IPG KAMPUS PULAU PINANG

NAME : 1. SONISAH BT MUSA

(671003-09-5090)
2. CHE FARIDAH BINTI HUSSAIN
(791031-02-5926)
3. WAHIDA BINTI ABDUL RAHMAN
(800519-02-5358)
4. NORHAZAMI BINTI YUSOP
(770815-02-5286)
CLASS : KDPM-SABK-MT(M) AMBILAN 2007
TOPIC : LESSON PLAN OF MATHEMATICS
LECTURER : MR. TAN KAH KHENG

Date

: 21 March 2011

Time

: 8.20 9.40 am

Class

: Form 4

Number of Student

: 14

Subject

: Mathematics

Topic

: Trigonometry II

Learning Objectives

: Understand and use the concept of

trigonometry to solve problem.

Mathematical Skills

: i. Able to find triple trigonometry.

ii. Able to use the Pythagoras Formulae.
iii. Able to use calculator.

Prior knowledge

: i. Students know the concept of trigonometry

ii. Students know the concept of ratio (Triple
Trigonometry)
iii. Student know the concept of Pythagoras

Theorem
Learning Outcomes

: At the end of the lesson, students should be able to

solve problem of
Trigonometry.

Integration with other subjects

Thinking Skills
classifying and identifying.
Moral Values
skills, self-esteem.

: English Language
: Problem solving, compare and contrast,

: Cooperation, patience, accuracy, teamwork, social

Teaching and Learning Materials : Marker pens, portable whiteboard, calculator,

worksheets.

Procedur
e
(Time)
Induction

Identifying

Teacher reminds the concept of

Critical

Set

the ratio of

trigonometry by using short form of

Thinking

(4

trigonomet

trigonometry.

: Explain,

minutes)

Content/
Skill

Teaching-Learning Activities

ry

Remarks

identify,
e.g. SOH CAH TOA

compare

i. S = Sine , C = Cosine , T =
Tangent

and
contrast.

ii. O = Opposite to the angle given (),

A = Adjacent to the angle given ()
and

Values :
Be
friendly,

H = Hypotenuse (the longest side

and opposite

confidence
.

to the rightangle)

Resource
s and
Materials

iii.

:
Marker

pen

A
Step 1

Identify the

Teacher gives students the first example

Critical

(27

length, the

and shows the solution.

Thinking

value of

e.g.

: Classify,

minutes)

Trigonomet
ry

identify,
U
T

compare
and

contras,
S
9 cm

problem

8 cm

Values :

x
P

2 cm

solving.
Be

10 cm

friendly,
In the diagram shown above, PQR,

PTU and RST

s and

(a) The length of TS

(b) The value of sin x
(c) The value of cos y.

Materials
: marker
pen.

+ PR

(Using

Theorem)
= ( 92 + (2+10)2 ) 1/2
= ( 81 + 144 ) 1/2
= ( 225 ) 1/2
= ( 15 2 )1/2
( Student
also learnt the
= 15
concept of
index )
or
PT
9
9
(3x3)
Triple

: PQR
: (2 +10)
:
12
: (3x4)

: RST
: RST
: RST
: (3x5) (Using

Trigonometry, 3 : 4 : 5)
Therefore, RST = 15 cm.
(a) TR = RST - 8 cm
= 15 8
= 7 cm
(b) Sin x

= Opposite
Hypotenuse
=

.
Resource

are straight lines. Find

Solution :
TR =
TP
Pythagoras

confidence

15
=
(c) Cos /

3
5

PTR = Adjacent
Hypotenuse
= 9
15
= 3 ( 1st quadrant )
5

nd

1
S

rd

st

S
K

4 th

The value of cos in 1st and 4th quadrant

are positive and 2nd and 3rd quadrant are
negative.
The angle of y is in 2nd quadrant, the
value of
Cos y must in negative. Therefore,
Cos y = _ 3
5
Step 2
(25
minutes)

Identifying

1. Teacher asks student to form group

Critical

the

of four and distributes worksheet

Thinking

quadrant,

(SPM 2008), mini portable

: Classify,

the value

whiteboard and marker pen and asks

identify,

of
Trigonomet
st

ry in 1 ,
2nd, 3rd and
4th
quadrant.

them to answer question number 11.

2. Teacher asks a student in each group
to show the solution step.
3. Teacher gives comment and
discusses the answer.
e.g.

i. Student should recognize the

given of Sin x =
, which is in 2 nd quadrant, 90 <

compare
and
contrast,
problem
solving.
Values :
Be
friendly,

< 180.

confidence

ii. Student should follow the rule of

SSTK (in

.
Cooperativ

Malay, Saya suka tengok

e in

kartun), therefore

working

sin / RPQ = x.

and
sharing
each

other.
Resource

anticlockwise

s and
T

Materials
:
Worksheet
, portable

iii. By using Calculator, Sin

-1

1 /2 =

whiteboar
d, marker

300,
therefore x = 300 .
iv. List all expectation answer by
using
Trigonometry, TOA and CAH.
(a) (i)

Tan 30 = h/k
Tan 30 x k = h
h = k tan 30
or
(ii)

Tan 60 = k/h
h = k/ tan 60

or
(iii)
or

Cos 30 = k/PR

pen.

(iv)

Cos 60 = h/PR

(b) Student should not use SIN

because it is not given in the list
of answer.
(c) Solution of (a) (iii) and (iv) is not
relevant to h. Therefore those
are not the answer.
(d) Solution of (a) (ii) is not the
answer because Tan 60 is not
given in the list of answer.
(e) The answer is B k tan 30.
Step 3
(12
minutes)

Recognizin
g graph of
Trigonomet
ry

1. Teacher asks student to answer

Critical

question number 13.

2. Students shows their answers and

Thinking

discusses.
3. Teacher gives some tips by using

: Explain,
identify,
compare

calculator and using SSTK.

and

e.g.
i. Identify the given graph of y = tan x

contrast,
Problem

for

solving.

0 < x < 360.

Values :
Be
friendly,
confidence

ii. By using SSTK,

S S T K
(Tan)

Refer to A, B, C & D, A & B is not the

answer
because the value in 1st quadrant is
ve.
iii. By using calculator, tan 0 = 0, tan
180 = 0 and

cooperativ
e in
working
and
sharing
with
others.
Resource
s and

tan 360 = 0, tan 90 = math error

(undefined).
Therefore, the answer is D.

Materials
:
Worksheet
s, Marker

4. Teacher distributes the question of

SPM 2009
as their homework.
Step 4
(2
minutes)

Summary

Teacher summaries that student should :

1. know how to apply Pythagoras

pen,
portable
whiteboar
d.
Values :
Hardworki

Theorem, Trigonometry Theorem

ng

(SOH, CAH, TOA), Triple Trigonometry

Be Patient,

and Trigonometry Quadrant (SSTK).

2. know how to handle calculator
especially to find the degree of the
ratio given.
3. recognize the graph of trigonometry.

Be Honest.