Republic
of the Philippines
Department of
Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
---oOo---
TANAUAN NATIONAL HIGH SCHOOL (303437)
Tanauan, Leyte
___________________________________________________________________
STUDENT IVANAJEAN P. GRADE LEVEL GRADE 9
TEACHER GOLAR
DATE AND April 24, 2024 LEARNING MATHEMATICS
TIME HELIUM - 9:00-10:00 AREA
SCHOOL TANAUAN NATIONAL QUARTER FOURTH
HIGH SCHOOL
I. OBJECTIVES
A. Content The learner demonstrates understanding of the basic concepts of
Standards trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios
Standard to formulate and solve real-life problems with precision and
accuracy.
C. Learning Identify the properties of parallelogram,
Competencies/Ob B. Apply the properties of parallelogram in problem solving; and
jectives C. Relate the properties of the parallelogram to the real life
situations.
Write the LC Identify the properties of parallelogram,
code for each. B. Apply the properties of parallelogram in problem solving; and
C. Relate the properties of the parallelogram to the real life
situations.
Identify the properties of parallelogram,
B. Apply the properties of parallelogram in problem solving; and
C. Relate the properties of the parallelogram to the real life
situations.
Identify the properties of parallelogram,
B. Apply the properties of parallelogram in problem solving; and
C. Relate the properties of the parallelogram to the real life
situations.
Illustrates the six trigonometric ratios: sine, cosine, tangent,
secant, cosecant, and cotangent. (M9GE-IVa-1)
II. CONTENT
A. Topic The Six Trigonometric Ratios
B. KBI Listen and Participate actively to the discussion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Teacher’s Guide for Mathematics Grade 9 (pp. 278-283)
Guide Pages
2. Learner’s Learner’s Material for Mathematics 9 (pp. 430-446)
Materials
Pages
3. Textbook
Pages
4. Additional PowerPoint presentation, manila paper, marker, tape, chalkboard,
Materials eraser and chalk.
from Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Preliminaries
1. Daily Routine “Good Morning Class!”
“Good Morning Ma’am!”
a. Prayer
“Everybody stand and let us
pray.”
(The students will stands)
Prayer:
Dear Heavenly Father,
As we gather here today, we
invite Your presence into
this classroom. Lord, bless
each and every student here,
as well as our teacher, as we
embark on another day of
learning. Please give us clear
minds and open hearts so we
can grasp the knowledge and
lessons set before us. Help
us to be attentive, and let
Your wisdom guide us in our
studies. We ask for Your
peace to fill this room, so
that even in the midst of
challenges, we may feel
Your comforting presence.
In Jesus’ name, we pray,
Amen.
“Class before you take your seat
let’s have first our morning
activity to give us some energy
and motivation throughout our
discussion this morning. Let us
sing the song “5 little Monkey
Humpty Dumpty”. Are you ready
class?”
“Yes ma’am we’re ready”
“Teacher sing: 1,2,3 Go. “Students Sing: 1,2,3 Go.
“5 little monkey, humpty dumpty. “5 little monkey, humpty
Mama call the doctor dumpty.
And the doctor said: Mama call the doctor
Pagbilang kung tatlo, nakatago na And the doctor said:
kayo. Pagbilang kung tatlo,
Kayo po na nakaupo, subukan nakatago na kayo.
niyong tumayo. Kayo po na nakaupo,
I wanna be a tutubi, a twinkle star subukan niyong tumayo.
How, how di karabaw I wanna be a tutubi, a
Di back to 10 twinkle star
MEOW.” How, how di karabaw
Di back to 10
MEOW.”
“Okay, thank you class for your
participation I guess that you
enjoyed our morning activity.
Before you take your seat, kindly
pick up the pieces of papers or
plastics under your chairs, and
arrange your chairs properly.”
(Student will pick up the
pieces of paper or plastic
around them and arrange
their chairs properly.)
“Okay, thank you class. You may
now take your seats.”
“Thank you ma’am.”
(All students will sit)
b. Greeting
“Once again good morning
class!”
“Good Morning Ma’am!”
“So how are you class?”
“Were good ma’am!”
“That’s Good to know.”
c. Checking of Attendance
“Class monitor kindly check the
attendance and give me the list of
the students that are absent today
after our class discussion.”
“Class Monitor: Yes
ma’am.”
“Okay thank you.”
B. Review “So, before we proceed to our
new topic this fourth quarter let’s
have first a review about our last
topic in the third quarter. So,
What was our last topic?
Anyone?”
(One student will volunteer)
“Okay Ms/Mr (name)
“Ma’am our last topic in the
third quarter is about the
TABT which is the Triangle
Angle-Bisector Theorem and
TPT which is the Triangle
Proportionality Theorem.”
“Okay, Very Good! Our last topic
in the third quarter was the
Triangle Angle- Bisector
Theorem and Triangle
Proportionality Theorem. So,
what is TABT or the Triangle
Angle-Bisector Theorem?
Anyone from the class?”
(Student raise her/his hand)
“Okay Ms/Mr (name)”
“TABT or the Triangle
Angle-Bisector Theorem is a
segment bisects an angle of a
triangle, then it divides the
opposite side into segments
proportional to the other two
sides.”
“Very Good! How about the TPT
or the Triangle Proportionality
Theorem.”
(Student raise her/his hand)
“Okay Ms/Mr (name)”
“TPT or the Triangle
Proportionality Theorem is a
line parallel to one side of a
triangle intersects the other
two sides, then it divides
those sides proportionally.”
“Very Good that’s correct. That
was our last topic. I hope that
each one of you learned
something about the TABT and
TPT. I guess you are all ready to
learn with our new topic for this
quuarter. Am I correct class?”
“Yes ma’am!”
“Okay since all of you are ready.
We will now moving on to our
new topic for this quarter.”
C. Motivation “But before we proceed with our
new topic, I have here some
images/pictures that you will
observe or describe. And I have
some questions for you to answer.
Do you understand class?
“Yes ma’am!”
“Okay let’s start.”
“What have you noticed or what
have you observe in this given
image class?”
(Student raise her/his hand)
“Okay Ms/Mr (name)”
(Expected Answer)
“Ma’am from the given
image I noticed or seen the
tower, building, mountain,
and airplane.”
“Very Good! You noticed the
tower, building, mountain, and
airplane. Next question is have
you ever wondered how the
towers and buildings are
constructed. And how can we
determine the height of the
mountain, the height and the
distance of the airplane as it takes
off? Have you ever wondered or
do you sometimes ask yourself
how they say that this building
for example is 3 ft or 3 m tall.”
“Yes ma’am “
Do you think they are just using
the measuring tools like for
example rulers, tape measure for
carpentry (or metros in waray-
waray) in measuring the height of
the buildings, towers and
mountains?”
“No ma’am it won't be
easy.”
“Why?”
Because for me, ma'am, it
seems like it will take a long
time or it won't be easy to
measure the height and
distance of the buildings,
towers, and mountains if
only rulers, tape measures or
any measuring tools are used
for measuring.”
“Very good, thank you for
sharing your idea. Yes of course
it will not be easy for us to
measure the height and distance
of the tower, buildings and
mountains if we are just using the
common measuring tools.”
“Given this image and the answer
you’ve given do you have any
idea or do you already know what
will be our topic for today?”
“No ma’am”
“It’s okay class. Don’t you worry
because I still have another
activity for you to guess or give
you a hint what will be our
discussion for this session.”
D. Lesson Proper
a. Activity “Our next activity is called (The students will listen to
“Word Search Puzzle”. I want the instruction)
you to look into a word that get or
caught your attention and you
will encircle that word. Everyone
are welcome to encircle or search
the word in this puzzle. Just come
to the front and encircle it.”
“Do you understand class?”
“Yes ma’am”
“Okay, let’s start.”
(The students will
participate)
“Okay very good, you get the
correct word. So as you can see,
we have there trigonometric
ratios, sine, cosine, cotangent,
tangent, secant, and cosecant.”
b. Analysis “How was the activity class?
“It was fun ma’am”
“Class, did you have a hard time
or difficulty in answering or
searching the word in this
puzzle?”
“No ma’am”
“Very good, class. I guess you
already know what will be our
topic for today’s session?”
(Student raise his/her hand)
“Okay Ms/Mr (name)”
(Expected Answer)
“Based from our activity
ma’am I can say that our
topic is about the six
Trigonometric Ratios.”
“Yes, that’s correct! Our topic for
today is about the six
trigonometric ratios. Okay, so we
will now proceed to our topic.
Are you ready class?”
“Yes ma’am!”
c. Abstraction “Just like what I have said earlier,
our topic for this morning is
about the six trigonometric ratios
which is the sine, cosine, tangent,
cosecant, secant, and cotangent.
As we go on with our lesson, I
want you to listen and observe
carefully so that you can
understand with our lesson this
morning. Are you now ready to
listen?
“Yes ma’am”
(The student will listen with
the discussion)
“Okay, let’s start.”
“Before we go to the six
trigonometric ratios let us again
define what is trigonometry based
from our activity earlier.”
(Student raise her/his hand)
“Okay Ms/Mr (name)”
“Trigonometry is a tool for
measuring the height and
distance of an object that
cannot be directly
measured.”
“Very good. Trigonometry is a
tool for measuring the height and
distance of an object that cannot
be directly measured. And also,
trigonometry is come from the
Greek word “trigonon” or
“trigon” which means triangle
and “metron”, which means
measure. It is a branch of
mathematics that deals with the
relationships between the angles
and sides of triangles. Do you
understand class?”
“Yes ma’am”
(The student will listen with
the discussion)
“Next is, we will go to the parts
of a triangle.”
“Hypotenuse is always the side
opposite the right angle, it is the
longest side of a right triangle.
The side opposite an angle is
called an opposite side, and the
side which is also a side of the
angle is called adjacent side.”
“In the world of trigonometry, the
two legs can either be opposite or
adjacent depending on the
position of our angle which is
represented by theta (θ ). Do you
understand class?”
“Yes ma’am!”
“Okay, let’s proceed. In
trigonometry we have six
trigonometric ratios the sine,
cosine, tangent, cosecant, secant,
and cotangent. We have the three
primary trigonometric ratios such
as sine, cosine, and tangent.”
“And we have also the three
secondary trigonometric ratios
that is reciprocal of our primary
trigonometric ratios such as
cosecant, secant and cotangent.”
“SOH-CAH-TOA and CHO-
SHA-CAO”
“Is a mnemonic used for
remembering the equations or
ratio.”
“Do you understand class?”
“Yes ma’am”
“Let’s have an example: Find the
six trigonometric ratios of angle
D given the triangle.”
4 5
sin D= csc D=
5 4
3 5
cos D= sec D=
5 3
4 3
tan D= cot D=
3 4
“Yes ma’am”
“Do you understand class?”
“Do you have any question, “None so far ma’am”
clarifications?”
d. Application “Okay, so since you don’t have
any questions. Let’s have another
activity. This activity is a group
activity wherein the class will be
divided into five (5) groups.”
“In this activity, each group will
be given a task or activity to
answer and they have only 5
minutes to complete the given
activity. All members of the
group must cooperate and
participate. Each group will
choose one representative to
present their answer in front.”
“Is it clear class?”
“Yes ma’am!’
Task Group 1: Using the given
right triangle, find the following
trigonometric ratios:
a. sin A
b. cos B
c. tan B
d. csc B
e. sec A
f. cot A
Task Group 2: Using the given
right triangle, find the following
trigonometric ratios:
a. sin B
b. cos B
c. tan A
d. csc B
e. sec A
f. cot B
Task Group 3: Using the given
right triangle, find the following
trigonometric ratios:
a. sin B
b. cos B
c. tan A
d. csc B
e. sec B
f. cot A
Task Group 4: Using the given
right triangle, find the following
trigonometric ratios:
a. sin Z
b. cos Z
c. tan X
d. csc X
e. sec X
f. cot Z
Task Group 5: Using the given
right triangle, find the following
trigonometric ratios:
a. sin θ
b. cos θ
c. tan θ
d. csc θ
e. sec θ
f. cot θ
“Are you all ready?”
“Yes ma’am!”
“Okay let’s start.”
(Students will do the
activity)
----- (TIMES UP) -----
“All the manila paper of each
must be posted on the board and
representative of each group must
be ready.”
(Students presenting their
activity)
“Very good everyone. I guess it’s
time to have a quiz. Are you
ready?”
V. EVALUATION “This time I will give you an (Students get their ½ sheet of
activity. You can answer it on a ½ paper)
sheet of paper. This activity is for
only 5 minutes to answer.”
Direction: Refer to ∆𝐴𝐵𝐶 below.
Find the six trigonometric ratios
values of ∠𝐴.
“Is it clear class?”
“Yes ma’am”
“You may start now”
(Students are doing their
activity)
----- (TIMES UP) -----
“Are you done class?”
“Yes ma’am
“Okay pass your paper to the
front.”
(Passing their paper to the
front)
VI. ASSIGNMENT “For your assignment advance
study about applying the
trigonometric ratios to solve right
triangles.”
“Is it clear class?”
“Yes ma’am”
“Okay, that would be all thank
you for your cooperation and
thank you for listening during my
discussion.”
“Thank you ma’am.”
“Goodbye class!”
“Goodbye ma’am!”
VII. REMARKS
1. Number of
____ learners earned 80% and above in the evaluation
learners who
earned 80% in the
evaluation.
2. Number of
____ learners require additional activities for remediation
Learners who
require additional
activities for
remediation.
3. Did the Remedial
Yes___ No___
lessons work?
Number of ____ learners caught up with the lesson
learners who have
caught up with
the lesson.
4. Number of
____ learners continue to require remediation
learners who
continue to
require
remediation.
5. Which of my
teaching
strategies worked
well? Why did
this work?
6. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
7. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
IVANAJEAN P. GOLAR
Student Intern
Reviewed and Checked by: Approved by:
ROSALITA T. VIRTUDES RICHARD N. LAURENTE
Cooperating Teacher School Principal IV
Master Teacher II
