9 Department of

Education National
Capital Region
SCHOOLS DIVISION
OFFICE MARIKINA CITY

MATHEMATICS
Quarter 4: Module 4
Applications of Right
Triangle

Writers: Mary Ann C. Moreno

Zenaida S. Nanoy
Cover Illustrator: Joel J. Estudillo

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 What I Need to Know

This module has been designed and written for you. This will help you
master the concept of solving real-life problems using trigonometric ratios.

After going through this module, you are expected to:

 use trigonometric ratios to solve real-life problems
involving right triangles. M9GE-IVf-g-1.

What I Know
Encircle the letter of the correct answer.
For item numbers 1 and 3 refer to the problem below.
A 12-foot ladder leans against the top of the vertical wall. The base of
the ladder makes a 30o angle with the floor.
1.What is the length of the side opposite 30o?
A. 6 feet B. 9 feet C. 12 feet D. 24 feet
2. How high is the wall?
A. 6 feet B. 9 feet C. 12 feet D. 24 feet

3. How far is the base of the ladder to the base of the wall?
A. 6.35 feet B. 7.48 feet C. 10.39 feet D. 20.54 feet
For item numbers 3 and 4 refer to the problem below.
A cable wire which is 16 meters in length is pinned from the ground to
the post 8 meters above the ground. Find the angle the wire makes with the
ground.
4. What is the correct trigonometric ratio to be used to solve the problem?

𝜃=
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑠𝑖𝑑𝑒
C. tan 𝜃 =𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
A. sin 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒

𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠

D.𝑠𝑒𝑐𝜃 =𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒

B. 𝑐𝑜𝑠𝜃
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑠𝑖𝑑𝑒 =
𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠

5. What is the angle the wire makes with the ground?

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A. 75o B. 60o C. 45o D. 30o

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 What’s In

Complete the table by referring to 𝜃 in the figure below.

Length of sides (in m) Trigonometric Ratios

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑆𝑖𝑑𝑒 𝑆𝑖𝑑𝑒 𝑆𝑖𝑑𝑒
Opposite Adjacent Hypotenuse

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

Side Side

𝑠𝑒 𝑠𝑒 𝑆𝑖𝑑𝑒

What’s New

Basically, a right triangle is a kind of triangle with a right angle. It is not

just a shape. It can be a source of solutions to answer a real-life problem
once you process the information. Look at the pictures below and try to
figure out the right triangle.

(Pictures were taken by the writer)

Can you spot the right triangle?

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 These are evidences showing that right triangles are around us.
Trigonometric ratios can be used in solving problems involving right triangles.

What is It
The following steps will be useful to solve problems involving right triangles.

Step 1: Represent the unknown quantity or quantities using a variable or

variables.

Step 2: Use the given facts to illustrate the problem.

Step 3: Decide on which of the six trigonometric ratios should be used.

Step 4: Solve the mathematical equation.

Step 5: Check the results.

Recall that for any right triangle (where  ) is the reference angle,
there are six trigonometric ratios: sine (sin), cosine (cos), tangent (tan) and
their reciprocals, cosecant (csc), secant (sec) and cotangent (cot). The six
trigonometric ratios on the previous module are as follows:

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Example 1
A 10.97-meter ladder leans against the top of the parapet wall of the
CISSL Candazo Building. The bottom of the ladder makes a 60 o with the
ground. How high is the school building?

Solution: The right triangle in the problem is drawn below:

Remember the mnemonic SOH-CAH-TOA?

What trigonometric ratio must be used? If your answer is SOH, you
got it right.
𝑜 𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
SOH stands for sin  = .
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

Let x – the height of the school

𝑥
10.97 𝑚
building sin 60o =

x = (10.97 m) (sin 60o)

x = 9.5 m
∴The school building is 9.50 meters high.

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Example 2
A southwest monsoon caused an old tree broke into 2 parts forming
an angle of 35o with the ground. If the top of the tree touched the ground 15
feet away from the roots of the tree, what was the original height of the tree?

Solution: In this problem, you can easily spot the right triangle.

Two Trigonometric ratios from the SOH-CAH-TOA may be used in

order to come up with the original length of the tree.
Can you name the two ratios? What are the alternative ratios?

Solution:
Let x – smaller portion of the
tree y – longer portion of the
tree
x+y – original length of the tree

For x: For y:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
tan 35o = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
cos 35o =
𝑥 𝑠𝑒
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢

15 𝑓𝑡
tan 35o =
15 𝑓𝑡
𝑦
cos 35o =

𝑓𝑡
x = (15 ft ) (tan 35o)
cos 35𝑜
y = 15

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x = 10.50 ft y = 18.31

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To solve for original length of the tree
x+y = 10.50 ft +18.31 ft
x+y = 28.81 ft
∴The original height of the tree is 28.81 feet.

Example 3

A 25-foot electric wire is attached from the top of the post down to
a shorter post 14 feet in height. The angle formed between the longer post
and the wire attached on the top of this post is 30 o. How long is the longer
post?

Solution: By representation,

Let x be the height of the post 14 ft above the

ground
y be the total height of the post
(x + 14 ft)

For x: For y :
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
cos 30o = y = 21.65 ft + 14 ft
𝑥
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

25 𝑓𝑡
cos 30o = y = 35.65 ft
x = (25 ft) (cos 30o)
x = 21.65 ft

∴The length of the longer post is 35.65 feet.

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 What’s More
Solve the following problems.
1. If a kite is 140 feet high, the string of the kite makes an angle of
60o with the horizontal ground. How long is the string of the kite?

2. During the typhoon Ulysses, a tree in Marikina Heights almost breaks

itself into two parts forming an angle of 50o with the level ground. If the
top of the tree touched the ground 12 feet away from the roots of the
tree, what is the original height of the tree?

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 What I Have Learned
A 2- meter slide in the playground makes an angle of 36o with the
ground. How high is the slide?

𝑥
Solution: sin 36o =
𝑚
2

x = (sin 36o) (2 m)
x = (0.587785) (2 m)
x = 1.18 meters
∴The height of the slide is 1.18 meters

Complete the sentence below.

1. I find the problem _.
2. I am confused with _ _.
3. I am challenged with_ .
4. I would like to know more about _.
5. I value_ .

What I Can Do
Construct and solve a problem based on the given picture below. The
problem should involve application of right triangle.

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Rubric for Creating Word Problems
Score Descriptor/s
5 Appropriate content is used for the word problem. Student clearly understands
the mathematical concepts. The word problem is written in clear and
coherent
language. It is easy to follow and read.
4 Appropriate content is used for the word problem. Student shows some
understanding of the mathematical concepts. The word problem is written in clear
and coherent language. It is easy to read most of the time.
3 Appropriate content maybe used. Student shows little understanding of the
mathematical concepts. The word problem is not written in clear and coherent
language, It is easy to follow and read some of the time.
2 Appropriate content is not observed. Student does not demonstrate an
understanding of the mathematical concepts. The word problem is not written in
clear and coherent language or may not be observed. It is difficult read and
follow.
1 Student did not create any word problem.

Rubric for the Mathematical Solution

Score Descriptor/s
5 The student was able to find all the measures using all the concepts presented.
4 The student was able to find the measures using some of the concepts presented.
3 The student was able to find some of the measures using any of the mathematical
concepts that is not presented.
2 The student was able to find some of the measures without using any of the
mathematical concepts.
1 The student was not able to find any measure.

Assessment

Encircle the letter of the correct answer.

1. Which of the following equations could be used to solve the value of x?
A. sin 𝑥 =
C. cos 𝑥 =
12
12
850
850
B. sin 12° = 850
𝑥
850 D. cos 12° =
𝑥

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For item numbers 2 and 3 refer to the problem below.
The entrance to a parking lot is very dark. One way to brighten it up
is to attach a light on top of a 5.8 m pole. The base of the pole is 10 m from
the entrance.

2. Find the angle represented by x in the picture above.

A. 30 B. 45 C. 60 D. 75
3. Find the distance of the top of the pole from the entrance.
A. 10 meters B. 12 meters C. 16 meters D. 20 meters

For item numbers 4 and 5, refer to problem below.

Engr. Moreno plan to design a truss bridge whose trusses form a
right triangle. The 5.81-meter inclined truss form a 60o-angle with the
horizontal truss.

4. What trigonometric ratio should be used to find the height of the bridge?
A. tangent B. cosine C. sine D. cotangent

5. How high is the bridge?

A. 8 meters B. 7 meter C. 6 meters D. 5 meter

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 Additional Activities

TRIGONOMETRIC RATIOS MAZE

Find the right path of the maze to end up in the finish spot. Color the correct
route beginning at Start spot and ending at the Finish spot. The bigger
rectangles are the questions and the smaller ones are the paths for possible
answers.

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 SUMMATIVE TEST
Encircle the letter of the correct answer.
For item numbers 1 and 2 refer to the problem below.
A ladder is placed against a wall such that it reaches the top of the
wall. The foot of the ladder is 1.5 meters away from the wall and the ladder
is inclined at angle of 50o.
1. Which of the following is the correct equation to solve for the length of
the ladder?
𝑥
1.5 𝑚
1.5 𝑚
A. sin 50o =
𝑥
C. tan 50o =
𝑥
1.5 𝑚
1.5 𝑚
B. cos 50o =
𝑥
D. cos 50o =
2. How long is the ladder?
A. 0.96 m B. 1.15 meter C. 1.26 meter D. 2.33 meter
For item numbers 3 and 4 refer to the problem below.
A rafter is any parallel beams that support a roof. If the rafter is 4
meters long and makes an angle of 35o with the horizontal, what is the height
of the rafter’s peak?

3. Which of the following triangles best describes the given problem?

A. C.

B. . D.
4. What is the height of the rafter’s peak?
A. 2.3 metersB. 2.8 meters C. 3.3 meters D. 4 meters

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For item numbers 5 and 6 refer to the problem below.
Marikit-na is a female statue in Marikina River Park with
a height of 40 ft. If the shadow of the statue on the
ground formed is of the same length as its height, what
angle is formed from the top of the statue to the tip of the
shadow?

5. What is the appropriate trigonometric ratio to be used

to solve the problem?
A. sine B. cosine C. tangent D. secant
6. What angle is formed between the top of the statue and the tip of
the shadow?
A. 30o B. 45o C. 60o D. 75o

For item numbers 7 and 8 refer to the problem below.

Ron flies a kite 4 feet off the ground with 300 feet of string. There is 64 km/hr
wind and the string of the kite forms a 29o with the horizontal.

4 ft

7. What part of the right triangle is the 300 feet string?

A. adjacent side to 29o C. opposite side to 29o
B. hypotenuse D. none of these

8. How high is the kite from the ground?

A. 145.44 ft B. 149.44 ft C. 166.29 ft D.170.29 ft

For item numbers 9 and 10 refer to the problem below.

Standing across the street 50 feet from the building, the angle to the top of
the building is 40o. An antenna sits on the front edge of the building. The
angle to the top of the antenna is 52o.

9. How high is the building?

A. 32 ft B. 38 ft C. 42 ft D. 48 ft

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10. How tall is the antenna itself not including the building?
A. 32 ft B. 26 ft C. 22 ft D. 16 ft

References

Bryant, Merden L., Bulalayao, Leonides E., Callanta, Melvin M., Cruz,
Jerry D., De Vera, Richard F. Garcia, Gilda T., Javier, Sonia E, Lazaro,
Roselle A., Mesterio, Berndette J., & Saladino, Rommel Hero A. (2014).
Mathematics 9 Learner’s Material. Department of Education, Republic of
the Philippines, Vibal Group Publishing Inc. Pasig City

Answer Key

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 Development Team of the Module

Writers: Mary Ann C. Moreno (Concepcion Integrated School-

SL) Zenaida S. Nanoy (Marikina High School)
Validators: Editha B. Cajilig (Marikina High School)
Olive R. Lomibao (Sta. Elena High School)
Michelle M. Villanueva (Marikina Science High School)
Lilibeth C. Pulido (Marikina Science High School)
Elizalde A. Sarmiento (San Roque National High
School)
Language Editor: Jose B. Ballovar (Marikina High School)
Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)
Layout Artist: Joel J. Estudillo, SNNHS
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address:
191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines Telefax: (02) 682-2472 / 682-3989

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