Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Agusan del Norte
Tubay District II
CONTEXTUALIZED LESSON PLAN
Integration of Local Heritage Theme: Culture, Historical People, Safety and Security
School: DOÑA ROSARIO NATIONAL HIGH SCHOOL
Teacher: WILLIAM E. FELISILDA
Designation: MASTER TEACHER I
Learning Area: MATHEMATICS
Grade Level: GRADE 9
Quarter: FOURTH QUARTER
Date and Time: JUNE 13-17,2022

I. OBJECTIVES
A. Content Standard Demonstrates understanding of the basic concepts of trigonometry
B. Performance Standard Applies the concepts of trigonometric ratios to formulate and solve real life
problems with precision and accuracy
C. Learning Competency Illustrates angle of elevation and angle of depression M9GE-IVd-1
Distinguish between angles of elevation and depression
Uses trigonometric ratios in solving real-life problems involving right
triangles
Contextualized Learning
Competency Uses trigonometric ratios in solving real-life problems involving culture,
historical people in Dona Rosario, Tubay, and safety and security
Competency Code M9GE-IVd-1
II. CONTENT Angles of Elevation and Depression
Integration Across Learning Araling Panlipunan ( Culture and Historical People) /Animation as Liam in
Area the Park
MAPEH (Safety and Secuirty)
TVE (Carpentry) 1. Apply knowledge of content within and across
curriculum teaching areas
III. LEARNING
RESOURCES
A. References K to 12 Learner’s Module, pp. 467-471; p.474
WEEKLY LEARNING ACTIVITY SHEET
Mathematics 9 Quarter 4 Week 4
B. Other Resources Revised animation of Liam’s on the Park
C. Materials Manila Paper, Pictures, Ruler, Pencil, Scientific Calculator, Activity
Sheets
IV. PROCEDURE A. Pre-Activity
• Prayer
• Greetings
A. Reviewing 1. Give the six trigonometric ratios of ∠𝐴 in right triangle ACB.
previous A
lesson/presenting new 5
lesson 3

C 4 B

MATHA-NONG
B. Establishing the lesson
Motivation: Use two different local pictures
Picture 1: A group of Policeman standing at the front of Tubay Municipal
Hall and looking up at the top of the building (angle of elevation)

Picture 2: Two students looking up to the bird at the Hanging bridge of

Tubay (angle of elevation). Use markings on the angle/s specified in the
picture.
Indicator 2. Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy
Follow Liam Around the Park

Every day we look at different things around us.

We look up to see things above us and we look down to see things below
us. Angels are formed when we looked up or down and these angles are called
angle of elevation and angle of depression.
First let’s follow Liam around the park to see the different angle of
elevation and angle of depression.
Guide Questions: Based on the observer’s line of sight,
1. Do you recognize the location of these pictures?
2. Have you gone to these places? If yes, what did you do there?
3. What have you observed in the pictures in relation to Math?
4. What angle is illustrated in Picture 1?
5. What about in Picture 2?
6. What is the difference between angle of elevation and angle of
depression?
7. Can we determine any measurement which involve the observer or
the object observed?
Present the day’s objectives and topic.

C. Presenting examples/ MATH-TUTO

instances of the new lesson Distinguish between angle of elevation and angle of depression based on
the actions of Liam Around the park
 Provide deeper explanations regarding angle of elevation and angle of
depression. COT-RPMS
Indicator 2. Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills
 Watching video and reading short story related to angle of elevation and
angle of depression
“LOOK UP! LOOK DOWN
Always remember that we always apply these concepts without realizing it. Just
like that I did on the video. As I looked down at the water bottle there is an angle
formed and its called angle of depression. How about you? I am excited to see
your illustration.
Indicator 3: Use effective verbal and non-verbal classroom
communication strategies to support
learner understanding, participation, engagement and achievement
A teacher noticed that there Suppose that a student from
were sparks coming from the the 4th floor corridor of Grade
transformer attached to the 15- 8 building makes an angle of
meter post near the school depression of 40 to the
guard house. He immediately football goal at the oval that is
reports this to the school 20 meters from the base of the
DRRM coordinator. What is building. How high is the
the distance of the teacher student from the base of the
from the foot of the post? building?

Guide Questions:
1. In situation 1, was the action of the teacher of reporting the incident
right away correct or not? Why/Why not? Have you learned
previously on safety measures? In which subject?
2. Who can illustrate given situation 1?
3. Who can illustrate given Situation 2?
4. Is there any geometric figure formed in the illustration which
involved the person’s line of sight and the observed object?
5. What description can be said of such geometric figure?

Indicator 5: Maintain learning environments that promote fairness,

D. Activity respect and care to encourage learning
Setting of Standards Including Health and Safety Protocol: (Odd
numbered groups will answer Situation 1 while even-numbered
groups will answer Situation 2)
Indicator 2: Establish safe and secure learning environments to enhance
learning through the consistent implementation of policies, guidelines, and
procedures
1. Divide the class into 6 groups.
2. For 10 minutes, let each group do the following.
a. Basing on the illustration, assign variables to the given information
 and the unknown
b. Describe what the unknown represents.
c. Form an equation using the given information and the unknown.
d. Solve the unknown value. Express your answer up to the
hundredths place.
3. While performing the activity, draw lots shall be done to determine
which two groups will report, 1 from the odd-numbered while the other
from the even-numbered groups.

4. After performing the activity, the chosen groups shall explain their work
to the class. All outputs will be posted and given scores on the board.

SCORE GUIDE FOR OUTPUT

5 4 3 2 Developing 1
Excellent Very Satisfactory Beginning
Satisfactory
Correct Committed an Committed Committed 3 Committed 4
labelling, error on one of two errors on errors on the errors on the
choice of the following: of the following: following:
trigonometric labelling, following: labelling, labelling,
ratio, choice of labelling, choice of choice of
equation, trigonometric choice of trigonometric trigonometric
computation, ratio, trigonometric ratio, equation, ratio,
and unknown equation, ratio, computation, equation,
value. computation, equation, and unknown computation,
and unknown computation, value. and unknown
value. and unknown value.
value.

Based on the activity you performed, for Situation 1,

1. What kind of triangle did you illustrate?
2. Which angle is illustrated, angle of elevation or angle of
E. Analysis depression?
3. What are the given information?
4. What is the unknown and what did you use to represent it?
5. What equation did you write? What mathematical concept is
involved?
6. How did you solve the equation?
Do the same processing for Situation 2

F. Abstraction How do you solve problems involving angles of elevation and depression?
G. Finding practical
applications of the concepts How can this learned skill be of help in your life as a student?

H. Evaluating Learning Your schoolmate, who is specializing CARPENTRY in Technical –

Vocational Education (TVE), will be helping to build a ramp so that people
in wheelchairs can access the 4-ft high stage located in the school oval.
Given that the angle of the ramp with the ground is 20 , what then is the
distance of one end of the ramp from the base of the stage? Show your
illustration and complete solution. Round-off your answer to the nearest
whole number.
1. Apply knowledge of content within and across curriculum teaching areas
I. Additional Activities for Directions: Illustrate and Solve the problem below. Show your complete
Remediation process. Express your answer up to the hundredths place

1. John Lawrence wants to measure the height of a tree. He walks

exactly 100 feet from the base of the tree, looks up and makes an angle
of elevation of 33 . If John is 5 feet tall, then how tall is the tree?

2. You are on the second floor of your house. Your eye is 8 meters from
the ground, and you see your dog lying on the ground at an angle of 32
. How far is the dog from the base of your house?

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 work well? Why
did this 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:

WILLIAM E. FELISILDA
Master Teacher I
Noted by:
ROLANDO A. LAURO
Principal II