LESSON PLAN IN MATHEMATICS 9

Grade
QUARTER/DOMAIN DATE
Level PAGE NO.
9 FOURTH QUARTER

OBJECTIVES
A. Content The learner demonstrates understanding of the basic concepts
Standards of trigonometry

B. Performance The learner is able to apply the concepts of trigonometric ratios

Standards to formulate and solve real-life problems with precision and
accuracy
C. Learning The learner will be able to
Competencies illustrate angle of elevation and angle of depression. *
(M9GE-IVd-1)

identify if the
quadrilateral is a
parallelogram using the
given condition;
c) appreciate the
importance of
quadrilaterals in real
life
identify if the
quadrilateral is a
parallelogram using the
given condition;
c) appreciate the
importance of
 quadrilaterals in real
life
identify if the
quadrilateral is a
parallelogram using the
given condition;
c) appreciate the
importance of
quadrilaterals in real
life
D. Learning The learner will be able to
Objectives
identify if the
quadrilateral is a
parallelogram using the
given condition;
c) appreciate the
importance of
quadrilaterals in real
life
identify if the
 quadrilateral is a
parallelogram using the
given condition;
c) appreciate the
importance of
quadrilaterals in real
life
identify if the
quadrilateral is a
parallelogram using the
given condition;
c) appreciate the
importance of
quadrilaterals in real
life
1. define and identify the angle of elevation and angle of
depression.
2. differentiate angle of elevation and angle of depression.
3. determine the relevance of angle of elevation and depression
in real life.
CONTENT ANGLE OF ELEVATION AND ANGLE OF DEPRESSION
LEARNING
RESOURCES
A. References
1. Teacher’s Guide Math Teacher’s Guide pages 34-35
pages
2. Learners’ Materials Math Learners Module pages 457-460
pages SLM Quarter 4 Module 4 and Module 5
B. Other Learning Internet resources:
 right angles - Google Search
Resources acute angles - Google Search
obtuse angles - Google Search
PROCEDURES
A. Reviewing
previous lesson ➤ In your MAPEH class, you are taught on how to perform physical Provision for
fitness test. Like a 3-minute step test and hexagon agility test to name Physical
some. But before performing the physical fitness test, what usually you Education
do first? (MAPEH)
➤ Activity 1. WARM -UP EXERCISES
Ask the students to execute a warm-up exercise. Then, ask this Undertakes
question. physical
What shapes were formed when you performed the following? activity and
- Stood up with feet apart physical fitness
- Put hands on the hips assessments.
- Bent knees PE9PF-Ia-h-23
- Touched the head
- Held an ear
The students will give a recap about the previous math lesson in Grade
7. This can be done by answering the given exercises about angles
through recitation.

Tell the students to consider the following group of pictures.

➤ Activity 2. Who Am I?
Classifies the
Group A different kinds
of angles.
M7GE-IIIa-3

Group B
 Group C

Guide questions:
1. What do you call the given figures?
2. How are the kinds of angles different from one another?
Now, complete this statement.
Angles are formed when _____noncollinear rays intersect at a point
called the ____.

➤State the brief history of angle in mathematics. Provision for

Multiple
A Brief History Intelligence
In geometry and trigonometry, an angle (or plane angle) is the figure
formed by two rays sharing a common endpoint called the vertex of the
angle. It was Euclid, a Greek mathematician from Alexandria,
Hellenistic Egypt, who defines a plane angle as the inclination to each
other, in a plane, of two lines which meet each other, and do not lie
straight with respect to each other. According to Proclus, the last major
Greek Neoplatonist philosopher, an angle must be either a quality or a
quantity, or a relationship. The first concept was used by Eudemus,
who regarded an angle as a deviation from a straight line; the second
by Carpus of Antioch, who regarded it as the interval or space between
the intersecting lines; Euclid adopted the third concept, although his
definitions of right, acute, and obtuse angles.
Source: Angle (mathematics) - New World Encyclopedia

Let the students perform this activity individually.

B. Establishing a
purpose for the
➤ Activity 3. Look Up! Look Down!
lesson Provision for
Follow the given steps and answer the questions that follow.
Multiple
• Use a tape measure or any measuring devised that is available to
Intelligence
measure the distance between your eyes and feet.
• Move around the room and find an object that is at the exact height as
your eyes, tall object, and short object. Be sure to put a label in each
object.
• Record your observations using the given table below:
A. Distance between my eyes
and feet.
B. Object that is at the exact
height of my eyes,
C. Tall object

D. Short object

• Make an illustration of the objects that is at the exact height as your

eyes, tall object, and short object.
Guide Questions:
 1. How did you find the activity?
2. Describe the illustration or picture you have created from the
activity.
3. What mathematical concepts did you learn from the activity? When
you look up to tall objects is there an angle formed? What about when
you look down?
4. Do you think you can directly measure the height, the distance of the
object you have listed in the activity?
5. In our previous lesson, you’ve learned about six trigonometric ratios.
Various activities were provided to help you illustrate and define the
six trigonometric ratios. You also learned how to use them in finding
the missing sides and angles of a right triangle and applied them to
real-life situations. Do you think you can use this concept in the
given situation?

Did you know that solving real-life problems involving right triangles
requires knowledge of some significant terms, such as line of sight,
angle of elevation, and angle of depression?

Let’s find out as we go over with our lesson.

C. Presenting Now, look and study these figures.
examples/
instances of the
new lesson Figure 1 Provision for
Higher Order
and Thinking
Skills

Figure 2

A C
Questions to be asked:
1. In figure 1, what do you call the blue and red color lines?
How about the black line? D
2. What happens to the blue line and the black line in the figure? What
figure do they formed? Do you think this is also true to the black and
red color lines?
3. Based on the same figure, what is meant by the line of sight?
4. How do you think an angle of elevation is formed?
5. How do you think an angle of depression is formed?

The teacher will ask a student to formally state the definition of line of
sight, angle of elevation, and angle of depression.

The teacher will present pictures that the students will identify whether Provision for
D. Discussing new an angle is an angle of elevation or angle of depression. Higher Order
concepts and and Thinking
practicing new ➤ Activity 4: Who Am I? Skills
skills #1 In each of the following illustrations, identify whether ∠A is an angle
of elevation or an angle of depression.

Source: DLHTM X: Tourism

Guide Questions:
1. What ideas have you learned from this activity?
2. Does the activity help you reinforce your knowledge of angles of
elevation and depression? How?

➤ Activity 5. Identify Me!

E. Discussing new In the following figures, identify the segment that represents the line of Represents
concepts and sight (below or above the observer), and identify the angles (if any) point, line, and
practicing new that represent the angle of elevation or angle of depression. plane using
skills #2 concrete
pictorial
models.
M7GE-IIIa-1
Illustrates
subsets of a
line.
M7GE-IIIa-2

Questions to be asked:
1. How did you identify the line of sight, angle of elevation and angle
of depression?
2. How do you differentiate an angle of elevation from an angle of
depression?
F. Developing The students will identify whether the situation presented illustrate an Provision for
Mastery angle elevation or angle of depression. Life Skills or
(Leads to Formative MATH CHALLENGE Higher Order
Assessment 3) ➤ Activity 6. Elevation or Depression Thinking Skills
&
 Consider the situation below: Provision for
language
A boy who is on the 2nd floor of their house watches his dog lying on literacy
the ground. The angle between his eye and his line of sight is 32⁰.
Questions to be asked: Compare and
1. How will you illustrate the given situation? contrast similar
2. Which angle is identified in the problem: angle of elevation or angle information
of depression? Justify your answer. presented in
EXTRA CHALLENGE different test.
3. Elevation and depression are two contrasting words. Can you use EN9 RCIIa-
these words in a sentence? 3.2.7
Recognize
positive and
negative
messages
conveyed in a
text. EN8
VCIIi-17
➤Do you think you can use the idea of angle of elevation and angle of
depression in your daily life? Provision for
➤How is angle of elevation and angle of depression relevant to real Values
Education
G. Finding practical life situation? and Science
applications of ➤Did you know that in anatomy, elevation and depression are terms
concepts and skills in being used to describe movements of the mandible (lower jaw) or
daily living scapulae (shoulder blades) within the frontal plane?

Ask the students to watch short video clip about Anatomy review of the
elevation and depression body movements terms.

H. Making Questions to be asked: Provision for

generalizations and 1. What is an angle of elevation and angle depression? Integration
abstractions about 2. How can you identify an angle of elevation from an angle of Content Areas
the lesson depression? in Language
3. How will you relate angle of elevation and angle of depression Teaching
in real life?

I. Evaluating PERFORMANCE ACTIVITY

learning Read and answer each of the questions carefully. Write the letter of
your choice in your paper.

1. The angle of an object at which it is seen, when the object is

BELOW the level of the eye, is called _________.
A. Angle of depression B. Angle of elevation
C. Both A & B D. None of the above

2. Given the figure on the right, which refers to the angle of elevation?

A. BAC C. BAD
B. DAC D. A

3. The angle of an object at which it is seen, when the object is

ABOVE the level of the eye, is called _________.
A. Angle of depression B. Angle of elevation
C. Both A & B D. None of the above
4. The angle of depression is formed in which of the following cases?
A. when looking out B. When looking down
C. when looking up D. when you have a line of sight
 5. The farmer on top of the Jackfruit tree sighted a snake crawling on
the ground. The angle between his eye level and his line of sight is 29 O.
Which angle is being identified in the problem?

A. Acute Angle C. Angle of Depression

B. Angle of Elevation D. Right Angle
J. Additional PERFORMANCE OUTPUT: Provision for
activities for Do the following. Integration
application or ➤Illustrate and explain at least two situations in your life involving Content Areas
remediation angle of elevation and angle of depression. in Language
➤Prepare a slide deck presentation of your answers or if it is possible, Teaching, ICT,
make a video presentation of your output and send it to my official and MAPEH
email address.
Base the activity on the rubrics below.
RUBRIC SCORING
Criteria 5 3 1
ORGANIZ Presentation follows the Presentation Presentation is
ATION
correct arrangement of follows the unorganized,
idea. It is easy to correct difficult to
understand, follow, and arrangement of understand
clear to read; visually idea. It is easy and follow.it
appealing and relevant to to understand is virtually
the discussed ideas. and follow. unappealing.
CONTE The insights are The insights are The ideas
NT comprehensively minimally presented
discussed. There is a deep discussed, show no
understanding of the idea. understood, and evidence of
The thoughts are reflective reflectively insights,
and convincing. thought of. understanding,
Statements are supported or reflective
by experience or research thought of the
related. topic.
CREATI The ideas are discussed in The ideas are The ideas are
VITY varied and interactive discussed in presented in
means or presentation two (2) pure text.
(slide decks, graphical multimedia
representation, images, means and
graphics, text, or self-made interactively
video); visually attractive presented.
to viewers.

POINTS EARNED Descriptive Rating

12-15 Very Good
8-11 Good
4-7 Fair
1-3 Needs improvement
V. REMARKS
This is an ICT-aided lesson.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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 have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of the teaching strategies
worked well? Why did these work?
F. What difficulties or challenges
which my principal or supervisor can
help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Prepared by:
SAMUEL M. GIER
MT-II

Checked by:

___________________
Principal IV