Annex 1B to DepEd Order No. 42, s.

2016

School SOLANO HIGH SCHOOL Grade Level 9

JAKE LESTER M. DAFANG Learning
Teacher Mathematics 9
Area
GRADES 1 to 12 Teaching Dates APRIL 29- MAY 3, 2024
DAILY LESSON LOG Quarter FOURTH
and Time

SESSION 5
SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
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-life problems with
Standards precision and accuracy.
C. Learning Illustrates law of Illustrates law of The learner The learner
Competencies sines . (M9GE-IVf-g- sines . (M9GE-IVf-g- illustrates laws of illustrates laws of
1) 1)
sines and cosines. sines and cosines.

(M9GE-IVf-g-1) (M9GE-IVf-g-1)

Objectives Integrate humility into

trigonometric ratios
Law on Sines ( SAA Case ) The second set of trigonometric ratios
II. CONTENT

III. LEARNING
RESOURCES

1. Teacher’s
Guide
pages
 2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

FACT or BLUFF Recall the first three trigonometric ratios Have students
Look at the triangles below. Identify the investigate how
following missing measurement a FACT trigonometric ratios
or BLUFF. change as angles
approach limits like 0,
90, or 180 degrees.
A. Reviewing
Discuss the limitations
previous
of these approximations
lesson or
and how they might not
presenting the
hold true in all contexts.
new lesson
This can lead to
discussions about the
necessity of being
humble about our
understanding of
trigonometric concepts.
B. Establishing a Complete the table Why are the next three trigonometric ratios Provide students with
purpose for the important? real-world scenarios
lesson where trigonometric
ratios are used for
 measurement (e.g., in
surveying, navigation,
or engineering).
Introduce measurement
errors or uncertainties,
and discuss how these
uncertainties can affect
the accuracy of
trigonometric
calculations. This
activity encourages
students to
acknowledge the
limitations of their
calculations and remain
humble about the
precision of their
results.
C. Presenting Teaching / Modelling ( The teacher does-it) Explain how the first three trigonometric Assign group projects
examples/insta ratios are related to the next three or collaborative
nces of the trigonometric ratios? problem-solving tasks
new lesson where students work
together to solve
trigonometric problems.
Encourage them to
discuss their
approaches, share
insights, and learn from
each other's
perspectives.
Emphasize that there
can be multiple valid
ways to approach
trigonometric problems
and that humility
 involves being open to
learning from others.
Group Activity: Give the values for the following Explore the historical
Part 1: trigonometric ratios given the triangle ABC development of
Directions: Solve for the unknown parts . Sinθ trigonometry and how
Round off to the nearest tenth. Cosθ
various cultures
Tanθ
Cscθ contributed to its
Secθ advancement. Discuss
Cot θ the challenges and
mistakes made by early
D. Discussing mathematicians in
new concepts understanding
and practicing
new skills #1 trigonometric concepts.
This can help students
appreciate the
complexity of
trigonometry and the
importance of humility
in the face of
uncertainty and limited
knowledge.
E. Discussing Part 2: Presentation of work Incorporate reflective
new concepts journaling assignments
and practicing where students write
new skills #2
about their experiences
with trigonometric
concepts, including
moments of confusion,
mistakes, or
uncertainty. Encourage
them to reflect on what
 they've learned from
these experiences and
how they can approach
future challenges with
humility and an
openness to learning.
Rally Coaching( By Pair) Complete the table Create role-playing
Read the problem and analyze the partial solution scenarios where
presented below. Then answer the questions students take on the
follows. role of a mathematician
faced with a challenging
trigonometric problem.
Encourage them to
discuss their thought
F. Developing
processes, consider
mastery
alternative approaches,
(Leads to
and be open to
Formative
feedback from their
Assessment 3)
peers. This activity
helps students practice
humility by recognizing
that even experts
encounter difficulties
and must remain open-
minded in their
problem-solving.
 Answer the following Let the students give real-life applications for
G. Finding questions using the the six trigonometric ratios
figure below
practical
applications of
concepts and
skills in daily
living

H. Making Draw, Solve and Discuss! Let the students draw right triangle ABC with
generalizations Directions: Draw a triangle given the angle A = 30 degrees and angle B = 60
and following measurements and solve for degrees and give the trigonometric ratios for
abstractions the missing parts.
each angle
about the
lesson
Find Me! Use Pythagorean theorem to solve for the
Direction: Solve for all unknown sides missing sides and give the values for the
and angle measurements in DEF trigonometric ratios
where E = 35ᵒ, e = 25, F = 102ᵒ.

I. Evaluating
learning

the figure below answer the following.

a. solve the distance from B to C and A to B.
J. Additional b. measurement of /_C?
activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up in the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
 F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I used/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

JAKE LESTER M. DAFANG ELVIRA B. PANIS

Teacher I Teacher III / OIC Math Department