Republic of the Philippines
Department of Education
Region X
Division of Misamis Oriental
ALUBIJID NATIONAL COMPREHENSIVE HIGH SCHOOL
Alubijid, Misamis Oriental
GRADE 1 to 12 SCHOOL ALUBIJID NATIONAL BUILDING/SECTION / TIME:
DATE/WEEK:
DAILY COMPREHENSIVE HIGH SCHOOL
LESSON TEACHER REY N. VILLASTIQUE Week (Feb. 21, 2020) SPA Bldg. –G-9 Chico 7:30 AM
LOG GRADE LEVEL & GRADE 9– MATHEMATICS QUARTER FOURTH
LEARNING AREA
I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of the basic concepts of
trigonometry.
B. Performance Standard The learner is able to able to apply the concepts of trigonometric
ratios to formulate and solve real-life problems with precision and
accuracy.
C. Learning Competency/Objectives M9GE-IVd-1– Illustrates angles of elevation and angles
Write the LC code for each.
of depression
At the end of the lesson, the students are expected to:
1. solve word problems involving angle of elevation and angle of
depression .
2. draw a diagram presented on a given word problem involving
angle of elevation and angle of depression.
3. value accuracy and critical thinking in solving word problems
involving angle of elevation and depression.
II. CONTENT SOLVING WORD PROBLEMS INVOLVING ANGLE OF
ELEVATION AND ANGLE OF DEPRESSION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 278-283
2. Learner’s Materials pages Page 462-464
3. Textbook pages
4. Additional Materials from LR Portal
B. Other Learning Resource 1. COMPUTER LAB. STAR BOOKS
2. www. [Link] and www. Math-Drills. Com
IV. PROCEDURES
TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing the previous lesson or presenting the new lesson
1. Using your calculator, find the value of the
following: Expected answer:
a. Cos 760 in four decimal places a. 0.2419
b. Sin Ɵ = 0.2588 to the nearest degree b. 0.2588
2. Label the chart with the words on the right: Expected answer:
Adjacent hypotenuse
c side opposite c
Opposite side
side
a Hypotenuse a
Angle Right angle angle
b Right angle
b
Adjacent side
B. Establishing a purpose for the lesson I selected an interdisciplinary
VOCABULARY activity which is
actually the procedure to be
(The teacher will give an oral activity about synonym The students will give the synonym of applied in the new content, a
words.) the underlined words in the sentence concept from ENGLISH subject to
from the word box. be integrated into the current
Give the synonym of the underlined words in the sentence from the word lesson. I used the concept of
box: SYNONYM WORDS and
integrate the chosen content
Illustration solving equation Expected answer: knowledge within and across the
find checking stated Underlined words synonyms curriculum areas in this specific
1. diagram - illustration part of my DLL.
1. Draw the diagram of the problem. 2. given - stated
2. Write what is given and what is to be determine in the determine - find COT Indicator 1, 3, 6,
problem. 3. formula - equation
8 and 9
3. Write the formula to be used in solving the problem. 4. solution - solving
4. Write your complete solution of the problem.
C. Presenting examples/Instances of the new lesson I presented a word problem
as an opener of my discussion to
The teacher will present to the class a sample word The students will determine what connect with the new content.
problem. type of problem is on the slide and
give the important information in the COT Indicator 1, 3, 6,
“ A tower is 15.24 meters high. At a certain distance
problem. 8 and 9
away from the tower, the angle of elevation from a
rock to the top of the tower is 410. How far is the
rock from the base of the tower?
Questions to be asked: Expected answer:
1. What type of problem is on the slide?
- Word problem
- Angle of Elevation
2. What particular angle was mention on the problem?
D. Discussing new concepts and practicing new skills # 1 This Activity will help the
students to establish a baseline
The teacher will unlock the following steps to the class: The students will define knowledge to develop their critical
terms based on their own idea before creative thinking, as well as
1. Draw the diagram of the problem. the teacher gives the specific definition higher-order thinking skills in
2. Write what is given and what is to be determined in the vocabulary a concept from
problem. English subject
3. Write the formula to be used in solving the problem.
4. Write you complete solution of the problem. COT 1,2, 3, 5, 7, 8 and
9
E. Discussing new concepts and practicing new skills # 2
1. The teacher will discuss how to solve the given word problem 1. The students will participate I will present the step by step
based on the given procedure. All answers will be drawn in the discussion attentively process in discussing the current
from the students. and write the corresponding lesson and its examples.
answer in every step. All answers must be drawn from
the student and create good
2. The teacher will present another sample word problem interaction from the students
and let the students solve it. 2. The students will write the during discussion.
corresponding answer in
every step and explain COT 1,2, 3, 5 and 7
how they arrive their
answers.
F. Developing mastery .
(leads to Formative Assessment #3
The teacher will divide the class into four groups and The students will do the GROUP
give them separate problems to solve. ACTIVITY by sharing their ideas as fast Due to minimal space in the
as they can, to solve the given problem. classroom students will be
arranged in groups in a way that
the can interact with their groups.
Each group will be given different
problems to answer to apply
differentiated and
developmentally appropriate
learning experiences to address
learners’ gender, needs and
interests in the current lesson.
COT 4, 5, 6, 8 and 9
G. Finding practical application of concepts and skills in daily living
How is angle of elevation and angle of depression,
very important in finding heights, distance between objects and Expected answer that the students I anticipate students’ problem on
locations such as aeronautics and sea navigations? must give: this part in terms of giving the
accurate answer on the
“Angle of elevation and importance on angle of elevation
and depression in real life. But
depression is very much important
since they already doing an
in working out distances to things, advance research on the
heights of buildings , mountains, importance of this topic, giving
flight locations on air and navigation extended questions can formulate
at sea faster without exerting efforts an accurate answer.
to personally do the manual
computations” COT 3,4 AND 7
H. Making generalizations and abstractions about the lesson
Questions to be asked: The students will recite the accurate Students will emphasize the
definition and explain how to determine process in solving word problems
1. How do we solve word problems involving angle of elevation and depression involving Angle of Elevation and
angles of elevation and depression? Depression
.
COT 2, 3 AND 7
I. Evaluating learning The students will answer the The students will answer a
worksheet as fast and accurate as problem and used what they
The teacher will give a worksheet “DRAW MY PROBLEM they can. learned in the content. During
AND SOLVE” for the students to answer, as a form of assessment. Checking, scores are evaluated
to know if the objective will be
achieved or needs additional
remediation for the topic.
COT 4,5, 7, 8 AND 9
J. Additional activities for application or remediation ASSIGNMENT:
1. Study about how to solve
angles of elevation and
depression.
2. Make your own clinometer.
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation who scored
below 80%
Did the remedial lessons work? No. of learners who have caught up with the
lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me
solve?
What innovation or localized materials did I use/discover which I wish to share
with other teachers?
Prepared by: Checked by:
REY N. VILLASTIQUE MARIA EMMA A. SAGUING.
Teacher 1 HT-V-Math Department
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