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 him.What 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