Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental
Opol East District
OPOL NATIONAL SECONDARY TECHNICAL SCHOOL
Taboc, Opol, Misamis Oriental
Telefax # (08822) 75-48-07, Tel # 75-45-38.

School ONSTS Grade Level Grade 9

Teacher JOHN ROSEVIL B. Learning Area Mathematics
SALAAN
Teaching Date and Time MAY 15, 2023 Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards.
To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative
Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of the basic concepts of
trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to
Standards formulate and solve real-life problems with precision and accuracy.
Learning Competency: Find the trigonometric ratios of special angles
. (M9GE-IVb-1)
C. Learning
Learning Objectives:
Competencies/
1. Recall the trigonometric ratios of a 300 angle
Objectives
2. Solve the unknown quantity of a 300-600-900 tri angle
3. Show perseverance in making and accomplishing the assigned tasks
II. CONTENT Trigonometric Functions of 300 (Special Right Triangle)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 285-287
2. Learner’s Materials Pages 447-456
3. Textbook pages
4. Additional Materials Activity sheet/worksheet/Attachment
from Learning PowerPoint presentation
Resource (LR) E-MATH
portal LRMDS, TRIGONOMETRIC FUNCTIONS

B. Other Learning PPT link ( https://drive.google.com/drive/folders/18wQwIE9Syl3Th-

Resources xASLvy2RaJ6SQ83pPS )
These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES
providing pupils/students with multiple ways to learn new things, practice
the learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
 The teacher lets the students work in pair and do Activity 1: Special
Triangles and Exact Values specifically case 2 on page 447 of the LM.

Directions:
On a piece of paper, draw an equilateral triangle.
Set the length of each side to 2.
What are the measures of the angles of the triangles? 600
Label each angle.
Divide the triangle into two identical triangles using the altitude.
The base of the triangle is now divided into equal portions of length
Consider only one of the new triangles.
Indicate the right angle in new triangle.
What is the third angle in the new triangle? 300
Determine the exact height (altitude) using the Pythagorean theorem
Label the altitude (and all other sides and angles) with their measures.
A. Review previous
lesson or presenting
the new lesson
How did you find the activity?
What did you discover from the activity?
Do you think this will be useful as you proceed to the next activity?

Possible answer:

It’s fun. We formed two congruent/similar triangles. Maybe.

B. Establishing a The teacher guides the students in identifying the trigonometric ratios of
purpose for the the 300 angle and gives its importance.
lesson
C. Presenting The teacher gives a copy activity 2 and lets the students measure the
examples/ instances angles of the formed triangles in the activity sheet.
of the new lesson
Activity 2
Use a protractor to find the measures of the angles of the triangle.

4
2

B 2
C
1. What are the measures of∠ A , ∠ B,∧∠ C ?
2. What do you notice about the lengths of the sides of the triangle?
3. What do you call this triangle?
 Possible answer:
1. ∠ A=60 , ∠ B=90, ∠ C=30
2. AB= 2, BC =2√ 3 , AC=4 they measure differently.
3. A special right triangle.
D. Discussing new The teacher checks the students answer and explains to the students the
concepts and steps of doing it correctly. He/ she gives the students the concept of
practicing new skills solving using the (30-60-90) right triangle theorem.
#1
E. Discussing new The teacher checks the students’ answer and explains to the students the
concepts and process of getting the correct answer. He/ She connects the concept of
practicing new skills using the (30-60-90)0 right triangle theorem and trigonometric ratios in
#2 solving unknown quantities involving special right triangles.
The teacher gives her students additional activity and this will guide them
to come up with the trigonometric ratios.

A. Find the value of each variable used in the figures.

X
F. Developing mastery 8
(leads to formative
assessment 3)

B. What are the trigonometric ratios of the 300 angle?

Answer:
1. X=4
Z=4√ 3
2. sin 300 =
1
tan 300 =
√3 sec 30 0 =
2√ 3
2 3 3
cos 300 =
√3 cot 300= √ 3 csc 300 = 2
2

The teacher presents and solves the problem to the students as one of the
applications of the 300-600-900 triangle.

A man standing on the Mandaue –Mactan Bridge observing a ship 350

meters below at an angle of 30 0. What is the altitude of the man to the sea
level?

Answer:
G. Finding practical
350
applications of concepts tan 300=
and skills in daily living x
x tan300=350
350
x= √ 3
3
350 √3
x= meters
3

H. Making The teacher summarizes the activity by the following concepts:

generalizations and 300- 600- 900 Right Triangle Theorem
abstractions about the In 300- 600- 900 triangle, the length of the hypotenuse is twice the length of
lesson the shorter leg. The length of the longer leg is √ 3 times the length of the
shorter leg.
 sin 300 =
1
tan 300 =
√3 sec 30 0 =
2√ 3
2 3 3
cos 300 =
√3 cot 300= √ 3 csc 300 = 2
2

The teacher lets the students answer the activity by pair.

A. Find the values of the six trigonometric ratios.

Trigonometric ratios ∆1
Sin 300
Cos 300 y
Tan 300
sec 300
I. Evaluating Learning csc 300
cot 300
40
B. What is the value of y?

Answer:
sin 300 =
1
tan 300 =
√3 sec 30 0 =
2√ 3
2 3 3
cos 300 =
√3 cot 300= √ 3 csc 300 = 2
2
y= 80

The teacher lets the students do the following activity at home.

J. Additional activities
or remediation With your other cut out triangle, label all the measures of the angles and
write the primary trigonometric ratios of the 600 angle.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress. What works? What else needs to be done to help
VI. REFLECTION the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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
work?
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: CHECKED BY:

JOHN ROSEVIL B. SALAAN CARMELYN L. DANGCAL

TEACHER I Head Teacher I-Math Dept.

APPROVED BY:

MELENDE B. CATID
SECONDARY SCHOOL PRINCIPAL III
 ASSESSMENT PLAN

Day Intended Learning Assessment Task/Activity Purpose and Intended Assessment Tool
Outcome Learning Target

Purpose: Face to Face

- Checking Understanding of Past
Lesson.  - Pair Work

- Peer Assessment
Recall - - Monitoring Progress (student
part; also, teacher part) Rubric
trigonometric
D1 ratios. -PowerPoint
Think-pair-share. - Encouraging Collaboration and
Illustrate special Self-direction
right triangles Group Activity

Discussion
 Authentic Assessment

TOPIC Illustration of Quadratic Equations

Essential Knowledge and Essential Knowledge: Illustrate and Identify Special Right
Skills Triangles

Essential Skills: Solving for missing leg in special right

triangle.

Time Frame 1 day

Student Instructions: Students are paired. Each pair is provided activity sheets with
instructions and questions to answer. Collaboratively, they are
required to present their answers to their classmates and
teacher. Performance-based will be graded based on the
rubrics.

Students will cut out illustration board into special right

triangles and label the proper angles for their assignment.
Performance-based will be graded based on the rubrics.

Assessment Instruments
Activity sheet a piece of paper with questions or activities
to measure student learning at the beginning of the class and
gauge pre-existing knowledge.

PowerPoint presentation is a visual aid as a presenter goes

along presenting their ideas, answers/solutions, and
lessons.

Scoring Rubric on Assessing the Performance

CRITERIA Excellent Average Need Improvement

3 POINTS 2 POINTS 1 POINT
Process Skills
Time Management
Cooperative and Teamwork
Neatness and Orderliness
Total Score