Republic of the Philippines

Department of Education
Region III
Division of Nueva Ecija
BONGABON NATIONAL HIGH SCHOOL
Bongabon, Nueva Ecija

October 20, 2021

SEMI DETAILED LESSON PLAN IN GRADE 9 MATHEMATICS

I-OBJECTIVES
At the end of the lessons, students should be able to:
1. Illustrate situation that involve direct variation
2. Translate into variation statement a relationship involving direct variation between two
quantities given by a table of values, mathematical equation and graph, and vice versa.
3. Solve problems involving direct variation.
II-SUBJECT MATTER
Topic: direct Variation
References: Learners Materials in Mathematics 9 pp.194-205
www.google.com.ph
Materials: Chalkboard, Powerpoint Presentation
III- PROCEDURE
A. Preparatory Activities
i. Prayer and Greetings
ii. Classroom Management
iii. Checking of Attendance
iv. Review
Use the figure to find the six trigonometric ratios of angle θ .

B. MOTIVATION

Suppose you are on top of a mountain and looking down at a certain village, how will you directly
measure the height of the mountain? An airplane is flying a certain height above the ground. It is
possible to directly find the distance along the ground from the airplane to an airport using a ruler? To
answer these questions let us now proceed to our new lessons which is all about angles of elevation and
angles of depression.
C. PRESENTATION
ANGLES OF ELEVATION AND ANGLES OF DEPRESSION
Definitions:
Line of sight is an imaginary line that connects the eye of an observer to the object being observed.
The angle of elevation is the angle from the horizontal to the line of sight of the observer to the object
above.
The angle of depression is the angle from the horizontal to the line of sight of the observer to
the object below.

In the given figure, Angles θ and θ' are angles of elevation and depression, respectively.

Sample Problems Involving Angles of Elevation and Angles of Depression

1.From the top of an electric tower, a man finds that the angle of depression of a car on the ground is
60°. If the car is at a distance 50 m from the tower, find the height of the tower.

2.Ryan is standing 30 feet from the base of a 4-storey building. If he determines that the angle of
elevation from the ground to the top of a 4-storey building is 67 0, how tall is the building?

3. A boy flying a kite is standing 30m from a point directly under the kite. It's the kite's string is
50 meter long , find the angle of elevation of the kite.

Practice Problems / Enrichment

1. A 25 foot tall flagpole casts a 42 foot shadow. What is the angle that the sun hits the
flagpole?
2. A hiker is 400 m away from the base of the tower. The angle of elevation to the top of the
tower is 46°. How high is the tower?
IV-GENERALIZATION
1. Line of sight is an imaginary line that stretches between your eye and the object that you are
looking at.
2. Angle of depression is the angle made by the horizontal line and the line of sight to an object
that is below the horizontal line.
3. Angle of depression is the angle made by the horizontal line and the line of sight to an object
above the horizontal line.
V-EVALUATION
Solve the problems.
1.The vehicle is away from the building at 75 m. If the angle of depression of a vehicle from the
top of a tower on the ground is 450, find the height of the tower.
2.Kite is flying at a height of 75 m above the ground. The string attached to the kite is
temporarily tied to a point on the ground. The inclination of the string with the ground is 60°.
Find the length of the string, assuming that there is no slack in the string.
VI-ASSIGNMENT
Illustrate and solve the problem.
Directions: Illustrate and solve the following problems.
1. A ladder 12 m long leans against the wall of a building. If the foot of the ladder makes an
angle of 720 with the ground, how far is the base of the ladder from the wall?
2. A surveyor is 140 feet from a tower; the tower is 96 feet high. The surveyor's
instrument is 14.75 feet above the ground. If the surveyor sights the top of the tower with his
instruments, what is the angle of elevation?

Prepared by:

RAINGER M. MANTILE
Subject Teacher

Checked by:

MARK V. GATBUNTON
Dept. Head

Noted:

CELIA M. INDUCIL
School Principal IV
 Republic of the Philippines
Department of Education
Region III
Division of Nueva Ecija
BONGABON NATIONAL HIGH SCHOOL
Bongabon, Nueva Ecija

April 21, 2021

SEMI DETAILED LESSON PLAN IN GRADE 9 MATHEMATICS

I-OBJECTIVES
At the end of the lessons, students should be able to:
1. describes a proportion; and
2. applies the fundamental theorems of proportionality to solve problems
involving proportions.

II-SUBJECT MATTER
Topic: PROPORTION
References: Learners Materials in Mathematics 9
www.google.com.ph
Materials: Chalkboard, Powerpoint Presentation

III- PROCEDURE
A. Preparatory Activities
i. Prayer and Greetings
ii. Classroom Management
iii. Checking of Attendance
iv. Review

Directions: Match Column A to its simplest form on Column B. Write the letter of the
correct answer on a separate sheet/s of paper

B. MOTIVATION
Which of the following set of ratios are equal?
C. PRESENTATION
a
An equation that equates two ratios is a proportion. For instance, if the ratio is
b
c
equal to the ratio , then, the following proportion can be written:
d

a c means
= extremes
b d

The numbers a and d are the extremes of the proportion. The numbers band c are the
means of the proportion.

Fundamental Rule of Proportion

a c
If a :b=c :d , then = provided that a, b, c and d are real numbers and a, b, c and
b d
d are not equal to 0.

Properties of Proportion

Cross Multiplication a c
If = , then ad=bc .
Property b d

Alternation Property a c a b
If = , then = .
b d c d

Inverse/Reciprocal a c b d
If = , then = .
Property b d a c

Addition Property a c a+b c +d

If = , then = .
b d b d

e a c e a c e+a+ c
If = = ,then = = = =k
Inverse Property f b d f b d f + b+d
where k is a constant of proportionality.

Solving Problems Involving Proportion.

Examples: Find the unknown terms of each proportion.

1. 2 :4=8 : x .
6 x
2. =
2 3

x 3
3. = .
8 2

2 15
4. =
z 8
5. 16= x- 8
x+8 5

IV-GENERALIZATION

1. An equation that equates two ratios is called a proportion.

a c
2. If a :b=c :d , then = provided that a, b, c and d are real numbers and b and d are
b d
not equal to zero is called a fundamental rule of proportion.
a c
3. The property of proportion is cross multiplication property if = , then ad=bc .
b d

a c a
4. In Alternation Property , if = , then =¿ b/d
b d c

e a c e a c e+a+ c
5. In Inverse Property, if = = ,then = = = =k ,where k is a constant of
f b d f b d f + b+d
proportionality.

V-EVALUATION
Find the unknown terms of each proportion.
1. 2 :4=8 : x .
6 x
2. =
2 3

3. 1: x+3=x-3:7

VI-ASSIGNMENT

Directions: Apply the concepts that you have learned about proportions in solving the
following problems.
1. A girl who is 5 ft. tall can cast a shadow on the ground that is 10 ft. long. How tall
is a girl who can cast a shadow that is 12 ft. long?
1
2. Eryl ran 3 miles in 30 minutes. At that rate how far would he run in 1 hours?
2

Prepared by:

RAINGER M. MANTILE
Subject Teacher

Checked by:

MARK V. GATBUNTON
Dept. Head

Noted:

CELIA M. INDUCIL
School Principal IV