Republic of the Philippines

Department of Education
Region XI
Division of Davao City
PABLO LORENZO NATIONAL HIGH SCHOOL
Mandug, Davao City
Grades 9 School Pablo Lorenzo NHS Grade Level 9
Lesson Teacher Janneth A. Otadoy Learning Area Mathematics
Plan Teaching Date Quarter 4

I. OBJECTIVES At the end of the lesson, the learners will be able to:

- Define the six trigonometric ratios using a right angle triangle

- Illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
cotangent.

- Relate the six trigonometric ratios to real-life situations

A. Content Demonstrate understanding of the basic concepts of trigonometry

Standard
B. Performance Illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
Standard cotangent.

C. Learning
Competencies LC M9GE-IVe-1
Code
II. CONTENT Six Trigonometric Ratios
III. LEARNING
A. References My Desk Learning Reimagined Quarter 4 Module 1, Grade 9 Mathematics Patterns and
Practicalities ( Page 431)
2. Learning Quarter 4 Module 1
Materials Pages
IV. PROCEDURES
A. Reviewing the Students will identify the different sides of a right angle triangle based on the given angle.
previous lesson or Such as, the adjacent, opposite, and the hypotenuse.
presenting the new
lesson Recall that a right triangle is a kind of triangle that has one right angle and two acute angles. The hypotenuse is the
opposite side of the right angle, which is the longest side of the triangle. The symbols “ ∟ is used to indicate that a
triangle is a right triangle.
B. Establishing a
purpose for the The teacher will introduce the lesson:
lesson In this lesson, you will learn about the six trigonometric ratios using the parts of the right
angle triangle. This is very important because, it is used to compute the missing angles or
missing length of the sides of a right angle triangle. Later on, you will realize its importance
in the real life.

C. Presenting The Pyramid’s Height Story

examples/instances
of the new lesson Thales of Miletus, amazed his tour guides when he told them the height of
the great pyramid of Cheops was 160 paces. Thales was only told that the
dimensions of the square base is 252 paces along each side. Perhaps aside
from the builders, no one had known its height. And even dragging a rope
all the way up to the top, this measure will only give the pyramids a sloping
side.

How did Thales come up with the height of the Pyramid? This is what we are
going to explore in this lesson. We will start with the right angle triangle.
D. Discussing new Three Triangles with Different Sizes
concepts and
practicing new Observe the given triangles of different sizes. Compare and analyze the
skills #1 measurement in the given table.
 As

you have discovered and observed above, all right triangles with a given acute angle
measure are similar by AA similarity theorem. Making ∆COL~∆LAU~∆DZN . The lengths of
corresponding sides are proportional as well for similar triangles. The first ratio 
LegOpposite< 59° CL AU
, gives an equivalent measure in all three triangles, that is = =
ℎypotenuse CO LA
ZN
DC
This ratio is named sine 59° ≈ . 86. Note that the ratio is constant for the given angle
regardless of the size of the triangle.

It also applies to the other two ratios. These three ratios are the primary trigonometric
ratios of 59°, namely: sine, cosine and tangent, respectively.

SOH – CAH – TOA is a mnemonic used for remembering the equations. Notice that the
three new ratios at the right are reciprocals of the ratios on the left.

To be able to remember this further let’s have the SOH CAH TOA song

E. Developing Learning Task 1. (guided by the teacher)

mastery (Leads to
formative
assessment) Illustrate the Six Trigonometric Ratios of ∆ MAT (by Group) -- Teach Okay

sine θ = ______, cos θ = _______, tan θ= ______,

csc θ= ______, sec θ= ______, cot θ= ______

Learning Task 2
Illustrate the Six Trigonometric Ratios of ∆ KIM

F. Finding practical
applications of Going back to our questions on how does Thales the Great Mathematician compute for the
concepts and skills height of the pyramid… The answer is: Trigonometric ratios… Thales make use of shadow
in daily living of a stick and the shadow of the pyramid. Thales, who understood the concept of similarity,
realized that because the sun hit objects in the same general area at the same
angle, every object and its shadow create similar triangles. Thales compared the shadow
of a stick with the shadow of the pyramid. Thales used the unit of a cubit to obtain these
measurements.

Thales knew that the triangles were similar since the angle between the sun rays (the hypotenuse) and the
ground was the same, and both triangles had 90 degree angles. Since every triangle has a total of 180
 degrees, the upper angle must be the same also!

Since the triangles were similar, that meant that their corresponding sides were proportional.
Thales used the following proportion and cross-multiplication to determine the height of the pyramid:

Can you give other examples to apply the lessons we have to real-life?

Possible answer: To compute for the height of the building, height of the trees, width of the
river

G. Making
generalization and Mirror Me!
abstraction about
the lesson

H. Evaluating
learning

I. Additional For further learnings about the six trigonometric ratios please watch the video at YouTube
Activities for
application or https://www.youtube.com/watch?v=E81LyZZe118
remediation
V. REFLECTION A. No. of learners earned 80%in the evaluation.
B. No. of learners who required additional activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of learners who have caught up with the lesson.
No. of learner who continue to require remediation:
D. Which of my teaching strategies worked well?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. WF. What innovation or localized materials did I used/discover which I wish to share
with other teachers?

Prepared by: Janneth A. Otadoy_

Grade 9 Mathematics Teacher Date:
Reviewed by: Maria Luisa T. Mamitag
Principal II