LESSON PLAN IN MATHEMATICS 9

(Time Allotment: 60 minutes)

Teacher’s Note Student Activity
Content Standard The learner demonstrates understanding of the basic concepts of trigonometry.
The learner is able to apply the concepts of trigonometric ratios to formulate
Performance Standard
and solve real-life problems with precision and accuracy.
Learning Competency Illustrates angles of elevation and angles of depression. (M9GE-IVd-1)
Activity, Assessment (English); Activity, Assessment (Physics), Motivation
Across Content Area (AralPan), Motivation, Activity, Application, Assignment (Arts), Real-Life
Situation (EsP)
Cooperative Learning, Problem-based Learning, Inquiry- based Learning,
Teaching Strategies
Formative Assessment, Direct Instruction, Differentiated Instruction,
PowerPoint presentation of the topic, and YouTube link attached for further
ICT Integration
information (Assignment)
 Define angles of elevation and depression.
Objective  Identify angles of elevation and depression.
 Solve real-life problems involving angles of elevation and depression.
Test I.
Direction: Based on the definitions, read and understand the statements and
choose the letter of the correct answer.
1. ________ is an angle from the horizontal to the line of sight of the
observer to the object below.
a. Angle of Bowling
b. Angle of Candid
c. Angle of Depression
d. Angle of Elevation
2. What do you call an angle from the horizontal to the line of sight of the
observer to the object above?
a. Angle of Bowling
b. Angle of Candid
c. Angle of Depression
d. Angle of Elevation
3. What do you call an imaginary line that connects the eye of an observer to
the object being observed?
a. Greenwich line
b. Line of sight
c. Mediterranean line
d. Polar line
4. This angle is formed when you’re looking for a lost coin in the end?
a. Angle of Bowling
Assessment (10 minutes) b. Angle of Candid
c. Angle of Depression
d. Angle of Elevation
5. This angle is formed when you’re looking at the top of the tree a hundred
feet away from you.
a. Angle of Bowling
b. Angle of Candid
c. Angle of Depression
d. Angle of Elevation

Test II.
Direction: Illustrate and solve the following problems. Use the template below.
1. From the top of a cliff 280 meters high, the angle of depression of a boat
is 25 ° . How far from the base of the cliff is the boat?
2. The angle of elevation from a boat to the top of a 92-meter hill is 12 °.
How far is the boat from the base of the hill?

Draw the diagram and

identify angles of elevation
and depression.
What is/are the given?
What is to be determined?
Formula Used
Solution
Humility (Real-life Situation Application) The students will reflect
The teacher will project a saying on the screen and let the students reflect on to the saying projected
A. Value Focus it. The teacher will emphasize the value of humility where by living a humble on the screen.
life, you recognize the areas of your life that need work. Only with humility and
emotional intelligence can fuel your growth and trainability.
B. Literacy Skill Define angles of elevation and depression. (Abstraction) The students will state
The teacher will let the students state the definition of angles of elevation and the definition of angles
depression by giving them probing questions. of elevation and
depression.
Comprehend real-life problems involving angles of elevation and depression. The students will read
(Activity, Assessment) and understand the
The teacher will give real-life problems and let the students read and real-life problems
 understand the real-life problems involving angles of elevation and depression. involving angles of
elevation and
depression.
Accuracy in identifying angles of elevation and depression. (Activity, The students will
Assessment) identify the angles of
The teacher will give illustrations and let the student identify the angles of elevation and
elevation and depression. depression on the given
illustrations.
C. Numeracy Skill Solve real-life problems involving angles of elevation and depression. (Activity, The students will
Assessment) formulate most
The teacher will provide real-life problems and let the student formulate most appropriate formula
suitable formula from the illustration they will be constructing and solve for the from the illustration they
solution. will be constructing and
solve for the solution.
Content
A. Topic  Illustrating Angles of Elevation and Depression
B. Skills (activity) proper Problem Solving, Making Inferences
 Angle of Elevation is an angle from the horizontal to the line of sight of the
observer to the object above.
 Angle of Depression is an angle from the horizontal to the line of sight of
the observer to the object below.

C. Concept/Ideas/Selection


 To solve for the angles of elevation and depression, use the three basic
trigonometric functions (SOH, CAH, TOA)
A. Teacher’s Guide Mathematics 9 TG pages 288-292
ResourcesLearning

B. Learner’s Material Mathematics 9 Learner’s Material pages 457-459, 462, 468

C. Other Books
http://images.app.goo.gl/iHmjd8RebKsr4sR8 (Mountain)
D. Online resources
https://youtu.be/Sa0r6V0YLil (Assignment)
Scientific Calculator, Ruler, Protractor, Drawing Materials, picture, activity
E. Other Materials
cards, visual aids
A. Prayer (2 minutes) The teacher and the students will pray the “Our Father” together.
B. Greetings (2 minutes) (Good Day everyone)
C. Checking of The teacher will ask the class who is/are absent for the day.
Attendance/Assignment (2
minutes)
D. Review (3 minutes) The teacher will ask the students the six trigonometric ratios and the three The students will state
PROCEDURE/LEARNING TASKS

basic trigonometric functions. the six trigonometric

ratios and the three
basic trigonometric
functions.
E. Motivation  The teacher will show an image of a mountain and let the students The students will
(5 minutes) imagine they are at the base of it. Let the students draw their imagination imagine they are at the
on a piece of paper and look for volunteer to show his/her work on the base of the mountain
board. and draw it on a piece
of paper.
 Let the students assume that the height of the mountain is 15 meters and The students will label
they are 17 meters from the base of it. their work.
 What is the measure of the angle that can be formed by the student to the Students’ answers may
peak of the mountain? vary.

F. Presentation of the The teacher will present the topic and project the objectives on screen.
lesson (unlocking of The teacher will ask students if they have the idea about the topic
difficulty) (3 minutes) The teacher will show an illustration from the concept to solicit ideas from the
students.
Activity Proper
Student Activity The teacher will group the students into four. The teacher will then ask the The students will state
1. Group/individual students to state the guidelines in doing group activity and distribute the activity the guidelines in doing
Activity (15 minutes) cards containing the following given. group activity and finish
GROUPS 1 and 3 their work in 15
Activity I minutes.
Direction: In each of the following illustrations, identify whether ∠ A an angle
of elevation or an angle of depression is.
(Hint: The diagram signifies Angle of Elevation if the object is above the line of
sight. On the other hand, it signifies Angle of Depression if the object is below
the line of sight.)
 Activity II
Direction: Illustrate and solve the following problems. Follow the step by step
process to come up with the answer.

A 12-meter high post casts a 19-meter shadow. Find the angle of elevation to
the post.

Step I: Draw a vertical line and from the bottom of it, draw a
horizontal line to the right.
Step 2: Label the vertical line “post(12 m)” and the horizontal
line “shadow (19 m)”
Step 3: Connect the peak of the post to the endpoint of the
Shadow.
Step 4: Draw an angle formed from the end of the shadow to
the top of the post.
Step 5: Choose a formula from the three basic trigonometric
functions that is suitable to the illustration you created.
Step 6: Solve for the solution.
GROUPS 2 and 4
Activity I
Direction: In each of the following illustrations, identify whether ∠ A an angle
of elevation or an angle of depression is.
(Hint: The diagram signifies Angle of Elevation if the object is above the line of
sight. On the other hand, it signifies Angle of Depression if the object is below
the line of sight.)

Activity II
Direction: Illustrate and solve the following problems. Follow the step by step
process to come up with the answer.

An airplane is flying at a height of 4 kilometers above the ground. The distance

along the ground from the airplane to the airport is 6 kilometers. What is the
angle of depression from the airplane to the airport

Step I: Draw a vertical line and from the bottom of it, draw a
horizontal line to the right.
Step 2: Label the top point of the vertical line “airplane” and
the left most point of the horizontal line “airport”.
Step 3: Label the vertical line “height(4 km)” and the
horizontal line “distance (6 km)”.
Step 4: Connect the airplane to the airport.
Step 5: Draw an angle formed from the airplane to the airport.
Step 6: Choose a formula from the three basic trigonometric
functions that is suitable to the illustration you created.
Step 7: Solve for the solution.
Analysis (5 minutes) The teacher will asked the following questions and process the students’ Students’ answers may
responses. vary.
Based on the activity (Groups 1 and 3),
a. Did you encounter any difficulty in illustrating angles of
elevation and depression?
b. How did you identify the angles of elevation and
depression?
c. What are the steps you take to solve the angle of
elevation?
Based on the activity (Groups 2 and 4),
a. Did you encounter any difficulty in illustrating angles of
elevation and depression?
b. How did you identify the angles of elevation and
depression?
c. What are the steps you take to solve the angle of
depression?
Abstraction (5 minutes) The teacher will guide the students to come up with the correct answer by
asking a question, and later on post the visual aids.
What is angle of elevation? Angle of Elevation is an
(The teacher will ask the student to draw an illustration of it on the board) angle from the
horizontal to the line of
sight of the observer to
 the object above.
What is angle of depression? Angle of Depression is
(The teacher will ask the student to draw an illustration of it on the board) an angle from the
horizontal to the line of
sight of the observer to
the object below.
How to solve problems involving angles of elevation and depression? To solve for the angles
of elevation and
depression use the
three basic
trigonometric functions
(SOH, CAH, TOA)
Application (5 minutes)
Real-Life Situation The teacher will project a saying on the screen and let the students reflect on Students’ answers may
it. vary.
Life is just like an angle of depression and an angle of elevation… Thus, it
entirely depends upon the viewers, from which dimension they will see it…
-Tathagata
(The teacher will emphasize the value of humility where by living a humble life,
you recognize the areas of your life that need work. Only with humility and
emotional intelligence can fuel your growth and trainability.)
The teacher will give another problem to solve and illustrate. And the teacher
Literal Application will get a volunteer student to show the answer on the board.
Anita Lightfoot is in a plane that is at an elevation of 500 feet. She spots a
person sunbathing on the roof of a 225 foot building. The distance from the
275 ft 360 ft
plane to the person is 360 feet. Find the angle of depression (to the nearest
degree) of the sunbather. 500 ft

225 ft 225 ft

Solution:
500 −225=275
adj
cos=
ℎyp
275
cos=
360
−1 275
cos =
360
cos=40.19°
40.19°=angle of
depression
Assignment (3 minutes)
Advancement Activity Direction: Watch and study the YouTube link: https://youtu.be/qeFMopK9vuM The students will watch
to have an advance about the new topic: Law of Sines. and study the YouTube
video in advance for the
next topic.

Enhancement Activity Directions: For further information about the lesson, please refer to The students will watch
https://youtu.be/Sa0r6V0YLil and follow the instructions below. the YouTube video for
1. Draw the picture presented by the information in the problem given. (This further information and
problems don’t ask for answer) follow the instructions
2. Assume that buildings, ladders, etc. are all on level ground. stated.
3. Refer to the rubrics to know how you work will be rated.
The angle of elevation of the top of the building from a point 30 meters
away from the building is 65 °

Criteria Understandi Understanding of Underst No

ng of concept, can anding Understandi
concept, can apply but commit of ng
apply errors in concept, (1)
accurately calculation but not
(4) (3) able to
apply
(2)
Able to
draw figure
for the
given word
problem
and explain
Able to
apply
 knowledge
of
trigonometr
ic
functions.
Number of Learners who got
80% and above
Number of Learners who got
below 80%
% of mastery level
Instructional Decision

TASK SHEET
Illustrating Angles of Elevation and Depression
(MELC 3: Illustrates angles of elevation and angles of depression. (M9GE-IVd-1))

Objectives: -Identify angles of elevation and depression.

-Illustrate and solve real-life problems involving angles of elevation and depression.
Materials: Activity Cards; Protractor; Ruler; Drawing Materials; Manila Paper/Cartolina
Procedure:
GROUPS 1 and 3
Activity I
Direction: In each of the following illustrations, identify whether ∠ A an angle of elevation or an angle of depression is.
(Hint: The diagram signifies Angle of Elevation if the object is above the line of sight. On the other hand, it signifies
Angle of Depression if the object is below the line of sight.)

Activity II
Direction: Illustrate and solve the following problems. Follow the step by step process to come up with the answer.

A 12-meter high post casts a 19-meter shadow. Find the angle of elevation to the post.

Step I: Draw a vertical line and from the bottom of it, draw a
horizontal line to the right.
Step 2: Label the vertical line “post(12 m)” and the horizontal
line “shadow (19 m)”
Step 3: Connect the peak of the post to the endpoint of the
Shadow.
Step 4: Draw an angle formed from the end of the shadow to
the top of the post.
Step 5: Choose a formula from the three basic trigonometric
functions that is suitable to the illustration you created.
Step 6: Solve for the solution.

GROUPS 2 and 4
Activity I
Direction: In each of the following illustrations, identify whether ∠ A an angle of elevation or an angle of depression is.
(Hint: The diagram signifies Angle of Elevation if the object is above the line of sight. On the other hand, it signifies
Angle of Depression if the object is below the line of sight.)

Activity II
Direction: Illustrate and solve the following problems. Follow the step by step process to come up with the answer.
An airplane is flying at a height of 4 kilometers above the ground. The distance along the ground from the airplane to
the airport is 6 kilometers. What is the angle of depression from the airplane to the airport

Step I: Draw a vertical line and from the bottom of it, draw a
horizontal line to the right.
Step 2: Label the top point of the vertical line “airplane” and
the left most point of the horizontal line “airport”.
 Step 3: Label the vertical line “height(4 km)” and the
horizontal line “distance (6 km)”.
Step 4: Connect the airplane to the airport.
Step 5: Draw an angle formed from the airplane to the airport.
Step 6: Choose a formula from the three basic trigonometric
functions that is suitable to the illustration you created.
Step 7: Solve for the solution.
Guide Questions:
Based on the activity (Groups 1 and 3),
a. Did you encounter any difficulty in illustrating angles of elevation and depression?
b. How did you identify the angles of elevation and depression?
c. What are the steps you take to solve the angle of elevation?
Based on the activity (Groups 2 and 4),
a. Did you encounter any difficulty in illustrating angles of elevation and depression?
b. How did you identify the angles of elevation and depression?
c. What are the steps you take to solve the angle of depression?
Prepared by:
GRACE AMOR L. BORNES
Teacher I