DAILY LESSON LOG OF M9AL-Ig-f-1 (Day 3)

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time 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
I. OBJECTIVES 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 The learner is able to apply the concepts of trigonometric ratios to formulate and
Standards solve real-life problems with precision and accuracy.
Learning Competency:
Uses trigonometric ratios to solve real-life problems involving right triangles.
(M9GE-IVe-1)
C. Learning
Learning Objectives:
Competencies/
1. Illustrate problems involving right triangles
Objectives
2. Apply the correct trigonometric ratios in solving problems involving right
triangles
3. Demonstrate cooperation during group activities
II. CONTENT Solving Problems Involving Right Triangles Using Trigonometric Ratios
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
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
IV. PROCEDURES 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 calls a representative from the class to give an answer for each item
on the exercise below.

A. Find the following ratios using the given right triangle.

1. Sin A = _______ 4. Sin B = ________
2. Cos A = _______ 5. Cos B = ________
3. Tan A = _______ 6. Tan B = ________

B. Illustrate the following situations.

1. A 12-ft ladder is leaning on a wall of a building and formed a 36⁰ with the
A. Review previous ground. How high up the wall did the ladder reach?
lesson or presenting 2. A building 50 feet high casts a shadow 68 feet long. What is the angle
the new lesson of elevation of the sun then?

Answer Key:
A. 1. 24/25 2. 7/25 3. 24/7 4. 7/25 5. 24/25 6. 7/24
B. 1. 2.

B. Establishing a The teacher lets the students realize that being able to illustrate a situation,
purpose for the recognizing the given quantities, and using the appropriate trigonometric ratio are
lesson important skills needed in solving problems involving right triangles.
C. Presenting examples/ The teacher instructs the students to go to their groupings (1 – 10). Each group will
 be given a strip of paper which contains the problem that the group must illustrate
and solve, and a manila paper to write put their answer.

G1 and G6: A dog lying on the group looks at a bird that is resting on a branch of
tree. If the bird is 6 feet up the tree and the dog is 9 feet away from a point on the
ground directly below the bird, at what angle is the dog looking at the bird?

G2 and G7: An escalator from the lower ground floor of J-Centre Mall is 110 ft long
and is elevated at a 50⁰ angle. How high above the lower ground floor is the upper
ground floor?

G3 and G8: A 24 ft metal beam is leaning against a wall such that the bottom of
instances of the new
the beam is 6 ft away from the base of the wall. What is the angle formed by the
lesson
beam with the ground?

G4 and G9: From a point 2 meters away from the base of a lamp post, the angle of
elevation to the top of the post is 62⁰. How high is the lamp post?

G5 and G10: An observer 152-meter up on a high-rise building sees a car 215

meters away from the tower. What is the observer’s angle of depression to the
car?

When all the groups are done answering, the teacher instructs the groups to post
their answer, and a representative from each group will explain how they came up
with their answers.
The teacher facilitates the drawing of answers from each group through the
questions:
1. How does your solution compare to the other group assigned to the same
problem?
(Possible Response: “We got the same answer as them.” or “We have different
illustrations but we got the same answer.”
2. How did you come up with your solution?
(Possible Response: “We first illustrated the problem, decided on the right
trigonometric ratio to use, and solved the unknown.”)

Answer Key to each of the Group’s assigned problem:

G1 and G6: G2 and G7:
TOA: SOH:
6 h
tanθ= sin 50=
9 110
D. Discussing new
concepts and
θ=tan−1
6
9 () x=110 sin50
x=84 ft
practicing new skills θ=34 °
#1 G3 and G8: G4 and G9:
CAH: TOA:
6 h
cos x= tan62=
24 2
θ=cos−1
6
24( ) h=2 tan 62
h=4 m
θ=76 °

G5 and G10:
TOA:
152
tan x=
215
x
θ=tan−1 ( )
152
215
θ=35°
E. Discussing new
concepts and
practicing new skills
 #2
Working in pairs, the teacher lets the students answer the problem below.
F. Developing mastery A 12-ft ladder is leaning on a wall of a building and formed a 36⁰ with the ground.
(leads to formative How high up the wall did the ladder reach?
assessment 3) Answer Key:
7 ft
G. Finding practical
applications of
concepts and skills in
daily living
The teacher reiterates the importance of illustrating the problem to decide which
trigonometric ratio to use in order to solve the unknown quantity. He/She reminds
the students that:
H. Making
 Inverse trigonometric ratios will only be used if the unknown quantity is
generalizations and
the angle.
abstractions about
 an angle of elevation is the angle between the horizontal (eye level) to
the lesson
the line of sight to an object when looking up
 an angle of depression is the angle between the horizontal (eye level)
and the line of sight to an object when looking down.
The teacher will ask the students to solve the problem below.

A building 50 feet high casts a shadow 68 feet long. What is the angle of
I. Evaluating Learning elevation of the sun then?

Answer:
36⁰
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 pupils/students
VI. REFLECTION 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 Dog, bird, tree, escalator, J-Centre Mall, lamp post, car, ladder, sun
localized materials did I
use/ discover which I wish
to share with other
teachers

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