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
48.5. Solves (M9GE-IVh-j-1) 48.7. Solves non-routine (M9GE-IVh-j-1)
problems involving 48.6. Solves problems involving 48.8. Solves non
oblique non-routine problems oblique triangles. routine problems
triangles using cosine law involving involving oblique
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 493 495 503 504-505

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.algebrala http://science.answer http://cabilanmathonli https://resources.say

b.o s.c ne. lo
rg/practice/practice.as om/Q/What_are_real com/mpm2d1/chapter r.org/wwwresources
px _li 6/c hapter6_4/ /ar chived/site/wp
?file=Word_LawofCo fe_applications_of_t content/uploads/20
si nes.xml he _law_of_sines 11/
11/MA003-4.1.pdf

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 How important the Can you solve the Do you wonder
lesson or presenting the and manipulate to laws of sine and distance as shown in how the aircraft’s
new arrive the following: cosines in solving the figure? What position be
lesson problems? concept will be used determined?
(The purpose of these in order to solve the
laws is to make easier problem?
to work or solve
problems with
triangles that are not
right triangles.)

B. Establishing a purpose Show the picture of How about this In the given figure,
for the lesson the leaning tower of picture? Can you can you determine
Pisa solve directly the the altitude of the
area of the polygon plane?
formed by the three
objects? How?

In the given figure,

what parts are
missing? What law is
used in order to

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Annex 1c to DepEd Order No. 42 , s. 2016
 solve the missing You may have a
angles? short history of the
famous tower.

C. Presenting Using the figure The Leaning Tower Show/present the Discuss the solution
examples/Instances of above, applying of Pisa is 55.9m tall solution of finding the of the problem. See
the new lesson cosine law find the and leans 5.5∘ from distance from the man appendix 48.8
angle C. (use the the vertical. Its to the ship of the
angle version) shadow is 90m long, above figure to the
what is the distance class. Refer to
from the top of the Appendix 48.7
tower to the top edge
of its shadow?
Assume that the
ground around the
tower is level. Round
your
answer to the
nearest meter.

Ans. 101m
 D. Discussing new concepts
and practicing new skills
# 1
Annex 1c to DepEd Order No. 42 , s. 2016
After the typhoon, the A regular pentagon Discuss the solution Do Activity 6, refer
tree was leaning. To is inscribed in a of finding the area to page 504, LM
keep it from falling, a circle with a radius of the polygon
6-foot strap nailed into of �� ����. formed.
the What is the Emphasize the data
ground 4 feet from the perimeter of the needed before solving
base of the tree. The pentagon? the area. Refer to
strap is attached to the
Appendix 48.7
tree 3½ feet above the
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ground. Determine
the angle the tree is
leaning. Ans. 106.1˚
 E. Discussing new concepts Using the same Find the area of A rectangle is Write the
and practicing new skills problem above, the regular inscribed in a circle corresponding letter
# 2 determine the angle pentagon of radius 10 cm as in the box in the
from vertical the tree above. (refer to shown. Find the “Decoder” page
is leaning. appendix 48.6) shaded area, inside 505, LM
Ans. 16.1˚ the circle but outside
the rectangle.

Discuss that using

sine law, sides of
the
rectangle could be
determined. The area
of the shaded portion
is determined by
subtracting the area
of the rectangle
from the area of the
circle.

F. Developing mastery Illustrate and solve Solve the problem. Solve the problem. Find the perimeter
(leads to Formative the problem. Farmer Joe needs to At noon, two of the piece of
Assessment 3) A triangular field has fence his triangular tracking stations on land
plot Earth (A & shown with the given

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Annex 1c to DepEd Order No. 42 , s. 2016
 sides 120 m, 150 m of land for his cows. B), 20km apart, measurement. See
and 100 m long. find The angle between measure the angles of appendix 48.8
the angle of the field. two sides measures elevation of a rocket
83˚. One side is that was
122ft and the other is launched with a
215 ft. How much weather satellite.
fencing is needed to From Station A, the
the nearest feet? angle of elevation is
What is the area of 41˚ and from Station B
his plot of land? it is 75˚. Find the
Ans. altitude (height) of the
Perimeter=571ft rocket to the nearest
Area = 13017ft2 tenth. The rocket is
not between the
stations.
Refer to appendix 48.7

G. Finding practical What are real life Do you know that, How is sine and
application of concepts applications of the on many cell cosine laws used in
and skills in daily living. laws of sines and phones with GPS, real life situations?
cosines? (Land an approximate
surveying makes an location can be • It is used in
extensive use of the given before the oceanography in
What is design made sine and cosine law. GPS calculating the
of? Regular flat The idea is to signal is received. This height of tides in
shapes like squares, subdivide the land is done by a process oceans.
pentagons and into many called triangulation, • The sine and
hexagons can be made triangles and to which cosine functions
out of triangles and measure one side works by using the are
so trigonometry and two angels of distance from two fundamental to
plays an important each known points. One the theory of
role in triangle. With the may be able to periodic
architecture. sine law the other determine the relative functions, those that
two sides can be position to the tower describe the sound
computed. The using law of cosines. and light waves.
Mount Everest was
 found by this method
to be the highest
mountain on planet
earth.)

H. Making generalizations Is it possible to solve Based on the How the laws of sine How can triangle
and abstractions about for the three angles of examples given, and cosines used in trigonometry be used
the what can you solving

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Annex 1c to DepEd Order No. 42 , s. 2016
lesson triangle given the say about real-life problems? to solve
length of the three non-routine problems? How
sides? How? The law problems? these laws are
of cosines is essential (A non-routine used in solving
in the solution of problem is any non right
oblique triangles. complex problem that triangles?
When all these sides requires some degree
of the triangle are of creativity or
known, the law of originality to solve.
cosine can be used to Non-routine problems
solve the typically do not have
an immediately
triangle using the
apparent strategy for
angle version
solving them.)
formula.
I. Evaluating learning Solve the problem. Solve the problem. Solve the problem. Solve the problem:
1. A bridge is A landscape architect The town surveyor has Suppose a boat
supported by is given a survey of a to stake the lot leaves port, travels
triangular braces. If parcel of land that markers for a new 10 miles, turns 20
the sides of each is shaped like a public park beside an degrees, and
brace have lengths parallelogram. On the existing building lot. travels another 8
63 feet, 46 feet, and scale drawing the The engineering miles. How far
40 feet, find the sides of the parcel of department gave this from port is the
measure of the angle land are �� ����. sketch. How much boat?
opposite the 46 feet and ���� ����., chain link fence will be
side. and the angle needed to enclose the
between these sides entire
measures ����°. park?
The architect is
planning to build a
fence along the
longest diagonal. If
the scale on the
survey is ��
����.
=������
����., how
long will the
fence be?
Ans. ��,������.��
����.

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
 Page 6 of 7
Annex 1c to DepEd Order No. 42 , s. 2016
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?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other
teachers?

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