GRADE 1 to 12 School BARAHAN NATIONAL HIGH Grade Level Grade 9

DAILY LESSON SCHOOL

LOG Teacher RICHELLE H. ASIA Learning MATHEMATICS
Area
Date June 7, 2023 QUARTER 4
8:15-9:15
Grade 9-Kindness

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrates an understanding of the basic concepts of trigonometry.

A. Content Standard

The learner is able to apply the concepts of trigonometric ratios to formulate and solve
B. Performance Standard
real-life problems with precision and accuracy.

The learner illustrates angles of elevation and angles of depression.

C. Learning Competency/Objectives M9GE-IVb-c-1
Write the LC code for each.
 solve problems involving angles of elevation (M9GE-IVd-45.1)

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Angle of Elevation
e-math, Advanced Algebra and Trigonometry
Mathematics Learners Material 9 pages 457-466
Mathematics Learners Material 9 pages 457-466
https://drive.google.com/file/d/1jRuoQ_p61lUl9vpRhSFSBJRJ4_r1XLDM/view?
usp=share_link
https://drive.google.com/file/d/1-qZpUJhdM3regfcT0My71jWq-HqmNfp_/view?
usp=share_link
https://www.youtube.com/live/mm16MM4OOCw?feature=share
https://lrmds.deped.gov.ph/detail/21918

B. Other Learning Resource Powerpoint Presentation, Visual Aids, Marker, Art materials, Audio Speaker, Scientific
calculator/cellphone(stellar scientific calculator apps), Learning activity sheets
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

Teacher’s Activity
DAILY ROUTINE Opening Prayer
Everybody stand up. Let’s pray. (Mathematics prayer)

Greeting
Before you seat down, let me check first your energy level. “Energy Check”
Good morning Class!

Orderliness, Cleanliness, and Safety

Before you take your seat, please arrange your chairs properly and pick up the pieces
of paper if there are any.

You may now take your seat.

Checking of attendance

A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Group attendance checking.
- Each group will shout their yell about the attendance of their group. ( They already
have their unique yell every mathematics session)
House Rules
Before we proceed, let me remind you of the house rules that you need to follow while
class is on:
(the teacher will ask the students to read)
In this class, always remember that MATH is FUN
M-Mindset is important (Mathematics is fun)
A-ask permission to speak by first raising your hand.
T-talk respectfully to your teachers and others
H-hand in your best work by checking it twice for mistakes.
.
F- friends learn together.
U- Understand what the teacher is saying.
N- New learning comes ahead.
Thank you! I hope that you will be guided by these house rules as we go through our
discussion.
Last meeting, we discussed the six trigonometric functions and the trigonometric
functions of special angles. To recall our topic, let’s try to answer the following
questions. But this time, we will have our review with a twist. I have a name picker app
here, if the name picker app chose your name, then you have the chance to answer
the question.
1. What are the six trigonometric functions?
Answer: Sine, Cosine, Tangent, Cosecant, Secant, and Cotangent
2. What mnemonics do we use to make it easy to recall the trigonometric function?
Answer: SOH-CAH-TOA , CHO-SHA-CAO
Given triangle ABC, find the value of the following:
1. Sin A
2. Cos A
3. Tan A
Alam Mo Ba?
Look at the pictures below and answer the questions that follow.
 1. Where do we usually see those pictures?
2. What are the pictures all about?
3. What are the use of those signages?
4. What do you think is the reason why the signages and traffic signs are located above
or in higher position?

C. Presenting examples/instances I have here some pictures. You are going to group these pictures into 2 groups. Paste
of the new lesson each picture in the proper column.

Column A Column B

Questions:
1. How did you group the pictures?
2. If you are given a chance to name each column, what name will you give to column
A? How about column B?
Possible Answer:
Column A- Look Up
Column B- Look Down

Those pictures that are looking upward form an angle of elevation while those that are
looking downward form an angle of depression.

This time, we will only focus our discussion on angle of elevation.

D. Discussing new concepts and In this lesson, you will study how to illustrate and solve problems involving angle of
practicing new skills # 1 elevation. You will be given an opportunity to do activities that will help you identify
and define an angle of elevation through illustrations. Also, you will learn that in solving
problems you need to draw a detailed diagram to help you visualize them.

Exploring Vocabulary:
Based on the way you group the pictures, how can you define an angle of elevation?

(Students will give their own definition of the angle of elevation)


E. Discussing new concepts and
practicing new skills # 2
Enriching Vocabulary:
In the study of angle of elevation, we need to familliarize ourselves some terms that we
will encounter in our discussion.
 The Line of sight is an imaginary line that connects the eye of an observer to the
object being observed.
 Horizontal line of sight is a line from the observer’s eye parallel to the ground.
 The Angle of Elevation is the angle between a horizontal line from the observer and
the line of sight to an object that is above the horizontal line.
Discussion
Looking back at our sample pictures before, let’s try to illustrate angle of elevation on
each picture.
Angle of Elevation Angle of Elevation
Ask the students to point out the Line of sight, Horizontal Line of Sight and angle of
elevation in the given illustration.
Using your protractor, try to measure each angle of elevation.
(Use name picker to call student’s name)
Aside from the given pictures, can you give me some other example of illustrations that
shows angle of elevation.
Some possible answer:
 Man watching fireworks- angle of elevation
 Watching hot air balloon- angle of elevation
 Taking pictures of the top of Mt. Tibuto- angle of elevation
I told you before to bring your cell phones with you and install the stellar scientific
calculator so that you can relate to our discussion this morning. Before we continue,
does everyone already know how to use a scientific calculator? When using a scientific
calculator, when we are going to find the trigonometric function of a given degree,
make sure that it is set in degree mode. Look at the upper right corner of the screen of
your calculator, if it is in degree mode, you will see “DEG”. If not, press or click the
“DEG’.
Our discussion for today will focus only on the angle of elevation.
Let us have some situational problems that involve the angle of elevation. Proper
understanding and interpretation of the problem are necessary for you to come up with
a proper illustration. Usually, limited understanding and wrong interpretation of the
problem lead to incorrect illustration which gives you a lower chance to answer and
solve the given problem correctly.

Exploration:
Example #1:
A Senior High School building of Barahan National High School is 6 meters high. At a
certain distance from the building, Kuya Apong, on the level ground observes that the
angle of elevation on the top of the building is 41°. How far is Kuya Apong from the
building?

Solution:
Let x be the distance of Kuya Apong from the building.
(Identify first the opposite side, adjacent side, and hypotenuse)

Questions:
 What trigonometric function are we going to use?
Answer:
Since the height of the building is opposite the angle of elevation which is 41°,
and we are asked to find the distance of Kuya Apong from the building which is the
adjacent side, then we are going to use the Tan θ ratio.

Opposite
Tan θ=
Adjacent

6m
Tan 41°=
x

Use your calculator to find the value of Tan 41°

6m
0.87= Cross Multiplication Process
x

0.87 x 6 m
=
0.87 0.87
x = 6.9m

Therefore, Kuya Apong is 6.9 meters away from the building.

Example #2
How far is a man from Tindahan for Every-Juan; commonly known as Happy Manok at
Barahan, Sta. Cruz, Occidental Mindoro, if the store is 25m tall and the angle of
elevation to the man is 55°

(Board work)
 Ask student to draw illustration of the problem.
 Proceed to solution
Group Activity: (5 minutes)
Directions: Illustrate and solve the given problems. You are free to choose 1 problem
below. Use the diagram below for your group output.
  Use the rubric below as your guide in doing your activity.

After the activity, each group will exchange their output to check the work of the other
group. The other group will serve as the rater for the other. 5 is the highest rate and 1
is the lowest rate. Follow the flow of the diagram below.

Group
1
Group Group
11 2

Group Group
10 3

Group Group
9 4

Group Group
8 5

Group Group
7 6
 Presentation of group output. The teacher will randomly select 2 groups to report their
output in front of the class. The random selection will be through the group name
picker app.

F. Developing mastery Individual Activity: (3 minutes)

(leads to Formative Assessment 3) Last SciMaTech Festival, we experienced how to fly a kite. Consider this situation.

A string of a kite is 100 meters long and it makes of an angle of 60° with the horizontal.
Find the height of a kite if there is no slack in the string? There is a solution given
below. After 3 minutes, decide if you agree or disagree with the given solution. If you
agree, do the “look up” hand signal and if you disagree, do the “love scars” hand
signal.

opposite
Sin θ=
hypotenuse
x
Sin 60°=
100 m
0.8660=100x
0.8660
=x
100
0.00866m
Let us check who agreed and who disagreed.
Those who disagreed, will you please show us your solution that made you disagree
with the given solution?
G. Finding practical application of I have here a short video from Araling Panlipunan Grade 5 about the altitude, the
concepts and skills in daily living topography of the land, and its relationship to the temperature of the land

https://youtu.be/gVIcTU6KWw0

Questions:
1. What is the video all about?
2. What is the relationship between the altitude to the temperature of the place?
3. If you are given the chance to choose where you live, where do you want to live?
Why?

Science Trivia:
In Science, Elevation is a distance above sea level. Elevations are usually measured
in meters or feet. They can be shown on maps by contour lines, which connect points
with the same elevation; by bands of color; or by numbers giving the exact elevations
of particular points on the Earth's surface as shown in the video before.

“What I have Learned” (With a twist) (5 minutes)

H. Making generalizations and
abstractions about the lesson
Task: Each group will choose among the following given activities on how they learned
about the topic.

 Poster Making
 1 stanza poem
 Hugot lines
 Jingle
 Self made word problem with solution

I. Evaluating learning
C. Additional activities for
application or remediation
Group Presentation: Each group will present their output. Let the name picker choose
the group to present their output.
A. Fill in the blanks with the correct information. Choose your answer in the box below.
Elevation Solve illustration
Ratio Trigonometric Function
1. Angle of ___________ is an acute angle formed by the eye level (horizontal line) and
the line of sight of the observer when he looks at an object that is located higher than
him.
Steps in solving math problems involving angle of elevation.
2. Draw an ___________that visualizes the problem and label it using the given
information.
3. Formulate a ratio of a given measure and the variable representing what is being
asked in the problem
4. Form an equation using the formulated ratio and the _________________ defined by
the ratio
5. __________ the solution of the equation and the solution of the problem
B. Directions: Read each question carefully. Write the letter of the correct answer on
the space provided before each number.
_____1. What do you call the angle formed between the horizontal line of sight of the
observer and the line of sight to the object above?
A. Angle of elevation C. Angle of sight
B. Angle of depression D. Angle of observation
_____2. Referring to the figure below, which of the following is the horizontal line of
sight?
A. a B. b C. A D. B
For items 3 and 4:
Situation: One day, Reyes family decided to have a family bonding. They visited the
Puerto Princesa City Baywalk. Zia saw a balloon in the sky at an angle of 50
degrees above the horizontal line of sight.
_____3. What do you call the line connecting Zia’s eye to the balloon?
A. Line of elevation C. Line of sight to the object
B. Line of depression D. Line of object
_____4. What is the measure of the angle formed from the horizontal line of sight to
the line of sight to the balloon?
A. 40 degrees B. 50 degrees C. 140 degrees D. 130 degrees
_____5. What do you call the imaginary line that connects the eye of an
observer to the object being observed?
A. Line of elevation C. Line of sight
B. Line of depression D. Line of object
Assignment:
Free;-Choice
You are free to choose among the following task depending on the availability of
materials at your home.
 1. Capture a location at your home that represents an angle of elevation. Edit the picture
by putting the line of sight, and horizontal line to form an angle of elevation. Pass your
output directly to my messenger account Richelle Hernandez Asia
2. Draw a real-life example of the angle of elevation that is not yet been mentioned
during our discussion. Label the horizontal and line of sight.
V. REMARKS

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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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:

RICHELLE H. ASIA
Teacher I
Checked by: Noted by:

CHERRYL A. RAMOS MYRNA T. RAMOS

Master Teacher I Principal II