Math 9 q4 DLP Compress

DETAILED
LESSON
PLANS IN
MATHEMATICS 9
(Fourth Quarter)
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TABLE OF CONTENTS
Page
Number
Title Page
Table of Contents i
List of Development Team Members ii

Acknowledgement iii
Pre-Assessment iv
Daily Lesson Plans
LC 43 Illustrates the six trigonometric ratios: sine, cosine, tangent, 1-6

secant, cosecant, and cotangent. (M9GE-Iva-1)
LC 44 Finds the trigonometric ratios of special angles. (M9GE-IVb-c- 7 – 12
1)
LC 45 Illustrates angles of elevation and depression. (M9GE-IVd-1)

Subtask 1 Illustrates angles of elevation. 13 – 18
Subtask 2 Illustrates angles of depression. 19 – 24
LC 46 Uses trigonometric ratios to solve real-life problems involving
right triangles. (M9GE-IVe-1)
Subtask 1 Uses sine to solve real-life problems involving 25 – 30
right triangles.
Subtask 2 Uses cosine to solve real-life problems involving 31 – 35
right triangles.
Subtask 3 Uses tangent to solve real-life problems involving 36 – 40

right triangles.
LC 47 Illustrates laws of sines and cosines. (M9GE-IVf-g-1)
Subtask 1 Illustrates laws of sines. 41 – 49

Subtask 2 Illustrates laws of cosines. 50 – 56
LC 48 Solves problems involving oblique triangles. (M9GE-IVh-j-1)
Subtask 1 Solves problems involving the laws of sines (SAA 57 – 67
and ASA Case).
Subtask 2 Solves problems involving the laws of sines (SSA 68 – 76
Case).
Subtask 3 Solves problems involving the laws of cosines. 77 – 85
Post-Assessment 86 - 87
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LIST OF DEVELOPMENT TEAM MEMBERS
CONTEXTUALIZED DETAILED LESSON PLANS IN MATHEMATICS 9
QUARTER 4
WRITERS
Analyn R. Tubice Teacher III Agban National High School

Jecel S. Magdahong Teacher I Milaviga Integrated School
Leandro W. Abrera Teacher III Viga Rural Development High
School
Alfred S. Tresvalles Teacher I Baras Rural Development
High School
Mark R. Dela Rosa Teacher III Pandan School of Arts and
Trades
Acer M. Villanueva Teacher II San Andres Vocational School
LAYOUT ARTISTS/
ILLUSTRATORS
Edwin T. Tomes Teacher II Dororian National High School

Luis Karlo T. Avila Teacher I Antipolo National High School
VALIDATORS
Lyra C. Tusi Principal II San Andres Vocational School

Jonel G. Aznar Master Teacher I Bato Rural Development High
School
Ludy M. Avila Head Teacher III Catanduanes National High
School
Riza B. Benavidez Teacher III Bato Rural Development High
School
CONSULTANT
Romel G. Petajen EPS, Mathematics Division of Catanduanes
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ACKNOWLEDGMENT
We wish to convey our sincerest gratitude to the following people who have
gone extra miles and paved the way for the development of the Daily Lesson Plans for
Grade 9 Mathematics.
To the Education Program Supervisor in Mathematics, Mr. Romel G. Petajen,
and to the Division Learning Resources Management and Development System
Education Program Supervisor, Dr. Jesslyn Taway, for their technical assistance to the
writers that made the whole writing process smooth and for assuring that the DLPs
were written following the standards.
To the DLP writers, Ms. Analyn R. Tubice, Teacher III of Agban NHS; Ms. Jecel
S. Magdahong, Teacher I of Milaviga IS; Mr. Leandro W. Abrera, Teacher III Viga
RDHS; Mr. Alfred S. Tresvalles, Teacher I of Baras RDHS; Mr. Mark Dela Rosa,
Teacher III of Pandan SAT; and Mr. Acer M. Villanueva, Teacher II of SAVS who
rendered their time, talents, and service just to craft the DLPs.
To the illustrators/layout artists, Mr. Luis Karlo Avila, Teacher I of Antipolo NHS
and Mr. Edwin Tomes, Teacher II of Dororian NHS for ensuring that the illustrations
and images used in the DLPs follow the standard.
To the editors, Mrs. Lyra C. Tusi, Principal II of San Andres Vocational School;
Mr. Jonel Aznar, Master Teacher I of Bato RDHS; Mrs. Ludy M. Avila, Head Teacher
III of Catanduanes NHS; and Mrs. Riza B. Benavidez, Teacher III of Bato RDHS for
ensuring that the contents are free from conceptual, factual, computational, language,
and typographical errors.
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PRE-ASSESSMENT
Let us find out how much already know about this module. Answer the following
questions as much as you can by writing on your answer sheet the letter that you think
is the correct answer. Take note of the items that you were not able to answer correctly
and then let us find out the correct answer as we go through this module.
1. With respect to the given angle, what is the ratio of the hypotenuse to the
opposite side?
A. sine B. cosine C. tangent D. cosecant
2. Which of the following statements is incorrect?

A. x = 8 C. sin 600 =
0
B. sin 30 = D. cos 600 =
3. Given the figure on the right, which refers to the angle of depression?
A. MKN C. LKN
B. MKL D. none of these
4. In the triangle PQR, what is the length of PQ?

A. 1 cm C. 9 cm
B. 5 cm D. 12 cm
5. In the triangle DEF, what is m E to the nearest degree.

A. 160 C. 410
0
B. 28 D. 620
6. If p = 30 and q = 60, what is the measure of R?

A. 400 C. 600
B. 550 D. 650
7. Find the value of side c to the nearest unit.

a. 20 c. 23
b. 21 d. 24
8. What is the value of x?

A. 3 C. 6
B. 5 D. 7
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9. The expression 2(sin 300) – tan 450 is equal to
A. 0 B. 1 C. 2 D. – 1
10. A kite held by 125 m of string makes an angle of elevation with the ground of 450.
About how high is the kite above the ground?
A. 62.8 m B. 75.1 m C. 88.4 m D.113.6 m
11. From the top of a barn 7.62 m high, you see a cat on the ground. The angle of
depression of the cat is 40O. How many meters must the cat walk to reach the
barn?
A. 9.08 m B. 9.80 m C. 9.81 m D. 9.18m
12. ABCD is a parallelogram. If AB is 8 cm long, BC is 5 cm and their included angle

measures 1000, how long is diagonal AC?
A. 12.95 cm B. 12.59 cm C. 10.40 cm D. 10.14 cm
14. ∆XYZ is a non – right triangle. If XY measures 20 cm, XZ measures 15 cm and Z

measures 35o then what is the measure of Y?
A. 25.840 B. 24.850 C. 25.480 D. 24.580
15. A balloon is 50 m high. Its angle of elevation from observer A is 45° and from
observer B it is 30°. What is the maximum distance between the two observers?
Express your answer to the nearest meter.
A. 136 m B. 137 m C. 138 m D. 139 m
16. With the sun, a girl 1.4 m tall casts a 3.6 m shadow. Find the angle of elevation
from the tip of the shadow to the sun. Express your answer to the nearest degree.
A. 19° B. 20° C. 21° D. 22°
17. You are walking along a straight level path toward a mountain. At one point the
angle of elevation of the top of the mountain is 40°. As you walk 250 m closer, the
angle of elevation is 45°. How high is the mountain? Express your answer to the
nearest tenth of a meter.
A. 1304 m B. 1340 m C. 1034 m D. 1043 m
18. Two points P and Q on the same side of a river are 12 m apart. A tree on the
opposite side of the river is directly opposite a point between P and Q. The lines of
sight of a tree across the river make angles of 78° and 57°, respectively, with the
line joining P and Q. Find the distance from point Q to the tree. Express your
answer to the nearest meter.
A. 14 m B. 15 m C. 16 m D. 17 m
19. A surveyor sights two signs and the angle between the two lines of sight measures
550. If the first and the second signs are 70 m and 50 m away, respectively, from
the surveyor, find the distance between the two signs. Express your answer to the
nearest meter.
A. 81 m B. 82 m C. 83 m D. 84 m
20. Two ships leave the same port at the same time. One ship sails on a course of
110° at 32 mi/h. The other sails on a course of 230° at 40 mi/h. Find the distance
between them after 2 hours. Express your answer to the nearest mile.
A. 124 mi B. 125 mi C. 126 mi D. 127 mi
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DETAILED LESSON PLAN IN MATHEMATICS 9
School Grade Level 9

Teacher Learning Area MATHEMATICS
Teaching Date FOURTH
Quarter
and Time Week 1: Day 1-5
I. OBJECTIVES
A. Content The learner demonstrates understanding of the basic
Standard concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric
Standard ratios to formulate and solve real-life problems with
precision and accuracy.
C. Learning Illustrates the six trigonometric ratios: sine, cosine,
Competencies/ tangent, secant, cosecant and cotangent. (M9GE-IVa-1)
Objectives
(Write LC Learner’s Targets:
Code for K – I can identify the six trigonometric ratios.
each.) U – I can analyze the six trigonometric ratios.
D – I can illustrate the six trigonometric ratios.
II. CONTENT Six Trigonometric Ratios
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials 430-446
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Presenting ACTIVITY 1: Triangles of Different Sizes
new leson
This activity helps you recall the concepts of similar
triangles. Investigate the following triangles:
A D G
4 4.6 6.9 3.3 3.8

630
630 0 H I
63
B 2.3 C F 1.8
E 3.5
1. Given the three similar right triangles ABC, DEF, and
GHI in different sizes
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2. Give the ratios for all the three triangles.
Measures In In In triangle
triangle triangle GHI
ABC DEF
leg opposite 630 angle
hypotenuse
leg adjacent 630 angle

hypotenuse
leg opposite 630 angle
leg adjacent 630 angle
a
B. Establishing a From the table, what do you notice about?
purpose for the i. The first ratio, leg opposite 630 angle to the
lesson hypotenuse?
ii. The second ratio, leg adjacent to 630 angle to the
hypotenuse?
iii. The third ratio, leg opposite the 630 angle to the leg
adjacent to 630 angle?
C. Presenting 1. Using scientific calculator, determine the value of sin
examples/ 630, cos 630, and tan 630 then compare them to the
instances of values obtained in step 2. What do you observe?
the new lesson 2. Complete each statement:
The ratio ______ is the approximate value of sine of
630.
The ratio ______ is the approximate value of cosine of
630.
The ratio ______ is the approximate value of tangent
of 630.
3. Complete the sentence:
i. the sine Ɵ is the ratio between
____ and ____.
ii. the cosine Ɵ is the ratio between
____ and ____.
iii. the tangent Ɵ is the ratio between
____ and ____.
D. Discussing Example 1
new concepts h
2
and practicing Ɵ
new skills #1 3
In the given figure, find the values of the six trigonometric
ratios of Ɵ (read as theta).
Solution:
We first solve for the hypotenuse, h, using the
Pythagorean Theorem. We have
h2 = (2)2 + (3)2 = 4 + 9 = 13
2
h = √13
Our trigonometric ratios are:
2 2√13
sin Ɵ = = 13
√13
2 0
3 3√13
cos Ɵ = =
13
√13
2
tan Ɵ = 3
3
cot Ɵ = 2
√13
sec Ɵ =
3
√13
csc Ɵ =
2
How would you know if the given figure illustrates sin,

cos, tan, cot, sec, and csc?
ACTIVITY 2:
(See attached WORKSHEET NO. 2)
How would you know if the given figure illustrates sin,
cos, tan, cot, sec, and csc?
E. Developing Use the diagram to illustrate the following
Mastery 1. sin A
(Leads to 2. cos B
formative 3. tan A B
assessment 3) 4. cot B
10 6
5. sec A
6. csc B
C
8
F. Finding A 228 cm shadow is casted by a person who is 180
practical cm tall. The angle formed by the light rays with the ground
applications of is 380. Give the six trigonometric ratios.
concepts and
skills in daily
living
G. Making
generalizations
and
How can you illustrate the six trigonometric ratios?
abstractions
about the
lesson
H. Evaluating USE! LIST! EXPLAIN!
learning C
t
8
B T
15
Use the figure to answer the following questions.
1. What is the length of side t?
2. List the trigonometric ratio or ratios of B that involve the
measure of the hypotenuse.
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3. Explain how to determine which trigonometric ratio to
use when solving for an unknown part of a right
triangle.
I. Additional ACTIVITY 7: Trigonome-Tree
activities for
application or 1. Look for a tree in your community then find its height
remediation using a trigonometric ratio.
2. Draw an illustration.
3. Write a paragraph explaining how the height of the tree
was computed.
4. Determine the other trigonometric ratios.
What learning have you discovered in doing such
activity? Would you be able to use this in your life? How
and why?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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
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materials did I
use/discover
which I wish to
share with
other
teachers?
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APPENDICES
APPENDIX 2
ACTIVITY 2: WORKSHEET NO. 2
Which trigonometric ratio would you use to find x or Ɵ in each of the following figures?
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
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Quarter 4
Quarter
and Time Week 2-3: Day 1-5
I. OBJECTIVES
C. Learning The learner finds the trigonometric ratios of special angles.
Competencies/ (M9GE – IVb-c-1)
Objectives
(Write LC Code Learner’s Targets:
for each.) K – I can identify the trigonometric ratios of special angles.
U – I can explain the process of identifying the values of
trigonometric ratios of special angles.
D – I can evaluate expressions that involve the
trigonometric ratios of special angles.
II. CONTENT Trigonometric Ratios of Special Angles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Grade 9 Mathematics Teacher’s Guide pages 285 – 288
Guide pages
2. Learner’s Grade 9 Mathematics Learner’s Material pages 447 – 456
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Solve the problem below,
previous
lesson Triangle BCA is right-angled at C. If ∠𝐴 = 36⁰, and c = 1,
find side a. Express your answer in two decimal places.
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Questions:
1. What is the appropriate trigonometric ratio to be
used to solve the problem?
2. How did you obtain the length of side a?
B. Establishing a If the given acute angles are 30⁰or 45⁰ or 60⁰, can we find
purpose for the the length of side a without using calculator? Refer to the
lesson figure below.
C. Presenting ACTIVITY 1: Special Triangles & Exact Values

examples/
instances of Divide the class into two groups to do the activity
the new lesson below. Let the students share their output in class.
Group 1
1. On a piece of paper, draw a square.
2. Set the length of each side to 1 unit.
3. Cut the square along a diagonal. What triangles
are formed?
4. Indicate the right angle in the triangle.
5. Determine the exact length of the hypotenuse
using the Pythagorean Theorem.
6. Label the hypotenuse and all other sides and
angles.
7. Write the primary trigonometric ratios for
45⁰ (SOH – CAH – TOA)
8. Rewrite the primary trigonometric ratios with
rationalized denominators.
Group 2
1. On a piece of paper, draw an equilateral triangle.
2. Set the length of each side to 2 units.
3. What are the measures of the angles of the
triangle?
4. Label each angle.
5. Divide the triangle into two identical triangles using
an altitude.
6. The base of the triangle is now divided into equal
portions of length.
7. Consider only one of the new triangles.
8. Indicate the right angle in the new triangle.
9. What is the third angle in the new triangle?
10. Determine the exact height (altitude) using the
Pythagorean Theorem.
11. Label the altitude (and all other sides and angles)
with their measures.
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12. Write the primary trigonometric ratios for 30⁰ and
60⁰ in the triangle.
13. Rewrite the primary trigonometric ratios with
rationalized denominators.
Questions:
 What have you noticed about the lengths of the
sides of each triangle?
 What have you observed about the measures of
the angles of each triangle?
 What do you call these triangles?
 What mathematical concepts have you learned
from the activity?
 Do you think this will be useful as you proceed to
the next activity on special right triangles? Why?
In Geometry, the following sides of special right triangles

are related as follows:
45⁰ - 45⁰ - 90⁰ Right Triangle Theorem
 the legs are congruent
 the length of the hypotenuse is √2 times the length of
a leg
hypotenuse = √2 leg
30⁰ - 60⁰ - 90⁰ Right Triangle Theorem

 the length of the hypotenuse is twice the length of the
shorter leg,
hypotenuse = 2 shorter leg
 the length of the longer leg is √3 times the length of
the shorter leg
longer leg = √3 shorter leg
D. Discussing Find the value of each variable in the figure. Simplify your
new concepts answer.
and practicing
new skills #1 1.
2.
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ACTIVITY 2: What Makes You Special?
Given the angles of the triangles below, find the values of

the six trigonometric ratios.
Let a be the leg of a 45⁰ - 45⁰ - 90⁰ Triangle
sin 45⁰ = csc 45⁰ =

cos 45⁰ = sec 45⁰ =
tan 45⁰ = cot 45⁰ =
sin 30⁰ = csc 30⁰ =

cos 30⁰ = sec 30⁰ =
tan 30⁰ = cot 30⁰ =
sin 60⁰ = csc 60⁰ =

cos 60⁰ = sec 60⁰ =
tan 60⁰ = cot 60⁰ =
2
E. Discussing Evaluate the following expressions involving trigonometric
new concepts ratios of special angles without the use of calculator.
and practicing 1. sin 30⁰ + tan 45⁰ =
new skills #2 2. sin 30⁰ + cos 45⁰ =
3. (sin 45⁰)2 =
4. (sin 60⁰) (cos 30⁰) + tan 45⁰ =
5. (sin 30⁰) (tan 45⁰) + (tan 30⁰) (sin 60⁰) =
10
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F. Developing ACTIVITY 3: Complete Me!
Mastery (Leads
to formative Complete the equations below.
assessment 3) 1. (cos 30⁰) + __________ = √3
2. (tan 60⁰) (_______) = 1
3. 2 sin 30⁰ + __________ = 2
4. 3 csc 60⁰ - __________ = √3
5. 6 cos 45⁰ + 3 sec 45⁰ = _________
G. Finding Agnes drew the triangle at the right. Gina said that the
practical lengths couldn’t be correct. With which student do you
applications of agree? Explain your answer.
concepts and
skills in daily
living
H. Making How will you find the values of the trigonometric ratios of
generalizations special angles in right triangles?
and
abstractions
about the
lesson
I. Evaluating Complete the table below:
learning TRIGONOMETRIC RATIOS OF THE ANGLES
Ꝋ SIN COS TAN CSC SEC COT
30⁰
45⁰
60⁰
A
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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
11
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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?
12
2 0

Quarter
I. OBJECTIVES
A. Content The learner demonstrate understanding of basic concepts
Standard of trigonometry.
C. Learning The learner illustrates angles of elevation.
Competencies/ (M9GE – IVd-1)
Objectives
for each.) K – I can name objects above eye level of sight.
U – I can explain angle of elevation.
D – I can illustrate angle of elevation.
II. CONTENT Illustration of Angle of Elevation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Teacher’s Guide for Mathematics 9 pp. 287 – 291
Guide pages
2. Learner’s Learner’s Material for Mathematics 9 pp. 459 – 468
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Presenting new ACTIVITY 1: Look Up!
lesson
 Look around the room and find an object above the
horizontal line sight level of you eyes.
 Connect an imaginary line from your eyes to the object
of your choice.
Note: Picture may vary according to their choice and

locality.
Questions:
How will you describe the illustration or picture you have
created from the activity? Is there any geometric figure
formed?
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2 0
B. Establishing a  Is there a line formed when looking at an object above
purpose for the your eye level? What do you call the line connecting
lesson the eye level of sight and the object?
 What is the angle formed by the eye level and the line
of sight?
C. Presenting LINE OF SIGHT – is an imaginary line that connects the
examples/ eye of an observer to the object being observed.
instances of
the new lesson ANGLE OF ELEVATION – is the angle from the horizontal
eye level line to the line of sight of the observer to an object
above.
 Since the students know the concepts of angle of

elevation and line of sight they are now ready to
illustrate the problem.
 That will be our discussion for today.
D. Discussing
new concepts ACTIVITY 2: Identify Me! (Please see Appendix A)
and practicing
new skills #1
E. Discussing
ACTIVITY 3: Draw My ACTIVITY 3: Draw My
new concepts
Problem! (Please see Problem! (Please see
and practicing
Appendix B) Appendix B)
new skills #2
F. Developing
Mastery (Leads ACTIVITY 4: Illustrate Me! (Please see Appendix C)
to formative
assessment 3)
G. Making  How did you illustrate the information in the given
generalizations problem?
and  What mathematics concept did you apply?
abstractions  How did you identify the line of sight and the angle of
about the elevation?
lesson
H. Evaluating Direction: Illustrate the Direction: Illustrate the
learning following given problem. following given problem.
1. A 12-meter-high post 1. The angle of elevation

casts a shadow 19 from a boat to the top of
meters with an angle of a 92-meter hill is 12⁰.
elevation 18⁰.
2. Annabelle and Richard 2. A hiker is 400 meters
are setting up away from the base of
decorations for their the radio tower. The
school induction angle of elevation to the
program. Richard is top of the tower is 46⁰.
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standing 5 feet directly
in front of Annabelle
under a disco ball. The
angle of elevation from
Annabelle to the ball is
40⁰ and Richard to the
ball is 50⁰.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
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?
15
2 0
APPENDICES
APPENDIX A
ACTIVITY 2: Identify Me!
Direction: Identify the segment that represents the line of sight, and the angles (if any)
that represent the angle of elevation in the following figures.
Angle of
Figures Line of Sight
Elevation
1.
Photo credit: Eden Joy Lizaso

Cobo, Pandan, Catanduanes
2.
Photo credit: Luis Karlo Avila

Cobo, Pandan, Catanduanes
Question:
How did you identify the line of sight and the angle of elevation?
16
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APPENDIX B
ACTIVITY 3: Draw My Problem!
Direction: Draw a figure using the information given in the problem.
Advanced Learner
1. A ladder 8 meters long leans against the wall such that the tip of the ladder
touches the top of the wall. The foot of the ladder makes an angle of elevation
of 68⁰ with the ground.
2. Two points on the same side of a tree are 19.8 meters apart. The angle of
elevation of the top of the tree is 21⁰ from one point and 16⁰ from the other
point.
Average Learner
1. A 4 meter ladder leans against the wall. The foot of the ladder makes an angle
of elevation of 80⁰.
2. The angle of elevation of the top of the pole from a point 30 meters away from
the pole is 56⁰.
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APPENDIX C
ACTIVITY 4: Illustrate Me!
Advance Learner
Direction: Illustrate the angle of elevation for each situation. Then, answer the
questions that follow.
1. Juan is standing at a distance of 15 meters from the base of a tree. From where
he is standing, he can see the top of the tree. The tree is 10 meters high and
Juan is 1 meter tall makes an angle of elevation of 25⁰ from the ground.
2. Adrian is flying a kite. He is holding the end of the string at a distance of 1.5
meters above the ground. If the string is 20 meters long and makes an angle
of elevation 40⁰.
Questions:
1. Were you able to identify the line of sight and the angle of elevation?
2. How did you illustrate the problem?
Average Learner
Direction: Illustrate the angle of elevation for each situation. Then, answer the
questions that follow.
1. The angle of elevation of the top of the building from a point 30 meters away
from the building is 65⁰.
2. A 12 meter high post casts a 19 meters shadow with an angle of elevation of
35⁰.
3. The angle of elevation from a boat to the top of a 92 meters hill is 12⁰.
Questions:
1. Were you able to identify the line of sight and the angle of elevation?
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Quarter
I. OBJECTIVES
A. Content The learner demonstrate understanding of basic concepts
Standard of trigonometry.
C. Learning The learner illustrates angles of depression.
Competencies/ (M9GE – IVb-c-1)
Objectives
for each.) K – I can name objects below eye level of sight.
U – I can explain angle of depression.
D – I can illustrate angle of depression.
II. CONTENT Illustration of Angle of Depression
III. LEARNING
RESOURCES
A. References
1. Teacher’s Teacher’s Guide for Mathematics 9 pp. 287 - 291
Guide pages
2. Learner’s Learner’s Material for Mathematics 9 pp. 459 - 468
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Presenting new ACTIVITY 1: Look Down!
lesson
 Look around the room and find an object below the
horizontal line sight level of your eyes.
 Connect an imaginary line form your eyes to the object
of your choice.
Note: Picture may vary according to their choice and

locality.
Question:
How will you describe the illustration or picture you have
created from the activity? Is there any geometric figure
formed?
19
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B. Establishing a  Is there a line formed when looking at an object below
purpose for the your eye level? What do you call to the line connecting
lesson the eye level of sight and the object?
 What is the angle formed by the eye level and the line
of sight?
C. Presenting LINE OF SIGHT – is an imaginary line that connects the
examples/ eye of an observer to the object being observed.
instances of
the new lesson ANGLE OF DEPRESSION – is the angle from the
horizontal eye level line to the line of sight of an observer
to the object below.
 Since the students know the concepts of angle of

depression, line of sight they are now ready to
illustrate the problem.
 That will be our discussion for today.
D. Discussing
new concepts
ACTIVITY 2: Identify Me! (Please see Appendix A)
and practicing
new skills #1
E. Discussing ACTIVITY 3: Draw My ACTIVITY 3: Draw My
new concepts Problem! (Please see Problem! (Please see
and practicing Appendix 2) Appendix 2)
new skills #2
F. Developing
Mastery (Leads ACTIVITY 4: Illustrate Me Now! (Please see Appendix 3)
to formative
assessment 3)
G. Making  How did you illustrate the information given in the
generalizations problem?
and  What mathematics concepts did you apply?
abstractions  How did you identify the line of sight and the angle of
about the depression?
lesson
H. Evaluating Directions: Illustrate the Directions: Illustrate the
learning following given problem. following given problem.
1. According to a lighting 1. From the top of a

specialist for an art lighthouse 29.5 m high,
gallery, for best the angle of depression
illumination of a piece of of an observer to a boat
art, it is recommended is 28.5⁰.
that a ceiling mounted 2. The observer in a
light be 1.8 m from the lighthouse 48.8 meters
20
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piece of art that the above sea level saw a
angle of depression of vessel moving directly
the art piece be 38⁰. towards the lighthouse.
He observed that the
2. An airplane is flying at a angle of depression of
height of 4 kilometers the vessel is 42⁰.
above the ground
makes an angle of
depression of 36⁰. The
distance along the
ground from the
airplane to the airport is
6 kilometers.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
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?
21
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APPENDICES
APPENDIX A
ACTIVITY 2: Identify Me!
Direction: Identify the segment that represents the line of sight, and the angles (if any)
that represent the angle of depression in the following figures.
Angle of
Figures Line of Sight
Elevation
1.
Source: Mathematics 9 Learner’s Material

2.
Source: Mathematics 9 Learner’s Material
Question:
How did you identify the line of sight and the angle of depression?
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APPENDIX 2
ACTIVITY 3: Draw My Problem!
Direction: Draw a figure using the information given in the problem.
Advanced Learner
1. A bird sits on top of a 5 – meter lamp post. The angle of depression from the
bird to the feet of an observer standing away from the lamp post is 35⁰.
2. If an airplane that is cruising at an altitude of 9 km. wants to land at NAIA, it
must begin its descent so that the angle of depression to the airport is 7⁰
Average Learner
1. The angle of depression of a boy from a point on a lighthouse 30.5⁰ meters
above the surface of the water is 3⁰.
2. A man is on top of the building. He observes a car on the road at an angle of
depression of 75⁰. The distance of the man fromm the car is 30 meters.
23
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APPENDIX C
ACTIVITY 4: Illustrate Me!
Advanced Learner
Direction: Illustrate the angle of depression for each given situation.
1. From the top of the control tower 259 m tall, a rock is sighted on the ground
below with an angle of depression 45⁰ and the rock is 170 m from the base of
the tower.
2. From the top of the control tower 250 m tall, a man sighted an airplane with an
angle of depression 38⁰ on the ground. The airplane is 170 m from the base.
Questions:
1. Were you able to identify the line of sight and the angle of depression?
Average Learner
Direction: Illustrate the angle of depression for each given situation.
1. From an airplane at an altitude of 1200 m, the angle of depression to a rock on

the ground measures 28⁰.
2. From the top of the cliff 280 meters high, the angle of depression of a boat is
47⁰.
Questions:
3. Were you able to identify the line of sight and the angle of depression?
24
2 0

Quarter
and Time Week 5: Day 1
I. OBJECTIVES
precision and accuracy
C. Learning The learner uses trigonometric ratios to solve real-life
Competencies/ problems involving right triangles. ( M9GE-IVe-1)
Objectives Subtask:
(Write LC Code Uses trigonometric ratio (sine) to solve real-life problems
for each.) involving right triangles. (Subtask M9GE-IVe-1)
Learner’s Targets:
K – I can identify real-life problems involving right triangles.
U – I can analyze real-life problems involving right triangles
using trigonometric ratio (sine).
D – I can solve real-life problems involving right triangles
using trigonometric ratio (sine).
II. CONTENT Word Problems Involving Right Triangles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 294 – 298
Guide pages
2. Learner’s
Materials Pages 467-474
pages
3. Textbook Advanced Algebra, Trigonometry and Statistics pages.
pages 213-216.
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing ACTIVITY 1: What am I? (Please see Appendix A)
previous The student will determine whether the illustrations
lesson provided in Activity 1 shows an angle of elevation or
depression.
B. Establishing a Using figure A in Activity 1, the teacher will ask the
purpose for the following questions:
lesson
1. What is the length of the hypotenuse?
2. What is the measure of the angle of elevation?
25
2 0
Question:
Can you determine the length of the opposite side of a right
triangle given the hypotenuse and angle of elevation?
How?
C. Presenting The teacher will post the The teacher will post the
examples/ problem below, problem below,
instances of
the new lesson A student 1.2 meters A student 1.2 meters
tall is looking up to a tall is looking up to a
flagpole making an angle of flagpole making an angle of
elevation of 43° and a line elevation of 43° and a line of
of sight of 7 meters. Find sight of 7 meters. Find the
the height of the flagpole? height of the flagpole?
Guide Questions:
1. Does the problem
involve right triangle?
2. What is the length of the
hypotenuse?
3. What is measure of the
angle of elevation?
4. Which part of the
Photo/Illustration by: ATresvalles
triangle is to be solved?
Solution:
The teacher solves the 𝑂
problem on the board. Sin 𝜃 = 𝐻
𝑂
sin 43° =
7
𝑂 = 7 sin 43°
𝑂 = 4.8
Add the height of the

students to the answer to
find the total height of the
flagpole.
1.2 𝑚 + 4.8𝑚 = 6 𝑚𝑒𝑡𝑒𝑟𝑠
Therefore, the height of the
flagpole is 6 meters.
D. Discussing The student will solve the The student will solve the
new concepts problem on the board: problem on the board:
and practicing A student 1.5 meters The distance from a point
new skills #1 tall looks up to a pole to the top of the pole is 9
makes a 29° angle. If the meters and makes a 29° angle
length of the line of sight of with the horizontal. Find the
the student to the top of the height of the pole.
pole is 9 meters, how tall is
the pole?
Guide questions: 9
1. Draw a figure to
illustrate the situation?
2. Which part of the right
29°
triangle is unknown? Photo/Illustration by: ATresvalles
26
2 0
3. What trigonometric Guide questions:
ratio can be used to find 1. Which part of the right
the measure of the triangle is unknown?
unknown part? 2. What trigonometric ratio
can be used to find the
measure of the unknown
part?
E. Developing GROUP ACTIVITY 1: “Sine on Act”
Mastery (Leads
to formative The teacher divides the class into four groups then each
assessment 3) group will be given one real-life problem to be solved.
F. Finding The students will cite a real-life problem involving right

practical triangles that can be solved using trigonometric ratio(sine).
applications of
concepts and
skills in daily
living
G. Making  How did you solve the problems?
generalizations  Is there other way of solving these problems?
and
abstractions
about the
lesson
H. Evaluating Solve the following real-life problems involving right
learning triangles. Show your complete solution.
1. A kite in the air has its string tied to the ground. If the
length of the string is 50m and its inclination to the
horizontal is 60°, find the height of the kite above the
ground when the string is taut.
2. An airplane took off from an airport and travelled at a
constant rate and angle of elevation. When the
airplane reached an altitude of 235 m, the distance of
the airplane from the airport was found to be 500 m.
What is the angle of elevation of the airplan e?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the
lesson
27
2 0
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?
28
2 0
APPENDICES
APPENDIX A
ACTIVITY 1: What am I?
(For Advanced/Average Learners)
7m
Illustration/Photo by: ATresvalles
Photo taken by: A. Tresvalles
29
2 0
APPENDIX B
GROUP ACTIVITY 1: “Sine on Act”
1. Marc is flying a kite. He is holding the end of the string at a distance of 1.5 m above
the ground. If the string is 20 m long and makes 40° with the horizontal, how high
is the kite above the ground?
2. A man 1.5 meters tall is on top of a building. He observes a car on the road at an
angle of 75°. If the distance between the man and the car is 30 meters, then what
is the height of the building?
3. A four-meter ladder leans against a wall. If the foot of the ladder makes an angle
of 80° with the ground, how high up the wall does the ladder reach?
4. A ladder 8 meters long leans against the wall such that the tip of the ladder touches
the top of the wall. If the wall is 7 meters tall, then what is the measure of the angle
form by ladder from horizontal?
30
2 0
Quarter 4
Quarter
I. OBJECTIVES
precision and accuracy
C. Learning
Competencies/ The learner uses trigonometric ratios to solve real-life
Objectives problems involving right triangles. ( M9GE-IVe-1)
(Write LC Code
for each.) Subtask:
Uses trigonometric ratio (cosine) to solve real-life problem
involving right triangles. (Subtask M9GE-IVe-1)
K – I can identify real-life problems involving right triangles.
using trigonometric ratio (cosine).
D – I can solve real-life problems involving right triangles
using trigonometric ratio (cosine).
II. CONTENT Solving Real-life Problems Involving Cosine
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 294 – 298
Guide pages
2. Learner’s
pages
pages 213-216.
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing ACTIVITY 1: Finding the value of x.
previous
lesson Directions: Find the value of x in the given right triangles
below.
31
2 0
1.) B B
2.)
12 19
x
49°
C A C 14 A
x
A
3.)
59°
B 18 C
Questions:
1. What parts of a right triangle are given in the activity?
2. How did you find the values of x?
B. Establishing a The teacher will present the problem:
purpose for the A teacher who is standing cast a shadow on the
lesson ground. If the distance from the tip of the shadow to the
head of the teacher is 2 meters and forms an angle of
elevation of 49°, find the length of her shadow.
Questions:
1. Does the problem involve a right triangle?
2. Can we solve this problem? How?
C. Presenting Real-life problems involving right triangles can be solve
examples/ using trigonometric ratios like the problem below.
instances of
the new lesson A teacher who is standing cast a shadow on the
ground. If the distance from the tip of the shadow to the
head of the teacher is 2 meters and forms an angle of
elevation of 49°, find the length of her shadow.
Steps in solving the problems involving right triangles:

1. Draw a figure that illustrates the situation.
2. Identify the measure of the given parts of the right
triangle and plot them to the figure drawn.
3. Identify the unknown part to be solved
4. Use the needed trigonometric ratio to solve the
problem.
32
2 0
The teacher solves the problem on the board.
Solution:
𝐴
cos 𝜃 =
𝐻
𝐴
cos 49° =
2
𝐴 = 2cos 49°
𝐴 = 1.3
*The length of the shadow is 1.3 meters.
D. Discussing GROUP ACTIVITY 1: Be-Cos of You (Please see
new concepts Appendix A)
and practicing
new skills #1 The teacher divides the class into four groups then each
group is to be given one real-life problem to be solved.
E. Developing The student will solve the The student will solve the
Mastery (Leads problem below: problem below:
to formative A student looks up to A student looks up to
assessment 3) a flagpole and makes a 60° a flagpole and makes a 60°
angle of elevation. If the angle of elevation. If the
student is 4 meters away student is 4 meters away
from the flagpole, what is from the flagpole, what is
the distance from the tip of the distance from the tip of
the flagpole to the student? the flagpole to the student?
60°
4

practical triangles that can be solved using trigonometric ratio
applications of (cosine).
concepts and
skills in daily
living
G. Making  How did you solve the problems?
and
abstractions
about the
lesson
33
2 0
learning triangles.
1. A kite in the air has its string tied to the ground. If
the length of the string is 50m and its inclination to
the horizontal is 60°, find the horizontal distance of
the kite when the string is taut.
2. An airplane took off from an airport and travelled at
a constant rate and angle of elevation. When the
airplane reached a horizontal distance of 235 m,
the distance of the airplane from the airport was
found to be 500 m. What is the angle of elevation?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
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?
34
2 0
APPENDICES
APPENDIX A
GROUP ACTIVITY 1: “Be-Cos of You”
1. Andres is flying a kite. He is holding the end of the string at the ground. If the
string is 20 m long and makes 40° with the horizontal, what is the horizontal
distance of the kite from Andres?
2. A man, 1.5 m tall, is on top of a building. He observes a car on the road at an
angle of 75°. If the building is 30 m away from the car, What is the distance of the
man from the car?
3. A four-meter ladder leans against a wall. If the foot of the ladder makes an angle
of 80° with the ground, how far is the foot of the ladder from the wall?
4. A ladder 8 meters long leans against the wall such that the tip of the ladder
touches the top of the wall. If the distance of the foot of the ladder from the wall is
3 meters. Find the angle formed by the ladder with the ground?
Guide questions:
a. Draw a figure to illustrate the situation.
b. Which part of the right triangle is unknown?
c. What trigonometric ratio can be used to find the measure of the unknown part?
35
2 0
Quarter 4
Quarter
I. OBJECTIVES
A. Content Demonstrates understanding of the basic concepts of
Standard trigonometry.
B. Performance Is able to apply the concepts of trigonometric ratios to
Standard formulate and solve real-life problems with precision and
accuracy
C. Learning The learner uses trigonometric ratios to solve real-life
Competencies/ problems involving right triangles. ( M9GE-IVe-1)
Objectives
(Write LC Code Subtask:
for each.) The learner uses trigonometric ratio (tangent) to solve
real-life problem involving right triangles. (Subtask M9GE-
IVe-1)
K – I can identify real-life problems involving right triangles
using trigonometric ratio (tangent).
D – I can solves real-life problems involving right triangles
using trigonometric ratio (tangent).
II. CONTENT Solving Real-life Problems Involving Tangent
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pages
pages 213-216.
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing ACTIVITY 1: Finding the value of x.
previous
lesson Directions: Find the value of x in the given right triangles
below.
36
2 0
1.) B 2.) B
x 14
49° x
C 12 A C 19 A
A
3.)
18
59°
B x C
Questions:
1. What parts of a right triangle are given in the
activity?
2. How did you find the values of x?
B. Establishing a The teacher will present the problem below:
purpose for the 2 meters pole casts a shadow where the angle of elevation
lesson to the Sun is 35°. What is the length of the shadow?
Questions:
1. Does the problem involve right triangle?
2. Can we solve this problem? How?
C. Presenting Real-life problems involving right triangles can be solved
examples/ using trigonometric ratios like the problem below.
instances of
the new lesson A 2-meter pole casts a shadow where the angle of
elevation to the sun is 35°. What is the length of the
shadow?
Steps in solving the problems involving right triangles:

1. Draw a figure that illustrates the situation.
2. Identify the measure of the given parts of the right
triangle and plot them to the figure drawn.
3. Identify the unknown part to be solved
4. Use the needed trigonometric ratio to solve the
problem.
The teacher solves the problem on the board
Guide questions:
1. Does the problem involve a right triangle?
2. What is length of opposite side?
3. What is measure of angle of elevation?
4. Which part of the triangle is to be solved?
37
2 0
The teacher will demonstrate how to solve the problem on
the board.
Solution:
𝑂
tan 𝜃 =
𝐴
𝑂
tan 35° =
2
𝐴 = 2tan 35°
𝐴 = 1.4
*The length of the shadow is 1.4 meters.
D. Discussing GROUP ACTIVITY 1: “I-Tan ko” (Please refer to
new concepts Appendix A)
and practicing
new skills #1 The teacher divides the class into four groups then each
group is to be given one real-life problem to be solved.
E. Developing The student will solve the The student will solve the
Mastery (Leads problem below: problem below:
to formative A 1.2 meters tall A 1.2 meters tall
assessment 3) student looks up to a student looks up to a
flagpole makes a 29° angle flagpole makes a 29° angle
of elevation. If the height of of elevation, if the height of
the flagpole is 6 meters, the flagpole is 6 meters,
how far is student from the How far is student from the
flagpole? flagpole?

practical triangles that can be solved using trigonometric ratio
applications of (tangent).
concepts and
skills in daily
living
G. Making  How are you able to solve the problems?
and
abstractions
about the
lesson
38
2 0
learning triangles.
1. A kite in the air has its string tied to the ground. If the
kite has an altitude of 10 meters and its inclination to
the horizontal is 60°, find the horizontal distance of the
kite when the string is taut.
2. An airplane took off from an airport and travelled at a
constant rate and angle of elevation. When the
airplane reached an altitude of 500 meters its
horizontal distance was found to be 235 meters. What
was the angle when the airplane rose from the ground?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
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?
39
2 0
APPENDICES
APPENDIX A
GROUP ACTIVITY 1: “I-Tan ko”
1. Andrey is flying a kite. He is holding the end of the string at the ground. If the
altitude of the kite is 10 meters and makes 40° angle of elevation. What is
horizontal distance of the kite from Andrey?
2. A man, 1.5 m tall, is on top of a building. He observes a car on the road at an angle
of 75°. If the building is 30 m high, how far is the car from the building?
3. A ladder leans against a 4 meters tall wall. If the foot of the ladder makes an angle
of 50° with the ground, how far is the foot of the ladder from the wall?
4. A tree cast a 12m shadow where the angle of elevation to the Sun is 25°. How tall
is the tree?
Guide questions:
a. Draw a figure to illustrate the situation.
b. Which part of the right triangle is unknown?
c. What trigonometric ratio can be used to find the measure of the unknown part?
40
2 0
Quarter 4
Quarter
I. OBJECTIVES
C. Learning The learner illustrates laws of sines and cosines. (M9GE-
Competencies/ IVf-g-1)
Objectives Subtask 1. Illustrate law of sines. (2-3 sessions)
(Write LC Code
for each.) Learner’s Targets:
K – I can state the law of sines.
U – I can discuss the law of sines.
D – I can show the law of sines.
II. CONTENT Illustrating the Laws of Sines
III. LEARNING
RESOURCES
A. References
1. Teacher’s 298-319
Guide pages
2. Learner’s Mathematics Grade 9 Learner Material, pp. 479 - 501
Materials
pages
3. Textbook Advanced Algebra, Trigonometry and Statistics, 217-220
pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Find the missing angle/s and identify whether the triangle
previous is acute, obtuse, or neither.
lesson
41
2 0
Question:
1. How did you find the measure of the missing angle
in each triangle above?
2. Can we classify acute and obtuse triangle as an
oblique triangle?
B. Establishing a Group the triangles below into two and tell your basis for
purpose for the grouping them away.
lesson
Questions:
 How did you group the triangles above? What is
your basis of grouping them?
 Can we solve the missing parts of the triangles
above using the six trigonometric ratios?
C. Presenting The figures above are examples of an oblique triangles
examples/ (triangle with no right angle) in which the unknown sides
42
2 0
instances of and angles cannot be solve using the six trigonometric
the new lesson ratios. What do you think is the appropriate mathematics
concept/proportion to be used in solving this kind of
problem?
Today, our lesson is illustrating the law of sines.

D. Discussing Discovery Approach Discovery Approach
new concepts (Group Activity) (Group Activity)
and practicing
new skills #1 The teacher will group the The teacher will group the
students consisting of at students consisting of at
most 10 members. most 10 members.
Directions: Derive the law
of sines. Directions: Derive the law of
sines by following the
Draw an oblique triangle procedure below.
(triangle with no right angle)
with side a opposite of Consider the triangle below.
angle A, side b opposite
angle B, and side c
opposite angle C. Draw a
perpendicular segments
from the vertex at C to its
opposite side and from the
vertex at A to its opposite
side and call them h and 𝒉′,
respectively.
1. Draw an altitude of the
Do the following: triangle from vertex C.
Label the altitude as h.
Using trigonometric ratios, 2. Using trigonometric
form an equation that will ratios, form an equation
solve;(a) sin A and (b) sin B that will solve:
with respect to h.
Equate the expressions in a. sin A b. sin B
NO. 1 that will solve for h. 3. Manipulate the
From the equations equations obtained in
obtained in NO.2, divide NO. 2 to find
both sides by sin A sin B expressions that will
and then simplify and call it solve for h. Can you
equation 1. equate these
Again, using trigonometric expressions? Why?
ratios, form an equation 4. If we divide both sides of
that will solve; (a) sin B and the equation by the
(b) sin C with respect to ℎ′. product of a and b, what
From the equation obtained is the resulting equation?
in NO.5, divide both sides 5. Next, draw an altitude
by sin B sin C and call it from vertex A and label
equation 2. the altitude as h.
By transitivity, what can you 6. Using trigonometric
say about the equations ratios, form an equation
obtained in NOS. 3 and 6? that will solve:
What is the law of sines? a. sin B b. sin C
43
2 0
7. Manipulate the
equations obtained in
NO. 6 to find
expressions that will
solve for h. Can you
equate these equations?
Why?
8. If we divide both sides of
the equation by the
product of b and c, what
is the resulting equation?
Questions:
1. Observe the equat-
ions in Nos. 4 and 8,
What can you say
sin 𝐴 sin 𝐵 sin 𝐶
about 𝑎 , 𝑏 , 𝑐
?
2. Can you state the
law of sines? What is
the law of sines?
The Law of sines is very useful in solving oblique triangles
when you know the following information:
Two angles and one side (SAA Case and ASA Case)
Two angles and an angle opposite one of these sides
(SSA Case)
THE SSA POSSIBILITIES
If ∠A is an acute angle and a ≥ b, then there is exactly one

solution
If ∠A is an acute angle a < b, and a < 𝑏 then there are two

solutions.
If ∠ A is an acute angle, a< b, and a = b sin A, then there

is exactly one solution.
44
2 0
If ∠ A is an acute angle, a < b, and a < b sin A, then there
are no solutions.
If ∠ A is an obtuse or a right angle and a > b, then there is

exactly one solution.
If ∠ A is an obtuse or a right angle and a ≤ b, then there is

exactly no solution.
Note: The teacher may use compass to illustrate the

ambiguous case of SSA.
The Law of sines is described by the following

relation,
In any triangle ABC
sin 𝐴 sin 𝐵 sin 𝐶

= = 𝑐
𝑎 𝑏
Remember:
From the relation, we can create 3 proportions, thus
sin 𝐴 sin 𝐵 sin 𝐵 sin 𝐶 sin 𝐴 sin 𝐶
(1) = (2) = (3) =
𝑎 𝑏 𝑏 𝑐 𝑎 𝑐
Example 1: Illustrate an equation based from the missing

part in the triangle below.
45
2 0
Solutions:
Missing side: c
sin 𝐴 sin 𝐶
Since = then the
𝑎 𝑐
Equation is,
𝐬𝐢𝐧 𝟒𝟐𝟎 𝐬𝐢𝐧 𝟕𝟎𝟎
= 𝒄
𝟔
Missing side: b
Notice that angle B is unknown. But you have learned in

your grade 8 Mathematics that in any triangle, the sum of
the measures of the three
angles is 180.
Thus, the measure of angle B is 680 .
sin 𝐴 sin 𝐵
Since 𝑎 = then the
𝑏
Equation is,
𝐬𝐢𝐧 𝟒𝟐𝟎 𝐬𝐢𝐧 𝟔𝟖𝟎
𝟔
=
𝒃
Question: What is the case showed in the figure above?
Example 2: Illustrate an equation based from the missing

part in the triangle below.
Solution: Missing side: c

sin 𝐶 sin 𝐴
Since = then, the
𝑐 𝑎
Equation is,
𝐬𝐢𝐧 𝟕𝟓𝟎 𝐬𝐢𝐧 𝟓𝟓𝟎
= 𝟑
𝒄
Missing side: b
Notice that angle B is unknown. But you have learned in

your grade 8 Mathematics that in any triangle, the sum of
the measures of the three angles is 180.
Thus, the measure of angle B is 500 .
𝐬𝐢𝐧 𝑩 𝐬𝐢𝐧 𝑨
Since = then, the
𝒃 𝒂
Equation is,
𝐬𝐢𝐧 𝟓𝟎𝟎 𝐬𝐢𝐧 𝟓𝟓𝟎
= 𝟑
𝒃
E. Developing Activity No. 1 please refer to Worksheet No. 1: Illustrate
Mastery (Leads Me as Possible as You Can!
to formative
assessment 3)
46
2 0
F. Making  How will you derive the law of sines?
generalizations  What is the law of sines?
and  In what case or situation can we use the law of sines?
abstractions
about the
lesson
G. Evaluating Activity No. 2 please refer to Worksheet No. 2: Am I
learning Possible?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
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?
47
2 0
WORKSHEET 1
ACTIVITY 1: Illustrate Me as Possible as You Can!
Write equations/proportions that illustrate the unknown side or angle of the following
triangles. And then identify the triangle case described in the figure below. (SAA Case,
ASA Case, SSA Case).
Equations/Proportions: ___________________
Case: ________________________________
Case: ________________________________
Case: ________________________________
Case: ________________________________
Case: ________________________________
48
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WORKSHEET 2
ACTIVITY 1: Am I Possible?
Direction: Write an equation or proportion that will find m. And then identify the case
described in the figure below.
49
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Quarter 4
Quarter
I. OBJECTIVES
C. Learning The learner illustrates laws of sines and cosines. (M9GE-
Competencies/ Iva-1)
Objectives Subtask 1. Illustrate laws of cosines. (2-3 sessions)
(Write LC Code
for each.) Learner’s Targets:
K – I can state the laws of cosines.
U – I can discuss the laws of cosines.
D – I can show the laws of cosines.
II. CONTENT Illustrating Laws of Cosines
III. LEARNING
RESOURCES
A. References
1. Teacher’s 298-319
Guide pages
2. Learner’s Mathematics Grade 9 Learner Material, pp.499- 507
Materials
pages
3. Textbook Advanced Algebra, Trigonometry and Statistics, pp 221-
pages 224
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Find the unknown length of x. Round off to the nearest
previous tenth.
lesson
Questions:
1. What case or situation is shown in the figure?
2. What mathematics concept will you use to solve
this kind of problem?
50
2 0
B. Establishing a Are there other mathematics concept or law that can we
purpose for the use to solve the given problem?
lesson
C. Presenting The situation above is an example of problem involving
examples/ oblique triangle that can be solved using The Law of
instances of Cosines.
the new lesson
Today, our lesson is Illustrating the Law of Cosines.
D. Discussing Discovery Approach Discovery Approach
new concepts (Group Activity) (Group Activity)
and practicing
new skills #1 The teacher will group the The teacher will group the
students consisting of at students consisting of at
most 10 members. most 10 members.
Derive the Law of Cosines Derive the Law of Cosines
given the statement and given the statement and
questions/steps below. questions/steps below.
Consider a triangle on a Consider a triangle ABC

coordinate plane such that with sides a, b, and c below.
the vertex of angle A is at
the origin and side c lies
along the positive x axis. If
u and v denote the lengths
as indicated in the figure
below, the coordinates of
the vertex at C are (u, v) as
shown in the figure below. Do the following;
1. Draw an altitude from

∠C to the opposite side
AB at D and then call it
altitude h.
2. Label the AD as x and
DB as c – x.
3. Now, look at BCD.
Do the following: Solve for a using the
Pythagorean theorem
𝑎𝑑𝑗. 𝑢 and call it as eq.1.
1. Using cos A = = ,
ℎ𝑦𝑝 𝑏 4. Consider triangle ACD.
find u? Solve for b using the
2. Similarly, using sin A = Pythagorean Theorem.
𝑜𝑝𝑝 𝑣
ℎ𝑦𝑝
= , find v? 5. Solve h in terms of b in
𝑏
3. If point (u,v) is the step 4 and call it eq. 2.
coordinates of ∠𝐶, what 6. Combine eq. 1 and eq. 2
is the new coordinates by substituting the
of ∠C based from step 1 equivalent expression of
and 2. h to eq. 1, and then label
4. Find the distance it as eq. 3
between point C and 7. Use triangle ACD to
point B using The solve for x in terms of
Distance Formula cosine A and then label
it as eq. 4.
51
2 0
5. , 8. Substitute the equiva-
d =√(𝑥2 − 𝑥1)2 + (𝑦2 − 𝑦1 )2
what is the resulting lent expression of x in
equation for side a ? equation no. 4 to
6. Do the same procedure equation 3 to get the
to obtain the equation equation solving for a.
for side b and c. 9. Do the same procedure
to obtain the equation
Questions: for side b and c.
1. State the law of cosines
based from the Questions:
equation obtained in the 1. State the law of cosines
activity. based from the equation
2. In what case or obtained in the activity.
situations of a triangle 2. In what case or
can we use the law of situations of a triangle
cosines? can we use the law of
cosines?
Law of cosines states that “The square of the length of one
side is equal to the sum of the squares of the other two
sides minus the product of twice the two sides and the
cosine of the angle between them”. In symbols,
Law of Cosines
In any ABC,
𝑎 2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 (cos 𝐴)
𝑏 2 = 𝑎 2 + 𝑐 2 − 2𝑎𝑐 (cos 𝐵)
𝑐 2 = 𝑎 2 + 𝑏 2 − 2𝑎𝑏 (cos 𝐶)
The Law of Cosines can be used in the following
situations:
 two sides and the included angle are known
 three sides are known
Example 1: Illustrate an equation to solve for side c in the

figure below.
Answer:
𝑐 2 = 𝑎 2 + 𝑏 2 − 2𝑎𝑏 (cos 𝐶)
𝑐 2 = 292 + 39 − 2(29)(39) (cos 490 )
52
2 0
Example 2: Illustrate an equation to solve for side C in the
figure below.
𝑐 2 = 𝑎 2 + 𝑏 2 − 2𝑎𝑏 (cos 𝐶)
9 = 32 + 72 − 2(3)(7)(cos 𝐶)
2
Derive an equation to find cos C
(2)(3)(7)( cos C) = 32 + 72 − 92
Answer:
9+49−81
cos C = 42
E. Developing ACTIVITY NO. 1 (please refer to Worksheet No. 1:
Mastery (Leads Equate Me!)
to formative
assessment 3)
F. Making  How will you derive the law of cosines?
generalizations  What is the law of cosines?
and  In what case or situation can we use the law of
abstractions cosines?
about the
lesson
G. Evaluating ACTIVITY NO. 2 (please refer to Worksheet No. 2:
learning Derive Me!)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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
53
2 0
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?
54
2 0
WORKSHEET 1
ACTIVITY 1: Equate Me!
Direction: Write an equation that will illustrate the unknown side(x) or angle(x) of the
following triangles.
55
2 0
WORKSHEET 2
ACTIVITY 2: Derive Me!
Write an equation that will illustrate the unknown side(x) or angle(x) of the following
triangles.
56
2 0
Quarter 4
Teaching Time FOURTH
Quarter
and Date Week 8: Day 1-5
I. OBJECTIVES

C. Learning The learner solves problems involving oblique triangles.

Competencies/ (M9GE-IVh-j-1)
Objectives
(Write LC Subtask:
Code for 1. The learner solves problems involving the law of
each.) sines (SAA and ASA Case).
K - I can identify the working equation for problems
involving the law of sines (SAA and ASA Case).
U - I can elaborate on the process on how to solve
problems involving the law of sines (SAA and ASA Case).
D - I can demonstrate how to solve and create problems
involving the law of sines (SAA and ASA Case).
II. CONTENT Application of Law of Sines (SAA and ASA Case)
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 298 – 310
Guide pages
2. Learner’s pp. 480 – 483
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
57
2 0
A. Reviewing Given the illustration below, Given the illustration below,
previous fill-up the following boxes fill-up the following boxes
lesson with the proper values. with the proper values.
75° 75°
11 cm 8 cm 11 cm 8
cm
45° 60°
13 cm 45° 60°
13 cm
sin ⍰ sin ⍰ sin ⍰
= = sin 75° ⍰
⍰ ⍰ ⍰ =
13 𝑐𝑚 11 𝑐𝑚
Answer: sin 45°
=
⍰
sin 75° sin 60° sin 45°
= =
13 𝑐𝑚 11 𝑐𝑚 8 𝑐𝑚 Answer:
How were you able to sin 75° sin 60°
identify the appropriate =
13 𝑐𝑚 11 𝑐𝑚
values to substitute into the sin 45°
blank boxes? =
8 𝑐𝑚
How were you able to
identify the appropriate
values to substitute into the
blank boxes?
B. Establishing a PROBLEM:
purpose for the
lesson A surveyor was tasked to survey a triangular piece of
land depicted in the illustration below. However, due to
time constraint, he was only able to measure two sides of
the land and two of its angles. If there’s no more chance
for him to resurvey the land, is there a way to find the
length of the remaining side? How?
B 80°
26.95 m
20 m
A
40°
C
How can we remedy the problem?

Can we apply the law of sines to this problem? How?
So, that’s what we’re going to learn today.
58
2 0
C. Presenting To show when and how to apply the law of sines, let’s
examples/ consider the following triangles.
instances of
the new lesson Triangle 1 Triangle 2
C
B b
A
60° a
c 6
70°
C 7
42° 40°
b
A B
What parts of a triangle are given in Triangle 1?

How about in Triangle 2?
Do you think we can solve for the missing parts of these
triangles using the law of sines? How?
D. Discussing Let’s consider first Triangle 1. The given are two angles
new concepts and one side (SAA case).
and practicing
new skills #1 Since, side b and angle B are not given, we can use the
sin A sin C
formula = .
a c
sin A sin C
= Formula to use to solve c
a c
sin 42° sin 70°
= Substitute the given values
6 c
c sin 42° = 6 sin 70° Cross multiply
0.6691 c = 6 (0.9397) Compute for sin 42° and sin
70°
using a scientific calculator
0.6691 c = 5.6382 Simplify
5.6382
c= Solve for c
0.6691
c = 8.43
Angle B is unknown but to solve for it, we can use the

equation: angle A + angle B + angle C = 180°
42° + angle B + 70° = 180°

angle B + 112° = 180°
angle B = 180° - 112°
angle B = 68°
Thus, we can now solve for side b. Following the steps

used earlier in solving for side c, we now have:
59
2 0
sin A sin B
= b
Formula to use to solve b
a
sin 42° sin 68°
6 b
b sin 42° = 6 sin 68° Cross multiply
0.6691 b = 6 (0.9272) Compute for sin 42° and sin
68°
0.6691 b = 5.5632 Simplify
5.5632
b= Solve for b
0.6691
b = 8.31
(See attached file for additional examples with guide

questions and solutions.)
E. Discussing Now, let’s consider Triangle 2. The given are two angles
new concepts and the included side (ASA case).
and practicing
new skills #2 Since the measures of two angles are known, the measure
of the third angle can be determined using the equation:
angle A + angle B + angle C = 180°
60° + 40° + angle C = 180°

100° + angle C = 180°
angle C = 180° - 100°
angle C = 80°
sin A sin C
To solve for side a, we can use the formula = .
a c
sin A sin C
a
= Formula to use to solve a
c
sin 60° sin 80°
a
7
a sin 80° = 7 sin 60° Cross multiply
0.9848 a = 7 (0.866) Compute for sin 80° and sin
60°
0.9848 a = 6.062 Simplify
6.062
a= Solve for a
0.9848
a = 6.16
sin B sin C
To solve for side b, we can use the formula =
b c
and follow the same steps.
sin B sin C
= Formula to use to solve b
b c
60
2 0
sin 40° sin 80°
b
7
40°
0.9848 b = 4.4996 Simplify
4.4996
b= Solve for b
0.9848
b = 4.57
(See attached file for additional examples with guide

questions and solutions.)
F. Developing Group Activity Group Activity

Mastery
(Leads to Draw and solve for the Solve for the missing parts
formative missing parts of the of the triangles below.
assessment 3) following triangles.
1. X Y
1. In triangle ABC, angle A
= 45°, angle B = 38°, and 41°
side BC = 15.
10
Answer: Answer:
angle C = 97° angle Y = 103°
side c or AB = 21.06 side z / XY = 8.96 36°
side b or AC = 13.06 side y or XZ = 14.85
2. Triangle EFG has the Z

following characteristics: 2.
angle E = 75°, angle F = A 20 C
37°, and side EF = 30.Solve
for the missing parts of the 80° 30°
Answer:
angle G = 68°
side f or EG = 19.47 B
side e or FG = 31.25 Answer:
angle B = 70°
side c or AB = 10.64
side a or BC = 20.96
G. Finding Let us try to answer now the word problem that we posted
practical before.
applications of
concepts and Expected Answer:
skills in daily
living To find the value of b, we solve:
sin A sin B
= Formula to use to solve b
a b
61
2 0
sin 40° sin 80°
= b
Substitute the given values
20
80°
0.6428 b = 19.696 Simplify
19.696
b= Solve for b
0.6428
b = 30.64
Therefore, the dimensions of the triangular land is 20 m x

30.64 m x 26.95 m.
H. Making What are some applications of the law of sines?

generalizations How do we solve problems involving law of sines?
and
abstractions
about the
lesson
I. Evaluating Supply the required data. Supply the required data.
learning
1. In triangle XYZ, angle X = 1. A
28°, angle Y = 72° and side 70°
XY = 40.
80°
angle Z = ___ Ans: 80° C
side XZ = ___ Ans: 38.63 12
side YZ = ___ Ans: 19.07 B
2. A pilot approaching a angle B = ____ Ans: 30°

10000-foot runway finds that side b = ____ Ans: 6.39
the angles of depression of side c = ____ Ans: 12.58
the ends of the runway are
12° and 15°. How far is the 2. In triangle XYZ, angle X
plane from the nearer end of = 28°, angle Y = 72° and
the runway? side XY = 40.
Answer: 4579.65 ft. angle Z = ___ Ans: 80°

side XZ = ___ Ans: 38.63
side YZ = ___ Ans: 19.07
J. Additional Problem: Problem:

activities for
application or Two towns, A and B, located A pilot approaching a
remediation along the coast of the Pacific 10000-foot runway finds
Ocean are 30 km apart on a that the angles of
north-south line. From a depression of the ends of
ship, the line of sight of town the runway are 12° and
A is West 30° North, while 15°. How far is the plane
that of B is South 40° West. from the nearer end of the
a) How far is the ship from runway?
town A?
62
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Answer: 19.58 km Answer: 4579.65 ft.
b) How far is the ship from

town B?
Answer: 26.38 km
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
63
2 0
ADDITIONAL EXAMPLES FOR SAA CASE
1. X
77°
Y
32°
25 Z
Guide Questions: Answer/ Solution:
 What equation can we angle X + angle Y + angle Z = 180°

use to solve for angle Y?
 How will we solve the 77° + angle Y + 32° = 180°
equation? angle Y + 110° = 180°
angle Y = 180° - 110°
angle Y = 70°
 What equation can we sin X sin Y

use to solve for side y?
We can use the formula
x
= y
.
 What are the steps that
we will follow to solve the sin 77° sin 70°
= y
equation? 25
y sin 77° = 25 sin 70° Cross multiply
0.9744 y = 25 (0.9397) Compute for sin 77°
and sin 70° using a
scientific calculator
0.9744 y = 23.4925 Simplify
23.4925
y= Solve for y
0.9744
y = 24.11
What equation can we sin X sin Z


We can use the formula = .
use to solve for side z? x z
sin 77° sin 72°
we will follow to solve the
25
equation? z
z sin 77° = 25 sin 72° Cross multiply
0.9744 z = 25 (0.5299) Compute for sin 77°
0.9744 z = 13.2475 Simplify
13.2475
z= Solve for z
0.9744
z = 13.6
2. Triangle SRT has angle R =

42°, angle T = 31°, and side t =
40.
64
2 0
 What equation can we angle S+ angle R + angle T = 180°

use to solve for angle S?
 How will we solve the angle S + 42° + 31° = 180°
equation? angle S + 73° = 180°
angle S = 180° - 73°
angle S = 107°
 What equation can we sin T sin S

use to solve for side s?
t
= s
.
sin 31° sin 107°
we will follow to solve the = s
equation? 40
s sin 31° = 40 sin 107° Cross multiply
0.515 s = 40 (0.9563) Compute for sin 31°
0.515 s = 38.252 Simplify
38.252
s= Solve for s
0.515
s = 74.28
What equation can we sin T sin R


t
= .
use to solve for side r? r
sin 31° sin 42°
we will follow to solve the = Substitute the given values
equation? 40 r
r sin 31° = 40 sin 42° Cross multiply
0.515 r = 40 (0.6691) Compute for sin 31°
0.515 r = 26.764 Simplify
26.764
r= Solve for r
0.515
r = 51.97
65
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ADDITIONAL EXAMPLES FOR ASA CASE
1. B
A 48°
29°
28 C
 What equation can we angle A + angle B + angle C = 180°

use to solve for angle B?
 How will we solve the 48° + angle B + 29° = 180°
equation? angle B + 77° = 180°
angle B = 180° - 77°
angle B = 103°
 What equation can we sin B sin A

use to solve for side a?
b
= a
.
sin 103° sin 48°
we will follow to solve the = a
equation? 28
a sin 103° = 28 sin 48° Cross multiply
0.9744 a = 28 (0.7431) Compute for sin 103°
0.9744 a = 20.8068 Simplify
20.8068
a= Solve for a
0.9744
a = 21.35
 What equation can we sin B sin C

b
= .
use to solve for side c? c
sin 103° sin 29°
we will follow to solve the
28
equation? c
c sin 103° = 28 sin 29° Cross multiply
0.9744 c = 28 (0.4848) Compute for sin 103°
0.9744 c = 13.5744 Simplify
13.5744
c= Solve for c
0.9744
c = 13.93
2. Triangle DEF has angle D =

65°, angle E = 43°, and side f =
40.
66
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 What equation can we angle D+ angle E + angle F = 180°

use to solve for angle F?
 How will we solve the 65° + 43° + angle F = 180°
equation? 108° + angle F = 180°
angle F = 180° - 108°
angle F = 72°
 What equation can we sin F sin D

We can use the formula = d
.
use to solve for side d? f
sin 72° sin 65°
we will follow to solve the = d
equation? 17
d sin 72° = 17 sin 65° Cross multiply
0.9511 d = 17 (0.9063) Compute for sin 72°
0.9511 d = 15.4071 Simplify
15.4071
d= Solve for d
0.9511
d = 16.2
What equation can we sin F sin E


We can use the formula = .
use to solve for side e? f e
sin 72° sin 43°
we will follow to solve the = Substitute the given values
equation? 17 e
e sin 72° = 17 sin 43° Cross multiply
0.9511 e = 17 (0.682) Compute for sin 72°
0.9511 e = 11.594 Simplify
11.594
e= Solve for e
0.9511
e = 12.19
67
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Quarter 4
Quarter
I. OBJECTIVES

Objectives
(Write LC Subtask:
each.) sines (SSA Case).
K - I can identify problems involving the law of sines’
SSA case.
U - I can explain the process on how to solve problems
involving the law of sines’ SSA case.
D - I can solve problems involving the law of sines’ SSA
case.
II. CONTENT Application of Law of Sines (SSA Case)
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 298 – 310
Guide pages
2. Learner’s pp. 484 – 488

Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
68
2 0
A. Reviewing Consider the triangle below.
previous
lesson
ϴ
b
What parts of a triangle are given in the problem?

Which case of the law of sines is illustrated in the problem?
B. Establishing a If the value of ϴ, a, and b are given, can we solve for the
purpose for the missing parts of the given triangle?
lesson What are the different possibilities that may arise?
How can we solve for the missing parts?
Don’t worry, because today we’re going to learn how to
solve problems involving the law of sines’ SSA Case.
C. Presenting Basically, the solution/s for this triangle depends on the

examples/ value of ϴ, a, and b as was illustrated in our previous
instances of discussion. In general, we’ll have to follow the following
the new lesson steps:
1. Determine the number of solution/s of the triangle

by checking under which possibility of the SSA
Case it falls under.
2. Solve for ∠B.
3. Solve for the third angle.
4. Solve for the third side.
Note: The teacher should clarify to the students the relative

positions of the angles and sides. (e.g. a here just
represents the side adjacent to ϴ and b represents the
side opposite ϴ.)
D. Discussing SSA Possibilities: No Solution or One Solution
new concepts
and practicing Considering the previous triangle and naming it ∆ABC,
new skills #1 given ϴ = 120°, a = 10, and b = 19, solve for the missing
parts.
A
ϴ
b
C B
a
Step 1: Since ϴ is an obtuse angle and 19>10, there is
exactly one solution.
Step 2: Since a, b, and ϴ are known, we can solve for ∠B

sin 𝚹 sin B
using the formula
a
= .
b
69
2 0
sin ϴ sin B
= Formula to use to solve ∠B
a b
sin 120° sin B
19 10
19 sin B = 10 sin 120° Cross multiply
19 sin B = 10 (0.866) Compute for sin 120°
19 sin B = 8.66 Simplify
8.66
sin B = = 0.4558 Solve for B
19
B = sin−1(0.4558)
B = 27.12°
Step 3: Since we already know ∠A and ∠B, we can now

solve for ∠C.
∠A + ∠B + ∠C = 180°
120° + 27.12° + ∠C = 180°
147.12° + ∠C = 180°
∠C = 180° - 147.12°
∠C = 32.88°
Step 4: After finding ∠C, we can now solve for side c.
sin ϴ sin C
a
c
sin 120° sin 32.88°
19
= c
c sin 120° = 19 sin 32.88° Cross multiply
0.866 c = 19 (0.5429) Compute for sin 120° and sin
32.88° using a scientific
calculator
0.866 c = 10.3151 Simplify
10.3151
c= Solve for c
0.866
c = 11.91
(See attached file for additional examples with answers.)

E. Discussing SSA Possibility: Two Solutions (Ambiguous Case)
new concepts
and practicing Considering the previous triangle and naming it ∆ABC,
new skills #2 given ϴ = 27°, a = 15, and b = 20, solve for the missing
parts.
A
ϴ
b
C B
a
70
2 0
Step 1: Since ϴ is an acute angle and 15 > 20sin 27° (15
> 9.08), this is an ambiguous case and there are two
solutions.
Step 2: Since a, b, and ϴ are known, we can solve for ∠B

sin 𝚹 sin B
using the formula = .
a b
sin ϴ sin B
= Formula to use to solve ∠B
a b
sin 27° sin B
15 20
15 sin B = 20 sin 27° Cross multiply
15 sin B = 20 (0.454) Compute for sin 27°
15 sin B = 9.08 Simplify
9.08
sin B = = 0.6053 Solve for B
15
B = sin−1(0.6053)
B = 37.25°
Note: If angles A and B are supplementary, then sin A =

sin B. Therefore, another value for B is 180° - 37.25° =
142.75°. We shall use this value for the 2nd set of solutions.
Step 3: Since we already know ∠A and ∠B, we can now

solve for ∠C.
∠A + ∠B + ∠C = 180°
27° + 37.25° + ∠C = 180°
64.25° + ∠C = 180°
∠C = 180° - 64.25°
∠C = 115.75°
Step 4: After finding ∠C, we can now solve for side c.
sin ϴ sin C
a c
sin 27° sin 115.75°
15
c
c sin 27° = 15 sin 115.75° Cross multiply
0.454 c = 15 (0.9007) Compute for sin 115.75° and
sin
27° using a scientific calculator
0.454 c = 13.5105 Simplify
13.5105
c= Solve for c
0.454
c = 29.76
71
2 0
Second Set of Solutions:
Using the other value of B which is 142.75° and following

the same steps, we’ll arrive at the following:
∠C = 10.25°
c = 5.88
(See attached file for additional examples with answers.)
F. Developing Group Activity Group Activity

Mastery
(Leads to Draw and solve for the Solve for the missing parts
formative missing parts of the of the triangles below.
assessment 3) following triangles.
1. X 13 Y
1. In triangle XYZ, angle Z =
27°, side XY = 13, and side
YZ = 17.
17
Answer: Answer:
1st Set angle X = 36.42°
angle X = 36.42° angle Y = 116.58°
angle Y = 116.58° side XZ = 25.61 27°
side XZ = 25.61
Z
2nd Set 2nd Set
angle X = 143.58° angle X = 143.58°
angle Y = 9.42° angle Y = 9.42°
side XZ = 4.69 side XZ = 4.69
2. Triangle ABC has the

following characteristics: 2. 43
angle B = 95°, side AB = A
27, and side AC = 43.Solve
for the missing parts of the C
27 95°
Answer:
angle C = 38.72° B
angle A = 46.28° Answer:
side a = 31.2 angle C = 38.72°
angle A = 46.28°
side a = 31.2
G. Finding PROBLEM:
practical
applications of Two roads form an angle of 30°. If another road will be
concepts and constructed to connect these 2 roads following the details
skills in daily below, and the budget for the project can only avail an 8-
living km road, what should be the value/s of ϴ?
72
2 0
14 m
Answer: 61.04° or 118.96°
H. Making When can we apply the law of sines’ SSA case?

generalizations How do we solve problems involving law of sines’ SSA
and case?
abstractions
about the
lesson
I. Evaluating Supply the required data. Supply the required data.
learning
1. In triangle ABC, angle A = 1. A
125°, angle AC = 5 and side 67° 28
BC = 20. Solve for the
missing parts of the triangle.
Answer: C
angle B = 11.82° 22
angle C = 43.18° B
side AB = 16.71 What are the missing parts
of the triangle?
2. A rope tied on the ground
is connected to the top of a Answer: No Solution
tree forming an angle of 57°
and a length of 8 m. If 2. In triangle ABC, angle A
another rope, with length 4 = 125°, angle AC = 5 and
m, is to be connected to the side BC = 20. Solve for the
top of the tree, can it be tied missing parts of the
to the ground? If yes, what is triangle.
the distance between the Answer:
two points on the ground angle B = 11.82°
where the ropes were tied? angle C = 43.18°
side AB = 16.71
Answer: No
J. Additional Problem: Problem:
activities for
application or A weather balloon is 27 m A rope tied on the ground is
remediation away from the top of a connected to the top of a
building with a height of 24 tree forming an angle of 57°
m. If the angle of elevation of and a length of 8 m. If
the weather balloon from the another rope, with length 4
foot of the building is 62°, m, is to be connected to the
how far is the balloon from top of the tree, can it be tied
the foot of the building? to the ground? If yes, what
is the distance between the
Answer: two points on the ground
45.72 m where the ropes were tied?
Answer: No
73
2 0
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
74
2 0
ADDITIONAL EXAMPLES FOR SSA Case
(One Solution or No Solution)
1. In triangle ABC, side AC = 7, side BC = 12 and angle A = 79°. What are the
values of the missing parts?
ANSWER:
angle C = 66.07°
angle B = 34.93°
side AB = 11.17
2. Triangle XYZ has angle Y = 130°, side XY = 25, and side XZ = 15. Solve for the
ANSWER:
No Solution
75
2 0
ADDITIONAL EXAMPLES FOR SSA Case
(Two Solutions)
1. In triangle ABC, side AC = 18, side BC = 15 and angle A = 50°. What are the
values of the missing parts?
ANSWER:
1st Set
angle C = 63.18°
angle B = 66.82°
side AB = 17.47
2nd Set
angle C = 16.82°
angle B = 113.18°
side AB = 18
2. Triangle XYZ has angle Y = 48°, side XY = 20, and side XZ = 17. Solve for the
ANSWER:
1st Set
angle X = 71.04°
angle Z = 60.96°
side YZ = 21.63
2nd Set
angle X = 12.96°
angle Z = 119.04°
side YZ = 5.13
76
2 0
Quarter 4
Quarter
I. OBJECTIVES


Objectives
(Write LC Subtask:
each.) cosines.
K - I can identify the working equation for problems
involving the law of cosines.
U - I can elaborate on the process on how to solve
problems involving the law of cosines.
D - I can demonstrate how to solve and create problems
involving the law of cosines.
II. CONTENT Application of Law of Cosines
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 312 – 314
Guide pages
2. Learner’s pp. 497 – 503
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
77
2 0
A. Reviewing ACTIVITY: Fill up the boxes with the proper values given
previous the illustrations below.
lesson
Triangle 1:
𝑎 2 = 202 + ⍰2 − 2 (⍰)(18) cos ⍰
Answer:
𝑎 2 = 202 + 182 − 2 (20)(18) cos 50°
Triangle 2:
52 = ⍰2 + ⍰2 − 2(⍰)(⍰) cos A
Answer:
52 = 202 + 102 − 2(20)(10) cos A
B. Establishing a How were you able to identify the appropriate values to

purpose for the substitute into the blank boxes?
lesson What theorem or law did you base on?
Do you know when and how to apply the law of cosines?
Don’t worry because that’s what we’re going to learn
today.
C. Presenting So, when can we apply the law of cosines? To answer this,
examples/ let’s consider the two previous triangles.
instances of In triangle 1, what parts of the triangle have given values?
the new lesson How about in triangle 2?
Do you think we can apply the law of cosines to these 2
triangles? How?
D. Discussing Let’s first consider when 2 sides and the included angle of
new concepts a triangle are given. Let us illustrate this by solving triangle
1.
78
2 0
and practicing
new skills #1 Missing Parts:
side a
∠𝐵
∠𝐶
𝑎2 = 202 + 182 − 2(20)(18) cos 50° Working Equation

𝑎2 = 400 + 324 − 720(0.64279)
𝑎2 = 724 − 462.8088
𝑎2 = 261.1912
2
√𝑎 = √261.1912
𝒂 = 𝟏𝟔. 𝟏𝟔
To solve for ∠𝐵, we have:
𝑏 2 = 𝑎 2 + 𝑐 2 − 2𝑎𝑐 cos 𝐵
182 = 16.162 + 202 − 2(16.16)(20) cos 𝐵 Working Eq.
324 = 261.1456 + 400 − 646.4 cos 𝐵
324 = 661.1456 − 646.4 cos 𝐵
646.4 cos 𝐵 = 661.1456 − 324
646.4 cos 𝐵 337.1456
=
646.4 646.4
cos 𝐵 = 0.52157
∠𝐵 = cos −1 (0.52157)
∠𝑩 = 𝟓𝟖. 𝟓𝟔°
Since the measures of ∠𝐴 and ∠𝐵 are already known, we

can solve of ∠𝐶 using ∠𝐴 + ∠𝐵 + ∠𝐶 = 180° .
∠𝐴 + ∠𝐵 + ∠𝐶 = 180°
50° + 58.56° + ∠𝐶 = 180°
108.56° + ∠𝐶 = 180°
∠𝐶 = 180° − 108.56°
∠𝑪 = 𝟕𝟏. 𝟒𝟒°
(See attached Worksheet 1 for additional examples.)
E. Discussing Next, let’s consider when three sides of a triangle are

new concepts given. Let’s show this by solving triangle 2.
and practicing
new skills #2
Missing Parts:
∠𝐴
∠𝐵
∠𝐶
To solve for ∠𝐴, we have:
102 = 152 + 202 − 2(15)(20) cos 𝐴 Working

Equation
79
2 0
100 = 225 + 400 − 600 cos 𝐴
100 = 625 − 600 cos 𝐴
600 cos 𝐴 = 625 − 100
600 cos 𝐴 525
=
600 600
cos 𝐴 = 0.875
𝐴 = cos −1 (0.875)
𝑨 = 𝟐𝟖. 𝟗𝟔°
For ∠𝐵, we have:
152 = 102 + 202 − 2(10)(20) cos 𝐵 Working Equation

225 = 100 + 400 − 400 cos 𝐵
225 = 500 − 400 cos 𝐵
400 cos 𝐵 = 500 − 225
400 cos 𝐵 275
=
400 400
cos 𝐵 = 0.6875
∠𝐵 = cos −1 (0.6875)
∠𝑩 = 𝟒𝟔. 𝟓𝟕°
Since ∠𝐴 and ∠𝐵 are already known, we can solve for ∠𝐶

using∠𝐴 + ∠𝐵 + ∠𝐶 = 180°.
∠𝐴 + ∠𝐵 + ∠𝐶 = 180°
28.96° + 46.57° + ∠𝐶 = 180°
75.53° + ∠𝐶 = 180°
∠𝐶 = 180° − 75.53°
∠𝑪 = 𝟏𝟎𝟒. 𝟒𝟕°
(See Worksheet 2 for additional examples.)
F. Developing GROUP ACTIVITY GROUP ACTIVITY

Mastery
(Leads to Determine the missing parts Determine the missing
formative of the triangles described parts of the triangles
assessment 3) below. shown below.
 is 7cm long,

1.) In ∆PQR, PQ 1.)
 is 5cm, and the angle
QR
between them measures
52°.
Answer:
angle P = 45.13° Answer:
angle R = 82.87° angle B = 35.66°
side q = 5.56 angle C = 66.34°
side a = 23.49
=32cm
2.) In ∆𝐴𝐵𝐶, 𝐴𝐵
 =39cm and 
𝐵𝐶 𝐴𝐶 =35cm. 2.
80
2 0
Answer:
angle A = 71.03°
angle B = 58.07°
angle C = 50.9°
Answer:
angle X = 21.79°
angle Y = 98.21°
angle Z = 60°
G. Finding PROBLEM:
practical
applications of Catanduanes is approximately 100 km from Sorsogon
concepts and while Sorsogon is approximately 108 km from Naga City.
skills in daily Moreover, when lines are drawn connecting Naga City to
living Sorsogon, and Sorsogon to Catanduanes, an angle of
62.42° is formed. Given these information, what is the
approximate distance between Naga City and
Catanduanes? (Express your answer to the nearest whole
number.)
Answer: 108 km
H. Making In what conditions can we use the law of cosines?
generalizations How do we solve using the law of cosines?
and
abstractions
about the
lesson
I. Evaluating Solve each problem using Solve each problem using
learning the law of cosines. Show the law of cosines. Show
your complete solution. your complete solution.
1. In ∆ ABC, side AB = 22 m, 1. P
side BC = 18 m, and angle B
= 37°. Give the measure of 23 cm
the other parts. 19 cm R
Ans
Answe
we
wer:
r:
side AC = 13.25 m 27 cm
angle A = 54.86° Q
angle C = 88.14°
What are the measures of
2. A triangular parcel of land each interior angle?
has sides 50 ft., 40 ft., and 35
ft. What are the measures of Answer:
the angles between the sides? angle P = 79.38°
angle Q = 56.85°
Answer: angle R = 43.77°
angle 1 = 83.33°
angle 2 = 52.62° 2. In ∆ ABC, side AB = 22
angle 3 = 44.05° m, side BC = 18 m, and
81
2 0
angle B = 37°. Give the
measure of the other parts.
Answer:
side AC = 13.25 m
angle A = 54.86°
angle C = 88.14°
J. Additional Solve the problem below. Illustrate and solve for the
activities for missing parts.
application or An aircraft tracking station
remediation determines the distance 1. In ∆ ABC, all sides
from common point O to measure 10 cm.
each aircraft and the angle
between the aircrafts. If Answer:
angle O between the two all interior angles are 60°
aircrafts is 49° and the
distances from point O to the 2. ∆ PQR is isosceles.
two aircrafts are 50 km and Angle Q is the vertex angle
72 km, find the distance and it measures 55°, and
between the two aircrafts. one leg is 7 cm long.
(Round off the answer to the
nearest tenth.) Answer:
side PR = 6.46
Answer: angle P = 62.5°
54.41 km angle R = 62.5°
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
82
2 0
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?
83
2 0
WORKSHEET 1
DIRECTION: Solve for the missing parts of each triangle.
1. 4.
A
D
3 12
108° 55.48° L
9 55.97° B 75°
13
10.33
16.03° 15.24
C 49.52°
2. 5.
X
15.32
40° Y
40° A 17 M
46° 80.93°
10 10 21 15.3
53.07°
100°
D
Z
3.
130°
8 5
18.86° 31.14°
N 11.85 P
84
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WORKSHEET 2
DIRECTION: Solve for the missing parts of each triangle.
1. 4.
D
A 25
40.98° L
3 87.71°
98.21°
7 60° B
32 21
21.79°
8 51.31°
C P
2. 5.
X 10
69.08° Y
69.08° A 11 M
24.62° 41.8°
14 14
8 5
113.58°
41.85°
D
Z
3.
78.46°
6 5
44.42° 57.12°
N 7 P
85
2 0
POST-ASSESSMENT
1. Determine the correct formula for the tan ratio of ∠B.
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 ∠𝐵 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
a. 𝑡𝑎𝑛 𝐵 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 c. 𝑡𝑎𝑛 𝐵 =
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑡𝑜 ∠𝐵
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑠𝑖𝑑𝑒 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑡𝑜 ∠𝐵 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑡𝑜 ∠𝐵
b. 𝑡𝑎𝑛 𝐵 = d. 𝑡𝑎𝑛 𝐵 =
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑡𝑜 ∠𝐵 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
2. Which statement is incorrect?

a. The hypotenuse is the longest side in a right triangle.
b. The hypotenuse is always the opposite side of the 90o in a right triangle.
c. The Pythagorean theorem applies to all right triangles.
d. You can solve for the unknown side in any triangle, if you know the lengths
of the other two sides, by using the Pythagorean theorem
3. Given the figure on the right, which refers to the angle of elevation?
a. ∠UVS
b. ∠VST
c. Both ∠UVS and ∠VST
d. none of the above
4. In ΔABC, AB = 9 cm and BC = 11 cm. Determine the tangent ratio of ∠A to nearest

hundredths.
a. 0.64
b. 0.73
c. 1.36
d. 1.22
5. In the ΔDEF, determine the measure of ∠D, to the nearest degree.

a. 220
b. 210
c. 200
d. 190
6. In the figure at the right, ABCD is a rectangle whose perimeter is 30. The length of
BE is 12. Determine the measure of ∠E to the nearest degree.
a. 240
b. 250
c. 260
d. 270
Use the figure at the right to answer item numbers 7 and 8.

7. Find x.
a. 10 b. 14.1 c. 17.3 d. 21.5
8. Find y.
a. 10
b. 11.5
c. 15.2
d.17.3
9. Evaluate: 2 sin 300 + 4cos 600 – 3 cot 450 + sec 450
a. √2 b. 0 c. √3 d. 1
86
2 0
10. From a point in the ground 7.62 m from the foot of the tree, the angle of elevation
from the top of the tree is 32o. Determine the height of the tree to the nearest
hundredths.
a. 3.81 b. 6.46 c. 4.76 d. 12.19
11. From an airplane at an altitude of 1500 m, the angle of depression to a rock on the
ground measures 29o. Determine the distance from the plane to the rock.
a. 3, 094 m b. 3, 304 m c. 3, 422 m d. 3, 549 m
12. A 10-foot ladder is placed so as to form an angle of 25° with the wall of a building.
How far is the ladder from the base of the building?
a. 4.1 ft. b. 4.2 ft. c. 4.4 ft. d. 4.5 ft.
13. PQRS is a rhombus with a side 5 cm long. If m ∠P = 1400 , find the length of its
longer diagonal.
a. 9.1 cm b. 9.2 cm c. 9.3 cm d. 9.4 cm
14. In right triangle ABC, BC = 8 cm and AC = 17 cm. Find the value of sin C.
15 17 17 8
a. 17 b. c. d.
15 8 17
15. Mr. de Guzman has a triangular-shaped backyard. Find the area of the backyard if
two of its sides measure 8 m and 10 m, and the angle between these sides is 54°.
a. 36.23 m2 b. 36.32 m2 c. 32.36 m2 d. 32.63 m 2
16. An airplane takes off at a constant angle in a straight line. If it has travelled 1000
feet of ground distance when it is 200 feet in the air, how far has it travelled in the
air during that time?
a. 1019.8 ft. b. 1019.9 ft. c. 1018.8 ft. d. 1018.8 ft.
17. A lighthouse 20 m high with the base at sea level is sighted by a ship. If the angle
of elevation from the ship to the top of the lighthouse is 12°, what is the distance
from the ship to the lighthouse? Round off your answer to the nearest meter.
a. 92 m b. 93 m c. 94 m d. 95 m
18. A surveyor finds that the angle between the base and the top of a flagpole on top
of a building is 7° when the measurement is made from a point 150 feet from the
base of a building. If the building is 100 feet tall, what is the height of the flagpole?
Round off your answer to the nearest feet.
a. 29 ft. b. 28 ft. c. 27 ft. d. 26 ft
19. Two roads intersect at an angle of 100°. Mildred’s mailbox is 8 m from the
intersection. Jacque’s mailbox is on the other road and is 12 m from the
intersection. How far is Jacque’s mailbox from that of Mildred’s?
a. 14.99 m b. 15.45 m c. 15.35 m d. 15.54 m
20. A triangular field has sides 500 feet, 450 feet, and 720 feet. Find the measure of
the angle between the sides measuring 500 feet and 720 feet. Round off your
answer to the nearest degree.
a. 37° b. 38° c. 39° d. 40°
87
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List of Development Team Members ii

Daily Lesson Plans

LC 43 Illustrates the six trigonometric ratios: sine, cosine, tangent, 1-6

LC 45 Illustrates angles of elevation and depression. (M9GE-IVd-1)

Subtask 3 Uses tangent to solve real-life problems involving 36 – 40

Subtask 1 Illustrates laws of sines. 41 – 49

Analyn R. Tubice Teacher III Agban National High School

Edwin T. Tomes Teacher II Dororian National High School

Lyra C. Tusi Principal II San Andres Vocational School

Romel G. Petajen EPS, Mathematics Division of Catanduanes

2. Which of the following statements is incorrect?

4. In the triangle PQR, what is the length of PQ?

5. In the triangle DEF, what is m E to the nearest degree.

6. If p = 30 and q = 60, what is the measure of R?

7. Find the value of side c to the nearest unit.

8. What is the value of x?

12. ABCD is a parallelogram. If AB is 8 cm long, BC is 5 cm and their included angle

14. ∆XYZ is a non – right triangle. If XY measures 20 cm, XZ measures 15 cm and Z

School Grade Level 9

4 4.6 6.9 3.3 3.8

leg adjacent 630 angle

How would you know if the given figure illustrates sin,

C. Presenting ACTIVITY 1: Special Triangles & Exact Values

In Geometry, the following sides of special right triangles

30⁰ - 60⁰ - 90⁰ Right Triangle Theorem

Given the angles of the triangles below, find the values of

Let a be the leg of a 45⁰ - 45⁰ - 90⁰ Triangle

sin 45⁰ = csc 45⁰ =

Let a be the leg of a 30⁰ - 60⁰ - 90⁰ Triangle

sin 30⁰ = csc 30⁰ =

Let a be the leg of a 30⁰ - 60⁰ - 90⁰ Triangle

sin 60⁰ = csc 60⁰ =

School Grade Level 9

Note: Picture may vary according to their choice and

 Since the students know the concepts of angle of

1. A 12-meter-high post 1. The angle of elevation

Photo credit: Eden Joy Lizaso

Photo credit: Luis Karlo Avila

School Grade Level 9

Note: Picture may vary according to their choice and

 Since the students know the concepts of angle of

1. According to a lighting 1. From the top of a

Source: Mathematics 9 Learner’s Material

Source: Mathematics 9 Learner’s Material

Direction: Illustrate the angle of depression for each given situation.

Direction: Illustrate the angle of depression for each given situation.

1. From an airplane at an altitude of 1200 m, the angle of depression to a rock on

School Grade Level 9

Add the height of the

F. Finding The students will cite a real-life problem involving right

Illustration/Photo by: ATresvalles

Photo taken by: A. Tresvalles

Steps in solving the problems involving right triangles:

F. Finding The students will cite a real-life problem involving right

Steps in solving the problems involving right triangles:

F. Finding The students will cite a real-life problem involving right

Today, our lesson is illustrating the law of sines.

THE SSA POSSIBILITIES

If ∠A is an acute angle and a ≥ b, then there is exactly one

If ∠A is an acute angle a < b, and a < 𝑏 then there are two

If ∠ A is an acute angle, a< b, and a = b sin A, then there

If ∠ A is an obtuse or a right angle and a > b, then there is