DETAILED LESSON PLAN IN MATHEMATICS 9

Teacher: Xiara Dela Paz

Date: March 1, 2020

I. OBJECTIVE
At the end of the lesson, the students are able to:
a. proves the 30-60-90 Right Triangle Theorem and;
b. solve problems that involve 30-60-90 Right Triangle Theorem.

A. CONTENT STANDARD
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. PERFORMANCE STANDARD: The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate representation.
C. LC CODE: M9GE-IIIg-1; M9GE-IIIi-1
II. CONTENT: 30-60-90 RIGHT TRIANGLE THEOREM
III. REFERENCES:
Mathematics Learner’s Module pp. 389-392;
https://www.katesmathlessons.com/30-60-90-triangles.html

IV. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. PRELIMINARY ACTIVITIES
1. DRILLS
a. Prayer
Good afternoon Ma’am!
b. Greetings
(Different Student Responses)
Good Afternoon class!
How are you feeling today?
2. MOTIVATION AND REVIEW
a. Review
So, let us first have a short review. Who can recall the
formula of the 45-45-90 Right Triangle Theorem?
What formula did you use in getting the measure of its
hypotenuse? How about the leg?
“h=l √ 2”
Very good! Now, if we have right triangle ∆ ABC , “l=h
√2”
what do you call its longest side or side c ? 2

How about side a and side b ?

So, if a=3 ,what is the value of c ? “The hypotenuse.”

B “The two shorter legs.”

c=?
a=3 a=3
C A h=a √ 2
If c=12 ,what is the value of a ? h=3 √2
B
c=12
a=?

C A
2
b. Motivation
a=c √
2
What do you know about the sides of equilateral 2
triangle?  a=12 √
2
12 √ 2
a=
2
a=6 √ 2

Let's say, you have an equilateral triangle.  If you cut

the equilateral triangle in half, what triangle is being
formed? What are the measures of the angles of the “All 3 sides of an equilateral triangle have the same
new formed triangle? length.”

It measures 30, 60 and 90 degrees.

Very good! So, what do you think is our lesson for
today? It forms a 30-60-90 triangle.
Are you ready class?

B. LESSON PROPER

1. Activity
Setting of Standards
a. Each column will form 1 group.
b. Each group will select their leader, secretary and 30-60-90 right triangle theorem
reporter.
c. Every group will receive an envelope which has a
Marker, Manila paper, and guide questions that
will be answered.
d. The class will only be given 10 minutes to answer
the questions inside the envelope.
e. After 10 minutes, the works of every group will be
posted on the board and be reported by the
reporter.

Group 1

1. If the hypotenuse of the triangle is 10, what is

the length of the shorter leg of the 30-60-90
triangle?

GROUP 1
 1. Shorter leg = 5
2. 102 = 52 + x2
100 = 25 + x2
100-25 = x2
75 = x2
√ 75=¿ ¿ x
√ 25●√ 3 = x
5 √3 = x

2. Using the formula of Pythagorean Theorem,

solve for the length or measure of the longer
leg.

Group 2
GROUP 2
1. If the hypotenuse of the triangle is 6, what is 1. Shorter leg = 3
the length of the shorter leg of the 30-60-90 2. 102 = 32 + x2
triangle? 100 = 9 + x2
100-9 = x2
91 = x2
√ 91=¿ x

2. Using the formula of Pythagorean Theorem,

solve for the length or measure of the longer
leg.

Group 3
GROUP 3
1. If the hypotenuse of the triangle is 8, what is 1. Shorter leg = 4
the length of the shorter leg of the 30-60-90 2. 102 = 42 + x2
triangle? 100 = 16 + x2
100-16 = x2
84 = x2
√ 84=x
√ 4 ●√ 21 = x
2 √21 = x

2. Using the formula of Pythagorean Theorem,

solve for the length or measure of the longer
leg.

Group 4

1. If the hypotenuse of the triangle is 14, what is GROUP 4

the length of the shorter leg of the 30-60-90 1. Shorter leg = 7
triangle? 2. 102 = 72 + x2
 100 = 49 + x2
100-49 = x2
51 = x2
√ 51=¿ ¿ x

2. Using the formula of Pythagorean Theorem,

solve for the length or measure of the longer
leg.

Group 5
1. If the hypotenuse of the triangle is 12, what is GROUP 5
the length of the shorter leg of the 30-60-90 1. Shorter leg = 6
triangle? 2. 102 = 62 + x2
100 = 36 + x2
100-36 = x2
64 = x2
√ 64=¿ x ¿
8=x

2. Using the formula of Pythagorean Theorem,

solve for the length or measure of the longer
leg.

2. Analysis

Okay time is up! Please post your works on the board

and present your answers. Just have one
representative per group.
(Group 1-5 present their group work in front)
Group number 1-5 please present your group work.

Very Good Everyone! You did a great job! 

So, let’s go over with your answers.

First, let’s check the answer from Group 1-5. For

Group 1, is their solution correct?

How did you get the value for the shorter leg?
How about the longer leg? The hypotenuse?

Very good! Then well done group 1! 

How about Group 2-5? The hypotenuse is twice the shorter leg.
The longer leg is equal to the shorter leg times the
Good job everyone! Let’s give ourselves a round of square root of 3.
applause.

3. Abstraction
So, based on our activity:

What have you noticed on the shorter legs of the five

triangles that we have solved?

Do you know how long the missing side will be?  The
bottom side has been cut in half to form the 30-60-90
triangle, so if its measure is 10, half of it is?

The short leg of a 30-60-90 triangle is always 1/2 the Shorter leg = hypotenuse divided by 2
length of the hypotenuse.  You could also switch it
around and say that the hypotenuse is always twice
the length of the short leg.
5

Remember, a 30-60-90 triangle is half of an equilateral

triangle.  It can help to sketch in where the rest of the
equilateral triangle would be to help you figure out the
missing side length.

So, what are the formulas to be used in solving for the

Hypotenuse = 2 x shorter leg
missing sides of a 30-60-90 right triangle? 1
Shorter leg = x hypotenuse
2
Shorter leg = longer leg x
√3
3
longer leg = shorter leg x √ 3
4. Application

I think we are all good! Let’s answer some problems on

the board.

For 1-3, fill in the right words to complete the

sentence.
1. A 30-60-90 triangle is half of a(n) ______.

2. The short leg of a 30-60-90 triangle is always _____

the hypotenuse.

3. To find the length of the long leg of a 30-60-90

triangle, you can multiply the length of the short leg
by ___.

For 4-7, find the indicated missing side. (2pts. each)

4. 5.

6. 7.
V. Assignment
Give the six trigonometric ratios.

VI. REMARKS

VII. REFLECTION

A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?