9GRADES SCHOOL: GRADE

NANGKA HIGH SCHOOL LEVEL:

NINE (9)
1 TO 10 TEACHER: LEARNING
DAILY MR. RODOLFO H. TANAWIT AREA:
MATHEMATICS
LESSON TEACHING
MARCH 2, 2020 QUARTER:
PLAN DATES & FOURTH
TIME: 4:00-5:00PM
I. OBJECTIVES DAY 1

A. Content Standards: The learner demonstrates understanding of the basic concept of

trigonometry
A. Performance Standards: The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problem with precision and accuracy.
B. Learning Competencies/ At the end of the learning period, at least 80% of the students will be
Objectives: able to:
1. Define what is of angle of elevation; M9GE-IVd-1
2. Illustrate angle of elevation; M9GE-IVd-1
3. Use trigonometric ratios to solve real life problems involving right
triangles. M9GE-IVe-1

II. CONTENT ANGLE OF ELEVATION

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Teacher’s Guide for Mathematics Grade 9, pp286-288
2. Learner’s Materials Pages
Learner’s Materials Mathematics 9, pp457-468
3. Text book Pages Oronce, O.A., & Mendoza, M.O. (2015). E-Math Worktext in Mathematics 9.
Manila, Philippines: Rex Printing Company

4. Learning Resources (LR) http://faculty.winthrop.edu/pullanof/MAED%20548/AngleIncDep.pdf

Portal
https://www.slideshare.net/jmpalero/mathematics-9-six-
trigonometric-ratios
https://en.wikipedia.org/wiki/William_de_Wiveleslie_Abney
https://www.clipart.email/clipart/primary-color-wheel-clipart-
74115.html

B. Other Learning Resources Powerpoint, manila paper, pentel pen

MONDAY
IV PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Please stand up and let’s start our day Prayer Leader: are you ready to
with a prayer. pray classmate?
Ms. Fabros, please come here in front Classmates: Yes, we are.
and lead the prayer.” Prayer Leader: “Our father…
Amen!”
Routine Activity “Good afternoon Class! “Good afternoon, Mr. Tanawit.”

“Before you take your seats, kindly (They will pick up the pieces of
pick up the pieces of paper and paper and they will arrange their
arrange your chair properly. chair properly.)

“Ms. Barro, how many are absent “Sir, I’m glad to report that there
today? No absent today
Evaluate the following :

1. √ 36 6

2. √ 49 7
DRILL: Use game as an activity to
engage, connect and assess learner’s 3. tan 60° √3
prior knowledge to determine their
readiness to the present lesson. Give
analysis right after performing the
4. sin 30° 1
said activity. 2
5. cos 45° √2
2

Class Do you still remember the Yes Sir, it is

Mnemonic Word in trigonometry and SOH-CAH-TOA
What is it?

Very Good! Sine equals opposite over

hypotenuse
REVIEW: The teacher will ask 3 And what SOH stand for?
to 5 relevant questions leading to Cosine equals adjacent over
the topics to be discussed.
hypotenuse

Tangent equals opposite over

adjacent
CAH, and how about TOA?

Very Good! Since you mastered the

trigonometric ratio

Before we proceed to our lesson let us

have a game first

This game is called WIKARAMBULAN

it is a simple game which challenge
your guessing skill. Everyone should
MOTIVATION: Is the teacher’s
read the sets of word that will flash on
priming that will hook and engage the screen that is related to
students interest to focus by trigonometry. You’re given 5 seconds
giving essential and relevant
situations to activate the prior
to think and guess the given word, if
knowledge leading to the you already know the answer then
presentation of new lesson. raise your hand.

Do you understand the mechanics? Yes, Sir

Get Ready! Let’s start
.
1. HIGH PHONE TIN NOSE Hypotenuse

2. TAN GEE HEE SENT Tangent

MOTIVATION: Is the teacher’s 3. ADD JO HEE SENT Adjacent

priming that will hook and engage
students interest to focus by Opposite
giving essential and relevant
4. OOPS PAUSE EAT
situations to activate the prior
knowledge leading to the
presentation of new lesson.
 5. THREE GONE NOW MEE TEREE Trigonometry

6. ANG GLEE OH EEH LEE BEY ANGLE OF ELEVATION

SHUN

Good Job class were done answering

the Wikarambulan

The Problem:
“I am Prince Charming who is 1.7
meter. Tall standing 2.75 meters away
from a Tower. If I look up to the top of
the tower at an angle of 32°. What will
be the height of the tower?

Can we help Prince to know the height Yes, Sir

of the Tower to save his Princess?

Great class!

Going back to the Prince problem, The Prince wanted to measure

What is his Problem class? the height of the tower to rescue
her princess.

Supposed “Prince Charming who is 1.7

meter. Tall standing 2.75 meters away
LESSON PROPER from a Tower If I look up to the top of
the tower at an angle of 32°. What will
be the height of the tower?

The first thing you have to do is to

illustrate the figure;
Look the Picture

How many line or segment in the Three,

pictures? Vertical line, horizontal line and
What are those lines? incline line.

Can these lines form a figure? Yes, Sir a triangle

What kind of triangle it is? Right triangle
 Let us identify this lines

If the prince is standing 2.75 meters

away from a Tower and he looks
straight to the tower. The line form is
called Horizontal Line of Sight
LESSON PROPER

What do you think is the horizontal line You are looking straight ahead.
of sight?

Exactly!

Then, If Prince will looks up to the top Line of sight

of the tower. What do you think this
line?

Very Good, Anyone know about what It is an imaginary line that connects
is line of sight the eye of an observer to the object
And the angle formed which is 32 being observed
degrees is called?
Angle of Elevation
Can you define what is Angle of
Elevation based on the definition that It is an angle formed from the
we discuss a while ago? horizontal line of sight to the line
of sight of the observer to the
object above.

Going back to the scenario.

Since we know the given problem, Solve for x

what is the first step in finding the
height? Adjacent

What is a relationship of 32 °angle to Opposite

20meters?
How about 32° to x?
TOA or
We have opposite and adjacent Opposite
tan θ=
What formula will you use? Adjacent
 x
tan32 °=
What should we do on the height of the 20 m
person and the computed value of x=20 ¿
tan θ ? x=20( 0.64)
x=12. 8 m

Add the height of an observer

and the height of the eye level
horizontally to the object.
Therefore,
12.8 m+ 1.7 m=14.5 m

GROUP ACTIVITIES:
Each group will be given different
problems. Solve the problem illustrate
the given, show your solution and
encircle your final answer. You have 10
minutes to finish your task.

GROUP 1- Finding the angle of

PRACTICE EXERCISES:
elevation of the picture.
A man is looking at the Statue of
Marikit, the height of Marikit is 40 feet.
The distance of a man from the foot of
the statue is 12 feet. What is the
measure of the angle formed?

GROUP 2 – Finding the height of the

picture
The Park is Highlighted by a 12
meter concrete monument featuring a
gigantic clock. A boy standing in front
of it and looking at its top made an
angle of elevation of 72 degrees. The
boy’s height is 1 meter. How far is the
boy from the monument?

Group 3: Finding the distance

A 20 foot ladder leans against a

building and makes an angle of 72 °
with the ground. Find the distance
between the foot of the ladder and the
building.

Group 4: Finding the length

Find the shadow cast by a 10 foot lamp

post when the angle of elevation of the
sun is 58º. Find the length to the
nearest tenth of a foot.
 What did you learn? Angle of elevation
Define angle of elevation? It is an angle formed from the
horizontal line of sight to the line
of sight of the observer to the
object above.
GENERALIZATON: What is an imaginary line that connects Line of sight
to the observer to the object above?
Horizontal line
A line looking straight ahead?

Where can we use it? Angle of elevation is used in

solving a right triangle. Aside
Where do we use the angle of from this, it is also used in
elevation? finding the height and distance
of objects such as mountains,
APPLICATION: trees, buildings, and many
others.

Problem Solving; Round off your

answer to the nearest hundredths.

1. You are standing 20 feet away from opposite

a tree, and you measure the angle of tanθ=
adjacent
elevation to be 38°. How tall is the x
tree? tan38 °=
QUIZ: 20 ft
x=20 tan38 °
x=15.63 ft

Therefore the height of the tree is

15.63 ft.

2. Brian`s kite is flying above the field opposite

at the end of 65 meters of string if the sin θ=
hypotenuse
angle of elevation to the kite measures x
70°. How high is the kite from the sin 70 °=
65 m
ground? x=65 m sin70 °
x=61.08 m
Therefore the height of the from
the ground is 61.08 meters
65m
x
70°

Answer activity 4
Illustrate and Solve!
Problems 1 and 2, page 463

Draw the
diagram
What is /are
ASSIGNMENT:
given
What is to be
determined
Formula used
solution
 1. A surveyor is standing 50 feet from
the base of a large tree. The surveyor
measures the angle of elevation to the
top of the tree as 71.5°. How tall is the
tree?

2. The angle of elevation from a boat to

the top of a 90 meter hill is 12°. How
far the boat from the base of the hill?
Guide Questions for Reflections:
How many students didn’t find difficulties in
answering their lesson?

How many students find the lesson interesting,

engaging, and enjoyable?

What is lacking in the lesson?

(Prior knowledge, skills needed, or interest to
listen and pay attention)
REFLECTION: The teacher need
to reflect what went well and what How many students were trying to cope up,
went wrong to improve teacher’s despite of some difficulties encountered in the
and students’ performance and it delivery of the lesson?
can be done before, during, and
after the delivery of his/her lesson. How many students were mastered the lesson
despite of limited resources facilitated the
teaching and learning process?

How many students finished their work on time,

and how many of them did not finish their work
on time? Why?

No. of learners who earned 80% in the

evaluation.

No. of Learners who earned 80% above.

No. of learners who need additional activities and

require for remediation.
What went well?

(Ex. I planned well what strategy fit to my learners, the reason why 90% of them acquired the skill/s needed to use and perform.)

What do I need to improve in my teaching performance and students’ performance?

(Ex. I have to employ variety of strategies that is fit to my learners and sustain my energy to execute another lesson.)

Prepared by: RODOLFO H. TANAWIT

STUDENT TEACHER

Checked by: MRS. AIZA D. MALTO

CRITIC TEACHER

Noted by: MRS. MELODY F. GRIMALDO

HEAD TEACHER III