Handout # ______ D.

Application:
I. TOPIC: Angles In Degree and Radian Measures
II. OBJECTIVE/S: At the end of the period, students should I. Instruction: Convert each in radians in terms of 𝞹.
be able to:
a) change the angle ( θ ) in degree measure to radian 1. 450° 3. -240° 5. 150°
measure and vice versa. 2. -120° 4. 345°
III. REFERENCE/S:
~ XP Mathematics IV ; pp. 292 – 296 II. Instruction: Express each in radians. Give the results
~ Math Builders 10; pp. 329 – 333 accurate to two decimal places.
~ MSA ( TRIGONOMETRY ); pp. 14 – 16
IV. PROCEDURE: 1. 75° 3. 147° 5. 239°
A. Activity: 2. -732° 4. 500°
Instruction: Draw the angles whose measures ( in degree )
are indicated in each item. III. Instruction: Express each in degrees.
1. 45° 2. 70° 3. 32° 4. 125°
3π 11 π
1. radians 4. radians
B. Analysis: 2 36
1. What are the units of measures used for angles?
2. How to change / convert ( angles ) from degree measure −3 π 25 π
to radian measure? 2. radians 5. radians
5 18
C. Abstraction:
7π
The most commonly used unit of measure of an angle is 3. radians
the degree ( ° ). 6

60 sec. = 1 min. or 60’’ = 1’ V. ASSIGNMENT:

60 min. = 1 degree or 60’ = 1° I. Convert each to radian measure ( in terms of 𝞹 )
360 degrees = 1 revolution or 360° = 1 rev. 1. 130° 3. 320° 5. 135°
2. 20° 4. 300°
Another unit of measure for angles of rotation is the radian
( rad. ). II. Convert each of the following to degree measure.
1. 7𝞹/8 rad. 3. 7𝞹/12 rad. 5. -15𝞹/4 rad.
To convert / change degrees to radians, multiply the
π 2. -8𝞹/3 rad. 4. -17𝞹/20 rad.
number of degrees by or 0.01745
180°
To convert / change radians to degree, multiply the
180°
number of radians by or 57. 296 or 57°18’
π

Example 1.
Convert 60°, 225° and 36° into radians.
Express the results ( a ) in terms of 𝞹 ; ( b ) in decimal
approximation in three decimal places.

Example 2
11 π 9π 13 π
Change rad., rad., rad. and 0.581 rad. to
3 4 6
degrees.
Handout # ______
I. TOPIC : The Six Trigonometric Ratios of Acute Angle ( θ ) The next three trigonometric ratios are the reciprocals of the
II. OBJECTIVE/S: At the end of the period, students should three basic ratios.
be able to:
a. give / tell the six trigonometric values / ratios of the acute Hypotenuse c
angle ( θ ) in a right triangle. cosecant θ = =
III. REFERENCE/S:
Opposite side of θ a
~ XP Mathematics IV; pp. 284 – 291
~ Math Builders IV; pp. 357 – 359 Hypotenuse c
secant θ = =
~ Math Builders 9; pp. 310 – 313 Adjacent side of θ b
!V. PROCEDURE:
A. Activity: Adjacent side of θ b
Instruction: Use the Pythagorean theorem to find the length cotangent θ = =
of the other leg of a right triangle in each item. Opposite side of θ a
7
1. 2. Example 1
Suppose the three sides of the right triangle are 3, 4 and
5 5. The two acute angles are denoted by theta ( θ ) and beta
13
25
( β ).
Find the six trigonometric functions of θ and β .
θ
θ

β
4 5

3. 20
θ θ
25 3

B. Analysis: sin θ = __ sin β = __

1. What are the six trigonometric ratios / values of the acute cos θ = __ cos β = __
angle ( θ ) in a right triangle? tan θ = __ tan β = __
cot θ = __ cot β = __
C. Abstraction:
sec θ = __ sec β = __
Hipparchus, known as the “ Father of Trigonometry “ , had
studied the relationships of the sides and their opposite csc θ = __ csc β = __
angles in a triangle. He introduced the six trigonometric
ratios or functions. Example 2
Using the figure at the right, find the values of the six
The mnemonics SOH – CAH – TOA will be frequently trigonometric functions of the angle θ.
used.
Consider the right triangle below.
sin θ = __ csc θ = __
√5
c
a cos θ = __ sec θ = __
5
θ
tan θ = __ cot θ = __
b
θ

Opposite side of θ a
( SOH ) sine θ = =
Hypotenuse c
 Example 3
Adjacent side of θ b 2
( CAH ) cosine θ = = If θ is an acute angle with sin θ = , find the other five
Hypotenuse c 5
trigonometric ratios of θ.
Opposite side of θ a
( TOA ) tangent θ = =
Adjacent side of θ b

IV. Application:
Direction: Tell what is being asked.

1. Find the six trigonometric values of θ given the right

triangle below.

41
9
θ

sin θ = __ csc θ = __

cos θ = __ sec θ = __

tan θ = __ cot θ = __

2. Given one trigonometric ratio of the acute angle θ, find the

4
other five trigonometric ratios such that cos θ =
5

V. ASSIGNMENT:
• Wait for the teacher’s announcements / instructions.
Handout # ______ Directions: Refer to the figure below. Use the information
I. TOPIC: Solutions of Right Triangles about the right triangle in each item to solve for the
II. OBJECTIVE/S: At the end of the lesson, students should measures of the other parts.
be able to:
a. apply the SOH – CAH –TOA in solving a right triangle.
b. determine / tell the measure of the unknown parts of the β
given right triangle. c
III. REFERENCE/S: a
~ XP Mathematics IV; pp. 321 – 324
~ Math Builders IV; pp. 391 - 397 α
b
~ Learner’s Material 9; pp. 435 – 442
IV. PROCEDURE:
A. Activity:
Instruction: Refer to the figure at the right and tell what is 1. Given: c=39 cm∧α =40 °
being asked. Find: a , b∧β
s P
T
53°
2. Given: a=29 cm∧α =38 °
1. Determine the equation Find: b , c∧β
or formula to find a missing p
t = 12
part of the triangle.
3. Given: a=120 dm .∧b=100 dm.
Find: α , β∧c
a) ST or p
S
b) TP or s
D. Application:
Question/s:
What trigonometric function is appropriate to find the value
of p? The value of s? Directions: Using the given information and the figure below,
solve each right triangle.
B. Analysis:
1. How do we find the measures of the other parts of a right
triangle if ( a ) two sides are given and ( b ) an angle and β
one side are given?
c
a
C. Abstraction:
The Pythagorean theorem is very useful in solving right
triangles. However, its use is limited because it can only be α
applied if two sides of the right triangle are given. If the b
measure of one angle and one side are known, another
solution is employed to find the other parts of the right
1. Given: b=20.3 m∧β=43°
triangle.
Find: a , b∧α
The formulas are summarized below.
 2. Given: α =28 ° 10' ∧c=32.7 cm
α + β=90 Find: a , b∧β
B
a 3. Given: β=64 ° 50' ∧a=40 cm.
sin α = =cos β β c
c Find: b , c∧α
a
b α 4. Given: b=120 cm.∧c=190 cm .
cos α= =sin β A
c C
b Find: α , β∧a

a V. ASSIGNMENT
tan α= • Wait for the teacher’s announcements / instructions.
b
2 2 2
a + b =c

Handout # ______
I. TOPIC: Solutions of Right Triangles
II. OBJECTIVE/S: At the end of the lesson, students should
be able to:
a. apply the SOH – CAH –TOA in solving a right triangle. 2. Solving a right triangle given the length of the hypotenuse
b. determine / tell the measure of the unknown parts of the and the measure of one acute angle.
given right triangle.
III.REFERENCE/S:
~ Learner’s Material 9; pp. 439 – 441
IV. PROCEDURE:
A. Activity
Directions: Given the right triangle below. Fill in the blank
with the correct trigonometric function.
A D. Application:

Answer Activity 4: TRY ME ! on p. 444 of the learner’s

f module ( 1 – 5 only )
d

V. ASSIGNMENT:
C e B

Answer Activity 4: TRY ME ! on p. 444 of the learner’s

e e module ( 6 – 10 only )
1. ¿¿ B= 6. ¿¿ A=
f f
d d
2.¿ = 7. ¿¿ A=
e f
d e
3. ¿¿ B= 8. ¿¿ A=
f d
f f
4. ¿¿ B= 9. ¿¿ A=
d e
f f
5. ¿¿ B= 10. ¿¿ A=
e d

B. Analysis:
1. How do we find the measures of the other parts of a right
triangle if ( a ) two sides are given and ( b ) an angle and
one side are given?
C. Abstraction:
The Pythagorean theorem is very useful in solving right
triangles. However, its use is limited because it can only be
applied if two sides of the right triangle are given. If the
measure of one angle and one side are known, another
solution is employed to find the other parts of the right
triangle.

1. Solving a right triangle given the measure of the two

parts; the length of the hypotenuse and the length of one
leg.

2. Solving a right triangle given the length of the hypotenuse

and the measure of one acute angle.

Handout # ______
I. TOPIC: Special Right Triangle ( 45° - 45° - 90° ) D. Application:
II. OBJECTIVE/S: At the end of the period, students should Directions: Find the value of each variable used in the
be able to: figures. If your answer is not an integer, leave it in simplest
a. give the six trigonometric ratios of the acute angle ( θ ) in radical form and give the six trigonometric ratios of the acute
a 45° - 45° - 90° triangle. angle 45.
III. REFERENCE/S:
~ Learner’s Material 9; pp. 449 – 452 1. 2.
IV. PROCEDURE:
A. Activity:
Directions: Find the value of each variable used in the y 15 √ 2 x
y
figures. If your answer is not an integer, leave it in simplest
radical form.
x 3
1. 2.
45°
y IV. ASSIGNMENT:
8 r • Wait for the teacher’s announcements / instructions.

45°
t √5
B. Analysis:
1. How to find the length of the other sides of a 45° - 45° -
90° triangle?
2. How to find the six trigonometric ratios of the acute angle
θ in a 45° - 45° - 90° triangle?

C. Abstraction:
45° - 45° - 90° Triangle Theorem

In a 45° - 45° - 90° triangle,

* the legs are congruent;
* the length of the hypotenuse is √ 2 times the length of a
leg

hypotenuse=( √2)(leg)

Example 1: Find the six trigonometric ratios of the 45 degree

angle given the triangle below.

x
3 √3

45°

Handout # ______
I. TOPIC: Special Right Triangle ( 30° - 60° - 90° )
II. OBJECTIVE/S: At the end of the period, students should
be able to:
a. give the six trigonometric ratios of the acute angle ( θ ) in
a 30° - 60° - 90° triangle Give the six trigonometric ratios of the acute angles 30 and
III. REFERENCE/S: 60.
~ Learner’s material 9; pp. 451 – 452
IV. PROCEDURE: 1.
A. Activity: 40
a
Directions: Find the value of each variable used in the figure.
30°
If your answer is not an integer, leave it in simplest radical
b
form. Give the six trigonometric ratios of the acute angles 30
and 60.
c
2. 60°
60° 8
h
30°
m 2 √3 d

B. Analysis:
1. How to find the length of the other sides of a 30° - 60° -
90° triangle?
2. How to find the six trigonometric ratios of the acute angle
θ in a 30° - 60° - 90° triangle? IV. ASSIGNMENT:
• Wait for the teacher’s announcements / instructions.
C. Abstraction:
30° - 60° - 90° Triangle Theorem
In a 30° - 60° - 90° triangle
* the length of the hypotenuse is twice the length of the
shorter leg : hypotenuse=(2)( SL)
* the length of the longer leg is √ 3 times the length of the
shorter leg : ¿=( √ 3)(SL)

Use the SOH – CAH – TOA to find the three basic

trigonometric ratios of 30 and 60 degree angles, the
reciprocals of the three basic trigonometric ratios will yield to
cosecant, secant and cotangent of 30 and 60 degree angles,
respectively.

D. Application:
Directions: Find the value of each variable used in the figure.
If your answer is not an integer, leave it in simplest radical
form.

Handout # ______
I. TOPIC: Finding the Exact Value of Trigonometric
Expressions
II. OBJECTIVE/S: At the end of the period, students should
be able to:
a. find / determine the exact value of the trigonometric
expression given.
III. REFERENCE/S:
~ Learner’s Material 9; pp. 454 – 455
IV. PROCEDURE:
A. Activity:

Directions: Complete the table below.

TRIGONOMETRIC RATIOS OF THE ANGLES

θ sin cos tan csc sec cot
30°
45°
60°

B. Analysis:
1. How to find / determine the exact values of trigonometric
expressions?

C. Abstraction:
 To find the exact value of the given trigonometric
expressions whose angle is any of these ( 30° , 45° and 60°
), it is necessary to somehow memorize the values obtained
in the table above or remember the special right triangles
( 30° - 60° - 90° and 45° - 45° - 90° )

Directions: Determine the exact value of each of the given

trigonometric expressions.

1. sin 30 °+ cos 60 °
2. sec 30 °+cot 60 °
3. sec 2 x +tan x where x=45 °
4. sec 30 ° cos 30 °−tan60 ° cot 60 °

5.
5 sin 2 30 °+cos 2 45 ° + 4 tan 2 60 °
2 sin 45 ° cos 45 °

D. Application:
Directions: Determine the exact value of each of the given
trigonometric expressions.

1. sec 60 ° cos 60 °
2. cos 2 45° −sin2 45 °
3. tan 30 ° csc 30°
4. 2 sin 30° cos 30 °
5. 1+ tan 2 45°

V. ASSIGNMENT:
• Wait for the teacher’s announcements / instructions.

Handout # ______
I. TOPIC: Angles of Elevation And Depression
II. OBJECTIVE/S: At the end of the period, students should
be able to:
a. define angles of elevation and depression.
b. solve problems involving angles of elevation and Examples: ( Angle of Elevation )
depression 1. A tower is 15.24 meter high. At a certain distance away
III. REFERENCE/S: from the tower, an observer determines that the angle of
~ Math for Today’s Generation 9; pp. 362 - 370 elevation to the top of it is 41°. How far is the observer from
~ Math Builders 9; pp. 330 – 331 the base of the tower?
~ Learner’s Material 9; pp.460 – 464
IV. PROCEDURE: 2. A ladder leans against a house at an angle of 50° from
A. Activity: the ground. If the foot of the ladder is 3 meters from the
Directions: Consider the scenario below and answer the base of the house, how long is the ladder?
questions that follow.
3. The angle of elevation of a 75 – foot ramp leading to a
A Father-And-Son Kite Flying Activity was held in bridge above the highway is 12°30’. Find the height of the
celebration of the school’s founding anniversary. Reb and bridge above the highway?
his father were enjoying the activity when they realized that
500 feet of their string were already out. Reb’s sister Banni
4. Suppose that a 50 feet tall casts a shadow of length 60
was amazed as to how the kite had reached such height.
feet long. What is the angle of elevation from the end of the
Together with her older sister Pau, they measured the angle
shadow to the top of the tree? Answer :
of the string to the ground and found it to be 45°.What is the
height of the kite above the ground? Examples: ( Angle of Depression )
1. The angle of depression from the top of the building to the
Questions: foot of the fountain 11 m away from the building is 68°. Find
1. What is asked in the problem? the height of the building?
2. What trigonometric ratio is possible with respect to 45
degree angle? Why? 2. From the top of a vertical cliff 40 m high, the angle of
3. How high is the kite from the ground? depression of an object that is level with the base of the cliff
is 34°.How far is the object from the base of the cliff?
B. Analysis:
1. What is an angle of elevation? An angle of depression? 3. From the top of the mountain 100 meters high, Hubert
2. How to solve problems involving angles of elevation and saw and fell in love with a girl who is at the foot of the
depression? mountain. What is the angle of depression formed by
Hubert’s line of sight with the horizontal line if the girl is
C. Abstraction: 89.51 meters away from the foot of the mountain?
Definitions:
Line of sight – is an imaginary line that connects the eye of D. Application:
an observer to the object being observed. Answer pp.465 – 466 of the learner’s material 9 (Activity 4:
The angle of elevation is acute angle from the horizontal line Illustrate And Solve Me! ) items 1 – 5.
to the line of sight of the observer to the object above.
The angle of depression is an acute angle from the ( Please see TG G9 pp. 289 – 290 for the answers )
horizontal line to the line of sight of the observer to the
object below. V. ASSIGNMENT:
• Wait for the teacher’s announcements / instructions.
Solving a triangle means finding the lengths of the sides
and measures of the angles of the triangle. Trigonometric
ratios may be used to solve problems involving angles of
elevation and depression.

Remember: If two legs of the triangle are part of the

problem, then it is a tangent ratio. If the hypotenuse is part
of the problem, then it is either sine or cosine ratio.

Handout # ______
I. TOPIC: Angles of Elevation And Depression
II. OBJECTIVE/S: At the end of the period, students should
be able to:
a. define angles of elevation and depression.
b. solve problems involving angles of elevation and
depression D. Application:
III. REFERENCE/S:
~ Learner’s Material 9; pp. 471 - 472 Students are to answer p. 472 of the learner’s material 9
IV. PROCEDURE: Activity 4: Find Me!
A. Activity:
Consider the situation below: ( Please see p. 293 of the TG for the answers )
A boy who is on the second floor of their house watches his
dog lying on the ground. The angle between his eye level
Note: The students will only be given 5 to 7 minutes to
and his line of sight is 32°.
accomplish the task.
1. Which angle is identified in the problem: angle of
V. ASSIGNMENT:
elevation or angle of depression? Justify your answer.
• Wait for the teacher’s announcements / instructions.
2. If the boy is 3 meters above the ground, approximately
how far is the dog from the house?
3. If the dog is 7 meters away from the house, approximately
how high is the boy above the ground

B. Analysis:
1. What is an angle of elevation? An angle of depression?
2. How to solve problems involving angles of elevation and
depression?

C. Abstraction:

Line of sight – is an imaginary line that connects the eye of

an observer to the object being observed.

The angle of elevation is acute angle from the horizontal

line to the line of sight of the observer to the object above.
The angle of depression is an acute angle from the
horizontal line to the line of sight of the observer to the
object below.

Solving a triangle means finding the lengths of the sides

and measures of the angles of the triangle. Trigonometric
ratios may be used to solve problems involving angles of
elevation and depression.

Remember: If two legs of the triangle are part of the

problem, then it is a tangent ratio. If the hypotenuse is part
of the problem, then it is either sine or cosine ratio.