MAYAMOT NATIONAL HIGH SCHOOL

Mathematics Department

LEARNING ACTIVITY SHEET IN

MATHEMATICS 9
(FOURTH QUARTER)

Prepared by:

Imelda B. Golles
Yoradel S. Rempillo
Annievie M. Bataclan
Lenie A. Lopez
(Grade 9 Math Teachers)

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 Table of Contents
How To Use the Weekly Home Learning Plan (WHLP)
and Learning Activity Sheet (LAS) ……………………………………… 4
Weekly Home Learning Plan
Week 1 …………………………………………………………………… 5
Week 2 …………………………………………………………………… 5
Week 3 …………………………………………………………………… 6
Week 4 …………………………………………………………………… 6
WEEK 1
Day 1 – Right Triangle …………………………………………………. 7
 Learning Task 1 ………………………………………………… 7
 Thinking Wall No. 1 …………………………………………… 8
Day 2 – The Six Trigonometric Ratios …………………………………. 9
 Learning Task 2 …………………………………………………. 11
 Thinking Wall No. 2 ……………………………………………. 11
Day 3 – The Six Trigonometric Ratios …………………………………. 12
 Learning Task 3 …………………………………………………. 13
 Thinking Wall No. 3 ……………………………………………. 13
Day 4 – The Six Trigonometric Ratios …………………………………. 12
 Summative Test 1 ……………………………………………….. 14
 Performance Task 1 …………………………………………… 15
WEEK 2
Day 1 – Trigonometric Ratios of Special Angles ……………………… 16
 Learning Task 1 …………………………………………………. 18
 Thinking Wall No. 1 ……………………………………………. 18
Day 2 – Trigonometric Ratios of Special Angles ……………………… 19
 Learning Task 2 …………………………………………………. 22
 Thinking Wall No. 2 …………………………………………….. 23
Day 3 – Angles of Elevation and Depression ………………………… 24
 Learning Task 3 …………………………………………………. 26
 Thinking Wall No. 3 …………………………………………….. 27
Day 4
 Summative Test 2 ……………………………………………….. 28
 Performance Task ……………………………………………….. 29

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WEEK 3
Day 1 – Word Problems Involving Right Triangles ………………….. 30
 Learning Task 1 …………………………………………………. 32
 Thinking Wall No. 1 ……………………………………………. 32

Day 2 – Word Problems Involving Right Triangles ………………….. 34

 Learning Task 2 …………………………………………………. 35
 Thinking Wall No. 2 ……………………………………………. 35

Day 3 – Word Problems Involving Right Triangles ………………….. 37

 Learning Task 3 …………………………………………………. 39
 Thinking Wall No. 3 ……………………………………………. 39

Day 4
 Summative Test 3 ……………………………………………….. 41
 Performance Task ……………………………………………….. 43

WEEK 4
Day 1 – Law of Sines ……………………………………………………. 44
 Learning Task 1 …………………………………………………. 48
 Thinking Wall No. 1 ……………………………………………. 48
Day 2 – Law of Cosines 49
 Learning Task 2 …………………………………………………. 51
 Thinking Wall No. 2 ……………………………………………. 52
Day 3 – Problems Involving Oblique Triangles ………………………. 53
 Learning Task 3 …………………………………………………. 55
 Learning Task 4 …………………………………………………. 56
 Thinking Wall No. 3 ……………………………………………. 56

Day 4 – Problems Involving Oblique Triangles ……………………….

 Summative Test 4 ……………………………………………….. 57
 Performance Task ……………………………………………….. 59

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 HOW TO USE THE WEEKLY HOME LEARNING PLAN
(WHLP) AND LEARNING ACTIVITY SHEET (LAS)
1. Refer to the Weekly Home Learning Plan or WHLP to see which Learning
Task you will accomplish in a day. (Gamitin ang WHLP upang makita kung
aling Learning Task ang kailangang gawin sa isang araw.)
2. Answer the indicated learning tasks on your notebook. (Isulat ang mga sagot
sa learning task sa iyong notebook.)
3. Answer the Thinking Wall Activities and do a self-check using the Answer
Key included in the activity sheets. Use the Thinking Wall activities to
review for the Summative Test. (Sagutin ang mga Thinking Wall Activities at
gamitin ang Answer Key upang maitama ang iyong mga sagot. Maaaring gamitin
ang mga Thinking Wall activities na reviewer bago gawin ang Summative Test.)
4. On Day 4 (Thursday) of each week, answer the Summative Test on your
notebook. (Sa ikaapat na araw (Huwebes) ng bawat linggo, sagutan ang
Summative Test sa iyong notebook.)
5. Do the Performance Task. (Gawin ang Performance Task.)
6. Submit the accomplished Summative Test and Performance Task to your
teacher every Thursday. (Ipasa ang natapos na Summative Test at Performance
Task sa iyong guro tuwing araw ng Huwebes.)

***The daily learning tasks written on your notebook will be submitted at the end
of the quarter in school. (Ang mga gawaing-pampaaralan na iyong sinagutan sa
notebook ay ipapasa sa pagtatapos ng markahan.)

FOR LEARNERS WITH GADGET (PARA FOR THOSE WHO DO NOT HAVE
SA MGA MAYROONG GADGET): GADGETS (PARA SA MGA WALANG
GADGET):
1. Vote in POLL Attendance in the Math 1. Just follow what is written in your
Group Chat. WHLP: Answer all the listed tasks daily
2. Observe our GC etiquette. on your notebook.
a. Check in occasionally. 2. If you have questions about the lessons,
b. Review or back read before sending you may send a letter to your teacher
a message. every Friday.
c. Stay relevant. 3. Rewrite your Summative Test on a clean
d. Show respect, compassion, and sheet of paper. (Isulat muli ang sagot sa
kindness in sending messages. Summative Test sa malinis na papel.)
e. Be participative in GC discussion. 4. Submit your Summative Test and
3. If you have questions about the lessons, Performance Task every Thursday in
do not hesitate to ask your teacher for school. Do not forget to label your
help. outputs properly
4. Submit your Summative Test and
Performance Task every Thursday using
Google Classroom, FB Messenger
(private message) or Google Forms.
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 WEEKLY HOME LEARNING PLAN (WHLP) IN MATHEMATICS 9

WEEK 1
LEARNING MODE OF
DAY LEARNING TASKS
COMPETENCIES DELIVERY
DAY 1 Identifies the parts of a • Learning Task 1 Write the
Monday right triangle • Thinking Wall No. 1 answers on
DAY 2 Illustrate the six • Learning Task 2 your
Tuesday trigonometric ratios: sine, • Thinking Wall No. 2 notebook.
DAY 3 cosine, tangent, cosecant, • Learning Task 3
Wednesday secant and cotangent • Thinking Wall No. 3 Submission
DAY 4 M9GE-IVa-1 • Summative Test 1 every
Thursday Lessons were obtained from: Thursday:
• Compile all answers
1. Mathematics Grade 9 1. Online
for Week 1 Learning
Learner’s Material. DepEd- (Google
BLR. First Edition. Tasks
Form,
2. LeAP Week 1 Messenger)
2. Onsite
(school)
DAY 5
CONSULTATION DAY
Friday
WEEK 2
LEARNING MODE OF
DAY LEARNING TASKS
COMPETENCIES DELIVERY
DAY 1 • Finds the trigonometric • Learning Task 1 Write the
Monday ratios of special angles • Thinking Wall No. 1 answers on
DAY 2 M9GE-IVb-c-1 • Learning Task 2 your
Tuesday Lessons were obtained from: • Thinking Wall No. 2 notebook.
1. Mathematics Grade 9
Learner’s Material. DepEd- Submission
BLR. First Edition. every
2. LeAP Week 2 Thursday:
DAY 3 • Illustrates angles of • Learning Task 3 1. Online
Wednesday elevation and • Thinking Wall No. 3 (Google
DAY 4 depression • Summative Test 2 Form,
Thursday M9GE-IVd-1 • Compile all answers Messenger)
Lessons were obtained from: for Week 2 Learning 2. Onsite
1. Mathematics Grade 9 Tasks (school)
Learner’s Material. DepEd-
BLR. First Edition.
2. LeAP Week 3
DAY 5
CONSULTATION DAY
Friday

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 WEEK 3
LEARNING MODE OF
DAY LEARNING TASKS
COMPETENCIES DELIVERY
DAY 1 Uses trigonometric ratios to • Learning Task 1 Write the
Monday solve real-life problems • Thinking Wall No. 1 answers on
DAY 2 involving right triangles • Learning Task 2 your
Tuesday M9GE-IVe-1 • Thinking Wall No. 2 notebook.
DAY 3 • Learning Task 3
Wednesday Lessons were obtained from: • Thinking Wall No. 3 Submission
1. Mathematics Grade 9 every
DAY 4
Learner’s Material. DepEd-
• Summative Test 3
Thursday Thursday:
BLR. First Edition. • Compile all answers
3. Online
2. LeAP Week 4-5 for Week 3 Learning
(Google
Tasks
Form,
Messenger)
4. Onsite
(school)
DAY 5
CONSULTATION DAY
Friday
WEEK 4
DAY 1 • Illustrate law of sines • Learning Task 1 Write the
Monday M9GE-IVf-1 • Thinking Wall No. 1 answers on
Lessons were obtained from: your
1. Mathematics Grade 9 notebook.
Learner’s Material. DepEd-
BLR. First Edition. Submission
2. LeAP Week 6 every
DAY 2 • Illustrate law of sines • Learning Task 2 Thursday:
Tuesday M9GE-IVg-1 • Thinking Wall No. 2 3. Online
Lessons were obtained from: (Google
1. Mathematics Grade 9 Form,
Learner’s Material. DepEd-
BLR. First Edition.
Messenger)
2. LeAP Week 7 4. Onsite
(school)
DAY 3 • Solves problems • Learning Task 3
Wednesday involving oblique • Thinking Wall No. 3
DAY 4 triangles • Summative Test 4
Thursday M9GE-IVh-j-1 • Compile all answers
Lessons were obtained from: for Week 4 Learning
1. Mathematics Grade 9 Tasks
Learner’s Material. DepEd-
BLR. First Edition.
2. LeAP Week 8
DAY 5
CONSULTATION DAY
Friday

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 WEEK 1
Day 1
Learning Competencies
• Identifies the parts of a right triangle

RIGHT TRIANGLE
❖ Triangle is a plane figure with three sides and three angles.
❖ Right triangle is a triangle with one right angle. Capital letters are used
to name the angles, while the small letters are used to name the sides
of the triangle.
Parts of a Right Triangle

Reference Angle

• Reference Angle – is the acute angle between the terminal side and
the x-axis. It is always positive. It is indicated by the symbol theta
“θ”. ∠𝐵 is the reference angle in ∆𝐴𝐵𝐶.
• Opposite side – is the side across the reference angle in a right
triangle. ̅̅̅̅
𝐴𝐶 is the opposite side of ∆𝐴𝐵𝐶.
• Adjacent side - the side next to the reference angle in a right
̅̅̅̅ is the adjacent side of ∆𝐴𝐵𝐶.
triangle. 𝐶𝐵
• Hypotenuse - is the longest side of a triangle. It is always opposite
the 90° angle in a right triangle. In ∆𝐴𝐵𝐶, the hypotenuse is 𝐴𝐵̅̅̅̅.

Illustrative Example:
Given ∆𝑀𝐴𝑇, identify the sides of the given triangle with the reference
angle θ at ∠𝐴.
Answer:
1. hypotenuse
2. adjacent side
3. opposite side

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Learning Task 1
Identify the sides of the given triangles below. Write your answers on
your answer sheet.
A. B.

Thinking Wall No. 1

Answer the following on your notebook. Then check your work using the answer key
given.
1. What do you call on the side that is always opposite the right triangle?
A. adjacent side C. opposite side
B. hypotenuse D. reference angle
For numbers 2-5, refer to right ∆𝑨𝑩𝑪 with right angle at C.
2. The capital letters A, B, and C refers to the angles
of the triangle, while the lowercase letters a, b,
and c are the names of the ___________.
A. angles C. sides
B. reference D. vertices
3. In the given illustration, which is the reference angle?
A. ∠𝐴 B. ∠𝑏 C. ∠𝐶 D. ∠𝑎
4. Given the reference angle θ, side b is called __________.
A. reference angle C. hypotenuse
B. opposite side D. adjacent side
5. Given the reference angle θ, side a is called __________.
A. reference angle C. hypotenuse
B. opposite side D. adjacent side

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 Day 2
Learning Competencies
• Illustrates the six trigonometric ratios: sine, cosine, tangent, cosecant, secant,
and tangent
M9GE-Iva-1

THE SIX TRIGONOMETRIC RATIOS

Observe the three triangles below with different sides. Compare and
analyze the measurement in the table.

Table of Measurement

As you have discovered and observed above, all right angles with a given
acute angle measures are similar by AA similarity theorem. Making
∆ABC~∆MAT~∆XYZ. The lengths of corresponding sides are proportional as well
leg opposite ∠59º
for similar triangles. The first ratio , gives an equivalent measure in
hypotenuse
BC AT YZ
all three triangles. That is = = . This ratio is named sine 59° ≈ 0.86.
AB MA XY
Note that the ratio is constant for the given angle regardless of the size of
the triangle. It also applies to the other two ratios.
These three ratios are the primary trigonometric ratios of 59°, namely: sine,
cosine, and tangent, respectively. The other 3 ratios namely: cosecant, secant and
cotangent are the reciprocal of the primary trigonometric ratios.

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 The Six Trigonometric Ratios
opposite hypotenuse
sine of θ = sin θ = cosecant of θ = csc θ =
hypotenuse opposite
adjacent hypotenuse
cosine of θ = cos θ = secant of θ = sec θ =
hypotenuse adjacent
opposite adjacent
tangent of θ = tan θ = adjacent cotangent of θ = cot θ = opposite

SOH – CAH – TOA is a mnemonic used for remembering the equations.

Notice that the three new ratios at the right are reciprocals of the ratios on
the left.

Illustrative Examples:
1. Find the six trigonometric ratios of the given triangle with the indicated
reference angle.
Note: I-identify muna ang parts ng triangle. I-
label ang opposite side, adjacent side at and
hypotenuse, batay sa refence angle 𝜃 or ∠𝑇.
Dahil walang measures ang bawat sides
gagamitin natin ang name ng sides sa ating
sagot.

Answer:
opposite ̅̅̅̅̅
𝑀𝐴 hypotenuse ̅̅̅̅
𝐴𝑇
sin θ = = ̅̅̅̅
csc θ = =
hypotenuse 𝐴𝑇 opposite 𝑀𝐴
adjacent ̅̅̅̅̅
𝑀𝑇 hypotenuse ̅̅̅̅
𝐴𝑇
cos θ = = ̅̅̅̅
sec θ = =
hypotenuse 𝐴𝑇 adjacent 𝑀𝑇
opposite ̅̅̅̅̅
𝑀𝐴 adjacent ̅̅̅̅̅
𝑀𝑇
tan θ = = ̅̅̅̅̅
cot θ = = ̅̅̅̅̅
adjacent 𝑀𝑇 opposite 𝑀𝐴

2. Find the six trigonometric ratios of the given triangle with the indicated
reference angle.
Note: Sa ∆𝐽𝑂𝑌, ang reference angle ay ∠𝐽
opposite side – j, adjacent side – o, hypotenuse – y
Answer:
𝑗 𝑦
sin J = csc J =
𝑦 𝑗
𝑜 𝑦
cos J = sec J =
𝑦 𝑜
𝑗 𝑜
tan J = cot J =
𝑜 𝑗

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Learning Task 2
Find the Six trigonometric ratios of the given triangles below. Write your
answer in your answer sheet.
1. sin 𝐷 = csc 𝐷 = 2.
cos 𝐷 = sec 𝐷 =
tan 𝐷 = cot 𝐷 = sin 𝑂 = csc 𝑂 =
cos 𝑂 = sec 𝑂 =
tan 𝑂 = cot 𝑂 =

Thinking Wall No. 2

Answer the following on your notebook. Then check your work using the answer key
given.
1. Which trigonometric ratio is equal to hypotenuse over adjacent side?
A. cotangent B. cosine C. secant D. tangent
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
2. Which ratio is equal to 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 ?
A. tangent B. cotangent C. cosine D. cosecant
3. What trigonometric ratio is the reciprocal of sin θ?
A. tangent B. cotangent C. cosine D. cosecant
For numbers 4-5 refer to the triangle on the right.
4. Which of the following illustrates cos 35º?
̅̅̅̅̅
UM ̅̅̅̅̅
SM ̅̅̅̅̅
UM ̅̅̅̅̅
UM
A. ̅̅̅̅̅ B. ̅̅̅̅ C. ̅̅̅̅ D. ̅̅̅̅̅
SM SU SU SM
̅̅̅̅̅
UM
5. Which trigonometric ratio is equal to SU
̅̅̅̅ ?
A. tan 35º B. sec 35º C. cot 35º D. csc 35º

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 Day 3-4
Learning Competencies
• Illustrates the six trigonometric ratios: sine, cosine, tangent, cosecant, secant,
and tangent
M9GE-Iva-1

THE SIX TRIGONOMETRIC RATIOS

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑠𝑖𝑛𝑒 𝑜𝑓 𝜃 = sin 𝜃 = 𝑐𝑜𝑠𝑒𝑐𝑎𝑛𝑡 𝑜𝑓 𝜃 = csc 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑐𝑜𝑠𝑖𝑛𝑒 𝑜𝑓 𝜃 = cos 𝜃 = 𝑠𝑒𝑐𝑎𝑛𝑡 𝑜𝑓 𝜃 = sec 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑡𝑎𝑛𝑔𝑒𝑛𝑡 𝑜𝑓 𝜃 = tan 𝜃 = 𝑐𝑜𝑡𝑎𝑛𝑔𝑒𝑛𝑡 𝑜𝑓 𝜃 = cot 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

Illustrative Examples:
1. Find the six trigonometric ratios of the triangle below.
Note: Sa given na ∆𝐾𝐼𝑀, mayroong sukat ang
bawat sides. Gagamitin natin ito sa pagkuha ng
six trigonometric ratios. Dapat ito ay nasa
simplest form.

Answer:
6 3 10 2
sin θ = 10
=5 csc θ = 6
= 13
8 4 10 1
cos θ = 10 =5 sec θ = 8
= 14
6 3 8 1
tan θ =8 =4 cot θ = 6
= 13

2. Find the six trigonometric ratios of the triangle below.

Note: Sa ∆𝑌𝑋𝑍, hindi ibinigay ang sukay ng x. Ito
muna ang hahanapin natin. I-so-solve natin ang
measure ng 𝒀𝒁 ̅̅̅̅ o x, maaari nating gamitin ang
Pythagorean Theorem, 𝑐 2 = 𝑎2 + 𝑏2 .
Solution: 𝑐 2 = 𝑎2 + 𝑏2
𝑥2 = 𝑦2 + 𝑧2
𝑥 2 = 52 + 122
𝑥 2 = 25 + 144
𝑥 2 = 169
𝑥 = √169
𝑥 = 13
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Pagkatapos makuha ang value ng x, maaari ng kunin ang six
trigonometric ratios.
5 13 3
sin 𝜃 = csc 𝜃 = = 2
13 5 5
12 13 1
cos 𝜃 = 13 sec 𝜃 = =1
12 12
5 12 2
tan 𝜃 = cot 𝜃 = 5
= 25
12

Learning Task 3
Find the Six Trigonometric Ratios of the given triangles below. Your
answers must be in simplest form. Write your answer in your answer sheet.
1. 2.

sin 𝑌 = csc 𝑌 = sin 𝐴 = csc 𝐴 =

cos 𝑌 = sec 𝑌 = cos 𝐴 = sec 𝐴 =
tan 𝑌 = cot 𝑌 = tan 𝐴 = cot 𝐴 =

Thinking Wall No. 3

Answer the following on your notebook. Then check your work using the answer key
given.
For numbers 1-3, refer to the figure on the right.
1. What is the value of sin L?
3 3 4 5
A. B. C. D.
4 5 5 4
2. What is the value of tan R?
5 5 4 3
A. 3 B. 4 C. 3 D. 4
3. Which of the following trigonometric ratios are equal?
A. sin R and cos L C. sin L and cos R
B. cos R and tan L D. csc R and sec L
For numbers 4-5, refer to right ΔABC.
4. What is the value of x?
A. x = 6 B. x = 8 C. x = 10 D. x = 12
5. What is the value of cos θ?
3 4 4 5
A. B. C. D.
4 5 3 4

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 Day 4

SUMMATIVE TEST NO. 1

Directions: This Summative Test covers the lessons for Fourth Quarter Week 1.
Read and answer each item carefully. Write the letter of the correct answer on your
answer sheet.

1. It is called the longest side of a right triangle.

A. opposite side B. hypotenuse C. altitude D. adjacent side
2. With the given reference angle θ, side t is called:
A. adjacent side B. altitude C. hypotenuse D. opposite side
3. Which of the following is TRUE about right triangles?
I. All side are equal.
II. It has exactly one right angle.
III. The opposite side of the right angle us always the hypotenuse.
IV. It has three acute angles.
A. II only C. II and III only
B. III only D. I and IV only
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
4. Which trigonometric ratio is equal to ?
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
A. cosecant B. cosine C. secant D. sine
5. With respect to the given acute angle θ in a right triangle, which of the following
is the ratio of the opposite side to the adjacent side?
A. tangent B. secant C. cotangent D. cosine
6. Which of the following is the formula for tangent?
A. TOH B. CAH C. TOA D. SOH
7. Which ratio is equivalent to secant?
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
A. C.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
B. D.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
8. Which of the following is the reciprocal of sine?
A. cosecant B. cotangent C. secant D. sine
For items 9 and 10, refer to the given figure on the right.
9. Given ∆𝐿𝑂𝑉, sin 40° is equal to:
̅̅̅̅
𝐿𝑂 ̅̅̅̅
𝐿𝑉
A. ̅̅̅̅ C. ̅̅̅̅
𝐿𝑉 𝐿𝑂
̅̅̅̅
𝑂𝑉 ̅̅̅̅
𝐿𝑂
B. ̅̅̅̅ D. ̅̅̅̅
𝐿𝑉 𝑂𝑉
10. With respect to the given angle θ, which
𝐿𝑉
trigonometric ratio has the value of ?
𝑂𝑉
A. tan 40° B. sin 40° C. sec 40° D. csc 40°
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 For items 11-13, refer to the given right ∆𝐸𝑆𝑃.
11. What is the value of csc 𝐸 ?
8 15
A. C.
15 17
8 17
B. D.
17 8
12. What is cos 𝐸 ?
15 17 15 8
A. B. C. D.
8 15 17 15
15
13. Which trigonometric ratio is equal to ?
8
A. tan 𝐸 B. sin 𝐸 C. cot 𝐸 D. cos 𝐸

14. Lovely is finding the numerical value of the sin 𝜃 in the given
triangle on the right. What must be that thing that she must
do first in order to find the value of sin 𝜃?
A. Use the formula SOH.
B. Solve the value of x using the Pythagorean Theorem.
𝑜
C. Substitute x and 4 on sin 𝜃 =
ℎ
𝑜
D. Substitute 4 and 5 on sin 𝜃 =
ℎ
15. Given right ∆𝑌𝑂𝑈 on the right, which of the following
3
trigonometric ratios are equal to ?
4
A. sin 𝑈 and cos 𝑌 C. tan 𝑈 and tan 𝑌
B. tan 𝑈 and cot 𝑌 D. sin 𝑈 and cot 𝑌

IMPORTANT REMINDERS FOR WEEK 1:

 Write the solutions and answers to ALL Learning Tasks on your notebook
neatly and legibly. (Isulat ang mga solusyon at sagot sa lahat ng Gawing
Pagkatuto sa iyong kwaderno ng maayos at nababasa ng malinaw.)
 Submit the compiled Learning Tasks to your teacher at the end of Week 1.
(Ipasa ang mga inipong Gawaing Pagkatuto sa iyong guro sa pagtatapos ng unang
linggo.)

15 | P a g e
 WEEK 2
Day 1
Learning Competencies
• Finds the trigonometric ratios of special angles
M9GE-IVb-c-1

TRIGONOMETRIC RATIOS OF SPECIAL

ANGLES
✓ Special Right Triangles consists of the isosceles right triangle or the 45°-
45°-90° triangle and the 30°-60°-90° triangle. (Ang special right triangle ay
binubuo ng isosceles right triangle o ang 45 degrees by 45 degrees by 90 degrees
triangle at ang 30 degrees by 60 degrees by 90 degrees triangle. Sa lesson na ito
ay ating susuriin ang ugnayan ng mga special right triangle at ang anim na
trigonometric ratios upang makabuo ng trigonometric ratios ng mga special
angles)
45°-45°-90° TRIANGLE 30°-60°-90° TRIANGLE
THEOREM THEOREM

✓ The legs are congruent. ✓ The length of the hypotenuse is

✓ The length of the hypotenuse is twice the length of the shorter
√2 times the length of a leg. leg.
Hypotenuse = √2 leg Hypotenuse = 2 shorter leg
✓ The length of the longer leg is
√3 times the length of the
shorter leg
Longer leg = √3 shorter leg

16 | P a g e
Illustrative Examples:
1. Given: ΔBEN is a 30°-60°-90° triangle with its corresponding sides.
Find the value of tan 30° and csc 60°.

Solutions:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. tan 30° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
1
tan 30° = (Ipalit ang value ng opposite side na 1 at
√3
adjacent side na √3)
1 √3
tan 30° = ∙ (I-rationalize ang denominator)
√3 √3
√3
tan 30° = (I-simplify ang denominator)
√9
√𝟑
tan 30° =
𝟑
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
b. csc 60° = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
2
csc 60° = (Ipalit ang value ng hypotenuse na 2 at opposite
√3
side na √3)
2 √3
csc 60° = ∙ (I-rationalize ang denominator)
√3 √3
2√3
csc 60° = (I-simplify ang denominator)
√9
𝟐√𝟑
csc 60° =
𝟑
2. Given: ΔBEN is a 45°-45°-90° triangle with its corresponding sides.
Find the value of sin 45° at sec 45°.

Solutions:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. sin 45° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
1
sin 45° = (Ipalit ang value ng opposite side na 1 at
√2
hypotenuse na √2)
1 √2
sin 45° = ∙ (I-rationalize ang denominator)
√2 √2
√2
sin 45° = (I-simplify ang denominator)
√4
√𝟐
sin 45° = 𝟐

17 | P a g e
 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
b. sec 45°=
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
√2
sec 45°= 1
(Ipalit ang value ng hypotenuse na √2 at
adjacent side na 1)
sec 45°= √2 (I-simplify)
sec 45°= √𝟐

Learning Task 1
Complete the table below.

Thinking Wall No. 1

Answer the following on your notebook. Then check your work using the answer key
given.
1. Which is TRUE about the 45°-45°-90° Right Triangle?
a. Hypotenuse = √3 shorter leg c. longer leg = 2 shorter leg
b. The legs are congruent d. hypotenuse = 2 leg
2. Which of the following is the value of sec 60°?
√2
a. ½ b. 2 c. d. √2
2
3. Which of the following has the same value as sin 30°?
a. cos 60° b. sin 60° c. cos 30° d. tan 60°
√3
4. is also equal to.
3
a. sin 30° b. cos 60° c. csc 30° d. cot 60°
5. What is the exact value of cot 45°?
√3 2√3
a. b. 1 c. d. √2
2 3

18 | P a g e
 Day 2
Learning Competencies
• Finds the trigonometric ratios of special angles
M9GE-IVb-c-1

TRIGONOMETRIC RATIOS OF SPECIAL

ANGLES
Illustrative Examples:
1. The lengths of the two sides of 30°-60°-90° right triangle are 4 inches and
4√3 inches. Find the length of the hypotenuse and the six trigonometric
ratios of the 30° and 60° angles.
Solutions:
✓ The length of the hypotenuse of a 30°-60°-90°
right triangle is twice the length of the shorter leg.
Hypotenuse = 2 shorter leg
Hypotenuse = 2 (4) → ang shorter leg ay opposite side ng 30° angle.
Hypotenuse = 8
To solve for the six trigonometric ratios of the 30° angle:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. sin 30° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
4
sin 30° = (ipalit ang value ng opposite side na 4 at hypotenuse na 8)
8
1 4
sin 30° = (i-simplify, kunin ang lowest term ng 8 )
2
𝟏
sin 30° =
𝟐
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
b. cos 30° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
4√3
cos 30° = (ipalit ang value ng adjacent side na 4√3 at hypotenuse na 8)
8
√3 4
cos 30° = (i-simplify, kunin ang lowest term ng )
8
2
√𝟑
cos 30° =
𝟐
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
c. tan 30° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
4
tan 30° = (ipalit ang value ng opposite side na 4 at adjacent side na 4√3)
4√3
4 1
tan 30° = = (i-divide ang numerator na 4 sa denominator na 4)
4√3 √3
1 √3
tan 30° = ∙ (i-rationalize ang denominator)
√3 √3
√3
tan 30° = (i-simplify ang denominator)
√9
√𝟑
tan 30° = 𝟑
19 | P a g e
 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
d. csc 30° =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
8
csc 30° = (ipalit ang value ng hypotenuse na 8 at opposite side na 4 at i-simplify)
4
csc 30° = 𝟐
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
e. sec 30° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
8
sec 30° = (ipalit ang value ng hypotenuse na 8 adjacent side na 4√3)
4√3
8 2
sec 30° = = (i-divide ang numerator na 8 sa denominator na 4)
4√3 √3
2 √3
sec 30° = ∙ (i-rationalize ang denominator)
√3 √3
2√3
sec 30° = (i-simplify ang denominator)
√9
𝟐√𝟑
sec 30° =
𝟑
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
f. cot 30° =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
4√3
cot 30° = (ipalit ang value ng adjacent side na 4√3 at opposite side na 4)
4
4√3
cot 30° = (i-divide ang denominator na 4 sa numerator na 4 )
4
cot 30° = √𝟑
To solve for the six trigonometric ratios of the 60° angle:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. sin 60° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
4√3
sin 60° = (ipalit ang value ng opposite side na 4√3 at hypotenuse na 8)
8
√3 4
sin 60° = (i-simplify, kunin ang lowest term ng )
8
2
√𝟑
sin 60° =
𝟐
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
b. cos 60° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
4
cos 60° = (ipalit ang value ng adjacent side na 4 at hypotenuse na 8)
8
1 4
cos 60° = (i-simplify, kunin ang lowest term ng 8 )
2
𝟏
cos 60° =
𝟐
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
c. tan 60° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
4√3
tan 60° = (ipalit ang value ng opposite side na 4√3 at adjacent side na 4)
4
4√3
tan 60° = (i-divide ang denominator na 4 sa numerator na 4 )
4
tan 60° = √𝟑
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
d. csc 60° =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
8
csc 60° = (ipalit ang value ng hypotenuse na 8 at opposite side na 4√3)
4√3
8 2
csc 60° = = (i-divide ang numerator na 8 sa denominator na 4)
4√3 √3

20 | P a g e
 2 √3
csc 60° = ∙ (i-rationalize ang denominator)
√3 √3
2√3
csc 60° = (i-simplify ang denominator)
√9
𝟐√𝟑
csc 60° =
𝟑
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
e. sec 60° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
8
sec 60° = (ipalit ang value ng hypotenuse na 8 adjacent side na 4 at i-simplify)
4
sec 60° = 𝟐
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
f. cot 60° =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
4
cot 60° = (ipalit ang value adjacent side na 4 at opposite side na 4√3)
4√3
4 1
cot 60° = = (i-divide ang numerator na 4 sa denominator na 4)
4√3 √3
1 √3
cot 60° = ∙ (i-rationalize ang denominator)
√3 √3
√3
cot 60° = (i-simplify ang denominator)
√9
√𝟑
cot 60° =
𝟑
2. Calculate the right triangle’s side lengths whose one angle is 45°, and the
hypotenuse is 3√2 inches. Find the length of the hypotenuse and the six
trigonometric ratios of the 45° angle.
Solutions:
✓ The length of the hypotenuse of a 45°-45°-90°
right triangle is √2 times the leg.
Hypotenuse = √2 leg
3√2 = √2 𝑙𝑒𝑔

(i-divide sa √2 sa bawat side ng equation)

leg = 3
To solve for the six trigonometric ratios of the 45° angle:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
a. sin 45° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
3
sin 45° = (ipalit ang value ng opposite side na 3 at hypotenuse na 3√2
3√2
3 1
sin 45° = = (i-divide ang numerator na 3 sa denominator na 3)
3√2 √2
1 √2
sin 45° = ∙ (i-rationalize ang denominator)
√2 √2
√2
sin 45° = (i-simplify ang denominator)
√4
√𝟐
sin 45° = 𝟐
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
b. cos 45° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
3
cos 45° = (ipalit ang value ng adjacent side na 3 at hypotenuse na 3√2
3√2

21 | P a g e
 3 1
cos 45° = = (i-divide ang numerator na 3 sa denominator na 3)
3√2 √2
1 √2
cos 45° = ∙ (i-rationalize ang denominator)
√2 √2
√2
cos 45° = (i-simplify ang denominator)
√4
√𝟐
cos 45° = 𝟐
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
c. tan 45° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
3
tan 45° = (ipalit ang value ng opposite side na 3 at adjacent side na 3 at i-simplify)
3
tan 45° = 1
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
d. csc 45° =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
√2
csc 45° = (ipalit ang value ng hypotenuse na √2 at opposite side na 3 at i-simplify)
3
√𝟐
csc 45° =
𝟑
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
e. sec 45° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
√2
sec 45° = (ipalit ang value ng hypotenuse na √2 at adjacent side na 3 at i-simplify)
3
√𝟐
sec 45° =
𝟑
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
f. cot 45° =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
3
cot 45° = (ipalit ang value ng adjacent side na 3 at opposite side na 3 at i-simplify)
3
cot 45° = 1

Learning Task 2
A. Use the theorems of 30°-60°-90° right triangle to solve for the unknown
variables X (longer leg) and Y (shorter leg) and find the six
trigonometric ratios.

B. Use the theorems of 45°-45°-90° right triangle to solve for the unknown
variable X and find the six trigonometric ratios.

22 | P a g e
Thinking Wall No. 2
Answer the following on your notebook. Then check your work using the answer key
given.

For nos. 1 and 2, refer to the 45°-45°-90° right triangle on the right.
1. Which of the following is the value of sin 45°?
𝑦
a. sin 45° = 15 c. sin 45° = 𝑦
15
b. sin 45° = 𝑦
d. sin 45° = 15
2. What is the value of csc 45°?
𝑦
a. csc 45° = c. csc 45° = 𝑦
15
15
b. csc 45° = d. csc 45° = 15
𝑦

3. Using the figure on the right, what is the length of

the hypotenuse?
1
a. c. 2√3
2
b. 2 d. √2

For nos. 4 and 5, refer to the 30°-60°-90° right triangle on the right.
4. What is the value of x?
a. 6 c. 6√3
b. 12 d. 6√2
5. What is the value of csc 30°?
a. 1 b. 2 c. √2 d. ½

23 | P a g e
 Day 3
Learning Competencies
• Illustrates angles of elevation and angles of depression
M9GE-IVd-1

ANGLES OF ELVATION AND DEPRESSION

✓ Line of Sight is an imaginary line
that connects the eye of an observer
to the object being observed.
✓ The angle of elevation is the angle
from the horizontal to the line of
sight of the observer to the object
above.
✓ The angle of depression is the angle
from the horizontal to the line of
sight of the observer to the object below.

Illustrative Examples #1

24 | P a g e
Tandaan:
Para malaman kung ang angle na hinahanap ay angle of elevation o angle
of depression.
1. Tingnan muna ang figure, ang horizontal line ay laging “Horizontal
Line of Sight”
2. Sa drawing o illustration, tingnan kung nasaan ang bagay na
tinatanaw.
3. Kung ang tinatanaw na bagay ay nasa itaas ng horizontal line, ito ay
Angle of Elevation.
4. Kung ang tinatanaw na bagay ay nasa ibaba ng horizontal line, ito ay
Angle of Depression.

Illustrative Example #2
Draw the pictures presented by the information in the problems given.
1. The angle of elevation of the top
of the building from a point 30
meters away from the building is
65°.

2. If an airplane that is cruising at

an altitude of 9km wants to land
at NAIA, it must begin its
descent so that the angle of
depression to the airport is 7°

25 | P a g e
Learning Task 3
A. Complete the table below by identifying the needed information.

B. Draw the pictures presented by the information in the problems given.

1. The angle of depression of a boy from a point on a lighthouse 30.5
meter above the surface of the water is 3°.
2. A bird sits on a top of a 5-meter lamp post. The angle of depression
from the bird to the feet of an observer standing away from the
lamp post is 35°.

26 | P a g e
Thinking Wall No. 3
Answer the following on your notebook. Then check your work using the answer key
given.

1. Given the figure on the right, how do you

describe angle B?
a. Angle of Elevation
b. Angle of Depression
c. Horizontal Line
d. Line of Sight

2. A man is on a 2nd floor of a building when he saw a dog on the

ground. What angle is being described in the situation?
a. Angle of Elevation c. Horizontal Line
b. Angle of Depression d. Line of Sight

For nos. 3 and 4, refer to the given figure on

the right.

3. What is the angle of depression?

a. ∠X b. ∠Y c. ∠B d. ∠A
4. What is the angle of angle of elevation?
a. ∠X b. ∠Y c. ∠B d. ∠A

5. Which of the following refers

to line AB?

a. Angle of Elevation c. Horizontal Line

b. Angle of Depression d. Line of Sight

27 | P a g e
 Day 4

SUMMATIVE TEST NO. 2

Directions: This Summative Test covers the lessons for Fourth Quarter Week 2.
Read and answer each item carefully. Write the letter of the correct answer on your
answer sheet.
1. In a right triangle whose angle measures are 30°, 60° and 90°, what is length of
the longer leg?
A. It is twice the shorter leg. C. It is √2 times the shorter leg.
B. It is twice the hypotenuse. D. It is √3 times the shorter leg.
2. What is true about 45°-45°-90° right triangle?
A. The longer leg is twice the shorter leg.
B. The hypotenuse is √3 times the shorter leg
C. The hypotenuse is twice one of the legs.
D. The legs are congruent.
3. Which of the following is the value of sin 60°?
√3 √2
A. B. 1 C. D. √2
2 2
4. Which of the following has the same value as tan 30°?
A. tan 60° B. sin 60° C. cot 30° D. cot 60°
For nos. 5-6, refer to the triangle below.
5. Which of the following is the value of sin 45°?
x
A. sin 45° = 12 C. sin 45° = 𝑥
12
B. sin 45° = 𝑥 D. sin 45° = 12
6. Which of the following is the value of csc 45°?
x 12
A. csc 45° = B. csc 45° = 𝑥 C. csc 45° = D. csc 45° = 12
12 𝑥

For nos. 7-8, refer to the triangle below.

7. Using 30°-60°-90° Right Triangle Theorem, what is the
value of x?
A. 6 cm C. 9√2 cm
B. 9 cm D. 9√3 cm
8. What is the exact value of sec 60°?
√3 1 2√3
A. B. C. D. 2
2 2 3
For nos. 9-10, refer to the illustration below.
9. Which of the following refers to ∠RPT?
A. angle of depression C. horizontal line
B. angle of elevation D. line of sight

28 | P a g e
10. Which of the following refers to ∠PTS?
A. angle of depression C. horizontal line
B. angle of elevation D. line of sight
11. Harold is on the fourth floor of the ACG Building when he saw a cat on the
ground. The angle formed between his eye level and his line of sight to the cat
is 42°. What angle is identified in the situation?
A. angle of depression C. obtuse angle
B. angle of elevation D. right angle
12. Given the given figure on the right, how do you describe ∠B?
A. angle of depression C. horizontal line
B. angle of elevation D. line of sight

13. Anna, from her window, is observing the shape of the clouds. What angle is
being described in the situation?
A. angle of depression C. horizontal line
B. angle of elevation D. line of sight
14. What is the angle of elevation in the figure on the right?
A. ∠ABC C. ∠D
B. ∠BCD D. ∠𝐴
15. Based on the figure on no. 14, how do you describe line AB?
A. angle of depression C. horizontal line
B. angle of elevation D. line of sight

IMPORTANT REMINDERS FOR WEEK 2:

 Write the solutions and answers to ALL Learning Tasks on your notebook
neatly and legibly. (Isulat ang mga solusyon at sagot sa lahat ng Gawing
Pagkatuto sa iyong kwaderno ng maayos at nababasa ng malinaw.)
 Submit the compiled Learning Tasks to your teacher at the end of Week 2.
(Ipasa ang mga inipong Gawaing Pagkatuto sa iyong guro sa pagtatapos ng
ikalawang linggo.)

29 | P a g e
 WEEK 3
Day 1
Learning Competencies
• Uses trigonometric ratios to solve real life problems involving right triangles
M9GE-IVe-1

WORD PROBLEMS INVOLVING RIGHT

TRIANGLES
Steps in problem solving involving trigonometric ratios:
1. Draw a diagram. Transform it into a geometric triangle and label
each part correctly. (Gumuhit ng isang diagram. Gawin itong isang
geometric triangle at lagyan ng tamang marka ang bawat bahagi.)
2. Determine the given and the question that needs to be answered.
(Tukuyin ang given at ang tanong na kailangang sagutin.)
3. Identify the corresponding trigonometric formula to be used.
(Alamin ang tamang trigonometric formula na gagamitin.)
4. Show your solution. (Ipakita ang iyong solusyon.)
5. Present your conclusion. (Ilahad ang iyong konklusyon.)
Example No. 1
Problem A tower is 15.24 m high.
At a certain distance away
from the tower, an
observer determines the
angle of elevation to the
top of it is 41°. How far is
the observer from the
base of the tower?
(Source: Mathematics Grade 9 Learner’s Material. DepEd-BLR. First
Edition. 2014, page 460)
Draw the
diagram.

What are the height of the tower = 15.24 m

given? angle of elevation = 41°

30 | P a g e
 What is to be distance from the observer to the base of the tower
determined? (layo/distansya ng observer sa baba ng tower)
Formula used 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Solution 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
15.24𝑚 I-substitute ang 15.24m sa opposite
tan 41° = side at ang 41° sa θ
𝑥
15.24𝑚 I-multiply ang x sa magkabilang side
𝑥(tan 41°) = ( )𝑥 ng equation upang ma-cancel ito.
𝑥
𝑥 tan 41° 15.24𝑚 I-divide ang tan 41° sa magkabilang
= side upang ma-cancel ito.
tan 41° tan 41°
15.24𝑚 Gamitin ang Division Property
𝑥= upang i-simplify ito.
tan 41°
15.24𝑚 Kunin ang value ng tan 41° at ipalit
𝑥= sa equation.
0.8693
𝑥 = 17.53𝑚 I-divide at i-simplify.
Conclusion Therefore, the distance between the observer to the
base of the tower is 17.53 meters.

Example No. 2
Problem An airplane is flying at a height of 4 kilometers above
the ground. The distance along the ground from the
airplane to the airport is 6 kilometers. What is the angle
of depression from the airplane to the airport?
(Source: Mathematics Grade 9 Learner’s Material. DepEd-BLR. First
Edition. 2014, page 461)

Draw the
diagram.
Tandaan: Mula sa property ng
parallelogram na “Opposite sides are
congruent.”

What are the height of airplane = 4 km; distance of the airplane along
given? the ground to the airport = 6 km
What is to be
determined?
angle of depression (mula sa airplane hanggang sa airport)
Formula used 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 (Dahil ang 4km ay opposite ng angle 𝛼, at
tan 𝛼 = ang 6 km ay adjacent (katabi) ng angle 𝛼)
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

31 | P a g e
 Solution 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝛼 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
4𝑘𝑚 I-substitute ang 4km sa opposite side
tan 𝛼 = at ang 6km sa adjacent side
6𝑘𝑚
2 4
Kunin ang lowest term ng fraction na .
tan 𝛼 = 6
3
2
−1
𝛼 = tan ( ) Kunin ang arctangent ng angle.
3
2
𝛼 = 33.69° I-solve ang arctan ng .
3
Conclusion Therefore, airport has an angle of depression of 33.69°
from the airplane.

Learning Task 1
Solve for the missing value in the problem.

Find the angle of elevation or A.

Thinking Wall No. 1

Answer the following on your notebook. Then check your work using the answer key
given.
Problem: Felip has purchased a new ladder for his work. The manufacturer states
that the safest placement is to position the base of the ladder 5.5 feet from the
wall. With the safest position made, the ladder leans against the wall and makes
an angle of 55° with the ground. How long should the ladder be extended?
1. Which of the following diagram is correct to find the exact measure of the
extended ladder?
A. C.

B. D.

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2. What are the given in the problem?
A. the safest position and the ground
B. the 5.5 feet distance and the angle of 55°
C. the 55° distance and the length of the ladder
D. the ladder purchased and the distance of 5.5 feet
3. What is the formula used to find the length of the ladder?
ℎ𝑦𝑝 𝑎𝑑𝑗 𝑜𝑝𝑝 𝑜𝑝𝑝
A. csc 𝜃 = B. cos 𝜃 = C. sin 𝜃 = D. tan 𝜃 =
𝑎𝑑𝑗 ℎ𝑦𝑝 ℎ𝑦𝑝 𝑎𝑑𝑗
4. How long is the ladder purchased by Felip?
A. 8 feet B. 10 feet C. 16 feet D. 20 feet
5. What is the conclusion to the problem?
A. Therefore, the extended ladder purchased by Felip is 8 feet long.
B. Therefore, the extended ladder purchased by Felip is 10 feet long.
C. Therefore, the extended ladder purchased by Felip is 16 feet long.
D. Therefore, the extended ladder purchased by Felip is 20 feet long.

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 Day 2
Learning Competencies
• Uses trigonometric ratios to solve real life problems involving right triangles
M9GE-IVe-1

WORD PROBLEMS INVOLVING RIGHT

TRIANGLES
Example No. 3
Problem An observer in a lighthouse 48.8 meters away sea level
saw two vessels moving directly towards the lighthouse
on the same path. He observed that the angles of
depression are 42° and 35°. Find the distance between
the two vessels, assuming that they are coming form the
same side of the tower.
Draw the Let ∠𝐷𝑂𝐵 = ∠𝛼 = 42° (angle of depression to B)
diagram. and ∠𝐸𝑂𝐶 = ∠𝛽 = 35° (angle of depression to C)

What are the height of the lighthouse = 48.8 m

given? angles of depression = 42° and 35°, respectively
What is to be distance between the two boats (𝐵𝐶 ̅̅̅̅ )
determined? (layo ng dalawang bangka sa isa’t isa)
Formula used 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝛼 = tan 𝛽 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Solution Simulan natin sa pagkuha ng vertical distance (𝑂𝐷 ̅̅̅̅) ng
boat B mula sa lighthouse
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝛼 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐷𝐵 I-substitute ang DB sa opposite side
tan 𝛼 = at ang OD sa adjacent side
𝑂𝐷
48.8𝑚 I-substitute ang 48.8m sa opposite
tan 42° = side at ang 42° sa θ
𝑂𝐷
48.8𝑚 I-cross multiply and OD at tan 42°
𝑂𝐷 = upang malipat and OD sa kaliwa.
tan 42°
48.8𝑚 Kunin ang value ng tan 42° at ipalit
𝑂𝐷 = sa equation.
0.9004
𝑶𝑫 = 𝟓𝟒. 𝟐𝟎 𝒎 I-divide at i-simplify

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 ̅̅̅̅ ) ng boat C mula
Kunin naman ang vertical distance (𝑂𝐸
sa lighthouse
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝛽 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐸𝐶 I-substitute ang EC sa opposite side
tan 𝛽 = at ang OE sa adjacent side
𝑂𝐸
48.8𝑚 I-substitute ang 48.8m sa opposite
tan 35° = side at ang 35° sa θ
𝑂𝐸
48.8𝑚 I-cross multiply and OE at tan 35°
𝑂𝐸 = upang malipat and OE sa kaliwa.
tan 35°
48.8𝑚 Kunin ang value ng tan 35° at ipalit
𝑂𝐸 = sa equation.
0.7002
𝑶𝑬 = 𝟔𝟗. 𝟔𝟗 𝒎 I-divide at i-simplify

Maaaring kunin ang length ng DE sa pamamagitan ng

pagsubtract ng OD mula sa OE.
𝐷𝐸 = 𝑂𝐸 − 𝑂𝐷
𝐷𝐸 = 69.69 𝑚 − 54.20 𝑚
𝐷𝐸 = 15.49 𝑚
̅̅̅̅ ay 15.49 m din.
Dahil 𝐷𝐸 = 𝐵𝐶, ang haba ng 𝐵𝐶
Conclusion Therefore, the distance between the two boats is 15.49
meters.
Learning Task 2
Solve the following word problems.
1. A ladder 8 meters long leans against the wall of the building. If the foot
of the ladder makes an angle of 68° with the ground, how far is the base
of the ladder from the wall?
2. A man 1.5 m tall is on top of the building. He observes a car on the road
at ang angle of 75°. If the building is 30 m high, how far is the car from
the building?

Thinking Wall No. 2

Answer the following on your notebook. Then check your work using the answer key
given.
For items 1-3, refer to the problem below.
Pablo wants to know how tall the tree in
their backyard is. He just determined that the
angle of elevation to the height of the tree was
60°. He measured the shadow of the tree and
found out it to be 5 feet.
1. To find the height of the tree, what is the formula to be used?
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
A. cos 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 C. sin 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
B. sec 𝜃 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
D. tan 𝜃 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

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2. What is the height of the tree?
A. 8.66 ft B. 7.67 ft C. 6.67 ft D. 5.66 ft
3. If you are with Pablo, what is your conclusion to the problem?
A. The height of the tree is 8.66 feet.
B. The height of the tree is 7.67 feet.
C. The height of the tree is 6.67 feet.
D. The height of the tree is 5.66 feet.

For items 4 and 5, refer to the problem below.

According to a lighting specialist, for best illumination of a
piece of art in a gallery, it is recommended that a ceiling-mounted
light be 2.5 meters from the piece of art and that the angle of
depression of the art piece be 32°.
4. What are the given in the problem?
A. a ceiling-mounted light 2.5 m from the piece of art and the 32°
angle of depression
B. a ceiling-mounted light 32° from the piece of art and the 2.5 m
angle of depression
C. a ceiling-mounted light and the art gallery
D. art gallery and angle of depression
5. How far form the wall should the light be placed so that the
recommendations are met?
A. 3.48 m B. 3.12 m C. 2.12 m D. 1.48 m

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 Day 3-4
Learning Competencies
• Uses trigonometric ratios to solve real life problems involving right triangles
M9GE-IVe-1

WORD PROBLEMS INVOLVING RIGHT

TRIANGLES
Additional Example 1:
Problem A 1.8-meter-tall hiker is 400 meters away from the base
of the radio tower. The angle of elevation from the hiker
to the top of the tower is 46°. How high is the tower?
Draw the
diagram.

What are the height of the hiker = 1.8 m

given? distance of the hiker from the base of the tower = 400 m
angle of elevation = 46°
What is to be Height of the radio tower
determined? (taas ng radio tower)
Formula used 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Solution Kunin muna ang horizontal height mula sa taas ng
tower hanggang sa line of sight ng hiker na point B
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐴𝐵 I-substitute ang AB sa opposite side
tan 𝜃 = at ang OB sa adjacent side
𝑂𝐵
𝐴𝐵 I-substitute ang 46° sa θ at ang 400
tan 46° = m sa OB.
400 𝑚
𝐴𝐵 = (400𝑚)(tan 46°) I-cross multiply and 400m at tan 46°
Kunin ang value ng tan 46° at ipalit
𝐴𝐵 = (400 𝑚)(1.0355)
sa equation.
𝑨𝑩 = 𝟒𝟏𝟒. 𝟐 𝒎 I-divide at i-simplify ito.
Upang makuha ang height ng radio tower, i-add ang
̅̅̅̅ sa height ng hiker.
nakuhang value ng 𝐴𝐵
𝑥 = 𝐴𝐵 + ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 ℎ𝑖𝑘𝑒𝑟
𝑥 = 414.2 𝑚 + 1.8 𝑚
𝑥 = 416𝑚
Conclusion Therefore, the height of the radio tower is 416 m.

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Additional Example 2:
Problem Standing 3 meters away from the flagpole, the angle of
elevation from your line of sight to the top is 65°, while
the angle of depression to its base is 30°. How high is the
flagpole?
Draw the
diagram.

What are the distance from the flagpole = 300 m

given? angle of elevation = 65°, and angle of depression = 30°
What is to be height of the flagpole
determined? (taas ng flagpole)
Formula used 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Solution Kunin ang length ng AC
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐴𝐶 I-substitute ang AC sa opposite side
tan 𝜃 = at ang OC sa adjacent side
𝑂𝐶
𝐴𝐶 I-substitute ang 65° sa θ at ang 3 m
tan 65° = sa OC.
3𝑚
𝐴𝐶 = (3𝑚)(tan 65°) I-cross multiply and 3m at tan 65°
Kunin ang value ng tan 65° at ipalit
𝐴𝐶 = (3 𝑚)(2.1445)
sa equation.
𝑨𝑪 = 𝟔. 𝟒𝟑 𝒎 I-divide at i-simplify ito.
Kunin ang length ng BC
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 = Isulat ang formula na gagamitin.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝐵𝐶 I-substitute ang BC sa opposite side
tan 𝜃 = at ang OC sa adjacent side
𝑂𝐶
𝐵𝐶 I-substitute ang 30° sa θ at ang 3 m
tan 30° = sa OC.
3𝑚
𝐵𝐶 = (3𝑚)(tan 30°) I-cross multiply and 3m at tan 30°
Kunin ang value ng tan 30° at ipalit
𝐵𝐶 = (3 𝑚)(0.5773)
sa equation.
𝑩𝑪 = 𝟏. 𝟕𝟑 𝒎 I-divide at i-simplify ito.
Pagsamahin ang AC at BC upang makuha ang height ng
flagpole: 𝐴𝐵 = 𝐴𝐶 + 𝐵𝐶 = 6.43 𝑚 + 1.73 𝑚 = 𝟖. 𝟏𝟔 𝒎
Conclusion Therefore, the height of the flagpole is 8.16 m.

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Learning Task 3
Solve the following word problems.
1. Obiwan is standing at a distance of 15 m from the base of a tree. From
where he is standing, he can see the top of the tree. If the tree is 15 m
high and Obiwan is 1 m tall, what is the angle of elevation of the top of
the tree?
2. A bamboo pole is leaning against a tree. If the height of the tree is 12.2
meters and the angle made by the pole and the ground is 40°, what is
the length of the pole?
3. According to a lighting specialist for an art gallery, for best illumination
of a piece of art, it is recommended that a ceiling mounted light be 1.8
m from the piece of art and that the angle of depression of the art piece
be 38°. How far from the wall should the light be placed so that the
recommendations of the specialist are met? Give your answer to the
nearest tenth of a meter.

Thinking Wall No. 3

Answer the following on your notebook. Then check your work using the answer key
given.
For items 1 and 2:
An observer in a lighthouse 43 m
above sea level saw two vessels moving
directly towards the lighthouse on the
same path. He observed that the angles of
depression are 30° and 45°.

1. Find the distance between the two vessels, assuming that they are
coming from the same side of the tower.
A. 11.48 m B. 21.48 m C. 31.48 m D. 41.48 m
2. What is the conclusion to the problem?
A. The distance between the two vessels is 11.48 meters.
B. The distance between the two vessels is 21.48 meters.
C. The distance between the two vessels is 31.48 meters.
D. The distance between the two vessels is 41.48 meters.

For items 3-5:

Stell is flying a kite. His kite is at a height of 500 meters above the
ground. The distance along the ground from the kite to him is 300
kilometers. What is the angle of depression from the kite to Stell?

39 | P a g e
3. What is to be determined in the problem?
A. angle of depression
B. angle of elevation
C. height of the kite above the ground
D. distance between Stell and his kite along the ground
4. What are the given in the problem?
A. The height of the kite 5 kilometers above the ground, and 3
kilometers distance between Stell and the kite along the ground.
B. The angel of depression made by the kite and the ground, and the
height of the kite 5 kilometers above the ground.
C. The 5 kilometers distance between Stell and the kite along the
ground, and the angle of elevation.
D. The angle of elevation, and the height of the kite 5 kilometers
above the ground.
5. What formula to be used in solving the problem?
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
A. tan 𝜃 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 C. cos 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
B. sin 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 D. csc 𝜃 =
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

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 Day 4

SUMMATIVE TEST NO. 3

Directions: This Summative Test covers the lessons for Fourth Quarter Week 3.
Read and answer each item carefully. Write the letter of the correct answer on your
answer sheet.

For items 1-4:

A paint crew has purchased a new extended ladder. The manufacturer states that
the safest placement is to position the base of the ladder into 6.5 ft. from the wall.
With the safest position made, the ladder leans against the wall and makes an
angle of 75° with the ground.
1. Which of the following is correct to find the exact measure of the extended
ladder?
A. C.

B. D.

2. What are the given in the problem?

A. The paint crew and the ladder
B. The 6.5 ft ladder and an angle of 75º
C. The wall and the extended ladder
D. The safest position and the ground
3. How long is the extended ladder purchased by the paint crew?
A. 15 ft B. 20 ft C. 25 ft D. 30 ft
4. What is the conclusion to the problem?
A. Therefore, the extended ladder purchased by the paint crew is 15 ft. long.
B. Therefore, the extended ladder purchased by the paint crew is 20 ft. long.
C. Therefore, the extended ladder purchased by the paint crew is 25 ft. long.
D. Therefore, the extended ladder purchased by the paint crew is 30 ft. long.

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 For items 5-7
Justin was trying to figure out the height of the pine
tree in his garden. He determined that the angle of
elevation to the height of the tree was 30°. He
measured the shadow of the tree and found out it to
be 10 feet.
5. To find the height of the pine tree, what is the formula used?
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
A. tan 𝜃 = C. csc 𝜃 = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
B. sin 𝜃 = D. cos 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
6. With the given diagram, what is the height of the pine tree?
A. 2.87 feet B. 4.67 feet C. 5.77 feet D. 7.97 feet
7. If you are Justin, what is your conclusion in the problem?
A. If the angle of elevation to the height of the tree was 30° and the shadow
of the tree is 10 ft, therefore, the height of the pine tree is 2.87 ft.
B. If the angle of elevation to the height of the tree was 30° and the shadow
of the tree is 10 ft, therefore, the height of the pine tree is 4.67 ft.
C. If the angle of elevation to the height of the tree was 30° and the shadow
of the tree is 10 ft, therefore, the height of the pine tree is 5.77 ft.
D. If the angle of elevation to the height of the tree was 30° and the shadow
of the tree is 10 ft, therefore, the height of the pine tree is 7.97 ft.
For items 8-10:
According to Mr. Nase, a lighting specialist, for best illumination of a piece
of art in a gallery, it is recommended that a ceiling-mounted light be 2.2 meters
from the piece of art and that the angle of depression of the art piece be 54°. How
far from the wall should the light be placed so that the recommendations of Mr.
Nase are met?
8. What are the given in the problem?
A. a ceiling-mounted light 2.2 m from the piece of art and the 54° angle of
depression
B. a ceiling-mounted light 54° from the piece of art and the 2.2 m angle of
depression
C. a ceiling-mounted light, and the art gallery
D. Art gallery and angle of depression
9. Which of the following will correctly solve the problem?
𝑥 𝑥
A. tan 54° = C. cot 54° =
2.2 𝑚 2.2 𝑚
𝑥 𝑥
B. sin 54° = 2.2 𝑚 D. cos 54° = 2.2 𝑚
10. How far from the wall should the light be placed so that the recommendations
of the specialist are met?
A. 1.29 m B. 2.29 m C. 3.29 m D. 4.29 m

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 For items 11-15:
An observer in a lighthouse 75 m above sea level saw two vessels moving
directly towards the lighthouse on the same path. He observed that the angles of
depression are 30° and 45°.
11. Which of the following diagrams represent the problem?
A. C.

B. D.

12. Which trigonometric ratio will correctly solve for the distance of each boat
from the foot of the lighthouse?
A. cosecant B. cotangent C. sine D. tangent
13. How far is the nearest boat from the lighthouse?
A. 31.7 m B. 54.9 m C. 75.0 m D. 129.89 m
14. How far is the farther boat from the lighthouse?
A. 31.7 m B. 54.9 m C. 75.0 m D. 129.89 m
15. What is the distance between the two boats?
A. 31.7 m B. 54.9 m C. 75.0 m D. 129.89 m

IMPORTANT REMINDERS FOR WEEK 3:

 Write the solutions and answers to ALL Learning Tasks on your notebook
neatly and legibly. (Isulat ang mga solusyon at sagot sa lahat ng Gawing
Pagkatuto sa iyong kwaderno ng maayos at nababasa ng malinaw.)
 Submit the compiled Learning Tasks to your teacher at the end of Week 3.
(Ipasa ang mga inipong Gawaing Pagkatuto sa iyong guro sa pagtatapos ng ikatlong
linggo.)

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 WEEK 4
Day 1
Learning Competencies
• Illustrates law of sines (M9GE-IVf-1)

THE LAW OF SINES

To derive the law of sines, we are going use oblique triangles. By
the way, an oblique triangle is a triangle that is not a right triangle such
as acute triangle and obtuse triangle.
Let us use figure 1 – acute triangle and figure 2 – obtuse triangle. The
following discussion applies to both triangles. First, construct the
perpendicular line from B to side AC. Let h be the length of this
perpendicular. Then c is the hypotenuse of right triangle ADB, and a is the
hypotenuse of right triangle BDC.

ℎ
In triangle ADB, sin 𝐴 = or ℎ = 𝑐 sin 𝐴.
𝑐
ℎ
In triangle BDC, sin 𝐶 = 𝑎 or ℎ = 𝑎 sin 𝐶.
Since ℎ = 𝑐 sin 𝐴 and ℎ = 𝑎 sin 𝐶, 𝑎 sin 𝐶 = 𝑐 sin 𝐴, or upon dividing both
𝑎 𝑐
sides by sin 𝐴 sin 𝐶, = .
sin 𝐴 sin 𝐶
In a similar way, by constructing the perpendiculars from other vertices as
shown in figure 1(b) and figure 1(c), it can be expressed that
𝑎 𝑏 𝑏 𝑐
= and =
sin 𝐴 sin 𝐵 sin 𝐵 sin 𝐶

The discussion proves the following theorem.

In any triangle ABC with sides a, b, and c.
𝑎 𝑏 𝑎 𝑐 𝑏 𝑐
= = =
sin 𝐴 sin 𝐵 sin 𝐴 sin 𝐶 sin 𝐵 sin 𝐶
𝒂 𝒃 𝒄
This can be written in compact form as = = .
𝐬𝐢𝐧 𝑨 𝐬𝐢𝐧 𝑩 𝐬𝐢𝐧 𝑪

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 𝐬𝐢𝐧 𝑨 𝐬𝐢𝐧 𝑩 𝐬𝐢𝐧 𝑪
Sometimes an alternative form of the law of sines = = is
𝒂 𝒃 𝒄
more convenient to use.
The law of sines allows you to solve a triangle if you know either of the
following:
1. Two angle measures and any side length – side-angle-angle (SAA) or
angle-side-angle (ASA) information.
2. Two side lengths and the measure of an angle that is not between them
– side-side-angle (SSA) information.

Example 1: SAA Case

Solve triangle RST. Round to the nearest hundredth.
Step 1. Find the measure of the third angle.
𝑚∠𝑅 + 𝑚∠𝑆 + 𝑚∠𝑇 = 180° Triangle Sum Theorem
49° + 40° + 𝑚∠𝑇 = 180° By substitution
𝑚∠𝑇 = 91° Solve for 𝑚∠𝑇.
Step 2. Find the unknow side lengths.
sin 𝑅 sin 𝑆 Law of sines sin 𝑆 sin 𝑇
= =
𝑟 𝑠 𝑠 𝑡
sin 49° sin 40° Substitute sin 40° sin 91°
= =
𝑟 20 20 𝑡
𝑟 sin 40° = 20 sin 49° Cross multiply 𝑡 sin 40° = 20 sin 91°
20 sin 49° Solve for the 20 sin 91°
𝑟= 𝑡=
sin 40° unknown side sin 40°
20(0.7547) 20(0.9998)
𝑟= 𝑡=
0.6428 0.6428
𝒓 ≈ 𝟐𝟑. 𝟒𝟖 𝒕 ≈ 𝟑𝟏. 𝟏𝟏
Example 2: ASA Case
Solve the triangle DEF. Round to the nearest hundredth.
Step 1. Find the measure of the third angle.
𝑚∠𝐷 + 𝑚∠𝐸 + 𝑚∠𝐹 = 180° Triangle Sum Theorem
𝑚∠𝐷 + 141° + 23° = 180° By substitution
𝑚∠𝐷 = 16° Solve for 𝑚∠𝐷
Step 2. Find the unknow side lengths.
sin 𝐷 sin 𝐸 Law of sines sin 𝐷 sin 𝐹
= =
𝑑 𝑒 𝑑 𝑓
sin 16° sin 141° Substitute sin 16° sin 23°
= =
9 𝑒 9 𝑓
Cross
𝑒 sin 16° = 9 sin 141° 𝑓 sin 16° = 9 sin 23°
multiply
9 sin 141° 9 sin 23°
𝑒= 𝑓=
sin 16° sin 16°
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 9(0.6293) Solve for the 9(0.3907)
𝑒= 𝑓=
0.2756 unknown side 0.2756
𝒆 ≈ 𝟐𝟎. 𝟓𝟓 𝒇 ≈ 𝟏𝟐. 𝟕𝟔
The SSA Ambiguous Case
SSA Situation 1: No triangle exists

If A is acute and 𝑎 < ℎ, If A is obtuse and 𝑎 ≤ 𝑏,

no triangle exists. no triangle exists.
(ℎ = 𝑏 sin 𝐴)
❖ NO SOLUTION
SSA Situation 2: Two different triangle exist
In this situation, ℎ < 𝑎 < 𝑏.
Since a is larger than h, a ∆ is created.
But since a is smaller than b, it can “swing”
to the left of h, and create a second triangle
containing an obtuse angle.
❖ TWO SOLUTIONS
SSA Situation 3: Exactly one triangle exists

❖ EXACTLY ONE SOLUTION

Example 3: SSA Case 1 – No Solution
Given the following measures of the sides and one of the angles, solve
triangle ABC, where 𝑎 = 8, 𝑏 = 10, and 𝐴 = 60°.
Solution:
sin 𝐴 sin 𝐵 sin 60° sin 𝐵 10 sin 60°
= → = → sin 𝐵 = → sin 𝐵 = 1.0825
𝑎 𝑏 8 10 8
(sine must be <1)
Since sin 𝐵 cannot be greater than 1, there can be no such angle B and thus
no triangle with the given information. There is no solution.
It is also mentioned in SSA situation 1 that if A is acute angle and < ℎ then
no triangle exists. Here, ∠A = 60° which is an acute angle, and a = 8 which
is less than ℎ where, ℎ = b, sinA = 10(sin 60°) ≈ 10(0.8660) ≈ 8.66. Thus, there
is no solution.
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Example 4: SSA Case 2 – Two solutions
Solve triangle ABC if 𝐴 = 55°, 𝑎 = 23, and 𝑏 = 25.
Solution:
Since ∠A is an acute angle and h < a < b or b sin A < a < b
25 sin 55° < 23 < 25
20.48 < 23 < 25,
therefore this case has two solutions.

sin 𝐴 sin 𝐵 sin 55° sin 𝐵 25 sin 55°

Solving for ∠𝐵, = → = → sin 𝐵 = →
𝑎 𝑏 23 25 23
sin 𝐵 = 0.8904 → ∠𝑩 ≈ 𝟔𝟐. 𝟗𝟐°
Supplementary angles have the same sine value, so another possible value
of B is 𝐵 = 180° − 62.92° ≈ 117.08°.

Example 5: SSA Case 3 – Exactly one solution

Solve triangle ABC given 𝐴 = 44°, 𝑎 = 11, and 𝑏 = 7.
Solution:
sin 𝐴 sin 𝐵 sin 44° sin 𝐵 7 sin 44°
= → = → sin 𝐵 = → sin 𝐵 = 0.4421 → ∠𝑩 ≈ 𝟐𝟔. 𝟐𝟒°
𝑎 𝑏 11 7 11
∠𝐴 is an acute angle and 𝑎 > 𝑏 > ℎ or 𝑎 > 𝑏 > 𝑏 sin 𝐴 → 11 > 7 >
7 sin 44° → 11 > 7 > 4.86, thus there is exactly one solution.
Another way to explain why there is exactly one solution is that the other
possible value of B is 180° − 26.24° = 153.76°. However, when we add this
possible obtuse angle to the given angle 𝐴 = 44°, we get 153.76° + 44° =
197.76°, which is greater than 180°.
Solving for ∠𝐶, ∠𝐶 = 180° − 44° − 26.24° ≈ 𝟏𝟎𝟗. 𝟕𝟔°.
sin 𝐴 sin 𝐶 sin 44° sin 109.76° 11 sin 109.76°
Solving for c, 𝑎 = 𝑐 → 11 = 𝑐
→ 𝑐 = sin 44° → 𝒄 ≈ 𝟏𝟒. 𝟗𝟎.

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Learning Task 1
A. Applying the law of sines, solve the following problems. Round to the
nearest hundredths.
1. Solve ∆MNP where N = 125°, P = 35°, and m = 12.
2. Solve ∆ABC if A = 63°, a = 39, and b = 42.
3. Solve ∆EFG given E = 35°, e = 16, and f = 10.
B. Solve the following triangles. Round to the nearest hundredth.
1. 2.

3.

Thinking Wall No. 1

Answer the following on your notebook. Then check your work using the answer key
given.
1. In oblique triangle XYZ, which of the following states the Sine Law?
𝑥 𝑦 𝑧 sin 𝑋 sin 𝑍
A. = = C. =
sin 𝑋 sin 𝑌 sin 𝑍 sin 𝑌 𝑥𝑦𝑧
B. 𝑥𝑦𝑧 = (sin 𝑋)(sin 𝑌)(sin 𝑍)
2. The following are the cases in which Sine Law can be used, except for
which case?
I. SSS Case II. SSA Case III. ASA Case
A. I only B. II only C. III only
For numbers 3-5, refer to the triangle on the right.
3. Using the triangle on the right,
which equation will solve for c?
sin 56 6 𝑐 6
A. = C. =
sin 42 𝑐 sin 42 sin 56
6 𝑐
B. =
sin 42 sin 56
4. What is the length of c?
A. 9.43 m B. 8.43 m C. 7.43 m
5. What is the degree measure of ∠B?
A. 82° B. 98° C. 102°

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 Day 2
Learning Competencies
• Illustrates law of cosines (M9GE-IVf-1)

THE LAW OF COSINES

Based on what you have learned from the previous lesson about the
law of sines, do you think you can determine the angle measures of a triangle
with sides measuring 6 inches,7 inches and 8 inches.
Remember that in solving oblique triangles, you need to know at least
one angle measure to use the law of sines. So, in this lesson, you will be learning
the law of cosines which can be used to solve triangles when given this
information: the measures of the three sides or the measures of the two sides
and the included angle.
It will be helpful to remember the following property of triangles when
applying the law of cosines.
In any triangle, the sum of the lengths of any two sides must be greater
than the length of the remaining side.
For example, it would be impossible to construct a triangle with sides
of lengths 3,4, and 10. You may try, but later on, you will find out that there is
no triangle will be formed.
To derive the law of cosines, let ABC be any oblique triangle. Choose a
coordinate system so that the vertex Bis at the origin and side BC is along the
positive x-axis. See Figure 1.

Let (x,y) be the coordinate of vertex A of the triangle. Verify that for
angle B, whether obtuse or acute,
𝑦 𝑥
sin 𝐵 = and cos 𝐵 = .
𝑐 𝑐
Here x is negative if B is obtuse. From the results
𝑦 = 𝑐 sin 𝐵 and 𝑥 = 𝑐 cos 𝐵,
so that the coordinates of point A become 𝑐 cos 𝐵 , 𝑐 sin 𝐵).
Point C has coordinates (𝑎, 0), and 𝐴𝐶 has length b. By the distance
formula
𝑏 = √(𝑐 cos 𝐵 − 𝑎)2 + (𝑐 sin 𝐵)2
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 Squaring both sides and simplifying gives

The result is one form of the law of cosines. In the work above, we
could just as easily have placed A or Cat the origin. This would have given
the same result, but with the variables rearranged. These various forms of
the law of cosines are summarized in the following theorem.
In any triangle ABC, with sides a, b, and c,
𝒂𝟐 = 𝒃𝟐 + 𝒄𝟐 − 𝟐𝒃𝒄 𝐜𝐨𝐬 𝑨
𝒃𝟐 = 𝒂𝟐 + 𝒄𝟐 − 𝟐𝒂𝒄 𝐜𝐨𝐬 𝑩
𝒄𝟐 = 𝒂𝟐 + 𝒃𝟐 − 𝟐𝒂𝒃 𝐜𝐨𝐬 𝑪
The law of cosines says that “the square of a side of a triangle is
equal to the sum of the squares of the other two sides minus twice the
product of those two sides and the cosine of the angle included between
them.”
If we let 𝐶 = 90° in the third form of the law of cosines given above,
we have cos 𝐶 = cos 90° = 0, and the formula becomes 𝑐 2 = 𝑎2 + 𝑏2 , the
familiar equation of the Pythagorean theorem. Thus, the Pythagorean
theorem is a special case of the law of cosines.
The law of cosines allows you to solve a triangle as long as you
know either of the following:
1. Two sides and the included angle-side-angle-side (SAS) information
2. Three sides-side-side-side (SSS) information.

Example 1. SAS Case

Solve triangle ABC if 𝐴 = 42°, 𝑏 = 13, and 𝑐 = 15.

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Example 2. SSS Case
Solve triangle ABC if 𝑎 = 9, 𝑏 − 16, and 𝑐 = 21.
Solution: Let us solve for ∠𝐶, the largest angle, using the law of cosines that
involve C.
𝑎2 + 𝑏2 − 𝑐 2 (Deriving the value of
𝑐 2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 cos 𝐶 or cos 𝐶 = cos C in terms of a, b,
2𝑎𝑏
and c.
92 + 162 − 212
Inserting the given values leads to cos 𝐶 =
2(9)(16)
Then compute, cos 𝐶 = −0.3611 → ∠𝐶 ≈ 111.17°
We can use either the law of sines or law of cosines to find 𝐵 ≈ 45.27°.
Since 𝐴 = 180° − 𝐵 − 𝐶, 𝐴 ≈ 23.56°.

Remember: When you use the law of cosines to find angle

measures, you should find the measure of the triangle's largest angle first,
if it is not already known. By doing so, you will not need to worry about
the ambiguous case if you use the law of sines to find another angle
measure.

Learning Task 2
Applying the law of cosines, solve the following problems. Round to the
nearest hundredth.

2. Solve for ∆𝐴𝐵𝐶, if 𝐶 = 28°, a = 42, and b = 57.

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Thinking Wall No. 2
Answer the following on your notebook. Then check your work using the answer key
given.
1. Given oblique triangle ABC. Which of the following is false?
A. a2 = b2 + c2 – 2bc(cos A)
B. B. b2 = a2 + c2 – 2ac(cos B)
C. C. c2 = a2 + b2 – 2bc(cos C)
For numbers 2-5, refer to the oblique triangle on the right.
2. Which of the following is the case for the triangle?
A. ASA Case
B. SAS Case
C. SSS Case
3. Which equation will solve for side c?
A. c2 = 82 + 112 – 2(8)(11)(cos 37°)
B. c2 = (8 +11)2 – 2(cos 37°)
C. c2 = cos 37° + 82 + 112 – 2(8)(11)
4. What is the length of c?
A. 6.67 B. 7.77 C. 8.57
5. Which of the following is the degree measure of A?
A. 57° B. 47° C. 32°

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 Day 3-4
Learning Competencies
• Solves problems involving oblique triangles
M9GE-IVh-j-1

PROBLEMS INVOLVING OBLIQUE

TRIANGLES
From our previous lesson, we discussed that a triangle that is not a
right triangle is called an oblique triangle. It can be an acute triangle or an
obtuse triangle: In-addition to this, the measures of the three sides and the
three angles of an oblique triangle can found if at least one side and any
other two measures are known. In solving oblique triangles, there are cases
that we need to use the law of sines (for SAA, ASA, and SSA cases):
𝐬𝐢𝐧 𝑨 𝐬𝐢𝐧 𝑩 𝐬𝐢𝐧 𝑪
In any triangle ABC, with sides a, b, and c, = =
𝒂 𝒃 𝒄
and on the other cases the law of cosines (for SAS and SSS cases):
In any triangle ABC, with sides a, b, and c, 𝒂𝟐 = 𝒃𝟐 + 𝒄𝟐 − 𝟐𝒃𝒄 𝐜𝐨𝐬 𝑨
𝒃𝟐 = 𝒂𝟐 + 𝒄𝟐 − 𝟐𝒂𝒄 𝐜𝐨𝐬 𝑩
𝒄𝟐 = 𝒂𝟐 + 𝒃𝟐 − 𝟐𝒂𝒃 𝐜𝐨𝐬 𝑪
Take note that if we know three angles of a triangle, we cannot find unique
side lengths since AAA assures us only of similarity, not congruence.
For example, there are infinitely many triangles ABC with 𝐴 = 30°, 𝐵 = 65°,
and 𝐶 = 75°.
Example 1
As one of their performance tasks in Mathematics 9, Jay Van and Renz went
to a nearby open field to fly a kite. At one point in time, Jay Van realizes
that 1750 feet of his string are out at an angle of 75°, and at the same time,
the angle formed by the kite and Renz as a flier is 102°.How far is Renz from
the kite? How far is Renz from Jay Van?

Dahil ang given ay nakabatay sa SAA (side, angle,

angle), gagamitin natin ang Law of sine. Para mas
maintindihan ang sinasabi sa problema, mas maiiging
iguhit ang nabubuong triangle base sa mga naibigay na
given.

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 Ito ang gagamitin nating
proportion sa Law of sine para ma-
solve natin ang value ng a.

Para makuha ang measure ng 𝐴 + 𝐵 + 𝐶 = 180°

pangatlong angle, gumamit ng 𝐵 = 180° − (75° + 102°)
Triangle Sum Theorem (ang sum o 𝐵 = 3°
total ng interior angles ng tiangle
ay equal sa 180°.
Pagkatapos makuha ang value ng
pangatlong angle, Ito naman ang
gagamitin natin na proportion sa
Law of sines para ma- solve ang
value ng b.

Example 2
San Pablo is known as the City of Steven Lake. Three of its seven lakes,
Yombo Lake, Calibato Lake, and Palakpakin lake formed an oblique
triangle on the map. Yombo is approximately 3 km far from Palapakin and
approximately 2 km far from Calibato, at an angle of about 110°. How far
is Calibato Lake from Palapakin Lake?

Solution:

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Dahil ang given dito ay ayon sa SAS(side, angle, side), gamitin ang Law of
cosine para ma – solve ang layo o haba ng side c.
Sa pagkuha kung anong law of cosine ang gagamitin, mas mapapadali
kung isusulat mang mga given at piliin kung anong Law of cosine ang
naglalaman sa mga naitalang given sa problem.

Therefore, Calibato Lake is approximately 4.14 km far from Palakpakin

Lake.

Learning Task 3
Solve the following problems.
1. Analyzed the picture that was taken during the school base Math Camp
2019. The measures of the distance between two given points are in
meters. Your task is to find the distance between student A and student
B or the value of c.

2. A triangular parcel of land that will be used as a garden with point A,

B, C was be fenced as a project of the SJNHS Science club. As shown in
the figure, how much fencing materials are to be used in the lot?

B
A 4m
25°
52° C

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Learning Task 4
Solve the following problems.
1. To find the distance AB across a river, a distance 𝐵𝐶 = 354 𝑚 is laid off
on one side of the river. It is found that 𝐵 = 112° and 𝐶 = 15°. Find AB.
Round to the nearest hundredth.
2. The diagram shows the relative
positions of Earth, Mars, and the Sun
on a particular date. What is the
distance between Mars and the Sun on
this date? Round to the nearest
hundredth.

Thinking Wall No. 3

Answer the following on your notebook. Then check your work using the answer key
given.
Mara, Allen, and Joan live in Barangay Mayamot. Mara’s house is
approximately 4 km from Allen’s house and approximately 1 km from Joan’s
house, at an angle of 120°. How far is Allen’s house from Joan’s?
1. Which of the following illustration represents the situation?
A. B. C.

2. Which case is represented in the situation?

A. SSS Case B. SAS Case C. ASA Case
3. Which law will solve the problem?
A. Law of cosines B. Law of sines C. Law of tangent
4. Suppose that m represents distance between Allen’s and Joan’s houses,
which equation will solve the problem?
A. m2 = 42 + 12 – 2(4)(1)(cos 120°)
𝑚 1
B. =
sin 120 4
C. tan 120 = 1(4) − 120
5. What is the answer to the problem?
A. 21 km B. 10.5 km C. 4.58 km

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 Day 4

SUMMATIVE TEST NO. 4

Directions: This Summative Test covers the lessons for Fourth Quarter Week 4.
Read and answer each item carefully. Write the letter of the correct answer on your
answer sheet.

1. In an oblique triangle ABC, which of the following states the Sine Law?
A. 𝑎(sin 𝐴) = 𝑏(sin 𝐵) = 𝑐(sin 𝐶) C. 𝑎𝑏𝑐 = (sin 𝐴)(sin 𝐵)(sin 𝐶)
𝑎 𝑏 𝑐 sin 𝐴 𝑎 sin 𝐶
B. = = D. = =
sin 𝐴 sin 𝐵 sin 𝐶 sin 𝐵 𝑏 𝑐

2. Which of the following is not the Cosine Law?

A. 𝑎2 = 𝑏2 + 𝑐 2 − 2𝑏𝑐(cos 𝐴) C. 𝑏2 = 𝑎2 + 𝑐 2 − 2𝑏𝑐(cos 𝐶)
B. 𝑏 = 𝑎 + 𝑐 − 2𝑎𝑐(cos 𝐵)
2 2 2
D. 𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏(cos 𝐶)
For numbers 3 –5, refer ∆𝑋𝑌𝑍 to the right.
3. Which of the following can be used to solve ∆𝑋𝑌𝑍?
A. Cosine Law C. Tangent Law
B. Sine Law D. None of the above
4. Which of the following equation can be used to solve for x?
𝑥 18
A. =
sin 79 sin 53
𝑥 18
B. =
sin 79 sin 53
C. 𝑥 = 532 + 792 − 2(53)(79)(cos 18)
2

D. 𝑥 2 = 182 − 2(53)(79)(cos 18)

5. What is the value of x? (Given: cos 53 = 0.6018, cos 79 = 0.1908, sin 53 = 0.7986,
sin 79 = 0.9816)
A. 18.43 cm B. 22.12 cm C. 28.32 cm D. 32.51 cm
For numbers 6 and 7, refer to the triangle to the right.
6. Which of the following equations will solve for the missing side (x)?
𝑥 sin 21
A. =
sin 56 sin 7
sin 𝑥 21
B. =
56 7
C. 𝑥 = cos 56 − 2(7)(21)(cos 56)
2

D. 𝑥 2 = 72 + 212 − 2(7)(21)(cos 56)

7. What is x? (Given: cos 56 = 0.5592, sin 56 = 0.829)
A. 15 cm B. 18 cm C. 21 cm D. 22 cm

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For numbers 8 and 9, refer to the problem below.
Riza and Tina went to Cloud 9 to fly a kite. Riza’s
kite has 533 meters of string at an angle of 80° Tina finds
out that the angle of elevation formed by the kite and the
flier is 100° How far is Tina from Riza?

8. If x is the distance between Tina and Riza, which equation will solve the
problem?
𝑥 sin 100 𝑥 533 𝑥 533 𝑥 sin 533
A. = B. sin 100 = sin 45 C. sin 45 = sin 100 D. =
533 sin 45 45 100
9. How far is Tina from Riza? (Given: sin 45 = 0.7072, sin 100 = 0.9848)
A. 348 m B. 383 m C. 448 m D. 483 m

For numbers 10 and 11, refer to the illustration to the right.

10. Which of the following equations will be used to find M?
A. 122 = 242 + 132 + 2(24)(13)(cos 𝑀)
B. 122 = 242 − 132 + 2(24)(13)(cos 𝑀)
C. 122 = 242 − 132 − 2(24)(13)(cos 𝑀)
D. 122 = 242 + 132 − 2(24)(13)(cos 𝑀)
11. What is degree measure of M?
A. 15° B. 16° C. 17° D. 18°
For numbers 12 to 15, refer to the illustration.

12. Which of the following will help you solve for x?

A. Cosine Law C. Tangent Law
B. Sine Law D. None of the above
13. Which equation will solve for x?
A. 𝑥 2 = 342 + 972 − 2(34)(97)(cos 150)
B. 𝑥 2 = 1502 − 2(150)(cos 97) (cos 34)
𝑥 150
C. =
sin 34 sin 97
𝑥 150
D. =
sin 97 sin 34
14. What is the value of x? (Given: cos 34 = 0.8290, cos 97 = -0.1219, sin 34 = 0.5592,
sin 97 = 0.9925)
A. 266.23 ft. B. 246.32 ft. C. 236.18 ft. D. 216.81 ft.
15. What is the degree measure of B?
A. 131°` B. 63° C. 49° D. 38°
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 IMPORTANT REMINDERS FOR WEEK 4:

 Write the solutions and answers to ALL Learning Tasks on your notebook
neatly and legibly. (Isulat ang mga solusyon at sagot sa lahat ng Gawing
Pagkatuto sa iyong kwaderno ng maayos at nababasa ng malinaw.)
 Submit the compiled Learning Tasks to your teacher at the end of Week 4.
(Ipasa ang mga inipong Gawaing Pagkatuto sa iyong guro sa pagtatapos ng ikaapat
na linggo.)

WEEK 4: PERFORMANCE TASK

GOAL:
Your task is to compile all the learning tasks indicated in the Weekly Home
Learning Plan from Week 1 to Week 4 for the Fourth Grading Period. The solutions
and answers must be written on your notebook or can be compiled in a folder or
any alternative. Submit your output on the schedule given by your teacher.

STANDARDS:
The performance task is to be assessed with the following guides:

Rubric Points
Accuracy of Computation 40
Content 30
Completeness 30
Total 100

References:
1. Mathematics Learner’s Material 9
2. Learner’s Packet (LeaP) Fourth Quarter

END OF FOURTH QUARTER

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