A Detailed Lesson Plan in Mathematics 9
Competency: Illustrates angles of elevation and angles of depression (M9GE-IVd-1)
I. OBJECTIVES
At the end of the lesson, 80% of the students should be able to:
a. determine the concepts of angle of elevation and angle of depression;
b. appreciate the importance of angle of elevation and angle of depression in real-life
situations; and
c. illustrate the problems involving angle of elevation and angle of depression.
II. SUBJECT MATTER
a. Topic: Concepts of Angle of Elevation and Angle of Depression
b. References: Mathematics 9 Learner’s Material, pp. 457-459
c. Materials: Printed materials, worksheets, marker, Model,
d. Values Integration: attentiveness, cooperation, time management
III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Preparatory Activities
a. Greetings
Good morning class.
Good morning Ma’am Lyn.
How are you this morning?
We’re good ma’am.
Good to hear that.
b. Rituals
Before anything else, may I request Jeizza to lead
the prayer.
Let us pray.
b. Routine
May I request everyone to please pick up pieces of
trashes under your chairs.
(Students do what the teacher asked)
Please seat down. Let’s check your attendance
first. Who is absent in Column 1?
None ma’am.
How about in Column 2 and 3?
None ma’am.
Very good. Everyone is here today.
So again, I will post our classroom rules for you to be
reminded everytime.
Classroon Rules:
1. When the teacher is talking you listen.
2. When you have something to say raise your hand.
3. Participate.
Remember, every violation of the rules means a
demerit from your whole group.
c. Motivation
For us to be energized, let us all stand and let’s have
an action song entitled “I'm Here because You're
Here” Are you ready?
Yes ma’am.
(Students do the action song)
Please settle down.
d. Recall
Before we start our lesson, who can remember
what was our topic last meeting? Yes, Neilcris?
Ma’am, we tackled about Finding the
Values of Expressions involving
Trigonometric Ratios even without
using a calculator.
Thank you, Neilcris. So, if you are going to
determine the value of x given that sec x=2, what is
the x? Yes, Judy Ann?
Ma’am, referring to the table of
Very good, Judy Ann. So, class are there some Trigonometric Ratios of the Angles,
questions or clarifications on our previous topic? x=60°. Thus, sec 60°=2.
Since I heard none, we can now proceed to our next
topic.
None ma’am.
B. Lesson Proper
a. Activity
Class, this morning, we will have first an activity. So,
you will be group into two and each group will
make 3 illustrations of objects or structures above
your head and below your head that you can see
inside this room. Each group will be given a
worksheet to be used in this activity. You will draw
or illustrate the objects you choose in the
worksheet. You will be given 2 minutes to finish the
task and each group should assign someone to be
the group’s discussant. After the allotted time, each
group will be given 1 minute to discuss. Is that clear? Yes ma’am.
So make sure to utilize all the group members to be
able to finish the task on time.
(Students do the task)
Okay the timer starts now!
Time’s up!
b. Analysis
Okay class, who is the discussant of group 1? Come
here in front and describe your group’s work. (Group 1 discussant presented their
work)
(Students do the clap)
Very good. Let’s give group 2 three claps.
Next group would be group 2. Who is the discussant
of group 2? Please come here in front and discuss
your work.
(Group 2 discussant presented their
work)
Very good. Let’s give group 4 three claps. (Students do the clap)
Now, let’s give ourselves a round of applause for a
job well done.
(Students do the clap)
Okay class, how did you find the activity? Yes,
Ellaine?
Ma’am, it was great and fun.
Very good. From the activity that you’ve done, who
has an idea what is our topic all about? Yes,
Rejames?
Ma’am, it involves objects above and
below.
Very good.
c. Abstraction
Our topic this morning is all about the Concept of
Angle of Elevation and Angle of Depression. At the
end of this session, we will be going to learn the
concepts of these two angles. So now, let us unlock
first the terms to be used.
Line of Sight is an imaginary line that connects the
eye of an observer to the object being observed.
Angle of Elevation is the angle from the horizontal
line of sight of the observer to the object above.
Angle of Depression is the angle from the horizontal
line of sight of the observer to the object below.
Let’s take a look on the illustration to further
understand the definitions:
C l
a
s
s ,
in order for us to have a concrete example, I brought
these things: Plant and a small model of human.
Another example for this is from our motivation
earlier. Let’s assume that each one of you are the
observer. What you did was when you said “You’re
here” your eyes just look straight to your partner’s
eye or horizontally, right?
So, it means that it is the horizontal line of sight. So,
when you said, “I’m here”, your eyes look down to
your partner’s feet, it means that it is the line of sight
below the observer. And what do you call the angle
that is being formed from the horizontal to the line of
sight below the observer? Yes, James?
Very good. How about when you said “because”,
where is the direction of your eyes? Yes,
Correct, so what does it mean?
Very good, and what angle is formed from the
horizontal to the line of sight above the observer? Yes,
Rodel?
Very good. So, Is it already clear to you class?
Yes, ma’am
Alright, let’s find out if you really understand the
concept of angle of elevation and depression. In the
following figures, identify whether it is Angle of
Elevation or Angle of Depression.
Figure #1
Ma’am, Angle of Depression.
Ma’am, we look upward.
In this figure, is it angle of elevation or angle of Ma’am, it is the line of sight above the
depression? Yes, Cysan? observer.
Very good. Now, in the next figure, you will identify
the variables that represents the line of sight, the
angle of elevation and angle of depression.
Ma’am, Angle of Elevation.
Figure #2
Yes, ma’am.
In this figure, what is the variable that represents
the line of sight above the observer? Yes, Vanjiff?
Very good! So, how about the line of sight below the
observer? Yes, Lean?
Very good. So, what about the angle of elevation?
Yes, Dion?
Angle of Depression, ma’am.
Very good. How about the angle of depression? Yes,
John?
Very good. Now, I will give
you a word problem and
you will illustrate it. I have
here pictures to be used in
illustrating the problem. So,
the problem goes like this:
Ma’am, line B.
Ma’am, line D.
Problem #3
Alexa is standing A meters away from the flag pole.
The distance from her eye sight to the top of the
pole is B and its angle of elevation is C. The distance The angle of elevation is the angle 1,
from her eye sight to the bottom of the pole is D and ma’am.
its angle of depression is E.
Who wants to paste the pictures on the board and
label the distance of Aleahlyn from the pole?
The angle of depression is the angle 2,
ma’am.
Very good. Next will be the distance from her eye
sight to the top of the pole, who wants to label? Yes,
Dharille?
Who wants to label the horizontal line of sight? Yes,
Jhoan?
Very good. Who wants to label the angle of
elevation? Yes, Nico?
Very good. So, who wants to label the distance from
her eye sight to the bottom of the pole? Yes, Flair
Ann?
Very good. And now, the last will be the angle of
depression, who wants to label it? Yes, Clarense?
Did you understand it now class?
Are there some questions or any clarifications?
*Generalization:
1. What do you call the imaginary line that
connects the eye of an observer to the object being
observed? Yes, Jay?
(Rommel paste the pictures based on
the information on the problem given.)
Very good. Next is;
2. What is the difference between angle of
elevation and angle of depression? Yes, JM?
(Dharille label the pictures.)
(Jhoan label the horizontal line of sight)
Very good. (Nico label the angle of elevation)
d. Application
Since you already know how to identify angle of
elevation and angle of depression, let’s have another
activity with the same group. Each group will be (Flair Ann label it)
given different problems with different situation and
then, you will illustrate or draw what is the problem
all about. Am I clear?
Okay, I will give you a clean sheet of bond paper,
pencil and marker. I will only give you 3 minutes to (Clarense label the angle of depression)
finish the task. After that, I will randomly choose a
group to present their problem together with your
output. The discussant of each group must prepare.
Are you ready?
Yes, ma’am
You may now start.
None ma’am.
Time’s up. Group 1 discussant come here in front
and present your problem and your output.
Very good. Let’ give group 1 five claps.
It is the line of sight, ma’am.
Problem in the worksheet:
1. From a boat, a fisherman watches a lighthouse 445 m
away from [Link] was the angle formed?
Ma’am, angle of elevation is from the
2. An electrician at the top of an electrical post, about 30 horizontal line of sight to the line of sight
ft high, looks for a fast food chain for his lunch. What above the observer while the angle of
was the angle formed? depression is below the observer.
*Values Integration
Class, did you notice that we always encounter
angle of elevation and angle of depression in our
daily life?
Our topic for this morning implies that
Mathematics really exist in our daily activities
without noticing it. Example, you class while sitting
in your respective chairs and I’m here in front of
you discussing our lesson, while listening you are
looking at me and with that you form an angle
which is the angle of elevation. With that situation, Yes, ma’am.
this proves that we already practice angle of
elevation and angle of depression every day.
Okay class let’s give ourselves a round of applause
for a great job. I think your knowledge about angle
of elevation and angle of depression is enough, so
we are going to have a quiz.
Yes, ma’am.
(Student do what is being instructed)
(Group 1 discussant presented their
output)
(Students do the claps)
Yes, ma’am.
IV. ASSESSMENT
Part I. Who Am I?
In each of the following illustrations, identify whether it is an angle of elevation or an
angle of depression.
1.
2.
3.
Part II. Name the following variables in the given illustration. (2 points each)
5. Line of sight above the observer.
6. Horizontal line of sight.
7. Line of sight below observer.
V. AGREEMENT
Class, please study in advance
about solving problems involving
the angle of elevation, page 460
on your book.
That’s all for today. Goodbye class. Goodbye and Thank You Ma’am Lyn.
Prepared by:
LYN O. TEMBLOR
