Republic of the Philippines

Department of Education
Region XII
Division of Cotabato
Kabacan, North Cotabato

DETAILED LESSON PLAN IN MATHEMATICS 9

School University Laboratory Grade Level 9

School
Teacher Ms. Korina M. Bonsalagan, Quarter 2
Mr. Don Sadiri D. Quia-eo,
Mr. Aldrin T. Vitar,
Mr. Salbin Santi
Learning Mathematics Teaching Dates & Duration Nov. 18, 2024
Area
I. LEARNING OBJECTIVES
Content Standards The learners demonstrate knowledge and understanding of the
trigonometric ratios and their application.
Performance Standards The learners are able to apply trigonometric ratios to solve right
triangles.
Learning Competencies/Code The learners are able to illustrate angle of elevation.
Objectives At the end of this lesson, the students are expected to:
● Knowledge define the angle of elevation;
● Skills learn how to use a clinometer, and solve problems involving
angle of elevation; and
● Attitude /Values appreciate the importance of angle of elevation in real-life
situations.
II. CONTENT ANGLE OF ELEVATION
III. LEARNING RESOURCES
A. References
1. Self Learning Module
Mathematics Learner’s Material 9 by Department of Education
2. Learner’s Materials pages
Pages 457-466
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources/ https://www.nagwa.com/en/explainers/397172912578/
Materials
C. Supplies, Equipment, Tools, etc. Clinometer, Manila papers, Markers, Calculator, and Tapes
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Review/ Prayer
Introductory “Students, let us all stand and
Activity pray.”
(5 minutes)
Greetings (One student will lead the prayer.)
“For 30 seconds class, I want
all of you to move around greet as
many classmates as possible.”
“Before you take your seat,
please pick up the pieces of paper (Students will move around and greet
under your chair.” each other for 30 seconds.)
“Thank you, class. You may now
take your seat.”
 Checking of Attendance
“Let me have your attendance.
Mayor, are there any who are
absent?” (Class mayor will report the
attendance of the class.)

Before we start our lesson, let’s

review our topic about
trigonometric functions. What do
SOH-CAH-TOA and CHO-SHA-CAO
mean? SOH-CAH-TOA
Sine B=Opposite/Hypotenuse
Cosine B=Adjacent/Hypotenuse
Tangent B=Opposite/Adjacent
CHO-CHA-CAO
Cosecant B=Hypotenuse/Opposite
Secant B=Hypotenuse/Adjacent
Cotangent B=Adjacent/Opposite
B. Activity/ Measure Me
Motivation
(13 minutes) Instruction:

1. Group Assignment: The class will be divided into 4 groups. Each group will
go outside the ULS building to measure an assigned angle using a
clinometer.
2. Time Limit: You have 5 minutes to complete the task.
3. Using the Clinometer:
o Hold the clinometer and look through the straw with the 0-degree
mark facing you.
o Keep the clinometer steady and ensure you can clearly see the top
of the assigned object through the straw.
o Ensure that the string inside the clinometer is hanging freely.
4. Recording the Angle:
o Have a group member record the angle displayed on the
clinometer scale.
o Subtract the recorded angle from 90 degrees to determine the
correct measurement.
5. Sketch the Angle:
o After completing the angle measurement, return to the classroom.
o Draw or sketch the observer, the object you observed, and the
angle you measured on the Manila paper.
6. Presentation:
o Select a representative from your group to present your assigned
object and the measured angle to the class.
Please complete each step carefully, and ensure that all measurements are
accurately recorded and presented.

Materials: Manila papers, Clinometer, Pictures, Tapes, Markers and instructional

sheets.
 Sample Illustration:

Guide questions:
1. Where did you find this illustration?
2. Describe the illustration or picture you have created from the
activity.
3. When you look up to tall objects, is there an angle formed? How?
4. Observe the measurement of the angle, what do you notice?
5. Do you think you can measure the height and the distance of tall
objects?
C. Analysis/Presenting Here’s our learning objective for today’s class. Kindly please read.
examples of the new
lesson where the Learning Objectives:
concepts are clarified 1. define the angle of elevation;
(3 minutes) 2. solve problems involving angle of elevation; and
3. appreciate the importance of angle of elevation on real-life
situations.
“Based on your illustrations, what do you think are the names of the two sides?”
“What is the direction of the angle?”
“Okay, it’s going upwards. Once it’s going up, what does this imply?”
“Very good, it’s raising or elevating.”
“Okay, this angle is called Angle of Elevation.”
“By knowing this angle of elevation, we will able to measures building, trees and
other objects.”
The angle of elevation is an angle that is formed between the horizontal line and
the line of sight. If the line of sight is upward from the horizontal line, then the
D.Abstraction angle formed is an angle of elevation.
(7 minutes)

Representation of Angle of Elevation

In real life
 “Based on the pictures or illustrations, what concept can we apply to this?”

“We can apply SOH-CAH-TOA in an angle of elevation. The horizontal line is the
adjacent side and the line of sight is the hypotenuse side.”

For example:
1. Michael is 6 feet tall. At a certain distance
away from Michael, an observer Angel
determines that the angle of elevation to the
top head of it is 35 ̊. How far is Angel from the
base of Michael?

Solution:

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
6
tan 35° =
𝑥
6
𝑥 = tan 35°
𝑥 = 8.57 𝑓𝑒𝑒𝑡

For checking:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
𝜃 = tan−1
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
6
𝜃 = tan−1
8.57
𝜃 = 34.99650695° 𝑜𝑟 35°
2. A tree stands on a hill that rises at an angle of 12° from the horizontal. The
height of the tree is 40 feet. How far is the top of the tree from the point on
the ground directly below it, along the slanted hill?

Solution
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
40
sin 12° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
40
hypotenuse =
sin 12°

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 192.3893738
E. Valuing: Finding Individual Activity
Practical Applications
of Concepts and Skills Instruction: Analyze, sketch, and solve the following problems in your scratch
in Daily Living paper.
(9 minutes)
PROBLEM 1
Grace wants to measure the height of a tree. She walks exactly 125 feet
away from the foot of the tree and looks back at the top of the tree. She
finds that the angle of elevation of the top of the tree as 33 ̊. How tall is
the tree?

Solution
𝑡𝑎𝑛 𝜃 = 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 /𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑡𝑎𝑛 33° = 𝑥/125
𝑥 = 𝑡𝑎𝑛 33°(125)
𝑥 = 81.18 𝑓𝑡.

F. Generalization Metacognition
(5 minutes)
Instruction: Copy and write your answers in your notebooks.
Materials: Manila Paper, Marker, Pen and Paper

"As I embark on the journey of learning about angle of elevation, I've taken a
moment to assess my current understanding. I have learned that
__________________________________________________________________
_________________________________________________________________.
I have realized
that_______________________________________________________________
__________________________________________________________________
I will
apply______________________________________________________________
__________________________________________________________________.

Instruction: Analyze, sketch, and solve the following problems in a 1 whole sheet
G. Assessment of paper. Show your solutions.
(16 minutes) Materials: Manila paper, marker

1. A person standing 5 meters away from a building observes that the angle
of elevation to the top of the building is 30°. If the person’s eye level is
√30 meters above the ground, how tall is the building?
Answer:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 30° =
5
Opposite = 5 tan 30°
Opposite = 2.886751346

𝑇𝑜𝑡𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑏𝑢𝑖𝑙𝑑𝑖𝑛𝑔

= 𝐻𝑒𝑖𝑔ℎ𝑡 𝑓𝑟𝑜𝑚 𝑒𝑦𝑒 𝑙𝑒𝑣𝑒𝑙 𝑡𝑜 𝑡𝑜𝑝 + 𝐸𝑦𝑒 𝑙𝑒𝑣𝑒𝑙 ℎ𝑒𝑖𝑔ℎ𝑡
𝑇𝑜𝑡𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑏𝑢𝑖𝑙𝑑𝑖𝑛𝑔 = 2.886751346 + √30 = 8.363976921 tall

2. A person is standing 20 meters away from a building. The angle of

elevation from the person's eyes to the top of the building is 30°. If the
height of the person's eyes above the ground is 1.5 meters, how tall is
the building?
Answer:
 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cos 30° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
20
cos 30° =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
20
hypotenuse =
cos 30°
Hypotenuse= 23.09401077

𝑐 2 = 𝑎2 + 𝑏 2
(23.09401077)2 − (20)2 = 𝑎2
133.3333 = 𝑎^2
𝑎 = 11.5400538
Total height=11..5400538+1.5=13.04700538 meters
H. Additional Instruction: For assignment. Copy and answer the following problem in a 1 whole
Activities for sheet of paper.
Application or Materials: Manila Paper, Marker, Pen and Paper
Remediation if
Needed A drone is flying at an altitude of 80 meters above the ground. From a point on the
(2 minutes) ground, an observer sees the drone at an angle of elevation of 25°. How far is the
observer from the point on the ground directly beneath the drone?

Answer: 171.5 meters

V. REMARKS
VI. REFLECTIONS
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 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:

KORINA M. BONSALAGAN
4 BSE-C
University of Southern Mindanao