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Right Triangle Problem Solving

This document is a self-learning module for Grade 9 Mathematics focusing on problems involving right triangles. It includes instructions for students, pre-tests, activities, and real-life applications of trigonometric functions to solve problems related to right triangles. The module aims to enhance students' understanding and problem-solving skills in geometry and trigonometry.

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0% found this document useful (0 votes)
19 views23 pages

Right Triangle Problem Solving

This document is a self-learning module for Grade 9 Mathematics focusing on problems involving right triangles. It includes instructions for students, pre-tests, activities, and real-life applications of trigonometric functions to solve problems related to right triangles. The module aims to enhance students' understanding and problem-solving skills in geometry and trigonometry.

Uploaded by

dawngarwageo139
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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9

Mathematics
Quarter 4 – Module 6: Problems Involving Right Triangles

CO_Q4_Mathematics 9_ Module 6
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 4 – Module 6: Problems Involving Right Triangles
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been exerted
to locate and seek permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Victoria C. Babiera and Marissa S. Penaflor

Editor: Edwin M. Yap

Validators: Remylinda T. Soriano, Angelita Z. Modesto and George B. Borromeo

Illustrators: Victoria C. Babiera and Marissa S. Penaflor

Layout Artists: Victoria C. Babiera, Marissa S. Penaflor and Alfaith G. Poblete

Management Team:
Malcolm S. Garma Genia V. Santos
Dennis M. Mendoza Maria Magdalena M. Lim
Aida H. Rondilla Lucky S. Carpio

Printed in the Philippines by _________________________

Department of Education - National Capital Region (NCR)

Office Address: Misamis St., Brgy. Bago Bantay, Quezon City


Telefax: (632) 8926-2213 /8929-4330 /8920-1490 and 8929-4348
E-mail Address: [email protected]
9

Mathematics
Quarter 4 – Module 6: Problems Involving Right
Triangles
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions, exercises,
and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-bystep as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the post-test to selfcheck your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided to
our facilitators and parents for strategies and reminders on how they can best help you on
your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
What I Need to Know

This module was designed and written with you in mind. It is here
to help you master Problems Involving Right Triangles. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

After going through this module, you are expected to:

uses trigonometric functions to solve real-life problems involving right triangles


(M9GE-IVf-g-46.1)

What I Know

Let us find out how much you already know about right triangle. Take note of the
items that you will not be able to answer correctly. Try to find the correct answer as you go
through this module. Use Calculator if needed. Write your answer in a separate sheet of
paper
Consider ∆
B
1) Which side of the triangle is the hypotenuse?
a. b. c. 25 cm
d.

2) Which side is opposite of


C A
a. b. c. 7 cm
d.

3) What is the length of ?


a. 25 cm b. 24 cm c.14 cm d. 7 cm

4) What is the value of sine A?

a. b. c. d.

5) What is the value of tan B?

a. b. c.
d.

6) Which of the following is the value of sin ?


a. 0.1736 b. 0.1763 c. 0.1896 d. 0.2020

7) In the right ∆PQR at the right, |PQ| = 12 cm and Q 12 P


|QR| = 5 cm. What is the value of cos R?
5
a.
c.
R
b. d.

C B

8) Given at the right is right ∆ACB. Find |AC|. 58o 26 cm


a. 15 cm A
c. 13 cm
b. 13.78 cm d. 12 cm

9) What is the value of A to the nearest whole number if


a. b. c. d.
B
10) Using and |BA| = 30 cm,
0

what is |BC| to the nearest whole number?


30 cm
a. 21 cm
c. 23 cm
45o
b. 22 cm
A
C
d. 24 cm

11) If the legs of a right triangle are congruent, what is the measure of each acute
angle in the triangle?
a. b. c. d.

12) An airplane is flying at an altitude of 30,000 feet. If the angle of depression of the
airport is 100, how far must a radio signal travel from the airport to the plane in
feet?
a. 29,544 b. 30,463 c. 170,138 d. 172,763

13) A 50-foot ramp is used to load cargo onto an airplane. If the ramp makes a 23-
degree angle with the ground, how far away is the foot of the ramp from the plane?
a. 19.54 ft b. 21.22 ft c. 45 ft d. 46 ft

14) A 6-foot person casts a 5-foot shadow. What is the angle of elevation of the sun?
a. b. c. d.

15) The angle of elevation of a 50-meter-high balloon from observer A is 450 and from
observer B is . What is the distance between the two observers if they are both

located east of the balloon?


a. 36.6 m b. 50 m c. 86.6 m d. 136.6 m
Lesson 1

Problems Involving Right Triangle

In Solving Right Triangles, you can use your knowledge of the Pythagorean Theorem
and the six trigonometric functions. Solving right triangle means computing for the missing
measures of sides and measures of angles. How you solve depends on how much
information are given.

What’s In

The concepts of trigonometric functions are essential in solving word problems


involving right triangles. Many real-life problems involving right triangle can be solved using
those functions. Let us recall these concepts by answering activities 1, 2, and 3.

Activity 1. Let’s Match


Use the right ∆COV and right ∆HID in answering the matching exercises that follow.
Match each item in column A to it corresponding value in column B. Write the letter of the
correct answer on your answer sheet.
24 cm
O C I H

6 cm 7 cm
10 cm

V D

A. Trigonometric function values of an angle


Column A Colu mn B
1) sin
a) f)
2) tan
3) cos C
b) g)
4) sin V
5) cos V
c) h)
6) sin
7) cos D
d) i)
8) tan
9) cos H
e) j)
10) tan H

B. Relations of angles to sides of a right triangle.


Column A Column B

1) hypotenuse of
2) opposite side of
a) b) c)
3) adjacent side of
4) opposite side of
5) adjacent side of
6) opposite side of
7) adjacent side of
d) e) f)
8) hypotenuse of
9) opposite side of
10) adjacent side of

Activity 2. Use calculator to find the value of the following: (4 decimal place)

1) sin 400 4) tan 760


2) cos 400 5) sin 580

3) tan 400

Activity 3. Name the angle of elevation and angle of depression in the figure.

What’s New

“A good way to integrate problem solving is to spend some time building positive
attitudes and disposition about problem solving”.
-Randy Charles
One way to systematically approach problem solving is to use step-by-step process,
sometimes referred to as Problem Solving Guidelines.
2. Develop a plan
1. Understand the Problem What is
Have you ever worked a similar
the situation all about?
problem before?
What are you trying to find out?
Can you estimate or calculate?
What are the key data/
What strategies can you use?
conditions?
What are the assumptions?

3. Implement the Plan 4. Look Back


What is the solution? Could you work the problem the
Did you interpret correctly? other way?
Did you calculate correctly? Is there another solution?
Did you answer the questions? Is the answer reasonable?

Many practical problems in trigonometry can be solved using right triangle in the
situations. A sketch or drawing is helpful in setting up an appropriate triangle that involves
a right triangle. Identify the right angle and the other angles in the right triangle. Label the
sides and angles of the right triangle using the given information. Let the missing measure
of a side or missing measure of an angle be represented by a variable. Hope you can become
a successful problem solver.

What is It

Problems Involving Right Triangles

Everybody is Looking Up

Mrs. Penaflor and her class went out into the street to find the height of the school
building. They made a simple sextant using a board protractor and a tripod. Each of the 18
students in the class measured the angle of elevation of the top of the building from a point
15 meters from the foot of the building and got an average angle measurement of 78.50.
Find the height of the school building to the nearest whole number. Do you think the school
is in the countryside or in the city? Explain.

WHAT DO YOU
THINK OF THIS!

1) S.O.S. An airplane
is flying at an altitude
of 30,000 feet. If the
angle of depression of
o the airport is 10o, how
78.5 far must a radio signal
15m travel from the airport
to the plane in feet? What is the horizontal distance of the plane from
the airport in feet?

A
o
(Angle of depression) 10

Radio signal
30,000ft
o
C 10 B

Airport

From the given problem 1, a right triangle can be formed by three points namely 1)
the location of the airplane (A) at the time of observation, 2) a point on the ground that
directly below the plane (B), and 3) the location of the airport (C). So, the right triangle
is ∆ABC with right angle at B.

Mat Thinks… Tanya Thinks…


The involved sidesright
of thetriangle The missing measure is the length of the
are the hypotenuse and the leg CB. I’ll usehypotenuse and given measure of , then the
opposite to the sine measure of
function.

Let h be the length of the hypotenuse. h of the hypotenuse. adjacent


= hypotenuse
sin C
Opposite
is 100 30,000
= hypotenuse
is 800. =
sin 100
30,000 Let h be the lengt h
= cos A
h 30,000
h
= 0 cos
80
cos 800
h 30,000
30,000
= 0 sine 10
=
h h 0.173648
30,000
=
0.173648 h = 172,763 feet

= 172,763 feet h
Can you solve for the horizontal distance of the plane to the airport? Compare
your solution to your classmates. Note: You should give importance of the accurate
drawing or illustration when applying trigonometric functions to word problems.

2) To measure the width of a river, two trees at points A and B, on the opposite banks of a
river are identified. Segment AC along one bank is perpendicular to segment BA and is
measured to be 100 feet. Angle ACB is measured to be 79°. How far apart are the two
trees? or What is the width w of the river?
Since the side of the right triangle whose measure is given, is adjacent to the given
angle, and the side opposite the given angle is asked, then the tangent function is to be
used.
tan w

=
79o 100
100 (tan
w =
79o)
100
w =
(5.1446)
w = 514.46 ft

The width of the river is 514.46 ft which is also the distance between the two trees A
and B.

What’s More

Solve the following. Label the figure.

1) A building casts a shadow of 110 feet. If the angle of elevation of the top of the building from the tip of
the shadow is 290, find the height of the building.

2) Julia is flying a kite whose string makes a 70-degree angle with the ground. The kite string is 65
meters long. How far is the kite from the ground?

o
70
3) Daisy wants to calculate the height of a tree in her garden. She stands 20 meters away from the foot
of the tree. Using a clinometer, she measures the angle of elevation of the top of the tree to be .
How tall is the tree?

4) Bon Voyage. From a lighthouse 250 feet above sea level, a ship is spotted with an angle of depression
of 8 degrees. Approximately how far out at sea is the ship?

5) An airplane pilot finds the angle of depression of the airport to be 100. If the altitude of the airplane at
that moment is 15,000 feet, what is the horizontal distance of the plane from the airport in feet?

What I Have Learned

• The angle of depression equals the angle of elevation because they are alternate interior
angles if the parallel lines are cut by a transversal which is usually the line of sight.
• To solve problems involving angle of elevation or angle of depression; first, carefully
draw the figure (look for the right triangle); second, label the illustration using the given
measures; third, determine the known side if it is opposite or adjacent to the given
angle or the hypotenuse of the right triangle. Next determine the trigonometric function
to be used then set up the equation and solve.

What I Can Do

With given examples above, are you ready now to solve more problems? Let’s try to
answer first the following.

1) After reading the problem what will you do next?

2) If the given measures are length of the hypotenuse and a measure of an acute angle in a right
triangle, and the unknown is a length of a leg, what trigonometric function are you going to use?

3) If the given are the measures of two legs and you are asked to find the measures of the acute
angles, what trigonometric functions will you use?

4) Label the figure. Create a problem using the figure.

80 ft
Problem Solving Involving Right Triangles

NAME: DATE:

Instructions: Read and answer each of the following problems carefully. Choose the letter of the
correct answer and show your solutions on the space provided.

A. A north-south road and an east-west road end at the shore of a lake at points A and B,
respectively. From point A, the line of sight to point B makes a 400 angle with the north-south
road. Point B is known to be 4 km from the intersection of the roads.
1. Which is the appropriate drawing of the situation?

a. c.

d.
b.

2. How far is point A from the intersection? Show your solution on the space provided.
a. 3.38 km c. 5.22 km
b. 4.76 km d. 6.22 km

3. How far is it across the lake from A to B? Show your solution on the space provided.
a. 3.38 km c. 5.22 km
b. 4.76 km d. 6.22 km
B. Points P and Q are on the opposite sides of a house. Point S is 100 ft away from point P so
that angle S measures 900 and angle P measures 420.
4. Which is the appropriate illustration of the situation?

a. c.

b. d.

5. How far is point P from point Q?


a. 90.04 ft c. 134.56 ft
b. 111.06 ft d. 149.45ft

6. How far is point S from point Q?


a. 90.04 ft c. 134.56 ft
b. 111.06 ft d. 149.45ft

C. A flagpole casts a 24-foot shadow when the angle of elevation of the sun is 600.

7. Which is the appropriate illustration of the situation?

a.
b.
d.
c.

8. What is the height of the pole?


a. 48 ft. c. 20.78 ft.
b. b. 41.57 ft. d. 13.86 ft.

D. A supporting cable is attached to the top of an 80-foot tower.

9. Which is the appropriate illustration of the situation?

a.
c.

b. d.

10. How long is the cable if it forms a 700 angle with the ground?
a. 219.80 ft. c. c. 29.11 ft.
b. 85.13 ft. d. d. 27.36 ft.

11. If the cable forms a 700 angle with the ground, how far is the base of tower to the cable on the
ground?
a. 219.80 ft. c. 29.11 ft.
b. 85.13 ft. d. 27.36 ft
E. From point P on the ground, 50 m from a building, the angle of elevation of the base of a
flagpole at the top of the building is 40.50 and the angle of elevation of the flag is 45.30.
12. Which is the appropriate illustration of the situation?

c.
a.

d.
b.

13. What is the height of the building?


a. 38.02 m c. 50.53 m
b. 42.70 m d. 58.54 m

14. How far is the flag from the ground?


a. 38.02 m c. 50.53 m
b. 42.70 m d. 58.54 m

15. What is the height of the flagpole? (nearest tenths)


a. 4.68 m c. 8.01 m
b. 7.83 m d. 15.84
Additional Activities

If you are inside the elevator, how will you apply social distancing when
the floor of the elevator is only 0.9m x 0.9m?

PROBLEMS INVOLVING RIGHT TRIANGLES

1. A 16 -foot ladder is leaning against a house.


It touches the bottom of a window that is 12
feet 6 inches above the ground. What is the
measure of the angle that the ladder makes 12ft 6inch

with the ground? Let θ be the measure of the 6ft

angle that the ladder makes with t he


ground. A picture of the problem is drawn at
the right. First, I need to convert
all measures of
We have the measure of the side opposite lengths into inches
the angle in question as well as the and so.
hypotenuse of the right triangle. I can solve
𝑖𝑛
for the unknown in terms of the known sin θ = 9 𝑖𝑛
using the appropriate function whi ch is the
sine function:
𝑓𝑡 6𝑖𝑛
sin θ = 6 𝑓𝑡

With the several examples that were solved, are you ready now to solve more problems? Let’s try to
answer first the following.

1) After reading the problem what will you do next?

2) If the given measures are length of the hypotenuse and a measure of an acute angle in a right
triangle, and the unknown is a length of a leg, what trigonometric function are you going to use?

3) If the given are the measures of two legs and you are asked to find the measures of the acute
angles, what trigonometric functions will you use?
4) Can we solve the problem number 1 using another trigonometric function? What other
trigonometric function can we use?

5) Show another solution for problem 1.

Answer Key
References

Clyde A. Dilley, Steven P. Meiring, John E. Tarr, Ross Taylor (1987) Algebra 2 with Trigonometry D.C.
Heath and Company, Lexington, Massachusetts Toronto

David Cohen (1997) Pre- Calculus 5th edition, West Publishing Company Opperman Drive Minneapolis USA

Randall, Thompson,Garland, Moressh, Ross (1996) Secondary Math an Integrated Approach ( Focus on
Algebra) Addison, Wesley Publishing Company Inc. USA

Yunker, Elswick,Crosswhite and Vannata, (1991) Advanced Mathematical Concepts. Merrill Publishing
Company, Columbus,Ohio United States of America.
Soledad Jose-Dilao,Ed,D, Fernando B. Orines, Julieta G. Bernabe (20030 Advanced Algebra, Trigonometry
and Statistics JTW Corporation Araneta Ave, Quezon City Philippines.

E-Search
To further explore the concept learned today and if it possible to connect the internet, you may visit the
following links:

Problems and Illustrations

https://www.youtube.com/watch?v=cRH1xN871C4 https://www.youtube.com/watch?v=ZPLJaXCmzfo
https://www.cut-the-knot.org/pythagoras/cosine2.shtml https://www.mathsisfun.com/algebra/trig-
sine-law.html https://www.mathsisfun.com/algebra/trig-cosine-law.html
https://www.youtube.com/watch?v=Kq5ng9Cq-eA
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex


Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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