Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OFFICE OF DAVAO CITY
FRANCISCO BUSTAMANTE NATIONAL HIGH SCHOOL
Tibungco, Davao City

GRADES Francisco Bustamante

1-12 Grade Level
National High School Grade 9
LESSON Pre-
PLAN Service Nica L. Basanal Subject Mathematics
Teachers
Teaching Quarter IV
Quarter
Date
I. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of the basic concepts
of trigonometry.
a
B. Performance The learner is able to apply the concepts of trigonometric ratios
Standard to formulate and solve real-life problems with precision and
accuracy.

C. Learning The learner finds the trigonometric ratios of special angles.

Competency (M9GE-IVb-c-1)

D. Objectives At the end of the lesson, the learners are expected to:
a) find the six trigonometric ratios of 30° − 60° − 90° special
right triangle;
b) determine the missing sides of 30° − 60° − 90° special right
triangles; and
c) demonstrate confidence in solving problems involving 30°
− 60° − 90° special right triangles.
II. SUBJECT MATTER
A. Topic Trigonometric Ratios in Special Rights Triangles (30°- 60°-
90°)
1. Reference Self-Learning Module (SLM) Mathematics – Grade 9 (Quarter 3 –
Module 2 – Trigonometric Ratios in Special Rights
Triangle).
2. Instructional Marker, Laptop, Visual Aids, PowerPoint Presentation
Materials

III. LEARNING PROCEDURE

Preliminary Activities a

1. Preliminaries 1. Prayer
2. Greeting
3. Classroom Management
4. Checking of Attendance
 5. Review of the Previous Lesson

Developmental Activities
A. Activity The Triangle of a Square
Instruction: This activity is done by group. Each
group will be provided with paper with an equilateral
triangle. The teacher will flash instructions on the screen
for 30seconds only and students must follow the
instructions. Each instruction must be done by only one
group member. Once done, he/she can no longer perform
the next instructions. Once all members are done
performing and there are still instructions left on the
screen, the first member will perform it and so on.

Steps:

1. Using the illustration, make an altitude to divide the equilateral

triangle.
2. Determine the angles of the triangles formed when you divide
the equilateral triangle.
3. Use Pythagorean Theorem to determine the sides of the
triangle formed.

B. Analysis After the activity, the teacher will ask the following questions.
1. What kind of triangle is formed after you draw the
altitude in the equilateral triangle?
2. What formula did we use to get the length of the
altitude?
3. What did you observe about the length of the
altitude?
4. What relationship did you see between the smaller
leg, longer leg, and hypotenuse?
C. Abstraction

Right triangles whose angles measure 45°- 45°- 90° and 30°-
60°- 90° are referred to as special right triangles.

A 30° − 60° − 90° right triangle is a special type of right where the
three angles 30 degrees, 60 degrees and 90 degrees.

In geometry, the following sides of a special right triangles are

related as follows:
Example 1. Find the value of x and y in the given triangle.
Example 2. Given a special right triangle, find the six
trigonometric ratios.
Example 2. Determine the length of the missing sides of the
given right triangle and find the six trigonometric ratios.
 To easily remember the ratios of special angles, you can
memorize this Trigonometric Ratio Table.

D. Application
Directions: The class will be divided into 2 groups and
each group will be given a problem where they will find the
value of each variable used in the figures. Write the correct
answer in a ½ crosswise of intermediate paper.
Group 1:

Group 2:
 1. Generalization The teacher will ask the students what they have learned in the
discussion.
1. What is 30° - 60° - 90° special right triangle?
2. How are you going to find the six trigonometric ratios for
30° - 60° - 90° special right triangle?
3. In what ways you can determine the missing sides of a
special angles?
IV. EVALUATION
Directions: Students will carefully read and answer the questions
on one-half of a sheet of intermediate paper. Write the letter
corresponding to each answer.

1. In a 30°-60°-90° triangle, what is the ratio of the sides?

a) 1 : 1 : √2
b) 1 : √3 : 2
c) 2 : 2 : 3
d) 1 : 2 : √3

2. In a 30°-60°-90° triangle, which side is the longest?

a) The side opposite the 30° angle
b) The side opposite the 60° angle
c) The hypotenuse
d) All sides are equal

3. If the shortest side of a 30°-60°-90° triangle is 8, what is the

length of the hypotenuse?
a) 8√3
b) 16
c) 4√3
d) 12

4. What is the value of sin 30°?

a) 1
b) 1/2
c) √3/2
d) √2/2

5. If the hypotenuse of a 30°-60°-90° triangle is 14, what is the

length of the shortest leg?
 a) 7
b) 14√3
c) 7√3
d) 28

6. What is the value of cos 60°?

a) 1
b) 1/2
c) √3/2
d) √2/2

7. If the short leg of a 30°-60°-90° triangle is 5, what is the

length of the long leg?
a) 10
b) 5√3
c) 5√2
d) 15

8. A 30°-60°-90° triangle has a long leg of 9√3. What is the

length of the hypotenuse?
a) 18
b) 9
c) 6√3
d) 9√2

9. Which of the following is the correct expression for tan 30°?

a) 1
b) 1/√3
c) √3
d) 2

10. Which of the following is the correct expression for tan 60°?
a) 1
b) 1/√3
c) √3
d) 2

Answer Key:
1. b) 1 : √3 : 2
2. c) The hypotenuse
3. b) 16
4. b) 1/2
5. a) 7
6. b) 1/2
7. b) 5√3
8. a) 18
9. b) 1/√3
 10. c) √3

V. AGREEMENT / ASSIGNMENT

Direction: Find the values of the six trigonometric ratios of the

given special right triangle.

VI. REMARKS
VII. REFLECTION
A. Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? Number of
learners who have caught
up with the lesson.
D. Number of learners
who need to continue to
remediation.
E. Which of my teaching
strategies works well?
Why did this work?

Prepared by: Checked and Observed by:

NICA L. BASANAL BERNARDO BOLORON

Pre-Service Teacher Cooperating Teacher