DETAILED LESSON PLAN

GRADE 9 – MATHEMATICS

I.OBJECTIVES:
At the end of this lesson, the students will be able to:
a. illustrate the information presented in a given word problem;
b. apply trigonometric ratios to solve real-life problems involving right triangles , and ;
c. give the significance of understanding the trigonometric ratio in real life problems.

Values Integration: Develop critical thinking, speed and accuracy, and cooperation.

II. SUBJECT MATTER:

Topic: Solving Problems Involving Right Triangle
Reference: Grade 9 Mathematics Book, pp.430-431 BryantM.et.al
Materials: Visual aids, laptop (power point presentation), TV, scientific calculator,
activity sheets.
Time-frame: 1 hour
Strategies / Method used: Collaborative Learning, interactive method, lecture method
and discovery method

III.PROCEDURE:

TEACHERS, ACTIVITY STUDENT’S ACTIVITY

Preliminary Activities
a. Greetings
Good morning, Class! Good morning, ma’am!
1. b. Prayer
Kindly stand and let’s pray In the name of the Father, and of the
Son, and of the Holy Spirit, Amen.
Lord, we adore you, we glorify your
name. We thank you for the gift of life
and for all the blessings that you’ve
showered upon us. Please enlighten our
minds for us to understand our lesson
for today. May you always bless us with
your wisdom in our everyday life,
Amen.
2. c. Classroom set-up
3.
Before you take your seat, please pick up
those scattered papers and plastics under your (students pick up those pieces of papers
chair. and plastics under their chair)

(Checking of attendance)
Let’s check your attendance.
May I request the boys to please stand.
How many boys are present?
May I also request the girls to stand. 20 boys
 How many girls are present?
16 girls
Congratulations! Let us give yourself an army clap.

In our unique and nurturing learning environment,

we embrace the spirit of being RIGHT by adhering
to the following rules:
R-raise your hand before you speak.
I- interact with others.
G- generate positivity and confidence.
H –honesty must be present at all times.
T - time bound must be observed.
Yes ma’am.
Are you ready to be right today?

I.PROCEDURE
A. ACTIVITY

Activity 1: OBSERVE THE TRI!

We shall engage in the activity together.

On the board are four right triangles.

Look and analyze the figures.

C F

12
12

47° E 6 G
A B
I Y

65°
8 9

H X Z
J 9

Which of these triangles can be solved using the HIJ and FGY ma’am.
Pythagorean Theorem? Name them.

Very Good!

Why did you say so ? Two sides of the right triangle are
given.
How about the other two triangles, what method or
formula can be used to determine the length of the
sides of the right triangle?
We will use the trigonometric ratio to
Very Good! find the missing sides.

Why can we use the trigonometric ratio?

The given in the two right triangles are
measurement of one acute angle and the
Very good! length of the other leg.

Your knowledge about trigonometric ratio is needed

in solving real-life problem involving right triangle.

ACTIVITY 2: TRIGO RATIO MAZE!

Let’s have another activity entitled, TRIGO

RATIO MAZE!

Instructions:

a. Allow me to group you based on the ribbon

that is placed on your chair. Ribbons of the same
colors should remain together in a single group.
Please proceed into your groups and arranged
yourselves in a circular formation.

b. The Trigonometric Ratio Maze Game is a

maze that incorporates trigonometric ratios
(sine, cosine, and tangent) to help you navigate
through it. Your objective is to find the shortest
path from the starting point (entrance) until the
finish line.

c. Before entering the maze, first study the

triangle's structure and mark the important
points.

d. As you progress through the maze, use the

correct trigonometric ratios to use in choosing a
path.

e. Use a marker to trace your path.

f. Don't be afraid to retrace your steps if you

encounter a dead-end or a path that leads to an
incorrect answer. Adjust your strategy based on
the new information and continue exploring the
maze.
 It was fun ma’am.
How did you find the activity class?

That’s Great!

In your activity, in order to finish the maze you must

choose the right path. How did you choose the Ma’am in choosing the correct path, we
correct path? must determine the appropriate
trigonometric ratio to be used.

That’s correct!
Sine function,Cosine function and
Can you give me one trigonometric ratio being used? Tangent function ma’am.

Okay very good!

I am glad that you have finished the maze!

A job well done everyone!

SET A: ILLUSTRATE ME!
Directions:
Do the activity using the same grouping as before.
Flaglets will be distributed to each group.
I will show you a problem and try to analyze it.
After which, I’ll show a picture and tell whether
the picture shows the correct illustration of the
problem.
A timer will be posted. When the count reaches
 five please raise your green flag if the
illustration is correct and raise your red flag if it
is not. Yes ma’am.

Are you ready?

Problem 1:
One Sunny day, Jay-jay decided that he wanted to
fly a kite with specific angle of 56 o. His kite was 20
meters long, and he wants to find the height of the
kite it would reach when flying at this angle.

That’ right!

Problem 2: Yes ma’am.

Mark decided to paint his wall outside his room. He
get the ladder at the garage. He lean the ladder into
the wall and it forms an angle of 67 o and the distance
of the ladder is 10 meters from the wall. Find the
height of the wall so that Mark can calculate how
many litters of paint he needed.

Answer: Green flag

The illustration is correct.

That’s right!
Problem 3:
Krisha wanted to learn board skating. At the plaza,
there is a skateboard ramp with a 45 o angle with the
ground and a vertical height of 15 feet. What is the
length of the ramp?

Answer: Red flag

Incorrect label

Correct!

Group 3 got the highest points.

Therefore, group 3 is the winner!

A job well done everyone.

Let’s give group 3 a good job clap.

What do you think is the secret why group 3 is the

top scorer? Answer: Green flag
The label is correct
The product of teamwork may lead to positive
outcomes. Remember that when people work
together as a team , they can often achieve more than
they would be able to do individually.

Let’s have another activity.

SET B: DRAW ME!

Direction.
a. Each group will have an activity sheet (Manila
paper, color, ruler, protractor).
b. Students will illustrate the given word problems.
c. Draw a picture based on the information
provided in the problem. The group shows cooperation nd
d. Label the parts of the triangle you have shown. teamwork.

Rubrics for Scoring:

5 points for complete sketch with correct label
3 points for complete sketch with incorrect label
2 points for incomplete sketch with incorrect label

Groups 1 & 2 problem:

A ladder, is leaning against the side of the building,
makes an angle of 56o with the ground. How far up
the building does the ladder reach if the foot of the
ladder is 10 meters from the building?

Groups 3 & 4 problem:

A 200 foot long zip line cable is attached to the top

of the tree and extends to an anchor on the ground.
The cable makes and angle of 65 ° on the
ground.Calculate how far away the foot of the cable
to the base of the tree.

(Posting of outputs on the board.)

Okay very good class!

(Checking of outputs)

Let’s give yourselves a very good clap!

You have illustrated the problems correctly!

Kindly go back into your respective places.

C.ABSTRACTION
Our previous activities are important in our topic
today which is in Solving Problems involving Right
Triangle.

This time let’s apply the trigonometric ratio to solve

the problems given in your activity.

Let’s try this problem.

Problem of groups 1 & 2:

A ladder, is leaning against the side of the building,
makes an angle of 56o with the ground. How far up
the building does the ladder reach if the foot of the
ladder is 10 meters from the building?

Who wants to read the problem?

What are the given in the problem ? Distance of the ladder from the wall is
10 meters and the angle formed between
the ladder and the ground which is 560.

What is asked in the problem? The length of the ladder which is also
the hypotenuse.
Let’s illustrate and label again the problem.

56°
10m

What type of triangle is being formed? Right Triangle ma’am.

Can we apply the Pythagorean theorem to find the No ma’am.

length of the ladder? Why?
We can only use the Pythagorean
theorem if two sides of the triangle are
given.

How do we find then the length of the ladder or the Using trigonometric ratio ma’am.
hypotenuse?

What trigonometric ratio is appropriate to use to Cosine function ma’am.

solve the problem?
Since we need to find for the
Why? hypotenuse and the adjacent side is
 given with respect to the given acute
angle.
Very good!

We can now solve the problem.

Given:
Ladder distance to the wall - 10m
Angle - 56°
We denote d as the distance.
Solution:
10
cos56° =
h
hcos56° =10
h cos56 ° 10
=
cos 56 ° cos 56 °
10
h=
cos 56 °
h=17.89
h=18

The length of the ladder is 18 meters.

Is there any other equation to solve the problem? Yes ma’am.

How do you find the unknown in the problem? We are going to subtract 34° from 90o
and use the sine function ma’am.

Can you show us how? Given:

Ladder distance to the wall - 10m
Angle - 34°
We denote d as the distance.
Solution:
10
Sin34° =
h
hsin34° =10
hsin34 ° 10
=
sin34 ° sin 34 °
10
h=
sin 34 °
h=17.89
Very good! h=18

Is the answer the same with our first solution?

So, we can use either sine function or cosine function Yes ma’am
if the hypotenuse is part of the problem.
Lets try another problem.

Problem of groups 3 & 4

A 200 foot long zip line cable is attached to the top
of the tree and extends to an anchor on the ground.
The cable makes and angle of 65 ° on the ground.
Calculate how far away the foot of the cable to the
base of the tree.

What are the given in the problem?

Length of the 200 ft.
Angle formed by the cable wire and the
tree is 65 ° .
What is asked in the problem?

The height of the tree

Who wants to read the problem?

We can now choose the trigonometric ratio to be

used in solving the problem.

What trigonometric ratio is appropriate to use to

solve the problem?

Very good!

After choosing for the trigonometric ratio we can

now solve the problem.

Given:
Cable wire - 200
Angle - 65°
We denote d as the distance. ( or the students might use the other
Solution: equation to solve the unknown in the
problem )
200
cos65° =
h
dcos65° =200
h cos 65 ° 200
=
cos 65 ° cos 65 °
200
d=
cos 65 °
d=473.24

The distance between the tree and the cable wire is

473 meters away the tree.

Okay, so let’s try another example.

Problem 3: Charlie is standing in front of the bell

tower of the Basilica Minore of Piat church. She
looks up at the tower and notices that the angle
between the ground to the top of the tower is 40
degrees and they said that the height of the bell tower
is 15-meter high. Determine the distance of the bell
tower and Charlie.
The height of the bell tower is 15
What are the given in the problem ? meters.
An angle formed 400.

The distance between Charlie and the

What is asked in the problem? bell tower

No ma’am.
Is the hypotenuse part of the problem?

What trigonometric ratio is appropriate to use to Tangent Ratio ma’am.

solve the problem?

Very good!

After choosing for the trigonometric ratio we can

now solve the problem.
Now, who among you wants to solve the problem on
the board?
Okay Raymart show us how. Solution:

Using the tangent ratio, we

h
have:tan(40°) =
15

d=15tan(40°)
d=15(0.6728)

d=12.586
So, the height of the bell is
approximately 12.58 meters.
So Charlie is 13 meters away from the tower.

Okay,very good!

Based on our discussion, how do we solve problems First,read the problem carefully and
involving right triangles? analyze it.
Second, determine the given and the
unknown.
Third, illustrate the problem and label it.
Fourth,choose an appropriate
trigonometric ratio to be use and solve.

What trigonometric ratio will be used if the

hypotenuse is part of the problem? We can use the sine and cosine
functions.
What trigonometric ratio to be used if the hypotenuse
is not part of the problem? Tangent function ma’am

What is the significance of trigonometric ratio in

solving real-life problems? It can used in determining the height
of a building or a mountain. The
distance of a building from the
viewpoint.

It can be used ma’am in terms of sports

measuring trajectories, angles, or
distances just like our example in
skateboarding and a ramp.

Trigonometric ratios ma’am can be

used by engineers and architects to
determine the heights, lengths, and
angles of constructions to make sure
they are secure and stable.
Very good!
D.APPLICATION
To test if you really understood the discussion or
not,do the activity using the same groupings as
before. Each group need to designate a leader, a
material specialist, a notetaker, an overseer and a
presenter.
Directions:
a. Proceed into your groups.
b. I have here 4 televisions, a representative
in each group will choose one television.
c. Each television contains problem shown in
the screen as they rotate the navigator.
d. Draw the pictures presented by the
information in the problem given.
e. Solve what is asked in the given.
Rubrics for the activity:

Problem 1:

A skateboard ramp makes a 320 angle with the

ground and has a vertical height of 12 feet.Find the
length of the ramp.
 Answer:
Given:
Angle-320
Vertical height-12
Solution:
12
Sin32 ° =
x
12
xSin32 °=
x
x sin 32 ° 12
=
sin 32° x sin 32 °

x=22.64
x= 23

The length of the ramp is 23 meters .

Problem 2 :

A child holding on to the string of a kite gets tired

and decides to put the string on the ground and
secure it with a brick. The length of the string from
the brick to the kite is 240 feet.If the angle formed by
the string and the ground is 500, how high is the kite?

Answer:
Given:
Angle−50 °
Length - 240 feet.
Solution:
h
sin50 ° =
240
240sin 50 ° = h
h=183.85
(Presentation of Outputs) h=184
The kite is 184 high on the ground.
Very good class! Give yourselves a right clap!

1,2,3 1,2,3 We are right!

IV.Evaluation:
This time, let us test whether you really understood the lesson by answering the activity.
Directions: Decode the missing word. Read each question carefully and choose the letter that
corresponds to the correct answer. Write the letter of your answer on the blank provided
below to know the place.

Where can we find the tallest building in the world?

___ ___ ___ ___ ___

1 2 3 4 5

1. Samantha is standing 20 feet away a large tree. The angle between Samantha and the top
of the tree is 570. How tall is the tree to the nearest tenth of a foot? Which best illustrates the
problem?

A. B. C. D.

2. Based on the illustration below, what trigonometric ratio is appropriate to used to solve
the length of the ladder?

X=?

3 h h 10
T..sin20o= U. cos20o= U . tan20o= V. ccs20o=
h 3 3 w

3. Based on the illustration in number 2, what is the length of the ladder?

A. The wall height is 1.72
B. The wall height is 1.73
C.The wall height is 1.74
D. Thewall height is 1.75

Use the problem for items 4-5.

A support wire is anchored 10 meters up from the base of a flagpole, and the wire makes a
25o angle with the ground. How long is the wire?

4. What trigonometric function is appropriate based on the problem?

10 h 10 10
A. sin25o= B. Tan20o= C. tan25o= D. tan20o=
w 3 w w

5. How long is the wire?

 H. The wire is 22.81 meters
I. The wire is 23.81 meters
J. The wire is 24.81 meters
K. The wire is 25.81 meters

IV.ASSIGNMENT:
Direction: Illustrate the give problem and solve.

An iron bar is to be placed inside a box 30 cm long, 20 cm wide and 10 cm deep. In order to
fit in the box, it must be positioned diagonally in such a way that one end touches the base
corner and the other end touches the top corner. What angle does the iron bar form with the
base of the box.

Reference: Grade 9 Mathematics Book, p. 440, NocetoR.et. Al

Prepared By: Checked by:

ROSE ANN BION SUSAN A. CACCAM

Pre-Service Teacher Cooperating Teacher