DETAILED LESSON PLAN

SCHOOL SULANGON NATIONAL HIGH GRADE LEVEL: 9

SCHOOL
TEACHER ROSPHELL B. CAGATAN SUBJECT: MATH
DATE AND TIME MAY 2, 2022 QUARTER: 4, Week 1
I. OBJECTIVES

A. Content The learners demonstrate understanding of key concept of

Standards trigonometric ratios.

The learner is able to communicate mathematical thinking

with coherence and clarity in formulating, investigating,
B. Performance
Standards analyzing, and solving real life problems involving
trigonometric ratios.

C. Learning Illustrate the six trigonometric ratios: sine, cosine, tangent,

Competencies/ secant, cosecant, and cotangent. (M9GE- Iva – 1)
Objectives
Write the After going through this module, you are expected to:
LC Code
for each 1. Define the six trigonometric ratios;

2. Apply trigonometric ratios to solve right triangles given.

II. CONTENT THE SIX TRIGONOMETRIC RATIOS

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Pages Self-Learning Materials (Soft Copy)
4. Additional Audio-Visual Aids, Pictures, Chart, Strips
Materials
from learning
resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review
Recalling past
lesson
B. Motivation
Establishing a
Purpose for
the Lesson
C. Presentation
Presenting Activity 1: RIGHT TRIANGLES IS ALWAYS RIGHT!
examples/instances Directions: Apply the Pythagorean theorem. Tell whether each
of the Lesson triangle satisfies the conditions of a right triangle.

1. W 7CM E 2. I 3.
S

11cm 9cm 12 in 6in 4m

5m

F N 9 in K
K 3m Y

D. Discussion
Discussing concepts
and practicing new What is trigonometry?
skills #1 Trigonometry is thought to have had its origin in ancient Egypt and
 Mesopotamia. The ancient Egyptians, Babylonians and Greeks developed
trigonometry to find the lengths of the sides of triangle and measures of
their angles. It was Hipparchus, a Greek mathematician, who introduced
trigonometry as gleaned from ancient tablets and tables which reflected
work on the ratios of trigonometry.
Trigonometry is derived from the Greek words trigonon means triangle and
metron means measures. Thus, trigonometry means measurement of
triangles. It was used in ancient times in surveying, navigation, and
astronomy to find relationships between the lengths of the sides of a
triangle and measurement of angles.
What are trigonometry ratios?
Trigonometry ratios are relations existing between the sides and angles of
a right triangle that are expressed in the form of ratios.
The six trigonometry ratios are sine (sin), cosine (cos), tangent (tan), secant
(sec), cosecant (csc), and cotangent (cot).
In a right triangle, we can define the six trigonometry ratios. Consider the
right triangle ABC below. In this triangle we let θ represent <B or will be
used to represent the reference angle in the right triangle. Then the leg
denoted by a is the side adjacent to , and the leg denoted by b is the side
opposite to θ.

C ‫ד‬

Opposite refers to the side of the triangle that is opposite angle.

Adjacent refers to the side of the triangle that is adjacent to the reference
angle (the adjacent side will always form one side of the reference angle).
The hypotenuse is the side of the triangle that is always opposite the right
angle.

Discussing new
concepts and NAME ABBREVIATION RATIO
practicing new
Sine Sin Sin θ = =opposite/hypotenuse
skills #2
Cosine Cos Cos θ = =adjacent/hypotenuse
tangent Tan Tan θ= =opposite/adjacent
Cosecant Csc Csc θ =hypotenuse/opposite
Secant Sec Sec θ = hypotenuse/adjacent
Cotangent Cot Cot θ = adjacent/opposite
 These six ratios represent all the ways to compare two sides of a
right triangle. Notice that cosecant is the reciprocal of sine, secant is the
reciprocal of cosine, and cotangent is the reciprocal of the tangent. The
hypotenuse will never vary on its location however, the opposite and
adjacent side will be determined by the reference angle.
Notice that the three new ratios at the right are reciprocals of the
ratios on the left. Applying algebra shows the connection between these
functions.
Csc θ = hypotenuse/opposite = 1/(opposite/hypotenuse) = 1/sin⁡θ
Sec θ = hypotenuse1/adjacent = 1/(opposite/hypotenuse) = 1/cos⁡θ

Cot θ = adjacent/opposite = 1/(opposite/adjacent) = 1/tan⁡θ

SOC – CAH – TOA is a memonic used for remembering the equations.

*SOH: Sine is Opposite over Hypotenuse or Sine θ =

1opposite/〖Hypotenuse〗^
*CAH: Cosine is Adjacent over Hypotenuse or Cos θ =
adjacent1/hypotenuse
* TOA: Tangent is Opposite over Adjacent or Tan θ =
opposite1/adjacent2

Lets do these together.

Developing 1. Lets start by finding all six trigonometric ratios for angle A.
Mastery Refers the figure below.
leading to Opposite 3 hypotenuse 5
Sin A = = csc A = =
formative hypotenuse 5 opposite 3
assessment Adjacent 4 hypotenuse 5
Cos A = hypotenuse = 5 sec A = adjacent = 4
opposite 3 adjacent 4
Tan θ = adjacent = 4 cot A = opposite = 3
 B

3in 5 in

C 4in A

2. Use the figure below to find the following:

B a. sin A g. sin B

b. cos A
h. cos B

5 ft. 13ft. c. tan A

i. tan B

d. csc A
J. csc B

C 12 ft. A e. sec A
k. sec B

f. cot A
L. cot B

Answer:

opposite 5 opposite
a. Sin A = = g, sin B =
hypotenuse 13 hypotenuse
adjacent 12 adjacent
b. Cos A = = h. cos B = =
hypotenuse 13 hypotenuse
5
13
opposite 5 opposite 12
c. Tan A= = i. tan B = =
adjacent 12 adjacent 5
hypotenuse 13 hypotenuse
d. Csc A = = j. csc B = opposite =
opposite 5 ¿
¿
13
12
hypotenuse 13 hypotenuse
e. Sec A = = k. sec. B = =
adjacent 12 adjacent
 13
5¿
¿
adjacent 12 adjacent 5
f. Cot A= = l. cot b = =
opposite 5 opposite 12

12
3. In the right triangle FEW, ∠ E is the right angle. If sin F = , find cos F
13
and tan F.
Solution:
Use the information given in the problem to make a diagram of ∆
FEW.
opposite 12
Sin F =
hypotenuse 13
W

13 12

ILLUSTRATION STEPS
F E
C2 = a2 + b2 Use the Pythagorean theorem
to find the length of the
missing side of a triangle

132 = 122 + q2 Substitute the given in the

formula.

169 = 144 + q Simplify 132 and 122.

169 – 144 = q2 Add – 144 to both sides of the

equation.

25- q2 or q2 = 25 Evaluate 169 - 144

Q=5 Extract the square root of 25

So, the length of the side adjacent to ∠F is 5.

adjacent 5
Cos F = =
hypotenuse 13

opposite 12
Tan F = =
adjacent 5
4. Determine the equation or formula to find the missing part
of the triangle.
a. Solve for f in the figure.
SOLUTION: ∟F is the an acute angle, u is the
hypotenuse, and f is the opposite side of ∟F. Using
SOH, that is

ILLUSTRATION STEPS

opposite Use the formula in

Sin θ =
hypotenuse finding for sin θ

f Substitute θ F and the

Sin F =
u corresponding symbols in
in the figure

f Substitute the measures

Sin 62’ =
18 of ∟F and u

F = 18 sin 620 Apply Multiplication

Property of Equation
(MPE)

F = 15.893 Evaluate 18 sin 620 using

calculator.

Note: To find the value of the unknown part of a triangle

using calculator, ensure that your calculator is
operating in degree.
b. Solve for n in the figure above.
SOLUTION: ∠F is an acute angle, u is the hypotenuse,
and n is the side adjacent to ∠F, Using CAH, that is

ILLUSTRATION STEPS

ADJACENT Use the formula in

COS θ =
HYPOTENUSE finding for cos θ

n Substitute θ to F and the

Cos F =
u corresponding symbols in
the figure.

n Substitute the measures

Cos 620 =
18 of ∠F and u.
 N = 18 cos 620 Apply Multiplication
Property of Equality
( MPE).

N = 8.450 Evaluate 18 cos 620 using

calculator.

5. Solve for y in the figure on the right.

SOLUTION; ∠ S is an acute angle, s is s=
H
13.2 the opposite side, y is the side
adjacent
to∠ S, Using TOA, that is
y
h
0
58

ILLUSTRATION STEPS

opposite SUse the formula in

Tan θ =
adjacent finding for tan θ.

s Substitute θ to S and the

Tan S =
y corresponding symbols in
the figure.

13.2 Substitute the measures

Tan 580 =
y of ∠S and s.

Y tan 580 = 13.2 Apply Multiplication

Property Of Equality
(MPE).

13.2 Divide both sides of the

Y=
tan 58 equation by tan 580.

Y = 8.284 13.2
Evaluate when
tan 58
using calculator

E. Application
Finding practical
applications of DIRECTIONS: Write your answer on a separate sheet.
concepts and skills
in daily living

F. Generalization
Making
generalizations
and abstractions
about
the lesson

G. Evaluation
Activities that will DIRECTIONS: Choose the letter that corresponds to the correct
measure the mastery of answer .Write your answer on a separate sheet.
the competencies or Which of the following trigonometric functions does NOT use
performances that the the hypotenuse in its ratio?
learners are expected to Sine b. cosine c. tangent d.
achieve secant
What is tan 27.8®?
0.423 b. 0.906 c. 0.324 d.
0.527
In the right triangle SEA, SA = 13 CM AND EA = 7CM. What is
csc S?
7/13 b. 13/7 c. 7/10 d.
13/10 .
 H. Additional Activities for Application or Remediation

Activities that will enrich

the learners’ mastery of
the competencies or give
remediation to those
that need help to achieve
mastery of the day’s
objectives

V.REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for r
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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I used/discover which I
wish to share with
other teachers?
Answer Key:
ANSWER KEY
Activity 1
1. Not a right triangle
2. Right triangle
3. Right triangle

APPLICATION:

1. √ 5
2. 15/8
3. 4/5

ASSESSMENT

1.C

2. D

3. B

4. A

5. B

6. D

7. C

8. D

9. B

10. D