SCHOOL JAEN NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 9

TEACHER MARY ANN DL. DE GUZMAN LEARNING AREA MATHEMATIC

S
DATE & TIME APRIL 17, 2024 QUARTER FOURTH
6:30-7:10 (VENUS)
7:50 – 8:30 (EARTH)
9:00-9:40 (NEPTUNE)
9:40 – 10:20 (MARS)
10:40 – 11:20 (JUPITER)

I. OBJECTIVES
The learners demonstrate an understanding of the basic concepts of trigonometry.
A. Content Standards
The learners should be able to apply the concepts of trigonometric ratios to formulate and solve
B. Performance Standards real-life problems with precision and accuracy.

At Explain and solve right triangles using trigonometric ratios.

C.Learning Competencies/ At the end of the lesson, the learners should be able to;
Objectives a. illustrate the six trigonometric ratios;
Write the LC code for each b. solve right triangles using trigonometric ratios; and
c. apply trigonometric ratios in solving real-life problems involving right triangles.

II. CONTENT Solving Right Triangles Using Trigonometric Ratios

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Mathematics Learner’s Module
2. Learner’s Materials
Mathematics Self-Learning Quarter 4 - Module 2
pages
3. Textbook pages Pages 437-440
4. Additional Materials from Solving Right Triangles Using Trigonometric Ratios
Learning Resource (LR) https://www.youtube.com/watch?v=KcA-iGVcdbY
portal
5. Other Learning Materials PowerPoint Presentation, Visual Aids, and Chalk and Board
IV. PROCEDURES
A. Reviewing the Elicit:
previous lesson or (The activities in
presenting the new this section will ⮚ The teacher will ask the students the following questions:
lesson evoke or draw out 1. What is Pythagorean theorem?
prior concepts or 2. What kind of triangle does Pythagorean Theorem can be used?
prior experiences
from the students)
The teacher prepared an interactive quiz game. The teacher shows a question,
B. Establishing a then the students need to answer the question as fast as they can. The first one
purpose for the Engage:
(The activities in who answers the question will have an additional point for their next activity.
lesson 1. How can you find the sine?
this section will
stimulate their 2. How can you find the hypotenuse of a right triangle using trigonometry?
thinking and help 3. What is √ 64 ?
them access and
C. Presenting connect prior
examples/instances knowledge as a
of the new lesson jumpstart to the
present lesson) 4. What is the reciprocal of cosine?
5. What is √ 25?
 Explore:
(In this section,
students will be
given time to
think, plan,
investigate, and ⮚ Reviewing the previous lesson, the teacher will ask the students the
D. Discussing new organize collected following questions:
concepts and information; or the 1. What is trigonometry?
practicing new skills performance of 2. What are the six trigonometric ratios?
#1 the
planned/prepared
activities from the
students’ manual
with data
gathering with
Guide Questions)
Explain: D. Solving a right triangle given the length of the two legs
(In this section, Example: Triangle ABC is a right-angled at C. If a = 15.5 in and b = 10.8 in,
students will be find c, ∠A, and ∠B.
involved in an
analysis of their
exploration. Their
understanding is
clarified and
modified because
of reflective
activities)/Analysis
of the gathered
data and results
and be able to
answer the Guide a. To find c
Questions leading c2 = a2 + b2
to the focus c2 = (15.5)2 + (10.8)2
concept or topic c2 = (15.5)2 + (10.8)2
for the day. c2 = 240.25 + 116.64
c2 = 356.89
E. Developing mastery c = √ 356.89
(leads to Formative c = 18.89
Assessment 3)
b. To solve for ∠A
opposite
tan θ =
adjacent
a
tan A =
b
15.5
tan A =
10.8
tan A = 1.4352

Using your scientific calculator,

∠A = 55.13o

c. To solve for ∠B
∠A + ∠B = 90o
∠B = 90o – 55.13o
∠B = 34.87o

F. Finding practical Elaborate:

⮚ The teacher will ask questions to the students.
applications of (This section will
 concepts and skills in give students the
daily living opportunity to
1. What theorem we will apply if the hypotenuse is unknown?
expand and
2. What formula we will use if the given is adjacent side and hypotenuse?
solidify/concretize
G. Making 3. What formula we will use if the given is opposite side and hypotenuse?
their
generalizations and 4. What formula we will use if the given is opposite side and adjacent side?
understanding of
abstractions about
the concept and/or
the lesson
apply it to a real-
world situation)
Evaluation:
(This section will
provide
opportunities for Activity:
concept check test Direction: Solve the following:
items and answer 1. Triangle BCA is a right-angled at C. If c=23 and b=17, find ∠A, ∠B, and a.
key which are Express your answers in two decimal places.
H. Evaluating learning aligned to the 2. Triangle BCA is a right-angled at C. If c=27 and ∠A=58⁰, find ∠B, b, and
learning objectives a.
– content and 3. Triangle ACB is a right-angled at C. If ∠A=63⁰ and a=11 cm, find ∠B, b,
performance and c.
standards and
address
misconceptions- if
any)
Extend:
(This section gives
situation that
explains the topic Assignment:
I. Additional activities
in a new context, On your notebook, create your five (5) own problems involving right triangles
for application or
or integrate it to using trigonometric ratios and show your complete solutions.
remediation
another
discipline/societal
concern)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?