Republic of the Philippines

Department of Education
Region IV MIMAROPA
Division of Oriental Mindoro
MANAUL NATIONAL HIGH SCHOOL
Manau, Mansalay, Oriental Mindoro

DAILY LESSON LOG IN MATHEMATICS 9

School MANAUL NATIONAL HIGH Grade GRADE 9

SCHOOL
Teacher BELLA M. GERANCE Learning Area MATHEMATICS 9
Date/Time Quarter

DATE : DAY:
I.OBJECTIVES
A. CONTENT STANDARD The student demonstrates understanding of the basic concepts of trigonometry.
The student is able to apply the concepts of trigonometric ratios to formulate and solve real-life
B. PERFOMANCE STANDARDS
problems with precision and accuracy
C. LEARNING COMPETENCIES/
The student illustrates angles of elevation and angles of depression. M9GE-IVd-1
OBJECTIVES/CODE
II. CONTENT Angles of Elevation and Angles of Depression
III. LEARNING RESOURCES
A. REFERENCES
 TG Pages Math-Teachers-Guide pp.
 LM Pages Mathematics Learner’s Material Grade 9 First Edition, 2014 ISBN: 978-971-9601-71-5 pp. 457-
466
B. Other Learning Resources Activity Sheet, Flat Screen TV, Laptop

IV. PROCEDURES
This activity will present previous lesson that will help the students to familiarize with the
A. Reviewing Previous Lesson/Presenting New Lesson concept in similarities and theorems in right triangle as we go through the lesson.
 Activity 1: Quiz Bee

Mechanics:

1. Every group is provided with a slate board for your group to write the final answer.
2. If a question is multiple-choice, just write the letter corresponding your answer,
otherwise, if a question is NOT a multiple choice then you are required to supply the
answer as asked.
3. Be sure to write your answer legibly and clearly. Any unreadable answer is considered
NULL and VOID.
4. The QUIZ BEE is divided into 4 parts with corresponding point system:
EASY -1 POINT
AVERAGE -2 POINTS
DIFFICULT -3 POINTS
CLINCHER -4 POINTS
5. Every question has its own time allotment which will be displayed on top of each
question.
6. Once TIME’s UP is displayed, all slate boards should be raised otherwise answer is void.

Questions:

1. What is the mnemonics to easily remember the six trigonometric ratios?

2. With respect to the given angle, what is the ratio of the hypotenuse to the ooposite side?
3. In 45° - 45° - 90° , if the hypotenuse is 6√ 2, what is measure of two sides?
4. Find the value of side c to the nearest unit.
5. In the triangle PQR, what is ∠P?

6. A ladder 8 m long rests against a vertical wall so that the distance between the bottom of
the ladder and the wall is 4 m. Find the angle that the ladder
makes with the ground.

B. Establishing a Purpose for the lesson This activity will present related situation which can be a representation of the topic.
 Activity 2.

Follow the steps below and answer the questions that follow.

 Form 5 groups and choose a leader.

 Move around the room and find an opbject that is the exact height as your eyes and label.
 Go outside the room and make list at least five objects that :
a. they would have to look up to see.
b. they would have to look down to see

Questions:

1. How did you find the activity?

2. When you look up to tall objects, is there an angle formed? What about when you look
down?
3. Do you think you can directly measure the height, the distance of the object you have
listed in the activity?

C. Presenting Examples/ instances of the new lesson This activity will guide the students to use clinometer in measuring the angle from the horizontal
line of sight of the observer to the objects above and below.

Activity 3.

Follow the steps below and answer the questions that follow.

 With the use of measuring tape, measure the distance between the foot and eyes of the
observer. Record your findings.
 Go to flagpole, with the use of measuring tape, measure the distance of the pole from the
observer. Record your findings.
 With the use of clinometer, measure the angle from the horizontal line of sight to the top
of the flapole. Record your findings.
 Draw and illustrate your work on a separate sheet.

Questions:
 1. How did you find the activity?
2. From the data you gathered, can you directly measure the height of the flagpole? Why?
Why not?
3. Estimate the possible height of the flagpole from the ground. ( The group who has the
estimated measurement closest to its real height will receive a reward.

The teacher will introduce the concepts of angles of elevation and depression and illustrate the
use of clinometer to measure the angle of elevation of depression.

Line of Sight is an imaginary line that connects the eye of an observer to the objects being listed.

D. Discussing new concepts and practicing skills #1 The angle of elevation is the angle from the horizontal line of sight of the observer to the objects
above.

The angle of depression is the angle from the horizontal to the line of sight of the observer to the
objects below.

Discuss the process of solving rproblems involving angles of elevation and depression.

Example:

1. A tower is 15 m high. At a certain distance away from the tower, an observer determines
that the angle of elevation to the top of it is 41 ° . How far is the observer from the base of
the tower?
E. Discussing new concepts and practicing skills #2 Answer: 17.26 m
2. An airplane is flying at a height of 4 km above the ground. The distance along the ground
from the airplane to the airport is 6 kms. What is the angle of depression from the
airplane to the airport?
Answer: 33.69°

F. Developing mastery (leads to formative assessment) This activity focuses on students ability to exercise what the students learned about the six
trigonometric ratios.

Activity 4. Try Me!

1. Group yourselves by 5 and choose your leader.

 2. Activity sheets will be given.
3. You have 15 minutes to answer the activity and discuss among yourselves.
4. A volunteer will share what he/she has learned in the activity.

The students will use the concept of angle of elevation and depression in solving practical real
life situation.

Activity 5: Trowback

Analyze the situation and solve the problem.

G. Finding practical applications and skills in daily living
1. Rica, who is 1.40 m in height, is 5 m away from the base of LNHS Flagpole. The angle
of elevation to the top of the flagpole is 66° . How high is the flapole?
Answer: 12.63 m

The lesson will be generalized by the students in the form of game.

Activity 5: Stop! Look! Answer!

Mechanics: Music will be played and the students will pass an apple from one student to another.
When the music stops, the person holding the apple will pick a question to be answered briefly.
H. Making generalizations and abstractions about the
1. When you look at the object below your horizontal line of sight, you are forming an
lesson
angle of ____________.
2. When you look at the object above your horizontal line of sight, you are forming an angle
of ____________.
3. What ratio will you use to get the height of the object if the given are the angle of
elevation and the distance of the observer from the base of the object.

I. Evaluating Learning Quiz

Solve each of the following problem.

1. A kite held by 125 m string makes an angle of elevation with the ground of 45 ° . About
how high is the kite above the ground?
2. From the top of the barn 7. 62 m high, you see a cat on the ground. The angle of
depression of the cat is 40° . How many meters must a cat walk to reach the ground?
 3. With sun, a girls 1.4 m tall casts a 3.6 shadow. Find the angle of elevation from the tip of
the shadow to the sun. Express your answer to the nearest degree.\
4. A hiker is 400 m away from the base of the radio tower. The angle of elevation to the top
opf the tower is 46° . How high is the tower?
5. The angle of elevation of the top of the building from a point is 30 m away from the
building is 65° . How high is the building?
J. Additional Activities for application or remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who learned 80% in the evaluation.

B. No. of learners who require additional activities for

remediation who scored below 80%.

C. Do remedial lessons work? No. of learners who have

caught up with the lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why

did these work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?
G. What innovations or localized materials did I
use/discover which I wish to share with other teachers?

PREPARED BY: WINNIE N. DUABE, JR

Teacher I

OBSERVED BY: JANCHETA Q. BARTIDO

Principal II

ADELIA U. MALIBIRAN
Head Teacher VI