Annex 1B to DepEd Order No. 42, s.

2016
GRADES 1 to 12 MAMPLASAN NATIONAL HIGH SCHOOL 9
DAILY LESSON LOG School Grade Level
Teacher JEEFREY P. DIAZ Subject MATHEMATICS

Teaching Dates and Time March 12, 2019 ( 8:10 – 9: 10 ) COT 4 Quarter FOURTH

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and solve
real-life problems with precision and accuracy.
C. Learning (M9GE-IVf-g-1)
Competencies/Objectives 1. Illustrate the law of sine.
Write the LC code for each 2. Solve problems involving law on sine.
3. Show mastery and perseverance in applying the law of sine.

II. CONTENT The Law of Sines and Its Application

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 298 – 300
2. Learner’s Materials 480 - 482
pages
3. Textbook pages Advanced Algebra, Trigonometry and Statistics ( Soledad Jose -Dilao, Fernando B. Orines and
Julieta G. Bernabe ) pages 217 – 227
Plane Trigonometry ( Rene R. Belecina et al.) 85 -87
4. Additional Materials from
Learning Resource (LR) www.algebralab.org
portal
B. Other Learning Resources Visual aids, scientific calculator

IV. PROCEDURES
A. Reviewing previous lesson or Purpose Setting Activity /PROJECT 555
presenting the new lesson FACT or BLUFF
Look at the triangles below. Identify the following missing measurement a FACT or
BLUFF.
1.

2.

3.

4.

5.

B. Establishing a purpose for MOTIVATION( Group Tasks)

the lesson Look at the triangles below then answer the questions that follows.

Questions;
1. What do you noticed about each of the given triangles?
 2. If you were asked to group/classify the triangles into two, how will you group
them? What is your basis for grouping them that way?
3. Examine closely the triangles in Group 1. Can you solve the missing parts of
these two groups of triangles using the previous concepts you have learned,
show how.
C. Presenting Teaching/Modelling
examples/instances of the Law of sine states that a side divided by the sine of the angle opposite it is equal to any other
new lesson side divided by the sine of the opposite angle. Sin A Sin B Sin C
a b c
It can only be used if:
Two angles and a side are known; or
Two sides and an angle opposite one of them are known.
Illustrative Examples:
Example 1. Solve for the missing parts of ΔABC below.
Given: two sides and an angle opposite of these sides
a = 10 ; c = 19 ; /_C = 120

Solutions:
/_C is an obtuse angle and c > a, thus there is exactly one solution. Since a, c and C are known,
we can use the formula; Sin A Sin C
a c

Sin A Sin 120 Formula to use for A

10 19 Substitute the given values
19(sin A) = 10(sin 120 ) Cross multiply
19(sin A) = 10(0.8660) Compute for the values of sin
120o using a Scientific calculator
19(sin A) = 8.66 Simplify the resulting equation
sin A =8.66/19 = 0.4558 Solve for A

A = sin-1 (0.4558)
A = 27.12
Using the concept that the sum of the angles of triangle is 180o, we have;
A + B + C = 180
27.12 + /_B + 120 = 180
B + 147.12 = 180
B = 180 - 147.12
B = 32.88
Following the steps used earlier in solving for c, we can now solve for b.
Sin B Sin C
b c
sin 32.88 sin 120
b 19
b(sin 120 ) 19(sin 32.88 )
b(0.8660) = 19(0.5429)
0.8660 b = 10.3151
b = 10.3151/0.8660
b = 11.91
Analysis:
A. What are your thoughts about the applications of laws of sines?
B. Are the given illustrations helpful? How it helps to solve the problem easier?
C. Do you have other way/s to solve these problems? I f so, share it to the class.
D. Discussing new concepts Guided Practice
and practicing new skills #1 Read the problem and analyze the partial solution presented below.
Then answer the questions follows.

Problem #1:
Tony and Obet went to Tagaytay Oval to fly a kite. Tony’s kite has 1750ft. of string at an
angle of 750. Obet notes that the angle formed by the kite and the flier is 1020. How far
is Obet from the kite? Obet from Tony?
E. Discussing new concepts Guided Practice:
and practicing new skills #2 Problem #2:
Danna wants to feed her dogs which are located at different parts of the house as
shown below. Bantay is 2.5ft away from kisig and Kisig is 4.5ft. away from Puti. How far
is Kisig from the food?

F. Developing mastery Ask the student to solve problem no. 2 then let them explain the process of solving it.
(Leads to Formative
Assessment 3)
G. Finding practical applications Independent Practice
of concepts and skills in daily Answer the following questions using the figure below.
living 1. How far is the Ranger’s Tower from the fire?
2. How far is the Ranger’s Tower from the Water Tower?

H. Making generalizations and The laws of sines states that a side divided by the sine of the angle opposite it is equal
abstractions about the lesson to any other side divided by the sine of the opposite angle. It is essential in the solution
of oblique triangles. Illustrating a problem through a diagrams would help connect the
problem with easy understanding.
 I. Evaluating learning Board Quiz;
a. Write the equation that will solve for x.

b. For each triangle given in A. solve for the unknown parts,.Round off your answers
to the nearest tenth.

J. Additional activities for ASSIGNMENT

application or remediation Follow Up
a.Given the figure below answer the following. a. solve the distance from A to C.
b. how far is B to C?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up in 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 used/discover
which I wish to share with other
teachers?

Prepared by ; Noted by ;

JEFFREY P. DIAZ LESLIE D. VALEÑA, DEM

Subject Teacher HT III / TIC