GRADE 1 to 12 School SDO Palawan Grade Level 9

DAILY LESSON Teacher Learning Area Mathematics

LOG Teaching Dates and Time Quarter/ 4th/1

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standard The learner is able to apply the concepts of trigonometric ratios to formulate and solve real life problems with precision and accuracy.
C. Learning M9GE – IVa- 1. M9GE – IVa- 1. M9GE – IVa- 1. M9GE – IVa- 1. At the end of the
Competency/Objectives Illustrates the six 1. Find the 1. Apply 1. Apply session, at least 75%
Write the LC code for each. trigonometric ratios: sine, trigonometric trigonometric trigonometric
of learners who
cosine, tangent, secant, ratios using ratios to solve ratios to solve
cosecant, and cotangent. right triangle right triangle undergo remediation
At the end of the session, learners calculator are expected to have
given: given:
are expected to: a. the length of a. The length mastery on applying
the of one leg trigonometric ratios
43. Illustrates the six trigonometric hypotenuse and one of
ratios: sine, cosine, tangent, to solve problems
and the length the acute
secant, cosecant, and cotangent. of one leg angles
involving triangle.
M9GE – IVa- 1. b. The length of b. The length
the of both sides
hypotenuse
and one of the
acute angles
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Trigonometry Trigonometry Trigonometry Trigonometry
III. LEARNING RESOURCES
A. References Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9
1. Teacher’s Guide pages 273-283 280-281
2. Learner’s Materials pages 432-433 437-438 439-445 437-438
3. Textbook pages
 4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment )
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusionsabout what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
By group (5 members) (for
15 minutes)
Let the students answer
the Activity no. 1 of LM on
page 432 –TRIANGLES OF
DIFFERENT SIZES
Present the objectives for
the day
(10 minutes)
The teacher will process
the skills of the students
by showing examples on
page 435-436 of LM)
The previous activity will
present by representatives
of the group
By group(same group)
(15 minutes)
Let the students answer
the activity no. 2 of LM on
Let the students recall Let the students recall the Let the students recall
the six trigonometric the six trigonometric ratios the previous lesson
ratios based on their (Using calculator)
previous activities
Present the objectives of Present the objectives of Present the objectives of
the lesson the lesson the lesson
Pairing (10 minutes)- Discussion (15 minutes) Discussion (15 minutes)
USING THE Examples letter A and Examples letter A and
CALCULATOR TO FIND Examples Letter B on page Examples Letter B on
THE TRIGONOMETRIC 439 – 440 of LM page 439 – 440 of LM
RATIOS (Using power point ) (Using power point )
The students follow the Note : Examples may get Note : Examples may get
instruction on LM on from khan academy.com from khan academy.com
page 437-438
(Using power point to Let the students answer Let the students answer
show the scientific the activity: Try Me! On the activity: Try Me! On
calculator on wide page 444 of LM page 445 of LM
screen) Process the questions of Process the questions of
Let the student answer students based on activity students based on
the activity on LM on Note: Select the problems activity
page 438 aligned to objectives Note: Select the problems
aligned to objectives
15 minutes(TRY THIS) Let the students answer Process the previous
Let the students answer the activity no. 442-443 of activities
the activity on page 438 LM
no. 1 & 2 Note: the teacher may use

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
page 433–MEASURING
AND CALCULATING
Let the students
summarize what they
learned from the
previous activities
Let the students answer
activity that will be
posted by teacher coming
from the TGs on page 280
number 1-15
Wonder Wall- all unclear
topics will be posted after
session in here.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
and create the online apps
( kahoot.it)
10 minutes(TRY THIS) Let the students answer
Let the students answer the question about
the activity on page 438 previous activities on page
no. 2 & 3 443 of LM
Let the students Let the students
summarize what they summarize what they
learned from the learned from the previous
previous activities activities
Answer the problem Let the students answer
shown on page 281 of the activity: Try Me! On
TGs number 21-25 page 445 of LM
Process the questions of
students based on activity
Note: Select the problems
aligned to objectives
Wonder Wall- all unclear Wonder Wall- all unclear
topics will be posted topics will be posted after
after session in here. session in here.
(Group of 5 members)
Let the students answer
the activity no. 5: USE!
LIST! EXPLAIN!
Note: Process the
activity by asking the
representative from the
group
Let the students
summarize what they
learned from the
previous activities
Let the students answer LONG EXAM 1
the activity: Try Me! On
page 444 of LM
Process the questions of
students based on
activity
Note: Select the problems
aligned to objectives.
Wonder Wall- all unclear
topics will be posted
after session in here.
C. Did the remedial lessons 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?
 GRADE 1 to 12 School SDO Palawan Grade Level 9
DAILY LESSON Teacher Learning Area Mathematics
LOG Teaching Dates and Time Quarter/Week 4th/2-3

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standard The learner is able to apply the concepts of trigonometric ratios to formulate and solve real life problems with precision and accuracy.
C. Learning M9GE – IVb-c- 1. M9GE – IVb-c- 1. M9GE – IVb-c- 1 M9GE – IVb-c- 1 At the end of the
Competency/Objectives 1. Determine the 1. Determine the 1. Compute the 1. Compute the session, at least 75%
Write the LC code for each. trigonometric trigonometric numerical values numerical values
of learners who
ratios involving ratios involving of trigonometric of trigonometric
At the end of the session, learners undergo remediation
special angles special angles expressions expressions
are expected to:
using geometric involving special involving special are expected to have
44. Finds the trigonometric ratios
methods angles; angles; mastery on applying
of special angles. trigonometric ratios
to compute
M9GE – IVb-c- 1. trigonometric
expressions
involving special
angle..

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Trigonometry Trigonometry Trigonometry Trigonometry
III. LEARNING RESOURCES
A. References Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9
5. Teacher’s Guide pages 284-287
6. Learner’s Materials pages 449-450 450-452 452 453-454
7. Textbook pages
8. Additional Materials from
Learning Resource
 (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusionsabout what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall the previous topic Recall the previous Recall the previous lesson
by clarifying the lesson by answering the by answering the posted
questions posted in posted questions in the questions in the wonder
wonder wall wall
wonder wall by the
learners
Present the objectives for Present the objectives of Present the objectives of Present the objectives of
the day the lesson the lesson the lesson
Present the two triangles, (Using printed material) 450 , 450 , 900 Right Triangle Theorem
the isosceles triangle ABC from activity no. 2 Right triangle Theorem
and equilateral triangle Compare My Size on page  The legs are 450 , 450 , 900
DEF. 450 of LM congruent; Hypotenuse=√2leg
Form a line from angle B  The length of the 300 , 600 , 900
connected to midpoint of hypotenuse is √2 Hypotenuse= 2 shorter
angle A and angle C. Times the length leg
Note: Teacher will have of the leg Longer leg=√3shorter
follow up questions to leg
connect to present Hypotenuse=√2leg
discussion, consider the
diversity of the learners 300 , 600 , 900
Right Triangle Theorem
 The length of the
hypotenuse is
twice the length of
the shorter leg
 The length of the
longer leg is √3
Times the length
of the shorter leg
Hypotenuse= 2 shorter leg
Longer leg=√3shorter leg
D. Discussing new concepts and
practicing new skills # 1
Group task! 5 members A. Process the activity 450 , 450 , 900 Example 1. Find the
each group (10 minutes) using guided questions of Right triangle Theorem length of the indicated
Let the learners answer activity 2: Compare My side
Size Hypotenuse=√2leg A.
the Activity no. 1 and 2:
B. Refer to Key Concepts 300 , 600 , 900
Special triangles and of trigonometric ratios of Right Triangle Theorem 𝑚
Exact Values Case 1 on these special acute angles
0
page 449 of LM (Geometric Methods) Hypotenuse= 2 shorter leg 8 45
Note: case no. 1 could 1. Longer leg=√3shorter leg
be task to group 1-3 and 300 , 600 , 900
2.
450
no 2 could be task of
450 , 450 , 900
group 4-6
8
On page 450 of LM
𝑚 = √2 ∙ 8

= 8√2
B.

√2
1

√2
𝑛=
√2

√2 √2
=( )( )
√2 √2

√4
=
√4
 =1

C.

𝑠
300
9

600

Solve for t

9 = 𝑡√3
9
( )= t
√3
9 √3
( )( )=t
√3 √3
9√3
( )= t
3

3√3 = 𝑡
Solve for s

(2)(3√3) = 𝑠

E. Discussing new concepts and Clock partner Activity ( 20

practicing new skills # 2 minutes)
Let the students answer
the Activity no. 3 on page
452 of LM no. 1-12
 Note: The student draw a
clock in1 whole sheet of
paper they select their
partner in every time of
drawn clock , No 1-3 for 12
o’clock partner , no 4-6 for
3 o’clock, no. 7-10 for 6
o’clock, and 11-12 for 9
0’clock.
F. Developing Mastery Group Presentation (15 Process the previous Let the students answer
(leads to Formative Assessment ) minutes) activity the activity no. 4: What
Each Group will Present Makes You Special?
their task, share they had No. 1-2 on page 453-454
discover. of LM
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and Guided questions: Guided Questions: Guided questions: Guide questions;
abstractions about the lesson 1. How did you find 1. How did you 1. How did you find 1. How did you find
the activity? answer the the activity? the values?
2. What did you activity? 2. What did you 2. What did you
discover from 2. What discover from the discover about
the activity? mathematical activity? the values you
3. Do you think this concepts did you 3. What obtained?
will be useful as apply to find the generalization can 3. What do you
you proceed to answer? you make after think makes
the next activity? 3. What performing the these angles
You will see why generalization activity? special? Why?
can you make
after performing
the activity?
I. Evaluating learning Use a protractor to find Refer to your evaluation Let the students answer Guided Questions: LONG EXAM 2
the measures of the on previous meeting number 13-15 of activity 3:
angles of each triangle. Practice makes perfect on 1. How did you find
page 452 of LM the values?
Find the value of each 2. What did you
variable used in the discover about
 figures. If your answer is the values you
1. 1. not an integer leave it in obtained?
A A simplest form. 3. What do you
think makes
Key to correction on page these angles
2√5 2√5 285 of TGs special? Why?

√5 √5

C √5 B C √5 B

1. ∠A 7. ∠A
2. ∠B 8. ∠B
3. ∠C 9. ∠C

2. 2.
A A

3√2 3√2
3 3

C 3 B C 3 B

4. ∠A 10. ∠A
5. ∠B 11. ∠B
6. ∠C 12. ∠C
 Guide Questions:

1. What have you

noticed about
the lengths of
the sides of each
triangle?
2. What have you
observed about
the measures of
the angles of
each triangle?
3. What do you call
these triangle?
4. Write the
mathematical
concepts that
you learned from
the activity.
J. Additional activities for Wonder Wall- all unclear Wonder Wall- all unclear Wonder Wall- all unclear Wonder Wall- all unclear
application or remediation topics will be posted after topics will be posted topics will be posted after topics will be posted
session in here. after session in here. session in here. after session in here.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students 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%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons 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?
 GRADE 1 to 12 School SDO Palawan Grade Level 9
DAILY Teacher Learning Area Mathematics
LESSON Teaching Dates and Quarter/Week 4th/4
Time
LOG
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standard The learner is able to apply the concepts of trigonometric ratios to formulate and solve real life problems with precision and accuracy.
C. Learning M9GE – IVd - 1. M9GE – IVd - 1. M9GE – IVd - 1. M9GE – IVd - 1. At the end of the
Competency/Objectives 1. Defines 1. illustrates angles of elevation and Solve Problems Solve Problems session, at least 75%
Write the LC code for angles of angles of depression involving angle of involving angle of learners who
elevation 2. formulate an equation which can be depression and angle of of depression
each. undergo
and angles used to solve problems involving elevation. and angle of
of angle of elevation and angle of elevation remediation are
At the end of the session, depression. depression. expected to have
learners are expected to: 2. Identify mastery on solving
45.illustrates angles of angles of problems involving
elevation and angles of elevation angle of depression
depression and angles
M9GE – IVd - 1. and angle of
of
elevation.
depression.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Trigonometry Trigonometry Trigonometry Trigonometry
III. LEARNING
RESOURCES
A. References Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9
9. Teacher’s Guide
pages
10. Learner’s 459 - 468 459 - 468 459 - 468 459 - 468
Materials pages
11. Textbook pages
12. Additional
 Materials from
Learning Resource
(LR)portal
B. Other Learning Resource http://www.mathsteacher.com.au/
http://www.onlinemathlearning.com/angle-
of-elevation.html

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusionsabout
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Answer the given Checking of assignment Checking of assignment Checking of
lesson or presenting the assignment assignment
new lesson regarding solving
problems involving
special angles.
B. Establishing a purpose Present the Present the objectives for the day. Present the objectives for
for the lesson objectives for the the day.
day.
C. Presenting Let the students From the top of a vertical cliff 40 m high, Discussion of example 1
examples/Instances of the answer activity 1 on the angle of depression of an object that is and 2 on p.462 – 46 of LM.
new lesson p. 459 of LM and level with the base of the cliff is 34º. How
answer the questions
far is the object from the base of the cliff?
that follow.
Solution:
Let x m be the distance of the object from
the base of the cliff.

D. Discussing new concepts
and practicing new skills #
1 activity 1.
So, the object is 59.30 m from the base of
the cliff.
Presentation of Example:
output based from Example
A man who is 2 m tall stands on horizontal Jasper and Jasmine were
ground 30 m from a tree. The angle of playing in the park and
elevation of the top of the tree from his wondered how tall the
eyes is 28˚. Estimate the height of the tallest tree would be.
tree. Jasper tried climbing the
tree, trying to use his tape
Solution: measure as he climbed.
This took a few hours, and
Let the height of the tree be h. Sketch a was quite tricky in
diagram to represent the situation. places. Jasmine
remembered some stuff
about trigonometry from
school and measured the
distance from the tree and
the angle of
elevation. These
measurements were much
easier to get and didn't
involve any climbing !
tan 28˚ =
h – 2 = 30 tan 28˚
 h = (30 ´ 0.5317) + 2 ← tan 28˚ = 0.5317

= 17.951

The height of the tree is

approximately 17.95 m.
E. Discussing new concepts The distance from the Group Work:
and practicing new skills # base of the tree to a point
2 of observation was 4.2 m. Collaboration of
unclear points.
The angle of elevation
Mechanics:
from this point to the top 1. 3-5 members
of the tree is 38 degrees. each group
So 2. 5-7 groups in
a certain
class.
3. Assign task
to every
members of
the group.
(suggested:
Leader,
documenter,
material
aider,
process
observer,
presenter
4. Select 2-3
unclear
points.
5. Presents to
the whole
class
Note: the output of
the group should
process by teachers.
F. Developing mastery
(leads to Formative
Assessment )
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Example 1. Work on activity 3 on p. 464 of LM Work on activity 4 on p.
Work on Activity 2 465 of LM.
on page 461 of LM
Who can give an
example of a
situation in your life
that involves angle of
elevation and angle
of depression?
How do you define How do you illustrate angle of elevation? How do you solve problems How do you solve
angle of elevation? Angle of depression? involving angle of problems involving
Angle of depression? How will you formulate equation leading to elevation? Angle of angle of elevation?
How will you the solution of the problem? depression? Angle of depression?
identify angle of
elevation and angle
of depression?
Work on Activity: Illustrate the situation of following word Process the previous What is the angle of
TRY THIS OUT! On problems and formulate and equation no activity using questions 1-5 elevation of the
page 463 item need to answer the problem. on page 466 of LM moon if a 7 foot
number 1 and 2 of 1. What is the angle of elevation of the creature that walks
LM moon if a 7 foot creature that walks in the night casts a
in the night casts a shadow 45 ft. shadow 45 ft. long?
long?
Assignment: Assignment: Assignment: Assignment:
Illustrate and form a solution in Try this out Answer TRY THIS OUT no. 2 Answer the problem
no. 1 on p. 463 of LM. on p. 46 of LM. below.
The angle of
elevation to the top
of the Egyptian
pyramid is 360
measured from a
point 110 m from the
base of the pyramid.
The angle of
elevation of a face of
 If you were asked to a pyramid is 520.
find the height of a Find the height of the
tower, what will you pyramid to the
use angle of nearest meter.
elevation or angle of
depression? Explain.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done
to help the students 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% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
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?
 GRADE 1 to 12 School SDO Palawan Grade Level 9
DAILY LESSON Teacher Learning Area Mathematics 9
LOG Teaching Dates and Time Quarter 4th/5
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standard The learner is able to apply the concepts of trigonometric ratios to formulate and solve real life problems with precision and accuracy.
C. Learning M9GE-IVe-1 M9GE-IVe-1 M9GE-IVe-1 M9GE-IVe-1 Clarify the unclear
Competency/Objectives 1. Discuss 1. Solve problems 1. Evaluate 1. Fomulate points related angle of
Write the LC code for each. problems related related in real- problems related related in real- depression and angle of
46. Uses trigonometric ratios to in real-life life problems in real-life life problems elevation
solve real-life problems involving problems involving right problems involving right
right triangles. *** involving right triangles involving right triangles.
triangles triangles
M9GE-IVe-1

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Trigonometry Trigonometry Trigonometry Trigonometry
III. LEARNING RESOURCES
A. References Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9
13. Teacher’s Guide pages
14. Learner’s Materials pages 473-478 476-477 478 478
15. Textbook pages
16. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusionsabout what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Recall the trigonometric Recall the key points on Recall the key points on Recall the key points on
presenting the new lesson ratios and its the topics in the previous the topics in the previous the topics in the previous
meeting. meeting on how did they meeting on how did they

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
illustrations. solve a problem. solve a problem.
Present the objectives for Present the objectives for Present the objectives for Present the objectives for
the day. the day. the day. the day.
Problem No. 1: An Problem No. 1 PAGASA Collaboration with group Collaboration with group
airplane is flying at announces that a typoon mates: Re-Learn and Re- mates: Re-Learn and Re-
constant altitude of 100 is going to enter the Learn! Learn!
m above the ground. At Philippines Area of Use the evaluation in the Use the evaluation in the
that instant, it was Responsibility. Strong previous meeting: previous meeting:
recorded that the angle of winds and heavy rainfall Let the students analyzed Let the students analyzed
depression of the airport are expected over the given problems. the given problems.
is 40 degrees. Find the Bulacan and nearby
horizontal distance provinces in central
between the airplane and Luzon.
the airport.
D. Discussing new concepts and
practicing new skills # 1
Adrian lives in Bulacan.
A He noticed that one of the
lamp post installed their
400 garden is about to
collapse. Precautionary
Activity 8: Go the Collaboration:
Distance ( an outdoor Using data in the
activity) previous activity last
meeting.
Material to be used

1000 m
measure, he attached a 2- 1. Improvised Let the students write
meter wire to the lamp clinometers their problems created in
post to support it. One 2. Meter stick the previous activity in
x end of the wire is 3. Marking pen piece of bond paper the
C B attached one meter from present it to the class.
4. Scientific
the based of the lamp calculator
𝑥 post and the other end is
𝑡𝑎𝑛400 = attached to the based of a
1000𝑚 nearby tree. Determine
the angle the wire makes
with the ground.
𝑥 = 1000(𝑡𝑎𝑛400 )
X=839.1 M

2m
∴The horizontal
1m
distance between the
airplane and the airport Follow the Direction 1-8
is 839.1 m on page 477 of LM
G A

Sin G = adjacent/hypotenuse

∴ 𝑚∠𝐺 = 600

E. Discussing new concepts and Note: Teachers may use Group Work:
practicing new skills # 2 the geogebra apps to
show the trigonometric Collaboration of
ratios. unclear points.
Mechanics:
 1. 3-5 members
each group
2. 5-7 groups in a
certain class.
3. Assign task to
every members
of the group.
(suggested:
Leader,
documenter,
material aider,
process
observer,
presenter
4. Select 2-3
unclear points.
5. Presents to the
whole class
Note: the output of the
group should process
by teachers.

F. Developing mastery Pair Share! Questions: Question: Process the presentation

(leads to Formative Assessment )
Let the students
formulate their solution
and explanation
1. Do you think you 1. Did you get the of each group.
can apply this same height as the
situation in some other groups did?
other related 2. If not, what do you
real-problem? In think caused the
other activity? differences in your
2. Did you answer? Why?
encounter 3. What should keep
difficulties in in mind to ensure
doing this accuracy of your
activity? Why? answer?
3. How did you
overcome these
difficulties?
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
Let the student answer Group Work! Let’s have Do again Activity 8 on page By Group:
the Problem no. 2 on Gallery walk 477 of LM, this time Do activity 9:
page 475 of LM Each group will be task instead of flagpole use one Formulating Real-life
to solve the problem no. of the trees outside of the problems on page 478 of
3-4 on page 476 of LM. classroom inside of the LM.
campus.
Guided Questions: Guided Question:
1. Did you 1. If the angle of Let the students sum up Let the students sum up
encounter elevation of the the what they learned. the what they learned.
difficulties in sun is decreased,
doing previous what happens to
activity? Why? the length of the
2. How did you shadow?
overcome these Support you
difficulties? answer.
2. How did answer
the problem no.
4?
Activity 7 no. 1-2 on page Using Rubrics, Let the Question: LONG EXAM 5
476 of LM students show their own What is your realization in
solution to answer the previous activity ? and
activity 7: Problem why?
Solving. problem no. 5 on
page 476 of LM.
Wonder Wall- all unclear Wonder Wall- all unclear Wonder Wall- all unclear Wonder Wall- all unclear
topics will be posted after topics will be posted topics will be posted after topics will be posted
session in here. after session in here. session in here. after session in here.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
additional activities for remediation
who scored below 80%
C. Did the remedial lessons 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?