S

School: Grade Level: NINE

GRADES 9-
Curriculum Teacher: ANSELMO R. SALABO JR. Learning Area: MATHEMATICS
DAILY
LESSON LOG Teaching Dates and Time: February 28,2022 2:00-3:00 PM Quarter: FOURTH

MATERIALS
THURSDAY
USED/ACTIVITIES
I. OBJECTIVES Identify the hypotenuse, the opposite side and the adjacent side of the given angle.
Illustrate the six trigonometric ratios.
Participate actively during the class discussion.
Value and integrate the lesson to real life setting.
A. Content Standards: The learner demonstrates understanding of the basic concepts of trigonometry.

Performance Standards: The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life
problems with precision and accuracy.
B. Learning Competencies/Objectives: The learner illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
C. Write the LC Code for each cotangent.
M9GE-IVa-1
II. CONTENT The Six Trigonometric Ratios: Sine, Cosine, Tangent, Secant, Cosecant and Cotangent
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Guide Pages 430-442

4. Additional Materials from Learning www.google.com

Resources (LR) portal

B. Other Learning Resources Traditional IM’s/Powerpoint Presentation, SLM, SIM, Activity sheets, Video clips for the prayer Laptop/Projector/TV

IV. PROCEDURES

A. Preliminaries *Prayer through multimedia presentation Video Clip,Class Record

*Greetings
*Checking of the Attendance- (students who are absent will be given a video lesson and SLM)
* House Rules – (read in chorus)
* Presentation of Incentive chart
 *Review- Conditions for Similarity of triangles
*Groupings (grouped according to strengths/interest)
B. Reviewing previous lesson or Motivation/Presentation of the lesson through a game called “4 pics-1 word”. Powerpoint Presentation
presenting the new lesson

C. Establishing a purpose for the The teacher will let the students read the lesson objectives in chorus. (literacy)
lesson

D. Presenting Examples/instances Unlocking of Difficulties-Word Jumble Game Jumbled Letters, Cartolina,

of new lesson (Jumbled letters will be arranged to form a word with the help of the given hint.) Bondpaper

Ratio-the quantitative relation between two amounts showing the number of times one value
contains or is contained within the other
Hypotenuse- the longest side of a right triangle
Adjacent side-The side closest to the given angle
Opposite side- The side across from the given angle
Sine- The ratio of the opposite side of the angle to the hypotenuse
Cosine- The ratio of the adjacent side of the angle to the hypotenuse
Tangent- The ratio of the opposite side of the angle to the adjacent side of the angle
Cotangent- The ratio of the adjacent side of the angle to the opposite side of the angle
Trigonometry
Secant- The ratio –ofisthe
combination
hypotenuseoftothe
theprefix tri which
adjacent means
side of three, infix gon which
the angle
means The
Cosecant- angle andofsuffix
ratio metry which
the hypotenuse to means to measure.
the opposite side of the angle
It is a branch of mathematics that studies the relationships between side lengths and
angles of triangles.

English Integration
 Illustration, Visual Aids

s is the opposite side of ϴ

c is the adjacent side of ϴ
e is the hypotenuse

We will use the convention that angles are symbolized by capital letters, while
the side opposite each angle will carry the same letter symbol, in lowercase.

E. Discussing New Concept and 6 Trigonometric Ratios

practicing new skills
1
hypotenuse hypotenuse 1
sine ϴ= cosecant ϴ= = hypotenuse =
opposite side opposite side sin ϴ
opposite side
 1 Board work Activities
adjacent side hypotenuse 1
cosine ϴ= secant ϴ= = adjacent side =
hypotenuse adjacent side cos ϴ
hypotenuse

1
opposite side adjacent side 1
tangent ϴ= cotangent ϴ= = opposite side =
adjacent side opposite side tan ϴ
adjacent side

We will use a mnemonic for remembering the equations.

Mnemonics is any learning technique that aids information retention or retrieval.

ϴ
13
8

9 13
sine ϴ= cosecant ϴ=
13 9

8 13
cosine ϴ= secant ϴ=
13 8

9 8
tangent ϴ= cotangent ϴ=
8 9

True or False Game

Mechanics:
 Identify whether the given statement is true or false.
 You will be given 2 kinds of trigo-mazing cards. The right triangle card is equivalent to
5 points. If your answer is correct 5 points will be added to the score of your group
and if it’s wrong 5 points will also be deducted to the score of your group. The other
card is the oblique triangle card. It is equivalent to 2 points. Whether your answer is
correct or wrong you will get 2 points.
 Raise your chosen Trigo-mazing card when you answer.

1. s is the opposite side of ϴ. False

s is the adjacent side of ϴ

c is the opposite side of ϴ
e is the hypotenuse

2. The opposite side of the largest angle is the longest side. True
3. The ratio of the hypotenuse to the adjacent side of the angle is called cosine. False
4. The 3 major ratios are sine, cosine and secant. False

10
5. sin ϴ= 17 true

9
6. cos ϴ= 17 true

9
7. tan ϴ= 10 false
1. Developing mastery Tell Me/Do It Category
(Leads to Formative Assessment
1. Illustrate triangle MNL with right angle at L; m=9cm, n=12cm and l=17cm. (Do It!)
2. Tell me the trigonometric ratios of sin, cos and tangent of ∠N. (Tell Me!)
3. Tell me the trigonometric ratios of cosecant, secant and cotangent of ∠N. (Tell Me!)
4. What trigonometric ratio is being illustrated in the figure? (Tell Me!) Marker/Manila
Paper/Illustrations

5. Illustrate a triangle ROM with right angle at M. Show that triangle ROM illustrates
tangent. (Do It!)

Group A- Compose a yell about the topic. Present your yell before you present your output
in front of the class.

Illustrate triangle DEF with right angle at F; e=15cm, d=9cm and f=22cm. Write the six
trigonometric ratios based on ∠D.

Group B- Compose a song about the topic. Present your song before you present your
output in front of the class.

A. Identify the hypotenuse, the opposite side and the adjacent side of the given angle.
B. Give the 6 trigonometric ratios of the given angle.

J
K

L
 Output of group 1 will be rated by group 2 and vice versa using the rubric below.

2. Finding Practical applications of (Integration of the lesson to the other different fields)
concepts and skill
 The basic concepts of trigonometry which are the 6 trigonometric ratios are used by architects Powerpoint Presentation
and engineers in constructions of buildings, bridges, towers, etc. to calculate structural load,
ground surfaces, roof slopes for buildings and houses and many other aspects including sun
shading and light angles.
 In navigation and oceanography, basic concepts of trigonometry is used to find the distance of
the shore from point in the sea and in calculating the height of tides in oceans.
 The basic concepts of trigonometry is also used in the investigation of a crime scene. It is
helpful to calculate a trajectory of projectile and to estimate the causes of a collision in a car
accident. Further, it is used to identify how an object falls or in what angle the gun is shot.

Science/History Integration

 Long time ago during the 3rd century BC, concepts of trigonometry was developed primarily
from the needs of Greek and Indian astronomers. It was used to measure the distance of the
earth to the nearby stars.
 It was also used by Eratosthenes to discover the radius of the earth.
 In 2001, a group of European astronomers did an experiment to find the distance of Venus from
the Sun about 105, 000 000 km.
 Astronomers calculated the movement of the stars against the background as we orbit the sun,
to discover new information about galaxies.

3. Making generalizations and Are you now able to illustrate the six trigonometric ratios?
abstractions about the lesson Are you now able to identify the hypotenuse, the opposite side and the adjacent side of the given Students will think how
angle? the lesson be related to real
How will you apply these lesson in real life setting? life setting.
 4. Evaluating Learning (taken from the answer sheet)
Read the questions carefully. Write only the letter of your answer on the space provided.
_____1. With respect to the given angle, what is the ratio of the hypotenuse to the opposite side?
a. sine b. cosine c. tangent d. cosecant
Powerpoint Presentation

Paper
_____2. Which of the following statements is correct? Refer to the figure at the right.
y y 4 x Ballpen
a. sin 62°= b. sin 62°= c. cos 62°= d. cos 62°=
4 x y 4
Bondpaper
_____3. Which of the following figures illustrate tangent?
a. b. c. d.

4-5.) Solve for the measure of the remaining sides of the right triangle given at the right.

_____4. What is the equivalent ratio of tan A? 17

12 11 12 11 12
a. tan A = b. tan A = c. tan A = d. tan A =
11 12 17 17 11
_____5. What is the equivalent ratio of sin B?
17 11 12 12
a. sin B = b. sin B = c. sin B = d. sin B =
11 17 17 11

5. Additional activities for Students who are absent due to sickness or geographic isolation are given SLM and SIM. Weekly
application or remediation module/Worksheet/Video
Presentation

IV. REMARKS

V. REFLECTION

A. No. of learners who earned 90% on the 27/35 Students

formative assessment

B. No. of Learners who require additional 8 students

activities for remediation

C. Did the remedial lessons work? No. of Yes, there are 6 students learned the topic well.
learners who have caught up with the
lesson.

D. No. of learners who continue to 2 Students

require remediation

E. Which of my teaching strategies In the group activity, (Developing Mastery that leads to Formative Assessment) because it is a constructivism
worked well? Why did these work? approach/cooperative learning.

F. What difficulties did I encounter Students find difficult in simplifying their answers.
which my principal or supervisor can
help me solve?

G. What innovation or localized The innovation /localized materials that I wish to share to other Math teachers is to used technology in Mathematics teaching. I
materials did I use/discover which I wish also want to share to them that as teachers, we should add instructional materials that would help them engage more in the
to share with other teachers?
learning process.

Prepared by: Checked by:

______________________ ANSELMO R.SALABO JR.
Pre-Service Teacher Math Coordinator