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 School Grade Level
National High School Grade 9
LESSON Pre-
PLAN Service Nica L. Basanal Subject Mathematics
Teachers
Teaching Quarter IV
February 26, 2025 Quarter
Date
I. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of
parallelograms and triangle similarity.
a
B. Performance The learner is able to apply the concepts of trigonometric ratios to
Standard formulate and solve real-life problems with precision and
accuracy.
C. Learning The learner illustrates the six trigonometric ratios: sine, cosine,
Competency tangent, cosecant, secant, and cotangent.
(M9GE-Iva-1)

D. Objectives At the end of the lesson, the learners are expected to:
a) determine the six parts of a right triangle, including its three
sides and three angles;
b) solve for the missing measure of an angle or side of a right
triangle; and
c) appreciate the importance of right triangle solutions in real-life
applications
II. SUBJECT MATTER
A. Topic Solving Right Triangles Using Trigonometric Ratios (A and
B)
1. Reference Self-Learning Module (SLM) Mathematics – Grade 9 (Quarter 4 -
Module 1: Six Trigonometric Ratios of a Right Triangle)

2. Instructional Marker, Laptop, Visual Aids, PowerPoint Presentation, Manila

Materials
Paper

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 “Find my Trigonometric Ratio”
Directions: The teacher will present a diagram in the PowerPoint
presentation. The teacher will randomly select student from the class to
provide number. After the student provides a number, the teacher will
start counting from a random seat until reaching the number stated by
the student. The students who are picked through this counting process
will answer the questions.
Find the sine, cosine, and tangent of the following right triangles.
1.

2.

3.
B. Analysis The teacher will ask the following questions about the activity:
 How does the position of the given angle affect which sides are
considered opposite, adjacent, or hypotenuse?
 If you change the reference angle, how would it affect the sine,
cosine, and tangent values?
What patterns did you notice in the values of sine, cosine, and tangent as
you solved different triangles?

C. Abstraction Solving Right Triangles Using Trigonometric Ratios

We can solve any missing part of a right triangle using trigonometric

ratios. Solving a right triangle means solving for the missing measure of
an angle or a side. A right triangle has 6 parts: 3 sides and 3 angles. The
missing part/s may be solved when the right triangle falls into any of the
following cases:
A. Solving a right triangle where the hypotenuse and one leg are
given.

STEP 1: Solve for ∠A

∠A and c is the hypotenuse.

Solve for angle A by using cosine ratio since b is the adjacent leg of

STEP 2: Solve for ∠B

know that m ∠ C=90∘, we can now solve for the third angle ∠B. In
In STEP 1, it was already found that m ∠ A=42.34∘ and we also

a triangle, the three angles should sum up to 180∘. Thus, ∠A +

∠B + ∠C = 180∘. To solve for ∠B:
 STEP 3: Solve for side a.
Use Pythagorean Theorem since two of the sides are given: c = 23
and b = 17.

B. Solving a right triangle where the hypotenuse and one of the

acute angles are given.
EXAMPLE:

Triangle BCA is right-angled at C.

If c = 27 and ∠A = 58∘, find the ∠B, b and
a.

STEP 1: Solve for ∠B.

Since the measure of two angles (∠A and ∠C) are already given, we
can solve for the third angle by ∠A + ∠B + ∠C = 180∘. To solve for
∠B:

STEP 2: Solve for side b.

Let us use the given angle A as our θ.

 STEP 3: Solve for side a.
Let us use the given angle A as our θ.

D. Application “Triangle Team Challenge”

Students will work together to solve a right triangle problem using their
knowledge of trigonometric ratios and the Pythagorean Theorem.

Instructions:
1. The teacher will divide the class into 5 groups
2. Each group will receive the same problem to solve
3. Groups will discuss the problem, decide on the best method, and
solve it together.
4. Each group will write their solution on a sheet of paper. Then, the
group will choose a representative to explain their answer to the
class.

Problem:
A 12-meter flagpole stands on a flat ground. A support cable is attached
from the top of the flagpole to a point on the ground 5 meters away from
the base of the pole. Find the length of the support cable and the angle it
makes with the ground.
 Answer Key:

1. Generalization The teacher will ask the following questions:

1. What are the advantages of using both the Pythagorean
Theorem and trigonometric ratios in solving right
triangles?
2. What do you notice about the relationship between the
angles and side lengths as you solve different right
triangles?
How does the choice of trigonometric function (sine, cosine, or tangent)
depend on the information given in the problem?

IV. EVALUATION
Direction: In a ½ crosswise of intermediate paper, answer the
following questions. Write the letter of the correct answer.

1. In a right triangle, if one leg is 9 cm and the hypotenuse

is 15 cm, what is the length of the other leg?
a) 12 cm
b) 10 cm
c) 8 cm
d) 6 cm

2. If a right triangle has an angle of 40° and an adjacent side

of 7 cm, which trigonometric function should be used to
find the hypotenuse?
a) Sine
b) Cosine
c) Tangent
d) Pythagorean Theorem

3. In a right triangle, which function is used to find the

opposite side
when the hypotenuse and an angle are given?
a) Sine
b) Cosine
c) Tangent
d) Cotangent

4. What is the hypotenuse of a right triangle with legs

measuring 6 cm
and 8 cm?
a) 10 cm
b) 12 cm
 c) 14 cm
d) 16 cm

5. A triangle has a hypotenuse of 13 cm and a leg of 5 cm.

What is the
measure of the missing leg?
a) 10 cm
b) 12 cm
c) 9 cm
d) 8 cm

Answer Key:
1. A
2. B
3. A
4. A
5. B

V. AGREEMENT / ASSIGNMENT
Assignment:

Instructions: Determine the six trigonometric ratios of a .Answer this on

½ crosswise sheet of intermediate paper.

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