Republic of the Philippines

Department of Education Regional Office IX, Zamboanga Peninsula

Zest for Progress

Zeal of Partnership

9

4th QUARTER – Module 1: THE SIX TRIGONOMETRIC RATIOS

Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

1

Mathematics – Grade 9 Alternative Delivery Mode Quarter 4 - Module 1: The Six Trigonometric Ratios First Edition, 2020

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Such agency or office may, among other things, impose as a condition the payment of royalty.

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over them.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Printed in the Philippines

Department of Education – Region IX, Zamboanga Peninsula

Office Address: Tiguma, Airport Road, Pagadian City

Telefax: (062) – 215 – 3751; 991 – 5975

E-mail Address: region9@deped.gov.ph

Development Team of the Module

Writer: Erlyn J. Demaraye

Editors: Ma. Pilar C. Ahadi

Sandra D. Ortega

Reviewers: EPS, Mathematics Vilma A. Brown, Ed. D.

Principal Mujim U. Abdurahim

Management Team: SDS Roy C. Tuballa, EMD, JD, CESO VI

ASDS Jay S. Montealto, CESO VI

ASDS Norma T. Francisco, DM, CESE

EPS Mathematics Vilma A. Brown, Ed. D.

EPS LRMS Aida F. Coyme, Ed. D.

2

Introductory Message

This Self – Learning Module (SLM) is prepared so that you, our dear learners, can continue

your studies and learn while at home. Activities, questions, directions, exercises, and

discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you

discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell

you if you can proceed on completing this module or if you need to ask your facilitator or your

teacher’s assistance for better understanding of the lesson. At the end of each module, you

need to answer the post-test to self-check your learning. Answer keys are provided for each

activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, notes to the Teacher are also provided to our

facilitators and parents for strategies and reminders on how they can best help you on your

home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use

a separate sheet of paper in answering the exercises and tests. Read the instructions carefully

before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this

module, do not hesitate to consult your teacher or facilitator.

Thank you.

This module was developed to introduce you to the triangle trigonometry lesson of the

fourth quarter of grade 9 Mathematics particularly the six trigonometric ratios. The module

follows a step – by – step approach to computational approach supported by examples and

exercises.

This module was designed to cater the academic needs of diverse learners in

achieving and improving the twin goals of Mathematics in basic education levels which are

critical thinking and problem solving. The language used recognizes the vocabulary level of

grade 9 learners. The lessons followed developmentally sequenced teaching and learning

processes to meet the curriculum requirement.

This module will guide you to illustrate the six trigonometric ratios: sine, cosine,

tangent, secant, cosecant, and cotangent. (M9GE-IVa-1)

Let’s continue striving to be resilient, hopeful, and courageous despite the adversities

that we are facing right now. Keep safe, and God bless.

What I Need to Know

3

What I Know

Directions: Choose the letter that corresponds to the correct answer. Write your answer on

a separate sheet.

1. With respect to the specified angle, what is the ratio of the adjacent side to the opposite

side?

a. sine b. cosine c. tangent d. cotangent

2. Given the figure on the right, which of the following statements is correct?

a. x = 12 c. sin 60o = 𝑦

𝑥

b. sin 30o = 1

𝑥 d. cos 60o =

4

𝑦

3. In triangle FLY, what is m∠L to the nearest degree?

a. 62o c. 26o

b. 40o d. 18o

4. In right triangle ONE, ON = 13 cm and NE = 7cm. What is tan E?

5. Find the value of c in the figure below.

a. 15

sin 40𝑜 c. 15

tan 40𝑜

b. 15

cos 40𝑜 d. 15

cot 40𝑜

a. 12

13 c.

13

7

b. 12

7 d.

7

13

y 60o

4

x

L

17

15 F Y

O N

E

40o

c

15

b

4

LESSON

1

THE SIX TRIGONOMETRIC

RATIOS

What’s In

Directions: Apply the Pythagorean theorem. Tell whether each triangle satisfies the

conditions of a right triangle.

1. W 7cm E 2. I 3. C 4. S

11cm 9cm 12 in 15 in 8 ft 6 ft 4 m 5 m

F N K N 5 ft A K 3 m Y

What’s New

Directions: Do the activity below and answer the following questions. Write your answer on a

separate sheet.

Erlyn uses a stencil to create designs. Her stencil includes three similar right triangles

ONE, TWO, and SIX. X

O

E

10 20

5 3 6 12

O 4 N T 8 W

S 16

1. Find each ratio to the nearest hundredth.

a. 𝐸𝑁

𝐸𝑂,

𝑂𝑊

𝑂𝑇 , and

𝑋𝐼

𝑋𝑆 b.

𝑂𝑁

𝐸𝑂,

𝑇𝑊

𝑂𝑇, and

𝑆𝐼

𝑋𝑆 c.

𝐸𝑁

𝑂𝑁,

𝑂𝑊

𝑇𝑊, and

𝑋𝐼

𝑆𝐼

2. What can you conclude about the ratio of the length of one leg of a right triangle to its

hypotenuse compared to the ratio of the length of the corresponding leg and hypotenuse

of a similar triangle?

RIGHT Δ IS ALWAYS RIGHT! ACTIVITY

RATIO ON THE GO! ACTIVITY

9 in

I

5

3. What can you conclude about the ratio of the lengths of the legs of one right triangle

compared to the ratio of the lengths of the corresponding legs of a similar triangle?

What is It

Trigonometry is thought to have had its origin in ancient Egypt and Mesopotamia. The

ancient Egyptians, Babylonians and Greeks developed trigonometry to find the lengths of the

sides of triangles and measures of their angles. It was Hipparchus, a Greek mathematician,

who introduced trigonometry as gleaned from ancient tablets and tables which reflected work

on the ratios of trigonometry.

Trigonometry is derived from the Greek words trigonon means triangle and metron

means measure. Thus, trigonometry means measurement of triangles. It was used in ancient

times in surveying, navigation, and astronomy to find relationships between the lengths of the

sides of a triangle and measurement of angles.

Trigonometric ratios are relations existing between the sides and angles of a right triangle

that are expressed in the form of ratios.

The six trigonometric ratios are sine (sin), cosine (cos), tangent (tan), secant (sec),

cosecant (csc), and cotangent (cot).

In a right triangle, we can define the six trigonometric ratios. Consider the right triangle

ABC below. In this triangle we let θ represent ∠B or will be used to represent the reference

angle in the right triangle. Then the leg denoted by a is the side adjacent to θ, and the leg

denoted by b is the side opposite to θ.

What is trigonometry?

What are trigonometric ratios?

Opposite refers to the side of the triangle that is opposite of the reference angle.

Adjacent refers to the side of the triangle that is adjacent to the reference angle (the

adjacent side will always form one side of the reference angle).

The hypotenuse is the side of the triangle that is always opposite the right angle.

6

Let’s do these together.

1. Let’s start by finding all 6 trigonometric ratios for angle A.

sin 𝐴 =𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒=

3

5 csc 𝐴 =

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒=

5

3

cos 𝐴 = 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒=

4

5 sec 𝐴 =

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡=

5

4

tan 𝜃 =𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡=

3

4 cot 𝐴 =

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒=

4

3

NAME ABBREVIATION RATIO

Sine Sin sin 𝜃 =𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

Cosine Cos cos 𝜃 = 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

Tangent Tan tan 𝜃 =𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

Cosecant Csc csc 𝜃 =𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

Secant Sec sec 𝜃 =𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

Cotangent Cot cot 𝜃 =𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

These six ratios represent all the ways to compare two sides of a right triangle.

Notice that cosecant is the reciprocal of sine, secant is the reciprocal of cosine, and

cotangent is the reciprocal of tangent. The hypotenuse will never vary on its location

however, the opposite and adjacent side will be determined by the reference angle.

Notice that the three new ratios at

the right are reciprocals of the ratios on

the left. Applying algebra shows the

connection between these functions.

csc 𝜃 =𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒=

1𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

=1

sin θ

sec 𝜃 =𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡=

1𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

=1

cos θ

cot 𝜃 =𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒=

1𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

=1

tan θ

SOH – CAH – TOA is a mnemonic used for remembering the equations.

⚫ SOH: Sine is Opposite over Hypotenuse or Sin θ = 𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

⚫ CAH: Cosine is Adjacent over Hypotenuse or Cos θ = 𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑯𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

⚫ TOA: Tangent is Opposite over Adjacent or Tan θ = 𝑶𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑨𝑑𝑗𝑎𝑐𝑒𝑛𝑡

7

2. Use the figure below to find the following:

a. sin A g. sin B

b. cos A h. cos B

c. tan A i. tan B

d. csc A j. csc B

e. sec A k. sec B

f. cot A l. cot B

ANSWERS:

a. sin A = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

5

13 g. sin B =

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

12

13

b. cos A = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

12

13 h. cos B =

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

5

13

c. tan A = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 =

5

12 i. tan B =

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 =

12

5

d. csc A =ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 =

13

5 j. csc B =

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 =

13

12

e. sec A = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 =

13

12 k. sec B =

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 =

13

5

f. cot A = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 =

12

5 l. cot B =

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 =

5

12

3. In right triangle FEW, ∠E is the right angle. If sin F = 12

13 , find cos F and tan F.

SOLUTION:

Use the information given in the problem to make a

diagram of ΔFEW.

sin F = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

12

13

ILLUSTRATION STEPS

c2 = a2 + b2 Use the Pythagorean theorem to find the length of

the missing side of a triangle.

132 = 122 + q2 Substitute the given in the formula.

169 = 144 + q2 Simplify 132 and 122.

169 - 144 = q2 Add -144 to both sides of the equation.

25 = q2 or q2 = 25 Evaluate 169 – 144.

q = 5 Extract the square root of 25.

8

So, the length of the side adjacent to ∠F is 5.

cos F = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

𝟓

𝟏𝟑

tan F = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 =

𝟏𝟐

𝟓

4. Determine the equation or formula to find the missing part of the triangle.

a. Solve for f in the figure.

SOLUTION: ∠F is an acute angle, u is the

hypotenuse, and f is the opposite side of ∠F. Using

SOH, that is

ILLUSTRATION STEPS

sin θ = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 Use the formula in finding for sin θ

sin F = 𝑓

𝑢 Substitute θ to F and the corresponding symbols in the figure

sin 62o = 𝑓

18 Substitute the measures of ∠F and u

f = 18 sin 62o Apply Multiplication Property of Equality (MPE)

f = 15.893 Evaluate 18 sin 62o using calculator.

Note: To find the value of the unknown part of a triangle using calculator, ensure that your

calculator is operating in degree.

b. Solve for n in the figure above.

SOLUTION: ∠F is an acute angle, u is the hypotenuse, and n is the side adjacent to

∠F. Using CAH, that is

ILLUSTRATION STEPS

cos θ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 Use the formula in finding for cos θ.

cos F = 𝑛

𝑢

Substitute θ to F and the

corresponding symbols in the figure.

cos 62o = 𝑛

18 Substitute the measures of ∠F and u.

n = 18 cos 62o Apply Multiplication Property of

Equality (MPE).

N = 8.450 Evaluate 18 cos 62o using calculator.

5. Solve for y in the figure on the right. H s = 13.2 Y

SOLUTION: ∠S is an acute angle, s is the

opposite side, y is the side adjacent

to ∠S. Using TOA, that is

h

S

y

58o

9

ILLUSTRATION STEPS

tan θ = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 Use the formula in finding for tan θ.

tan S = s

y

Substitute θ to S and the corresponding

symbols in the figure.

tan 58o = 13.2

y Substitute the measures of ∠S and s.

y tan 58o = 13.2 Apply Multiplication Property of Equality

(MPE).

y = 𝟏𝟑.𝟐

𝐭𝐚𝐧 𝟓𝟖𝒐 Divide both sides of the equation by tan

58o.

y = 8.284 Evaluate 13.2

tan 58𝑜 when using calculator.

What’s More

Directions: Answer the following activities below. Express your answers in the lowest term

and write them on a separate sheet.

A. Use the triangle to the right to find the given trigonometric ratios.

F

1. sin F 6. csc F

2. tan N 7. sin N 15

3. cos N 8. cos F 9

4. sec F 9. tan F

5. cot N 10. sec N

U 12 N

B. Tell whether each statement is true or false. Refer to the triangle at the right to justify your

answers.

T a R

1. cos A = sin T 4. tan T = sin 𝑇

cos 𝑇

2. tan T = (sinT)(cosT) 5. csc A = 1

sin 𝐴 r t

3. cos T = 1

sin 𝑇

A

10

What I Have Learned

Directions: Answer the following questions below. Write your answer on a separate sheet.

1. Explain how to determine which trigonometric ratio to use when solving for an unknown

part of a right triangle.

2. How can the concept of trigonometric ratios be applied in real-life situation?

What I Can Do

Directions: Write your answer on a separate sheet.

A. Find the value of the trigonometric function indicated.

1. sec θ 2. tan θ

24 12√5 17

12

3. cos θ 4. csc θ 5. cot θ

B. Answer the following problems. Show your solutions.

1. From a point at eye level with the base, an observer looks up at a

57o angle to the top of a monument. The distance between the

observer and the monument is 24.7 m. How tall is the monument?

I WONDER HOW! ACTIVITY

FIND ME! ACTIVITY

θ

15

8 θ

θ

10 8

6

θ

25 24

7

25 20

15

θ

11

2. An 18-ft ladder leaning against a wall makes a 63o angle with the

wall. How far up the wall does the ladder reach?

Assessment

Directions: Choose the letter that corresponds to the correct answer. Write your answer on a

separate sheet.

1. Which of the following trigonometric functions does NOT use the hypotenuse in its ratio?

a. sine b. cosine c. tangent d. secant

2. What is tan 27.8o?

a. 0.423 b. 0.906 c. 0.324 d. 0.527

3. In right triangle SEA, SA = 13 cm and EA = 7 cm. What is csc S?

a. 7

13 b.

13

7 c.

7

10 d.

13

10

4. Find the value of side b in the figure below.

18

5. Find the height of the roof beam ER. Round off your R

answer to the nearest whole number.

D E

6. Find sec θ.

7. Cos N = 11

17 for which of the following triangles?

a. T b. T c. T d. T

E N E

8. In ΔFIX, vertex I is a right angle. Which trigonometric ratio has the same trigonometric

value as sin F?

a. sin X b. cos F c. cos X d. tan F

a. 15.265 b. 8.672

c. 9.896 d. 12.067

a. 37 ft. b. 39 ft.

c. 41 ft. d. 43 ft.

a. 3

4 b.

4

3

c. 4

5 d.

5

4

32o b

a

44o

10

8

E N 17

11 11 17 17

11 N N E

17

11

12

9. In ΔCAR, tan C = 3

4. What is the hypotenuse of ΔCAR?

a. 9 b. 5 c. 4 d. 3

10. Find the exact value of sec F in the given figure below.

T

21

A 20 F

a. 20

21 b.

21

20

c. 20

29 d.

29

20

13

Answer Key

What I Know:

1. d 2. c 3. a 4. c 5. b

What’s In:

1. not a right triangle 3. not a right triangle

2. right triangle 4. right triangle

What’s New:

1a. 𝑬𝑵

𝑬𝑶 =

𝟑

𝟓 1b.

𝑶𝑵

𝑬𝑶 =

𝟒

𝟓 1c.

𝑬𝑵

𝑶𝑵 =

𝟑

𝟒 2. Equal

𝑶𝑾

𝑶𝑻 =

𝟔

𝟏𝟎 =

𝟑

𝟓

𝑻𝑾

𝑶𝑻 =

𝟖

𝟏𝟎 =

𝟒

𝟓

𝑶𝑾

𝑻𝑾 =

𝟔

𝟖 =

𝟑

𝟒 3. Equal

𝑰𝑿

𝑺𝑿 =

𝟏𝟐

𝟐𝟎 =

𝟑

𝟓

𝑰𝑺

𝑺𝑿 =

𝟏𝟔

𝟐𝟎 =

𝟒

𝟓

𝑰𝑿

𝑰𝑺 =

𝟏𝟐

𝟏𝟔 =

𝟑

𝟒

What’s More:

A. 1. sin F = 𝟒

𝟓 6. csc F =

𝟓

𝟒 B. 1. True

2. tan N = 𝟑

𝟒 7. sin N =

𝟑

𝟓 2. False

3. cos N = 𝟒

𝟓 8. cos F =

𝟑

𝟓 3. False

4. sec F = 𝟓

𝟑 9. tan F =

𝟒

𝟑 4. True

5. cot N = 𝟒

𝟑 10. sec N =

𝟓

𝟒 5. True

What I Have Learned:

Note: The answers of the students in this part vary.

1. Identify first the given information in the problem. Choose the trigonometric ratio to

use by determining which part of a right triangle is given and which part you are looking

for. Substitute the information into the trigonometric ratio, then solve the resulting

equation to find the unknown part of a right triangle.

2. Trigonometry plays important role in our daily life activities particularly in musical

theory and production. Sound waves travel in a repeating wave pattern which can be

represented graphically by sine and cosine functions.

14

References:

Merden L. Bryant, et.al., Mathematics Learner’s Material 9, ed. Debbie Marie B. Versoza, PhD

Pasig City, Philippines: Department of Education, 2014, 430 – 440.

Chicha Lynch and Eugene Olmstead. Math Matters, An Integrated Approach. Chicago, Illinois:

National Textbook Company, 1998, 528 – 535.

“Introduction to the Six Trigonometric Functions”, accessed October 13, 2020, <a

href="https://www.softschools.com/math/trigonometry/introduction_to_the_six_trigonometric

_functions/">Introduction to the Six Trigonometric Functions (Ratios)</a>.

What I Can Do:

A. 1. √𝟓 3. 𝟒

𝟓 5.

𝟑

𝟒 B. 1. 38.035m

2. 𝟏𝟓

𝟖 4.

𝟐𝟓

𝟕 2. 8.172 ft.

Assessment:

1. c 3. b 5. b 7. d 9. b

2. d 4. a 6. d 8. c 10. d

15

I AM A FILIPINO

by Carlos P. Romulo

I am a Filipino – inheritor of a glorious past, hostage to the

uncertain future. As such, I must prove equal to a two-fold

task – the task of meeting my responsibility to the past, and

the task of performing my obligation to the future.

I am sprung from a hardy race – child many generations

removed of ancient Malayan pioneers. Across the centuries,

the memory comes rushing back to me: of brown-skinned

men putting out to sea in ships that were as frail as their hearts

were stout. Over the sea I see them come, borne upon the

billowing wave and the whistling wind, carried upon the

mighty swell of hope – hope in the free abundance of the new

land that was to be their home and their children’s forever.

This is the land they sought and found. Every inch of shore

that their eyes first set upon, every hill and mountain that

beckoned to them with a green and purple invitation, every

mile of rolling plain that their view encompassed, every river

and lake that promised a plentiful living and the fruitfulness

of commerce, is a hollowed spot to me.

By the strength of their hearts and hands, by every right of

law, human and divine, this land and all the appurtenances

thereof – the black and fertile soil, the seas and lakes and

rivers teeming with fish, the forests with their inexhaustible

wealth in wild and timber, the mountains with their bowels

swollen with minerals – the whole of this rich and happy land

has been for centuries without number, the land of my

fathers. This land I received in trust from them, and in trust

will pass it to my children, and so on until the world is no

more.

I am a Filipino. In my blood runs the immortal seed of heroes

– seed that flowered down the centuries in deeds of courage

and defiance. In my veins yet pulses the same hot blood that

sent Lapulapu to battle against the alien foe, that drove Diego

Silang and Dagohoy into rebellion against the foreign

oppressor.

That seed is immortal. It is the self-same seed that flowered

in the heart of Jose Rizal that morning in Bagumbayan when

a volley of shots put an end to all that was mortal of him and

made his spirit deathless forever; the same that flowered in

the hearts of Bonifacio in Balintawak, of Gregorio del Pilar

at Tirad Pass, of Antonio Luna at Calumpit, that bloomed in

flowers of frustration in the sad heart of Emilio Aguinaldo at

Palanan, and yet burst forth royally again in the proud heart

of Manuel L. Quezon when he stood at last on the threshold

of ancient Malacanang Palace, in the symbolic act of

possession and racial vindication. The seed I bear within me

is an immortal seed.

It is the mark of my manhood, the symbol of my dignity as

a human being. Like the seeds that were once buried in the

tomb of Tutankhamen many thousands of years ago, it shall

grow and flower and bear fruit again. It is the insigne of my

race, and my generation is but a stage in the unending

search of my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the

West. The East, with its languor and mysticism, its passivity

and endurance, was my mother, and my sire was the West

that came thundering across the seas with the Cross and

Sword and the Machine. I am of the East, an eager

participant in its struggles for liberation from the imperialist

yoke. But I know also that the East must awake from its

centuried sleep, shake off the lethargy that has bound its

limbs, and start moving where destiny awaits.

For I, too, am of the West, and the vigorous peoples of the

West have destroyed forever the peace and quiet that once

were ours. I can no longer live, a being apart from those

whose world now trembles to the roar of bomb and cannon

shot. For no man and no nation is an island, but a part of the

main, and there is no longer any East and West – only

individuals and nations making those momentous choices

that are the hinges upon which history revolves. At the

vanguard of progress in this part of the world I stand – a

forlorn figure in the eyes of some, but not one defeated and

lost. For through the thick, interlacing branches of habit and

custom above me I have seen the light of the sun, and I

know that it is good. I have seen the light of justice and

equality and freedom, my heart has been lifted by the vision

of democracy, and I shall not rest until my land and my

people shall have been blessed by these, beyond the power

of any man or nation to subvert or destroy.

I am a Filipino, and this is my inheritance. What pledge

shall I give that I may prove worthy of my inheritance? I

shall give the pledge that has come ringing down the

corridors of the centuries, and it shall be compounded of the

joyous cries of my Malayan forebears when first they saw

the contours of this land loom before their eyes, of the battle

cries that have resounded in every field of combat from

Mactan to Tirad Pass, of the voices of my people when they

sing:

“I am a Filipino born to freedom, and I shall not rest until

freedom shall have been added unto my inheritance—for

myself and my children and my children’s children—

forever.”