LUBANG NATIONAL HIGH SCHOOL

Lubang, Buenavista, Bohol

DETAILED LESSON PLAN ( DLP )

DLP No.: 1 Learning Area: Mathematics 9 Grade Level: 9 Quarter: IV Duration: 60 mins.
Learning Competency/ies:  Illustrates the six trigonometric ratios: sine, Code:
(Taken from the cosine, tangent, secant, cosecant, and cotangent. M9GE – IVa – 1
Curriculum Guide)  Finds the trigonometric ratios of special angles. M9GE – IVb-c - 1

Key Concepts/ The learner demonstrates understanding of the basic concepts of trigonometry.
Understandings
To be Developed
Learning Objectives Adapted Cognitive Process Dimensions
Knowledge Identify the measure of the remaining parts of a triangle.

Skills Solve the problem using the scientific calculator.

Attitude Name the six trigonometric ratios.

Relate the equation into real life situation.

Values

Solving a Right Triangle Given the Length of the Hypotenuse and Length of One Leg
Content
Resources Needed Mathematics 9 (Alternative Delivery Mode (ADM)), projector, PowerPoint presentation,
Methodology
Introductory  Routine: Activities
Activity  Prayer
(5 minutes)  Picking trashes up
 Checking of attendance
 Giving class rules
 Recall previous lesson which is solving a right triangle given the length of the hypotenuse and
length of one leg.
 What are the six trigonometric ratios?
 What does the mnemonic SOH CAH TOA CHO SHA CAO mean?
 How will you identify the opposite and the adjacent in a right triangle?
 Introduce the topic
 In the previous lesson you have learned the six trigonometric ratios. Your knowledge about the
six trigonometric ratios is very important in understanding with our lesson for today.

Activity Instructions:
(10 minutes) 1. The teacher will group the students into 5 groups.

2. The teacher will give instructions to the students about the

activity.

Group Activity
Direction: Referring to Figure 1, identify the following:
1.hypotenuse
2.leg opposite to ∠X.
3.leg adjacent to ∠X.
For numbers 4 and 5, refer to Figure 2. Find the value of the
following trigonometric ratios:
4.sec E
5.sin E

Analysis 1.How do you find the activity?

( 5 minutes) 2.What techniques did you do to find your answers quickly?

Abstraction The teacher teaches the students how to use scientific calculator.
(7 minutes) Trigonometric ratios for any given angle can be determined using scientific calculators. Also, this can
be used to determine an angle given the value of its trigonometric ratio. Here are the steps to follow:
1.Finding the value of the trigonometric ratio given the angle.

Example: Find the value of tan 38°.

Solution:

Press tan 38= 0.781285627

After pressing your calculator, you will get tan 38° = 0.781, correct to three decimal places.

2.Finding an angle given the value of the trigonometric ratio

Example: cos θ = 0.421, find θ .

Solution:

Press shift cos 0.421 = 65.1022622231911

After pressing your calculator, you will get = 65.102°, correct to three decimal places.

The value, 65.102°, is in decimal form. You may also convert this value into degrees/minutes/seconds
form. (See no. 3)

3.Converting Decimal Form to Degrees/Minutes/Seconds Form

Example: cos θ = 0.421, find θ . (same example in no.2)

Using your calculator,

cos = 0.421

θ = 65.1022622231911

To convert this to Degrees/Minutes/Seconds Form,

Press Shift °’’’ = 65°6’8.144’’

After pressing your calculator, you will get = 65°6’8.144’’, or 65°6’. (nearest minute)

Note: When the seconds part of the angle measure is 30 or more (e.g. 24°16’43.01’’), you can round it
up to the next minute. Therefore, 24°16’43.01” = 24°17’ in the nearest minute.

Solving a right triangle means finding the measure of its remaining parts.

Example:

Given the right triangle ∆BET, where ∠E is a

right angle, find ∠B, ∠T and t.

Solution:

Given: e = 15 (hypotenuse)

b = 8 (one leg)

1.Find ∠B.

From the given, b is the opposite to ∠B and e is the hypotenuse. To solve ∠B, use SOH (sine –
opposite – hypotenuse).

opposite
sin B =
hypotenuse

b
sin B = ( To find ∠B, use your scientific calculator.)
e
 8
sin B =
15

B = 32.231° = 32°14’ (in the nearest minute)

2.Find ∠T.

From the given, b is adjacent to ∠T and e is the hypotenuse. To solve ∠T, use CAH (cosine – adjacent –
hypotenuse).

adjacent
cos T =
hypotenuse

b
cos T = (To find ∠T, use your scientific calculator)
e

8
cos T =
15

T =57.769° = 57°46’ (in the minute form)

3.Find t.

Using the Pythagorean Theorem,

2 2 2
t + b =e
2 2 2
t + 8 =15
2
t + 64=225
2
t =225−64
2
t =161

√ t2 =√161
t=12.69

Application Activity 1: Let’s Practice!

( 15 minutes)
Direction: use your scientific calculators to find the value of each trigonometric ratio. Round off your
answers to three decimal places.

1.tan 36°

2.sin 68°

3.cos 15°

4.tan 71°

5.cos 57°

Activity 2: Keep Practicing!

Direction: Use your scientific calculators to find the measure of angle, to the nearest minute.

1.sin θ = 0.364 2.tan θ = 1.204 3.cos θ = 0.441

4.sin θ = 0.192 5.cos θ = 0.095

 Assessment Activity: Test Yourself!
(16minutes) Direction: Consider the right triangle ∆MLB,
find what is asked in each item.

1.If m = 17 and b = 6, find m ∠L (nearest

minute)
2.If m = 23 and l = 15, find b.

Assignment
Prepare for the next topic: Solving a Right Triangle Given the Length of the Hypotenuse and Measure
( 1 minutes)
of One Acute Angle
Concluding Activity
( 1 minutes) Mathematics is the most beautiful and most powerful creation of the human spirit. – Stefan Banach

Remarks

Reflections

Prepared by:

Name: Jessa D. Bautista School: Lubang National High School

Position/Designation: Student Teacher Division: BOHOL
Contact number: 09707107254 Email address: jessabautista@gmail.com
 LUBANG NATIONAL HIGH SCHOOL
Lubang, Buenavista, Bohol

DETAILED LESSON PLAN ( DLP )

DLP No.: 1 Learning Area: MATHEMATICS 9 Grade Level: 9 Quarter: IV Duration: 60 mins.
Learning Competency/ies:  Illustrates the six trigonometric ratios: sine, Code:
(Taken from the cosine, tangent, secant, cosecant, and cotangent. M9GE – IVa – 1
Curriculum Guide)  Finds the trigonometric ratios of special angles. M9GE – IVb – c – 1
Key Concepts/ The learner demonstrates understanding of the basic concepts of trigonometry.
Understandings
To be Developed
Learning Objectives Adapted Cognitive Process Dimensions
Knowledge Recognize the measure of the missing parts of the right triangle.

Skills Solve the right triangle using the formula.

Display cooperation in solving.

Attitude

Explain the importance of solving the missing parts of the right triangle.
Values

Solving a Right Triangle Given the Length of the Hypotenuse and Measure of One Acute Angle
Content
Resources Needed Mathematics 9 (Alternative Delivery Mode (ADM)), projector, PowerPoint presentation,
Methodology
Introductory  Routine., Activities
Activity  Prayer
(5 minutes)  Picking trashes up
 Checking of attendance
 Giving class rules
 Recall previous lesson which is illustrating the right triangle given the length of the
hypotenuse and length of one leg.
 What was our topic last meeting?
 What do you call the side where the angle of reference faced? How about beside the
opposite?
 How will we identify the hypotenuse?
 Introduce the topic
 In the previous lesson you have learned how to find the angle and the side of a right
triangle using the scientific calculator. Your knowledge about solving a right triangle
given the length of the hypotenuse and length of one leg is very important in
understanding with our lesson for today.
Activity Instructions:
(10 minutes) 1.The teacher will group the students into 6 groups.
2.The teacher will give instructions to the students about the activity.
Direction: Find the missing parts in each triangle
In right triangle ∆EFG, find:
1.m ∠G
2.m ∠E
3. Length of GF

In right triangle ∆BCD, find:

1.m ∠B
 2. m ∠D
3. Length of BC

Analysis Answer the following questions.

( 10 minutes) 1.How did find the measures of each angle?
2.What are the measures of the missing sides of each of the right triangle?
Abstraction Solving a right triangle means finding the measures of its parts.
(6 minutes)

The right triangle ∆ABC above has AC as its hypotenuse and ∠C as its one acute angle. Can you tell
the missing parts in this right triangle?
To determine its missing parts, remember that a triangle has three sides and three angles. See the
table below.
THREE SIDES THREE ANGLES

AC (hypotenuse) – given ∠A (an acute angle) – missing

AB (one of the legs) – missing ∠B (right angle) – given

BC (one of the legs) – missing ∠C (acute angle) – given

So, in this
case, the
missing parts are the two legs of the right triangle and its one acute angle.
Example:
Find the measurement of the missing parts of the right triangle ∆QSR.
Solution:
Given: s= 28 – hypotenuse
m ∠Q = 40° - acute angle
Missing parts (one acute angle and two legs):
1.m ∠R=?
2.r=?
3.q=?
Solution:
1.Find ∠R

To find ∠R, remember that the two acute angles of a right triangle are complementary; that is, their
sum should be 90°.

m ∠R + m ∠Q=90°

m ∠R=90°- m Q

m ∠R=90° - 40°

m ∠R= 50°

2.Find r.

By looking at the figure, side r is adjacent to ∠Q, and side s is the hypotenuse. To solve r, use CAH
(cosine-adjacent-hypotenuse).

adjacent
cos Q =
hypotenuse
 r
cos Q =
s

r
cos 40° =
28

r = 28 cos 40°

r = 28 (0.7660)

r = 21.45

3. Find q.

By looking at the figure, side q is opposite to ∠Q, and side s is the hypotenuse. To solve q, use SOH
(sine-opposite-hypotenuse).

opposite
sine Q =
hypotenuse

q
sine Q =
s

q
sine 40° =
28

q = 28 sin 40°

q = 28 (0.6428)

q = 18

Application THREE SIDES Activity

( 15 minutes) 1: Let’s
GIVEN MISSING

1. ST ✓

2. SR

3. TR

Practice!

Directions: The following are the parts of ∆STR. Tell whether each part is given or missing by putting a
check (✓) on the appropriate column.
 Activity 2: Keep Practicing

Direction: Given the length of the hypotenuse and measure of one leg, tell which part of the
mnemonic SOH-CAH-TOA is applicable to get the indicated missing part of each right triangle.

THREE ANGLES

GIVEN MISSING

1. ∠S

2. ∠T

3. ∠R

Assessment Direction: Read each question carefully and choose the letter that corresponds to the correct answer.
(12 minutes) Use the figures below to answer the following questions.

1.

What is the measure of ∠U in ∆STU?

A. 90° B. 36° C. 54° D. 64°
2. In ∆VWX, which of the following is the length of WX ?
A. 10.67 B. 19.24 C. 12.19 D. 10.86
3. Which of the following is the CORRECT Pythagorean Theorem formula applicable to the given right
triangles above?
A. ST 2 +TU 2=SU 2 C. WX 2 +VX 2=VW 2
2 2 2
B. SU + TU =ST D. VW 2 +VX 2=WX 2
4. What is the length of side ST in ∆STU?
A. 26.45 B. 36.41 C. 32.69 D. 10.86
5. What is the measure of ∠X in ∆VWX?
A. 65° B. 90° C. 53° D. 61°

Assignment
( 1 minutes) Prepare for the next topic:

Concluding Activity
Life is a math equation. In order to gain the most, you have to know how to convert negatives into
( 1 minutes)
positives. - Anonymous

Remarks
 Reflections

Prepared by:

Name: Jessa D. Bautista School: Lubang National High School

Position/Designation: Student Teacher Division: BOHOL
Contact number: 09707107254 Email address: jessabautista@gmail.com

LUBANG NATIONAL HIGH SCHOOL

Lubang, Buenavista, Bohol

DETAILED LESSON PLAN ( DLP )

DLP No.: 1 Learning Area: MATHEMATICS 9 Grade Level: 9 Quarter: IV Duration: 60 mins.
Learning Competency/ies:  Illustrates angles of elevation and angles of Code:
(Taken from the depression. M9GE – IVd – 1
Curriculum Guide)
Key Concepts/ The learner demonstrates understanding of the basic concepts of trigonometry.
Understandings
To be Developed
Learning Objectives Adapted Cognitive Process Dimensions
Knowledge Identify the angles of elevation and depression

Skills Differentiate between angle of elevation and angle of depression.

Attitude

Values

Angle of Elevation and Depression

Content
Resources Needed Mathematics 9 (Alternative Delivery Mode (ADM)), projector, PowerPoint presentation,
Methodology
Introductory  Routine., Activities
Activity  Prayer
(5 minutes)  Picking trashes up
 Checking of attendance
  Giving class rules
 Recall previous lesson which is illustrating the right triangle given the length of the
hypotenuse and measure of one acute angle.
 What is an acute angle?
 How will you solve the acute angle given the other acute angle?
 How will you find the missing sides of a right triangle given the acute angle?
 Introduce the topic
 In the previous lesson you have learned how to find the acute angle and the missing
side of a right triangle using the scientific calculator. Your knowledge about solving a
right triangle given the length of the hypotenuse and measure of acute angle is very
important in understanding with our lesson for today.
Activity Instructions:
(10 minutes) 1.The teacher will group the
students into 6 groups.
2.The teacher will give
instructions to the students
about the activity.
Direction: Find the missing
parts in each triangle
In right triangle ∆EFG, find:
1.m ∠G
2.m ∠E
3. Length of GF

In right triangle ∆BCD, find:

1.m ∠B
2. m ∠D
3. Length of BC

Analysis Answer the following questions.

( 10 minutes) 1.How did find the measures of each angle?
2.What are the measures of the missing sides of each of the right triangle?
Abstraction What is angle of elevation?
(6 minutes) The angle of elevation is the angle from the horizontal to the line of sight of the observer to the
object above. In the diagram below, is the angle of elevation from the observer at A to the object at
C.
Line of Sight – is an imaginary line that connects the eye of an observer to the object being observed.
In the diagram below, AB is the horizontal line and AC is the line of sight.

_______________________

Example 1: In the figure at the right, AC is the horizontal line, or 45° is the angle of elevation from the
observer cat A to the top of the building B. The line segment AB is the line of sight.

Example 2: The table below is an example on how to identify whether the given figure is an example
of an angle of elevation or NO. It also helps you to determine the horizontal line and the leg from the
given figures.

Figure Angle of Elevation or Horizontal Line Line of Sight

NOT

Angle of Elevation AB BC

NOT HO OT

Angle of Elevation AC AB

What is angle of depression?

 The angle of depression is the angle from the horizontal to the line of sight of the observer to the
object below. In the diagram below, is the angle of depression from the observer at P to the object at
R. In the diagram below, PQ is the horizontal line and PR is the line of sight.

Example 1: In the figure at the right, SU is the horizontal line, is the angle of depression from the
observer cat U to the ball N. The line segment UN is the line of sight.

Example 2: The table below is an example on how to identify whether the given figure is an example
of an angle of depression or NOT. It also helps you to determine the horizontal line and the line of
sight from the given figures.

Figure Angle of Depression or Horizontal Line Line of Sight

NOT

Angle of Depression XY XZ

NOT MK ML

The difference between the angle of elevation and angle of depression.

In the figure at the right, there are two angles formed, namely the angle of elevation and the angle of
depression. The angle of elevation was formed by the horizontal line DE and the line of sight DO,
while the angle of depression was formed by the horizontal line MO and the line of sight OD.

Angle of Elevation or Angle of Horizontal Line Line of

Depression

Angle of Depression OA

Angle of Elevation OY

Angle of Elevation OB

Angle of Depression OX

Angle of Depression QP

Application THREE SIDES

( 15 minutes)
GIVEN MISSING

1. ST ✓

2. SR

3. TR
 Activity 2: Keep Practicing

Direction: Given the length of the hypotenuse and measure of one leg, tell which part of the
mnemonic SOH-CAH-TOA is applicable to get the indicated missing part of each right triangle.

THREE ANGLES

GIVEN MISSING

1. ∠S

2. ∠T

3. ∠R

Assessment Direction: Read each question carefully and choose the letter that corresponds to the correct answer.
(13 minutes) Use the figures below to answer the following questions.

1.

What is the measure of ∠U in ∆STU?

A. 90° B. 36° C. 54° D. 64°
2. In ∆VWX, which of the following is the length of WX ?
A. 10.67 B. 19.24 C. 12.19 D. 10.86
3. Which of the following is the CORRECT Pythagorean Theorem formula applicable to the given right
triangles above?
A. ST 2 +TU 2=SU 2 C. WX 2 +VX 2=VW 2
2 2 2
B. SU + TU =ST D. VW 2 +VX 2=WX 2
4. What is the length of side ST in ∆STU?
A. 26.45 B. 36.41 C. 32.69 D. 10.86
5. What is the measure of ∠X in ∆VWX?
A. 65° B. 90° C. 53° D. 61°

Assignment
( 1 minutes) Prepare for the next topic:

Concluding Activity
Life is a math equation. In order to gain the most, you have to know how to convert negatives into
( 1 minutes)
positives. - Anonymous

Remarks
 Reflections

Prepared by:

Name: Jessa D. Bautista School: Lubang National High School

Position/Designation: Student Teacher Division: BOHOL
Contact number: 09707107254 Email address: jessabautista@gmail.com