NAME OF STUDENT:

SECTION:

GULANG-GULANG NATIONAL HIGH SCHOOL

Unson St., Zaballero Subdivision, Brgy. Gulang-Gulang, Lucena City

COURSE SYLLABUS

This course syllabus is a school-based curriculum innovative project to address

the needs of the learners and implement portfolio assessment. The course syllabus
contains the required learning competencies per quarter on a specific subject, the
required written works and performance tasks that will determine the rating of a student
upon completion and submission.
This material serves a student and teacher’s guide in the completion of the specific
course in the K to 12 curriculum.

Subject : MATHEMATICS
Core Topic : Triangle Trigonometry
Grade Level : Grade 9
Quarter : Fourth Quarter
Specific date coverage : January – March

CONTENT TRIANGLE TRIGONOMETRY

The learner demonstrates understanding of the
CONTENT STANDARDS basic concepts of trigonometry.
The learner is able to apply the concepts of
PERFORMANCE STANDARDS trigonometric ratios to formulate and solve real-life
problems with precision and accuracy.

No. Learning Competencies Topic Outline

Illustrates the six trigonometric ratios: sine, The six trigonometric ratios: sine,
1. cosine, tangent, secant, cosecant, and cosine, secant, cosecant, tangent and
cotangent. cotangent
2. Finds the trigonometric ratios of special angles. Trigonometric ratios of special angles
Illustrates angles of elevation and angles of
Angles of elevation and angles of
3. depression.
depression
Uses trigonometric ratios to solve real-life
4. problems involving right triangles. Application the trigonometric ratios

5. Illustrates laws of sines and cosines. Law of Sines and Cosines

6. Solves problems involving oblique triangles. Oblique Triangles

Course Requirements:
Portfolio Assessment (Compilation of WW & PT Expected Output)
Written Works Score
1. Illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant,
5
and cotangent.
2. Illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant,
5
and cotangent.
3. Finds the trigonometric ratios of special angles. 5
4. Matching Type: Finds the trigonometric ratios of special angles. 5
5. finds the trigonometric ratios of special angles. 5
6. Uses trigonometric ratios to solve problems involving right triangles. 5
7. Defining and illustrating angles of elevation and angle of elevation. 10
8. Naming and identifying sides and angles through illustrations. 20
9. Summative Test 1: Topic 43 – 46 50
10. Summative Test 2: Topic 47 – 48 50
TOTAL 160
Note: Summative test is prepared and administered by the teacher in school to a student.
Student will request the teacher for the date of the taking of summative test.
NAME OF STUDENT:
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Performance tasks (PT)

Note: All PT activities must be done on long bond paper with 1-inch margin on all sides.
Performance Task Score
1. Use the calculator to find the value of the given. 20
2. Trig Cut Ups (Match the boxes to its equivalent value) 20
3. Make a clinometer. 20
4. Use a clinometer to find the height of the flag pole having 3 different distances. 15
5. Use trigonometric ratios to solve the following real life problems. 15
6. Solve for the missing part/s of the given triangle.
a. Pair Me Up 20
7. Solve for the missing part/s of the given triangle.
b. Law of Sine and Law of Cosine Maze 15
8. Solve for the missing part/s of the given triangle.
c. Laws to Validate 20
9. Submit a completely done portfolio 15
10. Recitation 20
TOTAL 185

Quarterly Test:
1. Summative test – All topics for the Fourth Quarter. To be administered in the school.
Grading System: The minimum requirement for a passing grade is 75% of the total scores from
the following: Weight of the components (WW, PT & QT)
Written Works 40%
Performance Tasks 40%
Quarterly Test 20%
TOTAL 100%

Submission of requirements:
The student and the teacher are expected to set dates and time for submission of written
works and performance tasks.

Curriculum MARIA MONICA R. YASAY Subject:

Improvement Subject Teacher Mathematics Administered by:
Project-GGNHS Grade : 9 - 4thQ SY 2018 – 2019
NAME OF STUDENT:
SECTION:

Grade Nine Mathematics-Fourth Quart

Written Work #1. Read and analyze each 3 – 4. (Refer to the illustration.)
question carefully, write the letter that
3. What is the opposite side?
corresponds to your answer on the space before
each number. a. a b. b c. c d. B
1. It is the side next to the reference angles 4. What is sin𝜃? A
in a right triangle. a a
a. b
c. c
a. opposite side b. adjacent side c b c
c. hypotenuse d. line of sight b
b. b
d. c
2. It is the side across the reference angles 𝜃
5. Which of the following are C a B
in a right triangle.
INCORRECT?
a. opposite side b. adjacent side
a. a = 6. 88 a
c. hypotenuse d. line of sight
3. What is the longest side of a right b. sin 540 = a
b
triangle? b
a. adjacent side b. opposite side
c. cos 54 = 5 0
5 540
b
c. hypotenuse d. All of the above d. b = 8.51
4. With respect to the given angle, what is Written Work #3. Read and analyze each
the ratio of the hypotenuse to the opposite side? question carefully, write the letter that
a. sine b. cosine corresponds to your answer on the space before
c. tangent d. cosecant each number.
5. Which of the following statements is 1. Which of the following is TRUE about
correct? special right triangles?
A. x = 8 y a. The hypotenuse of an isosceles right triangle
1 is equal to the length one leg times√3.
B. sin 30° = 4 60°
𝑥 b. The hypotenuse of 300-600-900 right triangle is
𝑦
C. sin 60° = x D. twice the length of the shortest leg.
4
4
cos 60° = c. The hypotenuse of 300-600-900 right triangle is
𝑥
half the length of the shortest leg.
Written Work #2. Read and analyze each
question carefully, write the letter that d. The hypotenuse of 300-600-900 right triangle is
corresponds to your answer on the space before equal to the length of shortest leg times√3.
each number. 2. What is the value of sin 300?
1. Which of the following statements is 1 2√3
INCORRECT?
a. b. √2 c. √3 d.
2 2 2 3

a. The hypotenuse is the longest side in a right 3. In which trigonometric ratio does tan
triangle. 450 of the same value?
b. The hypotenuse is always the opposite of 900
a. tan 300 c. cot 600
in a right triangle.
c. Pythagorean can be applied in all triangles. b. cot 450 d. tan 600
d. Pythagorean Theorem can be used in solving
the unknown side of a right triangle given the 4. What is the value of csc 450?
two sides. 2√3 √3 √2
a. 3
b. 2 c. 3
d. 2
2. Which of the following is the reciprocal
of tangent? 5. In 300-600-900 right triangle, the
measure of the hypotenuse is 20. What is the
a. sine b. secant measure of the shorter leg?
c. cotangent d. Cosecant
a. 10 b. 10√3 c. 15 d. 5√3
Written Work #4. MATCHING TYPE
Directions: Match Column A to Column B. Write the letter of the correct answer before the item number.
A B
4 √3
1. 2 sin 450 a.
3
2. tan 300 + tan 600 b. 2√2
3. sin 450 + 2 cos 450 c. 2 √3
3
4. (sec 600)( cot 600) d. √2
3 √2
5. (cos 450)( 2 csc 300) e.
2
Written Work #5. Read and analyze each
question carefully, write the letter that
a. sin 300 and cos 600
corresponds to your answer on the space before
each number. b. tan300 and cot 600
1. Which of the following trigonometric c. csc 300 and sec 600
ratio/s of special angles has a value of √3 ?
3
d. sin 450 and cos 450
NAME OF STUDENT:
SECTION:

2 – 4. Evaluate the following. b. 6√3

2. sin 300 – cos 600
c. 6√2 18
a. 0 b. 1 c. 2 d. 3
c
d. 6√10
3. csc 300 + tan 450 3-4. Use the Figure at the
C 6 B
a. 0 b. 1 c. 2 d. 3 right.
4. sec 450 + csc 450 3. Find q.
a. 0 b. 1 c. 2 d. 3 a. 4.10 cm
D
5. One leg of Isosceles right triangle is 5 b. 35. 09 cm
cm. What is the value of the hypotenuse? c. 12.77 cm q 12cm
a. 5√2 cm c. 5√3cm d. 11.28 cm
700
b. 2√5 cm d. 3√15 cm 4. Find d. T Q
d
Written Work #6. Read and analyze each a. 4.10 cm c.
question carefully, write the letter that 35. 09 cm
corresponds to your answer on the space before
each number. b. 12.77 cm d. 11.28 cm

1. In right triangle ABC with right angle at 5. In right triangle APK, what is the value
C, the hypotenuse is 16cm and side b is 10cm. of K?
Which of the following equations are a. 54.340 A
CORRECT?
c. 64.060
a. a2 = 162 - 102 c. a2 = 162 + 102 13
b. a2 = (162)(102) d. a2 = (16 + 10)2 b. 61.740

2. In right triangle ABC, what is the value d. 65.030

P 7 K
of side c?

a. 6√6
Written Work #7.WHO AM I
In each of the following illustrations, identify whether angle A is an angle of elevation or an angle of
depression. (1 point each)
Example:

Given:
NAME OF STUDENT:
SECTION:

Is angle of elevation the same with angle of depression? Why? (5poins)

_

Written Work #8. Find the missing angle/s and identify whether the triangle is acute, obtuse, or right.
(1 point for the kind of triangle, 2 points for the correct angle measure with solution)

Performance Task Activities and Rubrics/Criteria

Performance Task #1. CALCULATOR (See attachment)
Instruction: Use the calculator to find the value of the given.
Criteria: Accuracy – 15 Completeness – 5
1. Use your calculator to find the value of the Shade the keys that you used.
following, correct to two decimal places.
a. cos 73° = 2ndF SHIFT D°M’S ALPHA
b. tan 52° =
c. sin 45° =
d. tan 31° = sin cos tan hyp
e. cos 22° =
2. Using the degrees/minutes/seconds button on your
calculator, write each of the following in degrees
and minutes, give answer to the nearest minute. x + _ ÷ =
a. 74.58° =
b. 38.91° =
c. 89.47° =
d. 52.33° =
e. 125.29°=
NAME OF STUDENT:
SECTION:
3. Find the size of the angle 𝜃 (to the nearest degree) where 𝜃 is acute.
a. sin 𝜃 = 0.1037 c. tan 𝜃 = 1.5697 e. tan 𝜃 = 0.1278
b. cos 𝜃 = 0.8 d. sin 𝜃 = 0.4819
4. Find m 𝜃, to the nearest minute, given that 𝜃 is acute.
a. sin 𝜃 = 0.8 c. tan 𝜃 = 0.958 e. tan 𝜃 = 1.0228
b. cos 𝜃 = 0.375 d. cos 𝜃 = 0.501

Performance Task # 2. Trig Cut Ups

Instructions: Cut the following into sixteen squares. Match equivalent expressions to create one
large square.
Caution: There are multiple occurrences of the constants; for example, there are ten ones hidden
in the puzzle.
Hint: When you have completed the square, there will be sixteen constants around the outside
which of course do not match.
Criteria: Accuracy – 10 Neatness – 5 Creativity – 5

Performance Task #3. The Clinometer

Objective: To make a clinometer and use it to measure the
height of an object.
Criteria: Accuracy – 10, Creativity – 5 , Durability – 5
Materials Required: Stiff Card (illustration board), small
pipe or drinking straw, thread, a weight (5 cent)
Procedure:
(A) To make clinometer
1. Attach a protractor on a cardboard and fix a viewing
tube (straw or pipe) along the diameter.
2. Punch a holte (o) at the center of the semicircle.
3. Suspend a weight (5 cent) from a small nail fixed to the
center.
4. Ensure that the weight at the end of the string hangs below the protractor.
5. Mark degrees (in sexa decimal scale with 00 at the lowest and 10 to 90 preceding both clockwise and
counterclockwise)
NAME OF STUDENT:
SECTION:
Performance Task #4. Find My Height!
Instruction: Using a clinometer, find the height of the flag pole having 3 different distances.
Criteria: Accuracy – 10 Completeness - 5
1. First measure the distance of the object from you. Let the distance be d.
2. Look through the straw or pipe at the top of the object. Make sure you can clearly see the top of the
object.
3. Hold the clinometer steady and let your partner record the angle the string makes on the scale of the
clinometer. Let this angle be 𝜃.
4. Determine the height of the object.
5. Write your observation. You may change the distance of the object (by either moving the object or
changing their position) and note how the angle of elevation varies.
5. Complete the table below.

FLAG POLE
Distance (d) Angle 𝜃 Height
1

Questions:
1. What have you realize after doing the activity?

2. How did you find the height of the object?

3. What other methods or devices can you suggest to solve the same type of problem?

Performance Task #5. Let Us Solve!

Instruction: Use trigonometric ratios to solve the following real life problems.
Criteria: Accuracy – 10 Completeness - 5
NAME OF STUDENT:
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Performance Task #6. A. PAIR ME UP

What is the title of this picture?
Solve the triangles, if answers are not whole numbers, round off to the nearest
tenth. Then, write the corresponding letter on the blanks below to decode
message.
Criteria: Accuracy – 15 Completeness – 5
NAME OF STUDENT:
SECTION:
Performance Task #7. B. Laws of Sines and Law Cosines Maze
Shade the path and box that you will used from start to finish.
Criteria: Accuracy – 5 Creativity – 5 Neatness – 5

Performance Task #8. C. Laws to Validate

Instruction: Solve each problem inside the box. Then, look for the answer on the decoder and write the
corresponding letter in the box directly above the answer to complete the key details.
Criteria:
Accuracy – 15
Completeness – 5
NAME OF STUDENT:
SECTION:

DECODER

Triangle trigonometry can be used to solve problems involving angles of

However, many interesting problems involve non – right triangles. The laws needed to solve these types
of problems are the

Performance Task # 9. Portfolio

Criteria: Completeness (5); Creativity (5); Cleanliness and Orderliness (5)
NAME OF STUDENT:
SECTION:

References:
Math LM, TG and CG Grade9 K12 Curriculum

Website Links:
https://link.quipper.com/en

www.mathsteacher.com

www.purplemath.com

https://www.google.com.ph

www.onlinemathlearning.com

www.skwirk.com

www.virtualnerd.com

https://mathspace.com

www.pleacher.com/mp/mlessons/trig/trgcutup.html

https://ph.images.search.yahoo.com/search/images;_ylt=A8tUwJlrZV9adhoAGVa1Rwx.?p=using+c
alculator+trigonometry+activity+sheets&fr=yfp-
t&imgsz=large&fr2=p%3As%2Cv%3Ai#id=25&iurl=http%3A%2F%2Fwww.pleacher.com%2Fmp%2
Fmgifs%2Fgifs11%2Ftrigdot.jpg&action=click

http://mrsarrante.wikispaces.com/file/view/LawofSinesandLawofCosinesMaze.pdf

Curriculum MARIA MONICA R. YASAY Subject:

Improvement Subject Teacher Mathematics Administered by:
Project-GGNHS Grade : 9 - 4thQ SY 2018– 2019