LESSON PLAN FOR MATHEMATICS 9

I. INFORMATION
Subject Matter: Law of Sines
Grade Level: IX Time Allotment: 1 hour
Teacher/s: Elton John B. Embodo
Content Standard: The learner demonstrates understanding of the basic concepts of trigonometry.

Performance Standard: The learner is able to apply the concepts of trigonometric ratios to formulate and solve real life
problems with precision and accuracy.
Learning Competency: The learner solves problems involving oblique triangles. M9GE-IVh-j-1

Objectives: At the end of the lesson, the students must have:

a. solved problems involving oblique triangles using the law of sines; and
b. discussed the importance of obedience with the law.
References: Hayden, J. R. & Hall, B. C. (1999). Trigonometry. Anvil Publishing, Inc. ISBN 971-27-0435-
1
Instructional Materials: PowerPoint, chalk
Skills: Analysis and Collaboration
Values: Unity, cooperation, camaraderie
Method: Developmental Method

II. LEARNING EXPERIENCES

Teacher’s Activity Students’ Response
A. Preparation
1. Prayer
2. Greetings
3. Reminders
4. Checking of Attendance
5. Classroom Rules - MATH
M - must come to class neat, clean, and prepared.
A - actively participate in the activities and pay attention to the
discussion.
T - talk appropriately and respectfully to your teacher and
classmates.
H - handle the learning materials with care.

Are my rules clear to you class? Yes Sir!

a. Review

In solving problems involving right tringles, we use

trigonometric ratios of Sine, Cosine, and Tangent.

What is the trigonometric ratio of Sine?

or SOH.

How about the Cosine?

or CAH
How about the Tangent?

or TOA

I have here few problems. I need volunteers to answer.

Directions: Find the value of x using the appropriate
trigonometric ratios.

1.

2.

3.

b. Motivation

I have here two triangles namely triangle ABC and triangle

XYZ.

How do you describe the triangle ABC?

Why did you say that it is an acute? I think that the triangle ABC is acute.
How about the second triangle XYZ? It is because all its angles are acute.
Why is that? The second triangle is obtuse.
In short class, these triangles are oblique. It is because it has one obtuse angle.

In your previous lesson class, you solved problems involving

right triangles using the trigonometric ratios.
But how about if the problems involve oblique triangles?
How do we solve those problems?

B. Presentation
So be with me this morning class as we tackle another lesson
which is the Law of Sines.
Everybody read!
Law of Sines
Statement of the Aim
Listen very attentively since you are expected to achieve these
objectives. Everybody read!

C. Development Proper

The Law of Sines is used in solving problems involving

oblique triangles when
a. Two angles and one side are given
b. Two sides and an opposite angle of one of them are
given.

In a triangle ABC,

The law of sines is expressed as

This is read as sine of angle A over the opposite side a is equal

to sine of angle B over the opposite side b is equal to sine of
angle C over the opposite side c.

Giving of Examples
Concept Integration

Now class, before we are going to solve the problem, what

other learning areas you can associate the problem with?

Is there anyone here who has an idea about surveying?

Have you ever seen someone doing the surveying of a certain

The problem sir is related to civil engineering since it
land?
specifically mentioned about surveying.
Very good! That apparatus class is called theodolite together
with the other instruments. Surveying for me sir is a technique of assessing and
recording details about an area of the land.
Since one of the things to find class is the area of the parcel of
a land, what branch of mathematics class that usually deals Yes sir, he uses an apparatus that looks like a camera.
with finding an area of a plane figure?

Fabulous!

Solution to the problem It is Geometry sir since it deals with the perimeter, area,
surface area and volume of plane or solid figures.
The first thing to do class is to sketch the problem.

Is there anyone here would like to do it on the board?

(The possible sketch of the problem is drawn on the

board)

a. How are we going to solve for angle C? Any

volunteer?

b. To solve for the distance from point A to C or the side

b, we will now make use of the Law of Sine.
 c. Following the same process class, who would like to
solve for the distance from point B to C or the side a?

d. To solve for the area of a triangular parcel of a land,

we will use the formula involving 2 sides of a triangle
and an included angle.

Values Integration

Okay, we have solved one problem involving an oblique

triangle. What law again class that we followed or used in
solving the first problem a while ago?

Perfect, we used the law of sine to solve the first problem.

We used the law of sine sir.
Class, in your real-life experiences, why is it important to
follow the laws in our society?

Absolutely! If we do not follow the laws, we will face some It is very important to follow the laws sir in our society
consequences and we do not want to experience it. We must since the laws are made to regulate the actions of the
obey them so that we will live our lives peacefully and people to bring peace and order in the society.
harmoniously.

Collaborative Activities

To have a better and deeper understanding on how solve

problems involving oblique triangles using the law of sines, we
will have a group activity. Here are the mechanics.
 (The two groups solve the given problem)

Presentation and Verification of Group Outputs

III. EVALUATION

Directions: In a one whole sheet of paper, solve the following problems involving oblique triangles using the law of sines.

1. From a point A, the angle of elevation to the top of a tree (point T) is 38 degrees. From a point B 25 ft closer to the
three, the angle of elevation to the top is 48 degrees. How far is it from point B and T? how tall is the tree? Express
your answers to the nearest foot.
2. A flagpole stands on the edge of the bank of a river. From a point on the opposite bank directly across from the
flagpole, the measure of the angle of elevation to the top of the pole is 25 degrees. From a point 200 ft further away
and in line with the pole and the first point, the measure of the angle of elevation to the top of the pole is 21 degrees.
Draw a diagram. Then find the distance across the river.
3. If a pole has one 62-ft guy wire that makes an angle of 39 degrees with the ground, and a second 50-ft guy wire is
available for the opposite side of the pole, what angle measure will the second wire make with the ground?

IV. ASSIGNMENT
Directions: Read in advance on how to use the law of cosines in solving problems involving oblique triangles.

Prepared:

ELTON JOHN B. EMBODO, MAED, LPT

Teacher Applicant