SOLANA FRESH WATER FISHERY SCHOOL

Iraga, Solana, Cagayan

DAILY LOG PLAN IN MATHEMATICS 9 (S.Y. 2020 – 2021)
GRADE 9 SCHOOL Solana Fresh Water Fishery School GRADE LEVEL GRADE 9
DAILY TEACHER FARRAH FAY L. BALLESTEROS LEARNING AREA MATHEMATICS
LESSON LOG TEACHING May 21, 2021 ( FRIDAY )
DATES AND A.M.
TIME 10:00 – 11:00 – Wisdom and Amity
QUARTER FOURTH QUARTER

I.OBJECTIVES
1. Content Standards The learners demonstrate an understanding of the key concepts of the six trigonometric
ratios.
2.Performance Standards The learners are able to correctly illustrates the six trigonometric ratios:
sine, cosine, tangent, secant, cosecant and cotangent.
3.Learning The learners illustrate the six trigonometric ratios:
competencies/objectives
Write the LC code for each sine, cosine, tangent, secant, cosecant and cotangent ( M9GE-IVa-1 )
Appreciate the importance of trigonometric ratios in real life.

CONTENT Trigonometric Ratios

LEARNING RESOURCES
A. References
B.
1. Teacher’s Guide pages
2. Learner’s Materials
Mathematics Learner’s Materials 9 First Edition, 2014 Department of Education, pp. 430 - 432
page
3. Textbook pages
4.Additional Materials from
Learning Resource(LR) portal
C. Other Learning
Resources
PROCEDURES

A. Reviewing previous
lesson or presenting
the new lesson

B. Establishing a purpose Motivation.

for the lesson
TRIVIA! ( Teacher will play a short video. )

What is being discuss in the video?

Do you agree with what he is saying based on his observations? Why?

How do you think these structures are being designed or calculated? What concepts do
architects or engineers used to get the ratio of these structures?

C. Presenting What are the six trigonometric ratios?

examples/instances of the new
lesson
How do we illustrate these trigonometric ratios?

D. Discussing new concepts and For us to understand more this lesson, we have a right triangle below.
practicing new skills (#1).
A Let 𝚹 be ∠ B
a = adjacent side
b c b = opposite side
c = hypotenuse
𝚹
C a B ∠ C = 90 = right angle
 Six trigonometric ratios
( SOH-CAH-TOA ) Reciprocal
opposite hypotenuse
o Sine 𝚹 = Cosecant 𝚹 =
hypotenuse opposite
b c
o Sin B = Csc B =
c b
adjacent hypotenuse
o Cosine 𝚹 = Secant 𝚹 =
hypotenuse adjacent
a c
o Cos B = Sec B =
c a
opposite adjacent
o Tangent 𝚹 = Cotangent 𝚹 =
adjacent opposite
b a
o Tan B = Cot B =
a b

Using the same triangle ,if ∠ B = 50∘ , what is ∠ A?

Remember, the total measurement of angles of any triangle is 180∘.
Solution: ∠ A + ∠ B + ∠ C = 180∘
∠ A + 50∘ + 90∘ + = 180∘
140∘ + ∠ A = 180∘
∠ A = 180∘ - 140∘
∠ A = 40∘
F. Developing mastery I.Illustrate the trigonometric ratios of the following functions using the right
(leads to formative Assessment
3) triangle below.
F
𝚹 Let 𝚹 be ∠ F
x o f = opposite side to ∠ F
x = adjacent side to ∠ F
O X o = hypotenuse
f
f f
a. Sin F = g. Cot X =
o x
x o
b. Cos F = h. Csc X =
o x
f x
c. Tan F = i. Tan X =
x f
o o
d. Csc F = j. Sec X =
f f
o
e. Sec F =
x
x
f. Cot F =
f

II.Using the same triangle ,if ∠ F = 44.5∘ , what is ∠ X?

Remember, the total measurement of any triangle is 180∘.
Solution: ∠ F + ∠ O + ∠ X = 180∘
44.5∘ + 90∘ + ∠ X = 180∘
134.5∘ + ∠ X = 180∘
∠ X = 180∘ - 134.5∘
∠ X = 45.5∘
G. Finding practical applications What are the real-life applications of trigonometric ratios?
of concepts and skills in daily
living
How are the concepts of trigonometric ratios important in real world application?
H. Making generalizations and What are the six trigonometric ratios?
abstractions about the lesson

Illustrate the six trigonometric ratios.

Let 𝚹 be ∠ A

I. Evaluating learning Evaluate students’ performance and output from their activity.
 Guess who I am!
Illustrate the trigonometric ratios of the following functions using the right
triangle below. E

g f

F G
e
1. Sin F = ______
2. Cos F = ______
3. Tan F = ______
4. Csc F = ______
5. Sec F = ______
6. Cot F = ______
7. Sin E = ______
8. Cos E = ______
9. Tan E = ______
10. Cot E = ______

J. Additional activities for Explore more !

application or remediation
A.Using the same triangle EFG, apply the trigonometric ratios to find for the missing
parts.
 Given: ∠ F = 38.25∘, what is angle E?
If opposite side to ∠ F = 8
What is the measure of adjacent side to ∠ F ?
What is the measure of hypotenuse?
Answer: ∠ E = 51.75∘
8
adjacent side to ∠ F =
tan 38.25 °
 8
hypotenuse =
sin 38.25°
 Given : ∠ E = 58∘, what is angle F?
If hypotenuse is = 16
What is the measure of opposite side to ∠ E?
What is the measure of the adjacent side to ∠ E?
Answer: ∠ F = 32∘
opposite side to ∠ E = 16 sin 58 °
adjacent side to ∠ E = 16 cos 58 °

V. REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who acquired
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by:

FARRAH FAY L. BALLESTEROS ARNEL N. CASTILLO

Teacher I Master Teacher II

Noted: Approved:

TEODOLFO C. LOPEZ JOEL M. CAMAYANG

Head Teacher III Secondary School Principal III