DAILY LESSON LOG OF M9GE-IVb-c-1 (Day 7)
School MABALOR-CATANDALA Grade Level Grade 9
INTEGRATED SCHOOL
Teacher NICOLE L. TANYAG Learning Area Mathematics
MONDAY-
Teaching Date and Time WEDNESDAY, FRIDAY Quarter Fourth Quarter
7:00-7:45
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and
solve real-life problems with precision and accuracy.
Learning Competency: Finds the trigonometric ratios of special angles.
Learning Objectives:
1. Determine the values of the six trigonometric ratios of special angles.
C. Learning Competencies/
2. Solve for the unknown quantities of special right triangles using the six
Objectives
trigonometric ratios.
3. Display cooperation in the development of the lesson
II. CONTENT Finding the Unknown Quantities of Right Triangles Using Trigonometric Ratios of
Special Angles
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 284-287
2. Learner’s Materials Pages 447-456
3. Textbook pages
4. Additional Materials NA
from Learning Resource
(LR) portal
B. Other Learning [Link]
Resources %[Link]
Manila Paper, adhesive, pentel pens, pictures of buildings
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher reviews the lesson by asking:
1. What are the six trigonometric ratios?
2. How do we evaluate expressions that deal with trigonometric ratios?
3. What does SOH-CAH-TOA stand for?
A. Review previous lesson Expected Answers:
or presenting the new 1. Sine, cosine, tangent, cotangent, cosecant, secant
lesson 2. Simply substitute the values of the trigonometric ratio of the
specified angle and perform the indicated operation
3. It’s a mnemonic which stands for sine θ is opposite over
hypotenuse , cosine θ is adjacent over hypotenuse and tangent
θ is opposite over adjacent.
The teacher lets the students realize the significance of familiarizing the values of
4. Establishing a purpose
the six trigonometric ratios of special angles in order to solve problems related to
for the lesson
trigonometric functions even without the use of a calculator.
5. Presenting examples/ The teacher divides the students into 6 groups and then instructs them to be with
instances of the new their group and answer the following problem below.
lesson
Set A Set B
Given the 2 sides, determine Given a side and an angle ,
the angles. identify the values of the
missing side and angle.
A
8 cm c
4 √ 2 cm B
30 °
C
B 15 cm
C a
a
The teacher lets the students present their work in class.
The teacher checks students work.
Answer key of the activity:
Set A Set B
Given the 2 sides, Given a side and an angle ,
determine the angles. identify the values of the
missing side and angle.
B= 45°
A= 45° B= 60°
C= 90° C= 90°
4 √ 2 cm
A = 4√ 2cm c= 10 √3
6. Discussing new concepts
a=5 √3
1. What did you do in order to answer the activity?
and practicing new skills Ans. Recall concepts of special angles
#1 2. How did you utilize the given in order to find the missing sides and
angles?
Ans. Use trigonometric ratios
3. Based on the answers in the activity, are the characteristics of special
angles evident?
Ans. Yes, in a 45° -45° -90° angle, the hypotenuse is √ 2 and the sides are
congruent. In 30° -60° -90° angle, the shorter leg is half of the
hypotenuse.
The teacher must emphasize to the student that students familiarization of the
values of trigonometric ratios of special angles is important in this activity.
7. Discussing new concepts The teacher discusses on the methods of finding the unknown quantities of a right
and practicing new skills triangle utilizing the given values and proper trigonometric ratios.
#2
The teacher asks the students to answer the problems with their group.
Given the right triangle JOY with JO=21 mm. Illustrate the possible dimensions of
triangle JOY in 45° -45° -90° and 30° -60° -90° angles.
J
J
30 °
y y
21 mm
8. Developing mastery 21 mm
(leads to formative 45 °
assessment 3) Y O
Y O j
j
Answer Key:
30° -60° -90° 45° -45° -90°
<O= 600 <J= 450
<Y= 900 <Y= 900
j = 7 √ 3 mm j = 21 mm
y = 14 √ 3 mm y = 21 √ 2 mm
The teacher gives this activity by group.
1.A man standing on the Mandaue Mactan Bridge is 10 meters above the
ground, observing an airplane 350 meters away at an angle of 30° . What
is the altitude of the plane?
9. Finding practical 2. After Bagyong Ompong hit, a 20-meter lamp post near 7 Eleven was bent
applications of 45° from the ground and had lean on the roof of 7 Eleven. If the store
concepts and skills was estimated to be 9 meters, how far was the lamp post form 7 Eleven?
in daily living Answer key:
1. The altitude of the plane is 185 meters above the ground.
175 m + 10 m = 185 meters
2. 9 meters
10. Making To summarize the lesson , the teacher asks the following questions:
1. What are the six trigonometric ratios?
2. When can we possibly use the trigonometric function tangent θ in
solving missing parts of a special right triangle? sin θ ?
generalizations and Expected Answers:
abstractions about 1. Sine, cosine, tangent, cotangent, cosecant, secant
the lesson 2. Use tangent of an angle when the given are the side opposite the angle
and the adjacent side
For sine of an angle, when the given values are the opposite side,
hypotenuse and the angle itself.
The teacher, in pairs, lets the students answer the activity.
Find the missing side lengths. Leave your answers as radicals in simplest form.
1. b 2. 3.
45
2 4 y
x
a 2
√2 45
30
y x
4. 5. 45 6.
10
x
3 √2
x 2√2 a
11. Evaluating Learning
60 ° 2 y
60 °b
y
Answer Key:
1. a = 4; b=2√ 2
2. x= 2√ 2; y= 2√ 2
3. x= 2√ 3; y= 4
4. x= 5√ 3; y= 5
3 √2
5. x= 3; y=
2
6. a= √ 6; b= √ 2
12. Additional activities Study Trigonometric Functions of Special Angles
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
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 Mandaue Mactann Bridge and local stores (7 eleven)
wish to share with other
teachers
Prepared by:
JENNIFER A. EBARLE
Teacher I- Casili Night High School