GRADE 11 DAILY SCHOOL RIZAL HIGH SCHOOL GRADE LEVEL 9

LESSON LOG TEACHER MS. JAMAICA ROSE V. FLORES LEARNING AREAS Mathematics
TEACHING DATE & TIME MAY 03, 2024 QUARTER 4TH QUARTER

OBJECTIVES

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry

The students are able to apply the concepts of trigonometric ratios to formulate and solve
B. Performance
real-life problems with precision and accuracy.
Standards

Learning Competencies: illustrates the six trigonometric ratios: sine, cosine, tangent, secant,
cosecant, and cotangent. M9GE-IVa-1
C. Learning
Competencies/ Objectives:
Objectives At the end of the lesson, the students should be able to:
(Write the LC code 1. illustrate the six trigonometric ratios;
for each) 2. find the trigonometric ratios of acute angle
3. use trigonometric ratios to solve real-life problems involving right triangle.

I. CONTENT TRIGONOMETRY: TRIGONOMETRY RATIOS OF ACUTE TRIANGLE

(LEARNING RESOURCES)
A. References
2. Learner’s Materials: SLM
K-12 E-MATH
1. Teacher’s Guide Quarter 4 – Module 1
By: Orlando A. Oronce
papers Marilyn O. Mendoza
Trigonometry

4. Additional Materials from

Chapter 6 -Lesson 1 pages 425-447
3. Textbook pages learning Resource (LR) portal

B. Other Learning Powerpoint, Laptop, Television, Chalk Board/White board and Chalk/White board
Resources Marker.
PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Greetings
Good morning class! All students: Good morning, Ma’am
Jamaica

Before we start our day let thanks to God (one of the students will go to the front
that we are safe, anyone who wants to and lead the prayer)
lead our prayer?
Student 1: In the name of the Father, of
the Son, and of the Holy Spirit, Lord thank
you for today for taking care of us. Bless
us all Lord every day in Jesus name. Amen.

Okay thank you, before you take your (Students will pick up the pieces of paper
seats, please pick up the pieces of paper and must be on their proper seat)
and arrange your chairs.

(Checking of attendance) (students raise their hands and say present

Say present if you’re here. as the teachers call in their name)
 A. Review
Alright! Let’s have short activity as part
of our review with our last lesson. This is
what we called “Find Me.”
A. Reviewing
Direction: Using your knowledge of (students listens carefully)
previous lesson
special right triangles, find the measures
or presenting the of the missing sides.
new lesson

Students solution:

1. Find side AC. (45-45-90)

Formula:
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
Leg =
√2
1. AC
Hypotenuse = (𝑙𝑒𝑔) 𝑥 (√2)
2. DE
3. GH H or X = (8) 𝑥 (√2)
4. GK
𝑥 = 8√2

2. Find side DE (30-60-90)

Formula:
Hypotenuse = (2) x (shorter leg)
Longer leg = (shorter leg) x (√3)

X = 2 x 16
X = 32

3 – 4. Find side GH and GK

Formula:
Hypotenuse = (2) x (shorter leg)
Longer leg = (shorter leg) x (√3)
ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑛𝑢𝑠𝑒
Shorter leg = 2

ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑛𝑢𝑠𝑒
X= 2
6
X=2
X=3

y = 3 x (√3)
y = 3√3

B. Motivation
Now, I can see that you’ve really learned
with our previous lesson. So now let’s
have a new activity called “Math Fries
Game.” Here’s the mechanics:

(Students listens carefully)

 1. I have big fries here, each piece of this
fries has a scramble letter, and you need
to arrange it to form a word that is
related to our lesson today.
2. Now, you need to pick a partner and I
will randomly select a pair and you need
to come here in the front and give the
correct answer.
3. Students who will give the correct
answer will receive a chip for their
recitation today.

Questions:

1. EOISPTPO Pair 1: OPPOSITE

2. HPYSEEOUNT Pair 2: HYPOTENUSE
3. TENGNTCOA Pair 3: COTANGENT
4. IROAT Pair 4: RATIO
5. ADAJTECN Pair 5: ADJACENT
6. TENAGNT Pair 6: TANGENT
7. ECIOSN Pair 7: COSINE
8. NSEI Pair 8. SINE
9. SENATC Pair 9: SECANT
10. OCNTCESA Pair 10: COSECANT

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

NOTICE ME
A. Establishing a “What can you say/ notice about our Student: I think we are now dealing with
purpose for the activity Math Fries game?” trigonometry and the different
trigonometric ratios.
lesson
B. Presenting the
examples and
instances of the
new lesson

C. Discussing new TEACHER’S ACTIVITY STUDENT’S ACTIVITY

concepts and “Okay class you did a great job with our
practicing new previous activity.”
skills # 1
“So now we are all familiar with the terms (students raises their hands)
that we will use today. So let me ask you “Trigonometry is the branch of
first, do you have any idea what is mathematics that deals with the
Trigonometry?” relationship between ratios of the sides of
a right-angled triangle with its angles.

“Wow! Good job! Thank you for that.”

“Okay let me just give you a quick

background about trigonometry, it is
derived from the greek words “trigonon”
and “metron” which mean “tree-angle
measurement,” that is “triangle
measurement.” (students listen carefully)
“For any right triangle, there are six (6)
trigonometric ratios.”

“In a right triangle, we can define six

trigonometric ratios. Consider the right
triangle ABC above. In this triangle we let
Ꝋ represent <B. Then the leg denoted by a
is the side to Ꝋ, and the leg denoted by b is
the side opposite to Ꝋ.

These are the six (6) trigonometric ratios:

1. Sine (sin) 4. Secant (sec) (students listen carefully)
2. Cosine 5. Cosecant (csc)
3. Tangent 6. Cotangent (cot)

- There are three primary ones that you

need to understand completely.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Sine of 𝜃 = ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑛𝑢𝑠𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Cosine of 𝜃 = ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑛𝑢𝑠𝑒

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
Tangent of 𝜃= 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

- The other three are not used as often and

(students listen carefully)
can be derived from the three primary
functions, these are:
ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑛𝑢𝑠𝑒
Cosecant of 𝜃 =
𝑜𝑝𝑝𝑜𝑖𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑛𝑢𝑠𝑒
Secant of 𝜃 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Cotangent of 𝜃 = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

Tip:
For and easy way to remember the
trigonometric ratio, you can use the SOH-
CAH-TOA, it is the mnemonic used for
remembering the equations.

SOH- refers to the sine is opposite over

hypotenuse.
CAH- refers to the cosine is adjacent over
the hypotenuse.
TOA- refers to the opposite over adjacent.

Okay for us to remember our

trigonometric ratios, let’s sing a jingle with
the tune of “watermelon song.”

SOH-CAH-TOA (2X)
CHO-SHA-CAO (2X) (students will sing the jingle)
Sine, cosine and tangent (2X)
Cosecant, secant, cotangent
 ACTIVITY: FAMILY FEUD (TRIGONOMETRY
RATIOS EDITION)
Mechanics: (students will go to their perspective
“I will group you into two, then you need group)
to pick 5 representatives of your group,
each one of them need to answer the
question provided, so like in the family
feud game first team who will push the
bell will have the chance to answer the
question but if the first team is not able to
answer it the other team has a chance to
answer the question”

Here’s the questions:

Give me the top 6 trigonometric ratio or Students answers:
ratios of ∠B in the given figure below.
4
Sine of B=
5
4
Cosine of C= 5
4
Tangent of C = 3
5
Cosecant of C = 4
5
Secant of C =
4
3
Cotangent of C = 4

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Now let’s try to work together:
1. Determine the equation or formula to
find a missing part of the triangle.
D. Discussing new
concepts and
practicing new
skills # 2 (students listen carefully)

a. Solve for s in the figure above.

Now try to solve this on your own then Student solution:

answer it on the board.

a. Solve for p in the figure below.

 b. Solve for a in figure no 2.

Solution: ∠B is an acute angle, b is the

opposite side, and a is the side adjacent
to ∠B. Use TOA, that is

Student solution:
Now it’s time for you to answer this, try Solution: ∠B is an acute angle, b is the
to find c, in the figure below. opposite side, and c is the hypotenuse of
the given acute angle. So use SOH.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

PICK-A-PAIR
“In order for us to master the lesson, I
need you to pick your partner and you will (students will find a pair and they will
answer our activity in a one whole sheet of discuss and plan how they will answer the
paper, you have 15 minutes to answer the activity)
question and discuss it to your partner.”

E. Developing
mastery that
leads to
Formative
Assessment
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
BRAINSTROMING
TRIGONOME-TREE
Instruction:
“You will be group into three (3), each
group will need to answer the question (students will go to their perspective group
and need to present their answers in the and they will discuss and plan how they will
F. Finding practical front.” answer the activity)
applications of
concepts and
skills in daily
living

dfdf
fsds

G. Making This lesson was about the six trigonometric ratios. Various activities were provided to help
you illustrate and define the six trigonometric ratios. You also learned how to use them
3generalization
in finding the missing sides and angles of a right triangle and applied them to real-life
and abstractions situations. Your knowledge in this lesson will help you understand the next topic, which is,
about the lesson the trigonometric ratios of special angles.

SELF-CHECK
On a 1 whole sheet of paper.

H. Evaluating
learning

I. Additional
activities for OUTPUT
application or Create your own foldable notes about the trigonometric function.
remediation
REMARKS
IV. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these works?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?

G. What innovation or localized materials did I

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

Prepared by:
Ms. Jamaica Rose V. Flores, LPT
Applicant