TAYABAS WESTERN ACADEMY

Founded 1928
Recognized by the Government
Candelaria, Quezon

Learning Plan for

MATHEMATICS
Grade 9
 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Pythagorean Theorem
and Right Triangle
Similarity

KIANA ROSE P. HENSON

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

LEARNING PLAN
Subject: MATHEMATICS 9 Date: February 21 - March 18
Section: Acacia Time 8:20-9:20 (Monday)
:
Lauan 1:40-2:40 (Monday)
Cypress 8:20-9:20 (Tuesday)
Sycamore 8:20-9:20 (Wednesday)
Guijo 8:20-9:20 (Thursday)

PHILOSOPHY: The Tayabas Western Academy is a recognized

educational institution that enhances minds, cultivates values,
enhances minds, and lives in wisdom through holistic education.

MISSION: Tayabas Western Academy, the School of Choice,

provides quality education that promotes a culture of excellence
and instills positive values for responsible and productive
citizenship.

VISION: To be globally competent, confident, competitive and

proactive learning community in nation building.

GOALS: The Tayabas Western Academy works toward the

realization of these goals: to create an engaging environment for
academic support which enables students to reach their full
potentials, develop 21st century skills, values and behavior
needed to perform as confident, independent, active learners.

OBJECTIVES: As an educational institution, Tayabas Western

Academy aims to accomplish the following objectives:
 Nurture a culture of academic excellence;
 Develop competent, capable and independent learners;
 Instill values of love of God and country;
 Show respect for all;
 Instill honesty, punctuality, and concern for others;
 Participate actively in social, political, and spiritual
community affairs.

Solving Quadratic Equations, Functions and Equalities

Content Standard
The learner demonstrates understanding of key concepts of parallelograms
and triangle similarity.
Performance Standard
The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Essential Question
How can various real-life situations involving maximum values be solved and
analyzed?

Enduring Understanding
Students will understand that the determination of the maximum and
minimum values in certain real- life problems on the correct use and
solutions of key concepts of parallelograms and triangle similarity.

Transfer Goal

Students will able to independently use their learning to deal with daily-life
situations or problems that can be solved using of key concepts of
parallelograms and triangle similarity.

Lesson 6
21st Century Skills
Critical Thinking
Collaboration
Compute/ICT Literacy

I-LEARNING TARGETS At the end of the lesson, you will be able to…

 Prove the conditions for similarity of triangles:

 Right triangle similarity theorem
 Special right triangle theorems
 Prove the Pythagorean Theorem
 Solve problems that involve triangle similarity
and right triangles

II-ASSESSMENTS
Homework

III-TOPIC Pythagorean Theorem and Right Triangle

Similarity

RESOURCES:
Next Century Mathematics
by: Fernado B. Orines

A Modular Textbook for the 21st Century Learner

A. EXPLORE STUDENT’S ACTIVITY

PRAYER
Before we start, let us feel Almighty God We give
the presence of our Lord. you our school. We give
you all the teachers and

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

staff who work here, We

give you all the children
who study here. We pray
our school would be
place of great discovery,
adventure and creativity.
May it be a place where
we love to learn and
where we learn to love, A
place where everyone is
respected and all are
deeply valued? We ask all
this through Jesus
Christ our Lord. Amen.
Good morning class!

Good morning, Ma’am!

Are there any absent
students today?

None, Ma’am!
Very Good!

Now, let’s have a quick

review first.

Class, who among you can

recall about our past lesson?
Our past lesson was
about Triangle Similarity.
Very good! Last meeting, we
tackled about Triangle
Similarity.

So before we proceed to
our new lesson, let us have
first an activity. Can I ask
everyone to get any
rectangular sheet of a paper?

(Students will get a

rectangular sheet of
Let us now divide the paper.)
paper diagonally. Then notice
what happened and kindly
answer the following
questions.

1. What kind of triangles

are formed after

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

dividing the rectangle

diagonally?

Right Triangles
2. What do you call he
side opposite the right
angle of the right
triangle?
Hypotenuse
3. What do you call the
perpendicular sides?
Legs
4. How many acute
angles are there in a
right triangle?
Two

Very good, class! All of

your answers are correct.

Today, we’re going to talk

about Pythagorean Theorem
and Right Triangle Similarity.

Class, what comes to

your mind when you hear A Pythagorean
the word Pythagorean theorem is theorem in
Theorem? geometry.

That’s correct! Do you

know the founder of the Pythagoras.
Pythagorean Theorem?

That’s right!

Pythagoras was a Greek

philosopher who made
important developments in
mathematics, astronomy,
and the theory of music. The
theorem now known as
Pythagoras's theorem was
known to the
Babylonians 1000 years
earlier but he may have been
the first to prove it.

As a mathematician, he is

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

known as the "father of

numbers" or as the first pure
mathematician, and is best
known for his Pythagorean
Theorem on the relation
between the sides of a right
triangle, the concept of
square numbers and square
roots, and the discovery of
the golden ratio. A right triangle is a
triangle in which one
angle is a right angle.
How about right triangle?

Very good!

Now, we’re going to find-

out the relationship of the
Pythagorean Theorem and
Right Triangle Similarity.

And since that you are

already familiar with those
terms on our activity earlier,
I think that it will be easier
for you to understand our
topic for today.

LEARNING B. FIRM-UP (ACQUISITION)

COMPETENCIES:
Lesson Proper
A1. Prove the
conditions for Discussion
similarity of Right Triangle Similarity
triangles
is when the altitude is drawn
 Right
triangle to the hypotenuse of a right
similarity triangle, then the two
theorem triangles formed are similar
 Special to the original triangle and to
right each other.
triangle
theorems

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

As you can see in the

figure, we have a right
triangle ABC and as we
create an altitude from the
right angle to its hypotenuse,
it will create two similar right
triangles which are also
similar to the original right
triangle. So in the figure, b is
the geometric mean between
e and c. This comes from the
e b
proportion = . Also, a is
b c
a geometric mean between d
and c. This is from the
d a
proportion
a
= c
.
A geometric mean is the
length of the altitude drawn
from the vertex of the right
angle of the right triangle to
its hypotenuse between the
measures of the two
segments of the hypotenuse.
Let us now take the two
e b
proportions, = and
b c
d
a
= ac .
Now, we’re going to apply
Mean-Extreme Property of
proportion which allows you
to cross multiply, taking the
product of the means and
setting them equal to the
product of the extremes.

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

e b
b
= c
will become b 2 = ce

d a
and
a
= c
will become a 2
= cd.

By using the Addition

Property of Equality (APE), a 2
+b 2 = ce + cd
2 2
a +b = c (e +d)
2 2
a +b = c (c)
2 2 2
a +b = c and this equation
is what we called
Pythagorean Theorem.

LEARNING C.DEEPEN (MAKE

COMPETENCIES: MEANING)

M1. Prove the

Pythagorean
Theorem Activity
Applying the Pythagorean
Theorem

Theorem 3.29
In a right triangle, the sum
of the square of the length of
the legs is equal to the
square of the length of the
hypotenuse.
It is called Pythagorean
theorem which is named
after one of the great Greek
Mathematicians, Pythagoras.
It may be applied in solving
for the lengths of the sides of

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

a right triangle and side

lengths of other figures
involving right triangles.

Given: Right △ABC with ∠C

as the right angle a and b
are the lengths of the legs. C
is the length of the
hypotenuse.
Prove:a 2+b 2 = c 2
Solution:
The side opposite the
right angle is the side
Example1:
labelled x and this is the
You’re going to find the hypotenuse. When we
value of x. apply the Pythagorean
theorem, the squared of
the hypotenuse is equal
to the sum of the squared
6 x
of the other two sides
Mathematically, this
means:
8
6²+8²=x²

Which is the same as:

36+64=x²
100=x²

Therefore, we can write:

x=√100
x=10

Prove:
2 2 2
a +b = c
6²+8²=10²
36+64=100

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Given: a=3, b=8, and c=?

Solution:
2 2 2
a +b = c
Example 2:
2 2 2
3 +8 = c
Using the given figure and
the Pythagorean Theorem in 9 +64 = c
2

solving for the missing side

73 = c 2
length.
73 = √c 2

√ 73 = √c

Theorem 3.30
The converse of the
Pythagorean Theorem is also
true if square of the length of
the longest side of a triangle
is equal to the sum of the
squares of the lengths of the

remaining sides, then the

triangle is a right triangle.

Given: Right △ABC with c as

the length of the longest side
and a and b as the length of
the other two sides.

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

2 2 2
c = a +b
Prove: △ABC is a right
triangle.
Example 1:
Determined whether the
given example is a right
Solution/Interpretation:
triangle or not.
2 2 2
Given: The square of the c > a +b
length of the longest side of a 2 2 2
Prove:7 = 4 +5
triangle is greater than the
sum of the squares of the 49 = 16+25
lengths of the other two
49 > 41
sides.
Therefore, this is not a
right triangle. It is an
obtuse triangle.

Example 2:
Determined whether the
given example is a right Solution/Interpretation:
triangle or not.
c 2 < a 2+b 2
Given: The square of the
length of the longest side of a Prove: 82 = 52+72
triangle is less than the sum
of the squares of the lengths 64 = 25+49
of the other two sides 64 < 74
Therefore, this is not a
right triangle. It is an
acute triangle.

2 2 2
a . ¿ c ____ a +b

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

2 2 2
12 ____ 8 +10
144____64+100
Example 3:
Determine whether the 144<164
triangle formed by each set
Therefore, it is an acute
of side lengths is acute,
right, or obtuse. angle.
2 2 2
b . ¿ c ____ a +b
a. 8, 10, 12
b. 5, 12 13 132____ 52+122
c. √ 7 , √ 8, √ 17
169____25+144

169=169

Therefore, it is a right
triangle.

c .¿ c2 ____ a 2+b 2
2 2 2
√ 17 ____ √ 7 +√ 8
17____7+8

17>15

Therefore, it is an obtuse
triangle.

(PHILOSOPHY -Enhance
Minds)

Theorem 3.31
45º-45º-90ºTriangle Theorem

In a 45º - 45º- 90º

triangle, the length of the
hypotenuse is √ 2 times the
length of the legs.

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Given: 45º - 45º- 90º triangle

with ℓ and h as the lengths
of the legs and the
hypotenuse respectively.
a 2+b 2 = c 2
Prove: h = ℓ√ 2 2 2
3 +3 = c
2

Applying the Pythagorean 9 + 9 = h2

Theorem:
18= h2
2 2 2
l +l = h √ 18= √ h2
2l 2 = h2
√ 2l 2 = √ h2 √ 9 √ 2= √ h2
ℓ√ 2 = h 3 √ 2= h

Theorem 3.32
30º-60º-90ºTriangle Theorem

In a 30º-60º-90º triangle,
the length of the hypotenuse
is twice the length of the
shorter leg, and the length of
the longer leg is √ 3 times the
length of the shorter leg.

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

Given: 30º - 60º- 90º triangle

with s as the length of the
side opposite the 30º angle, ℓ
as the length of the side
opposite the 60º angle, and
h as the lengths of the
hypotenuse.

Prove:
h = 2s
ℓ = s √3

Applying the Pythagorean

Theorem:
2 2
h = (2 s )
2 2 2
l + s = (2 s )
2 2 2
l = (2 s ) - s
2 2 2
l = 4s - s
2 2
l = 3s
2 2
√ l = √ 3s
l = √ 3 s2
l = s √3

(GOALS-Perform as confident,
independent, and active
learners)

LEARNING D.TRANSFER (TRANSFER)

COMPETENCIES: Solve the following
problems:
T1. Solve
problems that a. Using the figure below. Given: y=3, z=4, and x=?
involve triangle Find the missing side Solution:
similarity and length.
right triangles x 2 ¿ y 2+ z 2
2 2 2
x =3 +4
2
x = 9 +16

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 TAYABAS WESTERN ACADEMY
Founded 1928 | Recognized by the Government | Candelaria, Quezon 4323

2
x = 25
√ x = √ 25
2

x=5

Solution:
Let s and ℓ be the lengths
of the legs of the right
b. The length of the triangle.
hypotenuse of a right
H= 2s ℓ= s√3
triangle is 12 and the
12=2s ℓ=6√3
measure of one angle is
12/2 =s
30°
6=s
Find the length if the legs
of the triangle.

OBJECTIVES- Develop
competent, capable and
independent)

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