Republic of the Philippines

TARLAC STATE UNIVERSITY

COLLEGE OF EDUCATION
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACUP), Inc.

Detailed Lesson Plan | Mathematics 9

I. Objectives
A. Content Standards
The learner demonstrates an understanding of the basic concepts of trigonometry.
B. Performance Standards
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
Illustrates angles of elevation and angles of depression. (M9GE-IVd-1)
D. Objectives
At the end of the lesson, the student should be able to:
a. Determine which angle is an angle of depression and which angle is an angle of
elevation;
b. Sketch a diagram from a real-world problem involving an angle of elevation or
depression and use this to help solve the problem; and
c. Recognize the significance of precise measurement in solving real-world
problems.
II. Content
A. Topic
Right Triangle Trigonometry
B. Subtopic
Illustrates angles of elevation and angles of depression.
III. Learning Resources
A. References
E Math 9
Mathematics Learner’s Material 9
B. Other Learning Resources/Materials
Laptop
PowerPoint Presentation
Projector
Chalk and Board
Scientific Calculator
Ruler
Protractor
C. Teaching Strategies
Interactive Activity
Real-life example
Scaffolding Learning

IV. Procedures

Teacher’s Activity Student’s Activity

A. Preparation
● Prayer
● Greetings
● Checking of attendance

B. Review
Instruction: Give a thumbs up (👍) if
you agree and a thumbs down (👎) if
you disagree. Expected response:
1. 👍
1.) Is your Wednesday going well? 2. 👍
2.) Are you excited to learn new 3. 👍
things about mathematics? 4. 👎
5. 👍
6. 👎

3.)
Opposite
sin(θ) =
Hypotenuse

4.)

Adjacent
cos(θ) =
Hypotenuse

5.
8 cm
sin (θ) =
11cm
sin (θ) ≈ 0.727
θ = sin-1 (0.727)
θ = 46.64 °

6.

5.4
tan (θ) =
12.3
tan (θ) = 0.439
θ = tan-1 (0.439)
θ = 63.96 °

C. Motivation
Let's start with an activity before we
get to our topic for today. This activity
will be called "from bottom to top."
Here are the mechanics:
1. Every group must have one
representative.
2. Representatives will wear the
special eyeglasses that you can see in
front.
3. They will form a line and then turn
on the laser on their eyeglasses.
4. There is an image of an objects on
the ground and ceiling. The fastest
representative who can hit the object
that I will mention will win this game.
5. The members of the winning group
will receive one white chip each.

If the representative's laser strikes a

human, the group will automatically
be disqualified.

(FOR VISUALIZATION ONLY,

NOT INCLUDED IN DLP)

Example of an image of objects on the

ground:

Example of an image of objects on the

ceiling:
 Sir, objects on the ground are things that are
often found on the ground or beneath us, but
objects on the ceiling are things that are
commonly found above us.

D. Presentation of the Lesson

What did you notice about the objects
in our previous activity?

Good observation! Every day, we

always look everything around us. We
look up to see things above us and we
look down to see things below us. By
that, we are forming an angle and
these angles are called “Angle of
Elevation and Angle of Depression”
I DO WE DO YOU DO TABLE

I DO WE DO YOU DO
Discuss Apply Quiz
Sketch Sketch Sketch
Solve Solve Solve

E. Lesson Proper (with activities)

I DO.
The angle between a horizontal and a
line of sight above the horizontal is
called an angle of elevation.

Angle of elevation

*TEMPORARY ILLUSTRATION*

The angle between a horizontal and a

line of sight below the horizontal is
called an angle of depression.
 Angle of depression

*TEMPORARY ILLUSTRATION*

In your English class, you understand

the concept of synonyms and
antonyms, right?
The synonym of elevate is "to lift up,"
thus if the observer's sight moves
"upward" from the horizontal line, the
angle created is an angle of elevation!
On the other side, depression indicates
that a person is down. We all know
that the antonym of up is down;
therefore, if the observer's sight moves
"downward" from the horizontal line,
the angle created is an angle of
depression!

SKETCH IT UP!
SKETCH IT DOWN!

Sketch it up:
While Lianmar was in the field in
front of the Grade 9 building, he
noticed an eagle flying at a height of
30 feet from the ground. The angle of
elevation is 60° from Lianmar and
eagle. What is the distance of the
eagle directly from Lianmar?

1st step:
Read the problem carefully and
identify the important information.
The important information:
1. Lianmar (Observer’s Eye)
2. Distance of eagle from the ground
is 30 ft. (Height)
3. Angle of Elevation (60°)

2nd step:
Draw the situation

2nd Step:
Draw a horizontal line between the
two points of interest to represent the
horizon.

3. If the angle is an angle of elevation,

draw a line from the object being
observed to the observer's eye that
makes an upward angle with the
horizontal. If the angle is an angle of
depression, draw a line from the
 V. Reflection
A. No. of learners who earned 80% in the evaluation
_________________________________________________________________
B. No. of learners who required additional activities for remediation who scored
below 80%
_________________________________________________________________
C. Did the remediation work? No. of learners who have caught up in the lesson
_________________________________________________________________

D. No. of learners who continue to require remediation

_________________________________________________________________
E. Which of my teaching strategies worked well? Why these worked?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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/Reviewed by: Noted:

ALJON BALLAN DAVID JOSEPH CASTRO LYDIA L. BUSTOS

Student Teacher Cooperating Teacher HT-VI, Mathematics Dept.

Approved:
YOLANDA M. GONZALES, EdD
Principal IV