CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

COLLEGE OF DEVELOPMENT EDUCATION

San Jose, Pili, Camarines Sur

Detailed Lesson Plan in Mathematics 9

Pythagorean Theorem

I. LEARNING OBJECTIVES
During and after the 30-minute discussion at least 75% of the students are
expected to:
1. Discover the relationship between the sum of the squares of the legs and
the square of the hypotenuse in Pythagorean Theorem;
2. Solve the unknown side of a right triangle using the Pythagorean
Theorem; and
3. Relate the application of Pythagorean Theorem in their daily life
scenario.
II. SUBJECT MATTER
A. Topic: Pythagorean Theorem
B. Time Frame: 30 minutes
C. References:
 Learners’ Module in Mathematics 9, pp. 389 – 392
 Geometry by Cecile M. De Leon, et al. pp. 169 – 172
 Code: M9GE-IIIi-2, K to 12 Mathematics Curriculum Guide, August
2016 p. 244
D. Instructional Materials: PowerPoint Presentation, Manila paper,
Marker, Improvise Facebook App, White Flag, Green Card, Red Card,
Picture of a ladder placed against the wall

E. Concept: 1. Pythagorean Theorem in a right triangle, the square of the

hypotenuse is equal to the sum of the square of
the two shorter legs.
F. Activities:
G. Skills to be developed: Observing, Analytical and Critical Thinking,

H. Values to be integrated: Teamwork and Cooperation, Responsibility,

Decision-making.
I. Strategy to be applied: 4A’s Approach (Activity, Analysis, Abstraction,
Application)

III. TEACHING PROCEDURE

Time Teaching Hints Teacher’s Activity Students’ Activity IMS/L

Frame AS
5 mins I. PRELIMINARY
ACTIVITIES
1. Greetings Good Afternoon, class! Ppt
Good Afternoon Sir!
How do you feel this
afternoon class? It’s good Sir! Always
good.
Well that’s awesome!
Video-
2. Prayer For that, everybody Invoc
please rise for a short ation
prayer. In the name of the
Father...
Lord, we ask for your
guidance, please give
us the enthusiasm to
make the teaching-
learning process alive
and to keep us, your
children, learn more.
Amen.
3. Securing the Before taking your seats,
cleanliness kindly pick-up the pieces
of papers and plastics
that you will see around
you and arrange your
chairs properly.
Thank You! Please sit
down.

4. Checking of Class, do we have any

attendance absentee/s today?
None Sir!
Well that’s great! For that
let’s give ourselves a
Saranghae Clap.
(The Students will do
the Clap.)
5. Checking of As far I can remember, I
assignment gave you an assignment
last meeting. Kindly hand

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 it over. Then, I will check (The students will pass
that later. their notebooks
forward.)
Thank you!

6. Recall Class, I have here some Flash

flashcards. Your task is to cards,
evaluate and give me its Ppt
simplest form.
Are you ready? Yes Sir!
What are the squares of (The student will try to
these terms? answer.)
 32 9
5 2  25
 10 2  100
 12 2  144
Very good class!

What are the square roots

of these terms which are (The students will try to
perfect squares? answer.)
 √16
4
 √64
8
Before I proceed to the
remaining flashcards.
How can we get the (The students will raise
square roots of the terms their hands.)
which are not perfect
Sir, if the term is not a
squares? perfect square, we
Yes, Student A? should think its factors
which one is a perfect
square.
Very well said Student A!
Let’s try what Student A (The students will try to
said. answer.)
What is the square roots
of these terms?  3√2
 √18  2√5
 √20
Very good class!
Another question class,
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 but no more flashcards. (The students will raise
How can you say that the their hands.)
triangle is a right triangle? The triangle is a right
Yes, Student B? triangle if one of its
three angles is a right
angle.
Very good!
What is the measure of a (The student will raise
right angle? their hands.)
Yes, Student C? The measure of a right
angle is 90°.
That’s right.
(The student will verify
carefully)
7. Motivation Power
So now, let’s have a
Point
game!
Prese
Who’s up for a game? (The students will raise
ntation
their hand.)
,
Ow, Sure! Let’s have a
Visual
game! This game is
Aids
called 4Pics 1Word. Does
anyone here knows it
already? Yes, Sir!

Ow, that’s nice! The

mechanics of the game is
very simple. I’ll be
flashing 4 pictures and
your task is to determine
the word being pertained
by the 4 pictures on-
flashed. The first student
who raised his/her with
correct answer will

EXPECTED
ANSWER:
1. MATHEMATICIAN
2. LEG/S
3. RIGHT TRIANGLE
4. SQUARE
5. HYPOTENUSE
5. PYTHAGORAS

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receive a price.

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Page | 128
15 sec II. PRESENTA- The game that we had a Ppt
TION OF THE while ago has something
LESSON to do with our topic for
today. Anyone from the
class who can guess it?
Sir, I think our topic for
today is about
Pythagorean Theorem.
That’s right!
30 sec III. PRESENTATIO But before we dig deeper Ppt
N OF THE into the topic, here are
OBJECTIVES the lesson objectives that
we need to attain during
and after a 30–minute
discussion:
(The teacher will post the (The students will read
lesson objectives on the the lesson objectives.)
board.)
 Discover the
relationship
between the sum
of the squares of
the legs to the
square of the
hypotenuse ;
 Solve the unknown
side of a right
triangle using the
Pythagorean
Theorem; and
 Relate the (The students will listen
application of attentively.)
Pythagorean
Theorem in their
daily life scenario.
1 min IV. UNLOCKING As we go through the Slide
OF discussion, we will presen
DIFFICULTIES encounter some difficult tation
terminologies.

Hypotenuse It is the longest side of

a right triangle

Theorem A Mathematical
statement that has
been proven to be
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 true.
15 V. LESSON
mins PROPER
1. Activity Now, let’s have an
activity. In this activity, we Power
will be using the four (4) Point
right triangles that we had Prese
from the game-4Pics ntation
1Word. This activity is , White
entitled WHAT’S ON flag,
YOUR MIND? Green
INSTRUCTIONS: Card,
 The class will be Red
Card
divided into four (4)
groups.
 Each group will be
provided one (1) right
triangle and a table
to fill out.
 The groups will be
given five (5) minutes
to do their tasks.
 Each group will be
given one (1) minute
to present their work.
(The teacher will post the
rubric for the activity on
the board.)
After completing the
table, each group will
answer a question.
 What do you observe
about the sum of the
squares of the legs of
a right triangle to its
hypotenuse?

Group 1
Expected Answers:
Group 1

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 Group 2

Group 3

Group 2

Group 4

Group 3

Group 4

 The sum of the

squares of the legs
of a right triangle is
equal to its
2. Analysis Based from your group hypotenuse Power
output, how did you Point
determine the legs of the Prese
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right triangle? ntation
Yes, Student D?

(The student will raise

That’s great! their hands.)
The legs are the
(The teacher will check segments that form a
the output of each group right angle.
in determining the shorter
leg and longer leg of a
right triangle.)

How about the

hypotenuse? How can
you determine the
hypotenuse in a right
triangle?
Yes, Student E? (The students will raise
their hands.)
That’s right! The hypotenuse is the
opposite of the right
(The teacher will check angle.
the output of each group
in determining the
hypotenuse of a right
triangle.)

After you add the squares

of the shorter leg and
longer leg of a right
triangle, what did you
observed about the
relationship of the sum of
squares of the legs of a
right triangle to its
hypotenuse?
Yes Student F?
Very good observation
Student F!

(The teacher will check (The students will raise

the output of each group if their hands.)
the sum of squares of the Sir, they are equal.
legs of a right triangle is
equal to its hypotenuse.)

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 (The students will verify
As you can see the sum their work.)
3. Abstraction of the squares of the legs Power
of a right triangle is equal Point
to its hypotenuse. Prese
The activity that you have ntation
just did a while ago is a ,
proof of our topic this Visual
morning which is Aids,
PYTHAGOREAN Manila
THEOREM. Paper,
Pythagorean Theorem Marke
was discovered by the r
great mathematician
Pythagoras of Samos,
Egypt. In some books,
this is also known as
Pythagoras’ Theorem.
This theorem can be
written as 𝑎2 + 𝑏 2 = 𝑐 2 . (The students will listen
carefully.)
B

a c

F b G
Remember that you can
only apply the
Pythagorean Theorem
to a right triangle.
To understand deeply our
lesson for this morning,
let’s take a look at this
example.
Given: ∆FYI, if a = 3 and
b = 4, find the value of c.
Y

c
3
(The students will listen
F I carefully.)
4

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 SOLUTION:
𝑎2 + 𝑏 2 = 𝑐 2
̅̅̅̅
𝐹𝑌 2 + ̅̅̅
𝐹𝐼 2 = ̅̅̅
𝑌𝐼 2
32 + 42 = 𝑐 2
9 + 16 = 𝑐 2
25 = 𝑐 2
√25 = √𝑐 2
5=𝑐

Let’s have another

example.
Given ∆KEY, if 𝐾𝑌̅̅̅̅ = 3
̅̅̅̅
and 𝐸𝑌 = 6, find the
̅̅̅̅ .
value of 𝐾𝐸

?
6

K 3 Y

̅̅̅̅ 2 + 𝐸𝑌
𝐾𝑌 ̅̅̅̅ 2 = 𝐾𝐸
̅̅̅̅ 2
32 + 62 = ̅̅̅̅𝐾𝐸 2
9 + 36 = 𝐾𝐸 ̅̅̅̅ 2
45 = ̅̅̅̅
𝐾𝐸 2
√9 • 5 = √̅̅̅̅ 𝐾𝐸 2 (The students will listen
3√5 = ̅̅̅̅
𝐾𝐸 carefully.)
Ppt
Let’s apply the
Pythagorean Theorem in
4. Application
the group activity you did
a while ago so that you
will really understand the
relation between the
sums of squares of the
legs of a right triangle to
its hypotenuse.
What you are going to do
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is to use Pythagorean
theorem in solving the
right angle which
assigned to you. We
already know the value
the hypotenuse of your
right triangles but for this
time let’s assume that it is
unknown then try to solve
for the value of the
hypotenuse. I will give
you two (2) minutes to
solve, write your answer
on manila paper.
Did you understand?
Any clarification?

Okay, you’re time starts

now.
Group 1 Yes, Sir!
̅̅̅̅
Let’s say that 𝐵𝐶 is not None, Sir!
given and we should solve
for its value.

Expected answers:
B ̅̅̅̅
𝐴𝐵 2 + ̅̅̅̅
𝐴𝐶 2 = 𝐵𝐶 ̅̅̅̅ 2
2 2
5 + 12 = 𝐵𝐶 ̅̅̅̅ 2
25 + 144 = 𝐵𝐶 ̅̅̅̅ 2
12 ?
̅̅̅̅ 2
169 = 𝐵𝐶
√169 = √𝐵𝐶 ̅̅̅̅ 2
A 5 C ̅̅̅̅
13 = 𝐵𝐶

Group 2
X 6 Z ̅̅̅̅
𝑋𝑍 2 + ̅̅̅̅
𝑋𝑌 2 = ̅̅̅̅
𝑌𝑍 2
2 2
6 + 8 = 𝑌𝑍 ̅̅̅̅ 2
8 ? 36 + 64 = ̅̅̅̅𝑌𝑍 2
̅̅̅̅ 2
100 = 𝑌𝑍
Y √100 = √̅̅̅̅
𝑌𝑍 2
̅̅̅̅
10 = 𝐵𝐶

Group 3
B 12 T
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 ̅̅̅̅ 2 + ̅𝑇𝑆
𝐵𝑇 ̅̅̅ 2 = ̅̅̅̅
𝐵𝑆 2
122 + 162 = 𝐵𝑆 ̅̅̅̅ 2
? 16 144 + 256 = ̅̅̅̅ 𝐵𝑆 2
400 = 𝐵𝑆 ̅̅̅̅ 2

√400 = √̅̅̅̅
𝐵𝑆 2
S
20 = ̅̅̅̅
𝐵𝑆

Group 4
D ̅̅̅̅ 2 + 𝐶𝐸
𝐶𝐷 ̅̅̅̅ 2 = 𝐷𝐸
̅̅̅̅ 2
? 92 + 122 = ̅̅̅̅ 𝐷𝐸 2
9 81 + 144 = ̅̅̅̅ 𝐷𝐸 2
C E 225 = ̅̅̅̅𝐷𝐸 2
12 √225 = √̅̅̅̅ 𝐷𝐸 2
15 = 𝐷𝐸̅̅̅̅
Very good class!

All of you deserve a (The student will clap

resounding applause. their hands.)
Yes, Sir!
2 VI. GENERALI- Did you now understand Ppt
mins ZATION our lesson this morning? Yes Sir!
Do have any clarification/
questions?
None Sir!
Alright! It seems that you
really understand our
lesson this morning.
To sum up our lesson
today, what is the
relationship between the
sum of the squares of the
(The students will raise
legs and the square of the
their hands.)
hypotenuse?
The sum of the squares
Yes, Student G?
of the legs is equal to
the square of the
hypotenuse.
Excellent!
Can you apply
Pythagorean Theorem to
(The students will raise
all triangles?
their hands.)
Yes, Student H?
Pythagorean Theorem
can only be applied to
Marvelous!
a right triangle.
You really remember
when to use the

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 Pythagorean Theorem.
If the terms in the
radicand is not a perfect
square, what should we
do?
Yes, Student I?
(The students will raise
their hands.)
If the term in the
radicand is not a
perfect square, we
should find factors of
the term which one of
its factors is a perfect
square.

Very well said!

3 mins VII. VALUES Now, I want you to close Power

INTEGRATION your eyes. (The students will close Point
Here’s the catch, imagine their eyes.) Prese
that you are on your ntation
house. ,
What you are going to do (The students will think Pictur
is to cite all the things for their responses.) e of
which are look like a right constr
triangle. (Some of the students uction
Do you have it now in will response.) Worke
your mind? Yes, Sir! r

What are those things

you see? (Students may try to
Very good! answer.)
Nice application class.
Since all the things you’ve
cited were right triangles,
then the Pythagorean
Theorem can be used to
solve for their sides.
Okay, I have a question. (Some of the students
Who among you here has will raise their hands.)
a father who is a
construction worker?
That’s great!
What specifically is your
father doing as a (The students will raise
construction worker? their hands.)

Yes, Student J? Sir, as a construction

worker, my father
Page | 137
 builds a house,
building or other
infrastructure. One of
his work is to climb the
top of the house using
Very good! a ladder.
It seems that you are well-
oriented about your
father’s work.
(The teacher will post
picture on the board.)
Let’s say that a
construction worker is
climbing the house using
a ladder. The ladder is
placed against the wall.
What kind of triangle does
the ladder and the wall It is a right triangle.
formed?
Very good!
If we are going to solve for
its sides, what theorem Sir, we can use a
can we use? Pythagorean Theorem.

Absolutely right!
Which could be the legs
and the hypotenuse of
right triangle formed by
the ladder and the wall?
The legs will be the
height of the wall from
the top of the ladder
and distance of the
bottom of the ladder
from the wall, and the
hypotenuse will be the
Very good class! ladder itself.
Do you have questions or
clarification about our
topic today?
None, Sir!

IV. EVALUATION
Solve the unknown side of following right triangles using the Pythagorean

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Theorem.

1. 2. 3. 6
? ? 5 2
4

?
2 10

V. ASSIGNMENT

A. Solve the following problems using the Pythagorean Theorem. (5 pts each)
1. Jake runs diagonally across a rectangular field that has a length of 36 meter
and a width of 18 meter. What is the length of the diagonal that Jake runs?

2. A ladder leans against a second-story window of a house. If the ladder is 25

meters long, and the base of the ladder is 7 meters from the house. How high is
the window?

B.
1. What is a Special Right Triangle?
2. Illustrate the 30° − 60° − 90° and 45° − 90° − 45° right triangle.

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Prepared by:

VILLARBA, KURT RENCEL

DEMO TEACHER

Submitted to:

PROF NELIA B. ARIMADO

EDUC 10

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