Lesson Plan in Math 9

Topic: Pythagorean Theorem

I. Proves the Pythagorean Theorem and applies the theorem in problem solving. M9GE-IIIi-2

II. Pythagorean Theorem

LM pp 389-391
Video Clip: Simplest Way to Prove the Pythagorean Theorem; Maths-Pythagoras Theorem, application
BodhaGuru Learning Private Limited
Triangle cut-outs, ruler, calculator

III. A. Preliminary Activity:

1. Routine Activities : Prayer, checking of attendance and arrange the chairs

2. Explorative Activity: Let the students measure the legs and hypotenuse of a right triangle using a
ruler. Then get the sum of the squares of the legs and the square of the hypotenuse. (Allow the students
to use a calculator especially those who had the difficulty in doing the operation.)

Ask: What have you found out?

3. Tell the class that what they found out is the Pythagorean Theorem. Show a picture of Pythagoras and
give a brief biography of him.

B. Discussion Ideas

1. The Pythagorean Theorem is one of the most important theorems in Geometry. By group, ask them to
prove the theorem. Clarify to them that hints or some clues are given in the activity. (Refer to LM pp
389-390). After 5 minutes, ask somebody from the group to show there proof on the board. Incentive
for class participation will be given to the group that have shown a correct and complete proof.

2. Through a video clip, show a simpler way of proving the theorem.

3. Show how the theorem is used in solving right triangles and in real life situations.

4. Provide practice exercises.

C
4.a Given: rt ∆CEB
if c=7 and b = 24 then e =?
if e=41 and c=9 then b=?

E B

Subject Integration: Araling Panlipunan

4.b Given the flags of Jamaica and Bhutan with its length and width, how much longer is the
diagonal of the Bhutan flag than the diagonal of the Jamaican flag?

5. Unlock difficulties encountered in the practice exercises

C. Summary

1. What does the Pythagorean Theorem states?

Mathematical Reasoning:

If you know only the length of one side of a right triangle, can you find the lengths of the other sides?
Why or why not?

IV. Evaluation

Given: Right ∆ ABC with right ∠C A

For number 1-3 solve for the missing side. Two points for the equation and

solution and one point for the final answer.

1 .a= 5 ;b= 12 then c=?

2. a= 10; c= 20 then a=? C

B
3. b= 6; c= 11 then b=?

For number 4-5 solve for the unknown side. Two points for the illustration, two points for the equation
and solution and one point for the final answer.

4. How high up the wall will a 7-m ladder reach if the foot of the ladder is placed 2 m from the base of
the wall?

5. A rectangular gate whose dimensions are 3 meters by 2 meters is to be braced with a steel by
connecting opposite corners. How long must the steel be?

V. Homework

Find OV in □LOVE
4.8
L O

8 V

8.4
E

Prepared by:

ANNA MARIE R SEVILLA

Teacher I

Checked by:

SEMIE B CABIOC
MT I
 Lesson Plan in Math 9

Topic: Direct and Inverse Variation

I. Illustrates situations that involve direct or inverse variations(M9AL-IIa-1)

II. Direct and Inverse Variation

LM pp. 194- 213
Gr9 Mathematics Patterns and Practicalities pp 113- 143
Recorded Song: Changes in My Life
Speaker, Laptop

III. Development of the Lesson

A. Preliminary Activity:
1. Routine Activities : Prayer, checking of attendance and arrange the chairs

2. Subject Integration: Music and Values Education and Differentiated Learning Activity
Play the song, Changes In My Life, and group the students into 3. Let them interpret the song through a
dance, pantomime or drama and hand gesture. After, ask the students to reflect the changes that
happened in their lives and how they cope up with these changes.

3. Change involves variables and they are related directly or inversely.

B. Discussion Ideas
1. Reveal the knowledge on direct and inverse variations by giving practical situations encountered in
real life. Define direct and inverse variations.

2. Integration: Numeracy and Literacy

Ask a student to read the situation and decide whether it is a direct variation or inverse variation. (An
incentive for class participation will be given to those who will volunteer)
a. the side of square is related to its perimeter
b. the number of people sharing a loaf of bread is related to the size of the slice each person gets
c. the age of a used cellphone is related to the price the owner can get for it
d. the time a painter paints a wall is related to the area of the wall painted

3. Let the students give two quantities and ask how they are related.

4. Unlock some difficulties.

C. Summary
1. Suppose that y varies directly as x, and x is tripled. What is the effect on y?
2. If y varies directly as x, what happens to y as x increases?

IV. Evaluation
Identify ME!
Name the two quantities in each situation. Tell whether they are directly or inversely related. Explain your
answer.
Example: the number of kilometres driven is related to the gas left in the tank.
Solution:
Quantity 1 Quantity 2 Related how Explanation
Kilometres driven Remaining gas Inverse As the number of
kilometres driven
increases, the amount of
gas decreases
1. The diameter of the circle is related to its circumference
Quantity 1 Quantity 2 Related how Explanation

2. The number of people sharing a pizza is related to the size of the slice each one gets.
Quantity 1 Quantity 2 Related how Explanation

3. The age of a used car is related to the price the owner gets if he sells it.
Quantity 1 Quantity 2 Related how Explanation

4. The time a teacher spends checking papers is related to her number of students.
Quantity 1 Quantity 2 Related how Explanation

5. The cost of life insurance depends on the age of the insured person.
Quantity 1 Quantity 2 Related how Explanation

V. Assignment

Translate each variation statement as an equation.

___________1. Q varies directly as r
___________2. N is directly proportional to m
___________3. R is directly proportional to the square of q
___________4. A varies inversely as b
___________5. Q varies inversely as P and directly as t

Prepared by:

ANNA MARIE R SEVILLA

Teacher I

Checked by:

SEMIE B CABIOC
MT I