10

NATIONAL MATH PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 1
Learning Activity Sheet for Mathematics Grade 10
Quarter 1: Week 1

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Writer: Benedict G. Antonio

Content Reviewer: Lambert G. Quezada, Marilyn B. Soriano, Dominador Villafria,
Alberto J. Tiangco, Mirasol I. Rongavilla, Joel P. Feliciano,
Emma R. Cunanan, Remylinda T. Soriano and Helen Acedo
Illustrator: Micah M. Melorin, Benedict G. Antonio & Kurt Russel M. Linao
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Language Editor: Rachelle R. Quesada
Management Team

JOYCE DR ANDAYA CESO IV, Director IV

CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, OIC-Chief Education Supervisor-CLMD
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
RESTITUTO I. RODELAS, OIC-Regional Mathematics Education Program Supervisor
ALBERTO J. TIANGCO, Mathematics Education Program Supervisor
LAMBERT G. QUESADA, Mathematics Education Program Supervisor
WILMA Q. DEL ROSARIO, LR Education Program Supervisor
JONAS FELICIANO C. DOMINGO, LR Education Program Supervisor
IVY CONEY GAMATERO, LR Education Program Supervisor
PRECY M. PAURILLO, LR Education Program Supervisor
K to 12 Curriculum School Grade Level 10
Daily Lesson Script Name of Teacher Learning Area Mathematics
Teaching Dates and Time Quarter 1

Week 1 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have the understanding of
A. Content Standards
• the laws of sines and laws of cosines
B. Performance By the end of the quarter, the learners are able to
Standards • find sides and angles in oblique triangles using the laws of sines and laws of cosines
C. Learning The learners will be able to:
Competencies • Apply laws of sines in solving oblique triangles, including ambiguous cases
At the end of the lesson, the learners are able to:
D. Learning Objectives
• Apply the law of sines in solving triangles: SSA (Ambiguous Case)
1. Instructional Design Aspect: Context, Connection, Collaboration, and Creativity
framework feature Principle: Inclusive, Ideational, Integrative, and Innovative
(s) Facets/Events: Engage, Explore, Experiences, and Empathize
Information, Media and Technology Skills – Visual Literacy, Technology Literacy, Digital Literacy
2. 21st Century Skills Learning and Innovation Skills – Critical Thinking
Communication Skills – Teamwork, Collaboration, Interactive Communication
II. CONTENT
III. LEARNING RESOURCES

Lumen Learning, OpenStax. (n.d.-d). Using the Law of Sines to solve oblique triangles | Applied Algebra and
A. References trigonometry. https://courses.lumenlearning.com/ccbcmd-math/chapter/using-the-law-of-sines-to-solve-
oblique-triangles/

B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Good day everyone! Every day is a blessing, and every moment is an opportunity to learn. So, let’s enjoy this
moment and learn. Are you excited for the new lesson?
1
Activating Prior Knowledge Let’s start our lesson with an activity. I will show you ten (10) oblique triangles involving ambiguous cases
(4 minutes) simultaneously on the screen. One student will volunteer to pick one case and will tell everybody how many
possible triangles can be formed on that case. All of you will dance depending on the chosen case of the
volunteer student. Then, another student for the second case, and will continue up to the last case. What
will be the dance moves?
If no triangle can be formed, you will dance the chorus part of the song Pantropiko by Bini.
If one triangle can be formed, you will dance the chorus part of the song Salamin, Salamin by Bini.
If two triangles can be formed, you will dance the chorus part of the song Na Na Na by Bini.
Everyone, stand up and get ready!

Intervention Group Consolidation Group Enhancement Group

Determine the number of Determine the number of Determine the number of
triangles that can be represented triangles that can be represented triangles that can be represented
given the specified two sides and given the specified two sides and given the following.
an angle. an angle.
1. If the given angle is obtuse and
Given ∆𝐴𝐵𝐶, 1. Given ∆𝑇𝑈𝑉, 𝑚∠𝑇 = 62°, 𝑡 = 𝑎≤𝑏
5, 𝑢 = 15 2. Given ∆𝐷𝐸𝐹, 𝑚∠𝐷 = 31°, 𝑑 =
1. 𝑚∠𝐴 = 62°, 𝑎 = 5, 𝑏 = 15 22, 𝑓 = 9
2. Given ∆𝐷𝐸𝐹, 𝑚∠𝐷 = 31°, 𝑑 = 3. Given ∆𝐴𝐵𝐶, 𝑚∠𝐴 = 99°, 𝑎 =
2. 𝑚∠𝐴 = 31°, 𝑎 = 22, 𝑏 = 9 22, 𝑓 = 9 9.5, 𝑏 = 5.5
4.
3. 𝑚∠𝐴 = 99°, 𝑎 = 9.5, 𝑏 = 5.5 3. Given ∆𝐴𝐵𝐶, 𝑚∠𝐴 = 99°, 𝑎 =
9.5, 𝑏 = 5.5
4. 𝑚∠𝐴 = 125°, 𝑎 = 16, 𝑐 = 30
4. Given ∆𝐿𝑀𝑁, 𝑚∠𝑀 = 125°, 𝑚 =
5. 𝑚∠𝐴 = 30°, 𝑎 = 7, 𝑐 = 14 16, 𝑛 = 30

6. 𝑚∠𝐴 = 25°, 𝑎 = 11, 𝑏 = 14 5. Given ∆𝑋𝑌𝑍, 𝑚∠𝑍 = 30°, 𝑧 =

7, 𝑥 = 14
7. 𝑚∠𝐴 = 38°, 𝑎 = 12.9, 𝑏 = 21 5 If the given angle is acute and
6. Given ∆𝑃𝑄𝑅, 𝑚∠𝑃 = 25°, 𝑝 = 𝑎>𝑏
8. 𝑚∠𝐴 = 38°, 𝑎 = 13, 𝑏 = 21 11, 𝑟 = 14
2
 6. Given ∆𝑃𝑄𝑅, 𝑚∠𝑃 = 25°, 𝑝 =
9. 𝑚∠𝐴 = 75°, 𝑎 = 180, 𝑐 = 185 7. Given ∆𝐵𝐶𝐷, 𝑚∠𝐶 = 38°, 𝑐 = 11, 𝑟 = 14
12.9, 𝑏 = 21 7. Given ∆𝐵𝐶𝐷, 𝑚∠𝐶 = 38°, 𝑐 =
10. 𝑚∠𝐴 = 30°, 𝑎 = 160, 𝑐 = 120 12.9, 𝑏 = 21
8. Given ∆𝑀𝐴𝑇, 𝑚∠𝑇 = 38°, 𝑡 = 8. If the given angle is acute and
13, 𝑚 = 21 ℎ<𝑎<𝑏
9. Given ∆𝐵𝑈𝑆, 𝑚∠𝑆 = 75°, 𝑠 =
9. Given ∆𝐵𝑈𝑆, 𝑚∠𝑆 = 75°, 𝑠 = 180, 𝑢 = 185
180, 𝑢 = 185 10.

10. Given ∆𝑌𝐸𝑆, 𝑚∠𝐸 = 30°, 𝑒 =

160, 𝑠 = 120

Expected Answers: 1. angle is acute and a<h, there is no triangle formed

2. angle is acute and a>b, there is one triangle formed
3. angle is obtuse and a>b, there is one triangle formed
4. angle is obtuse and a≤b, there is no triangle formed
5. angle is acute and a=h, there is one triangle formed
6. angle is acute and a=h, there is one triangle formed
7. angle is acute and a<h, there is no triangle formed
8. angle is acute and h<a<b, there are two distinct triangles formed
9. angle is acute and h<a<b, there are two distinct triangles formed
10. angle is acute and a>b, there is one triangle formed

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity. The teacher should prepare
the music for this activity or can use any dance song of his choice. The teacher should limit the number of items to
answer to maximize the time allotted. The teacher can also use different ways to group the class. The teacher should
use the table of Ambiguous Cases if possible.

3
 That was a very energetic start! Good job!
Since you already know how to determine the number of possible triangles that can be formed on different
Lesson Purpose/Intention
ambiguous cases, this time, you will be able to learn how to solve ambiguous cases. These are triangles
(1 minute)
classified as SSA, those in which we know the lengths of two sides and the measurement of the angle
opposite one of the given sides, may result in one or two solutions, or even no solution.
Let’s read the different ambiguous cases! (reading simultaneously)
(Expected answer):
Ambiguous Case 1 – If the given angle is acute and 𝑎 < ℎ, there is no triangle formed.
Ambiguous Case 2 – If the given angle is acute and 𝑎 = ℎ, there is one triangle formed.
Ambiguous Case 3 – If the given angle is acute and 𝑎 > 𝑏, there is one triangle formed.
Ambiguous Case 4 – If the given angle is acute and ℎ < 𝑎 < 𝑏, there are two distinct triangles formed.
Ambiguous Case 5 – If the given angle is obtuse and 𝑎 ≤ 𝑏, there is no triangle formed.
Ambiguous Case 6 – If the given angle is obtuse and 𝑎 > 𝑏, there is one triangle formed.

Lesson Language Practice

(1 minute)

NOTES TO THE TEACHER: The teacher can make the students read the definition simultaneously. Make everyone
participate during the simultaneous reading.

4
During/Lesson Proper
We learned yesterday the five-step process to determine the ambiguous cases. Can someone refresh us what
are these five steps?

(Expected answer):
In ∆𝐴𝐵𝐶, consider the measure of ∠𝐴, and the lengths of 𝑎 and 𝑏 are given.
1. Identify if the given angle is acute or obtuse.
2. Solve for h. (ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴) (Note: “𝑏” is the side adjacent to the given angle)
3. Determine the necessary condition for 𝑎. (Note: “𝑎” is the opposite side of the given angle)
4. Check the number of possible triangles that can be formed.
5. Solve the oblique triangle using the Law of Sines if possible.

Very good! Remember that this process is the key step to determine ambiguous cases. This is a good start to
Reading the Key Idea/Stem solve oblique triangles involving ambiguous cases.
(4 minutes) Let’s consider this problem, is there anyone who wants to read the problem?

The planet Venus can sometimes be seen from the Earth with the naked
eye. We cannot determine if the planet Venus is in the near position or
the far position because its position is uncertain. Shown in the
illustration, given that Earth is 106 million miles from the Sun and
Venus is 71 million miles from the Sun. Assume that the viewing angle is
24° and that the orbit of both planets is roughly circular. How will you
determine the closest or farthest possible distances of the two planets?

NOTES TO THE TEACHER: The teacher should explain the illustration for
better understanding.

Let’s use our example yesterday to practice how to solve problems like this.
Developing Understanding of
the Key Idea/Stem
Example 1. Given ∆𝑋𝑌𝑍, 𝑚∠𝑋 = 55°, 𝑥 = 18𝑚, 𝑧 = 21𝑚. Show the possible solutions and find the unknown
(10 minutes)
measurements.

5
Solutions:
The given oblique triangle involves ASS case. Follow the five-step process for solution guide.
In ∆𝑋𝑌𝑍, measure of ∠𝑋, and the lengths of 𝑥 and 𝑧 are given.
1. Identify if the given angle is acute or obtuse.
Ø Acute angle (𝑚∠𝑋 = 55°)
2. Solve for h. (ℎ = 𝑧 ∗ 𝑠𝑖𝑛𝑋) (Note: “𝑧” is the side adjacent to the given angle)
Ø ℎ = 𝑧 ∗ 𝑠𝑖𝑛𝑋 = 21(𝑠𝑖𝑛55°) = 17.2
3. Determine the necessary condition for 𝑥. (Note: “𝑥” is the opposite side of the given angle)
Ø 𝑥 = 18 and ℎ = 17.2, then, ℎ < 𝑥 < 𝑧
4. Check the number of possible triangles that can be formed.
Ø Since ∠𝑋 is acute and ℎ < 𝑥 < 𝑧, then two distinct triangles are formed.
5. Solve the oblique triangle using the Law of Sines if possible.
Ø Since there are two distinct triangles formed, there are two possible solutions.

Solutions for the first triangle,

!"# $ !"# &
%
= '
solving 𝑚∠𝑌 and 𝑦,
!"# $ !"# **°
()
= ), 𝒎∠𝒀 = 180° − (55° + 73°) = 𝟓𝟐°
() (!"# **°) 0 '
sin 𝑍 =
), !"# 1
= !"# &
0 ),
sin 𝑍 = 0.9957
!"# *(°
= !"# **°
), (!"# *(°)
𝑚∠𝑍 = sin!" 0.9557 𝑦=
!"# **°
𝒎∠𝒁 = 𝟕𝟐. 𝟖𝟖° ≈ 𝟕𝟑° 𝒚 = 𝟏𝟕. 𝟑𝟐 ≈ 𝟏𝟕𝒎

6
Solutions for the second triangle,
𝒎∠𝒁# = 180 − 73° = 𝟏𝟎𝟕°
𝒎∠𝒀′ = 180° − (55° + 107°) = 𝟏𝟖°
02 '
!"# 12
= !"# &
02 ),
!"# ),°
= !"# **°
), (!"# ),°)
𝑦′ =
!"# **°
𝒚′ = 𝟔. 𝟕𝟗 ≈ 𝟕𝒎

Let’s try another example.

Example 2. Given ∆𝐴𝐵𝐶, 𝑚∠𝐵 = 95°, 𝑏 = 50, 𝑐 = 26. Show the possible solutions and find the unknown
measurements.

Solutions:
The given oblique triangle involves ASS case. Follow the five-step process for solution guide.
In ∆𝐴𝐵𝐶, measure of ∠𝐵, and the lengths of 𝑏 and 𝑐 are given.
1. Identify if the given angle is acute or obtuse.
Ø Obtuse angle (𝑚∠𝐵 = 95°)
2. Solve for ℎ. (ℎ = 𝑐 ∗ 𝑠𝑖𝑛𝐵) (Note: “𝑐” is the side adjacent to the given angle)
Ø ℎ = 𝑐 ∗ 𝑠𝑖𝑛𝐵 = 26(𝑠𝑖𝑛95°) = 26
3. Determine the necessary condition for 𝑏. (Note: “𝑏” is the opposite side of the given angle)
Ø 𝑏 = 50 and c= 26, then, 𝑏 > 𝑐
4. Check the number of possible triangles that can be formed.
Ø Since ∠𝐵 is obtuse and 𝑏 > 𝑐, then one triangle is formed.
5. Solve the oblique triangle using the Law of Sines if possible.
Ø Since there is one triangle formed, there is one possible solution.

!"# 3 !"# 5
= solving 𝑚∠𝐴 and 𝑎,
4 6

7
 !"# 3 !"# 8*°
= 𝒎∠𝑨 = 180° − (95° + 31°) = 𝟓𝟒°
(7 *9
(7 (!"# 8*°) : 6
sin 𝐶 = *9 !"# ;
= !"# 5
: *9
sin 𝐶 = 0.5180
!"# *<°
= !"# 8*°
*9 (!"# *<°)
𝑚∠𝐶 = sin!" 0.5180 𝑎=
!"# 8*°
𝒎∠𝑪 = 𝟑𝟏. 𝟐𝟎° ≈ 𝟑𝟏° 𝒂 = 𝟒𝟎. 𝟔𝟏 ≈ 𝟒𝟏

NOTES TO THE TEACHER: The teacher may allow the students to use calculators or Sine Table of Values. The teacher
should explain the meaning of the symbols given in the solutions. Also, the teacher can give more examples and can use
different methods in solving oblique triangles.
Let’s try more examples. We will do this in a group. We have three questions that there will be groups to have
the same question. With this, we can compare your solutions.

Intervention Group Consolidation Group Enhancement Group

(Use any material for visual (Use any material for visual (Use any material for visual
presentation.) Show the five-step presentation.) Show the five-step presentation.) Show the five-step
process and solve the following process and solve the following process and solve the following
given oblique triangles involving given oblique triangles involving given oblique triangles involving
ambiguous case. ambiguous case. Draw the actual ambiguous case. Illustrate the
Deepening Understanding of triangles if there are possible number of triangles that can be
the Key Idea/Stem (4 Given ∆𝐴𝐵𝐶, solutions. formed and draw the actual
minutes) triangles if there are possible
1. 𝑚∠𝐵 = 114°, 𝑎 = 44, 𝑏 = 78 Given ∆𝐴𝐵𝐶, solutions.

2. 𝑚∠𝐴 = 45°, 𝑎 = 34, 𝑐 = 44 1. 𝑚∠𝐵 = 114°, 𝑎 = 44, 𝑏 = 78 Given ∆𝐴𝐵𝐶,

3. 𝑚∠𝐶 = 147°, 𝑎 = 25, 𝑐 = 4 2. 𝑚∠𝐴 = 45°, 𝑎 = 34, 𝑐 = 44 1. 𝑚∠𝐵 = 114°, 𝑎 = 44, 𝑏 = 78

3. 𝑚∠𝐶 = 147°, 𝑎 = 25, 𝑐 = 4 2. 𝑚∠𝐴 = 45°, 𝑎 = 34, 𝑐 = 44

3. 𝑚∠𝐶 = 147°, 𝑎 = 25, 𝑐 = 4

8
Answer keys:
1. One triangle formed
=>? ; =>? 5
= solving 𝑚∠𝐶 and 𝑐,
: 6

Illustration of number of triangles.

=>? ; =>? ))<°
= @, 𝒎∠𝑪 = 180° − (114° + 31°) = 𝟑𝟓°
<<
<< (=>? ))<°) 4 6
𝑠𝑖𝑛 𝐴 = =
@, =>? 3 =>? 5
4 @,
𝑠𝑖𝑛 𝐴 = 0.5153 =
=>? A*° =>? ))<°
@, (=>? A*°)
𝑚∠𝐴 = 𝑠𝑖𝑛!" 0.5153 𝑐=
=>? ))<°
𝒎∠𝑨 = 𝟑𝟏. 𝟎𝟏° ≈ 𝟑𝟏° 𝒄 = 𝟒𝟖. 𝟗𝟕 ≈ 𝟒𝟗
Actual triangle.

2. Two triangles formed

Solutions for the first triangle,
=>? 3 =>? ;
= solving 𝑚∠𝐵 and 𝑏,
4 :
=>? 3 =>? <*°
= 𝒎∠𝑩 = 180° − (45° + 66°) = 𝟔𝟗°
<< A<
<< (=>? <*°) 6 :
𝑠𝑖𝑛 𝐶 = =
A< =>? 5 =>? ; Illustration of number of triangles.
6 A<
𝑠𝑖𝑛 𝐶 = 0.9151
=>? 78°
= =>? <*°
A< (=>? 78°)
𝑚∠𝐶 = 𝑠𝑖𝑛!" 0.9151 𝑏=
=>? <*°
𝒎∠𝑪 = 𝟔𝟔. 𝟐𝟐° ≈ 𝟔𝟔° 𝒃 = 𝟒𝟒. 𝟖𝟗 ≈ 𝟒𝟓

First actual triangle.

9
 Solutions for the second triangle,
𝒎∠𝑪# = 180 − 66° = 𝟏𝟏𝟒°
𝒎∠𝑩′ = 180° − (45° + 114°) = 𝟐𝟏°
62 :
=>? 52
= =>? ;
62 A<
=
=>? ()° =>? <*°
A< (=>? ()°)
𝑏′ =
=>? <*°
𝒃′ = 𝟏𝟕. 𝟐𝟑 ≈ 𝟏𝟕 Second actual triangle.

3. No triangle formed
Since ∠𝐶 is obtuse and c < a, then no such triangle
is formed and there is no possible solution for the
given oblique triangle.
Illustration of number of triangles.

Do you have any questions or clarifications?

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity. The teacher can also use
different ways to group the class. Make sure that the students will include the five-step process in their solutions.
After/Post-Lesson Proper

Let’s review the lesson we learned today. How would you know if an oblique triangle involves ambiguous
cases?

Making Generalization and

(Expected answer):
Abstractions (1 minute)
If the measurements of the triangle are side-side-angle or angle-side-side (SSA/ASS).

How would you know the possibilities of solving oblique triangles?

10
 (Expected answer):
Ambiguous Case 1 – If the given angle is acute and 𝑎 < ℎ, there is no triangle formed.
Ambiguous Case 2 – If the given angle is acute and 𝑎 = ℎ, there is one triangle formed.
Ambiguous Case 3 – If the given angle is acute and 𝑎 > 𝑏, there is one triangle formed.
Ambiguous Case 4 – If the given angle is acute and ℎ < 𝑎 < 𝑏, there are two distinct triangles formed.
Ambiguous Case 5 – If the given angle is obtuse and 𝑎 ≤ 𝑏, there is no triangle formed.
Ambiguous Case 6 – If the given angle is obtuse and 𝑎 > 𝑏, there is one triangle formed.

Enumerate the process of solving oblique triangles.

(Expected answer):
In ∆𝐴𝐵𝐶, considering the measure of ∠𝐴 the lengths of 𝑎 and 𝑏 are given, the five-step process are:
1. Identify if the given angle is acute or obtuse.
2. Solve for h. (ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴) (Note: “𝑏” is the side adjacent to the given angle)
3. Determine the necessary condition for 𝑎. (Note: “𝑎” is the opposite side of the given angle)
4. Check the number of possible triangles that can be formed.
5. Solve the oblique triangle using the Law of Sines if possible.

Very well said!

NOTES TO THE TEACHER: The teacher may use different approaches for the student to participate during the
discussion. Make the student recite the definitions for them to remember.

Intervention Group Consolidation Group Enhancement Group

Use the five-step process and Use the five-step process and Use the five-step process and
show all the possible solutions show all the possible solutions show all the possible solutions
for the given oblique triangles for the given oblique triangles for the given oblique triangles
Evaluating Learning involving ambiguous cases. involving ambiguous cases. involving ambiguous cases.
(5 minutes)
Draw the actual triangles if there Illustrate the number of triangles
Given ∆𝐴𝐵𝐶, are possible solutions. that can be formed and draw the
actual triangles if there are
1. 𝑎 = 31, 𝑏 = 26, 𝑚∠𝐵 = 48° Given ∆𝐴𝐵𝐶, possible solutions.

11
 1. 𝑎 = 31, 𝑏 = 26, 𝑚∠𝐵 = 48° Given ∆𝐴𝐵𝐶,
2.
2. 1. 𝑎 = 31, 𝑏 = 26, 𝑚∠𝐵 = 48°

2.

Answer keys:
1. Two triangles formed.
Solutions for the first triangle,
=>? ; =>? 5
:
= 6
solving 𝑚∠𝐶 and 𝑐,
=>? ; =>? <,°
A)
= (7 𝒎∠𝑪 = 180° − (48° + 62°) = 𝟕𝟎°
Illustration of number of triangles.
A) (=>? <,°) 4 6
𝑠𝑖𝑛 𝐴 =
(7 =>? 3
= =>? 5
4 (7
𝑠𝑖𝑛 𝐴 = 0.8861
=>? @9°
= =>? <,°
(7 (=>? @9°)
𝑚∠𝐴 = 𝑠𝑖𝑛!" 0.8861 𝑐=
=>? <,°
𝒎∠𝑨 = 𝟔𝟐. 𝟑𝟖° ≈ 𝟔𝟐° 𝒄 = 𝟑𝟐. 𝟖𝟖 ≈ 𝟑𝟑

First actual triangle.

Solutions for the second triangle,
𝒎∠𝑨# = 180 − 62° = 𝟏𝟏𝟖°
𝒎∠𝑪′ = 180° − (48° + 118°) = 𝟏𝟒°
42 :
=>? 32
= =>? ;
42 A<
=
=>? ()° =>? <*°

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 A< (=>? ()°)
𝑐′ =
=>? <*°
𝒄′ = 𝟏𝟕. 𝟐𝟑 ≈ 𝟏𝟕 Second actual triangle.

2. One triangle formed.

=>? ; =>? 5
= solving 𝑚∠𝐶 and 𝑐,
: 6
=>? ; =>? ,*°
= )( 𝒎∠𝑪 = 180° − (85° + 48°) = 4𝟕°
8
8 (=>? ,*°) 4 6
𝑠𝑖𝑛 𝐴 = = Illustration of number of triangles.
)( =>? 3 =>? 5
4 )(
𝑠𝑖𝑛 𝐴 = 0.7471 =
=>? <@° =>? ,*°
)( (=>? <@°)
𝑚∠𝐴 = 𝑠𝑖𝑛!" 0.7471 𝑐=
=>? ,*°
𝒎∠𝑨 = 𝟒𝟖. 𝟑𝟒° ≈ 𝟒𝟖° 𝒄 = 𝟖. 𝟖𝟏 ≈ 𝟗

Actual triangle.

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity.

Show all possible solutions of the given problem.

A radar ship is 33 miles off the shore when a large fleet of ships leave port at an angle of 47°. If the maximum
range of the ship’s radar is 22 miles, how far from the port is the fleet when it is first detected?

Additional Activities for Expected Answer:

Application or Remediation (if Consider ∆𝐴𝐵𝐶,
applicable) Let 𝐴 be the point where the fleet of ships leave port, then 𝑚∠𝐴 = 47°.
Let 𝑏 be the distance of radar ship from the port, then 𝑏 = 33𝑚𝑖..
Let 𝑎 be the maximum range of the ship’s radar, then 𝑎 = 22𝑚𝑖,
1. Identify if the given angle is acute or obtuse.
Ø Acute angle (𝑚∠𝐴 = 47°)

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 2. Solve for h. (ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴) (Note: “𝑏” is the side adjacent to the given angle)
Ø ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴 = 33(𝑠𝑖𝑛47°) = 24
3. Determine the necessary condition for 𝑎. (Note: “𝑎” is the
opposite side of the given angle)
Ø 𝑎 = 22 and ℎ = 24, then, 𝑎 < ℎ
4. Check the number of possible triangles that can be formed.
Ø Since ∠𝐴 is acute and 𝑎 < ℎ, then there is no triangle can
be formed.
5. Solve the oblique triangle using the Law of Sines if possible.
Ø There are no possible solutions as there is no triangle
formed.

Therefore, no triangle is possible, and the departing fleet will

not be detected.

Remarks
Reflection

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