School Grade &

MARAYAG NHS GRADE 9 - MABINI

Section
DAILY Teacher
EDNA P. GALVEZ
Learning
MATHEMATICS
LESSON Area
Teaching Dates
PLAN April 12, 2024/3:00-4:00 Quarter 4
& Time
Week No. 1 Day 1 Duration 60 MINUTES

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.
A. Content The learner demonstrates understanding of the basic concepts of trigonometry.
Standards
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-
Standards life problems with precision and accuracy
C. Learning illustrate the six trigonometric ratios: sine, cosine, tangent, secant,cosecant, and
Competency/ies cotangent(M9GE-IVa-43.1)
Write the LC Code for each.
At the end of the lesson, students should be able to: a. illustrate trigonometric
D. Learning functions: sine, cosine and tangent; b. appreciate the importance of trigonometric
Objectives functions in solving real life situations; and c. generate real-life situation and solve the
problem using the concept of trigonometric function.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC TRIGONOMETRIC FUNCTIONS: SINE, COSINE AND TANGENT
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
51-56
pages
2. Learner’s
430-446
Materials pages
3. Textbook pages NONE
4. Additional
Materials from
Mathematics – Grade 9 Alternative Delivery Mode Quarter 4 – Module 1:
Learning
Resource (LR) Trigonometric Functions (SOH-CAH-TOAH) First Edition, 2020
Portal
B. Other Learning
Laptop, printer, LED TV, worksheets
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
 A. Reviewing (Present the given activity on the screen)
previous lesson or Activity 1. Find the Distance
presenting the new To be safe, a 20 ft-ladder should not be inclined in an angle more than 70°
lesson. with the ground. Suppose the ladder leans against the wall of a house ad
ELICIT (The activities in this section
will evoke or draw out prior concepts of makes a 70-degree angle with the ground, find the a) distance b from the
or experiences from the students) base of the house to the foot of the ladder, b) height a reached by the ladder

Guide questions
Annotation: To address
a.How are you going to solve this problem?
the learning needs of IP
learner, the teacher
b.What mathematical concept will help you
may ask the students to answer the problem?
share their own
experience of using a
ladder, especially a
bamboo ladder. The
Activity 2. Let’s Recall
learner can also be Given a right triangle, let students identify the opposite and adjacent sides respectively
asked to share their with reference to one of the acute angles.
safety techniques when
climbing tall trees. Consider the right triangle BCA at the right:
1. The opposite side of ∠𝐴 is _________.
2. The adjacent side of ∠𝐴 is _________.
3. The opposite side of ∠𝐵 is _________.
4. The adjacent side of ∠𝐵 is _________.

B. Establishing a (Present the new lesson and objectives on the screen)

purpose for the
AWARENESS

lesson. Activity 3: Am I opposite, adjacent or hypotenuse to you?(5mins; by pair)

ENGAGE (The activities in this section Refer to the given right triangle on the board.
will stimulate their thinking and help them • 1. Choose one acute angle, refer to this angle as you find its opposite side,
access and connect prior knowledge as a
jumpstart to the present lesson.) adjacent side and hypotenuse.
Follow this format:

• 2. Repeat the process for the second acute angle.

• 3. Post your output on the board.

C. Presenting A trigonometric function is the ratio of the lengths of the two sides of a right
examples/instance triangle.
s of the new lesson.
 D. Discussing the new
concepts and
practicing new
skills #1.
EXPLORE (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and

ACTIVITY
Guide questions)

2. Refer to the same triangle, find the trigonometric function values of ∠B.

E. Discussing the new Acitvity 4. Sketch and Tell (by pair)

concepts and Ask the learners to sketch a right triangle, label the parts and give the trigonometric
practicing new function values: (sin, cos and tan)
skills #2. Worksheet will be provided.
F. Developing Let the learners share their outputs in activity 4.
mastery Guide questions:
(Leads to formative 1.What are the important concepts needed to determine the trigonometric
assessment 3). ratios?
ANALYSIS

EXPLAIN (In this section, students will 2.How will you apply these concepts to real life situation?
be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making Activity 5. Let’s Sum it Up!
generalization and Let students make a summary of their learning in their own creative way.
abstraction about Provide options on the screen and a worksheet for their guide.
the lesson.
ABSTRACTION

ELABORATE (This section will give

students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)

H. Finding practical Give the Problem-Based Worksheet

application of
concepts and skills
in daily living.

Guide questions
APPLICATION

1.How would you visualize the right triangle on this given problem?
2.What specific trigonometric function will you apply considering the given
and the unknown?
3. How do you find the activity at first?
4. Reflect on the importance of this lesson to solving real life situation.
 I.
Evaluating
learning.
EVALUATION (This section will
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)

ASSESSMENT

J. Additional
activities for
application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)
ASSIGNMENT

2.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the 20
formative assessment
B. No. of learners who
require additional activities 0
for remediation
C. Did the remedial lesson
work? No. of learner who N/A
caught up with the lesson
D. No. of learner who
continue to require N/A
remediation
E. Which of my teaching
EXPLORATION
strategies worked well?
-students were given time to think and investigate
Why did these work?
F. What difficulties did I
encounter which my
NONE
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish Using powerpoint presentation
to share with other
teachers?

Principal’s Signature

NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.