Republic of the Philippines

MIMAROPA REGION
SCHOOLS DIVISION OF ROMBLON
CONCEPCION NATIONAL HIGH SCHOOL-MAIN
Poblacion, Concepcion, Romblon

Quarter: 1st Quarter Grade Level: Grade 8(SSC and Regular)

Date: August 22 – 25, 2022 Learning Area: Mathematics
Home-
Day Objectives Topic/s Classroom-Based Activities Based
Activities

1 1. Determine the Solving Begin with classroom routine:

(Thursday, number of Oblique a. Prayer
May 26, triangles Triangles b. Reminder of the classroom health and safety protocols
2022) formed when c. Checking of attendance
two sides and d. Quick “kumustahan”
an angle
opposite one A. Reviewing previous lesson or presenting the new lesson
of the sides
are given; Find the length of the altitude of ∆𝐴𝐵𝐶 below.
2. Solve C
problems
involving b =10
oblique
h
triangles
35 0
whose two A B
sides and an
angle
To solve for the altitude of ∆𝐴𝐵𝐶 which is represent by h, use 𝑠𝑖𝑛 𝐴 =opposite/ hypotenuse
opposite one
of the sides where 𝐴 = 350 and the hypotenuse is 10.
are given.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 Change the opposite side to h and the

𝑠𝑖𝑛 𝐴 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 hypotenuse to b
𝒉
 𝑠𝑖𝑛 𝐴 = Solve for h
𝒃
𝒉 = 𝒃 𝑠𝑖𝑛 𝐴 Substitute the values for b and angle A
𝒉 = ( 𝟏𝟎)(𝑠𝑖𝑛350) Solve
𝒉 = 𝟓 . 𝟕𝟒 The length of the altitude of ∆𝐴𝐵𝐶
B. Establishing a purpose for the lesson
The SSA Case (Ambiguous Case)
The Law of Sines is still used to find the missing parts of an oblique triangle when the
two sides and an angle opposite one of the sides (SSA) are given, but there are already a number
of possibilities. The following figures illustrate the possible situations when the angle given is
acute or obtuse or right. Most of the time it is assumed that the parts a, b and A of ∆𝐀𝐁𝐂 are
given and the altitude h is opposite angle A, this is why 𝒉 = 𝒃 𝒔𝒊𝒏 𝑨.

1. ∠𝑨 is an acute angle
Sketch Condition No. of Triangles Formed

b a
h 𝑎≥𝑏 One

A
Sketch Condition No. of Triangles Formed

b 𝑎 < 𝑏 and
h a One
𝑎 = 𝑏 𝑠𝑖𝑛𝐴
A

a
b
h 𝑎 < 𝑏 and
Two
𝑎 > 𝑏 𝑠𝑖𝑛𝐴
A
 b a
𝑎 < 𝑏 and
h None
𝑎 < 𝑏 𝑠𝑖𝑛𝐴
A

C. Presenting examples/instances of the new lesson

1. ∠𝑨 is an obtuse or right angle
Sketch Condition No. of Triangles Formed

b a
𝑎>𝑏 One
A

a
b
𝑎≤𝑏 None
A

Please take note that any choice of symbols could be used as long as you have satisfy the
SSA Case.
Example 1. Determine the number of possible triangles formed with the given parts.
a. 𝑎 = 20, 𝑏 = 25, ∠𝐴 = 450
b. 𝑏 = 8, 𝑐 = 12, ∠B = 650
c. 𝑎 = 14, 𝑏 = 9, ∠𝐴 = 1260
Solution.
a. ∠𝐴 is acute and 𝑎 < 𝑏, thus you can use:
𝑎 ?𝑏 𝑠𝑖𝑛𝐴
20 ? 25 𝑠𝑖𝑛45 0
20 > 17 .68
∴There are TWO triangles formed.

b. ∠𝐵 is acute and 𝑏 < 𝑐, thus you can use:

𝑏 ? 𝑐 𝑠𝑖𝑛𝐵
8 ? 12 𝑠𝑖𝑛65 0
 8 < 10 .88
∴There is NO triangle formed.

c. ∠𝐴 is obtuse and 𝑎 > 𝑏, therefore there is exactly ONE triangle formed.

D. Discussing new concepts and practicing new skills
Solve ∆ABC given that 𝑎 = 6, 𝑏 = 3, and ∠𝐴 = 1100.
Solution.
∠𝐴 is an obtuse angle and 𝑎 > 𝑏, thus there is exactly ONE triangle formed.
𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐴
Since 𝑎, 𝑏, and ∠𝐴 are known, you can use the formula = .
𝑏 𝑎

𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐴
Formula to be used in solving ∠𝐵 =
𝑏 𝑎
Substitute the given values
𝑠𝑖𝑛 𝐵
= 𝑠𝑖𝑛 110 0
3 6
Cross multiply 6 𝑠𝑖𝑛 𝐵 )
( = 6 ( 𝑠𝑖𝑛 110 0 )
Divide both sides by 6 𝑠𝑖𝑛 𝐵 3 ( 𝑠𝑖𝑛 110 0 )
=
6
𝑠𝑖𝑛 110 0
Simplify 𝑠𝑖𝑛 𝐵 =
2
Solve for ∠𝐵 using your calculator 𝑠𝑖𝑛 110 0
𝐵 = 𝑠𝑖𝑛 −1 ቆ ቇ
2
𝐵 = 28.02 0
To solve for the third angle, ∠𝐶, you can use the
concept that the sum of the angles of a triangle is 1800.

∠𝐴 + ∠𝐵 + ∠𝐶 = 180 0
1100 + 28.020 + ∠𝐶 = 180 0 138.020 + ∠𝐶 =
180 0 ∠𝐶 = 1 800 − 138.020

∠𝐶 = 41 .980
In solving side 𝑐, you can use the formula:
𝑠𝑖𝑛 𝐴 𝑠𝑖𝑛 𝐶
=
 𝑎 𝑐 Formula to be used in solving 𝑐
𝑠𝑖𝑛 1100 𝑠𝑖𝑛 41.980
Substitute the given values
6 𝑐
𝑐(𝑠𝑖𝑛 1100) = 6 (𝑠𝑖𝑛 41.980) Cross multiply
𝑐 = 6 (𝑠𝑖𝑛𝑠𝑖𝑛 41110.980 0) Divide both sides by 𝑠𝑖𝑛 1100

4
𝑐 = .27 Solve for 𝑐 using your calculator

2
(Tuesday, E. Discussing new concepts and practicing new skills
June 07, 2022 Triangle ∆ABC is shown below with its complete parts.
C 41.98 0

𝑎=6
𝑏=3
28.02 0
110 0
A B

F. Developing mastery (leads to Formative Assessment)

Solve ∆ABC given that 𝑏 = 14, 𝑐 = 9, and ∠𝐶 = 340.
Solution.
∠𝐶 is an acute angle and 𝑐 < 𝑏, thus you can compare 𝑐 to 𝑏 𝑠𝑖𝑛𝐶 and find the number of
triangle/s formed.
𝑐 ? 𝑏 𝑠𝑖𝑛𝐶
9 ? 14 𝑠𝑖𝑛 340
 A

𝑏 = 14 𝑐=9
𝑐=9

C 34 0 B
𝑎
For Triangle No. 1
A
A

𝑏 = 14
𝑏 = 14 𝑐=9
𝑐=9

C 34 0
C 34 0 B 𝑎
𝑎 B

To solve for ∠𝐵 , To solve for ∠𝐵 ,

𝑠𝑖𝑛 𝐵 𝑠𝑖𝑛 𝐶
=
𝑏 𝑐
𝑠𝑖𝑛 𝐵 0
= 𝑠𝑖𝑛 34
14 9
9 ( 𝑠𝑖𝑛 𝐵 ) = 14 ( 𝑠𝑖𝑛 34 0 )
9 > 7 .83
Since 𝑐 > 𝑏 𝑠𝑖𝑛𝐶, therefore there are two triangles formed.

∠𝐵 = 180 0 − 60.440
∠ 𝐵 = 119 .560
 3 G. Making generalizations and abstractions about the lesson
(Thursday, Given a ∆𝑨𝑩𝑪, the number of triangles formed by the SSA Case is summarized
June 09, below:
2022) 1. If ∠𝐴 is an acute angle and 𝑎 ≥ 𝑏, then there is exactly ONE triangle formed.
2. If ∠𝐴 is an acute angle and 𝑎 < 𝑏, then there are 3 possibilities.
a. If 𝑎 = 𝑏 𝑠𝑖𝑛𝐴, then there is exactly ONE triangle formed.
b. If 𝑎 > 𝑏 𝑠𝑖𝑛𝐴, then there are TWO triangles formed.
c. If 𝑎 < 𝑏 𝑠𝑖𝑛𝐴, then there is NO triangle formed.
3. If ∠𝐴 is an obtuse angle, then there are 2 possibilities.
a. If 𝑎 > 𝑏, then there is exactly ONE triangle formed.

H. Evaluating learning
Determine the number of triangles formed given each of the following conditions.
1. 𝑎 = 6, 𝑏 = 12, ∠𝐴 = 330
2. 𝑎 = 10, 𝑏 = 10, ∠𝐴 = 450
3. 𝑎 = 4, 𝑏 = 9, ∠𝐵 = 1320
4. 𝑎 = 7, 𝑐 = 8, ∠𝐴 = 570
5. 𝑏 = 14, 𝑐 = 11, ∠B = 840

Solve each of the following triangles. Round off all your answers to the nearest hundredths.
1. 𝑎 = 13, 𝑏 = 9, ∠𝐴 = 1080
2. 𝑎 = 16, 𝑏 = 22, ∠𝐴 = 410
3. 𝑎 = 11, 𝑏 = 15, ∠𝐵 = 630

I. Additional activities for application or remediation

Solve each of the following problems. Round off your final answers to the nearest whole
number.
1. Two sailboats leave the same dock together traveling on courses that have an angle
of 880 between them. If sailboat A has traveled 4 miles and is 6 miles from sailboat
B on its current position, how far is sailboat B from the dock?
2. John’s kite is out on a 164 feet of string and creates an angle of 320 with the ground.
His friend James sees the kite at a distance of 98 feet. How far is John from James?
4 Administering Assessment Test (MATH )
(Monday,
June 20, 2022
5 Administering Diagnostic Test (MATH )
(Tuesday,
June 21,
2022)

Prepared by:
SUSAN F. NARVAS
Teacher I

Noted:

MONICA F. FEUDO ED.D.

School Principal III