Daily School Tawagan Norte National High School Year Level 10
Lesson Teacher Rhea M. Doña Subject Mathematics
Plan Teaching Dates May 31, 2023 (Q4, W5) Quarter Fourth
DAY OF THE WEEK Wednesday
SECTION & TIME Peace (8:30-9:30)
I. OBJECTIVES
A. Content The learner demonstrates understanding of the basic concepts of trigonometry.
Standards
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 The learner illustrates angles of elevation and angles of depression. M9GE-IVd-1
Competencies Uses trigonometric ratios to solve real-life problems involving right triangles.
M9GE-IVe-1
II. CONTENT ANGLES OF ELEVATION AND ANGLES OF DEPRESSION
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp. 288 - 292
pages
2. Learner’s
pp. 457 - 462
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR
Portal)
B. Other Learning https://www.youtube.com/watch?v=Pp6h4GMMXI4
Resources
IV.LEARNING
PROCEDURES
A. Preliminaries Note: Wearing of facemasks is strictly observed.
Prayer
Checking of Attendance
Review (Drill by Group) – 5 minutes
Students are grouped into two and falls in line. The first person of each
group will pick one strip and paste it on the appropriate trigonometric ratio.
The first group to finish the task wins the game and each member earns 10
points.
Task: Complete the table below that summarizes the values of the
trigonometric ratios of the angles 30°, 45° and 60°.
Annotation: In this part, the indicator “Used a range of teaching strategies that
enhance learner achievement in numeracy skills” can be observed. One of the
numeracy skills being enhanced is the ability of the learners to identify values of
the six trigonometric ratios. The teaching strategy used is through drill.
A. ACTIVITY – 5 minutes
B. Lesson Proper LOOK-UP OR LOOK-DOWN: Based on the given situation.
1. You’re on the 2nd floor of SHS Building and you’re looking to the flagpole.
LOOK-DOWN
2. You’re looking to the flying kite. LOOK-UP
3. You’re sweeping the floor. LOOK-DOWN
4. You’re kneading a bread. (Integration in Bread and Pastry production)
LOOK-DOWN
5. You’re playing a basketball and you’re shooting the ball in a ring. (Integration
in Physical Education) LOOK-UP
are you familiar with the
game
“BRING ME”?
Annotation: In this part, the indicator “Applied knowledge of content across
curriculum teaching areas.” can be observed. Such teaching areas are specified
in numbers 4 and 5. In this activity, the learners are asked whether to look up or
look down based on the given situation.
B. ANALYSIS – 15 minutes
UNLOCKING DIFFICULT WORDS
VOCABULARY WORDS
1. LINE OF SIGHT-is an imaginary line that connects the eye of an observer
to the object being observed.
2. ANGLE OF ELEVATION-is the angle from the horizontal line to the line of
sight of the observer to the object above.
3. ANGLE OF DEPRESSION-is the angle from the horizontal line to the of
sight of the observer to the object below.
Annotation: In this part, the indicator “Used a range of teaching strategies that
enhance learner achievement in literacy skills” can be observed since the
students are going to read the vocabulary words and its meaning. The teacher
makes sure that the words are rad correctly.
To illustrate angles of elevation and angles of depression, the teacher shows
the video lesson. Retrieved from:
https://www.youtube.com/watch?v=Pp6h4GMMXI4 on May 27, 2023.
Annotation: In this part, the indicator “Selected, developed, organized and used
appropriate teaching and learning resources, including ICT, to address learning
goals” can be observed. Learners are more interested when they saw concrete
or visuals aids. In this way, ICT integration could help address the learning
goals. “Applied knowledge of content across curriculum teaching areas” can also
be observed in this part of the lesson.
1. If you’re looking upward? What kind of angle formed?
2. If you’re looking downward? What kind of angle formed?
3. What is the importance of the horizontal line and line of sight?
C. ABSTRACTION – 15 minutes
Part I - In the following figures, identify the segment that represents the line of
sight, and identify the angles (if any) that represent the angle of elevation or
angle of depression.
Group 1:
Group 2:
Group 3:
Guide Questions:
1. How did you identify the line of sight, angle of elevation and angle of
depression?
2. Do you think you can use these ideas in your daily life?
3. Suppose you are to identify how tall are the figures, what trigonometric
ratios are you going to use?
D. APPLICATION – 15 minutes
Activity 3: Draw My Problem!
Objective:
To develop your accuracy in illustrating the pictures presented by the
information in the given word problems.
Materials:
Ruler, protractor, and drawing materials.
Directions:
1. Draw the pictures presented by the information in the problem assigned to
your group.
2. Assume that buildings, ladders, etc. are all on level ground.
3. Clear, neat, and accurate illustrations are necessary.
4. Answer the word problem using trigonometric ratios.
Annotation: In this part, the indicator “Applied a range of teaching strategies to
develop critical and creative thinking, as well as other higher-order thinking
skills” can be observed. Students develop their creative thinking by drawing the
situation based in the word problem assigned to their respective group. Critical
and other higher-order thinking skills are also developed by answering the word
problem using their knowledge in trigonometric ratios.
E. ASSIGNMENT
Draw and answer the word problem below.
Two points on the same side of a tree are 19.8 meters apart. The angles of elevation
of the top of the tree are 21° from one point and 16° from the other point.
Annotation: The two indicators: “Planned, managed and implemented developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied teaching contexts”; and “Designed,
selected, organized and used diagnostic, formative and summative assessment strategies consistent with
curriculum requirements.” can be observed throughout the lesson. The teacher ensures that teaching and
learning processes are planned, managed, and implemented consistently. The teacher also uses different
assessment strategies.
Prepared:
RHEA M. DOÑA
Math Teacher
Observed:
TERESITA C. LIMOS WILMA D. JUGUILON
School Head Head Teacher II
