Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

Mathematics 9
Quarter 4 – Module 2:
Angles of Elevation and Angles of
Depression/Trigonometric Ratios (Word
Problems Involving Right Triangles)

MELCs:

• Illustrates angles of elevation and angles of

depression (M9GE-IVd-1)
• Uses trigonometric ratios to solve real-life
problems involving right triangles (M9GE-IVe-1)

Prepared by:

MARICRIS O. CABASA
DELIA D. GAPUSAN
Mathematics – Grade 9
Share-A-Resource-Program
Quarter 4 – Module 2: Angles of Elevation and Angles of Depression/
Trigonometric Ratios (Word Problems Involving Right Triangles)
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Maricris O. Cabasa

Delia D. Gapusan

Editors: Edmund Respicio

Heri Bert Pascua

Reviewers: Martina R. Agullana

Michael B. Malvar

Management Team: Joann A. Corpuz

Joye D. Madalipay
Santiago L. Baoec
Jenetrix T. Tumaneng
Martina R. Agullana

Division Design & Johnsen-Virgil P. Calili

Lay-out Artist

Printed in the Philippines by ______________________________

Schools Division of Ilocos Norte
Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: ilocos.norte@deped.gov.ph
 9
Mathematics
Quarter 4 – Module 2:
Angles of Elevation and Angles of
Depression/Trigonometric Ratios (Word
Problems Involving Right Triangles)
Introductory Message

This Contextualized Learning Module (CLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand each
lesson with ease.
This CLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-test is provided to measure your prior knowledge on the lesson. This will
show you if you need to proceed in completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of this module, you need to answer the post-test to self-check your learning.
Answer keys are provided for all activities and tests. We trust that you will be honest
in using them.

In addition to the material in the main text, Notes to the Teacher is also
provided to our facilitators and parents for strategies and reminders on how they can
best help you in your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this CLM. Use a separate sheet of paper in answering the exercises and tests.
Likewise, read the instructions carefully before performing each task.

If you have any question in using this CLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

ii
Pre-Assessment
Directions. Find out how much you already know about the topics in this
module. Choose the correct letter. Take note of the items that you were not
able to answer correctly and find the right answer as you go through this
module.

1. A device that can be used in finding the height of an object.

A. clinometer C. thermometer
B. barometer D. speedometer

2. Which of the following BEST describe a right triangle?

A. All angles of a right triangle are acute.
B. Two angles of a right triangle are acute and the other angle measures
90°
C. All angles of a right triangle are right.
D. Two angles of a right triangle are obtuse and the other angle measures
less than 60°

3. The figure at the left represent angle of _________________.

A. elevation C. depression
B. variation D. immersion

4. It is the angle from the horizontal line of sight of the observer to the object
above.
A. Right Angle C. Fraction Line
B. Angle of Depression D. Angle of Elevation

5. The measure of the angle of elevation or angle of depression is always:

A. less than 90°
B. more than 90° but less than 180° iii
C. exactly 90°
D. more than 180° but less than 360°

6. A kite held by the 125m of string makes an angle of elevation with the
ground of 45°. About how high is the kite above the ground?
A. 62.8 m C. 88.4 m
B. 75.1 m D. 113.6 m

7. From the top of the barn 7.62 m high, you see a cat in the ground. The
angle of depression of the cat is 40°. How many meters must be the catwalk
to reach the barn?
A. 9.08 m C. 9.81 m
B. 9.80 m D. 9.18 m

1
8. A balloon is 50 m high. Its angle of elevation from the observer A is 45° and
from observer B is 30°. What is the maximum distance between the two
observers? Express your answer to the nearest meter.
A. 136 m C. 138 m
B. 137 m D. 139 m

9. With the sun, a girl 1.4 m tall cast a 3.6 m shadow. Find the angle of
elevation from the tip of the shadow to the sun. Express your answer to
the nearest degree.
A. 19° C. 21°
B. 20° D. 22°

10. A surveyor sights two sign and the angle between the two lines of sight
measures 55°. If the first and the second signs are 70 m and 50 m away
respectively, from the surveyor, find the distance between the two signs.
Express your answer to the nearest meter.
A. 81 m C. 83 m
B. 82 m D. 84 m

2
 What I Need to Know

This module was specifically developed and designed to provide you fun
and meaningful learning experience, with your own time and pace.

The module is divided into two lessons, namely:

 Lesson 1 – Angles of Elevation and Angles of Depression
 Lesson 2 – Trigonometric Ratio (word problems)

After going through this module, you are expected to:

 illustrate angles of elevation and angles of depression (M9GE-IVd-
1); and
 use trigonometric ratios to solve real-life problems involving right
triangles (M9GE-IVe-1).

3
 Lesson
Angles of Elevation and
1 Angles of Depression

Hello there! Hope you enjoy learning.

We have a lot more about right

triangles today!

What I Know

Direction. Look for a tree in your community then find its height. Answer it
by completing the statements.

1. To find the ____________________________________________________________

2. One needs to ___________________________________________________________
3. Then ___________________________________________________________________
4. After that _______________________________________________________________
5. Lastly, _________________________________________________________________

What’s In

Direction. Answer the following questions in your activity notebook.

1. How do you find the height of an object?

2. How do you determine angle of elevation?
3. How do you determine angle of depression?
4. What is the line of sight?

4
 What’s New

Direction. Do what is/are required in each of the following items.

I. Check the appropriate box where you can see the objects/things.

Item
Objects Above you Below you
No.
1 constellations
2 floor tiles
3 light bulb
4 clouds
5 corals

II. Determine the position of the observer in each statement. If s/he is below
the object being observed write JOHN and if s/he is above the object being
observed write VENN. Write your answer in a separate answer sheet.

_______ 1. Max is on the 2nd floor of their house watching children playing in
the rain.

_______ 2. A man is 5 meters away from the base of a 5-meter lamp post
looking on its top.

_______ 3. From the top of the mountain, Ry saw a ship 30 meters away from
the base of the mountain.

_______ 4. Joana wants to know her distance from the monkey resting on a
tree near Red Jewel Resort.

_______ 5. Sid loves watching butterflies flying in the garden.

5
 What is It

In life we have ups and downs but, in

this lesson, you need to go up to see
what is above you and go down to see
what’s below you.

The angle formed from the

horizontal line of sight of the
observer to the object being
observed above him/her is called
angle of elevation.

The angle formed from the

horizontal line of sight of the
observer to the object being
observed below him/her is called
angle of depression.

The line of sight is an imaginary

line that connects the eye of an
observer to the object being
observed.

To determine the angle of elevation and angle of depression and

the height of an object one needs to have his/her clinometer.

Materials: Protractor, straw, string/thread, clip/small stone

6
Steps:
a. Make a hole at the center of the
base of the protractor.
b. Cut 7 inches string/thread and
tie it on the hole.
c. At the other end of the string tie
the clip/small stone.
d. Put the straw at the base of the
protractor The observer looks into the
hole to observe the object.
e. Make sure that all the materials
are properly fixed.

What’s More

Independent Activity 1: Tell Me What I Am?

I. Identify which of the following figures describes angle of elevation and angle
of depression.
1.

___________________________

2.

7
 ____________________________

3.

_____________________________

4.

_____________________________

5.

____________________________

Source: Math Made Easy for Grade 9 p. 137 & Mathematics Learner’s Material pp. 459-460

8
Independent Assessment 1
Direction. Draw the diagram in each of the following problem and determine
whether it represents angle of elevation or angle of depression.

1. From the top of the mountain, Ry saw two boats 20 meters and 23 meters
away from the base of the mountain.

2. Zen who is 5.6 ft tall is facing a ladder leaning against the wall. She
wants to know the distance of the wall from the base of the ladder.

3. Dx is in the lighthouse for a pictorial in Burgos, Ilocos Norte who is 50

meters above sea level. He is watching a sailing boat 25 meters away
from the base of the lighthouse.

Independent Activity 2: What’s Up, What’s Down

Direction. Do the steps below and answer the following questions.

Steps:
1. Move around the house and identify the objects above and below you.
2. Get your improvised clinometer and meter stick/tape measure.
3. Measure a 6 ft distance from you and the objects observed.
4. Using the clinometer, focus the hole on the objects being observed and
record the angle formed.
5. Measure your height and record it
6. Make an illustration.

Example:
Objects Observed Angle Formed Height of the Illustration
Observer
Above me -
Below me -

Questions:
1. How did you find the activity?
2. What mathematical concepts did you learn from the activity?
3. Which of the following situations best describes angle of elevation and angle
of depression?

9
 What I Have Learned

Direction. Follow the steps below and answer the questions that follow.

Steps:

a. Prepare the following: ruler, protractor, A4 size bond paper, pencil/pen.

b. Draw the pictures presented by the information in the situations given.
c. Assume that the tower, tree, and lamp post are on the level ground.
d. Make a clear, neat, and accurate illustration.

Situations:
1. The angle of elevation of the bird on top of the lamp post from Mrs. Juan
which is 10 meters away is 33°.
2. Two boats are at the different sides of a 12 m tower. The angle of
depression from the top of the tower to the boats are 12° and 18°
respectively.
3. A 4-m ladder is leaning on a 7 m tree. It creates a 28° angle of elevation
from the base of the tree.

Questions:
1. Did you encounter any difficulty in illustrating the problems?

2. Based on what you have done, define angle of elevation and angle of
depression in your own words?

10
 Lesson Trigonometric Ratios
(Problems Involving Right
2 Triangles)
Hello there! So, how do you find trigonometric
ratios? We will apply what you have learned
from the previous lessons about angle of
elevation and angles of depression.

Ok! Let us try some special, enjoy

learning!

What I Know

Direction. Using figure 1 and figure 2, match each trigonometric concept

found in Column A with the correct ratio found in Column B.

Fig. 1 Fig. 2

Column A Column B
1. tan A a.
𝑏
𝑐

2. cos A b.
𝑝
𝑞

3. sin P 𝑞
c.
𝑟
4. cot P 𝑟
d.
𝑝
5. sec P
𝑎
e.
𝑏

11
 What’s In

Direction. Answer the following questions in your activity notebook.

1. Did you find the activity helpful? Why?

2. What guarantees that your answers are correct?
3. How did you get the correct ratios?
4. What difficulties did you encounter in the process?

What’s New

Direction. Consider the situation below:

A boy who is on the 2nd floor of their house watches his dog lying
on the ground. The angle between his eye level and his line of sight is
32°.
a. Which angle is identified in the problem? Angle of elevation or angle of
depression? Justify your answer.

b. If the boy is three meters above the ground, approximately how far is
the dog from the house?

c. If the dog is 7 meters from the house, approximately how high is the
boy above the ground?

12
 What is It

Remember, every problem has a solution.

Let us talk about yours!
Note: SOH-CAH-TOA is a mnemonic for
remembering equations.

Example 1. The angle of elevation of the top of the building at a distance of

48 m from its horizontal plane is found to be 60°.Find the height of the
building.
Solutions:

Now we need to find the length of the side AB.

a. Identify the trigonometric ratio that relates to the given information and
the unknown sides.
b. Form the equation, then solve.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
𝐴𝐵
tan 60 =
𝐵𝐶
𝐴𝐵
√3 = Substitute by the given values
48
13
 ( √3 )48 = AB Multiplying both sides by 48.

AB = 48√3

Approximate value of √3 is 1.732

AB = 48(1.732)
AB = 86.14
Note: You can solve directly using calculator.

Example 2. From the top of the tower 30 m height a man is observing the
base of a tree at an angle of depression measuring 30°. Find the distance
between the tree and the tower.

Solutions:

Here AB represents height of the tower, BC represents the distance

between foot of the tower and the foot of the tree.

Now we need to find the distance between foot of the tower and the foot
of the tree (BC).

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
tan θ =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒

𝐴𝐵
tan 30° =
𝐵𝐶

30
1/√3 =
𝐵𝐶

14
 BC = 30√3

Approximate value of √3 is 1.732

BC = 30 (1.732)

BC = 51.96 m

So, the distance between the tree and the tower is 51.96 m.

Example 3. A kite flying at a height of 65 m is attached to a string inclined at

31° to the horizontal. What is the length of string?

Solutions:

Now we need to find the length of the string AC.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
𝑠𝑖𝑛 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

𝐴𝐵
sin θ = 𝐴𝐶

65
sin 31° = 𝐴𝐶

(AC)sin 31° = 65; Divide both side by sin 31°

65
AC = AC =
65
𝑆𝑖𝑛 31° 𝑆𝑖𝑛 31°

AC = 126.2 m

Hence, the length of the string is 126.2 m.

Example 4. From the peak of Mount Paraiso 824 m above the ground level,
the angle of depression of the sea of clouds on the level of the ground is 50°.
How far is the nearest edge od the sea of clouds from the building?

Solutions:

15
 𝑚∡ 𝐴𝐶𝐵 = 90° − 50° = 40°
𝑥
tan 40° =
824
𝑥 = 824 tan 40°
𝑥 = 691.42 𝑚
Hence, the distance between the foot
of the mountain and the edge of the
sea of clouds is 691.42 m.

Example 5. What is the angle of elevation of the moon if a 5 feet tall man who
walks in the night casts a shadow of 25 feet long?

Solutions:
Formulate the working equation
ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑎𝑛
tan 𝜃 =
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑠ℎ𝑎𝑑𝑜𝑤
5𝑓𝑡
tan 𝜃 =
25𝑓𝑡
tan 𝜃 = 0.20
𝜃 = tan-1 (0.20)
𝜃 = 11. 31°

16
Example 6. A ladder is leaning against a vertical wall makes an angle of 20°
with the ground. The foot of the ladder is 3 m from the wall. Find the length
of ladder.

Solutions:

Now we need to find the length of the

ladder (AC).
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
cos 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝐵𝐶
cos 𝜃 =
𝐴𝐶
3
cos 20° =
𝐴𝐶
3
𝐴𝐶 =
cos 20°
𝐴𝐶 = 3.192
So, the length of the ladder is 3.192

What’s More

Independent Activity 1: Find Me!

I. Find what is asked. You may solve using calculator.

1. Find the measure of ∡ 𝐴.

17
2. Find the distance between the car and the building.

3. Find the height of the flagpole. 4. Find the distance of the bird
above the ground.

5. An airplane is observed to be approaching the air point. It is at 12 km from

the point of observation and makes an angle of elevation of 50°. Find the
height above the ground. Source: Mathematics Learner’s
Material pp. 472

18
Independent Assessment 1: Let’s Work-it-Out

Direction. Read, analyze, and solve the following problems below.

1. A ladder eight meters long leans against the wall of a building. If the foot of
the ladder makes an angle o

2. Johnmel is flying a kite. He is holding the end of the string at 1.5 m above
the ground. If the string is 20 m long and makes an angle of 40° with the
horizontal, how high is the kite above the ground?

3. A man, 1.5 tall, is on the 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?

Independent Activity 2: Where Have I gone Wrong?

Directions:
1. Read carefully the problems given below.
2. Analyze the suggested solutions and find out what is wrong with them.
3. Write your solutions in the second column of the table given below.
4. On the third column of the table, write an explanation why your solution
is correct.

Problem No.1: An airplane is flying at a constant altitude of 100 m above. At

that instant, it was recorded that the angle of depression of the airport is 40°.
Find the horizontal distance between the airplane and the airport.

Suggested Solution My Solution My Explanation

Problem 1.
Let A represent the
airplane and B the
airport.

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 40° =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
𝑥
tan 40° =
1000
𝑥 = 1000(tan 40°)
𝑥 = 1000 (0.8391)
𝑥 = 839.1

19
∴ The horizontal distance
between the airplane and
the airport is 839.1 m.

Problem No. 2: PAGASA announces that a typhon is going to enter the

Philippine Area of Responsibility. Strong winds and heavy rainfall are
expected over Ilocos Norte and nearby provinces in North Luzon.

Dina lives in Vintar. She noticed that one of the lamp posts installed in
their garden is about to collapse. As a precautionary measure, she attached
a 2-meter wire to the lamp post to support it. One end of the wire is attached
one meter from the base of the lamp post and the other end is attached to the
base of the nearby tree. Determine the angle the wire makes with the ground.

Suggested Solution My Solution My Explanation

Problem 2:

𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
𝑠𝑖𝑛 𝐺 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
By Pythagorean Theorem,

𝐺𝐴 = √𝐺𝑀2 − 𝑀𝐴2

𝐺𝐴 = √22 − 12
𝐺𝐴 = √𝟑
√3
𝑠𝑖𝑛 𝐺 =
2
√3
𝐺 = sin−1 ( )
2
𝐺 = sin−1 (0.8660)
∴ 𝑚∠𝐺 = 60°

Questions:
1. Did you encounter difficulties in doing the activity? Why?
2. How did you overcome these difficulties?
Independent Assessment 2
Direction. Solve the following problems systematically and completely.

20
1. Deb is standing at the distance of 15 m from the base of a. tree. From where
he is standing, he can see the top of the trees. If the tree is 15 m high and
Deb is 1 m tall, what is the angle of elevation of the top of the tree?

2. A bamboo pole is leaning against a tree. If the height of the tree is 12.2
meters and the angle made by the pole and the ground is 40°, what is the
length of the pole?

3. According to a lightning specialist for an art gallery, for best illumination

of piece of art it is recommended that the ceiling mounted light be 1.8 from
the piece of art and the angle of depression of the art piece be 38°. How far
from the wall should the light be placed so that the recommendations of the
specialist are met? Give your answer to the nearest tenth of a meter.

What I have learned

Direction. Complete the statements below.

K-W-L Chart

Things I learned about

the lesson are…

Things I want to share

to my friends are…

Thing I want to
explore more is…

21
 What I can do

Direction: Follow the steps below and answer the questions that follows.

Steps:

1. Prepare the following tools with a partner:

a. improvised clinometer
b. meter stick
c. chalk or marking pen
d. scientific calculator
2. Go out of your house. Look for a post/tree/building outside and locate your
station by measuring the horizontal distance from the post/tree/building
you have chosen.
3. Once you have located your station, determine the angle of elevation of the
top of post/tree/building you have chosen.
4. Sketch a figure to model the situation.
5. Using a calculator and the model you made, find the height of your pick.

Questions:
1. How did you find the activity?
2. Were you able to it illustrate clearly?
3. What should you keep in mind to ensure the accuracy of your answer?

Assessment

Direction. Follow the steps below.

A. Warm-Up Exercise:
Formulate a problem using the data you obtained in the previous
activity (What I Can Do).

B. Write two problems that involve right triangle using the situations found
at home and provide solutions to this problem.

22
 RUBRICS FOR ASSESMENT
CRITERIA 4 3 2 1
Sketches The sketch is The sketch is The sketch is The sketch is
very clear and clear and easy somewhat unclear and too
easy to to understand. difficult to difficult to
understand. understand. understand.
Formulation of Statements are Organization of Poor Not organized,
the Problem well organized statements is organization of not
and making the somewhat the statements comprehensible.
problem easy to jumpy making making the Frequent
comprehend. the problem problem hard to grammar and
Uses correct less easy to comprehend. spelling errors.
grammar and comprehend. With few errors
spelling Most grammar in grammar
and spelling are and spelling.
correct.
Solving the Provide Utilizes Employs partial Uses entirely
Problem appropriate moderately appropriate incorrect plan.
process for correct process process but
solving the with minimal considerable
problem; omission or error in
without errors error in procedure.
in procedure.
computations.

Additional Activities

Direction. Answer the question below:

How key concepts of solving word problems involving right triangles
are applied in real-life?

RUBRIC FOR ASESSMENT

Category 4 3 2 1
Explanation Explanation is Explanation is Explanation is Explanation is
detailed and clear. a little difficult too difficult to
clear. to understand understand
but includes and there are
critical missing
components. components.
Neatness The work is The work is The work is The work is
presented in a presented in a presented in unorganized.
neat, clear, neat, clear, an organized
and organized and usual way but may
way. way. be hard to read
at times.

23
Post Assessment
Direction. Read the following questions and write the letter of the correct
answer in your activity notebook.

1. The figure at the left represent angle of _________________.

A. elevation C. depression
B. variation D. immersion

2. It is the angle formed when the object being observed is below the observer.
A. Right Angle C. Obtuse Angle
B. Angle of Depression D. Angle of Elevation

3. The measure of the angle of elevation or angle of depression is always

A. less than 90°
B. more than 90° but less than 180°
C. exactly 90°
D. more than 180° but less than 360°

4. It is the angle formed when the object being observed is above the observer.
A. Right Angle C. Obtuse Angle
B. Angle of Depression D. Angle of Elevation

5. In the given illustration below, what best describe the horizontal line of
sight?
A. x C. y
y
B. xy D. no answer

6. Find the angle of elevation of the sun from the ground to the top of a 10 ft
tall tree that casts a shadow of 14 feet. Round to the nearest degree.
A. 54° C. 44°
B. 46° D. 36°

7. A 10 m ladder is leaning against a building at a70° angle with the ground.

Which can be used to find how high is the ladder reaches up the side of
the building?
10 10
A. sin 70° = 𝑥 C. cos 70° = 𝑥

𝑥 𝑥
B. cos 70° = D. sin 70° =
10 10

24
8. An office building is 50m high and the angle of elevation at the top of the
building is 30° when seen from a point on level ground. How far is the point
from the foot of the building? Round off to whole number.
A. 86 m C. 88 m
B. 87 m D. 89 m

9.From an airplane at an altitude of 1500 m, the angle of depression to a rock

on the ground measures 29°. Determine the distance from the plane to the
rock.
A. 3,094 m C. 3,422 m
B. 3,304 m D. 3,549 m

10. A 10-feet ladder is placed to form an angle of 25° with the wall of the
building. How far is the ladder from the base of the building?
A. 4.1 ft. C. 4.4 ft.
B. 4.2 ft. D. 4.5 ft.

Congratulations for a
job well done.

Your module ends

here. Keep safe!

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 Answer Key

Pre-Assessment

1. A 6. C
2. B 7. A
3. C 8. B
4. D 9. C
5. A 10. C

Lesson 1

What I Know

(Answers may vary.)

What’s In
(Answers may vary.)

What’s New
I. 1. Above you
2. below you
3. Above you
4. Above you
5. below you

II. 1. Venn
2. John
3. Venn
4. John
5. John

What’s More

Independent Activity 1
1. Angle of Elevation

2. Angle of Elevation

3. Angle of Elevation
4. Angle of Elevation

5. Angle of Depression

Independent Assessment 1
1.

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 Angle of Depression
2.

Angle of Depression
3.

Angle of Depression

Independent Activity 2
(It is the discretion of the teacher on how many points will s/he going rate the
answers of the learners.)

Independent Assessment 2
(It is the discretion of the teacher on how many points will s/he going rate the
answers of the learners.)

What I have learned

(It is the discretion of the teacher on how many points will s/he going rate the
answers of the learners.)

27
Lesson 2

What I Know

1. e 2. a 3. b 4. d 5. c

What’s In
(Answers may vary.)

What’s New
I. a. Angle of depression for both problems within b and c because according to
the given situation the observer (boy) is above the object being observed (dog).
b. 4.8 m
c. 4.4 m

What’s More

Independent Activity 1: Find Me

1. ∠ 𝐴 = 26.6° 4. 9.8 m
2. 12.1 m 5. 9.19 km
3. 8.2 m

Independent Assessment 1: Let’s Work-it-Out

1. 3 m 4. 3.94 m

2. 14.36 m 5. 64.83°
3. 8.44 m

Independent Activity 2
(It is the discretion of the teacher on how many points will s/he going rate the
answers of the learners.)

Suggested Solution My Solution My Explanation

Problem 1.
Let A represent the
airplane and B the
airport.

(Note: Explanation may

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 40° = vary from student to
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 student)
100
tan 40° =
𝑥

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 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 100
tan 40° = 𝑥=
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 tan 40°
𝑥
tan 40° = 100
1000 𝑥=
𝑥 = 1000(tan 40°) 0.8391
𝑥 = 1000 (0.8391)
𝑥 = 839.1 𝑥 = 119.2 𝑚

∴ The horizontal distance ∴ The horizontal distance

between the airplane and between the airplane and
the airport is 839.1 m. the airport is 119.2 m.

Suggested Solution My Solution My Explanation

Problem 2:

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
𝑠𝑖𝑛 𝐺 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
𝑠𝑖𝑛 𝐺 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 1
𝑠𝑖𝑛 𝐺 =
By Pythagorean Theorem, 2

𝐺𝐴 = √𝐺𝑀2 − 𝑀𝐴2
𝐺 = sin−1 (0.5)
𝐺𝐴 = √22 − 12
𝐺𝐴 = √𝟑 ∴ 𝑚∠𝐺 = 30°

√3
𝑠𝑖𝑛 𝐺 =
2
√3
𝐺 = sin−1 ( )
2
𝐺 = sin−1 (0.8660)
∴ 𝑚∠𝐺 = 60°

Independent Assessment 2
1.

29
2.

3.

4.

5.

What I have learned

(It is the discretion of the teacher on how many points will s/he going
rate the answers of the learners.)

What I can do

(It is the discretion of the teacher on how many points will s/he going rate the
answers of the learners.)

Assessment

(It is the discretion of the teacher on how many points will s/he going rate the
answers of the learners.)

30
 Additional Activities

Answers vary. Use rubrics to assess students’ outputs.

Post - Assessment
1. A 3. A 5. A 7. D 9. A
2. B 4. D 6. D 8. B 10. B

References
 Andres, S.R, Natividad, E. Jr., Pastor, MJD. Math Made Easy for Grade
9, pp. 136-151. Salinlahi Publishing House, Inc.
 Government of the Philippines. Department of Education. 2016. K to
12 Basic Education Curriculum Guide. Pasig City.
 Mathematics 9 Learner’s Material, pp. 457-477.
 WBLS, pp. 302 – 321.
 Wesley, Addison., College Algebra and Trigonometry. Pearson Education
Asia Pte Ltd.
 Orinez, Fernando B., 2004. Next Century Mathematics, Advanced
Algebra, Trigonometry, and Statistics Philippines. Phoenix Publishing
House.
 Callanta, Melvin M., Canonigo, Allan M., Chua, Arnaldo I.,Cruz, Jerry
D., Esparrago, Mirla S. Garcia, Elino S.et.al.,Mathematics Learner’s
Module 9. Philippines. Department of Education.
Web-Cited:
 math-dictionary.com
 varsitytutors.com/hotmath/hotmath_help/topics/angles-of-elevation-
and-depression
 https://www.shelovesmath.com
 https://www.onlinemathlearning.com
 https://www.onlinemath4all.com

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