DLL With Annotation

School Tibag High School Grade Level Grade-9
GRADES 1 to12
DAILY LESSON Teacher JONAH MICAH M. MANGACO Learning Area Mathematics
LOG (DLL) Teaching Dates and
APRIL 18-22, 2022, 7:00 – 11:30 am Quarter FOURTH (WEEK 1)
Time
I. OBJECTIVES Day 1
A. Content Standards Demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standards Apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and accuracy.
C. Learning Competencies (LC)
Illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and cotangent.
(M9GE-IVa-1)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide (TG) Pages
2. Learner’s Materials (LM) Pages
3. Textbook Page
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Mathematics Quarter 4: Week 1
Learning Activity Sheet
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will have a review drill about the topic Pythagorean Theorem. The review drill that will be given is through a game and simulation.
presenting the new lesson The teacher will review the parts of a right triangle and the variable that represents each part.
Let the students recall how to identify the Six trigonometric ratios of a triangle.
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the  Start presenting the following problems to the students. State the method in solving the problem applying the concepts on Pythagorean theorem.
lesson 1. A ladder 13 m long is placed on the ground in such a way that it touches the top of a vertical wall 12 m high. Find the distance of the foot of the
ladder from the bottom of the wall.
2. If the square of the hypotenuse of an isosceles right triangle is 128 cm2, find the length of each side.
3. John leaves school to go home. He walks 6 blocks North and then 8 blocks west. How far is John from the school?
 The teacher will illustrate some figure for the students then identify which part will be the hypotenuse, opposite side and adjacent side.
 Start illustrating examples that will let the students comprehend and analyze the figure and apply the concept learned on Pythagorean Theorem and
Measurement of triangle.
D. Discussing new concepts and  The teacher will start introduce the SIX TRIGONOMETRIC RATIOS. Use MNEMONICS for the students to easily remember the ratios.
practicing new skills #1 SOHCAHTOA and CHOSHACAO
 Illustrate this example to students for them to be able to appreciate the culture of other Filipino and realize that mathematics has really something
to do with real life.
6 This man is an Igorot dancing a folk dance in

cordillera. Every step and movement of their hands
has a meaning. In the figure we can see that his arms
10 and body formed a right triangle. Find the six
trigonometric ratios of the triangle formed.
E. Discussing new concepts and  Give some illustrative examples and some figures for the students to further understand on how to obtain the six trigonometric ratios of a given
practicing new skills #2 right triangle. Let the students work in a group-based learning.
F. Developing Mastery  Have the students work in triads using cooperative learning. Have 1 among the three to stand as a facilitator to teach the other members that are
mathematically challenge. The teacher will give them one problem to ponder and solve. After solving they will be presenting their answer on the
board one group at a time.
 Offer differentiated learning opportunities to students to bridge gap between fast learner and struggling learners. Give the students a guided-
individual activity. Have several sets of problem to ponder among the struggled learners and fast learners.
 Moreover, let them have a worksheet to answer individually.
G. Finding practical application concepts  Make the students realize that the problem that was given to them are already part of the skills that they need which can be used in real life.
and skills in daily living  Let the students think their own reflection about the topic.
 Have the students realize the importance of knowing the uses of this topic to real life and let them cite their own example.
H. Making generalizations and
abstractions about the lesson  Synthesize all the concepts learn during the period.
 Make a summary on how to find the six trigonometric ratios of a right triangle.
I. Evaluating learning  Answer their LAS, seatwork and group activity.

 Formative Assessment /Activities in the Learning Activity Sheets.
J. Additional activities for application for
remediation
V. REMARKS
VII. REFLECTION
A. _______ learners earned 80% in the evaluation.
B. ____ learners require additional activities for remediation
C. The remedial lesson that worked/did not work is _______________________.
D. _______ learners continue to require remediation.
E. My teaching strategy that worked well is _____________________.It worked because _______________________
F. I encountered difficulties like ____________________
G. The innovation or localized materials I used that I wish to share is _________________

Prepared by: Reviewed by: Checked by: Noted:
JONAH MICAH M. MANGACO ANNALYN T. GALOPE JUANITA A. SORIANO JUVELYN L. ESTEBAN, EdD
Teacher I Master Teacher II Head Teacher I Principal IV
Annotations:
The aforementioned lesson above uses interactive strategies to engage the students and develop their abilities such as group-based drills, game
simulation activities and guided-individual activities which further direct students to reach the target learning at the end of the discussion. Moreover, the
teacher applies differentiated leaning opportunities to help struggling learners to manage learnings at their own pace. These allows us to give students the
support they need instead of lumping them together in one big group. By differentiating our classroom, we tailor each student's experience to ensure they
learn in the best way they can. Thus, there will be an assurance that there will be No learners that will be left behind.
By involving students directly in the education process, and by enabling them to interact with one another, students begin to feel a sense of community.
More importantly they are shown that what they feel, what they value, and what they think are what matter most. In the student-centered classroom, the
teacher acts not only as educator, but as both facilitator and activator.
By emphasizing how the new knowledge resolves a problem or adds value, learner-centered teaching gives students the power to take ownership of
what they learn. Instead than just bombarding the learner with material, the facilitator poses a problem and leads the group in developing a solution.

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School Tibag High School Grade Level Grade-9

6 This man is an Igorot dancing a folk dance in

I. Evaluating learning  Answer their LAS, seatwork and group activity.

A. _______ learners earned 80% in the evaluation.

B. ____ learners require additional activities for remediation

C. The remedial lesson that worked/did not work is _______________________.

D. _______ learners continue to require remediation.

E. My teaching strategy that worked well is _.It worked because ___

F. I encountered difficulties like ____________________

G. The innovation or localized materials I used that I wish to share is _________________

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