CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur

COLLEGE OF DEVELOPMENT EDUCATION – LABORATORY HIGH SCHOOL

FINAL DEMONSTRATION

DETAILED LESSON PLAN IN MATHEMATICS IV

February 29, 2012, 3:00 p.m – 4:00 p.m
IV – A

I. OBJECTIVES

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

1. use the appropriate trigonometric function in solving problems involving angles of elevation and angles of
depression.
3. relate the terms elevation and depression in real life.

II. SUBJECT MATTER

A. Topic: Applications of Trigonometric Functions

B. Sub-topic: Solving Problems involving Angles of Elevation and Angles of Depression
C. References: e-Math (Advanced Algebra and Trigonometry) IV by Orlando A. Oronce and Marilyn O.
Mendoza, pages
298 – 301. Advanced Algebra by Soledad Jose-Dilao, Ed.D. page 218.
http://www.search-document.com/ppt/1/2/angle=of=elevation.html#
http://www.slidemath.com/rpoly/Trigapps.shtml
http://www.syvum.com/cgi/online/fillin.cgi/math/trigo/trig3.tdf?0
http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-07-888484-5&chapter=8&lesson=5&&headerFile=7
D. Materials: computers, projector, white board
Instructional Materials: cut-out pictures/images of objects to be used in the group activity, slide and video
presentations, online scientific calculator, online Right Triangle Solver, foldable
E. Skills to be developed: problem solving skills, relating, computational skills and analytical thinking skills
F. Values to be integrated: patience, accurateness, teamwork/cooperation, being humble & being a positive
thinker
G. Subject to be integrated: ICT
H. Concepts:
1. The angle of elevation is the angle between the imaginary line of sight and horizontal line, where the
object is above the observer.
2. The angle of depression is the angle between the imaginary line of sight and a horizontal line, where
the object is below the observer.
3. Solving right triangles means finding the lengths of the sides and measures of the acute angles of the
triangle.
I. Methodology: 4 A’s of Learning (Activity, Analysis, Abstraction, and Application)

III. LEARNING ACTIVITIES

TIME TEACHING HINT TEACHER’S ACTIVITY STUDENT’S ACTIVITY IM’s

FRAME
7mins A. Preliminary
Activities
1. Greetings Good afternoon class! Good afternoon Sir!
(A Mathe
matical
2. Opening Prayer May I ask everyone to please (The students will follow) prayer was
stand for the opening prayer. down
loaded from
YouTube
3. Securing Before you take your seats, please and will be
cleanliness and make sure that there are no pieces (The students will follow) played)
orderliness of dirt on the floor. Also, arrange
the chairs properly.

4. Checking of Class beadle, who are absent None Sir!

Attendance today?

5. Checking of Please submit your assignment. (The students will submit their
Assignment assignments)
 6. Recall Before we start our lesson, let us (The students will sing the SOH- down
first sing the SOH-CAH-TOA CAH-TOA Song) loaded
song as memory aid in Solving youtube
Right Triangle. video

Did you like the song? Yes Sir!

Let us recall the sine, cosine and

tangent ratio.

Sine θ is the ratio of what side? sin θ =

opposite side
hypotenuse

adjacent side
What about cos θ? cos θ =
hypotenuse

opposite side
How about tan θ? tan θ =
adjacent side

Very Good!

4 mins B. Motivation To start the new lesson, let us

take a look these illustrations.

(Show animated pictures slide

regarding angles of elevation and presenta
depression) tion

Illustration A
line of sight

horizontal line

Budoy

Illustration B
horizontal line

line of sight

Jackie

In illustration A, what can you

say about the line of sight from The line of sight from Budoy to the
Budoy to the airplane with airplane is above the horizontal line.
respect to the horizontal line?

What about in illustration B?

What can you say about the line
of sight from Budoy to Jackie The line of sight from Budoy to
with respect to the horizontal Jackie is below the horizontal line.
line?

What geometric figure is formed

by the line of sight and the The geometric figure that was
horizontal line in the two formed by the line of sight and the
illustrations? horizontal line in the two
illustrations is an angle.
1 min C. Presentation of the Bright observations!
lesson slide
That angle in Illustration A and B presenta
tion
 is what we call angle of elevation
and angle of depression
respectively. And we shall learn
more about these concepts as we
go on with our lesson today
which is about Solving Problems
involving Angles of elevation and
Angles of depression. slide
presenta
1 min D. Presentation of the For today’s lesson, here are the tion
Objectives objectives.
(Objectives will be flashed on the
screen)

Who can read the objectives? (A student will read the objectives) short
video
5 mins E. Unlocking of Before we proceed to the activity, clip on
Difficulties let us watch first the short video (The students will watch the short Angles
clip presentation on angles of video clip presentation on angles of of Eleva
elevation and angles of elevation and angles of depression) tion &
depression.) Depres
sion
Is the video clip on Angles of
Elevation and Angles of
Depression clear to you? Yes Sir!

Let’s see, what is an angle of The angle of elevation is the angle

elevation? between the imaginary line of sight
and horizontal line, where the object
is above the observer.

What about an angle of The angle of depression is the angle

depression? between the imaginary line of sight
and a horizontal line, where the
object is below the observer.
Very well said!
15 mins F. Activity
1. Pre-activity For today’s activity, you will be
working in the groups which I
previously assigned. We have
four groups and each group will
work on a specific problem.

You need to choose a leader, two

members who are in-charge in
presenting an illustration of the
given worded problem and two
members who are in-charge in
making the presentation of the
solution using the Open Office
Impress. The leader will be the
one to facilitate the group and at
the same time who will report the
group output.

Here are the rubrics in grading

your group output:

CRITERIA:

Accuracy – 3
Cooperation – 3
Time Management – 2
Presentation – 2

TOTAL: 10 POINTS
 Note: Every group members are
in-charge in solving for what is
asked in the given problem.
Your activity is already saved in
the computer desktop. The file
name is Group Activity in
Trigonometry. I will give you 10
minutes to finish the activity.

Are you now ready to perform the

group activity? Yes Sir!
2. Activity Proper Illustra-
Group 1: Group 1: tion,
online
Problem: A bird sits on top of a Illustration: scienti-
lamp post. The angle of ---------------- fic
35°
depression from the bird to the calcula-
feet of the observer standing ? tor,
away from the lamp post is 35°. 14 ft. online
The lamp post is 14 ft. tall. How 35° Right
far is the observer from the bird? Triangle
Let x be the distance from the Solver
observer to the bird. and slide
presenta
Given: θ = 35°, opp. side = 14 ft. tion
Unknown: x
14
Equation: sin 35° =
x

14
Solution: sin 35° =
x
x(sin 35°) = 14
14
x=
sin 35°

14
x=
0.575

x = 24.4 ft.

Answer: The distance from the bird

to the feet of the observer is 24.4 ft.

Group 2: Group 2:

Problem: An airplane is flying at Illustration:

a height of 2 miles above the
ground. The distance along the -----------------------------------
ground from the airplane to the x°
airport is 5 miles. What is the
angle of depression from the
airplane to the airport? 2 miles

x°
5 miles
Let x be the angle of depression
from the airplane to the airport.

Given: opp. side = 2 miles

adj.side = 5 miles
Unknown: x
2 miles
Equation: tan x° =
5 miles

2 miles
Solution: tan x° =
5 miles

tan x° = 0.4 miles

x° = tan-1(0.4)
x° = 21.8°
 Answer: The angle of depression
from the airplane to the airport is
21.8°.
Group 3: Group 3:

Problem: A 20 ft ladder is Illustration:

leaning against a building. If the
base of the ladder is 6 ft. from the
base of the building, what is the
angle of elevation of the ladder? 20 ft.

x°
6 ft.
Let x be the angle of elevation of the
ladder.

Given: adj. side = 6 ft. hyp. = 20 ft.

Unknown: x
6 ft.
Equation: cos x ° =
20 ft.

6 ft.
Solution: cos x ° =
20 ft.

cos x ° = 0.3 ft.

x ° = cos-1(0.3)
x ° = 72.54°
Answer: The angle of elevation of
the ladder is 72.54°.

Group 4: Group 4:

Problem: A tree casts a 12-meter Illustration:

shadow where the angle of
elevation of the sun is 25°. How
tall is the tree?

h=?
25°

12 m

Let x be the height of the tree.

Given: adj. side = 12 m. ,θ = 25°

Equation:
x
tan 25° =
12

Solution:
x
tan 25° =
12

x = (tan 25°)12
x = (0.4663)12
x = 5.5956 or 5.6 meters

Answer: The height of the tree is 5.6

meters.

Times up! Reporters, kindly

3. Post-activity present the group outputs. (Reporters will present their outputs)
4 mins G. Analysis Let us analyze and briefly discuss
the group activity that you’ve
performed.
In group 1, what are the given in
the problem?
How did you find the distance
from the bird sitting on top of the
lamp post to the feet of the
observer?
In group 2, what are the given in
the problem?
How did you find the angle of
depression from the airplane to
the airport?
In group 3, what are the given in
the problem?
What trigonometric function did
you use in solving for the angle
of elevation of the ladder?
How did you find/solve for the
angle of elevation of the ladder?
In the last group, what are the
given in the problem?
What trigonometric function did The trigonometric function that we
you used in solving for the height used in solving for the height of the
of the tree?
How did you find the height of
the tree?
4 mins H. Abstraction What can you conclude about the
appropriate trigonometric
function to be used if the
involved in any problem situation
is the opposite side and the
hypotenuse?
What about if the involved is the
The given in the problem are the
angle of depression from the bird to
the feet of the observer standing
away from the lamp post and the
height of the lamp post.
We found the distance from the bird
to the feet of the observer by
applying the sine function.
opposite side
sin θ =
hypotenuse
The given in the problem are the
height of the airplane flying above
the ground and the distance along
the ground from the airplane to the
airport.
We found the angle of depression
from the airplane to the airport by
applying the tangent function and
the arctangent of the quotient of/
ratio of the opposite side and the
adjacent side.
The given in the problem are the
length of the ladder and the distance
from the base of the ladder to the
base of the building.
The trigonometric function that we
used in solving for the angle of
elevation of the ladder is the cosine
adjacent side
function (cos θ = ).
hypotenuse
We solved for the angle of elevation
of the ladder by finding the
arccosine of the ratio/quotient of the
adjacent side and the hypotenuse.
The given in the problem are the
length of the shadow from the point
on the ground to the base of the tree
and the angle of elevation of the sun.
tree is the tangent function.
We found the height of the tree by
equating the tangent of the given
angle to the ratio of the unknown
side to the adjacent side and by
solving for the unknown which is
the opposite side.
If the opposite side and the
hypotenuse are involved in a
problem situation, the appropriate
trigonometric function to be used is
the sine function.
 adjacent side and the hypotenuse?
How about if the opposite side
and the adjacent side is involved
in any problem situation? What is
the appropriate trigonometric
function to be used?
In solving worded problems
involving angle of elevation and
depression, what are the useful
steps involved?
Very well said!
4 mins I. Application (The students will answer the
online problem taken from this
website:http://www.syvum.com/cgi/
online/fillin.cgi/math/trigo/trig3.tdfa
They will illustrate the problem,
write the Given, Unknown,
Equation and the Solution in a
four-door book (foldable).
5 mins J. Valuing/Relating Let us relate the terms elevation
and depression in real life.
We have the term elevation, that
term means rise which suggest
going up or getting higher.
Based on that term, how will you
relate elevation/going up in real
life, as a student?
Thus, if you do your best and
study hard, you will achieve all
your dreams and aspirations in
life, you will become successful
and you will be looked up by
other people. Do you agree?
Great! So you are now on top/you
are now elevated and since you
are now on top/elevated, how will
you relate now the term
depression in real life, if you are
already successful?
Very well said!
If the adjacent side and the
hypotenuse are involved in any
problem situation, the appropriate
trigonometric function to be used is
the cosine function.
If the involved in any problem
situation is the opposite side and the
adjacent side, the appropriate
trigonometric function to be used is
the tangent function.
The useful steps involved are:
1. Illustrate the problem situation.
2. Draw right triangle based on the
problem situation.
3. Mark the known and unknown
sides and angles.
4. Express the desired side or angle
in terms of known trigonometric
ratio.
5. Then solve for the unknown.
online
problem
four
door
book
(foldable)
We can relate the term
elevation/going up in real life in our
studies in such a way, that as
students, we must study hard, do our
best to succeed, elevate our life
status to a higher degree in order for
us to achieve our dreams and
aspirations in life.
Yes Sir, Just like the term elevation,
we will be looked up by other
people if we have already elevated
our life status.
We can relate the term depression in
real life in such a way that if we are
already on top/successful and have
achieved our dreams/aspirations; we
must always look back or look down
and stay humble at all times. Just
like the term depression which
always focuses on looking down to
something.
 I do hope that just like the term
elevation which suggests that
when we are already on the top,
we must always remember to
make a depression/look down to
where we started. And I do hope
that just like the term elevation
which tells us that we must
always go upward in life no
matter how difficult the
problems/challenges that we
encounter, we must never forget
to look back to where we started
to appreciate where we are now.

How about in solving worded We can relate the process of solving

problems involving angles of such in real life that in every
elevation and angles of problem that we encounter, there is
depression? How can you relate always a solution.
the process of solving such in real
life?

Exactly! All you need to do is to

be positive always in dealing with
problems/challenges in life.

Do you have any questions and None Sir!

clarifications class regarding our
lesson before we proceed to the
online quiz? Please feel free to
ask questions.

IV. EVALUATION (8 minutes)

The students will answer online problems involving angles of elevation and angles of depression taken from this
website:

http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-07-888484-5&chapter=8&lesson=5&&headerFile=7

V. ASSIGNMENT (2 minutes)

A. Solve the problem:

A short building is 200 feet away from a taller building. Jessie is on the roof of the short building. To see
the top of the taller building requires Jessie to look up with a 38 angle of elevation. To see the bottom of the
taller building requires Jessie to look down with 12 angle of depression. Find the height of the taller building.
You may assume that Jessie’s height is negligible.)

B. Research and study about Law of Sines. Give example of solving problem involving oblique triangles using
law of sines.
Reference: Advanced Algebra by Soledad Jose – Dilao pages: 220-221.

Prepared by:

GENARO N. DE MESA, JR.

Student Teacher

Checked by: Noted:

NELIA B. ARIMADO NELIA A. BARCE

Cooperating Teacher Coordinator, LHS
Chair, Sec. Educ. Program