Mathematics 9

Quarter 4
Self-Learning Module12
ObliqueTriangle
Mathematics – Grade 9
Quarter 4 – Self-Learning Module 12: Oblique Triangles
First Edition, 2020

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Mathematics 9
Quarter 4
Self-Learning Module12
OBLIQUE TRIANGLES
Introductory Message

For the facilitator:

Welcome to the Mathematics Grade 9 Self-Learning Module on Oblique Triangles!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Mathematics Grade 9 Self-Learning Module on Oblique

Triangles!

This self-learning module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATION

1. Define and illustrate oblique triangles.

2. Determine the largest and smallest angles and shortest side and longest side
of a triangle inequalities.
3. Use theorems on triangle inequalities

PRETEST

Directions: Read each question carefully. Write the letter of your answer on a sheet
of paper.

1. It is a triangle which does not contain any right angle.

A. Oblique Triangle C. Acute Triangle

B. Obtuse Triangle D. Right Triangle

2. It is a triangle whose angles are less than 90°.

A. Oblique Triangle C. Acute Triangle

B. Obtuse Triangle D. Right Triangle

3. What is the missing angle of the figure on the right?

A. 55° B. 45° C. 65° D. 60°

80°
45°
4. It is a triangle in which one of the angles is more than 90°.

A. Oblique Triangle C. Acute Triangle

B. Obtuse Triangle D. Right Triangle

5. What are the angles of the equilateral triangle?

A. 45°-45°-90° C. 60°-60°-60°
B. 30°-60°-90° D. 40°-50°-90°
 RECAP
1. A ladder 8 meters long leans against the wall of 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. Adrian is flying a kite. He is holding the end of the string at a distance of 1.5m
above the ground. If the string is 20 m long and makes an angle of 40° with
the horizontal, how high is the kite above the ground?

LESSON

From your previous self-learning modules, you have learned angle of elevation
and angle of depression, from that lesson you will use a right triangle to illustrate
the real life problem to determine what is being asked in the problem.
The triangles we see around us are not all right triangles.
An oblique triangles is a triangle which does not contain any right angle.
Oblique triangles may be classified into two – acute and obtuse.
An acute triangle is a triangle whose angles are all less than 90°.
An obtuse triangle is a triangle in which one of the angles is more than 90°.

Let’s agree to a convention for labelling the parts of oblique triangles

generalizing the convention for right triangles. Let the angles be labelled A, B, and C,
and let the sides opposite them be labelled a, b, and c, respectively.
A

B C
 Consider triangle ABC above such that AB > AC. What is the relationship
between the angles opposite the unequal sides? Is m∠ 𝐶 > m∠ 𝐵? Actual
measurement shows that the statement is true, but there is a need to reason out
why this is so.

Extend AC to the point D such that AB ≅ AD. We now have an isosceles triangle
ABD. Why? D

Follow the statements below and give the reason for each.
1. ∠𝐴𝐵𝐷 ≅ ∠𝐷 A
2. 𝑚∠𝐴𝐵𝐷 = 𝑚∠𝐴𝐵𝐶 + 𝑚∠𝐶𝐵𝐷
3. 𝑚∠𝐴𝐵𝐷 > 𝑚∠𝐴𝐵𝐶
4. 𝑚∠𝐷 > 𝑚∠𝐴𝐵𝐶
C
5. 𝑚∠𝐴𝐶𝐵 = 𝑚∠𝐶𝐵𝐷 + 𝑚∠𝐷
6. 𝑚∠𝐴𝐶𝐵 > 𝑚∠𝐶𝐵𝐷 B D
𝑚∠𝐴𝐶𝐵 > 𝑚∠𝐷
7. 𝑚∠𝐴𝐶𝐵 > 𝑚∠𝐴𝐵𝐶
It shown here that in triangle ABC, if AB > AC, then ∠𝐶 > ∠𝐵.

Theorem:
If two sides of a triangle are not congruent, then the angles opposite
these two sides are not congruent, and the larger angle is opposite the longer
side.
Look at triangle ABC where 𝑚∠𝐶 > 𝑚∠𝐵. What seems to be true about the
sides opposite these angles? Is AB > AC?
A Consider the three possibilities:
a. AB = AC
b. AB < AC
c. AB > AC
B C
1. If AB = AC, then triangle ABC is isosceles, and 𝑚∠𝐶 = 𝑚∠𝐵, which is false.
2. If AB < AC, then 𝑚∠𝐶 < 𝑚∠𝐵, which is false again.
Both statements above contradict the given fact. The only remaining
possibility is the third.
3. If AB > AC, then 𝑚∠𝐶 > 𝑚∠. This is the only true statement.
It is shown above that in any triangle ABC, if 𝑚∠𝐶 > 𝑚∠𝐵, then AB > AC.
Theorem:
If two angles of a triangle are not congruent, then the side opposite
these two angles are not congruent, and the longer side is opposite the larger
angle.
 ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Direction: Find the missing angle/s and identify whether the triangle is acute,
obtuse, or neither.

1. 2.
45°
40°

35° 45°

3. 4.

65°
60°
30°

5.

80°
45°

ACTIVITY 2: KEEP PRACTICING!

Name the largest angle and the smallest angle in the following triangles. Draw
the figure to help you.
1. In ∆𝐴𝐵𝐶, AB = 12, AC = 16, and BC = 9.

2. In ∆𝐷𝐸𝐹, DE = 40, DF = 35, and FE = 55.

3. In ∆𝐺𝐻𝐼, GI = 32, GH = 50, and HI = 35.

4. In ∆𝐽𝐾𝐿, JK = 28, KL = 40, and JL = 20.

5. In ∆𝑀𝑁𝑂, MN = 22, MO = 38, and NO = 50.

 ACTIVITY 3: TEST YOURSELF!
Name the sides of the figure in the order of increasing lengths. L
E
Z
1. 2. 3. 60°
50°
35°

45° 85° 33° 112° 45° 75°

R D X Y D S

WRAP-UP

An oblique triangle is any triangle that is not a right triangle. It could be an

acute triangle (all three angles of the triangle are less than right angles) or it could
be an obtuse triangle (one of the three angles is greater than a right angle). Actually,
for the purposes of trigonometry, the class of “oblique triangles” might just as well
include right triangles, too. Then the study of oblique triangles is really the study of
all triangles

VALUING

Journal Writing:
What is the importance of oblique triangles in the trigonometric ratios?
 POSTTEST

Directions: Read each question carefully. Write the letter of your answer on a sheet
of paper.

1. It is a triangle which does not contain any right angle.

A. Oblique Triangle C. Acute Triangle

B. Obtuse Triangle D. Right Triangle

2. A right triangle measures ____°.

A. 90 B. 45 C. 180 D. 60
3. What is the missing angle of the figure on the right?

A.70 ° B. 95° C. 85° D. 60°

4. Which side of ∆𝐺𝑂𝐷 is the shortest? O
A. GO 86° 75°
35°
B. DO

C. DG

D. It cannot be determined.
D

49°
G

5. In ∆𝑇𝑅𝑈, TR = 8cm, RU = 9cm, and TU = 10cm. List the angles in order from the
least to greatest measure.
A. ∠𝑇, ∠𝑅, ∠𝑈 C. ∠𝑅, ∠𝑇, ∠𝑈

B. ∠𝑈, ∠𝑇, ∠𝑅 D. ∠𝑈, ∠𝑅, ∠𝑇

 KEY TO CORRECTION
5. B 4. A 3. A 1. A 2. A
POST TEST

3. LS – DS - DL 2. ZY – XY – XZ 1. ED – RD – RE
ACTIVITY 3

Largest angle -∠𝐽 Largest angle -∠𝐷

4. Smallest angle - ∠𝐾 2. Smallest angle - ∠𝐸

Largest angle -∠𝑀 Largest angle -∠𝐼 Largest angle -∠𝐵

5. Smallest angle - ∠𝑂 3. Smallest angle - ∠𝐻 1. Smallest angle - ∠𝐴

ACTIVITY 2

5. acute 4. acute 3. acute 2. acute 1. obtuse

ACTIVITY 1

2. 14.36 meters
1. 3.0 meters
RECAP

5. C 4. B 3. A 2. C 1. A
PRE-TEST

References
Oronce, Orlando, and Mendoza, Marilyn. E-MATH: Worktext in Mathematics 9.
Manila: Rex Book Store, Inc., 2015.
Soledad, Jose-Dilao, Ed.D and Julieta G. Bernabe. GEOMETRY textbook for third
year
Bryant, Merden L., Bulalayao, Leonilda E., Callanta, Melvin M., Cruz, Jerry D., De
Vera, Richard F., Garcia, Gilda T., Javier, Sonia E., Lazaro, Roselle A.,
Mesterio, Bernadeth J., and Saladino, Rommel Hero A. Mathematics Grade 9
Learner’s Manual. Pasig City: Department of Education, 2014
OpenStax College, Algebra and Trigonometry. [PDF file]. February 13, 2015.
openstaxcollege.org/textbooks/college-algebra-and-trigonometry