LESSON

18.4 Name Class Date

Problem Solving with 18.4 Problem Solving

Trigonometry with Trigonometry
Essential Question: How can you solve a right triangle?
Resource

Common Core Math Standards

Locker

The student is expected to:

COMMON
Explore Deriving an Area Formula
CORE G-SRT.C.8
You can use trigonometry to find the area of a triangle without knowing its height.
Use trigonometric ratios and the Pythagorean Theorem to solve right _ _
triangles in applied problems. Also G-SRT.D.9(+), G-GPE.B.7 A Suppose you draw an altitude AD to side BC of △ABC. Then write an equation using a
trigonometric ratio in terms of ∠C, the height h of △ABC, and the length of one of its sides.
Mathematical Practices
A A
COMMON
CORE MP.2 Reasoning
b c b h c
Language Objective C B C B
a a D
Explain to a partner how to solve a right triangle, and how to solve a right
triangle in the coordinate plane. sin C = _
AD _
=
h
AC b

ENGAGE B Solve your equation from Step A for h.

b sin C = h

Essential Question: How can you solve C Complete this formula for the area of △ABC in terms of h and
a right triangle? 1 ah
another of its side lengths: Area = _
2
You can use trigonometric ratios to find side
© Houghton Mifflin Harcourt Publishing Company

lengths, or their inverses to find angle measures; D Substitute

_1 ab sin C
your expression for h from Step B into your formula from Step C.

2
you can use the Pythagorean Theorem to find the
third side length; you can use the fact that the acute Reflect
angles are complementary; if the triangle is in the
1. Does the area formula you found work if ∠C is a right angle? Explain.
coordinate plane, you can use the distance formula Yes; in this case, sin C = sin 90° = 1, so the formula becomes Area = __
1
2
ab, and this is correct
to find side lengths. since a and b are now the base and height of △ABC.

PREVIEW: LESSON
PERFORMANCE TASK
View the Engage section online. Discuss the
photograph. Ask students if they know why water is
Module 18 967 Lesson 4
sometimes referred to as H 2O. Then preview the
gh “File info”
be made throu
ges must
EDIT--Chan
DO NOT Key=NL-A;CA-A
Correction
Date
Class

Lesson Performance Task. blem Solvi

ng
Name

18.4 Pro Trigonometry

with
Essential
Question:
How can
you solve
a right triang

ratios and
the Pythag
le?

orean Theore
m to solve
right triangl
es in
Resource
Locker

HARDCOVER PAGES 745754

trigonometric D.9(+), G-GPE.B.7
G-SRT.C.8 Use
ms. Also G-SRT. Formula
COMMON

an Area
CORE
applied proble
Deriving
.
its height
t knowing
Explore the area of
a triang le withou a

IN2_MNLESE389847_U7M18L4 967 19/04/14 12:03 AM

on using
y to find an equati its sides.
trigonometr _ △ABC. Then write of one of
You can use _

Turn to these pages to

BC of , and the
length
e AD to side h of △ABC
draw an altitud of ∠C, the height
Suppose you terms A
 ic ratio in
trigonometr c
A b h
B
c

find this lesson in the

b a D
C
B
C a

_ _
AD = h
sin C = AC b

hardcover student
A for h.
from Step
equation
Solve your

b sin C =
h
of h and
in terms
area of △ABC
la for the

edition.
this formu 1 ah
Complete _
 s: Area = 2 C.
its side length la from Step
another of your formu
Step B into
for h from
expression
tute your
 Substi
y

_1 ab sin C
g Compan

2
is correct
Publishin

n. __
angle? Explai Area = 12 ab, and
this
is a right
Reflect work if ∠C formula
becomes
la you found
Harcour t

area formu = 1, so the

Does the C = sin 90° .
1. case, sin t of △ABC
Yes; in this and heigh
n Mifflin

the base
b are now
since a and
© Houghto

Lesson 4

967

12:02 AM
19/04/14
Module 18

8L4 967
47_U7M1
ESE3898
IN2_MNL

967 Lesson 18.4

 2. Suppose you used a trigonometric ratio in terms of ∠B, h, and a different side length. How would this

EXPLORE
change your findings? What does this tell you about the choice of sides and included angle?
Step C would be the same, but the other steps would change:
sin B =
AD _ _
h
= c
AB
c sin B = h
Deriving an Area Formula
1 _
Area = ac sin B
2
You can choose different sides and included angle and derive a slightly different INTEGRATE TECHNOLOGY
formula for the area, but in the same form. Students have the option of doing the Explore activity
either in the book or online.

Explain 1 Using the Area Formula

Area Formula for a Triangle in Terms of its Side Lengths
INTEGRATE TECHNOLOGY
The area of △ABC with sides a, b, and c can be found using the lengths of two C Students are familiar with the trigonometric ratios
of its sides and the sine of the included angle: Area = __12 bc sin A, Area = __12 ac sin B,
a from 0° to 90°. Ask them to graph y = sin x from
or Area = __12 ab sin C. b
0° to 180° using their graphing calculators to see that
B
c A the ratios are defined for angles greater (and less)
than 90°.
You can use any form of the area formula to find the area of a triangle, given two side
lengths and the measure of the included angle.

Example 1 Find the area of each triangle to the nearest tenth. QUESTIONING STRATEGIES
Trigonometric ratios are defined using right
 3.2 m
142° triangles. Why does the area formula work for
4.7 m
all types of triangles when it uses the sine ratio? The
formula works because when the altitude, or height,
© Houghton Mifflin Harcourt Publishing Company
is drawn to apply the usual formula for the area of a
triangle, a right triangle is created.
Let the known side lengths be a and b. a = 3.2 m and b = 4.7 m
If you know the area of a triangle and the
Let the known angle be ∠C. m ∠C = 142°
1 ab sin C. 1 (3.2)(4.7)sin 142°
lengths of two sides, how can you find the
Substitute in the formula Area = _ Area = _
2 2 measure of the included angle? Find the inverse sine
Evaluate, rounding to the nearest tenth. Area ≈ 4.6 m 2
of twice the area divided by the product of the
two sides.

EXPLAIN 1
Module 18 968 Lesson 4
Using the Area Formula
PROFESSIONAL DEVELOPMENT
IN2_MNLESE389847_U7M18L4 968 19/04/14 12:03 AM
AVOID COMMON ERRORS
Integrate Mathematical Practices
Students may have difficulty substituting values into
This lesson provides an opportunity to address Mathematical Practice MP.2,
the sine area formula from a diagram. Emphasize that
which calls for students to “reason abstractly and quantitatively.” Students derive
the two sides are both adjacent to the angle. Or, the
the formula for the area of a triangle by recognizing the relationships that occur
angle is the included angle formed by the sides of the
within the triangle when the altitude is constructed. They apply this formula to a
triangle.
variety of triangles. As students solve a right triangle, they must identify
relationships that can be used to find missing measures, and they can often choose
which of the three inverse trigonometric ratios to apply.

Problem Solving with Trigonometry 968

 B In △DEF, DE = 9 in., DF = 13 in., and m∠D = 57°.
QUESTIONING STRATEGIES Sketch △DEF and check that ∠D is the included angle.
Why is the sine area formula useful when
E
there is already a formula for the area of a
triangle? It provides another method to find the 9 in.
area of a triangle without having to construct the
D 57° F
height. 13 in.

Why does the angle have to be the included Write the area formula in terms of △DEF. Area = _
2 ( )
1 (DE) DF sin D

( )( )
angle to use the sine area formula? The 1 9
Substitute in the area formula. Area = _ 13 sin 57 °
formula is derived by constructing a right triangle 2

so that the height is opposite the angle and the Evaluate, rounding to the nearest tenth. Area ≈ 49.1 in. 2

hypotenuse is adjacent to the angle to make it

Your Turn
possible to apply the sine ratio.
Find the area of each triangle to the nearest tenth.

3.

CONNECT VOCABULARY 12 mm

Remind students that another word for the altitude of 34°

15 mm
a triangle is its height.
Let the known side lengths be a and b. a = 12 mm and b = 15 mm
Let the known angle be ∠C. m ∠C = 34°
INTEGRATE MATHEMATICAL Substitute in the formula Area = _ ab sin C. _
1 1
Area = (12)(15)sin 34°
2 2
PRACTICES Evaluate, rounding to the nearest tenth. Area ≈ 50.3 mm 2
Focus on Modeling
4. In △PQR, PQ = 3 cm, QR = 6 cm, and m∠Q = 108°.
© Houghton Mifflin Harcourt Publishing Company

MP.4 Discuss why students need remember only

R
one version of the sine area formula to apply the
formula to find the area of any triangle.
6 cm

108°
P Q
3 cm

Area = _1 (PQ)(QR)sin Q
2
= _(3)(6)sin 108°
1
2
≈ 8.6 cm 2

Module 18 969 Lesson 4

COLLABORATIVE LEARNING
IN2_MNLESE389847_U7M18L4 969 19/04/14 12:03 AM

Small Group Activity

Have students verify that they can use different trigonometric ratios and different
inverse trigonometric ratios to solve a right triangle. Have students work together
to solve a right triangle. Then have each student verify the measures using
different trigonometric and inverse trigonometric ratios.

969 Lesson 18.4

 Explain 2 Solving a Right Triangle
Solving a right triangle means finding the lengths of all its sides and the measures of all its angles.
To solve a right triangle you need to know two side lengths or one side length and an acute
EXPLAIN 2
angle measure. Based on the given information, choose among trigonometric ratios, inverse
trigonometric ratios, and the Pythagorean Theorem to help you solve the right triangle. Solving a Right Triangle
A shelf extends perpendicularly 7 in. from a wall. You want to place a 9-in. brace
under the shelf, as shown. To the nearest tenth of an inch, how far below the shelf
will the brace be attached to the wall? To the nearest degree, what angle will the
brace make with the shelf and with the wall? QUESTIONING STRATEGIES
Shelf What information do you need to solve a right
C
7 in.
A triangle? Explain. You need the lengths of
two sides or the length of one side and one acute
9 in. angle measure. With this information you can find
Wall the remaining angle measures and side lengths.
B
Brace

A Find BC.

Use the Pythagorean Theorem to find the length AC 2 + BC 2 = AB 2 AVOID COMMON ERRORS
of the third side.
Be sure students remember how to interpret the
Substitute 7 for AC and 9 for AB. 7 2 + BC 2 = 9 2
notation that represents an inverse function. Remind
Find the squares. 49 + BC 2 = 81
()
them that the –1 in an expression such as tan -1 __ a
b
Subtract 49 from both sides. BC 2 = 32 represents the angle whose tangent is __ab . It does not
BC ≈ 5.7 1 . It should generally
represent the reciprocal _______
()
Find the square root and root.
a
tan __
b
B Find m∠A and m∠B.
be clear from the context whether the –1 is an inverse
Use an inverse trigonometric ratio to find m∠A. You know the lengths of the
adjacent side and the hypotenuse, so use the cosine ratio.
function or a negative exponent.

© Houghton Mifflin Harcourt Publishing Company

cos A = _
7
Write a cosine ratio for ∠A. 9
Write an inverse cosine ratio. m∠A = cos -1 (_)
7
9
Evaluate the inverse cosine ratio and round. m∠A ≈ 39 °

∠ A and ∠B are complementary. m∠ A + m∠B = 90°

Substitute 39 ° for m∠ A . 39 ° + m∠B ≈ 90°

Subtract 39 ° from both sides. m∠B ≈ 51 °

Reflect

(_)
5. Is it possible to find m∠B before you find m∠A? Explain.
7 _
Yes; use an inverse sine ratio; sin B = , so m∠B = sin -1
7
≈ 51°.
9 9

Module 18 970 Lesson 4

DIFFERENTIATE INSTRUCTION
IN2_MNLESE389847_U7M18L4 970 19/04/14 12:03 AM

Modeling
Have students draw an acute triangle with two adjacent sides that have whole
number measures. Ask them to use a protractor to measure the included angle.
Then have them find the area of the triangle using the sine area formula. Repeat
with an obtuse triangle.
Auditory Cues
Students can use the mnemonic soh-cah-toa to remember that
opposite leg adjacent leg opposite leg
sin A = __________, cos A = __________, and tan A = __________.
hypotenuse hypotenuse adjacent leg

Problem Solving with Trigonometry 970

 Your Turn

EXPLAIN 3 A building casts a 33-m shadow when the Sun is at an angle of 27° to
the vertical. How tall is the building, to the nearest meter? How far is
27°
F

it from the top of the building to the tip of the shadow? What angle Building
Solving a Right Triangle in the does a ray from the Sun along the edge of the shadow make with
the ground?
Coordinate Plane
6. Use a trigonometric ratio to find the distance EF. D 33 m E
tan F = _
DE
EF Shadow
INTEGRATE MATHEMATICAL tan 27° = _33
EF
PRACTICES EF = _ 33
≈ 65 m
tan 27°
Focus on Modeling 7. Use another trigonometric ratio to find the distance DF.
MP.4 Discuss how to identify the legs and the sin F = _
DE
DF
hypotenuse of a right triangle in the coordinate plane sin 27° = _
33
DF
if the legs of the right triangle are not formed by DF = _ 33
≈ 73 m
sin 27°
horizontal and vertical line segments. Use the 8. Use the fact that acute angles of a right triangle are complementary
to find m∠D.
distance formula to find the length of each side. The
m∠D + m∠F = 90°
longest side is the hypotenuse.
m∠D + 27° = 90°
m∠D = 63°

QUESTIONING STRATEGIES
Explain 3 Solving a Right Triangle in the
How is solving a right triangle in the
Coordinate Plane
coordinate plane different from solving a
You can use the distance formula as well as trigonometric tools to solve right triangles
labeled right triangle? Neither side lengths nor an in the coordinate plane.
angle measure are given in the coordinate plane.
Example 3 Solve each triangle.
You must use the distance formula to find side
© Houghton Mifflin Harcourt Publishing Company

lengths and then use the inverses of trigonometric  Triangle ABC has vertices A(-3, 3), B(-3, -1), and C(4, -1). Find the side lengths to the
nearest hundredth and the angle measures to the nearest degree.
ratios to find the angles.
Plot points A, B, and C, and draw △ABC. y
5
Find the side lengths: AB = 4, BC = 7
A
_
Use the distance formula to find the length of AC.
―――――――――
+ (-1 - 3) = √―
√(4 -(-3))
2
AC = 65 ≈ 8.06 x
2

_ _ -5 0 5
Find the angle measures: AB ⊥ BC , so m∠B = 90°. B C

Use an inverse tangent ratio to find

m∠C = tan -1 _
BC( )
AB = tan -1 _
7 ()
4 ≈ 30°. -5

∠A and ∠C are complementary, so m∠A ≈ 90° - 30° = 60°.

Module 18 971 Lesson 4

LANGUAGE SUPPORT
IN2_MNLESE389847_U7M18L4 971 16/09/14 11:11 AM

Connect Vocabulary
Discuss the meaning of solve in the phrase solve a right triangle. Compare solving
a triangle to solving an equation. To use the non-mathematical meaning of solve,
compare solving a triangle to solving a mystery. A detective uses clues to find
missing information. Similarly, to solve a right triangle means to use given
information and tools such as the trigonometric ratios to find all the missing side
lengths and angle measures.

971 Lesson 18.4

 B Triangle DEF has vertices D(-4, 3), E(3, 4), and F(0, 0). Find the side lengths
to the nearest hundredth and the angle measures to the nearest degree.

Plot points D, E, and F, and draw △DEF. y

5
E
∠F appears to be a right angle. To check, find the slope D

_ 0 -3 -3
of DF: _ = _ = -_3
4
; x
0 - -4 4 0 F
-5 5
_ 0 - 4 -4 4
slope of __ = _ = _;
EF :
0 -3 -3 3
-5
so m∠F = 90 °.

Find the side lengths using the distance formula:

――――――――― ―― ――
√(3 - -4 ) + ( 4 - 3) = √ 50 = 5 √ 2
2 2

DE = ≈ 7.07 ,

――――――――――― ――
DF = √( 0 - -4 ) + ( 0 - 3) = √ 25 = 5 ,
2 2

――――――――――― ――
EF = √( 0 - 3 ) + ( 0 - 4) = √ 25 = 5
2 2

( )
Use an inverse sine ratio to find m∠D.

( )
5
EF = sin -1 _ =
m∠D = sin -1 _
DE 5 √2
45 °
―
∠D and ∠ E are complementary, so m∠ E = 90° - 45 ° = 45 °.

Reflect
© Houghton Mifflin Harcourt Publishing Company
9. How does the given information determine which inverse trigonometric ratio you
should use to determine an acute angle measure?
It doesn’t – you can use any inverse trigonometric ratio, as long as you use the correct
two side lengths. However, if two sides are vertical and horizontal, it makes sense to use
inverse tangent.

Module 18 972 Lesson 4

IN2_MNLESE389847_U7M18L4 972 16/09/14 11:11 AM

Problem Solving with Trigonometry 972

 Your Turn

ELABORATE 10. Triangle JKL has vertices J(3, 5), K(-3, 2), and L(5, 1). Find the
side lengths to the nearest hundredth and the angle measures to the 5
y J

nearest degree.
Plot points J, K, and L, and draw △JKL. K
INTEGRATE MATHEMATICAL Find the side lengths using the distance formula: Lx
PRACTICES ――――――― ― ―
JK = √(-3 - 3) + (2 - 5) = √45 = 3 √5 ≈ 6.71,
2 2
-5 0 5

Focus on Modeling ―――――――

JL = √(5 - 3) + (1 - 5) = √― √―
―――――――― 20 =―2 5 ≈ 4.47,
2 2

MP.4 Some students may find it difficult to choose √(5 - (-3))

2
+ (1 - 2) = √65 ≈ 8.06
2
KL = -5

a trigonometric or inverse trigonometric ratio to ¯.

∠J appears to be a right angle. To check, find the slope of JK
solve a right triangle. Discuss with the class how ― _ _ _
2-5
=
-3 1 ―
= ; slope of JL:
1-5 _ _
=
-4
= -2; so m∠J = 90°.
―
Slope of JK:

(_― )
-3 - 3 -6 2 5-3 2
students choose a particular relationship. For
example, some students may prefer to always use the
Use an inverse cosine ratio to find m∠K = cos (_)
-1 JK

KL
= cos
-1 √45

√65
≈ 34°.
∠K and ∠L are complementary, so m∠L ≈ 90° - 34° = 66°.
inverse tangent ratio if the lengths of both legs are
known to find an acute angle measure.
Elaborate
11. Would you use the area formula you determined in this lesson for a right
AVOID COMMON ERRORS triangle? Explain.
Possible answer: No. You could use this formula, but since in a right triangle, the lengths of
Students may miss parts when solving a right 1 _
the legs are the base and height, it is simpler to use the formula A = bh.
triangle. Remind students that three side lengths and 2
12. Discussion How does the process of solving a right triangle change when
three angle measures are needed. Encourage students its vertices are located in the coordinate plane?
to always draw a diagram and to label it whenever Generally, you need to find all the side lengths and all the angles, checking that one is
they determine a measure. a right angle. The distance formula is generally used to find side lengths rather than
trigonometric ratios or the Pythagorean Theorem (although the distance formula depends
© Houghton Mifflin Harcourt Publishing Company

on the Pythagorean Theorem). The acute angles are found in the same way in both cases.
SUMMARIZE THE LESSON
13. Essential Question Check-In How do you find the unknown angle
How do you solve a right triangle? Use the measures in a right triangle?
Pythagorean Theorem, trigonometric ratios, inverse You first use two known side lengths to form a ratio and then use the appropriate inverse

trigonometric ratios, and complementary angle trigonometric ratio to find one angle measure. Then subtract that measure from 90° to

relationships to find missing side lengths and angle find the measure of the other acute angle.

measures in a right triangle.

Module 18 973 Lesson 4

IN2_MNLESE389847_U7M18L4 973 16/09/14 11:11 AM

973 Lesson 18.4

 Evaluate: Homework and Practice EVALUATE
• Online Homework
Find the area of each triangle to the nearest tenth. • Hints and Help
• Extra Practice
1. 2. In △PQR, PR = 23 mm, QR = 39 mm, and
m∠R = 163°.
62°
P
4.1 cm 3.2 cm
Q 23 mm
39 mm R
163° ASSIGNMENT GUIDE
1 1 _ _
Area = (PR)(QR)sin R = (23)(39) sin 163° ≈ 131.1 mm 2. Concepts and Skills Practice
a = 4.1 cm, b = 3.2 cm, and m∠C = 62°; 2 2
1 _ 1 _
Area = ab sin C = (4.1)(3.2)sin 62° ≈ 5.8 cm 2
Explore Exercise 16
2 2 Deriving an Area Formula
Example 1 Exercises 1–2
Solve each right triangle. Round lengths to the nearest tenth and angles to the nearest degree.
Using the Area Formula
3. A AC 2 + BC 2 = AB 2
Example 2 Exercises 3–5
AC 2 + (2.7) = (3.1)
2 2
3.1 cm Solving a Right Triangle
AC 2 = 2.32

B
――
AC = √2.32 ≈ 1.5 cm
Example 3 Exercises 6–8
Solving a Right Triangle in the
(_) (_)
C 2.7 cm
BC 2.7 Coordinate Plane
m∠A = sin -1 = sin -1 ≈ 61°
AB 3.1
∠A and ∠B are complementary, so m∠B ≈ 90° - 61° = 29°.

4.
F ∠D and ∠F are complementary, so m∠F = 90° - 56° = 34°. AVOID COMMON ERRORS
tan D =
EF _ cos D =
DE _
DE DF Students may forget to include units when solving
tan 56° =
EF _cos 56° =
26 _ area problems. Remind students that the units are an
© Houghton Mifflin Harcourt Publishing Company
26 DF
26tan 56° = EF DF =
26 _
≈ 46.5 m important part of the answer.
56° cos56°
D E
26 m 38.5 m ≈ EF

5.
_ _
Right △PQR with PQ ⊥ PR , QR = 47 mm, and m∠Q = 52°
COMMUNICATING MATH
∠Q and ∠R are complementary, so m∠R = 90° - 52° = 38°. Encourage students solving right triangles to
R
sin Q =
PR _ cos Q =
PQ _ communicate their understanding of the
QR QR
relationships between the trigonometric ratios and
47 mm
sin 52° =
PR _ cos 52° =
PQ _
47 47 their inverses.
52° 47 sin 52° = PR 47 cos 52° = PQ
P Q
37.0 mm ≈ PR 28.9 mm ≈ PQ

Module 18 974 Lesson 4

COMMON
Exercise
IN2_MNLESE389847_U7M18L4 974
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 16/09/14 11:13 AM

1–8 1 Recall of Information MP.4 Modeling

9–15 2 Skills/Concepts MP.4 Modeling
16 3 Strategic Thinking MP.3 Logic
17 3 Strategic Thinking MP.2 Reasoning
18 3 Strategic Thinking MP.4 Modeling
19 3 Strategic Thinking MP.3 Logic

Problem Solving with Trigonometry 974

 Solve each triangle. Find the side lengths to the nearest hundredth
AVOID COMMON ERRORS and the angle measures to the nearest degree.
Students may have difficulty solving right triangles. 6. Triangle ABC with vertices A(-4, 4), B(3, 4), and C(3, -2)
They may find it easier when they first identify y Plot points A, B, and C, and draw △ABC.
5
whether they are looking for a ratio or an angle A B ¯, so m∠B = 90°
¯ ⊥ BC
AB
―――――――― ―
measure. If they are looking for a ratio, they should
√
AB = 7, BC = 6, AC = (3 - (-4)) + (-2 - 4) = √85 ≈ 9.2,
2 2

use sin, cos, or tan. If they are looking for an angle

measure, they should use sin -1, cos -1, or tan -1. -5 0 5
x
( )
BC
AB
6
m∠A = tan -1 _ = tan -1 _ ≈ 41°
7 ()
∠A and ∠C are complementary, so m∠C ≈ 90° - 41° = 49°.
C

INTEGRATE MATHEMATICAL -5

PRACTICES
Focus on Modeling 7. Triangle JKL with vertices J(-3, 1), K(-1, 4), and L(6, -5)
Plot points J, K, and L, and draw △JKL.
MP.4 For greater accuracy, remind students to use 5
y
K ∠J appears to be a right angle. To check,
given measurements instead of calculated values in __ _ 4-1 3
¯:
slope of JK = ;
the later steps of solving a right triangle. -1 - (-3) 2
J
x _ _ _
¯: -5 - 1 = -6 = - 2 ; so m∠J = 90°.
slope of JL
――――――――
6 - (-3) 9 3
JK = √(-1 - (-3)) + (4 - 1) = √―
-5 0 5 2
13 ≈ 3.6,
2

――――――――
JL = √(6 - (-3)) + (-5 - 1) = √――
2
117 ≈ 10.8,
2

-5
―――――――――
KL = √(6 - (-1)) + (5 - (-4)) = √――
L
2 2
130 ≈ 11.4
―
m∠L = sin (_) = sin _
JK
-1
KL
√
√――
13
130 (
≈ 18°
-1
)
∠K and ∠L are complementary, so m∠K ≈ 90° - 18° = 72°.
© Houghton Mifflin Harcourt Publishing Company

8. Triangle PQR with vertices P(5, 5), Q(-5, 3), and R(-4, -2)

y Plot points P, Q, and R, and draw △PQR.

5 P
∠Q appears to be a right angle. To check,
Q
― 3-5
_ _ _ -2 1
slope of PQ: = = ;
-5 - 5 -10 5
x ― -2 - 3 = -5 = -5 ; so m∠Q = 90°.
__ _
slope of QR:
-4 - (-5)
――――――― 104 = 2 √―
-5 0 1
PQ = √(-5 - 5) + (3 - 5) = √――
5
26 ≈ 10.2,
2 2

―――――――――
R

QR = √(-4 - (-5)) + (-2 - 3) = √―

2
26 ≈ 5.1,
2
-5
―――――――― 130 ≈ 11.4
PR = √(-4 - 5) + (-2 - 5) = √――
2 2

QR
PQ( ) 1 ≈ 27°
m∠P = tan -1 _ = tan -1 _
2 ()
∠P and ∠R are complementary, so m∠R ≈ 90° - 27° = 63°.
Module 18 975 Lesson 4

IN2_MNLESE389847_U7M18L4 975 16/09/14 11:20 AM

975 Lesson 18.4

 9. Surveying A plot of land is in the shape of a triangle, as shown. Find the area of the
plot, to the nearest hundred square yards. COLLABORATIVE LEARNING
Have students construct a right triangle and measure
142 yd _1 ab sin C the lengths of two sides. Ask them to find the length
Area =
2 of the third side and the acute angle measures
= _(142)(227) sin 128° ≈ 12,700 yd
128° 1 2
2 without using the Pythagorean Theorem or a
227 yd
protractor. Have students construct a second right
triangle and measure one acute angle and a side.
10. History A drawbridge at the entrance to an ancient castle is raised and lowered by a Have them find the other acute angle measure and
pair of chains. The figure represents the drawbridge when flat. Find the height of the
suspension point of the chain, to the nearest tenth of a meter, and the measures of the the lengths of the other two sides. Finally, have
acute angles the chain makes with the wall and the drawbridge, to the nearest degree. students exchange triangles and check each other’s
height of wall: AB 2 + BC 2 = AC 2 work.
C
(3.2)2 + BC 2 = (5.0)2
10.24 + BC 2 = 25
5.0 m COMMUNICATE MATH
Wall BC 2 = 14.76
Chain
BC ≈ 3.8 m
Have students explain to each other when they would
A
3.2 m
B m∠A = cos
AB
-1 _
AC ( ) 3.2
= cos -1 _ ≈ 50°
5.0 ( ) use the Pythagorean Theorem, the sin, cos, or tan
ratios, and the sin -1, cos -1, or tan -1 ratios to solve a
∠A and ∠C are complementary, so m∠C ≈ 90° - 50° = 40°.
drawbridge right triangle.

11. Building For safety, the angle a wheelchair ramp makes with the horizontal should
be no more than 3.5°. What is the maximum height of a ramp of length 30 ft? What
distance along the ground would this ramp cover? Round to the nearest tenth of
a foot.

© Houghton Mifflin Harcourt Publishing Company

A 30 ft
3.5°
B C

sin C = _
AB
cos C =_
BC
AC AC
sin 3.5° = _ cos 3.5° = _
AB BC
30 30
30 sin 3.5° = AB 30 cos 3.5° = BC
1.8 ft ≈ AB 29.9 ft ≈ BC

Module 18 976 Lesson 4

IN2_MNLESE389847_U7M18L4 976 16/09/14 11:20 AM

Problem Solving with Trigonometry 976

 12. Multi-Step The figure shows an origami crane as well as a stage of its construction.
The area of each wing is shown by the shaded part of the figure, which is symmetric
about its vertical center line. Use the information in the figure to find the total wing
area of the crane, to the nearest tenth of a square inch.

A 45°
2.2 in.

B F
C E

4.0 in.
3.7 in.

D
22.5°
Area of each wing = Area of △ ABF + Area of △ DBF - Area of △ DCE
1 _
Area of △ ABF = (2.2)(2.2) sin 45°; ≈ 1.711 in. 2
2
1 _
Area of △ DBF = (4.0)(4.0) sin 22.5°; ≈ 3.061 in. 2
2
1 _
Area of △ DCE = (3.7 in.)(3.7 in.) sin 22.5°; ≈ 2.619 in. 2
2
Area of each wing: 1.711 in. 2 + 3.061 in. 2 - 2.619 in. 2 = 2.153 in. 2
Area of both wings: 2(2.153) in. 2 ≈ 4.3 in. 2
13. Right triangle △XYZ has vertices X(1, 4) and Y(2, -3). The vertex Z has positive
integer coordinates, and XZ = 5. Find the coordinates of Z and solve △XYZ; give
exact answers.
y
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jules

5
X

Z
x
-5 0 5

Y
-5
Kitano/iStockPhoto.com

Based on 3–4–5 right triangles as well as horizontal and vertical displacements of 5, possible
coordinates for Z are (1, 9), (4, 8), (5, 7), (6, 4), and (5, 1) . Z(5, 1) is the only possibility that
appears to create a right triangle.
_ _ _ _ _
― 1 - 4 = -3 = - 3 ; slope of YZ
To check, slope of XZ:
―: 1 -(-3) = 4 ; so m∠Z = 90°.
5-1 4 4 5 -2 3
――――――― 50 = 5 √―2 , XZ = √―――――――
XY = √(2 - 1) + (-3 - 4) = √―
2 2
(5 - 1) + (1 - 4) = √―
25 = 5,
2 2

――――――――
YZ = √(5 - 2) + (1 - (-3)) = √―
2
25 = 5
2

― ―
Since XZ ≅ YZ, △ XYZ is a 45°-45°-90° triangle. Therefore, m∠X = m∠Y = 45°.
Module 18 977 Lesson 4

IN2_MNLESE389847_U7M18L4.indd 977 27/04/17 11:52 AM

977 Lesson 18.4

 14. Critique Reasoning Shania and Pedro are discussing whether it is always possible
to solve a right triangle, given enough information, without using the Pythagorean
Theorem. Pedro says that it is always possible, but Shania thinks that when two side
lengths and no angle measures are given, the Pythagorean Theorem is needed. Who is
correct, and why?
Pedro; Possible answer: When one side and one acute angle are given, trigonometric ratios
can be used to find the other sides, and complementary angles give the other acute angle.
When two sides are given, an inverse trigonometric ratio can be used to find one acute
angle, and this angle together with a given side can be used with a different trigonometric
ratio to find the other side. The other acute angle is complementary as before.

15. Design The logo shown is symmetrical about one of its diagonals. Find the angle
measures in △CAE, to the nearest degree. (Hint: First find an angle in △ABC,
△CDE or △AEF) Then, find the area of △CAE, without first finding the areas of the
other triangles.
m∠BAC = tan -1 __ ( )
BC
AB
= tan -1 _ ()
3
6
≈ 26.565° A
6 mm
B
∠BAC ≅ ∠EAF, so m∠EAF = m∠BAC ≈ 26.565° 3 mm
m∠BAC + m∠CAE + m∠EAF = 90°
C
26.565° + m∠CAE + 26.565° ≈ 90°
3 mm
m∠CAE ≈ 90° - 2(26.565°)
F D
≈ 36.87° ≈ 37° E

∠AEC ≅ ∠ACE, so m∠AEC = m∠ACE AC 2 = AB 2 + BC 2

m∠AEC + m∠ACE + m∠CAE = 180° AC 2 = 6 2 + 3 2 = 45
2(m∠AEC) + 36.87° ≈ 180° ―
AC = √45 = 3 √5 ―
m∠AEC ≈ 71.5°
1 _
Area = (AC)(AE) sin(∠CAE)
m∠ACE ≈ 71.5° ≈_
2
―
1 ( √ )( √ ) ―
3 5 3 5 sin(36.87°) ≈ 13.5 mm 2
2

16. Use the area formula for obtuse ∠B in the diagram to show that if an acute A © Houghton Mifflin Harcourt Publishing Company
angle and an obtuse angle are supplementary, then their sines are equal.

Area formula: Area = _

1 b
2
ac sin B c h
But △ABC has base a and height h = c sin (∠ABD), C a B D
so Area = _
1
(a)(c sin (∠ABD)).
2
Equating these two expressions for the area, sin B = sin ∠ABD
But since, for any obtuse ∠B, ∠B and ∠ABD are supplementary in this
construction, this proves the result.

Module 18 978 Lesson 4

IN2_MNLESE389847_U7M18L4 978 6/9/15 12:06 PM

Problem Solving with Trigonometry 978

JOURNAL H.O.T. Focus on Higher Order Thinking

Have students create an example that shows how to 17. Communicate Mathematical Ideas The HL Congruence
E
Theorem states that for right triangles ABC and DEF such that C
solve a right triangle. Students should specify the ― _ ― ―
∠A and ∠D are right angles, BC ≅ EF, and AB ≅ DE,
known side or angle measures and explain how to △ABC ≅ △DEF.
A B
find the unknown side lengths and angle measures. Explain, without formal proof, how solving a right triangle
with given leg lengths, or with a given side length and acute F D
angle measure, shows that right triangles with both legs
congruent, or with corresponding sides and angles congruent,
must be congruent.
Suppose AB ¯ ≅ DE ¯ and AC ¯ ≅ DF ¯. Solving either of these right triangles determines the
length of the hypotenuse in the same way, e.g., using the Pythagorean Theorem, so
BC = EF and therefore, by SSS ≅, △ABC ≅ △DEF.
Suppose ∠B ≅ ∠E. The given corresponding side lengths allow the unknown sides to
be calculated in the same way using trigonometric ratios, so that all corresponding
side lengths are equal and therefore all corresponding sides are congruent. Again, by
SSS ≅, △ABC ≅ △DEF.

18. Persevere in Problem Solving Find the perimeter and area of y

△ABC, as exact numbers. Then, find the measures of all the angles 5

――――――――
to the nearest degree.
√(3 -(-2)) + (3 - 2) = √―
B
2
BC = 6, AB =
2
26 , A
――――――――― ―
AC = √(3 -(-2)) + (-3 -(-2)) = √50 = 5 √― x
2 2
2

perimeter: BC + AB + AC = 6 + √―
26 + 5 √―
-5 0 5
2
With base b = BC = 6, height h = 5, C
1 _ 1 _
so area = bh = (6)(5) = 15. -5

― ―
2 2
_
1
Area = ab sin C
1 _
15 = (5 √2 )( √26 ) sin A
2
_ ―
15 = 1 (6)(5 √2 )sin C _―
3 √13
2

_―
© Houghton Mifflin Harcourt Publishing Company

2 = sin A
―
(_ )
√2 13
= sin C √13
2 -1 3
sin = m∠A
45° = m∠C 13
56° ≈ m∠A
Angle sum of a triangle: 56° + m∠B + 45° ≈ 180°; m∠B ≈ 79°

19. Analyze Relationships Find the area of the triangle using two different
formulas, and deduce an expression for sin2θ. θθ
Area = bh_
1 _1
Area = (x)(x)sin 2θ x x
2 2
_
1
= (2x sin θ)(x cos θ) _1
= x 2 sin 2θ
2 2
= x 2 sin θ cos θ
_
1 2
x sin 2θ = x 2 sin θ cos θ → sin 2θ = 2sin θ cos θ
2

Module 18 979 Lesson 4

IN2_MNLESE389847_U7M18L4 979 19/04/14 12:02 AM

979 Lesson 18.4

 Lesson Performance Task CONNECT VOCABULARY
Students are probably familiar with the metric

O
Every molecule of water contains two atoms of hydrogen and one atom of oxygen.
The drawing shows how the atoms are arranged in a molecule of water, along with
prefixes deci-, centi-, and milli-, but may not know the
the incredibly precise dimensions of the molecule that physicists have been able to next three smaller prefixes. They are:

95
determine. (1 pm = 1 picometer = 10 -12m)

.84
p
micro- = 10 -6 = 0.000 001

.84

pm
95
1. Draw and label a triangle with the dimensions shown. 104.45°

2. Find the area of the triangle in square centimeters. Show

your work. H H nano- = 10 -9 = 0.000 000 001
pico- = 10 -12 = 0.000 000 000 001
3. Find the distance between the hydrogen atoms in centimeters.
Explain your method.

1. A
95 AVOID COMMON ERRORS
pm 104.45°
.84
.84 pm
The conversion from 95.84 picometers to centimeters
95
B C may be difficult for students. Here are the steps and
reasons:
2. AB = AC = 95.84 pm = 95.84 × 10 -12 m = 95.84 × 10 -10 cm = 9.584 × 10 -9 cm
_ _
area = AB(AC) sin A = (9.584 × 10 -9 cm)(9.584 × 10 -9 cm) sin 104.45°
1 1 95.84 pm = 95.84 × 10 -12 m
2 2
1 _
= (9.584 × 10 -9 cm)(9.584 × 10 -9 cm)(0.9684) (Definition of pm)
2
≈ 44.48 × 10 -18 cm 2
= 95.84 × 10 -10 cm
≈ 4.45 × 10 cm -17 2

― ―_ (Multiply by 10 2 cm = 1 m.)
3. Possible answer: Label the midpoint of BC point D. Draw AD. AD bisects ∠A, forming
two 52.225° angles. = 9.584 × 10 -9 cm
In right triangle ABD,
_ (Divide 95.84 by 10 and multiply 10 -10 by 10)
© Houghton Mifflin Harcourt Publishing Company
BD
sin 52.225 =
AB
0.79 ≈
BD _
95.84
75.71 ≈ BD
-8
BC = 2 × 75.71 = 151.42 pm = 151.42 × 10 -12 m = 151.42 × 10 -10 cm = 1.51 × 10 cm

Module 18 980 Lesson 4

EXTENSION ACTIVITY
IN2_MNLESE389847_U7M18L4 980 19/04/14 12:02 AM

This Lesson Performance Task will give students a glimpse into the complex field
of molecular geometry. While most of the subject lies beyond the range of
high-school geometry students, there are many questions students can research
and report on at a basic level. Among them:
• What is molecular geometry?
• How was the molecular structure of water discovered? Scoring Rubric
• What determines the angles between the atoms in a molecule? 2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
• What holds a molecule together? solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Problem Solving with Trigonometry 980