DATAL BATONG INTEGRATED
SCHOOL
SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: Ruben S. Verano Jr. Date: April 24,
2023
I. OBJECTIVES
a. Illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
cotangent.
b. Define sine, cosine, tangent, secant, cosecant, and cotangent;
ll. SUBJECT MATTER
Topic: GEOMETRY
Reference: Teacher’s Guide pp Page 278; Learner’s Materials pp 430- 433
Code: (M9GE- Iva-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Advanced Algebra by Soledad Jose-Dilao, et al. Math 10
Learner’s Module
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity: Given the figure is a right triangle ABC, Let the students give the different
sides of the triangle. Let them focus on angle A, in which they will try to name which is
the opposite side, adjacent side and its hypotenuse
B.2. Analysis
Answer the following:
1. How many sides are there in a triangle?
2. What can you say about these sides?
B.3. Abstraction (Presenting examples/Instances of the new lesson)
Given right triangle MON. Consider angle N. The students have this ideas:
Sine N = Opposite
Hypotenuse
Cosine N = Adjacent
Hypotenuse
Tangent N = Opposite
Adjacent
Cotangent N = Adjacent
Opposite
Cosecant N = Hypotenuse
Opposite
Secant N = Hypotenuse
Adjacent
B.4. Application (Finding practical application of concepts and skills in daily living)
What field of science first used trigonometry?
III. EVALUATION
Give the Definition of the six trigonometric ratios.
V. ASSIGNMENT
1. Study How to apply trigonometric ratios to solve right triangle given the length of the
hypotenuse and an acute angle.
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
Prepared by:
RUBEN S. VERANO
Subject Teacher
DATAL BATONG INTEGRATED
SCHOOL
SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: Ruben S. Verano Jr. Date: April 26,
2023
I. OBJECTIVES
a. Illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
cotangent.
b. Use mnemonic coding in illustrating the six trigonometric ratios.
ll. SUBJECT MATTER
Topic: GEOMETRY
Reference: Teacher’s Guide pp Page 279; Learner’s Materials pp 434- 435
Code: (M9GE- Iva-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Advanced Algebra by Soledad Jose-Dilao, et al. Math 10
Learner’s Module
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity: Review
1. What was our lesson yesterday? What kind of triangle does the six trigonometric
ratios applies for?
2. What are the six trigonometric ratios?
B.2. Analysis
Given right triangle MON. Consider angle N. Give the ratio of the following:
Sine N = Cotangent N =
Cosine N = Cosecant N =
Tangent N = Secant N =
B.3. Abstraction (Presenting examples/Instances of the new lesson)
.Based on the given ratio, form a mnemonics for remembering the equation.
Sine β = opposite over hypotenuse
SOH
Cos β = adjacent over hypotenuse
CAH
Tanβ = opposite over adjacent TOA
Cot β = adjacent over opposite CAO
Cos β = hypotenuse over opposite
CHO
Sec β = hypotenuse over adjacent
SHA
B.4. Application (Finding practical application of concepts and skills in daily living)
How trigonometry is can be used to measure the height of a building or a mountain?
III. EVALUATION
Give the mnemonics of the six trigonometric ratios?
V. ASSIGNMENT
1. Study How to apply trigonometric ratios to solve right triangle given the length of the
hypotenuse and an acute angle.
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
Prepared by:
RUBEN S. VERANO
Subject Teacher
DATAL BATONG INTEGRATED
SCHOOL
SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: Ruben S. Verano Jr. Date: April 28,
2023
I. OBJECTIVES
a. Illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and
cotangent.
b. Derives ratios of the six trigonometric functions.
ll. SUBJECT MATTER
Topic: GEOMETRY
Reference: Teacher’s Guide pp Page 280; Learner’s Materials pp 436- 437
Code: (M9GE- Iva-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Advanced Algebra by Soledad Jose-Dilao, et al. Math 10
Learner’s Module
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity:
Given triangle ABC , give the value of the
six trigonometric functions.
B.2. Analysis
1. Based from your answers ,what function are opposite? 2. What side is adjacent to
angle A?
3.What is the measure of the opposite side?
4.What side is opposite to the right angle?
B.3. Abstraction (Presenting examples/Instances of the new lesson)
. Let the students give the different sides of the triangle. And let them focus on angle
A in which they will try to name which is the opposite side, adjacent side and its
hypotenuse.
B.4. Application (Finding practical application of concepts and skills in daily living)
In construction we need trigonometry to calculate the following:
a. Installing ceramic Tiles Roof inclination.
III. EVALUATION
Answer the following by giving its measure correctly.
1.) What's the cotangent M ? 6.) The measure of cosecant M.
2.) Give the measure of sine A. 7.) What's the value of cosine A ?
3.) The value of secant N. 8.) Cotangent N. Tangent A.
V. ASSIGNMENT
A kite has a string 400ft. long. If the string makes an angle of 420 with the ground, find the height of
the kite to the nearest foot.
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
Prepared by:
RUBEN S. VERANO
Subject Teacher
DATAL BATONG INTEGRATED
SCHOOL
SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: Ruben S. Verano Jr. Date: May 03,
2023
I. OBJECTIVES
a. Determine the conditions that make a quadrilateral a parallelogram
b. Apply the conditions to prove that a quadrilateral is a parallelogram
c. Apply trigonometric ratios to solve right triangle given the length of hypotenuse and
an acute angle.
ll. SUBJECT MATTER
Topic: GEOMETRY
Reference: Teacher’s Guide pp Page 280; Learner’s Materials pp 436- 437
Code: (M9GE- Iva-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Advanced Algebra by Soledad Jose-Dilao, et al. Math 10
Learner’s Module
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity:
RECALL
Directions: Find the word related to right triangle and trigonometric ratios. The words may be written
forward, backward, upward, downward, horizontally, vertically, or diagonally.
(9 WORDS)
Give the measure of the other acute angle of right ∆ ACB.
1. A = 450
2. B = 250
3. A = 190
4. A = 620
5. B = 300
B.2. Analysis
1. Based from your answers , how did you find the measure of a given acute angle?
B.3. Abstraction (Presenting examples/Instances of the new lesson)
Example:
Triangle BCA is right-angled at C if c = 27 and ∠A = 58º find ∠B, b, and a.
Solution: Sketch a figure:
a.
b.
c.
d.
e.
f. To find B, since B and ∠A are complementary angles, then
∠B + ∠A = 90⁰
∠B = 90⁰ - 58⁰
∠B = 32⁰
To find b, since b is the adjacent side of ∠A and c is the hypotenuse of right
adjacent
g. cosθ=
hypotenuse
triangle BCA then CAH.
b
cos A =
c
b
cos 58⁰ =
27
b = 27 cos 58⁰
b = 27 (0.5299)
b = 14.31
B.4. Application (Finding practical application of concepts and skills in daily living)
Group Activity:
To be safe, a 20 ft-ladder should not incline more than 70⁰ angle with the ground.
Suppose the ladder is leaned against a wall at this angle, as shown below. Find (a) the
distance b from from the base of the wall to the foot of the ladder and (b) the height a
reached by the ladder.
III. EVALUATION
QUIZ
Sketch a figure and solve each right triangle ABC with right angle at C, given that:
1. A = 15⁰ and c = 37
2. B = 64⁰ and c = 19.2
3. A = 15⁰ and c = 25
4. A = 45⁰ and c = 16
5. B = 56⁰ and c = 16
V. ASSIGNMENT
A kite has a string 400ft. long. If the string makes an angle of 420 with the ground, find the height of
the kite to the nearest foot.
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
Prepared by:
RUBEN S. VERANO
Subject Teacher
DATAL BATONG INTEGRATED
SCHOOL
SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: Ruben S. Verano Jr. Date: May 05,
2023
I. OBJECTIVES
a. Finds the trigonometric ratios of special angles
b. Differentiate the two special angles. (45-45-90)
ll. SUBJECT MATTER
Topic: GEOMETRY
Reference: Teacher’s Guide pp Page 480; Learner’s Materials pp 447- 448
Code: (M9GE- IVb-c-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Advanced Algebra by Soledad Jose-Dilao, et al. Math 10
Learner’s Module
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity:
Form two groups to do the activity below. Share your output inclass Refer to
Attachment 44.1B
B.2. Analysis
1. What have you noticed about the lengths of the sides of each triangle?
2. What have you observed about the measures of the angles of each triangle?
3. What do you call these triangles?
B.3. Abstraction (Presenting examples/Instances of the new lesson)
B.4. Application (Finding practical application of concepts and skills in daily living)
How the special angles used in the field of carpentry?
III. EVALUATION
Find the value of each variable used in the figures. If your answer is not an integer,
express it in simplest radical form. (Refer to Appendix 44.3I)
V. ASSIGNMENT
A kite has a string 400ft. long. If the string makes an angle of 420 with the ground, find the height of
the kite to the nearest foot.
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
Prepared by:
RUBEN S. VERANO
Subject Teacher
