Annex 1c to DepEd Order No. 42 , s.

2016

School Grade Level 9

DAILY LESSON LOG Mathematics

Teaching Dates and Time Quarter FOURTH QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives
necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.

B. Performance Standard The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life
problems with precision and accuracy.

C.Learning 48. Solves problems 48. Solves 48. Solves problems 48. Solves
Competency/Objecti involving oblique problems involving oblique problems
ves Write the LC code triangles involving oblique triangles involving oblique
for each. (M9GE-IVh-j-1) triangles (M9GE-IVh-j-1) triangles
48.9. Solves (M9GE-IVh-j-1) 48.11. Solves (M9GE-IVh-j-1)
non-routine problems 48.10. Solves non non-routine problems
involving routine problems involving oblique
oblique triangles. involving oblique triangles.
triangles.

I. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.

GEOMETRY GEOMETRY GEOMETRY GEOMETRY

 II. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook pages

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Annex 1c to DepEd Order No. 42 , s. 2016
4. Additional Materials
from Learning Resource
(LR)portal

B. Other Learning Resource http://www.sheloves https://slideplayer.co http://www.shelovesm http://www.shelove

mat m/ slide/6703049/ ath sm
h.com/trigonometry/l .com/trigonometry/law ath.com/trigonomet
aw -sines-cosines/ sines-cosines/ ry/
law-sines-cosines/

III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
 A. Reviewing previous Recall law of sines Recall the law of Illustrate a worded How is bearing used
lesson or presenting the cosines problem. in navigation?
new Ex. Ali and Brynn are
lesson standing 250 yards apart.
Both girls site an airplane
with angles of elevation
40° and 45°, respectively.
How far from the plane
is Ali?

B. Establishing a purpose How do you apply How do you apply Does the illustration
for the lesson law of sines? In laws of cosines? In help you solve the
what what situation/case? problem?
situation/case?

Ask the students

what is the picture
all
about?

C. Presenting Can you solve the What can you say Illustrate the problem: Let students think
examples/Instances of given figure? about the given? Three dogs are sitting of north as going
the new lesson What law is used to in a kitchen and up
solve missing part? waiting to get their (positive y-axis),
dog food. It turns out south as going down
that Dog A is (negative y-axis), east
as going to

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Annex 1c to DepEd Order No. 42 , s. 2016
 4.5 feet from Dog B, the right (positive x
and Dog C is 2.5 feet axis), and west as
from Dog A, as shown going to the left
in the diagram below (negative x axis).
(note that the three
dogs’ positions form a
right (90°)
angle).The angles
formed at Dogs A and
B to the dog food are
40° and 80°,
respectively, as shown
in the diagram.

How far is Dog C

from the dog food?

D. Discussing new concepts What is the Find the height of the Let the students Bearing is the
and practicing new skills ambiguous case of mountain. (Discuss to show their measure of the
# 1 law of sines? the class) illustration by clockwise angle that
group. starts due north or
on the positive y
axis (initial side)
and terminates a
certain number of
degrees
(terminal side) from
that due north
starting place. (This is
also written, as in the
case of a bearing of
40° as “40° east of
north”, or “N40°E”).
 E. Discussing new concepts Show and present Sometimes,
and practicing new skills the solution. bearing includes
# 2 more
directions, such as
70° west of north,
also written as
N70°W. In this
case, the angle will
start due north

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Annex 1c to DepEd Order No. 42 , s. 2016
(straight up, or on
the positive y-axis)
and go
counterclockwise
70° (because it’s
going west, or to the
left, instead of east).
Each time a boat or
ship changes course,
you have to draw
another line to the
north to map its new
bearing.
 F. Developing mastery Given a triangle Solve. For the initial Two lookouts 20 miles A cruise ship travels
(leads to Formative ABC, what values 90 miles of a flight, apart on the coast spot at a bearing of 45°
Assessment 3) of a would result in the pilot heads 8 a ship at sea. Using at 15 mph for 3
making two degree off course the figure below find hours, and changes
triangles if A=40° to avoid a storm. the distance , d, the course to a bearing
and b=10? The pilot then ship is from shore to of 120°. It then
changes the nearest tenth of a travels 10 mph for 2
direction to head mile. hours. Find the
toward the destination
distance the ship is
for the remainder of the
from its original
flight, making 157
(In order for there to degrees angle to the position and also
be two triangles, a first flight course. its bearing from
must be less than 10, Determine the total the
but greater than the distance of the flight. original position.
height of the
triangle, which is
10sin40°, or 6.427.
So 6.427<a<10.)

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Annex 1c to DepEd Order No. 42 , s. 2016
G. Finding practical Have you tried gazing Jill, a surveyor,
application of concepts at an airplane? Do needs to
and skills in daily living. you approximate the
know that using area of a piece of
cosine law you will land. She walks the
be able to determine perimeter of the
the distance from land and measures
the plane? the side distances
and one
angle, as shown
below. Can you
solve the area of
the land with the
given data?

H. Making generalizations The ambiguous case How will you In what ways the How is the
and abstractions about occurs when one solve problems diagram helped you bearing problem
the lesson uses the law of involving solve worded be solved using
sines to non-right problems? cosine or sine
determine missing triangles law?
measures of a having three sides
triangle when given?
given two sides
and an angle
opposite one of
those angles
(SSA). ... If angle A
is acute, and a = h,
one possible
triangle exists.
 I. Evaluating learning Solve. In a parallelogram Solve. A cruise ship travels
Kathy is taking a walk ABCD, AD = 450 Lola rolls a ball on the at a bearing of 45°
along a straight road. feet, AB = 240 feet, ground at an angle of at 15 mph for 3
She decides to leave the and 23 degrees to the right hours, and changes
road, so she walks on a diagonal AC = 290 of her dog. If the ball course to a bearing
path that makes an feet. What is the rolls a total distance of of 120°. It then
angle of 35 measure of angle 48 feet, and she is travels 10 mph for 2
degrees with the BCD?
standing 30 hours. Find the
road. After
walking for 450

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Annex 1c to DepEd Order No. 42 , s. 2016
meters, she turns 75 feet away, how far distance the ship
degrees and heads back will the dog have to is from its
towards the road. How run to retrieve the original
far does Kathy need to ball? position and also
walk on her current its bearing from
path? To get back to the the
road?
original position.

J. Additional activities for

application or
remediation

IV. REMARKS

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.

A. No. of learners who

earned 80% in the
evaluation
 B. No. of learners who
require additional
activities for
remediation who
scored below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked
well?
Why did these work?

F. What difficulties did

I encounter which my
principal or supervisor
can help me solve?

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Annex 1c to DepEd Order No. 42 , s. 2016
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?
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