Date: February 11, 2019

Content Standard: The learner demonstrates understanding of the basic concepts

of trigonometry.

Performance Standard: The learner is able to apply the concepts of trigonometric

ratios to formulate and solve real life problems with precision and accuracy.

Learning Competency: Solve problems involving oblique triangles.

Learning Objectives:
At the end of the lesson, the students should be able to:
1. Knowledge: Determine the different classifications of oblique triangles.
2. Skills: Solve for the missing angles of different oblique triangles.
3. Attitude: Appreciate the value of solving the missing angles of oblique triangles
through various activities.

Learning Content:
Topic: Triangle Trigonometry
Sub-topic: Oblique Triangles
Materials: PowerPoint Presentation
Chalk and Chalkboard
References:
Learner’s Materials pages 477 – 479

Learning Strategies
Teacher’s Activity Student’s Activity
I. Preparatory Activities
a. Greetings and Prayer
Good morning/afternoon class. Good morning/afternoon Ma’am Naila.

Please remain standing for our prayer. (The student who will be called will lead
(Calls one student to lead the prayer) the prayer.)

b. Checking of Classroom
Before taking your seats, please pick up
the pieces of paper and other trash on
the floor and make sure that the chairs
are properly arranged.

c. Checking of Attendance
Class president, is there any absentee (The class president will report if there
for today? are any absentees for the day)

d. Review
Let us have a recall of the topics
discussed last week. Can anyone tell
what the lesson was all about?
(Calls a student to answer) The lesson was all about angle of
Very Good!
How will you differentiate the angle of
elevation and angle of depression?
(Calls a student to answer)
Very Good!
elevation and angle of depression.
The angle of elevation is an angle
formed by the horizontal and the line of
sight above while the angle of
depression is an angle formed by the
horizontal and the line of sight below.

II. Procedure
1. Motivation
PUZZLE
Go to your respective groups and solve (The students will fix the puzzle within
the puzzles that will be given to you. the allotted time)
The first one to finish the puzzle will win. The images that will be formed are as
You only have 4 minutes to do this. follows:

2. Lesson Proper
a. Activity
Now, look at the images you have
formed by fixing the puzzles.

What do these objects have in They are all triangular in shape.

common?
(Calls a student to answer)
Very Good.

Do you think these triangles are right No, they are not right triangles.
triangles?

If they are not right triangles, what type (Answers may vary)
of triangles are these?

Today, we will be talking about these

kinds of triangles and these triangles
are called oblique triangles.
b. Analysis
Compare these two triangles:

What do you think is the difference of a

right triangle to an oblique triangle?
(Calls a student to answer) An oblique triangle has no right angle.
Very Good.

Using that observation, how can you An oblique triangle is a triangle that do
define an oblique triangle? not contain any right angle.
(Calls a student to answer)
Very Good.

If these triangles do not have any right

angle, what kind of angles do you think
they contain?
(Calls a student to answer) (Answers may vary.)
Very Good.

Recalling what you have already

learned, how will you describe an acute
angle?
(Calls a student to answer) It is an angle less than 90°.
Very Good.

What about an angle greater than 90°,

what do you call them?
(Calls a student to answer) It is called an obtuse angle.
Very Good.

Oblique triangles may be classified into

two.

Now, look at this triangle:

What kind of angle do this triangle
contain?
Very Good. Acute angle.

This triangle contains acute angles and

this is called an acute triangle.

Acute triangles are triangles whose

angles are all less than 90°.

Now, observe this triangle:

What do you notice about its angles?

(Calls a student to answer) It has one obtuse angle and two acute
Very Good. angles.

Unlike the acute triangle this triangle

contains one angle that is greater than
90°. Thus, this triangle is called an
obtuse triangle.

Looking back on what you have

learned, what is the sum of the angles
of a triangle? The sum of the angles of a triangle is
(Calls a student to answer) 180°.
Very Good.

One angle of this triangle is missing.

Since the sum of the angles of a triangle
is equal to 180°, how can we solve for
the measurement of angle B? To get angle B, we need to subtract the
(Calls a student to answer) sum of 33° and 75° from 180°.
Very Good.

Show how you can get the value of

angle B. 33° + 75° = 108°
180° - 108° = 72°
Very Good. Angle B = 72°
Is this triangle an acute triangle or an
obtuse triangle? Why?
(Calls a student to answer) It is an acute triangle because it has 3
Very Good. acute angles.

What about this one, solve for the

missing angle:

35° + 50° = 85°

180° - 85° = 95°
Angle X = 95°

(Calls a student to answer)

Very Good.

Having the angle X with a measurement

of 95°, is this triangle an acute triangle
or an obtuse triangle? Why?
(Calls a student to answer) It is an obtuse triangle because it has
Very Good. one angle that measures greater than
90°.
c. Abstraction
How will you describe an oblique
triangle?
(Calls a student to answer)
Very Good. An oblique triangle is a triangle without
any right angle.
What are the two classifications of
oblique triangles?
(Calls a student to answer) The two classifications of oblique
Very Good. triangles are acute triangles and obtuse
triangles.
What is the difference between an acute
triangle and an obtuse triangle? An acute triangle contains three acute
(Calls a student to answer) angles while an obtuse triangle contains
Very Good. one obtuse angle.

d. Application
Solve for the missing angles of the
triangle and tell whether the triangle is
obtuse or acute.
1. A = 94°, obtuse
2. B = 50°, acute
3. C = 45°, obtuse
4. D = 106°, obtuse
5. E = 80°, acute
6. F = 100°, obtuse
7. G = 33°, obtuse
8. H = 115°, obtuse
III. Evaluation
Find the missing angles and identify
whether the triangle is acute, obtuse, or
neither.

1. 105°, obtuse
2. 90°, neither
3. 85°, acute
4. 60°, 60°, acute
5. 55°, acute
6. 110°, obtuse

IV. Agreement/Closure
Answer this question:
Is the Pythagorean theorem and SOH-
CAH-TOA applicable for oblique
triangles? Why? (Answers may vary)

Okay class, I hope everyone learned a

lot today.

Good bye class! Good bye Ma’am.

Prepared by:

NAILA MAE G. HERNAN

Student Teacher

Checked by:

CRIS NOEL AURE

Cooperating Teacher