GRADES 1 to 12 School MALABING VALLEY NHS INTEGRATED SHS Grade Level 9

DAILY LESSON LOG Teacher REYMOND C. PARINAS Learning Area Math 9

February 18-22, 2019
Teaching Dates & Time Math 9 (1:00pm – 2:00 pm) Quarter Fourth

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. OBJECTIVES
A. Content Standards
B.Performance Standards
C.Learning Comptenecies/Objectives
The learner demonstrates understanding of the basic concepts of trigonometry.
The learner is able to apply the concepts of trigonometric ratios to formulate and sole real-life problems with precision and
accuracy.
M9GE-IVa-1- illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and cotangent. M9GE-IVb-c-1-
finds the trigonometric ratios of special angle, M9GE-IVd-1-illustrates angles of elevation and angles of depression

GEOMETRY GEOMETRY GEOMETRY GEOMETRY GEOMETRY

B. CONTENT
(Trigonometry) (Trigonometry) (Trigonometry) (Trigonometry) (Trigonometry)
C. LEARNING RESOURCES Internet
A.Reference
1. Teacher’s Guide Page NONE NONE NONE NONE
2. Learner’s Materials Pages Pp 436- 460 Pp 436- 460 Pp 436- 460
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
D. PROCEDURES
Setting of Standards for Unfinished lessons
Review of the past lessons. Short recall on the
1. Reviewing previous lesson Short recall on the previous Activity #4: Angle of within the week
Finding the unknown side of previous topics. Checking
or presenting the new lesson topics Elevation and Angle of shall be discussed
a right triangle. of attendance
Depression during ICL.

2. Establishing a purpose for
the lesson
3. Presenting examples /
instances of the lesson
4. Discussing new concepts
and practicing new skills # 1
5. Discussing new concepts
and practicing new skills # 2
The teacher asks the students
if anyone from them knows the
height of the flagpole in the
school.
The teacher asks the students
if it is possible to measure the
height of the school building,
the height of the tower.
“How did they measure the
height of the highest mountain
in the world? This question will
open the mind of the students
about the topic for the day.
The teacher let the students
explore about the concepts
of Elevation and
Depression. The students
will do Activity #1 (Look
up! Look down) on page
457 of LM.
The teacher guide the
students in performing their
activity.
Let the students share to
the clas the definition of the
following terms.
1. Line of Sight
2. Angle of Elevation
3. Angle of
Depression
Let the students answer
Activity #2: Identify Me! On
LM page 459. The stdents
will 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.
After which, the teacher
ask the students how did
they identify the line of
sigh, angle of elevation and
angle of depression.
Guide the students in
answering the activity,
make sure that they wll be
able to master on how to
identify angle of elevation
and depression so that it
will be easier for them once
they proceed in problem
solving.
Short review on how to
deal with problem solving.
Remind the students that
The teacher set the
they need to understand
standards for the Activity.
deeply the given problem
befrore attacking it.
The teacher distributes to
The teacher presents a the class the activity
sample problem and ask the
sheet, 10 items, students
students to name the given
and unknown from the
will work by pair and
choose 6 problems to
problem.
answer.
The teacher discuss to the
class how to solve
The teacher guides the
problems involving angle
students in answering
of elevation and angle of
their activity.
depression.
The teacher provide
several examples and
share to the class the
technique that they need
Activity Proper
to use in dealing with
problem solving.
Emphasize to the class
that they will only use the
trigonometric function

6. Developing Mastery
(Leads for formative Assessment)
7. Finding Practical
applications of concepts
and skills in daily living
8. Making generalization and
abstractions about the
lesson
9. Evaluating Learning
10. Additional activities for
application or remediation
1. REMARKS
2. REFLECTION
A. No. of learners who earned 80%
in the evaluation
The teacher let the
students discuss their
output from their activity.
What mathematical
concepts did you learn from
the activity?When you look
up to tall objects, is there an
angle formed? What about
when you look down?
Do you think you can
directly measure the height,
the distance of the object
you have listed in the
activity?
Formative Assessment.
Let the students define the
following terms:
1. Line of sight
2. Angle of elevation
3. Angle of depression
tangent if the unknown
side is not the
hypotenuse.
1. Question and
Answer on
Identifying Line of The teacher gives
Sight seatwork/Exercises.
Activity Proper
2. Angle of Elevation “Try this Out” on LM
3. Angle of page 461
Depression
Let the students
The teacher provides a The teacher and the
appreciate the topic and
real-life problem applying students check the activity
share to the class the
the angle of elevation and and discuss the difficult
importance of this concept
depression. items.
in daily life.
What are the techniques How do we solve What are the techniques
on how to easily identify problems involving angle that we need to consider
angle of elevation and of depression and angle of in solving a special right
angle of depression? elevation? triangles?
Formative Assessment Formative assessment Formative Assessment
 B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson 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 this work?

F. What difficulties did I encounter

which my principal or supervisor help
me solve?

G. What innovation or localized

materials did I use/ discover which I
wish to share with other teachers?

Prepared: APPROVED:
Checked:
REYMOND C. PARINAS
Teacher JULIENNE D. TADAO GABRIEL C. ULLANI, Ed.D
Subject Group Head School Head