REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
REGION XI
DIVISION OF DAVAO DE ORO
MONKAYO EAST DISTRICT
UNION NATIONAL HIGH SCHOOL
UNION, MONKAYO DAVAO DE ORO
S.Y. 2023-2024
DETAILED LESSON PLAN, HIGHLIGHTED RPMS OBJECTIVES/CO INDICATORS
GRADE LEVEL LEARNING AREA MATHEMATICS 9
& SECTION
GRADE 9- ALUMINUM
DAILY LESSON QUARTER 4TH
PLAN TEACHER JESSIE MEN D. ALTIZEN TIME STARTED: 10:15 AM
DATE MARCH 6 2025 TIME ENDED: 11:00 AM
I. OBJECTIVES The learners should be able to:
A. CONTENT The learner demonstrates understanding of the basic concepts of trigonometry.
STANDARDS

B. PERFORMAN The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-
CE life problems with precision and accuracy.
STANDARDS

C. LEARNING
At the end of the 60-minutes session, the students will be able to:
COMPETENCI a) Illustrate the law of cosine
ES/OBJECTIV b) Solve the problems involving law on cosine
ES
c) Show mastery in applying the law of cosine

II. CONTENT ILLUSTRATE THE LAW OF COSINE

III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHER’S 487-489
GUIDE PAGES
2. LEARNER’S 477-496
MATERIALS
PAGES LAS p. 42 – 57
3. ADDITIONAL Advance Algebra, trigonometry and statistic pages 217 – 227
MATERIALS
FROM LEARNING Plane Trigonometry pages 85 – 87
RESOURCES (LR) https://www.youtube.com/live/Gle6R5r5J4U
PORTAL

B. OTHER LEARNING
MATERIALS
IV. PROCEDURES ANNOTATIONS
PPST Indicators/KRA
Objectives/Rubrics
(Indicators to be observed
during the demo-teaching)
A. PRELIMINARIES  Classroom Management (5 minutes)
5 MINUTES The teacher will instruct the
HOUSEKEEPING ROUTINES where the
students pick up some pieces of papers
under their chairs, arrange the chairs
clean the table and ready the notebooks
for the lesson and index card for reward
purposes.

 Prayer
The teacher will select a student to lead
the prayer.

 Greetings
The teacher will greet the students.

 Checking of Attendance
  Health Protocols
The teacher should always remind the
student to bring alcohol and always wash
their hands before eating to prevent
bacteria.

B. LESSON PROPER ACTIVTY 1: RECALL Indicator No. 1

*Modeled effective
ELICIT The teacher will call a student to recall the formula of sine applications of content
7 MINUTES that are use to solve the oblique triangle and when to be use knowledge within and
across curriculum
Question:
teaching areas.
1. What is the formula of law of sine?
Student will identify and
Possible Answer: analyse about the given
question.

Indicator No. 4
*Plan, manage and
implement
developmentally
2. When to use law of sine? sequenced teaching and
learning process to meet
Possible Answer: curriculum requirements
and varied teaching
1. Two angles and any side (AAS or ASA)
context.
2.Two side and angle opposite one of them (SSA)
Teacher will plan an
activity that student can
remember what is the
previous topic all about

ACTIVITY 2: PICK A NUMBER (Indicator Nos. 3)

ENGAGE
10 MINUTES Direction: The group will pick a number and Indicator No. 3
arrange the jumbled letter with corresponding * Apply a range of
clue at the back of the paper where the number teaching strategies to
they chose was pasted. Each number has develop critical and
corresponding points, the group who can’t creative thinking, as well
arrange the letter with in 1 minute the other group as other higher-order
can steal and answer the question. skills.

Student will analyse

what are jumbled letter
given by the teacher.

1 2 3

4 5 6
  Question No. 1 – for 5 points
Jumbled Letter: WAL FO EINSOCS
Clue: It is used to solved oblique triangles in
which two sides and the included angle (SAS)
are known, or those in which three sides (SSS)
are known.
Answer: LAW OF COSINES
2. MINUS 2 POINTS
 Question No. 3 – for 5 points
Jumbled Letter: QOUELIB NAGELRIT
Clue: It is a triangle that is NOT A RIGHT
TRIANGLE such as acute triangle and obtuse
triangle.
Answer: OBLIQUE TRIANGLE
 Question No. 4 – for 2 points
Jumbled Letter: UCAET ALGITNER
Clue: it is a triangle with three angles less than
90 degrees.
Answer: ACUTE TRIANGLE
 Question No. 5 – for 3 points
Jumbled Letter: SEBOUT NAGELRIT
Clue: It is a triangle with one greater than 90
degrees and two acute angles.
Answer: OBTUSE TRIANGLE
6. MINUS 3 POINTS
 (Indicator Nos. (3)
EXPLORE The Student Teacher will pose the following questions
5 MINUTES based on the activity: Indicator No. 3
*Apply a range of
teaching strategies to
 What do you observe in our activity? develop critical and
 Based from our activity, do you have any idea creative thinking, as well
what is our lesson for today? as other higher-order
skills.

Student will answer the

questions given by the
teacher
The teacher will discuss the topic

EXPLAIN Law of Cosine

10 MINUTES
 The law of Cosine maybe used when:
a. Two sides and an included angle are given.
b. Three side are given

The law of cosine: to find the length of a side

2 2 2
a =b +c −2 bc cos A
2 2 2
b =a +c −2 ac cos B
2 2 2
c =a + b −2 bc cos C

The law of cosine: To find an angle when given all three

sides.
2 2 2
b +c −a
cos A=¿ ¿
2 bc
2 2 2
a + c −b
cos B=¿ ¿
2 ac
2 2 2
a +b −c
cos C=¿ ¿
2 ab
Example 1:

In triangle ABC, a = 30, b = 40 and c = 20. Find angle B

2 2 2
b =a +c −2 ac cos B
2 2 2
40 =30 +20 −2 ac cos B

1,600=900+400−1200 cos B

1,600=1,300−1,200 cos B

300 1,200
=
−1,200 −1,200

−0.25=cos B

B=140 °

Example 2:

In triangle ABC, m angle C = 40°, a = 12 and b = 20. Find the

side c.

2 2 2
c =a + b −2 ac cos C
2 2 2
c =12 +20 −2 ( 12 ) ( 20 ) cos 40 °
2
c =144 +400−480 cos 40 °
2
c =544−480 cos 40 °

√ c=√ 176.2986673
c=13
 Applying the law of cosine:
2 2 2
b +c −a
cos A=¿ ¿
2 bc
2 2 2
20 + 13 −12
cos A=¿ ¿
2(20)(12)

A=0.885

A=27.75 °

Indicator Nos. (3)

ELABORATE ACTIVITY 4: Board Work!
10 MINUTES Direction: Each group will solve a problem and Indicator No. 3
choose one representative to write their answer *Apply a range of
to the board and explain it. teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
1.Solve triangle ABC if b = 6.83 in, c = 9 in, and skills.
A= 102.38°. Find a and apply the law of cosine.
Student will analyse and
C solve the given problem.

6.83 in
a

102.38°
A 9 in B
 Solution:
2 2 2
a =b +c −2 bc cos A
2 2 2
a =6.83 +9 −2(6.83)(9)cos 102.38

a=12.41∈¿

Applying the law of cosine:

2 2 2
a + c −b
cos B=¿ ¿
2 ac
2 2 2
(12.41) +(9) −(6.83)
cos B=¿ ¿
2(12.41)( 9)

cosB=0.8432

cosB=32.52

2 2 2
b +c −a
cos A=¿ ¿
2 bc

Indicator No. 2
EVALUATE ACTIVITY 4: Solve Me * Use a range of
10 MINUTES teaching strategies that
enhance learner
Direction: Solve the equation this equation in a ½ achievements in
sheet of paper and show your solution. literacy and/or
numeracy skills.
1.Solve triangle ABC if b = 10, a= 7.98 in, and Student will solve the
following equation.
C = 100.67. Find c and apply the law of cosine.

C
10 in
100.67°
7.98 in

A B
c
 2 2 2
c =a + b −2 ac cos C
2 2 2
c =7.98 +10 −2(7.98)(10)cos 100.67°

c=13.90∈¿

Applying the law of cosine:

2 2 2
b +c −a
cos A=¿ ¿
2 bc
2 2
10 + 13.90−7.98
cos A=¿ ¿
2(10)(13.90)

A=0.8256

A=34.35°

ASSIGNMENT
EXTEND
3 MINUTES  Research and study the next topic.

The teacher use behaviourism in promoting positive and non-violent discipline to ensure learning-focused
environments. It encourages the learners to participate in every hands-on activity or group activity. The following
implies the teacher

1. Creating a Safe and Inclusive environment

2. Student-learned centered
3. Shows problem solving that relate to the learner’s experience
4. Act as a facilitator
5. Praising the student build extrinsic motivation and reinforce positive behaviour.

Prepared:

JESSIE MEN D. ALTIZEN

Pre- Service Teacher

Checked:

WILLEN JOY D. POQUITA

T-II/ Cooperating Teacher