9

MATHEMATICS
Quarter 4 – Module 5
THE LAW OF SINE
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 4 – Module 5: The Law of Sine
First Edition, 2020

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 9

Mathematics
Quarter 4 – Module 5
Law of Sine
 I

LEARNING COMPETENCY:

▪ Illustrates the law of sines (M9GE-iVhj-1).

OBJECTIVES:
K: States the law of sines;
S: Illustrates the law of sines;
A: Demonstrates accuracy in illustrating the law of sines.

Hello learners! We have another topic to explore. But before involving

yourselves in the discussion through this module, please answer the questions
below.
1. An oblique triangle is a triangle which does not contain a right angle. It contains
a. either three acute angles (acute triangle)
b. two acute angles and one obtuse angle (obtuse triangle).
c. Both a and b
d. Either a or b

2. If two of the angles of an oblique triangle are known, the third angle can be computed.
This is based on the definition that the sum of the interior angles in a triangle is
a. 90 b. 180 c. 360 d. 5400

3. The Law of Sines is used to solve different cases of oblique triangles. Which condition
below cannot be solved by applying Law of Sines?
a. two angles and a side opposite one of them.
b. two angles and the included side
c. two sides and the angle opposite one of them
d. two sides and an included angle are known

2
4. Given b = 15, a = 20, A = 80o25’. Which of the following can be used to solve for B.
𝑏 𝑠𝑖𝑛𝐴 b sin A
a. Sin B = 𝑏 c. sin B =
a
𝑎 sin 𝐴 𝑎 sin 𝐴
b. Sin B = 𝑎 d. Sin B = 𝑏

5. What equation that involves sin 70.2o will be used to find c?

B

70.2o
b 2.46

40.8o
A c B
sin 70.20 sin 40.80 sin 70.20 sin 40.80
a. 2.46
= 𝑐
c. 𝑐
= 2.46
sin 70.20 2.46 sin 70.20 𝑐
b. = sin 40.80 d. = sin 40.80
𝑐 2.46

What’s In

Look at the figures below Is it possible to solve the missing part/s of each of the
triangles below?

5 250
3

6.5

40 0 300
Triangle 2
Triangle 1

700
850 5.2

450
4.5

6
Triangle 3 Triangle 4

340
320 8
6
1200
10 Triangle 6
Triangle 5 3
 ’s New

Deriving the Law of Sines

Consider triangle ABC, with angles A, B, and C and sides a, b and c. Drop a perpendicular
segment from the vertex C to the opposite side and call its foot and its length h.

C
b a
h
A B
D
c

With this, the following formulas can be determined.

ℎ ℎ
𝑠𝑖𝑛 𝐴 = 𝑏 𝑠𝑖𝑛 𝐵 = 𝑎
ℎ𝑒𝑛𝑐𝑒, ℎ = 𝑏 𝑠𝑖𝑛 𝐴 ℎ = 𝑎 sin 𝐵

𝑎 sin 𝐵 = 𝑏 sin 𝐴 Equate the expressions for h

𝑎 sin 𝐵 𝑏 sin 𝐴
= sin 𝐴 sin 𝐵 Divide both sides by sin A sin B
sin 𝐴 sin 𝐵
𝑎 𝑏
= Simplify
𝑠𝑖𝑛𝐴 sin 𝐵
𝑐
This is also true with sin 𝐶 , if a perpendicular is dropped from vertex B.

𝑎 𝑏 𝑐
Finally, = = . This is the Law of Sines (Dilao et al. 2003)
sin 𝐴 sin 𝐵 sin 𝐶

When is the law of sines applicable?

4
 is It?
Definin

Remember
In any triangle, a side divided by the sine of the angle opposite it, is equal to any
other side divided by the sine of the opposite angle.
𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶

Note that this is also equivalent to

sin 𝐴 sin 𝐵 sin 𝐶
= =
𝑎 𝑏 𝑐
The Law of Sines defines the ratio of sides of a triangle and their respective sine angles
are equivalent to each other. It is used to find the unknown angles on the side of an oblique
triangle. The oblique triangle is defined as any triangle, which is not a right triangle. The law
of sine should work with at least two angles and its respective side measurement at a time.

Illustrating the Law of Sines

In applying the law of sines, use only two of the three terms at once or in any of
these conditions:
1. if two angles and a side are known.
2. if two sides and an angle opposite one of them are known.

Illustrative Example 1. Two angles and a non-included side are given (SAA Case)

n
m=15

620 580
M N
a
Given two angles ∠𝑀 = 600 and ∠𝑁 = 580 , and one side m = 15;
this triangle can be solved by applying the law of sines.
𝑚 𝑛
Hence, the formula/equation to use to solve for n would be = sin 𝑁
sin 𝑀
14 𝑛
Substitute the given values, we have sin 620
= sin 580

5
 a m
To solve for side a, the formula to be used is = .
sin A sin M

Notice that ∠𝐴 is unknown. But you have learned in your Grade 8 Math that in any triangle,
the sum of the measures of the three angles in a triangle is 180 0, hence,
∠𝐴 + ∠𝐵 + ∠𝐶 = 1800 , 𝑤𝑒 ℎ𝑎𝑣𝑒
Thus, we can now solve for side b.
𝑎 𝑚
Following the steps used earlier in solving for a, we now have =
sin 𝐴 sin 𝑀

Illustrative Example 2: ASA Case (Two angles and an included side are given)
O
1030
18 h

270
H P
o

Given two angles ∠𝐻 = 270 and ∠𝑂 = 1030 , and an included side ̅̅̅̅
𝐻𝑂 𝑜𝑟 ℎ = 18;
This triangle can be solved using the law of sines
a. Find H, using the concept:
∠𝐻 + ∠𝑂 + ∠𝑃 = 1800
sin 𝑃 sin 𝑂 𝑠𝑖𝑛500 sin 1030
b. Find HP, using the equation = 𝑜𝑟 =
𝐻𝑂 𝐻𝑃 18 𝐻𝑃

sin 𝐻 sin 𝑃 sin 270 sin 500

c. Find OP, use the equation = 𝑜𝑟 =
𝑂𝑃 𝐻𝑂 𝑂𝑃 18

Illustrative Example 3. Two sides and an angle opposite one of them (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:

ONE SOLUTION
If ∠A is an acute angle and a ≥ b,
then there is exactly one solution

6
TWO SOLUTIONS (AMBIGUOUS CASE)
Case 2: If ∠A is an acute angle, a < b, and a > b sin A,
then there are two solutions.

ONE SOLUTION
If ∠A is an acute angle, a < b, and a = b sin A,
then there is exactly one solution.

If ∠A is an obtuse angle, a < b, ,

then there is exactly one solution.

NO SOLUTION
If ∠A is an acute angle, a < b, and a < b sin A,
then there are no solutions.

If ∠A is an obtuse or a right angle, a < b, ,

then there is exactly no solution

7
a. Given two sides a = 10 and c = 19 and an angle opposite one of these sides
∠𝐶=1200, can this triangle be solved by applying the law of sines?

Solution:
∠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 to find ∠𝐴;
sin 𝐴 sin 1200
hence by substitution, we have 10 = 19 .
Using the concept of ∠A + ∠B + ∠C = 1800, we can find ∠B.
Following the steps earlier in solving for c, we can solve for b using the formula
sin 𝐶 sin 𝐵
= 𝑏 and substituting the known values of C, B and c.
𝑐
(Note: you can also use other equations involving A).

b. Given two sides b = 15 and c = 20 and an angle opposite one of these sides
∠𝐵=270, can this triangle be solved by applying the law of sines?

Solution :
∠𝐵 is an acute angle

Check the relationship of b and c sin B:

b ? c sin B
15 ? 20 sin 270 (use your calculator to find sin 270)
15 ? 20 (0.4540)
Hence, 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.

8
 ’s More

After illustrating the relationship that can help you solve for the unknown parts of an
oblique triangle, let us continue finding the exact value we are looking for. Going back to the
illustrative examples in the previous section, let us solve the triangles completely:

Illustrative Example 1. Two angles and a non-included side are given (SAA Case)

n
15

620 580
M N
a

Find the missing parts of ∆𝑀𝐴𝑁

Given two angles and one side: ∠𝑀 = 600 , ∠𝑁 = 580 and 𝑚 = 14

Solutions:
𝑚 𝑛
Since ∠𝐴 and side 𝑎 are not yet given, we can use the formula = sin 𝑁
sin 𝑀
𝑚 𝑛
= sin 𝑁 Formula to use to solve for n
sin 𝑀
14 𝑛
= Substitute the given values
sin 620 sin 580

𝑛 𝑠𝑖𝑛 620 = 14 𝑠𝑖𝑛580 Cross Multiply

𝑛 𝑠𝑖𝑛 620 14 sin 580
= Divide both sides by sin 620
𝑠𝑖𝑛 620 sin 620
14 ( 0.8480)
𝑛= Compute for the values of sin 580 and sin 620 and simplify
0.8829

𝒏 = 𝟏𝟑. 𝟒𝟓
𝑎 𝑚
To solve for side a, the formula to be used is sin 𝐴
= sin 𝑀.

Notice that ∠A is unknown. But you learned in your Grade 8 mathematics that in any
triangle, the sum of the measures of the three angles is 180 0. Using this concept
∠𝐴 + ∠𝐵 + ∠𝐶 = 1800 , 𝑤𝑒 ℎ𝑎𝑣𝑒
∠𝐴 + 620 + ∠580 = 1800

∠𝐴 + 1200 = 1800

∠𝐴 = 1800 − 1200

∠𝑨 = 𝟔𝟎𝟎

9
Thus, we can now solve for side b.
Following the steps used earlier in solving for a, we now have
𝑎 𝑚
=
sin 𝐴 sin 𝑀
𝑎 14
=
sin 600 sin 580

𝑎 𝑠𝑖𝑛580 = 14 sin 600

𝑎 sin 580 14 𝑠𝑖𝑛600
=
sin 580 sin 580

14(0.8660)
𝑎= 𝒂 = 𝟏𝟒. 𝟑𝟎
0.8480

A
Thus, the triangle with the measures 600
13.4
of its parts is shown at the right. 15
5

620 580
M N
14.3
0

Illustrative Example 2: ASA Case ( Two angles and an included side are given)
Determine the measures of the missing parts of ∆ 𝐻𝑂𝑃 below.
O
Given: ∠𝐻 = 270
1030
0
∠𝑂 = 103 18

HO = 18
270 P
H

Find:
HP, OP and ∠𝑃
Solutions:
∠𝐻 + ∠𝑂 + ∠𝑃 = 1800
270 + 1030 + ∠𝑃 = 1800
1300 + ∠𝑃 = 1800
∠𝑃 = 1800 − 1300
∠𝑷 = 𝟓𝟎𝟎

10
 sin 𝑃 sin 𝑂
To find HP, use the equation =
𝐻𝑂 𝐻𝑃
sin 𝑃 𝑠𝑖𝑛𝑂
=
𝐻𝑂 𝐻𝑃

𝑠𝑖𝑛500 sin 1030

=
18 𝐻𝑃

𝐻𝑃 sin 500 = 18 sin 1030

𝑯𝑷 𝒔𝒊𝒏 𝟓𝟎𝟎 𝟏𝟖 𝒔𝒊𝒏 𝟏𝟎𝟑𝟎
= 𝑯𝑷 = 𝟐𝟐. 𝟗𝟎
𝒔𝒊𝒏 𝟓𝟎𝟎 𝒔𝒊𝒏 𝟓𝟎𝟎
sin 𝐻 sin 𝑃
To find OP, use the equation =
𝑂𝑃 𝐻𝑂
sin 𝐻 sin 𝑃
=
𝑂𝑃 𝐻𝑂

sin 270 sin 500

=
𝑂𝑃 18

𝑂𝑃𝑠𝑖𝑛 500 = 18 sin 270

𝑂𝑃𝑠𝑖𝑛500 18 sin 270
= 𝑶𝑷 = 𝟏𝟎. 𝟔𝟕
sin 500 sin 500

Illustrative Example 3a: Two sides and an angle opposite one of these sides (SSA)

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 solve for A
=
𝑎 𝑐
sin 𝐴 sin 120° Substitute the given values
=
10 19

19 (sin A) = 10 (sin120°) Cross Multiply

19 (sin A) = 10 (0.8660) Compute for the values of sin 120° using a
19 (sin A) =8.66 scientific calculator.
Simplify the resulting equation
8.66
Sin A = = 0.4558
19

A = 27.12° Solve for A.

11
Using the concept that the sum of the angles of a triangle is 180°, we have
∠A + ∠B + ∠C = 180°
27.12° + ∠B + 120° = 180°
∠B + 147.12° = 180°
∠B = 180° - 147.12°
∠B = 32.88°

Following the steps used earlier in solving for c, we can now solve for b.
sin 𝐵 sin 𝐶
=
𝑏 𝑐
sin 32.88° sin 120°
=
𝑏 19

b sin 120° = 19 sin 32.88°

b (0.8660) = 19 (0.5429)
0.8660 b = 10.3151
10.3151
b= = 11.91
0.8660

Shown below is the triangle with its complete parts.

B =32.88°

c=19
a=10

120°
A=27.12° b=11.91

12
 Illustrative Example 3b: Two sides and an angle opposite one of these sides (SSA)

c=20 b=15
b=15

27° C
B a

Solve ∆ 𝑨𝑩𝑪 𝐠𝐢𝐯𝐞𝐧 𝐭𝐡𝐚𝐭 𝒃 = 𝟏𝟓, 𝒄 = 𝟐𝟎, 𝒂𝒏𝒅 ∠𝑩 = 𝟐𝟕°.

b? c sin B 15 ? 20 (0.4540)
15 ? 20 sin 27° 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.

A
Solution 1: Solution 2 A
c=20 b=15
c=20
b=15
C
B a
27°
B C
Solving for ∠C, Solving for ∠C,
sin 𝐵 sin 𝐶 ∠C = 180° - 34.58°
=
𝑏 𝑐
∠C = 145.42°
sin 27° sin 𝐶
= (refer to SSA Possibilities)
16 20

16 sin C = 20 sin 27°

20 sin 27° Note:
sin C = 16
If ∠A and ∠B are supplementary angles,
sin C = 0.5675 then sin A = sin B.
∠C = 34.58°
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°

13
Solving for a, Solving for a,
sin 𝐴 sin 𝐵 sin 𝐴 sin 𝐵
= =
𝑎 𝑏 𝑎 𝑏
sin 118.42° sin 27° sin 7.58° sin 27°
= =
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 = 0.4540 a = 0.4540

a = 29.05 a = 4.36

The triangles with their complete parts are shown below.

A= 7.58°
A=118.42°

c=20
c=20 b=15 b=15

27°
C=34.58° B=27° a=4.36 C=145.42°
B=27° a=29.05
(Bryant, et al. 2014)

I Have Learned

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 and ASA Case)
• two sides and an included angle opposite one of these sides ( SSA Case)
(Bryant et al. 2014)
C
Law of Sines

In any ∆𝐴𝐵𝐶, b
a
sin 𝐴 sin 𝐵 sin 𝐶
= =
𝑎 𝑏 𝑐
B c A

14
 I Can Do

You may now apply the concepts learned to solve real-life problem. Read, analyze
and solve the problem below.
A pilot approaching a 10, 000 – foot runway finds that the angles of depression of the
ends of the runway are 120 and 150 . How far is the plane from the nearer end of the runway?
Your output will be rated based on the rubrics below:
PERFORMANCE
Rating = 4 Rating = 3 Rating = 2 Rating = 1
AREA
Defining the Student states
problem the Student Student fails to Student does
problem clearly adequately define the not
and identifies defines problem identify the
underlying the problem. adequately. problem.
issues.
Developing a Student develops
Student Student
Plan to solve a clear and Student does
develops develops
the Problem concise plan to not
an adequate a marginal
solve the develop a
plan plan,
problem, with coherent plan
and follows it and does not
alternative to
to follow it to
strategies, and solve the
conclusion. conclusion.
follows the plan problem.
to conclusion.
Collecting Student collects
Student collects
and exact Student collects
adequate
Analyzing information inadequate Student
information
Information from the information to collects
and
problem perform no viable
performs basic
and analyzes the meaningful information.
analyses.
information in- analyses.
depth.
Solving the Student clearly
Solves the Solves the Does not
Problem solves the
problem but problem but derive a
problem,
fails to provide does not logical
offering
alternative complete the solution to the
alternative
solutions. solutions. problem.
solutions.
Interpreting Student Students Student does
Student provides
Findings provides an provides an not interpret
a logical
adequate inadequate the
interpretation of
interpretation interpretation findings/reach
the findings.
of the findings. of the findings. a conclusion.

15
 A. State an equation that will solve x.

1. Find the length of AB. Round off to the nearest tenth.

2. Find m ∠A. Round off your answer to the nearest tenth.

(Bryant et. al. 2014)

16
 What I know
1. d 2. b 3. d 4. a 5. c

What I can Do
Final answer is 4579.65 feet.
(Rate the output based on the rubrics)

Assessment
sin 360 sin 450
1. =
𝑥 10
sin 1250 sin 𝑥
2. =
20 5

sin 950 sin 250

3. =
𝑥 5.5

sin 300 sin 𝑥

4. 30
= 37

sin 1000 sin 500

5. =
𝑥 25

Additional Activities
1. a. 22.2; b. 18
2. a. 360 25"
b. 380 43"

17
References

Bryant, M. et al. 2014. Mathematics Grade 9 Learner’s Module First Edition. Pasig City:
DepEd- IMCS.

Dilao, S. et.al. 2003. Advanced Algebra, Trigonometry and Statistic, Quezon City: DepEd-
SEDIP

EASE Module for Third Year. 2005. Module 2 – Triangle Trigonometry. DepEd: Bureau of
Secondary Education.

18
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net