DETAILED LESSON PLAN IN MATHEMATICS 9
I. Objectives
At the end of the lesson, the students will be able to:
A. Recall the Law of Sines
B. Illustrate the Law of Cosines
C. Solve oblique triangles using the Law of Cosines
D. Appreciate the importance of the Law of Cosines in solving oblique triangles in real-life situation
II. Subject Matter
A. Topic: Law of Cosines
B. References: Mathematics 9 Learner’s Module and Teaching Guide
C. Materials: LED TV/Monitor, Laptop, Cartolina, Chalk, Scienctific Calculator, Android Phone
III. Procedure
Teacher’s Activity Student’s Activity
A. Preparation
1. Greetings Good morning ma’am!
Good morning!
2. Checking of Attendance
Miss Secretary, is there any absent today?
No one is absent today ma’am.
Now as a reminder in our classroom rules.
a. No eating during classes.
b. Throw your garbage properly.
c. If you want to go to the comfort room
just inform me and be sure you will
not disturb the class.
d. When someone is talking we should
listen and if you have questions or
clarifications just raise your hand to
be recognize.
Are we clear?
Any questions or clarifications for our
classroom rules?
3. Review Yes ma’am.
Last meeting we already discussed about
law of sines. As a review who can None ma’am.
describe the relation of law of sines?
Yes, Jea?
Very good! So we can illustrate the law of
sines by
sin A sin B sin C
= = or In any Δ ABC,
a b c
a b c sin A sin B sin C
= = = =
sin A sin B sin C a b c
In what cases are we going to use the law
of sines?
Eduard, any idea?
We can only use law of sines if two angles and
Very good! one side are given. And if two sides and an angle
opposite one of these sides are given.
Any questions and clarifications?
Since you already familiarize about
law of sines, let us proceed to our
next lesson.
B. Motivation
I will be giving you an activity. Please read None ma’am.
the instruction and answer it in order to find
out what is our topic all about today. I will
group you into 6 groups. (Members of each
group will be shown on the tv monitor.) If
you already have your answer choose the
letter of your answer then two representative
of the group should find the letters here in
front and paste it on the board where your
group number is located. Am I clear?
I will challenge the class to finish this activity
within 3 minutes and if you can finish within
the given time you will be given 5 points for
today. Are we clear? Yes ma’am.
Your time starts now!
(Note: See attachment at the last page)
C. Presentation
From our activity, what did you find out?
What words did you formed after you answer Yes ma’am.
the following questions? Anyone? Yes,
Kiara?
Very good! So you formed the word law of
cosines. Today we will discuss about Law of
cosines.
Our objectives for today are the following: From the activity we had, after were done
1. recall law of sines answering the questions we came out to the
2. illustrate law of cosines; word “Law of Cosines”.
3. solve oblique triangles using the law of
cosines
4. appreciate the importance of the law of
cosines in solving oblique triangles in real
life situation.
When do you think we usually use the law of
cosines? Yes, Jacky?
Specifically, what kind of triangle?
Very good! Thank youJacky.
We usually use law of cosines in finding the
missing part of oblique triangles. We already We usually use the Law of Cosines in finding
knew from our past lesson that oblique the missing parts of the triangle.
triangles can be classified into two. The acute
angle whose angles are less than 90° and Oblique triangles ma’am.
obtuse angle in which one of the angle is
more than 90°.
The law of cosines states that the square of
the length of one side is equal to the sum of
the squares of the other two sides minus the
product of twice of the two sides and the
cosines of the angle between them.
In symbols, Law of Cosines
In any ΔABC,
We can write the equation as:
a 2=b2 +c 2−2 bc ¿
Next, who would like to illustrate the other
side? Yes, Jhunel?
Very good! Next? Yes, Jhunel?
Excellent! Now you already understand what
the law of cosines states.
Didn’t you find the equations seem familiar to
you?
Yes! Because the Pythagorean theorem was b 2=a+c 2−2ac ¿
part of derivation for the formula of law of
cosines. This equation was derived in a long c 2=a2+ a−2ab ¿
process. Since it will take us time to know
how it was derived. Let us just focus from the
given equations on how to apply these
equations in solving oblique triangles.
Ma’am, it’s quite similar to the formula of
Just like the law of sines, we have also Pythagorean theorem.
important things to know in order to use the
law of cosines.
1. Two sides and the included angle are given
2. Three sides are given
Today we will just focus first at number one
where two sides and the included angle are
given.
Now, didn’t you wonder how can we apply
the law of cosines in real life situations?
Let as have this example.
Example 1.
Jack and Jill both start at point A. They each
walk in a straight line at an angle of 150° to
each other. After an hour Jack has walked
4.5km and Jill has walked 6km. How far apart
are they?
Analyze the problem first and then try to
picture out or imagine the problem.
Now, who would like to illustrate the problem
on the board?
Okay Nathalie. Please show your illustration
on the board.
Very good Nathalie!
That illustration is correct. So Jack and Jill
walk in a straight line at angle of 150° to each
other. The angle is between the two of them. (Nathalie raise her hand)
After 45 minutes Jack has walked 4.5km and
Jill has walked 6km. We are looking for the
distance between the two of them.
Can we use law of cosines in finding the
distance between Jack and Jill?
Yes, Marissa?
Why?
Very good! We can apply the law of cosines.
Now, let us try to answer the problem using
the law of cosines but before that let as label
first the edge of the triangle.
What kind of oblique triangle is this?
Yes, it is an obtuse triangle because one of the
angle measures more than 90 degrees.
Yes ma’am.
Now, the given are the following: Because the given is two sides and the included
c = 4.5km angle.
b = 6km
measure of angle A = 150°
Find side a.
Since side b,c and angle A is given and the
missing is side a we will use the equation
Therefore, Jack and Jill is 10.15km away
from each other.
Obtuse triangle ma’am.
Questions?
Yes, Peter?
Since we are looking for side a not a 2 we must
square root the answer from 56.25 – 54
cos150°.
Are we clear?
Any questions or clarifications?
From our problem, what if we are looking for
the measure of angle B and measure of angle
C?
Now, to find measure of angle B.
(Peter raise his hand)
Ma’am, how did we come out to that answer
Questions? after the last process?
Are we clear?
Jester, please find the measure of angle C and
write your answers on the board. Yes Sir.
None Sir!
Very good Jester.
Since we already have the value of angle A
and angle B we can directly add the two
angles then subtract from 180° to get the
measure of angle C. But be sure that your
answer in angle B is correct or else if it is
wrong then angle C is also wrong.
Am I understood?
D. Enrichment Activity
Let us proceed to another example but this
time it’s your time to answer the problem.
Are we clear?
None ma’am.
Yes ma;am.
Find a, measure of angle B and measure of
angle C. To find measure of angle,
Now, try to answer this in your seats and after angle C = 180° - (angle A + angle B)
I will call one student to show his/her angle C = 180° - (150° + 17.18°)
solutions on the board. angle C = 180° - 167.18
angle C = 12.82°
The measure of angle C = 12.82°
Kein, find the measure of side a.
Yes ma’am.
Marnela, determine the measure of angle B.
Yes ma’am.
Henessy, determine the measure of angle C.
Very good! All your answers are correct!
Any questions or clarifications?
E. Application
Note: Example number one is already part of my
application by applying law of cosines in real life
situation.
F. Generalization
1. What did the law of cosines states?
2. When are we going to use law of cosines?
None ma’am.
IV. Assessment
In a whole sheet of paper solve each word problem. Include illustration of your problem as well as
your conclusion. (20 points)
During a figure skating routine, Jackie and Peter skate apart with an angle of 15° between them.
Jackie skates for 5 meters and Peter skates for 7 meters. How far apart are the skaters?
V. Assignment
In your assignment notebook, find the missing parts of the triangle. (15pts.)
Prepared by:
SINAMAR L. REFUERZO
Subject Teacher
