GRADE 1 to 12 School SOONG NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher ROTSHEN V. CASILAC Learning Area MATHEMATICS

LOG Teaching Dates and February 10 – 14, 2020 Quarter FOURTH QUARTER
Time 9-Rizal-8:30-9:30
9-Bonifacio-2:15-3:15

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the basic concepts of trigonometry..
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and solve real-life problems with precision and accuracy.
Standard
C. Learning
Competency/ illustrates angles of elevation illustrates angles of elevation illustrates angles of elevation illustrates angles of elevation  illustrates angles of
Objectives Write the and angles of depression. and angles of depression. and angles of depression. and angles of depression. elevation and angles of
LC code for each. M9GE-IVd-1 M9GE-IVd-1 M9GE-IVd-1 M9GE-IVd-1 depression. M9GE-IVd-1
Solve real life problems involving Solve real life problems Solve real life problems  uses trigonometric ratios
right triangles, angle of elevation involving right triangles, involving right triangles, to solve real-life problems
and depression angle of elevation and angle of elevation and involving right triangles.
depression depression *** M9GE-IVe-1
Angles of elevation and Angles of elevation and
II. CONTENT depression depression
III. LEARNING
RESOURCES
A. References
1 Teacher’s Guide
. pages
2 Learner’s Materials
. pages
3 Textbook pages Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics
.
Pg. 457-450 Pg. 457-450 Pg. 457-450 Pg. 457-450 Pg. 457-450
4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning
Resource
 IV. PROCEDURES
A.Reviewing Six trigonometric ratio: Recall: Review;
previous lesson or *soh-cah-toa Angle of Elevation and depression Six trigonometric ratio:
presenting the new *cho sha cao *soh-cah-toa
lesson *cho sha cao
Recall:
Angle of Elevation and
depression
B. Establishing Suppose you are on the top Drill: Science trivia:
a purpose of a mountain looking down Find theunknown The clinometer
for the at a certain village, how will
lesson you directly measure the
height of the mountain?
C.Presenting An Airplane is flying a certain (Showing Dialogue Picture of two Checking of assignment
examples/Instances height above the ground. is it farmers measuring the height of
of the new lesson possible to find directly the the tree)
distance along the ground
from the airplane to an airport
using a ruler?
Students will do activity 1 on How is the farmer measuring the Activity 5:Let’s Work-It- Teacher will instruct the Making a clinometer:
D. Discussing new page 457 by group height of the coconut tree? Out students on what to during Form a groups with 3-5 members
concepts and 1. Use a tape measure to Can this be measured directly Pg 471 the short quiz. let them each. each group will make a
practicing new measure the distance with the use of a ruler? Group Activity; know the purpose of the clinometer following the steps in
skills # 1 between your eyes and (Ans. The height of the tree may Form groups of 3 – 5 activity making clinometer.
feet. be determined if at certain time members each. Each group is 1. Cut out a copy of the “protractor”
2. Move around the room the angle of elevation of the sun to answer the given task, and paste it on a board, ;eaving a
and find an object that is known and the tree’s shadow is then present their answer margin all around.
is at the exact height as measured.) through powerpoint 2. Tie a short piece of string or yarn
your eyes and label. History/Science trivia: Discovery presentation to a washer to make a plumbline.
3. Make an Illustration of: and usefulness of: Instrument Each group is to estimate the 3. using a sticky tape, attach the
a. Tall objects/structures such as theodolite or a transit height of the chosen object plumbline to the board on the
1. 2. 3. 4. allows for accurate line of sight around the campus using two right hand corner of the protractor
b. Short measurements different methods; so that it swings freely from the
object/Structures a. the base of the object point of attachment
1. 2. 3. 4. can be determined 4. in the diagram below, the angl of
elevation = 90 –(90-ϴ)=ϴ

E. Discussing new Described the illustration or
concepts and picture you have created from
practicing new the activity.
skills # 2 When you look up to tall
objects is there an angle
formed? how about when you
look down?
Do you think you can directly
measure the height, the
distance of the object you
have listed in the activity?
F. Developing Solving real-life problems
mastery involving right triangle requires To illuminate the entrance of your
(leads to Formative knowledge of some significant school building, a night light is
Assessment ) terms, such as line of sight,
angle of elevation, and angle of base of the pole is 24m from the
depression.
Definitions:
Art integration:
According to a light specialist for
ana rt gallery, for best illumination
of a piece of art, it is
recommended that a celing
mounted light be 1.8 m from a
piece of art and that the angle of
depression of the light is 38. How
far from the wall should the light
be placed so that the
recommendations of the specialist
are met?
Illustration:
Solution:
Try this:
mounted on a 6 m pole. if the
entrance, find the angle of
depression from the light.
b. the base of the object 5. look through the straw to sight the
cannot be object of target.
determined 6. Measure your height and the
distance from the base of the
object to your position.
7. Draw an illustration indicating the
measures and solve for the height
of the object.
8. Make a diorama to model the
objects. label the measurements
and attach the problem (stated in
words) and the complete solution.
present this in your class and be
ready to defend your work as you
answer some questions from your
panel.
Rubrics for this tasks
Criteria:
a. Accuracy of constructed
clinometer
b. Creativity and Quality of
Construction of diorama
c. accuracy of the
Measurement
d. Accuracy of the solution
(see attach copy for quantitative
equivalent for each criteria)
c.
 Line of sight is an imaginary
line that connects the eye of an
observer to the object being
observed.
The angle of elevation is the
angle from the horizontal to
line of sight of the observer to
the object above.
The angle of depression is the
angle from the horizontal to
the line of sight of the observer
to the object below.
eye
G Finding practical Activity 2: identify Me!
. application of In the following figure, identify
concepts and the segment that represents the
skills in daily living line of sight, and identify the
angles that represent the angle
of elevation or depression. pg
459
What are given?
What is/are asked?
How would you illustrate the
situation?
What is your solution to the
problem?
How would you describe the How would you describe
usefulness of knowing the the usefulness of knowing
concepts of what you have the concepts of what you
learned today? explain have learned today? explain
Does this concepts helps
you solving real life
poblems, give an instances?
H Making Can the trigonometric ratio of a
. generalizations positive acute angle be negative?
and abstractions why or why not?
about the lesson

IEvaluating Teacher made a quiz for Students are being graded thought
.learning each learner to answer. their presentation

Additional
J
activities
. for
application or
remediation
V. REMARKS
VI. REFLECTION
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: CHECKED/NOTED BY:

ROTSHEN V. CASILAC ALAN B. TIZON

TEACHER I/MATHEMATICS HT-III/SCHOOL HEAD