School Sta.

Rita High School Grade 9

Teacher BENJIE A. VILLAFLORES Learning Area MATHEMATICS
Teaching Dates and Time April 11-14, 2023 Quarter THIRD
MONDAY TO FRIDAY
(7:30-3:00)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
7:30 AM – 8:30 AM 7:30 AM – 8:30 AM 7:30 AM – 8:30 AM 7:30 AM – 8:30 AM
8:30 AM – 9:30 AM 8:30 AM – 9:30 AM 8:30 AM – 9:30 AM 8:30 AM – 9:30 AM
9:30 AM – 10:30 AM 9:30 AM – 10:30 AM 9:30 AM – 10:30 AM 9:30 AM – 10:30 AM
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. Performance The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and
Standards accurate representation.
C. Learning Describes a proportion. (M9GE- Applies the fundamental Proves the Pythagorean Theorem Proves the Pythagorean Theorem
Competencies/Objective IIIf-1) theorems of proportionality to M9GE-IIIi-2 M9GE-IIIi-2
s Applies the fundamental theorems solve problems involving 1. State the Pythagorean 1. State the Pythagorean
of proportionality to solve problems proportions. (M9GE-IIIf-1) Theorem. Theorem.
involving proportions. (M9GE-IIIf- 1. Use the distance formula 2. Solve for the unknown 2. Solve for the unknown
2) in solving for the quantities using the quantities using the
measures of the given Pythagorean Theorem. Pythagorean Theorem.
segments. 3. Apply the Pythagorean 3. Apply the Pythagorean
2. Apply the basic theorem in solving theorem in solving
proportionality theorem problems involving real problems involving real
in solving for the life situations. life situations.
unknown lengths of a
triangle.
3. Display cooperation in
the given activity on the
basic proportionality
theorem.
II. CONTENT PROPORTION PROPERTIES OF PROPORTION PYTHAGOREAN THEOREM PYTHAGOREAN THEOREM
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 232-234 255 - 257
2. Learner’s Materials 356-363 362 - 368 389- 392 389 - 392
pages
3. Textbook pages E – math 9 p. 328 - 330 Grade 9 Mathematics Patterns Geometry Textbook for Third
and Practicalities page 328-329 Year pp.169-171
4. Additional Materials
from Learning Resources
B. Other Learning PowerPoint Presentation
Resources
IV. PROCEDURE Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:
a. P rayer a. P rayer a. P rayer a. P rayer
b. Reminder of the classroom b. Reminder of the classroom b. Reminder of the classroom b. Reminder of the classroom
health and safety protocol health and safety protocol health and safety protocol health and safety protocol
 c. C hecking of Attendance
d. Quick Kamustahan
A. Reviewing previous The teacher will show different set
lesson or presenting the of words by reading it the learners
new lesson will guess the hidden word related
to the topic.
The teacher will review about the
ratios, let the learners cite some
examples that can they see around
the school.
B. Establishing a The teacher will divide the class
purpose for the lesson into 5 groups. The students will
conduct the activity given by the
teacher.
c. C hecking of Attendance
d. Quick Kamustahan
The teacher with the students
recalls the different properties of
proportion.
The teacher lets the students
realize that familiarizing the
properties of proportion is
essential in solving problems
involving proportions.
c. C hecking of Attendance c. C hecking of Attendance
d. Quick Kamustahan d. Quick Kamustahan
The teacher will ask the students The teacher will recall the use of
to cut out 3 squares using Pythagorean theorem to find the
graphing papers with the side of the right triangle.
following measures:
1. A square with an area of
9, 16 and 25 squares
units. (Note: one small
square in a graphing
paper is equivalent to
one square unit.)
2. Arrange the sides of the
3 squares to form a right
triangle on the bond
paper.
Guide the students using the
following question:
What is the relationship between
the sum of the squares of the
length of the two legs of a right
triangle and the square of the
length of the hypotenuse?
The teacher lets the students
realize that the square of the
hypotenuse of a right triangle is
equal to the sum of the squares
of the legs.
C. Presenting The teacher let the students post The teacher divides the class into The teacher lets the students The teacher will apply the
Examples/instances of their words on the activity. 4 groups and will be asked to do complete the table below. Pythagorean Theorem is the
new lesson Process Question: the activity below. Groups 1 and commonly used formula in
1. Did you enjoy the activity? 3 will use triangle A and groups 2 a b c Che solving the sides of a right
2. How did your group work and 4 will use triangle B ck: triangle. The proof of this
together? In each triangle ABC, DE ‖ BC. a2 + theorem can be shown by
3. What did you learn about b2 = applying the concepts of similar
yourself by doing this activity? c2 right triangles.
Orig 3 4 5 9 +
inal 16
=
25
X2 6 8 10 36
+
64
=
100
X3
X4

D. Discussing new The teacher will lead the students The teacher discusses with the The teacher will discuss the The teacher asks the process
concepts and practicing on solving proportion. students the process of arriving at answers of the previous activity. question.
new skills #1 the answer to the activity. 1. What is the relationship
between the sum of the
squares of the legs to
the square of the
hypotenuse?

E. Discussing new The teacher presents the examples The teacher emphasizes that the The teacher will elaborate more
concepts and practicing application of fundamental activity earlier suggests the first on the Pythagorean theorem
new skills #2 property of proportion in solving theorem on proportional using the following example.
worded problems involving segments which is the basic
proportions. proportionality theorem.
Basic Proportionality Theorem
If a line parallel to one side of a
triangle intersects the other two
sides in distinct points, then it
cuts off segments which are
 proportional to these sides.
F. Developing mastery The teacher lets the students, in In groups of three, the teacher
(Leads to Formative groups of five, prove the following will ask the students to answer
Assessment) theorem of the trapezoid. The part A found on page 391 of the
teacher lets the students choose LM.
the appropriate statement/proof
from the box.
G. Finding Practical The teacher will divide the class Your classmate is 5 ft. tall and
applications of concepts into 5 groups. The teacher will casts a shadow of 4 ft. at the
and skills present different questions about same time that the flagpole casts
the proportions. a 12 ft. shadow, what is the
height of the flagpole?
The teacher asks the students the
importance of proportions in their A. Procedures in solving word
daily life problems:
1. Read and analyze the
problem.
2. Know what is asked.
3. Assign variables to the
required data.
4. Solve the problem.
5. Check.

B. How can you use the

similarities in triangle in
solving word problem?
H. Making To summarize the lesson, the The teacher summarizes the The teacher summarizes the
generalizations and teacher instructs the students to mathematical skills or principles mathematical skills or principles
abstractions about the work based on multiple used to solve problems involving used to prove Pythagorean
lesson intelligence. proportions by asking the Theorem through question like:
following questions: 1. What is the
What does the line segment relationship among
(which is parallel to the third side the sides of a right
of a triangle and which intersects triangle?
the other two sides of the triangle)
do to the sides of the triangle it
intersects?
I. Evaluating Learning Multiple Choice: Choose the Find x and y. The teacher will let the students Estimate the distance across
correct answer. answer individually the formative Taal Lake if CD = 30m, DE =
1.A ratio equivalent to 3: 7 is: assessment that can be found on 20m, and AC = 60m. Given that
a.3: 9 b. 6: 10 c. 9:21 d. 18: page 391, part B, numbers 1 and AB II DE.
49 2 only of the LM.
2.In the recipe for lemonade 2 cups
of sugar is needed for 3 lemons.
How many lemons are needed for 6
cups of sugar?
a.4 b. 6 c. 8 d. 9
3. Solve for n: 12/6 = 4/n

J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for remediation
C. Did the remedial
lessons 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?
a.4 b. 3 c. 2 d. 6
4. If Mike has a ratio of 2 apples to
3 bananas, how many apples
would you expect him to have if he
has 15 bananas?
a.7 b. 10 c. 9 d. 2
5.John flipped a coin 9 times and
recorded 5 heads. What is the ratio
of head to tail John recorded?
a.5:9 b. 5:4 c. 4:5 d. 9:5
Continuation: Did not discuss due Continuation: Did not discuss
to the conduct of the Regional Mid- due to the conduct of the Regional
Year Assessment Mid-Year Assessment
__ of Learners who earned 80% above __ of Learners who earned 80% above __ of Learners who earned 80% above __ of Learners who earned 80% above
___ of Learners who require additional activities for ___ of Learners who require additional activities for ___ of Learners who require additional activities ___ of Learners who require additional activities
remediation remediation for remediation for remediation
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their
Others: ____________________ tasks tasks tasks
Others: ____________________ Others: ___________________ Others: __________________
F. What difficulties did I __
__
Bullying among learners
Leaners’ behavior/attitude
__
__
Bullying among learners
Learners’ behavior/attitude
__
__
Bullying among learners
Learners’ behavior/attitude
__
__
Bullying among learners
Learners’ behavior/attitude
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
can help me solve? __ Computer Lab __ Computer Lab __ Computer Lab __ Computer Lab
__ Prior knowledge of students __ Prior knowledge of students __ Prior knowledge of students __ Prior knowledge of students
Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________

G. What innovation or Planned Innovations:

__ Localized Videos/Pictures
Planned Innovations:
__ Localized Videos/Pictures
Planned Innovations:
__ Localized Videos/Pictures
Planned Innovations:
__ Localized Videos/Pictures
localized materials did I __ Making use articles from __ Making use articles from __ Making use articles from __ Making use articles from
use/discover which I views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
wish to share with other Materials Materials Materials Materials
teachers? Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________

Prepared: Checked: Noted:

BENJIE A. VILLAFLORES EDWARD R. SAN AGUSTIN, EdD NENITA P. AVILANES, EdD

Teacher I Head Teacher I Principal IV