SCHOOL UBALDO L.

CONDE HIGH SCHOOL GRADE LEVEL Grade 9

TEACHER CHARLENE MAY C. GAVAN LEARNING AREA MATHEMATI
CS
DATE & TIME March 13, ,2020 QUARTER Fourth

I. OBJECTIVES
The learners demonstrates understanding of the basic concepts of trigonometry
A. Content Standards
B. Performance
Standards
The learners is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and accuracy.

The learners should be able to:

C. Learning Solves problems involving oblique triangles (M9GE-IVh-j-1)
Competencies/
Objectives a. Determine when either the Law of Sine or the Law of Cosine is useful for solving a specific problem.
Write the LC code b. Use the Laws of Sine and Cosine to model and solve real-life problems.
for each c. Create a pictorial representation of the problem. Then use your laws to solve the problem.

II. CONTENT Solving problems involving oblique triangles

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Page 481-505
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
MANILA PAPER, MARKER, POWER POINT PRESENTATION
 a. Greetings
IV. PROCEDURES(2 min.) b. Classroom Management

A. Reviewing previous
lesson or
presenting the new
lesson(5 min.)

Solves problems involving oblique triangles (M9GE-IVh-j-1)

a. Determine when either the Law of Sine or the Law of Cosine is useful for solving a specific problem.
B. Establishing a
purpose for the b. Use the Laws of Sine and Cosine to model and solve real-life problems.
lesson(5 min.) c. Create a pictorial representation of the problem. Then use your laws to solve the problem.

C. Presenting Oblique triangles

examples/instances In this lesson, we will solve many
of the new lesson
oblique triangles – triangles that have no right angles.
(2 min.)
As standard notation, the angles of a triangle are labeled A, B, and C, and their opposite sides are labeled a, b, and c.
To solve an oblique triangle, we need to know the measure of at least one side and any two other measures of the
triangle—either two sides, two angles, or one angle and one side.
When do we use Law of Sine? Law of Cosine?
 You can use the Law of Sine or the Law of Cosine to find missing sides and angles of oblique (non-right)
triangles.
  The Law of Sine is most useful when you know the measure of two angles and a side of a triangle. (AAS, ASA)
 The Law of Cosine is most useful when you know the length of all three sides or two sides and the included
angle. (SSS, SAS)
This breaks down into the following three cases:
1. Two angles and any side (AAS or ASA)
2. Three sides (SSS)
3. Two sides and their included angle (SAS)
The first case can be solved using the Law of Sine,
whereas the last two cases require the Law of Cosine
The Law of Sine The Law of Cosine
D. Discussing new
concepts and
practicing new
skills #1
(5 min.)

E. Discussing new Problem-Solving Using the Laws of Sine and Cosine

concepts and Problem #1: The diagram shows three islands in Honda Bay. You rent a boat and plan to visit each of these islands.
practicing new
Use the diagram to solve the problem. If you are on island A, on what bearing should you navigate to go to island C?
skills #2
(5 min.) a 2=b2 +c 2−2 bc ( cosA )
72 =62 +52−2(6)(5) ( cosA )
49=36+25−60 ( cosA )
49=61−60 ( cosA )
60 ( cosA )=61−49
60 ( cosA )=12
( cosA )=12/60
( A ) =78.48 degrees North east

Problem #2: Your house is in point A and your school is in point C. Last school year you walk every day from point A to
 B, then point B to C for you to enable to go to school. This school year you already have a boat you can directly cross
the river from your house to school. Find the distance across the lake from A to C, to the nearest yard, using the
measurements shown in the figure:

b 2=a2 +c 2−2 ac ( cosB )

b 2=1602 +1402−2(160)(140) ( cos 80 )
b 2=25600+19600−44800 ( cos 80 )
b 2=45200−¿7779.44
b 2=37420.56
b=193.44 yards

F. Developing Group Activity:

mastery (leads to Create a pictorial representation of the problem. Then use your laws to solve the problem.
Formative For ∆QRS, q = 15, r = 8 m∠S = 135º. Find the length of side s to the nearest hundredths.
Assessment 3)
(20 min.) PERCENTAGE
G. Finding practical
PRESENTATIO 25%
applications of
N
concepts and skills In what concept in your daily living we can use this lesson?
in daily living
COOPERATION 25%
(2 min.)
ACCURACY oblique 25%
triangles – triangles that have no right angles.
H. Making  You can use the Law of Sine or the Law of Cosine to find missing sides and angles of oblique (non-right)
CREATIVITY 25%
triangles.
generalizations and
abstractions about
TOTAL  The Law of Sine is most useful when you know the measure of two angles and a side of a triangle. (AAS, ASA)
100%
the lesson  The Law of Cosine is most useful when you know the length of all three sides or two sides and the included
(2 min.) angle. (SSS, SAS)

I. Evaluating learning Create a pictorial representation of the problem. Then use the laws to solve the problem.
(10 min.) (10 points)
You are on a fishing boat that leaves its pier and heads east. After traveling for 30 miles, there is a report warning of
rough seas directly south. The captain turns the boat and follows a bearing of S45°W for 12 miles. At this time, how far
are you from the boat’s pier? Round to the nearest tenth of a mile.
 J. Additional activities A plane leaves airport A and travels 580 miles to airport B on a bearing of N34°E. The plane later leaves airport B and
for application or travels to airport C 400 miles away on a bearing of S74°E. Find the distance from airport A to airport C to the nearest
remediation tenth of a mile.
(2 min.)
V. REMARKS

VI. 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 lessons 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? 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 use/discover
which I wish to share with other teachers?

Prepared by: Checked by:

CHARLENE MAY C. GAVAN Merlinda S. Trance
Teacher in Mathematics OIC / HEAD TEACHER IV

GROUP #:
Group Activity:
Create a pictorial representation of the problem. Then use your laws to solve the problem.
For ∆QRS, q = 15, r = 8 m∠S = 135º. Find the length of side s to the nearest hundredths.
PERCENTAGE GRADE

PRESENTATION 25%
COOPERATION 25%
ACCURACY 25%
CREATIVITY 25%
TOTAL 100%
Members: