H I G H S C H O O L D E P A R T M E N T

MATHEMATICS DEPARTMENT

Teacher: __Erick B. Concepcion_________ Time Frame: _________________

Grade : ______9 - Mathematics______ Module : 4th Quarter – A.Y. 2022-2023

UNIT TITLE: Trigonometry

Transfer Goal:
Transfer Goal:
Students will be able to independently use their learning to apply concepts of trigonometric ratios to solve
real-life problems for the learner to become academically competent individual.
Content Standard: Essential Questions:
The learner demonstrates the basic concepts of Students will keep considering the following questions…
trigonometry. 1. What is the use of the subject Trigonometry in the
life of people?
Enduring Understanding: 2. How can we apply the concepts of angle of
elevation and depression in real life situation?
Students will understand that…
3. What is the significance of Pythagorean Theorem to
1. Trigonometry is a branch of mathematics
the life of people?
which treats of the solutions of triangles. 4. How does the scientist use Trigonometry in
2. The six trigonometric functions of acute angles studying their field of specialization?
carry the essential tool in the solutions f right 5. How does the scientist use the relationship between
triangles. radian and degree in real life situation?
3. In many advance mathematics courses,
Trigonometry, is useful to define an angle in Performance Standards:
terms of a rotation. Students will Investigate, analyze, and solve problems
4. Trigonometric identities and equations involving parallelograms and triangle similarity
concepts can be used to show how through appropriate and accurate representation.
trigonometric equations can model real life
necessities as a dial tone. Formation Standard:
5. There may be infinite number of solutions in a The learner becomes academically Excellent Individual
trigonometric equation since the trigonometric and Catalyst of Social Innovation.
functions are periodic

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 TOPIC OUTLINE
Module No. Lessons Covered Learning Standards: Number of Days

LC.A.1.1Illustrates the six trigonometric ratios:

sine, cosine, tangent, secant, cosecant, and Week 1
cotangent.

LC.A.2 Finds the trigonometric ratios of special

Week 2
angles.
1 Six Trigonometric Ratios
LC.A.3 Illustrates angles of elevation and angles
of depression.
LC.A.4 Uses trigonometric ratios to solve real-life Week 3
problems involving right triangles.
LC.A.5 Illustrates laws of sines and cosines.
LC.A.6 Solves problems involving oblique Wee4
triangles.

MODULE NO. 1: Quadrilaterals and their Properties

Name: ___________________________________ Module #: ______ Inclusive Dates: ____________

Grade & Section: __________________ Teacher: Mr. Erick B. Concepcion

LC.A.1.1Illustrates the six trigonometric ratios: sine, a. I can determine the six trigonometric ratios:
cosine, tangent, secant, cosecant, and cotangent. sine, cosine, tangent, secant, cosecant, and
LC.A.2 Finds the trigonometric ratios of special angles cotangent. (A)
LC.A.3 Illustrates angles of elevation and angles of b. I can solve the trigonometric ratios of
depression. special angles. (M)
c. I can illustrate angles of elevation and
LC.A.4 Uses trigonometric ratios to solve real-life
angles of depression. (M)
problems involving right triangles.
d. I can solve real-life problems involving
LC.A.5 Illustrates laws of sines and cosines. right triangles using Trigonometric Ratios.
LC.A.6 Solves problems involving oblique triangles. (M)
e. I can determine laws of sines and cosines
f. I can solve problems involving oblique
triangles. (M)

Antonio, J., Bruce, R., Melasantos, L.A., Robles, S., Sacluti, J., (2015). Math Connection in Digital Age 9.
Quezon City. Sibs Publishing House, Inc.

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Crisostomo, R., Sagum, P., Padua, A., (2013). Our world of math 9. Quezon City. Vibal Publishing House,
Inc.
Lim, Y., Nocon, R., Nocon, E., Ruivivar, L., (2017). Math for Engaged Learning 9. Quezon City. Sibs
Publishing House, Inc.
Bryant M., Bulalayao E., Callanta M., Cruz J., De Vera R., [Link], Mathematics 9 Learner’s Material, Pasig City
Vibal Group, inc.
Aralinks, Pen, Paper, Scientific Calculator
Nivera, G., Lapinid. M.R., (2013) Grade 9 Mathematics: Patterns and Practicalities. SalesianaBooks by Don
Bosco Press, Inc.

Praise be Jesus,
Mary and
Joseph in you
SHJCSIANS

Welcome Matheniks,

Before we proceed with our

lesson, let us test your prior
knowledge about
parallelograms

Evaluate each of the following using a science calculator.

1. sin 24 °
2. cos 60 °
3. cot 89 °
4. cos 60 °
5. tan 45 °

(LEARN)

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 Trigonometry is a tool used for measuring distances that cannot be directly me3asured. For example,
the height of a tree, a bird’s altitude when it’s in flight, a lake’s width, a ship’s distance from the shore, among
others.
Trigonometry involves the study of angles and geometric ratios. Its applications are not limited to
finding areas and distances on earth. Scientists also use trigonometry in studying satellites, the solar system,
and the galaxy itself.

THE SIX TRIGONOMETRIC RATIOS

There are six functions or ratios that are the core of trigonometry.
There are three primary ones that you need to understand completely and the other three are secondary
trigonometric ratios that are not used often. These three secondary trigonometric ratios are the
reciprocal of the primary trigonometric ratios.

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Example 1. Find the values of the trigonometric ratios of θ in the triangle.

Solution: Using the Pythagorean theorem, the hypotenuse r can be computed as:
2 2 2
r =3 + 4
r = √ 3 2 + 42
¿ √ 9+16
¿ √ 25
¿5

From the definitions of the trigonometric ratios,

Example 2. Evaluate the following trigonometric ratios using a scientific calculator.

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 a. cos 80° ≈ 0.173648177
b. sin 32 ° ≈ 0.529919264
c. tan 45 °≈ 1
1
d. cos 10 ≈ ≈−1.01542661
cos 10

5
Example 3. Given sinθ= , find
7

a. cosθ b. tanθ

Solution:
the leg opposite of θ
Since sinθ=
hypotenuse
5
And sinθ= ,
7
we may assume a right triangle with the leg opposite of θ=5 and hypotenuse = 7.

Using the Pythagorean Theorem,

2 2 2
7 =5 + y
2 2 2
7 −5 = y
√ 49−25= y
y= √ 24∨2 √ 6

adjacent of θ 2 √ 6
So, cos θ= =
hypotenuse 7
opposite of a 5 5 √6 5 √6
and tan θ= = = ∙ = .
adjacent of a 2 √ 6 2 √ 6 √ 6 12

Example 4. The legs of a right triangle are 8 m and 12 m as shown. Find the measures of A, B, and the length
of AB.

8m
Solution: tan A=
12 m
2
¿
3
2
We seek the measure of ∠ A whose tangent value is . We write this as
3
−1 2 −1 2
A=tan ( tan is read as “arc tangent two-third”)
3 3

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 Solving with the aid of a calculator, we have
−1 2
A=tan ≈ 34 ° and
3
B=90 ° −34 °=56 °
By Pythagorean Theore, the length of side ABis 4 √ 13∨14.42 m.

TRIGONOMETRIC RATIOS OF SPECIAL ANGLES

The trigonometric ratios of special acute angles 30° , 45° and 60° can be evaluated based on our
understanding of how sides and angles in the special right triangles, 30°−60 °−90° and 45°−¿ 45°−90° are
related.

Capsule Review
In Geometry, the following sides of special right triangles are related as follows:

π
The following table summarizes the values of the trigonometric ratios of the special angles 30 ° (¿ ), and 6
4

( )π
0° ¿ .
3

TRIGONOMETRIC RATIOS OF SPECIAL ANGLES

θ sin θ cos θ tanθ csc θ sec θ cot θ

π 1 √3 √3 2 √3
30 °∨
6 2 2 3
2
3
√3

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 π √2 √2
45 ° ∨
4 2 2
1 √2 √2 1

π √3 1 2 √3 √3
60 °∨
3 2 2 √3 3
2
3

Example 5. Find the exact value of sin2 30 °+ cos2 45 ° .

Solution: sin2 30 °+ cos2 45 °=¿ ¿

() ( )
2
1 2 √2
¿ +
2 2
1 2
¿ +
4 4

3
¿
4

(PRACTICE)

A. Use ∆ ABC to find each trigonometric ratio.

1. sin A
2. sin B
3. cos A
4. csc B
5. tan B
6. sec A

B. Without using a scientific calculator, determine the special acute angle measure.

1. α =sin
−1
( 12 )
2. θ=cos
−1
( 12 )
3. β=tan
−1
( √33 )
4. α =sin
−1
( √23 )
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 5. θ=cos
−1
( √22 )
6. tan α =√ 3
7. cot β ¿ √3
8. cot α ¿1
9. csc α ¿ √ 2
2 √3
10. sec α ¿
3

C. Solve for the given variable.

1. 2. 3.

D. Answer the following problems.

1. Given tan a=√ 3 , find sin a∧sec a.

2. As the value of θ increases, does sin θ increase, decrease, or neither? Explain.

(LEARN)
APPLICATIONS INVOLVING RIGHT TRIANGLES

Solving problems involving right triangles requires knowledge of some terms of importance in a
particular field.

Line of sight is the line along which an observer observes an object. It is an imaginary line that stretches
between observer’s eye and the object that he is looking at.

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Angle of elevation is the angle formed by the line of sight and the eye level if the object being observed is
above the eye level.

Angle of depression is the angle formed by the line of sight and eye level if the object being observed is below
the eye level.

Example 6. Two hikers are 400 meters from the top base of the radio tower. The measurement of the angle of
elevation to the top of the tower is 46 ° . How high is the tower?

Solution: Use the mnemonic TOA. x is the opposite side and b is the adjacent side of A .
x
Tan θ=
400
x ¿ 400 tan 46 °
x ¿ 400 (1.0355)
x ¿ 414.2 meters

Example 7. If a 150 ft church tower cast a shadow 210 ft long. Find the measure of the angle of elevation of
the sun.

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 opposite
Solution: tan θ=
adjacent
150
tan θ=
210
tan θ=0.7143
θ=35° 32 '

Example 8. A flagpole is 85 ft high. The angle of elevation of the sun is 52° . What is the length of the
shadow cast by the flagpole?

opposite
Solution: tan θ=
adjacent
85
tan 52 °=
x
85
x=
tan 52 °
x=66.41 ft .

(PRACTICE)

A. For each figure, use a primary trigonometric ratio to write a trigonometric equation that can be used to
find x. You do not have to solve for the missing value.

1. 2. 3.

4. 5.

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(CHECK)
F. Assessment

Assessment 4.
Directions: Read each item carefully. Write the letter of the best answer.

1. Which of the two triangles have the same shape, but are not necessarily of the same size?
a. Congruent
b. Similar
c. Right
d. Oblique
2. In a right triangle, what do you call the ratio of lengths of the adjacent side of an acute angle to the
hypotenuse?
a. Sine
b. Cosine
c. Secant
d. Cosecant
3. In a triangle, what is the value of y?
a. 18
b. 4.5
c. 9 √ 3
d. 3 √ 3
4. Which of these statements is TRUE?
1
a. sec 25 °=
cos 65 °
sin 30 °
b. cot 30 °=
cos 30 °
1
c. csc 17 °=
sin 73 °
d. cos 28 °=sin 62 °
5. In the triangle, what is the value of x?
a. 7 √ 2
7 √2
b.
2
c. 14
d. 7 √ 3
6. Which of the following CANNOT be a value of cosine ratio?
3
a.
4
1
b.
2

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 c.
√3
2
2 √3
d.
3
7. Which of the following CANNOT be a value of a secant ratio?
a. √ 2
b. √ 3
2 √3
c.
3
d.
√2
2
7
8. Given cos θ= , what is tan θ ?
5
7
a.
24
24
b.
25
24
c.
7
25
d.
7
1
9. Given cos θ= , what is θ ?
2
a. 25 °
b. 30 °
c. 45 °
d. 60 °
5
10. If tan θ= , what is sin θ ?
12
5
a.
13
12
b.
13
13
c.
12
13
d.
5
5
11. If tan θ= , which of these is equal to θ ?
12

( )
a. tan
5
12

( tan 125 )
−1
b.

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 ( )
−1
5
c. cos
12

d. tan ( )
−1 5
12
12. In the figure, which equation can be used to solve for h?
a. h=40 cos 58 °
b. h=40 sin 58 °
c. h=40 tan58 °
40
d. h=
sin 58 °
13. According to the Chinese legend from the Han dynasty, General Han Xin flew a kite over the palace of his
enemy to determine the distance between his troops and the palace. If the general let out 800 meters of
string and the kite was flying at a 35° angle of elevation, how far away was the palace from General Han
Xin’s position?
a. 459 m
b. 560 m
c. 655 m
d. 977 m
14. According to the legend Galileo (1564-1642, Italy) used the Leaning Tower of Pisa
to conduct his experiments in gravity. Assume that when he dropped objects from
the top of 55-meter tower (this is the measured length, not the height of the tower),
they landed 4.8 meters from the tower’s base. What was the angle that the tower was
leaning from the tower’s vertical?
a. 5 °
b. 55 °
c. 85 °
d. 175 °
15. A tree grows vertically along a hillside. The hill is at 16° angle to the horizontal.
The tree casts an 18-meter shadow up the hill when the angle of elevation of the
sun measures 68°. Which of the following refers to the tree’s height?
a. 18 ¿
b. 8 ¿
c. 18 ¿
d. 18 ¿
16. Refer to the figure at the right. What is the appropriate equation to use to solve for x?
a. x 2=1392 +1402−2 ( 139 ) ( 140 ) cos 63 °
2 2 2
−1 140 +139 −63
b. x=cos ( )( )
2 140 139

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 140 139
c. sin x = sin 63 °
x 139
d. sin 140° = sin 63 °

17. Which of these sets of sides does NOT form a triangle?

a. 9, 10, and 8
b. 24, 36, and 48
c. 111, 142, and 253
d. 54, 46, 80
18. Which of the following sets of data doe s NOT determine a unique triangle?
a. a=10 , b=12 , c=7
b. x=3 , y=4 , m Z=80 °
c. p=4 , mQ=60 ° , R=40 °
d. m=15 , n=10 , m N=100 °
19. For what measure of C is the cosine law c 2=a2+ b2−2 ab cos C reduced to the Pythagorean Theorem?
a. 0 °
b. 30 °
c. 90 °
d. 180 °
e.
20. Referring to the figure, which angle can you say for certain is the largest even before solving the triangle?
a. A
b. B
c. C
d. can’t tell due to insufficient information

For items 21-22, refer to the problem and figure below.

Love and Christian are in a balloon directly above a straight, 1 kilometer long road that joins two villages.
Love finds that the town closer to her is at 34 ° angle of depression. Christian, who is at the opposite side, finds
that the farther town is at an angle of depression of 30 ° . How high above the ground is their balloon?

21. Which strategy can be used to solve the unknown?

I. Law of cosines III. Pythagorean theorem
II. Law of sines IV. Angle Sum Result
a. I only
b. II only
c. I and II
d. II and III

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22. The height of the balloon is given by:
sin 34 ° sin 116 °
a. sin 30 °
sin 30° sin 116 °
b. sin 34 °
sin 30° sin 34 °
c. sin 116 °
sin 30 °
d. sin 34 °sin 116 °
23. An engineering student was assigned to construct a triangular model of three steel girders. Two of the
girders measured 20 cm and 15 cm, and the angle opposite the 15 cm girder had to be 61 °. Could the
model be made? If so, how many possible measures of the third girder were there? Why?
a. No, because 15<20 sin 61 °
b. Yes, there was exactly one measure for the girder because 15=20 sin 61° .
c. Yes, there were two possible measures for the girder because 15<20 sin 61 °.
24. Given an angle and one its sides, determine how long should the opposite side of the angle be so that there
are two triangles formed?
a. a> 8
b. a> 8 sin 40 °
c. a< 8 sin 40 °
d. a=8 sin 40 °
25. When measuring the boundary of a lot, surveyors are often confronted with obstacles such as trees. A
technique to obtain an accurate measurement is the triangulation method. In this technique, a triangle is
constructed around the obstacle, and the two sides and the angle formed by these are measured. Using this
technique, what is the length of the boundary of the lot from the two endpoints.

a. 20+16+ √ 22 +1.52 −2 ( 2 )( 1.5 ) cos 70 °

b. 20+16−√ 22+ 1.52−2 ( 2 ) (1.5 ) cos 70°
2 sin 70 °
c. 20+16+
1.5
1.5 sin 70 °
d. 20+16+
2

Rubrics for Activities and Assessment:

1 point for the complete and correct answer,

Rubric for Student Reflections

Page 16 of 18
 Above Expectation Meets Expectation Approaching Meets Expectation
(4) (3) Expectation (1)
(2)
Reflective The reflection explains The reflection explains The reflection attempts The reflection does not
Thinking the student’s own the student’s thinking to demonstrate thinking address the student’s
Thinking, learning about his/her own about learning but is thinking or learning
process and as well as learning process vague or unclear about
implication in the real the personal learning
life situation process.
Analysis The reflection is an in- The reflection is an in- The reflection attempts The reflection does not
depth analysis of the depth analysis of the to analyze the learning move beyond a
learning experience, the learning experience, the experience but the description of the
value of the derive value of the derive value of the learning or learning experience.
learning to self or learning to self or others others is vague or
others and enhancement unclear.
of the student’s
appreciation for the
discipline.
Making The reflection The reflection articulates The reflection attempts The reflection not
Connection articulates multiple connections between this to articulate articulate any
connections between learning experience and connections between connection to other
this learning experience content from other ways, this learning experience learning or
and content from other past learning, life and content from other experiences.
ways, past learning, life experience. ways, past learning
experience. experiences, but the
connection is vague or
unclear.

Description: In this activity, you will be asked to complete the 3-2-1 Chart regarding the module that you have
discovered.
3-2-1 Chart
Three things I found out:
1. ___________________________.
2. ___________________________.
3. ___________________________.
Two interesting things:
1. ___________________________.
2. ___________________________.
One question I still have:
1. ___________________________.

Dear Parent/Guardian:
We acknowledge your great role to influence the learning of our pupil, henceforth may we request that you
continually help them in their learning through:
 Please do a constant follow up on their study routines and remind them if it is essential.
 Kindly monitor their learning progress in this module as well on their Math 9 Work textbook.
 Please guide and monitor your child in browsing or surfing on different websites.
 This lesson may contain learning that needs your personal experiences, please provide our pupils with

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 the necessary information with your proper guidance.
 Should you have queries and concerns, please communicate with us.

May this learning module not only invigorate learning experience for our pupils but also to strengthen
relationships among each family members.

Thank you for all you will do to support your child in their academic performance and development.

POLL
Please describe your learning experience for this week’s module by shading the corresponding emoji.

IIIhave
have
need some
I have fully
questions
in in
understood
help
understood
mind
the thatofneed
module
most
understan the
to be
and clarified
I am
concepts
ding the
toready
betterto
module. in
presented
understand
move the
to the
the module.
module.

Teachers E-mail address: Upload due on:: _________________________

I am glad that you were able to finish our module about

Quadrilaterals. Congratulations because you are now moving on to
the next module!

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