Repulika ng Pilipinas

KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Lungsod ng Dabaw
DAVAO CITY NATIONAL HIGH SCHOOL
F. Torres St., Davao City
Tel Nos. (082) 300-8895, (082) 227-9102

LESON PLAN IN MATHEMATICS 9

Topic: The Six Trigonometric Ratios of Acute Angles in a Right Triangle

I. Objectives
At the end of the session, the students should be able to:
 define the six trigonometric ratios in a right triangle;
 determine the remaining trigonometric ratios given the value of one trig. ratio; and
 manifest teamwork through grouped activity

II. Subject Matter

1. Topic:
 The Six Trigonometric Ratios of Acute Angles in a Right Triangle
2. References:
 Advanced Algebra by Julieta G. bernabe et. al pp. 210 – 212
 Advanced Algebra, Trigonometry and Statistics: Patterns and practicalities by Gladys
C. Nivera et. al (220 – 224)
3. Materials:
 Instruction: marker, manila paper, adhesive tape
 Activity kit: ruler, manila paper, glue, adhesive tape, marker, triangle cut-out and
activity sheet

III. Preliminaries
1. Prayer
2. Greetings
3. Checking of the cleanliness and orderliness of the classroom
4. Checking of attendance through Class Beadle
5. Review of the past lesson.

IV. Lesson Proper

1. Motivation
ACTIVITY # 1: Triangles of Different Sizes *see attached activity sheet
 Divide the class into 8 groups, distribute the activity kit for each group, tell the class
to work on the activity for only 5 minutes and evaluate each output using the given
criteria:
  Neatness 3pts
 Ability to follow instructions 6pts
 Ability to accomplish task within the given time 4pts
 Completeness and correctness of output 7pts
TOTAL 20 pts

2. Analysis
 Once all outputs are posted on the board, ask the students the following questions:
 What do you notice about the different triangles? How would you describe
them? Are they Similar?
 If they are all similar, how do you compare the lengths of the corresponding
sides?
 What do you notice about the ratios across these triangles?
 With the given right triangle, do you think the ratios will change if the length
of the sides are longer?

 Explain that:
 by the AA similarity theorem for triangles, all right triangles with a given acute
angle measure are similar;
 if triangles are similar, the lengths of corresponding sides are proportional; and
 the first ratio, leg opposite 35° and hypotenuse, gives an equivalent measure in
all three triangles, and that this ratio is constant for the given angle regardless
of the size of the triangle.

 Ask the students if they can still remember the words they found on the crossword
puzzle and use this to lead the students to the definition of the six trigonometric ratios
of an acute angle.

3. Abstraction
From the right triangle perspective, the six trigonometric ratios of an acute angle
can be defined. Recall that the three sides of a right triangle are the hypotenuse (c), the
side opposite the angle θ (a) and the side adjacent to angle θ (b). Using the lengths of
these sides denoted by a, b and c, the six trigonometric ratios of an acute angle are:
 opposite a hypotenuse c
sin θ=¿ = ¿ csc θ=¿ = ¿
hypotenuse c opposite a

adjacent b hypotenuse c
cos θ=¿ = ¿ sec θ=¿ = ¿
hypotenuse c adjacent b

opposite a adjacent b
tanθ=¿ = ¿ cot θ=¿ = ¿
adjacent b opposite a

 A mnemonic device for remembering the definition of the primary trigonometric

opp .
ratios is SOH – CAH – TOA where SOH is an acronym of sin θ=¿ ¿ , CAH
hyp .
adj . opp .
means cos θ=¿ ¿ and TOA means tanθ=¿ ¿.
hyp . adj.

4. Application
ACTIVITY # 2: Decode The Message *see attached activity sheet
 With the same groupings, let each group decode the hidden message.
 Give each group an Activity sheet, a sheet of paper and a marker.
 Let them decode the message for 5 minutes.
 Once they are done, tell the class to write their output on the manila paper and post it
on the board. The group that finishes first and has gotten the correct answer will be
given a prize.
 Once all outputs are posted on the board, the teacher will post the correct answer and
then evaluate each work and will explain each item/problem in the activity.
 Integrate values by expounding quote: “A man that is poor is very rich because he
knows the value of zero.”

V. Evaluation
DRILL # 1-A
I. Find the six trigonometric ratios for angle A and angle B.

A
For angle A: For angle B:
5 sin A = csc A = sin B = csc B =
3 cos A = sec A = cos B = sec B =
tan A = cot A = tan B = cot B =
C x B
 12
2. In triangle XYZ where ∠Y is a right angle, tan X = 5 . Find the remaining trigonometric
ratios.

VI. Assignment
Let the students answer the worksheet “Right Triangle Trig Evaluating Ratios”
*see attached worksheet

Prepared by:

ROMAN JOHN C. LARA

SST – I

Evaluated by:

DONNA MARIE M. SEÑEDO EDUARDO M. CALO, Ed. D.

Master Teacher – I HT – III, Math Department Head
 ACTIVITY # 1
“Hunt – a – word Puzzle”

Find the given words in the crossword puzzle.

SINE COSINE TANGENT

COSECANT SECANT COTANGENT

T J V I S V G H U O

N U B J S I N E K L

E V B M U I O G F T

G H T A N G E N T J

N J C O S E C A N T

A J U K V B B B A N

T N W S X F G T C T

O V G C O S I N E H

C M A T H E M E S R
 ACTIVITY # 1
“Triangles of Different Sizes”

Group no.: Section:

Group Members: Date:

Do the Following instructions.

1. In your triangle, identify which acute angle measures 50o using a protractor.
2. Use a ruler to measure all of the side lengths of your triangle in CENTIMETERS.
2. Record your findings in the given table.

Divide the numerator and the

3.
Ratio of the lengths denominator. Round – off your answers
of the sides to the nearest TWO DECIMAL
PLACES.
leg opposite the500 angle
=
hypotenuse
leg adjacent the 500 angle
=
hypotenuse
leg opposite the 500 angle
=
leg adjacent the 500 angle
hypotenuse
=
leg opposite the500 angle
hypotenuse
=
leg adjacent the 500 angle
leg adjacent the 500 angle
=
leg opposite the 500 angle
Paste the triangle cut-out, label the measurements of the lengths and write the table in no. 2 on
the manila paper.
 ACTIVITY # 2
“Decode The Message”

Group no.: Section:

Group Members: Date:

Follow these steps to decode the message.

Step 1: Determine the value of the trigonometric function indicated in the Question Box.
Step 2: Match the answer that you got with those found in the Answer Box.
Step 3: Write the corresponding word below the correct answer in the Answer Box.
A M Z

13 25 17
5 7 15

C 12 B O 24 N X Y
8
Question Box (refer to the triangles above)
THAT IS IS BECAUSE VALUE
tan X sin B tan A sec A sec Z
HE A RICH OF THE
csc N cos X cos M cot X csc Z
ZERO POOR VERY KNOWS MAN
cot M tan B sin A cot N sin M

Answer Box
8/17 24/25 15/8 5/13 5/12

12/5 12/13 7/25 13/5 25/7

24/7 17/8 17/15 8/15 7/24

Checked by:

EDUADO M. CALO, Ed. D.

Head, Mathematics Department
 Repulika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Lungsod ng Dabaw
DAVAO CITY NATIONAL HIGH SCHOOL
F. Torres St., Davao City
Tel Nos. (082) 300-8895, (082) 227-9102

LESON PLAN IN MATHEMATICS

Teacher’s Name: Date:
Grade/Year Level: Percentage of Attendance:
Subject: Subject Matter:
Time Started: Time Ended:

I. Objectives.
At the end of the class, the students are expected to:
a. define slope;
b. graph and differentiate lines with positive, negative, zero or undefined slope; and
c. appreciate and establish teamwork during group activity.

II. Subject Matter

a. Topic: Slope of a Line
b. Reference: Geometry, pp. 219 – 221, by Soledad Jose-Dilao, Ed. D. and Julieta G.Bernabe
c. Materials: chalk, chalkboard, meter stick, graphing board and visual aids.

III. Preliminary Activities

1. Prayer
2. Greetings
3. Cleanliness and Orderliness
4. Checking of Attendance
5. Checking of assignment
6. Review of the past lesson

IV. Lesson Proper

1. Activity/Motivation
The teacher will post two pictures with the same real-life scenario. The teacher will
ask some of the students about what they are seeing and observe from those two
pictures.
PICTURE A PICTURE A

6(rise)
3(rise)

12(run) 12(run)
2. Analysis
1. What is the difference between the two pictures?
2. Which car do you think needs to exert extra effort to reach the endpoint? Why?
3. What is slope?
4. How to get the slope of a line?

3. Abstraction
Definition:
rise
Slope – the ratio of the rise to the run written as .
run
 the slope of a non-vertical line is found
by comparing the vertical change (rise) to  
                     
the horizontal change (run). Consider the
                       
points
(-1,-2) and (1,2). The vertical change is 4                        
units while the horizontal change is 2 units.                        
                       
The slope m of a non-vertical line                        
containing two points with
coordinates (x1,y1), and (x2,y2) is                        
given by the formula                        
                       
y2 – y1
m=                        
x2 – x 1
                       
 the slope of a horizontal line is 0.
                       
 The slope of a vertical line is
undefined.                        
                       
4. Application
The teacher will demonstrate how to use the slope formula by answering one
problem of finding the slope given two points. Then, the teacher will divide the class
into eight groups. Each group will be given one problem that needs to be solved in a
minimum time. Problems #1 and #5, #2 and #6, #3 and #7, #4 and #8 are identical. After
ten minutes, the teacher will randomly call four representatives per group to present
their output. However, each group should paste their work on the board.
Example: Find the slope of the line passing through points (4,1) and (2,7).
Solution: Plot the points on the Cartesian Coordinate Plane. Connect the two points to
form a line.

y2 – y1 7–1 6 3
m= = = = = -3
x2 – x 1 2– 4 -2 -1
PROBLEMS 1 & 5:
Find the slope of the line passing through points (5,1) & (1,8). Describe the slope
during the presentation.
y2 – y1 8–1 9 9
m= = = =
x2 – x 1 1-5 -4 4
 PROBLEMS 2 & 6:
Find the slope of the line of the sketched graph.
Answer: Consider two distinct points on the line (0,2)
& (-2,-1).

y2 – y1     (-1)-2
        -3    3                
m= = = =
x2 – x 1     (-2)-0
        -2    2                
The line falls                                
from left to right,                                
that’s why the slope is
positive.                                
                               

PROBLEMS 3                                
& 7:
By the use of slope formula, show that a line coincides y – axis has an undefined
slope. Then graph.
Answer: Choose two points that lie on y – axis. (0,8) & (0,-2)

y2 – y1 (-2)-8 -10
m= = = = UNDEFINED
x2 – x 1 0–0 0
               
               
               
               
               
               
               

PROBLEMS 4 & 8:
A line is parallel to x – axis and is 3 units downward away from the x – axis. Find
its slope and describe the graph.

( -1,-3) and (2,-3)                

               

y2 – y1 (-3) – (-3) 0                
m= = = = 0                
x2 – x 1 2 – (-1) 3
               
               
               
IV. Evaluation (1/4 graphing paper)
Find the slope of the line passing given two points on the line. Sketch the graph.
1. A(-2,5) and B(1,3) answer: -2/3
2. C(3,-2) and D(-1,-7) answer: 5/4
V. Assignment (1/2 graphing paper)
Given: A(-3,2), B(1,4), C(5,5) and D(9,7)
1. Find the slopes of AB, CD and AD.
2. Are the four points collinear? Verify your answer by plotting the points on a Cartesian
Coordinate Plane. What can be said about their slopes?

Repulika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Lungsod ng Dabaw
DAVAO CITY NATIONAL HIGH SCHOOL
F. Torres St., Davao City
Tel Nos. (082) 300-8895, (082) 227-9102
LESON PLAN IN MATHEMATICS
Teacher’s Name: Date:
Grade/Year Level: Percentage of Attendance:
Subject: Subject Matter:
Time Started: Time Ended:
I. Objectives
At the end of the session, the students should be able to:
a) name the alternate interior/exterior angles and corresponding angles of parallel lines
cut by a transversal;
b) illustrate the theorems/postulates on alternate interior/exterior angles and
corresponding angles of parallel lines cut by a transversal; and
c) show cooperativeness in doing grouped activities

II. Subject Matter

a) Topic: Parallel Lines Cut by a Transversal
b) Reference: Intermediate Algebra II by Julieta Bernabe; Grade 8 Learning Module
c) Materials: Chalk, Chalkboard, visual aids, cartolina, activity kits

III. Preliminaries
a) Prayer
b) Greetings
c) Cleanliness and orderliness
d) Check attendance
e) Return checked papers/ check assignment
 f) Review past lesson

IV. Lesson Proper

a) Activity
 Group the class into 10 groups
 Distribute activity sheets. *see attached activity sheet
 Discuss the instructions to the class. Ask if there are any clarifications.
 Students have 2 minutes to accomplish the task.
 Once they are done, allow the reporters to explain their output.

b) Analysis
 What can you conclude with the measures of the following pairs of angles?
 corresponding angles
 alternate interior angles
 alternate exterior angles
 interior angles on the same side
 exterior angles on the same side
 Their activity will be graded according to:
 Accuracy – 5pts
 Teamwork – 5pts
 Able to finish on time – 5 pts
 Explanation – 5 pts
TOTAL 20 pts

c) Abstraction
 A line that intersects two or more lines at different points is called a transversal.
 If two parallel lines are cut by a transversal, then the corresponding angles are congruent.
 If two parallel lines are cut by a transversal, then alternate interior angles are congruent.
 If two parallel lines are cut by a transversal, then alternate exterior angles are congruent.
 If two parallel lines are cut by a transversal, then the interior angles on the same side of
the transversal are supplementary.
 If two parallel lines are cut by a transversal, then the exterior angles on the same side of
the transversal are supplementary

d) Application
A. Find the measure of each angle indicated by numbers.

1. m1 
2. m2 
3. m3 
4. m4 
5. m5 
6. m6 
7. m7 
 B. Solve for x.

60  8 x  4
60  4  8 x
64  8 x
64 8 x

8 8
8=x

( x  96)  ( x  96)  180

x  96  x  96  180
2 x  192  180
2 x  180  192
2 x  12
2 x  12

2 2
x = -6

C. Find the measure of each given angle.

6 x  5 x  10
6 x  5 x  10
x = 10

6x = 6(10) = 60
5x + 10 = 5(10) +10 = 60
 (20x+5) + (24x-1)=180
20x+5 + 24x-1=180
44x + 4 = 180
44x = 180 – 4
44x = 176
44 x 176

44 44
x=4

20x + 5 = 20(4) + 5 = 85
24x – 1 = 24(4) – 1 = 95

V. Evaluation (Formative)
Find the measure of each given angle
1.

VI. Assignment
Find the measure of each given angle.

1.

Checked by:

EDUADO M. CALO, Ed. D.

Head, Mathematics Department
 Repulika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Lungsod ng Dabaw
DAVAO CITY NATIONAL HIGH SCHOOL
F. Torres St., Davao City
Tel Nos. (082) 300-8895, (082) 227-9102

LESON PLAN IN MATHEMATICS

Teacher’s Name: Date:

Grade/Year Level: Percentage of Attendance:
Subject: Subject Matter:
Time Started: Time Ended:

I. Objectives
At the end of the session, the students should be able to:
a) Find the missing term of a Perfect Square Trinomial
b) Solve Quadratic Equations by completing the square
c) Show cooperativeness in doing grouped activities

II. Subject Matter

a) Topic: Solving Quadratic Equations by Completing the Square
b) Reference: Intermediate Algebra II by Julieta Bernabe
c) Materials: Chalk, Chalkboard, visual aids, cartolina strips

III. Preliminaries
a) Prayer
b) Greetings
c) Cleanliness and orderliness
d) Check attendance
e) Return checked papers/check assignment
f) Review previous lesson

III. Lesson Proper

a) Activity
 Group the class into six groups.
 Distribute activity kits. *see attached activity sheet
 Discuss the instructions to the class. Ask if there are any clarifications.
 Students have 5 minutes to accomplish the task.
 Once they are done, allow the reporters to explain their assigned problem.

b) Analysis
  How did you find the missing term to make the binomial a perfect square
trinomial?
 How did you express each Perfect Square Trinomial as a Square of a Binomial?
 What difficulties did you encounter? IF there is any?
 Could it be possible to use completing the square in solving Quadratic
Equations?

c) Abstraction

You can solve Quadratic Equations by completing the square:

1) Transform the equation to the form ax2 + bx = c, where a = 1.

2) Complete the square.
3) Transform the Perfect Square Trinomial to square of binomials.
4) Get the square root of each member of the equation.
5) Solve the resulting linear equation.
6) check in the original equation

d) Application
 Show the following examples on the board:

1. x2 + 6x + 8 = 0
x2 + 6x = -8
x2 + 6x + 9 = -8 + 9
(x + 3)2 = 1
(x + 3)2 = 1
x+3 =±1
x = -3 ± 1

x = -3 + 1 x = -3 – 1
x = -2 x = -4

2. 2x2 – 4x – 2 = 0
2x2 – 4x – 2 = 0
2 2 2 2

x2 – 2x – 1 = 0
x2 – 2x = 1
x2 – 2x + 1 = 1+1
(x – 1)2 = 2
(x – 1)2 = 2
x–1 = ± 2
x = 1 ± 2
 x=1+ 2 x=1- 2

3. x2 + 3x – 18 = 0
x2 + 3x = 18
x2 + 3x + 9/4 = 18 + 9/4
(x + 3/2)2 = 81/4
(x + 3/2)2 = 81/4
x + 3/2 = ± 9/2
x = -3/2 ± 9/2

x = -3/2 + 9/2 x = -3/2 – 9/2

x = 6/2 x = -12/2
x=3 x = -6

 ask students for questions and clarifications. If none, let them practice and solve
the following for 5 minutes:

Find the solutions of each quadratic equations by completing the square. Check
your answers with the original equation.
1. x2 -2x = 3 2. x2 + 4x – 21 = 0 3. x2 + 3x + 2 = 0

 Call some students to show their answers on the board.

 check and discuss their answers.
 If there are no questions, instruct the students to keep all their notebooks and
prepare ½ crosswise paper for their drill.

IV. Evaluation (Formative)

Find the solutions of each quadratic equations by completing the square. Check your
answers with the original equation.

1. x2 + 8x + 7 = 0
2. y2 + 4y = 32

V. Assignment

Answer Activity 5, nos 1 – 10 on page 42. Write your answers on your notebook.
Checked by:

EDUADO M. CALO, Ed. D.

Head, Mathematics Department
 Repulika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
SANGAY NG LUNGSOD NG DABAW
Lungsod ng Dabaw
DAVAO CITY NATIONAL HIGH SCHOOL
F. Torres St., Davao City
Tel Nos. (082) 300-8895, (082) 227-9102

LESON PLAN IN MATHEMATICS

Teacher’s Name: Date:

Grade/Year Level: Percentage of Attendance:
Subject: Subject Matter:
Time Started: Time Ended:

I. Objectives
At the end of the lesson, the students are expected to:
a. define congruent triangles,
b. write the corresponding angles and sides of a given figures; and
c. appreciate congruent triangle through collaborative learning.

II. Subject Matter:

a. Topic: Congruent Triangle
b. Reference: Abuzo, E., Mathematics Learner’s Module 8, pages 349-352, 21-B.
Boni Serrano Ave., L.C. Book Media Press
c. Materials: manila paper, cartolina, chalk, pentel pen.

III. Procedures
A. Pre – Activity
a. Classroom Management
b. Prayer
c. Checking of Attendance

IV. Lesson Proper

A. Activity
Title: “Puzzle it up”
 Instruction: Group the class into 6 or 7, give each group strips of
paper and let them puzzle it up. The group who first post their
output on the board will be given 10 points.

B. Analysis
a. Do you know what kind of figure is this?
b. What parts this figure compose of?
c. What do you call a two corresponding triangle?

C. Abstraction
Congruent Triangles
Two triangles are congruent if their vertices can be paired, so as its corresponding
sides and its corresponding angles.
ΔABC≅ ΔPQR read as “triangle ABC is congruent to triangle PQR.”
≅ Symbol for congruency.
s
Δ s
Symbol for triangle.
 Symbol for angle.
s
Examples of Congruent Triangles

Figure 1 Figure 2

Figure 3
Figure 1
Determining the vertices, angles, and sides of the given figure.
Vertices Angles Sides

A❑
⇔ P A ❑
⇔ P
´ ❑
AB ´
⇔ PQ

B❑
⇔ Q B ❑
⇔ Q
´ ❑
BC ´
⇔ QR

C❑
⇔ R C ❑
⇔ R
´ ❑
AC ´
⇔ PR

Name 6 Corresponding parts of ΔABC≅ ΔPQR

Angles Sides
A ≅ P ´ ≅ PQ
AB ´

B ≅ Q ´ ≅ QR
BC ´

C ≅ R ´ ≅ PR
AC ´
 Figure 2
Determining the vertices, angles, and sides of the given figure.
Vertices Angles Sides

D❑
⇔ U D ❑
⇔ U
´ ❑
DE ´
⇔ UT

E❑
⇔ T E ❑
⇔ T
´ ❑
EF ´
⇔ TS

F❑
⇔ S F ❑
⇔ S
´ ❑
DF ´
⇔ SU

Name 6 Corresponding parts of ΔABC≅ ΔPQR

Angles Sides
D ≅ U ´ ≅ UT
DE ´

E ≅ T ´
´ ≅ TS
EF
F ≅ S ´ ≅ PR
AC ´

D. Application
Activity: (The last man standing)
Determine the corresponding angles and sides in figure 3.
Angles Sides
________ ________
________ ________
________ ________

V. Generalization

The following questions sum-up the entire discussion.

1. What is congruent triangle?
2. Did we write the corresponding angles and sides of a given figures?
3. Did we appreciate the congruent triangles through collaborative learning?

VI. Evaluation
Name the 6 corresponding parts given the figure below.
A Y
 B C X W
Angles Sides
________ ________
________ ________
________ ________
VII. Assignment
Name the 6 corresponding parts given the figure below.
M N Q

L
O P

Angles Sides
________ ________
________ ________
________ ________

Checked by:

EDUADO M. CALO, Ed. D.

Head, Mathematics Department