It is rather intuitive to complete the rectangle figure via the complementary triangle.
In your sample, the diagram would need only a line and a triangle + a simple squares calculation. Is the answer 'ugly' because it's not an integer?
(Maybe your example is just too practical and/or I've seen enough maps to be unable to tune out the 'visual' of what a 45\ufffd angle change means. Which would make me a lousy tutor for the algebra-only crowd, I guess :(
Still, I also recall many people who didn't really grok that those trig 'names' are describing merely arithmetic ratios. And a few cases come to mind where the student could manage the flag-pole measurement via shadows from a nearby stick of known height ie
A:B::C:D --
They may also have learned that simple manipulation by rote - not associating the idea of 'ratios' there either! as we would Wish they did.
{sigh} It's hard to forget what one has gleaned. Yet teachers Must!