College of Teacher Education

DETAILED LESSON PLAN FOR MATHEMATICS 9

Subject: Mathematics Grade Level: 9
Quarter: IV Date: November 30, 2021
The learner demonstrates understanding of the basic
Content Standard concepts of trigonometry.
The learner is able to apply the concepts of trigonometric
Performance Standard ratios to formulate and solve real-life problems with
precision and accuracy.
Illustrates the six trigonometric ratios: sine, cosine,
Competency
tangent, secant, cosecant, and cotangent. (M9GEIVa-1)
I. OBJECTIVES
Illustrate the six trigonometric ratios: sine, cosine,
Knowledge
tangent, secant, cosecant, and cotangent.
Find the six trigonometric ratios of a right triangle.
Skills
Apply trigonometric ratios to solve the right triangles
Affective
INTRODUCTION TO TRIGONOMETRY:
II. CONTENT
THE SIX TRIGONOMETRIC RATIOS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Guide in Mathematics page 300 – 320

2. Learner’s Materials Pages Mathematics – Grade 9 Learner’s Module (1st Ed.).

page 430 – 446

3. Textbook Pages Trigonometry by Sumera-Icutan, S. & Calub, A. (2012),

page 1, 20 – 28

Conceptual Math & Beyond 9 by Bernal, J. & Lopez, A.

(2014), page 301 - 317
4. Additional Materials
5. Learning Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
MYSTERY WORDS! There are 10 mystery words.
Guess each word by supplying the right letters. Clues of
each mystery words are provided.
1.
A. Reviewing or presenting the 2.
new lesson 3.
4.
5.
N
 College of Teacher Education

6.
M
7.
8.
9.
10.

WORD CLUES MYSTERY WORD

1. A type of angle whose ACUTE
measurement is less
than 90⁰.
2. A polygon who has three TRIANGLE
sides and three angles.
3. An angle whose RIGHT
measurement is exactly
90⁰.
4. Two rays that intersect at ANGLE
a common endpoint.
5. Hot and cold, small and OPPOSITE
big are pairs of
___________ words.
6. The comparison between RATIO
two quantities. Example
5 is to 7.
7. A unit of measurement DEGREES
for angles.
8. 𝑐 2 = 𝑎2 + 𝑏2 is called PYTHAGOREAN
________ theorem.
9. Two lines that form right PERPENDICULAR
angle.
10. The longest side of the HYPOTENUSE
right triangle.

What is the formed mystery word?

Answer: TRIGONOMETRY

You have been reviewed and familiarized with the 10

mystery words that you have discovered in the drill. In
this lesson, we are going to encounter the words
aforementioned in the earlier activity.

Consider the following right triangles:

B. Establishing a purpose for

the lesson
 College of Teacher Education

TRIANGLE SID: If 𝑚𝑆𝐼̅ = 4 𝑚 and 𝑚𝐼𝐷 ̅̅̅ = 3 𝑚, find 𝑚𝑆𝐷

̅̅̅̅ .
How about the measures of angles S and D?
Answer: By Pythagorean Theorem, the measure of side
SD is 5 meters. However, using the data given we cannot
solve for the measures of angles S and D with purely
geometry.

TRIANGLE JAY: Find the measure of angle A and side

JY and AY.
Answer: Using the geometry concepts of the sum of
interior angles of a triangle, we can obtain the measure
of angle A is 60⁰. However, we cannot determine the
measure of two other sides using the data given through
geometric strategies.

In order to solve for the missing parts of a triangles, we

are going to embrace a new branch of mathematics
called TRIGONOMETRY.

Trigonometry is a branch of mathematics that deals with

the measurement of the sides and angles of triangles, or
more specifically, with indirect measurement of line
segments and angles.

Underlying the concept of trigonometry are the six

trigonometric functions. We will find out as we deal with
the next activity.
INDIVIDUAL ACTIVITY: The Unravelling
Direction: Take a glance with this right triangle. Then
answer the following guide questions below.

C. Presenting examples of the

new lesson
1. What is the measure of XY, the hypotenuse?
The hypotenuse is the longest side of a right triangle. It
is the side opposite to the right angle of a right triangle.
Answer: 13

2. Label angle Y, then accomplish the table:

Angle Y as reference
Leg adjacent to Y 5
Leg opposite to Y 12
Hypotenuse 13
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12/13
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
 College of Teacher Education

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 5/13
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 12/5
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

3. Label angle X, then accomplish the table:

Angle X as reference
Leg adjacent to X 12
Leg opposite to X 5
Hypotenuse 13
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 5/13
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 12/13
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 5/12
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
A. Trigonometric Ratios/Trigonometric
Functions
• The ratio between the opposite side and the
hypotenuse is called sine.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

• The ratio between the adjacent side and the

hypotenuse is called cosine.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
cos 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

• The ratio between the opposite and adjacent

side is called tangent.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
D. Discussing new concepts
and practicing new skills REMEMBER: SOH-CAH-TOA
#1
B. Reciprocal Trigonometric Ratios
The trigonometric ratios sine, cosine, and tangent have
their corresponding reciprocals defined as follows:
• Cosecant is reciprocal of sine
1 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
csc 𝜃 = =
sin 𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

• Secant is reciprocal of cosine

1 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
sec 𝜃 = =
cos 𝜃 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

• Cotangent is reciprocal of tangent

1 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
csc 𝜃 = =
sin 𝜃 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
 College of Teacher Education

ACTIVITY: Find the values of the six trigonometric

ratios of the triangle below.

7 24
sin 𝐴 = sin 𝐵 =
25 25
24 7
cos 𝐴 = cos 𝐵 =
25 25
7 24
tan 𝐴 = tan 𝐵 =
24 7
25 25
csc 𝐴 = csc 𝐵 =
7 24
25 25
sec 𝐴 = sec 𝐵 =
24 7
24 7
cot 𝐴 = cot 𝐵 =
7 24
Showing a formula for the Missing Parts of a Right
Triangle

Determine the equation or formula to find a missing part

of the triangle.

E. Discussing new
concepts and practicing
new skills #2 • Solve for s in the figure
Solution: ∠P is an acute angle, t is the
hypotenuse, s is the side adjacent to ∠P. Use
CAH, that is:
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cos 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑠
cos 𝑃 =
𝑡
0
𝑠
cos 53 =
𝑡
𝑠 = 12 cos 53⁰
Input 12 cos 53⁰ to the calculators, we get:
𝒔 = 𝟕. 𝟐𝟐
 College of Teacher Education

• Solve for p in the figure above.

Solution: ∠P is an acute angle, t is the
hypotenuse, and p is the opposite side of ∠P.
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑝
sin 𝑃 =
𝑡
0
𝑝
sin 53 =
12
𝑝 = 12 sin 53⁰
𝑝 = 9.58

ACTIVITY: Solve for the missing parts of the triangle.

Use GRESA method.

F. Developing Mastery

Possible answers:
A = 23⁰
a = 4.50
c = 11.52

ACTIVITY: Visualize (Group Activity)

Direction: Work in groups with three members each.

Collaborate in answering the following problems: Use
GRESA method.

PROBLEM A:
An airplane is flying at a height of 4 kilometers above
the ground. The distance along the ground from the
airplane to the airport is 6 kilometers. What is the angle
of depression from the airplane to the airport?
G. Finding practical
applications of concepts
and skills in daily living

Answer: 33.69°
 College of Teacher Education

PROBLEM B:
A hiker is 400 meters away from the base of the radio
tower. The angle of elevation to the top of the tower is
46°. How high is the tower?

Answer: 414.21 meters

Guide Questions for Generalization:

H. Making Generalizations • What is trigonometry?
and abstractions about • What are the six trigonometric ratios/functions?
the lesson • How do we solve the missing parts of a triangle?
• How to use GRESA method?
Assessment: Solve for the missing components of the
triangle. Use GRESA method in proving a
comprehensive solution to obtain desired answers. This
task is assigned in the Google Classroom/LMS. Upload
a scanned copy of your nswers. Use CamScanner app
tos can your answers. You have to submit it within 2
hours. (50 points)

I. Using the figure below, write expression that gives

the required unknown value.

I. Evaluating learning

1. If A = 15° and c = 37, find a.

2. If A = 76° and a = 13, find b
3. If a = 7 and b = 12, find A.

II. Use the given figure above to solve the remaining

parts of right triangle ACB.
4. c = 16 and a = 7
5. b = 10 ad c = 20
6. b = 6 and c = 13
 College of Teacher Education

Practice Set: To be submitted next week via Google

Classroom.

Sketch a figure and solve each right triangle ABC

with right angle at C, given that:
1. A = 15° and c = 37
2. A = 45° and c = 16
3. B = 30° and b = 11
4. A = 77° and b = 42
5. a = 2, b = 7
6. a = 3, b = 3
J. Additional Activities for
application or Solve the following problems involving
remediation trigonometric ratios.

1. With the sun, a girl 1.4 m tall casts a shadow of

3.6 m. Find the angle of elevation from the tip of
the shadow to the sun. Express your answer to
the nearest degree.

2. A kite is flying directly above a tree. The kite line

makes an angle of 38⁰. If the tree and the kite flyer
are 56 feet apart, find the height of the kite. How
long was the line used in flying the kite?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why did ___ Group collaboration
these work? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

F. What difficulties did I
encounter which my principal
and supervisor help me solve?
G. What innovation or localized
I used/discover which I wish to
share with other teacher?
College of Teacher Education
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__local poetical composition
The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
 College of Teacher Education

REFERENCES:

A. DepEd INSTRUCTIONAL MATERIALS:

• Bryant, M., et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st
Ed.). Pasig City: DepEd-IMCS

• K-12 Mathematics MELC

• Mathematics 9 Teachers’ Guide

B. BOOKS AND OTHER REFERENCES

• Bernal, J. & Lopez, A. (2014). Conceptual Math & Beyond 9. Quezon

City: Brilliant Creations Publishing, Inc.

• Sumera-Icutan, S. & Calub, A. (2012). Trigonometry. Urdaneta City

University: Uniwide Printing Press

• K to 12 Curriculum Guide Mathematics. (2012). Department of

Education, Philippines;

Prepared by:

SIDJAY A. PAULINO
BSEd Mathematics - IV