1.

0 SYLLABUS [SAMPLE ONLY]

Course Name Trigonometry

Course Credit 3 units

Course The course introduces students to circular and trigonometric functions, trigonometric identities, and to the polar coordinate
Description system. The students then apply concepts in these topics to applications in problem solving.

Contact 3hrs/week
Hours/week

Prerequisite None

Course Outcomes At the end of the course, the student can:

1. demonstrate knowledge and understanding of the basic concepts of Trigonometry;
2. describe and apply the methods and tools of Trigonometry in solving problems in real life situations;
3. demonstrate skill in graphing;
4. sketch the graphs of functions accurately and systematically;
5. apply with facility the acquired problem solving skills in solving word problems with speed and accuracy;
6. recognize the relevance and appreciate the importance of Trigonometry in the development of the country;
7. demonstrate attitudes such as inquisitiveness, intellectual honesty, precision, creativity, perseverance, neatness and
orderliness; and
8. manifest higher order thinking skills such as creativity and critical thinking.

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COURSE OUTLINE AND TIME FRAME

Course Content/ Subject Matter

Week 1 (1.5 hours) SPUP Vision-Mission
1. Rectangular Coordinate System
Week 1 (1.5 hours) 1.1 Rectangular Coordinate System
Week 2(1.5 hours) 1.2 Distances
Week 2 (1.5 hours) 1.3 Midpoints
2. Angles
Week 3 (1.5 hours) 2.1 Angle Formation
Week 3 (1.5 hours) 2.2 Degree and Radian Measure
3. The Basic Circular Functions
Week 4 (3.0 hours) 3.1 The Sine, Cosine and Tangent Functions
Week 5 (3.0 hours) 3.2 The Cosecant, Secant and Cotangent Functions
Week 6 (1.5 hours) 3.3 Trigonometric Functions
Preliminary Examination – Week 6 (1.5 hrs)

4. Functions of Special and Quadrantal Angles

Week 7 (3.0 hours) 4.1 Circular Functions of Quadrantal Angles
Week 8 (3.0 hours) 4.2 Circular Functions of Special Angles
5. Co –Functions and Reference Angles
Week 9 (1.5 hours) 5.1 Co-Functions
Week 9 (1.5 hours) 5.2 Reference Angles
6. Graphs of Circular Functions
Week 10 (1.5 hours) 6.1 Graphs of Sine and Cosine Functions
Week 10 (1.5 hours) 6.2 Graphs of Tangent and Cotangent Functions
Week 11 (1.5 hours) 6.3 Graphs of Secant and Cosecant Functions
Week 11-12 (3.0 hours) 7. Trigonometric Functions
Midterm Examination – Week 12 (1.5 hrs)

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 8. Solutions of Triangles
Week 13 (3.0 hours) 8.1 Solutions of Right Triangles
Week 14 (3.0 hours) 8.2 Solutions of Oblique Triangles
9. Trigonometric Identities and Equations
Week 15 (3.0 hours) 9.1 Simple Trigonometric Identities
Week 16 (1.5 hours) 9.2 Trigonometric Equations
Week 16 (1.5 hours) 9.3 Sum and Difference Identities
Week 17 (3.0 hours) 9.4 Double Angle and Half Angle Identities
Week 18 (1.5 hrs) 10. Graphs of Inverse Trigonometric Functions
Final Examination – Week 18 (1.5 hrs)

REFERENCES: [Collate all references here, APA Format]

A. Books

B. Online Sources

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2.0 LEARNING PLAN
Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Learning
[DLO] Allotment Activity [TLA] Integration Task Resources
[TA]
At the end of the lesson, the SPUP Vision- 1.5 hours
student can: Mission Brainstorming Class Sharing Subjective
SPUP Student
Assessment
Handbook
In their small groups, let The students (through oral
1. discuss the vision, mission,
the students answer the share their participation)
goals and objectives of St. Projector
following questions: insights on:
Paul University Philippines;
 Who is the Paulinian? 1. the University
2. grasp the objectives and
What makes one a Vision –
requirements expected of Alternative
Paulinian? Mission,
the students; and Assessment
Quality Policy
 How does a Paulinian Collage:
3. make a collage of an differ from the 2. how these The students
exemplary Paulinian students of the other can be are asked to
graduate. universities/ colleges? realized/put make a collage
into practice of an exemplary
in my every Paulinian
Information Preview day graduate.
The teacher provides a encounters
background of the course,
3. why I must With the collage
its objectives, the specific
know these is the artist’s
topics included as well as
by heart journal on what
the requirements
the collage
expected of the students
means and on
vis-a-vis the SPUP vision- Subliminal the student’s
mission and program Message insights
educational objectives. Logical thinking regarding the
Professional task.
Then, the students raise
their questions/suggest-

4
Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Learning
[DLO] Allotment Activity [TLA] Integration Task Resources
[TA]
ions regarding the course.
Paulinian Core
Value
On the Whole Charism/
Community
The students synthesize
all the concepts/points
raised during the
presentation.

5
 Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Learning
[DLO] Allotment Activity [TLA] Integration Task Resources
[TA]

At the end of the lesson, the 1. Rectangular Week 1 Pre – Session: Guide Questions Concept Workbook
student can: Coordinate (1.5 hours) Advanced reading on the for values Mapping:
System topic. development: The Activity Sheets
1. determine the components 1.1 Rectangular students are
of the real number system; Coordinate Diagramming (Individual 1. How did you asked to come Colored Chalks
2. discuss the properties of System Activity) arrive at the up with a
Given the set of answers in concept map to
the real number system;
numbers, the students your diagram? show the
3. locate points accurately on are expected to fill out 2. How would relationship
the plane whenever each box with the you justify to among the
coordinates are given; correct terms to your components of
4. name the coordinates of a complete the diagram. classmates the set of real
point on the coordinate - real numbers that the numbers.
plane; - integers diagram you
- counting numbers labeled is Formative
5. identify the quadrant where
- whole numbers correct? Test:
a given point is located; - fractions 3. What insights/ A short
and - rational numbers values can matching
6. manifest values such as - repeating decimals you derive choice test on
accuracy, critical, - terminating decimals from the classifying
independent and creative - non terminating and lesson? numbers and
thinking. non – repeating identifying
decimals properties will
- radicals with non – be given.
perfect nth root Subliminal
Message: Critical
Sharing, Critical Thinking
and Independent Assessment:
thinking 1. Can a

6
 number be
Paulinian Core both
Value: Charism rational and
irrational?
Explain
why.
2. The number
𝜋 is
irrational.
Yet 3.14
and 22/7
Presentation of Output: are often
Students shall present used as
their individual outputs for values for
critiquing. The teacher π. The first
shall prepare the is a
synthesis. terminating
decimal and
Practice and Drills on the second
points, components, and is a quotient
properties of real of integers,
numbers. so both are
rational.
Game (Coded Message How is this
Game) possible?
The students will be 3. Give three
divided in two groups. examples of
One group is tasked to rational
write a set of ordered numbers
pairs on the board and that are not
the other group will integers.
guess and execute the 4. Give three
message given by the examples of

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first group. Both groups integers
will take turns in giving that are not
and executing the natural
instructions. numbers.
The first group who
earns the first five points
wins the game. Assignment:
Math Journal
Group work: Answer the
Experiential Learning following
Students shall be questions on
exposed to an outdoor your journal.
activity to present the
idea of the rectangular 1. How do the
coordinate system. concepts
learned from
With eleven students per this lesson
group, ten will perform relate to your
the activity and one will daily life
act as the situations?
leader/recorder. 2. How do you
associate the
Each group will do the properties of
following: real numbers
Draw the x and y axis to the realities
on the floor and assign 0 of your daily
to the point of life
intersection of the axes. experiences?
On the x – axes, lay –
off 5 units to the right of
zero and five units to its
left. On the y – axis, lay
off 5 units above zero

8
 and 5 units below it. The
numbers above and to
the right of zero are
scaled positively while
the numbers to the les\ft
and below zero are
scaled negatively. Have
ten students stand on
the axes, with the leader
giving instructions for
execution.

Instructions:
1. Walk 2 units forward.
How far are you from
the x – axis? From
the y – axis?
2. From where you are
now, move three
steps to your right.
How far are you from
the x – axis? From
the y – axis?
3. Walk 5 steps
backward. Find your
distance from the x
and the y – axes
respectively.
4. Move 4 steps to your
left again. Find your
distance from the x
and the y – axes
respectively.

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Brainstorming Activity :
Brainstorming on the
concept of a point
together with the basic
components and
properties of the real
number system.

Prior to the conduct of

the game, the teacher
who acts as the
scorer/facilitator during
the game sets some rules
and instructions.

Practice and Drills on

points, components, and
properties of real
numbers.

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 Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Learning
[DLO] Allotment Activity [TLA] Integration Task Resources
[TA]

At the end of the lesson, the 1.2 Distances Week 2(1.5 Pre – Session: Guide Questions Formative Scientific
student can: hours) Advanced reading on the for values Assessment: Calculator
topic. development: A short quiz on
1. derive the distance formula; 1. What finding the
2. find the directed and non- Individual Activity/ previously distance
directed distances between Guided Investigation: learned between two
two distinct points in a concepts did given points will
coordinate plane; Students shall perform you use to be given.
3. solve problems on the activity individually arrive at your
distances with speed and inside the class. conjectures?
accuracy; and Consider two points 2. What made Assignment:
4. manifest values such as P(x1, y1) and Q(x2, y2). you think that Solve the
accuracy, critical, Q(x2, y2) the formulas following
independent and creative you have problems
thinking. derived are completely:
correct?
3. What 1. The vertices
insights/ of a
P(x1, y1) R(x2, y1) values can rectangle are
you derive (0, 0), (8, 0),
from the (0, 6) and (8,
lesson? 6). Find the
sum of the
From the activity lengths of
presented, the students Subliminal the two
are asked to answer the Message: diagonals.
following: Sharing, 2. The
Accuracy, Critical abscissa of a

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Guide Questions: and Independent point is -6
1. How are the thinking and its
coordinates of point R distance
obtained? from the
2. What relation exist point (1, 3) is
between side QR and Paulinian Core 74 . Find
the y – axis? Value: Charism the ordinate
3. What relation exists of the point.
between side PR and 3. Given the
the x – axis? two points
4. What is the length of A(-3, 4) and
side QR? Of side PR? B(2, 5), find
5. What kind of triangle the
do the points Q, R coordinates
and P form? of point P on
6. Using the the line
Pythagorean through A
Theorem, how do you and B such
find the length of side that P is (a)
PQ? twice as far
from A as
from B and
(b) twice as
far as from B
as from A.

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 Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Learning
[DLO] Allotment Activity [TLA] Integration Task Resources
[TA]

At the end of the lesson, the 1.3 Midpoints Week 2 Individual Activity/ Guide Questions Formative Activity Sheet/
student can: (1.5 hours) Guided Investigation: for values Assessment: Hand - out
development: Find the
1. derive the midpoint formula Students shall be asked to midpoint Scientific
2. discuss the midpoint explore and discuss the 1. What between the Calculator
formula;; midpoint formula. previously two given
3. determine and locate the learned points.
midpoint of any pair of Consider the following concepts did
distinct points in a you use to 1. A(-16, 0); B
illustration. In the figure,
coordinate plane; arrive at your (-4, 3)
∆PTM is congruent to
4. solve word problems with answers to the 2. A(0, 34); B
∆MRQ.
precision and speed; and guide (-10, 0)
5. manifest values such as questions? 3. A(-4, 2); B
accuracy, critical, 2. What insights/ (-6, 1)
Q(x2, y2)
independent and creative values can you 4. A(8, -5); B
thinking. derive from the (12, -21)
lesson? 5. A(1.5, 0); B
M(x, y) R
(2, -2.5)

Subliminal Assignment:
Message: Solve the
Sharing, following
P(x1, y1) T S
Accuracy, Critical problems
and Independent completely:
thinking
1. The midpoint
of a line
segment is

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Guide Paulinian Core (3, 20). If one
Questions/Instructions: Value: Charism endpoint is (-
2,1), find the
From the activity other
presented, the students endpoint.
are asked to answer the 2. Show that the
following quadrilateral
questions/perform the with vertices
instructions: (-5, 0), (-2, 6),
(4,3) and (1, -
1. PT = MR. Why? 3) is a
2. MT = QR. Why? square. Find
3. Using the the midpoint
coordinates in the of its
given figure, what diagonals.
is |PT|? |MR|?
4. Using PT = QR,
solve for x.
5. Using the
coordinates in the
given figure, what
is |MT|? |QR|?
6. Using MT = QR,
solve for y.
7. If M is the midpoint
of line segment PS,
what are its
coordinates?

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Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Task Learning
[DLO] Allotment Activity [TLA] Integration Resources
[TA]

At the end of the lesson, the 2. Angles Week 3 Pre – Session: Guide Questions Objective Scientific
student can: 2.1 Angle (1.5 hours) Advanced reading on for values Assessment Calculators
Formation the topic development:
1. define an angle; Determine the Activity Sheets/
2. identify the initial side In – session: Individual 1. How did your location of the Hand - outs
and the terminal side of a Activity initial terminal side of each
given angle; Review: In Geometry, readings help of the following
3. determine the quadrant one revolution of a circle you in coming angles.
where the terminal side is equivalent to 360o and up with the 1. -230o
of an angle lies given its the length sof an arc of answers to 2. 67 o
measure; and a circle can be solved the guide 3. -945 o
4. manifest values such as using the formula: questions? 4. 643 o
accuracy, critical, s = m 2. What 5. 324o
independent and C 360 significance 6. -3 π/4
creative thinking. where do working 7. π/2
s = length of the individually 8. -5 π/2
intercepted arc give you? 9. 5 π
C = circumference of 3. What insights/ 10. 15 π/4
the circle values can
m = degree measure you derive Authentic
of an arc from the Assessment:
lesson? The students will be
The degree measure asked to write an
of an arc is the actual situation
corresponding degree Subliminal where they can
measure of the central Message: possibly find the
angle. Strong relevance/application
determination to of the lesson

15
 The teacher asks the achieve presented.
students to examine the something;
given example: Critical and
Creative
A Thinking

B (Paulinian Core
Value: Charism)

In the figure, AB is
the arc intercepted by
the central angle ACB.
The measure of <ACB =
48o. Hence, the degree
measure of arc AB is
also 48o.

Guided Investigation:

The students are

asked to examine the
given figure and answer
the guide questions.

The figure is a unit

circle and angles are
formed by rotating ray
AB. Use the review
concept to answer the
guide questions.

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 A

Guide Questions:

1. What is the
circumference of the
circle?
2. If the angle formed
by the rotation of ray
AB is 45o, what is the
length of the
intercepted arc?
(express answers in
terms of pie)
3. If the angle formed
by the rotation of ray
AB is 120o, what is
the length of the
intercepted arc?
(express answers in
terms of pie)
4. If the ray made a
complete revolution,
that is, the measure
of the central angle is
360o, what is the

17
 length of the
intercepted arc?
(express answers in
terms of pie)
5. How do you call the
first position of ray
AB?
6. How do you call the
position of ray AB
where it ends
rotating?
7. What general
statement can you
give between the
degree measure of
an angle and the
intercepted arc?

After the conduct of

the activity, individual
outputs shall be
presented for critiquing
and processing. The
question and answer
method shall be utilized
in processing to clarify
doubts and uniformity of
developed concepts.

Drills and exercises

shall be given for
enrichment and practice.

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Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Task Learning
[DLO] Allotment Activity [TLA] Integration Resources
[TA]

At the end of the lesson, the 2.2 Degree and Week 3 Pre – session: Guide Questions Objective Workbook
student can: Radian Measure (1.5 hours) Advanced reading about for values Assessment
the topic. development: A. Express each Scientific
1. describe the degree of the Calculator
measure of an angle; Teacher-facilitated 1. How did your following in the
2. give the measure of the Discussion: initial readings radian Activity Sheet
angle formed by the help you in measure.
rotating ray degree The teacher facilitates formulating your 1. 25o
measure; class discussion on conclusions/ 2. –160o
3. convert angle measure basic concepts about generalizations? 3. 75o30’
from decimal degrees to angles. Conversions 2. What 4. 112o40’
degrees, minutes and from degree to radians insights/values 5. 12o12’20”
seconds and vice versa; and vice versa will also can you derive
4. describe the radian be illustrated. from the lesson? B. On a circle of
measure of an angle; radius 24
5. give the measure radian The teacher calls on the inches, find
measure of the angle students to show their Subliminal the length of
formed by the rotating solutions and explain Message: Strong the arc
ray; and why such answer is the determination to subtended by
6. manifest values such as correct one. He/ She achieve a central
accuracy, critical, further solicits something; angle:
independent and generalizations of how to Critical and
creative thinking. convert degrees to Creative Thinking 1. 2/3 radians
radians and vice – versa. 2. 3/5 radians
3. 75o
Drills/Exercises: 4. 130o
A list of exercises will be (Paulinian Core
given to the students for Value: Charism) C. Find the radius

19
enrichment and practice. of the circle for
which an arc
15 inches long
subtends an
angle of:
1. 2/3 radian
2. 3 radian
3. 50o

Assignment:
Journal Writing:

The students will

be asked to write
an actual situation
or an experience
they had in life
where they
experienced
conversion.

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Desired Learning Outcome Content/Topic Time Teaching- Learning Values Assessment Learning
[DLO] Allotment Activity [TLA] Integration Task Resources
[TA]

At the end of the lesson, the 3. The Basic Week 4 Pre – session: Advanced Guide Questions Product – Activity Sheets/
student can: Circular (3.0 hours) reading about the topic. for values Based Hand - outs
Functions development: Assessment:
1. express the basic circular 3.1 The In – session: Self – Answers to the Scientific
functions of an angle; Sine, Discovery Approach 1. What activity shall be Calculator
2. give the value of the sine, Cosine and previously recorded as
cosine, and tangent Tangent A. learned output. Rubrics
functions of a given Functions The students will be asked concepts did will be used to
angle; to evaluate the values of the you use to assess
3. discuss the sine, cosine, following using their arrive at your students’
and tangent functions of a calculators. (Record all conclusions? outputs.
given angle; observations) 2. What made
4. identify the signs of the you think that
circular functions in the 1. sin 30o the answers
four quadrants; and 2. cos 30 o you provided Assignment:
5. manifest values such as 3. tan 30o are correct? Evaluate the
accuracy, critical, 4. sin 120 o 3. What values of the
independent and creative 5. cos 120o insights/value following:
thinking. 6. tan 120o s can you 1. sin π/3
7. sin 225o derive from 2. cos π/3
8. cos 225 o the lesson? 3. tan π/3
9. tan 225o 4. tan 2π/3
10. sin 300o 5. sin
11. cos 300 o Subliminal 11π/4
12. tan 300o Message: 6. cos 7π/2
Sharing,
Accuracy,
Critical and

21
B. Independent
Compare the results you thinking
have in A with the
coordinates of the terminal
points of the following angles Paulinian Core
in the illustration given below. Value: Charism
The circle has a center at (0,
0) and its radius is 1, hence, it
is a unit circle. Using the
following representations
where r is the radius, x is the
abscissa and y is the
ordinate, explore the answers
to the guide questions.

(-1/2, 3 /2) ( 3 /2,1/2)

(- 2 /2,- 2 /2) (1/2,- 3 /2)

C. Complete the table below

by writing the corresponding
sign of the circular function as
indicated.

22
 Function
Sin Cos Tan
θ θ θ
Quadrant

QI
Q II
Q III
Q IV

From the activity presented,

the students are asked to
answer the following
questions:

1. If you change the

coordinates to decimals,
how do you obtain the
values of the functions as
indicated in A using the
coordinates of the
terminal point and the
radius 1?
2. What is the algebraic
sign of the sine function
in the first quadrant? In
the second quadrant? In
the third quadrant? In the
fourth quadrant?
3. How are the signs
derived in 2 related to the
sign of the ordinate of the

23
 terminal point?
4. What is the algebraic
sign of the cosine
function in the first
quadrant? In the second
quadrant? In the third
quadrant? In the fourth
quadrant?
5. How are the signs
derived in 4 related to the
sign of the abscissa of
the terminal point?
6. How do you define the
sine function in terms of
the abscissa, the ordinate
and the radius? The
cosine function? The
tangent function?

Drills/Exercises:
A set of drills/ exercises
will be given to the students
for them to answer. This is to
ensure maximum
understanding of the lesson
discussed.

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