LESSON PLAN

Unit of Education : Senior High School

Subject : Mathematics
Grade/Semester : X/II
Material : BAB IV Trigonometric
Subbab. Trigonometric Ratio
Time Allocation : 2 × 45 minutes
Meeting : 12 (Tuesday, November 26th 2019)
Academic Year : 2019/2020

A. Core Competency
CC 1: Appreciate and practice the teachings of the religion it adheres to
CC 2: Appreciate and practice honest behavior, discipline, responsibility, care (mutual
cooperation, cooperation, tolerance, peace), polite, responsive and proactive and
show attitude as part of the solution to various problems in interacting
effectively with the social environment and nature and in placing themselves as
a reflection of the nation in the world community
CC 3: Understanding, applying, and analyzing factual, conceptual, procedural and
metacognitive knowledge based on curiosity about science, technology, art,
culture, and humanities with human, national, state, and civilization insights
related to the causes of phenomena and events, and apply procedural knowledge
in specific fields of study in accordance with their talents and interests to solve
problems
CC 4: Process, reason, and test in the realm of concrete and abstract domains related to
the development of what they learn in school independently, act effectively and
creatively, and be able to use methods according to scientific principles

B. Basic Competency
3.8 Generalize trigonometric ratios for angles in various quadrants and related angles
4.8 Solve contextual problems related to trigonometric ratios of angles in various
quadrants and related angles

C. Indicators
3.8.1 Determine the sine value of a special angle related to the angle (180° − 𝛼°)
3.8.2 Determine the cosine value of a special angle related to the angle (180° − 𝛼°)
 3.8.3 Determine the tangent value of a special angle related to the angle (180° − 𝛼°)
3.8.4 Determine the cosecant value of a special angle related to the angle (180° − 𝛼°)
3.8.5 Determine the secant value of a special angle related to the angle (180° − 𝛼°)
3.8.6 Determine the cotangent value of a special angle related to the angle (180° − 𝛼°)
4.8.1 Graph the function 𝑦 = sin 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
4.8.2 Graph the function 𝑦 = cos 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
4.8.3 Graph the function 𝑦 = tan 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
4.8.4 Graph the function 𝑦 = cosec 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
4.8.5 Graph the function 𝑦 = sec 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
4.8.6 Graph the function 𝑦 = cotan 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°

D. Learning Objectives
1. After learning ends, students are expected to be able to determine the sine value of a
special angle related to the angle (180° − 𝛼°)
2. After learning ends, students are expected to be able to determine the cosine value of
a special angle related to the angle (180° − 𝛼°)
3. After learning ends, students are expected to be able to determine the tangent value of
a special angle related to the angle (180° − 𝛼°)
4. After learning ends, students are expected to be able to determine the cosecant value
of a special angle related to the angle (180° − 𝛼°)
5. After learning ends, students are expected to be able to determine the secant value of a
special angle related to the angle (180° − 𝛼°)
6. After learning ends, students are expected to be able to determine the cotangent value
of a special angle related to the angle (180° − 𝛼°)
7. After learning ends, students are expected to be skilled at drawing graphs of functions
𝑦 = 𝑠𝑖𝑛 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
8. After learning ends, students are expected to be skilled at drawing graphs of functions
𝑦 = 𝑐𝑜𝑠 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
9. After learning ends, students are expected to be skilled at drawing graphs of functions
𝑦 = 𝑡𝑎𝑛 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
10. After learning ends, students are expected to be skilled at drawing graphs of functions
𝑦 = 𝑐𝑜𝑠𝑒𝑐 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
11. After learning ends, students are expected to be skilled at drawing graphs of functions
𝑦 = 𝑠𝑒𝑐 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
12. After learning ends, students are expected to be skilled at drawing graphs of functions
𝑦 = 𝑐𝑜𝑡𝑎𝑛 𝑥 at intervals of 0° ≤ 𝑥 ≤ 360°
E. Learning Materials
See attachment (Attachment-1)

F. Learning Approach, Model, and Method

Approach : Scientific Approach
Model : Guided Discovery Learning
Method : Expository, Discovery, and Demonstration

G. Learning Procedures
Time
Activitiy Steps
Allocation
Opening 1. Teacher starts the learning by saying a greeting and 15 minutes
continuing with praying together
2. Teacher greets students, checks attendance, and
conditions the classroom to be conducive
3. Teacher said that the topic to be studied is the
comparison of trigonometcric correlated angles
4. Teacher conveys the importance of studying the
comparison of trigonometric correlated angles
5. Teacher conveys the learning objectives to be achieved
6. Teacher gives apperception to encourage student’s
curiosity and critical thinking
Main Stimulation 65 minutes
7. Teacher gives student teacher gives questions to students
about trigonometric.
8. Then, teacher displays the tool which is name “Lingkar
Santri” related to the comparison of trigonometric ratios.
Teacher asks students to observe the tool. (Observe)
Problem Statement
9. Teacher shares student’s worksheet and divides students
to some group discussions. Teacher lures students solve
that curiosity arises ask. (Ask)
Data Collecting
10. With the guidance of the teacher, students collect
 information to answer the questions that arise. Can be
through books, internet, or other sources. (Explore)
11. Teacher needs to emphasize the following definition so
that participants are facilitated in determining
trigonometric comparison in second quadrant.
Data Processing
12. With the guidance of the teacher, students are directed so
they can find trigonometric comparisons in second
quadrant .
13. Teacher also ask students to observe trigonometric
comparisons values in second quadrant whether negative
or positive.
Verification
14. Teacher gives excercise to students and allows students
to interprete and evaluate the solution. It is expected that
students will be able to determine trigonometric
comparison values in second quadrant. (Try)
15. Teacher monitors the students completion process,
provides assistance if needed.
Generalization
16. Some students are given the opportunity to explained the
results of their work. (Communicate)
17. Other students are also given the opportunity to provide
feedback in the form of critic and suggestions.
18. Teacher gives response and feedback.
19. Teacher together with students make conclution
regarding learning that has been done
20. In addition to determining trigonometric comparison
values in second quadrant, students are also invited to
conclude that all trigonometric comparison values in
quadratic I are positive, while in quadrant II, positive
values are only sine and cosecant, in quadrant III,
positive values are only tangent and cotangent, and in
 quadrant IV, positive values are only cosine and secant.
Closing 21. Together with students, teacher reflect on the activities 10 minutes
that have been carried out.
22. Teacher conveys the next meeting materials, which is the
comparison of trigonometric correlated angles
23. Teacher closes the learning by saying salam and
continued by praying together.

H. Media and Sources

Media : Student’s Worksheet and Lingkar Santri
Sources :
a. Kemendikbud. Matematika SMA/MA/SMK/MAK Kelas X Edisi Revisi Buku Guru.
Jakarta: Kemendikbud. 2017.
b. Kemendikbud. Matematika SMA/MA/SMK/MAK Kelas X Edisi Revisi Buku
Siswa. Jakarta: Kemendikbud. 2017.

I. Evaluation/Assessment
1. Cognitive assessment is carried out with a written test in the form of a description
(Questions, solutions, and scoring guidlines : Attachment-3)
2. Psychomotor assessment is carried out with a written test in the form of a description
(Questions, solutions, and scoring guidlines : Attachment-4)

Banjarmasin, October 28th 2019

Acknowledgement,
Principal of Senior High School Mathematics Teacher

AHMAD WAFA NIZAMI, M.Pd GROUP 4

 ATTACHMENT 1

LEARNING MATERIALS

Comparison of Trigonometry in Triangles

A triangle with one of its angles 𝛼:

Edge AB is the hypotenuse of triangle

Edge BC is the opposite of the corner 𝛼
Edge AC is the adjacent of the corner 𝛼
Here we will recognize new mathematical terms, namely sine (sin), cosine (cos), tangent
(tan), cosecant (csc), secant (sec) and cotangent (cot), which sine is the opposite of cosecant,
cosine inverse from secant and tangent opposite of cotangent.

Sine, Cosine and Tangent are used to calculate angles with trigonometric comparisons of
sides in a triangle. With the triangle image above, the values of Sinus, Cosine and Tangent
are obtained in the following way:

𝑎 𝑎 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑠𝑖𝑛𝑒 𝛼 = , { 𝑐 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒}, so that it can be memorized as SOH.
𝑐

𝑏 𝑏 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑐𝑜𝑠𝑖𝑛𝑒 𝛼 = , {𝑐 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒}, so that it can be memorized as CAH.
𝑐

𝑎 𝑎 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝑡𝑎𝑛𝑔𝑒𝑛𝑡 𝛼 = 𝑏 , {𝑏 = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡}, so that it can be memorized as TOH.

1 1 𝑐
𝑐𝑜𝑠𝑒𝑐𝑎𝑛𝑡 𝛼 = 𝑠𝑖𝑛𝑒 𝛼 = 𝑎/𝑐 = 𝑎

1 1 𝑐
𝑠𝑒𝑐𝑎𝑛𝑡 𝛼 = 𝑐𝑜𝑠𝑖𝑛𝑒 𝛼 = 𝑏/𝑐 = 𝑏
 1 1 𝑏
𝑐𝑜𝑡𝑎𝑛𝑔𝑒𝑛𝑡 𝛼 = 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 𝛼 = 𝑎/𝑏 = 𝑎

Special Angle

Following are the values of sine, cosine, and tangent for special angles:

In Quadrant

Angles in a circle have a range of 0 ° - 360 °, the angles are divided into 4 quadrants, with
each quadrant having a range of 90 °.

 Quadrant 1 has an angular range from 0 ° - 90 ° with sine, cosine and positive tangent
values.
 Quadrant 2 has an angle range from 90 ° - 180 ° with cosine values and negative
tangent, positive sine.
 Quadrant 3 has an angular range from 180 ° - 270 ° with negative sine and cosine
values, positive tangent.
 Quadrant 4 has an angle range of 270 ° - 360 ° with negative sine and tangent values,
positive cosines.Consider the trigonometric table below:
Comparison of angular trigonometry

for angles that are related to angles 180° will produce two different conditions such as angles
90°. Angle (180° − 𝛼°) produces quadrant angle 2 so that only the ratio of sines and cosecant
is positive, while (180° + 𝛼°) produces quadrant angle 3 so that only tangent and cotangent
comparisons are positive.

Sine (180° − 𝛼°) = sine 𝛼° Sine (180° + 𝛼°) = −sine 𝛼°

Cosine (180° − 𝛼°) = − cosine 𝛼°
Tengent (180° − 𝛼°) = − tangent 𝛼°
Cosecant (180° − 𝛼°) = cosec 𝛼°
Secant (180° − 𝛼°) = − sec 𝛼°
Cotangent (180° − 𝛼°) = − cot 𝛼°
Cosine (180° + 𝛼°) = − cosine 𝛼°
Tengent (180° + 𝛼°) = tangent 𝛼°
Cosecant (180° + 𝛼°) = −cosec 𝛼°
Secant (180° + 𝛼°) = − sec 𝛼°
Cotangent (180° + 𝛼°) = cot 𝛼°

Example:

1. Determine the value of sin 120° 2. Determine the cosinus value of 150°
Answer: Answer:
The Fact: sin 120° The Fact : cos 150°
Question: The sin value is 120°? Question: value of Cos 150°?
Solution: Solution:
sin 120° = sin(180° − 𝛼°) cos 150° = 𝑐𝑜𝑠 [180° − 𝛼°]
= sin(180° − 60°) = 𝑐𝑜𝑠[180° − 30°]
= sin 60° = − cos 30°
1 1
= 2 √3 = − 2 √3
1 1
So, the value of sin 120° is √3 So, the value of cos 150° is − 2 √3
2
3. Determine the tangent value of 135°. 5. Determine the secant value of secan 120°
Answer: Answer:
The Fact: tan 135° The Fact : sec 120°
Question The tan value is 135°? Question: value of secan 120°
Solution: Solution:
tan 135° = tan [180° − 𝛼°] sec 120° = 𝑠𝑒𝑐[180° − 𝛼°]
= tan [180° - 45°] = sec [180° – 60°]
= − tan 45° = − sec 60°
= −1 =−2
So, the tan value of 135 ° is −1 So, the value of sec 120° is − 2 .

4. Determine the cosecant value of cosec 6. Determine the value of cotangen from
150° cotan 120°
Answer: Answer:
The Fact: cosec 150° The Fact : cotan 120°
Question: value of cosec 150° Question: the value of cotan 120°
Solution: Solution:
cosec 150° = cosec[180° − 𝛼°] 𝑐𝑜𝑡𝑎𝑛 120° = [180° − 𝛼°]
= cosec [180° − 30°] = [180° − 60°]
= cosec 30° = −𝑐𝑜𝑡𝑎𝑛 60°
=2 1
= − √3
So, the value of cosec 150° is 2. 3
1
So, the value of cotan 120° is − 3 √3
 ATTACHMENT 2
STUDENT’S WORKSHEET
(For Group Discussion)
Group : ………………………………………………………………………… …

Member’s names : …………………………………………………………………………..

…………………………………………………………………………..

…………………………………………………………………………..

Class : …………………………………………………………………………..
…
COMPARISON VALUE OF TRIGONOMETRIC FUNCTIONS

Before learning and recognizing, understanding and solving some mathematical

problems involving the comparative value of trigonometric functions, it is expected that
students independently explore information and previous learning experiences from several
sources of reference and interacktive media.

Discuss with your study group, to understand how the following are :

Introductory material :

Comparative value of trigonometric function in essence can be derived from the basic
concept of the position of the point on the cartesian coordinates combined with the
phytagorean theorem, as can be seen in the following figure :

For each cirner in quadrant 1 (ao taper) can be derived understanding of trigonometric
functions, which are essentially the value of the comprison of the 3 sides of a right triangle
(note the OAP triangle), as follows :
Y

P(x, y)

R
y

ao
X
O x A
 opposite AP y
Sine ao = Sin ao = = =
hypotenuse OP .......

adjacent OA .......
Cosine ao = Cos ao = = =
hypotenuse OP .......

opposite AP .......
Tangent ao = Tan ao = = =
adjacent ........ .......

In addition there is also the reverse relation of the trigonometric function as follows :

hypotenuse OP ....... 1
Secanto = Sec ao = = = =
adjacent OA ....... cos.a o

hypotenuse ...... ....... ......

Cosecanto = Cosec ao = = = =
opposite AP ....... sin .a o

adjacent OA ....... 1
Cotangento = Cotan ao = = = =
opposite ....... ....... ........

Now how do we determine the value of trigonometric functions for special or special
angles, and please note that what is meant by special angles are angular values in quadrant I
including 0o , 30o , 45o , 60o and 90o.

In the ABC triangle the right-angled at isosceles with the side lengths of the elbows p,
meaning AB = BC = p
C

A p B

So it is obtained AC = p 2  .....2 = 2.....2 = ..... .....

And angle A = 45o

So it is obtained :
BC p 1 1
Sin A = Sin 45o = = = = .....
AC p 2 ..... 2

AB ....... 1 ......
Cos A = Cos 45o = = = = .....
...... p 2 ..... ......

BC ......
Tan A = Tan 45o = = = ........
AB ......

On the right triangle ABC at B with AB = p,  A = 60o ,

60o
A B

Then  C = …..o

Be made  ABD = 60o , then  ADB = ......o and  CBD = …..o

Because  A = 60o =  ABD, then the triangle ABD is equilateral, so AB=AD =…… = p
Because  C =  CBD, then the BCD triangle is isosceles, so BD= ……=……..

As a result AC = AD + CD = …… + …..= …… and BC = AC 2  AB 2 = …….

BC ......
Sin A = sin 60o = = = ……
AC ......

...... ......
Sin C = sin 30o = = = ……
AC ......

...... ......
Cos A = sin 60o = = = ……
...... ......

...... ......
Cos C = Cos ....o = = = ……
...... ......
 ...... ......
Tan A = sin ....o = = = ……
...... ......

...... ......
Tan C = Tan ....o = = = ……
...... ......

From some of the findings above can be made a table and try to complete the following table:

Funtion 0o 30o 45o 60o 90o

1
Sin  0 ......... 2 ......... 1
2

1
Cos  ......... 3 ......... ......... .........
2

Tan  ......... ......... ......... ......... 

Sec  ......... ......... ......... ......... .........

Cosec  ......... ......... ......... ......... .........

Cotan  ......... ......... ......... ......... .........

Problems for students to discuss:

Determine the value of :
1. Tan 30o =…
2. sin 60o =…
3. cos 45o =…
4. cosec 30 o =…
5. sec 45 o =…
6. cotan 60 o =…
 INDIVIDUAL EXERCISE

Answer the following questions individually using the settlement steps !

1. Determine the values of sine 150°
2. Determine the values of cosine 135°
3. Determine the values of tangent 120°
4. Determine the values of cosecant 120°
5. Determine the values of secant 135°
6. Determine the values of cotangent 120°
7. Graph the function 𝑦 = sin 𝑥 for Df: {0 ° ≤ x ≤ 360 °}
8. Graph the function 𝑦 = cos 𝑥 for Df: {0 ° ≤ x ≤ 360 °}
9. Graph the function 𝑦 = tan 𝑥 for Df: {0 ° ≤ x ≤ 360 °}
10. Graph the function 𝑦 = cosec 𝑥 for Df: {0 ° ≤ x ≤ 360 °}
11. Graph the function 𝑦 = sec 𝑥 for Df: {0 ° ≤ x ≤ 360 °}
12. Graph the function 𝑦 = cot 𝑥 for Df: {0 ° ≤ x ≤ 360 °}.
 THE ANSWER KEY OF INDIVIDUAL EXERCISE
AND SCORING GUIDLINES

No Alternative Solution Score

1. The fact : sin 150° 1
Question : The sin value is 150° 1
Answer :
sin 150° = sin(180° − 𝛼°) 1
= sin(180° − 30°) 1
= sin 30° 1
1 1
=2
1 1
So, the sine value of 150° is 2

2. The fact : cos 135° 1

Question : The cos value is 135° 1
Answer :
cos 135° = cos(180° − 𝛼°) 1
= cos(180° − 45°) 1
= − cos 45 ° 1
1 1
=− 2 √2
1 1
So, the cosine value of 150° is − 2 √2

3. The Fact: tan 120° 1

Question: The tan value is 120°? 1
Solution :
tan 120° = tan(180° − 𝛼°) 1
= tan(180° − 60°) 1
= − tan 60 ° 1
=−√3 1

So, the tangent value of 150° is −√3 1

4. The Fact: cosec 120° 1
Question: The cosec value is 120°? 1
Solution :
cosec 120° = cosec(180° − 𝛼°) 1
= cosec(180° − 60°) 1
= cosec 60 ° 1
2 1
=3 √3
2 1
So, the cosecant value of 120° is 3 √3

5. The Fact: sec 135° 1

Question: The sec value is 135°? 1
Solution :
sec 135° = sec(180° − 𝛼°) 1
= sec(180° − 45°) 1
= −sec 45 ° 1

=− √2 1

So, the secant value of 120° is − √2 1

6. The Fact: cot 120° 1

Question: The cot value is 120°? 1
Solution :
cot 120° = cot(180° − 𝛼°) 1
= cot(180° − 60°) 1
= −cot 60 ° 1
1 1
=− 3 √3
1
1
So, the cotan value of 120° is − 3 √3

7. The fact : 𝑦 = sin 𝑥 , intervals of 0° ≤ 𝑥 ≤ 360° 1

Question : The function graph 𝑦 = sin 𝑥 1
Answer :
Find the coordinate points by using table of special angles at
intervals of 0° ≤ 𝑥 ≤ 360° 5

Draw a graph using the coordinate points in the table

 10

8. The fact : 𝑦 = cos 𝑥 , intervals of 0° ≤ 𝑥 ≤ 360° 1

Question : The function graph 𝑦 = cos 𝑥 1
Answer :
Find the coordinate points by using table of special angles at
intervals of 0° ≤ 𝑥 ≤ 360° 5

Draw a graph using the coordinate points in the table

10
9. The Fact: 𝑦 = 𝑡𝑎𝑛 𝑥 for Df: {0 ° ≤ x ≤ 360 °}. 1
Question: The function graph 𝑦 = 𝑡𝑎𝑛 𝑥 1
Answer:
Find the coordinate points by using table of special angles at
intervals of 0 ° ≤ x ≤ 360 °. 5

Draw a graph using the coordinate points in the table

10

10. The fact : 𝑦 = cosec 𝑥 , intervals of 0° ≤ 𝑥 ≤ 360° 1

Question : The function graph 𝑦 = cosec 𝑥 1
Answer :
Find the coordinate points by using table of special angles at
intervals of 0° ≤ 𝑥 ≤ 360° 5

Draw a graph using the coordinate points in the table

 10

11. The fact : 𝑦 = sec 𝑥 , intervals of 0° ≤ 𝑥 ≤ 360° 1

Question : The function graph 𝑦 = sec 𝑥 1
Answer :
Find the coordinate points by using table of special angles at
intervals of 0° ≤ 𝑥 ≤ 360° 5

Draw a graph using the coordinate points in the table

10
12 The fact : 𝑦 = cot 𝑥 , intervals of 0° ≤ 𝑥 ≤ 360° 1
Question : The function graph 𝑦 = cot 𝑥 1
Answer :
Find the coordinate points by using table of special angles at
intervals of 0° ≤ 𝑥 ≤ 360° 5

Draw a graph using the coordinate points in the table

10

Maximum score 144

𝑨𝒄𝒒𝒖𝒊𝒓𝒆𝒅 𝑺𝒄𝒐𝒓𝒆
Final Score = 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝑺𝒄𝒐𝒓𝒆 x 100
 ATTACHMENT 3

COGNITIVE ASSESSMENT SHEET

Unit of Education : Senior High School

Subject : Mathematics
Grade/Semester : X/II
Material : BAB IV Trigonometric
Subbab. Trigonometric Ratio
Academic Year : 2019/2020

Student’s Worksheet for Group Discussions

Acquired Maximum Final
No. Student’s Name
Score Score Score
1.
2.
3.
etc

Individual Excercise
Acquired Maximum Final
No. Student’s Name
Score Score Score
1.
2.
3.
etc
 ATTACHMENT 4

OBSERVATION SHEET OF PSYCHOMOTOR ASSESSMENT

Unit of Education : Senior High School

Subject : Mathematics
Grade/Semester : X/II
Material : BAB IV Trigonometric
Subbab. Trigonometric Ratio
Academic Year : 2019/2020

1. Less skilled, if student is not able to make graphs of trigonometric functions

2. Skilled, if student have shown an effort to be able to make graphs of trigonometric
functions
3. Very skilled, if student is able to finish drawing graphs of trigonometric functions
properly and correctly

Put a mark √ on the columns according to observations

Skill
No. Student’s Name
LS S VS
1.
2.
3.
etc

Note :
LS : Less Skilled
S : Skilled
VS : Very Skilled