MATHEMATICS

QUARTER 4
Week 5

Capsulized Self-Learning
Empowerment Toolkit

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

Jane Lou V. Gelvoleo

Teacher I
Regional Science High School - IX
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SUBJECT &
GRADE LEVEL MATHEMATICS 9
QUARTER FOURTH WEEK 5 DAY mm/dd/yyyy
TOPIC Solving Problems Involving Right Triangles
LEARNING The learner uses trigonometric ratios to solve real-life problems
COMPETENCY involving right triangles. (M9GE-IVe-1)

IMPORTANT: Do not write anything on this material. Write your answers on separate
sheets.

UNDERSTAND
Solving Problems Involving Right Triangles

Hello, Good I am Uno! And I am

day! I am Patience!
Teacher
Jane.

Together, we are pleased to be your guides and companions as you walk

through this lesson. We hope to provide you with the knowledge on solving right
triangles that may be needed in other studies or in daily living with emphasis on problem
solving techniques. May this lesson help you further understand solving real-life
problems involving right triangles using trigonometric ratios.

Are you ready?

A RECALL
Many real-life problems involving right triangles use the concept of trigonometric
ratios, angle of elevation and angle of depression.

TRIGONOMETRIC RATIO
A trigonometric ratio is the ratio of the lengths of two sides
of a right triangle relative to the acute angle 𝜃.

For any right triangle ABC, with acute angle 𝜃,

Words Symbol Definition

side opposite
sine 𝜃 sin 𝜃 sin 𝜃 =
hypotenuse
side adjacent
cosine 𝜃 cos 𝜃 cos 𝜃 =
hypotenuse
side opposite
tangent 𝜃 tan 𝜃 tan 𝜃 =
side adjacent

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX

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RECIPROCAL TRIGONOMETRIC RATIO

For any right triangle ABC, with acute angle 𝜃,

Words Symbol Definition

1 hypotenuse
cosecant 𝜃 csc 𝜃 csc 𝜃 = or
sin 𝜃 side opposite
1 hypotenuse
secant 𝜃 sec 𝜃 sec 𝜃 = or
cos 𝜃 side adjacent
1 side adjacent
cotangent 𝜃 cot 𝜃 cot 𝜃 = or
tan 𝜃 side opposite

SOH-CAH-TOA is the mnemonic device commonly used in remembering the basic

ratios.

𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 𝐬𝐢𝐝𝐞 𝐚𝐝𝐣𝐚𝐜𝐞𝐧𝐭 𝐬𝐢𝐝𝐞 𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 𝐬𝐢𝐝𝐞

𝐬𝐢𝐧 𝜽 = 𝐜𝐨𝐬 𝜽 = 𝐭𝐚𝐧 𝜽 = 𝐚𝐝𝐣𝐚𝐜𝐞𝐧𝐭 𝐬𝐢𝐝𝐞
𝐡𝐲𝐩𝐨𝐭𝐞𝐧𝐮𝐬𝐞 𝐡𝐲𝐩𝐨𝐭𝐞𝐧𝐮𝐬𝐞

ANGLE OF ELEVATION, ANGLE OF DEPRESSION

⚫ An angle of elevation is the angle between the horizontal line of sight
of the observer to the object above.
⚫ An angle of depression is the angle between the horizontal line of
sight of the observer to the object below.

B HOW TO SOLVE PROBLEMS INVOLVING RIGHT TRIANGLES

The study of trigonometry originated with geometric problems involving triangles and
many of its application involve a process called solving right triangles.

SOLVING RIGHT TRIANGLES

In solving problems on right triangle, find the measures of the unknown
sides and angles of the triangle.

We can solve problems involving right triangles if we know either:

a. the measure of any two sides, or
b. the measure of one side and the measure of an acute angle.

One of the interesting uses of trigonometry is its application to problems involving

heights, distances, and angles which are difficult or sometimes impossible to measure directly.

The following examples show how to solve real-life problems involving right triangles
and angles of elevation and depression using trigonometric ratios.

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX

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ILLUSTRATIVE EXAMPLE 1
A person on a lake sees a plane flying overhead. The angle formed by his line of sight to the
plane is 39°. If the plane is flying about 5000 𝑓𝑡, find the horizontal ground distance between the person
and the plane.

SOLUTION:
Solving the equation: Checking the answer:

5000 5000
tan 39° = tan 39° =
𝑥 𝑥
𝑥(tan 39°) = 𝑥ቀ
5000
ቁ
?
tan 39° =
5000
𝑥 6174.48758
𝑥 tan 39° 5000 0.80978 =✓ 0.80978
=
tan 39° tan 39°
5000
Let 𝒙 be the horizontal ground 𝑥= ANSWER:
tan 39°
distance between the 𝑥 ≈ 6174.48758 The horizontal distance
person and the plane. between the person and the
plane is about 𝟔𝟏𝟕𝟒 𝒇𝒕.
5000
Equation: tan 39° =
𝑥

To solve the problem, it would be helpful if we draw a figure to

represent the problem situation.
Note that the known and unknown values are indicated in the figure.
In the given case, the known values are one side and an acute angle. These
are the altitude of the plane 5000 𝑓𝑡, and the angle of elevation that
measures 39° (in symbols, 𝜃 = 39°) formed by the person’s line of sight to
the plane, respectively. The unknown value is marked 𝑥 which represents
the horizontal distance between the person and the plane and is an angle
of elevation.

Since the relationship of the known and unknown values from the figure drawn, are the
opposite and the adjacent sides relative to 𝜃 then the appropriate trigonometric ratio needed in
the solution is the tangent ratio. In symbols,
opposite side 5000
tan 𝜃 = ⟹ tan 39° = (𝜃 = 39°, opposite side = 5000, adjacent side = 𝑥)
adjacent side 𝑥

5000
Using the formulated equation, tan 39° = , the approximate value for 𝑥 is 6174.48758
𝑥
(𝑥 ≈ 6174.48758). Verifying the solution, resulted to correct equations since both sides of the
equation have the same approximated value.
You can now decide that the answer to the problem is that the horizontal distance
between the person and the plane is about 6174 𝑓𝑡.
Now, study a few more examples.
ILLUSTRATIVE EXAMPLE 2
A painter placed a ladder 8 𝑚 long against a vertical wall so that the distance between the
bottom of the ladder and the wall is 4.5 𝑚. What angle does the ladder make with the wall? How high
up the wall does the ladder reach?

SOLUTION:
Equations: Checking the answer:
4.5 4.5
1. sin 𝜃 = 1. sin 𝜃 =
8 8
2. 𝑦 2 + (4.5)2 = 82 sin(34.22°) =
? 4.5

✓8
0.562 = 0.562
Solving the equations:
Let 𝜽 be the measurement of 4.5
the angle of depression 1. sin 𝜃 = 2. 𝑦 2 + (4.5)2 = 82
8 ?
between the ladder and 𝜃=
4.5
sin−1 ቀ ቁ (6.61437828)2 + (4.5)2 = 82
8 ✓ 64
64 =
the wall. 𝜃 = 34.22°
Let 𝒚 be the height of the wall 2. (4.5)2 + 𝑦 2 = 82 ANSWER:
that the ladder reaches 𝑦 2 = 82 − (4.5)2 The measurement of the angle is
and the wall. 𝑦 = ඥ82 − (4.5)2 𝟑𝟒. 𝟐𝟐° and the ladder reaches the
wall at a height of about 𝟔. 𝟔𝟏𝒎.
𝑦 ≈ 6.61438

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX

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Notice that the figure drawn is of great help in understanding and solving
the problem. The known and unknown values as indicated in the figure
make it appropriate to use the sine ratio and the Pythagorean theorem,
since there are two unknown values needed to answer the problem.

To find 𝜃, the sine ratio is appropriate given that the opposite side and the hypotenuse
are known. In symbols,

opposite side 4.5

sin 𝜃 = ⟹ sin 𝜃 = (𝜃 = unknown angle, opposite side = 4.5, hypotenuse = 8 )
hypotenuse 8

Also, the unknown side is solved using Pythagorean theorem since the hypotenuse
and one of the sides are known. In symbols, (one side)2 + (another side)2 = (hypotenuse)2 ⟹
(4.5)2 + 𝑦 2 = 82 ( one side = 4.5, 𝑦 = unknown side, hypotenuse = 8 ).

Solving and verifying, you decide that the measurement of the angle is 34.22° and the
ladder reaches the wall at a height of about 6.61𝑚.

ILLUSTRATIVE EXAMPLE 3
A rope is attached to a pole at horizontal ground distance of 7.5 𝑚 and makes an angle of 54°
with the ground. How long is the rope?

SOLUTION:
Solving the equations: Checking the answer:
7.5 7.5
cos 54° = cos 54° =
𝑙 𝑙
𝑙(cos 54°) = 𝑙 ቀ ቁ
7.5 ?
cos 54° =
7.5
𝑙 12.7597621
𝑙 cos 54° 7.5 0.58779 =✓ 0.58779
=
cos 54° cos 54°
Let 𝒍 be the length of the rope. 𝑙=
7.5
cos 54° ANSWER:
7.5 𝑙 ≈ 12.7597621 The length of the rope is about
Equation: cos 54° = 𝟏𝟐. 𝟕𝟔 𝒎.
𝑙

SAQ 1: Is it important to adopt a procedure in solving problems involving right

triangles using trigonometric ratios? Why?
SAQ 2: How can this concept on trigonometric ratios and solving right triangles be
used to solve real-life problems?

Let’s Practice! (Write your answers on separate sheets.)

ACTIVITY
TERM 1
Directions: Read and understand the following problems involving right triangles. Supply the
missing steps in the table to solve the given problem. Write your answer on a separate sheet.

Problem: A seesaw has a plank of 4.5 𝑚 long which is supported by a pivot at its center and
moves in a vertical plane above the pivot. If the height of the pivot pillar above the ground is
1 𝑚, through what maximum angle can the seesaw beam move?

Figure out the problem by

drawing.

Represent the unknown Let ____ be the maximum angle the seesaw beam can
values. move

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX

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Equate the known and

sin ? = ?
unknown values.
sin ? = ?
?
Solve the equation. ? = sin−1
?
𝜃 =?
sin ? = ?
Check the answers. 0.222 =✓ 0.222

The maximum angle that the seesaw beam can move is

Answer the problem.
______.

ACTIVITY
TERM 2
Directions: Identify the equation that would help you solve each problem. Use the right
triangle below.

1. If 𝐴 = 15° and 𝑐 = 37, find 𝑎.

2. If 𝑎 = 13 and 𝐵 = 16°, find 𝑐.

3. If 𝑎 = 17 and 𝑏 = 12, find 𝐴.

REMEMBER
Key Points
⚫ Trigonometric ratios are used to find the sides and angles of a right triangle. For
any right triangle, with acute angle 𝜃,
opposite side 1 hypotenuse
sin 𝜃 = csc 𝜃 = sin 𝜃 or opposite side
hypotenuse
adjacent side 1 hypotenuse
cos 𝜃 = sec 𝜃 = cos 𝜃 or
hypotenuse adjacent side
opposite side 1 side adjacent
tan 𝜃 = side adjacent
cot 𝜃 = tan 𝜃 or side opposite

⚫ An angle of elevation is the angle between the horizontal line of sight of the observer
to the object above while an angle of depression is the angle between the horizontal
line of sight of the observer to the object below.

⚫ Solving a right triangle is the process of finding the missing measures of the sides
and angles of the triangle. If two sides are given, the third side can be found using
the Pythagorean Theorem. If one side of the right triangle and one of the acute
angles are given, use the trigonometric ratios to find the sides, and the inverse
functions such as sin−1 , cos −1 , and tan−1 functions to find the measure of the angles.

⚫ To solve problems involving right triangles, the following procedures can be adopted:
1. Draw a figure to represent the problem situation and indicate the known and
unknown values (using variables) in the figure.
2. Formulate an equation using the appropriate trigonometric ratios needed in the
solution. This is also known as the working equation.
3. Solve the formulated equation.
4. Verify the solution by checking if both sides of the equation are equal.
5. Decide the answer to the problem.

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX

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TRY
Let’s see how much have you learned today!

General Directions: Study the following assessments carefully and write your answers
on separate sheets.

Assessment 1. Find My Match

Directions: Match the problem in column A to the working equation in column B and
the answer to the problem in column C. Write only the letter of your choice.

COLUMN A COLUMN B COLUMN C

𝑥
1. Find the angle of elevation of the sun when a a. cos 18° = a. 23.9 𝑓𝑡
24
flagpole 22.5 𝑚 high casts a shadow
34 𝑚 long. 1500 b. 33.5°
b. sin 𝜃 = 3000
2. A 24 𝑓𝑡 ladder leans against a building. It forms c. 276.7 𝑓𝑡
an angle with the building measuring 18°. c. tan 𝜃 = 22.5
34
How far is the foot of the ladder from the base d. 30°
of the building? 2
d. sin 4.8° = 𝑐 e. 22.8 𝑓𝑡
3. An entrance ramp 2 𝑓𝑡 high is designed for
𝑦
those with mobility disabilities makes an angle e. tan 3° = 5280 f. 54.8 𝑓𝑡
of 4.8° with the ground. Find the length of the
ramp.

4. When landing, a jet will average a 3° angle of

descent. Find the altitude of a jet on final
descent if its ground distance to the airport is
5280 𝑓𝑡 .

5. You are on a hiking up on a mountain with a

vertical height of 1500 𝑓𝑡 and a distance from
the base of the mountain to the top of 3000 𝑓𝑡 .
Find the angle from the base to the top of the
mountain.

Assessment 2. Choose the Best

Directions: Read and analyze the problems carefully and choose the best answer.

Problem 1. To measure the width of the river, a surveying

technique is used. Suppose a stake is planted across opposite
sides of the river and an angle of 82° at a distance 50 𝑚 to the left
of the stake is measured between two stakes.

1. If 𝑤 represents the width of the river, which equation will help you solve the given
problem?
𝑤 50 𝑤 50
A. sin 82° = B. cos 82° = 𝑤 C. tan 82° = D. sec 82° = 𝑤
50 50

2. Find the width of the river.

A. 252 𝑚 B. 355.8 𝑚 C. 430.2 𝑚 D. 451.7 𝑚

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX

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Problem 2. The basketball ring is 10 𝑓𝑡 above the ground. The free throw line is 15 𝑓𝑡
from the basketball ring. The eyes of a basketball player are 6 𝑓𝑡 above the ground.

3. What is the vertical distance between the player’s line of sight and the basketball
ring?
A. 4 𝑓𝑡 B. 5 𝑓𝑡 C. 6 𝑓𝑡 D. 7 𝑓𝑡

4. Let 𝜃 be the angle of elevation of the player’s line of sight when shooting a free throw
to the basketball ring. Which equation describes the problem?
4 4 15 15
A. sin 𝜃 = 15 B. tan 𝜃 = 15 C. sin 𝜃 = 4 D. tan 𝜃 = 4

5. What is the angle of elevation of the player’s line of sight when shooting a free
throw to the basketball ring?
A. 11.5° B. 12.3° C. 13.7° D. 14.9°

Merden L. Bryant et. al., Mathematics Learner’s Material 9: Department of

Education, 2014, 467-474.

Julieta G. Bernabe et. Al., Advanced Algebra, Trigonometry and Statistics,

Quezon City: SD Publications Inc., 2009, 210-217.

Ju Se T. Ho et al., 21st Century Mathematics Third Year, Quezon: Phoenix

Publishing House, Inc.,1996, 416-421
REFERENCE/S
Ron Larson and Robert Hostetler, Trigonometry Seventh Edition, Boston,
U.S.A.: Houghton Mifflin Company, 2007, 154-158

Berchie Holliday et. al., Advanced Mathematical Concepts Precalculus with

Applications, U.S.A.: McGraw-Hill Companies Inc., 2004, 305-310

Berchie Holliday et. al., Algebra 2, U.S.A.: McGraw-Hill Companies Inc.,

2008, 759-765

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LEARNING RESOURCE DEVELOPMENT TEAM

JANE LOU V. GELVOLEO
WRITER
Regional Science High School - IX
ILLUSTRATOR Anthony L. Tolentino

LAYOUT ARTIST Abdurauf J. Baldomero

Mujim U. Abdurahim Ma. Pilar C. Ahadi
LEARNING TEAM /
Mary Rose A. Castillo Shirly V. Gajilomo
EVALUATORS
Ma. Dolores J. Gregorio Sandra D. Ortega
MANAGEMENT AND Dr. Roy C. Tuballa, CESO VI Dr. Norma T. Francisco, CESE
SPECIALIST Dr. Jay S. Montealto, CESO VI Dr. Vilma A. Brown

“No hay cosa imposible. Cree, junto junto puede!”

Jane Lou V. Gelvoleo, Teacher I, Regional Science High School - IX