Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF TANJAY CITY
Tanjay City

Localization and Contextualization

of Learning Competencies
in Mathematics 9

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 HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
FIRST QUARTER
1. Illustrates quadratic equation. M9AL-Ia-1 In the development of the lesson (dependent The teacher may formulate questions for
learning), application (independent learning), the students to tell whether or not the
and assessments (formative and summative following situations illustrate quadratic
test) the following terms can be used in the equations using the suggested terms.
formulation of activities and/or problems: Sample situations:
a. swimming pool 1. The length of a tarpaulin is 7 inches
b. pants and shirt more than twice its width. What is the
c. bicycle/motorcycle area of the tarpaulin? (Quadratic)
2. Rody paid at least Php1,500 for a pair
d. tarpaulin
of pants and a shirt. The cost of the pair
e. sacks of pants is Php900 more than the cost
of the shirt. (not quadratic)
1. Solves quadratic equation by: (a) M9AL-Ia-b-1 In the development of the lesson (dependent The teacher may use situations which
2. extracting square roots; (b) learning), application (independent learning), involve solving quadratic equation such as
3. factoring; (c) completing the and assessments (formative and summative the following:
4. square; and (d) using the quadratic test) the following terms can be used in the 1. Mrs. Poe ask her carpenter to construct
5. formula. formulation of activities and/or problems: a square table with an area of 16 ft².
a. Table Can you tell the dimension of the
b. school stage table? (extracting square roots)
2. A school stage has perimeter 62ft and
c. fence
area 234 ft². find the dimensions of the
d. fish pond

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school stage. (factoring)
3. Jojo has a rectangular field to enclose
but he only has 600 meters of fencing.
What are the dimensions that give him
the maximum area? (completing the
square)
4. A fish pond measuring 12 meters by 16
meters is to have a pedestrian pathway
installed all around it, increasing the

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total area to 285 square meters. What
COMPETENCIES CODE HOW HOW

6. Continuation (2) . . .
3. Characterizes the roots of a
quadratic equation using the
discriminant.
4. Describes the relationship
between the coefficients and the
roots of a quadratic equation.
5. Solve equations transformable to
quadratic equations (including
rational algebraic equations)
6. Solves problems involving
quadratic equations and rational
algebraic equations
COMPETENCIES
(Tell how and/or what part of the lesson may
be localized)
M9AL-Ic-1 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
test) the following terms can be used in the
formulation of activities and/or problems:
a. stick and rope
b. ball
M9AL-Ic-2
M9Al-Ic-d-1 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
test) the following terms can be used in the
formulation of activities and/or problems:
a. math project making
b. house painting
c. carpentry
M9AL-Ie-1 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
test) the following terms can be used in the
CODE HOW
(Tell how and/or what part of the lesson
may be contextualized)
will be the width of the pathway?
(quadratic formula)
The teacher may use situations which
involve solving quadratic equation such as
the following:
1. Two scouters, Mar and Noy are
camping. Mar wants to hang his food
pack from a branch 20 feet from the
ground. He will attach a rope to a stick
and throw it over the branch. Noy can
throw the stick upward with an initial
velocity of 29 ft/sec from an initial
height of 6 feet. Will the stick reach the
branch when it is thrown?
The teacher may use situations which
involve solving quadratic equation such as
the following:
1. Miriam and Grace are doing a math
project. Miriam can do the work twice
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as fast as Grace. If they work together,
they can finish the project in four
hours. How long does it take Grace
working alone to do the same project?
The teacher may use situations which
involve solving quadratic equation such as
the following:
A jeepney travels 20 kilometers per hour
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HOW

Continuation (6) . . .
7. Illustrates quadratic inequalities.
8. Solves quadratic inequalities.
9. Solves problems involving
quadratic inequalities.
10. Models real-life situations using
quadratic functions.
COMPETENCIES
(Tell how and/or what part of the lesson may
be localized)
formulation of activities and/or problems:
a. jeepney and tricycle (distance problem)
b. household chores (work problem)
c. basketball court (geometry problem)
d. ball (projectile problem)
M9AL-If-1 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
test) the following terms can be used in the
formulation of activities and/or problems:
a. school covered court
b. rectangular box filled with dice
c. installing tiles on the floor
M9AL-If-2 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
test) the following terms can be used in the
formulation of activities and/or problems:
a. school covered court
b. rectangular box filled with dice
c. installing tiles on the floor
M9AL-If-g-1
M9AL-Ig-2 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
CODE HOW
(Tell how and/or what part of the lesson
may be contextualized)
faster than a tricycle. The jeepney covers
350 kilometers in two hours less than the
time it takes the tricycle to travel the same
distance. What is the speed of the jeepney?
How about the tricycle? (distance problem)
The teacher may use situations which
involve solving quadratic equation such as
the following:
1. The floor of a computer laboratory can
be covered completely with tiles. Its
length is 36 feet longer than its width.
The area of the floor is less than 2040
square feet. What mathematical
sentence would represent the given
situation?
The teacher may use situations which
involve solving quadratic equation such as
the following:
1. The floor of a computer laboratory can
be covered completely with tiles. Its
length is 36 feet longer than its width.
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The area of the floor is less than 2040
square feet. What are the possible
dimensions of the floor? How about
the possible areas of the floor?
The teacher may use situations which
involve solving quadratic equation such as
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the following:
HOW

Continuation (10) . . .
11. Represents a quadratic function
using: (a) table of values; (b)
graph; (c) equation.
COMPETENCIES
(Tell how and/or what part of the lesson may
be localized)
test) the following terms can be used in the
formulation of activities and/or problems:
a. Baseball
b. Basketball
c. fruit trees planted
M9AL-Ig-3 In the development of the lesson (dependent
learning), application (independent learning),
and assessments (formative and summative
test) the following terms can be used in the
formulation of activities and/or problems:
a. fruit trees planted
b. chalk
c. stone released through sling shot
CODE HOW
(Tell how and/or what part of the lesson
may be contextualized)
During the baseball game, the batter hits
the ball and it follows a path in which the
height h is given by h(t)=-2t²+8t+3, where t
is the time in seconds elapsed since the ball
was pitched. What is the maximum height
reached by the ball?
The teacher may use situations which
involve solving quadratic equation such as
the following:
1. Alden predicted that the number of
coconut trees x, planted in a farm could
yield y=-20x+2800x coconuts per year.
Tabulate the number of coconuts can
be harvested in a span of 5 years. (table
of values).
2. The path when a chalk is thrown can be
modeled by y=-16x²+10x+4, where y (in
feet) is the height of the chalk in x
seconds after it is released. Graph the
function (graph)
3. The path of the stone released using a
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sling shot (tirador) follows a trajectory.
It hits the ground 400 meters away
from the starting position. It just
overshoots a tree which is 20 meters
high and 300 meters away from the
starting point.
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HOW
(Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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Continuation (11) . . .

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12. Transforms the quadratic function
defined byy = ax2 + bx + cinto the
formy = a(x – h)2 + k.
13. Graphs a quadratic function: (a)
domain; (b) range; (c) intercepts;
(d) axis of symmetry; (e) vertex; (f)
direction of the opening of the
parabola.
14. Analyzes the effects of changing
the values of a, h and k in the
equation y = a(x – h)2 + k of a
quadratic function on its graph.***
15. Determines the equation of a
quadratic function given: (a) a
table of values; (b) graph; (c) zeros.
COMPETENCIES
M9AL-Ih-1
M9AL-Ig-h-i-
1
M9AL-Ii-2
M9AL-Ij-1 In the development of the lesson (dependent The teacher may use situations which
learning), application (independent learning), involve solving quadratic equation such as
and assessments (formative and summative the following:
test) the following terms can be used in the 1. Grade Nine students are asked to plant
formulation of activities and/or problems: seedlings and monitor its growth per
a. growth of seedlings month for the duration of 6 months.
b. ferris wheel ride The initial height of the seedling
planted by Juan is 20 inches. The
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
following table shows the growth of
the seedling in six months. His math

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teacher wants him to determine the
equation which represents the growth
of his seedling.
X(months) 1 2 3 4 5 6
Y (height 21 24 29 36 45 56
of the
seedling

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in inches)
 2. Paul is riding a ferris wheel and the
graph shows his height (in meters m)
above the ground as a function of time
(in seconds s). Determine the quadratic
equation which represents paul’s ferris
wheel ride.

16. Solves problems involving M9AL-Ii-j-2 In the development of the lesson (dependent The teacher may use situations which
quadratic functions. learning), application (independent learning), involve solving quadratic equation such as
and assessments (formative and summative the following:
test) the following terms can be used in the

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (16) . . . formulation of activities and/or problems: 1. A ball is launched upward at 48 ft/s from
a. Ball a platform that is 100 ft. high. Find the

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b. Profit maximum height the ball reaches and how
c. hand shakes long it will take to get there.
d. family tree 2. Suppose there are 30 students in a school
club. How many handshakes are there
altogether if everyone shakes hands with
each other?
SECOND QUARTER

17. Illustrates situations that involve M9AL-IIa-1 In the development of the lesson (dependent The teacher will present and perform the

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the following variations: (a) direct; learning), application (independent learning) activity.
 (b) inverse; (c) joint; (d) combined.
COMPETENCIES
Continuation (17) . . .
and assessments (formative and summative A. DIRECT
tests), any of the following materials may be 1. The teacher will instruct the
used in the formulation of activities and/or students to put the pebbles on the
problems: glass half-filled with water one at a
A. DIRECT time. Guide the students to answer
the following questions:
a. glass half-filled with water &
a. Is there a change on the water
a.1. pebbles
level? If yes, in what way?
a.2. coins b. Can you make a statement
B. INVERSE about the relationship between
a. a sheet of paper the water level in the glass and
b. cloth/handkerchief the number of pebbles? If yes,
C. JOINT state their relationship.
a. glasses of different sizes & B. INVERSE
1. The teacher will instruct the
a.1. water
students to fold the sheet of paper
a.2. sand
in half five times. Guide the
a.3. softdrinks/juice
students to answer the following
questions.
a. Is there a change on the size of
the paper? If yes, in what way?
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
b. Can you make a statement
about the relationship between
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the size of the paper and the
number of folds? If yes, state
their relationship.
C. JOINT
1. The teacher will instruct the
students to pour the water to the
glasses. Guide the students to
answer the following questions.
a. Is there a difference in the
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amount of water poured on the
 different glasses? If yes, what
makes the difference?
b. What factors affect the volume
of the water on the glasses?
Can you make a statement
about the relationship between
the amount of water and the
dimensions of the glass? If yes,
state their relationship.
18. Translates into variation statement M9AL-IIa-b-
a relationship between two 1
quantities given by: (a) a table of
values; (b) a mathematical
equation; (c) a graph, and vice
versa.
19. Solves problems involving M9AL-IIb-c- In the development of the lesson (dependent The teacher may formulate the problem in
variation. 1 learning), application (independent learning) this manner.
and assessments (formative and summative A. DIRECT
tests), any of the following terms may be used 1. The cost of chicken in varies directly
in the formulation of activities and/or as its weight. If the cost of the
chicken in Gaisano Capital per kilo is
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (19) . . . problems: Php 120, how much will you pay if

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A. DIRECT you buy 2 1/2 kilos?
a. fare & distance B. INVERSE
b. cost of chicken & the weight 1. The speed of a car varies inversely
c. internet café usage & payment as its time spent in travelling. If John
B. INVERSE drives car going to Cabancalan
a. speed & time National High School with a speed
b. length of lit candle stick & time of 40 kph for 5 minutes, how much
c. number of people & size of pizza time would it take him if he travels
slices at a speed of 30 kph?

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C. JOINT C. JOINT
1. The volume of a cylinder varies

20. Applies the laws involving positive
integral exponents to zero and
negative integral exponents.
COMPETENCIES
Continuation (20) . . .
21. Illustrates expressions with
rational exponents
22. Simplifies expressions with rational
a. volume of cube (or cylinder, jointly as its radius and height.
sphere, prism) Maria is planning to use a cylindrical
glass for her daughter's birthday
party.
a. Find the amount of juice that
the glass can contain if its base
has a radius of 2 cm and its
height is 10 cm.
b. Find the volume of water that
the glass can contain if its base
has a radius of 5 cm and a
height of 8 cm.
M9AL-IId-1 In the development of the lesson (dependent The teacher may formulate the problem in
learning), application (independent learning) this manner.
and assessments (formative and summative
1. “A grain of rice has a volume of 20 -9
tests), any of the following terms may be used
cubic meters. A box full of rice has a
in the formulation of activities and/or
volume of 20-3 cubic meters. How many
problems: grains of rice are there in the box?”
a. grain of rice Guide the students to answer the
b. grain of sand following questions:
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
a. What have you noticed from the
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values given in the problem?
b. What have you noticed from the
exponents?
c. How did you solve the problem?
d. Have you applied any Law? What
law?
M9AL-IId-2 In the development of the lesson (dependent The teacher may formulate the problem in
learning), application (independent learning) this manner.
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M9AL-IIe-1 and assessments (formative and summative 1. “A pack of masareal has a weight of 62
 exponents
23. Writes expressions with rational
exponents as radicals and vice
versa.
COMPETENCIES
Continuation (23) . . .
24. Derives the laws of radicals.
25. Simplifies radical expressions
using the laws of radicals.
tests), any of the following materials may be 5001/2 grams. A box contains 10 packs
used in the formulation of activities and/or of masareal. Find the total weight of
problems: masareal in the box.” Guide the
a. Masareal students to answer the following
b. Bibingka questions:
c. Tagaktak a. What is the weight of a pack of
masareal?
b. How did you simplify expressions
with rational exponents?
M9AL-IIf-1 In the development of the lesson (dependent The teacher will present the mechanics of
learning), application (independent learning) the game/activity:
and assessments (formative and summative "The Pair Cards" --played similarly as
tests), any of the following materials may be "Unggoyan"
used in the formulation of activities and/or 1. Every group shall be given cards. There
problems: must be at most 10 cards every group.
a. Cards After receiving the cards, pair the
b. Papers expressions. A pair consists of radical
expression and its equivalent rational
exponent expression. Place and reveal
the pair cards. The game continues
until all the cards are paired correctly.
The group, who will finish the game
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
ahead of the others, will be declared as
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winners. Guide the students to answer
the following questions:
a. How did you pair the cards
correctly?
b. What skills are needed to answer
the activity?
M9AL-IIf-2
M9AL-IIg-1 In the development of the lesson (dependent The teacher may formulate the problem in
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learning), application (independent learning) this manner:
and assessments (formative and summative 1. “A very young caterpillar may weight

26. Performs operations on radical.
tests), any of the following materials may be
used in the formulation of activities and/or
problems:
a. Caterpillar
b. Worm
M9AL-IIh-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), any of the following materials may be
used in the formulation of activities and/or
problems:
a. paper clips
b. rubber bands
only grams. It is possible to grow to an
adult with a weight of grams.” Guide
the students to answer the following
questions:
a. How many grams can a very young
caterpillar weigh?
b. How many grams can an adult
caterpillar weigh?
c. How did you apply your
understanding in simplifying
radicals?
The teacher may formulate the problem in
this manner.
1. Mark has five paper clips of different
sizes: cm, cm, 3 cm, cm, and cm. If
the paper clips are connected, how
long will it be? Guide the students to
answer the following questions:

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (26) . . . a. How is addition of radicals related

27. Solves equations involving radical
expressions.
M9AL-IIi-1 In the development of the lesson (dependent
learning), application(independent learning)
and assessments (formative and summative
tests), any of the following terms may be used
in the formulation of activities and/or
problems:
a. Tarpaulin
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to other concepts of radicals?
b. How did you add the radicals?
The teacher may formulate the problem in
this manner:
1. “A tarpaulin has a length of 5 times the
square root of its width. Find the
dimensions of the tarpaulin if its has an
40 sq. ft.” Guide the students to answer
the following questions:

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b. sack a. How would you illustrate the

28. Solves problems involving radicals.
THIRD QUARTER
29. Identifies quadrilaterals that are
parallelograms.
M9AL-IIj-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), any of the following terms may be used
in the formulation of activities and/or
problems:
a. wire & a pole
b. straw & wooden stick
M9GE-IIIa-1
problem?
b. What mathematical concepts did
you use?
The teacher may formulate the problem in
this manner.
1. “A wire is anchored on a 9-meter pole.
One part is attached to the top of the
pole, and the other is 2 m away from
the base.” Guide the students to
answer the following questions:
a. How will you illustrate the problem?
b. How long is the wire?
c. What mathematical concepts did
you use?

30. Determines the conditions that M9GE-IIIa-2

guarantee a quadrilateral a
parallelogram.
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
31. Use properties that find measure M9GE -IIIb-2 In the development of the lesson ( dependent The teacher will present and discuss the

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of angles, sides and other learning) application (independent learning) problem.
quantities. and assessment (formative and summative 1. Parallelogram possess certain
test). The following materials can be used in properties that can be express as t
the formulation of activities and problems: theorems. These can be use to find the
a. Mazarial unknown length of sides and the
b. Colored meta cards measures of the unknown angles of
c. Bulletin board
parallelograms.
d. Square Garden
e. Ruler Theorem 1: In a parallelogram any

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f. protractor two opposite sides are
 congruent and parallel.
Theorem 2: In a parallelogram any
two opposite angles are
congruent.
2. In a group activity, The students are
asked to get the materials needed and
get the measure of each sides using
ruler and the measure of the angle
using protractor. Answer the given
guided questions.
a. How did you find the activity?
b. What do you observed about the
measures of the angles and sides in
a parallelogram?
c. Did you apply the concepts on the
properties and theorems of
quadrilaterals?
d. How useful are the quadrilaterals in
dealing with real-life situation?
Justify your answer.

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)

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Continuation (31) . . . Sample problem:
1. The rectangular bulletin board is to
be hang on the center of the wall. If
the diagonal is 25 inches and 20
inches length. Find the width of the
rectangular bulletin board.
2. The measure of one angle of the
Mazarial is 100 degree. Find the
measure of the opposite angle and

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the two consecutive angles.

32. Proves theorems on the different
kinds of parallelogram (rectangle,
rhombus, square).
33. Proves the Midline Theorem.
COMPETENCIES
3. The square garden inside the school
premises has a dimension of 3
meters side. If an onion seedlings
are to be planted in the diagonal of
the garden, 5 cm a part from each
seedlings . How many seedlings
needed to be planted in the square
garden.
4. The Meta cards is to be assemble to
form a Rhombus, if the diagonals of
the rhombus are 12 cm and 16 cm.
Find the side of the rhombus.
M9GE-IIIc-1
M9GE –IIId- In the development of the lesson (dependent The teacher may formulate the activity/
1 learning), application (independent learning) problem in this manner:
and assessments (formative and summative 1. “The class will be asked to identify a
tests), the following materials can be used in third side of the cassava cake. Also,
the formulation of activities and/or problems: they will be asked to identify each
a. cassava cake midpoint of the other two sides of the
b. ruler cassava cake using the ruler. Lastly, the
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
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2. cassava cake will be cut passing
through one midpoint to the other
forming a segment.” Guide the
students to answer the following
questions:
a. Does the cut segment look parallel
to the third side of the cassava cake
you chose?
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b. Compare the lengths of the cut
segment and the third side you

34. Prove theorems on trapezoids and
kites.
chose. What did you observe?
c. Given triangle ABC, with BC as the
third side measuring 20 cm, how
long is the midline?
M9GE –IIId-
2

35. Solve problems involving M9GE – IIIf - In the development of the lesson (dependent The teacher may formulate the activity/
parallelograms, trapezoids and 1 learning), application (independent learning) problem in this manner:
kites. and assessments (formative and summative 1. “Your friend, Jonathan, asked for your
tests), the following materials can be used in help in finding the area of his kite for
the formulation of activities and/or problems: him to know the size of paper to be
a. kite frame used to cover his kite frame.” Guide the
b. ruler students to answer the following
questions:
a. What is the measurement of the
first diagonal? second diagonal?
b. What is the area of his kite?

HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
36. Describes a proportion. M9GE -IIIf - In the development of the lesson (dependent The teacher may formulate the activity/

1 learning), application (independent learning)
and assessments (formative and summative
tests), the following materials can be used in
the formulation of activities and/or problems:
a. bibingka/cassava cake
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problem in this manner:
1. “The teacher will divide the bibingka
into 8 equal parts. One part will be
given to Student A, two parts to
Student B and five parts to Student C.”
Guide the students to answer the
following questions:

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a. Is there an equal distribution of the
bibingka among students?

37. Applies the fundamental theorems
of proportionality to solve
problems involving proportions
COMPETENCIES
MA9GE-IIIf- In the development of the lesson (dependent
2 learning), application (independent learning)
and assessments (formative and summative
tests) any of the following materials can be
used in the formulation of activities and/or
problems.
a. A case of any soft drinks
b. 20pcs Stik-O
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
b. What part of the bibingka is given to
Student C?
The teacher may formulate the activity or
problem in this manner. Guide the pupil to
answer the following questions:
1. The Grade-9 section Love is having a
meeting regarding their Christmas
party. They are discussing on how
many soft drinks they need given the
following circumstances.
a. If the class population is 48
students, how many cases they
need?
b. If the class population is 48
students, then all can consume 2
bottles how many cases they need?
c. If the class population is 50
students, and 12 students prefer
water, how many cases they need?
HOW
(Tell how and/or what part of the lesson
may be contextualized)
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Continuation (37) . . .
38. Illustrates similarity of figures.
39. Proves the conditions
similarity of triangles
39.1 SAS Similarity Theorem
39.2 SSS Similarity Theorem
39.3 AAA Similarity Theorem
COMPETENCIES
MA9GE-IIIg- In the development of the lesson (dependent
1 learning), application (independent learning)
and assessments (formative and summative
tests) any of the following materials can be
used in the formulation of activities and/or
problems:
a. 2 pcs. Water bottles (250 and 500ml)
b. 2 pcs. Mr Chips (25g and 100g)
c. 2 pictures of Korean Pop star (original
and enlarged)
for MA9GE-IIIg- In the development of the lesson (dependent
h-1 learning), application (independent learning)
and assessments (formative and summative
tests) the following materials can be used in the
formulation of activities and/or problems:
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
2. Maria received her monthly salary from
her Aunt for her service in the store.
She planned to treat her friends. She
got 3 close friends and they choose
Stik-O as her treat.
a. Maria spent P20 for 20pcs Stik-O,
and each of them will have 5pcs,
how much will Maria spend if she
will increase the 5pcs into 7 pieces
each?
b. If Maria will buy 40pcs Stik-O, how
much will she spend?
c. Maria wishes to eat 10 pcs and give
10 pcs each to her friend, how much
will she spend all in all?
1. Guide the students to answer the
following questions.
a. What insight can you share about
the pair of materials?
b. What is the similarity and
difference of the materials?
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1. The students will be group into 5. Each
group is given a set of different
triangles (6 triangles) They are going to
identify the condition which makes the
triangles similar. Guide the students to
answer the following questions.
HOW
(Tell how and/or what part of the lesson
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may be contextualized)
Continuation (39) . . .
40. Applies the theorem to show that
given triangles are similar.
41. Proves the Pythagorean theorem.
COMPETENCIES
a. Different sizes of triangles a. How did you pair the similar
b. Protractor triangles?
c. Ruler b. What makes two triangles similar
using the SAS Similarity Theorem?
c. What makes two triangles similar
using the SSS Similarity Theorem?
d. What makes two triangles similar
using the APPAA Similarity
Theorem?
M9GE-IIIi-1 In the development of the lesson (dependent The teacher may use the following
learning), application (independent learning) activity/problem in this manner to apply the
and assessments (formative and summative theorem to show similar triangles.
tests). The following materials/data can be “Tell me the height, please!”
used in the formulation of activities and Using the theorem of similar triangles, let
problems: the students answer the ff. guide question:
a. Height of the student Do you know how to find the height of your
b. Length of the shadow casts by the school flagpole without directly measuring
flagpole and a student which is taken at it?
the same time.
M9GE-IIIi-2 In the development of the lesson (dependent The teacher may use the following
learning), application (independent learning) activity/problem in this manner to apply the
and assessments (formative and summative theorem to prove the Pythagorean
tests). The following materials can be used in theorem:
the formulation of activities and problems: 1. Cut-out 3 squares using graphing
a. Bond paper papers with the following measures: A
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b. Graphing paper (Cut-outs) square with an area of 9, 16 and 25
c. scissors square units. (Note: one small square in
a graphing paper is equivalent to one
square unit.)
1.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
2. Arrange the sides of the 3 squares to
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form a right triangle on the bond

42. Solves problems that involve
triangle similarity and right
triangles.
FOURTH QUARTER
43. Illustrates the six trigonometric
ratios, sine, cosine, tangent,
secant, cosecant and cotangent
COMPETENCIES
Continuation (43) . . .
M9GE-IIIj-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests). The following materials can be used in
the formulation of activities and problems:
a. A tree in school or in the community.
b. Sketch of the students’ house to the
school.
M9GE IVa-1 In the Introductory Activity:
(Dependent Learning)
-The teacher may ask the students to use
recycled materials/ used folders, ruler,
protractor, scissors in making similar
right triangles.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
In the Assessment:
(Independent Learning)
paper.
3. Guide the students using the following
question: What is the relationship
between the sum of the square of the
length of the two legs of a right triangle
and the square of the length of the
hypotenuse?
The teacher may use the following
activity/problem in this manner to apply the
theorem to prove the Pythagorean
theorem:
1. Let the students look for a tree in the
community or school then ask them to
find its height using the theorem of
similar triangles. (similar triangles)
2. Ask the students to compute the
distance from their house to school
using the sketch presented.
(Pythagorean theorem)
The teacher may group the students and
each group makes three similar right
triangles needed to know the trigonometric
functions which are ratios of the sides of the
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right triangle.
HOW
(Tell how and/or what part of the lesson
may be contextualized)
The teacher may use the modified BINGO
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Game (may be played individually or by

44. Find the trigonometric ratios of
special angles.
The teacher may use the following:
-pre-made Bingo cards using recycled
folders/papers
- bottle caps or small stones
In the Transfer Activity:
(Independent Learning )
The teacher may use the following materials:
- stiff /hard card
- small pipe or drinking straw
- thread
- weight (like a metal washer )
-ruler / meter stick
M9GE IVb-c- In the Introductory Activity:
1 (Independent Learning)
-The teacher may allow the students to
work by groups and use recycled materials like
used folders, ruler, protractor, scissors in
making special right triangles(450-450-900 and
300-600-900).
In the Application:
(Independent Learning)
The teacher may use the following materials:
-ruler/meter stick
pairs) as they answer questions about
trigonometric ratios.
The teacher may guide the students in
making the clinometer which will be used to
measure angles. The teacher may give the
students group activity as applications of
the learned concept, allowing some groups
to go out of the classroom.
1. The teacher may give guide questions
that will lead to the values of the
trigonometric ratios of the special
angles 300, 450, and 600 using the
measures of the sides of the triangles
made.
2. The teacher may give different group
activities applying the concept. The
teacher may use situations which are
common and may formulate the
problem in this manner: After heavy

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-picture frame rains brought by typhoons like “
-sticks(barbecue or popsicle) Bagyong Yolanda “ , repairing houses,
-pieces of wood lamp posts and trees…
-glue
HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (44) . . . -protractor/clinometer 3. The teacher may use the situation to

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-ruler set up the scenario, using the materials

45. Illustrates angles of elevation and
angle of depression
COMPETENCIES
Continuation (45) . . .
to represent the houses, lamp posts
In the Assessment: and trees to be repaired, with the
(Independent Learning) guide questions:
Problems should make use of situations or a. How long should the support be if it
objects which are found locally like trees, posts, has to be inclined at 450?or 600?
Bantayansa Hari, Mandaue - Mactan Bridge, Which will need the longer support?
school building, tower and other infrastructures
b. About how much higher on the
in the community.
object will the longer support reach
than the shorter one?
4. The teacher may formulate the
problem in this manner: A man
standing on the Mandaue –Mactan
Bridge is 10 meters above the ground,
observing an airplane 350 meters away
at an angle of 300. What is the altitude
of the plane?
M9GE IVd-1 In the Introductory Activity: 1. The teacher may assign students to
(Independent Learning) stay in designated areas (inside or
The teacher may expect varied answers like the outside the room, standing or sitting
following: down) and let them identify their lines
- books of sight. From these points of
- poster reference, let them observe objects
- table
that are situated above and below their
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- kite
lines of sight. Possible answers will be
- ball
trees/plants, buildings, towers,
- meter stick
skywalk, cars, etc.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
In the Development of the Lesson: 2. The teacher may ask the students to
(Independent Learning) sketch/ draw the figure in the given
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The teacher may expect varied answers like the situation and identify the angles

46. Uses trigonometric ratios to solve
real-life problems involving right
triangles.
COMPETENCIES
Continuation (46) . . .
following: formed as angle of elevation or
-trees/plants depression.
-buildings 3. The teacher may state the problems in
-towers this manner: A boy who is at the 2 nd
-skywalk floor of their house observed his dog
-cars lying on the ground forming an angle
-etc.
of 320. If the boy is 3 meters above the
ground, approximately how far is the
In the Application:
dog from the house?
(Independent Learning)
The teacher should see to it that problems 4. If the dog is 7 meters from the house,
should make use of situations or objects which approximately how high is the boy
are found locally like trees, posts, Bantayan sa above the ground?
Hari, Mandaue - Mactan Bridge, school 5. A school building is 15 m high. At a
building, tower and other infrastructures in the certain distance away from the
community. building. An observer determines that
an angle of elevation to the top of it is
300. How far is the observer from the
base of the school building?
M9GE IVe-1 In the Formative& Summative Assessment: The teacher will introduce problems that
(Independent Learning) involve these objects, like:
The teacher should see to it that problems will 1. A ladder 8 meters long leans against
involve things/objects found locally found like the wall of a building. If the foot of the
the ladder, flying kite , cars and airplane, etc. ladder makes an angle of 680 with the
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ground, how far is the base of the
ladder from the wall?
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
2. Adrian is flying a kite. He is holding the
end of the string at a distance of 1.5m
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above the ground. If the string is 20 m
long and makes an angle of 40 0 with

47. Illustrates laws of sines and M9GE IVf-g- In the Introductory Activity:
cosines. 1 (Independent Learning)
The teacher may expect varied answers like
trees, posts, flower petals, grills, leaves,
butterfly wings and other infrastructures in the
community.
In the Development of the Lesson:
(Independent Learning)
Problems should make use of situations or
objects which are found locally like trees, posts,
balloons, Bantayan sa Hari, Mandaue - Mactan
Bridge, school building, tower and other
infrastructures in the community.
HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may
be localized)
48. Solves problems involving oblique M9GE IVh-j- In the Development of the Lesson:
triangles. 1 (Independent Learning)
Problems should make use of situations or
the horizontal, how high is the kite
above the ground?
3. A man, 1.5 m tall, is on top of a
building. He observes a car on the road
at an angle of 750. If the building is 30
m high, how far is the car from the
building?
1. The teacher may allow the students to
go out of the classroom and list down
at least five things/ objects they see
around that are triangular in shape, but
seem/appear to be non-right triangles.
These objects represent oblique
triangles.
2. The teacher may formulate the activity
or problem in this manner : Two
observers 500 meters apart observed a
hot air balloon in the same vertical
plane between them at angles of 47 0
and 620. How high is the balloon?
3. From a mountain peak, the angles of
depression of its bases in opposite
directions are 400 and 570. If the length
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of the tunnel that will go through the
bases is 6,620ft, how high is the
mountain?
HOW
(Tell how and/or what part of the lesson
may be contextualized)
1. The teacher may formulate the
following problems using these locally
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found things/objects in this manner: A
ladder 18.13 dm long is placed against
 objects which are found locally like trees, posts,
apartments, iron bar, ladder, balloons,
Bantayansa Hari, Mandaue - Mactan Bridge,
school building, tower and other infrastructures
in the community.
HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may
be localized)
the wall separating the two
apartments. It makes an angle of 74 0
with the ground. How high is the top of
the ladder?
2. SM City Cebu is 6kms. Southeast of
Pacific Mall, Ayala Center is 7.5 kms. S
53O12’W of Pacific Mall. How far is
Ayala Center from SM City Cebu? How
does Ayala Center bear from SM City
Cebu?
3. A plane leaves an airport in the
direction N 54OE. A fuel plane leaves
another airport 500 miles east of
the first. If the first plane is traveling
at 350 mph, how fast and in what
direction should the fuel plane
travel to meet the first in an hour?
4. A ship leaves a dock at 13 mph.
After an hour it is seen from a
lighthouse 12 miles east of the dock
to bear N12O30’W. How far is it
from the lighthouse? What is its
bearing from the dock?
5. A man is on top of a tower 50.8 ft
high which is on a slope of 20o. If he
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throws down a ball, how far from
the base of the tower down the
slope will the 100 ft string reach ?
HOW
(Tell how and/or what part of the lesson
may be contextualized)
How far up the slope will it reach
if thrown the other side?
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