9

Self-Learning Kit
Mathematics
Quarter 4 - Week 2

IAN RETHSE M. VERGARA

Writer
Mathematics – Grade 9
Self-Learning Kit
Quarter 4 – Week 2
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this Self-Learning Kit are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Self-Learning Kit

Writer: Ian Rethse M. Vergara

Editor: Miraflor B. Meca
Reviewer: Mary Ann E. Ramos
Illustrator: John Orven V. Saldaña
Layout Artist: Joel R. Capuyan
Management Team: Leah P. Noveras, Ed.D., CESO VI
Bernadette A. Susvilla, Ed.D., CESO VI
Lilia R. Ybañez
Mary Ann E. Ramos
Reynilda G. Ramoneda
Joel R. Capuyan
Raymond L. Ceniza

Printed in the Philippines by ________________________

Department of Education – Region VII Schools Division of Danao City

Office Address: Sitio Upland, National Road, Danao City, Cebu

Telephone No. (032) 262-6211
Telefax: [email protected]
E-mail Address: depeddanaocity.com

i
Note to the Learner

This Self-Learning Kit is prepared for you to learn the specified competencies
based on the Most Essential Learning Competencies (MELC) for Math 9, Quarter 4,
Week 2. It is designed in a simplified structure to help you easily understand the lesson
for the week. It contains the following parts:

I Have Includes an activity that aims to check what you

Known already know about this lesson

I Can Consists of activities that will help you view the

Connect previous lesson and prepare you to the new one

Details the presentation and discussion of the

I Can Learn
concepts that you need to learn in this new lesson

Comprises of activities for independent practice to

I Can Try
check understanding of the new concepts learned

I Can Contains exercises to validate your knowledge and

Assess understanding of the concepts learned

I Can Do Covers activities and exercises that you can do

More further to enrich your learning

Answer Key Contains the key to correction of all the exercises

Indicates the sources in the development of this Self-

References
Learning Kit (SLK)

ii
Lesson Title Trigonometric Ratios of Special Angles
Learning
Finds the trigonometric ratios of special angles.
Competency
MELC Code M9GE-IVb-c-1

I Have Known

A. Directions: Read each question carefully. Encircle the letter that corresponds
to the correct answer.

1. What is the other name of a 45° − 45° − 90° right triangle?

A. isosceles right triangle C. obtuse right triangle
B. scalene right triangle D. equiangular triangle

2. Which of the following is TRUE in a 45° − 45° − 90° right triangle?

A. The legs are congruent.
B. The length of the leg is √2 times the length of a hypotenuse.
C. The length of the hypotenuse is twice the length of the shorter leg.
D. The length of the longer leg is √2 times the length of the shorter leg.

3. What is the exact value of sin 30°?

1 √3
A. C.
2 2
√2
B. D. √3
2
45°
4. What is the value of 𝑥 in Figure 1? 𝒙 𝟒
A. 4 C. 8
B. 4√2 D. 8√2 Figure 1
45°

5. In a 30° − 60° − 90° right triangle, what is the relation between the shorter leg
(𝑎) and the hypotenuse (𝑐)?
1
A. 𝑐 = 2 𝑎 C. 𝑐 = 2𝑎
B. 𝑐 = 𝑎√3 D. 𝑐 = 𝑎√2

6. In a 30° − 60° − 90° right triangle, what is the relation between the shorter leg
(𝑎) and the longer leg (𝑏)?
1
A. 𝑏 = 2 𝑎 C. 𝑏 = 2𝑎
B. 𝑏 = 𝑎√3 D. 𝑏 = 𝑎√2

1
 7. In a 45° − 45° − 90° right triangle, suppose the hypotenuse is 10 meters, how
long are the legs (b)?
A. 5 meters C. 5√3 meters
B. 5√2 meters D. 10√2 meters

8. What is the exact value of cos 30° + sin 60°?

A. 0 C. √2
B. 1 D. √3

For numbers 9 & 10, refer to Figure 2.

𝒎 6

9. Solve for 𝑚. 30° 60°

A. 6√2 C. 12 𝒏
Figure 2
B. 6√3 D. 12√3

10. Solve for 𝑛.

A. 6√2 C. 12
B. 6√3 D. 12√3

2
 I Can Connect

In this lesson, you will use the concepts you have learned in the previous
lessons to evaluate the trigonometric ratios of special angles. There are two triangles,
the isosceles and equilateral triangles, that are frequently used in mathematics to
generate exact values for the trigonometric ratios. Consider the succeeding activities
to develop the mastery of this topic.

Activity 1: Special Triangles & Exact Values

Case 1:
1. On a piece of paper, draw a square.
2. Set the length of each side to 1.
3. Cut the square along a diagonal. What triangles are formed?
4. Consider only one of the two triangles.
5. Indicate the right angle in the triangle.
6. Determine the exact length of the hypotenuse using the Pythagorean
Theorem.
7. Label the hypotenuse and all other sides and angles.

Case 2:

1. On a piece of paper, draw an equilateral triangle.

2. Set the length of each side to 2.
3. What are the measures of the angles of a triangle?
4. Label each angle.
5. Divide the triangle into two identical triangles using an altitude.
6. The base of the triangle is now divided into equal portions of length.
7. Consider only one of the new triangles.
8. Indicate the right angle in the new triangle.
9. What is the measure of the third angle in the new triangle?
10. Determine the exact height (altitude) using the Pythagorean Theorem.
11. Label the altitude (and all other sides angles) with their measures.

How did you find the activity? What did you discover from the activity?

3
 I Can Learn

LESSON SPECIAL RIGHT TRIANGLES AND

1 EXACT VALUES
In Geometry, the following sides of special right triangles are related as
follows:

60° hypotenuse
45°
hypotenuse (shorter leg times 2)
leg (leg times √2) shorter leg
(opposite of the
30° angle)
45° 30°
leg ) longer leg
(opposite of the 60° angle and its
length is shorter leg times √3)

𝟒𝟓° − 𝟒𝟓° − 𝟗𝟎° Right Triangle Theorem )

𝟑𝟎° − 𝟔𝟎° − 𝟗𝟎° Right Triangle Theorem
In a 𝟒𝟓° − 𝟒𝟓° − 𝟗𝟎° triangle, In a 30° − 60° − 90° triangle,
✓ the legs are congruent ✓ the length of the hypotenuse is
✓ the length of the hypotenuse is twice the length of the shorter leg
√𝟐 times the length of a leg ✓ the length of the longer leg is √3
times the length of the shorter leg
hypotenuse = √𝟐 ∙ leg hypotenuse = 2 ∙ shorter leg
longer leg = √3 ∙ shorter leg

Illustrative Examples:

Find the length of the indicated side.

1. 2. 𝒖
45° 45° 45°

6
2√5
𝒄

45°

𝒖 = √2 ∙ 2√5 = 𝟐√𝟏𝟎
𝒄 = √2 ∙ 6 = 𝟔√𝟐
= √2

4
 6 = 𝒕√3 (the longer leg = √3 shorter leg)
3. Solve for 𝒕: 6 √3 6√3
𝒕= ∙ = √2
= = 𝟐√ 𝟑
6 𝒕 √3 √3 3

30° 60° 𝒆 = 2𝒕 (hypotenuse = 2 shorter leg)

𝒆 Solve=for
√2𝒆:
𝒆 = 2 ∙ 2√3 = 𝟒√𝟑

LESSON TRIGONOMETRIC RATIOS OF

2 SPECIAL=ANGLES
√2

In this section, you will study how to find the trigonometric ratios of special
angles.

Activity 2: What Makes You Special?

1. Given the angles of the triangles below, find the values of the six trigonometric
ratios. Then answer the questions that follow.

Let 𝑎 be the leg of a 45° − 45° − 90° Triangle.

sin 45° = ___________ csc 45° = ___________
45°

𝒂√𝟐 𝒂 cos 45° = ___________ sec 45° = ___________

45° tan 45° = ___________ cot 45° = __________

𝒂

Let 𝑎 be the shorter leg of a Let 𝑎 be the leg of a

30° − 60° − 90° Triangle. 30° − 60° − 90° Triangle.

60° 60°

𝟐𝒂 𝟐𝒂 𝒂
𝒂

30° 30°
𝒂√𝟑 𝒂√𝟑

sin 30° = __________ csc 30° = __________ sin 60° = __________ csc 60° = __________

cos 30° = __________ sec 30° = __________ cos 60° = __________ sec 60° = __________

tan 30° = __________ cot 30° = _________ tan 60° = __________ cot 60° = _________

5
 2. Complete the table below that summarizes the values of the trigonometric
ratios of the angles 30°, 45° and 60°.

TRIGONOMETRIC RATIOS OF THE ANGLES

𝜽 𝐬𝐢𝐧 𝜽 𝐜𝐨𝐬 𝜽 𝐭𝐚𝐧 𝜽 𝐜𝐬𝐜 𝜽 𝐬𝐞𝐜 𝜽 𝐜𝐨𝐭 𝜽

𝟑𝟎°

𝟒𝟓°

𝟔𝟎°

Follow-up Questions:

1. How did you find the values?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. What did you discover about the values you obtained?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What do you think makes these angles special? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

LESSON EVALUATING TRIGONOMETRIC RATIOS

3 OF SPECIAL ANGLES
In this section, you will learn the process of determining the values of
expressions involving trigonometric ratios of special angles even without the use of a
calculator. Remember that the two special right triangles are the 30° − 60° − 90°
triangle and the isosceles (45° − 45° − 90°) triangle.

Using the table of values in the previous activity, consider the following examples
on the next page.

6
 TRIGONOMETRIC RATIOS OF THE ANGLES
𝜽 𝐬𝐢𝐧 𝜽 𝐜𝐨𝐬 𝜽 𝐭𝐚𝐧 𝜽 𝐜𝐬𝐜 𝜽 𝐬𝐞𝐜 𝜽 𝐜𝐨𝐭 𝜽
1 √3 √3 2√3
𝟑𝟎° 2 √3
2 2 3 3
𝟒𝟓° √2 √2 1 1
√2 √2
2 2
√3 1 2√3 √3
𝟔𝟎° √3 2
2 2 3 3

Illustrative Examples:

1. Determine the exact value of the expression cos 60° + sin 30°.
Solution:
1 1
cos 60° + sin 30° = + = 𝟏
2 2

2. Determine the exact value of the expression cos 2 30° + sin2 45°.
Solution:
cos 2 30° + sin2 45° = (cos 30°)2 + (sin 45°)2
2 2
√3 √2
= ( ) + ( )
2 2
3 2
= +
4 4
𝟓
=
𝟒

cos 45°
3. Determine the exact value of the expression
4 sin 30°
Solution:
√2 √2
cos 45° √2 1 √𝟐
= 2
1 = 2
= ∙ =
4 sin 30° 4( ) 2 2 2 𝟒
2

csc 60° 1
4. Solve for 𝑥 in sec 60° + 𝑥 = 5. 5. Solve for 𝑥 in =3
𝑥
Solution:
Solution:
sec 60° + 𝑥 = 5 csc 60° 1
𝑥 = 5 − sec 60° =
𝑥 3
𝑥 = 5−2 𝑥 = 3csc 60°
𝒙=𝟑 2√3
𝑥 = 3( )
3
6√3
𝑥= 3
𝒙 = 𝟐√𝟑

7
 I Can Try

A. Directions: Find the value of each variable used in the figures. If your answer is
not an integer, express it in simplest radical form.

1. 3.
𝒆
45°
30° 60°
𝒃 𝟕
𝟐𝟎
𝒇
45°
𝒂

𝒅 𝒈 𝟏𝟓
𝒄
2. 4.
60°
45°
𝟏𝟐 𝒉

B. Directions: Find the missing value that will complete each mathematical
statement below.

1
√2 1 + √2 sin 45°
2
1
−2 2√3 2 + √3 sec 45°

1. cos 45°(_________) = 1

2. 2 cos 45° + 2 sin 30° = _____________

3. tan 60° + csc 30° = _________________

4. (cos 45°)2 = __________________

5. 2 cos 60° + 3 sin 30° − 3cot 45° = _______________

8
 I Can Assess

A. Directions: Find the value of each variable used in the figures. If your answer is
not an integer, express it in simplest radical form.
1. 4.

𝒈 𝟒√𝟐
𝒏 𝒕

45° 30°
𝒌 𝟔√𝟐

2. 5.
𝒓
𝟔√𝟑
𝒛
𝟑√𝟓

𝒔 45°

3. 𝟒√𝟑 6.
𝒘
𝟓√𝟐
𝒉
𝒎
45° 30°
𝒖 𝒗

B. Directions: Evaluate the following expressions on special angles. Show your

solutions.

1. 3 sin 60° − tan 60° 6.

𝑥
=
√3
cos 30° 2

2. cos 2 45° − sin2 30°

7. 3 tan 30° − 𝑥 = sec 30°

3. 2 sin 45° (cos 45° + csc 45°) 5

8. sin2 45° + 𝑥 2 = 4

4. cot 2 30° − sec2 60°

4cos2 30°
5. tan2 30°

9
 I Can Do More

`
Directions: Solve the following problems and show your solutions.

PROBLEM 1: (Geometry in 3 dimensions)

Find the length of 𝑑, the diagonal of a cube whose one

of its sides is 6 cm.

PROBLEM 2: (House Repair)

After heavy winds brought by “Hanging

Habagat” in Cebu, it caused damaged to Mang
Kulas’ house. He placed an 8-meter brace against its
side at a 45° angle. Then, at the same spot on the
ground, he placed a second larger brace to make a
30° angle with the side of the house. Show the
complete solution for each question below. If the
answer is not an integer, express it in simplest radical
form.
a. How long is the longer brace?
b. About how much higher on the house does
the longer brace reach than the shorter
brace?

10
 11
I Can Learn
Activity 2:
1. 2.
Follow-Up Questions:
Answers may vary.
I Can Connect
CASE 1: CASE 2:
I Can Do More I Can Try I Have Known
1. A
A. B.
1. 6√3 cm 2. A
2. a. 16 m 1. 𝑎=7 1. sec 45° 3. A
b. −8 + 8√3 m 𝑏 = 7√2 2. 1 + √2 4. B
2. 𝑐 = 6√2 3. 2 + √3 5. C
1 6. B
𝑑 = 6√2 4. 2
7. B
1
3. 𝑒 = 20√3 5. − 2 8. D
𝑓 = 40 9. B
4. 𝑔 = 5√3 10. C
ℎ = 10√3
Answer Key
 References

TEXTBOOKS/ WORKBOOKS:

• Department of Education. Learner’s Material in Mathematics 9

• Hermosilla, J. M., et. al. (2018). Detailed Lesson Plan in Mathematics 9, Danao
City
• Lacbao, Cleofe M. (2021). Quarter 4-Week 2- Module 2: The Trigonometric
Ratios of Special Angles, La Union Schools Division, Region I
• Lapiña, S. C., et.al. (2018). Workbook in Mathematics 9 – 5th Edition, Danao City

For inquiries or feedback, please write or call:

DepEd – Danao City Division –Curriculum Implementation Division
Sitio Upland, National Road, Poblacion, Danao City, Cebu
Email Address: [email protected]
Website: depeddanaocity.com
Telephone No.: (032) 262-6211

12
 Republic of the Philippines
Department of Education
REGION VII
SCHOOLS DIVISION OFFICE OF DANAO CITY

WEEKLY LEARNING PLAN IN MATHEMATICS GRADE 9

QUARTER 4-WEEK 2

Learning • Finds the trigonometric ratios of special angles.

Competency M9GE-IVb-c-1
Learning • Self-Learning Kit Mathematics Quarter 4 – Week 2
Tasks/Learning
Resources
A. Teacher’s Tasks:
1. Perform daily routine
1. Prayer
2. Greetings
3. Attendance Check
2. Administer pre-test
❖ Let the leaners answer “I Have Known”, (SLK pp. 1-2)
3. Conduct review
❖ Review concepts on the different conditions for parallelogram. Refer
to “I Can Connect”, (SLK p. 3)
4. Deliver the new lesson
❖ Discuss the new lesson by following the activities found in “I Can
Learn”, (SLK pp. 4-7)
5. Check learner’s understanding
❖ Let the leaners do activities in “I Can Try”, (SLK p. 8)
6. Validate learning
❖ Let the leaners answer “I Can Assess”, (SLK p. 9)
7. Provide enrichment activity
❖ Let the leaners perform the activity in “I Can Do More”, This activity
can be given as a performance task to the student., (SLK p. 10)

B. Learner’s Tasks:
1. Answer “I Have Known”, (SLK pp. 1-2) and check your answers. Refer to
Answer Key p. 16.
2. Review concepts in “I Can Connect” (SLK pp. 3) and check your answers
after, refer to the answer key on p. 16.
3. Read and understand the new lesson presented in “I Can Learn”, (SLK pp.
4-7). Perform all the activities and check against the answer key on p. 11.
4. Do activities in “I Can Try”, (SLK p. 8). Check your work by referring to the
answer key found in p. 11.
5. Answer “I Can Assess”, (SLK p. 9) and submit your answer sheet.
6. Perform the activity in “I Can Do More” and submit your answer sheet, (SLK
p. 10).

13
Prepared by:

IAN RETHSE M. VERGARA

Writer

Contact No: 0995-726-6587

Email Account: [email protected]
FB Account: Ian Rethse Vergara

Answer Key

2
8.
√3
3
7.
√3
2
6.
3
5. 3
4. −3
3. 3
4
2.
1
2
1.
√3
B.

𝑤 = 10
𝑣 = 5√3
ℎ=5
6. 𝑢 = 5
2
5. 𝑧 =
3√10
𝑛 = 3√6
𝑡 = 3√2 4.
𝑚 = 2√6 3.
𝑠 = 12
𝑟=6 2.
𝑘=8
𝑔 = 4√2 1.
A.

I Can Assess

14