Region XI Grade Level Nine
GRADE 8 Teacher Lady Mae S. Ednalgan Learning Area Mathematics
DAILY
Teaching Dates February 13-14, 2019
LESSON Quarter Fourth
and Time (10:00-11:00)(7:45-8:45)
LOG
At the end of the session, the students will be able to:
Explain the following terms:
(a) Angles of elevation and depression
(b) Line of sight
I. OBJECTIVES Apply sine, cosine and tangent ratios to find angles of elevation and
depression.
Appreciate the value of computational techniques in manipulating
trigonometrical ratios to solve problems with angles of elevation and
depression and develop perseverance in completing the solutions through
the given problem.
A. Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
B. Performance The learner is able to apply the concepts of trigonometric ratios to formulate and
Standards solve real-life problems with precision and accuracy.
C. Learning
Competencies /
Objectives Illustrates angles of elevation and angles of depression. M9GE-IVd-1
Write the LC code for
each
II. CONTENT ANGLE OF ELEVATION AND DEPRESSION
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
Page 457-465
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting Presenting a new topic.
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/ Present an activity to the class.
instances of the new
lesson Instructions:
The class will be grouped into six.
The six groups will be paired up and that makes them into 3. (one group
will choose who will be their pair through a paper, rock & scissors
challenge; one time only)
The first two groups will form a circle and will be given rumbled printed
letters and they will arrange it to form three words for 2 minutes.
Finished or unfinished, the group must show the words they have formed.
The group who can raise their correct answer first will have an additional
5 points each for the quiz after the discussion. If there are group who
couldn’t give the right word, still they will receive 2 points for the
participation and efforts. Correct answer but is late in raising their boards
will get 4 points.
SUMMARY OF THE POINT SYSTEM:
5 points- first to raise with correct answer
4 points- late to raise yet with correct answer
3 points-first to raise but wrong answer
2 points-late to raise and wrong answer
1 point- didn’t raise their answer
Ask the students if the different words formed were familiar to them. If yes, let
them share their thoughts about it.
D. Discussing new
concepts and Introduce the definitions of the words using a power point presentation. (Proper
practicing new skills #1 discussion time)
In the discussion, an active participation of the students will be done.
E. Discussing new
concepts and Integration of the topic to the different learning areas.
practicing new skills #2
Group activity
ELEVATE or DEPRESS?
Instructions:
1. The figure will be posted on the screen.
2. Each of the members of the group will stand in front to answer
F. Developing mastery
the figure through identifying it if it is an ANGLE OF
(Leads to Formative
Assessment)
ELEVATION or ANGLE OF DEPRESSION. They will answer
in 30 seconds ONLY.
3. On the given board, the word ELEVATION or DEPRESSION
should be written only.
POINT SYSTEM:
3 points- correct answer
1 point- wrong answer
G. Finding practical
applications of Ask the students what could be the other possible applications of the
concepts and skills in Angle of depression and Angle of Elevation on their daily life.
daily living
H. Making Sum it up! Generalize and review everything especially in finding the
generalizations and
angle, opposite and adjacent. More problems and solutions will be shown
abstractions about the
lesson and explained tomorrow.
I. Evaluating learning Quiz will be given tomorrow, Tuesday, February 14, 2019.
In a whole sheet of paper, Sketch and answer the following:
1. CIRCUS ACTS: At the circus, a person in the audience at ground level
watches the high-wire routine. A 5-foot-6-inch tall acrobat is standing on a
platform that is 25 feet off the ground. How far is the audience member from the
base of the platform, if the angle of elevation from the audience member’s line of
sight to the top of the acrobat is 27°?
2. DIVING: At a diving competition, a 6-foot-tall diver stands atop the 32-foot
platform. The front edge of the platform projects 5 feet beyond the ends of the
pool. The pool itself is 50 feet in length. A camera is set up at the opposite end of
the pool even with the pool’s edge. If the camera is angled so that its line of sight
extends to the top of the diver’s head, what is the camera’s angle of elevation to
the nearest degree?
3. DISTANCE: Maria is at the top of a cliff and sees a seal in the water. If the
cliff is 40 feet above the water and the angle of depression is 52°, what is the
horizontal distance from the seal to the cliff, to the nearest foot?
4. Luisa is in a hot air balloon 30 feet above the ground. She sees the landing
spot at an angle of depression of 34. What is the horizontal distance between
the hot air balloon and the landing spot to the nearest foot?
5. DISTANCE: Vernon is on the top deck of a cruise ship and observes two
dolphins following each other directly away from the ship in a straight line.
Vernon’s position is 154 meters above sea level, and the angles of depression to
the two dolphins are 35° and 36°. Find the distance between the two dolphins to
the nearest meter.
Assignment should be passed on Friday, February 15, 2019
J. Additional activities
for application or
remediation
V. REMARKS
Prepared by:
LADY MAE S. EDNALGAN
Math 9 Teacher
