7E LESSON PLAN IN MATHEMATICS 9

Name of Teacher Marven B. Laude Grade Level 9

Teaching Date Learning Area Mathematics
Time Allotment 60 minutes Quarter 4th
Schedule Section
PART I
Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
The learner is able to apply the concepts of trigonometric ratios to formulate and solve
Performance Standard
real-life problems with precision and accuracy.
Learning Competencies
Solves problems involving oblique triangles. (M9GE-IVh-j-1)
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At the end of this lesson, the learners are expected to:
Learning Objectives a) solve the angles and sides of oblique triangles using cosine law;
b) apply cosine law in real life situation.
Mathematical Skills Teamwork and Accuracy
Thinking Skills Critical thinking and reasoning
Mathematical Attitudes and
Creativity, perseverance and unity
Noble Values
Learning Materials Laptop, protractor, manila paper and pens, calculator
References K to 12 Grade 9 Curriculum Guide, Mathematics Learner’s Module
Part II
7Es
TEACHING AND LEARNING ACTIVITIES REMARKS
(Time allotment)
Prayer, Greetings & checking of attendance…

Elicit Review the previous lesson about the cosine law

(10 minutes)  Students will be asked to state the cosine law.

Allow the learners to solve the problem and ask one student to draw the triangle
and one student to show the solution on the board.

Draw the triangle that best describes the situation given below. Label the given
parts and solve the unknown parts.
Engagement
(10 minutes) In ΔPQR , PQ is 7 cm long, QR is 5 cm, and the angle between them measures
52o

Today we will be able to use the concept of sine law and apply it in real-life
situation.
Exploration Activity 1. Cosine law: help me find a solution.
(10 minutes) Direction:
1. Form 5 groups and work together to solve the problem.
2. The activity is worth 30 points good for 10 minutes.
3. Each group will be given a performance rubric to rate the other group.
Group 1.
Two airplanes leave an airport, and the angle between their flight paths is 40º.
An hour later, one plane has traveled 300 miles while the other has traveled 200
miles. How far apart are the planes at this time?

Group 2.

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 A newly-wed couple wants to know the perimeter of their newly purchased
piece of land which is triangular in shape. If the two sides of the lot measure 25
m and 30 m and their included angle is 60°, what is the perimeter of the land?

Group 3.
A developer owns a triangular lot at the intersection of two streets. The streets
meet at an angle of 72°, and the lot has 300 feet of frontage along one street and
416 feet of frontage along the other street. Find the length of the third side of the
lot.

Group 4.
Two cruises leave the same port. Cruise A travels at 30 km/h. 
Cruise B travels at 37 km/h. The angle between their path is 62
How far are the two cruises apart an hour later?

Group 5.
Points A and B are on opposite sides of the Grand Canyon. Point C is 200 yards
from A. Angle B measures 87° and angle C measures 67°. What is the distance
between A and B?

Let each group to explain their output.

 The teacher will ask these questions to deepen their understanding about the
Explanation topic:
(15 minutes) a) What are your thoughts about the activity?
b) What are your strategies in solving the problem?
c) How do the sketch or model help you solving the problem?

Activity 2. Bookmark
Let the student make their generalization by asking the following
Elaboration
a) What you have learn in cosine law;
(5 minutes)
b) When you can use cosine law;
c) and how will you apply it in your life.

Solve the problem in 1 whole sheet of paper. 15 points.

Evaluation 1. A 4m flag pole is not standing up straight. There is a wire attached to the
(10 minutes) top of the pole and anchored in the ground. The wire is 4.17m long. The
wire makes a 68° angle with the ground. What angle does the flag pole make
with the wire?

Answer in the activity notebook, to be passed tomorrow.

Bailey and Riley are standing 5250 feet apart on a straight, 
Extend horizontal road.  They see a hotair balloon between them directly 
above the road.  The angle of elevation from Bailey is 60o and from
o
Riley is 75 .  Find the height of the balloon.

REFLECTION

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Prepared by:
Marven B. Laude
Student Teacher

Checked by:
Agnes V. Calfoforo. Ph.D
Cooperating Teacher

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