Republic of the Philippines

Department of Education
Region MIMAROPA
Schools Division of Palawan

CUYO NATIONAL HIGH SCHOOL

Lungsod, Cuyo, Palawan

DETAILED LESSON PLAN

School Cuyo National High School Grade Level Grade 9

Teacher July F. Lagrosa Learning Area Mathematics
Time and Date March 24, 2025 (11:00 – 12:00) Quarter/Week Fourth Quarter

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the basic concepts of
trigonometry.
B. Performance Standards The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy.
C. Learning At the end of 60 minute students will able to:
Competencies/Objectives a. Define and illustrate angle of depression
Write the LC code for each b. formulate equation involving angle of depression; and
1. Illustrates angles of c. relate the lesson into real-life situation.
elevation and angles
of depression.
M9GE-IVd-1

II. CONTENT Angle of Depression

III. LEARNING
RESOURCES
A. References  Curriculum Guide, MELC – based
 Mathematics 9 Quarter 4
 Internet

1. Teacher’s Guide pages Teacher’s Guide pages, pp. 288-225

2. Learner’s Materials pages Mathematics Learner’s Material pages, pp. 457 – 466
3. Textbook pages Mathematics Learner’s Material pages, pp. 457 – 466
4. Additional Materials from CO_Q4_MATHEMATICS 9_Module 5
Learning Resource (LR)
portal

5. Other Learning Resources Instructional materials, PowerPoint Presentation Cartolina, marker,

blackboard and chalk

IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Reviewing Good morning class! Good morning, Sir!
previous lesson or
presenting the new How are you today? We’re fine Sir!
lesson
That’s Good!

Before we start our lesson this morning, we

have to thank first our Dear Lord for the
blessings He give to us in our daily life. Let’s
start with a prayer.

Who wants to lead a prayer?

Yes? (Student will lead the prayer)

Thank you!
Class before you take your seats, arrange
your chairs and make your chairs align in
front of you. Pick up all pieces of paper or
trashes if there’s any and throw it in trash
bin.

Are you done? Yes Sir!

Good!

Now, let me check your attendance.

Who is/are the absent from the class today? There are no absent from the
class today.
Good to hear! I’m glad that all of you are
willing and eager to learn.

Class, are you ready to learn our new lesson

this morning? Yes Sir!

Good! Then, show me that you are ready. Sit (Students will follow)
properly and listen attentively.

Before we proceed to our discussion, let me

present to you our classroom rules.

1. Jump into learning with enthusiasm.

2. Understand and follow directions.
3. Listen carefully.
4. Your participation is a must.
 REVIEW

Before we proceed to our new lesson this

morning who can still recall our past lesson? Sir, our previous lesson was all
about the trigonometric ratios of
special angles.

That’s right. So, again what is the sine of 30

degrees? Answer:

1
sin 30˚=
What is the cosine of 45 degrees? 2

cos 45˚=
√2
What is the secant of 60 degrees? 2

sec 60˚= 2

Very good, I'm glad that you can still recall

our past lesson. It seems that you are ready
for the next discussion.

DRILL
Let’s have a drill before we start our lesson.

Activity 1. Let’s play a crossword puzzle

called ”Fill Me In”. Fill in all the box or grid
with your answers that satisfies the given (Students will do the activity)
description in each number.
3

Answer:
1. Right Triangle
2. Trigonometry
3. Cotangent
4. Sine
DOWN 5. Angle
1.) A three-sided shape whose one
angle measures 90°.
 3.) A trigonometric function with ratio of
Adjacent
Opposite

ACROSS
2.) A branch of mathematics that deals with
relationships between the sides and angles of
triangles.
4.) A trigonometric function with ratio of
Opposite
Hypotenuse
5.) The shape or space formed when two
lines or sides intersected.

Alright class, did you enjoy the activity?

Yes, sir.

That’s great! Give yourselves a round of

applause. (Students will give themselves a
round of applause

B. Establishing a Present the objectives to be achieved at the

purpose for the end of the lesson:
lesson a. Define and illustrate angle of depression (Students will read the learning
b. formulate equation involving angle of objectives)
depression; and
c. relate the lesson into real-life situation.

C. Presenting Before we start, let us first have an activity

examples/ instances called “Who Am I?”
of the new lesson (Students will go in front and
Direction: Read carefully each description will input their answers to the
and construct the word that suits each presentation actively)
statement using the given letters under each
statement
 Based on the activity what do you think our Sir, I think our topic this
topic today? morning is all about angle of
depression.

That’s right! Our topic this morning is all

about angle of depression.
D. Discussing new Now let us define the following
concepts and terminologies:
practicing new skill
#1 Horizontal line – is the horizontal line from
the eye of the observer.

Angle of depression - is an angle formed

when an observer looks downwards from the
horizontal line of sight to an object below.
(Students will participate)
Line of sight - the imaginary line that
connects the eye of an observer to the object
being observed.

Illustrating the concept of angle of elevation.

Horizontal line

Angle of depression
Line
o f si
ght

Object
Now, let’s have an example on
how we are going to sketch our angle of
depression.

Example 1.) Giezelle

Kim is looking down at
John Eric from the Eiffel
Tower. (The teacher will show the
students on how to sketch or
illustrate the given situation)
First, we are going to determine where to put
our line of sight and horizontal line for us to
have a correct sketch or illustration of our
angle of depression. Always remember that
horizontal line is a straight from the eye of
the observer. The line of sight is always
downwards from the observer to the object.
The angle of depression is between the
horizontal line and line of sight.

Example 2.) From the top of the building,

Philip Jude sees his friend on the ground.

(Students will participate)

Again, in this example we first need to sketch

the given situation before so that we can
correctly draw our horizontal line, line of
sight and angle of depression.

Example 3.) Loela is inside the hot air

balloon and looking at the stake where the
balloon is tightly secured.

(Students will participate)

 Again, for us to have a correct illustration,
first we need to sketch the given situation so
that we can draw our horizontal line, line of
sight and angle of depression.

(Students will participate)

Example 4.) Gibson is sitting on the branch

of a tree asking Kevier on how he will going
to get the mangoes he has just picked.

Again, for us to have a correct

illustration, first we need to sketch
the given situation so that we can draw our
horizontal line, line of sight and angle of
depression.

Now that you already know how to sketch

and illustrate the given situation, we can now
proceed in formulating the trigonometric
ratios we are going to use.

E. Discussing new With the same examples, let’s add

concepts and measurements on each problem for us to
practicing new skill formulate or know the trigonometric ratios
#2 we are going to use.

Example 1.) Giezelle Kim looking down at

John Eric from the Eiffel Tower. The
position of Giezelle to John Eric measures
39ft. diagonally, and the angle of depression
from her to John Eric is 62 °. How high is the
Eiffel Tower?

62°

39ft
x

After illustrating and

sketching our situation or problem, we are
now going to identify all the given values for
us to formulate the trigonometric ratio we are (Students will participate)
going to use.

Given:
θ=62°
Opposite=x
Hypotenuse=39 ft

So, based on the given and our illustration of

this problem, what trigonometric ratio we are
going to use?
Sir, I think it is more
appropriate to use SOH or
Opposite
Sineθ= ,since the
Hypotenuse
given values are the theta, and
the values of opposite and
That’s right! In example number 1, the hypotenuse side.
trigonometric ratio we are goin to use is SOH
Opposite
or Sine θ =
Hypotenuse
Example 2.) From the top of the building,
Philip Jude sees his friend on the ground at
an angle of depression of 58°. The height of
the building is 100m. How far is his friend
from the base of the building in meter?

58°

100m

Again we are going k to identify all

the given values or parts. From the
given we can formulate the trigonometric
ratio we are going to use.

Given:
θ=58°
Opposite=100 m
Adjacent=k

After identifying all the given values, we can

now formulate the appropriate trigonometric
ratio we are going to use. What trigonometric
ratio is appropriate to use based on this
illustration?

Sir, I think in this example we

can use the ratio TOA or
Opposite
Tangent θ= because
Adjacent
the theta, opposite and adjacent
side are given.

Example 3.) It’s a windy Friday, and

Precious is inside the hot air balloon which
has a 90 -foot rope tightly secure to a stake on
the ground. From the balloon, the angle of
depression to the stake is 62 °. How far is the
hot air balloon from the stake?
 B 62°

90 ft.

(Students will participate)

C x A

Given:
θ=62°
Adjacent=x
Hypotenuse=90 ft .

After determining all the given parts or

values, we can now proceed in formulating Sir, we are going to use the
the appropriate trigonometric ratio to be use. Adjacent
CAH or Cosine θ=
So, what will be the trigonometric ratio we Hypotenuse
are going to use? ,since the given values are the
theta, and the values of adjacent
and hypotenuse side.

Example 4.) Gibson is sitting on the branch

of a tree measuring 5ft., asking Kevier on
how he will going to get the mangoes he has
.
just picked if he is 6ft away from him. What
is the angle of depression?

Given:
 θ=k
Opposite=5 ft
Adjacent=6 ft

Sir, I think it is more

So based on the given values or part, what appropriate to use TOA or
will be the trigonometric ratio we are going Opposite
tanθ=
to use? Adjacent

F. Developing To check if you understand our lesson, let’s

mastery (Leads to have a board activity. I will be needing four
formative students from the class to sketch or illustrate (Students will raise their hands
assessment 3) the given situation and formulate the and go in front)
trigonometric ratio we are going to use.

1.) Loela is inside the airplane that is about

to land in the airport. It is now flying at a Answer:
height of 4 kilometers above the ground. The
distance along the ground from the airplane
to the airport is 6 kilometers. What is the f
angle of depression from the airplane to the
airport?
4 km

Given: 6 km
θ=62°
Opposite=x
Hypotenuse=90 ft

Opposite
TOA = Tangent θ=
Adjacent

Answer:
2.) Kevier Xian is in the second floor of the 38°
building, the area he is staying measures 45ft 45ft
.
high. He spotted a couple from afar. The
angle of depression form from Kevier to the v
 couple is 38°. How far is the couple from the
base of the building? Given:
θ=38°
Opposite=45 ft
Adjacent=v

Opposite
TOA = Tangent θ=
Adjacent

Okay class, give them a round of applause.

G. Finding practical Application:

application of
concepts and skills Mechanics: The teacher will divide the class
in daily living into five (5) groups. Each group will sketch
and illustrate the given situation. The
problem or situation is already written in the
manila paper.

Direction: Sketch and illustrate the situation/

problem showing angle of depression.

Situation 1:
From the second floor of the building, Cherry
Mae spotted Franz and Aizah sitting on the
bench.

Situation 2:
Sir July look first at the blackboard eraser he
dropped before picking it up.

Situation3: (Student will work together)

Ajhay saw two dogs that is playing on the
ground.

Situation 4:
Glen Michael saw a Php50.00 bill on his way
home.

Situation5.
An airplane is about to land on the airport.
 Rubric:
Accuracy of Illustration - 50%
Individual Participation - 40%
Presentation - 10%
TOTAL: 100%

H. Making Did you understand our lesson today? Yes, Sir

generalization and
abstractions about If that so, I have a question. How do you Possible Answer:
the lesson define and illustrate angle of depression? Sir, angle of depression is an
angle formed when an observer
looks down from the horizontal
line of sight to an object below.
It is between our horizontal line
and line of sight.

How would you relate angle of depression Possible Answer:

into real life situation? 1. Sir, example I am at the top
of the building, I spotted my
friend from afar. Using the
angle of depression, I could
calculate both her distance from
me and the angle of depression
between us.
2. Sir, using angle of depression
I can calculate how far I am on
a specific object below me and
the angle of depression we
formed.

Excellent! It only shows that all of you are

listening to our discussion.
I. Evaluating 1
Direction: In sheet of paper, answer the
learning 4
following with your best answer.

1.) It is an angle formed when an observer

looks downwards from the horizontal line of
sight to an object below?

a. Angle of elevation

b. Line of sight

c. Horizontal line

d. Angle of depression
2.) It is the imaginary line that connects the
eye of an observer to the object being
observed?

a. Angle of elevation

b. Line of sight Answer:

1. d
c. Horizontal line 2. b
3. a
d. Angle of depression 4. c
5. a

3.) On the figures below, which of the

following is an illustration of angle of
depression?
a. c.

b. d.

4.) The angle of depression of a chopper

from the top of a tower to the car is 63°. If
the car is away from the building at a
distance of 100 meters. What trigonometric
ratio can be formulate based on
the illustration and situation?
63°

100 meters
 Oppposite
a. Sineθ= c.
Hypotenuse
Oppposite
Tangent θ=
Adjacent

Adjacnt
b. Cosine θ= d.
Hypotenuse
Oppposite
Sineθ=
Adjacent

5.) Marian Jane is standing at the top of the

building watches the car below. Based on the
situation, which of the following is the correct
illustration?

a. b.

c. d.

J. Additional Assignment:
Activity
Have an advance study about the new lesson
next meeting, focusing on the uses of
trigonometric ratios in solving problems (Students will take picture and
involving angle of depression. You may copy the link)
scan the QR code or search the link below.

https://youtu.be/MCac840ACxc?
si=HWpptf4DsQwvWwmJ
V. REMARKS
VI. REFLECTION
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
work? Why did this
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:
JULY F. LAGROSA
Student Teacher

Checked by:
LESLIE D. SILVA
Cooperating Teacher

Reviewed by:
RAFAEL V. MAGBANUA
Principal I

JASON L. TORIO, MAEM

College Supervisor, BSEd- Mathematics