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DLL For LC 48.1b-Word-problems-involving-Laws-of-Cosine (Moresco)

The document outlines a daily lesson plan for a Grade 9 mathematics class covering oblique triangles and the law of cosine. The lesson plan includes objectives, content, learning resources, procedures for presenting new concepts and examples, discussions, practice problems, and assessments. Key points of the lesson are illustrating and applying the law of cosine to solve problems involving oblique triangles. Formative assessments are used to evaluate student mastery of using the law of cosine to find missing parts of triangles.

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Randel Roy Gazo Raluto
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505 views8 pages

DLL For LC 48.1b-Word-problems-involving-Laws-of-Cosine (Moresco)

The document outlines a daily lesson plan for a Grade 9 mathematics class covering oblique triangles and the law of cosine. The lesson plan includes objectives, content, learning resources, procedures for presenting new concepts and examples, discussions, practice problems, and assessments. Key points of the lesson are illustrating and applying the law of cosine to solve problems involving oblique triangles. Formative assessments are used to evaluate student mastery of using the law of cosine to find missing parts of triangles.

Uploaded by

Randel Roy Gazo Raluto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

Annex 1B to DepEd Order No. 42, s.

2016

GRADES 1 to 12 School Grade Level 9


DAILY LESSON LOG Teacher Learning Area Mathematics 9
Teaching Dates and Time Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

a. Illustrate the law of cosine.


b. Solve problems involving
oblique triangles.
c. Show mastery in applying
I. OBJECTIVES the laws of cosine in
solving problems about
oblique triangles.

A. Content Standards The learner demonstrates


understanding of the basic
concepts of trigonometry.
B. Performance The learner is able to apply
Standards the concepts of trigonometric
ratios to formulate and solve
real-life problems with
precision and accuracy.
C. Learning
Competencies/ The learner solves problems
Objectives involving oblique triangles.
Write the LC code for ( M9GE-IVh-j-1)
each
Oblique Triangles (Law of
a. CONTENT Cosine)
b. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Grade 9 Learning Materials
pages pp. 477 - 496

3. Textbook pages

4. Additional https://www.mathsisfun.co
Materials from
m/algebra/trig-cosine-
Learning Resource
law.html
(LR) portal
A. Other Learning laptop, oblique triangles
Resources (pictures), LCD, activity
sheets

c. PROCEDURES
A. Reviewing previous I. Look around the classroom.
lesson or ● Can you see things in the
presenting the new shape of oblique triangles?
List down at least five
lesson
things you see around that
may not be considered as
right triangles. These are
oblique triangles.
● Take a second look at the
things you have listed and
find out what common
characteristic these
triangles have.
● If you are asked to classify
the things on your list into
two, how would you do it?
What is your basis for
classifying them as such?
● Can you now define an
oblique triangle? Give your
definition of an oblique
triangle based on what you
have observed.
B. Establishing a II. Look at the triangles below
purpose for the  What do you notice
lesson about each of the given
triangles?
 If you are asked to group
the triangles in into two sets,
how will you group them?
Name them Set A and Set B.
 What is your basis for
grouping them that way?
 Examine closely the
triangles in Set A. Can you
solve the missing parts of the
triangles? How about those in
Set B? If you can solve the
missing parts of these two
sets of triangles using the
previous concepts you have
learned, show us how.

C. Presenting Law of cosine states that the


examples/instance square of any side of a
s of the new lesson triangle is equal to the sum of
the squares of the other two
sides minus twice the product
of these sides and the cosine
of the angle between them.

c2 = a2 + b2 – 2ab cos C

It is only applicable if:


 the three sides are known;
and
 the two sides and its
included angle are known.
Example 1. Solve for the
missing parts of ∆ABC below.
Given: two sides and an
angle opposite of these sides
a = 10 ; c = 19 ; ∠𝐶 =
120o

Example 2:

Given: three sides

a = 10 ; b = 15 ; c = 20
Find the measurement of ∠A,

∠B, and ∠C.


D. Discussing new a. What are your thoughts
concepts and about the applications of law
practicing new of cosines?
b. Are the given illustrations
skills #1
helpful? How it helps to
solve the problem easier?
c. Do you have other way/s
to solve these problems? If
so, share it to the class.
E. Discussing new
concepts and
practicing new
skills #2

F. Developing Find the measurement of ∠A,


mastery ∠B, and ∠C.
(Leads to Formative
Assessment 3)

G. Finding practical
applications of
concepts and skills
in daily living

H. Making The law of cosines states that


generalizations and the square of the length of
abstractions about one side is equal to the sum
the lesson of the squares of the other
two sides minus the product
of twice the two sides and the
cosine of the angle between
them.
I. Evaluating learning Maine’s handheld computer
can send and receive e –
mails if it is within 40miles of
a transmission tower. On a
trip Maine passed the
transmission tower on
Highway 7 for 32 miles, and
turns 970 onto Coastal road
and drive another 19 miles.

Is Maine close enough to the


transmission tower to be able
to send and receive e –
mails? Explain your
reasoning.

If Maine is within range of the


tower, how much farther can
she drive on Coastal road
before she is out of range? If
she is out of range and drive
back toward Highway 7, how
far will she travels before she
is back in range?

J. Additional Solve the following problems.


activities for
application or A triangular lot sits at the
corner of two streets that
remediation
intersect at an angle of 58
degrees. One street side of
the lot is 32 m and the other
is 40 m. How long is the back
lot (the third side) to the
nearest meter?

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up in 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 used/discover
which I wish to share
with other teachers?

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