DAILY LESSON LOG OF M9GE-IVb-2 (Day Two)

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
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 to formulate and
solve real-life problems with precision and accuracy.
Learning Competency: Find the trigonometric ratios of special angles
. (M9GE-IVb-2)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Determine the trigonometric ratios of a 60 0 angle
2. Solve the unknown quantity of a 300-600-900 tri angle
3. Integrate accurateness in doing the activities
II.CONTENT Trigonometric Functions of 600 (Special Right Triangle)
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 285-287
2. Learner’s Materials Pages 447-456
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Activity sheets Manila paper Protractor Ruler Colored paper
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step .
The teacher, with the students, checks the assignment.

With your other cut out triangle, label all the measures of the angles and write the
primary trigonometric ratios of the 600 angle
A. Review previous lesson
or presenting the new Answer:
lesson
√3
sin 600 =
2
tan 600 = √3 sec 60 0 = 2

cos 600 =
1
cot 600=
√3 csc 600 =
2√ 3
2 3 3
B. Establishing a purpose The teacher lets the students realize that there is a connection between the 30 0
for the lesson angle and the 600 angle in terms of their trigonometric ratios.
C. Presenting examples/ Working in pairs, the teacher lets the students answer and do activity 2.
instances of the new
Activity 2
lesson
 From your cut –out figure what are the trigonometric ratios of the 60 0 angle?
Compare your answers with your partner and agree on what should be the correct
answer.

600
2

300
B C

cos 600 ______ sec 600 _____ tan 600 _____

sin 600 _______ csc 600 _____ cot 600 _____

Answer:
√3
sin 600 =
2
tan 600 = √3 sec 60 0 = 2

cos 600 =
1
cot 600=
√3 csc 600 =
2√ 3
2 3 3
The teacher checks the students’ answer and explains to the students the process
D. Discussing new
of getting the correct answer. He/ She connects the concept of using the (30-60-
concepts and practicing
90)0 right triangle theorem and trigonometric ratios in solving unknown quantities
new skills #1
involving special right triangles.

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery The teacher presents another right triangle to the students, and lets them
(leads to formative complete the table and find the values of the six trigonometric ratios given two
assessment 3) triangles.

∆2
A A
A

9
9

C B C B
C B
18
Sin 600
 Cos 600
Tan 600
AC
AB
BC

Answer:
√3
sin 600 =
2
tan 600 = √3 sec 60 0 = 2

cos 600 =
1
cot 600=
√3 csc 600 =
2√ 3
2 3 3
1
triangle 1: AB= 9, BC= 4 , AC=4.5√ 3
2
triangle 2: AB= 36, BC= 18 , AC=18√ 3
G. Finding practical
applications of concepts
and skills in daily living
The teacher presents the following concepts to summarize the day’s lesson:
300- 600- 900 Right Triangle Theorem
In 300- 600- 900 triangle, the length of the hypotenuse is twice the length of the
H. Making generalizations shorter leg. The length of the longer leg is √ 3 times the length of the shorter leg.
and abstractions about
√3
the lesson sin 600 =
2
tan 600 = √3 sec 60 0 = 2

cos 600 =
1
cot 600=
√3 csc 600 =
2√ 3
2 3 3
I. Evaluating Learning The teacher lets the students answer the activity individually for their formative
assessment.

Find the six trigonometric ratios of the following right triangle by completing the
table.
Measure of the Hypotenuse
Measure of the opposite side of
the 600 angle
Measure of the adjacent side of
the 300 angle
Sin 600
Cos 600
Tan 600
Sec 600
Csc 600
Cot 600

Answer:
Hypotenuse:10
Opposite side: 5√ 3
Adjacent side: 5
 √3
sin 600 =
2
tan 600 = √3 sec 60 0 = 2

cos 600 =
1
cot 600=
√3 csc 600 =
2√ 3
2 3 3
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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?
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

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