Holy Rosary College of Sta. Rosa Laguna, Inc.

Tagapo, City of Santa Rosa, Laguna

HIGH SCHOOL DEPARTMENT

School Year 2023-2024

UNIT LEARNING PLAN

Subject: Mathematics Grade Level: 9
Quarter: Fourth Unit Topic:

EXPLORE
This unit is about: Enabling us to go beyond similarity in right triangles and the Pythagorean theorem. We explore more about right triangle by
making use of the relationships among its side lengths a,b, and c with the corresponding angle measures A, B, and C, where A and B are acute and C
is a right angle. Here we form all possible ratio out of these side lengths of the right triangle and give them specific names in relation to a chosen
acute angle of the right triangle. We call such relationships as right angled trigonometry.

Consider this (essential) question: How will real life problem/situation involving triangles can be solved by concepts of trigonometric ratios?

TRANSFER GOAL PERFORMANCE TASK

TRANSFER
Students on their own and in the long Sketch-Design – Performance Task Playlist
run will be able to apply the concept of
trigonometric ratios to formulate and solve PERFORMANCE STANDARD
real-life problems with precision and MAKE MEANING
The learners is able to apply concept of
accuracy.
trigonometric ratios to formulate and solve Essential Question: How will real life
problems with precision and accuracy. problem/situation involving triangles can be
ACQUISITION
solved by concepts of trigonometric ratios?
Topics: Variations
CONTENT STANDARD Essential Understanding: Real-life
Competencies: problems/situations involving triangles can
1. Illustrates the six trigonometric ratios: The learner demonstrates understanding of be solved by applying the concepts of
sine, cosine, tangent, secant, cosecant and the basic concepts of trigonometry. trigonometric ratios.
cotangent.
2. finds the trigonometric ratios of special
angles. AMT LEARNING GOALS
3. illustrates angles of elevation.
Map of Conceptual Change:
My Misconceptions My Corrections

FIRM UP (ACQUISITION)
LC1: Illustrates the six trigonometric Activity 1: Triangles of Different Sizes
ratios: sine, cosine, This activity helps you recall the concepts of similar triangles.
tangent, secant, cosecant and cotangent. Investigate the following triangles:

Learning Targets:
I can Illustrates the six trigonometric
ratios: sine, cosine, tangent, secant,
cosecant and cotangent.

1. Given the three similar right triangles ABC, DEF, and GHI in different sizes.
2. Give the ratios for all the three triangles.
 Activity 2: Use, List, Explain!

Use the figure to answer the following questions.

1. What is the length of side t?
LC2: finds the trigonometric ratios of 2. List the trigonometric ratio or ratios of B that involve the measure of the hypotenuse.
special angles. 3. Explain how to determine which trigonometric ratio to use when solving for an unknown part of a
right triangle.

Learning Targets:
I can find the trigonometric ratios of Activity 3: Special Triangles & Exact Values
special angles. Divide the class into two groups to do the activity below. Let the students share their output in class.
Group 1
1. On a piece of paper, draw a square.
2. Set the length of each side to 1 unit.
3. Cut the square along a diagonal. What triangles are formed?
4. Indicate the right angle in the triangle.
5. Determine the exact length of the hypotenuse using the Pythagorean Theorem.
6. Label the hypotenuse and all other sides and angles.
7. Write the primary trigonometric ratios for 45⁰ (SOH – CAH – TOA)
8. Rewrite the primary trigonometric ratios with rationalized denominators.

Group 2
1. On a piece of paper, draw an equilateral triangle.
2. Set the length of each side to 2 units.
3. What are the measures of the angles of the triangle?
4. Label each angle.
5. Divide the triangle into two identical triangles using an altitude.
6. The base of the triangle is now divided into equal portions of length.
7. Consider only one of the new triangles.
8. Indicate the right angle in the new triangle.
9. What is the third angle in the new triangle?
10. Determine the exact height (altitude) using the Pythagorean Theorem.
11. Label the altitude (and all other sides and angles) with their measures.
12. Write the primary trigonometric ratios for 30⁰ and 60⁰ in the triangle.
13. Rewrite the primary trigonometric ratios with rationalized denominators.

Questions:
What have you noticed about the lengths of the
ides of each triangle?
What have you observed about the measures of the angles of each triangle?
What do you call these triangles?
What mathematical concepts have you learned from the activity?
Do you think this will be useful as you proceed to the next activity on special right triangles? Why?

Activity 4: What makes you special?

Given the angles of the triangles below, find the values of the six trigonometric ratios.
LC3: Illustrates angles of elevation.

Learning Targets:
I can Illustrate angles of elevation.

Activity 5: Look Up!

Look around the room and find an object above the horizontal line sight level of your eyes.
Connect an imaginary line from your eyes to the object of your choice.

Note: Picture may vary according to their choice and locality.

Questions: How will you describe the illustration or picture you have created from the activity?
Is there any geometric figure formed?
Is there a line formed when looking at an object above your eye level?
What do you call the line connecting the eye level of sight and the object?
What is the angle formed by the eye level and the line of sight?

Scaffold for TRANSFER 1

 Activity 6: Identify Me!

Direction: Identify the segment that represents the line of sight, and the angles (if any)
that represent the angle of elevation in the following figures.

Figure Angle of Elevation Line of Sight

LC4: Illustrates angles of depression. Question:

 How did you identify the line of sight and the angle of elevation?

Activity 7: Illustrate Me!

Learning Targets: Direction: Illustrate the angle of elevation for each situation. Then, answer the questions that follow.
I can Illustrate angles of depression.
1. Juan is standing at a distance of 15 meters from the base of a tree. From where he is standing, he
can see the top of the tree. The tree is 10 meters high, and Juan is 1 meter tall makes an angle of
elevation of 25⁰ from the ground.

2. Adrian is flying a kite. He is holding the end of the string at a distance of 1.5 meters above the
ground. If the string is 20 meters long and makes an angle of elevation 40⁰.

Activity 7: Look Down

Look around the room and find an object below the horizontal line sight level of your eyes.

Connect an imaginary line form your eyes to the object of your choice.

Question:

How will you describe the illustration or picture you have created from the activity? Is there any
geometric figure formed?

Is there a line formed when looking at an object below your eye level? What do you call to the line
connecting the eye level of sight and the object?

What is the angle formed by the eye level and the line of sight?

Self-assessment:
Instructions: Fill-out the self-assessment form below as you progress with your scaffold activity.
Please be honest enough to assess your skills as seen in the leftmost column. Just put a check on the
box that corresponds to your self-assessment.

Self-Assessment of steps in Illustrated Process

 Expected Skills I can do this by myself I need supervision to I do not understand
and understand what do this but understood what this is and I
this is what this is cannot do this

Sample Interactive Quiz : Joint and combined variations

Instructions: In this activity you solve for the given trapezoids by applying its properties. Click on the
link provided below and press the view practice button at the lower-right to start the activity.

Link : https://quizizz.com/admin/quiz/5c796027cb9b2f001a5f46d0/trapezoids

Screenshot:

DEEPEN (MEANING MAKING)

LC4: Uses trigonometric ratios to solve real- GUIDED GENERALIZATION TABLE
life problems involving right triangles. Instructions:
 Answer the given situations below. Use the process question provided and be guided with the
Learning Targets: prompt to arrive at a generalization.
I can use trigonometric ratios to solve real-
life problems involving right triangles. Essential Question Text 1 Text 2 Text 3
HEIGHT ELEVATE! LINE OF SIGHT
How will real life Go around in the Now that you know In the same situation,
problem/situation school and observe which building is the What concept will be
involving triangles the things around you. tallest and shortest, applied in the
can be solved by Observe the buildings what method did you situation where: You
. concepts of which are the tallest apply to find the are standing 30 feet
trigonometric ratios? and shortest. height of each from the base of the
building? shortest building in
1. What concept the school. The angle
would you use to What concept will be of elevation from your
observe the height of applied in the horizontal line of
the building? situation where: sight is 45.3 degrees.
If your “eye height” is
2. How are we going You are standing 30 4.7 feet, how tall is
to use the concept of feet from the base of the building? Justify
the six trigonometric the tallest building in your answer by
functions in the school. The angle showing your solution
determining the height of elevation from your on how you determine
of the buildings? horizontal line of the height of the
sight is 85.6 degrees. shortest building.
3. What are the If your “eye height” is
advantages of 4.7 feet, how tall is
knowing the concept the building? Justify
of determining the six your answer by
trigonometric showing your solution
functions in this on how you determine
situation? the height of the
tallest building.

4. Which
trigonometric function
do you think is
appropriate in
determining which is
 the tallest building
and which one is the
shortest building?
Justify your answer.
Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas:

Enduring Understanding

Real-life problems/situations involving triangles can be solved by applying the concepts of

trigonometric ratios.

C-E-R Questions:
Situation 1:
Which of the following trigonometric ratio is appropriate in determining the height of the
building?
What part in your solving solution supports your answer?
Why do you say that solving solution supports your answer?

Situation 2:
If the angle of elevation from your horizontal line of sight is given. Which do you think is the
appropriate trigonometric ratio in solving for the height of the building?
What part in your solving solution supports your answer?
Why do you say that solving solution supports your answer?

Situation 3:
If the angle of elevation from your horizontal line of sight is 45.3 degrees. If your “eye height” is
4.7 feet, how tall is the building?
What part in your solving solution supports your answer?
Why do you say that solving solution supports your answer?

EQ: How will real life problem/situation involving triangles can be solved using the concepts of
trigonometric ratios?

Prompt for Generalization:

What is common on the three different questions?
What is common in your given answers?
Real-life problems involving triangles can be solved by using _________________.

Holistic Rubric for Guided Generalization:

Activity 8: What Am I?
Questions to answer:
1. What is the length of the hypotenuse?
2. What is the measure of the angle of elevation?
3. Can you determine the length of the opposite side of a right triangle given the hypotenuse and
angle of elevation? How?

Map of Conceptual Change:

My Misconceptions My Corrections
TRANSFER
Performance Standard: The learner is able to Transfer Goal: Students on their own and in the long run will be able to apply the concept of
formulate and solve accurately problems trigonometric ratios to formulate and solve real-life problems with precision and accuracy.
involving radicals.
Performance Task: Sketch design – Performance task playlist
LC6: The learner uses trigonometric ratios to
solve problem involving right triangles. Three prospective buyers of the triangular parcel of land are interested in buying the land. All of
the prospective buyers want the land so much because two of the side of the land is along a road
and perpendicular. The only thing that keeps them from buying the land is that they do not know
the area of the land. Prospective buyer no. 1 wants the area to be within the range of 500 m2 to 750
m2, prospective buyer no. 2 wants the area to be within the range of 750 m2 to 850 m2, and
Learning Targets: prospective buyer no. 3 wants the area to be exactly 850 m2. To make sure that the area of the land
I can use trigonometric ratios to solve is what they really wanted, they agreed to hire you as surveyor and share the expenses for your fee.
problem involving right triangles. Your task is to survey the area of a triangular parcel of land using the concept of trigonometric
ratio. You need to submit a sketch of the land drawn to scale and computations indicating the area
of the triangle. It will be evaluated according to the following criteria: mathematical concept used,
accuracy and computations and presentation of the sketch.
Use of Web 2.0 App for Output (Ex. InShot, etc)

DIRECTIONS :
Complete the activities on this checklist in order from top to bottom. You will find directions for
each step as well as a place to record any notes or thoughts you want to remember. Record the date
you have completed each step and submitted the output in the last column. You will have some
control over how fast you move through these steps but be sure to pay attention to the final due
date.
Prepared By: Checked/Approved By:
Mr. MarkAlexis K. Ferrer, LPT Mrs. Ma. Laarni A. Gomez, LPT
Name and Signature of Subject Teacher Subject Area Coordinator