School South East Asian Grade 9

Institute of Level
Technology
Teacher Ryle Louise Giewel Section A
Demetillo
Teaching May 14, 2024 Learning Mathematics
Dates Area
Time 5:00 PM – 8:00 PM Quarter 4

I. OBJECTIVES

A. Content The Learners demonstrate an understanding of:

Standards Trigonometric Ratios of Special Angles
B. Performance The Learners should be able to:
Standards Apply Trigonometric Ratios in solving special right triangles
C. Learning At the end of the lesson, students should be able to:
Competencies a. identify the different properties of special right triangle;
b. calculate the trigonometric ratios (sine, cosine, tangent) of
angles 30°, 45°, and 60° using special right triangle
properties;
c. apply trigonometric ratios in solving real world context.

II. TOPIC Trigonometric Ratios of Special Angles

III. LEARNING
RESOURCES

A. References Book: Mathematics 9, Basic Education Republic of South Africa

1. Links https://www.scribd.com/document/531771688/LAS-Math-9-4th-Quarter

B. Other Learning Laptop, Projector, PowerPoint Presentation

Resources

IV. PROCEDURE
PRELIMINARY Prayer:
ACTIVITIES The teacher asks a student volunteer from the class to lead the prayer

Greetings:
The teacher greets the students “Good morning” and asks about their
day

Attendance:
The teacher checks the attendance using the seat plan

Classroom Management:
The teacher briefly reminds the students of classroom rules and
expectations, the classroom rule is only respect

Checking of Agreement:
The teacher asks the students to pass their assignments and activities for
checking

Review:
The teacher asks the students about the six trigonometric identities

Motivation:
The teacher divides the class into two groups and have an activity called
“What Makes You Special” the teacher will show different kind of
triangles and the students will identify which of these are special triangles

Reading the Objectives:

The teacher asks the students to read the objectives aloud and asks the
students about the possible lesson
a. identify the different properties of special right triangle;
b. calculate the trigonometric ratios (sine, cosine, tangent) of
angles 30°, 45°, and 60° using special right triangle
properties;
c. apply trigonometric ratios in solving real world context.
 With the same group the teacher will show two special triangles and let
them solve the six trigonometric ratios

ANALYSIS
1. Is there a relationship between the angles and sides of 45-45-90 and
30-60-90 triangles?
2. How does the 30-60-90 and 45-45-90 varies on the six trigonometric
ratios?
ABSTRACTION
APPLICATION With the same group the teacher asks the students to create a song
highlighting the properties of:
Group 1- 30-60-90
Group 2- 45-45-90
Criteria Excellent Good Fair Needs
Improvemen
(5) (4) (3)
t
(2)
Accuracy Accurately Sings most key Sings some Sings some
sings about all properties of properties but properties but
key properties the triangle with some with some
of a 30-60-90 but may miss inaccuracies. inaccuracies.Si
triangle some details. ngs very little
(angles, side or inaccurate
ratios, information
trigonometric
ratios).

Creativity Uses creative Uses some Shows Song lacks

language, creative minimal effort creativity and
rhyme, and elements but in making the is difficult to
rhythm to may lack song creative follow.
convey overall or interesting.
information in memorability.
a catchy and
engaging way.

Participation Actively Participates Participates Does not

participates in somewhat in minimally or participate in
singing and singing but seems singing.
demonstrates may appear uninterested
clear unsure or in the activity.
understanding hesitant.
through body
language and
facial
expressions.

Collaboration Collaborates Contributes to Shows Does not

well with the singing but minimal effort collaborate
classmates to may not to collaborate with
create a always blend or may disrupt classmates.
unified and well with
 harmonious others. the group.
song.

VALUING/ The teacher asks the following question:

GENERALIZATION 1. What is the use of ratios of Special angles in our daily lives?
2. Have you tried using the properties of special angles in your drawings
and other activities?
ASSESSMENT 1. Which trigonometric ratio is equal to the opposite side divided by the
/EVALUATION hypotenuse in a right triangle?
a) Sine (sin)
b) Cosine (cos)
c) Tangent (tan)
d) All of the above
2. In a 30-60-90 right triangle, what is the value of the cosine (cos) of the
30° angle?
a) √3/2
b) 1/2
c) √2/2
d) 2/3
3. A right triangle has an angle of 45°. What is the ratio of the adjacent
side to the hypotenuse?
a) √2/2
b) 1
c) √3/2
d) It depends on the triangle size.
4. You measure the angle to the top of a building from a distance of 80
meters away to be 60°. If your eye level is 1.2 meters from the ground,
what is the approximate height of the building? (Round to the nearest
meter)
a) 24 meters
b) 40 meters
c) 60 meters
d) 80 meters
5. A flagpole casts a shadow that is 30 meters long. The angle between
the sun's rays and the ground is 45°. What is the approximate height of
the flagpole? (Round to the nearest meter)
a) 21 meters
b) 30 meters
c) 42 meters
d) 60 meters
6. Which mnemonic can help you memorize the trigonometric ratios for
special angles?
a) PEMDAS
b) SOH CAH TOA
c) The Pythagorean Theorem
d) Law of Cosines
7. In a 45-45-90 triangle, what is the value of the tangent (tan) of any of
the two congruent angles?
a) 0
b) 1
 c) √2
d) It cannot be determined.
8. A ramp needs to be built at a 30° angle for accessibility. If the vertical
rise needs to be 2 meters, what is the minimum horizontal length required
for the ramp? (Round to the nearest meter)
a) 2 meters
b) 3 meters
c) 4 meters
d) 6 meters
9. Identify the INCORRECT statement about trigonometric ratios and
special angles.
a) The sine of a 30° angle is always equal to 1/2.
b) The cosine of a 45° angle is the same as the sine of a 45° angle.
c) The tangent of a 60° angle can be found using the Pythagorean
Theorem.
d) Special angles simplify trigonometric calculations in right triangles.
10. A square has a diagonal that divides it into two congruent 45-45-90
triangles. If the side length of the square is x, what is the length of the
diagonal?
a) x√2
b) 2x
c) x√3
d) It cannot be determined without additional information.

AGREEMENT Study in advance about the Law of Sine

/ASSIGNMENT

V. REMARKS
The teacher will reflect on the effectiveness of the lesson and note any
areas where adjustments might be needed for future delivery.

Prepared by:
Ryle Louise Giewel Demetillo

Checked:

DANIEL A. AVERGONZADO
Instructor