A Detailed Lesson Plan in Mathematics 9

I. OBJECTIVES

A. Content Standard

The learner demonstrates understanding of the basic concepts of

trigonometry.

B. Performance Standard

The learner is able to apply the concepts of trigonometric ratios to

formulate and solve real-life problems with precision and accuracy.

C. Learning Competencies/Objectives

The learners illustrates angles of elevation and angles of depression.

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

A. Define the angles of elevation and angles of depression

B. Identify the angles of elevation and angles of depression

C. Solve real-life problems involving angles of elevation and angles of

depression.

II. CONTENT

Topic: Triangle Trigonometry

Subtopic: Angles of Elevation and Angles of Depression

III. LEARNING RESOURCES

A. References:

1. Learner’s Materials Pages :

Bryant, Merden L., et al. (2014). Mathematics Learner’s Material 9 pg.

457-465

2. Websites :

B. Other Learning Materials:

Laptop, PowerPoint presentation, scientific calculator, meter stick,

clinometer, worksheets, box
 IV. PROCEDURE

Teacher’s Activity Students’ Activity

A. Reviewing previous learning

Prior to our discussion last meeting, let us
recall the trigonometric ratios of special
angles.

Let a be the leg of this 45°-45°-90°

triangle

What is the value of sin 45°?

Yes, Lloyd?

√2
, Ma’am!
2
Correct! How about the value of
cos 45° ?

Yes, Ella?
√2
, Ma’am!
2
Very good! What about tan 45°?

Yes, Mara?

1, Ma’am!
Exactly! Now let a be the shorter leg of
this 30°-60°-90° triangle.

𝟔𝟎°
2a
a
30°
a√𝟑

What is the value of sin 60° ?

Yes, Marcos?
√3
, Ma’am!
2

Correct! How about cos 60° ?

 Yes, Bong!
1
, Ma’am!
2
Very good! So, how did you come up
with those answers?

Yes, Joresse?
We came up with those answers by simple
using the SOHCAHTOA.
Correct! What did the SOHCAHTOA
stands for?

Yes, Mary Joy? 𝑜𝑝𝑝

SOHCAHTOA stands for sin = , cos =
ℎ𝑦𝑝
𝑎𝑑𝑗 𝑜𝑝𝑝
, and tan = 𝑎𝑑𝑗 .
ℎ𝑦𝑝
Exactly! You really understood our
lesson last meeting.

B. Establishing a purpose for the lesson

All right, class! Let us have another
activity to test your skills. This activity is
entitled “Dance My Question”.

For the task that you will be doing, I have

here a box with different questions inside.
I will be playing a song and as the song
starts, you will pass the box while
dancing. When the song stops, the person
holding the box will pick one question
and answer it. You need to dance
gracefully because I will be calling for
those students who will not give their
best in dancing to pick question from the
box and answer it. The answers will be
found in the box posted on the board. The
student who pick the question from the
box will go to the board and choose for
an answer. Every answer has a
corresponding letter at the back. So, you
need to turn the answer to see the letter.
Remember that there are same answers
posted on the board, so you need to turn
all those same answers to see the letters.
Are the instructions clear, class?

Yes, Ma’am!
So, let’s start!

(The teacher will play a song.)

 Questions:

It is the opposite of
Cotangent -- E
It is the opposite of cosine. Secant -- L

It is the opposite of sine. Cosecant -- V

It is the opposite of
cotangent. Tangent -- A
It is the opposite of secant. Cosine -- T
It is the opposite of cosecant.
Sine -- I
Cosine is equal to the
product of _____. Sine and Cotangent -- O

Sine is equal to the product

Tangent and Cosine -- N
of ____.

Tangent is equal to the

product of ____. Secant and Sine -- D

Cotangent is equal to the

product of ____. Cosine and Cosecant -- P
Secant is equal to the product
of ____.
Tangent and Cosecant -- R
Cosecant is equal to the
product of___. Secant and Cotangent – S

Very good, class! You may take your seat

now.

What is the phrase formed? Kindly read it

in chorus.
Elevation and Depression, Ma’am!

Correct! And that is our lesson for today.

Do you have any idea about these words,

class?

None, Ma’am!
 Okay, you will find out later.

C. Presenting examples/instances for

new lesson.
Okay, class. For you to have an idea
about our lesson for today, you need to
perform our next activity entitled
“Identify Me.”

But before that, I will group you into

three, this will be your group throughout
the activity. Here are the list of members
of each team.

Group 1 Group 2
Daisylyn Lemery
Chona Ella
Chenna Lyka
Joresse Mara
Rommel Ligaya
Jezeile Camille
Vanessa Limor
Bong Q. Joy

Group 3
Bong M.
Clark
Jezeile
Geline
Remedios
Aljon
Carmela
Lloyd

In the figure that will be given, each

group will identify the straight line from
the eye of the observer, and identify the
angles (if any) above the observer and
below the observer. Your answers will be
written on the worksheet that I will
provide.

Each figure will be last until 30 seconds.

Are the instructions clear, class?

Yes, Ma’am!

One representative from each group,

kindly get your materials here in front. (One representative will get their materials.)
 (The teacher will flash figure 1 to
figure 4.)

Figure 1

Figure 2

Figure 3

Figure 4

I will be giving you two minutes to

finalize your answer in the table.

Class, time is up! Exchange your work to

your opposite groups and we will check
it.
 What is the answer in figure 1?

Yes, any representative from group 1?

For figure 1, the angle below the observer is
∠𝐴𝑂𝐵 and the straight line from the eye of
That’s correct! What is the answer in the observer is line OA.
figure 2?

Yes, from group 2?

For figure 2, the angle above the observer is
∠𝐴𝑂𝐵 and the straight line from the eye of
the observer is line OB.

Correct! How about in figure 3?

Yes, group 3?
For figure 3, the angle above the observer is
∠𝑋𝑂𝑌 and the straight line from the eye of
the observer is line OX.

Correct! How about in figure 4?

Yes, representative from group 1?

For figure 4, the angle below the observer is
∠𝑃𝑄𝑅 and the straight line from the eye of
the observer is line OP.
Very good! Now, give the paper to the
owner. Whose group got a perfect score?
(All groups raised their hands.)
Very good! Give yourselves five claps.
(The students will clap.)
D. Discussing New Concepts and
practicing new skills #1
Going back to your table that you have
completed, what can you say about the
straight line from the eye of the observer?

Yes, Ellanie?

It is an imaginary line that connects the eye of

the observer to the object.
Correct! We call this line as the line of
 sight.

Now, what can you say about the angle

above the observer?

Yes, Joresse?
It is the angle from the horizontal to the line
of sight of the observer to the object above.

Very good! And this angle is called the

angle of elevation.

What can you say about the angle below

the observer?

Yes, Camille?
It is the angle from the horizontal to the line
of sight of the observer to the object below.
Exactly! We call it as the angle of
depression.

For further understanding, I prepared an

illustration showing the line of sight,
angle of elevation and angle of
depression.

What can you say about the illustration?

Yes, Ligaya?

The angle of elevation is always above the

line of sight and the angle of depression is
below the line of sight.
Correct! You just need to remember this
illustration for you to identify easily the
angle of depression and angle of
depression.

Is there any question?

None, Ma’am!

If none, let’s proceed to the next.

E. Discussing New Concepts and

practicing new skills #2

For further understanding, let us have

 another activity. This activity is entitled
“Who Am I?” For the task that you will
be doing, I will flash a picture and all you
have to do is to identify whether <A is an
angle of elevation or angle of depression.
Just raise your hand if you know the
answer.

Are the instructions clear, class?

Yes, Ma’am!

So, let’s start!

1.

1. Angle of Elevation

2.

2. Angle of Depression

3.

3. Angle of Elevation

4.

4. Angle of Depression

5.

5. Angle of depression

Very good, class! You really understood

the difference between angle of elevation
 and depression.

Since you already know the concepts on

angle of elevation and angle of
depression, we will use it in solving
problems.

Let us have this example:

A hiker is 400 meters away from the base

of the radio tower. The angle of elevation
to the top of the tower is 460. How high is
the tower?

Let us first illustrate the problem.

Remember class that if two legs of the

triangle are part of the problem, we will
use tangent ratio. If the hypotenuse is
part of the problem, then it is either a
sine or cosine ratio.

Solutions:
Let x- be the height of the tower in
meters.
Use the mnemonic TOA.
In the triangle above, x is the opposite
side and b is adjacent side of <A.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan Ɵ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑥
tan 46° =
400
𝑥 = 400 tan 46°
𝑥 = 400 (1.0355)
𝑥 = 414.2 𝑚
The height of the tower is 414.2 m.

Did you get it, class?

Yes, Ma’am!

Let us have another example.

An airplane is flying at a height of 4
kilometers above the ground. The
distance along the ground from the
airplane to the airport is 6 kilometers.
 What is the angle of depression from the
airplane to the airport?

So, who wants to illustrate the problem?

Yes, Geline?
(The student will illustrate the problem.)

Very good, Geline! Now, what do you

think isthe formula that we will be using?

Yes, Lemery?
Since the two legs of the triangle are part of
the problem, we will be using tangent ratio or
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
simply the TOA (tan Ɵ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡).

Correct! So, who wants to solve for the

angle of depression?

Yes, Daisy?
Solution:
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan Ɵ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
4
tan Ɵ = 6
tan Ɵ = 0.6667
= tan-1 (0.6667)
Ɵ = 33.690
Very good, Daisy! What is now the angle
of depression from the airplane to the
airport?

Yes, Remy?
The angle of depression from the airplane to
the airport is 33.690.
Correct! Any questions, class?
None, Ma’am!
F. Developing mastery
Okay, class. Together with your group,
kindly solve the following problems. I
need one representative from each group
1
to pick a problem from the box. Get 2
sheet of paper per group that will serve as
your answer sheet.

(Each representative per group will pick

the question that they will answer.)
Question 1
The angle of elevation from a boat to
the top of a 92-meter hill is 12°. How
far is the boat from the base of the
hill?

Question 2

From the top of the control tower 250

m tall, a rock is sighted on the ground
below. If the rock is 170 m from the
base of the tower, find the angle of
depression of the rock from the top of
the control tower.

Question 3

From the top of a cliff 280 meters high,

the angle of depression of a boat is 25°.
How far from the base of the cliff is the
boat?

Question 4

From an airplane at an altitude of

1200 m, the angle of depression to a
rock on the ground measures 28°.
Find the horizontal distance from the
plane to the rock.

Class, you have 3 minutes to answer your

assigned question. Your timer starts now!

(The students will do the activity.)

Time is up! Assign one representative
from your group to write your answers on
the board.

(Representative from each group will write

their answer on the board.)

Answer 1

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 12° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
 92
tan 12° =
𝑑
𝑑 tan 12° = 92°
92
d = tan 12°
92
𝑑=
0.2126
𝑑 = 432.83 𝑚
 The distance of the boat from the base
of the hill is 432.83 meters.

Answer 2

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan Ɵ = 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
250
tan Ɵ = 170
tan Ɵ = 1.47
Ɵ = tan−1 1.47
Ɵ = 55.78°
 The angle of depression of the rock
from the top of the control tower is
55.78°.
Answer 3

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 25° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
280
tan 25° =
𝑑
𝑑 tan 25° = 280
280
d = tan 25°
280
𝑑=
0.4663
𝑑 = 600.47 𝑚
 The distance of the boat from the cliff
is 600.47 meters.
 Question 4

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 28° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
1200
tan 28° =
𝑑
𝑑 tan 28° = 1200
1200
d = tan 28°
1200
𝑑=
0.5317
𝑑 = 2256.87 𝑚
 The distance of the rock from the
plane is 2256.87 meters
Very good, class! All of you got the
correct answer.

G. Finding practical application of

concepts and skills in daily living
Let us have another activity entitled “Go
the Distance.” Stay with your group.
Last meeting, I have told you to bring
your own improvised clinometer, meter
stick, chalk or marking pen, and scientific
calculator. Please bring it now and we
will use all of those in this activity. Make
sure that each group should have all these
materials. I had already taught you on
how to use clinometer. Each group will
be having different task. Using all those
materials, solve for the height of the
following:

Group 1

. Measure the height of the flagpole.

Group 2
Measure the height of the library.

Group 3
Measure the height of the gymnasium.

I will be giving you 8 minutes to do the .

1
activity. On a 2
sheet of paper, draw the
diagram and show your solution. Use
 meter as your unit of measurement.

Are you ready?

Yes, Ma’am!!

Okay, your 8 minutes starts now.

(The students will do the activity.)

Time is up! I need one representative

from each group to show their solution on
the board?
(Representative from each group will show
their solution on the board.)
Very good, class! All of you got the
correct answer. Give yourselves five
claps.
H. Making Generalization and
Abstraction about the lesson
Okay class, it seems that you already
understand the concept of angle of
elevation and depression. Again who can
define what is angle of elevation?

Yes, Carmela?

The angle of elevation is the angle from the

horizontal to the line of sight of the observer
to the object above.
Very good! And what is angle of
depression?

Yes, Ligaya?
The angle of depression is the angle from the
horizontal to the line of sight of the observer
to the object below.

Correct! Now, who can define what is

line of sight?
Yes, Aljon?
The line of sight is an imaginary line that
connects the eye of the observer to the object.

Very good, class! It seems that you really

understood our lesson for today.

I. Evaluating learning
Now, we will have a short quiz. It
is an individual work. Get one-half
sheet of paper. For five minutes,
 answer the following:

1. A hiker is 400 meters away from the

base of the radio tower. The angle of
elevation to the top of the tower is 460.
How high is the tower?
2. An observer in a lighthouse 48.8 m
above sea level saw two vessels moving
directly towards the lighthouse. He
observed that the angles of depression
are 420 and 350. Find the distance
between the two vessels, assuming that
they are coming from the same side of
the tower.
3. A man, 1.5 m tall, is on top of the
building. He observes a car on the road
at an angle of 75°. If the building is 30 m
high, how far is the car from the
building?

Time is up! Your five minutes is over.

Kindly pass your paper to the centre
aisle and I will be the one to check it.
(The students will pass their work.)

J. Additional activities for application or

remediation
For your assignment, look for a partner,
then illustrate and solve the following
problems. Use this format.

Draw the diagram

What is/are given?

What is to be
determined?
Formula used

Solution

Problems:
1. A 12-meter high post casts a 19-
meter shadow. Find the angle of elevation
to the sun.
2. A tower is 15.24 m high. At a
certain distance away from the tower, an
observer determines that the angle of
elevation to the top of it is 410. How far is
the observer from the base of the tower?
3. An airplane is flying at a height of 4
kilometres above the ground. The
distance along the ground from the
airplane to the airport is 6 kilometres.
What is the angle of depression from the
airplane to the airport?

Are you done copying your assignment?

Yes, Ma’am!
Are there any questions?
None, Ma’am!
So, if none. That’s all for today.

Goodbye, class! Goodbye, Ma’am!

Prepared by:
Javier, Princess L.
BSEd IV-C