DAILY LESSON LOG OF M9GE-IVb-c-1 (Day Five)

School MABALOR-CATANDALA Grade Level Grade 9

INTEGRATED SCHOOL
Teacher NICOLE L. TANYAG Learning Area Mathematics
MONDAY-
Teaching Date and Time WEDNESDAY, FRIDAY Quarter Fourth Quarter
7:00-7:45
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
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.
Learning Competency: Finds the trigonometric ratios of special angles.
(M9GE-IV-b-c-1)
Learning Objectives:
C. Learning Competencies/ 1. Determine the values of the six trigonometric ratios of special angles
Objectives 2. Evaluate expressions involving trigonometric ratios of special angles
3. Display cooperation in evaluating expressions involving trigonometric ratios
of special angles

II.CONTENT Evaluating Expressions Involving Trigonometric Ratios of Special Angles

III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 284-287
2. Learner’s Materials Pages 447-456
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
For lesson review, the teacher asks the following questions:
1. What are the different special angles?
2. What are the special right triangle theorems?
3. How do we evaluate expressions involving trigonometric
functions?

Expected Answers:
A. Review previous lesson 1. 45° -45° -90° right triangle, 30° -60° -90° right triangle
or presenting the new 2. In a 45° -45° -90° right triangle, the legs are equal in measure and the
lesson hypotenuse is √ 2 of the leg.
1
In a 30° -60° -90° , the shorter leg is of the hypotenuse and the longer leg is
2
√ 3 of the shorter leg.
With these characteristics the six trigonometric ratios can be easily determined.
3. Substitute the values of trigonometric functions and perform the indicated
operations following the PEMDAS rule.

The teacher lets the students realize the significance of familiarizing the values of
1. Establishing a purpose
the six trigonometric ratios of special angles in order to evaluate expressions
for the lesson
related to trigonometric functions even without the use of a calculator.
The teacher gives this activity where students need to fill in the table of the six
trigonometric ratios of special right angles for student’s further familiarization
and mastery. This can be performed by the whole class where the teacher may
2. Presenting examples/ just call any student to answer.
instances of the new TRIGONOMETRIC RATIOS OF SPECIAL ANGLES
lesson sin θ cos θ tanθ cscθ sec θ cot θ
θ
30°
45°
 60°

Once completed, the teacher then asks the following:

1. What is the value of sin 60° ? tan 45° ? sec 30° ?

2. What is then the value of 4sin 60° ? How about 2tan 45° ?
3. Give the value of cos2 30° ? sin2 450?
4. Determine then the value of sec 30° + cot 60° .

Expected Anwers:

TRIGONOMETRIC RATIOS OF SPECIAL ANGLES

θ sin θ cos θ tanθ cscθ sec θ cot θ
30° 1 √3 √3 2 2 √3 √3
2 2 3 3
45° √2 √2 1 √2 √2 1
2 2
60° √3 1 √3 2 √3 2 √3
2 2 3 3

1.
√3 ; 1 ; 2 √3
2 3
2. 2√ 3; 2
3 1
3. ;
4 2
4. √ 3

The teacher gives this activity by pair to deepen student’s understanding on

evaluating expressions that deal with trigonometric ratios of special angles.

Match column A to B.
A. B.
1. sec2 600 + cot 450 + 1 a. √3
3. Discussing new concepts 2. 2 cos 300 + 3 cot 600 b. 6
and practicing new skills 5
#1 3. tan2 450 + sin 300 – 2 sec 600 c. -
3
4. 2 (sin 450-csc 600) d. 2√ 3
4 √3
5. (csc2 450)(sin 600) e. √2 - 3

The teacher checks students’ answers by calling student representatives to

explain how they arrived at the correct answers.
4. Discussing new concepts
and practicing new skills
Answer Key :
#2
1. B 2. D 3. C 4. E 5. A
The teacher gives the activity to be done in pairs.

Evaluate the following:

1. (sec 30 ° + tan 60 ° ) {(sec 45° ¿- (2 tan 60° )(sec 45° )}
2. sec 45° + tan 30° - sin 45°
5. Developing mastery
(leads to formative Answer Key:
assessment 3) 5 √6 − 5 √3
1.
3
2.
√2 + √3
3 2

6. Finding practical
applications of concepts
and skills in daily living
7. Making generalizations To summarize the lesson , the teacher asks the following questions:
and abstractions about 1. What are the different special angles?
 2. What is the relationship of a side of a 45 ° -45° -90° triangle to the
hypotenuse?
3. What is the ratio of tangent θ ? csc θ ? sin θ ?
4. If the hypotenuse measure 8 cm, how long is the side opposite the 30 °
angle?
5. How do we solve expressions like this: sin 30° - cot 45° ?

Expected Answers:
the lesson 1. . 45° -45° -90° right triangle, 30° -60° -90° right triangle
2. The hypotenuse is √ 2 of the leg.
opposite ℎypotenuse opposite
3. tan θ = ; csc θ = ; sin θ =
adjacent opposite ℎypotenuse
4. 4 cm, the shorter leg is half the measure of the hypotenuse.
5. Simply substitute the values of trigonometric function of the specified
degree / angle and simplify the expression following the PEMDAS rule.

Individually, the teacher lets the students answer the next activity.

a. Find the exact value of (sec 30° ) (cos 30° ) – (tan 60° ) (cot 60° ).

2 2 2
b. Evaluate
5 sin 30 ° +cos 45°+ 4 tan 60 °
8. Evaluating Learning 2 sin30 ° cos 45°+ tan 45 °

Answer Key:
1. 0
55 √2+110
2. -
4
9. Additional activities or The teacher instructs the students to familiarize the values of the six
remediation trigonometric ratios of special angles.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up with
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
use/ discover which I
wish to share with other
teachers

Prepared by:
JENNIFER A. EBARLE
Teacher I- Casili Night High School