DAILY SCHOOL:

ECHAGUE NATIONAL HIGH

LESSON SCHOOL GRADE LEVEL: GRADE 9
LOG PRACTICE DECIRIE D. CAYOMBA
TEACHER: MILKIE A. MANGAOIL LEARNING AREA: MATHEMATICS
DATE/TIME: May 8, 2023 QUARTER: 3RD QUARTER

TUESDAY
I. OBJECTIVES
A. Content The learner demonstrates understanding of the basic concepts of trigonometry.
Standards
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and
Standards accuracy.
C. Learning Illustrates angles of elevation and angles of depression.
Competencies
Write the LC (M9GE-IVd-1)
code for each
At the end of the lesson, the learners should be able to:
D. Learning a. identify the angle of depression;
Objectives b. solve problems involving angle of depression;
c. illustrate problems involving angle of depression.
II. CONTENT
ANGLE OF ELEVATION
III. LEARNING RESOURCES
A. References
1. Teacher’s
pp. 288-292
Guide pages
2. Learner’s pp. 447-456
Materials pages
3. Textbook
pages
4. Additional Angle of Depression - Definition, Formula & Problems (byjus.com)
Materials from Angle of Elevation - Formula | Angle of Depression (cuemath.com)
Learning
Resource
(LR)portal
B. Other Power point presentation
Learning
Resources
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminaries
 Greetings
Good afternoon class.
Good afternoon, ma’am.
Okay, you may take your seat.
Thank you, ma’am.
B. Lesson Proper
 Motivation
A. Reviewing
Before we proceed on our new lesson, I want you to guess the
previous lesson
following jumbled word.
or presenting the
new lesson
GLEAN FO IONTELEVA ANGLE OF ELEVATION
AJECNTDA ADJACENT
ZONRILATHO ELIN HORIZONTAL LINE
ESTIPOP OPPOSITE
NILE OF HTGIS LINE OF SIGHT
POSUNEHETY HYPOTENUSE

Can you guess our new lesson for today? Angle of elevation ma’am
B. Establishing a Let us define first the angle of depression.
purpose for the Who can give me the meaning of angle of depression? Student 1: Angle of depression is an acute angle formed by a
lesson horizontal line (eye level) and the line of sight of the observer
 that is located lower than the observer.
Very good student 1.
Let us have an
illustration.

C. Presenting
examples/
instances of the
From the given illustration, the observer has two objects, what An airplane and a dog ma’am
new lesson
are those objects?

Very good.

What angle will be formed if an object is above the horizontal Angle of elevation ma’am
line?

Great job, how about when the object is lower that the Angle of depression ma’am
horizontal line, what angle will be formed?

Are you now familiar with the differences between angle of Yes ma’am.
elevation and angle of depression?
Let us have an example. .
Example 1. From the tower, a man sees his partner on the
ground at an angle of depression of 42.36 ° . if the tower is 89
feet in height, how far is the partner to the base of the tower?

From the given problem, what are the given information and
what is being asked? Ma’am the given information from the given problem is angle of
depression of 42.36° and the tower that is 89 feet in height,
and the unknown is the distance of his partner to the base of
the tower.
That’s right.
89 ft Now let us illustrate the
42.36° given problem.

42.36°

D. Discussing w
new concepts
and practicing
new skills #1

Tangent ma’am.
What formula are we going to use to solve for the unknown?
Very good. opposite 89 ft
opposite 89 ft Solve for w, tan 42.36° = =
Solve for w, tan 42.36° = = adjacent w
adjacent w 89 ft
89 ft tan 42.36° =
tan 42.36° = w
w 89 ft = tan 42.36° (w)
89 ft = tan 42.36° (w) 89 ft tan 42.36 °
89 ft tan 42.36 ° = (w)
= (w) tan 42.36 ° tan 42.36 °
tan 42.36 ° tan 42.36 ° 89 ft
89 ft =w
=w tan 42.36 °
tan 42.36 ° 97.60 ft or 98 = w
97.60 ft or 98 = w
 Example 2. From the top of the building, the angle of
depression of a car on the ground is observed to be 30 ° . If
the distance of a car to the base of a building is 457.38 m, Illustration:
how tall is the building?
Illustration: 30°

30°
E. Discussing 30°
new concepts 457.38 m
and practicing 30°
new skills#2 457.38 m opposite p
Solve for p, tan 30° = =
adjacent 457.38 m
opposite p p
Solve for p, tan 30° = = tan 30° =
adjacent 457.38 m 457.38 m
p p = tan 30° (457.38 m)
tan 30° =
457.38 m p = 264.07 m or 264 m
p = tan 30° (457.38 m)
p = 264.07 m or 264 m
F. Developing Activity Students expected answer:
mastery 1. Let s be the unknown
(Leads to 1. An observer standing on the top of a building spots
Formative a house in the adjacent valley at an angle of
Assessment 3) depression of 29° . The building is 600 ft. tall. How600 m 29°
far is the house from the base of the building?
2. An airplane is flying at a height of 28 km above the
ground. The line of sight of an airplane to the airport
is 34 km. What is the angle of depression from the 29°
airplane to the airport?

opposite 600 m
Solve for s, tan 29° = =
adjacent s
600 m
tan 29° =
s
600 m = tan 29° (s)
600 m tan 29 °
= (s)
tan 29 ° tan 29 °
600 m
=s
tan 29 °
1082.43 m or 1082 m = s

34 km
28 km

airport
opposite 28 km
Solve for α , sin α = =
hypotenuse 34 km
28 km
sin α =
34 km
−1 28 km
α = sin ( )
34 km
 α = 55.44 or 55

G. Finding
practical
applications of
concepts and
skills in daily
living

About angle of depression ma’am

H. Making What did we discuss today?
generalizations
Angle of depression is an acute angle formed by a horizontal
and abstractions What is the angle of depression?
line (eye level) and the line of sight of the observer that is
about the lesson
located lower than the observer.
I. Evaluating Get ready for the quiz on Friday. Get ready for the quiz on Friday.
learning

J. Additional
activities for
application or
remediation
V. REMARKS

VI.
REFLECTION
A. No. of ______ of Learners who earned 80% above
learners who
earned 80% on
the formative
assessment
B. No. of _______ of Learners who require additional activities for remediation
learners who
require
additional
activities for
remediation.
C. Did the ___Yes ___No
remedial lessons ____ of Learners who caught up the lesson
work? No. of
learners who
have caught up
with the lesson.
D. No. of ___ No. of Learners who continue to require remediation
learners who
continue to
require
remediation
E. Which of my Strategies used that work well:
teaching ___ Group collaboration
strategies ___ Games
worked well? ___ Solving Puzzles/Jigsaw
Why did this ___ Answering preliminary activities/exercises
work? ___ Carousel
___ Dyads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ Poems/ Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Why?
 ___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What __ Bullying among students
difficulties did I __ Students’ behavior/attitude
encounter which __ Colorful IMs
my principal or __ Unavailable Technology Equipment (AVR/LCD)
supervisor can __ Science/ Computer/ Internet Lab
help me solve? __ Additional Clerical works
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

Checked by:
DECIRIE D. CAYOMBA MILKIE A. MANGAOIL
Practice Teacher Practice Teacher

LEAHN M. PALATTAO
Critic Teacher