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IGCSE · Cambridge (CIE) · 0444

Find both SSA angle candidates and validate each triangle

Obtain sinB from a known opposite pair · Test the acute and supplementary candidates · Find a valid third angle and side for each accepted triangle

Mathematics (US) 0444 · historical 2025 study · E8.3
Exam scope and assessment notes

Extended content; not a Core requirement. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

Before you begin

  • Sine rule
  • Supplementary sine values

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What should you establish before applying the method in this lesson?

What you will learn

  • Obtain sinB from a known opposite pair
  • Test the acute and supplementary candidates
  • Find a valid third angle and side for each accepted triangle
SSA can produce two trianglesh = 530°b = 10radius 7ACB₁B₂Validate both angle sums and positive sides
A=30°, BC=a=7 and AC=b=10. The radius-7 circle centered at C meets the ray from A twice: B₁ gives the acute B candidate and B₂ the obtuse B candidate. The dashed perpendicular from C to the ray has length h=5. Both triangles leave a positive third angle; the circle intersections alone must still be checked for degeneracy in other data.

An inverse sine is only the first candidate

Given A, its opposite side a, and another side b, sinB=(b sinA)/a. For a non-degenerate triangle require a,b>0 and 0°<A<180°. If the ratio exceeds 1, no real B exists. For a ratio between 0 and 1, inverse sine gives B₁ and the other possible angle is B₂=180°−B₁. If the ratio is exactly 1, both candidates are 90° and count only once.

Check the third angle for every candidate

Keep a candidate only if A+B<180°, making C=180°−A−B positive. Then c=a sinC/sinA. For A=30°, a=7, b=10, the two B values are approximately 45.5847° and 134.4153°. Both pass the sum test; their c values are approximately 13.5592 and 3.76127.

The second B is obtuse and still valid here. If the given A is obtuse, only a suitable acute B can fit; an apparently valid sine ratio alone does not guarantee even one triangle. Keep unrounded angles while checking the sum.

Sources for this lesson

Pause and explain

Must an obtuse supplementary B be rejected automatically?

Put the idea to work

Worked example

For A=30°, a=7 cm and b=10 cm, find both possible B angles and c lengths to 3 significant figures.

Show the worked solution
  1. sinB=5/7 gives B₁≈45.5847° and B₂≈134.4153°; both leave a positive C.
  2. Use each C in c=7sinC/sin30°.

Answer B≈45.6°, c≈13.6 cm; or B≈134°, c≈3.76 cm.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

For A=30°, a=7 cm, b=10 cm, find the two B candidates to 1 decimal place and decide whether each is valid.

Give me a hint

Test the angle sum for both branches.

Compare my reasoning
  1. B₁≈45.5847° and B₂≈134.4153°.
  2. Adding A=30° leaves a positive third angle in both cases.

45.6° and 134.4°; both are valid.

Look for these in your work

  • Generate both candidates
  • Validate each angle sum
2 · Independent

For those two triangles, find C to 1 decimal place and c to 3 significant figures, preserving branch order.

Give me a hint

Use the unrounded B values.

Compare my reasoning
  1. For the first: C≈104.4153°, c≈13.5592 cm.
  2. For the second: C≈15.5847°, c≈3.76127 cm.

C≈104.4°, c≈13.6 cm; or C≈15.6°, c≈3.76 cm.

Look for these in your work

  • Keep each angle-side branch together
  • Avoid premature rounding
3 · Transfer

Given A=120°, a=10 cm and b=11 cm, sinB is about 0.952628. Does its real inverse-sine value prove that a triangle exists?

Give me a hint

Test both resulting angle sums.

Compare my reasoning
  1. B₁≈72.2937° and B₂≈107.7063°.
  2. Either added to 120° exceeds 180°, so neither leaves a positive C.

No; both candidates fail the angle-sum condition.

Look for these in your work

  • Check beyond the sine range
  • Reject invalid third angles

Common mistakes

  • Do not stop at the principal inverse-sine value.
  • Reject a candidate with no positive third angle.
Recall without your notes

What can you explain now?

Must an obtuse supplementary B be rejected automatically?

Compare with the explanation

No; it is valid if A+B<180° and all side conditions hold.

An obtuse angle is allowed in a non-right triangle.

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Make it stick

Must an obtuse supplementary B be rejected automatically?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics (US)

Course scope and assessment

191 original lessons provide 573 guided, independent and application tasks. All 142 tier entries have linked teaching foundations: 55 Core and 87 Extended entries across 87 unique numbered sections in ten areas. Extended includes Core, so the tier-entry count is not a percentage of teaching time or student mastery. This is not full programme completion: qualified mathematics-teacher review, cumulative and exam-length assessment, and reliable drawn-work review remain unfinished. Historical study of Cambridge IGCSE Mathematics (US) 0444, 2025 Version 2. The final assessment was June 2025; the syllabus was available only to schools in Arizona, USA. This is not a current exam-entry option. Original self-check teaching and explained practice are not Cambridge papers, official marks or predicted grades. Linked teaching foundations do not establish full syllabus mastery. Calibrated cumulative assessment, reliable drawn-work review and qualified mathematics-teacher review remain unfinished.

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