Learning Area Mathematics

Learning Delivery Modality Face to Face (Learners-Led Modality)

School CALABARZON National Grade Level Grade 119

HSPaliparan II Integrated
LESSON High School
EXEMPLAR English (SHS)Mathematics
Teacher John Dela CruzWinfred P. Learning Area
9 (JHS)
Masbate Oral Communication in Context
Teaching Date Sept. 1-4, 2020August 29, Quarter First Quarter
2023
Teaching Time 1-2pm6:00-12:30pm No. of Days 4 days
(see PIVOT 4A BOW for the number of
days)

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. Differentiate various models of communication;
b. Explain the process of communication through elements involved;
and
Recognize the importance of models in understanding communication
process in everyday lives.
Mathematics 9 Learning Activity Sheets pages 9-12
Integration : MAPEH- Dancing, Singing, Illustrating
English : Verb, Comprehension, Definition of terms
History : General Trias Church, Philippine Culture and Architecture, Bonifacio
Monument
Science: Renewable Energy

A. Content Standards The learner understands the nature and elements of oral communication in
context.Demonstrate understanding of key concepts trigonometry

B. Performance Standards The learner designsis able to apply the concepts of trigonometric ratios to
formulate and performs effective controlledsolve real-life problems with
precision and uncontrolled oral communication activities based on
context.accuracy

C. Most Essential Learning

Competencies (MELC) Differentiates communication the various models ofIllustrates angles of
elevation and angles of depression. M9GE-IVd-1
D. Enabling Competencies
(If available, write the attached enabling
competencies)

II. CONTENT Communication Models

Angles of Elevation and Angles of Depression
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
287-291

b. Learner’s Material Pages pp. 1-22

457-466

c. Textbook Pages
d. Additional Materials from Mathematics 9 Learning Activity Sheets pages 9-12
Learning Resources
B. List of Learning Resources for Oral Communication in Context for Quarter 1 – Module 2:
Development and Engagement Communication ModelsPowerpoint, cp, tv monitor, worksheet
Activities
C. Teaching Strategies Inquiry Base

IV. PROCEDURE Integration/

Indicators/
Annotation
A. Introduction MANAGEMENT OF LEARNING:
Prayer/Greetings
Checking of Attendance
House Rules
Review

What I need to know?

The learners will doIntegration:
PE - Executes the
walkthrough of skills involved in the dance
English - Verb &
Comprehension
Worship song When I Look
These two action words/verbs are meaningful in today’s
lesson expectations.
In this part,What is the contentmessage of the lesson will be
presented.song
Learning objectives will also be introduced to guide the learners on
the learning targets founded on KSAV principles.What action
words in the song implies that we have to make use of our
eyes?
ANGLES OF ELEVATION AND
ANGLES OF DEPRESSION
What’s new?
 The learners will answer the prompt questions
indicated at the beginning of this portion.
 They will read the short selection entitled The
Glitch written by Divina
P. Maming. To make the reading activity
interactive, they may asked their parents,
guardians or housemates to help them in the
exchange of dialogues indicated in the
selection.
 After reading the selection, they will answer
the questions provided at
the end of the selection.New?
B. Development What I know?
 The learners will answer the 15- item activity
to test what they know about communication
and/or models of communication.
 After answering the questions, they may
check their answers on page 20 to determine
their background
knowledge about the given topic reflected in the
MELC.Follow me
-Look straight, imagine a horizontal line in your eye level.
HORIZONTAL LINE OF SIGHT-the horizontal line from
the eye of the observer.
-Look up, focus in one object, imagine a line that
connects from your eye to the object you are observing.
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 to the
line of sight of the observer to the object
above.
 The convent attached to St. Francis
of Assisi Parish Church, known as General
Trias Church is where the Banda Matanda,
a local marching band at the time,
rehearsed Julian Felipe’s Marcha Nacional
Filipina before playing it live on the first
day of Philippine Independence.

Suppose you are standing in front of the

church and your looking at it’s cross on
top of it. Sketch the angle form from your
location to the cross.

-Look straight, imagine a horizontal line in

your eye level.
-Now look down, once again imagine a
line from your eye to the object you are
observing.
-draw the horizontal line connecting to the
line of sight.

ANGLE OF DEPRESSION
-is the angle from the horizontal to the
line of sight of the observer to the object
below.
Batanes is described as the most
peaceful place in the Philippines where the
Ivatans live, described as peaceful, God-
loving, honest, resilient, helpful, cheerful,
gentle but hardy and hardworking. The
traditional house of the Ivatan is called
the Rakuh. It is built to withstand
typhoons, with walls and roofs one meter
thick, with small and narrow windows.
Suppose there is a man fixing the roof of
rakuh and he looks at the man passing
by. Sketch the angle form from the man
fixing the roof to the passer-by.
 In identifying whether the given angle is
an angle of elevation or an angle of
depression:
1. Identify the horizontal line of sight.
Usually, it is the horizontal line in the
figure.
2. Identify whether the given object is
above or below the horizontal line.
3. If the object is above the horizontal
line, then use angle of elevation.
4. If the object is below the horizontal
line, then use angle of depression.

What’s in?
 The learners will read the paragraphs that
introduce preliminary concepts about
communicationact as an observer illustrating
or showing how angles of elevation and
depression is formed.
They will complete the word pool activity to determine
their vocabulary knowledge about the target content.
They may use dictionaries to guide them in this
activity. However, it
is recommended that they use
context clues in accomplishing this task.
What is it?
 The learners will be provided with scenarios
on the importanceillustrating angles of
elevation and role of communication in daily
lives. They may have personal reflection on
the importancedepression and they will
identify it if each scenarios shows angle of
communication in their day-to-day
activitieselevation or depression.
 To strengthen the points of their personal
reflection and further develop their knowledge
about communication and
communication models based from the What I
know? activity, the learners will proceed with
reading and personal discussion on the
different communication models. If they have
internet access, they may check these models
online using the links provided below each
model.
Dictionaries and/or context clues may help them
in developing their knowledge, skills and
attitude/values about the topic.
C. Engagement What’s more?
The learners will answer activity given in their
module . These activity inludes identifying line
of sight, angle of elevation and depression.
What I can do?
The learner will give and illustrate at least two
situations in real life involving angle of elevation and
depression.
 What other enrichment activities can I engage
in? (Additional Activities)

D. Assimilation What I have learned?

In formulating or creating bits of information reflective
of what they have learned during the Development and
Engagement phases, the learners will answer the
questions focusing on the given topicGeneralization:
1. How did you identify the line of sight, angle of elevation
and angle of depression?
. The given questions are directed on synthesizing
their learned information based on the given content.
They are expected to relate their learned concepts to
their personal lives.
What I can do? (Assessment)
Evaluation:
Directions: Draw the pictures presented by the information
in the problems given. Assume the buildings, ladders, etc.
are all on level ground.
1. The angle of elevation of the top of the building from a
point 30 meters away
from the building is 65°.
2. The angle of depression of a boy from a point on a
lighthouse 30.5
meters above the surface of the water is 3°.
3. If an airplane that is cruising at an altitude of 9 km
wants to land
at NAIA, it must begin its descent so that the angle of
depression
to the airport is 7°.
4. A bird sits on top of a 5-meter lamp post. The angle of
depression
from the bird to the feet of an observer standing away
from the
lamp post is 35°.
5. Two points on the same side of a tree are 19.8 meters
apart. The The learners will answer the questions
provided. They may check their answers using the key
answer found at the latter part of the module.
angles of elevation of the top of the tree are 21° from
one point
and 16° from the other point.

V. REFLECTION  The learners, in their notebook, journal or

portfolio will write their personal insights
about the lesson using the prompts below.

I understand that . I realize

that _____________.

Prepared by:

WINFRED P. MASBATE
Subject Teacher

Checked by:

JUDEE P. AVILA MARICRIS D. PABLO

Head Teacher Principal