Divisoria High Grade

School Grade 9
School Level
Learning
Teacher Judy V. Pavo Mathematics
Area
MY DAILY LESSON PLAN Teaching Date May 23, 2023 Quarter 4
DAY: Tuesday
TIME: GRADE & SECTION:
ROOM: (Champaca,
7:20 am – 8:20 am (Champaca, Cattleya,
Cattleya, Jasmine, Rose,
I. OBJECTIVES 10:40 am – 11:40 am Jasmine, Rose,
Sampaguita)
1:00 pm – 4:20 pm Sampaguita)

A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance Standards The learner able to is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy.
Learning Competency:
The Learner illustrates angles of elevation and angles of depression.
(M9GE-IVd-1)
C. Learning
Competencies/Objectives Learning Objectives:
(Write the LC code for each) At the end of the lesson the students will able to:
a. Define angles of depression;
b. Illustrates angles of depression; and
c. Solve problems involving angles depression.

II. CONTENT
Angles of Elevation and Depression
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Mathematics Learner’s Material 9 p. p.457-465
2. Learner’s Material pages
B. Other Learning Resources https://www.omnicalculator.com/construction/angle-of-depression
a. Routinary Activities
Teacher’s Activity Students’ Activity
1. Prayer
Before we start our session today,
may I ask Sean to lead us a
prayer. (Student will pray)
2. Greetings
Good morning/afternoon
everyone! Good morning/afternoon Sir!

How’s your day? We’re good sir.

That’s good to hear!
3. Reminders/ classroom rules
Before we begin our class kindly
pick up those pieces of papers,
arrange your chairs and it should
be aligned vertically and
horizontally.

A simple reminder during our

class discussion, if you want to be
 recognized just raise your hand
and I will call you. Please avoid
making noise as we start our
discussion.

Is that clear? Yes Sir!

4. Checking of Attendance
Let me now check first your
attendance, as I call your name
say present. (Student will raise their hand)

Everybody is present.

IV. PROCEDURES .
A. Reviewing previous lesson or presenting the new lesson
Teacher’s Activity Students’ Activity
We focused our last discussion in illustrating and solving
some problems that involves angles of elevation and we
defined terms such as Angles of Elevation and line of sight.

Who can now define what is angles of elevation? it is the angle formed between the horizontal line and the line
of sight of the observer to the object above.
That’s right!
How about the line of sight?
Yes, Melissa? It is an imaginary line that connects the eye of an observer to
the object being observed.
That’s right! Last discussion we illustrate angles of
elevation and we define terms such as line of sight and
angles of elevation

Who can give me what is angles of elevation?

Yes Irae?
B. Establishing a purpose for the lesson
Have you ever tried to ride on plane? No sir.
How about climbing a mountain? Yes, sir.
C. Presenting examples/instances of the new lesson
Activity: Let’s Think!
Imagine that you’re on top of the mountain and looking
down at a certain village. Try to illustrate the situation.
(Students answers may vary)
As we go on with our topic we can check if your answers
are correct.

D. Discussing new concepts and practicing new skills

Today we will be discussing the angles of depression.
When we say Angles of Depression it is the angle from the
horizontal to the line of sight of the observer to the object
below.
If you remember the angles of elevation, it is the angle
from the observer to the object above. The angles of
depression is angle from the observer to the object below.
And we still have the Line of sight which is an imaginary
line that connects the eye of an observer to the object
being observed.

For you to further understand the angles of depression, let

us answer this given problem.

We are looking for the distance of the plane and the building
Who can solve this given problem? using the angles of depression.

We will use the tangent be to find for the horizontal distance

between the plane and the building.

Using the illustration, we will use the line of side as the

distance between the plane and the building. To find for its
value, we will use the tangent function.
opposite
tanθ=
adjacent
1200
tan28 ° =
d
0.5317 d 1200
=
0.5317 0.5317
d=2256.87
E. Developing mastery
Activity: Illustrate and Solve!
Illustrate and Solve the Problem.
From the top of a control tower 250m tall. An airplane is
sighted on the ground below. If the airplane is 170 from the
base of the tower, find the angle of depression of the
airplane from the top of a control tower. 250 m

170 m
Find the angle of depression.
opposite
tanθ=
adjacent
250
tanθ=
170
tanθ=1.4706
θ=55.78°
F. Finding practical applications of concepts and skills in daily living
Activity: Illustrate Evaluate!
Illustrate the Problem.
You are finding the angle of depression, α, of your line of
sight from the top of the slide towards your friend’s foot at
the bottom of the slide, the horizontal distance of your
friend from the bottom of the slide is 3.0 meters and the
vertical distance between the ground to you eye level is 4.5
meters illustrate the problem and find the angles of 4m
elevation.

3m
Find the angle of depression.
opposite
tanθ=
adjacent
4
tanθ=
3
tanθ=1.3333
θ=53.13°
G. Making generalizations and abstractions about the lesson
To sum up our discussion, we use angles of depression in
finding the distances of the bigger objects such as finding
the height of an object.
In order for us to be successful in using the angles of
depression, what do we need to know?
Yes Irae? We need to be familiar with the horizontal line, line of sight
and the angles of elevation.

That’s right!
Now on your paper.

H. Evaluating learning
Activity: Annalyze and Solve!
opposite
sin 18 °=
hypotenuse
60
sin 18 °=
x
0.3090 x 60
=
0.3090 0.3090
x=194.15 m

I. Additional activities for application or remediation

Activity: Annalyze and Solve!

opposite
tanθ=
adjacent
x
tan33 °=
2800
x
0.6494=
2800
x=1818.34

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why
did this work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
JUDY V. PAVO
Pre-service Teacher
Checked by:

AMALIA E. DAPON
Teacher III/Critique Teacher