Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental
ALUBIJID NATIONAL COMPREHENSIVE HIGH SCHOOL
Alubijid, Misamis Oriental

GRADE 1 to 12 SCHOOL ALUBIJID NATIONAL

DATE/WEEK: BUILDING/SECTION / TIME:
DAILY COMPREHENSIVE HIGH SCHOOL
LESSON TEACHER REY N. VILLASTIQUE Week (Feb. 4, 2019) SPA Bldg. –G-9 Chico 1:00 PM
LOG GRADE LEVEL & GRADE 9– MATHEMATICS QUARTER FOURTH
LEARNING AREA

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the basic concepts of trigonometry.
B. Performance Standard The learner is able to able to apply the concepts of trigonometric ratios to formulate and solve real-life
problems with precision and accuracy.
C. Learning Competency/Objectives M9GE -IVb-c-1 – Find The Trigonometric Ratios Of Special Angles
Write the LC code for each.

At the end of the lesson, the students are expected to:

1. find the values of the trigonometric ratios of special angles.

2. illustrate how find the trigonometric ratios of special angles.
3. value the importance of special angles in real life.

II. CONTENT Trigonometric Ratios Of Special Angles

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Page 278-283
2. Learner’s Materials pages Page 437-440
3. Textbook pages
4. Additional Materials from LR
Portal
B. Other Learning Resource 1. COMPUTER LAB. STAR BOOKS
2. www. Math-aids.com and www. Math-Drills. com
IV. PROCEDURES
A. Reviewing the previous lesson or 1. The students will have a recap about the six trigonometric ratio formulas using mnemonics.
presenting the new lesson 2. The students will have a short drill activity on rationalizing radicals, an important skill much needed
about the new topic.

B. Establishing a purpose for the SCRAMBLED WORDS I will employ an activity to get the
lesson Direction: Arrange the scrambled words below and connect it students’ attention. Students will be
into its resulting words at the right: grouped in small groups and get involved
1. ISOTOPPE 5. ANGENTT in SCRAMBLE WORDS ACTIVITY- a
2. JACENTAD 6. COESIN vocabulary test for English and
3. HYPOUSETEN 7. IENS Mathematics. Students should be able to
4. HETTA 8. ALSPECI GLESAN answer to earn points as part of their
group activity.
COT Indicator 1, 6, 8 and 9

“PAINT ME A PICTURE”
Questions to be asked:

1. What do you call the two right triangles in the
figure? (Then the teacher will do a short recap
about the side lengths of the two special right
triangles)
2. What are the acute angles found in these two
right triangles?
I gave this activity as a range of
teaching strategies that can develop
critical and creative thinking skills
connecting with the new lesson. The
students will illustrate and recall
through visual investigation of the
exact location and sides of special
triangles in preparation for the new

3. (The students will be divided into four groups.
Each group will perform the activity, posturing the
45o-45o-90o and 30o-60o-90 triangles)
content. I will draw also extension
questions to challenge those students
with advanced knowledge of the
content.
I will also employ an interesting
activity from a MAPEH subject
concept as reference to the current
lesson. I integrated properly chosen
content knowledge to get the
students’ attention connecting to the
new lesson. Students will be grouped
in small groups and get involved in
“PAINT ME A PICTURE ACTIVITY”-
in which each group will perform the
activity, posturing the 45o-45o-90o and
30o-60o-90o triangles

COT 1,2,3,4, 6, 8 and 9

C. Presenting examples/Instances of This part gives the students visual

the new lesson Questions to be asked:
1. If these two right triangles are called special right
triangles, what do you call the acute angles 30o,
45o and 60o in these two triangles?
investigation and reaction about
special triangles as a springboard in
preparation for the new content. I will
draw also extension questions to
challenge those students who have
advanced knowledge of the content.

COT 2, 3, 4, 8 and 9

D. Discussing new concepts and
practicing new skills # 1
1. Using your Calculator, what is the value of Sin 30o,
Tan 45oand Cos 60o?
2. Can we use the trigonometric ratio formulas in finding
the values of these Special angles without using your
calculator?
The teacher will let the students
compute the given trigonometric ratio
using calculator and check their
individual answer to address learners’
needs. Then ask the students if it can
also be computed manually using
trigonometric ratio formulas.

COT 3, 5, 7, 8 and 9

3. Discussing new Let a be the leg of the 45o-45o-90o and be the shorter leg of a I will present the step by step process
concepts and 30 -60 -90 triangle:
o o in solving the unknown of the given
practicing new skills #
2
right triangle drawing all answers from
the students and check their
individual answer to address learners’
needs.
COT 2, 3, 5 and 7

(The teacher will let the students show the formula for the
following given ratios and discuss the process on how to
compute the values of the following ratios manually using
trigonometric ratio formulas with the interaction and
participation of the whole class)

1.) Sin 60o

2.) Cos 45o
3.) Tan 30o
 (The teacher will discuss and perform the operation process
on how to compute the values of the following ratios manually
with the interaction and participation of the whole class)
4.) Sin 60o
5.) Cos 45o
6.) Tan 30o

4. Developing mastery GROUP ACTIVITY Due to minimal space in the classroom

(leads to Formative Assessment The teacher will divide the class into four groups and give each
#3
group its own problem to compute. They will solve and share
their individual ideas as fast as they can, and write their group
answers on the table posted on the board to earn points.
students will be arranged in groups in a
way that the can interact and share their
own ideas with their groups in doing the
given activity
COT 4, 5, 6, 8 and 9

5. Finding practical 1. How can you apply the concept of trigonometric ratios of special angles in your daily life?
application of concepts 2. What makes you special compared to others?
and skills in daily living
COT 2, 3 AND 7
I anticipate students’ problem on this part in terms of the importance of the concept to our daily
lives. I will give follow-up questions to guide them to emphasize that trigonometric ratios on SPECIAL
ANGLES can be useful for architectural designs and engineering of buildings. Students can relate also
about what makes them something special compared to others.

6. Making Questions to be asked: Students will emphasize what equation

generalizations and How will you find the values of the trigonometric ratios of shall be used to solve the unknown of a
abstractions about the special angles?
lesson
right triangle.
COT 2 AND 7

7. Evaluating learning QUIZ (1/4) The students will answer a problem and
used what they learned in the content.
COT 4,5, 8 AND 9

8. Additional activities for 1.Solve the values of the six trigonometric ratios of
application or special angles manually in your activity notebook
remediation
and master the process.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

evaluation

No. of learners who require additional

activities for remediation who scored
below 80%

Did the remedial lessons work? No. of

learners who have caught up with the
lesson

No. of learners who continue to require

remediation

Which of my teaching strategies

worked well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?

What innovation or localized materials

did I use/discover which I wish to share
with other teachers?

Prepared by: Checked by:

REY N. VILLASTIQUE MARIA EMMA A. SAGUING.

Teacher 1 HT-V - Math Department