GRADE 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1.Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
School JJDVSTVSS Grade Level Grade 9
Teacher CERYL JOY E. SANTOS Learning Area Mathematics
Teaching Dates/Time January 13-17, 2020 / 4 times a week Quarter Fourth
DAY 1 DAY 2 DAY 3 DAY 4
The learner demonstrates understanding of the basic concepts of trigonometry
The learner is able to apply the concepts of trigonometric ratios for formulated and solve real-life problems with precision and accuracy.
Illustrates the six Illustrates the six trigonometric ratios: Illustrates the six Apply trigonometric ratios to solve
trigonometric ratios: sine, sine, cosine, tangent, secant, cosecant trigonometric ratios: sine, the right triangle given the length of
cosine, tangent, secant, and cotangent cosine, tangent, secant, the hypotenuse and length of one leg
cosecant and cotangent cosecant and cotangent
M9GE- IV-a-1 M9GE- IV-a-1 M9GE- IV-a-1 M9GE- IV-a-1
Geometry
Mathematics Learners Module Mathematics Learners Module Mathematics Learners Module Mathematics Learners Module
pp.275- 276 pp. 275-276 pp.278-280 pp. 280-281
pp. 425- 429 pp. 430-432 Pp. 433-436 pp. 437-438
Project Ease Module fourth year Project Ease Module fourth year Triangle Project Ease Module fourth year Project Ease Module fourth year
Triangle Trigonometry, Module 1 Trigonometry, Module 1 LM Triangle Trigonometry, Module 1 Triangle Trigonometry, Module 1 LM
LM
PowerPoint presentation, scientific

B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
calculator PowerPoint presentation, scientific calculator PowerPoint presentation, scientific PowerPoint presentation, scientific
calculator, protractor calculator
Recall the concept of similar Recall the concept of similar triangles What are the six trigonometric MATH RELAY:
triangles Direction: Choose the letter of the correct Trigonometric ratios? State the
Direction: Choose the letter of the answer. ratio of each. Group the students into five:
correct answer. 1. The length of the sides of a triangle are 6
1. The length of the sides of a cm, 10cm, and 13 cm. What kind of triangle is opposite side Students will Play a Math relay games
Sin Ө = related to the mastery of the six
triangle are 6 cm, 10cm, and 13 cm. it? hypotenuse
What kind of triangle is it? trigonometric ratios.
a. regular triangle
a. regular triangle
b. acute triangle adjacent side Examples:
Cos Ө = Solve the right triangle given
b. acute triangle hypotenuse
c. right triangle
c. right triangle
d. obtuse triangle
d. obtuse triangle opposite side
2. what is the perimeter of a 30-60-90 triangle Tan Ө =
adjacent side
2. what is the perimeter of a 30-60- whose shorter leg is 5 inches long?
90 triangle whose shorter leg is 5
inches long? a. 5√ 3 cm
hypotenuse
b. 15+ √ 3 cm csc Ө =
a. 5√ 3 cm opposite side
b. 15+ √ 3 cm c. 15+5 √ 3 cm
c. 15+5 √ 3 cm 3. Which of the following states the hypotenuse
sec Ө =
Pythagorean theorem? adjacent side
3. Which of the following states the
Pythagorean theorem? a. the square of the hypotenuse is equal to
the sum of the squares of the two legs
a. the square of the hypotenuse is
equal to the sum of the squares of b. the square of the legs is equal to the
the two legs hypotenuse

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
b. the square of the legs is equal to
the hypotenuse
c. the sum of the two legs is equal
to the length of the hypotenuse
Picture Analysis:
Show students some pictures using
the ppt. ask them to answer some
questions.
Ex.
1. Have you ever wondered how
towers and buildings were
constructed? How do you
determine the distance traveled as
well as the height of an airplane as
it takes off?
Present the Anticipation- reaction
Guide, let student answer it. (six
trigonometric ratios)
Present the Module Map ….
c. the sum of the two legs is equal to the
length of the hypotenuse
Picture Analysis:
Show students some pictures using the ppt.
ask them to answer some questions.
Ex.
1. Have you ever wondered how towers and
buildings were constructed? How do you
determine the distance traveled as well as the
height of an airplane as it takes off?
Present the Anticipation- reaction Guide, let
student answer it. (six trigonometric ratios)
Group Activity:
Activity 1 Triangles of different sizes
adjacent side
cot Ө =
opposite side
E- Creative Math Story
Present a short story to students
about the six trigonometric ratios.
How to find the missing angles or
side of a right triangle.
GROUP WORK:
The students will then be placed in
groups and teacher will give each
group different sets of triangles to
work with. The students will be
asked to measure the sides and the
angles of the triangle that they are
given. Teacher will then guide
students to complete the table
below: TABLE 1 – TRIGONOMETRIC
RATIOS
Present the different formulas for
the missing parts of a right triangle
using trigonometric ratios. Present
illustrative examples
Discuss solving for the missing
parts of a right triangle given the
Activate students' prior knowledge by
having a quick class
discussion/review, using some
guiding questions:
 What is the Pythagorean
Theorem? How is it applied?
 What is the sum of the
interior angles of a right
triangle?
 Can you label the
hypotenuse, short leg, long
leg, right angle, and vertices
of a right triangle?
 Where in life have you seen
triangles outside of this
classroom?
 Objectives will be presented to
students using the multi-media
projector.
 present students with the
following problem:
 asked the students to tell whether
or not it is possible to use any of the

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Answer the pre assessment test..
Checking of the pre assessment
test.
Let students cites real- life situation
related to trigonometry
Ask the students to generalize on
what they’ve learned from the
topic
Performance tasks: Recitation
HOTS:
What do you observe about the measure of
the angles?
Analyze the ratios of the sides across these
triangles. What do you notice about?
Discuss Measuring and calculating using
scientific calculator, Guide them in answering
the following questions
Present the six trigonometric ratios:
Sine, Cosine, Tangent, Cosecant, Secant,
Cotangent
Answering worksheet on activity 2 pp. 431-
432 Mathematics Learners Module
Let students cites real- life situation related to
trigonometry
Let students generalized on what they’ve
learned from the topic
Activity sheets on Project ease
Module: Triangle Trigonometry
two sides hypotenuse and one leg
using trigonometric ratio
GAME:
Play Bingo cards
Explain the instructions to the
students.
Answer activity
Let students cites real- life situation
related to the theorems of
trapezoid
Let students generalized on what
they’ve learned from the topic
Quiz
methods they have learn so far
including Pythagoras to find the
missing side.
 continue with the use of
questioning to clarify students’
conceptual understanding by asking
them to explain why the other
methods cannot solve for the missing
side.  The students will then be
guided through questioning to solve
given problems on the chalkboard
that require them to calculate
missing side/s of a right-angled
triangle using trigonometric ratios
Briefly discuss examples on pp. 437-
438 Mathematics Learners Module
Answer Activity on Solving right
triangle given the measure of two
parts.
Let students cites real- life situation
related to the theorems of kites
Ask the students to generalize on
what they’ve learned from the topic
Performance tasks: Recitation
J. Additional activities for
application or remediation
IV. REMARKS Closely Approximating Mastery Not Carried ; To be continued Mastered Closely Approximating Mastery Not Carried ; To be continued
Mastered
V. REFLECTION
A. No. of learners who Abraham: 53/56 Abraham: 53/56
earned 80% in the Moses: 60/67 Moses: 60/67
evaluation Nehemiah: 52/63 Nehemiah: 52/63
Elijah: 55/63 Elijah: 55/63
B. No. of learners who Abraham: 3/56 Abraham: 3/56
require additional activities Moses: 7/67 Moses: 7/67
for remediation Nehemiah:11/63 Nehemiah:11/63
Elijah: 8/63 Elijah: 8/63
C. Did the remedial lesson Yes Yes
work? No. of learners who Abraham: 2 Abraham: 2
have caught up with the Moses: 5 Moses: 5
lesson Nehemiah: 5 Nehemiah: 5
Elijah: 5 Elijah: 5
D. No. of learners who Abraham: 1 Abraham: 1
continue to require Moses: 2 Moses: 2
remediation? Nehemiah: 3 Nehemiah: 3
Elijah: 3 Elijah: 3
E. Which of my teaching
strategies worked well? Peer Mentoring Approach
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
used/discover which I wish
to share with other
teachers?
ANNEX 2B.5 TO DEPED ORDER N0. 42,S.2016
Prepared by:

CERYL JOY E. SANTOS

Teacher I
 Checked by:

CONRADO V. TORRES, Ph.D

Head Teacher III