IPIL NATIONAL HIGH Gr ade

School: SCHOOL Level: 9

MARIANNE AIMEE D. Lear ning

GRADES 1 to 12 Teacher : SALINO Ar ea: MATHEMATICS
DETAILED LESSON PLAN
Teaching
Dates: Febr uar y 26, 2026 Quar ter : 4th QUARTER

I. TOPIC/ TITLE BASIC TRIGONOMETRIC RATIOS

SUBTOPIC SINE, COSINE, TANGENT
II. CONTENT STANDARD The learner demonstrates understanding of the basic concepts of trigonometry.
A. PERFORMANCE The learner is able to apply the concepts of trigonometric ratios to formulate and
STANDARD solve real-life problems with precision and accuracy.
B. LEARNING Illustrates the 3 trigonometric ratios; Sine, Cosine, Tangent
COMPETENCY
C. OBJECTIVES At the end of the lesson, the student will be able to:
a) Identify the 3 trigonometric ratios;
b) Illustrate the 3 trigonometric ratios; and
c) solve the unknown length of the side to the given right triangle; and
d) find the value of the six trigonometric ratios from the given triangle.

D. CURRICULUM Integration: English, Values Education

INTEGRATION
Time Allotment 1 hour
III. LEARNING
RESOURCES
A. References K-12 Curriculum Guide
Grade 9 Mathematics Enfolding Mathematics in life (Ouarter 4)
B. Materials Laptop, tv, chalk, Visual Aids, Calculator
IV. PROCEDURES
ELICIT
Teacher’s Activity Student’s Activity
A. Classroom Routines

1. Pr ayer May I request everyone to please stand and Mr. Please bow your head and
Serencio please lead the prayer. feel the presence of the Lord
In the name of the Father, and
the Son, and the Holy Spirit,
Amen.
Our Father,.... Amen

Good Morning,Class!
2. Gr eetings/ Classr oom Good Morning, Ma’am.
Ar r angement Salino

How are you today?

We’re fine, Ma’am

It’s good to know that you are all fine!

 ( The students are picking
Before you sit down, I would like to request some pieces of paper and
everyone to pick up some pieces of paper under arranging their chairs)
your chair and arrange your chairs properly

Yes, Ma’am.
Are you done?

Thank you, students! You may now take your ( The students take seats)
seats.

3. Checking of Attendance

Before we start, let me check first your

attendance. Say present if your name is
called

Present
ARCHES, Diana Rose
Present
ARIAR, Krisha May
BANGUIS, Anna Marie Present

4. Classr oom Rules

Before we start our lesson, let me first read

our classroom rules. Please listen carefully
and make sure to follow them throughout
our class

M – Maintain focus during lessons.

A – Always come prepared.
 T – Try your best in every activity.
H – Help classmates when appropriate.
E – Engage actively in discussions.
M – Manage your time wisely.
A – Ask questions when confused.
T – Take responsibility for your work.
I – Include complete solutions.
C – Cooperate in group activities.
S – Show respect to everyone.

5. Motivation CLAP! BOOM! PEN!

Dir ections for the Activity: “Clap! Boom!

Pen!”

Students will be paired and seated facing each

other with one pen placed at the center of the
table between them. The teacher will give
commands, and students must respond quickly
and correctly.

 When the teacher says “Clap!”, both

students must clap their hands once.

 When the teacher says “Boom!”, both

students must tap the table using both
hands.

 When the teacher says “Pen!”, both

students must quickly grab the pen placed
at the center.

The key to winning is speed and accuracy.

Students must listen carefully to the commands
and respond immediately. The student who
successfully grabs the pen first earns the point
or wins the round. Incorrect actions or hesitation
may result in losing the chance to get the pen.

A. Review of previous Activity 1: F ill Me Up!

lessons/ presenting the new
lesson Dir ections for the Activity: “Fill in the
Blanks”

Students will carefully read each given word

with missing letters. Their task is to complete
the word by filling in the blanks with the correct
letters.

 Each item contains an incomplete word

with one or more missing letters.
 Students must analyze the given letters and
context to determine the correct word.
 Write the appropriate letter(s) in the blanks
to form a complete and meaningful word.
 (T__IG__NO__E__RY) 1. It is a tool used for Expected Answer:
measuring distance that cannot be directly
measured. Derived from the Greek word
“tr igon” and “metr on” which is literally means
tr iangle measur ement. 1. Trigonometry

(TR__A__G__E) 2. It is a three-sided polygon

that consists of three edges and three vertices.

(R__T__O) 3. It is comparison of two

quantities using division. 2. Triangle

3. Ratio

Engage
B. Presenting examples/ Activity 2: Observe me!
instances of the new lesson
Dir ections for the Activity: “Picture Analysis”
Students will carefully observe the pictures
presented by the teacher. Their task is to
identify what is shown in each image and
analyze their similarities.

 Observe each picture closely.

 Identify and describe what is shown in
every image.
 Compare the pictures to determine common
features or similarities.
 Based on your observations, identify the
mathematical concept represented.

Guide question: Expected Answer:

 Based on the pictures shown, what have Yes, Ma’am

you observed?
 Do they represent triangular objects?
 What kind of geometric figure is it? Right Triangle

Explor e
Activity 3: What did I discover?

Dir ections for the Activity: “Think–Pair–

Share” Students will work individually and with
a partner to answer questions based on the
previous activities.

Think: Listen carefully to each question and

take a moment to think about your answer
 independently.
Pair : Turn to your assigned partner and discuss
your answers. Share ideas, compare responses,
and help each other understand the concept.
Shar e: After the discussion, selected pairs will Expected Answer:
share their answers with the class.

the selection will be randomized

It is a tool used for measuring

 From the first activity, what is the distance that cannot be
definition of Trigonometry? directly measured. Derived
from the Greek word
“tr igon” and “metr on”
which is literally means
tr iangle measur ement.

It is a three-sided polygon
 How about the triangle? that consists of three edges
and three vertices.
 What about the right triangle? 90-degree angle

Basic Trigonometric Ratios;

So, what is the topic all about? (sine, cosine, tangent)
EXPLAIN
D. Developing Mastery
Expected Answer:
In a right triangle, we can define the 3
trigonometric ratios which are sine, cosine,
tangent.

Who can draw a right triangle on the board?

 Hypotenuse
What are the parts of right triangle?  Opposite sides from a
given angle
 Adjacent

In the world of trigonometry, the two legs can

position of our angle which is represented by θ

either be opposite or adjacent depending on the

(theta).

Let us consider ABC ϴ

Since our theta is on C.

Our opposite will be AB and our adjacent
Is BC while AC will be our hypotenuse. L

We will now proceed to our first 3

trigonometric ratios.

opposite
m
sinθ=
n
hypotenuse

adjacent
cosθ=
M N
hypotenuse
 opposite
tanθ=
adjacent

consider LMN

 sin N
What will be sin N? =Opposite​ /hypotenuse
=LM/LN

 cos N
How about cos N?
=Adjacent/hypotenuse

=MN/LN

 tan N
And our tan N? =Opposite/Adjacent

=LM/MN

To easily memorize the first trigonometric

ratios, we use the mnemonic
SOH-CAH-TOA where:

SOH is for sinθ=

opposite
hypotenuse

CAH is for cosθ=

adjacent
hypotenuse

TOA is for tanθ=

opposite
adjacent
ELABORATE
E. Finding practical
applications of concepts and Example:
skill Consider the right triangle MNC below.
The leg is denoted by m is the side of adjacent
to C, the leg is denoted by c is the side opposite
to C, and the leg denoted by n is the hypotenuse
of the triangle.
M

n
c

�
N C
m

Given: MNC

c = 9, m = 8, and n = 12
Let ∟C = θ
Using the lengths of these sides denoted by m, n
and c, solve the first 3 trigonometric ratios of
right triangle.

sinθ=
opposite
hypotenuse c 9 3

= =
n 12 4
cosθ=
adjacent

m 8 2
hypotenuse

= =
tanθ=
opposite n 12 3
adjacent
c

9
=
m 8
Activity 4: Help me to find out!

Directions for the Activity: “ Draw, Solve, and

Explain” Students will be divided into four
groups. Each group will draw one question and
work collaboratively to solve it.

 Each group will assign a representative to

pick a question.
 Work together to analyze the given triangle
and solve the required trigonometric ratios.
 draw the triangle and write your complete
solution clearly on the whiteboard.
 After solving, a group representative will
explain the solution step-by-step to the
class.

Gr oup Activity Questions:

Expexted Answer:
Gr oup 1
Consider the right triangle ABC.
The side a is adjacent to ∠A, b is opposite ∠A,
and c is the hypotenuse.

Given:
b = 6, a = 8, c = 10
Let ∠A = θ

Find:

1. sin θ sin θ = opposite / hypotenuse

= 6/10 = 3/5

2. cos θ cos θ = adjacent / hypotenuse

= 8/10 = 4/5

3. tan θ tan θ = opposite / adjacent =

6/8 = 3/4
Gr oup 2
Consider the right triangle DEF.
The side d is adjacent to ∠D, e is opposite ∠D,
and f is the hypotenuse.

Given:
e = 10, d = 12, f = 14
Let ∠D = θ
Expected Answer:
Find:

1. sin θ = 10/14 = 5/7

1. sin θ
2. cos θ = 12/14 = 6/7
2. cos θ
3. tan θ = 10/12=
3. tan θ

Gr oup 3
Consider the right triangle GHI.
The side g is adjacent to ∠G, h is opposite ∠G,
and i is the hypotenuse.

Given:
h =12, g = 16, i = 24
Let ∠G = θ
Expected Answer:
Find:
sin θ = 12/24=1/2
1. sin θ
cos θ = 16/24= 2/3
2. cos θ
tan θ = 12/16= 3/4
3. tan θ

Gr oup 4
Consider the right triangle JKL.
The side j is adjacent to ∠J, k is opposite ∠J,
and l is the hypotenuse.
Given:
k = 10, j = 20, l = 40
Let ∠J = θ

Find: Expected Answer:

[Link] θ [Link] θ = 10/40 =1/4

2. cos θ 2. cos θ = 20/40 =1/2

3. tan θ 3. tan θ = 10/20 = 1/2

 EVALUATE
F. Evaluating Learning Activity 5: What did I learn !

Gener al Instr uction: Find the 3 trigonometric

ratios of the acute angle of the right triangle.

E
D

Let angle E = θ
Given: Triangle RED is a right triangle.

and angle D= 900

1. r = 6, d = 7, e = 9 1) Opposite = 6, Adjacent =

sinθ=________________
7, Hypotenuse = 9

cosθ= _______________ sin = 2/3

tanθ= _______________ cos = 7/9
tan = 6/7

2) Opposite = 14, Adjacent =

15, Hypotenuse = 20
3. r = 14, d = 15, e = 20

sinθ=________________
sin = 7/10

cosθ= _______________
cos = 3/4
tanθ= _______________ tan = 14/15

3) Opposite = 4, Adjacent =
12, Hypotenuse = 16
4. r = 4 7, d = 12, e = 16 sin = 1/4

sinθ=________________ cos = 3/4

cosθ= _______________
tanθ= _______________
tan = 1/3

EXTEND
G. ASSIGNMENT Draw a right triangle and compute the sine,
cosine, and tangent of one acute angle.
Prepared By:
Marianne Aimee D. Salino
Student Teacher

Approved By:
Jenalyn D. Montalbo
Teacher