Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OFFICE OF DAVAO CITY
FRANCISCO BUSTAMANTE NATIONAL HIGH SCHOOL
Tibungco, Davao City
GRADES Francisco Bustamante
1-12 School Grade Level
National High School Grade 9
LESSON Pre-
PLAN Service Nica L. Basanal Subject Mathematics
Teachers
Teaching Quarter IV
March 10, 2025 Quarter
Date
I. LEARNING OBJECTIVES
A. Content Standard The learner demonstrates understanding of the basic concepts
of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to
Standard formulate and solve real-life problems with precision and
accuracy.
C. Learning The learner illustrates angles of elevation and angles of
Competency depression.
(M9GE-IVd-1)
D. Objectives At the end of the lesson, the learners are expected to:
a) illustrate and solve the angle of depression; and
b) appreciate the importance of the angle of depression in real-life
situations.
II. SUBJECT MATTER
A. Topic
Angle of Depression
1. Reference Self-Learning Module (SLM) Mathematics – Grade 9 (Quarter 4 -
Module 3: Angles of Elevation and Depression)
2. Instructional Marker, Laptop, Visual Aids, PowerPoint Presentation, Manila
Materials
Paper
III. LEARNING PROCEDURE
Preliminary Activities a
1. Preliminaries 1. Prayer
2. Greeting
3. Classroom Management
4. Checking of Attendance
5. Review of the Previous Lesson
Developmental Activities
A. Activity LOOK-UP OR LOOK-DOWN
Directions: Based on the given situation, you will stand up if you're
looking upward and remain seated when the situation involves looking
downward.
1. You’re on the 1st floor of SHS building and you’re looking to the
flagpole.
(STAND UP)
2. You’re looking to the flying kite.
(STAND UP)
3. You’re sweeping the floor.
(SIT DOWN)
4. You’re kneading a bread.
(SIT DOWN)
B. Analysis The teacher will ask the following questions about the activity:
How was the activity?
How did you manage to analyze the given situations?
What do you think is the relation of our activity to our lesson?
Angle of
C. Abstraction
depression is an
acute angle
formed by the eye
level (horizontal
line)
and the line of
sight of the
observer when
looking at an
object that is
located lower
than him
Angle of depression is an acute angle formed by the eye level
(horizontal line) and the line of sight of the observer when looking at
an object that is located lower than him.
To make you more
understand, let us
have
a set of examples
To make you more understand, let us have a set of examples
Example 1:
Example 2:
D. Application Illustrate and solve the following problems involving the angle of
depression.
1. As observed from the top of a 60 m high lighthouse from the
sea level, the angles of depression of two ships are 28 and 45.
If one ship is exactly behind the other on the same side of the
lighthouse, find the distance between the two ships.
2. An airplane at an altitude of 1800 m finds that two boats are
sailing towards it in the same direction. The angles of depression
of the boats as observed from the airplane are 60° and 30°,
respectively. Find the distance between the two boats.
angle of
1. Generalization
depression is an
acute angle
formed by
the eye level
(horizontal line)
and the line of
sight of the
observer when
looking at an
object
that is located
lower than him.
Angle of depression is an acute angle formed by the eye level
(horizontal line) and the line of sight of the observer when looking
at an object that is located lower than him.
IV. EVALUATION
Part 1
In each of the following illustrations, identify whether it is an angle
of elevation or an angle of depression.
1.
2.
3.
Part 2
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 / ASSIGNMENT
Make a review about angle of depression for tomorrow we will be
having a graded recitation.
VI. REMARKS
VII. REFLECTION
A. Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? Number of
learners who have caught
up with the lesson.
D. Number of learners
who need to continue to
remediation.
E. Which of my teaching
strategies works well?
Why did this work?
Prepared by: Checked and Observed by:
NICA L. BASANAL BERNARDO BOLORON
Pre-Service Teacher Cooperating Teacher