Subject Mathematics

Grade Level GRADE 9

Time Allotment 60 to 70 MINUTES
Teacher MARITES AMOLO
A. Content standards The learner demonstrates understanding of key concepts of
geometry of shapes and sizes, including the use of the
Pythagorean Theorem and special right triangles.
B. Performance standards The learner is able to create representations and models of
geometric figures and solve problems involving them using
appropriate tools.
Learning competency Illustrates and applies the Pythagorean Theorem in solving
problems involving right triangles..
I. OBJECTIVES At the end of the lesson, the students can:

 Identify and describe the properties of right triangles,

including the Pythagorean Theorem.
 Solve for unknown sides of a right triangle using the
Pythagorean Theorem.
 Use physical, and movement-based manipulative to
model and understand relationships in right triangles.

II. CONTENT RIGHT TRIANGLES AND TRIGONOMETRY

III. Learning resources Larson, R., Boswell, L., Kanold, T. D., & Stiff, L. (2007).
A. References Geometry (pp. 446–451). McDougal Littell.
1. Teacher’s guide page
2. Learner’s material page
3. Textbook pages
4. Additional materials Materials Needed
from LRMDS portal
Physical: Cut-out right triangle models, measuring
tapes, string, grid paper, rulers

Kinesthetic: Painter’s tape to create triangles on the

floor, labeled corner markers

Game-based: "Triangle Puzzle Race" cards in ppt or

Quizizz for review game.

ELICIT (Access prior Knowledge) MATERIALS

(5 minutes)
ACTIVITY: “ACTIVITY: ANSWER ME!
(COLABORATIVES LEARNINGSTRATEGY AND INQUIRY- ENVELOPED,
BASED STRATEGY) MARKER,
BANDPAPER AND
MINI
The teacher will group the students into 4. Each group will be
WHITEBOARD.
given an enveloped that has 3 questions inside.
The teacher guide the students what to do.

1. ) What do you remember about triangles?

2.)What makes a triangle a right triangle?

3.)Sketch a right triangles in the mini whiteboard.

Answers:

1. ) compose of 3 sides sir.

2. ) it makes a right triangles if they have 90° angles.a 90°

3.)Students sketch what they think a right triangle looks like on mini
whiteboards.
ENGAGE (get the students’ mind focus on the topic)
(5 minutes)
ACTIVITY:DRAW ME” PROTACTOR,RULER
(MANIPULATIVE-BASED INSTRUCTION STRATEGY, PAINTERS TAPE
INQUIRY-BASED INSTRUCTUON STRATEGY AND WHITE
COLLABORATIVE-BASED STRATEGY ) BONDPAPER AND
MARKER.
The teacher group the students into 4 groups and each group will be
given a strings or protractor,and ruler .

We’re going to explore a mystery triangle today. I want you to be

detectives and figure out what’s special about it.

The teacher use painter’s tape on the floor to form a large triangle
without initially labeling sides(without initially labeling the side).

Question1: Measure all three sides and all three angles. Record what
you find.

Circulate and observe. The teacher encourage students to discuss

their findings with their group.

Question 2: Did anyone notice anything special about one of the

angles?
Question 3:“What’s the measurement of the largest angle?

Question4: What do you notice about this side?Is it longer, shorter, or

about the same as the others?

Answers:

1. The students are measuring the side and angles

2. Yes! it’s a right triangle.
3. This triangle has a 90° angles but The other two angles are acute
(less than 90°).
4. The side opposite the right angle is the hypotenuse.

The other two sides are the legs.

Prompt:What’s special about the side opposite the right angle?

It is longer that the other.

Now that we know this is a right triangle and we’ve found the
hypotenuse, we’re going to explore why this side is so important in
math.

EXPLORE ( provide students with a common experience)

(15 minutes)
ACTIVITY: EXPLORE ME! CUTTING
(MANIPULATIVE-BASED INSTRUCTION TRATEGY) PAPPERS AND
STRING AND
TAPES
(Physical Manipulative)

The teacher give a cutouts square tiles to the students and a triangle.

Let the students build squares on each side of a right triangle and
count unit squares.

The students are making their task.

Expexted answers:

Side a → Count = a²=7square tiles

Side b → Count = b²=5 squares tiles

Hypotenuse (side c) → Count = c²=8.6

 8.6ST

5ST

7ST

2 2 2 2 2 2
a +b =c = 7 =5 + c 49+25=c 2 c=8.60

After that the teacher give an kinesthetic activities that the learners
can able to to makes their own strategy how to solve or get their body
angles with the tapes and strings .

(KINESTHETIC MANIPULATIVE):

Assign students to act as triangle sides (with tape or strings),

measuring sides on the floor and calculating lengths.

They “build” the triangle with their bodies, then switch roles.
EXPLAIN (Teach the concept. Should include interaction between
teacher and students)
(5 minutes)

Teacher presents and explains:

“In any right triangle, the square of the

hypotenuse is equal to the sum of the squares of
the two legs.”
a2+b2=c2a^2 + b^2 = c^2 a2+b2=c2

Solve an example together:

If one leg is 3 units and the other is 4 units, what is the

hypotenuse?

📝 Students work on a scaffolded worksheet with 2 examples.

ELABORATE ( students apply the information)
 Pptx
presentation or
🧠 Game-Based Manipulative: smart tv

(ICT)

"Triangle Puzzle Race":

 Students are grouped.

The teacher draws triangle cards in the screen or

projected in the TV with missing sides.

The student Using tools (rulers, calculators), they solve

for missing sides to move to the next round.

First team to solve will be the first to move the slide in

the TV and if the student done answering all the
missing cards in the tv will be the winner.

EVALUATE ( How will you know the students have learned the
concept)

(8 minutes) Pptx
SELF-CHECK! presentation or
(ICT) ONLINE ASSESSMENT TOOL smart tv

Q1. Which of the following triangles is a right triangle?

A. Triangle with sides 5 cm, 12 cm, 13 cm

B. Triangle with sides 4 cm, 6 cm, 8 cm
C. Triangle with angles 60°, 60°, 60°
D. Triangle with sides 3 cm, 3 cm, 3 cm

✅ Correct Answer: A
Because 52+122=25+144=169=1325^2 + 12^2 = 25 + 144 = 169 =
13^252+122=25+144=169=132

Q2. Solve for the missing side: A right triangle has legs of 6 and 8
units. What is the length of the hypotenuse?

A. 10 units
B. 12 units
C. 9 units
D. 14 units

✅ Correct Answer: A
62+82=36+64=100→100=106^2 + 8^2 = 36 + 64 = 100 → \sqrt{100}
= 1062+82=36+64=100→100=10

Q3. True or False: A triangle with side lengths 7 cm, 24 cm, and 25
cm is a right triangle.

✅ Correct Answer: True

72+242=49+576=625=2527^2 + 24^2 = 49 + 576 = 625 =
25^272+242=49+576=625=252

Q4. Find the missing leg: In a right triangle, the hypotenuse is 13

and one leg is 5. What is the other leg?

A. 12
B. 10
C. 8
D. 9

✅ Correct Answer: A
x2+52=132→x2+25=169→x2=144→x=12x^2 + 5^2 = 13^2 → x^2 +
25 = 169 → x^2 = 144 → x =
12x2+52=132→x2+25=169→x2=144→x=12

Q5. A right triangle has legs of lengths 'a' and 'b' and a hypotenuse
'c'. Which equation correctly represents the Pythagorean
Theorem?

A. a+b=ca + b = ca+b=c
B. a2+b2=c2a^2 + b^2 = c^2a2+b2=c2
C. a2−b2=ca^2 - b^2 = ca2−b2=c
D. ab=cab = cab=c

✅ Correct Answer: B

EXTEND (Depend conceptual understanding through use in new

context )
ACTIVITY: SOLVE ME!

Homework: “Design Your Dream Ramp”:

Given height and base of a ramp, calculate the length

needed for the hypotenuse (slope).

REFERENCES:Larson, R., Boswell, L., Kanold, T. D., & Stiff, L.

(2007). Geometry (pp. 446–451). McDougal Littell.

PREPARED BY: ERNESTO BALAWINGII