem
2 If a diagram is not given, create one
3 Choose which trigonometric ratio to use.
4 Substitute the given into the correct trigonometric ratio
5 Solve for the unknown

What I Can Do(Performance Task)

Directions: Cite two (2) real- life situations/problems where the concept of right triangle
trigonometry is being applied and show possible solutions.

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 RUBRIC:
CRITERIA 10 7 5 3
Demonstrates clear Demonstrates Demonstrates Demonstrates
knowledge and general limited little or no
Math content application of math knowledge and knowledge and knowledge or
skills. application of application of application of
math skills. math skills. math skills.
Accurately Satisfactorily Limited Inaccurately
Mathematical communicates communicates communication communicates
Communication solutions to problems solutions to of solutions to solutions to
and concepts. problems and problems and problems and
concepts. concepts. concepts.
Provides appropriate Utilizes Employs Uses entirely
process for solving moderately partially correct incorrect
Problem the problem without correct process process but with plan/strategy.
Solving errors in with minimal considerable
computations. omission or error in
error in procedure.
procedure.
Solution is presents in Solution is Solution is The reader is
an easy follow step- presented in a difficult to follow unable to
by-step model with logical manner. at times. follow the
Presentation clear illustration. steps taken in
the solution.

Post-Assessment
MULTIPLE CHOICE: Answer the following questions pertaining to solving problems right
triangles. Check your answers when you are finished with all the questions.

1. A kite held by 100 m of string makes an angle of elevation with the ground of 45°.
About how high is the kite above the ground?

A. 62.80 m B. 70.71 m C. 88.39 m D. 113.16 m

2. From the top of a barn 8 m high, you see a cat on the ground. The angle of
depression of the cat is 40°. How many meters must the cat walk to reach the
barn?
A. 9.08 m B. 9.53 m C. 9.81 m D. 9.18 m
3. The angle of elevation of the top of the building from a point 90 feet away from
the building is 600. Find the height of the building.

A. 415 m B. 155.88 m C. 125 m D. 10.86 m

4. The top of the tree casts a shadow of 18 meters. The angle of elevation of the
sun is 260.. Find the length of the top of the shadow to the tip of the tree.
A. 38.36m B. 28.95m C. 20.02 m D. 26.45m

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 5. The building stands 700 feet tall. A person across the building is 25 feet away
from the foot of the building. What is the measure of the angle of elevation
of the person to the ground?

A. 90 0 B. 84.280 C. 81.230 D. C. 87.950

6. A tree casts a 30 m shadow where the angle of elevation of the sun is 340.
How tall is the tree ?

A. 28.23m B. 20. 24m C. 31.27m D. 22.25m

7. A kite in the air has its string tied to the ground. If the length of the string is
50m, find the height of the kite above the ground when the string is taut
and its inclination to the horizontal is 600.

A. 23.53m B. 21.23m C. 45.23m D. 43.31m

8. A ladder 12 m long rests against a vertical wall so that the distance between
the bottom of the ladder and the wall is 8 m. What is the height above the
ground of the upper end of the ladder?

A. 4.10m B. 5.71m C. 7.42m D. 8. 94m

9. A ladder 12 m long rests against a vertical wall so that the distance between the
bottom of the ladder and the wall is 8 m. What is the measure of the angle that
the ladder makes with the ground?

A. 48.190 B. 52.230 C. 73.120 D. 80.340

10. From the top of a 18-foot tower, a watchman sees a boat at an angle of
depression of 620. How far is the boat from the base of the tower on sea level ?
A. 23.06ft B. 25.15ft C. 33.85ft D. 24.81ft

Additional Activities
Solving the following problems. Show your solutions.

a. Ricky’s kite is flying above a field at the end of 65 m of string. If the angle of
elevation to the kite measures 70°, how high is the kite above Ricky’s waist?

Illustration Solution

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b. On a hill, inclined at an angle of 19 with the horizontal , stand a mango tree. At a
point A 25 meters down the hill from the foot of the tree, the angle of elevation of
the top of the mango tree is 45° . Find the height of the mango tree.

Illustration Solution
First solve for y and x:
Solve for y:

Solve for x:

Solve for height:

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 Answer Key

What I Know
1. C 6. C
2. A 7. D
3. D 8. B
4. A 9. B
5. B 10. A

What’s New
Activity 1
1. a. side YZ b. side XY c. side XZ
2. a. 25. 60 units b. 23.87 units c. 430
What’s More
Assessment 1
1. Illustrattion: 2. Illustration:

Solution: Solution:
height of the church
tan B=¿ ¿ tan A =
lenght of the shadow
height of thetower
the rock ¿ the base of thetower ¿
distance ¿

150 ft
tan B=¿ ¿ tan A = 1.4706
210 ft

Tan B = 0.7143 A = 550 48’

B = 350 32’

3. Illustration:

Solution:
height of the flagpole
tan A = the ground ¿
distance ¿

a
tan 530 =
12 ft
a = 12 tan 530

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What I Have Learned
STEPS PROCEDURE
1 Read and understand the problem
2 If a diagram is not given, create one
3 Choose which trigonometric ratio to use.
4 Substitute the given into the correct trigonometric ratio
5 Solve for the unknown
What I Can Do
-answers may vary
Post-Assessment

1.B 6.B
2.B 7.D
3.B 8.D
4.C 9.A
5.D 10.C

Additional Activities
a
a. Sin A =
c

a
Sin 70° =
65

a = 65 sin 70°
a = 65 ( 0.9397)
a = 61.08 height of the kite
b. First solve for y and x:
y
Solve for y: sin 19° =
25
y = 25 sin 19°
y = 25 ( 0.3256)
y = 8.14
x
Solve for x: cos 19° =
25
x = 25 cos 19°
x = 25 (0.9455)
x = 23.6
h+ y
Solve for h: tan 45° =
x
h + y = x tan 45°
h = x tan 45° – y
h = 23.6(1) – 8.1
h = 23.6 – 8.1
h = 15.5 height of the mango tree

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References
Malaborbor, P.B. (2003). Functions. Cubao, Quezon City, Philippines: Educational
Resources Corporation.

Nivera, G. C. (2012).Grade 9 Mathematics Patterns and Practicalities 9. Makati

City, Philippines: Salesiana Books by Don Bosco Press, Inc.

Obana, G. G. (2007). Exploration and Application. Sta. Ana, Manila, Philippines:

Vicarish Publication.

Orines, F. B. et al. Next Century Mathematics. Quezon City, Philippines:

Phoenix Publishing House, Inc.

Oronce, O. A. and Mendoza, M. O. (2012). Worktext in Mathematics E-Math 9

(3rd edition). Quezon City, Philippines: Rex Printing Company, Inc.

Tarepe, D. A. and Zara, E. (2012). Practical Mathematics 9. Lipa City,

Philippines: united Eferza Academic Publications, Co.

Villano, M. V. et al. (2012). 21st Century Mathematics: A Vision for a Better

Future. Quezon City, Philippines: Phoenix Publishing House, Inc.

For inquiries or feedback, please write or call:

Department of Education – Cordillera Administrative Region
Schools Division of Baguio City
No. 82 Military Cut-off, Baguio City
Telefax: 442-7819
Email Address: depedbaguiocity@gmail.com
Social Media: facebook.com/DepEdTayoBaguioCity

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