Revised Detailed Lesson Plan in Trigonometry

I. Objectives:
At the end of the lesson, student should be able to: Commented [ST1]: LCP – Cognitive/Metacognitive
1. Define the six trigonometric ratios of an acute angle of triangle (cognitive). Domain
(goals of the learning process)
a Sine,
b Cosine The instructor is creating meaning, coherent
c Tangent representations of knowledge. Although these are
d Cosecant short-term goals, it is evident in this lesson plan that
the instructor is attempting to build to a greater goal
e Secant regarding the six trigonometric functions.
f Cotangent Formatted
2. Explain why the six trigonometric ratios are trigonometric functions (affective).
a Referring back to the acronym SOHCAHTOA Formatted
3. Demonstrate the six trigonometric functions to the class (cognitive).
a Via practice problems and a practice worksheet
Deleted: <#> ¶
II. Subject matter:
Topic: The Six Trigonometric Functions
References: Deleted:
• Deauna, Melecio C. and Lamayo, FloritaC.Basic Trigonometry for Secondary Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
Education (1998); pp. 48-52 at: 0.24" + Indent at: 0.49"
• Orines, Fernando B., Esparrago, Mirla S. and Reyes Jr., Nestor V., Advanced Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
Algebra, Trigonometry and Statistics (2nd Edition); pp.518-523 at: 0.24" + Indent at: 0.49"
Materials:
• Calculators (scientific or TI-8#) Deleted: <#>Hunt-a-word puzzle (in manila paper) ¶
• Cut-out triangles Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
at: 0.24" + Indent at: 0.49"
Deleted:
III. Learning Activities
Teacher’s Activity
1. Daily Routine
• “Good afternoon, class
• Alyssa will you lead us in
prayer Thank you, Alyssa. You
may now take your seat
• Ms. Charlayne, will you kindly check
who’s present and who’s absent for
today.
2. Review
• Before we proceed to our new
lesson, let’s have a quick review.
What was our previous lesson?”
• That’s right. So how do we convert
angle measure from degree to
radians and radians to degree?”
3. Motivation
• Take out your calculators. We are
going to engage in a Rapid-Fire. You
will have 30 seconds to answer the
question. I will go around the room.
Let’s attempt to see if we can get __/(#
of students) correct. You have __
strikes before the game ends. This is a
challenge. If you beat the challenge,
you will receive _______. If you lose
challenge, you get it next time!
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
at: 0.25" + Indent at: 0.5"
Students’ Activity Formatted: Left
Formatted: Left, Indent: Left: 0"
“Good afternoon too, ma’am” Deleted:
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
Alyssa will lead the prayer at: 0.25" + Indent at: 0.5"
Formatted: Left
Students will sit down
Deleted: ¶
Commented [ST2]: LCP – Cognitive/Metacognitive
Domain (construction of knowledge)
“It’s all about on how to convert Radians to The instructor is building on existing knowledge,
making a link between what students already know to
degree.” inform what they are about to learn.
Formatted: Space After: 0 pt, Line spacing: Multiple 1.13
“ In converting the angle measure from li
!
degree to radians we use "#$and radians to Deleted:
"#$
degree we use . It is a matter of Deleted:
!
multiplying or dividing by 180…and then be Deleted: form
prepared to tack on or eliminate pi. Deleted: the
Deleted: !
Deleted:
Students will listen and complete the Deleted: the
challenge.
Deleted: !
Formatted: Indent: Left: 0.22", Hanging: 0.01"
Deleted: “ Now that you know how to convert degree
to radians and radians to degree, let’s have a simple
game, class. (Showing a hunt-a-word puzzle). In one
minute I want you to find the six words below. ¶
¶
“Have you found them all?” ¶
¶
“ I want the group of JC to show us the words
below.Can you stand up and box the words below?” ¶
¶
“Thank you. You may now take your seat.” ¶
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at: 0.29" + Indent at: 0.54"
Formatted: Left
Deleted:
Deleted: ¶
Students will look for the words ¶
¶
¶
“Yes ma’am!” ¶
¶
¶ ... [1]
Formatted: Indent: Left: 0.22", Hanging: 0.01"
B. Procedures
1. Presentation
• When you were in Geometry or Choose a student who has heard of the term Deleted: Have you already encounter these words. ¶
even last year in Algebra II, did you and have them break down the acronym. Today we will be discussing the six trigonometric
functions.
hear of an acronym SOHCAHTOA?
o SOHCAHTOA Students will listen. Deleted: Not yet, ma’am.
%&&%'()*
§ 𝑠𝑖𝑛𝑒 = +,&%)*-.'* Formatted: Left
/01/2*-) Deleted:
§ 𝑐𝑜𝑠𝑖𝑛𝑒 = +,&%)*-.'*
Formatted: Font: Arial, Not Italic
%&&%'()*
§ 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 = /01/2*-) Formatted: Font: Arial, Not Italic
• These are the three main
trigonometric functions. There are
three more…and all you have to do
to find them is flip (take the
reciprocal of) the main three.
+,&%)*-.'* Formatted: Font: Arial, Not Italic
o 𝑠𝑒𝑐𝑎𝑛𝑡 = %&&%'()*
+,&%)*-.'* Formatted: Font: Arial, Not Italic
o 𝑐𝑜𝑠𝑒𝑐𝑎𝑛𝑡 = /01/2*-)
/01/2*-) Formatted: List Paragraph, Left, Right: 0.21", Space After:
o 𝑐𝑜𝑡𝑎𝑛𝑔𝑒𝑛𝑡 = %&&%'()* 0.1 pt, Line spacing: Multiple 0.99 li, Bulleted + Level: 2 +
Aligned at: 0.75" + Indent at: 1"
 2. Abstraction Commented [ST4]: LCP – Individual Differences
(Showing the cut out triangles) Domain (individual differences in learning)
• We have a right triangle ABC Students will listen
The instructor is appealing to the different learning
with the right angle at C and the styles of their students. Some students are visual
two legs a and b and c the learners; others are auditory, kinetic, or a combination
hypotenuse. With respect to of learning styles. Rather than just drawing a triangle, I
like that the instructor is using a triangle to capture the
the acute angle θ, side a is the attention of kinetic and visual learners.
side opposite to θ, the b would
Deleted: ¶
be the side adjacent to θ and ¶
the c is the hypotenuse.
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
(Showing the six trigonometric functions) at: 0.25" + Indent at: 0.5"
• This are the six trigonometric Students will read the definitions. Formatted: Left
functions of an acute angle. Before we
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
find the trigonometric functions of our at: 0.25" + Indent at: 0.5"
triangle, let us read first the definitions
Deleted: ¶
of it.
• Let us first find the sin θ, first we need The side a is the side opposite and the side Deleted:
to find the side opposite and the b is the side hypotenuse. Deleted:
hypotenuse of the triangle. What is the Deleted: <#> ¶
side opposite of this triangle and the
hypotenuse? Formatted: List Paragraph, Right: 0.04", Space After: 0.1
pt, Line spacing: Multiple 1 li, Bulleted + Level: 1 +
• To label it, we will write . Aligned at: 0.25" + Indent at: 0.5"
• That’s how we find sin θ.”
Deleted: <#>¶
• Now to find cos θ, we need to find the 3
side adjacent and the hypotenuse of Cos θ = Deleted: <#> ¶
2
the triangle. So how we will label the Deleted: <#>¶
cos θ? Deleted: ¶
• “Very good. In tan θ, we need the side /
Tan θ = Deleted: ¶ ... [6]
opposite and the side adjacent. How 3
we will be label it? Formatted: Space After: 0 pt
3
• “For the remaining three functions, Cot θ = Deleted: <#> ¶ ... [2]
/
these three are the opposites to the Deleted:
first functions. The cot θ is opposite to
the function of tangent where the cot Deleted:
θ is side adjacent over side opposite. Deleted: <#>¶
How about the cot θ, how we will label
Deleted: <#> ¶
it?
In sec θ and csc θ, their opposites are Formatted ... [3]
2
the cos θ and sin θ. So our sec θ =3 Deleted:
2
and the csc θ = /. That’s how we find Deleted:
the six trigonometric functions. Deleted: <#>¶
We will only follow the definition of this Deleted: ¶ ... [7]
trigonometric functions.
• Can we say these trigonometric Students will repeat after me. Deleted:
functions aloud just so we can Deleted: <#> ¶
remember and I can be sure you know Formatted ... [4]
them?
Deleted: <#>¶ ... [5]
 %&&%'()* Formatted
o 𝑠𝑖𝑛𝑒 = +,&%)*-.'*
/01/2*-)
o 𝑐𝑜𝑠𝑖𝑛𝑒 = +,&%)*-.'*
%&&%'()*
o 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 = /01/2*-)
+,&%)*-.'*
o 𝑠𝑒𝑐𝑎𝑛𝑡 = %&&%'()*
+,&%)*-.'*
o 𝑐𝑜𝑠𝑒𝑐𝑎𝑛𝑡 = /01/2*-)
/01/2*-) Formatted: List Paragraph, Right: 0", Line spacing: single,
o 𝑐𝑜𝑡𝑎𝑛𝑔𝑒𝑛𝑡 = %&&%'()* Bulleted + Level: 2 + Aligned at: 0.75" + Indent at: 1"

Formatted: Right: 0.04", Space After: 0.1 pt, Line spacing:

Multiple 1 li
 Deleted: cos θ and sin θ. So our sec θ = and
3. Applications
(Showing an illustrated example): the csc θ = . That’s how we find the six
trigonometric functions. We will only follow the
definition of this trigonometric functions. ¶
1 ¶
Did you get on how to find the trigonometric
ө functions? ¶
¶
…………………√3 2 Do you have any questions? ¶
¶

Formatted: Centered
Deleted: ¶
• Let’s have another example. Find Student will raise his/her hand Deleted: 2
the six function of the triangle. Sine = Deleted: √
Who would like to find the first
three functions? Cosine = Formatted: Justified

Tangent= Deleted: 3
Formatted: Font color: Background 1
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned
Student will raise his/her hand
• Very good. How about the last three at: 0.25" + Indent at: 0.5"
functions? Cotangent =
Deleted: ¶
Secant = Yes, ma’am ¶
¶
Cosecant = ¶
No ma’am. ¶
¶
¶
¶
¶
¶
¶
¶
¶
¶
¶
¶
¶
¶
¶
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at: 0.25" + Indent at: 0.5"
IV. Evaluation
Find the six trigonometric functions of the triangle.
1 Formatted: Space After: 12.1 pt, Line spacing: Multiple
13 1.04 li

12 Deleted: 1. ¶
12 ¶
¶

ө Deleted: 13
5 Deleted: 5
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2. 8
17

15 Formatted: Indent: Left: -0.01"

ө Deleted: ө
Deleted: 13
6 Deleted: 13
ө
Deleted: 13

Formatted: Indent: Left: 0.22", Hanging: 0.01", No

10 bullets or numbering
Deleted: 6
Deleted: ө
8

V. Assignment
Memorize the six trigonometric functions we will be having a short quiz for
the next meeting. Commented [ST5]: LCP – Individual Differences
(standards and assessment)
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