Detailed Lesson Plan in Mathematics

Bataan Peninsula State University

I. OBJECTIVES
At the end of the lesson 100% of the students shall be able to attain at least 75%
level of proficiency to:
1. Derive and illustrate the Law of Sine
2. Find the missing parts of an oblique triangle applying the Law of Sine (Case I)
3. Relate Law of Sine to real-life scenarios

II. SUBJECT MATTER

A. Topic: Law of Sine
B. Concepts:
1. The Law of Sine states that in any oblique triangles, a side divided by the
sine of the angle opposite it is equal to any other side divided by the sine of
the opposite angle
2. The Law of Sine can be proven using the concept of right triangles
a b c
3. It has a formula of = =
sin A sin B sin C
C. Reference: Learner’s and Teacher’s Material for Mathematics Grade 9
(DepEd); Plane Trigonometry, Ibañez, et al., Jimcyzville Publications
D. Materials: visual aids, chalk, blackboard, illustration board, art materials, projector
E. Skills: Deriving, finding, relating
F. Value: Participation, collaboration, self-reliance

III. LEARNING ACTIVITIES

A. Routinary Activities
1. Prayer
2. Greeting the class
3. Checking the attendance
4. Fixing the classroom environment

B. Developmental Activities
Teacher’s Activities Students’ Activities
1. Review
What is the acronym used for remembering the
SOH – CAH – TOA, teacher
three primary trigonometric ratios?

What are the three primary trigonometric ratios?

opposite
sin θ= hypotenuse

adjacent
cos θ= hypotenuse

opposite
tan θ= adjacent

What are the six steps in solving worded

problems?
1. Illustrate
2. Asked
3. Given
 4. Equation
5. Solution
6. Answer
Do you have any questions regarding the previous
topics?
None, teacher
2. Motivational Activity
Before we start the lesson, let us have a group
activity.
The class will be divided into 4 groups. Each
group will receive an envelope. The envelope
contains puzzles and it is needed for our lesson for
today. I will just give you three minutes to solve
the puzzle. After that, you are going to paste it
here on the board Are you ready class?
Yes, teacher.
Please proceed to your groupings.

3 minutes, go. (Students are grouping)

(Students are doing the activity)
Times up! Show your work!
What did you form out of the puzzles? (Students are showing their work)
Right triangles, teacher
 Hypotenuse, teacher
They are called as the legs of a right triangle.
Correct! What do we call the longest side on
a right triangle?

What do you call sides a and b?

Correct! We have the illustration:

How will you solve a right triangle if one side is

missing?

Correct! How about if one angle is missing?

Right! How can we find a missing angle given
two sides?
Using Pythagorean Theorem
What if the triangle is no longer a right triangle?
Subtracting the two given angles from 180 degrees
Let us combine the two right triangles? Can I
have the triangles of group 1 and 2?
Using SOH CAH TOA

What kind of triangle did we

formed? Correct! What is an oblique

triangle?

We formed an oblique triangle, teacher

For today, we are going to discuss on how we
can find the missing parts of an oblique triangle An oblique triangle is a triangle without any right
angle
using Law of Sine.

3. Lesson Proper
Please read the objectives.

Thank you. Will you label the sides of this

oblique triangle?

Will you label the angles of this oblique triangle?

Very good class!
Using this figure, will you puta perpendicular line
from B and label it as h?

Let us label the intersection as D.

In Triangle ADB, will you give the ratio, sin A? In

Triangle CDB, will you give sin C?
Using that equations, how are we going to get h?

Right! We have two different equations:

h = c sin
Ah=a
sin C
Can we equate them?

Why can we equate

them?

Right! We call that as transitive property of

equality. If we equate them, what is the resulting h a
sin A= and sin C =
equation? c c
h = c sin A and h = a sin C
If we divide both sides by sin A sin C, what is the
equation formed?

That is correct!
What if, we get the other altitude from vertex C Yes, teacher
of the triangle?
They will be getting the same answer

c sin A = a sin C

c a
sin C= sin A
Remember that a triangle can have different
altitude. Do you agree?

How many possible altitudes could a triangle

have?

We’ve updated our illustration, with second

altitude, with vertex D.

Yes, teacher.

Three, teacher

From Triangle ADC, will you give sin A?

From Triangle BDC, will you give sin B?
What is the equation for h?

Correct! What is the equation when we

equate them?

Dividing both sides by sin B sin A, what is the

equation formed?
Very good! Now, notice the two formed equations:
c a
sin C= sin A
a b
sin A = sin B

c a h
If = a b sin B= or h = a sin B sin A= or h = b sin
, and = h
sin C sin sin sin B a b
A A
c b A
, is sinC = sin B ?
a sin B = b sin A
What property of equality is applicable to that
case?
a b
What is the resulting equation? sin A = sin B

That is the formula of Law of Sine.

Who would like to explain the concept of Law of
Sine?

Very well said! Please read the definition:

Yes, teacher
Did you understand class?
Transitive property of equality, teacher
To supplement your understanding, let us have
an example:
a b c
sin A = sin B = sin C

The ratios of the sidesand the sine of its opposite

angle are the same.
The Law of Sine states that in any oblique triangles,
a side divided by the sine of its opposite angle is
equal to any other side divided by the sine of the
opposite angle.

Find the missing parts of triangle ABC using Yes, teacher.

Law of Sine.
What are the given parts?

Right! We call that as SAA type. Side-Angle-

Angle. We are going to find for the missing parts
of a triangle with SAAtype.

How can we solve for angle A?

Why are we going to subtract the two given angles
from 180°?

Well said! Will you solve for angle A on the

board?

One side and two angles are given

Correct! We have solved for the missing angle!

Let us now find the two missing sides. Subtract the sum of the two given angles from 180°

Let us start with finding side a. What is the

equation to be used for finding side a? The sum of the interior angles of any triangle is
equal to 180°
Correct! Substituting the values:
a 10
sin 60 °= m ∠ A+ m ∠ B+m ∠ C=180 °
sin 54 °
m ∠ A+ 66° +54 °=180 ° m ∠ A+120 °=180°
Since we only need side a, through multiplication Applying Subtraction Property of Equality
property of equality: m ∠ A+120 °−120° =180° −120°
60° m ∠ A=180 °−120 ° ∠ A=60 °
sin ¿
¿
60°
sin ¿
¿

10 sin 60 ° a c
a= sin 54 ° =
sin A sin C
a=10.70 units

Let us solve for side b. Will you solve on the

board?

What have you noticed on the solutions of sides a

and b?
b c
=
c sin B sin C
Why do you think that we are using for b 10

sinC =
sin66 ° sin 54 °
solving the other missing sides?
 66°
Very good! In order to use Law of Sine, we sin ¿
¿
should have a given pair ratio. Do you have any 66°
questions so far? sin ¿
¿
Let us have another example: 10 sin 66 b=11.29 units
°b=
sin 54 °

c
They both have
sin C

The values are already given

None, teacher

Given triangle ABC, find the missing parts.

What are the given?

Observe: in between of the two angles, there is a

given side. We call that as ASA type. Angle-Side-
Angle. That is the 2ndtype for case I we are going
to study for today.
Do we have any pair given?

How are we going to have a pair for triangle ABC?

Correct! What is the equation to be used?

Who wants to solve for angle B?

Two angles and one side

Correct! We have solved for angle B. I need

None, teacher
two volunteers to find the value of the missing
sides.
Get the value of angle B
m ∠ A+ m ∠ B+m ∠ C=180 °

65 °+ m ∠ B+48 °=180 ° m ∠ B+113 °=180°

 m ∠ B+113 °−113 °=180 °−113
° m ∠ B=180 °−113 ° ∠ B=67
°

(Students will raise their hands)

Side a
b a
sin B= sin A
7 a
sin 67 °= sin 48 °
7 a
(sin 48 ° ) = (sin 48° )
sin 67 ° sin 48°
7 sin 48°
a= sin 67 ° a=5.65units

Are the values for sides a and c correct?

Side c
Splendid class!
b c
=
sin B sin C
4. Generalization 7 c
=
What is the law of sin67 ° sin 65 °
sine? 7 c
sin67 ° = sin 65 °
65°
What is the formula of law of sine? sin ¿
¿
65°
What are the two types for Case I? sin ¿
¿
Do you have any questions? Clarifications? 7 sin 65
c=
° c=6.89 units
sin 67 °
5. Application
The class will be divided into 4 groups. Each Yes, teacher
group will be given envelopes containing a
problem and instructions. For every group, there The Law of Sine states that in any oblique triangles,
should be: Leader, Secretary, Checker, Reporter, a side divided by the sine of the angle opposite it is
3 Solvers, Post Person, Remover, and Time equal to any other side divided by the sine of the
Checker. opposite angle
The rubrics are:
a b c
Accuracy (Correctness) = 5 points sin A = sin B = sin C
Participation = 3 points
Neatness = 2 points ASA and
Overall, 10 points. SAA None,

Your answers will be written on the ¼ illustration teacher

board using a chalk. I will just give you 5 minutes
to do your activity. After that, the post person will
post your work and reporter will report. Lastly,
we are going to check so the checker of each
group will stand up. Here are your materials. You
may start now.
(The Balanga City surveyor has to stake the lot
makers for a new public park on Barangay
Tenejero. The engineering department gave his
sketch. How much chain-like fence will be needed
to enclose the entire park?

(Students are doing their activity)

)
Time is up. Please explain your work.

(Students are reporting)

Asked: perimeter of the park
Given: 68° with opposite side 46 m, and 47°
Very good class!
Equations: Missing angle = 180° - 68° - 47°
6. Valuing
The law of sine states that there is a single ratio 46 sin 46 sin 47 °
side
65° 1= side 2= sin 68°
between the side and the sine of its opposite
sin 68 °
angle.
Using this concept, will you relate this into real- Perimeter =side 1+ side2+ side 3 Solutions:
life lesson?
Missing angle = 65°
At some point, we cannot relate the exact concept Side 1 = 44.96 m
of Law of Sine to everyday scenario but there is
Side 2 = 36.28 m
one life lesson we can learn. That is, we, human
beings, are all equal. We may be different in P = 127.24 m
sizes, or in our angles or looks, but in the eyes of
the Constitution, no one is smaller or bigger.

7. Evaluation
I. Answer the following problems:

1. Find the missing parts of an oblique

triangle given: ∠ B=46 ° , ∠ C=61° , a=10 (Student’s answers may vary)

2. A person has a kite out on 1750 ft. of string at

ang angle of 75° with the ground. An observer
notes that the angle formed by the kite and the
flier is 102°. What is the distance between the
kite and the observer? Show the steps in solving
worded problems.

(Answers
1.
Angle A = 73°
Side b = 7.52
Side c = 9.15
8. Assignment
Make an advanced study on Case II: Ambiguous 2.
cases of Oblique Triangle (SSA).Reference: Asked: Distance of the kite and the observer
Learner’s Material (Grade 9) pp. 486 – 498
Given: 75° with the ground,1750ft string length, and
102° from the observer
1750 sin 75°
Equation: d= sin 102°
Solution
Answer: d = 1728.13 ft

Prepared by:
Aaron Zachary V.
Gloria
BSE III - Mathematics