A Detailed Lesson Plan in Mathematics 9

Prepared by Ronnel Y. Jalem

Content Standards: The learner demonstrates understanding of key concepts of

parallelograms and triangle similarity.

Performance Standards: The learner is able to investigate, analyze, and solve problems
involving parallelograms and triangle similarity through appropriate and accurate
representation.

Learning Competency: The learner proves the Pythagorean Theorem.

Learning Code: M9GE-IIIi-2

I. Lesson Objectives:

At the end of the lesson, the students will be able to:

a. Define pythagorean theorem;

b. Solve problems involving pythagorean theorem; and
c. Discuss the value of resiliency.

II. Subject Matter: The Pythagorean Theorem

a. Textbook: Nivera, G. C., Lapinid, M. R. C. (2014). Grade 9 Mathematics Patterns
and Practicalities. SalesianaBOOKS by Don Bosco Press, Inc.
b. Reference: https://youtu.be/YNvllc3sUXM
c. Instructional Materials: Eraser, Chalk, Cartolina, Whiteboard Marker, Scotch Tape,
Aluminum Foil, Envelope, Laptop

III. Procedure: 3I’s Method

Teacher’s Activity Student’s Activity

I. Introduction
A. Review

Let us pray first. Everyone please stand. (Students do as told.)

May I request the prayer leader today to lead (One student will lead the prayer.)
us the prayer.

Good morning Grade 9 students! Good morning, Sir.

Before you take your seats, kindly pick-up (Students do as told.)

some trash under your chairs and arrange
your chairs silently at the count of 5. (The
teacher does the counting.)

I believe this is my second time teaching in Listen, Respect and Cooperate, Sir.
your class and I would like to remind our
rules which is the LRC. What is again the
abbreviation of LRC?

Alright! Do we have absentees for this None, Sir.

morning?
Do you have assignments to be passed?
None, Sir.
Alright! Previously, we discussed about
triangle similarity theorem. Am I right? Yes, Sir.

For me to check whether you really

understand our previous discussion, let’s
have a quick review.

Activity 1: “Up or answer”

Directions: Say true if the statement is true
otherwise false if the statement is false.

1. AAA similarity theorem states that if the

corresponding sides lengths of two triangles 1. False
are proportional, then the triangles are 2. True
similar. 3. True
2. SAS similarity theorem states that if the 4. False
two sides of one triangle are proportional to 5. True
the two sides of another triangle and the
included angles are congruent, then the
triangles are similar.
3. You can prove similar triangles if and only
if they have conditions.
4. SSS similarity theorem states that if the
three angles of one triangle are congruent to
the three angles of another triangle, then the
triangles are similar.
5. The longest side of right triangle is called
legs while the two sides are called
hypotenuse.

Wow! You got 5/5 and that’s mean very

good. It seems that you really understand the
previous topic. With that, give yourselves 5
big claps, begin. (Students do as told.)

2. Motivation

Class, I have here pictures of some group of

people. Which of the following groups of
people you find most important in your life? Possible answers:
Family, Friends, Classmates, Couple
Alright! All of your answers are correct. You
should know all the important people and
things in your life because that’s what
matters the most.
Class, just like these pictures, there is also a
theorem in geometry that considers one of the
most important among the theorems that we
had discussed.

Do you want to know one of the most

important theorems in geometry?

Alright! Yes, Sir.

3. Statement of the Subject Matter and the

Aim

This morning, we will discuss The

Pythagorean Theorem. I want you to listen
attentively because at the end of the lesson,
you are expected to attain the following
objectives:
a. Define pythagorean theorem.
b. Solve problems involving pythagorean
theorem.
c. Discuss the value of resiliency.

Let us read all together our objectives today.

Are the objectives clear class?

B. Interaction

I have here an activity for you to do. This Yes, Sir.

activity is called “Find the Unknown”.

Mechanics:
1. The class will be divided into 4 groups.
2. Each group will find the unknown side of
the right triangle based on the illustration.
3. Each group must assign a representative to
present their work.
4. Finish the activity within 3 minutes.
5. Paste the work on the board once it done or
when the time is up.

Are the mechanics clear, Class?

Activity 1: “Find the Unknown” Yes, Sir.

Expected answers:

1. Given:
1. a=4, b=3
Solution:
 c 2=a2+ b2
2 2 2 2 2
c =4 +3 c =16+ 9c =25
2
√ c =√ 25
c=5

2. 2. Given:
a=6, c=10
Solution:
2 2 2 2 2 2 2
c =a + b 10 =6 + b 100=36+b
2 2 2
100 −36=36 −36+ b 64=b √ 64=√ b
8=b
3.
3. Given:
b=12, c=13
Solution:
c 2=a2+ b2
2 2 2
13 =a +12
2
4. 169=a +144
2
169 −144=a +144 − 144
2
25=a
2
√ 25=√ a
5=a
4. Given:
a=8, b=15
Solution:
2 2 2
c =a + b
2 2 2
c =8 +15
c 2=64 +225
2
c =289
√ c 2=√ 289
c=17

Based on the illustrations, the triangles are

right triangles, Sir.
Alright! Let’s check your work one by one.
The longest sides is called hypotenuse, Sir.
Class, based on the illustrations, what kind of
triangles are showed?
The sides of hypotenuse are called legs, Sir.
What do you call the longest side of the
triangles?
The values of legs are 4 and 3, Sir.
If the longest side is called hypotenuse, what
do you call the sides of hypotenuse?
The length of hypotenuse is unknown.
Now, based on the illustration of group 1,
Yes, Sir.
what are the length of legs of hypotenuse?
Because we have already the given legs a=4
What is the length of hypotenuse?
 and b=3.
Can we solve the length of hypotenuse?

Why do you say so?

Exactly! Since we have the given lengths, we

can now solve for the one unknown length.
Take note that you cannot solve for unknown None, Sir.
length without knowing the necessary given
of the problem.
The length of hypotenuse is 10.
Do you have questions for the first
illustration?

Alright! Let’s proceed to the work of group The lengths of legs are 6 and the other one is
2. Based on the illustration, what is the length unknown.
of hypotenuse?
The leg that is unknown is b.
What are the lengths of legs?
Yes, Sir.

What is the leg that is unknown? Because we have already the necessary given
to solve for b.
Can we now solve the length of b?

Why do you say so?

None, Sir.
Correct! Since we have all the necessary
lengths, we can solve now for b.
The length of hypotenuse is 10.
Do you have questions for the second
illustration?

Alright! Let’s move on to the work of group The length of legs are 12 and the other one is
3. Based on the illustration, what is the length unknown.
of hypotenuse?
The leg that is unknown is a.
What are the lengths of legs?
Yes, Sir.

What is the leg that is unknown? Because we have already the necessary given
to solve for a.
Can we now solve the length of a?

Why do you say so?

None, Sir.
Correct! Since we have all the necessary
lengths, we can solve now for a.
The length of hypotenuse is unknown.
Do you have questions for the third
illustration?

Alright! Let’s go to the work of group 4.

Based on the illustration, what is the length The lengths of legs are 8 and 15.
of hypotenuse?
Yes, Sir.
What are the lengths of legs?

Can we solve now for the length of Because we have already the necessary given
hypotenuse? to solve for c.

Why do you say so?

Correct! Since we have all the necessary None, Sir.

lengths, we can solve now for a.

Do you have questions for the 4th Pythagorean theorem is a right triangle which
illustration? states that the square of the length of
hypotenuse is equal to the sum of the squares
Alright! Observe properly the formula of of the lengths of its legs.
pythagorean theorem, the hypotenuse, and
the legs of right triangles. What do you think
is the definition of pythagorean theorem?

Very Good! Take note class that the word

“pythagorean” comes from the name of
mathematician Pythagoras in ancient Greece
and “Theorem” means a statement that has
already been proven true. Pythagorean
theorem allows you also to calculate None, Sir.
distances in real-life problems.

Do you have questions so far?

C. Integration

For me to check whether you really

understand our discussion today, let’s have
another activity.

Activity 2: “Solve Me”

Directions:Find the missing side of the right
triangle.

Mechanics:
1. The class will be divided into 4 groups.
2. Each group will solve problems using
pythagorean theorem.
3. Each group will assign a representative to
present the work.
4. Finish the activity within 3 minutes.
5. Paste your work on the board when the Yes, Sir.
time is up or once you are done.
In ABC with right ∠C, solve for the
Are the mechanics clear, Class? missing value
 Group 1:
If AC=2, BC=√ 5, find AB

Group 2:
If BC=9, AB=12, find AC

Group 3:
If AB=6, AC=5, find BC

Group 4:
If AC=7, BC=8, find AB

Value Integration Yes, Sir.

Class, at your age now, do you have

problems in your high school experiences? Waking up early in the morning to take a
bath, breakfast and go to school even I still
Can you share some problems? sleepy.

Difficulty in answering assignments, quizzes

and activities in math.
What else?

Disciplining myself to wake up early.

Thank you for sharing your problems. Class,
be mindful that every problem has a Do practice solving math problems at home.
solution . How will you encounter your
problems?

Very Good! I believe all of you encountered

such that problems. Because I feel you are
resilient to solve your problems.

Just like solving problems in mathematics,

we should be resilient no matter how hard it
is. Just so you know, if you want to master
solving math problems, do practice at home
and be resilient that you can do it. Yes, Sir.

Did we achieve our objectives this day class?

IV. Evaluation:
Directions: Find what is asked in the problem.

The lengths of two sides of a rectangle are 27 cm and 36 cm. Find the length of its diagonal.

V. Assignment:
Explain the two theorems of special right triangles. Write it in your 1/4 sheet of paper. Pass it
next meeting. (5 pts. each).

Alright! Thank you for listening. Let’s end our session by the closing prayer.
 Organized Board Word

The Pythagorean Theorem

I. Objectives:
a. Define pythagorean theorem;
b. Solve problems involving pythagorean theorem.
c. Explain the value of resiliency.

II. Activity 1:
Find the Unknown!

Group 1: Group 2: Group 3: Group 4:

1. Given: 2. Given: 3. Given: 4. Given:

a=4, b=3 a=6, c=10 b=12, c=13 a=8, b=15
Solution: Solution: Solution: Solution:
2 2 2 2 2 2 2 2 2 2 2 2
c =a + b c =a + b c =a + b c =a + b
2 2 2 2 2 2 2 2 2
2 2 2 2
c =4 +3 c =16+ 9 10 =6 + b 13 =a +12 c =8 +15
2
c =25 100=36+b2 169=a2 +144 c 2=64 +225
2 2 2
2
√ c =√ 25 100 −36=36 −36+ b 169 −144=a +144 − 144
c =289
2 2
2
64=b √ 64=√ b
2
25=a √ c =√ 289
c=5 8=b √ 25=√ a
2
c=17
5=a

III. Definition:
Pythagorean theorem is a right triangle which states that the square of the length of
hypotenuse is equal to the sum of the squares of the lengths of its legs.

IV. Activity 2:
Solve Me!