7E Lesson Plan in Mathematics 9

7E LESSON PLAN IN MATHEMATICS 9
Name of Teacher Marven B. Laude Grade Level 9

Teaching Date Learning Area Mathematics
Time Allotment 60 minutes Quarter 4th
Schedule Section
PART I
Content Standard 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
Performance Standard
real-life problems with precision and accuracy.
Learning Competencies
Solves problems involving oblique triangles. (M9GE-IVh-j-1)
& Code
At the end of this lesson, the learners are expected to:
Learning Objectives a) solve the angles and sides of oblique triangles using sine law;
b) apply sine law in real life situation.
Mathematical Skills Teamwork and Accuracy
Thinking Skills Critical thinking and reasoning
Mathematical Attitudes and
Creativity, perseverance and unity
Noble Values
Learning Materials Laptop, monitor, manila paper, pens, calculator
References K to 12 Grade 9 Curriculum Guide, Mathematics Learner’s Module
Part II
7Es
TEACHING AND LEARNING ACTIVITIES REMARKS
(Time allotment)
Prayer, Greetings & checking of attendance…
Elicit Review the previous lesson about the sine law

(5 minutes)  Students will be asked to state the sine law.
Allow the learners to solve the problem and ask one student to show the
solution on the board.
Draw the triangle using the given measures and solve for the other parts using
Engagement
the law of sine.
(5 minutes)
∠ A=73° , a=18 ,b=11
 Today we will be able to use the concept of sine law and apply it in real-
life situation.
Exploration Activity 1. Sine law real-life application
(10 minutes)
Direction:
1. Form 5 groups and work together to solve the problem.
2. The activity is worth 30 points good for 10 minutes.
3. Each group will be given a performance rubric to rate the other
group.
Group 1.
An observer is near a river and wants to calculate the distance across the
river. He measures the angle between his observations of two points on the
shore, one on his side and one on the other side, to be 28º. The distance
between him and the point on his side of the river can be measured and is 300
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feet. The angle formed by him, the point on his side of the river, and
the point directly on the opposite side of the river is 128º. What is the
distance across the river?
Group 2.
A building is of unknown height. At a distance of 100 feet away from the
building, an observer notices that the angle of elevation to the top of the
building is 41º and that the angle of elevation to a poster on the side of the
building is 21º. How far is the poster from the roof of the building?
Group 3.
John wants to measure the height of a tree. He walks exactly 100 feet from
the base of the tree and looks up. The angle from the ground to the top of the
tree is 33º. This particular tree grows at an angle of 83º with respect to the
ground rather than vertically (90º). How tall is the tree?
Group 4.
A post is supported by two wires (one on each side going in opposite
directions) creating an angle of 80° between the wires. The ends of the wires
are 12m apart on the ground with one wire forming an angle of 40° with the
ground. Find the lengths of the
wires.
Group 5.
3 friends are camping in the woods, Bert, Ernie and Elmo. They each have
their own tent and the tents are set up in a Triangle. Bert and Ernie are 10m
apart. The angle formed at Bert is 30°. The angle formed at Elmo is 105°.
How far apart are Ernie and
Elmo?
Let each group to explain their output.

 The teacher will ask these questions to deepen their understanding about
the topic:
Explanation
a) What are your thoughts about the activity?
(15 minutes)
b) What are your strategies in solving the problem?
c) How do the sketch or model help you solving the problem?
Activity 2. Bookmark
Let the student make their generalization by asking the following
Elaboration
a) What you have learn in sine law
(3 minutes)
b) When you can use sine law
c) and how will you apply it in your life.
Solve the problem in 1 whole sheet of paper. 15 points.
1. Two scuba divers are 20m apart below the surface of the water.
Evaluation They both spot a shark that is below them. The angle of depression
(15 minutes) from diver 1 to the shark is 47° and the angle of depression from
diver 2 to the shark is 40°. How far are each of the divers from the
shark?
Answer in the activity notebook, to be passed tomorrow.
Extend Jack and Jill both start at point A. They each walk in a straight line at
an angle of 105° to each other. After 45 minutes Jack has walked
4.5km and Jill has walked 6km.
How far apart are they?
REFLECTION
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Prepared by:
Marven B. Laude
Student Teacher
Checked by:
Agnes V. Calfoforo. Ph.D
Cooperating Teacher
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7E LESSON PLAN IN MATHEMATICS 9

Name of Teacher Marven B. Laude Grade Level 9

Elicit Review the previous lesson about the sine law

Let each group to explain their output.

Answer in the activity notebook, to be passed tomorrow.

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