Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OFFICE OF DAVAO CITY
FRANCISCO BUSTAMANTE NATIONAL HIGH SCHOOL
Tibungco, Davao City
GRADES Francisco Bustamante
1-12 School Grade Level
National High School Grade 9
LESSON Pre-
PLAN Service Melca Joy L. Mula Subject Mathematics
Teachers
Teaching Quarter IV
February 19, 2025 Quarter
Date
I. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of the basic concepts of
trigonometry.
a
B. Performance The learner is able to apply the concepts of trigonometric ratios to
Standard formulate and solve real-life problems with precision and accuracy.
C. Learning The learner illustrates the six trigonometric ratios: sine, cosine,
Competency tangent, cosecant, secant, and cotangent.
(M9GE-Iva-1)
D. Objectives At the end of the lesson, the learners are expected to:
a) understand the concept of solving a right triangle;
b) apply trigonometric ratios in solving for the missing measure of
an angle or side of a right triangle, and
c) appreciate the concept of solving right triangle.
II. SUBJECT MATTER
A. Topic
Solving Right Triangles Using Trigonometric Ratios
1. Reference Iran, C. O., & et al. (2021). Quarter 4 – Module 1: Six Trigonometric
Ratios of a Right Triangle (First Edition).
2. Instructional Marker, Laptop, Visual Aids, PowerPoint Presentation, Manila Paper
Materials
III. LEARNING PROCEDURE
Preliminary Activities a
1. Preliminaries 1. Prayer
2. Greeting
3. Classroom Management
4. Checking of Attendance
5. Review of the Previous Lesson
Developmental Activities
A. Activity
Name my Trigonometric Ratio!
Instructions: In this activity, you will be divided into six (6) groups. A
cut out of right triangles will be distributed by the teachers. You need
to determine its missing part and in what trigonometric ratios it
belongs. Afterwards, one representative from each group will present
their outputs to the class.
B. Analysis After the activity, the teacher will ask the following questions.
1. How was the activity? It is fun or hard?
2. How did you manage to determine the missing part of the
triangle?
3. What concepts/topics from our previous discussions can
you recall from our activity?
C. Abstraction
Solving right triangle means solving for the missing measure of an
angle or a side. A right triangle has 6 parts: 3 sides and 3 angles.
The missing part/s may be solved when the right triangle falls into any
of the following areas.
A. the length of the hypotenuse and the length of one leg are
given
B. the length of the hypotenuse and one of the acute angles are
given
C. the length of one leg and one of the acute angles are given
D. the length of the both sides are given
A. Solving a right triangle where the hypotenuse and one leg are
given.
EXAMPLE:
If c = 23, and b = 17, find ∠A, ∠B and a.
Triangle ABC is right-angled at C.
Express your answers up to two decimals.
STEP 1: Solve for ∠A
∠A and c is the hypotenuse.
Solve for angle A by using cosine ratio since b is the adjacent leg of
STEP 2: Solve for ∠B
that m ∠ C=90∘, we can now solve for the third angle ∠B. In a
In STEP 1, it was already found that m ∠ A=42.34∘ and we also know
triangle, the three angles should sum up to 180∘. Thus, ∠A + ∠B
+ ∠C = 180∘. To solve for ∠B:
STEP 3: Solve for side a.
Use Pythagorean Theorem since two of the sides are given: c = 23
and b = 17.
B. Solving a right triangle where the hypotenuse and one of the
acute angles are given.
EXAMPLE:
If c = 27 and ∠A = 58∘, find the ∠B, b and a.
Triangle BCA is right-angled at C.
STEP 1: Solve for ∠B.
Since the measure of two angles (∠A and ∠C) are already given, we
can solve for the third angle by ∠A + ∠B + ∠C = 180∘. To solve for
∠B:
STEP 2: Solve for side b.
Let us use the given angle A as our θ.
STEP 3: Solve for side a.
Let us use the given angle A as our θ.
D. Application
Think-Pair-Share!
Instructions: In this activity, the teacher will give a problem regarding
solving right triangles using trigonometric ratios. Students have 8
minutes to solve the given problem. After solving, they need to pair
and share their answers with their seatmates and see if they are the
same.
If c = 27 and ∠A = 22∘, find the ∠B, b and a.
1. Generalization The teacher will ask the students what they have learned in the
discussion.
1. What are the mathematical concepts that you have learned in
our lessons?
2. Do you think you can apply these concepts in your daily life?
How? Why?
IV. EVALUATION
Practice More!
Direction: Read the questions carefully. In 1/4 sheet of paper, write
the letter of your answer.
1.
2.
3.
4.
5.
Answer Key:
1. A
2. D
3. A
4. D
5. D
V. AGREEMENT / ASSIGNMENT
Practice More!
Direction: Solve the given right triangles in a one (1) whole sheet of
paper.
VI. REMARKS
VII. REFLECTION
A. Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? Number of
learners who have caught
up with the lesson.
D. Number of learners
who need to continue to
remediation.
E. Which of my teaching
strategies works well?
Why did this work?
Prepared by: Checked and Observed by:
MELCA JOY L. MULA ANA MILAFLOR B. PIAPE
Pre-Service Teacher Cooperating Teacher