School Oriental Mindoro National Grade Level 9
High School
Teacher Jean Shadie M. Cleofe Learning Area Mathematics
Teaching
Dates and
Time January 29, 2026 Quarter 4th
DAILY LESSON
PLAN
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-
Standard life problems with precision and accuracy.
(M9GE- IVa-1). The learner illustrates the six trigonometric ratios: sine, cosine, tangent,
secant, cosecant, and cotangent.
C. Learning At the end of the lesson, the students must be able to:
Competencies / 1. determine the needed trigonometric formula to solve for the ratio value;
Objectives 2. solve the values of the six trigonometric ratios given side lengths of right triangles,
applying correct formulas and procedures; and
3. demonstrate perseverance and accuracy in solving trigonometric problems by
using the formula of each trigonometric ratio.
II. CONTENT
A. Topic: Six Trigonometric Ratios
B. Materials: PowerPoint presentation, Visual Aids
C. Subject Integration: English, EsP
D. Values and Skills: Guided Discovery/Inquiry-based
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Mathematics 9 Teacher’s Guide - Module 7 (Lesson 1) (pp. 280 - 284)
pages
2. Learner’s
Mathematics 9 Leaner’s Material – Module 7 (Lesson 1) (pp. 438 -440)
Materials Pages
Mathematics 9 Learner’s Material - Unit IV (Lesson 1): The Six Trigonometric Ratios: Sine,
3. Textbook pages
Cosine, Tangent, Secant, Cosecant, and Cotangent (pp. 430 - 446)
4. Additional
Materials from
Learning Mathematics 9 Quarter 4 – Module 1: Trigonometric Functions
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES TEACHERS RESPONSE STUDENTS RESPONSE
A. Reviewing Make the Face of Truth or False! Answers:
previous lesson or If the statement is true, make this face: 1. TRUE
presenting the 2. FALSE
new lesson 3. TRUE
4. TRUE
5. TRUE
If false, make this face.
1. Cosecant (csc θ) is the reciprocal of sine (sin θ).
2. Secant (sec θ) is the reciprocal of tangent (tan θ).
3. Cotangent (cot θ) is the reciprocal of tangent (tan θ).
4. The secondary trigonometric ratios are derived directly from
the primary ratios by taking reciprocals.
5. In a right triangle, the secondary ratios depend on the chosen
reference angle just like the primary ratios.
B. Establishing a Before we start our new topic, let me present to you our At the end of the lesson,
purpose for the objectives in today’s lesson. the students must be
lesson Everybody read our lesson objectives. able to:
1. determine the
needed
trigonometric
formula to solve
for the ratio
value;
2. solve the values
of the six
trigonometric
ratios given side
lengths of right
triangles,
applying correct
formulas and
procedures; and
3. demonstrate
perseverance
and accuracy in
solving
trigonometric
problems by
using the
formula of each
trigonometric
Thank You ratio.
Now, let me tell you a story. And we can call this:
STAND WHEN I SAY
Directions: Each group will be assigned a word. The teacher
will tell a story and whenever he mentions the word assigned to
each group, the respective group has to stand.
The group(s) who consistently do this successfully will win an
additional three points in the quiz.
Group 1: “James”
Group 2: “Karen”
Group 3: “Mathematics”
Group 4: “Angles”
James and Karen are friends. James and Karen are both
interested in Mathematics. One day, they decided to study
angles which is in Mathematics. James and Karen read about
acute angles, right angles, and obtuse angles. However,
James still has questions about Mathematics, specifically
about angles. So, he asked Karen his questions about angles
in Mathematics. Karen answered all questions from James.
And they were both happy to learn so much about angles and
so much more in Mathematics.
Did you all enjoy our story?
C. Presenting Let’s see if you can still remember the formula of the six
examples/ trigonometric ratio lets have an activity. Expected Answers:
instances of the
new lesson Missing you RIGHT Now Student 1.
Directions: The teacher will show a right triangle in front of the
class. The teacher will pick 6 students to recall and write each of
the formulas for the six trigonometric ratios on the board as well
as indicate the side for each ratio based on the reference angles
given on the right triangles.
Student 2.
Student 3.
Student 4.
Student 5.
Student 6.
D. Discussing new
concepts and Watch Out for that Ra-SHOW!!! Expected Answers:
practicing new Direction: The teacher will show a right triangle which in front
skills # 1 of the class. The teacher will pick 6 students to recall and write Student 1.
each of the six trigonometric ratios on the board as well as find
the indicated ratio of the given triangle.
Student 2.
Student 3.
Student 4.
Student 5.
Student 6.
E. Discussing new Don’t let the X FOOL YOU!!! Expected Answers:
concepts and Example:
practicing new Pythagorean: Looking
skills # 2 for the missing part.
Student 1.
Student 2.
Student 3.
Student 4.
Student 5.
Student 6.
F. Developing Group Activity: Your X against the RIGHT SIX!!! Expected Answers:
mastery (Leads to
Formative Directions: The class will be divided into 3 groups. Each group Pythagorean: Looking
Assessment 3) will be given different right triangles alongside a table chart. for the missing part.
Each right triangle has a missing side noted as x, they must look
for its missing value before they record the ratios base on the Group 1
respective six trigonometric ratios.
θ Value
sin θ
cos θ
tan θ
csc θ
sec θ
tan θ
Group 1
Group 2
Answer keys:
θ Value
sin θ 8/17
cos θ 15/17
tan θ 8/15
csc θ 17/8
sec θ 17/15
tan θ 15/8
Group 2
Group 3
Answer key:
θ Value
sin θ 8/10=4/5
cos θ 6/10=3/10
tan θ 8/6=4/3
csc θ 10/8=5/4
sec θ 10/6=5/3
tan θ 6/8=3/4
Group 3
Answer key:
Θ Value
sin θ 8/17
cos θ 15/17
tan θ 8/15
csc θ 17/8
sec θ 17/15
tan θ 15/8
3-
Criteria 5 - Excellent 1 - Beginning
Developing
Mathematical All sides The value of x The value of x
Accuracy (including x) is correct, but is incorrect,
are calculated 1–2 leading to
correctly using trigonometric multiple errors
the ratios are in the
Pythagorean incorrect or trigonometric
Theorem. All six not simplified. ratios.
trigonometric
ratios are
simplified and
correct.
The group
The group Only final
shows a clear,
shows the final answers are
Problem- logical step-by-
answers but provided with
Solving step process for
lacks clear no evidence of
Process finding x and
intermediate how they were
setting up the
steps or work. derived.
ratios.
All members
are actively Most members
Only one
engaged, are
student is
sharing tasks participating,
Collaboration performing the
(calculating, but one or two
& Participation activity while
recording, people are
others are
checking) and doing the bulk
disengaged.
working of the work.
harmoniously.
The table is The table is
The table is
completed but incomplete or
completed
is slightly disorganized,
Timeliness & within the time
messy or was making it
Neatness limit, is easy to
finished just difficult to
read, and uses
after the time interpret the
proper notation.
limit. results.
G. Finding practical Surveyor’s Use of Trigonometric Ratios
applications of [the student will raise
concepts and skills their hand and will state
in daily living their answer.]
Surveyors use the six
trigonometric ratios,
such as the sine,
cosine, tangent,
cosecant, secant, and
cotangent, to measure
heights, distances, and
angles without direct
access. For example,
when finding the height
of a building, a surveyor
can stand a known distance from the base and measure the
angle of elevation. Using the tangent ratio (opposite over
adjacent), they can calculate the height. Sine and cosine
are used to find diagonal or horizontal distances, especially
on sloped terrain. These ratios allow surveyors to solve
right triangles using only side lengths, making their work
accurate and efficient in real-world settings.
H. Making Generalized Discussion Question:
generalizations 1. What are the formulas for the PRIMARY TRIGONOMETRIC sin θ = Opposite ÷
and abstractions RATIOS? Hypotenuse
about the lesson
2. What are the formulas for the SECONDARY TRIGONOMETRIC cos θ = Adjacent ÷
RATIOS? Hypotenuse
tan θ = Opposite ÷
Adjacent
csc θ = Hypotenuse ÷
Opposite
sec θ = Hypotenuse ÷
Adjacent
cot θ = Adjacent ÷
Opposite
I. Evaluating Directions: Choose the letter of the correct answer. Write your
learning answer in a 1/4 sheet of paper.
1. Which of the following correctly defines the cotangent of
angle θ in a right triangle?
A. Opposite ÷ Hypotenuse Answers:
B. Hypotenuse ÷ Adjacent 1. C
C. Adjacent ÷ Opposite 2. B
D. Opposite ÷ Adjacent 3. B
4. A
2. If sin θ = 3/5, which of the following must be true about the 5. A
triangle?
A. The adjacent side is 3 and the hypotenuse is 5
B. The opposite side is 3 and the hypotenuse is 5
C. The hypotenuse is 3 and the opposite side is 5
D. The opposite side is 5 and the adjacent side is 3
3. Given a right triangle with sides: Opposite = 8, Adjacent = 15,
Hypotenuse = 17, what is cos θ?
A. 8/17
B. 15/17
C. 17/15
D. 17/8
4. A ladder 10 meters long leans against a wall. The base is 6
meters from the wall. What is the value of tan θ, where θ is the
angle between the ground and the ladder?
A. 4/3
B. 5/4
C. 2/3
D. 3/5
5. You are asked to find the height of a building using
trigonometric ratios. You know the distance from the building
and the angle of elevation. Which of the following is the BEST
strategy to ensure your answer is accurate?
A. Use the tangent ratio and double-check your side labels
before solving.
B. Use the sine ratio because it always gives height.
C. Use any ratio and round off early to save time.
D. Use cosine since it’s the most common ratio.
J. Additional Assignment:
activities for Bring a scientific calculator.
application and
remediation That’s all for our discussion today. Goodbye and Thank you Good bye and Thank You
class. See you next meeting. Ma’am.
___ The lesson was completed and the next lesson may proceed.
___ The lesson was not completed due to lack of time.
___ The lesson was not completed due to integration of some events.
V. REMARKS
___ The lesson was not completed due to class delays/suspensions caused by school
activities, calamities or teacher’s absence.
___ Other reasons:
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
lesson work? No.
of Learners who
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
work 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 or
discover which I
wish to share with
other teachers?
Prepared by:
JEAN SHADIE M. CLEOFE
Student Teacher
Checked and Reviewed:
JEROME ALLEN A. AZUL
Cooperating Teacher
Noted:
MARIA JOSSELL A. LOGMAO
Head Teacher VI, Mathematics Department