LESSON NOTE FOR SIXTH WEEK
THEME: TRIGONOMETRIC RATIOS
TOPIC: DERIVATION OF SINE RULE AND ITS APPLICATION
DATE: 14/02/2023
SUBJECT: MATHEMATICS
DURATION: 40 MINUTES
CLASS: SS2(B, C, E)
SPECIFIC OBJECTIVES: By the end of the lesson students should be able to:
1. Find trigonometric ratios of angles between 0° 𝑎𝑛𝑑 360°.
2. State the sine rule
3. Derive the sine rule.
INSTRUCTIONAL RESOURCE: Acute angle chart and Obtuse angle triangle Chart.
LESSON PRESENTATION:
STEP 1: IDENTIFICATION OF STUDENTS PRIOR IDEA.
Mode: Whole Class
Teacher Activity:
Given a right angle isosceles triangle it is possible to determine the values of all the
trigonometric ratios of the base angles without necessarily using any calculating aid. In the
figure below it is isosceles triangle ABC right-angle at C.
A
hyp
opp
√2
1
B 45° C
1
Adj
Let the equal sides of the triangle be of a unit length each, that is |𝐴𝐶| = |𝐵𝐶| =1
|𝐴𝐵| = 1 + 1 = 2(𝑝𝑦𝑡ℎ𝑎𝑔𝑜𝑟𝑎𝑠 𝑟𝑢𝑙𝑒)
|𝐴𝐵| √2 𝑢𝑛𝑖𝑡𝑠
But B=A =45° (𝑏𝑎𝑠𝑒 𝑎𝑛𝑔𝑙𝑒𝑠 𝑜𝑓 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒𝑑 𝑖𝑠𝑜𝑠𝑐𝑒𝑙𝑒𝑠 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒. )
𝑜𝑝𝑝 𝐴𝐶
Sine of angle 𝜃 𝑎𝑠 ℎ𝑦𝑝 𝐴𝐵 = 𝑠𝑖𝑛𝜃
𝐴𝑑𝑗 𝐵𝐶
Cosine of angle𝜃 𝑎𝑠 = 𝑐𝑜𝑠𝜃
ℎ𝑦𝑝 𝐴𝐵
𝑜𝑝𝑝 𝐴𝐶
Tan of angle 𝜃 𝑎𝑠 𝑎𝑑𝑗
= 𝐵𝐶 = tan𝜃
1
∴ 𝑠𝑖𝑛45° =
√2
1
Cos 45°
√2
1
Tan45° = 1
It follows that if the angles of a triangle are 45°, 45°, 90° 𝑡ℎ𝑒 𝑟𝑎𝑡𝑖𝑜𝑠 𝑎𝑟𝑒 1: 1: √2
STUDENTS ACTIVITY: Teacher guides the students on the above
STEP 11: EXPLORATION
Mode Whole Class
Teacher Activity:
To obtain the trigonometric ratio of 60° 𝑎𝑛𝑑 30°. 𝑙𝑒𝑡 ∆𝐴𝐵𝐶 𝑏𝑒 𝑎𝑛 𝑒𝑞𝑢𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑤𝑖𝑡ℎ
𝑠𝑖𝑑𝑒𝑠 2 𝑢𝑛𝑖𝑡𝑠 𝑖𝑛 𝑙𝑒𝑛𝑔ℎ𝑡 𝑒𝑎𝑐ℎ . 𝑡ℎ𝑖𝑠 𝑖𝑚𝑝𝑙𝑖𝑒𝑠 𝑡ℎ𝑎𝑡 𝑒𝑎𝑐ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒𝑠 𝑜𝑓 ∆𝐴𝐵𝐶 = 60°
Suppose |𝐵𝐷| 𝑖𝑠 𝑎𝑛𝑑 𝑎𝑙𝑡𝑖𝑡𝑢𝑑𝑒 𝑡ℎ𝑒𝑛 |𝐵𝐷| 𝑏𝑖𝑠𝑒𝑐𝑡 𝐴𝐵𝐶 𝑖𝑛 ∆ 𝐴𝐵𝐶
∴ |𝐴𝐵| 2 𝑎𝑛𝑑 |𝐴𝐷 | = 1(|𝐵𝐷| 𝑏𝑖𝑠𝑒𝑐𝑡 |𝐴𝐶|
|𝐵𝐷| = |𝐴𝐵| − |𝐴𝐷| ( pythagora rule
22 -12 = 4 − 1 = 3
∴ |𝐵𝐷| = √3
B
2 2
A D C
𝐵𝐷
Sin60° = = √3 /2
𝐴𝐵
𝐴𝐷 1
Cos60° =
𝐴𝐵 2
𝐵𝐷 √3
Tan60° 𝐴𝐷 = = √3 1
Also ABD 30°
𝐴𝐷
Sin30° = 𝐴𝐵
𝐵𝐷
Cos30° = = √3 /2
𝐴𝐵
𝐴𝐷
Tan30° = 1/√3
𝐵𝐷
From the above we notice that the angles of a triangle
30°, 60°, 90° ℎ𝑎𝑣𝑒 𝑖𝑡𝑠 𝑙𝑒𝑛𝑔ℎ𝑡 𝑎𝑠 𝑖𝑛𝑡ℎ𝑒 𝑟𝑎𝑡𝑖𝑜 1: √3 :2
STUDENTS ACTIVITY: Teacher guides the students on the above.
STEP 111: DISCUSSION
Mode: Whole Class
Teacher Activity:
Identifying quadrant of a given angle
Ist quadrant
2nd quadrant
3rd quadrant 4th quadrant
1st quadrant contain angles between 0° 𝑎𝑛𝑑 90°
2nd quadrant contain angles between 90° 𝑎𝑛𝑑 180°
3rd quadrant contain angles between 180° 𝑎𝑛𝑑 270°
4th quadrant contain angles between 270° 𝑎𝑛𝑑 360°
1. Angles in the first quadrant 0< 𝜃 < 90°
T y
𝑦
Sin𝜃 = 𝑡
𝑥
Cos𝜃 = 𝑡
𝑦
Tan𝜃 = 𝑥
For acute angle all trigonometric ratio are positive.
Angle in the second quadrant 90° < 𝜃 < 180°
t
y
𝜃 180°
-x
𝑦
Sin𝜃 = = 𝑠𝑖𝑛𝜃
𝑡
−𝑥
Cos𝜃 = = −𝑐𝑜𝑠𝜃
𝑡
−𝑦
Tan𝜃 = 𝑥 = −𝑡𝑎𝑛𝜃
For 90° < 𝜃 < 180° 𝑏𝑜𝑡ℎ cos 𝑎𝑛𝑑 tan 𝑎𝑟𝑒 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒, 𝑤ℎ𝑖𝑙𝑒 sin 𝑖𝑠 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒.
STUDENT ACTIVITY: Teacher leads the student on how they can locate any given angles using
the quadrant to know which quadrant the angles falls in.
STEP IV: APPLICATION
Mode Whole Class
Teacher Activity:
Angles in the third quadrant. 180° < 𝜃 < 270°
180°+𝜃
-x
𝜃
-y
𝑦
sin(180° + 𝜃) = − − 𝑠𝑖𝑛𝜃
𝑡
−𝑥
cos(180° + 𝜃) = – 𝑐𝑜𝑠𝜃
𝑡
−𝑦
tan(180° + 𝜃) = −𝑥 = 𝑡𝑎𝑛𝜃
Angles in the forth quadrant. 270° < 𝜃 < 360°
x
t -y
−𝑦
sin = = −𝑠𝑖𝑛𝜃
𝑡
𝑥
cos𝜃 = = cos𝜃
𝑡
−𝑦
tan= 𝑥 = -tan𝜃.
STUDENTS ACTIVITY: Teacher leads the students on the above.#
STEP V: EVALUATION: Teacher evaluate her lesson by giving the students class ativity.
Mode Whole Class
Teacher Activity:
Evaluate tan330° °𝑙𝑒𝑎𝑣𝑖𝑛𝑔 𝑦𝑜𝑢𝑟 𝑎𝑛𝑠𝑤𝑒𝑟 𝑖𝑛 𝑠𝑢𝑟𝑑𝑖𝑐 𝑓𝑜𝑟𝑚.
Assignment
Exercise 12.1 new concept mathematics 2, page 146, question 2.
REFERENCE.
New concept mathematics 2 and STAN mathematics 2. And multipurpose mathematic
THEME: TRIGONOMETRIC RATIOS
TOPIC: DERIVATION OF SINE RULE AND ITS APPLICATION
DATE: 15/02/2023
SUBJECT: MATHEMATICS
DURATION: 40 MINUTES
CLASS: SS2 B,C &E
SPECIFIC OBJECTIVES: By the end of the lesson students should be able to:
1. Derive the sine rule
2. State the sine rule
3. Apply the sine rule.
INSTRUCTIONAL RESOURCE: Acute angle chart and Obtuse angle triangle Chart.
LESSON PRESENTATION:
STEP 1: IDENTIFICATION OF STUDENTS PRIOR IDEA.
Mode: Whole Class.
Teacher Activity:
Sine rule for acute angles.
Given any triangle ABC, the sine rule state that,
𝑎 𝑏 𝑐
= 𝑠𝑖𝑛𝐵 = 𝑠𝑖𝑛𝐶
sin 𝐴
Where a is the side opp angle A
b is the side opp angle B
c is the side opp angle C
E a
A
D b C
Given : An acute –angle triangle ABC with A< 90° (𝑎𝑐𝑢𝑡𝑒)
𝑎 𝑏 𝑐
Prove that sin 𝐴 = 𝑠𝑖𝑛𝐵 = 𝑠𝑖𝑛𝐶
Construction: draw the perpendicular from B to AC at D and from C to AB at E.
Proof: that in ∆ 𝐴𝐵𝐷 𝑎𝑛𝑑 ∆𝐵𝐶𝐷
𝐵𝐷
Sin A = 𝑐
BD= c sin A ------- (1)
𝐵𝐷
Sin c = 𝑎
BD= a sin c --------- (11)
From (11) and 1
C sin A =a sin C ------- (111)
Divide (111) by sin A, sin C we get
𝑎 𝑏
= 𝑠𝑖𝑛𝐵 − − − −𝑖𝑣
𝑠𝑖𝑛𝐴
∴ 𝑓𝑟𝑜𝑚 ∆ 𝐵𝐶𝐸 𝑎𝑛𝑑 𝐴𝐸𝐶 𝑤𝑒 𝑔𝑒𝑡
𝑎 𝑏
= −−−𝑉
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵
From iv and V we obtain
𝑎 𝑏 𝑐
= = 𝑠𝑖𝑛𝐶
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵
STUDENTS ACTIVITY: Teacher guides the students on the above.
STEP 11: EXPLORATION
Mode Whole class
Teacher Activity:
Sine rule for obtuse angle
Given ∆ 𝐴𝐵𝐶 𝑤𝑖𝑡ℎ 𝐶 > 90°(𝑜𝑏𝑡𝑢𝑠𝑒)
Given an obtuse angle triangle ABC
𝑎 𝑏 𝑐
Prove that 𝑠𝑖𝑛𝐴 = 𝑠𝑖𝑛𝐵 = 𝑠𝑖𝑛𝐶
ℎ
Proof : in ∆𝐴𝐵𝐶∆, 𝑠𝑖𝑛𝐴 = 𝑐
h =csinA ------- (1)
ℎ
in ∆ 𝐶𝐵𝐸, 𝑠𝑖𝑛𝐶 = 𝑎
h =a sin C ------- (11)
But C= (180-c) and sin (180-c) B
ℎ
Similarly in ∆ 𝐵𝐶𝐷, 𝑠𝑖𝑛𝐴 = 𝑎
h = b sinB c
h
a D
Ex A
ℎ
While in ∆ 𝐴𝐶𝐵 𝑠𝑖𝑛𝐴 = 𝑎
h = b sin A
∴ asin 𝐵 = 𝑏𝑠𝑖𝑛𝐴
𝑎 𝑏 𝑐
= =
𝑠𝑖𝑛𝐴 𝑠𝑖𝑛𝐵 𝑠𝑖𝑛𝐶
STEP 111: DISCUSSION
Mode whole class
Teacher Activity:
Example.
Calculate the unknown sides and angle of the given triangle
A C
Solution
Using the sine rule
The sum of angle in ∆ = 180°
∴ 𝐵 = 𝐵𝐴𝐶 + 𝐴𝐶𝐵 = 135°
ABC=180° − 135°
B= 45°a
𝑎 𝑏 𝑐
∴ 𝑠𝑖𝑛𝐴 = 𝑠𝑖𝑛𝐵 = 𝑠𝑖𝑛𝐶
5 𝑐
∴ = 𝑠𝑖𝑛70°
𝑠𝑖𝑛65°
𝑠𝑖𝑛70°
∴5x𝑠𝑖𝑛65°
C=5.184cm
𝑏
b = sin65° = 𝑠𝑖𝑛45°
5𝑋𝑠𝑖𝑛45°
b = 𝑠𝑖𝑛65°
∴ 𝑏 = 3.9𝑐𝑚.
STUDENT ACTIVITY: Teacher guides the students on how to use the sine rule to solve problem.
STEP IV: APPLICATION.
Mode: Whole Class
Teacher Activity: calculate the marked side and the marked angle in the figure below.
P 5cm Q
R
PRQ=25.4 + RQP+QPR=180°
Using the sine rule
𝑎 𝑏 𝑐
= 𝑠𝑖𝑛𝐵 = 𝑠𝑖𝑛𝐶
𝑠𝑖𝑛𝐴
5 10
= 𝑠𝑖𝑛𝐵
𝑠𝑖𝑛25.4
10𝑋𝑠𝑖𝑛25.4
∴ 𝑠𝑖𝑛𝐵 = 5
B= 59°
Recall that the sum of angles in a ∆ = 180°
25.4°+59°=180°
84.4°=180°
∴ 𝐶 = 180° − 84.4° = 95.6°
∴ 𝐶 = 95.6°
For the side c
5 𝑐
=
25.4° 95.6°
5𝑋𝑠𝑖𝑛95.6°
C= 𝑠𝑖𝑛25.4
∴ 𝑐 = 11𝑐𝑚
STUDENT ACTIVITY: Teacher leads the students on the above example.
STEP V: EVALUATION: Teacher evaluate her lesson by giving the students class activity
Mode Whole Class
Teacher Activity:
Class Activity:
Calculate the marked side and the marked angle in the figure below.
A B
ASSIGNMENT:
Exercise 12.2, page 152, question 1-6. Ne concept Mathematics.
REFERENCE.
New concept mathematics 2 and STAN mathematics 2. And multipurpose mathematic
THEME: TRIGONOMETRIC RATIOS
TOPIC: DERIVATION OF COSINE RULE AND ITS APPLICATION
DATE: 16/02/2023
SUBJECT: MATHEMATICS
DURATION: 40 MINUTES
CLASS: SS2 B,C& E
SPECIFIC OBJECTIVES: By the end of the lesson students should be able to:
1. State and derive the cosine rule
2. Identify a problem situation which needs the cosine rule
3. Use the cosine rule in solving triangle.
INSTRUCTIONAL RESOURCE: Acute angle chart and Obtuse angle triangle Chart.
LESSON PRESENTATION:
STEP 1: IDENTIFICATION OF STUDENTS PRIOR IDEA.
Mode: Whole Class.
Teacher Activity:
The cosine rule:
Cosine rule is used for solving triangles in which two sides and the include angle are given.
Cosine rule can also be used to find angles when all the sides are given and no angle is given.
A
c b
B C
a
The cosine rule is used to solve triangles with
1. 2 sides and an included angle.
2. 3 sides of the triangle.
The cosine formula states that:
In any triangle ABC.
𝑎2 =𝑏 2 + 𝑐 2 − 2𝑏𝑐𝑐𝑜𝑠A
𝑏 2 = 𝑎2 + 𝑐 2 − 2𝑎𝑐𝑐𝑜𝑠𝐵
𝑐 2 = 𝑎2 + 𝑏 2 − 2𝑎𝑏𝑐𝑜𝑠𝐶
Inversely
The inversely can be used when all the side is given and no angle given.
cosA=𝑏 2 + 𝑐 2 − 𝑎2
2bc
CosB= 𝑎 + 𝑐 2 − 𝑏 2
2
2ac
CosC= 𝑎 + 𝑏 2 − 𝑐 2
2
2ab
STUDENT ACTIVITY: Teacher guides the students on the above.
STEP 11: EXPLORATION
Mode Whole Class
Teacher Activity: in general the method used in solving a triangle will depend on the
information given.
A: Given two sides and the included angle.
Example
Suppose the sides and angle are b,c and A. Find a by the cosine rule, then use the sine rule to
find B and C
7.5
a
105
C 3.6 A
Using the cosine rule.
𝑎2 =𝑏 2 + 𝑐 2 − 2𝑏𝑐𝑐𝑜𝑠A
𝑎2 = 3.62 + 7.52 − 2𝑋3.6𝑋7.5𝑋𝑐𝑜𝑠105°
𝑎2 =12.96+56.25-2X3.6x7.5Xcos105
𝑎2 =69.21+54X0.2588
𝑎2 =83.19
𝑎2 = √83.19
∴ 𝑎2 = 9.12
STUDENTS ACTIVITY: Leads students on how to apply the cosine rule.
STEP111: DISSUSSION
Mode: Whole Class
Teacher Activity:
Given three sides without angle.
To find any angle use the cosine rule inversely.
Example : find the ∆ 𝑖𝑛 𝑡ℎ𝑒 𝑓𝑖𝑔𝑢𝑟𝑒 𝑏𝑒𝑙𝑜𝑤.
P
7 5
Q 4 R
cosA=𝑏 2 + 𝑐 2 − 𝑎2
2bc
cosR= 42 + 52 − 72
2x4x5
−8
= −0.2
40
∴ 𝑅 = cos −1 −0.2 = 101.5°
∴ 𝑅 = 101.5°
P= 72 + 52 − 42
2x7x5
58
P = 70 = cos−1 𝑜. 8285
P= 34.05°
Q= cosQ=𝑏 2 + 𝑐 2 − 𝑎2
2bc
cosQ= 72 + 42 − 52
40
2x7x4 = 56
−1
∴ cos 0.7142 = 44.45°
∴ 𝑄 =44.45°
STUDENT ACTIVITY: Teacher leads the students on how to apply the cosine rule.
STEP:IV APPLICATION:
Mode: Whole Class
Teacher Activity:
Given two angles and one
The third angle is easily found from the sum of angle. The sine rule is then used.
Example:
In ∆ 𝐴𝐵𝐶, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑠𝑖𝑑𝑒.
59°
c b
82°
B 6.73 C
Solution
ABC+BAC+ACB=180° (𝑆𝑢𝑚 𝑜𝑓 𝑎𝑛𝑔𝑙𝑒 𝑖𝑛 𝑎 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 )
ABC= 59° + 82° = 180°
ABC=141° = 180°
ABC= 180° − 141° = 39°
B=39° ∴ 𝑡ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑠𝑖𝑑𝑒 𝑖𝑠 𝑏.
𝑏 6.73 6.73𝑠𝑖𝑛39°
= 𝑠𝑖𝑛59° = 𝑠𝑖𝑛59° =4.94cm
𝑠𝑖𝑛39°
b =4.94cm
6.73 𝑐
c = 𝑠𝑖𝑛59° = 𝑠𝑖𝑛82°
6.73𝑋𝑠𝑖𝑛82°
c= 𝑠𝑖𝑛59°
°STEP V: EVALUATION: Teacher evaluate her lesson by giving the students class activity
Mode Whole Class
Teacher Activity:
Class Activity: Calculate the marked angle in the
A figure below.
7cm 6cm
x°
C
B
8cm
ASSIGNMENT:
Exercise 12.3, Page 156, Question 1, 3 and 4. New concept Mathematics.
REFERENCE.
New concept mathematics 2 and STAN mathematics 2. And multipurpose mathematics
THEME: ANGLE OF ELEVATION AND DEPRESSION
TOPIC: : ANGLE OF ELEVATION AND DEPRESSION
DATE: 20/02/2023
SUBJECT: MATHEMATICS
DURATION: 40 MINUTES
CLASS:
SPECIFIC OBJECTIVES: By the end of the lesson students should be able to:
1. Calculate angle of elevation
2. Angle of depression
3. Length and distances related to angles of elevation or depression.
INSTRUCTIONAL RESOURCE: Acute angle chart and Obtuse angle triangle Chart.
LESSON PRESENTATION:
STEP 1: IDENTIFICATION OF STUDENTS PRIOR IDEA.
Mode: Whole Class.
Teacher Activity:
Angle of elevation is the angle made above the normal eye level, horizontal. Angle of depression
is the angle made below the normal eye level.
x° 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑒𝑙𝑒𝑣𝑎𝑡𝑖𝑜𝑛 normal eye level
y° 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑑𝑒𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛
x° 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑒𝑙𝑒𝑣𝑎𝑡𝑖𝑜𝑛 𝑤ℎ𝑖𝑙𝑒 𝑦° 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑑𝑒𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛.
N
STUDENTS ACTIVITY: Teacher leads students on the various angle, elevation and depression.
STEP 2: EXPLORATION
Mode Whole class
Teacher Activity:
Illustration
The angle of elevation of the top of a building from a point on the ground 500m away from the
foot of the building is 68°. 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑏𝑢𝑖𝑙𝑑𝑖𝑛𝑔.
h
68°
50m
Let h be the height of the building.
𝑜𝑝𝑝 ℎ
Tan = 𝑎𝑑𝑗 = 50𝑚
ℎ
Tan68° = 50
∴ ℎ = 50𝑋𝑡𝑎𝑛68° = 123.8𝑚
∴ ℎ = 123.8𝑚
STUDENTS ACTIVITY: Teacher guides the students on the above.
STEP 3: DISCUSSION
Mode: Whole Class
Teacher Activity:
Example :
The angle of elevation of the top of a tower from a point on the horizontal ground
48° 𝑎𝑤𝑎𝑦 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑓𝑜𝑜𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑜𝑤𝑒𝑟 𝑖𝑠 30°. 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑜𝑤𝑒𝑟.
30°
48°m
Let m be the height of the tower
∴ 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑜𝑓 𝑒𝑙𝑒𝑣𝑎𝑡𝑖𝑜𝑛 30° = 𝑡𝑎𝑛30°
𝑚
Tan30° = 48°
∴ 𝑚 = 48°𝑋𝑡𝑎𝑛30° = 27.7𝑚
∴ 𝑚 = 27.7𝑚
STUDENTS ACTIVITY: Teacher guides the students on the above
STEP 4: APPLICATION:
Mode Whole Class
Teacher Activity:
A ladder 6metre long is placed against a vertical wall its lower end is 2metre away from the wall.
How high up the wall does it reach. Give your answer correct to one decimal place.
x 6m
Using the Pythagoras rule
𝑥 2 = 62 − 22
𝑥 2 = 36 − 4
𝑥 2 = 32
∴ 𝑥 = √32
X=5.6769
Approximately 5.7m up the wall.
STUDENTS ACTIVITY: Teacher guides the students on the above.
STEP 5: EVALUATION: Teacher evaluate her lesson.
Mode Whole Class
Class Activity: At a point 500m from the base of a water tank, the angle of elevation of the top of
the tank is 45°. 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑎𝑛𝑘.
x
45°
500m
Let x be the height of the water tank
𝑥
The angle of elevation is tan45° = 500𝑚
∴ 𝑥 = 500𝑥𝑡𝑎𝑛45° = 500𝑚
∴ x=500m
ASSIGNMENT
A ladder 6m long, leans against a vertical wall at an angle
53° 𝑡𝑜 𝑡ℎ𝑒 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙. ℎ𝑜𝑤 ℎ𝑖𝑔ℎ 𝑢𝑝 𝑡ℎ𝑒 𝑤𝑎𝑙𝑙 𝑑𝑜𝑒𝑠 𝑡ℎ𝑒 𝑙𝑎𝑑𝑑𝑒𝑟 𝑟𝑒𝑎𝑐ℎ.
3. The angle of elevation of the top of a tower from a point on the ground which is 36m
away from the foot of the tower is 30°. 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑒 𝑡ℎ𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑜𝑤𝑒𝑟.
REFERENCE.
New concept mathematics 2 and STAN mathematics 2. And multipurpose mathematics
