Grades 1 to 12 School Pedro V.

Panaligan Memorial National Grade Level 9

DAILY High School
LESSON Teacher Kimberly G. De Guzman Learning Area Mathematics
PLAN Teaching Dates and February 24, 2025 Quarter IV
Time

I. OBJECTIVES

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 real-life
B. Performance Standards
problems with precision and accuracy.
C. Learning
Competencies/Objectives M9GEIVd-1: The learner illustrates angles of elevation and angles of depression.
Write the LC code for each
D. Specific Objectives At the end of the lesson, students are expected to:
1. Define and illustrate the angle of elevation.
2. Identify the line of sight and horizontal line of sight from the given illustration.
3. Solve problems involving angle of elevation; and
4. Develop an appreciation for the uses of angle of elevation in real life.

II. CONTENT
Solving Problems Involving Angle of Elevation

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 396
2. Learner’s Materials pages 123
3. Textbook pages
4. Additional Materials from
 Mathematics 9 Quarter 4 Module 4: Angle of Elevation
Learning Resource (LR) portal
B. Other Learning Resources Laptop, learning materials, television
C. Subject Integration Science, English,
IV. PROCEDURES
A. Preparatory Activities  Setting the class in order
 Opening Prayer
 Checking of Attendance
B. Reviewing previous lesson
or presenting the new (A recall of the previous discussion will be done.)
lesson The teacher will call on a few students to ask the following questions:
a. What do we call the longest side of a right triangle?
c. What is trigonometry?
d. What are the 3 primary trigonometric functions?

C. Establishing a purpose for “Trig Riddle Run: Treasure Hunt”

the lesson Welcome to Trig Riddle Run: Treasure Hunt! Get ready for fun, challenges, and rewards!

Game Setup:
 Cups are arranged in a triangle.
 Each cup has a hidden question or a reward inside.

How to Play:
 Players take turns picking a cup and punching through the cover.
 If the cup has a question, answer it correctly to win a small prize.
 If the cup has a reward, you get to keep it right away.
 If you answer incorrectly, you don't get a prize for that turn.

Note:
 Each cup also contains instructions on where to find your treasure (reward). Your reward may
be located above your eye level. You only have 10 seconds to grab it; otherwise, you will lose
the chance to get the treasure!
 QUESTIONS:
a. I am a ratio of two sides of a right triangle, but I am not sine or cosine. What am I?
b. I am a shape with three sides and three angles. What am I?
c. In a right triangle, I'm the longest side. What am I?
d. I'm a trigonometric function, and I'm the ratio of the opposite side to the hypotenuse.
What am I?
e. I am a trigonometric function. I'm the ratio of the adjacent side to the hypotenuse. What am I?
f. I can be acute, obtuse, or right. What am I?
g. I’ am trigonometric function to be used when an adjacent side and hypothenuse are given.
What am I?
h. I’ am trigonometric function to be used when an opposite side and hypothenuse are given.
What am I?
i. I’ am trigonometric function to be used when an opposite side and adjacent are given.
What am I?

Answers:
 Tangent
 Triangle
 Hypothenuse
 Sine
 Cosine
 Angle
 Cosine
 Sine
 Tangent

D. Presenting ANGLE OF ELEVATION

examples/instances of the  Angle of elevation is the angle from the horizontal to the line of sight of the observer to the
new lesson object above.
Line of sight

-----------
-------
Horizontal Line of sight
-----------

Line of sight
------------
------
----------
Horizontal Line of sight
--------

E. Discussing new concepts In the following figures, identify if the segment represents line of sight or horizontal line of sight.
and practicing new skills #1 1.
Line CA is
_____________
Line CB is
_____________
2.
P
Line AP is _____________

A Line AL is _____________
 3. Line MK is
_______________ Line IM is
_______________

F. Discussing new concepts Example 1.

and practicing new skills #2 A student stands 6 meters away from a flagpole. The height of the flagpole is 5.3 meters. What is the
angle of elevation?

Solution:
5.3
tan θ =
6
tan θ = 41.5 ͦ

Example 2:
A man is flying a kite. He lets out 75 meters of string. The kite is flying at a height
of 60 meters above the ground. What is the angle of elevation?
60
sin θ = 75
sin θ = 53.1 ͦ

G. Developing mastery (leads (Board work Activity)

to Formative Assessment 1. A student on the ground is looking at an airplane 100 meters away. The airplane is 42.3 meters
3) above the ground. What is the angle of elevation from the student to the airplane?

Solution:
42.3 100m 42.3
sin θ =
100
sin θ = 25°

2. A man is standing 200 meters away from a point directly below a hot air balloon. The hot air balloon is
85 meters above the ground. What is the angle of elevation from the student to the balloon?

Solution:
 85
sin θ =
200
sin θ = 25°

H. Finding practical “The Missing Angle Mystery”

applications of concepts Instructions:
and skills in daily living 1. The class will be divided into six groups.
2. Each group will be given a problem involving finding the angle of elevation using two given sides of a
right-angled triangle.
3. You will have 5 minutes to solve your assigned problem.
4. draw the figure and write your solution on the provided bond paper.
5. Beware of time.
6. Choose 1 representative to briefly present your work.

GROUP 1 GROUP 2 GROUP 3

GROUP 4 GROUP 5
P P
75m 75m
45m
A A
L L
60m

GROUP 6
P

45m
A
L 60m

I. Making generalizations and

abstractions about the The teacher will call on some students to ask the following questions:
lesson a. In your own words, what did you learn today?
b. In which scenarios is angle of depression applicable?

J. Evaluating learning Assessment

Directions: Write the CAPITAL letter of the correct answer on the blank before each number.

___1. Which of the following best defines the angle of elevation?

A. It is the acute angle formed by the horizontal line and the line of sight.
B. It is the acute angle formed by the vertical line and the line of sight.
C. It is the obtuse angle formed by the horizontal line and the line of sight.
D. It is the obtuse angle formed by the vertical line and the line of sight.

For items 2-3, refer to the illustration below.

 ___2. Which of the following is an illustration of the angle of elevation?
A. angle A only
B. angle B only
C. angles A and C
D. angles B and C

___3. What is the angle of elevation of the figure above?

A. 16.26 B. 17.26
C. 18.26 D. 19.26

For items 4-5, refer to the illustration below.

___4. What is the angle of elevation if XY = 3 m and XZ = 4 m?

A. 35.87 B. 36.87
C. 37.87 D. 38.87

___5. What is the angle of elevation if YZ = 13 ft and XY = 12 ft?

A. 66.38 B. 67.38
C. 68.38 D. 69.38

K. Additional activities for From the top of a tower, the angle of depression of a vehicle on the ground is 60°. If the vehicle is 100
application or remediation meters away from the building, find the height of the tower.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with 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?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

KIMBERLY G. DE GUZMAN
Pre-Service Teacher

Checked by:

AMELIA P. DELOS REYES

Master Teacher I