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SCHOOLS DIVISION OF SILAY CITY
Silay City

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CONTEXTUALIZED LESSON PLAN IN MATHEMATICS 9

ANGLES OF ELEVATION AND DEPRESSION

Written by:
ANNE MARIE D. DANOY

Illustrated by:
JERRY R. BAGUIOS

Quality Assured by:

RICHARD R. ESPARAGOZA CARMELITA G. SUMAYLO MA. PERPETUA SOCORRO F. JADOC

EPS-Mathematics Master Teacher I Head Teacher VI

ELLEN A. LUCENO LEAH M. DELUMPA

Head Teacher I Master Teacher I

Management Team:

CARMEL JOY P. AUJERO JOY P. NAKAMURA

EPS-LRM PDO II-LRM

Recommending Approval:

FEDERICO P. PILLON, JR.

CID Chief

Approved by:

CYNTHIA A. DEMAVIVAS, CESO V

Schools Division Superintendent

This first digital edition has been produced for print and online distribution within the Department of Education, Philippines via
the Learning Resources (LR) Portal by the Division of Silay City, deped.silay@deped.gov.ph
 9

Mathematics
Contextualized Lesson Plan
Angles of Depression and Elevation

This contextualized lesson plan was collaboratively developed and

reviewed by educators from the Schools Division of Silay City. We encourage
teachers to email their feedback, comments, and recommendations to the
Schools Division of Silay City at deped.silay@deped.gov.ph.

We value your feedback and recommendations.

Schools Division of Silay City • Department of Education

 CONTEXTUALIZED LESSON PLAN

Integration of Local Heritage Theme: Culture, Historical People, Safety and Security

School: DOÑA MONTSERRAT LOPEZ MEMORIAL HIGH SCHOOL

Teacher: ANN MARIE D. DANOY
Designation: TEACHER I
Learning Area: MATHEMATICS
Grade Level: GRADE 9
Quarter: FOURTH QUARTER
Date and Time:

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
Demonstrates understanding of the basic concepts of trigonometry
Applies the concepts of trigonometric ratios to formulate and solve real-
life problems with precision and accuracy
Uses trigonometric ratios in solving real-life problems involving right
triangles

Contextualized Learning Uses trigonometric ratios in solving real-life problems involving culture,
Competency historical people in Silay City, 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)
Area MAPEH (Safety and Secuirty)
TVE (Carpentry)
III. LEARNING
RESOURCES
A. References K to 12 Learner’s Module, pp. 467-471; p.474
B. Other Resources
C. Materials Manila Paper, Pictures, Ruler, Pencil, Scientific Calculator, Activity
Sheets
IV. PROCEDURE A. Pre-Activity
 Prayer
 Greetings
A. Reviewing previous 1. Give the six trigonometric ratios of ∠𝐴 in right triangle ACB.
lesson/presenting new
lesson A
5
3

C 4 B

Motivation: Use two different local pictures

B. Establishing the lesson Picture 1: An employee standing at the terrace of Silay City Hall and
looking down at Lola-Lolo Statues (angle of depression)
 Picture 2: A student looking up to the statue of Dr. Jose P. Rizal at the
Plaza (angle of elevation). Use markings on the angle/s specified in the
picture.

Guide Questions: Basing from 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/
instances of the new lesson 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 8 building makes an angle of
15-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?

Setting of Standards: (Odd numbered groups will answer Situation 1

D. Activity while even-numbered groups will answer Situation 2)
1. Divide the class into 10 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 1
Excellent Very Satisfactory Developing 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 trigonometri trigonometric
computation, ratio, trigonometric c ratio, ratio,
and unknown equation, ratio, equation, equation,
value. computation, equation, computation, computation,
and unknown computation, and and unknown
value. and unknown unknown value.
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 –

I. Additional Activities for
Remediation
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.
Directions: Illustrate and Solve the problem below. Show your complete
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 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?