School BATAAN CHRISTIAN COLLEGE, INC.

Grade Level 9
Teacher Name CHENEE ROSE R. CANARIA Learning Area MATHEMATICS
Teaching Date and Time JULY 24, 2023 (8:00 A.M.) Quarter FOURTH

At the end of the lesson 100% of the students should be able to attain at least 80% level of
I. OBJECTIVE
proficiency to:
A. Content Standards
B. Performance Standards
1. Use the Law of Sines and the Law of Cosines to solve oblique triangles.
C. Learning Competencies 2. Apply oblique triangles in real-life situation.
or Objectives
Write the LC code for each
II. CONTENT
Topic – SOLVING OBLIQUE TRIANGLES
III. LEARNING RESOURCES
A. References
Texas Geometry (HOLT)
1. Teacher’s Guide Pages
• Pages 550-558
Texas Geometry (HOLT)
2. Learner’s Materials Pages
• Pages 550-558
Texas Geometry (HOLT)
3. Textbook Pages
• Pages 550-558
https://www.youtube.com/watch?v=x-nlxsWI6zY
4. Additional Materials from
https://www.wikihow.com/Make-a-Clinometer
Learning Resource (LR) Portal
https://www.geogebra.org/m/JHgTXKrt
B. Other Learning Resources Tape measure, Protractor, Tape, Scissor, Thread/Yarn, Pin, Straw, Laptop
IV. PROCEDURES TEACHER STUDENT
Stand up and let’s have first our prayer.
Will you please lead the prayer (student name)
(Starts to pray)
Thank you (student name).
Good morning, everyone! You may all sit down. I am
A. Preparatory
your Mathematics teacher for today, Chenee Rose R.
Canaria.

I’m so glad that we are complete attendance for

today.

May I ask on this class, who tries to make a DIY

project (Do it Yourself)? And watch videos on
YouTube to have a guide on a project you like to do.

(All student raised their hand)

So, welcome back to our Channel! For Today’s Video
B. Reviewing we will having a DIY.
previous lesson
or presenting But before that, who knows what is this material?
the new lesson

(Some student raised their hand)

Based on the picture what is the use of the

clinometer? Any idea.
(Call a student)
It measures the angle between you and the top of
the object, or object’s height.
That’s correct. Very Good.

Now, let’s try to make a DIY Protractor Clinometer.

 DIY PROTRACTOR CLINOMETER

1. Find a 180° Protractor.
2. Tape a straw along the straight edge.
3. Tie a string through the small hole on the straight
edge.
4. Attach a small weight to the dangling end of the
string.

Great work, class! And now you have your own DIY
Clinometer.

 USING A PROTRACTOR CLINOMETER

1. Sight the top of a tall object through the straw.
• A clinometer is a surveying tool that is used
to measure angles of elevation and angle of
depression.
2. Measure the angle using the protractor.
Calculate the angle between the midpoint of the
protractor (90º), and the point where the string
crosses the rim by subtracting one from the
other.
  TAKE A LOOK!

What can you observe on the following illustration?

Then tell me what are those you observed? (Call a
student)
The first one formed a right triangle and the
second is forming an acute angle.

Ok, correct.
So, the real question here is how do we solve now for
the measurement or angle that does not a right
triangle. Do you have any idea?

None.
Ok, let’s find out how can we solve for these
triangles.
What do you call on this Tower in Italy? (Call a
student)

The Leaning Tower of Pisa

Correct.
C. Establishing a • Construction took place Between 1173 and
purpose for the 1399.
lesson • Pisa is Part of the Cathedral Complex.
• Over 800 Years of History.
• Pisa Tower was not Leaning Originally.
• Pisa Survived Four Earthquakes.

Since its completion in 1370, engineers have

proposed many solutions for lessening the tilt of the
Leaning Tower of Pisa. The tower does not form a
right angle with the ground, so the engineers have to
work with triangles that are not right triangles.

What do you call for those kinds of triangles that are

not right triangles (like acute or obtuse triangles)?
(Call a student)
Oblique Triangles
That’s correct. Very Good.
Will you please read our objective for today’s lesson?
(Call a student)
 OBJECTIVES
• Use the Law of Sines and the Law of Cosines
to solve oblique triangles.
• Apply oblique triangles in real-life situation.
Thank you, (student name).

In this lesson, you will learn to solve any triangle. To

do so, you will need to calculate trigonometric ratios
for angle measures up to 180°. You can use a
calculator to solve these values.
  FINDING TRIGONOMETRIC RATIOS FOR
OBTUSE ANGLES
Use a calculator to find each trigonometric ratio.
Round to the nearest hundredth.
1) sin 135°
2) tan 98°
3) cos 108°

Who wants to answer number 1? (Call a student).

1) sin 135° = 0.7071067812
sin 135° ≈ 0.71
That’s correct.
How about number 2? (Call a student).
2) tan 98° = −7.115369722
tan 98° ≈ −7.11
Very Good. Correct.
And for the last number? (Call a student).
3) cos 108° = −0.3090169944
cos 108° ≈ −0.31
That’s correct. Perfect!

You can use the altitude of a triangle to find a

relationship between the triangle’s side lengths.
In ∆𝐴𝐵𝐶, let ℎ represent the length of the altitude
̅̅̅̅.
from 𝐶 to 𝐴𝐵
D. Presenting ℎ ℎ
examples / From the diagram, sin 𝐴 = 𝑏, and sin 𝐵 = 𝑎.
instances of the By solving for ℎ, you find that ℎ = 𝑏 sin 𝐴 and ℎ =
new lesson sin 𝐴
𝑎 sin 𝐵. So 𝑏 sin 𝐴 = 𝑎 sin 𝐵, and 𝑎 = 𝑏 .
sin 𝐵

You can use another altitude to show that these

sin 𝐶
ratios equal 𝑐 .

In solving problems having oblique triangles, the Law

of Sines and the Law of Cosines are used.

 LAW OF SINES
Will you please read the formula on the board for
Law of Sines? (Call a student)
sin 𝐴 sin 𝐵 sin 𝐶
= =
𝑎 𝑏 𝑐
Thank you, (Student name).
And what do you think will be the possible inverse
formula for Law of Sines? Any idea? (Call a student).
𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶
That’s correct. Very Good.
Now, let’s take a brief review if you remember what
are the different kinds of Triangle Postulates. Take a
look on the given and have an idea what are Triangle
Postulates.

(Call a student)
The first triangle has 2 angles and 1 side length
(ASA).
The second triangle has 2 angles also and 1 side
length (AAS).
The third has 2 side lengths and 1 angle (SSA).
Very Good. Therefore, the Law of Sines can be used
in solving a triangle when we know any of the
following:
1. One side and two angles (ASA or AAS) or
2. Two sides and an angle opposite of these
sides (SSA)

 USING THE LAW OF SINES

Find each measure. Round lengths to the nearest
tenth and angle measures to the nearest degree.
1) 𝐷𝐹̅̅̅̅

What are the given in the ∆𝐷𝐸𝐹? (Call a student)

̅̅̅̅ = 18
∠𝐷 = 105°, ∠𝐸 = 32°, 𝐸𝐹
Or
∠𝐷 = 105°, ∠𝐸 = 32°, 𝑑 = 18
Correct.
What kind of Triangle Postulate we have? (Call a
student).
The AAS/SAA Postulate.
Very Good.
And what Law do we use to solve the triangle? (Call
a student). sin 𝐷 sin 𝐸
Law of Sines which is, ̅̅̅̅
𝐸𝐹
= ̅̅̅̅
𝐷𝐹

Very Good. That’s correct.

Now, by substitution what will be our equation? (Call
a student).
sin 105° sin 32°
=
18 ̅̅̅̅
𝐷𝐹
That’s correct. Very good.
What do you think is the next step? (Call a student).

Cross Product
By using cross product what will be our equation
now? (Call a student)
̅̅̅̅ sin 105° = 18 sin 32°
𝐷𝐹
That’s correct. Very Good.
To remain the 𝐷𝐹, what do you we will do? (Call a
student)
Divide both sides by sin 105°

Nice, that’s correct.

And what will be the answer? (Call a student)
18 sin 32°
̅̅̅̅
𝐷𝐹 = ≈ 9.9
sin 105°

Excellent! That’s Correct.

2) 𝑚∠𝑆

What are the given in the ∆𝑅𝑆𝑇? (Call a student)

̅̅̅̅ = 7
̅̅̅̅ = 5, 𝑅𝑆
∠𝑇 = 75°, 𝑅𝑇
Or
∠𝑇 = 75°, 𝑠 = 5, 𝑡 = 7

Correct.
What kind of Triangle Postulate we have? (Call a
student).
SSA Postulate

Very Good.
And what Law do we use to solve the triangle?
sin 𝑇 sin 𝑆
Law of Sines which is, ̅̅̅̅
= ̅̅̅̅
𝑅𝑆 𝑅𝑇

Very Good. That’s correct.

Now, by substitution what will be our equation? (Call
a student).
sin 75° sin 𝑆
=
7 5
Very Good. That’s correct.
What do you think is the next step? (Call a student).
Cross product.
By using cross product what will be our equation
now? (Call a student)
5 sin 75°
sin 𝑆 =
7
By using calculator, what will be the answer? (Call a
student)
5 sin 75°
𝑚∠𝑆 ≈ sin−1 ( )
7
𝑚∠𝑆 ≈ 44°
Excellent. That’s Correct.

Now, let’s proceed to the Law of Cosines. For any

∆𝐴𝐵𝐶 with side lengths 𝑎, 𝑏, and 𝑐.
𝑎2 = 𝑏2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴
𝑏2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 cos 𝐵
 𝑐 2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 cos 𝐶

Take a look on the given and have an idea what are

Triangle Postulates are we now on.

(Call a student).

The first triangle has two sides and the included

angle (SAS);
While the second triangle has Three sides (SSS)
Excellent! That’s correct.
The Law of Cosines is used in solving triangles when
the given are SAS or SSS postulates.

 USING THE LAW OF COSINES

Find each measure. Round lengths to the nearest
tenth and angle measures to the nearest degree.
1) 𝐵𝐶̅̅̅̅

What are the given in the ∆𝐴𝐵𝐶? (Call a student)

̅̅̅̅ = 9, 𝐴𝐶
∠𝐴 = 62°, 𝐴𝐵 ̅̅̅̅ = 14
or
∠𝐴 = 62°, 𝑐 = 9, 𝑏 = 14
Correct.
What kind of Triangle Postulate we have? (Call a
student).
SSA Postulate
Very Good.
And what Law do we use to solve the triangle? (Call
a student).
Law of Cosines, which is
̅̅̅̅ 2 = 𝐴𝐵
𝐵𝐶 ̅̅̅̅2 + 𝐴𝐶
̅̅̅̅ 2 − 2(𝐴𝐵
̅̅̅̅ )(𝐴𝐶
̅̅̅̅ ) cos 𝐴
Very Good. That’s correct.
Now, by substitution what will be our equation? (Call
a student).
̅̅̅̅ 2 = 142 + 92 − 2(14)(9) cos 62°
𝐵𝐶
Very Good. That’s correct.
And then simplify (Call a student).
2
̅̅̅̅
𝐵𝐶 ≈ 158.6932
Nice. Correct.
 ̅̅̅̅ ?
What do you think is the next step wo get the 𝐵𝐶
(Call a student)
Find the square root of both sides.
√𝐵𝐶 2 ≈ √158.6932
𝐵𝐶 ≈ 12.6

Excellent! That’s Correct.

2) 𝑚∠𝑅

What are the given in the ∆𝑅𝑆𝑇? (Call a student)

̅̅̅̅ 𝑅𝑇 = 7, ̅𝑆𝑇
𝑅𝑆 = 4, ̅̅̅̅ ̅̅̅ = 9
Or
𝑡 = 4, 𝑠 = 7, 𝑟 = 9
Correct.
What kind of Triangle Postulate we have? (Call a
student)
SSS Postulate

Very Good.
And what Law do we use to solve the triangle? (Call
a student)
Law of Cosines which is,
𝑆𝑇 2 = 𝑅𝑆 2 + 𝑅𝑇 2 − 2(𝑅𝑆)(𝑅𝑇) cos 𝑅

Very Good. That’s correct!

Now, by substitution what will be our equation? (Call
a student)
92 = 42 + 72 − 2(4)(7) cos 𝑅

Correct!
And then simplify (Call a student).
81 = 65 − 56 cos 𝑅

Nice. Correct.
Then we have to subtract both sides by 65 to solve
for cos 𝑅. And what will be the answer? (Call a
student)
81 − 65 = (65 − 56 cos 𝑅) − 65
16 = −56 cos 𝑅
16
cos 𝑅 = −
56

Excellent! That’s Correct.

What do you think is the next step to get the 𝑚∠𝑅?
(Call a student)

Use the inverse cosine function to find 𝑚∠𝑅, and

it will be,
16
𝑚∠𝑅 = cos −1 (− ) ≈ 107°
56
Excellent! That’s Correct.
Let’s review first the Law of Sines and Cosines
before we solve the following real-life situations.
 What are the following measurements we solve why
we use the Law of Sines and Cosines? (Call a
student)
It uses to find the missing angle or measurement
of a side of an oblique triangle.

Very well said. That’s correct.

And before we are going to determine the Laws what
we are gathering or get in an illustration or triangles?
(Call a student)
Get first the following given in a triangle.

Correct, very good.

And where it belongs in the Law if the given are ASA,
AAS, SSA? (Call a student)

Law of Sines
That’s correct. Very Good.
How about the SAS and SSS what Law it belongs to?
(Call a student)

Law of Cosines

Correct.
And what is the formula for Law of Sines? (Call a
student)
𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐶
= =
𝑎 𝑏 𝑐

Very Good. How about the formula for Law of

Cosines? (Call a student)
𝑎2 = 𝑏2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴
𝑏2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐 cos 𝐵
𝑐 2 = 𝑎2 + 𝑏2 − 2𝑎𝑏 cos 𝐶

Very Good.
Let us try problem solving using the Law of Sines and
Cosines.

 SURVEYOR
Many modern surveys are done with GPS (Global
Positioning System) technology. GPS uses orbiting
satellites as reference points from which other
locations are established.

 SURVEYING
E. Discussing new To find the distance across a lake, a surveyor locates
concepts and ̅̅̅̅ to the
points 𝐴, 𝐵, and 𝐶 as shown. What is 𝐴𝐵
practicing new
nearest tenth of a meter, and what is 𝑚∠𝐵 to the
skills #1
nearest degree?

What are the given in the ∆𝐴𝐵𝐶? (Call a student)

 ̅̅̅̅ = 55 𝑚, 𝐵𝐶
∠𝐶 = 59°, 𝐴𝐶 ̅̅̅̅ = 108 𝑚
Or
∠𝐶 = 59°, 𝑏 = 55 𝑚, 𝑎 = 108 𝑚

That’s Correct.
And what are going to solve? (Call a student)
̅̅̅̅ to the nearest tenth of a meter and 𝑚∠𝐵
The 𝐴𝐵
to the nearest degree

Based on our given what kind of postulate have a

triangle? (Call a student)
SAS Postulate

Very Good. That’s Correct.

̅̅̅̅. And what Law do we
Now let us solve first for 𝐴𝐵
̅̅̅̅? (Call a student)
use to solve for 𝐴𝐵

Law of Cosines
Correct.
Using Law of Cosines, what will be our formula? (Call
a student)

̅̅̅̅2 = 𝐴𝐶
𝐴𝐵 ̅̅̅̅ 2 + 𝐵𝐶
̅̅̅̅ 2 − 2(𝐴𝐶
̅̅̅̅ )(𝐵𝐶
̅̅̅̅ ) 𝑐𝑜𝑠 𝐶
Very Good.
Will you please substitute the given value to the
formula? (Call a student)

̅̅̅̅2 = 552 + 1082 − 2(55)(108) 𝑐𝑜𝑠 59°

𝐴𝐵

Then simplify it (Call a student).

̅̅̅̅2 = 3025 + 11664 − 11880(𝑐𝑜𝑠 59°)

𝐴𝐵
̅̅̅̅2 = 14689 − 6118.65233
𝐴𝐵
̅̅̅̅2 = 8570.34767
𝐴𝐵
̅̅̅̅?
What we are going to do to get only 𝐴𝐵
Find the square root of both sides and it will be,
2
̅̅̅̅ ≈ √8570.34767
√𝐴𝐵
𝐴𝐵 ≈ 92.57617226
𝐴𝐵 ≈ 92.6 𝑚 (Rounded off to the nearest tenth
of a meter)

Excellent! That’s correct.

Let’s proceed to the next step which is to find the
𝑚∠𝐵 to the nearest degree.

Based on our new illustration, what are the given?

(Call a student)
∠𝐶 = 59°, ̅̅̅̅
𝐴𝐶 = 55 𝑚, ̅̅̅̅
𝐵𝐶 = 108 𝑚, ̅̅̅̅
𝐴𝐵 = 92.6 𝑚
Or
∠𝐶 = 59°, 𝑏 = 55 𝑚, 𝑎 = 108 𝑚, 𝑐 = 92.6 𝑚

Very good.
 What do you think are the possible postulates we
have in this triangle? (Call a student)

SSS, SSA, SAS

That’s correct. Very good.

But then I choose the SSA to solve for 𝑚∠𝐵. And
what will be the formula to find it? (Call a student)
𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐶
Law of Sines which is, =
𝑏 𝑐

Correct.
Then substitute the given value to the formula we
have. (Call a student)
𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 59°
=
55 92.6
Ok, that’s correct.
Now, simplify it. (Call a student)
92.6 𝑠𝑖𝑛 𝐵 = 55 (𝑠𝑖𝑛 59°)
92.6 𝑠𝑖𝑛 𝐵 55 (𝑠𝑖𝑛 59°)
=
92.6 92.6
55 (𝑠𝑖𝑛 59°)
𝑠𝑖𝑛 𝐵 =
92.6
Very Good. That’s correct.
And to solve for the 𝑚∠𝐵 we have to use the inverse
sine function and it will be,
55 (𝑠𝑖𝑛 59°)
𝑚∠𝐵 ≈ sin−1
92.6

Will you please, compute it using calculator. (Call a

student)
𝑚∠𝐵 ≈ 30.60500796°
𝑚∠𝐵 ≈ 31° (Rounded to the nearest degree)
Excellent. That’s correct.
 STAINED GLASS
In the arts, the colored glass used for making
decorative windows and other objects through which
light passes.

 ART
Jessica is creating a pattern for a piece of stained
̅̅̅̅ , 𝐴𝐵
glass. Find 𝐵𝐶 ̅̅̅̅, 𝑚∠𝐴𝐵𝐶. Round lengths to the
nearest hundredth and angle measures to the
F. Developing nearest degree.
mastery (leads
to formative
assessment)

Based on our illustration what are the following

given? (Call a student)
 ∠𝐸 = 138° 𝑎𝑛𝑑 104°
̅̅̅̅ = 3.86 𝑐𝑚
𝐴𝐸
̅̅̅̅ = 6.46 𝑐𝑚
𝐶𝐸
̅̅̅̅
𝐵𝐸 = 7.14 𝑐𝑚
Very good.
What are we going to find? (Call a student)

̅̅̅̅ , 𝐴𝐵
𝐵𝐶 ̅̅̅̅, 𝑚∠𝐴𝐵𝐶

Ok, good.
̅̅̅̅ . And take a look on our
Let us find first the 𝐵𝐶
illustration.

̅̅̅̅ .
This is our going to use to solve for 𝐵𝐶
What kind of triangle postulate that illustrated? (Call a
student)
SAS Postulate

Ok, correct.
Based on postulate what law do we use to solve the
triangle? (Call a student)
Law of Cosines

That’s correct.
What will be the formula based on given triangle and
law of cosines? (Call a student)

̅̅̅̅ 2 = ̅̅̅̅
𝐵𝐶 𝐵𝐸 2 + ̅̅̅̅ ̅̅̅̅ ) 𝑐𝑜𝑠 ∠𝐵𝐸𝐶
̅̅̅̅ )(𝐶𝐸
𝐶𝐸 2 − 2(𝐵𝐸
Will you please substitute the given value and
simplify your answer. (Call a student)
̅̅̅̅
𝐵𝐶 2 = 7.142 + 6.462 − 2(7.14)(6.46) 𝑐𝑜𝑠 ∠104°
̅̅̅̅ 2 = 50.98 + 41.73 − 92.25(−0.242)
𝐵𝐶
̅̅̅̅ 2 = 92.71 + 22.32
𝐵𝐶
̅̅̅̅ 2 = 115.03
𝐵𝐶
√𝐵𝐶̅̅̅̅ 2 ≈ √115.03
̅̅̅̅ ≈ 10.73 𝑐𝑚
𝐵𝐶
That’s Correct. Very Good.
̅̅̅̅. And use this illustration to make it
Next, find the 𝐴𝐵
easy to solve.

(Call a student to answer)

SAS – Law of Cosines

̅̅̅̅2 = ̅̅̅̅
𝐴𝐵 𝐵𝐸 2 + ̅̅̅̅ ̅̅̅̅ ) 𝑐𝑜𝑠 ∠𝐴𝐸𝐵
̅̅̅̅ )(𝐴𝐸
𝐴𝐸 2 − 2(𝐵𝐸
̅̅̅̅2 = 7.142 + 3.862 − 2(7.14)(3.86) 𝑐𝑜𝑠 ∠138°
𝐴𝐵
̅̅̅̅2 = 50.98 + 14.9 − 55.12(−0.743)
𝐴𝐵
̅̅̅̅2 = 65.88 + 40.95
𝐴𝐵
 ̅̅̅̅2 = 106.83
𝐴𝐵
√𝐴𝐵̅̅̅̅2 ≈ √106.83
̅̅̅̅ ≈ 10.34 𝑐𝑚
𝐴𝐵
That’s all correct. Very Good.
Before we solve for 𝑚∠𝐴𝐵𝐶, we must complete the
following angle and side length that are missing. The
following are: 𝑚∠𝐴𝐸𝐶 and 𝐴𝐶 ̅̅̅̅ .

Let us find for 𝑚∠𝐴𝐸𝐶. By this one it creates a

circular rotation of the angles. What do you think is
the degree of a circle? (Call a student to answer)
360°
Correct
Therefore, we have:
∠𝐴𝐸𝐶 + ∠𝐵𝐸𝐶 + ∠𝐴𝐸𝐵 = 360°
Will you please solve for 𝑚∠𝐴𝐸𝐶. (Call a student)
∠𝐴𝐸𝐶 + 104° + 138° = 360°
∠𝐴𝐸𝐶 + 242° = 360°
∠𝐴𝐸𝐶 = 360° − 242°
∠𝐴𝐸𝐶 ≈ 118°
That’s Correct.
̅̅̅̅ . To Solve for that we can use this
Now, solve for 𝐴𝐶
illustration.

̅̅̅̅ . (Call a student)

Try to solve 𝐴𝐶
SAS – Law of Cosines

That’s correct.
And finally, we can solve for the 𝑚∠𝐴𝐵𝐶

To make it easy to solve for 𝑚∠𝐴𝐵𝐶. What do you

think we can used as given and law? (Call a student)

We can use the ∆𝐴𝐵𝐶, which the lengths are:

̅̅̅̅
𝐴𝐵 = 10.34 𝑚, ̅̅̅̅ ̅̅̅̅ = 10.73 𝑐𝑚
𝐴𝐶 = 8.89 𝑐𝑚, 𝐵𝐶
 Will you please show your solution? (Call a student)
SSS – Law of Cosines

Excellent! That’s correct.

Now, the measurements for the stained-glass pattern
are here:

 THE LEANING TOWER PISA

Engineers have proposed many solutions for
lessening the tilt of the Leaning Tower of Pisa.

I will give you 5 minutes to solve for the Leaning

Tower Pisa.
G. Finding
practical
 ENGINEERING APPLICATION
applications of
The Leaning Tower of Pisa is 56 𝑚 tall. In 1999, the
concepts and
tower made a 100° angle with the ground. To
skills in daily
stabilize the tower, an engineer considered attaching
living
a cable from the top of the tower to a point that is
40 𝑚 from the base. How long would the cable be,
and what angle would it make with the ground?
Round the length to the nearest tenth and the angle
measure to the nearest degree.
 Who wants to solve for the length of the cable which
̅̅̅̅ ? (Call a student)
is the 𝐴𝐶
SAS – Law of Cosines
̅̅̅̅ 2 = 𝐴𝐵
𝐴𝐶 ̅̅̅̅2 + 𝐵𝐶
̅̅̅̅ 2 − 2(𝐴𝐵
̅̅̅̅)(𝐵𝐶
̅̅̅̅ ) cos 𝐵
̅̅̅̅ 2
𝐴𝐶 ≈ 5513.9438
̅̅̅̅ 2 ≈ √5513.9438
√𝐴𝐶
̅̅̅̅ ≈ 74.3 𝑚
𝐴𝐶
That’s correct. Very good.
Next who wants to solve for the 𝑚∠𝐴? Call a
student)
SSA – Law of Sines
sin 𝐴 sin 𝐵
=
̅̅̅̅
𝐵𝐶 ̅̅̅̅
𝐴𝐶
sin 𝐴 sin 100°
≈
56 74.2559
56 sin 100°
sin 𝐴 ≈
74.2559
56 sin 100°
𝑚∠𝐴 ≈ sin−1 ( ) ≈ 48°
74.2559
That’s all correct. Very Good.
Raised your hand if you got all answers correctly.
(Students raised their hand)
 COMPLETE THE PROOF OF THE LAW OF
COSINES FOR THE CASE WHEN ∆𝑨𝑩𝑪 IS
AN ACUTE TRIANGLE.

Given: ∆𝐴𝐵𝐶 is acute with side lengths 𝑎, 𝑏, and 𝑐

Prove: 𝑎2 = 𝑏2 + 𝑐 2 − 2 cos 𝐴

H. Making
generalizations
and
abstractions
about the
lesson

I will give you another 5 minutes to fill out the blank to

prove the statement.

Please answer the following. (Call a student)

 Very good. That’s all correct.

A. Use a calculator to find each trigonometric ratio.

Round to the nearest hundredth.
1) 𝑠𝑖𝑛 100°
2) 𝑐𝑜𝑠 167°
3) 𝑡𝑎𝑛 92°
4) 𝑡𝑎𝑛 141°
5) 𝑐𝑜𝑠 133°

B. Identify whether you would use the Law of Sines

or Law of Cosines as the first step when solving
the given triangle.

I. Evaluating
learning
C. Find the angle of the surveyor from the top of the
pyramid. Round angle measures to the nearest
degree.

D. The map of a beginning orienteering courses is

shown at right. To the nearest degree, at what
angle should a team turn in order to go from the
start to the first checkpoint?
A.
1) 𝑠𝑖𝑛 100° = 0.98
2) 𝑐𝑜𝑠 167° = −0.97
3) 𝑡𝑎𝑛 92° = −28.64
4) 𝑡𝑎𝑛 141° = −0.81
5) 𝑐𝑜𝑠 133° = −0.68

B.

C.

D.
J. Assignment /
Extended
Activities
(optional)

Prepared by: Checked and reviewed by:

CHENEE ROSE R. CANARIA, LPT