p MATHEMATICS 9 School CALBAYOG CITY NATIONAL HIGH SCHOOL Grade level GRADE 9

DAILY LESSON Teacher LIZA BON TOMNOB CORTEZ Learning Area Mathematics 9
LOG June 13 - 16, 2023
Teaching Dates and Time
8:00 – 9:00 am
Quarter FOURTH
Teaching Dates and Section 9-Asymptote 9-Asymptote 9-Asymptote 9-Asymptote
TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and accuracy.
C. Learning Competencies/ Objectives Illustrates law of sines . (M9GE- Illustrates law of sines . (M9GE- Illustrates law of sines . The learner solves problems
(Write the LC Code for each) (M9GE-IVf-g-1) involving oblique triangles.
IVf-g-1) IVf-g-1) ( M9GE-IVh-j-1)

Topic: Oblique Triangles

I.A. CONTENT Oblique Triangles (Law of
Law on Sines ( SAA Case ) Law on Sines ( ASA Case ) Subtopic :Law of Sines: SSA Cosine)
Case (Ambiguous Case)
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 298 – 300 298 – 300 486 – 497
2. Learner’s Materials pages 480 - 482 480 – 482 477 – 496 Grade 9 Learning Materials pp.
477 - 496
3. Textbook pages Advanced Algebra, Trigonometry Advanced Algebra, Trigonometry
and Statistics ( Soledad Jose - and Statistics ( Soledad Jose -
Dilao, Fernando B. Orines and Dilao, Fernando B. Orines and
Julieta G. Bernabe ) pages 217 – Julieta G. Bernabe ) pages 217 –
227 227
Plane Trigonometry ( Rene R. Plane Trigonometry ( Rene R.
Belecina et al.) 85 -87 Belecina et al.) pp 85-87
4. Additional Materials from Learning www.algebralab.org www.vitutor.com>trigonometry http://www.sparknotes.com/ https://www.mathsisfun.com/
Resource (LR) portal www.algebralab.org>studyards math/trigonometry/ algebra/trig-cosine-law.html
solvingobliquetriangles/
section3.rhtml
http://www.softschools.com/
math/calculus/
the_ambiguous_case_of_the_l
 aw_of_sines/
http://
www.themathpage.com/atrig/
law-of-sines.htm
B. Other Learning Resources LCD, Laptop, Activity sheet, Laptop, LCD, activity sheet, laptop, oblique triangles laptop, oblique triangles
scientific calculator scientific calculator (pictures), LCD, activity sheets (pictures), LCD, activity sheets
III. PROCEDURES
A. Reviewing previous lesson or Purpose Setting Activity Purpose Setting Activity I. Look around the classroom.
presenting the new lesson FACT or BLUFF ● Can you see things in the
Look at the triangles below. shape of oblique triangles?
Identify the following missing List down at least five things
measurement a FACT or BLUFF. you see around that may not
be considered as right
triangles. These are oblique
triangles.
● Take a second look at the
things you have listed and find
out what common
characteristic these triangles
have.
● If you are asked to classify the
Preliminaries things on your list into two,
how would you do it? What is
your basis for classifying them
as such?
● Can you now define an
oblique triangle? Give your
definition of an oblique triangle
based on what you have
observed.

B. Establishing a purpose for the lesson Recitation/ Answering the Recitation/ Answering the Think-Pair-Share II. Look at the triangles below
questions orally questions orally  What do you notice
about each of the given
triangles?
  If you are asked to group the
triangles in into two sets, how
will you group them? Name
them Set A and Set B.
 What is your basis for
grouping them that way?
 Examine closely the triangles
in Set A. Can you solve the
missing parts of the triangles?
How about those in Set B? If you
can solve the missing parts of
these two sets of triangles using
the previous concepts you have
learned, show us how.

C. Presenting examples/ instances Teaching / Modelling ( The Teaching/ Modelling ( The Law of cosine states that the
teacher does-it) teacher does – it ) square of any side of a triangle
is equal to the sum of the
squares of the other two sides
minus twice the product of these
sides and the cosine of the
angle between them.

c2 = a2 + b2 – 2ab cos C

It is only applicable if:

 the three sides are known;
and
Illustrative Example  the two sides and its included
angle are known.
Example 1. Solve for the missing
parts of ∆ABC below.
Given: two sides and an angle
opposite of these sides

a = 10 ; c = 19 ; ∠ C=120o
 Example 2:

Given: three sides

a = 10 ; b = 15 ; c = 20

Find the measurement of ∠A,

∠B, and ∠C.
D. Discussing new concepts and Number Heads Together Collaborative Approach a. What are your thoughts about
practicing new skills #1 Group Activity: Fill Me In! the applications of law of
Part 1: Direction: Complete the table cosines?
Directions: Solve for the unknown below with the missing
b. Are the given illustrations
parts . Round off to the nearest measurement. helpful? How it helps to solve
tenth. Activity
the problem easier?
Part 2: Presentation of work
c. Do you have other way/s to
solve these problems? If so,
share it to the class.

E. Discussing new concepts and Rally Coaching( By Pair) Recitation/ Answering the
practicing new skills #2 Read the problem and analyze questions orally
the partial solution presented Analysis
below. Then answer the
questions follows.
Guided Practice

F. Developing mastery Seatwork Think-Pair-Share ( By Pair ) Independent Practice (Picture Find the measurement of ∠A,
(Leads to Formative Assessment 2) Me..) ∠B, and ∠C.
Direction: Answer the following Picture Me!
 questions using the figure below. Directions: Draw your own
triangle given the indicated
measures and solve for the other
parts using the Law of Sine.
Round off all decimals to the
nearest tenth.

G. Finding practical applications of Peer Tutoring ( By Pair )

concepts and skills in daily living Directions: Analyze the problem
Peer Tutoring ( By Pair )
and solve for the missing part.
Draw, Solve and Discuss!
Directions: Draw a triangle given Application
the following measurements and
solve for the missing parts.

H. Making generalizations and The laws of sines states that a ASA Case: two and the included The law of cosines states that
abstractions about the lesson side divided by the sine of the side angles the square of the length of one
side is equal to the sum of the
angle opposite it is equal to any *Things to Remember squares of the other two sides
other side divided by the sine of minus the product of twice the
the opposite angle two sides and the cosine of the
angle between them.
I. Evaluating learning Find Me! Use the Law of Sine to find x in Quiz Maine’s handheld computer can
Direction: Solve for all unknown figure below. send and receive e – mails if it is
sides and angle measurements in within 40miles of a transmission
DEF where E = 35ᵒ, e = 25, F = tower. On a trip Maine passed
102ᵒ. the transmission tower on
Highway 7 for 32 miles, and
turns 970 onto Coastal road and
drive another 19 miles.

Is Maine close enough to the

transmission tower to be able to
send and receive e – mails?
Explain your reasoning.

If Maine is within range of the

tower, how much farther can she
 drive on Coastal road before she
is out of range? If she is out of
range and drive back toward
Highway 7, how far will she
travels before she is back in
range?

J. Additional activities for application

IV. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below
C. Did the remedial lessons work? No.
of learners who have caught up with
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 use/discover which I
wish to share with other teachers?
Prepared by:

LIZA BON TOMNOB CORTEZ

SST – III