Department of Education

in partnership with

Gordon College

A Detailed Lesson Plan In

GEOMETRY
April 6-7,2022| Grade 9 | Q3W7

The learner demonstrates understanding of key concepts of

parallelograms and triangle similarity.

The learner is able to is able to investigate, analyze, and solve

problems involving parallelograms and triangle similarity through
appropriate and accurate representation.

The learner proves the conditions for the similarity of triangles: 1.4
Right Triangle Similarity Theorem and 1.5 Special Right Triangle Theorem
(M9GE-IIIg-h-1)

At the end of the 120-minute session, 90% of the students should be

able to:

1. recall the concept of similarity of triangles through a game;

2. understand the theorems on the right triangle similarity theorem
and special right triangle similarity theorems; and
3. solve problems involving right triangle similarity and special right
triangle similarity theorem through Jamboard.

Right Triangle and Special Right Triangle Similarity Theorems

Based on DepEd Order No. 42 series of 2016

 Online
Zoom, Baamboozle, Google Jamboard
Book of Understanding Mathematics 9
PowerPoint Presentation
Interactive Learning, Cooperative Learning, Direct
Instruction, I do We do You do Strategy.

Teacher’s Activity Student’s Activity / Responses

Good morning, Class. Good morning, Ma’am

How is your weekend?

How are you feeling today? Can you give me a The student’s answer varies.
virtual reaction that best represents your mood
today?

I hope that everyone had their breakfast.

For our attendance, I am requesting everyone

to open their cameras so that I could take a
snapshot.
We will have a Similarity Feud; this will be the
game mechanics:

1. You will choose a number of the card to be

answered by your group
2. Each group has 10 seconds to answer the
given question. There is no “Pass” option
3. There are some power-ups in the game; use
them wisely. The student answers vary.
4. All members must cooperate. Otherwise, the
team will be disqualified.
Page 2 of 19
5. The group with the most points win
There are four groups. Here are the groups:

(The teacher will group the students into four)

Are you ready? Yes, Ma’am

Let’s start

1. Two triangles are similar. What postulate can

be used to prove the statement?

AA Congruence Postulate

2. If ∆𝐿𝑈𝑉 ≅ ∆𝑌𝐴𝐻, then ∆𝐻𝐴𝑌 is congruent to ∆𝑉𝑈𝐿

________.

3. If ∠𝐸 ≅ ∠𝑁, ∠𝑉 ≅ ∠𝑆 and ∠𝑅 ≅ ∠𝑀 , then ∆𝑁𝑆𝑀

∆𝐸𝑉𝑅 ≅ ______.

4. Given that ∆𝐻𝐼𝐽 ≅ ∆𝐿𝑀𝑁 , what angle ∠𝑁

corresponds to ∠𝐽? .

5. If ∠𝐿 ≅ ∠𝐽, ∠𝐵 ≅ ∠𝑅 and ∠𝐶 ≅ ∠𝑆 , then ∆𝐽𝑅𝑆

∆𝐿𝐵𝐶 ≅ ______.

6. What triangle congruence postulate states

that “If the two sides and an included angle of
one triangle are congruent to the SAS Congruence Postulate
corresponding two sides and the included
angle of another triangle, then the triangles are
congruent”?
Page 3 of 19
7. Corresponding congruent parts are marked.
What congruence postulate need to be used SAS Congruence Postulate
to prove that 𝛥𝑅𝐴𝑌 ≅ 𝛥𝑅𝐸𝑌?

8. By SAS congruence postulate, what triangle

is congruent to 𝛥𝐵𝐴𝐺?

𝛥𝐻𝐼𝑇

9. What congruence postulate does the image

represent?

ASA Congruence Postulate

10. Given ∆𝑅𝑂𝐹 , what is the included angle ∠𝑂

between 𝑅𝑂 and 𝑂𝐹?

11. If 𝑀𝑁 ≅ 𝑃𝑄, 𝑀𝑂 ≅ 𝑃𝑅, 𝑁𝑂 ≅ 𝑄𝑅 , then

∆𝑀𝑂𝑁 ≅ _____. ∆𝑃𝑅𝑄

12. What other pair of corresponding

congruent parts is needed to prove that the
two triangles are congruent by ASA ∠𝐶 and ∠𝐸
Congruence Postulate?
Page 4 of 19
13. Which side corresponds to side AC?

Side FG

14. The triangles are similar. True or False

False

15. What are the congruent and corresponding

angles?

∠𝐻 and ∠𝑀

Alright! The team who got the most point was

(The group that won). Job well done, everyone!

Did you enjoy the game? Yes, Ma’am

Page 5 of 19
B.
Teacher’s Activity Student’s Activity / Responses
We have a triangle here

M
L

What can you say about the triangle we

It is a right triangle.
have?

Very good! So ∆𝑀𝑁𝐿 is a right triangle.

Let’s identify the other parts; we have the
legs located at the sides of the right angle. LEG
LEG
Where would be the legs of the triangle?

Very good; how about If the hypotenuse

is the opposite side of the right angle.
Where would the hypotenuse be
located?

LEG
LEG

Very good. HYPOTENUSE

Next is the altitude. Can anybody tell me

A perpendicular line segment is
what an altitude of a triangle is?
drawn from the vertex to the
opposite side.

Very well said. So, in the figure, where

would the altitude be located?

Page 6 of 19
 LEG
LEG

HYPOTENUSE

Very good! So, let’s look at the triangles

formed in the figure and the original right
triangle. Did you know that we have a No Ma’am
right triangle similarity theorem?

It tells us that the two triangles formed by

the altitude are similar to the original right
triangle.

Let’s look at these figures.

N

M L
N

M T
N

T L

Page 7 of 19
In the original right triangle, ∆𝑀𝑁𝐿 , ∠𝑁 is
already 90° , and we all know that the
measure of the sum of the interior angles
of a triangle is 180°. Is that right? Therefore, 90°
what would be the sum of ∠𝑀 and ∠𝐿?

Very good. Therefore ∠𝑀 and ∠𝐿 are

what kind of angle pairs? Complementary Angles

That’s correct. If ∠𝑀 𝑖𝑠 40° what would be 50°

the measure of ∠𝐿?

Great. Then the figures will be like these.

40° 50°
M L

50°

40°
M T

40°

50°
T L

Page 8 of 19
Based on the figures, what would be the ∆𝑀𝑁𝐿 ~ ∆𝑀𝑇𝑁 ~ ∆𝑁𝑇𝐿
similar triangles?

Very good. Did you get the pattern? Yes, Ma’am

Alright, let’s look at these examples. Can

you give me similar right triangles for every
figure?

∆𝐴𝐵𝐶 ~ ∆𝐴𝑅𝐵 ~ ∆𝐵𝑅𝐶

∆𝐴𝐸𝐹 ~ ∆𝐴𝑆𝐸 ~ ∆𝐸𝑆𝐹

∆𝐻𝐺𝐼 ~ ∆𝐻𝑇𝐺 ~ ∆𝐺𝑇𝐼

Very good.

Page 9 of 19
Let’s talk about the Geometric Means
Theorem.

The altitude from the right angle to the

hypotenuse divides the hypotenuse into
two segments in a right triangle.

We have two rules involving this theorem.

First, we have the altitude rule.

It tells us that the length of the altitude is

the geometric mean of the
measurements of the two segments.
Supposedly, we have this figure.
A
The students will listen carefully to
the teacher.

B D C

This is the pattern of the Altitude Rule:

𝐴𝐷 𝐶𝐷
=
𝐵𝐷 𝐴𝐷

The other rule is the Leg Rule, which tells us

that the length of each leg of the right
triangle is the geometric mean of the
hypotenuse and the hypotenuse segment
adjacent to the leg.

Using the same figure. This is the pattern of

the Leg Rule:

𝐴𝐵 𝐵𝐶 𝐴𝐶 𝐵𝐶
= 𝐴𝐵 = 𝐴𝐶
𝐵𝐷 𝐶𝐷

Let’s have some examples.

Find the length of the indicated side.

Page 10 of 19
Find FG F

𝐹𝐺 𝐺𝐻
=
𝐸𝐺 𝐹𝐺

𝐹𝐺 3
=
12 𝐹𝐺
E 12 G 3 H
𝐹𝐺 2 = 36

√𝐹𝐺 2 = √36
Very good. That’s correct
𝐹𝐺 = 6

Find ST S
𝑆𝑇 𝑅𝑇
=
𝐴𝑇 𝑆𝑇

𝑆𝑇 3
A =
9 T 3 R 9 𝑆𝑇

𝑆𝑇 2 = 27

√𝑆𝑇 2 = √27

𝑆𝑇 = 3√3

Good job. Let’s proceed with the last

example.

Solve for x, y, and z

Solve for x

6
𝑥 14
=
x 6 𝑥
8
y

𝑥 2 = 84
z
𝑥 = 2√21

Solve for y
Page 11 of 19
 𝑦 6
=
8 𝑦

𝑦 2 = 48

𝑦 = 4√3

Solve for z

𝑧 14
=
8 𝑧

𝑧 2 = 72

𝑧 = 3√8

Job well done. Let’s proceed with the

Special Right Triangles.

Are you familiar with the 30° − 60° − 90° The student’s answer varies.
Triangle Theorem?

In a 30° − 60° − 90° , the hypotenuse is

twice as long as the shorter leg, and the
longer leg is
√3 times as long as the shorter leg.
B

60°

30°
A C

In identifying the legs, the opposite side of

the smaller angle is the shorter leg, and
the opposite side of a larger angle would
be the longer leg.

Page 12 of 19
These will be the formulas:
AB = Hypotenuse
BC = Shorter Leg
AC = Longer Leg

𝐴𝐵 = 2 ∗ 𝐵𝐶
1
𝐴𝐶 = √3 ∗ 𝐵𝐶 or 2 𝐴𝐵 ∗ √3
1 𝐴𝐶
𝐵𝐶 = 2 𝐴𝐵 or
√3

Find the length of the hypotenuse and a

longer leg.

A AC = Hypotenuse
BC = Shorter Leg
AB = Longer Leg

60° C
Find the AC
8
𝐴𝐶 = 2 ∗ 𝐵𝐶
B
𝐴𝐶 = 2 ∗ 8
𝐴𝐶 = 16

Find the AB

𝐴𝐵 = √3 ∗ 𝐵𝐶
𝐴𝐵 = √3 ∗ 8
𝐴𝐵 = 8√3

Very good. Let’s have another problem.

Find the length of the hypotenuse and a

shorter leg.

x = Shorter Leg
y = Hypotenuse
7 = Longer Leg
x y

7
𝑥 =
30° √3
7 °

Page 13 of 19
 7
𝑦 = 2 ∗
√3
𝑦 = 14√3

Very good. Let’s proceed with another

theorem.

In a 45°-45°-90° Triangle Theorem, the

hypotenuse is the √2 times as long as the
leg.

It is also called the isosceles right triangle.

Therefore, the two legs of this triangle are
congruent.

45°
The students will listen carefully to
the teacher.

45°
C B

AC and BC = Legs
AB = Hypotenuse

These are the formulas:

𝐴𝐵 = √2 ∗ 𝐴𝐶 or √2 ∗ BC
𝐴𝐵
𝐴𝐶 =
√2

𝐴𝐵
𝐵𝐶 =
√2

Find the value of x

Page 14 of 19
 10√2
𝑥 =
√2
10√2
x
𝑥 = 10

45°

None, Ma’am
Good job! Are there any questions?

Teacher’s Activity Student’s Activity / Responses

What have we learned today? We learned the right triangle
similarity theorem, the geometric
means theorem, the 45-45-90
triangle theorem, the 30-60-90
Triangle Theorem, and how to
solve problems involving those
theorems.

Are there any questions? None, Ma’am

Page 15 of 19
 Teacher’s Activity Student’s Activity / Responses
Let’s have a Jamboard Activity. Same
group as the first activity. Kindly go to your
respective breakout rooms, and I will give
you the link when I enter your rooms.

Kindly answer the problems, and they

should be presented to the class after.

There will be four breakout rooms. They will go to their rooms.

From items 1-6, find the value of x.

1. 𝑥 = √2 ∗ 6
6
𝑥 = 6√2

2.
12
𝑥 =
√2

x 12
𝑥 = 6√2
45°
3.
45°

x In a 45-45-90 Triangle, two legs are

congruent. Therefore, x = 3√2

3√2
4.
x = longer leg

1
𝑥 = 2 18
x 18 18
𝑥 = 2

60°
𝑥 = 9
Page 16 of 19
5.

60°
x 4√3
𝑥 =
√3

𝑥 = 4
30° 4√3

6.
10

𝑥 = √3 ∗ 10
x
30° 𝑥 = 10√3

7-10. Find the missing lengths using the Solve for x

altitude and the leg rule.
K Leg rule

12 24
12 =
h b 𝑥 12
144 24𝑥
=
P x A y R 24 24

6 = 𝑥
24
Solve for y

𝑥 + 𝑦 = 24
6 + 𝑦 = 24
𝑦 = 24 – 6
𝑦 = 18

Solve for h

Altitude Rule
ℎ 6
=
18 ℎ

ℎ2 = 108

Page 17 of 19
 ℎ = 6√3

Solve for b

Leg Rule

𝑏 24
=
18 𝑏

𝑏 2 = 432
𝑏 = 12√3

Job well done!

Are there any questions? None, Ma’am

Teacher’s Activity Student’s Activity / Responses

I will not be giving any asynchronous task Okay Ma’am
but will wait for the announcement of
Ma’am if there is a task in MyOpenMath.

Should you have any queries, don’t None, Ma’am

hesitate to ask.

If there is none, Let’s call it a day! Thank Thank you and Goodbye Ma’am
you and Goodbye, class.

Page 18 of 19
 Section and Time Reflections

Prepared:

Marjuline A. De Guzman
Student- Teacher

Adrienne Nicole Maldupana

Cooperating Teacher

Page 19 of 19