Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
DIVISION OF LAS PIÑAS
Las Piñas City National Science High School
Carnival Park Street, BF Resort Village, Talon II,, Las Piñas City
880-0045 / lpshs1@gmail.com

Grade
SY 2019-2020 10
Level
Teacher Rosita P. Taloza Learning
GRADE 1 TO 12 Trigonometry
Area
DAILY September 23,2019 Monday
Kelvin – 11:15-12:15
LESSON Teaching Einstein- 12:55-1:55
LOG Date and Newton-3:10-4:10
Quarter SECOND
Time
September 24,2019 Tuesday
Galilei – 9:00-10:00

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
The learner is able to demonstrate understanding of the
key concept of Trigonometry.
The learner is able to model situations appropriately
and solve problems on Oblique Triangles
The learner is able to:
 Analyze and handle the cases in solving general
triangles.
 Test data for triangle by using the cases to
determine whether there will be one solution, two
solutions or no solution.
 Show interest in solving general triangles.
Solving General Triangles

A. References
1. Textbook (page nos.) Appreciating Trigonometry
Simon L. Chua
pp.164-169
2. Additional Learning Scientific Calculator
Materials from Learning LCD projector
Resource (LR) Portal
B. Other Learning https://mathbitsnotebook.com/Geometry/TrigApps/ht
Resources https://www.ck12.org/book/CK-12-Trigonometry-
Concepts/section/5.12/

A. Reviewing yesterday’s Opening Activities

lesson / Drill 1.Prayer
2. Greetings
3.Checking of attendance
4. Review/Drill (Flash Cards)

Identify the triangle as right, oblique or no triangle exists,

given the measures of its sides.
1. 5,12,13
2. 17,10 15
3. 4,12,25

B. Establishing a purpose
for the lesson/ presenting
the new lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills # 1 (Leads to
Formative Assessment # 1)
4. 7,24,25
5. 10 ,20, 24
6. 23,15,6
The process of solving triangles can be categorized into
several distinct groups.
Solutions of oblique triangles can be solve, it depends
on the parts given:
Law of Sines:
Angle-Angle-Side (AAS) or Angle-Side-Angle (ASA)
Ambiguous Case: Side-Side-Angle (SSA.)
Ambiguous means open to more interpretations.
SSA: If two sides and the non-included angle are
given, three situations may occur.
(1) NO triangle exists - no solution
(2) TWO different triangles exist - 2 solutions
(3) exactly ONE triangle exists - 1 solution
Discussion: Interactive Board
CASE 1: If Angle A is acute
i. a<h, then no triangle exists; no solution
ii. h<a<b, then two triangles exist, 2 solutions
iii. h<b<a, one triangle exists; one solution
iv. h=a, one triangle exists; one solution
CASE 2: If Angle A is Obtuse
i. a<h, no triangle exists; no solution
ii. a>b, one triangle; one solution
Example 1
In ΔABC, m∠A = 30º, a = 7, and b = 16.
This question may ask "Find m∠B" or "How
many distinct triangles can be drawn with
these measurements?"
If A is acute and a < h, no triangle exists.
Example 2
Solve the triangle where
𝑨 = 𝟑𝟎°, 𝒃 = 𝟏𝟔𝒄𝒎, 𝒂 = 𝟏𝟎𝒄𝒎
 Example 3
Solve triangle ABC where
𝑨 = 𝟏𝟏𝟎°, 𝒃 = 𝟖𝒄𝒎, 𝒂 = 𝟏𝟖𝒄𝒎
𝒂 > 𝒃; 𝒐𝒏𝒆 𝒔𝒐𝒍𝒖𝒕𝒊𝒐𝒏

Example 4
Solve the triangle where
𝑨 = 𝟑𝟎°, 𝒃 = 𝟏𝟔𝒄𝒎, 𝒂 = 𝟐𝟎𝒄𝒎

E. Discussing new concepts Recitation: Power Point

and practicing new skills # 2 Students will write their answer in their individual white
(Leads to Formative
board.
Assessment # 2)

Determine the number of solution/s if there is, given the

measurements below. State if it has one, two, or no
solution.
1. m∠A = 98º, a = 20, and b = 36
2. m∠A = 110º, a = 13, and b = 7
3. m∠A = 40º, a = 10, and b = 20
4. m∠A = 65º, a = 18, and b = 11
5. m∠A = 36º, a = 15, and b =20
F. Developing Mastery Group Activity: Picture Reveal Game (Localization)
(Leads to formative
Assessment # 3)
Divide the class into six(6) groups

The teacher will:

1. Click on the first square. It will provide a question.
2. Each group will choose the letter that they believe is
correct.
3. After answering correct, the square will disappear
revealing a section of the hidden picture.
4. Continue in order from 1 to 9 until they have
answered all of the questions correctly and revealed

G. Finding practical
applications of concepts and
skills in daily living2
H. Making Generalizations
and abstractions about the
lesson
I. Evaluating Learning
K . Additional Activities for
application or remediation
or enrichment
the hidden picture.
Trivia: Did you know that;
Trinoma(abbreviated from the first syllables of each
word of
“Triangle North of Manila”
Located at the North Triangle of Triangle Park also
known as the Quezon City Central Business District. It is
a large shopping mall in Quezon City owned by
property development firm Ayala Land.
Application in Real Life: Technology Integration
Students will watch a short video ( Strongest Shape
Structure)
Questions.
1. What is the strongest shape in structure?
2. If triangle is the best shape when it comes to structure,
then how important triangles in our life.
Question and Answer
In solving triangle given Side-Side-Angle also known as
Ambiguous Case, how to determine if there’s one
solution, two solutions or no solution?
Seat Work: Individual Work
Test the data for triangle ABC to determine in each
case whether there will be one solution, two solutions, or
no solution. If it has, find all possible solution/s.
1. 𝑨 = 𝟔𝟑°, 𝒂 = 𝟐𝟕, 𝒃 = 𝟐𝟓
2. 𝑨 = 𝟑𝟎°, 𝒃 = 𝟕𝟏𝟐, 𝒂 = 𝟑𝟔𝟎
3. 𝑨 = 𝟏𝟎𝟐, 𝒃 = 𝟐𝟑, 𝒂 = 𝟏𝟕
Enrichment:
Solve the problem below.
A tower 25 meters high stands at the top of a cliff. The
lines of sight from a ship to the top and bottom of the
 tower are 18° and 14°, respectively with the horizontal.
Find the height of the cliff. Be sure to make a sketch.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative ___ out of ___ learners earned at least 80%.
assessment
B. No. of learners who require
additional activities for ___ learners require remediation.
remediation.
C. Did the remedial lesson _____ yes _____ no
work? No. of learners who have
caught up with the lesson. _____ learners caught up with the lesson
D. No of Learners who
_____ learners need to continue remediation
continue to require remediation.
E. Which of my teaching ____ experiment ____ role play ____ lecture ____ board work
strategies worked well? Why ____ collaborative learning ____think-pair-share ____ discovery
did this work? ____ differentiated instruction ______ window card
F. What difficulties did I _______ bullying among students
encounter which my principal _______ student’s behavior/ attitude
or supervisor can help me solve _______ unavailable technology/ equipment (AVR/LCD)
it? _______ internet lab Why? ____________________
G. What innovation or localized
_______ localized videos
materials did I use/ discover
_______ colourful worksheets
which I wish to share with other
_______ local jingle composition Why? ________________
teachers?

Prepared by: Checked by:

ROSITA P. TALOZA WARLITA C. ARZAGA

Trigonometry Teacher Mathematics Coordinator

Noted by: Observed by:

JENNIFER T. ERISPE ____________________________________

Principal I