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NATIONAL MATH PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 2
Learning Activity Sheet for Mathematics Grade 10
Quarter 1: Week 2

This material is intended exclusively for the use of teachers in the implementation of the K to 12 Curriculum. It aims to assist in delivering the curriculum content,
standards, and lesson competencies.

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Management Team

JOYCE DR ANDAYA CESO IV, Director IV

CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, OIC-Chief Education Supervisor-CLMD
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
RESTITUTO I. RODELAS, OIC-Regional Mathematics Education Program Supervisor
ALBERTO J. TIANGCO, Mathematics Education Program Supervisor
LAMBERT G. QUESADA, Mathematics Education Program Supervisor
WILMA Q. DEL ROSARIO, LR Education Program Supervisor
JONAS FELICIANO C. DOMINGO, LR Education Program Supervisor
IVY CONEY GAMATERO, LR Education Program Supervisor
PRECY M. PAURILLO, LR Education Program Supervisor
K to 12 Curriculum School Grade Level 10
Daily Lesson Script Name of Teacher Learning Area Mathematics
Teaching Dates and Time Quarter 1

Week 2 DAY 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have the understanding of
A. Content Standards
• The laws of sines and laws of cosines
B. Performance By the end of the quarter, the learners are able to
Standards • Find sides and angles in oblique triangles using the laws of sines and laws of cosines
C. Learning The learners will be able to:
Competencies • Apply laws of sines in solving oblique triangles, including ambiguous cases
At the end of the lesson, the learners are able to:
D. Learning Objectives
• Apply the law of sines in solving triangles: SSA (Ambiguous Case)
1. Instructional Design Aspect: Context, Connection, Collaboration, and Creativity
framework feature Principle: Inclusive, Ideational, Integrative, and Innovative
(s) Facets/Events: Engage, Explore, Experiences, and Empathize
Information, Media and Technology Skills – Visual Literacy, Technology Literacy, Digital Literacy
2. 21st Century Skills Learning and Innovation Skills – Critical Thinking
Communication Skills – Teamwork, Collaboration, Interactive Communication
II. CONTENT
III. LEARNING RESOURCES
Lumen Learning, OpenStax. (n.d.). Using the Law of Sines to solve oblique triangles | Applied Algebra and
trigonometry. https://courses.lumenlearning.com/ccbcmd-math/chapter/using-the-law-of-sines-to-solve-
A. References oblique-triangles/
Central Bucks School District. Chapter 6: Law of Sines │ Additional Topics in Trigonometry, p.430-438.
https://www.cbsd.org/cms/lib/PA01916442/Centricity/Domain/2023/Pg.%20430-438.pdf
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Good day everyone! Let’s start our week with this quote, “If you are not willing to learn, no one can help you.
(4 minutes)

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If you are determined to learn, no one can stop you.” All right. This is the second week of the National
Mathematics Program. I hope everyone is excited!
Let’s do an activity. Group yourself into six members. Member of each group will stand depending on the
ambiguous case.
One member will stand if the figure or statement is described as Ambiguous Case 1.
Two members will stand if the figure or statement is described as Ambiguous Case 2.
Three members will stand if the figure or statement is described as Ambiguous Case 3.
Four members will stand if the figure or statement is described as Ambiguous Case 4.
Five members will stand if the figure or statement is described as Ambiguous Case 5.
All six members will stand if the figure or statement is described as Ambiguous Case 6.

Intervention Group Consolidation Group Enhancement Group

Determine the ambiguous case is Determine the ambiguous case is Determine the ambiguous case is
being described. being described. being described.

1. 1. 1. The given angle is obtuse and

𝑎 ≤ 𝑏, there is no triangle formed.
No triangle
formed
2. The given angle is acute and
𝑎 = ℎ, there is one triangle
2. formed.

2. 3. The given angle is acute and

𝑎 > 𝑏, there is one triangle
One triangle formed.
formed
3. 4. The given angle is acute and
ℎ < 𝑎 < 𝑏, there are two distinct
triangles formed.

5. The given angle is obtuse and

𝑎 > 𝑏, there is one triangle
formed.
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 3. 4. 6. The given angle is acute and
One triangle 𝑎 < ℎ, there is no triangle formed.
formed

5.
4.

Two triangles
formed

6.

5.
One triangle
formed

6.

No triangle
formed Answer keys: 1. Case5 2. Case2 3. Case3 4. Case4
5. Case6 6. Case1

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity. The teacher can also use
different ways to group the class.
That was a very good start! Good job!
Lesson Purpose/Intention Always remember the six ambiguous cases to determine the number of possible solutions on different
(1 minute)
ambiguous problems. Today, we will solve more ambiguous cases.

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 Again, let’s describe the different ambiguous cases! (reading simultaneously)

(Expected answer):
Ambiguous Case 1 – If the given angle is acute and 𝑎 < ℎ, there is no triangle formed.
Ambiguous Case 2 – If the given angle is acute and 𝑎 = ℎ, there is one triangle formed.
Ambiguous Case 3 – If the given angle is acute and 𝑎 > 𝑏, there is one triangle formed.
Ambiguous Case 4 – If the given angle is acute and ℎ < 𝑎 < 𝑏, there are two distinct triangles formed.
Ambiguous Case 5 – If the given angle is obtuse and 𝑎 ≤ 𝑏, there is no triangle formed.
Ambiguous Case 6 – If the given angle is obtuse and 𝑎 > 𝑏, there is one triangle formed.

Lesson Language Practice

(1 minute)

NOTES TO THE TEACHER: The teacher can make the students read the definition simultaneously. Make everyone
participate during the simultaneous reading.

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During/Lesson Proper
Let’s review the five-step process that we are using to determine ambiguous cases. Can someone refresh us
what are these five steps?

Expected answer:
In ∆𝐴𝐵𝐶, consider the measure of ∠𝐴 the lengths of 𝑎 and 𝑏 are given.
1. Identify if the given angle is acute or obtuse.
2. Solve for h. (ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴) (Note: “𝑏” is the side adjacent to the given angle)
3. Determine the necessary condition for 𝑎. (Note: “𝑎” is the opposite side of the given angle)
4. Check the number of possible triangles that can be formed.
5. Solve the oblique triangle using the Law of Sines if possible.

Reading the Key Idea/Stem

Very good! Going back to the problem I gave you yesterday, can
(4 minutes)
someone read the problem?

The planet Venus can sometimes be seen from the Earth with the naked
eye. We cannot determine if the planet Venus is in the near position or
the far position because its position is uncertain. Shown in the
illustration, given Earth is 93 million-miles from the Sun and Venus is
67 million-miles from the Sun. Assume that the viewing angle is 24°
and that the orbit of both planets is roughly circular. Determine the
closest or farthest possible distances of the two planets?

NOTES TO THE TEACHER: The teacher should explain the illustration for better understanding.

Based on the illustration, the problem involves ambiguous case 5. Let’s solve!

Developing Understanding of Consider ∆𝐴𝐵𝐶,

the Key Idea/Stem Let 𝐴 be the position of the Earth, then 𝑚∠𝐴 = 24° (viewing angle),
(10 minutes) 𝑎 be the distance of Venus from the Sun, then 𝑎 = 67,
𝑏 be the distance of the Earth from the Sun, then 𝑏 = 93,
𝑐 be the distance of Venus from the Earth in the near position, and
𝑐’ be the distance of Venus from the Eart in the far position.
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Using the five-step process.
1. Identify if the given angle is acute or obtuse.
Ø Acute angle (𝑚∠𝐴 = 24°)
2. Solve for h. (ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴) (Note: “𝑏” is the side adjacent to the given angle)
Ø ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴 = 93(𝑠𝑖𝑛24°) ≈ 38
3. Determine the necessary condition for 𝑎. (Note: “𝑎” is the opposite side of the given angle)
Ø 𝑎 = 67 and ℎ = 38, then, ℎ < 𝑎 < 𝑏
4. Check the number of possible triangles that can be formed.
Ø Since ∠𝐴 is acute and ℎ < 𝑎 < 𝑏, then there are two distinct triangles.
5. Solve the oblique triangle using the Law of Sines if possible.
Ø There are two possible solutions as there are two triangles formed.

Solutions for the first triangle, Solutions for the second triangle,
!"# $ !"# &
%
= '
solving 𝑚∠𝐶 and 𝑐, 𝒎∠𝑩! = 180 − 34° = 𝟏𝟒𝟔°
!"# $ !"# *+°
()
= -. 𝒎∠𝑪 = 180° − (24° + 34°) = 𝟏𝟐𝟐° 𝒎∠𝑪′ = 180° − (24° + 146°) = 𝟏𝟎°
() (!"# *+°) 2 ' 24 '
sin 𝐵 = = =
-. !"# 3 !"# & !"# 34 !"# &
2 -. 24 -.
sin 𝐵 = 0.5646
!"# 5**°
= !"# *+° !"# 56°
= !"# *+°
-. (!"# 5**°) -. (!"# 56°)
𝑚∠𝐵 = sin"# 0.9151 𝑐= 𝑐′ =
!"# *+° !"# *+°
𝒎∠𝑩 = 𝟑𝟒. 𝟑𝟕° ≈ 𝟑𝟒° 𝒄 = 𝟏𝟑𝟗. 𝟕𝟎 ≈ 𝟏𝟒𝟎 𝒄! = 𝟐𝟖. 𝟔𝟎 ≈ 𝟐𝟗

Therefore, the distance of Venus from the Earth if in the near position is approximately 29 million miles and
if in the far position, the distance is approximately 140 million miles.
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Let’s try another example.

Example 2. Solve for the missing side and missing angles of the given triangle.

Solutions:
The given oblique triangle involves ASS case. Follow the five-step process for solution guide.
1. Identify if the given angle is acute or obtuse.
Ø Acute angle (𝑚∠𝐴 = 42°)
2. Solve for h. (ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴) (Note: “𝑏” is the side adjacent to the given angle)
Ø ℎ = 𝑏 ∗ 𝑠𝑖𝑛𝐴 = 12(𝑠𝑖𝑛42°) ≈ 8
3. Determine the necessary condition for 𝑎. (Note: “𝑎” is the opposite side of the given angle)
Ø 𝑎 = 22, 𝑏 = 12 and ℎ = 8, then, 𝑎 > 𝑏
4. Check the number of possible triangles that can be formed.
Ø Since ∠𝐴 is acute and 𝑎 > 𝑏, then there is one triangle formed.
5. Solve the oblique triangle using the Law of Sines if possible.
Ø There is one possible solution as there is one triangle formed.

Solutions,
!"# $ !"# &
%
= '
solving 𝑚∠𝐶 and 𝑐,
!"# $ !"# +*°
5*
= ** 𝒎∠𝑪 = 180° − (42° + 21°) = 𝟏𝟏𝟕°
5* (!"# +*°) 2 '
sin 𝐵 =
** !"# 3
= !"# &
2 **
sin 𝐵 = 0.3650
!"# 55.°
= !"# +*°
** (!"# 55.°)
𝑚∠𝐵 = sin"# 0.3650 𝑐=
!"# +*°
𝒎∠𝑩 = 𝟐𝟏. 𝟒𝟏° ≈ 𝟐𝟏° 𝒄 = 𝟐𝟗. 𝟐𝟗 ≈ 𝟐𝟗

NOTES TO THE TEACHER: The teacher may allow the students to use calculators or Sine Table of Values. The teacher
should explain the meaning of the symbols given in the solutions. Also, the teacher can give more examples and can use
different methods in solving oblique triangles.

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 Very well! The fact that you already know how to use Law of Sines in solving oblique triangles, even if it
involves ambiguous cases, we can now have an activity.

Intervention Group Consolidation Group Enhancement Group

(Use any material for visual (Use any material for visual (Use any material for visual
presentation.) Solve any of the presentation.) Solve any of the presentation.) Solve any of the
following problems. Write following problems. Write following problems. Show the
whether the oblique triangle whether the oblique triangle solutions. Round off the answer
involves ASA, SAA/AAS, or involves ASA, SAA/AAS, or to the nearest whole number.
SSA/ASS (ambiguous). Solve the SSA/ASS (ambiguous). Solve the
triangle. Show the solutions triangle. Show the solutions 1. Given ∆𝑃𝑄𝑅, 𝑚∠𝑃 = 64°, 𝑚∠𝑅 =
using the Law of Sines. Round off using the Law of Sines. Round off 47°, 𝑝 = 32, find its perimeter.
the answer to the nearest whole the answer to the nearest whole
Deepening Understanding of number. number. 2. Given ∆𝐿𝑀𝑁, 𝑚∠𝑀 = 32°, 𝑙 =
the Key Idea/Stem (4 12, 𝑛 = 9, find its area of the
minutes)
1. 1. Given ∆𝑃𝑄𝑅, 𝑚∠𝑃 = 64°, 𝑚∠𝑅 = larger triangle.
47°, 𝑝 = 32
3. Given ∆𝐴𝐵𝐶, 𝑚∠𝐵 = 100°,
2. Given ∆𝐿𝑀𝑁, 𝑚∠𝑀 = 32°, 𝑙 = 𝑚∠𝐶 = 27°, 𝑝 = 48, find its
12, 𝑛 = 9 perimeter.

3. Given ∆𝐴𝐵𝐶, 𝑚∠𝐵 = 100°,

2. 𝑚∠𝐶 = 27°, 𝑝 = 48

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 3.

Expected Answer: (for Intervention and Consolidation Groups) (for Enhancement Groups)

1. 𝑝 = 32 𝑚∠𝑃 = 64° 1. 𝑝 = 32 𝑚∠𝑃 = 64°

𝑞 = 26 𝑚∠𝑄 = 69° 𝑞 = 26 𝑚∠𝑄 = 69°
𝑟 = 33 𝑚∠𝑅 = 47° 𝑟 = 33 𝑚∠𝑅 = 47°
Perimeter: 91 units (approx.)

2. 𝑙 = 12 𝑚∠𝐿 = 45° 2. 𝑙 = 12 𝑚∠𝐿 = 45°

𝑚=9 𝑚∠𝑀 = 32° 𝑚=9 𝑚∠𝑀 = 32°
𝑛 = 17 𝑚∠𝑁 = 103° 𝑛 = 17 𝑚∠𝑁 = 103°
Area: 51 sq. units (approx.)

3. 𝑎 = 48 𝑚∠𝐴 = 53° 3. 𝑎 = 48 𝑚∠𝐴 = 53°

𝑏 = 59 𝑚∠𝐵 = 100° 𝑏 = 59 𝑚∠𝐵 = 100°
𝑐 = 27 𝑚∠𝐶 = 27° 𝑐 = 27 𝑚∠𝐶 = 27°
Perimeter: 134 units (approx.)

Do you have any questions or clarifications?

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity. Also, the teacher can use
different ways to group the class. Make sure that the students will include the five-step process in their solutions.

After/Post-Lesson Proper
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 Let’s wrap it up. What are the different conditions if the oblique triangle involves ambiguous case?

Expected answer:
Ambiguous Case 1 – If the given angle is acute and 𝑎 < ℎ, there is no triangle formed.
Ambiguous Case 2 – If the given angle is acute and 𝑎 = ℎ, there is one triangle formed.
Ambiguous Case 3 – If the given angle is acute and 𝑎 > 𝑏, there is one triangle formed.
Making Generalizations and
Ambiguous Case 4 – If the given angle is acute and ℎ < 𝑎 < 𝑏, there are two distinct triangles formed.
Abstractions (1 minute)
Ambiguous Case 5 – If the given angle is obtuse and 𝑎 ≤ 𝑏, there is no triangle formed.
Ambiguous Case 6 – If the given angle is obtuse and 𝑎 > 𝑏, there is one triangle formed.

Very well said!

NOTES TO THE TEACHER: The teacher may use different approaches for the student to participate during the
discussion. Make the student recite the definitions for them to remember.

Intervention Group Consolidation Group Enhancement Group

Solve for 𝑥. Show your solutions. Solve for 𝑥. Determine the other Solve for 𝑥. Determine the other
missing measurements. Show missing measurements and find
1. your solutions. the perimeter of each triangle.
Show your solutions.
1.
1.
Evaluating Learning
(5 minutes)

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 2. 2. 2.

3. 3.
3.

Expected Answer: (answers may vary)

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity.

Solve the given problem.

The vertex angle of an isosceles triangle is 40°. If the base of the triangle is 18cm, find its perimeter.
Additional Activities for
Application or Remediation (if Solutions:
applicable)
Consider ∆𝐴𝐵𝐶,
Let 𝐵 be the vertex of an isosceles triangle, then 𝑚∠𝐵 = 40°,
𝑏 be the base of the isosceles triangle, then 𝑏 = 18𝑐𝑚, and
𝑚∠𝐴 𝑎𝑛𝑑 𝑚∠𝐶 = (180° − 40°) ÷ 2 = 𝟕𝟎° (properties of an isosceles triangle).
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 !"# & !"# $
=
' %
!"# .6 !"# +6°
)5
= 57
57 (!"# .6°)
𝑎 =
!"# +6°
𝒂 = 𝟐𝟔. 𝟑𝟐 ≈ 𝟐𝟔𝒄𝒎 = 𝒄
Then,
𝑃∆= 𝑎 + 𝑏 + 𝑐 = 26𝑐𝑚 + 18𝑐𝑚 + 26𝑐𝑚 = 𝟕𝟎𝒄𝒎

Therefore, the perimeter of the triangle is approximately 70cm.

Remarks
Reflection

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