THE DEVELOPED LESSON PLAN

UTILIZING THE MATHEMATICAL DEVICE: TEACHER’S TRANSIT

School Arimbay High School Grade & Section Grade 9

LESSON Teacher Marilen Catleya Alcance Learning Area Mathematics
PLAN Date September 1-2, 2020 Quarter 4th
Time 8:00 - 9:00 am No. Of Days 2 days

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials
B. Other Learning Resources
IV. PROCEDURES
A. Review of previous lesson
or presenting the new lesson
The learner demonstrates understanding of the basic concepts of
trigonometry.
The learner is able to apply the concepts of trigonometric ratios to formulate
and solve real-life problems using the Teacher's Transit.
( M9GE-IVa-1)
a. Apply trigonometric ratios to solve right triangles.
b. Use the Teacher’s Transit to find the missing opposite side given the
angle and the adjacent side.
c. Appreciate the importance and benefits ot using the Teacher’s Transit
Apply trigonometric ratios to solve right triangle given the length of
hypotenuse and a leg.
Pg. 279
Pg. 437
E-math Advanced Algebra and Trigonometry, page 231-232
MOTIVATION:
Given the figure is a square shape, how many right triangles do you see on
the figure below?

(Clue: more than 32)

B. Establishing the purpose RECALL (BY GROUP ACTIVITY):
of the lesson Based on what you learned from the previous lesson, write the correct
trigonometric function which applies for each triangle.

1.

2.
 3.

GUIDE QUESTONS:
Keep your answers short and concise.
1. Using trigonometric function, do you think you can find the unknown
length given one angle and one side? Yes or No? Explain.
2. Suppose the angle is not given, will you be easily able to get the angle
using a protractor?
3. What trigonometric function will you use if the opposite side is the
unknown?
C. Presenting examples of the Example #1: Triangle BCA is right-angled at C. If ∠A = 53o and b = 17,
new lesson find side a. Use trigonometric functions. Express your answers up to two
decimal places.

Solution:
Use the trigonometric function tangent θ.

a = 22.56

Example #2: Triangle XYZ is right-angled at Y. ∠Z = 20o and the

hypotenuse h = 14, find side z. Use trigonometric functions. Express your
answers up to two decimal places.

sine (20o) x 14 = z
 z = 4.79
Example #3: Triangle QRS is right-angled at R. ∠S = 45o and the
hypotenuse r = 21, find side q. Use trigonometric functions. Express your
answers up to two decimal places.

cos (45) x 21 = q

q = 14.55
D. Presenting contextualized Example #4: A building casts a shadow of 110 feet. If the angle of
examples of the lesson elevation of the top of the building from the tip of the shadow is 29o, find
the height of the building.

tan (29) x 110 = height

height = 60.97 ft

Example #5: Julia is flying a kite whose string makes a 70-degree angle
with the ground. The kite string is 65 meters long. How far is the kite from
the ground?
 Sin(70) x 65 = x

x = 61.08 meters

E. Practicing new learned DIRECTION: Solve the missing side of the right triangle given one of
skills and discussing new it’s angle and one side. (Let the students discuss their answers and
learned concepts. solutions.)

1.

2.

3.
F. Developing mastery by
introducing Teacher’s Transit
to the students.
G. Developing mastery by GROUP ACTIVITY: How tall is the tree? Using right triangles and
introducing practical using the Teacher’s Transit: determine the following: (a) angle of
applications of concepts and inclination, (b) distance between the device and the tree, and (c) the
skills in daily living. height of the tree.

H. Making generalizations DIRECTION: Explain the step-by-step process on how to get the height of
and abstractions about the an object using right triangles and using the Teacher’s Transit: A Modified
lesson Clinometer.

Here are the useful steps in determining the height of a tree using right
triangles and using the Teacher’s Transit:
1. Using the eyepiece, point it at the highest peak of the object.
2. Determine the angle of inclination using the protractor.
3. Determine the distance between the tree and the eyepiece.
4. Determine the height of the eyelevel to the ground.
5. Using tangent (θ), the distance, and the angle of inclination, solve for the
height of the tree above the eyepiece.
6. Get the sum of (a) the height of the observer's eye level and (b) the height
of the tree above the eyepiece.
I. Evaluating Learning or QUIZ: Sketch a figure and solve each right triangle ABC with right angle at
Assessment C, given that:
1. A = 15⁰ and c = 37
2. B = 64⁰ and c = 19.2
3. A = 15⁰ and c = 25
4. A = 45⁰ and c = 16
5. B = 56⁰ and c = 16
J. Additional activities for EXPLORE: Go around the school campus and choose a tall object that you
application or remediation want to measure (e.g. flag pole, tree, building, etc.) Follow the step-by-step
using the Teacher’s Transit guide of using the Teacher’s Transit, and record your results on a clean
sheet of paper.
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 in the lesson.
D.No. Of learners who
continue to require
remediation.
E.Which of my teaching
strategies worked well? Why
ddi 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 used
/ discover which I wish to
share with other teachers?