DETAILED LESSON PLAN IN

MATHEMATICS IX
SUBMITTED BY:
JOSHUA GAGALA
JERRY MARIANO JR.
CARIZZA LYN VERGARA
LORAINE DELA CRUZ
MICA ELLA JOY PADOLINA

SUBMITTED TO:
SIR JOEL ALVAREZ

A.Y. 2020-2021
 DETAILED LESSON PLAN IN MATHEMATICS IX

LEARNING DELIVERY MODALITY Face-to-face learning

SCHOOL Ligaya National High School Grade Level Grade IX

TEACHER JOSHUA G. GAGALA Learning Area Mathematics IX
TEACHING DATE May 10, 2021 Quarter Third Quarter
TEACHING TIME 60 minutes Week Week 26 - Day 2

I. OBJECTIVES
I.1 Content Standards Problem Solving Involving Triangle Similarity and Right
Triangle
I.2 Performance Standards The learners should be able to investigate analyze, and
solve problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
I.3 Learning Objectives At the end of the lesson the student should be able to:
a. solve problems using the Pythagorean theorem;
b. applies Pythagorean theorem in real life
problems;and
c. create a video presentation about the application of
Pythagorean theorem in real life situation.

I.4 Most Essential Learning Competencies Quarter III - Week 26 - Day 2.Create a video
(MELC) presentation about the application of Pythagorean
theorem in real life situation
II. SUBJECT MATTER SOLVING PROBLEMS USING PYTHAGOREAN THEOREM
III. LEARNING RESOURCES
III. 1 References BEAM Third Year, Module 16 (TG)
EASE Module Third Year Similarity, Module 3
APEX Math Similarity of Triangles Unit 4 Lesson
11-16 Geometry Chapter 5 Similarity 5.5. Problems
Involving Similar Triangles and Other Special Right
Triangles p.175 (LM)
III. 2 MATERIALS Powerpoint presentation, whiteboard, whiteboard pen
and cross-word puzzle, visual aids.
IV. PROCEDURE
Teacher’s activity Student’s activity
IV. 1 Preparation
 Good morning!
 May I request student A to lead us on our
prayer.
 Before you take your sits, kindly arrange your
chairs and pick up all the trash under your
chairs.
 Okay, let's check your attendance. Say present
if your here.
 Very good. All are present. Around of
applause to everyone.
 Before we proceed to our new lesson,
let’s have a review first of what we had
discussed last meeting.So, what did we
discuss yesterday?
 Very good. So, what is RTST?
 Exactly,but how will you describe a right
triangle?
 Correct,if I have here ∆ABC, name the
hypotenuse and the legs.
 Very good,I think you already understand our
previous lesson.
 Good morning Sir!
 Student A will lead the prayer.
 The students will arrange their chairs, pick up the
trash under their chairs and take their sits.
 The students will say present once they hear their
names.
 Students will clap their hands
 We talked about the Right Triangle Similarity
Theorem (RTST).
 RTST states that if the altitude is drawn to the
hypotenuse of a right triangle, then the two
triangles formed are similar to the original
triangle and to each other.
 It has an angle measuring 90°.
 The hypotenuse is line segment AC and the legs
are line segments AB and BC
IV. 2 Motivation
 I prepared a group activity for you, I will  The students will count 1,2,3 and 4 group.And
group the class into four. You are going to they will find their respective groups having the
play a cross-word puzzle. List down the same number of them.
words that you can see in the puzzle. The
number of words that you have will be the
bases of the points you earn in the activity.
You have 5 minutes to do the activity.
 Student will ask a question for clarifications.
 Do you have any question?

 Teacher will answer the questions of his

students.  The groups will do the task in 5 minutes.
 Now,I think the instructions are clear we may
now start our activity. O U S U U L K V N B
 The teacher will give the cross-word puzzles E O M B O K B K A L
to each groups. L S S S Q U A R E C
G Y U S H X D E R R
N N N N G S P F O I
O U S U U L K V N B A G S G E L S F G G
E O M B O K B K A L I S X N S T K F A H
L S S S Q U A R E C R S S M F G O L H T
G Y U S H X D E R R T F S N J S Y P T F
N N N N G S P F O I D S U M S C E Q Y F
A G S G E L S F G G Y D S L J B W D P H
I S X N S T K F A H T H E O R E M D K Y
R S S M F G O L H T
T F S N J S Y P T F
D S U M S C E Q Y F 1. PYTHAGOREAN
Y D S L J B W D P H 2. THEOREM
T H E O R E M D K Y
3. SUM
4. LEGS
5. SQUARE
6. HYPOTENUSE
7. RIGHT
8. TRIANGLE

IV. 3 Presentation

 Now, based in our activity a while ago, our

lesson for today is all about Pythagorean
Theorem.  The student who wants to answer will raise their
 What is Pythagorean Theorem?Do you have hand.
any idea?  Pythagorean Theorem for me is in the equation of
 Okay student B. c²=a²+b².

 Very good. Who else?  Pythagorean Theorem is the relationship

 Okay Student C. between the sides of a right triangle.

 Very good.Pythagorean Theorem states that

 the square of the hypotenuse of a right
triangle is equal to the sum of the squares of
the legs.Pythagorean Theorem can be applied
only in right triangle.
 Now, I will show you a right triangle.
 As you can see,Line segment AB is our
hypotenuse and its measure is unknown.The

line segments AC and CB are our legs whic

measures 8 and 6.Now let's apply our formula
c²=a²+b².In order to get the answer we should
need to derive the formula first.
 c²=a²+b², get the square root of both sides and
we have c=√a²+b²
 So ,let's substitute:
c=√a²+b²
c=√6²+8²
c=√36+64
c=√100
c=10 cm
 We use the positive sign,since we are talking
about length.
 How about if hypotenuse and one leg is given
and the other leg is unknown for
example.Using the same example,let's assume
that we still don't know the value of line
segment CB.

 In that case we need to derive our formula

again c²=a²+b²,since we are finding for CB or

 Students who want to answer will raise their

hands.
 Students D and E will answer the example on the
board.

c=√a²+b²
c=√36²+64²
the a in the illustration, let's leave alone a² in
c=√1296+4096
one side and the other 2 on the other side
c=√5392
using Addition Property of Equality(APE) by
c=73.43 cm
adding -b² both sides.c²+(-b²)=a²+b²+(-b²);we
have now c²-b²=a²;the get the square root of
both sides we have now a=√c²-b²
 We can now substitute:
a=√c²-b²
a=√10²-8² b=√c²-a²
 a=√100-64 b=√16²-10²
a=√36 b=√256-100
a=6cm b=√156
Same process if the b for example is b=12.49 cm
missing,we will have the formula
b=√c²-a².
 I have here another 2 examples, who want's to
try.
 The students will give their classmates
 Okay student D and E, answer it on the board. batangeño clap(3 claps,3 stamps,ALAE
PAGKAGALING GALING)
 The student who wants to answer will raise their
 Very good,let's give them batangeño clap. hand.
 The teacher will teach what is batangeño
clap(3 claps,3 stamps,ALAE  Student F will answer the problem on the board.
PAGKAGALENG GALENG)
 Now let's apply pythagorean theorem in b=√c²-a²
solving real-life problems.Who wants to try. b=√15²-5²
b=√225-25
b=√200
b=14.14 m
14.14 m+2m=16.14 m

 Students will give 10 claps for their classmate

 Okay student F.
Leo is standing 5 meters away from a building.The length
from his eyes up to the top of the building is 15 meters
long and his height fro. ground to his eyes is 2 meters.The
question is how high is the building.

 Very good.Let's give him 10 claps.

IV. 4 Generalization
 Now,you already understand what is
pythagorean theorem, how to use pythagorean
theorem in solving problems and the
application of pythagorean theorem in real
life situation. Pythagorean theorem can be
apply in many different real life situation you
just need to analyze what is missing and
choose the formula that is applicable to the
problem.

V. EVALUATION

 Now,for your assessment kindly answer this 3  The students, will answer the assessment.
problems.

1) c=√a²+b²
c=√5²+12²
c=√25+144
c=√169
c=13 cm

2) c=√a²+b²
c=√12²+14²
c=√144+196
c=√340
c=18.44 cm

c²=a²+b²
a²=b²
c²=a²+a²
3)If the square of the hypotenuse of an isosceles 128=2a²
right triangle is 128 cm², find the length of each 128/2=2a²/2
side.Show illustration 64=a²
√64=√a²
a=8 cm

VI. ASSIGNMENT
 For your assignment,create your own group, 5
members each then create a 5 mins video
applying pythagorean theorem in real life
situation.

Prepared by
JOSHUA G. GAGALA