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Understanding Oblique Triangles

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36 views14 pages

Understanding Oblique Triangles

Uploaded by

Princess Jethelle Jeen Garbo
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

9

MATHEMATICS
Quarter 4 – Module 7 Week 6
Triangle Trigonometry

Self-Learning Module
Oblique Triangles

LET’S EXPLORE YOUR UNDERSTANDING!

The triangles we see around us are not all right triangles. Look at the pictures
below. Can you see the triangular patterns? Do the triangles you see in the
pictures contain a right angle?

The triangles that you see in the pictures are known as oblique triangles.

Look around your surroundings.

1. Can you see things in the shape of oblique triangles? List down at
least five things you see around that may not be considered as right
triangles. These are oblique triangles.

2. Take a second look at the things you have listed and find out what
common characteristic these triangles have.

3. If you were asked to classify the things in your list into two, how
would you do it? What is your basis for classifying them as such?

4. Can you now define an oblique triangle? Give your definition of an


oblique triangle based on what you have observed.

5. On the basis of your observation, how would you classify oblique


triangles?

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


1|P age
The following are the classifications of oblique triangles.

An oblique triangle 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
900

Lesson 5 is divided into two sections, namely Lesson 5.1 and Lesson 5.2.
Lesson 5.1 deals with The Law of Sines and Its Applications while Lesson 5.2
deals with The Law of Cosines and Its Applications. These two laws are
essential in solving oblique triangles since the trigonometric ratios involving
parts of a right triangle are not applicable in these types of triangles.

➤ Activity 1: Guess It!


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

Answer for odd nos. 1. 1050,obtuse 3. 850, acute


5. 550 ,acute

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


2|P age
The Law of Sines and Its
Applications

LET’S FIRM UP YOUR UNDERSTANDING!

The Law of Sines is easy to follow and very useful in solving oblique
triangles when you know the following information:
• two angles and one side (SAA Case & ASA Case)

• two sides and an angle opposite one of these sides (SSA Case)

The Law of Sines is described by the relation,

Illustrative Example 1: SAA Case

Find the missing parts of ∆ABC below.


Given: two angles and one side
∠A = 42°
∠C= 700
a= 6

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


3|P age
Solutions:
sin 𝐴 sin 𝐶
Since side b and ∠B are not yet given, we can use the formula =
𝑎 𝑐

sin 𝐴
=
sin 𝐶 Formula to use to solve for c
𝑎 𝑐
sin 420 sin 700
= Substitute the given values
6 𝑐
c sin 42°= 6 sin 70° Cross multiply
0.6691 c = 6 (0.9397)
Compute for the values of sin 42°
and sin 70° using a scientific
0.6691 c = 5.6382
calculator Simplify the resulting
equation
5.6382
𝑐= Solve for c
0.6691
c = 8.43

sin 𝐴 sin 𝐵
To solve for side b, the formula to be used is = . Notice that -∠B
𝑎 𝑏
is unknown. But you have learned in your Grade 8 Mathematics that in
any triangle, the sum of the measures of the three angles is 180°. Using
this concept,
∠A +∠B +∠C = 180°, we have

42°+∠B + 70°= 180°


112°+∠B = 180°
∠B = 180° – 112°
∠B = 68°

Thus, we can now solve for side b.

Following the steps used earlier in solving for c, we now have.

sin 𝐴 sin 𝐵
= 0.6691b=
𝑎 𝑏
5.5632
𝑠𝑖𝑛420 sin 680 5.5632
= b=
6 𝑏 0.6691
b sin 420=6 sin 680 b=
8.31
0.6691 b=6(0.9272)

Thus, the triangle with the measures of


its parts is shown at the right.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


4|P age
Illustrative Example 2: ASA Case
Determine the measures of the missing parts C of
∆ABC on the right.
Given: two angles and the included side
∠A = 60°
∠B = 40°
c=7

Solutions:
Since the measures of the two angles of the triangle are known, the measure
of the third angle can be determined using the concept that the sum of the
measures of the angles of a triangle is 180°.

∠A +∠B +∠C = 180° ∠C = 180° – 100°


60°+ 40°+∠ C = 180 ° ∠C = 80°
100°+∠C = 180°

sin 𝐴 sin 𝐶
To solve for side a, we can use the formula =
𝑎 𝑐
sin 𝐴 sin 𝐶
= Formula to use to solve for a
𝑎 𝑐
sin 600 sin 800
= Substitute the given values
𝑎 𝑐
a sin 80°= 7 sin 60° Cross multiply
0.9848 a = 7 (0.8660) Compute for the values of sin 80° and sin 60°
using a scientific calculator
sin 60° using a scientific calculator.
0.9848 a = 6.062 Simplify the resulting equation.
6.062
a= Solve for a
0.9848
a = 6.16

sin 𝐵 sin 𝐶
To solve for side b, use the formula = and follow the steps earlier.
𝑏 𝑐

sin 𝐵 sin 𝐶
= 0.9848b = 4.4996
𝑏 𝑐
sin 400 sin 800 4.4996
= b=
𝑏 7 0.9848
b sin 800 = 7 sin 400 b= 4.57
0.9848 b = 7 (0.6428)

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


5|P age
Shown below is the triangle with its complete parts.

The SSA CASE


When the measures of two sides and an angle opposite one of them are given,
you may be able to use the Law of Sines to find the measure of another angle
of the triangle. These may, however, lead to the following possibilities:

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


6|P age
Illustrative Example 3:
Solve for the missing parts of ∆ABC on the right.
Given: two sides and an angle opposite one of these sides
a= 10
c =19
∠C =120°

Solutions:
∠C is an obtuse angle and c > a, thus there is

exactly one solution.

sin 𝐴 sin 𝐶
Since a, c, and ∠C are known, we can use the formula =
𝑎 𝑐
sin 𝐴 sin 𝐶 Formula to use to solve for A
=
𝑎 𝑐
sin 𝐴 sin 1200 Substitute the given values
=
10 19
19 (sin A) = 10 (sin 1200) Cross multiply
19 sin A = 10 (0.8660) Compute for the values of sin 1200
using a scientific calculator
19 sin A= 8.66 Simplify the resulting equation
Sin A=
8.66
= 0.4558 Solve for A
19
A= 27. 120

Using the concept that the sum of the Following the steps used earlier
angles in solving for c, we can now solve
of a triangle is 180°, we have for b.
∠A +∠B +∠C = 180° sin 𝐵 sin 𝐶
=
27.12°+∠B + 120°= 180° 𝑏 𝑐
∠B+147. sin 32.880 𝑠𝑖𝑛1200
=
12°=180 𝑏 19

° b sin 1200 =19sin


∠B = 180° – 32.880
147.12° b (0.8660)
∠B = 32.88°
=19(0.5429
0.8660
b= 10.3151
10.3151
b= = 11.91
0.8660

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


7|P age
Shown on the right is the triangle

with its complete parts.

Illustrative Example 4:

Solve ∆𝐴𝐵𝐶 given that b= 15, c= 20 and ∠B= 270


b? c sin B 15? 20(0.4540)
15?20sin27 0 15>9.08

Since ∠B is an acute angle and b>c sin B, therefore this is an ambiguous


case and there are two solutions.

Solution 1: Solution 2:

Solving for ∠C Solving for ∠C


sin 𝐵 sin 𝐶 ∠C = 1800- 34.580
=
𝑏 𝑐 ∠C = 145.420
sin 270 sin 𝐶
=
16 20
16 sin C = 20 sin 270 Note:
20 sin 270 If ∠A and ∠B are supplementary
sin C =
16
20( 0.4540) angles, then sin A= sin B
sin C =
16
sin C = 0.5675
∠C = 34.580

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


8|P age
Solving for ∠A, Solving for ∠A,

∠A +∠B +∠C = 180° ∠A +∠B +∠C = 180°


∠A + 27°+ 34.58°= 180° ∠A + 27°+ 145.42°= 180°
∠A + 61.58°= 180° ∠A + 172.42°= 180°
∠A = 180° – 61.58° ∠A = 180° – 172.42°
∠A = 118.42° ∠A = 7.58°

Solving for a, Solving for a,


sin 𝐴 sin 𝐵 sin 𝐴 sin 𝐵
= =
𝑎 𝑏 𝑎 𝑏
sin 11 8.420 sin 270 sin 7. 580 sin 270
= =
𝑎 15 𝑎 15
0.8795 0.4540 0.1319 0.4540
= =
𝑎 15 𝑎 15
0.4540 a = 15( 0.8795) 0.4540 a= 15(0.1319)
0.4540 a = 13.19 0.4540 a = 1.9785
13.19 1.9785
a= a=
0.4540 0.4540
a= 29.05 a= 4.36

The triangles with their complete parts are shown below.

➤ Activity 2: Let’s solve this!


State an equation that will solve for x.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


9|P age
Answer for numbers 1 and 2.
sin 410 sin 360 2.
𝑠𝑖𝑛1250
=
sin 𝑥
1. = 20 5
10 𝑥 20 sin x=5sin1250
10 sin 360
x= 5 sin 1250
0
sin 41 sin x=
20
5 𝑠𝑖𝑛1250
x=sin (
−1 )
20

LET’S DEEPEN YOUR UNDERSTANDING!

Your goal here is to apply the Law of Sines in solving oblique triangles.

➤ Activity 3: Picture Me!

Draw your own triangle given the indicated measures and solve for the other
parts using the Law of Sines. Round off all decimals to the nearest tenth.
∠A= 450, ∠B= 300, b= 10

∠C =_____, a = ___, c =____

∠C =? a = 14.1 c=?

𝑠𝑖𝑛300 𝑠𝑖𝑛450
=
10 𝑎
𝑎 sin 300 = 10 𝑠𝑖𝑛450
10𝑠𝑖𝑛450
𝑎=
𝑠𝑖𝑛300
𝑎 = 14.1

LET’S TRANSFER YOUR UNDERSTANDING!

➤ Activity 4: All Alone but Still Going Strong

Read the given problems carefully and solve. (Work individually.)

Broadcasting: A 50-foot television antenna stands on top


of a building. From a point on the ground,
the angles of elevation to the top and the
bottom of the antenna measure 580 and
440, respectively. How tall is the building?

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


10 | P a g e
Performance Rubrics

The The The The


computations computations computations computations
were were presented were were incoherent
presented logically and presented and erroneous.
logically and done logically but
done accurately. there were
Accuracy of
accurately. minimal errors
Computations
Alternative in
solution/s computations.
leading to the
same answer
has been
presented.
Sketch was Sketch was Sketch was Sketch was not
drawn drawn drawn drawn to scale
precisely precisely precisely and is hard to
according to according to according to follow.
the scale the scale used. the scale
used. Presentation used.
Presentation of the sketch Presentation
of the sketch is clear and of the sketch
Presentation is clear and easy to follow. is fairly easy
easy to follow to follow.
and has add-
on features
(such as
flowers and
trees) making
the sketch
attractive.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


11 | P a g e
Performance Task 4.4
Law of Sines

What is the title of this picture?

Solve the triangles below. If answers are not whole numbers, round off to the
nearest tenth. Then, write the corresponding letter on the blanks below to
decode a message.

___ L ___ ___ K ___ ___ ___ R

14.1 150 24.2 14.1 21.9 600 19.6 24.2 14.7


T ___ L L ___ N G ___ ___ H ___ T

1050 1200 150 150 140 20 300 550 1500 450 19.3 1050

T ___ ___ ___ ___ ___ T ___ ___ ___ ___


1050 14 38.6 1200 250 14 1050 65 1500 19.3 5.4

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


12 | P a g e
For inquiries or feedback, please write or call:
Department of Education – Division of Mandaue City
Plaridel St., Centro, Mandaue City, Cebu, Philippines 6014
Telephone Nos.: (032) 345 – 0545 | (032) 505 – 6337
E-mail Address: mandaue.city001@[Link]
Website: [Link]

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY


13 | P a g e

Common questions

Powered by AI

The Law of Sines is well-suited for solving oblique triangles because it relates the ratios of the lengths of sides to the sines of their opposite angles, which is crucial when angle-side relationships need to be preserved. It is especially effective in scenarios where two angles and a side (SAA or ASA) or two sides and an angle opposite one of these sides (SSA) are known .

In the SSA case, two sides and a non-included angle are given, which may lead to zero, one, or two possible solutions. For example, with sides a and c, and angle ∠C known, applying the Law of Sines can yield different scenarios. Considering an example where a = 15, c = 20, and ∠B = 27°, sinB/15 = sinC/20 may result in either one or two valid angles for C. This occurs because sin is a periodic function, so for a given sin value, there can be two angles (C1 and C2) within the range 0° to 180°. Thus, multiple triangle configurations are possible .

Given two angles and an included side in an oblique triangle, use the Law of Cosines to first determine the remaining side opposite a known angle. For a triangle with known angles ∠A, ∠B, and included side c, calculate the third angle ∠C. Then use sines (sinA/a = sinB/b = sinC/c) or cosines, depending on available data, to find the unknown side. This approach adapts basic trigonometric principles for complex problems, ensuring all dimensions are resolved practically .

Oblique triangles can be classified into two types: acute and obtuse triangles. An acute triangle is defined as having all angles less than 90°, while an obtuse triangle has one angle greater than 90°. This classification is based on the measurement of the angles within the triangle .

To find the missing angle and sides using the Law of Sines, first calculate the third angle as 68° using the angle sum property of triangles (42° + 70° + ∠B = 180°). Next, use the Law of Sines: sinA/a = sinB/b = sinC/c. For side b, sin42°/6 = sin68°/b, solve for b, b = 6 × sin68°/sin42°, which yields b = 8.31. For side c, sin42°/6 = sin70°/c, solve for c, c = 6 × sin70°/sin42°, which gives c = 8.43 .

Teaching oblique triangle trigonometry presents challenges such as the abstract nature of laws and difficulty visualizing non-right triangles. Mitigating these involves incorporating visual learning aids, practical examples, and interactive problems solving sessions that contextualize principles into real-world scenarios. Consistent practice, coupled with technology like dynamic geometry software, can bridge the gap between theory and comprehension, facilitating a deeper engagement with the material .

Given an antenna height of 50 feet, and angles of elevation to the top and bottom of the antenna as 58° and 44°, calculate the height of the building using trigonometric functions. Find the height difference by tan(44°) and subtract it from tan(58°) results, or manually solve the triangle formed. The building's height is determined by subtracting the antenna's height from the ground to the top, which accounts for the angles' impact on observed height .

Understanding non-right (oblique) triangles is crucial in various fields such as engineering, architecture, and physics, where structures or paths do not naturally form right angles. For instance, in telecommunications, determining the angle of elevation and signal path via antenna towers frequently involves oblique triangles, as antennas themselves and the surrounding terrain might not form right angles. This knowledge ensures optimal placement and functioning of antennas, as seen in calculating broadcast ranges or signal coverage maps .

Creating messages through trigonometric problem-solving can enhance cognitive and analytical skills. For example, students solve triangles using the Law of Sines to uncover letter or number codes that reveal a hidden message, thus combining computational work with critical thinking. This practice reinforces understanding of trigonometric laws, hones accuracy in calculations, and fosters an innovative approach to learning by making abstract concepts more tangible and engaging .

First, determine the third angle ∠C = 80° using the angle sum property of triangles. Then, apply the Law of Sines: sinA/a = sinB/b = sinC/c. For side a, use tanA/a = sinC/c, which becomes sin60°/a = sin80°/7, leading to a = 7 × sin60°/sin80°, resulting in a = 6.16. For side b, use sin40°/b = sin80°/7, solve for b, b = 7 × sin40°/sin80°, providing b = 4.57 .

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