Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

School Marawi National High Grade Level 12

DAILY LESSON School
PLAN Teacher Jessa May A. Marcos Learning Area PRE-CALCULUS
Teaching Quarter
Dates and March 27, 2025 4th QUARTER
Time

I. OBJECTIVES At the end of the lesson, the learners are expected to:
A. Content Standards The learner demonstrates understanding of key concepts of
circular functions, trigonometric identities, inverse
trigonometric functions, and the polar coordinate system.

B. Performance The learner is able to apply appropriate trigonometric

Standards identities in solving situational problem.

C. Learning Solve situational problems involving trigonometric identities

Competencies STEM_PC11T-IIg-2

II. CONTENT Trigonometry

Solving Situational Problems Involving Trigonometric

A. Topic:
Identities

Deped. (2016). Pre-Calculus Curriculum Guide and Learner’s

Material. Department of Education, Philippines. pp.144-160
https://www.deped.gov.ph/wp-content/uploads/2019/01/Pre-
Calculus.pdf

B. References: Khan Academy.(n.d). Trigonometric Identities.

www.khanacademy.org

Educational TV
https://www.youtube.com/watch?v=JGhTFKEC4Bs&t=1505s

Chalkboard, projector/tv, markers/pens, handouts with

practice problems and situational problems, scientific
C. Materials:
calculators

Practical application of abstract mathematical tools to real-

D. Concept: world scenarios.

Perseverance and accuracy in problem-solving

E. Values Integration:

This Pre-Calculus lesson goes beyond pure mathematics,

F. Across Integration demonstrating its relevance and applicability in various
scientific field like Physics and other engineering fields.

The lesson uses a blend of teacher-centered and student-

centered methodologies including problem-based learning,
G. Methodology: collaborative learning, direct instruction, inquiry-based
learning, and discussion and analysis, to create an engaging
and effective learning experience.

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

III. PROCEDURE

(ANNOTATIONS)
-PPST INDICATORS/
KRA
OBJECTIVES/RUBRIC
INDICATORS TO BE
OBSERVED DURING THE
CLASSROOM
OBSERVATION
A. Preliminary Activities:

a. Prayer Begin with a prayer. Ask a student PPST 1.7.2

to lead the prayer. COT INDICATOR 4
Used effective verbal and
non-verbal classroom
b. Greetings The teacher will greet the students. communication strategies
to support learner
understanding,
c. Checking of Attendance The teacher will check the participation,
engagement, and
attendance and call the attention of
achievement.
the students who are absent in the
previous meeting and ask the PPST 2.4.2
reason/s for their absence (in case COT INDICATOR #5
they did not give an excuse letter). Maintained supportive
learning environments
that nurture and inspire
d. Classroom Management The teacher will ask the students to learners to participate,
arrange their chairs and clean their cooperate and collaborate
surroundings. in continued learning.

e. Setting of Classroom Annotation: Positive

Remind the students of the class discipline is an approach
Standards rules. to teaching that helps
teaching-learning process
to succeed. Starting the
task with a prayer and
preparing classroom set
up inspire the students to
learn and to focus our
hearts and mind
positively.

-The preliminary activities

for this lesson are
designed to create a
supportive and engaging
learning environment.
Beginning with a prayer
and ensuring a well-
prepared classroom setup
are crucial in fostering a
positive atmosphere. The
teacher can frame it as a
moment of mindfulness
and reflection,
emphasizing respect for
diverse perspectives and
building a collaborative
classroom community.
Furthermore, the teacher
will use hand gestures and
facial expressions to

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

remind the classroom

rules and provide positive
reinforcement for good
behavior, promoting
learners understanding,
participation,
engagement, and
achievement.

B. Reviewing previous lesson or Review the fundamental PPST 1.1.2

presenting the new lesson trigonometric identities. Ask the COT INDICATOR #1
students to give examples of the Apply knowledge of
following identities: content within and
across curriculum
teaching areas.
■ Pythagorean
2 2
sin θ+cos θ=1 PPST 3.3.2
COT INDICATOR #7
■ Quotient Design, adapt and
sinθ implement teaching
tanθ=
cosθ strategies that are
responsive to learners
■ Reciprocal with disabilities,
1 giftedness and talents.
cscθ=
sinθ
Annotation: The lesson
■ Sum and Difference
effectively reviews
sin ( A+ B )=sin AcosB+ cosAsinB fundamental
trigonometric identities,
■ Double-angle aligning with COT 1 by
sin 2 θ=2 sinθcosθ ensuring that students
have a solid foundation
■ half-angle in the content area. And

√
θ (1−cosθ) by connecting
sin =± trigonometry to real-
2 2 world scenario, the
motivation part adheres
C. Establishing a purpose for the Motivation: to COT 7, making the
lesson
lesson relevant and
Present a real-world scenario where accessible to diverse
trigonometric identities can be learners.
applied and let the students answer
some related questions. For -The teacher’s use of a
example: real-world scenario to
introduce situational
problems involving
“Imagine you are an engineer trigonometric identities
designing a bridge. You need to serves as a powerful
calculate the forces acting on the motivational hook. This
bridge at different angles. How can approach caters to
trigonometric identities help you diverse learning styles
with this?” by connecting abstract
concepts to practical
The teacher can also show visual applications. The
representation of possible scenario teacher creates an
(image of a bridge or a sound inclusive learning
environment that
wave).
motivates and engages
all learners, including

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

those with diverse

learning needs and
abilities.
D. Presenting examples Distribute handouts with situational PPST 1.1.2
/instances of the new lessons problems. COT INDICATOR #1
Apply knowledge of
Let the students scan the handouts content within and
across curriculum
given to them.
teaching areas.
The teacher will discuss an example PPST 1.3.2
of situational problem and how to COT INDICATOR #2
solve it with the aid of chalkboard, Ensured the positive use
power point presentation and video of ICT to facilitate the
lesson. teaching and learning
process.
Situational Problem:
 A radio tower is supported by Annotation: This
two guy wires, one on each segment of the lesson
effectively introduces
side. The wires are anchored
situational problems
to the ground at points A and involving trigonometric
B, which are 150 meters apart identities aligning to
on a level surface. The angles COT 1 by applying
of elevation of the wires form content knowledge to
points A and B to the top of real-world scenarios.
the tower are 50 degrees and The teacher utilizes
65 degrees, respectively. variety of resources
Determine the height of the ensuring the positive
radio tower. use of ICT (COT 2) to
cater diverse learning
styles.
Solution:
1. Understand the problem: -The teacher creates an
 We have a radio tower and engaging and effective
two guy wires forming two learning experience for
right triangles. the students, ensuring
 The distance between the they not only
anchor points A and B is 150 understand how to solve
meters situational trigonometric
 We know the angles of problems but also
elevation from A and B to the appreciate broader
applications of
top of the tower.
trigonometry.
 We need to find the height of
the tower

2. Draw a diagram illustrating

the radio tower, angle of
elevation, and the location of
the two guy wires A and B.

3. Set up the trigonometric

equations and solve the
problem:

 Solve for x in terms of

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

h.
 Substitute and solve for
h.
 Calculate the values

4. Answer: The height of the

radio tower is approximately
114. 91 meters

E. Discussing new concepts and Divide the class into small groups PPST 1.4.2
practicing new skills #1. (3-4 students). COT INDICATOR #2
Used a range of
Each group will work on an teaching strategies that
enhance learner
assigned task or chosen problem.
achievement in literacy
and numeracy skills.
Example situational problem:
PPST 2.4.2
 A light ray passes through a COT INDICATOR #5
prism. The angle of deviation Maintained supportive
(D) is given by D=θ 1+θ 2−A , learning environments
where sinθ1=n ( sinθ 2 ) and A is that nurture and inspire
learners to participate,
the angle of the prism. If A = cooperate and collaborate
60 degrees and n = 1.5, in continued learning.
express D in terms of θ 2 and
then find D when θ 2=30 Annotation: This part
degrees. of the lesson aligns with
COT 2 and 5 by
Encourage students to discuss and employing a
collaborative teaching
collaborate within their groups.
strategy to enhance
literacy and numeracy
The teacher will facilitate the skills.
activity by providing guidance and
answering questions. -The teacher facilitates
the activity by providing
guidance and answering
questions, fostering a
supportive learning
environment where
students are
encouraged to discuss
and collaborate which
will enhance their
learning achievement in
literacy and numeracy
skills.

F. Discussing new concepts & Analysis: PPST 2.5.2

practicing new skills #2 COT INDICATOR #6
After the activity, each group will Applied a range of
present their solutions and explain successful strategies
that maintain learning
their reasoning.
environments that
motivate learners to
Discuss the different strategies work productively by
used by each group. assuming responsibility

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

for their own learning.

Emphasize the importance of
identifying the relevant Annotation: This
trigonometric identities and section of the lesson
aligns with COT 6 by
applying them correctly.
emphasizing strategies
that promote student
Point out possible alternative responsibility and
solutions. productive learning.

-The teacher have each

group present their
solutions and explain
their reasoning,
fostering critical
thinking and
communication skills.
This structured post-
activity analysis allows
students to reflect on
their learning process
and learn from each
other’s approaches.

G. Developing Mastery (Leads to Individual Practice: PPST 1.4.2

Formative Assessment) COT INDICATOR #3
Present another situational word Used range of teaching
problem and have the students strategies that enhance
learner achievement in
solve the problem individually and
literacy and numeracy
write down the steps they used to skills.
solve it. This is a quick individual
check for understanding.
Annotation: This
 A rotating beacon is located section of the lesson
100 meters from a straight transitions to individual
shoreline. Express the practice, focusing on
distance (d) from the beacon applying trigonometric
to a point on the shoreline in identities to solve
terms of the angle between situational problem
which aligns to COT 3 as
the beam of light and the
it utilizes problem-
perpendicular to the solving to enhance
shoreline. literacy and numeracy
skills.
Note:
 Show all the steps clearly -The teacher provides a
 Use the appropriate clear problem
trigonometric identities statement and
 Check your answers for emphasizes the
accuracy importance of showing
all steps. The problem
itself requires students
to translate a real-world
scenario into a
mathematical
representation and
apply their knowledge

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

to find a solution.

H. Finding Practical Applications The lesson revolves around the PPST 2.5.2
of concepts and skills in daily practical application of abstract COT INDICATOR #6
living Applied a range of
mathematical tools to real-world
scenarios which they can use in successful strategies
that maintain learning
their daily life.
environments that
motivate learners to
 The lesson aims to move work productively by
students beyond simply assuming responsibility
memorizing trigonometric for their own learning.
identities. It emphasizes using
these identities as tools to Annotation: This
solve tangible, relatable section emphasizes on
problems. moving beyond rote
memorization towards
 It demonstrates that applying these concepts
in real-world scenarios
mathematics is not just a set
aligning to COT 6 and
of abstract rules but a promoting student
powerful language for responsibility and
describing and understanding engagement in learning.
the world around us.
-The teacher aims to
 It empowers the students to demonstrate that
think critically and apply their mathematics is a
skills and knowledge of practical tool for
trigonometric identities to understanding the
solve problems world, empowering
students to think
 The students can develop a critically and solve
tangible problems.
deeper understanding of the
relationship between
mathematics and the real
world which can help them
build confidence in their
ability to use mathematics to
solve practical problems.

I. Making Generalizations &

Abstractions about the lessons Let the students summarize the
key concepts and steps involved in
solving situational problems using
trigonometric identities
emphasizing the following:

 Understand the problem,

identify and analyze the given
information
 Select the appropriate
trigonometric identities
 Apply the identities to
simplify and solve the
problem

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

 Check the solution for

accuracy
 Relate the abstract concepts
back to the real world
examples.

J. Evaluating Learning PPST 1.4.2

Seatwork COT INDICATOR #3
Used range of teaching
Instruction: Solve the problem and strategies that enhance
learner achievement in
show your complete solution.
literacy and numeracy
skills.
1. Sound Wave Problem: A
sound wave’s displacement is PPST 2.5.2
given by the equation COT INDICATOR #6
π Applied a range of
y=8 sin ⁡(wt + ), where y is
3 successful strategies
the displacement in that maintain learning
centimeters, w is the angular environments that
frequency, and t is time in motivate learners to
seconds. work productively by
assuming responsibility
A. Express y in terms of
for their own learning.
sin(wt ) and cos (wt )
B. If w=2 πrad /s , find the Annotation: The
displacement y at t=0.5 seatwork and
seconds assignment enhance
numeracy and literacy
K. Additional activities for skills. The assignment
application or remediation Assignment: Choose one activity offers different options
which caters to different
among the following:
learning styles and
promotes student
1. Research and Real-World responsibility and
Application: Find and describe productive learning.
a real-world scenario
(different from the ones -The activities given by
discussed in class) where the teacher encourages
trigonometric identities are students to connect
used to solve a problem. abstract mathematical
Write a brief paragraph concepts to tangible
explaining the situation and scenarios, further
solidifying their
how trigonometric identities
understanding of the
are applied. relevance and
applicability of
2. Original Situational Problem: trigonopmetry.
Create your own original
situational word problem that
requires the application of
trigonometric identities.
Provide a detailed solution to
your problem.

3. Further Practice: Solve the

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

other problems from your

handouts not discussed in
this session.
IV. REFLECTION
For the students: PPST 2.4.2
In your notebook, write your personal COT INDICATOR #5
insight about the lesson using the Maintained supportive
prompts below. learning environments
that nurture and inspire
I understand that learners to participate,
cooperate and collaborate
________________________
in continued learning.
________________________
I realize that ____________ Annotation: This part
_________________________ of the lesson outlines
I need to learn more about reflection activities for
_________________________ both teacher and
_________________________ students. It encourages
metacognition and self-
For the teacher:
assessment aligning
This lesson effectively bridged the gap
with COT 5 by fostering
between abstract mathematical
a supportive learning
concepts and their practical
environment that
applications. By engaging students in
promotes continued
real-world scenarios, collaborative
learning.
problem-solving, and individual
practice, the lesson fostered a deeper
-The teacher’s reflection
understanding of how trigonometric
highlights the lesson’s
identities function as powerful tools.
success in bridging
The inclusion of diverse methodologies
abstract mathematical
like problem-based learning and
concepts with practical
inquiry, empowered students to think
applications through
critically and creatively. Ultimately,
real-world scenarios,
this lesson not only reinforced core
collaborative problem-
mathematical skills but also showed
solving, and individual
the relevance of mathematics in
practice.
various scientific and engineering
disciplines, promoting a more
meaningful learning experience.

V. REMARKS

A .No. of learners who earned 80% in the evaluation.

B. No. of learners who requires additional acts for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of learners who caught up with the
lessons.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this work?)
F. What difficulties did I encounter which my principal/supervisor can help me
solve?
G. What innovations or localized materials did I used/discover which I wish to
share with other teachers?

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 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF TARLAC PROVINCE
MARAWI NATIONAL HIGH SCHOOL

Prepared by: Checked/Observed:

JESSA MAY A. MARCOS JOVERT G. TAÑOTE
Teacher II Master Teacher II

NOTED:
EDGAR V. VILORIA, EdD
Principal III

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