Eastern Samar National 9-Bayarong

GRADE
SCHOOL Comprehensive High 9-Dapdap
LEVEL/SECTION
School

TEACHER Añano, Anabing N. LEARNING AREA Mathematics

January 18, 2019
TEACHING DATE AND
7:30 – 8:30 AM QUARTER Third
TIME
3:00 – 4:00 PM

I. OBJECTIVES
At the end of the lesson, the Grade 9 students will
be able to do the following objectives with at least
75% proficiency level:
a. Solve for the six trigonometric ratios of
A. Learning Competencies/ Objectives special angles;
b. Find the unknown length of the special
triangles; and
c. Appreciate special traits by identifying how
special triangles and angles differ from
others.
II. CONTENT

TRIGONOMETRIC RATIOS of SPECIAL ANGLES

Special Angles – angles of a 30° - 60° - 90° and 45° - 45° - 90° triangles or angles with measures equal
to the sum of these and multiple of 90°.

Special Triangles

45° - 45° - 90° Right Triangle Theorem

In a 45° - 45° - 90° triangle,

 The legs are congruent;

 The length of the hypotenuse is √2 times the length of a leg

30°- 60° - 90° Right Triangle Theorem

In a 30°- 60° - 90° triangle,

 The length of the hypotenuse is twice the length of the shorter leg;
 The length of the longer leg is √3 times the length of the shorter leg.

Trigonometric Ratios of Special Angles;

sin cos tan csc sec cot

45° 1
or
√2 1
or
√2 1 √2 √2 1
√2 2 √2 2

30° 1 √3 1 √3 2 2 2√3 √𝟑
√3
or 3 √3
or 3
2 2

60° √3 1 √𝟑 2 2√3 2 1 √3
or or
2 √3 3 √3 3
2
 III. LEARNING RESOURCES

A. References

(First Edition 2014). Mathematics – Grade 9

Learner’s Material. Department of Education. FEP http:// www.purplemath.com
Printing Corporation. http:// study.com

 Envelope
 Task cards
 Paper plane figures
 Manila paper
B. Other Learning Materials  Marker
 Flash cards
 Other visual aids

IV.PROCEDURES
C. Preparatory Activities (Prayers, Greetings & Preparatory Activities)
Teacher’s Activity Student’s Activity
Please all stand and let us start this day with a
prayer. (The students will recite the prayer)
(After the prayer.)
Good morning/ afternoon everyone! Good morning/afternoon too Ma’am!
How are you doing?
We’re doing fine ma’am.
That’s great to hear. Thank you, Ma’am!
Class monitor kindly check the attendance and
I will ma’am!
submit to me the record later.
Thank you. You’re welcome me’am.
Alright. It’s another fun morning/ afternoon again to
explore mathematics.
I hope that you’ll give your full attention for today’s
activities

1. Activity (Motivation and Introductory Activity)

Teacher’s Activity Student’s Activity
At this time class, you will be accomplishing a mission.
You will be grouped into two. Each group has to
accomplish their task written inside these envelopes. I
will give you 10 minutes to finish the task and after that
you will post it on the board.

Am I understood class? Yes ma’am.

Great!
(Students will perform the tasks)
Here’s the tasks. You may start now.
Group 1: Inside this envelope is a square which
sides measure 12 inches, perform the steps below
to accomplish your mission. Paste the finished
product in a piece of manila paper. Share your
output in class as you finish the activity.
 1. Set the length of the sides of the square to
12.
2. Cut the square along a diagonal.
3. Indicate the right angle in the triangle.
4. Determine the exact length of the
hypotenuse using the Pythagorean
Theorem.
5. Label the hypotenuse and all other sides
and angles.
NOTE: Remember that a square has four right
angles and four equal sides.

Group 2: Inside the envelope is a triangle whose all

sides measure 12 inches, perform the steps below
to accomplish your mission. Paste the plane figure
on a manila paper. Share the output to the class.
1. Set the length of each side to 12.
2. Label each angle with its measures.
NOTE: It is an equilateral triangle which means all
sides have the same measure and all angles are
congruent too.
3. Divide the triangle into two identical
triangles by drawing an altitude. The base of
the triangle is now divided into two equal
portions of length.
4. Consider only one of the triangles and
indicate the right angle in the new triangle.
5. Determine the exact height (altitude) using
the Pythagorean Theorem.
6. Label the Altitude and all other sides and
angles with their measure.
NOTE: Use the given length of the original triangle
to calculate for the altitude of the halved triangle.

Group 1:
𝑐2 = a2 + b2
𝑐2 = (12)2+ (12)2
𝑐2 = 144 + 144
𝑐2 = 288
√𝑐2 = √288
c= 12 √2
Post your answers now on the board.
Group 2:
𝑐2 = a2 + b2
(12)2 = (6)2+ (b)2
144 = 36+ b2
𝑏2 = 144 - 36
√𝑏2 = √108
c= 6 √3

Mission well- accomplished class!

All of it are right triangles ma’am.
You give yourself a round of applause.

The types of triangle class that you’ve come up with

will be the triangles that we will be talking for this
morning/ afternoon.
Yes ma’am.
Are you excited?
 2. Analysis
D. Presentation of the Lesson and Statement of Objectives
Teacher’s Activity Student’s Activity
Our topic for today class is Trigonometric Ratios of a. Solve for the six trigonometric ratios of
Special Angles. special angles;
b. Find the unknown length of the special
In this lesson you are expected to solve, find, and triangles; and
appreciate. c. Appreciate special traits by identifying how
special triangles and angles differ from
others.
Are we clear with these? Yes Ma’am!
Good!
Before we solve for the trigonometric ratios of special Special Triangle is a right triangle with some
angles, let us first define Special Triangles. regular feature that makes calculations on the
triangle easier, or for which simple formulas exist.
Great!
Special Triangle also, contain Special Angles. And
what are those special angles? Special Angles are angles of a 45° - 45° - 90° and
30°- 60° - 90° triangles or angles with measures
equal to the sum of these and multiples of 90°.

This time we will focus on the special angles of two

special angles of two special right triangles mentioned.

The 45° - 45° - 90° and 30°- 60° - 90°right triangle

which are actually the outcome of your tasks awhile
back.

Let us first discuss the 45° - 45° - 90° Right Triangle

Theorem.

Kindly read.

45° - 45° - 90° Right Triangle Theorem

In a 45° - 45° - 90° triangle,

 The legs are congruent;

 The length of the hypotenuse is √2 times

Very good! Kindly show it on the board. 𝑏

cos 50° = 20
b= 20 cos 50°
b= 12.86
Excellent!
How about the value of a?
To find a, use SOH.
𝑎
Sin 50° = 20
a= 20 Sin 50°
a= 15.32
Great!
Let us have the 3rd condition.
I. Solving a Right Triangle given the Length of
one leg and measure of one acute angle.

A
 k e
41°

C n= 7 B

Triangle ABC is right angled at C. If

∠𝐴= 41° and n=7, find ∠𝐵 , b, and c.

Volunteers?

Solution:

To find ∠𝐵:
∠𝐵 = 90° - 41°
∠𝐵= 49°

To find e, use SOH

7
Sin 41° = 𝑒
7
e=
sin 41°
e = 10.67

To find k, use TOA

7
Tan 41° = 𝑘
7
k=
Tan 41°
k = 8.05

Very good class!

II. Lastly, Solving a right triangle given the
length of two legs.

Ex. n = 5.2
C A

o = 7.5
m

Triangle ABC is right angled at C. If n = 5.2 and

o = 7.5, find m, ∠𝐴 and ∠𝐵. Solution:

To find m, use the Pythagorean theorem.

C2 = a2 + b2
m2= (5.2)2 + (7.5)2
m2= 27.04 + 56.25
m2= 83.29
m= 9.13
 To find ∠𝐴,use TOA
7.5
Tan A=
5.2
Tan A= 1.44
A= 55.22°

To find ∠𝐵:
∠𝐵= 90° - 55.22°
∠𝐵= 34.78°
Excellently done class!
Do you have any question? None ma’am.
Let’s move further, then. Yes ma’am!
3. Abstraction
Teacher’s Activity Student’s Activity
Let’s review again. What are the four conditions  Given length of the Hypotenuse and one
that we’ll be able to solve a right triangle given only two leg
measures using trigonometric ratios?  Given length of the Hypotenuse and
measure of an acute angle
 Given length of one leg and measure of
one acute angle
 Given the length of two legs

Correct!
What formula may you use to easily find the value of
an angle if one acute angle is already given? Pythagorean Theorem ma’am!
Generally, what do we call the ratios that best suited to Trigonometric Ratios ma’am.
find the unknown lengths of a right triangle?
Anymore queries? None ma’

4. Application
Teacher’s Activity Student’s Activity
This time, you’ll have a group activity. You will be
grouped into 4 and you need to answer the find the
value of the unknown measures within 10 minutes.
I’ll be the one to choose the reporter. Hence,
everyone must know how you arrived at your
answer.
Yes ma’am.
Am I understood class?

Group Activity

For Group 1 :
 Group 2:

Group 3:

Group 4:
t
A N = 25°

i p= 11

E. Assessment

Teacher’s Activity Student’s Activity

In a one whole sheet of paper, answer the Direction: Given the figure below, solve for the
following. unknown variables.
1.

c
a

2.