Gingoog City Comprehensive

School Grade Level 9

National High School
Division Gingoog City Learning Area Math

Teacher Stephanie T. Japson Quarter 4th

1. OBJECTIVES
A. Content Standards:
 The learners demonstrate understanding of the basic concepts of
trigonometry.
B. Performance Standard:
 The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy
C. Learning Competencies:
 The learner finds the trigonometric ratios of special angles:
M9GE -IVb-c-1
D. Learning Objectives
1. Illustrate 450-450-900 Right Triangle Theorem
2. Find the missing length of a 450-450-900 Right Triangle.
2. CONTENT : Trigonometric Ratio of Special Angles
3. LEARNING RESOURCES
A. References:
1. Teacher’s Guide Pages:
2. Learners Material Page: Lesson 2 pp. 447-449 (LM)
3. Textbook Pages: Experiencing Mathematics III 2007. Pp. 272-275
4. Additional Material from LR Portal:
5. Other Learning Resources:
4. PROCEDURES
Preliminary Activities - Prayer
- Greetings
- Checking of attendance
A. ELICIT The teacher will show a picture of an isosceles triangle.
Let the students answer the following questions:
1. Define an isosceles triangle.
2. What are the properties of an isosceles triangle?
3. Illustrate one example of an isosceles triangle.
The teacher will post/state the learning objectives:
1. Illustrate 450-450-900 Right Triangle Theorem
2. Find the missing length of a 450-450-900 Right
Triangle.

B. ENGAGE Think-Pair-Share
Select a partner and do the activity.
Activity: Find the Sides
Find the missing length.
1.

17
 2.

Guide questions:
1. How did you find the activity?
2. What previous knowledge did you apply in this activity?
3. What are the difficulties you met in doing the activity?
4. Based on the activity given what types of triangles are
shown?
C. EXPLORE Special Triangles

450-450-900 Triangle Theorem

In In a 450-450-900 triangle, the hypotenuse is √ 2 times as

long as each leg.

18
 Example

1. Using the formula

hyp= √ 2 leg
20 = √ 2 x
20 √ 2
= x
√2 √ 2
20 ∙ √ 2
=x
√2 ∙ √2
10 √ 2 = x or
x= 10 √ 2

2. Using the formula

hyp= √ 2 leg
c = √ 2 leg
c = √ 2 (4)
c =4 √ 2 ft.

The teacher will guide the students in answering the

given problem.

1. Tanya , who is 5ft tall, is flying a kite on 100ft of string .

How high is the kite from the ground

D. EXPLAIN Let the students do the activity 2.

Practice Makes Perfect!
 Find the value of each variable used in the figures.
If you answer is not an integer, express it in
simplest radical form.

1.

2.

19
 3.

4.

The teacher will show a picture / power point

presentation that illustrates the application of the 450-450-
900 Triangle Theorem in the field of architecture.

E. ELABORATE The teacher will choose one student to give a summary

about the 450-450-900 Triangle Theorem.

Get ½ crosswise and find the missing length in each

special triangle.

1.

2.
F. EVALUATE

3.

Let triangle ABC be a 450-450-90 triangle where angle C =

G. EXTEND 900. Find AB if
a. AC= 3 b. BC= 5

20
 Gingoog City Comprehensive
School Grade Level 9
National High School
Division Gingoog City Learning Area Math

Teacher Stephanie T. Japson Quarter 4th

REMARKS
REFLECTION
No. of Learners who earned 80% of the assessment
No. of learners who require additional activities for remediation
Did the remedial lesson s work? No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encountered which my principal or supervisor can help me solve
What innovation or localized materials did I use/discover which I wish to share with other
teachers

OBJECTIVES
A. Content Standards:
 The learners demonstrate understanding of the basic concepts of

21
 trigonometry.
B. Performance Standard:
 The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy
C. Learning Competencies:
 The learner finds the trigonometric ratios of special angles:
M9GE -IVb-c-1
D. Learning Objectives
1. Illustrate 300-60 0-900 Right Triangle Theorem
2. Find the missing length of a 300-600-900 Right Triangle.
2. CONTENT : Trigonometric Ratio of Special Angles
3. LEARNING RESOURCES
A. References:
1. Teacher’s Guide Pages:
2. Learners Material Page: Lesson 2 pp. 447-449 (LM)
3. Textbook Pages: Experiencing Mathematics III 2007. Pp. 272-275
4. Additional Material from LR Portal:
Other Learning Resources:
4. PROCEDURES (May vary. It depends upon the teacher. This is flexible part.
Put time allotment in each step)
Preliminary Activities - Prayer
(5 mins) - Greetings
- Checking of attendance

A. ELICIT Board Work

Solve the given problem.

B. ENGAGE The teacher will post/ state the learning objectives

Objectives:
1. Illustrate 300-60 0-900 Right Triangle Theorem
2. Find the missing length of a 300-600-900 Right
Triangle.
Think –Pair Share:
Select a partner and do Activity 1.

1.

22
 Consider an equilateral triangle with side length of 2 cm.
The triangle is cut in half as shown in the figure above.
What is the length of the smaller triangle’s base?

Guide questions:
1. How do you find the activity?
2. What previous knowledge did you apply in this activity?
3. What are the difficulties you met in doing the activity?
4. Based on the activity given what types of triangles are
shown?
C. EXPLORE
Special Triangles

300-60 0-900 Triangle Theorem

In In a 300-60 0-900 triangle, the hypotenuse is twice as

long as the shorter leg , and the longer leg is √ 3 times as
long as the shorter leg .

Example

1. Find the length of the legs of the right triangle.

23
 hyp= 2 shorter leg
x = 2 (7)
x= 14 cm
longer leg = √ 3 shorter leg
y = √ 3 (14)
y= 14√ 3 cm

2. Find the length of the legs of the right triangle.

For shorter leg (a)

Hyp = 2 shorter leg

8 = 2a
2a= 8
2a 8
=
2 2

a = 4 in

For longer leg (b)

Longer leg = √ 3 ( shorter leg)
b = √ 3 (4)
b= 4 √ 3 in
The teacher will guide the students in answering the given
problem.

1. Find the length of the legs of the right triangle.

24
 Given:

Shorter leg (small triangle) = 10 yd

Find y
Hyp= 2 (shorter leg)
Hyp= 2 (10)
Hyp= 20
y = 20 yd

Find the longer leg (small triangle)

Longer leg = √ 3 ( shorter leg)

Longer leg = √ 3 ( 10)

Longer leg = 10√ 3 yd.

Find x
Longer leg = √ 3 (shorter leg)
X = √ 3 ( 10√ 3 )
= 10 √ 9
= 10 (3)
= 30 yd
D. EXPLAIN Let the students do the activity 2.

Find the Missing!

 Find the value of each variable used in the figures.

If you answer is not an integer, express it in
simplest radical form.

1.

2.

25
E. ELABORATE House Repair

After winds brought by “ Hanging Habagat” in Misaims

Oriental, it caused damage of Mang Cardo’s house. He
placed an 8m brace against its side at a 450 angle. Then,
at the same spot on the ground, he placed a second
longer brace to make 300 angle with the side of the house.
Show the complete solution for each question below.

a. How long is the longer brace? Round your answer to the

nearest tenth of a meter?
b. About how much higher on the house does the longer
brace reach than the shorter brace?

The teacher will choose one student to give a summary

about the 300-600-900 Triangle Theorem.

F. EVALUATE Get ½ crosswise and find the missing length in each

special triangle.

1.

26
 2.

G. EXTEND
1. Find the value of each variable used in figure.

300

12 h

2. B

A
C

Given triangle ABC if angle A = 300

And side AB= 15,find side BC and side AC.

REMARKS
REFLECTION
A. No. of Learners who
earned 80% of the
assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
s 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

27
 Gingoog City Comprehensive
School Grade Level 9
National High School
Division Gingoog City Learning Area Math

Teacher Stephanie T. Japson Quarter 4th

strategies worked well?
Why did these work?
F. What difficulties did I
encountered which my
principal or supervisor
can help me solve
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers

1. OBJECTIVES

28
 A. Content Standards:
 The learners demonstrate understanding of the basic concepts of
trigonometry.
B. Performance Standard:
 The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy
C. Learning Competencies:
 The learner finds the trigonometric ratios of special angles:
M9GE -IVb-c-1
D. Learning Objectives
1. Determine the trigonometric ratios involving special angles

2. CONTENT : Trigonometric Ratio of Special Angles

3. LEARNING RESOURCES
A. References:
Teacher’s Guide Pages:
Learners Material Page: Lesson 2 pp. 451-452 (LM)
Textbook Pages: Experiencing Mathematics III 2007. Pp. 272-275
Additional Material from LR Portal:
Other Learning Resources:
4. PROCEDURES (May vary. It depends upon the teacher. This is flexible part.
Put time allotment in each step)
Preliminary Activities - Prayer
(5 mins) - Greetings
- Checking of attendance

A. ELICIT The teacher will ask the students or volunteer students to

enumerate the six trigonometric ratios
B. ENGAGE
The teacher will post/ state the learning objectives.

Objective:
Determine the six trigonometric ratios involving
special angles .
The teacher will divide the class into 6 groups, and do
activity 1. What Makes You Special?, after the given time
the students will present their output.

. Given that angles of the triangles below, find the values

of the six trigonometric ratios. Then answer the questions
that follow.

29
30
 Guide questions:
1. How do you find the activity?
2. What previous knowledge did you apply in this activity?
3. What are the difficulties you met in doing the activity?

C. EXPLORE The teacher will facilitate the presentation and discussion

of the students.
There will be a question –answer portion.

The teacher will guide the students in answering the given

problem.

Complete the table below that summarize the values of

the trigonometric ratios of the angles 300,450, and 600.

TRIGONOMETRIC RATIOS OF THE

ANGLES
θ sin cos tan
30 0
1 √3 √3
2 2 3
450 √2 √2 1
2 2
60 0
√3 1 √3
2 2

TRIGONOMETRIC RATIOS OF THE

ANGLES
θ csc sec cot
300 2 2√ 3 √3
2
450 √2 2 1
600 2√ 3 2 √3
2 3
D. EXPLAIN In this section, the students will learn the process of
determining the trigonometric ratios of special angles
even without the use of calculator .

Using the tables values in the previous activity , consider

the following problems.

1. Determine the exact value of the expression sec30 0+

cot 600.

31
 Solution:

2 √ 3 √3 3 √ 3
sec300+ cot 600.= + = =√ 3
3 3 3

Example 2

Find the exact value of sin2300+ cos2600.

Solution :
sin2300+ cos2600.=( sin300)2 + (cos600)2

=¿

1 2
=4 + 4

3
= 4

E. ELABORATE The teacher will choose volunteer to student to illustrate

the importance of special angles in the field of sports.

The teacher will choose one student to give a summary on

the six trigonometric ratios.

F. EVALUATE Find the exact value of the following

1. (sec300) (cos 300)- ( tan600) ( cot 600).

2. 2 sin300 cos 450 + tan 450

3. sin 300- cos600

G. EXTEND

Trigonometric Hand Trick

This is an easy way to remember the values of common

values of trigonometric functions in the first quadrant. It’s
a lengthy explanation, but once you know this by heart,
you can use this trick for all four quadrants. All you need
is your non-dominant hand.

Step 1: Hold out your non-dominant hand.

Step 2: “Assign” the following values to your fingers.

32
 Step 3: Find a trig problem.
For example: cos (π/6)
Step 4: Hold down the finger assigned for that angle.
For example: Hold down your ring finger for π/6.
Step 5: Know the following formulas

33
 “Bottom fingers” refer to how many fingers are “below”
the finger you’ve held down. “Top fingers” refer to how
many fingers “above” the finger you’ve held down. Your
thumb counts.

Step 6: Calculate the values for your trig expression using

the appropriate formula.
For example: When you hold down your ring finger, there
is 1 finger below your ring finder (your pinkie), and there
are 3 fingers above your ring finger (your thumb, your
index finger, and
your middle finger.) Therefore, cos (π/6) =
√3 2 . If you need sine, sin (π/6) = √1 2 = 1 2

REMARKS
REFLECTION
H. No. of Learners who
earned 80% of the
assessment
I. No. of learners who
require additional
activities for remediation
J. Did the remedial lesson s
work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encountered which my

34
 Gingoog City Comprehensive
School Grade Level 9
National High School
Division Gingoog City Learning Area Math

Teacher Stephanie T. Japson Quarter 4th

principal or supervisor
can help me solve
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers

1. OBJECTIVES

A. Content Standards:
 The learners demonstrate understanding of the basic concepts of
trigonometry.
B. Performance Standard:
 The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy
a. Learning Competencies:
 The learner finds the trigonometric ratios of special angles:
M9GE -IVb-c-1
Learning Objective

35
 1. Determine the trigonometric ratios involving special angle 45 0.

2. CONTENT : Trigonometric Ratio of Special Angles

3. LEARNING RESOURCES
A. References:
Teacher’s Guide Pages:
Learners Material Page: Lesson 2 pp. 451-452 (LM)
Textbook Pages: Experiencing Mathematics III 2007. Pp. 272-275
Additional Material from LR Portal:
Other Learning Resources:
4. PROCEDURES (May vary. It depends upon the teacher. This is flexible part.
Put time allotment in each step)
Preliminary Activities - Prayer
- Greetings
- Checking of attendance
A. ELICIT The teacher will ask the students or volunteer students to
enumerate the six trigonometric ratios.
B. ENGAGE
The teacher will post/ state the learning objectives.

Objective:
Determine the six trigonometric ratios involving
special angles 450.

The teacher will divide the class into 6 groups, and do

activity 1. What Makes You Special?, after the given time
the students will present their output.

. Given that angles of the triangles below, find the values

of the six trigonometric ratios. Then answer the questions
that follow.

Guide questions:

36
 1. How do you find the activity?
2. What previous knowledge did you apply in this activity?
3. What are the difficulties you met in doing the activity?

C. ENGAGE The teacher will facilitate the presentation and discussion

of the students.
There will be a question –answer portion.

The teacher will guide the students in answering the given

problem.

Complete the table below that summarize the values of

the six trigonometric ratios of the angles 450.

TRIGONOMETRIC RATIOS OF THE

ANGLES
θ sin cos Tan
45 0
√2 √2 1
2 2
θ csc sec cot
45 0
√2 2 1

D. EXPLAIN In this section, the students will learn the process of

determining the trigonometric ratios of special angles
even without the use of calculator .

Using the table of values in the previous activity, consider

the following problems.

1. Determine the exact value of the expression sin 45 0+

cos 450.

Solution:
sin 450+ cos 450.=
√2 + √2 = √ 2+ √ 2 = 2 √2 = √ 2
2 2 2 2
2. Find the exact value of sin2450.

Solution :
sin2450=( sin450)2

√4 = 2 = 1
=¿=
4 4 2

3. Find the exact value of 6 sin 450+ 3 cos 450.

Solution

37
 2sin 450+ 4cos 450= 2(
√2 ) + 4( √ 2 )
2 2
= √2 + 2 √2
= 3 √2

E. ELABORATE The teacher will choose volunteer to student to illustrate

the importance of special angles in the field of sports.

The teacher will choose one student to give a summary on

the six trigonometric ratios on 4special angle 450.

F. EVALUATE Find the exact value of the following

1. (sec450) (cos 450)

2. 2 sec450+ cos 450 + tan 450

3. sin 450- cos450

4. 5 tan 450 + 2 tan 450

5. ( sin 450)2

REMARKS
REFLECTION
A. No. of Learners who
earned 80% of the
assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson s
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
encountered which my
principal or supervisor
can help me solve
G. What innovation or
localized materials did I

38
 Gingoog City Comprehensive
School Grade Level 9
National High School
Division Gingoog City Learning Area Math

Teacher Stephanie T. Japson Quarter 4th

use/discover which I
wish to share with other
teachers

1. OBJECTIVES

A. Content Standards:
 The learners demonstrate understanding of the basic concepts of
trigonometry.
B. Performance Standard:
 The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy
C. Learning Competencies:
 The learner finds the trigonometric ratios of special angles:
M9GE -IVb-c-1
D. Learning Objective
1. Determine the trigonometric ratios involving special angles 30 0 and
600.

39
2. CONTENT : Trigonometric Ratio of Special Angles
3. LEARNING RESOURCES
C. References:
Teacher’s Guide Pages:
Learners Material Page: Lesson 2 pp. 451-452 (LM)
Textbook Pages: Experiencing Mathematics III 2007. Pp. 272-275
Additional Material from LR Portal:
Other Learning Resources:
4. PROCEDURES (May vary. It depends upon the teacher. This is flexible part.
Put time allotment in each step)
Preliminary Activities - Prayer
- Greetings
- Checking of attendance
A. ELICIT A. Complete the equation below.

1. 2 – 5(tan450)= ____________.

2. 3 (sin 450)2 = _____________.

3. 2(csc450)2- cot450=____________.

4. (cot450 + tan450)2= __________.

5. 3(sin450) + (cos450)2= _________.

Answer:

1. -3
3
2.
2
3. 3
4. 4
6 √3
5.
6
B. ENGAGE The teacher will post/ state the learning objectives.

Objective:
Determine the six trigonometric ratios involving
special angles 300 and 600.

The teacher will divide the class into 6 groups, and do

activity. What Makes You Special part 2?, after the given
time the students will present their output.

. Given that angles of the triangles below, find the values

of the six trigonometric ratios. Then answer the questions
that follow.

40
 Guide questions:
1. How do you find the activity?
2. What previous knowledge did you apply in this activity?
3. What are the difficulties you met in doing the activity?
C. EXPLORE The teacher will facilitate the presentation and discussion
of the students.
There will be a question –answer portion.

The teacher will guide the students in answering the given

problem.

Complete the table below that summarize the values of

the trigonometric ratios of the angles 300 and 600.

41
 TRIGONOMETRIC RATIOS OF THE
ANGLES
θ sin cos tan
30 0
1 √3 √3
2 2 3
600 √3 1 √3
2 2

TRIGONOMETRIC R
TIOS OF THE ANGLES
θ csc sec cot
30 0
2 2√ 3 √3
2
600 2√ 3 2 √3
2 3
D. EXPLAIN In this section, the students will determine the
trigonometric ratios of special angles even without the use
of calculator.

Using the tables values in the previous activity, determine

the exact value following expression:

1. sec300+ cot 600.

Solution:

2 √ 3 √3 3 √ 3
sec300+ cot 600.= + = =√ 3
3 3 3
2. sin2300+ cos2600.

Solution :
sin2300+ cos2600.=( sin300)2 + (cos600)2

=¿

1 2
=4 + 4

3
= 4

42
 3. tan2300+ cot600
Solution:

= (tan300)2+ cot600

=(
√ 3 )2 + √ 3
3 3
=√ +√
9 3
9 3
=9+√
3 3
3
=2+√
1 3
3
3+2 √ 3
=
6
E. ELABORATE The teacher will choose volunteer to student to illustrate
the importance of special angles in the field of sports.

The teacher will choose one student to give a summary on

the six trigonometric ratios.

F. EVALUATE Find the exact value of the following

1. (sec300) (cos 300)

2. 2 (sin300)+ cos 600 + tan 600

3. sin 300- cos600

4. (cot600+ tan600)(sec300)
Key answer:

1. 1

3+2 √3
2.
2

3. 0

4. 3
G. EXTEND Trigonometric Hand Trick

This is an easy way to remember the values of common

values of trigonometric functions in the first quadrant. It’s
a lengthy explanation, but once you know this by heart,
you can use this trick for all four quadrants. All you need
is your non-dominant hand.

43
 Step 1: Hold out your non-dominant hand.
Step 2: “Assign” the following values to your fingers.

Step 3: Find a trig problem.

For example: cos (π/6)
Step 4: Hold down the finger assigned for that angle.
For example: Hold down your ring finger for π/6.

44
 Step 5: Know the following formulas

“Bottom fingers” refer to how many fingers are “below”

the finger you’ve held down. “Top fingers” refer to how
many fingers “above” the finger you’ve held down. Your
thumb counts.

Step 6: Calculate the values for your trig expression using

the appropriate formula.
For example: When you hold down your ring finger, there
is 1 finger below your ring finder (your pinkie), and there
are 3 fingers above your ring finger (your thumb, your
index finger, and
your middle finger.) Therefore, cos (π/6) =
√3 2 . If you need sine, sin (π/6) = √1 2 = 1 2

Taken form

REMARKS
REFLECTION
H. No. of Learners who
earned 80% of the
assessment
I. No. of learners who
require additional
activities for remediation
J. Did the remedial lesson s
work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encountered which my
principal or supervisor

45
 can help me solve
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers

46