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NATIONAL MATH PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 1
Learning Activity Sheet for Mathematics Grade 10
Quarter 1: Week 1

This material is intended exclusively for the use of teachers in the implementation of the K to 12 Curriculum. It aims to assist in delivering the curriculum content,
standards, and lesson competencies.

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Published by the Department of Education

Development Team

Writer: Benedict G. Antonio

Content Reviewer: Marilyn B. Soriano, Dominador Villafria, Alberto J. Tiangco,
Lambert G. Quezada, Mirasol I. Rongavilla, Joel P. Feliciano,
Emma R. Cunanan, Remylinda T. Soriano and Helen Acedo
Illustrator: Micah M. Melorin, Benedict G. Antonio & Kurt Russel M. Linao
Layout Artist: Kurt Russel M. Linao, Anthony James H. Vizmanos
Language Editor: Rachelle R. Quesada
Management Team

JOYCE DR ANDAYA CESO IV, Director IV

CRISTITO A. ECO CESO III, Assistant Regional Director
MICAH G. PACHECO, OIC-Chief Education Supervisor-CLMD
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
RESTITUTO I. RODELAS, OIC-Regional Mathematics Education Program Supervisor
ALBERTO J. TIANGCO, Mathematics Education Program Supervisor
LAMBERT G. QUESADA, Mathematics Education Program Supervisor
WILMA Q. DEL ROSARIO, LR Education Program Supervisor
JONAS FELICIANO C. DOMINGO, LR Education Program Supervisor
IVY CONEY GAMATERO, LR Education Program Supervisor
PRECY M. PAURILLO, LR Education Program Supervisor
K to 12 Curriculum School Grade Level 10
Daily Lesson Script Name of Teacher Learning Area Mathematics
Teaching Dates and Time Quarter 1

Week 1 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have the understanding of …
A. Content Standards
• the laws of sines and laws of cosines
B. Performance By the end of the quarter, the learners are able to …
Standards • find sides and angles in oblique triangles using the laws of sines and laws of cosines
C. Learning The learners will be able to:
Competencies • Apply laws of sines in solving oblique triangles, including ambiguous cases
At the end of the lesson, the learners are able to:
1. Define and describe oblique triangles
D. Learning Objectives 2. Illustrate law of sines
a. one side and two angles
b. two sides and an angle opposite to the side given
Aspect: Context, Connection, Collaboration, and Creativity
3. Instructional Design
Principle: Inclusive, Ideational, Integrative, and Innovative
framework feature (s) Facets/Events: Engage, Explore, Experiences, and Empathize
Information, Media and Technology Skills – Visual Literacy
4. 21st Century Skills
Communication Skills
II. CONTENT
III. LEARNING RESOURCES
Lumen Learning, OpenStax. (n.d.-b). Using the Law of Sines to solve oblique triangles | Applied Algebra
A. References and trigonometry. https://courses.lumenlearning.com/ccbcmd-math/chapter/using-the-law-of-sines-to-
solve-oblique-triangles/
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Knowledge Good day everyone! This is the first day of the National Mathematics Program! Is everyone excited?
(3 minutes)
(Expected answer): Yes!

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Before we start to discuss the lesson, can someone refresh us and describe the right triangle?

(Expected answer): A right triangle is a triangle with one right angle.

Correct! It is a triangle with one angle that measures 90°. Now, let me show you different triangles. Just tell which are
right triangles.

Intervention Group Consolidation Group Enhancement Group

Identify which of the following is/are Identify which of the following is/are Identify which of the following is/are
right triangle/s. approximately right triangle/s. approximately right triangle/s.

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity.

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 We already identified the right triangles on the given activity, the other triangles are called oblique
Lesson Purpose/Intention
triangles. And today we are about to learn the definition of oblique triangle and one of the ways to solve
(1 minute)
oblique triangles, the Law of Sines.

Now, based on the statement that I said, can someone define and describe an oblique triangle?

(Expected answer): An oblique triangle is any triangle that is not a right triangle.

Lesson Language Practice

Very good! Take note of these definitions. Everybody let’s read!
(1 minute)

Triangles with one right angle are right triangles.

Triangles that are not right triangles are oblique triangles.

During/Lesson Proper

You learned the angle of elevation and the angle of depression in Grade 9, let’s try to answer the question.
Can someone volunteer to read the problem?

(A student will read the problem)

Two airport traffic control towers are 8 km apart. An
airplane is flying over in between two towers. The pilot
Reading the Key Idea/Stem determines that the angle of depressions of the airplane to
(3 minutes) tower A and tower B are 40° and 47° respectively. Using the
illustration, how will you find the distance of the airplane from
tower A?

Notice that the illustration of the problem is forming an oblique triangle. These are some problems that can
be solved using some theorems of trigonometry. Solving oblique triangles means finding the measurement
of all angles and all sides.

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 Take a look at the figures.

Intervention Group Consolidation Group Enhancement Group

What did you observe on the What are the commonalities the What can you say about the
given angles and sides of the given triangles? figures?
given triangles?

Developing Understanding of (Expected answer): There are two angles and one side given.
the Key Idea/Stem
(12 minutes) Excellent! In order to solve oblique triangles, we need to have at least three given values. On given
triangles, two angles and one side are given, these will be our first two cases:

(Case 1) ASA (Angle-Side-Angle)

Given the measurements of two angles and the

included side.

NOTES TO THE TEACHER: The teacher should explain the

possible conditions for ASA, i.e.

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The following are examples of triangles with ASA conditions.

(Case 2) SAA (Side-Angle-Angle) or AAS (Angle-Angle-Side)

Given the measurements of two angles and a side not in

between them or not included side.

NOTES TO THE TEACHER: The teacher should explain the possible

conditions for SAA/AAS, i.e.

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The following are examples of triangles with SAA or AAS conditions.

NOTES TO THE TEACHER: The teacher should emphasize the meaning of “included side/angle” and “known
side/angle”.

Take a look at these next set of figures.

Intervention Group Consolidation Group Enhancement Group

What did you observe on the What are the commonalities the What can you say about the
given angles and sides of the given triangles? figures?
given triangles?

(Expected answer): There are two sides and one angle given.

Correct! That will fall on next case.

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(Case 3) SSA (Side-Side-Angle) or ASS (Angle-Side-Side)
Given the measurements of two sides and an angle
not included in the known sides.

NOTES TO THE TEACHER: The teacher should explain the

possible conditions for SSA/ASS, i.e.

The triangles given a while ago are examples of SSA/ASS except for the last figure.

What do you think is the reason?

(Expected answer): Because the given angle is in between two sides.

Brilliant! If an angle is in between two sides, that involves SAS (Side-Angle-Side) condition, where the
measurements of two sides and an included angle are given. This condition will be discussed on case 4.
But for now, we will focus on cases 1, 2 and 3.

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 Law of Sines
This law states that the ratio of the sine of one angle of a
triangle to the length of its opposite side is equal to the
remaining two ratios of sine of other angle to its opposite side;
any pair of proportions may be used to solve for a missing angle
or side. Thus, in the figure, ∆𝐴𝐵𝐶, given that 𝑎 is the opposite
side of ∠A, 𝑏 is the opposite side of ∠B, and 𝑐 is the opposite side
of ∠C,

!"# $ !"# & !"# ( % ' )

= = or = !"# & = !"# (
% ' ) !"# $

Problems involving cases 1 (ASA), case 2 (SAA/AAS) and case 3 (SSA/ASS) can be solved using the Law of
Sines. We are unable to use this Law of Sines on triangles with SAS (Side-Angle-Side) as there will be no
pair of proportionalities to solve the unknown angles and sides.

NOTES TO THE TEACHER: The teacher may use other methods to explain why case 4 is for the Law of Cosines. The
teacher may call a student to read the definition of the cases if possible. The teacher should explain further the
relationships of each ratio. The teacher should also emphasize that “sin” is read as sine.

Let’s try more examples.

Intervention Group Consolidation Group Enhancement Group

State what case for the Law of State what case for the Law of State what case for the Law of
Deepening Understanding of
Sines can be used to solve the Sines can be used to solve the Sines can be used to solve the
the Key Idea/Stem (4 minutes)
value of x of the given figure, value of x of the given figure, value of x of the given figure,
otherwise, NOT POSSIBLE. otherwise, NOT POSSIBLE. otherwise, NOT POSSIBLE.

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 1.
1. 1.

Given ∆𝐴𝐵𝐶,
2.
2. 2. a = 16, m∠B = 87°, c = 15

3. c= 30, b = 37, 𝑎 = 55
3.
3. 4. 𝑚∠𝐴 = 42°, 𝑚∠𝐵 = 100°, 𝑎 = 56

5. 𝑐 = 22, 𝑚∠𝐵 = 135°, 𝑎 = 31

4.
Given ∆𝐴𝐵𝐶,

4. 𝑚∠𝐴 = 42°, 𝑚∠𝐵 = 100°, 𝑎 = 56

Given ∆𝐴𝐵𝐶, 5. 𝑐 = 22, 𝑚∠𝐵 = 135°, 𝑎 = 31

5. 𝑐 = 22, 𝑚∠𝐵 = 135°, 𝑎 = 31

Expected Answer: 1. Yes (ASS/SSA) 2. Not Possible 3. Not Possible 4. Yes (SAA/AAS) 5. Not Possible

Do you have any questions or clarifications?

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity.
After/Post-Lesson Proper
Let’s wrap it up. Can anyone define oblique triangles?
Making Generalizations and
Abstractions (1 minute) (Expected answer): Oblique triangles are triangles that are not right triangles.

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 How to solve an oblique triangle?

(Expected answer): To solve for an oblique triangle, find the measurement of all three angles and all three
sides.

Can you tell us one theorem that can be used to solve an oblique triangle?

(Expected answer): One of the theorems that can be used to solve an oblique triangle is the Law of Sines.

Can someone define Law of Sines?

(Expected answer): This law states that the ratio of the sine of one angle of a triangle to the length of its
opposite side is equal to the remaining two ratios of sine of other angle to its opposite side; any pair of
proportions may be used to solve for a missing angle or side. The formula for Law of Sines is

!"# $ !"# & !"# ( % ' )

%
= '
= )
or
!"# $
= !"# & = !"# (

Intervention Group Consolidation Group Enhancement Group

Write what case of Law of Sines Write what case of Law of Sines Write what case of Law of Sines
can be used to solve the triangle can be used to solve the triangle can be used to solve the triangle
and write NO if not. and write NO if not. and write NO if not.

1. 1. 1.
Evaluating Learning
(5 minutes)

2. Given ∆𝐷𝐸𝐹,

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 𝑚∠𝐷 = 20°, 𝑚∠𝐸 = 138°, 𝑒 =
19, 𝑑 = 8
2. 2.
3. Given ∆𝐴𝐵𝐶,
𝑎 = 56, 𝑐 = 47, 𝑚∠𝐵 = 124°

4. Given ∆𝑋𝑌𝑍, 𝑚∠𝑌 = 148°, 𝑦 =

25, 𝑧 = 12
3. 3.
5. Given ∆𝐴𝐵𝐶, 𝑐 = 42, 𝑚∠𝐵 =
125°, 𝑎 = 16

4. 4. Given ∆𝑋𝑌𝑍, 𝑚∠𝑌 = 148°, 𝑦 =

25, 𝑧 = 12

5. Given ∆𝐴𝐵𝐶, 𝑐 = 42, 𝑚∠𝐵 =

125°, 𝑎 = 16
5. 𝑐 = 42, 𝑚∠𝐵 = 125°, 𝑎 = 16

Expected Answer: 1. No-SAS 2. Yes-AAS/SAA or SSA/ASS 3. No-SAS 4. Yes-SSA/ASS 5. No-SAS

NOTES TO THE TEACHER: The teacher can use different strategies to answer the activity.

Given ∆𝐴𝐵𝐶, 𝑐 = 25, 𝑚∠𝐵 = 83°, 𝑚∠𝐴 = 38°, find the measurements of the
other sides and angles.
Additional Activities for
Application or Remediation (if
Expected answer:
applicable)
Solutions,
' )
!"# &
= !"# (

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 ' -.
= 𝒎∠𝑪 = 𝟏𝟖𝟎° − (𝟖𝟑° + 𝟑𝟖°) = 𝟓𝟗°
!"# *+° !"# ./°
-.(!"# *+°)
𝑏 = !"# ./° by Multiplication Property of Equality
𝒃 = 𝟐𝟖. 𝟗𝟒𝟖𝟒 ≈ 𝟐𝟗𝒎

% )
=
!"# $ !"# (
% -.
= !"# ./°
!"# +*°
-.(!"# +*°)
𝑎 = !"# ./° by Multiplication Property of Equality
𝒂 = 𝟏𝟕. 𝟗𝟓𝟔𝟑 ≈ 𝟏𝟖𝒎

Remarks
Reflection

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