GRADE 9 School JJDVSTVSS Grade Level Grade 9

DAILY LESSON LOG

Teacher CERYL JOY E. SANTOS Learning Area Mathematics

Teaching Dates/Time January 20-24, 2020 / 4 times a week Quarter Fourth

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry

B. Performance Standards The learner is able to apply the concepts of trigonometric ratios for formulated and solve real-life problems with precision and accuracy.

C. Learning
Competencies/Objectives Apply trigonometric ratios to solve
Write the LC code for each the right triangle given the length
of the hypotenuse and length of
one leg
Apply trigonometric ratios to solve the right Apply trigonometric ratios to solve
triangle given the length of the hypotenuse the right triangle given:
and one of the acute angles  the length of one leg
and the measure of one
acute angle
 the length of two legs
Apply trigonometric ratios to solve the
right triangle given:
 the length of one leg and
the measure of one acute
angle
 the length of two legs

M9GE- IV-a-1 M9GE- IV-a-1 M9GE- IV-a-1 M9GE- IV-a-1

II. CONTENT
Geometry

III. LEARNING
RESOURCES

A. Reference Mathematics Learners Module Mathematics Learners Module Mathematics Learners Module Mathematics Learners Module

1.Teacher’s Guide pages pp. 280-281 pp. 281-282 pp. 282- 283 pp. 282- 283

2. Learner’s Material pp. 437-438 Pp. 438-439 LM Pp. 440- 441 Pp. 440- 441
pages
3. Textbook pages

4. Additional Materials Project Ease Module fourth year Project Ease Module fourth year Triangle Project Ease Module fourth year Project Ease Module fourth year
 from Learning Resource Triangle Trigonometry, Module 1
(LR) portal LM
PowerPoint presentation, scientific calculator
PowerPoint presentation, scientific
calculator
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous MATH RELAY:
lesson or presenting the
new lesson Group the students into five:
Students will Play a Math relay
games related to the mastery of
the six trigonometric ratios.
Examples:
Solve the right triangle given
Trigonometry, Module 1 LM
Recall the previous lessons on solving
for the right triangles given the
hypotenuse and legs
How do we use trigonometric ratios to
find the length of sides a rightangled
triangle given the two parts?
Triangle Trigonometry, Module 1
LM
PowerPoint presentation, scientific
calculator
Review the previous lesson by
asking students some questions
Triangle Trigonometry, Module 1 LM
PowerPoint presentation, scientific
calculator
Directions: Read the questions
carefully. Solve the questions and
choose the letter of the correct
answer
1. In right triangle PQR which right
angled at Q, PQ = 12 cm and QR = 5
cm. What is the ratio of cos R?
A. 12/13 B. 5/13 C. 5/12 D. 12/5
2. Which of the following is the correct
process in solving a right triangle
trigonometric problem?
I. Choose which trigonometric ratio to
use.
II. If a diagram is not given, create one.
III. Read and understand the problem.
IV. Substitute the given into the
correct trigonometric ratio.
V. Solve for the unknown
A. III, IV, II, I, V B. III, IV, II, I, IV C. III, II,
I, IV, V D. III, I, II, IV, V
3. If tan𝜃 = 9/12, what is sin ?
A. 91/5 B. 12/15 C. 9/25 D. 12/25
4. Triangle ABC and Triangle DEF are
right triangles. How do you describe
the measure of the hypotenuse of
triangle ABC to the
hypotenuse of triangle DEF?
A. The hypotenuse of ΔABC is less than
the hypotenuse of ΔDEF.
 B. The hypotenuse of ΔABC is greater
than the hypotenuse of ΔDEF.
C. The hypotenuse of ΔABC is equal to
the hypotenuse ΔDEF .
D. The hypotenuse of ΔABC and the
hypotenuse of ΔDEF

B. Establishing a purpose Activate students' prior knowledge Brain Teaser: You are on the bank of a E- Creative Math Story Math Relay:
for the lesson by having a quick class river. You have to get a fox, a hen, and Present a short story to students
discussion/review, using some corn to the other site of the river. If about solving right triangles “Surfing the Trigonometry”
guiding questions: left alone, the fox will eat the hen, the
hen will also eat the corn if left alone. Refer to pp 341 Mathematics Learners
 What is the Pythagorean The boat is only big enough to take Module
Theorem? How is it you and one other three to the other
applied? side. How do you get all 3 across
 What is the sum of the intact?
interior angles of a right
triangle?
 Can you label the
hypotenuse, short leg, long
leg, right angle, and
vertices of a right triangle?
 Where in life have you seen
triangles outside of this
classroom?

C. Presenting  Objectives will be presented to Present students with the following Present students with the Present more examples of solving
examples/instances of students using the multi-media problems, ask them if they have an idea how following problems, ask them if right triangles using trigonometric
the new lesson projector. to solve for it. they have an idea how to solve ratios
 present students with the Ex. for it.
following problem: Example
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
 asked the students to tell
whether or not it is possible to use
any of the methods they have learn
so far including Pythagoras to find
the missing side.
 continue with the use of
questioning to clarify students’
conceptual understanding by
asking them to explain why the
other methods cannot solve for the
missing side.  The students will
then be guided through
questioning to solve given
problems on the chalkboard that
require them to calculate missing
side/s of a right-angled triangle
using trigonometric ratios
Briefly discuss examples on pp.
437-438 Mathematics Learners
Module
With the same group:
Teacher and student will discuss both group
and individual activities. A member of each
group will be given the opportunity to share
the group’s results with the rest of the class.
The teacher will take note of any error in
reasoning and computation and make
necessary corrections
Video Presentation
Ask students to watch a brief video
presentation about solving tight triangles.
Present and discuss examples on
pp 439 Mathematics’ Learners
Module: Solving right triangles
given the measure of one leg and
an acute angles.
Discuss solving right triangles given
the two legs: refer Mathematics
Learners Module pp. 440-441
Example:
Group Activity:
Activity 4: try Me!
Group the students into 6, activity
sheets will be given
Each group must have a leader to
present their outputs in the class
F. Developing mastery Answer Activity on Solving right Answering worksheets Answer Try this Out! On project Answer Try this Out! On project ease
(Leads to Formative triangle given the measure of two ease Module: Triangle Module: Triangle trigonometry
Assessment) parts. trigonometry

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Let students cites real- life situation
related to the theorems of kites
Ask the students to generalize on
what they’ve learned from the
topic
Performance tasks: Recitation
Let students cites real- life situation related to Collect pictures of at least three
the theorems of trapezoid different ways in which concepts
relating to right-angled triangles
can be applied to real world
settings.
Let students generalized on what they’ve Let students generalized on what
learned from the topic they’ve learned from the topic
Quiz Answering worksheets
Let students cites real- life situation
related to the theorems of kites
Ask the students to generalize on what
they’ve learned from the topic
Performance tasks: portfolio output

J. Additional activities for

application or
remediation
IV. REMARKS

V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
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? Collaborative Learning Approach
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
ANNEX 2B.5 TO DEPED ORDER N0. 42,S.2016

Prepared by:

CERYL JOY E. SANTOS

Teacher I

Checked by:

CONRADO V. TORRES, Ph.D

Head Teacher III