School: STO.

ROSARIO NATIONAL HIGH SCHOOL Grade Level: NINE (9)

MATHEMATICS 9
Teacher: DANILO P. LEOGAN Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and
Time: 10:00 AM – 11:00 AM – MARCH 20, 2023 Quarter: THIRD

OBJECTIVES
A. Content Standards: Demonstrates understanding of key concepts of parallelograms and triangle similarity.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
is able to investigate, analyse, and solve problems involving parallelograms and triangle similarity through appropriate and accurate
representation.
Proves the Pythagorean Theorem. M9GE-IIIi-2
LESSON OBJECTIVES
 state the Pythagorean Theorem.(cognitive)
 Appreciate the importance of Pythagorean Theorem in daily lives. (affective)
 Solve problem involving Pythagorean Theorem.(psychomotor)

I. CONTENT PYTHAGOREAN THEOREM

II. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages MATHEMATICS LEARNERS MATERIAL PAGE 396

3. Textbook Pages PAGE 396

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Manila paper, scissors, pilot pen, glue, ruler, scientific calculator and visual aids.
 These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of
III. PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to
learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

PRELIMINARY ACTIVITIES
INDICATOR 2.6.2
 OPENING PRAYER
Manage learner behavior
 Greetings constructively by applying
 Checking of attendance positive and non-violent
 Classroom Rules & Regulation discipline to ensure
-Respect each other. learning focused
-Raise your hand if you want to answer. environments.
-Participate actively during the class discussion.
A. Reviewing Previous Lesson or SHORT REVIEW
Presenting the New Lesson
Let the learners recall their
previous lesson
INDICATOR 1.1.2 applied
knowledge of content
within and across
curriculum teaching areas.
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
Can you solve now problems involving 30-60-90 special triangle?
Does special triangles important in our daily life? Why? (HOTS QUESTION)
*possible answer: Yes. Because triangles are everywhere. Triangles have many application in our lives we
just need most specially the engineer. These theorems can make their work faster.
MOTIVATION
Activity 1: Group the class into 3. INDICATOR 1.5.2 Applied
a range of teaching
Each of the group is given a task to mend the piece of jigsaw puzzle. They have also given a clue to every strategies to develop
puzzle so that they will led to the topic. critical and creative
Group 1 will mend the picture of Pythagoras thinking as well as other
higher-order thinking
Group 2 will mend the picture of a right triangle. skills.
Group 3 will mend an engineer using the Pythagorean theorem. (real life application)
Let each of the group read
the lesson objectives.
MAPEH integration- allow
students to mend pictures
artistically.
 Present the lesson objectives
-state the Pythagorean Theorem.(cognitive) Explain thoroughly the
-Appreciate the importance of Pythagorean Theorem in daily lives. (affective) objectives, so that the
-Solve problem involving Pythagorean Theorem.(psychomotor) learners will be able to
understand well the
- Ask students if they have questions about the lesson objectives objectives.
D. Discussing New Concepts and
Practicing New Skills #1
LESSON PROPER

INDICATOR 2.3.2
Manage classroom
structure to engage
learners, individually or in
group, in meaningful
exploration, discovery and
hands-on activities within
the range of physical
learning environments.

After giving examples each of the group will be given a real life situation problems for them to answer.
Every correct answer 2 points will be added to their score.
 FOR GROUP 1

INDICATOR 2.3.2
Manage classroom
structure to engage
learners, individually or in
group, in meaningful
exploration, discovery and
hands-on activities within
the range of physical
FOR GROUP 2 FOR GROUP 3
learning environments.

E. Discussing New Concepts and APPLICATION INDICATOR 3.1.2 Used

Practicing New Skills #2 Differentiated,
developmentally
GROUP 1. Measuring your chalk board.
appropriate learning
Find the measurement of the 2 legs of your chalkboard using a ruler and solve for the hypotenuse (use experiences to address
centimeter as measurement). Choose 1 representative among your group to explain your output. Present a learner’s gender, needs,
yell before you start your outputs. strengths interest and
experiences.
Allowing learners to
contextualize the topic by using
their classrooms chalk board.

Group 2.
The task of the group is to make a song about Pythagorean theorem.
Use this lyrics or revise and add more as you like. Present a yell before your presentation.
MAPEH integration- allow
To use Pythagorean theorem Right triangle is all we need , students to make a song and
One of the angle of a right triangle is exactly 90 degrees. sing to the class using the
The 2 sides are the legs, topic that had been
While hypotenuse is the longest discussed.
Thanks to Pythagoras for this wonderful discoveries.
And the world were made a better place to live.

Group 3. The task of the group is to answer a crossword puzzle. Choose one representative in the group to

F. Developing Mastery
(Leads to Formative As
G.Finding Practical Applications
of Concepts and Skills in Daily
Living
H.Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
explain your output. Present a yell before you start your output.
Direction: Say true if the statement is true and if it false make it true by changing the wrong statements into a
correct one.
1. The Pythagorean Theorem are applicable in all types of triangle.
2. The hypotenuse are the longest sides of a right triangle.
3. One of the angle of a right triangle is 180 degrees.
4. The Pythagorean Theorem is translated mathematically as 𝑎2+𝑏3=𝑐2.
5.
Do you think Pythagorean theorem useful?(HOTS QUESTION)
Have you ever encounter an instances where you could possibly use Pythagorean theorem?(HOTS QUESTION)
*
What is the formula of Pythagorean theorem?
*a2 +b2 = c2
What is the use of Pythagorean theorem?
*The Pythagorean is use in finding /solving the missing/unknown sides of a right triangle.
Are you now able to solve problem using Pythagorean theorem?
DIRECTION: Read and answer each of the following items accurately. Write the letter of the correct answer on your
 answer sheet.

1. What do you call the longest side of a right triangle?

a. Hypotenuse b. Leg c. Base D. Median
2. The Pythagorean Theorem is translated mathematically as 𝑎2+𝑏3=𝑐2.
A. True B. False C. It Depends D. None
3. Find the missing length of a side of the triangle at the right.
A. 22 cm B. 17 cm C. 15 cm D. 13 cm
4. The Pythagorean Theorem ONLY works on which triangle?
A. Obtuse B. Scalene C. Isosceles D. Right

J. Additional Activities for 1. Find the missing side of the following right triangle.
Application or Remediation

1
2 a=13 3
c=?
c=? b=7
a=13

b=18

c=? a=18
b=14

IV. REMARKS
V. 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 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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Prepared by: DANILO P. LEOGAN Checked by: RIAN G. GUILLERMO

T–I MT-I

Reviewed by: ANALYN P. BAW

SCHOOL OIC/HT-I