NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2

GEOMETRY

Lesson 25: Incredibly Useful Ratios

Student Outcomes
 For a given acute angle of a right triangle, students identify the opposite side, adjacent side, and hypotenuse.
adj opp
 Students understand that the values of the and ratios for a given acute angle are constant.
hyp hyp

Lesson Notes
adj opp
In Lesson 25, students discover that the values of the and ratios in a right triangle depend solely on the
hyp hyp
measure of the acute angle by which the adjacent, opposite, and hypotenuse sides are identified. To do this, students
first learn how to identify these reference labels. Then, two groups take measurements and make calculations of the
adj opp
values of the and ratios for two sets of triangles, where each triangle in one set is similar to a triangle in the
hyp hyp
other. This exploration leads to the conclusion regarding the “incredibly useful ratios.”

Classwork
Exercises 1–3 (4 minutes)

Exercises 1–3

Use the right triangle △ 𝑨𝑩𝑪 to answer Exercises 1–3.

1. Name the side of the triangle opposite ∠𝑨.

̅̅̅̅
𝑩𝑪

MP.7
2. Name the side of the triangle opposite ∠𝑩.
̅̅̅̅
𝑨𝑪

3. Name the side of the triangle opposite ∠𝑪.

̅̅̅̅
𝑨𝑩

 Another common way of labeling the sides of triangles is to make use of the relationship between a vertex and
the side opposite the vertex and the lowercase letter of each vertex angle.

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

 In the diagram above, label the side opposite ∠𝐴 as 𝑎. Similarly, label the side opposite ∠𝐵 as 𝑏 and the side
opposite ∠𝐶 as 𝑐.
 Why is this way of labeling the triangle useful?
 Using a lowercase letter to represent the side opposite a vertex immediately describes a relationship
within a triangle. It might be useful when we are sketching diagrams for problems that provide partial
information about a triangle.

Discussion (8 minutes)
 Now we will discuss another set of labels. These labels are specific to right triangles.
 The triangle below is right triangle △ 𝐴𝐵𝐶. Denote ∠𝐵 as the right angle of the triangle.
 Of the two acute angles, we are going to focus our attention on labeling ∠𝐴. Mark ∠𝐴 in the triangle with a
single arc.
Scaffolding:
 With respect to acute angle ∠𝐴 of a right triangle △ 𝐴𝐵𝐶, we identify the
opposite side, the adjacent side, and the hypotenuse as follows:  Consider asking students
to create a poster of this
- With respect to ∠𝐴, the opposite side, denoted 𝑜𝑝𝑝, is side ̅̅̅̅𝐵𝐶 ,
diagram to display on the
- With respect to ∠𝐴, the adjacent side, denoted 𝑎𝑑𝑗, is side ̅̅̅̅
𝐴𝐵 , classroom wall
̅̅̅̅
- The hypotenuse, denoted ℎ𝑦𝑝, is side 𝐴𝐶 and is opposite from the (alternatively, a sample is
90° angle. provided in this lesson
before the Exit Ticket).
 With respect to ∠𝐴, label the sides of the triangle as opp, adj, and hyp.
 Consider color coding the
sides and the definitions.
For example, write the
word hypotenuse in red,
and then trace that side of
the triangle in red.
 Rehearse the various
terms by pointing to each
and asking for choral
responses of opposite,
adjacent, and hypotenuse.

 Note that the sides are identified with respect to ∠𝐴, or using ∠𝐴 as a reference. The labels change if the
acute angle selected changes. How would the labels of the sides change if we were looking at acute angle ∠𝐶,
instead of ∠𝐴, as a reference?
 The hypotenuse would remain the same, but the opposite side of ∠𝐶 is ̅̅̅̅ 𝐴𝐵 , and the adjacent side of ∠𝐶
̅̅̅̅ .
is 𝐵𝐶

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

 The label hypotenuse will always be the hypotenuse of the right triangle, that is, the side opposite from the
right angle, but the adjacent and opposite side labels are dependent upon which acute angle is used as a
reference.

Exercises 4–6 (4 minutes)

In Exercises 4–6, students practice identifying the adjacent side, the opposite side, and the hypotenuse of a right
triangle, with respect to a given acute angle.

Exercises 4–6

For each exercise, label the appropriate sides as adjacent, opposite, and hypotenuse, with respect to the marked acute
angle.

4.

5.

6.

Exploratory Challenge (10 minutes)

In the following Exploratory Challenge, assign one set of triangles to each half of the class. Every triangle in each set has
a corresponding, similar triangle in the other set. Students complete the table for missing angle and side length
adj opp
measurements and values of the ratios and .
hyp hyp

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Exploratory Challenge

Note: Angle measures are approximations.

For each triangle in your set, determine missing angle measurements and side lengths. Side lengths should be measured
𝐚𝐝𝐣 𝐨𝐩𝐩
to one decimal place. Make sure that each of the and ratios are set up and missing values are calculated and
𝐡𝐲𝐩 𝐡𝐲𝐩
rounded appropriately.

Group 1
𝒐𝒑𝒑 𝒂𝒅𝒋
Triangle Angle Measures Length Measures
𝒉𝒚𝒑 𝒉𝒚𝒑

𝑨𝑩 = 𝟓 𝐜𝐦
𝟏𝟐 𝟓
1. △ 𝑨𝑩𝑪 𝒎∠𝑨 ≈ 𝟔𝟕° 𝑩𝑪 = 𝟏𝟐 𝐜𝐦 ≈ 𝟎. 𝟗𝟐 ≈ 𝟎. 𝟑𝟖
𝑨𝑪 = 𝟏𝟑 𝐜𝐦 𝟏𝟑 𝟏𝟑

𝑫𝑬 = 𝟑 𝐜𝐦
𝟒 𝟑
2. △ 𝑫𝑬𝑭 𝒎∠𝑫 ≈ 𝟓𝟑° 𝑬𝑭 = 𝟒 𝐜𝐦 = 𝟎. 𝟖 = 𝟎. 𝟔
𝑫𝑭 = 𝟓 𝐜𝐦 𝟓 𝟓

𝑮𝑯 = 𝟓. 𝟑 𝐜𝐦
𝟓. 𝟑
3. △ 𝑮𝑯𝑰 𝒎∠𝑰 ≈ 𝟒𝟏° 𝑯𝑰 = 𝟔 𝐜𝐦 ≈ 𝟎. 𝟔𝟔 𝟔/𝟖 = 𝟎. 𝟕𝟓
𝑰𝑮 = 𝟖 𝐜𝐦 𝟖

𝑱𝑲 = 𝟒 𝐜𝐦
𝟒 𝟔. 𝟗𝟑
4. △ 𝑱𝑲𝑳 𝒎∠𝑳 ≈ 𝟑𝟎° 𝑲𝑳 = 𝟔. 𝟗𝟑 𝐜𝐦 = 𝟎. 𝟓 ≈ 𝟎. 𝟖𝟕
𝑱𝑳 = 𝟖 𝐜𝐦 𝟖 𝟖

𝑴𝑵 = 𝟕. 𝟓 𝐜𝐦
𝟒 𝟕. 𝟓
5. △ 𝑴𝑵𝑶 𝒎∠𝑴 ≈ 𝟐𝟖° 𝑵𝑶 = 𝟒 𝐜𝐦 ≈ 𝟎. 𝟒𝟕 ≈ 𝟎. 𝟖𝟖
𝑶𝑴 = 𝟖. 𝟓 𝐜𝐦 𝟖. 𝟓 𝟖. 𝟓

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Group 2
𝒐𝒑𝒑 𝒂𝒅𝒋
Triangle Angle Measures Length Measures
𝒉𝒚𝒑 𝒉𝒚𝒑

𝑨′ 𝑩′ = 𝟐. 𝟓 𝐜𝐦
𝟔 𝟐. 𝟓
1. △ 𝑨′𝑩′𝑪′ 𝒎∠𝑨′ ≈ 𝟔𝟕° 𝑩′𝑪′ = 𝟔 𝐜𝐦 ≈ 𝟎. 𝟗𝟐 ≈ 𝟎. 𝟑𝟖
𝑨′ 𝑪′ = 𝟔. 𝟓 𝐜𝐦 𝟔. 𝟓 𝟔. 𝟓

𝑫′𝑬′ = 𝟔 𝐜𝐦
𝟖 𝟔
2. △ 𝑫′𝑬′𝑭′ 𝒎∠𝑫′ ≈ 𝟓𝟑° 𝑬′𝑭′ = 𝟖 𝐜𝐦 = 𝟎. 𝟖 = 𝟎. 𝟔
𝑫′𝑭′ = 𝟏𝟎 𝐜𝐦 𝟏𝟎 𝟏𝟎

𝑮′𝑯′ = 𝟕. 𝟗 𝐜𝐦
𝟕. 𝟗 𝟗
3. △ 𝑮′𝑯′𝑰′ 𝒎∠𝑰′ ≈ 𝟒𝟏° 𝑯′𝑰′ = 𝟗 𝐜𝐦 ≈ 𝟎. 𝟔𝟔 = 𝟎. 𝟕𝟓
𝑰′𝑮′ = 𝟏𝟐 𝐜𝐦 𝟏𝟐 𝟏𝟐

𝑱′𝑲′ = 𝟔 𝐜𝐦
𝟔 𝟏𝟎. 𝟒
4. △ 𝑱′𝑲′𝑳′ 𝒎∠𝑳′ ≈ 𝟑𝟎° 𝑲′ 𝑳′ = 𝟏𝟎. 𝟒 𝐜𝐦 = 𝟎. 𝟓 ≈ 𝟎. 𝟖𝟕
𝑱′𝑳′ = 𝟏𝟐 𝐜𝐦 𝟏𝟐 𝟏𝟐

𝑴′𝑵′ = 𝟏𝟓 𝐜𝐦
𝟖 𝟏𝟓
5. △ 𝑴′𝑵′𝑶′ 𝒎∠𝑴′ ≈ 𝟐𝟖° 𝑵′𝑶′ = 𝟖 𝐜𝐦 ≈ 𝟎. 𝟒𝟕 ≈ 𝟎. 𝟖𝟖
𝑶′𝑴′ = 𝟏𝟕 𝐜𝐦 𝟏𝟕 𝟏𝟕

Have each half of the class share all of the actual measurements and values of the ratios for both sets of triangles (on a
poster or on the board).

With a partner, discuss what you can conclude about each pair of triangles between the two sets.

MP.7 Each pair of triangles is similar by the AA criterion. The marked acute angle for each pair of corresponding triangles is the
𝐚𝐝𝐣 𝐨𝐩𝐩
same. The values of the and ratios are the same.
𝐡𝐲𝐩 𝐡𝐲𝐩

 Since the triangles are similar, it is no surprise that corresponding angles are equal in measure and that the
values of the ratios of lengths are in constant proportion.
 Use these observations to guide you through solving for unknown lengths in Exercises 7–10. Consider why it is
that you are able to actually find the missing lengths.

Exercises 7–10 (10 minutes)

Students approximate unknown lengths to one decimal place. The answers are approximations because the acute
angles are really only approximations, not exact measurements.

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Exercises 7–10

For each question, round the unknown lengths appropriately. Refer back to your completed chart from the Exploratory
Challenge; each indicated acute angle is the same approximated acute angle measure as in the chart. Set up and label the
appropriate length ratios, using the terms opp, adj, and hyp in the setup of each ratio.

7.

𝐨𝐩𝐩 𝐚𝐝𝐣
𝐡𝐲𝐩 𝐡𝐲𝐩
𝒚 𝒙
𝟕 𝟕
𝒚 𝒙

8.
𝐨𝐩𝐩 𝐚𝐝𝐣
𝐡𝐲𝐩 = 𝟎. 𝟖𝟕
𝐡𝐲𝐩
𝟗. 𝟐 𝒙
= 𝟎. 𝟖𝟕
𝒛 𝟏𝟖. 𝟒
𝒛 𝒙 = 𝟏𝟔. 𝟎

9.

𝐚𝐝𝐣
𝐨𝐩𝐩 = 𝟎. 𝟑𝟖
= 𝟎. 𝟗𝟐 𝐡𝐲𝐩
𝐡𝐲𝐩 𝒙
𝟐𝟏. 𝟔 = 𝟎. 𝟑𝟖
𝒛
= 𝟎. 𝟗𝟐 𝒙
𝒛
= 𝟎. 𝟑𝟖
𝒛 = 𝟐𝟑. 𝟒𝟖 𝟐𝟑. 𝟒𝟖
𝒙 = 𝟖. 𝟗

10. From a point 𝟏𝟐𝟎 𝐦 away from a building, Serena measures the angle between the ground and the top of a building
and finds it measures 𝟒𝟏°.
What is the height of the building? Round to the nearest meter.

𝐚𝐝𝐣 𝐨𝐩𝐩
= 𝟎. 𝟕𝟓 = 𝟎. 𝟔𝟔
𝐡𝐲𝐩 𝐡𝐲𝐩
𝟏𝟐𝟎
= 𝟎. 𝟕𝟓
𝒚
= 𝟎. 𝟔𝟔 𝑧
𝒛 𝟏𝟔𝟎
𝒛 = 𝟏𝟔𝟎 𝒚 = 𝟏𝟎𝟓. 𝟔

The height of the building is approximately 𝟏𝟎𝟔 meters.

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Closing (4 minutes)
 What did you notice about the triangles in Exercises 7–10 and the exercises in the Exploratory Challenge?
Explain.
 The triangles in the exercises were similar to those used in the Exploratory Challenge. We can be sure
of this because the triangles in the exercises and the Exploratory Challenge each had two angle
measures in common: each had a right angle and an acute angle equal in measure.
 Why were you able to rely on the Exploratory Challenge chart to determine the unknown lengths in Exercises
7–10?
 Because the triangles in Exercises 7–10 are similar to those triangles in the Exploratory Challenge, we
opp adj
were able to use the values of the and ratios to set up an equation for each question.
hyp hyp
 Since all the triangles used in the lesson are right triangles in general, what determines when two right
opp adj
triangles have and ratios equal in value?
hyp hyp
 Both right triangles must have corresponding acute angles of equal measure, and the same acute angle
opp adj
must be referenced in both triangles for the values of the and ratios to be equal.
hyp hyp
 In this lesson, you were provided with just a handful of ratio values, each of which corresponded to a given
acute angle measure in a right triangle. Knowing these ratio values for the given acute angle measure allowed
us to solve for unknown lengths in triangles similar to right triangles; this is what makes these ratios so
incredible. In the next lesson, we learn that we have easy access to these ratios for any angle measure.

Relevant Vocabulary
SIDES OF A RIGHT TRIANGLE: The hypotenuse of a right triangle is the side opposite the right angle; the other two sides of the
right triangle are called the legs. Let 𝜃 be the angle measure of an acute angle of the right triangle. The opposite side is
the leg opposite that angle. The adjacent side is the leg that is contained in one of the two rays of that angle (the
hypotenuse is contained in the other ray of the angle).

Exit Ticket (5 minutes)

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Name Date

Lesson 25: Incredibly Useful Ratios

Exit Ticket

1. Use the chart from the Exploratory Challenge to approximate the unknown lengths 𝑦 and 𝑧 to one decimal place.

2. Why can we use the chart from the Exploratory Challenge to approximate the unknown lengths?

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Exit Ticket Sample Solutions

1. Use the chart from the Exploratory Challenge to approximate the unknown lengths 𝒚 and 𝒛 to one decimal place.

𝐚𝐝𝐣 𝐨𝐩𝐩
= 𝟎. 𝟖𝟖 = 𝟎. 𝟒𝟕
𝐡𝐲𝐩 𝐡𝐲𝐩
𝟐𝟐. 𝟓 𝒚
= 𝟎. 𝟖𝟖 = 𝟎. 𝟒𝟕
𝒛 𝟐𝟓. 𝟔 °
𝒛 = 𝟐𝟓. 𝟔 𝒚 ≈ 𝟏𝟐

2. Why can we use the chart from the Exploratory Challenge to approximate the unknown lengths?

The triangle in Problem 1 is similar to a triangle in the chart from the Exploratory Challenge. Since the triangles are
𝐨𝐩𝐩 𝐚𝐝𝐣
similar, the values of the and ratios in reference to the acute angle of 𝟐𝟖° can be used in the equations
𝐡𝐲𝐩 𝐡𝐲𝐩
needed to solve for unknown lengths.

Problem Set Sample Solutions

𝐨𝐩𝐩 𝐚𝐝𝐣
The table below contains the values of the ratios and for a variety of right triangles based on a given acute angle,
𝐡𝐲𝐩 𝐡𝐲𝐩
𝜽, from each triangle. Use the table and the diagram of the right triangle below to complete each problem.

𝜽
𝟎 𝟏𝟎 𝟐𝟎 𝟑𝟎 𝟒𝟎 𝟒𝟓 𝟓𝟎 𝟔𝟎 𝟕𝟎 𝟖𝟎 𝟗𝟎
(degrees)
𝐨𝐩𝐩 𝟏
𝟎 𝟎. 𝟏𝟕𝟑𝟔 𝟎. 𝟑𝟒𝟐𝟎 = 𝟎. 𝟓 𝟎. 𝟔𝟒𝟐𝟖 𝟎. 𝟕𝟎𝟕𝟏 𝟎. 𝟕𝟔𝟔𝟎 𝟎. 𝟖𝟔𝟔𝟎 𝟎. 𝟗𝟑𝟗𝟕 𝟎. 𝟗𝟖𝟒𝟖 𝟏
𝐡𝐲𝐩 𝟐
𝐚𝐝𝐣 𝟏
𝟏 𝟎. 𝟗𝟖𝟒𝟖 𝟎. 𝟗𝟑𝟗𝟕 𝟎. 𝟖𝟔𝟔𝟎 𝟎. 𝟕𝟔𝟔𝟎 𝟎. 𝟕𝟎𝟕𝟏 𝟎. 𝟔𝟒𝟐𝟖 = 𝟎. 𝟓 𝟎. 𝟑𝟒𝟐𝟎 𝟎. 𝟏𝟕𝟑𝟔 𝟎
𝐡𝐲𝐩 𝟐

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

For each problem, approximate the unknown lengths to one decimal place. Write the appropriate length ratios using the
terms opp, adj, and hyp in the setup of each ratio.

1. Find the approximate length of the leg opposite the 𝟖𝟎° angle.
𝐨𝐩𝐩
Using the value of the ratio for an 𝟖𝟎° angle:
𝐡𝐲𝐩
𝐨𝐩𝐩
= 𝟎. 𝟗𝟖𝟒𝟖
𝟐𝟒
𝐨𝐩𝐩 = 𝟐𝟑. 𝟔𝟑𝟓𝟐

The length of the leg opposite the 𝟖𝟎° angle is

approximately 𝟐𝟑. 𝟔.

2. Find the approximate length of the hypotenuse.

𝐨𝐩𝐩
Using the value of the ratio for a 𝟒𝟓° angle:
𝐡𝐲𝐩
𝟕. 𝟏
= 𝟎. 𝟕𝟎𝟕𝟏
𝐡𝐲𝐩
𝟕. 𝟏
= 𝐡𝐲𝐩
𝟎. 𝟕𝟎𝟕𝟏
𝟏𝟎. 𝟎𝟒𝟏𝟎 ≈ 𝐡𝐲𝐩

The length of the hypotenuse is approximately 𝟏𝟎. 𝟎.

3. Find the approximate length of the hypotenuse.

𝐚𝐝𝐣
Using the value of the ratio for a 𝟔𝟎° angle:
𝐡𝐲𝐩
𝟎. 𝟕 𝟏
=
𝐡𝐲𝐩 𝟐
𝟎. 𝟕
= 𝐡𝐲𝐩
𝟏
𝟐
𝟏. 𝟒 = 𝐡𝐲𝐩

The length of the hypotenuse is 𝟏. 𝟒.

4. Find the approximate length of the leg adjacent to the 𝟒𝟎° angle.

𝐚𝐝𝐣
Using the value of the ratio for a 𝟒𝟎° angle:
𝐡𝐲𝐩
𝐚𝐝𝐣
= 𝟎. 𝟕𝟔𝟔𝟎
𝟏𝟖
𝐚𝐝𝐣 = 𝟏𝟑. 𝟕𝟖𝟖

The length of the leg adjacent to the given 𝟒𝟎° angle is approximately
𝟏𝟑. 𝟖.

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

5. Find the length of both legs of the right triangle below. Indicate which leg is adjacent and which is opposite the
given angle of 𝟑𝟎°.
𝐨𝐩𝐩
Using the value of the ratio for a 𝟑𝟎° angle:
𝐡𝐲𝐩
𝐨𝐩𝐩 𝟏
=
𝟏𝟐 𝟐
𝐨𝐩𝐩 = 𝟔

The length of the leg that is opposite the given 𝟑𝟎° angle is 𝟔.

𝐚𝐝𝐣
Using the value of the ratio for a 𝟑𝟎° angle:
𝐡𝐲𝐩
𝐚𝐝𝐣
= 𝟎. 𝟖𝟔𝟔𝟎
𝟏𝟐
𝐚𝐝𝐣 = 𝟏𝟎. 𝟑𝟗𝟐

The length of the leg that is adjacent to the given 𝟑𝟎° angle is approximately 𝟏𝟎. 𝟒.

6. Three city streets form a right triangle. Main Street and State Street are perpendicular. Laura Street and State
Street intersect at a 𝟓𝟎° angle. The distance along Laura Street to Main Street is 𝟎. 𝟖 mile. If Laura Street is closed
between Main Street and State Street for a festival, approximately how far (to the nearest tenth) will someone have
to travel to get around the festival if they take only Main Street and State Street?

The leg opposite the 𝟓𝟎° angle represents the distance

along Main Street, the leg adjacent to the 𝟓𝟎° angle
represents the distance along State Street, and the
hypotenuse of the triangle represents the 𝟎. 𝟖 mile
distance along Laura Street.
𝐨𝐩𝐩
Using the ratio for 𝟓𝟎°:
𝐡𝐲𝐩
𝐨𝐩𝐩
𝟎. 𝟕𝟔𝟔𝟎 =
𝟎. 𝟖
𝟎. 𝟔𝟏𝟐𝟖 = 𝐨𝐩𝐩
𝐚𝐝𝐣
Using the ratio for 𝟓𝟎°:
𝐡𝐲𝐩
𝐚𝐝𝐣
𝟎. 𝟔𝟒𝟐𝟖 =
𝟎. 𝟖
𝟎. 𝟓𝟏𝟒𝟐𝟒 = 𝐚𝐝𝐣
The total distance of the detour:

𝟎. 𝟔𝟏𝟐𝟖 + 𝟎. 𝟓𝟏𝟒𝟐𝟒 = 𝟏. 𝟏𝟐𝟕𝟎𝟒

The total distance to travel around the festival along
State Street and Main Street is approximately 𝟏. 𝟏 miles.

Lesson 25: Incredibly Useful Ratios

399
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

7. A cable anchors a utility pole to the ground as shown in the picture. The cable forms an angle of 𝟕𝟎° with the
ground. The distance from the base of the utility pole to the anchor point on the ground is 𝟑. 𝟖 meters.
Approximately how long is the support cable?

The hypotenuse of the triangle represents the length of the support

cable in the diagram, and the leg adjacent to the given 𝟕𝟎° angle
represents the distance between the anchor point and the base of
𝐚𝐝𝐣
the utility pole. Using the value of the ratio for 𝟕𝟎°:
𝐡𝐲𝐩
𝟑. 𝟖
𝟎. 𝟑𝟒𝟐𝟎 =
𝐡𝐲𝐩
𝟑. 𝟖
𝐡𝐲𝐩 =
𝟎. 𝟑𝟒𝟐𝟎
𝐡𝐲𝐩 = 𝟏𝟏. 𝟏𝟏𝟏𝟏

The length of the support cable is approximately 𝟏𝟏. 𝟏 meters long.

𝐨𝐩𝐩
8. Indy says that the ratio of for an angle of 𝟎° has a value of 𝟎 because the opposite side of the triangle has a
𝐚𝐝𝐣
length of 𝟎. What does she mean?

Indy’s triangle is not actually a triangle since the opposite side does not have length, which means that it does not
exist. As the degree measure of the angle considered gets closer to 𝟎°, the value of the ratio gets closer to 𝟎.

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Group 1

Lesson 25: Incredibly Useful Ratios

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Group 2

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 M2
GEOMETRY

Identifying Sides of a Right Triangle with Respect to a Given Acute Angle

Poster

 With respect to ∠𝐴, the opposite side, 𝑜𝑝𝑝, is side  With respect to ∠𝐶, the opposite side, 𝑜𝑝𝑝, is side
̅̅̅̅
𝐵𝐶 . ̅̅̅̅
𝐴𝐵 .
 With respect to ∠𝐴, the adjacent side, 𝑎𝑑𝑗, is side  With respect to ∠𝐶, the adjacent side, 𝑎𝑑𝑗, is side
̅̅̅̅
𝐴𝐵 . ̅̅̅̅
𝐵𝐶 .
 The hypotenuse, ℎ𝑦𝑝, is side ̅̅̅̅
𝐴𝐶 and is always  The hypotenuse, ℎ𝑦𝑝, is side ̅̅̅̅
𝐴𝐶 and is always
opposite from the 90° angle. opposite from the 90° angle.

Lesson 25: Incredibly Useful Ratios

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