Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental
ALUBIJID NATIONAL COMPREHENSIVE HIGH SCHOOL
Alubijid, Misamis Oriental

GRADE 1 to 12 SCHOOL ALUBIJID NATIONAL

DATE/WEEK: BUILDING/SECTION / TIME:
DAILY COMPREHENSIVE HIGH SCHOOL
LESSON TEACHER REY N. VILLASTIQUE Week (April 1, 2022) Main Bldg.–G-7 GEMINI 9:00AM
LOG GRADE LEVEL & GRADE 9– MATHEMATICS QUARTER FOURTH
LEARNING AREA

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the basic concepts of
trigonometry.
B. Performance Standard The learner is able to able to apply the concepts of trigonometric
ratios to formulate and solve real-life problems with precision and
accuracy.
C. Learning Competency/Objectives M9GE-IVd-1– Illustrates angles of elevation and angles
Write the LC code for each.
of depression

At the end of the lesson, the learners are expected to:

1. determine whether the given illustration represents angle of

elevation or depression.
2. demonstrate angle of elevation and angle of depression from the
given information in a problem.
3. develop accuracy in illustrating the given information in the
problem.

1. CONTENT ILLUSTRATING ANGLES OF ELEVATION AND

ANGLES OF DEPRESSION

2. EARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 278-283
2. Learner’s Materials pages Page 457-462
3. Textbook pages
4. Additional Materials from LR Portal
B. Other Learning Resource 1. COMPUTER LAB. STAR BOOKS
2. www. Math-aids.com and www. Math-Drills. Com

3. PROCEDURES
TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing the previous lesson or presenting the new lesson

1. Preparatory Activities
1. Preparatory Activities
 Safety protocol orientation
 Follow Safety Health protocols
 Prayer
2. The teacher will give the learners a short drill on constructing  Prayer
angles from a straight line to a given direction using a 2. The learners will construct angles from a straight line to a
protractor and a ruler. given direction using a protractor and a ruler
 opening upward
 opening downward

Before the class started, I conducted short orientation as

gentle reminder on the safety protocol standards set by the local IATF
to established safe and secure learning environment.

COT Indicator 4, 5 and 6

B. Establishing a purpose for the lesson I gave this activity as a
range of teaching strategies that
can develop critical and visual
The teacher will present pictures to the learners and let them The learners will answer upward or thinking skills connecting with
identify the direction of the eye sight of the observer to a particular
downward. the new lesson. Then learners
object. will develop mastery about the
difference between upward and
downward motion of the eye
sight that connects the concept
on angle of elevation and
depression

COT Indicator 6, 7 and

8

C. Presenting examples/Instances of the new lesson I selected an interesting

The teacher will show a slide of an article about The learners will read the article,
“The Fallen 44” and the heroic escaped of the lone draw an illustration using the
survivor to let the learners draw an illustration as an opener information given in the problem
of the session. and answer the questions asked
by the teacher.
Expected answer:
- Yes
interdisciplinary article, a
concept in History from AP
subject as an opener of my
discussion to be integrated into
the current lesson. I used the
concept of the SAF 44
encounter and integrated the
chosen content knowledge
within and across the curriculum
areas from its illustration in this
specific part of my DLL.

- Yes COT Indicator 1, 5, 6, 7,

(Then based on the illustration presented in the slide, the 8 and 9
teacher asked these questions to the learners:
- Angle of elevation
1. When the SAF survivor pointed his riffle to the terrorist on top
of the tree, Is there an angle formed?
- Angle of Depression
2. What about if he pointed his riffle to the terrorist covering at
the foot of the tree, Is there an angle formed also?

3. What do you call the angle formed when he fired upward to

the terrorist on top of the tree?

4. How about the angle formed when he fired downward to the

terrorist covering at the foot of the tree?

D. Discussing new concepts and practicing new skills # 1 This Activity helped the
learners to established a
The teacher will solicit ideas to define some important terms found The learners will define baseline knowledge to develop
in the new topic: terms based on their own their critical creative thinking, as
interpretation before the teacher give
well as higher-order thinking
the specific definition
skills in vocabulary a concept
from English subject

COT 2, 3, 5, 6, 7, 8 and
9

E. Discussing new concepts and practicing new skills # 2
1. The teacher will discuss Angle of elevation and depression 1. The learners will participate
using the illustration presented by the given article. actively showing good
interaction skills during
discussion by answering
questions drawn by the
teacher.
On this part, I presented the
step by step process in discussing
the current lesson and its
examples.
(All answers must be drawn from
the learners and create good
interaction from them during
discussion.)

2. The learners Will draw an
illustration describing the
given word problem and
determine whether it is
angle of elevation or angle
of depression
2. The teacher will present another word problem sample
into the learners.
F. Developing mastery . Due to minimal space in the
(leads to Formative Assessment #3
The teacher will divide the class into four groups and The learners will do the GROUP
give them separate problems to answer. ACTIVITY by sharing their ideas as
fast as they can, to illustrate the
problem and determine whether it
illustrates an angle of elevation or
depression.
G. Finding practical application of concepts and skills in daily living
How is angle of elevation and angle of depression,
very important to our everyday life? Expected answer that the
students must give:
“Angle of elevation and
depression is very much important
in working out distances to things,
heights of buildings and
mountains. and navigation at sea”
H. Making generalizations and abstractions about the lesson
Questions to be asked: The learners will recite the accurate
definition and explain how to
1. What is angle of elevation and depression? determine angle of elevation and
2. How do you determine whether an angle is an depression
angle of elevation or an angle of depression?
I. Evaluating learning The learners will answer the
COT 2, 3, 5, 6, 7, 8 and
9
classroom learners will be
arranged in groups in a way that
the can interact with their groups
following safe health protocols
standards. Each group will be
given different problems to
answer to apply differentiated
and developmentally appropriate
learning experiences. To
addressed learners’ gender,
needs and interests in the
current lesson the teacher
conducted evaluation and
feedbacking on the learners
answers before the
generalization.
COT 4, 5, 6, 7, 8 and 9
I anticipated learner’s
problem on this part in terms of
giving the accurate answer on
the importance on angle of
elevation and depression in real
life. But since they already doing
an advance research on the
importance of this topic, giving
extended questions can guide
them to formulate an accurate
answer.
COT 5, 6, 7, 8 and 9
Learners should emphasized
the definition of Angle of
Elevation and depression and
how to determine whether an
illustration representing the
problem is totally angle of
elevation or angle of depression
.
COT 5, 6, 7, 8 and 9
The learners answered a
 worksheet as fast and accurate as problem and used what they
The teacher will give a worksheet “DRAW MY PROBLEM they can. learned in the content. During
AND IDENTIFY ME” for the learners to answer, as a form of Checking the teacher conducted
assessment. feedbacking and scores were
evaluated to know if all
objectives had been achieved or
needs additional remediation for
the topic.

COT 4,5, 7, 8 AND 9

Additional activities for application or remediation

ASSIGNMENT:
1. llustrate the problem on pp. 463 and solved

4. REMARKS

5. REFLECTION

No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored
below 80%

Did the remedial lessons work? No. of learners who have caught up with the
lesson

No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why did these work?

What difficulties did I encounter which my principal or supervisor can help me

solve?

What innovation or localized materials did I use/discover which I wish to share

with other teachers?

Prepared by: Checked by:

REY N. VILLASTIQUE EVANGELINE S. CUADRA

___________________________
Teacher 1 MT-1- OIC Math Department