DAILY SCHOOL:

ECHAGUE NATIONAL HIGH

LESSON SCHOOL GRADE LEVEL: GRADE 9
PLAN PRACTICE DECIRIE D. CAYOMBA
TEACHER: MILKIE A. MANGAOIL LEARNING AREA: MATHEMATICS
DATE/TIME: APRIL 25, 2023 QUARTER: 4TH QUARTER

TUESDAY
I. OBJECTIVES
A. Content
The learner demonstrates understanding of the basic concepts of trigonometry.
Standards
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and
Standards accuracy.
C. Learning The learner illustrates the six trigonometric ratios; sine, cosine, tangent, secant, cosecant, and cotangent
Competencies
Write the LC (M10SP-IIIa-1)
code for each
At the end of the lesson, the learners should be able to:
D. Learning
Objectives
a. distinguish the differences of the six trigonometric ratios:
b. applies Pythagorean theorem to solve the missing parts of a triangle.
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s
pp. 248-252
Guide pages
2. Learner’s pp. 283-285
Materials pages
3. Textbook
pages
4. Additional https://onlinecourses.scie nce.psu.edu/stat414/nod e/29 http://www.analyzemath. com/statistics/counting.html
Materials from
Learning
Resource
(LR)portal
B. Other Power point presentation
Learning
Resources
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Motivation Before we proceed on our lesson, I want
previous lesson you to group yourself into 6 and answer the Six
or presenting the Trigonometric ratios of the following:
new lesson Good afternoon, ma’am

1.
20
16

18
opposite 16 4
sin β ¿ =¿ or
2. hypotenuse 20 5
28 adjacent 18 9
cos β¿ ¿ or
hypotenuse 20 10
opposite 16 8
32 tan β¿ ¿ or
40 adjacent 18 9
hypotenuse 20 5
csc β¿ ¿ or
opposite 16 4
hypotenuse 20 10
sec β¿ ¿ or
adjacent 18 9
 adjacent 18 8
3. cot β ¿ ¿ or
15 opposite 16 9

17
19
opposite 32 4
sin α ¿ =¿ or
hypotenuse 40 5
adjacent 28 7
cos α ¿ ¿ or
hypotenuse 40 10
opposite 32 8
tan α ¿ ¿ or
adjacent 28 7
hypotenuse 40 5
csc α ¿ ¿ or
opposite 32 4
hypotenuse 40 10
sec α ¿ ¿ or
adjacent 28 7
adjacent 28 7
cot α = ¿ or
opposite 32 8

opposite 17
sin θ ¿ =¿
hypotenuse 19
adjacent 15
cos θ ¿ ¿
hypotenuse 19
opposite 17
tan θ ¿ ¿
adjacent 15
hypotenuse 19
csc θ ¿ ¿
opposite 17
hypotenuse 19
sec θ ¿ ¿
adjacent 15
adjacent 15
cot θ ¿ ¿
opposite 17
Let us now discuss about Solving missing parts of a Right
B. Establishing a triangle using Pythagorean theorem.
purpose for the
lesson Can anyone tell me about the formula of Pythagorean 2 2
a +b =c
2
theorem?
C. Presenting Ex. 1.
examples/
instances of the
new lesson
c
8

What is the unknown of the figure?

Hypotenuse ma’am.
Now, let us substitute the given value
2 2 2
a +b =c
2 2 2
8 +6 =c
So, what is 82 ? 64 ma’am.

How about 6 2? 36 ma’am.

Very good everyone.

64 + 36 = c 2
 100 = c 2
We are looking for the value of c not the c 2 so, we are going
the remove the square in c.
√
√ 100 = c 2
√ 100 = c Ma’am 10.
What is √ 100 ?

Now that we found the value of c, we can now find the values
of the six trigonometric ratios. opposite 8 4
sin θ ¿ =¿ or
opposite 8 4 hypotenuse 10 5
sin θ ¿ =¿ or adjacent 6 3
hypotenuse 10 5 cos θ ¿ ¿ or
adjacent 6 3 hypotenuse 10 5
cos θ ¿ ¿ or opposite 8 4
hypotenuse 10 5 tan θ ¿ ¿ or
opposite 8 4 adjacent 6 3
tan θ ¿ ¿ or hypotenuse 10 5
adjacent 6 3 csc θ ¿ ¿ or
hypotenuse 10 5 opposite 8 4
csc θ ¿ ¿ or hypotenuse 10 5
opposite 8 4 sec θ ¿ ¿ or
hypotenuse 10 5 adjacent 6 3
sec θ ¿ ¿ or adjacent 6 4
adjacent 6 3 cot θ ¿ ¿ or
adjacent 6 4 opposite 8 4
cot θ ¿ ¿ or
opposite 8 4
D. Discussing
new concepts m
and practicing
new skills #1
3
4

2 2 2 2 2 2
3 +m =4 3 +m =4
9 + m 2 = 16 (let m be the only one on the other side) 9 + m 2 = 16 (let m be the only one on the other side)
2 2
m = 16 – 9 (transpose) m = 16 – 9 (transpose)
2 2
m =7 m =7
√ m2 = √ 7 √ m2 = √ 7
m = √7 m = √7
m = m =

3 3
4 4

Can you give me the values of the parts of a triangle?

Opposite = 3
Adjacent = √ 7
Hypotenuse = 4
Okay very good everyone.
Let us now find the value of the six trigonometric ratios. opposite 3
Sin β ¿ =¿
opposite 3 hypotenuse 4
sin β ¿ =¿
¿√
adjacent 7
hypotenuse 4 cos β ¿
hypotenuse 4
¿√
adjacent 7
cos β ¿ opposite 3 √ 7 3 √ 7
hypotenuse 4 tan β ¿ ¿ ∙ =
opposite 3 √ 7 3 √7 adjacent √ 7 √ 7 7
tan β ¿ ¿ ∙ = hypotenuse 4
adjacent √ 7 √ 7 7 csc β ¿ ¿
hypotenuse 4 opposite 3
csc β ¿ ¿ hypotenuse 4 √ 7 4 √7
opposite 3 sec β ¿ ¿ ∙ =
adjacent √7 √7 7
 hypotenuse 4 √ 7 4 √ 7 adjacent √7
sec β ¿ ¿ ∙ = cot β ¿ ¿
adjacent √7 √7 7 opposite 3
adjacent √7
cot β ¿ ¿
opposite 3
2

d
5
2 2 2 2 2 2
d +2 =5 d +2 =5
2 2
d + 4 = 25 (let d be the only one on the other side) d + 4 = 25 (let d be the only one on the other side)
2 2
d = 25 – 4 (transpose) d = 25 – 4 (transpose)
2 2
d = 21 d = 21
√ d 2 = √ 21 2 √ d 2 = √ 21
d = √ 21 d = √ 21
2
d=
5 d=
5
E. Discussing
new concepts Can you give me the values of the parts of a triangle? Opposite = 2
and practicing
Adjacent = √ 21
new skills#2
Hypotenuse = 5
Okay great job everyone.
Let us now find the value of the six trigonometric ratios.
opposite 2
opposite 2 Sin β ¿ =¿
Sin β ¿ =¿ hypotenuse 5
hypotenuse 5
¿√
adjacent 21
¿√
adjacent 21 cos β ¿
cos β ¿ hypotenuse 5
hypotenuse 5
opposite 2 √ 21 2 √ 21
opposite 2 √ 21 2 √ 21 tan β ¿ ¿ ∙ =
tan β ¿ ¿ ∙ = adjacent √21 √ 21 21
adjacent √ 21 √ 21 21
hypotenuse 5
hypotenuse 5 csc β ¿ ¿
csc β ¿ ¿ opposite 2
opposite 2
hypotenuse 5 √ 21 5 √21
hypotenuse 5 √ 21 5 √21 sec β ¿ ¿ ∙ =
sec β ¿ ¿ ∙ = adjacent √21 √21 21
adjacent √21 √21 21 adjacent √21
adjacent √ 21 cot β ¿ ¿
cot β ¿ ¿ opposite 2
opposite 2
Now let us see if you really understand the lesson.
1. 1.

2 2 2
a +b =c
2 2 2
3 +4 =h
3
h 9 + 16 = h2
F. Developing 25 = h2
mastery √ 25 = √ h2
(Leads to 4 5=h h=5
3
Formative
Assessment 3) O=3
2.
A=4
H=5 4
6

opposite 3
t sin α ¿ =¿
8
hypotenuse 5
 adjacent 4
cos α ¿ ¿
hypotenuse 5
opposite 3
tan α = ¿
adjacent 4
hypotenuse 5
csc α ¿ ¿
opposite 3
hypotenuse 5
sec α ¿ ¿
adjacent 4
adjacent 4
cot α = ¿
opposite 3
2.
2 2 2
6 +t =8
2
36 + t = 64
2
t = 64 – 36
2
t = 28
√ t2 = √ 28
t = √4 ∙ 7
t = 2√ 7

O = 2√ 7
A=6
H=8

=¿ 2 √ 7 or √ 7
opposite
Sin α ¿
hypotenuse 8 4
adjacent 6 3
cos α ¿ ¿ or
hypotenuse 8 4
opposite 2 √ 7 √ 7
tan α ¿ ¿ or
adjacent 6 3
hypotenuse 8 4 √7 4 √7
csc α ¿ ¿ ∨ ∙ =
opposite 2 √ 7 √ 7 √7 7
hypotenuse 8 4
sec α ¿ ¿ or
adjacent 6 3
adjacent 6 3 √7 3 √7
cot α = ¿ ∨ ∙ =
opposite 2 √ 7 √ 7 √ 7 7

G. Finding
practical
applications of
concepts and
skills in daily
living

H. Making So now, let us recall what we have discussed today. Trigonometry

generalizations 1. It is a branch of mathematics that studies relationships
and abstractions between side lengths and angles of triangles. ma’am Sine, cosine, tangent, cosecant, secant, and cotangent
about the lesson or the SOH-CAH-TOA, CHOSHA-CAO
2. What are the six trigonometric ratios?
Adjacent side, ma’am

3. What do we call to the side that next to the reference

angle or beside the reference angle?
Opposite side ma’am.
4. How about the side that opposite of a reference angle?
Pythagorean theorem, ma’am
5. What formula will be used when reference angle doesn’t
 have a value?
Let us now recall today’s lesson. 2 2
d +2 =5
2

2 2
d + 4 = 25
2
d = 25 – 4
2
d d = 21 2
5 √ d 2 = √ 21
d = √ 21 d=
5
Opposite = 2
Adjacent = √ 21
Hypotenuse = 5

I. Evaluating opposite 2
learning Sin β ¿ =¿
hypotenuse 5
cos β ¿
adjacent
¿
√21
hypotenuse 5
opposite 2 √ 21 2 √21
tan β ¿ ¿ ∙ =
adjacent √ 21 √ 21 21
hypotenuse 5
csc β ¿ ¿
opposite 2
hypotenuse 5 √ 21 5 √ 21
sec β ¿ ¿ ∙ =
adjacent √21 √21 21
adjacent √ 21
cot β ¿ ¿
opposite 2

y
8

J. Additional
activities for 10
12
application or
remediation

g
7

V. REMARKS

VI.
REFLECTION
A. No. of ______ of Learners who earned 80% above
learners who
earned 80% on
the formative
assessment
B. No. of _______ of Learners who require additional activities for remediation
learners who
require
additional
activities for
remediation.
C. Did the ___Yes ___No
remedial lessons ____ of Learners who caught up the lesson
work? No. of
learners who
have caught up
with the lesson.
D. No. of ___ No. of Learners who continue to require remediation
learners who
continue to
require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Dyads
E. Which of my
___ Think-Pair-Share (TPS)
teaching
___ Rereading of Paragraphs/ Poems/ Stories
strategies
___ Differentiated Instruction
worked well?
___ Role Playing/Drama
Why did this
___ Discovery Method
work?
___ Lecture Method

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among students
difficulties did I __ Students’ behavior/attitude
encounter which __ Colorful IMs
my principal or __ Unavailable Technology Equipment (AVR/LCD)
supervisor can __ Science/ Computer/ Internet Lab
help me solve? __ Additional Clerical works
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

Checked by:
DECIRIE D. CAYOMBA MILKIE A. MANGAOIL
Practice Teacher Practice Teacher
LEAHN M. PALATTAO
Critic Teacher