DAILY LESSON LOG OF M9AL-Ig-f-1 (Day 4)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Grade Level Grade 9
Learning Area Mathematics
Quarter First
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.
The learner demonstrates understanding of the basic concepts of
trigonometry.
The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy.
Learning Competency:
Uses trigonometric ratios to solve real-life problems involving right
triangles. (M9GE-IVe-1)
Learning Objectives:
1. Illustrate problems involving right triangles
2. Apply the correct trigonometric ratio in solving problems involving right
triangles
3. Demonstrate cooperation in during the activities
Solving Problems Involving Right Triangles
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher lets the students recall the previous lesson by letting them
write the equation that will solve the unknown quantity in each illustration:
1. 2. 3.
4. 5.
Answer:
50 x 6
1. tan x= 2. sin 36= 3. tanθ=
68 2 9
6 h
4. cos x= 5. sin 62=
24 2
The teacher lets the students realize that being able to illustrate a situation,
recognizing the given quantities, and using the appropriate trigonometric
ratio are important skills needed in solving problems involving right
triangles.
The teacher lets the students, in pairs, illustrate and solve the problem
below:
A ladder on a firetruck has its base 6 ft above the ground. The ladder can be
elevated at a maximum angle of 75⁰ and has a maximum length of 100 ft.
 What is the maximum height that the ladder can reach?

After the students have answered, the teacher will call a representative
from the class to illustrate the problem and another to show and explain
the answer to the problem.
The teacher facilitates the drawing of answers from the students by asking
them and letting them react to the answer of the following:
1. How does your illustration compare to one given by your classmate?
(Answers may vary with the students. Possible Response: “We did not
consider the height of the ladder above the ground.”)
2. What trigonometric ratio did you use and why did you choose it?
(Possible Response: “We used sine because the quantities involved are
the opposite side and the hypotenuse.”)
3. How did you come up with your answer?
(Possible Response: We first illustrated the problem and identified the
parts involved. After, we decided on the trigonometric ratio to use and
wrote an equation to solve it. After getting the answer, we added 8 to it
D. Discussing new concepts because the ladder of the firetruck is already at this height from the
and practicing new skills #1 ground. We did this to get the maximum height above the ground that
it can reach.)

Answer to the Problem:

x Maximum height:
sin 75= h max=x +8
100
h max=97 +8
x=100 sin 75 h max=105 ft
x=97 ft

E. Discussing new concepts

and practicing new skills #2
Working with the same pair, the teacher lets the students illustrate and
solve the problem below.

A guest in a hotel sights the top and bottom of an office building from his
room’s balcony. The office building is 200 m away from his hotel. If the
guests sees the top of the office building at a 25⁰ angle of elevation and its
base at a 40⁰ angle of depression, how high is the office building?

Answer Key:
F. Developing mastery (leads To get x: To get h:
to formative assessment 3) x h=x+ y
ta n2 5=
2 00 h=9 3+16 8
x=2 00 tan 2 5 h=261 m
x=93 m
To get y: Hence, the office
y building is 261
tan 40= meters high.
200
y=200 tan 40
y=168 m
G. Finding practical
applications of concepts
and skills in daily living
The teacher lets the students summarize the steps in solving problems
H. Making generalizations and involving right triangles.
abstractions about the Possible response: First illustrate the problem and identify the parts involved
lesson in the problem. Next, decide on the trigonometric ratio to use and write the
equation that will solve the unknown quantity.
I. Evaluating Learning The teacher will ask the students to illustrate and solve the problem below.
They are to do this individually.
 A student standing 30 ft from a flagpole can see the top of the pole
at a 55⁰ angle of elevation. If the student’s eye level is 5 ft above the
ground, how high is the flagpole?
Answer:
To get x: To get h:
x h=x+5
tan5 5=
30 h=4 3+ 5
x=3 0 tan5 5 h=48 ft
x=4 3 ft Hence, the flagpole is
48 ft high.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the
VI. REFLECTION pupils/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% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized Ladder, fire truck ,Office Building, Flagpole
materials did I use/ discover which I
wish to share with other teachers

Prepared by:
JESSA MAE A. RICARTE
Cabancalan National High School