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SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
5.7 Justifying the Laws
A Solidify Understanding Task
ThePythagoreantheoremmakesaclaimabout
therelationshipbetweentheareasofthethree
squaresdrawnonthesidesofarighttriangle:thesumoftheareaofthesquaresonthetwolegsis
equaltotheareaofthesquareonthehypotenuse.Wegenerallystatethisrelationship
algebraicallyas!" + $" = &" ,whereitisunderstoodthataandbrepresentthelengthofthetwolegsoftherighttriangle,andcrepresentsthelengthofthehypotenuse.
Whataboutnon-righttriangles?Istherearelationshipbetweentheareasofthesquares
drawnonthesidesofanon-righttriangle?(Note:ThefollowingproofisbasedonTheIllustratedLaw
ofCosines,byDonMcConnellhttp://www.cut-the-knot.org/pythagoras/DonMcConnell.shtml)
Thediagramonthenextpageshowsanacutetrianglewithsquaresdrawnoneachofthethree
sides.Thethreealtitudesofthetrianglehavebeendrawnandextendedthroughthesquaresonthe
sidesofthetriangle.Thealtitudesdivideeachsquareintotwosmallerrectangles.
1. Findanexpressionfortheareasofeachofthesixsmallrectanglesformedbythealtitudes.Writetheseexpressionsinsideeachrectangleonthediagram.(Hint:Theareaofeachrectanglecanbeexpressedastheproductofthesidelengthofthesquareandthelengthofasegmentthatisalegofarighttriangle.Youcanuserighttriangletrigonometrytoexpressthelengthofthissegment.)
2. Althoughnoneofthesixrectanglesarecongruent,therearethreepairsofrectangleswhereeachrectangleinthepairhasthesamearea.Usingthreedifferentcolors—red,blueandgreen—shadepairsofrectanglesthathavethesameareawiththesamecolor.
3. Theareaofeachsquareiscomposedoftwosmaller,rectangularareasoftwodifferentcolors.Writethreedifferent“equations”torepresenttheareasofeachofthesquares.Forexample,youmightwrite!" = $'() + *)+ifthosearethecolorsyouchosefortheareasoftherectanglesformedinthesquaredrawnonsidea.
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35
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
4. Selectoneofyourequationsfromstep3,suchas ,andusetheothertwosquarestosubstituteadifferentexpressioninforeachcolor.Forexample,ifinyourdiagram
�
a2 = blue + red
36
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
and ,wecanwritethisequation:
or .
Writeyourselectedequationinitsmodifiedformhere:
5. Sinceeachcolorisactuallyavariablerepresentinganareaofarectangle,replacetheremainingcolorinyourlastequationwiththeexpressionthatgivestheareaoftherectanglesofthatcolor.
Writeyourfinalequationhere:
6. Repeatsteps4and5fortheothertwoequationsyouwroteinstep3.YoushouldendupwiththreedifferentversionsoftheLawofCosines,eachrelatingtheareaofoneofthesquaresdrawnonasideofthetriangletotheareasofthesquaresontheothertwosides.
7. WhathappenstothisdiagramifangleCisarightangle?(Hint:Thinkaboutthealtitudesinarighttriangle.)
8. Whydowehavetosubtractsomeareafrom toget whenangleCislessthanright?
�
blue = b2 − green
�
red = c 2 − green
�
a2 = b2 − green + c 2 − green
�
a2 = b2 + c 2 − 2 ⋅ green
�
a2 =
b2 =
c 2 =
�
a2 + b2
�
c 2
37
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
TheLawofCosinescanalsobederivedforanobtusetrianglebyusingthealtitudeofthe
triangledrawnfromthevertexoftheobtuseangle,asinthefollowingdiagram,whereweassumethat
angleAisobtuse.
9. UsethisdiagramtoderiveoneoftheformsoftheLawofCosinesyouwroteabove.(Hint:Asintheprevioustask,MoreThanRight,thelengthofthealtitudecanberepresentedintwodifferentways,bothusingthePythagoreantheoremandtheportionsofsideathatformthelegsoftwodifferentrighttriangles.)
10. UsethesamediagramabovetoderivetheLawofSines.(Hint:Howcanyourepresentthelengthofthealtitudeintwodifferentwaysusingsidesa,b,orcandrighttriangletrigonometryinsteadofthePythagoreantheorem?)
38
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
5.7 Justifying the Laws – Teacher Notes A Solidify Understanding Task
Purpose:InthistaskstudentsexamineproofsoftheLawofCosinesandtheLawofSinesusingthe
geometricandalgebraicstrategiesdevelopedintheprevioustask.Generictrianglesinthistaskare
labeledusingtheconventionthatthesideoppositeÐAislabeledassidea,thesideoppositeÐBis
labeledassideb,andthesideoppositeÐCislabeledassidec.Studentsexaminehowtheycan
representthelengthofalegofarighttriangleABCwithatrigexpressionintermsofalabeledangle
andalabeledside(e.g.,“bcos(A)”).SuchexpressionsareusedinthealgebraicderivationoftheLawof
CosinesandLawofSines.Thenexttaskwillprovidestudentswithopportunitiestopracticetheselaws
inapplications,suchasfindingtheareaofatriangle.
Notetoteachers:Sincestudentshaveonlyworkedwithrighttriangletrigonometry,findingthesine
orcosineofananglemeasuringgreaterthan90hasnomeaning,sincesuchanglesdonotexistinrighttriangles.Thistask,andtheRSGhomeworkthataccompaniesthistask,takesthisrestrictioninto
account.
CoreStandardsFocus:
G.SRT.10(+)ProvetheLawsofSinesandCosinesandusethemtosolveproblems.
G.SRT.11(+)UnderstandandapplytheLawofSinesandtheLawofCosinestofindunknown
measurementsinrightandnon-righttriangles(e.g.,surveyingproblems,resultantforces).
StandardsforMathematicalPractice:
SMP7–Lookforandmakeuseofstructure
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
TheTeachingCycle:
Launch(WholeClass):
Studentswillneedtounderstandhowthediagramreferredtoinquestions1-6wasconstructedso
theycanmakesenseofthealgebraicworkofthesequestions.IfyouhaveGeometer’sSketchpador
similardynamicgeometrysoftware,youmaywanttohavestudentsconstructthisdiagramusingthe
software,orprovideapre-constructedversionofthediagramforthestudentstouse.Ifstudentsare
constructingthisdiagramforthemselves,itwillhelptofirstcreateacustom“square”toolsothethree
squaresonthesidesofthetriangleareeasytocreate.Whetherornotyouareusingdynamic
geometrysoftwareorthestaticdiagramonthesecondpageofthetask,helpstudentsunderstandhow
thediagramwascreated:first,anacutetriangleABCwasconstructedusingthreearbitrarypointsas
vertices;second,asquarewasconstructedoneachsideofthetriangle;third,thelinescontainingthe
threealtitudesofthetrianglewereconstructed—theselinesdividingeachsquareintotwosmaller
rectangles.
Noteforstudents:WhenwerefertoÐA,ÐBorÐCwearereferringtotheanglesoftheoriginal
triangle,eventhoughthealtitudesformadditionalanglesateachvertex.Also,thetrianglehasbeen
labeledinthestandardway,withthesideoppositeÐAlabeledassidea,etc.
Modelthealgebraicworkofquestion1byfindinganexpressionforoneofthesixsmallrectangles.
Forexample,ifthesegmenthighlightedinthefollowingdiagramhasunknownlengthx,then
,so ,andtheareaoftheshadedrectangleis .Askstudentstofind
similarwaystolabelallsixrectangles,andthenhavethemcontinuewithquestions2-6.
�
cosC =xa
�
x = acosC
�
b ⋅ acosC
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
Explore(SmallGroup):
Forquestion2studentsshouldendupwithacoloreddiagram,similartothefollowing.(Note:
Becausestudentsarechoosingwhichcolortouseforeachareaexpression,theirdiagramsmaybe
coloreddifferentlyfromwhatisshownbelow;however,thesamepairsofrectanglesshouldsharethe
samecolors.)
Basedonthecolor-codingofthediagrambelow,forquestion3studentswouldwrite:
�
a2 = blue + redb2 = blue + greenc 2 = green + red
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
Usingthediagramandthesuggestionsgivenin4and5,studentsshouldbeabletoderivethethree
formsoftheLawofCosines:
Question7isintendedtohelpstudentsnoticethatthePythagoreantheoremisaspecialcaseofthe
LawofCosineswithrighttriangles.IfÐCisarightangle,thenthelegsarethealtitudes,sothesquares
onthetwolegsdonotgetdividedintosmallerrectangles.Onlythesquareonthehypotenusewillbe
�
a2 = b2 + c 2 − 2bc cosAb2 = a2 + c 2 − 2ac cosBc 2 = a2 + b2 − 2abcosC
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
dividedintotwosmallerrectanglesbythealtitudedrawnfromC.Thesetworectanglesformedonthe
hypotenusewillbethesamecolorsasthetwosquaresontheothertwosides.Thisisbestillustrated
byusingadynamicsketchofthediagramanddraggingpointCuntilitformsarightangle.
Thisderivationfallsapartifoneoftheanglesisobtuse.Therefore,question9asksstudentstoderive
theLawofCosinesintermsofadiagramthatdoesworkforobtusetriangles.Thissamediagramis
usedinquestion10toderivetheLawofSines.
FortheLawofCosines,studentswillneedtousethedecompositionofsideaintotwosmaller
segmentsoflengthxanda–x.Theyshouldignorethelabelsonthesetwosmallersegmentswhen
derivingtheLawofSines.(Thiswillfocustheirattentiononusingthesineratioratherthanthe
cosineratio.Ifstudentsareusingthecosineratioforquestion10,pointoutthatintheLawofCosines
weusedthecosineratio,buttheintentoftheLawofSinesistofindarelationshipbetweenthesinesof
theangles.ThisderivationoftheLawofSineswillinvolvetheratiossinBandsinC.)
Discuss(WholeClass):
Ifneeded,haveastudentpresenthowtheyderivedtheLawofCosinesusingthecolor-coded
rectangles.
FocustheremainderofthediscussiononderivingtheLawofCosinesandtheLawofSinesusingthe
diagramgivenpriortoquestion9.Pointoutthatthisdiagramworksequallywellforobtuseandacute
triangles.Ifavailable,usestudentworktooutlinethisproof.Ifnecessary,prompttheworkofthe
derivationbyaskingquestionssuchas,“Howcouldwedeterminethelengthofsegmenthintwo
differentways?
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY – 5.7
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
DerivationoftheLawofCosinesbasedonthisdiagram:
IfyouhadtodoalotofpromptingonthederivationoftheLawofCosines,givestudentsafewextra
minutestoworkonderivingtheLawofSinesforthemselves,sinceitinvolvessimilarreasoning.
DerivationoftheLawofSinesbasedonthisdiagram:
Thislaststatementisequivalentto ,themoreconventionalformforwritingtheLawof
Sines.
PointouttostudentsthatifDABCisacutewecoulduseanaltitudedrawnfromangleBorangleCto
showthattheratio isalsoequivalentto or ,leadingtothemoreextendedversionof
theLawofSines, .(Thiscanalsobeshowntobetrueforobtusetriangles,butit
requiresthatstudentsworkwithanaltitudethatliesoutsideofthetriangle,andtheuseofatrig
identity,sinA=sin(180°–A),whichstudentsdonotyethaveaccessto.Seeteachernoteabove.)
AlignedReady,Set,Go:ModelingwithGeometry5.7
�
x 2 + h2 = c 2 ⇒ h2 = c 2 − x 2
(a − x)2 + h2 = b2 ⇒ h2 = b2 − (a − x)2 = b2 − (a2 − 2ax + x 2) = b2 − a2 + 2ax − x 2
b2 − a2 + 2ax − x 2 = c 2 − x 2
b2 = a2 + c 2 − 2ax
cos B =xc
⇒ x = c cosB
b2 = a2 + c 2 − 2ac cosB
�
sinB =hc
⇒ h = c sinB
sinC =hb
⇒ h = bsinC
c sinB = bsinC
�
sinBb
=sinCc
�
sinAa
�
sinBb
�
sinCc
�
sinAa
=sinBb
=sinCc
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY - 5.7
5.7
Needhelp?Visitwww.rsgsupport.org
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
READY Topic:RecallingcircumferenceandareaofacircleUsethegiveninformationtofindtheindicatedvalue.Leaveπinyouranswer.Includethecorrectunit.
1.radius=3ft
circumference:
area:
2.diameter=14cm
circumference:
area:
3.circumference=38πkm
radius:
area:
4.area=49πin2
diameter:
circumference:
5.circumference=15πmi
radius:
area:
6.area=121πm2
radius:
circumference:
Solveforthemissingangle.Roundyouranswerstothenearestdegree.
(Hint:Inproblems10,11,and12,getthetrigfunctionalone.Thensolvefor!. )
7.cos ! = )*
8.tan ! = ./ 9.sin ! = 1
2
10.5 sin ! − 2 = 0
11.7 cos ! − 6 = 0 12.4 tan ! − 1 = 0
SET Topic:UsingtheLawsofsineandcosinetosolvetriangles
LawofSines:IfABCisatrianglewithsidesa,
b,andc,then ;<=>?
= @<=>A
= B<=>C
oritcanbewrittenas:
sinDE
= sinFG
=sin HI
LawofCosines:IfABCisatrianglewithsidesa,b,andc,then
E. = G. +I. − 2GI cos DG. = E. +I. − 2EI cos FI. = E. +G. − 2EG cos H
READY, SET, GO! Name PeriodDate
39
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY - 5.7
5.7
Needhelp?Visitwww.rsgsupport.org
Mathematics Vision Project Licensed under the Creative Commons Attribution CC BY 4.0 mathematicsvisionproject.org
UsetheLawofsinestosolveeachtriangle.
13.
14.
15.
16.
17.WhatinformationdoyouneedinordertousetheLawofsines?
18.UsetheLawofcosinestofindtheremaininganglesandsideofthetriangle.
19.UsetheLawofcosinestofindtheremaininganglesandsideofthetriangle.
40
SECONDARY MATH III // MODULE 5
MODELING WITH GEOMETRY - 5.7
5.7
Needhelp?Visitwww.rsgsupport.org
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20.UsetheLawofcosinestofindthethree
anglesofthetriangle.
21.UsetheLawofcosinestofindthethreeanglesofthetriangle.
22.WhatinformationdoyouneedinordertousetheLawofcosinestosolveatriangle?
GO Topic:RecallinghetrigratiosofthespecialrighttrianglesFillinthemissingangle.DoNOTuseacalculator.
23.sin ! = √..
24.tan ! = √3
25.cos ! = ).
26.sin ! = √/.
27.tan ! = 1
28.tan ! = √//
29.sin ! = ).
30.cos ! = √..
31.cos ! = √/.
41