GRADE 9 School JJDVSTVSS Grade Level Grade 9

DAILY LESSON LOG

Teacher CERYL JOY E. SANTOS Learning Area Mathematics

Teaching Dates/Time January 27-31, 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 Determine the trigonometric ratios involving Determine the trigonometric ratios Determine the trigonometric ratios
Write the LC code for each the right triangle given: special angles involving special angles involving special angles
 the length of one leg  45°-45°-90° right triangle  30°-60°-90° right triangle
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. 282- 283 pp. 284-285 pp. 284-285 pp. 286- 287

2. Learner’s Material Pp. 440- 441 Pp. 447-449 LM Pp. 447-449 LM Pp. 450 451
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 Triangle Trigonometry, Module 1
 (LR) portal LM Trigonometry, Module 1 LM LM Triangle Trigonometry, Module 1 LM

PowerPoint presentation, scientific PowerPoint presentation, scientific calculator PowerPoint presentation, scientific PowerPoint presentation, scientific
calculator, chalk, worksheets, visual calculator calculator
aids, Manila paper, Marker

B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous Directions: Read the questions Directions: Read the questions carefully. Solve Directions: Read the questions Directions: Read the questions
lesson or presenting the carefully. Solve the questions and the questions and choose the letter of the carefully. Solve the questions and carefully. Solve the questions and
new lesson choose the letter of the correct correct answer choose the letter of the correct choose the letter of the correct
answer answer answer
1. In right triangle PQR which right 1. What do you call the branch of Refer to the figure below to answer
angled at Q, PQ = 12 cm and QR = 5 mathematics that deals with the relations 1. What do you call the branch of number 1-5
cm. What is the ratio of cos R? between the sides and angles of a triangle? mathematics that deals with the
A. 12/13 B. 5/13 C. 5/12 D. 12/5 A. Algebra B. Calculus relations between the sides and
2. Which of the following is the C. Geometry D. Trigonometry angles of a triangle?
correct process in solving a right A. Algebra B. Calculus
triangle trigonometric problem? 2. In a right triangle, what do you call the C. Geometry D. Trigonometry
I. Choose which trigonometric ratio longest side?
to use. 2. In a right triangle, what do you
A. Leg B. Longer leg
II. If a diagram is not given, create
C. Hypotenuse D. Opposite leg call the longest side?
one.
A. Leg B. Longer leg
III. Read and understand the
3. It is a trigonometric ratio which defines as C. Hypotenuse D. Opposite leg
problem.
the ratio of opposite leg divided by the 1. What is the value of sin 45° ?
IV. Substitute the given into the
correct trigonometric ratio. hypotenuse of a right triangle. 3. It is a trigonometric ratio which 1 √2
A. B. C. √ 2
V. Solve for the unknown A. Sine B. Cosine defines as the ratio of opposite 2 2
C. Tangent D. Cotangent leg divided by the hypotenuse of D. 1
A. III, IV, II, I, V B. III, IV, II, I, IV C. III, a right triangle.
II, I, IV, V D. III, I, II, IV, V 4. What do you call the mnemonic device A. Sine B. Cosine 2. What is the value of sec 45° ?
3. If tan𝜃 = 9/12, what is sin ? which is use to easily remember the primary C. Tangent D. Cotangent 1 √2
trigonometric ratio? A. B. C. √ 2 D. 1
A. 91/5 B. 12/15 C. 9/25 D. 12/25 2 2
4. Triangle ABC and Triangle DEF A. CAO-SHA –CHO B. CAH-SOH-TOA 4. What do you call the
are right triangles. How do you C. SOH- CAH- TOA D. TOA-CAO- SHA mnemonic device which is use to 3. What is the value of csc 45° ?
describe the measure of the easily remember the primary 1
A. B.
√2 C. √ 2 D. 1
hypotenuse of triangle ABC to the trigonometric ratio? 2 2
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 Math Relay:
for the lesson What to Process….
To check students;
understanding on the six
trigonometric ratios, they will do
the BINGO GAME. After the
activity teacher will ask the
processing questions, if ever they
still have questions regarding the
lesson then give additional input
through examples.
“Surfing The Safari for
Trigonometry”
A. CAO-SHA –CHO B. CAH-
SOH-TOA 4. What is the value of tan 45° ?
C. SOH- CAH- TOA D. TOA- 1 √2
A. B. C. √ 2 D. 1
CAO- SHA 2 2
5. What is the value of cos 45° ?
1 √2
A. B. C. √ 2 D. 1
2 2
MESSAGE RELAY Video presentation MATH Quiz :
The activity is entitled “Message Relay”. Students will watch a short film/ Group the students into five. They will
The class will be divided into three groups. play a Math relay on finding the
videos that recall the concepts
Each group will select their team leader that missing sides of a special right triangle.
of Special right triangles
will be the point person responsible of the
group. The mechanics of the activity is that  45°-45°-90° right triangle
each group will form a line, each line will have  30°-30°-90° right triangle
two representatives: the first one is the one
who will relay the message that will be given
by the teacher, and the second one is the one
Let them answer the follow up
who will decode the given information by questions given.
writing it in a manila paper. The rest of the
members will serve as the bridge between the
first and the second representative. The
activity requires each group to fulfil four (4)
tasks that will be illustrated in the piece of
paper.
Draw this:
On a piece of paper, draw a
square and cut the square along the a
diagonal. Indicate right angle in the
triangle.

C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills #1
Present more examples of solving
right triangles using trigonometric
ratios
GROUP WORK:
In this activity, students may
develop cooperative learning. To
discuss their answers ask them the
Write this:
In a 45°-45°-90° triangle, the
Write this:
The length of a hypotenuse is √2
times the length of the leg.
Find:
ANALYSIS: From the activity that the
students performed, the teacher will ask the
following questions:
1. What are your struggles in doing the
activity? Does the message were correctly
relayed?
2. Based on the activity performed, what are
your observations in regards with
the measures of the angles of the triangle?
3. What have you noticed about the length of
the side of the triangles that you have
illustrated?
Abstraction
After the analysis, the teacher will discuss the
following:
 The legs are congruent
 The length of the hypotenuse is √2
ANALYSIS: From the activity that Present more examples of solving
the students performed, the right triangles using trigonometric
teacher will ask the following ratios
questions:
1. What are your struggles in doing
the activity? Does the message
were correctly relayed?
2. Based on the activity performed,
what are your observations in
regards with
the measures of the angles of the
triangle?
3. What have you noticed about the
length of the side of the triangles
that you have illustrated?
Abstraction Group Activity:
After the analysis, the teacher will Activity 4: Practice Makes perfect!
discuss the following: Group the students into 6, activity
 The legs are congruent sheets will be given
 The length of the Each group must have a leader to

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
processing questions.
1. Group yourselves by 6 and
choose your leader.
2. Activity sheets will be given.
3. You have 15 minutes to answer
the given activity and discuss
among yourselves.
4. The leader will go around each
group to discuss or share outputs.
5. A volunteer will share what
he/she has learned in the activity.
Examples
Present students with the
following problems, ask them if
they have an idea how to solve
for it.
Answer Try this Out! On project
ease Module: Triangle
trigonometry
times the length of a leg.
The Concept of Six Trigonometric Ratios
 Sine, Cosine, Tangent, Cosecant,
Secant, Cotangent
Given the angles of the triangle below, find
the values of the six trigonometric
ratios.
hypotenuse is √2 times the present their outputs in the class
length of a leg.
The Concept of Six Trigonometric
Ratios Activity 4: What makes you Special?
 Sine, Cosine, Tangent,
Cosecant, Secant, Students will complete the table that
Cotangent summarize the trigonometric ratio of
special right triangle. Then answer the
following questions:
1. How did you find the values?
2. What did you discover about
the values you obtained?
3. What do you think makes this
angle special?
Given the angles of the triangle Answer Try this Out! On project ease
below, find the values of the six Module: Triangle trigonometry on
trigonometric special right triangles.
ratios.
 Sin 45° =_____ Csc 45°=___
Cos 45° = ____ Sec 45° =__ Sin 45° =_____ Csc 45°=___
Tan 45°= ____ Cot 45°= ___ Cos 45° = ____ Sec 45° =__
Tan 45°= ____ Cot 45°= ___

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

I. Sketch the figure and solve each

right Δ ACB angled at C given the
following:

1. If A = 76 and a = 13

Find : ∠B, b, c

2. If A = 22°22’ and b = 22

Find : ∠B, a, c
II. Sketch the figure and solve each
right triangle given the following:

1. If a = 15.8, b = 21

Find : ∠A, ∠B, c

2. If a = 7 and b = 12

Find: ∠A, ∠B, c

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