Republic of the Philippines

Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
D.Q. LIWAG NATIONAL HIGH SCHOOL
VINZONS, Camarines Norte

GRADES 1 to School D.Q. Liwag National High School Grade Level 9 Quarter 4
12 DAILY Teacher Mary Ann G. Rasco Learning Area Mathematics 9
LESSON PLAN Teaching Date and Time June 20, 2023, 7:45 AM – 8:45 AM
A.Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
The learner is able to apply the concepts of trigonometric ratios to formulate and solve
B.Performance Standards
real-life problems with precision and accuracy.
I. OBJECTIVES

The learner uses trigonometric ratios to solve real-life problems involving right
triangles. M9GE-IVe-1

C. Learning Specific Objectives:

Competencies/ Objectives At the end of the lesson, the student should be able to:
1. identifies the adjacent and the opposite side of the right triangle
2. solves problem on the right triangle using trigonometric ratio of tangent
3. appreciates the concept of right triangle in solving real-life problems
II. CONTENT (Subject
Word Problems Involving Right Triangle
Matter/Lesson)
1. Teacher’s Guide
Teacher’s Guide Pages 294 – 298
III. LEARNING RESOURCES

pages
2. Learner’s Materials
Learner’s Materials Pages 467-474
pages
3. Textbook pages Advanced Algebra, Trigonometry and Statistics pages. 213-216.
4. Additional Materials
from Learning
Resource portal
B. Other Learning e-Math 9
Resources
Review on angle of elevation and angle of depression.

Activity: What I am?

The student will determine whether the illustrations show an angle of elevation or
depression.

A.Reviewing previous
IV. PROCEDURES

lesson or presenting the

new lesson

B.Establishing a purpose for From the same illustration…

the lesson 1. What is the distance between the student and the flagpole?
2. What is the measure of the angle of elevation?
 Question:
1. Can you determine the height of the object given the distance(adjacent) and angle
of elevation? How?

Objective 1: Identifies the adjacent and the opposite side of the right triangle

A student 1.2 meters tall is looking up to a flagpole 10 meters apart making an angle
of elevation of 30°. Find the height of the flagpole?
C. Presenting Guide Questions:
examples/instances of the 1. What are given?
new lesson 2. Does the problem involve right triangle?
3. Which part of the triangle is to be solved?

Indicator 1: Applied knowledge of content within across the curriculum teaching areas
Indicator 4: Managed classroom structure to engage learners, individually or in group.

MAPEH (Arts 9 Q1): Discusses the use or function of artworks by evaluating their
utilization and combination of art elements and principles A9PL-Ih-2
The student will solve the problem on the board:
Gian is 1.5 meters tall looks up to a pole makes a 29° angle. If the distance of Gian
and the pole is 9 meters, how high is the pole?

D. Discussing new Guide questions:

concepts and practicing 1. What are given?
new skills #1 2. Which part of the right triangle is unknown?
3. What trigonometric ratio can be used to find the measure of the unknown part?

Indicator 4: Managed classroom structure to engage learners, individually or in group.

Objective 2: Solves problem on the right triangle using trigonometric ratio of tangent
The student will solve the problem on the board:
A. Sean is 1.5 meters tall looks up to a pole which is 6.5m high making an angle of
elevation of 300. What is the distance between Sean and the pole?

Guide questions:
1. What are given?
2. Which part of the right triangle is unknown?
3. What trigonometric ratio can be used to find the measure of the unknown part?
E.Discussing new concepts
and practicing skills #2 B. Kuroy is 1.5 meters tall looks up to a pole which is 6.5m high. If the distance of
Kuroy and the pole is 9 meters, what is the angle of elevation?

Guide questions:
1. Which part of the right triangle is unknown?
2. What trigonometric ratio can be used to find the measure of the unknown part?

Indicator 4: Managed classroom structure to engage learners, individually or in group.

Objective 2: Solves problem on the right triangle using trigonometric ratio of tangent
F.Developing mastery The students will be group according to their performances (boys and girls are separated) in
the class.

Setting of Standards: We will be dividing the class into four groups.

a. Each group will select their leader, secretary, reporters, documenters.
 b. Every group will receive an envelope with materials.
c. The class will only be given 10 minutes to do the task and answer the guide
questions.
d. After 15 minutes, the works of every group will be posted on the board and be
reported by the reporters.

Criteria:
Math Content (Proper solution) 50%
Neatness of the illustration 15%
Group participation 5%
Presentation (Including the answers on the Guide Questions) 30%
Total: 100%

GROUP ACTIVITY: “Tan on Act” (15 minutes)

Create a word problem based on the details provided, illustrate the situation, and
answer what is ask on your problem.

Advanced learners:
Observer: Bea
Tree height: 10m
Angle of elevation: 40o
Unknown part: _______
Advanced learners:
Observer: base of the ladder
Wall height: 8 m
Angle of elevation: 40o
Unknown part: height of the building

Average Learners:
2 meters pole casts a shadow where the angle of elevation to the Sun is 35°. What is
the length of the shadow?

Average Learners:
A tree cast a 12m shadow where the angle of elevation to the Sun is 25°. How tall is
the tree?

Questions:
1. How did you solve the problem?
2. Give an example of real-life problem involving right triangles that can be
solved using trigonometric ratio (tangent)

Indicator 3: Applied range of teaching strategies to develop critical and creative thinking, as
well as higher order thinking skills.
Indicator 4: Managed classroom structure to engage learners, individually or in group.
Indicator 6: Used differentiated, developmentally appropriate learning experiences to address
the learners’ gender, needs, strengths, interest.

Objective 3: Appreciates the concept of right triangle in solving real-life problems

How did you solve the problems? Is there other way of solving these problems?
G. Making generalizations
and abstractions about
Indicator 3: Applied range of teaching strategies to develop critical and creative thinking, as
the lesson
well as higher order thinking skills.
H. Finding practical In what situation can you relate the concept of right triangle in soling real-life problems?
applications of concepts Objective 3: Integrates the concept of solving problems involving parallelogram in real life
and skills in daily living situations.
I. Evaluating learning Solve the following real-life problems involving right triangles. Identify the adjacent
and the opposite side of the right triangle. Show your complete solution.
 1. A man, 1.5 m tall, is on top of a building. He observes a car on the road at an angle
of 75°. If the building is 30 m high, how far is the car from the building?
2. A ladder leans against a 4 meters tall wall. If the foot of the ladder makes an angle
of 50° with the ground, how far is the foot of the ladder from the wall?

Indicator 9: Designed, selected, organized, and used diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements.
Diorama on Angle of Elevation & Angle of Depression
Summary: This project is to develop the artistic side of the leaners by expressing a
mathematical principle and/or concept learned during this 4 th Quarter.
Requirements: The diorama project must contain…
 Reusable materials
 Setting that shows angle of elevation and angle of depression
J. Additional activities for  Durable materials
application or remediation  6x6 sq. in. durable base

Criteria: Creativity 20%, Math Content 50%, Neatness 10%, Presentation 20%

Indicator 4: Managed classroom structure to engage learners, individually or in group.

Indicator 6: Used differentiated, developmentally appropriate learning experiences to address
the learners’ gender, needs, strengths, interest.
V. REMARKS
A.No. of learners who
earned 80% in the
evaluation
B.No. of learners who
require additional activities
for remediation
C. Did the lesson
work? No. of learners who
have caught up w/ the
lesson
D. No. of learners who
continue to require
remediation
E.Which of my teaching
strategies worked well?
Why did these work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
VI. REFLECTION

G.What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

Miss Mary Ann G. Rasco

Math 9 Teacher

Checked by:

Ana G. Maesa
Math HT-I