This document outlines an outcomes-based teaching and learning plan for a Trigonometry course at GOV. ALFONSO D. TAN COLLEGE. The course aims to provide students with an understanding of trigonometric functions, identities, and their applications. Over 14 weeks, students will learn about right triangles, oblique triangles, trigonometric identities, and complex numbers. Assessment will include quizzes, performance tasks, exams, and group activities. The course is intended to help students achieve the program learning outcomes of the Bachelor of Secondary Education - Math program.

1. Revised by:EltonJohn B. Embodo
Revision #2
GOV. ALFONSO D. TAN COLLEGE
Bachelor of Secondary Education – Math (BSEd-Math)
Outcomes – Based Teaching and Learning Plan in Trigonometry
Alfonsos as Lux Mundi: Serving Humanity with Empowered Mind, Passionate Heart and Virtuous Soul
Course Title Trigonometry Course Code ME 104
Credit Units 3 Course Pre - / Co-requisites College and Advanced Algebra
Course Description This course provides the students with a basic understanding of trigonometric functions and their inverses, including
their graphs, characteristics, and applications. It also includes a study of the trigonometric identities and their
applications in problem solving.
Program Intended Learning
Outcomes (PILO)
Graduates of Bachelor of Secondary Mathematics Education possesses the following:
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political
contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and
outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
i. Exhibit competence in mathematical concepts and procedures.
j. Exhibit proficiency in relating mathematics to other curricular areas.
k. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
l. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
m. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with
different levels of complexity.
n. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including
technological tools.
o. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining
insights of the world.
Course Intended Learning
Outcomes (CILO)
At the end of a course, the students are expected to:
1. define trigonometric functions;
2. enumerate the different applications of trigonometry;
3. evaluate trigonometric functions;
4. solve equation involving trigonometric function; and,
5. solve problems on the application of trigonometric functions.

2. Revised by:EltonJohn B. Embodo
Revision #2
MIDTERM Essential Learning Intended Learning
Outcomes (ILO)
Suggested
Teaching/Learning
Activities (TLAs)
Assessment
Tasks (ATs)
Week Content Standards Declarative Knowledge Functional Knowledge
1-2 Demonstrate
knowledge of
Cartesian Coordinate
System
 Rectangular
Coordinate System
 Distance Between
Two Points
 Midpoint Formula
Locating of points in a
cartesian coordinate
plane.
Solving distance and
midpoint between points.
Plot points in cartesian
coordinate plane and
solve distance and
midpoint between
points.
Finding distance using
the distance formula
Determining the
midpoint of lines using
midpoint formula
Board Work
Activity
Group Activity
Lecture
Oral Explanation of
answer.
Quiz
Assignment
Oral
Explanation
of answer w/
rubric.
3-5 Demonstrate
understanding of
Right Triangle
Trigonometry and
Basic Identities
I. Right Triangle
Trigonometry and
Basic Identities
 Solving Right Triangles
 Application: Angles of
Elevation and
Depression
 Fundamental Identities
 Equivalent
Trigonometric
Expressions
 Proving Identities
Solving right triangle
using angle of elevation
and depression
Deriving the fundamental
trigonometric identities
Proving other
trigonometric identities
Discussing the concept of
trigonometric identities.
Apply the concept of
angle of elevation and
depression in solving
Prove the given
identities and apply
appropriate
trigonometric identities
in solving situational
problems
Problem-solving
Activity
Group Activity
Lecture
Quiz
Assignment
Oral
Explanation
of answer w/
rubric.
6-9 Demonstrate
understanding of
Oblique Triangles
 The Law of Sines
 The Law of Cosines
 The Law of Tangents
 The Area of a Triangle
 Heron’s Formula
 Vectors in the Plane
Discussing the process of
solving oblique triangles
using Laws of
Trigonometric Functions
Solving problems using
the Heron’s Formula and
Vectors in the Plane
Apply the Law of sines,
cosines and tangents in
solving oblique triangles
Solve problems
applying the Heron’s
Formula and Vectors in
Plane
Problem-solving
Activity
Group Activity
Lecture
Quiz
Assignment
Oral
Explanation
of answer w/
rubric.
FINALS

3. Revised by:EltonJohn B. Embodo
Revision #2
10 - 14
Demonstrate
understanding of
Trigonometric
Identities
 Cosine: Sum and
Difference Identities
 Sine: Sum and
Difference Identities
 Tangent: Sum and
Difference Identities
 Double-Angle Identities
 Half-Angle Identities
 Product/Sum Identities
Explaining the application
of sum-difference in
finding the value of
trigonometric functions
such as cosine, sine and
tangent.
Discussing the process in
solving problems
involving right triangle.
Prove trigonometric
identities
Apply trigonometric
identities in solving
problems
Board Work Activity
Group Activity
Lecture
Oral Explanation of
answer.
Quiz
Assignment
Oral
Explanation
of answer w/
rubric.
15 - 18
Demonstrate
understanding of
Complex Numbers
Polar Coordinates
Graphs of Polar
Equations
Sums and Differences
of Complex Numbers
Products and Quotients
of Complex Numbers
Complex Numbers in
Polar Form
Multiplying and
Dividing Complex
Numbers in Polar Form
De Moivre’s Theorem
Roots of Complex
Numbers
Discussing the process of
simplifying and operating
Complex numbers
Simply and solve
complex numbers Board Work Activity
Group Activity
Lecture
Oral Explanation of
answer.
Quiz
Assignment
Oral
Explanation
of answer w/
rubric.
Extended Readings Plane Trigonometry (Revised Edition) Estela Galicano-Adanza and Roberto Natividad Padua
Plane Trigonometry (Simplified and Integrated) Edgardo A. Reyes
Plane Trigonometry (Text/Workbook) Ma. Carmelita A. Batacan, Lorina G. Salamat and Antonina C. Sta.Maria
Course Assessment As identified in the Assessment Task
Course Policies
Attendance as identified in the student’s handbook
Grading System:
Summative Quizzes : 30 %
Performance Tazks : 40%
Periodical Examination: 30%
Averaging System (Midterm Grade + Final Grade) /2

4. Revised by:EltonJohn B. Embodo
Revision #2
Course Requirements:
Committee Members Committee Leader : Noriel B. Erap, M.Ed.
Members : Elton John B. Embodo
Fritzie Azuelo
Clint Joy Quije
Zarlene M. Tigol
Rogelou Andam
Alemar C. Mayordo
Consultation Schedule Faculty : Alemar C. Mayordo
Contact Number : 09072597334
E-mail Address : trixemayordo@gmail.com
Consultation Hours : TTH 1:00 PM – 5:30 PM
Venue : DTE Office
Course Title A.Y. Term of
Effectivity
Prepared by Checked by Approved by Page/s
Trigonometry 2018 - 2019
ALEMAR C. MAYORDO, MAED
BSED-Math, Program Head
NORIEL B. ERAP, MEd
Dean, ITE
LOVE H. FALLORAN,MSCRIM
VP for Academics Affairs
4