REPUBLIC OF THE PHILIPPINES

MIMAROPA Region
Division of Oriental Mindoro

I. CONTENT STANDARD
The learner demonstrates understanding of the basic concepts of trigonometry.
PERFORMANCE STANDARD
The learner is able to apply concepts of trigonometric ratios to formulate and solve real – life
problems with precision and accuracy
LEARNING COMPETENCY
Find the trigonometric ratios of special angles
CODE: M9GE-IVb-c-1

II. SUBJECT MATTER

TOPIC: Trigonometric Ratios of Special Angles
OBJECTIVES:
At the end of the lesson, the student will be able to:
1. determine the trigonometric ratios of special angles,
2. explain the uniqueness or specialness of 30𝜊 − 45𝜊 − 60 angles.
3. apply trigonometric ratios of special angles in worded problems
REFERENCES: Learner’s Material for Mathematics Grade 9, pp. 447 – 456,
https://m.youtube.com/watch?v=PF2nmCVSUEs
MATERIALS: audio – visual presentation, colored papers/bond papers, markers, manila paper

III. LEARNING ACTIVITIES

A. PREPARATION
a. Daily Routine
b. Drill
“Let Us Exercise Our Hands”
The students will represent the angle given by the teacher using their hands.

1. 30 degrees
2. 60 degrees
3. 90 degrees
4. 45 degrees
5. 30 degrees
c. Review

What are the six trigonometric ratios?

In terms of the sides of a right triangle, how are you going to represent the six
trigonometric ratios?
 d. Motivation

“Video Ko! Review Mo!”

The students will watch a video and will answer that questions that follow.

Questions:
1. What did you notice about the video?
2. What are the related topics in Mathematics employed in it?
3. Do you agree with her answer even though there is no mathematical proof? Why or why
not?

B. PRESENTATION

a. Activity

“Special Triangles and Exact Values”

Case 1:
1. Create a square on a piece of paper.
2. Set the length of each side to 1
3. Cut the square along a diagonal. What triangles are formed?
4. Indicate the right angle in the triangle.
5. Determine the exact length of the hypotenuse using Pythagorean Theorem.
6. Label the hypotenuse and all other sides and angles.
7. Write the primary trigonometric ratios for 45 degrees (SOH – CAH – TOA)
8. Rewrite the primary trigonometric Ratios with rationalized denominators.
Case 2:
1. Create an equiangular triangle.
2. Set the length of each side to 2.
3. What are the measures of the angles of the triangle?
4. Label each angle.
5. Divide the triangle into two identical triangles using an altitude.
6. The base of the triangle is now divided into equal portions of length.
7. Consider only one of the new triangles.
8. Indicate the right angle in the new triangle.
9. What is the third angle in the new triangle?
10. Determine the exact height using the Pythagorean Theorem.
11. Label the altitude with its measure.
12. Write the primary trigonometric ratios for 30 degrees in the triangle?
13. Rewrite the primary trigonometric ratios with rationalized denominators.

Case 3:
1. Create an equiangular triangle.
2. Set the length of each side to 2.
3. What are the measures of the angles of the triangle?
4. Label each angle.
 5. Divide the triangle into two identical triangles using an altitude.
6. The base of the triangle is now divided into equal portions of length.
7. Consider only one of the new triangles.
8. Indicate the right angle in the new triangle.
9. What is the third angle in the new triangle?
10. Determine the exact height using the Pythagorean Theorem.
11. Label the altitude with its measure.
12. Write the primary trigonometric ratios for 60 degrees in the triangle?
13. Rewrite the primary trigonometric ratios with rationalized denominators.

b. Analysis

What kind of triangle is formed in case 1? case 2 and 3?

What did you discover from case 1? case 2 and case 3?
What is the relationship between the legs and its hypotenuse in 45-45 -90 Triangle?
What is the relationship of the hypotenuse and longer leg to the shorter log of a 30 – 60 –
90 Triangle?
How did you find the values of the trigonometric ratios of special angles?
Is there a difference between the values of the trigonometric ratios of special angles using
the special right triangles and the hand technique?

c. Abstraction

“What Makes Me Special”

The students will create a mini book through paper folding and will answer the activity
there.
Content of the Mini Book
Cover page: Title of the Lesson (Trigonometric Ratios of Special Angles)
First Page:
Complete the table below that summarizes the values of the trigonometric ratios of
angles 30, 45, and 60 degrees.

TRIGONOMETRIC RATIOS OF THE ANGLES

𝜃 sin cos tan csc sec cot
30𝜊
45𝜊
60𝜊

Second Page
What do you think make this angles special? Why?

Third Page
L – What do you love about the lesson?
I – Does it inspires you to discover more and new things in Mathematics?
F – Is there any factors affecting your understanding about the topic?
E – are you eager to know more about the lesson?

d. Application

The students will choose their activity based on which they are attracted the most or tap
their interest.
Case 1: Error Analysis
Case 2: Formulating Own Problem
Case 3: House Repair
 Case 4: Three Dimension
Case 5: Altitude

“ I Prefer This”

Case 1: Error Analysis

5
Agnes drew the triangle at the right. 5ξ3
Gina said that the length couldn’t be correct.
With which student do you agree? Why? 30𝜊 60𝜊
10

Case 2: Formulating Own Problem

Write a real life problem that you can solve using a 30𝜊 − 60𝜊 − 90𝜊 triangle
with a 12 meter hypotenuse. Illustrate the problem with your complete solution.

Case 3: House Repair

After heavy winds brought by “Hanging Habagat”, workers placed an 8m brace
against the side of the damaged house at a 45𝜊 angle. Then at the same spot on the
ground, they place a second longer brace to make a 30𝜊 angle with the side of the
house. How long is the longer brace?

Case 4: Three Dimension

Find the length of d, the diagonal of a
cube with the following given sides.
a. 5 units
b. 7 units

Case 5: Altitude
As a hot air balloon began to rise, the ground crew drove 1.2 miles to an
observation station. The initial observation from that instant is the angle between the
ground and the line of sight to the balloon is 30𝜊 . Approximately how high is the balloon
at that point?
a. Draw the situation
b. Show your solution
IV. EVALUATION
On a sheet of paper. Solve the following.

1. What is the value of x?

45𝜊
45𝜊
6

2. Ryan quit bowling and took up sailing. His sail for his boat is a 45 – 45 – 90 Triangle. The
base of the sail is 6ft. long. What would be the height of the sail? What is the length of the
hypotenuse?
3. Jeremy is going to show off his skateboarding ability to his Geometry class. He has a skate
board ramp that must be set up to rise from the ground at 30 degrees. If the height from
the ground to the platform is 8 feet, how far is the ramp to the platform?
 V. AGREEMENT

Try to think about this

Suppose you are on top of a mountain looking down at a

certain village, how will you directly measure the height of the
mountain?

Prepared:

JAYMAR G. GACILES
Demonstration Teacher
Guillermo Raymundo-Calima High School

Observed by:

EMELYN M. ARANAS, Ed. D. 92218 CRESTITA M. PAZ

Head Teacher III-Naujan Municipal High School Secondary School teacher II- Bulalacao National High School

RONALDO J. MALABAY
Head Teacher III,- Pili National High School

Noted:

ELMAR T. ALZATE
Education Program Supervisor