Lesson Plan

in

MATHEMATICS 9

Topic: Law of Sine

Quarter 4- Lesson 5

Prepared by:

NADGIRA U. SALIC
Pre-service Teacher, BSEd-Mathematics

Checked & Approved by:

JANA NIEVA B. DESTACAMENTO

Cooperating Teacher
I. OBJECTIVES
A. Content Standards The learners should have knowledge and understanding of the basic concepts of
trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve
Standards real-life problems with precision and accuracy.
C. Learning The learner illustrates laws of sines and cosines. (M9GE-IVf-g-1)
Competencies
D. Objectives At the end of the lesson, the learners should be able to:
1. Identify and apply the Law of Sines in solving oblique triangles.
2. Solve oblique triangles using the Law of Sines with complete solutions.
3. Appreciate the use of the Law of Sines in real-life situations.
II. CONTENT TRIGONOMETRY
III. LEARNING
RESOURCES
A. References DepEd Pangasinan Division II. (n.d.). Mathematics 9: Quarter 4 – Module 5, MELC 5 –
Oblique Triangle.
B. Other Learning
 laptop, television, chalk, board, mini board
Resources
IV. PROCEDURES TEACHERS ACTIVITY LEARNERS
ACTIVITY
A. Preliminary Activities - Greetings.
- Classroom Rules.
MATH rules: Mind Your Turn
Actively Participate
Tune in to the Signal
Have Fun
B. Reviewing previous The teacher will give an activity so the learners will discover what
lesson or presenting the an oblique triangle is.
new lesson

 Answers vary.

C. Establishing a purpose The teacher will now give an activity. The learners will Answers vary
for the lesson identify whether the triangle is an acute, obtuse or Applying
neither. concepts
across
learning
areas like;
applies
knowledge of
content within
 and across
curriculum
teaching
areas,

1. Presentation and Law of Sines  Answers vary.

Development of the - Two angles and one side (SAA Case & ASA Case) applies
Lesson - Two sides and an angle opposite one of these sides (SSA knowledge of
Case) content within
For any ∆ABC in which a, b, and c are the lengths of the sides and across
opposite the angles with curriculum
measures A, B, and C, respectively. teaching
areas,
Uses a range
of teaching
strategies that
enhance
learner
achievement
in literacy and
Example: SAA Case numeracy
skills. Let the
Find the missing parts of ∆ABC. Given two angles and one side. learners
develop
critical and
creative
thinking, as
well as
higher-order
thinking skills.

Solution:

∠C = 180º- (70º + 80º)

The angles in a ∆ is 180°, so solve for angle C.

∠C = 30°
2. Developing mastery Activity
(Leads to Formative 1. Determine the measures of the missing parts of ∆ABC given two
Assessment 3) angles and the included side.

 Answers vary.
2. Solve for the missing parts of triangle ABC.

3. Finding practical The Law of Sines is used in various real-world scenarios, especially
applications of concepts in navigation, surveying, and construction. For example:
and skills in daily living  Navigation: Pilots and sailors use the Law of Sines to
determine their position and the distance between two points
on a map when only two angles and one side are known.
 Surveying: Engineers and land surveyors apply this law to Students will
measure distances and angles in irregular plots of land, define, and
helping them accurately map out locations. provide examples.
 Construction: The law can be applied when designing
structures with angled corners, enabling builders to calculate
distances and angles effectively, ensuring safety and
precision in construction.
4. Making generalizations Learners answer
and abstractions about may vary. Guide
the lesson The teacher will ask the following questions: learners in
1. What is an oblique triangle?; answering the
2. What are the two classification of oblique triangle?; and different questions
3. What is Law of Sines? and always
address individual
differences.
5. Evaluating learning Evaluating Solving Using the Law of Sines
1. What is the Law of Sines used to solve? Answers may
A. Right triangles vary.
B. Non-right triangles
C. Equilateral triangles
D. Pythagorean Theorem problems
 2. If angle A = 50° and side a = 15, and angle B = 70°, what is
the value of side b?
A. 19.23
B. 20.75
C. 13.34
D. 16.56

3. If angle A = 40° and side a = 12, and angle B = 60°, what is

side b?
A. 8.37
B. 15.16
C. 10.34
D. 12.47

4. In a triangle, if angle A = 35° and side a = 8, and angle B =

60°, what is angle C?
A. 85°
B. 65°
C. 80°
D. 45°

5. Given triangle ABC where angle A = 30°, angle B = 45°, and

side a = 7, what is side c?
A. 6.43
B. 7.85
C. 8.12
D. 9.67
6. Assignment (Optional)
V. REFLECTION
A. Which of my teaching
strategies worked well? Why
did these work?

B. What difficulties did I

encounter that my
Resource/Cooperating
Teacher can help me solve?

C. What innovation or localized

materials did I use/ discover
which I wish to share with
teachers?

Prepared by: Checked & Approved by:

NADGIRA U. SALIC JANA NIEVA B. DESTACAMENTO

Pre-service Teacher, BSEd-Mathematics Cooperating Teacher