GRADES 9 San Fernando National High School Grade

School 9
DAILY LESSON PLAN Level
Florita C. Lagrama Learning
Teacher Mathematics 9
Area
Teaching Dates April 1-5, 2024
Quarter FOURTH
and Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the basic concepts of The learner demonstrates understanding of the basic concepts
trigonometry. of trigonometry.
B. Performance Standards The learner is able to apply the concepts of trigonometric ratios
The learner is able to apply the concepts of trigonometric ratios to
to formulate and solve real-life problems with precision and
formulate and solve real-life problems with precision and accuracy.
accuracy.
Learning Competency: Illustrates laws of sines and cosines (M9GE-IVf-g-1) Learning Competency: Illustrates laws of sines and cosines
Learning Objectives: (M9GE-IVf-g-1)
1. Identify oblique triangles Learning Objectives:
C. Learning Competencies/ Objectives 2. State the law of sines 1. State the law of sines
3. Illustrate the law of sines 3. Illustrate the law of sines
3. Appreciate the importance the law of sine in solving problems involving 3. Appreciate the importance the law of sine in solving
oblique triangles problems involving oblique triangles
II. CONTENT Illustrating the Law of Sines Illustrating the Law of Sines
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials pp. 477-496 pp. 477-496
Grade 9 Mathematics Patterns and Practicalities: pp. 468 - 478 Grade 9 Mathematics Patterns and Practicalities: pp. 468 - 478
3. Textbook pages e-math 9: pp. 412-420 e-math 9: pp. 412-420

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Activity sheets, instructional materials, scientific calculator Activity sheets, instructional materials, scientific
calculator
IV. PROCEDURES
A. Review previous lesson or presenting The teacher lets the students identify oblique triangles by posting pictures The teacher lets the students recall previous lesson by asking
the new lesson of oblique triangles on the board. He/she lets the students answer in the following questions:
groups of three the following guide questions: 1. What are oblique triangles?
2. How can we solve oblique triangles?
1. The triangles we see around are not all right triangles. Look at the 3. State the formula of the Law of Sines.
pictures Below. (Post pictures of objects that are shaped like oblique 4. What are the cases or given information of an oblique
triangles) Can you see the triangular patterns? Do the triangles you see in triangle where we can use the Law of Sines?
the pictures contain right angle? Answer Key:
 2. Aside from the pictures presented, can you list down at least two things 1. Oblique triangles are triangles which do not contain any right
around that may not be considered as right triangles? These triangles are triangle.
called oblique triangles. 2. We can solve oblique triangles by using the law of sines or
3. Take a second look at the things posted and those you have listed. Find the law of cosines.
out what common characteristic these triangles have. 3. In any ∆ ABC,
4. If you were asked to classify the things in your list and those that were sin A sin B sin C
posted on the board, how would you do it? What is your basis for = =
a b c
classifying them as such?
4. We can use the law of sines in solving an oblique triangle if
5. Can you now define oblique triangle? Give your definition of an oblique
the following information are given:
triangle based on what you have observed.
 two angles and one side (SAA Case & ASA Case)
6. On the basis of your observation, how would you classify oblique
 two sides and an angle opposite one of these sides
triangles?
(SSA case)
Possible answers/responses:
1. No
2. The students answer may vary, depending upon how the room was
structured.
3. The triangles do not contain a right angle.
4. The triangles may be classified as acute triangles or obtuse triangles.
5. Your students may state the definition of oblique triangles in several
ways. What is important is that they realize that all oblique triangles do
not contain a right angle.
6. Oblique triangles may be classified into two. These are: acute triangles
and obtuse triangles.
The teacher calls some students to share their answers to the class.

The teacher lets the students realize that there are some real life The teacher lets the students realize that there are some
problems that involve oblique triangles. And since these triangles real life problems that involve oblique triangles. And
do not contain right angles, using the trigonometric ratios involving since these triangles do not contain right angles, using
right triangle is not applicable to these types of triangles. These the trigonometric ratios involving right triangle is not
types of triangles can be solved using either the law of sines or the applicable to these types of triangles. These types of
1. Establishing a purpose for the lesson law of cosines. triangles can be solved using either the law of sines or the
law of cosines. The law of sines is applicable to solve
oblique triangles if the following informations are given:
 two angles and one side (SAA Case & ASA Case)
 two sides and an angle opposite one of these sides
(SSA case)

2. Presenting examples/ instances of

the new lesson The teacher lets the students answer the Oral Exercises which is The teacher discusses how to use law of sines in solving
 found on pages 478 – 479 of the learner’s module. oblique triangles when two angles and one side are give
(ASA Case). He/she explains thoroughly the illustrative
Answer Key: example found on page 483 of the learner’s module.
1.105⁰; obtuse triangle
2.90⁰; neither
3.85⁰; acute triangle
4.60⁰; 60⁰; acute triangle
5.55⁰; acute triangle
6.110⁰; obtuse triangle
7.65⁰; neither
8.25⁰; obtuse triangle
9.92⁰; obtuse triangle
10.80⁰; acute triangle

The teacher lets the students, by pair, answer Activity 1, which is found on The teacher lets the students, by pair, answer the exercises
page 480 of the learner’s module. found on page 488 of the learner’s module. Let them answer
letter A only.
Possible answers: Answer Key:
1. Any of the following answers is correct –
 All triangles are oblique
sin 36 ⁰ sin 41 ⁰
1. =
 3 parts of each triangle are given, while the other three are x 10
missing sin x ⁰ sin 25 ⁰
 In some triangles, the measures of two angles and one side are 2. =
given. In others, the measures of two sides and the angle one of
5 20
these sides are given. sin 95⁰ sin 25⁰
2. Any of the following answers is correct – 3. =
x 5.5
3. Discussing new concepts and  Based on the measures of the angles and the general appearance
practicing new skills #1 of the triangles, some students may group them as acute sin x ⁰ sin 30⁰
4. =
triangles or obtuse triangles. 37 30
 Based on the parts whose measures are given, some students
may group them as follows: sin 100⁰ sin 50⁰
5. =
 triangles whose measures of two sides and an angle x 25
opposite one of these sides are given
 triangles whose measures of two angles and a side are
given
(Note: The second basis for grouping is what is desired in this activity. If in
case you cannot elicit this answer from your students, ask them additional
questions that will lead them to it.)
3. No to both
 The teacher discusses thoroughly the derivation of the Law of Sines by The teacher discusses with the students the answers. He/she
following the procedures of Activity 2: Exploring Possibilities, which is calls some representatives to write the answer on the board.
found on page 480 of the learner’s module.
4. Discussing new concepts and
He/she discusses Illustrative example 1: SAA case. (Refer to page 481 of
practicing new skills #2
the learner’s module)
The teacher may give another illustrative example on the SAA case.
(optional)
5. Developing mastery (leads to
formative assessment 3)
6. Finding practical applications of
concepts and skills in daily living
The teacher lets the students summarize the lesson by asking the The lets the students summarize the lesson by asking the
following questions: following questions:
1. What are oblique triangles? 1. What are oblique triangles?
2. How can we solve oblique triangles? 2. How can we solve oblique triangles?
3. State the formula of the Law of Sines. 3. State the formula of the Law of Sines.
4. What are the cases or given information of an oblique triangle where 4. What are the cases or given information of an oblique
we can use the Law of Sines? triangle where we can use the Law of Sines?
Answer Key: Answer Key:
1. Oblique triangles are triangles which do not contain any right triangle. 1. Oblique triangles are triangles which do not contain any right
2. We can solve oblique triangles by using the law of sines or the law of triangle.
7. Making generalizations and cosines. 2. We can solve oblique triangles by using the law of sines or
abstractions about the lesson 3. In any ∆ ABC, the law of cosines.
sin A sin B sin C 3. In any ∆ ABC,
= = sin A sin B sin C
a b c = =
4. We can use the law of sines in solving an oblique triangle if the following a b c
information are given: 4. We can use the law of sines in solving an oblique triangle if
 two angles and one side (SAA Case & ASA Case) the following information are given:
 two sides and an angle opposite one of these sides (SSA case)  two angles and one side (SAA Case & ASA Case)
 two sides and an angle opposite one of these sides
(SSA case)

The teacher lets the students answer the following activity individually. The teacher lets the students answer the following activity with
Directions: Determine which trigonometric law to apply: sine or cosine. a partner.

___________1. 40⁰ Directions: Draw a sketch of the given triangle and solve for
8. Evaluating Learning 8 8 each remaining parts.
∆ LMN, given m = 7, m∠N = 24⁰, m∠36⁰.

Answer Key:
L = 120⁰, n = 5, l = 10
 15
10
___________2.
12

___________ 3. 50⁰

30⁰ 10

______________ 4. 28⁰

8 10

_____________ 5. 25⁰
8
88⁰

9. Additional activities or remediation

V. REMARKS
VI. REFLECTION
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: Noted by:

FLORITA C. LAGRAMA KATHLEEN MARIE P. GENCONO
Teacher 1 Principal 1