DAILY LESSON LOG OF M9GE-IVb-c-1(Day 8)

School MABALOR-CATANDALA Grade Level Grade 9

INTEGRATED SCHOOL
Teacher NICOLE L. TANYAG Learning Area Mathematics
MONDAY-
Teaching Date and Time WEDNESDAY, FRIDAY Quarter Fourth Quarter
7:00-7:45
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
I. OBJECTIVES 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 Standards The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and
solve real-life problems with precision and accuracy.
Learning Competency: Finds the trigonometric ratios of special angles.
(M9GE-IVb-c-1)
Learning Objectives:
1. Justify the accuracy of the measures of the sides special right angles.
C. Learning Competencies/
2. Solve real-life problems involving trigonometric ratios of special angles
Objectives
3. Create real-life problems that involve the use of trigonometric ratios of special
angles
4. Display cooperation in the development of the lesson

II.CONTENT Trigonometric Ratios of Special Angles

III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 284-287
2. Learner’s Materials Pages 447-456
3. Textbook pages
4. Additional Materials NA
from Learning Resource
(LR) portal
B. Other Learning https://betterlesson.com/lesson/resource/1985775/ticket-out-the-door-docx
Resources manila paper, pentel pen
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
IV. PROCEDURES 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.
To teacher asks the following questions:
1. Given the following figures , what trigonometric ratios can we
possibly use in order to solve for the unknown quantities of the
sides of these triangles?
a.
5 x
A. Review previous lesson θ
or presenting the new
lesson 5
b.
x θ

Expected Answers:
a. Sine θ , cosecant θ
b. Tangent θ , cotagent θ
The teacher lets the students realize the significance of familiarizing the values of
2. Establishing a purpose
the six trigonometric ratios of special angles in order to solve problems related to
for the lesson
trigonometric functions even without the use of a calculator.
3. Presenting examples/ By pair, the teacher gives this activity to check students understanding on special
instances of the new angles and other concepts about right triangle.
lesson
A. Find the lengths of the unknown quantities of the figure.

25 g
e

a d 45
f

b c
36
60
 B. Evaluate the following expressions:
a. 2(cot 45° + sin2 30° )
b. sec 60° - cot 45°

The teacher asks the following questions:

1. How did your solve for the unknown quantities of the given figure?
2. Which part of the exercise the concepts on special angles is used?
4. Discussing new concepts
and practicing new skills Possible Responses:
#1 1. Use concepts on trigonometric ratios of special angles, Pythagorean
theorem.
2. Finding the unknown quantities of a triangle with 60 and 45 angles.

5. Discussing new concepts

and practicing new skills
#2
The teacher groups students into 6 and instructs them to do Activity 6:
Application of LM p. 455 where every 2 groups answer the same problem.
6. Developing mastery
Groups 1 & 2- Case 1
(leads to formative
Groups 3 & 4- Case 2
assessment 3)
Group 5 & 6- Case 3
Each group then presents their work to the class.
The teacher checks students’ answers. The teacher asks the following:
1.How did you find the activity?
2.What mathematical concepts of the lesson were used in answering the activity?
3.Are the concepts on special triangles important in our daily lives? Explain your
answer.

Answer Key: (refer to TG p. 286 for the answer of the activity)

7. Finding practical Case 1: Error Analysis using concepts on trigonometric ratios of special angles.
applications of
(Incorrect, because the side opposite the 30° angle is not half of the hypotenuse.)
concepts and skills
Case 2: Formulating Own Problem. Student must apply the concept on
in daily living
trigonometric ratios of special angles.
Case 3: House Repair. (a) 4√ 6 m = 9.8 m (b)4√ 6m - 4√ 2m = 4.1 m

Possible Answers to the questions:

1. Easy
2. Concepts on the measures of the sides of special right angles
3. Yes, they are useful in finding the measures of things around us.

8. Making To summarize the topic on special trigonometric functions of special angles, the
generalizations and following questions will be asked:
abstractions about 1. What are the different trigonometric ratios?
the lesson 2. What is the relationship of the shorter side to the hypotenuse of in a 30° -
60° -90° angle? In a 45° -45° -90° angle?
3. How do you evaluate expressions involving special angles?
4. How do we find the values of the missing parts of a triangle?

Possible Answers:
1. Sine, cosine, tangent, cotangent, secant, cosecant
2. In a 30° -60° -90° angle, the hypotenuse is twice the length of the shorter
side. In a 45° -45° -90° angle the hypotenuse is sℎorter side×√ 2.
3. Substitute the values of the trigonometric function of the specified angle
 and simplify the expression following the PEMDAS rule.
4. Use the proper trigonometric ratio by which the given can be utilize.

To check students understanding on the lesson, the teacher gives this exercise to
be answered individually.

Direction. Answer the activity using the concepts on trigonometric ratios of

special angles.

A. Give the lengths of the missing parts of the triangle.

b 60 °

A c
21√2
cm
21 cm

9. Evaluating Learning
B. Evaluate the expression tan2 30° + tan2 60° - cot 45° .

C. Illustrate and solve the problem.

Due to a strong earthquake, a 9-meter tree was uprooted and had lean
on the firewall of a condo unit causing minor damages in the residential
units. If the distance of the tree roots from the building firewall is about
4.5 meters, at what angle has the tree lean on the building? how high is
the building firewall?

Answer Key:
A. <A = 45° ; a= 21, b= 14√ 6; c= 7√ 6
1
B.
3
C. 30° ; 4.5√ 3 or approximately 7.8 meters

Define the following and give sample cases of each.

10. Additional activities 1.Angle of Elevation
or remediation 2.Angle of Depression

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 pupils/students learn? Identify what help your
VI. REFLECTION 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 materials did I
use/ discover which I
 wish to share with other
teachers

Prepared by:
JENNIFER A. EBARLE
Teacher I- Casili Night High School