Module 7: Triangle Trigonometry

Lesson 5: Oblique Triangles

Learning Competency 47: Illustrates laws of sines and cosines.
Learning Competency 48: Solves problems involving oblique triangles

I. OBJECTIVES:
a. Illustrate the laws of sine and cosine.
b. Solve problems involving oblique triangles.
c. Show mastery in applying the laws of sine and cosine in solving
problems oblique triangles.

II. SUBJECT MATTER & MATERIALS:

Topic: Oblique Triangles
Sub – topic: The Law of Sine and Cosine and Its Application
Materials: laptop, oblique triangles (pictures), LCD, activity sheets
References: Grade 9 Teaching Guide pp.
Grade 9 Learning Materials pp. 477 - 496

III. PROCEDURE:
A. Preliminaries:
I. Look around the classroom.
● Can you see things in the shape of oblique triangles? List down at
least five things you see around that may not be considered as right
triangles. These are oblique triangles.
● Take a second look at the things you have listed and find out what
common characteristic these triangles have.
● If you are asked to classify the things on your list into two, how would
you do it? What is your basis for classifying them as such?
● Can you now define an oblique triangle? Give your definition of an
oblique triangle based on what you have observed.

II. Look at the triangles below

What do you notice about each of the given triangles?
 If you are asked to group the triangles in into two sets, how will
you group them? Name them Set A and Set B.
 What is your basis for grouping them that way?
 Examine closely the triangles in Set A. Can you solve the
missing parts of the triangles? How about those in Set B? If you
 can solve the missing parts of these two sets of triangles using
the previous concepts you have learned, show us how.

B. Lesson Proper
1. Teaching/Modelling
Law of sine states that a side divided by the sine of the angle
opposite it is equal to any other side divided by the sine of the
opposite angle.

It can only be used if:

 Two angles and a side are known; or
 Two sides and an angle opposite one of them are known.

Law of cosine states that the square of any side of a triangle is equal
to the sum of the squares of the other two sides minus twice the
product of these sides and the cosine of the angle between them.
c2 = a2 + b2 – 2ab cos C
It is only applicable if:
 the three sides are known; and
 the two sides and its included angle are known.

Illustrative Examples:
Example 1. Solve for the missing parts of ∆ABC below.
Given: two sides and an angle opposite of these sides
o
a = 10 ; c = 19 ;

Solutions:
is an obtuse angle and c > a, thus there is exactly one solution.
Since a, c and C are known, we can use the formula
 Formula to use for A
Substitute the given values
o
19(sin A) = 10(sin 120 ) Cross multiply
19(sin A) = 10(0.8660) Compute for the values of sin
120o using a Scientific calculator
19(sin A) = 8.66 Simplify the resulting equation
sin A = Solve for A
A = sin-1 0.4558
A = 27.12o
Using the concept that the sum of the angles of triangle is 180o, we have
A + B + C = 180o
27.12o + B + 120o = 180o
B + 147.12o = 180o
B = 180o - 147.12o
B = 32.88o
Following the steps used earlier in solving for c, we can now solve for b.
b(0.8660) = 19(0.5429)
0.8660 b = 10.3151
o o
b sin 120 = 19 sin 32.88 b=
b = 11.91

Example 2:

Given: three sides

a = 10 ; b = 15 ; c = 20

Solution:
a2 = b2 + c2 – 2bc cos A b2 = a2 + c2 – 2ac cos B
152 = 102 + 202 – 2(10)(20)cos A 102 = 152 + 202 – 2(15)(20) cos B
225 = 100+400 – 400 cos A 100 = 225 + 400 – 600 cos B
-275 = -400 cos A -525 = -600(cos B)

0.6875 = cos A 0.8750 = cos B

A = cos-1 (0.6875) B = cos-1 0.8750
A = 46.57o B = 28.96o

c2 = a2 + b2 – 2ab cos C
Since two angles are already known, substitute their values in the equation:
A + B + C = 180o
46.57o + 28.96o + C = 180o C = 180o – 75.53o
75.53o + C = 180o C = 104.47o
2. Analysis
a. What are your thoughts about the applications of laws of
sines and cosines?
b. Are the given illustrations helpful? How it helps to solve the
problem easier?
c. Do you have other way/s to solve these problems? If so,
share it to the class.

3. Guided Practice
Read the problem and analyze the partial solution presented below.
Then answer the questions follows.
Problem #1:
Tony and Obet went to Tagaytay Oval to fly a kite. Tony’s kite
has 1750ft. of string at an angle of 750. Obet notes that the angle
formed by the kite and the flier is 1020. How far is Obet from the
kite? Obet from Tony?

a = 1728.53ft. (Obet from the kite)

m/ A + m/ B + m/ C = 1800
750 + m/ B + 1020 = 1800
m/ B = 1800 - 1770
m/ B = 30

(Obet from Tony)

Problem #2:
Danna wants to feed her dogs which are located at different
parts of the house as shown below. Bantay is 2.5ft away from kisig and
Kisig is 4.5ft. away from Puti. How far is Kisig from the food?

4. Independent Practice
Answer the following questions using the figure below.
1. How far is the Ranger’s Tower from the fire?
2. How far is the Ranger’s Tower from the Water Tower?

B
A x

5. Generalization
The laws of sines states that a side divided by the sine of the
angle opposite it is equal to any other side divided by the sine of the
opposite angle and the laws of cosines states that the square of the
length of one side is equal to the sum of the squares of the other two
sides minus the product of twice the two sides and the cosine of the
angle between them. These laws are essential in the solution of
oblique triangles. Illustrating a problem through a diagrams would help
connect the problem with easy understanding.
 6. Application
Group Activity
 Each group were given an oblique triangle.
 Create a situation or a problem where the given oblique triangle
can be applied and write it on the manila paper given to each
group.
 The first group who can post their work on the board will
become the first group to present and they will receive an
additional points.
 After three minutes each group will demonstrate or act the
situation or problem.
 Show the solution to solve the formulated problem.

7. Assessment
Solve the problem.
Maine’s handheld computer can send and receive e – mails if it
is within 40miles of a transmission tower. On a trip Maine passed the
transmission tower on Highway 7 for 32 miles, and turns 970 onto
Coastal road and drive another 19 miles.
a. Is Maine close enough to the transmission tower to be able to send
and receive e – mails? Explain your reasoning.

b. If Maine is within range of the tower, how much farther can she drive
on Coastal road before she is out of range? If she is out of range and
drive back toward Highway 7, how far will she travels before she is
back in range?

IV. ASSIGNMENT
Follow Up
Given the figure below answer the following.
a. solve the distance from A to C.
 b. how far is B to C?

References:
https://www.google.com.ph/search?q=boy+flying+kite+clipart&biw=1024&bih=638&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwiQsqWM1ovQAhWEgbwKHZOyAoQQ_AUIBigB#imgrc=TcjoLTwr9dptF
M%3A

https://www.google.com.ph/search?q=boy+flying+kite+clipart&biw=1024&bih=638&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwiQsqWM1ovQAhWEgbwKHZOyAoQQ_AUIBigB#tbm=isch&q=boy+clip
art&imgrc=4-L_iEOKVHQKlM%3A

https://www.google.com.ph/search?q=problems+about+oblique+triangle&rlz=1C1AVNE_enPH704P
H710&biw=1366&bih=662&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiIuanZ64HQAhVPNbwKHfd
dCU0Q_AUIBigB#imgrc=hMKuO5ZRcw_OpM%3A

https://www.google.com.ph/search?q=problems+about+oblique+triangle&rlz=1C1AVNE_enPH704P
H710&biw=1366&bih=662&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiIuanZ64HQAhVPNbwKHfd
dCU0Q_AUIBigB#imgrc=vOcGTZuh34z_hM%3A

https://www.google.com.ph/search?q=oblique+triangle+trigonometry+word+problems+with+soluti
ons&rlz=1C1AVNE_enPH704PH710&biw=1366&bih=662&source=lnms&tbm=isch&sa=X&ved=0ahU
KEwjUrN2p6IHQAhUBgrwKHYKsBYQQ_AUIBigB#imgrc=iVtCUjQr9lAIcM%3A

https://www.google.com.ph/search?q=the+use+of+trigonometric+ratios+in+solving+real+life+probl
ems+involving+right+triangles&rlz=1C1AVNE_enPH704PH710&biw=1366&bih=662&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwjO-byKnoXQAhXKxbwKHQquA0sQ_AUIBigB#imgrc=_QG7Cc5P4L5p-
M%3A
https://www.google.com.ph/search?q=the+use+of+trigonometric+ratios+in+solving+real+life+probl
ems+involving+right+triangles&rlz=1C1AVNE_enPH704PH710&biw=1366&bih=662&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwjO-
byKnoXQAhXKxbwKHQquA0sQ_AUIBigB#imgrc=y2IbbDhZ0Lc54M%3A

Prepared by:

CHERY ANN R. LAZA

Malabag National High School
Answer Key:
Preliminaries:
Answers may vary

Guided Practice 2: (Let’s Do This!)

=

b sin 60 = 4.5 (sin 80)

0.866 b = 4.5 (0.984)
=
b = 5.11 ft

Independent Practice (I Can Do This!)

= =

x sin 34 = 150 (sin 97)

0.559 x = 150 (0.993)
=
x = 266.46 ft
(distance of Ranger’s Tower to fire)

=
=
b sin 97 = 266.46 (sin 49)
0.993b = 266.46 (0.755)
=
b = 202.60 ft
(distance of Ranger’s Tower to Water Tower)

Application (Let’s Do More!)

Answers may vary

Assessment (Challenge Yourself!)

c2 = a2 +b2 – 2ab cos C

c2 = 192 + 322 – 2(19)(32) cos 97
c2 = 361 + 1024 – 1216 (-0.122)
c2 = 361 + 1024 + 148.35
c2 = 1533.352
c = 39.16 miles
 a. Yes, because Maine is within 40 miles radius of transmission tower.
b. more than 0.84 miles

Follow-up

a. =

18 (sin 65) = AC (sin 59)

=
AC = 19.03 km

b.

BC (sin 59) = 18 (sin 56)

BC (0.857) = 18 (0.829)
=
AC = 17.41 km