9 Department of Education

National Capital Region

SCHOOLS DIVISION OFFICE
MARIKINA CITY

MATHEMATICS
Quarter 4: Module 4
Applications of Right Triangle

Writers: Mary Ann C. Moreno

Zenaida S. Nanoy
Cover Illustrator: Joel J. Estudillo

DISCIPLINE• GOOD TASTE• EXCELLENCE

 What I Need to Know

Hello Grade 9 learners! In this module, you will learn how to:

use trigonometric ratios to solve real-life problems involving right triangles.

M9GE-IVf-g-1.

You can say that you have understood the lesson in this module if you can
already:
1. uses calculator in solving angles and converting radian to degree and
vice versa
2. solves real life problems involving angle of elevation
3. solves real life problems involving angle of depression

What I Know

Encircle the letter of the correct answer.

For item numbers 1 and 3 refer to the problem below.
A 12-foot ladder leans against the top of the vertical wall. The base of
the ladder makes a 30o angle with the floor.
1.What is the length of the side opposite 30o?
A. 6 feet B. 9 feet C. 12 feet D. 24 feet
2. How high is the wall?
A. 6 feet B. 9 feet C. 12 feet D. 24 feet
3. How far is the base of the ladder to the base of the wall?
A. 6.35 feet B. 7.48 feet C. 10.39 feet D. 20.54 feet
For item numbers 3 and 4 refer to the problem below.
A cable wire which is 16 meters in length is pinned from the ground to
the post 8 meters above the ground. Find the angle the wire makes with the
ground.

1
DISCIPLINE• GOOD TASTE• EXCELLENCE
4. What is the correct trigonometric ratio to be used to solve the problem?
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
A. 𝑠𝑖𝑛 𝜃 = C. 𝑡𝑎𝑛 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
B. 𝑐𝑜𝑠𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
D.𝑠𝑒𝑐𝜃 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒

5. What is the angle the wire makes with the ground?

A. 75o B. 60o C. 45o D. 30o

What’s In

Complete the table by referring to 𝜃 in the figure below.

Length of sides (in m) Trigonometric Ratios

Opposite Adjacent Hypotenuse 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑆𝑖𝑑𝑒 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑆𝑖𝑑𝑒 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑆𝑖𝑑𝑒
Side Side 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑆𝑖𝑑𝑒

What’s New

Basically, a right triangle is a kind of triangle with a right angle. It is not

just a shape. It can be a source of solutions to answer a real-life problem once
you process the information. Look at the pictures below and try to figure out
the right triangle.

2
DISCIPLINE• GOOD TASTE• EXCELLENCE
 (Pictures were taken by the writer)

Can you spot the right triangle?

These are evidence showing that right triangles are around us.
Trigonometric ratios can be used in solving problems involving right triangles.

What is It

The following steps will be useful to solve problems involving right triangles.

Step 1: Represent the unknown quantity or quantities using a variable or

variables.

Step 2: Use the given facts to illustrate the problem.

Step 3: Decide on which of the six trigonometric ratios should be used.

Step 4: Solve the mathematical equation.

Step 5: Check the results.

Recall that for any right triangle (where θ) is the reference angle, there
are six trigonometric ratios: sine (sin), cosine (cos), tangent (tan) and their
reciprocals, cosecant (csc), secant (sec) and cotangent (cot). The six
trigonometric ratios on the previous module are as follows:

3
DISCIPLINE• GOOD TASTE• EXCELLENCE
Example 1
A 10.97-meter ladder leans against
the top of the parapet wall of the CISSL
Candazo Building. The bottom of the ladder
makes a 60o with the ground. How high is the
school building?

Solution: The right triangle in the problem is drawn below:

Remember the mnemonic SOH-CAH-TOA?

What trigonometric ratio must be used? If your answer
is SOH, you got it right.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
SOH stands for sin θ = .
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

Let x – the height of the school building

𝑥
sin 60o = 10.97 𝑚

x = (10.97 m) (sin 60o)

x = 9.5 m
∴The school building is 9.50 meters high.

4
DISCIPLINE• GOOD TASTE• EXCELLENCE
Example 2
A southwest monsoon caused an old
tree broke into 2 parts forming an angle of 35o
with the ground. If the top of the tree touched
the ground 15 feet away from the roots of the
tree, what was the original height of the tree?
Solution: In this problem, you can easily spot
the right triangle.

Two Trigonometric ratios from the

SOH-CAH-TOA may be used in order to
come up with the original length of the tree.
Can you name the two ratios? What are the
alternative ratios?
Solution:
Let x – smaller portion of the tree
y – longer portion of the tree
x+y – original length of the tree

For x: For y:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
tan 35o = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 cos 35o = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑥 15 𝑓𝑡
tan 35o = 15 𝑓𝑡 cos 35o = 𝑦

15 𝑓𝑡
x = (15 ft ) (tan 35o) y = 𝑐𝑜𝑠𝑐𝑜𝑠 35 𝑜

x = 10.50 ft y = 18.31

To solve for original length of the tree

x+y = 10.50 ft +18.31 ft
x+y = 28.81 ft

∴The original height of the tree is 28.81 feet.

5
DISCIPLINE• GOOD TASTE• EXCELLENCE
Example 3
A 25-foot electric wire is
attached from the top of the post down
to a shorter post 14 feet in height. The
angle formed between the longer post
and the wire attached on the top of this
post is 30o. How long is the longer post?

Solution: By representation,

Let x be the height of the post 14 ft above the

ground
y be the total height of the post
(x + 14 ft)

For x: For y :
o
cos 30 = y = 21.65 ft + 14 ft
cos 30o = y = 35.65 ft
x = (25 ft) (cos 30o)
x = 21.65 ft

The length of the longer post is 35.65 feet.

What’s More

Solve the following problems.

1. If a kite is 140 feet high,
the string of the kite
makes an angle of 60o
with the horizontal ground.
How long is the string of
the kite?

6
DISCIPLINE• GOOD TASTE• EXCELLENCE
 2. During the typhoon
Ulysses, a tree in
Marikina Heights
almost breaks itself into
two parts forming an
angle of 50o with the
level ground. If the top
of the tree touched the
ground 12 feet away
from the roots of the
tree, what is the original
height of the tree?

What I Have Learned

A 2- meter slide in the playground makes an angle of 36o with the

ground. How high is the slide?

𝑥
Solution: sin 36o = 2 𝑚

x = (sin 36o) (2 m)
x = (0.587785) (2 m)
x = 1.18 meters
∴The height of the slide is 1.18 meters

Complete the sentence below.

1. I find the problem______.
2. I am confused with _____.
3. I am challenged with____.
4. I would like to know more about ____.
5. I value_________.

7
DISCIPLINE• GOOD TASTE• EXCELLENCE
 What I Can Do

Construct and solve a problem based on the given picture below. The
problem should involve application of right triangle.

Rubric for Creating Word Problems

Score Descriptor/s
5 Appropriate content is used for the word problem. Student clearly understands the
mathematical concepts. The word problem is written in clear and coherent language.
It is easy to follow and read.
4 Appropriate content is used for the word problem. Student shows some
understanding of the mathematical concepts. The word problem is written in clear
and coherent language. It is easy to read most of the time.
3 Appropriate content maybe used. Student shows little understanding of the
mathematical concepts. The word problem is not written in clear and coherent
language, It is easy to follow and read some of the time.
2 Appropriate content is not observed. Student does not demonstrate an
understanding of the mathematical concepts. The word problem is not written in
clear and coherent language or may not be observed. It is difficult read and follow.
1 Student did not create any word problem.

Rubric for the Mathematical Solution

Score Descriptor/s
5 The student was able to find all the measures using all the concepts presented.
4 The student was able to find the measures using some of the concepts presented.
3 The student was able to find some of the measures using any of the mathematical
concepts that is not presented.
2 The student was able to find some of the measures without using any of the
mathematical concepts.
1 The student was not able to find any measure.

8
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Assessment

Encircle the letter of the correct answer.

1. Which of the following equations could be used to solve the value of x?
12 12
A. 𝑠𝑖𝑛 𝑠𝑖𝑛 𝑥 = 850 C. 𝑐𝑜𝑠 𝑐𝑜𝑠 𝑥 = 850
850 850
B. 𝑠𝑖𝑛 𝑠𝑖𝑛 12° = D. 𝑐𝑜𝑠 𝑐𝑜𝑠 12° =
𝑥 𝑥

For item numbers 2 and 3 refer to the problem below.

The entrance to a parking lot is very dark. One way to brighten it up is
to attach a light on top of a 5.8 m pole. The base of the pole is 10 m from
the entrance.

2. Find the angle represented by x in the picture above.

A. 30° B. 45° C. 60° D. 75°
3. Find the distance of the top of the pole from the entrance.
A. 10 meters B. 12 meters C. 16 meters D. 20 meters

For item numbers 4 and 5, refer to problem below.

Engr. Moreno plan to design
a truss bridge whose trusses form
a right triangle. The 5.81-meter
inclined truss form a 60o-angle with
the horizontal truss.

9
DISCIPLINE• GOOD TASTE• EXCELLENCE
4. What trigonometric ratio should be used to find the height of the bridge?
A. tangent B. cosine C. sine D. cotangent

5. How high is the bridge?

A. 8 meters B. 7 meter C. 6 meters D. 5 meter

Additional Activities

TRIGONOMETRIC RATIOS MAZE

Find the right path of the maze to end up in the finish spot. Color the correct
route beginning at Start spot and ending at the Finish spot. The bigger
rectangles are the questions, and the smaller ones are the paths for possible
answers.

10
DISCIPLINE• GOOD TASTE• EXCELLENCE
 SUMMATIVE TEST
Encircle the letter of the correct answer.
For item numbers 1 and 2 refer to the problem below.
A ladder is placed against a wall such that it reaches the top of the
wall. The foot of the ladder is 1.5 meters away from the wall and the ladder
is inclined at angle of 50o.
1. Which of the following is the correct equation to solve for the length of the
ladder?
𝑥 1.5 𝑚
A. sin 50o = 1.5 𝑚 C. tan 50o = 𝑥
𝑥 1.5 𝑚
B. cos 50o = 1.5 𝑚 D. cos 50o = 𝑥

2. How long is the ladder?

A. 0.96 m B. 1.15 meter C. 1.26 meter D. 2.33 meter
For item numbers 3 and 4 refer to the problem below.
A rafter is any parallel beams
that support a roof. If the rafter is 4
meters long and makes an angle of
35o with the horizontal, what is the
height of the rafter’s peak?

3. Which of the following triangles best describes the given problem?

A. C.

B. . D.

11
DISCIPLINE• GOOD TASTE• EXCELLENCE
4. What is the height of the rafter’s peak?
A. 2.3 meters B. 2.8 meters C. 3.3 meters D. 4 meters

For item numbers 5 and 6 refer to the problem below.

Marikit-na is a female statue in Marikina River Park with
a height of 40 ft. If the shadow of the statue on the ground
formed is of the same length as its height, what angle is
formed from the top of the statue to the tip of the shadow?

5. What is the appropriate trigonometric ratio to be used to

solve the problem?
A. sine B. cosine C. tangent D. secant
6. What angle is formed between the top of the statue and the tip of the
shadow?
A. 30o B. 45o C. 60o D. 75o

For item numbers 7 and 8 refer to the problem below.

Ron flies a kite 4 feet off the ground with 300 feet of string. There is 64 km/hr
wind and the string of the kite forms a 29o with the horizontal.

4 ft

7. What part of the right triangle is the 300 feet string?

A. adjacent side to 29o C. opposite side to 29o
B. hypotenuse D. none of these

8. How high is the kite from the ground?

A. 145.44 ft B. 149.44 ft C. 166.29 ft D.170.29 ft

12
DISCIPLINE• GOOD TASTE• EXCELLENCE
For item numbers 9 and 10 refer to the problem below.
Standing across the street 50 feet from the building, the angle to the top of
the building is 40o. An antenna sits on the front edge of the building. The
angle to the top of the antenna is 52o.

9. How high is the building?

A. 32 ft B. 38 ft C. 42 ft D. 48 ft

10. How tall is the antenna itself not including the building?
A. 32 ft B. 26 ft C. 22 ft D. 16 ft

13
DISCIPLINE• GOOD TASTE• EXCELLENCE
 References

Bryant, Merden L., Bulalayao, Leonides E., Callanta, Melvin M., Cruz,
Jerry D., De Vera, Richard F. Garcia, Gilda T., Javier, Sonia E, Lazaro,
Roselle A., Mesterio, Berndette J., & Saladino, Rommel Hero A. (2014).
Mathematics 9 Learner’s Material. Department of Education, Republic of
the Philippines, Vibal Group Publishing Inc. Pasig City

Answer Key

14
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Development Team of the Module

Writers: Mary Ann C. Moreno (Concepcion Integrated School-SL)

Zenaida S. Nanoy (Marikina High School)
Validators: Editha B. Cajilig (Marikina High School)
Olive R. Lomibao (Sta. Elena High School)
Michelle M. Villanueva (Marikina Science High School)
Lilibeth C. Pulido (Marikina Science High School)
Elizalde A. Sarmiento (San Roque National High School)
Language Editor: Jose B. Ballovar (Marikina High School)
Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)
Layout Artist: Joel J. Estudillo, SNNHS
Layout Editor: Ferdinand B. Villegas (PHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: sdo.marikina@deped.gov.ph

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

City of Good Character

DISCIPLINE • GOOD TASTE • EXCELLENCE