Subject MATHEMATICS Grade Level: 9
Unit Topic: Trigonometry Quarter: IV
UNIT STANDARDS AND COMPETENCIES DIAGRAM
TRANSFER GOAL PERFORMANCE TASK
Students on their own and in the long
TRANSFER Architect in Action
run will be able to apply the concepts of
trigonometric ratios to formulate and
solve real-life problems with precision and
accuracy.
PERFORMANCE STANDARD
The learner is able to apply the
concepts of trigonometric ratios to
formulate and solve real-life problems
with precision and accuracy.
ACQUISITION MAKE MEANING
illustrate the six trigonometric EQ: Is there a best way to
ratios: sine, cosine, tangent, secant, approach a problem and can all
cosecant, and cotangent. problems be reduced to a
(M9GEIVa-1) simpler one?
illustrate angles of elevation and
angles of depression. (M9GEIVd-1) EU: : Students will understand
illustrate laws of sines and cosines. that there can be special
(M9GEIVf-g-1) scenarios to a problem; special
scenarios can have simpler
solutions; and special laws or
properties can be used to solve
real-life problems with
precision and accuracy.
CONTENT STANDARD
The learner demonstrates understanding of
the basic concepts of trigonometry.
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LEARNING PLAN
EXPLORE
In this unit, you will acquire knowledge and skills needed to solve problems involving
trigonometry. You will learn how to illustrate trigonometric ratio (Of special angles),
solutions of Right Triangles, Application of Trigonometric Ratios to Right Triangle and
Trigonometric Functions of Angles in Standard Position.
Consider these questions: In how many ways can one phrase a question? Is there a best way
top approach a problem? Can all problems be reduced to simpler one? What is the
importance of remembering special laws?
Map of Conceptual Change:
WHAT I KNOW? WHAT I WANT TO WHAT I’VE LEARNED
KNOW
LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
Module 1
illustrate the six E-Math LM 9 p. 398, items 1-6
trigonometric Title: Practice and Application I
ratios: sine, Direction: Match each fraction with one or more of the trigonometric ratios in a to f. There will be
cosine, tangent, more than one match for some fractions and no matches for others. Use the triangle on the right.
secant, cosecant,
and cotangent.
(M9GEIVa-1) E-Math LM 9 p. 413, items 1-9
Title: Practice and Application I
Direction: Express the following in terms of trigonometric ratios of acute angles and find their
values correct to four significant figures.
Module 2
illustrate angles of E-Math LM 9 p. 446
elevation and Title: Vocabulary and Concepts
angles of
depression.
(M9GEIVd-1)
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Module 3
illustrate laws of E-Math LM 9 p. 424, items 1-8
sines and cosines. Title: Practice and Application I
(M9GEIVf-g-1)
E-Math LM 9 p. 434, items 1-10
Title: Vocabulary and Concepts
Link for uploading of student’s output: https://classroom.google.com/u/0/c/MzgwNDE3MTg3MDky
Clickable Links:
1. https://www.youtube.com/watch?v=P2_rj33nQ0c
2. https:// www.youtube.com/
watch? v=uyKvSe6Ltgs
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3. https://www.youtube.com/watch?v=T--nPHdS1Vo
4.
LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
find the Text and Video Analysis (Scaffold for Transfer 1)
trigonometric Direction: Answer the following questions after reading the text and watching the video
ratios of special about Trigonometric Rations of Special Angles.
angles. Link: https://www.onlinemathlearning.com/trig-special-angles.html
(M9GEIVd-1)
Process Question:
1. What concept would you use to solve the problem? How would you use it?
2. How to derive the trigonometric ratios of the special angles?
3. Is there a best way to approach a problem and can all problems be reduced to a
simpler one?
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use Video Analysis (Scaffold for Transfer 2)
trigonometric Direction: Watch the video about Solving real-life problems involving right triangles
ratios to solve and answer the problems in the video.
real-life Link: https://www.larsoncalculus.com/etf6/content/algebra-help/trigonometry/right-
problems
triangle-trigonometry/solve-real-life-problems-involving-right-triangles/
involving right
triangles
(M9GEIVe-1)
Process Question:
1. What concept would you use to solve the problem? How would you use it?
2. Is there a best way to approach a problem and can all problems be reduced to a
simpler one?
solve problems Problem Analysis (Scaffold for Transfer 3)
involving Direction: Analyze the following sample problem and answer the questions at the end of the discussion.
oblique Link: https://www.superprof.co.uk/resources/academic/maths/trigonometry/oblique-triangle-word-
triangles. problems.html
(M9GEIVh-j-1)
Process Question:
1. What concept would you use to solve the problem? How would you use it?
2. Is there a best way to approach a problem and can all problems be reduced to a
simpler one?
Self-assessment
Assess your own understanding of the discussions and activities in this module accomplishing the exit
sheet (Lujan, 2011) below.
I Understand I Need Help
I learned… I need help with …
The lesson helped me… I have a question on …
I Need Practice I Want More
I am still confused about … I could use this information …
I need to practice … I wish I could
Learning TRANSFER
Competency
apply the Performance Task:
concepts of You are an engineer working for a construction firm. Your company has tasked
trigonometric
you to head a project that seeks to explore cheaper ways to measure the height of a
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ratios to building. Using your knowledge of trigonometry and basic kinematics, design an
formulate and inexpensive methodology for the task at hand. Your design will be evaluated based on
solve real-life
problems with
simplicity of set up, innovativeness, application of concepts, and cost effectiveness.
precision and
accuracy. Criteria 4 3 2 1
Excellent Proficient Progressing
Beginning
Simplicity of Setup of Setup of Setup of
Setup of
Setup design can design can design can be
design can
be be accomplished
be
accomplishe accomplishe in 10-15
accomplishe
d in less d in 5-10 minutes.
d in more
than 5 minutes. than 15
minutes. minutes.
Innovativene The entire The design The design The design
ss design has 1-2 has 3-4 has at least
makes use objects objects 5 objects
of everydayspecifically specifically specifically
objects. acquired for acquired for acquired for
this project. this project. this project.
Application of Students Students are Students are Students do
Concepts demonstrate at ease with uncomfortabl not have a
full expected e with the grasp of the
knowledge answers, to concepts and concepts;
(more than all questions are able to students
required) by but fail to answer cannot
answering elaborate. rudimentary answer
all class questions questions
questions only. about their
with design.
explanation
s and
elaborations
.
Cost The entire The entire The entire The entire
Effectiveness design cost design costs design costs design costs
less than between between Php. more than
Php. 1,000. Php. 1,000 – 3000 – Php. Php. 5,000.
Php 3,000 5,000
Institutional Quality
core values Commitment
Sound Reasoning
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