GRADE 9 School SDO Palawan Grade Level 9

DAILY LESSON LOG Teacher Learning Mathematics

Area
Teaching Dates and Time Week 6 Quarter 4th/6-7

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real - life problems with precision and accuracy.
Standard
C. Learning M9GE-IVf-g-1 M9GE-IVf-g-1 M9GE-IVf-g-1 M9GE-IVf-g-1 Remediation/Enhancement
1. Define Laws of 4. Find the missing 5. Determine the 6. Solve for the
Competency/Objectives sines parts of triangle ABC measures of the missing missing parts of
Write the LC code for 2. Derive law of sine given two angles and parts of triangle ABC triangle ABC given
each. 3. Illustrate law of sine one side given two angles and two sides and an angle
Illustrates laws of sines the included side opposite one of these
and cosines. sides

M9GE-IVf-g-1
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.

III. LEARNING
RESOURCES
A. References Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next
Century Mathematics 9, Century Mathematics Century Mathematics 9, Century Mathematics
Zenaida B. Diaz et.al 9, Zenaida B. Diaz Zenaida B. Diaz et.al 9, Zenaida B. Diaz
et.al et.al
1. Teacher’s Guide
pages

2. Learner’s 480-482 483-484 485-486 487-488

1
Jski.dv
 Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Checking of assignment. Checking of assignment. Checking of assignment. Checking of assignment.
lesson or presenting the Recall Trigonometric ratios. Recall law of sine Review on how to find the Review on how to
new lesson missing parts of triangle determine the measures of
ABC given two angles and the missing parts of
one side triangle ABC given two
angles and the included
side
B. Establishing a purpose Present the objectives for the day. Present the objective for the Present the objectives for Present the objectives for
for the lesson day. the day. the day.
C. Presenting Work on activity 2 on pages 480- Work on illustrative example Work on illustrative Work on illustrative
examples/Instances of the 481, Mathematics LM. 1: SAA case on pp. 481 - 482 example 2: ASA case on example 3: SSA case on
new lesson pp. 483-484 pp. 484-485
D. Discussing new Guide Questions: Guide Questions: Guide questions: Guide questions:
concepts and practicing 1. Consider the triangle ABC, were 1. How can we find the 1. How can we determine 1. How do we solve for
new skills # 1 you able to derived the equation to missing parts of triangle the measures of the the missing parts of
solve sine A and sin B? How? ABC given two angles missing parts of triangle triangle ABC given two
2. Based on your observation, what and on side ABC given two angles and sides and an angle
can be said about <A = 42
o the included side. opposite one of these
sin A sin B sin C o
C sides: B
, , and ?
a b c <C = 70
a=6 B b a
c = 19 a = 10
o o
c a=6 A 60 c=7 40 B
0 0 A b C
A 42 b 70 C
2
Jski.dv
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery Application:
(leads to Formative
Assessment ) 1. Illustrate the laws of sine in
solving the area of triangle XYZ
X 2. Solve each triangle
z=15
o
57
Y x=20
G. Finding practical Guided questions:
application of concepts 1. How did you find your solution?
and skills in daily living 2. What if one of the side of the
triangle will increase the length?
3. Explain you solution?
H. Making generalizations The student will be able to
and abstractions about the 1. Define law of sine
lesson 2. Derive law of sine
3. Illustrate law of sine
I. Evaluating learning 1. Illustrate the laws of sine in
solving the area of triangle XYZ
X LM
z=10
Application: Application: Application:
1. Work on Activity 9 on page
495, Mathematics LM 1. Work on Activity 4 no. 2 1. Solve triangle ABC
on page 490-491 given that b = 15, c = 20,
and <B = 27 .
o
A. In triangle DEF,
D = 54
o
E = 54
o
Z
d = 20
Work on Exercises A nos. 1, 3 Work on Activity 5 on pp. Work on exercises A no.2
and 5 on page 488, 491-492 and no. 4 on p. 488,
mathematics LM. Mathematics LM
How do we find the missing How do we determine the How can we solve the
parts of a triangle given two missing parts of a triangle missing parts of triangle
angle and one side? given two angles and the ABC given two sides and
included side? an angle opposite one of
these sides.
Work on Exercises B, no. 1 on Given triangle ABC, Work on exercises B no.2
p. 489. Solve for <C, a, and b: on p. 489, Mathematics
B
3
Jski.dv
 o o
52 75
Y x=15 Z 440
o
A 48 C

J. Additional activities for Assignment: Assignment: Assignment: Assignment:

application or remediation 1. Illustrate the laws of sine in Find the area of triangle Find the area of triangle
solving the area of triangle ABC ABC, using the given Find the area of triangle ABC, using the given
information. ABC, using the given information.
information.
A o o
A= 58 o
A = 52.8
o C = 68.1 a = 9.71
B = 46
b=8 b = 12.9 c = 9.33
d = 20 c = 15.2
o
52
C B
c = 12
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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
4
Jski.dv
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?

5
Jski.dv
 GRADE 9 School SDO Palawan Grade Level 9
DAILY LESSON LOG Teacher Learning Mathematics
Area
Teaching Dates and Time Quarter 4th /7

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real - life problems with precision and accuracy.
Standard
C. Learning 4. Define Laws of 4. Using triangle 5. Determine the 5. Determine the Enhancement activities for non mastered
cosines ABC, illustrate the missing parts of triangle missing parts of competency of the week
Competency/Objectives 5. Derive law of cosine Law of Cosines given ABC given three sides triangle ABC given
Write the LC code for 6. Illustrate law of two sides and the three sides
each. cosine included angle.
Illustrates laws of sines
and cosines.

M9GE-IV f-g-1

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.

III. LEARNING
RESOURCES
A. References Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next
Century Mathematics 9, Century Mathematics Century Mathematics 9, Century Mathematics
Zenaida B. Diaz et.al 9, Zenaida B. Diaz Zenaida B. Diaz et.al 9, Zenaida B. Diaz
Advance Algebra and et.al Advance Algebra and et.al
Trigonometry Advance Algebra and Trigonometry Advance Algebra and
Trigonometry Trigonometry
5. Teacher’s Guide
pages
6
Jski.dv
 6. Learner’s 497 497-498 498-499 500-505
Materials pages
7. Textbook pages
8. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Checking of assignments. Checking of assignments Review on how to Review on how to
lesson or presenting the illustrate the Law of determine the missing
new lesson Recall on the law of sine Recall the law of cosine Cosines given two sides parts of triangle ABC
and the included angle. given three sides
Illustrates to the students derivation
on the laws of cosines given triangle
ABC with altitude h.
Another property of triangles that
can be used in solving oblique
triangles is embodied in the Law of
Cosines.

Consider triangle ABC with altitude

h,
C
b a
h
A x c-x B
D
c

If AD = x, then DB = c - x.
From rt CBD ,

7
Jski.dv
 a  h  c  x
2 2 2

Or h  a  c  x 
2 2 2
(1)

From rt CDA,

b h x
2 2 2

Or h  b  x
2 2 2
(2)

Equating (1) and (2) gives

a  (c  x)  b  x .
2 2 2 2

Expandingthencombiningsimilart erms,

a c  2cx  x  b  x
2 2 2 2 2

a  c b  2cx
2 2 2
(3)

But in rt CDA, x  b cos A . Thus,

(3) becomes
a  c b  2c(b cos A)
2 2 2

a b c  2bc cos A
2 2 2
Or (4)

Two other formulas may be derived

using a similar procedure, namely:

b  a c  2ac cos B
2 2 2

c  a b  2ab cos C
2 2 2

8
Jski.dv
B. Establishing a purpose Present the objectives for the day. Present the objective for the Present the objectives for Present the objectives for
for the lesson day. the day. the day.
C. Presenting Illustrates to the students derivation Work on illustrative example 1 Present and discuss Present and discuss
examples/Instances of the on the laws of cosines given triangle on pp. 497-498, Mathematics triangle given two sides triangle given three sides.
new lesson ABC with altitude h. LM and the included angle
Another property of triangles that
can be used in solving oblique Determine the missing Determine the missing
triangles is embodied in the Law of parts of triangle ABC if b = parts of triangle ABC if
Cosines. 10, a = 15, c = 20 angle C = 180, a = 8, b =
12.
Consider triangle ABC with altitude
h,
C
b a
h
A x c-x B
D
c

If AD = x, then DB = c - x.
From rt CBD ,
a  h  c  x
2 2 2

Or h  a  c  x 
2 2 2
(1)

From rt CDA,

b h x
2 2 2

Or h  b  x
2 2 2
(2)

Equating (1) and (2) gives

9
Jski.dv
 a  (c  x)  b  x .
2 2 2 2

Expandingthencombiningsimilart erms,

a c  2cx  x  b  x
2 2 2 2 2

a  c b  2cx
2 2 2
(3)

But in rt CDA, x  b cos A . Thus,

(3) becomes
a  c b  2c(b cos A)
2 2 2

a b c  2bc cos A
2 2 2
Or (4)

Two other formulas may be derived

using a similar procedure, namely:

b  a c  2ac cos B
2 2 2

c  a b  2ab cos C
2 2 2

D. Discussing new Consider a triangle on a coordinate Guide Questions: To solve for c, use Let us solve angle A using
concepts and practicing plane such that the vertex of angle A How can we find the missing c2 = a2 + b2 - 2ab (cos C) a2 = b2 + c2 - 2bc (cos A)
new skills # 1 is at the origin and side c lies along parts of triangle ABC given Answer: c = 13.22
the positive x axis. two sides and included Answer: A = 46.750
angle? To solve for angle A
If u and v denote the lengths as a2 = b2 + c2 - 2bc (cos A) To solve for angle B, use
indicated in the figure below, the Were we able to solve the b2 = a2 + c2 - 2ac (cos B)
coordinates of the vertex at C are given triangle? How? Asnwer: A = 36.610
(u,v). Illustrate the formulation of Answer: B = 28.960
the law of cosines.

10
Jski.dv
 Y C

b a
v

A B
u

E. Discussing new THINK AND SHARE GROUP ACTIVITY!

concepts and practicing Answer Activity 1 on page Answer Activity 1 on
new skills # 2 500 numbers 3 and 4 page 500 numbers 1,2 and
5

F. Developing mastery Application: Application: Given: Triangle PQR Given: Triangle PQR
(leads to Formative Work on activity 1 nos. 1, 2, 5 Sides p = 7, q = 4, r = 9 Angle P = 1080, q = 4, r =
Assessment ) on page 500, Mathematics LM Find angles P, Q, R. 9
Find QR.

G. Finding practical Work on activity 3 no.1 on

application of concepts page 501, Mathematics LM
and skills in daily living
H. Making generalizations The student will be able to How do we find the missing How do we determine the How did you determine
and abstractions about the 1. Define Laws of cosines parts of a triangle given two missing parts of triangle the missing parts of
lesson 2. Derive law of cosine sides and included angle? ABC given two sides and triangle ABC given three
3. Illustrate law of cosine the included angle sides

I. Evaluating learning Work on Activity 2 on page 501, In triangle ABC, solve for the Given: Triangle PIG Given: Triangle RAT
Mathematics LM missing parts given the Sides p = 7, i = 3, g = 9 Angle R = 1300, q = 4,
following: Find angles P, I, G. r=9
Find AT.
1. a = 15,b = 12, and
o
<C = 56
o
2. <F = 43 , d = 16, and
11
Jski.dv

J. Additional activities for
application or remediation
e = 24
Assignment: Assignment: Assignment: Assignment:
Sketch the required triangle to solve Work on activity 5 on page
the problem on page 502 nos. 1, 2, 503, Mathematics LM Solve triangle DEF, where Solve each triangle
and 3. Mathematics LM d = 10, e = 16, and f = 14 described below:

1. a = 12, b = 5, c = 13,
A=?
2. a = 18, b = 14, c = 8.26
B=?
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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

12
Jski.dv
use/discover which I wish
to share with other
teachers?

13
Jski.dv
 GRADE 9 School SDO Palawan Grade Level 9
DAILY LESSON LOG Teacher Learning Mathematics
Area
Teaching Dates and Time Quarter 4th /8

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real - life problems with precision and accuracy.
Standard
C. Learning M9GE-IVh-j-1 M9GE-IVh-j-1 M9GE-IVh-j-1 M9GE-IVh-j-1 Enhancement activities for non mastered
competency of the week
Competency/Objectives Solving problem involving Solving problem Solving problem Solving problem
Write the LC code for oblique triangles applying involving oblique involving oblique involving oblique
each. Law of Sines: given two triangles triangles triangles
Solving problems sides and one angle applying Law of applying Law of Sines: applying Law of Sines:
involving oglique triangles Sines: given two given two angles and given two sides and an
M9GE-IVh-j-1 angles and one side included side angle opposite one of
these sides
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.

III. LEARNING
RESOURCES
A. References Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next
Century Mathematics 9, Century Mathematics Century Mathematics 9, Century Mathematics
Zenaida B. Diaz et.al 9, Zenaida B. Diaz Zenaida B. Diaz et.al 9, Zenaida B. Diaz
Advance Algebra and et.al Advance Algebra and et.al
Trigonometry Advance Algebra and Trigonometry Advance Algebra and
Trigonometry Trigonometry
9. Teacher’s Guide
pages

14
Jski.dv
 10. Learner’s 493-494 493-494 493-494
Materials pages
11. Textbook pages
12. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Checking of assignments. Checking of assignments Checking of assignment Checking of assignment
lesson or presenting the
new lesson Recall on the law of sine Review on how to solve Review on how to solve Review on how to solve
problem involving oblique problem involving oblique problem involving oblique
triangles triangles triangles
applying Law of Sines: given applying Law of Sines: applying Law of Sines:
two angles and one side given two angles and given two sides and an
included side angle opposite one of
these sides

B. Establishing a purpose Present the objectives for the day.
for the lesson
C. Presenting The lengths of two adjacent sides
examples/Instances of the of a parallelogram are 2 cm and 8
new lesson cm. If the angle formed by these two
o
sides is 30 , find the length of the
shorter diagonal.
Present the objective for the Present the objectives for Present the objectives for
day. the day. the day.
As you walk through a level The sides of a Work on Activity 7 no. 3
path toward a mountain, the parallelogram are 15 cm p. 493, Mathematics LM
measure of the angle of and 8 cm. Find the length
elevation to the peak of a of each diagonal if the
mountain from one point is o
larger angle is 100 .
o
33 . From anothe point 1000
ft closer, the angle of elevation
o
is 35 . How high is the
mountain?

15
Jski.dv
D. Discussing new The diameter of a circle C
concepts and practicing Two roads intersect at an angle of Maggie observes a car and a is 34 cm. Two radii AC
new skills # 1 o tree from a window. The and BC form an angle of
100 . Mildred’s mailbox is 8 m angle of depression of the car o
from the intersection. Jacque’s o 96 . Find the length of
mailbox is on the other road and is is 45 and that of the tree is the cord AB.
12 m from the intersection. How far o

is Jacque’s mailbox from that of

30 . If the distance between
Mildred’s? the car and the tree is 100 m,
find Maggie’s distance from
the tree.

E. Discussing new GROUP ACTIVITY! THINK AND SHARE

concepts and practicing PQRS is a rhombus with a Work on activity 7 no. 2
new skills # 2 side 5 cm long. If measure on p. 493, Mathematics
o
of angle P = 140 , find LM
the length of its longer
diagonal.
F. Developing mastery Application: Application: Mr. De Guzman has a Work on activity 9 on p.
(leads to Formative Work on the problems on p. 322 To find the distance between triangular- shaped 495, Mathematics LM
Assessment ) no.18, Mathematics TG two points A and B that lie on backyard. Find the area of
opposite banks of a river, a the backyard if two of its
surveyor lays off a line sides measure 8 m and 10
segment AC of length 250 m m, and the angle between
along one bank and determines these sides is 54 .
o

that the measures of <BAC

o o
and <ACB are 64 and 43 ,
respectively. Find the distance
from A to B.
G. Finding practical Work on the problems on p. Work on activity 5 no. 2 on
application of concepts 429bno.19, Mathematics LM p. 492 Mathematics LM
and skills in daily living

H. Making generalizations How can we solve problems given How can we solve problem How can we solve How can we solve

16
Jski.dv
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
two sides and one angle?
A park is in the shape of an obtuse
o
triangle. One angle is 45 , and the
opposite side is 280 m long. The
longest side is 360 m. Find the area
of the park.
Assignment:
Work on activity 10 on p.495-496,
Mathematics LM.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
involving oblique triangles
applying Law of Sines: given
two angles and one side
Work on activity 7 no. 4 0n
p.494, Mathematics LM
Assignment:
Work on activity 8 no.1,
Mathematics LM
problem involving oblique problem involving oblique
triangles triangles
applying Law of Sines: applying Law of Sines:
given two angles and given two sides and an
included side angle opposite one of
these sides
The lengths of two sides of Two of the angles in a
a triangle are 5 cm and 6 o
triangle are 30 and
cm. If the measure of the
o
angle included between
o
45 . If the side opposite
o
these sides is 135 , find the 45 angle has length
the area of the triangle 20
of cm, find the length
2
of the side opposite the
o
30 angle.
Assignment: Assignment:
Work on activity 8 no. 1
Solve the problem: on p. 494, Mathematics
Bryan’s (B) and Carl’s (C) LM.
houses are along the
riverbanks. On the opposite
side is Angel’s (A) house,
which is 275 m away from
Carl’s. The angles <CAB
and <ACB are measured
and they are found to be
o o
125 and 49 ,
respectively. Find the
distance between Angel’s
and Bryan’s houses.
17
Jski.dv
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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?

18
Jski.dv
 GRADE 9 School SDO Palawan Grade Level 9
DAILY LESSON LOG Teacher Learning Mathematics
Area
Teaching Dates and Time Quarter 4th /9

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real - life problems with precision and accuracy.
Standard
C. Learning M9GE-IVh-j-1 M9GE-IVh-j-1 M9GE-IVh-j-1 M9GE-IVh-j-1 Enhancement activities for non mastered
competency of the week
Competency/Objectives Solving problem involving Solving problem Solving problem Solving problem
Write the LC code for oblique triangles applying involving oblique involving oblique involving oblique
each. Law of cosines: given two triangles applying triangles triangles
Solving problems sides and included angle Law of cosines: given applying Law of applying Law of
involving oglique triangles two sides and included cosines: given three cosines: given three
M9GE-IVh-j-1 angle side side

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.

III. LEARNING
RESOURCES
A. References Mathematics 9, Next
Century Mathematics 9,
Zenaida B. Diaz et.al
Advance Algebra and
Trigonometry
13. Teacher’s Guide
Mathematics 9, Next Mathematics 9, Next Mathematics 9, Next
Century Mathematics Century Mathematics 9, Century Mathematics
9, Zenaida B. Diaz Zenaida B. Diaz et.al 9, Zenaida B. Diaz
et.al Advance Algebra and et.al
Advance Algebra and Trigonometry Advance Algebra and
Trigonometry Trigonometry
19
Jski.dv
 pages

14. Learner’s 493-494 493-494 493-494

Materials pages
15. Textbook pages
16. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Checking of assignments. Checking of assignments Checking of assignment Checking of assignment
lesson or presenting the
new lesson Recall on the law of cosine Review on how to solve Review on how to solve Review on how to solve
problem involving oblique problem involving oblique problem involving oblique
triangles triangles triangles
applying Law of Cosines: applying Law of Cosines: applying Law of Cosines:
given two sides and included given three sides given three sides
angle

B. Establishing a purpose Present the objectives for the day. Present the objective for the Present the objectives for Present the objectives for
for the lesson day. the day. the day.
C. Presenting o Work on activity 3 no.1 on A triangular lot has Find x in triangle ABC.
examples/Instances of the
Solve for the triangle: C= 49 ,
p.501, Mathematics LM dimensions 20.6 m, 31.4 B
new lesson a = 29, and b= 39 m, and 38.3 m. Find the 4.5
angles at the corners of the 3. 0 x 4.5
property C
A 7.0

20
Jski.dv
D. Discussing new
concepts and practicing
new skills # 1
E. Discussing new
concepts and practicing Use the law of cosine to find x.
new skills # 2
Use the law of cosine to find x. A parallelogram has sides
34.3 cm and 38.4 cm and The lengths of the sides of
one diagonal of 13.9 cm. a triangle are 7.6 cm, 8.2
9 cm x Find the length of the cm, and 5.2 cm. Find the
other diagonal measure of the largest
o angle.
120
15 cm
GROUP ACTIVITY! For any parallelogram,
Work on activity 3 no. 2 on prove that the sum of the
p. 501, Mathematics LM squares of the lengths of
the diagonals equals
X twice the sum of the
4 cm squares of the lengths of
two adjacent sides
o
4 cm 85

F. Developing mastery Application:
(leads to Formative
Assessment ) In PQR, PQ is 7 cm long, QR is
5 cm, and the angle between them
measures 52 .
o measure of the angle
G. Finding practical In XYZ is an isosceles triangle.
application of concepts Its vertex angle Y measures 35
o and then 150 m in a direction
and skills in daily living
and each leg is 8 cm long
Application:
Work on activity 5 on p. 503,
Mathematics LM
Bong walks 100 m due north
o
N 37 E. How far is Bong
from his original position?
Work on activity 4 no. 1 on THINK AND SHARE
p. 502, Mathematics LM A triangular field has
sides 500 feet, 450 feet,
and 720 feet. Find the
between the sides
measuring 500 feet and
720 feet. Round off your
answer to the nearest
degree
The lengths of the two Guided Questions:
sides of a parallelogram are 1. Were you able to
7 cm and 9 cm. If one of incorporate the Law of
the diagonals measures 6 Cosines in the problems?
cm, what is the area of the How?
21
Jski.dv

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
How can we solve problem
involving oblique triangles applying
law of cosines: given two sides and
included angle
In ABC, AB is 15 cm long, BC
is 4 cm long and makes an angle
o
measuring 138 with AB.
Assignment:
PQR is isosceles, angle Q is
the vertex angle and its measures
o o
55 and one leg is 7 cm long.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
How can we solve problem
involving oblique triangles
applying Law of Cosines:
given two sides and included
angle
A parallelogram has sides 31.7
cm and 90.3 cm, and one angle
o
of 38.3 . Find the length of
the two diagonals.
Assignment:
Find the lengths of the
diagonals of a parallelogram if
its sides are 8 cm and 12 cm
and one of its angles is 65
parallelogram? 2. Present and explain
your solution to the class
How can we solve How can we solve
problem involving oblique problem involving oblique
triangles triangles
applying Law of Cosines: applying Law of Sines:
given three sides given two sides and an
angle opposite one of
these sides
An iron bar is to be placed Work on activity 4 no. 1
inside a box 30 cm long, 20 on p. 502, Mathematics
cm wide, and 10 cm deep. LM
In order to fit in the box, it
must be positioned
diagonally in such a way
that one end touches the
base corner and the other
end touches the top corner.
What angle does the iron
bar form with the base of
the box?
Assignment: Assignment:
The length of each side of
an equilateral triangle is 2a. Work on activity 4 no. 3
Show that the radius of the on p. 502, Mathematics
a LM
inscribed circle is
3
and the radius of the
2a
circumscribed circle is
3
22
Jski.dv
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
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?

23
Jski.dv
 GRADE 1 to School SDO Palawan Grade 9
12 Level

DAILY Teacher Learning Mathematics

LESSON LOG Area

Teaching Dates and Time Quarter/ 4th/10

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be
followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.

B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real life problems with precision and accuracy.
Standard

C. Learning M9GE – IVj- 1. M9GE – IVj- 1. M9GE – IVj-1. M9GE -IVj- 1. At the end of the
session, at least 75%
Competency/Objectives Imagine problem of learners who
involving oblique undergo remediation
Write the LC code for Examine problems involving Explain problem involving oblique Justify problem involving triangles
each. oblique triangles. triangles oblique triangles are expected to have
mastery on applying
trigonometric ratios
to solve problems
At the end of the
involving triangle.
session, learners are
expected to:

43. Solves problems

involving oblique
triangles.

24
Jski.dv
M9GE – IVa- 1.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a
week or two.

Trigonometry Trigonometry Trigonometry Trigonometry

III. LEARNING
RESOURCES

A. References Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9

Teacher’s Guide pages

Learner’s Materials
pages

Textbook pages

Additional Materials
from Learning Resource
(LR)portal

B. Other Learning www.nabla.hr/GE- www.nabla.hr/GE- http://mpm2d0.wikifoun

Resource AppTrigonomA5.htm AppTrigonomA5.htm dry.com/

page/Applications+of+Obliq
ue+

Triangles

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusionsabout what they

25
Jski.dv
 learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous
lesson or presenting the
new lesson

B. Establishing a Present the objectives for the Present the objectives of the Present the objectives of Present the
purpose for the lesson day lesson the lesson objectives of the
lesson

C. Presenting
examples/Instances of
the new lesson

D. Discussing new
concepts and practicing
new skills # 1

E. Discussing new
concepts and practicing
26
Jski.dv
new skills # 2

F. Developing mastery QUESTIONS: Group works: Group work:

(leads to Formative Can you solve Problem No.1
Assessment ) without computing? How?
How did you solve problem No.
1? Can you illustrate what the
problem states?
Explain briefly how you solved
each problem?
Cooperative and
collaborative.
First determine the
Mechanics:
distance AB using the law
of sine. Then for each of Assign
the proper positions of the responsibility on
boat P, you know two sides each member: a.
and the included angle of Leader b.
the triangle PAC, so you can material aider. C.
determine the needed Presenter d.
angle using the law of process observer
cosines. e. Documenter:

Imagine a
problem with
Answer: 593. 23° 27', 47°
your group
58, 66° 34'. mates.

Discuss how did

you come up with
you problem.

Write you
problem and
solution in
materials
provided.

Explain you
answer to the
whole class.

27
Jski.dv
G. Finding practical Group Work: Questions: QUESTIONS: ( by Process the
application of concepts collaboration) activity of the
and skills in daily living Let the students analyzed the each group.
problem and formulate their own What strategies/methods
A highway cuts a corner from a did you use to solve the
problem based on the given one.
parcel of land. Find the number
problem?
of acres in the triangular lot ABC.
(Note: 1 acre = 43,560 2 ft .)

Explain how you solve the

angle?

Show us how you did it?

Justify your answer

H. Making Process the questions of the Let the students sum up the Let the students sum up Let the students
generalizations and students: lesson. the lesson; sum up the key
abstractions about the points on the
lesson What strategies or methods did activity.
you use to solve the previous
problems.

Explain you answer to the class.

I. Evaluating learning What strategies/methods did you Quiz: Group work: Long exam 4
use to find the solution and Cooperative and
Use the answer you obtained in collaborative
answer of the problem.
problem 8 to find the length h of

28
Jski.dv
 the shortest altitude of the triangle learning
with sides 31, 42, and 53.

The plans for a

Note: use rubrics new house
require a triangle
frame for the root
truss. The angle
of inclination on
one side is 47
degrees. The
angle of
inclination on the
other side is 57
degrees. The
horizontal
distance of the
base of the truss
is 8.3 meters.

Determine the
height of the
truss

J. Additional activities Wonder Wall- all unclear topics Wonder Wall- all unclear topics Wonder Wall- all unclear Wonder Wall- all
for application or will be posted after session in will be posted after session in topics will be posted after unclear topics will
remediation here. here. session in here. be posted after
session in here.

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them

29
Jski.dv
 relevant questions.

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who scored
below 80%

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

30
Jski.dv
teachers?

31
Jski.dv