DETAILED LESSON PLAN IN MATHEMATICS 9

Quarter 4
Lesson 1 The Six Trigonometric Ratios: Sine, Cosine, Tangent, Cosecant, Secant and
Cotangent

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of the basic concepts of
trigonometry.
B. Performance Standard: The learner is able to apply the concepts of trigonometric ratios
to formulate and solve real-life problems with precision and accuracy.
C. Learning Competency/Objectives (Write the LC code for each)
 Illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
cotangent. (M9GE-IVa-1 )
 Define trigonometric ratios; sine and cosecant
 Discuss on how sine and cosecant be used
 Find the missing side and angles using sine and cosecant
 Cite real-life problem using sine and cosecant

II. CONTENT
Session 1 The Six Trigonometric Ratios: Sine and Cosecant 

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages
Mathematics 9, Module 7, Lesson 1 The Six Trigonometric Ratios: Sine, Cosine,
Tangent, Secant, Cosecant, and Cotangent, pages 7-12
2. Leaner's Materials pages
Mathematics 9, Module 7, Lesson 1 The Six Trigonometric Ratios: Sine, Cosine,
Tangent, Secant, Cosecant, and Cotangent, pages 430-446 
3. Textbook pages
 Tungcab, Rodolfo G., et.al (2016). Trigonometry Worktext. pages 4-7.
 Oronce, Orlando A. & Mendoza, Marilyn O. (2015). E-Math: worktext in
Mathematics 9. Revised edition. Pages 426-446.
4. Additional Materials from Learning Resource (LR) Portal
Module 1: Triangle Trigonometry

B. Other Learning Resources

Basic math class tips\ The Math Center\ Elftmann Student Success Center\ Dunwoody
College of Technology

C. Values Integration
Allow the students to
 love the beauty of triangles
 enjoy while learning
 know it’s uses and importance in our daily lives.
  patient in solving problems especially those problems a little higher than the
example.

IV. PROCEDURES
A. Reviewing Previous lesson or Presenting new lesson
1. Drill: “Name it”

Students will be group into 5, each group will be given a piece of cardboard, chalk and
eraser to write their answers. All they have to do is to answer the questions flash on the
projector screen. They will be given 15 seconds to analyze and write their answers
afterwards they will raise the said chalkboard.

Direction: Name the opposite side/angle ask in the question. Refer on the diagram.

Angle Side A
1. AB
2. CB
3. B
4. AC
5. A
C B
Solution:
1. ∠C
2. ∠A
3. Side AC
4. ∠B
5. Side CB

2. Review “Find Me”

For each triangle below, find the unknown angle(s):
a. b.. c.

Solution:

a. △ABC, ∠A=35º and ∠C=20º, and we know that the Sum of Interior Angles of a
Triangle is 180 º so,
∠A+∠B+∠C=180º
35º + ∠B + 20º = 180º
∠B + 55 º = 180º
∠B+ 55 º - 55 º = 180º − 55º
∠B = 125º.

b. △DEF, ∠E=53º and ∠F =90º, and we know that the two acute angles D and E
are complementary, so
 ∠D + ∠E = 90º
∠D + 53º = 90º
∠D = 90º − 53º
∠D = 37º.

c. △XY Z, the angles are in terms of an unknown number α, but we do know that
∠X + ∠Y + ∠ Z=180º,
which we can use to solve for α and then use that to solve for ∠X, ∠Y, and ∠Z:
α + 3α + α = 180º
5α = 180º
5 α 180°
=
5 5
α = 36º

∠X = α ∠Y =3α ∠Z = α
∠X =36º ∠Y =3×36º ∠Z =36º
∠Y =108º

3. Motivation
Ask the students about the parts of Right Triangle and how to find missing side of it.

B. Establishing a purpose for the lesson

The Right Triangle

In a right triangle, the side opposite the right angle is called the hypotenuse, and the
other two sides are called its legs. For example, in Figure 2 the right angle is C, the
hypotenuse is the line segment AB, which has length c, and BC and AC are the legs, with
lengths a and b, respectively. The hypotenuse is always the longest side of a right triangle.
By knowing the lengths of two sides of a right triangle, the length of the third side can be
determined by using the Pythagorean Theorem:

Hypotenuse
Theorem 1 Pythagorean Theorem: The square
of the length of the hypotenuse of a right triangle
Leg is equal to the sum of the squares of the lengths
of its legs.

Leg

Figure 2
Thus, if a right triangle has a hypotenuse of length c and legs of lengths a and b, as
in Figure 2, then the Pythagorean Theorem says:
c2 = a2 + b2
 Example
For each right triangle below, determine the length of the unknown side:

Solution:

For triangle △ABC, the Pythagorean Theorem says that

c2 = a2 + b2.
So, we need to substitute the following given c=5 and b= 4 correspond to the formula;
52 = a2 + 42
25= a2 + 16
Combine like terms, 25-16 = a2
9 = a2
We need to extract the square to solve the value of the missing side,
√ 9=√ a2
3 units=a.

Note: Taking the square root a number has two possible answer it’s ±, since we are solving for a
measurement of a side we need to use its +.

C. Presenting examples/instances of the new lesson

Let’s Explore!
I

T U M 30º A
P

Question 1. Complete the table below. Find the lengths of the indicated segments. Use the
division suggested in the grid to 1 unit.

△AMZ △APE △AUL △ATI

ZM= PE= LU= TI=
AZ= AE= AL= AI=
ZM PE LU TI
=¿ =¿ =¿ =¿
AZ AE AL AI
 length of the side opposite 30°
Question 2. Compare the ratio for each triangle. Compare
length of the hypotenuse
your answer result with your classmate.

Solution
△AMZ △APE △AUL △ATI
ZM=4 PE=7 LU=10 TI=12
AZ=9 AE=14 AL=19 AI=23
ZM 4 PE 7 LU 10 TI 12
= = = =
AZ 9 AE 14 AL 19 AI 23

length of the hypotenuse

Question 3. Reverse the ratio for each triangle. Compare your
length of the side opposite 30°
answer result with your classmate.

Solution
△AMZ △APE △AUL △ATI
AZ=9 AE=14 AL=19 AI=23
ZM=4 PE=7 LU=10 TI=12
AZ 9 AE 14 AL 19 AI 23
= = = =
ZM 4 PE 7 LU 10 TI 12

D. Discussing new concepts and practicing new skills #1

From the right triangle perspective, the six trigonometric
ratios of the acute angles of a right triangle can be defined.
Recall that the three sides of a right triangle at C and with
lengths a, b, and c, as in the figure at the right. In this triangle
we let θ represent acute angle A, call the leg BC (a) its θ
opposite side, and call the leg AC (b) its adjacent side. Recall
that the hypotenuse of the triangle is the side AB (c).

E. Discussing new concepts and practicing new skills #2

You may have observed on the activity (above) that in a right triangle with an acute
angle that measure 30º, we find ratio between the length of the shorter leg opposite that
angle and the length of the hypotenuse. This ratio is called the sine ratio of 30º, or simply
the sine of 30º (written as “sin 30º”).
The pattern we have discovered describe a trigonometric ratio. A trigonometric
ratio is the ratio of the lengths of two sides of a right triangle. The trigonometric ratio in the
activity is the sine ratio and its reverse cosecant ratio.

¿ length of theopposite side ¿ θ ¿ a

Sine of θ= Sin θ ¿
length of the hypotenuse
c

length of thehypotenuse c
Cosecant of θ Csc θ ¿ θ¿ ¿
lengthof the opposite side ¿ a

We will use the convention that angles are symbolized by capital letters (or
θ), while the side opposite each angle will carry the same letter symbol, in
 The Mnemonic used for remembering the equation is

Sin = Csc =

Whichever you learn, it will be helpful in order to remember these ratios.

Thus, in these two trigonometric ratio all you need to do is to identify the opposite side of
the given angle (θ) and the hypotenuse of the right triangle.

Illustrative Examples
For the right triangle △ABC shown on the right, find the
values of sine and cosecant trigonometric ratio of the acute
angles A and B

Solution:
The hypotenuse of △ABC has length 5 units. For ∠A and the opposite side BC has
length 3 units. Thus:
opposite 3 hypotenuse 5
sin A=¿ = ¿ csc A=¿ = ¿
hypotenuse 5 opposite 3

For ∠B, the opposite side AC has length 4 units and still the hypotenuse has length 5
units. Thus:
opposite 4 hypotenuse 5
sin B=¿ = ¿ csc B=¿ = ¿
hypotenuse 5 opposite 4

F. Developing Mastery (leads to formative assessment)

A b = 12 C
Group Activity
Find the values of the trigonometric ratio: sine and cosecant
a=?
of acute ∠A and ∠B of right triangle △ABC given that b=12 c = 13
and c=13.

Solution: B
a. By Pythagorean Theorem:
c2 = a2 + b2
(13)2 = a2 + (12)2
169= a2 +144
169-144 = a2 Note: The word unit was used as a representation of
25 = a2 measurement of length since the illustration did not
indicate the specific unit of measurement.
 √ 25= √a 2
5 units=a

b. For ∠A, the opposite side BC has length 5 units, and the hypotenuse AB has length 13
units. Thus:
opposite 5 hypotenuse 13
sin A=¿ = ¿ csc A=¿ = ¿
hypotenuse 13 opposite 5

c. For ∠B, the opposite side AC has length 12 units. Thus:

opposite 12 hypotenuse 13
sin B=¿ = ¿ cos B=¿ = ¿
hypotenuse 13 opposite 12

G. Finding practical application of concepts and skills in daily living

Guide Question
 What situation do you usually see the beauty of Trigonometric ratios: sine and
cosecant?

H. Making Generalizations and abstractions about the lesson

Guide Question
 What are the two Trigonometric ratios that we have been discussed? State the
concept of each ratio.

I. Evaluating Learning

Direction: Find the sine and cosecant ratios of the following triangles.

1. Both ∠A and ∠H 2. K 3. Both ∠G and ∠D

O
A
4
e 6
10in D
17 ft
8 ft G 9
θ
N E
S H
a 5 in

Solution:
opposite 8 hypotenuse 17
1. ∠H : sin H=¿ = ¿ csc H=¿ = ¿
hypotenuse 17 opposite 8
∠A : Let us find first the value of a, using Pythagorean Theorem
s2 = h2 + a2
(17)2 = (8)2 + a2
289= 64 + a2
289-64 = a2
225 = a2
 √ 225= √ a 2
15 ft =a

opposite 15 hypotenuse 17
sin A=¿ = ¿ csc A=¿ = ¿
hypotenuse 17 opposite 15

2. Let us solve first the value of e (hypotenuse), using Pythagorean Theorem

e 2 = k2 + n 2
e2 = (5)2 + (10)2
e2= 25 + 100
e2= 125
√ e 2=√ 125
√ e 2=√ 25∎ 5
e=5 √ 5∈¿

Recall that in Lesson 4 Radicals in Module 4: Zero Exponents,

Negative Integral Exponents, Rational Exponents and Radicals, if the
answer is in a radical form we need to get its simplified form that would require:
perfect number is simplified, no prime factor of a radicand that has an
exponent equal to or greater than the index, no radicand contain a fraction and
no denominator contains a radical sign.

opposite 10 2 5 2 5 hypotenuse 5 √ 5 √5
sin θ=¿ = = ∎√ = √ ¿ csc θ=¿ = = ¿
hypotenuse 5 √ 5 √ 5 √ 5 5 opposite 10 2

Note: The answer should be in simplified form and in solving radicals it would require
no denominator contains a radical sign.

J. Additional Activities for application or remediation

Angle B is an acute angle of right △ABC. Find the values of the
two trigonometric ratios sine and cosecant of B.

Solution:
a. By Pythagorean Theorem
c2 = a2 + b2
(3)2 = (2)2 + b2
9= 4 + b2
9-4 = b2
5 = b2
√ 5= √ b 2
√ 5 units=b

b. Trigonometric ratios sine and cosecant of B.

 5 3 √ 5 3 √5
sin B=¿ √ ¿ csc B=¿ ∎ = ¿
3 √5 √ 5 5

V. REMARKS
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VI. REFLECTION
A. (Teacher)
1. No. of Learners who earned 80% if the evaluation
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2. No. of learners who require additional activities for remediation who scored below
80%
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3. Did the remedial lessons work? No. of learners who have caught up with the lesson
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4. No. of Learners who continue to require remediation

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5. Which of my teaching strategy worked well? Why did these work?

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6. What difficulties did I encounter which my principal or supervisor can help me

solve?
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7. What innovation or localized materials did I use/discover which I wish to share with
other teachers?
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Prepared by:
 
Complete Name: Amelita N. Tupaz
Baccalaureate Degree: BSE-Mathematics
Masteral Degree: MST-Mathematics
Position: Secondary School Teacher I
School: Mabuhay National High School
District: Prosperidad VI
Division: Agusan del Sur