Lesson Plan in Mathematics Grade 9

I. Learning Objectives/Learning Competencies

At the end of the lesson the student must be able to illustrate similarity of figures.

II. Subject Matter

a. References: Mathematics Grade 9 LAS (J. Daquloag) pages 59-64

b. Materials: Laptop for PowerPoint Presentation, Manila Paper, Marker
c. Value focus: Cooperation and Perseverance

III. Process/Procedure
Time Allotment Teachers Activity Students Activity
Pre-Activities

A. Drill

AM I SIMILAR?

Direction: Given from the

picture/illustration below, identify
if the figures are similar or not.

The teacher illustrated/shows two

figures of butterfly.

1.)

Are the two figures that the teacher .

illustrated, similar or not? Yes, the two figures are
similar.
The teacher illustrated/shows
figures of two wheels of a vehicle.

2.)

Are the two figures that the teacher

illustrated, similar or not?
Yes, the two figures are
similar.
The teacher illustrated/shows
figure of square and rectangle.

3.)

Are the two figures that the teacher

illustrated, similar or not?

No, the two figures are not

similar.

The teacher illustrated/shows

figure of both hands of a human.
4.)

Are the two figures that the teacher

illustrated, similar or not?

The teacher illustrated/shows Yes, the figures are similar.

figure of two teacups.

5.)

Are the two figures that the teacher

illustrated, similar or not?

Yes, the two figures are

similar.

B. . Review
Okay class, before we proceed to
our next or new lesson, let’s have a
brief review of the lesson or topic
that we’ve discussed last time. Our
previous lesson was all about
applying the fundamental theorems
of proportionality to solve
problems involving proportions.

*Who among you here can define

what is the fundamental theorems
of proportionality?
If a line is drawn parallel
to one side of a triangle
intersecting the other two
sides in distinct points,
then the other two sides are
divided in the same ratio.

*Who can give me at least one

example of a real-world (Answers may vary)
proportionality theorem?

C. Motivation

MAKE ME REAL!!

Direction: Given the shapes below,

illustrate two real life similar
figures that you can think of.

Example:

Shape:

(Students illustration
depends on what they can
think of)

Illustration:
Slice of Pizza
Half a slice of a Sandwich
1.

2.

3.

4.

5.

Proper Lesson/Presentation

The teacher will present the

lesson/topic.

ILLUSTRATE SIMILARITY
OF FIGURES
Activity

SIMILARITY FIGURE
HUNTING!!

Before we start our lesson, I

want you to meet my friend. His
name is Monkey D. Luffy.

He’s looking and hunting for some

figures which are similar. To bring
to his ship so he can be a Pirate
King. Would you help Luffy in
hunting? Yes, teacher we will!

The teacher will divide the class

into two groups. By giving the
class a group activity, the students
are required to participate together
with their groupmates.

After dividing the class into two

groups, the students will choose
one leader, one look-out, and five
hunters/pirates, while the rest of the
group will protect their homebase
to avoid having an X mark.

Direction: Hunt for the similar

figure that you have with your
group in order for you to help our
friend Luffy, BUT be careful there
might be Pirates on the way!
Mechanics of the Activity:
One group will play as a Pirate,
while the other group will play as
the Hunters.
The leader of the group will choose
Head or Tail by tossing a coin. The
group who chooses Head will be
the Hunters, while the group who
chooses Tail will be the Pirates.

The Pirates need to block the

Hunters way, and the similar
figures need to be protected.

The Hunters need to pass through

on the Pirate’s side and need to get
the similar figures as soon as
possible.
Leader- need to lead the way of
the group.
Look-out- need to know and
observe what way they should
avoid in order not to get caught.
Hunters/Pirates- need to get or
protect the similar figures.

The group who are able to succeed

their designated role for 10 minutes
will be declared as winners and
will be rewarded with Luffy’s
chocolate bars.
Materials: Pirate’s eye patch, and
illustrated similar figures.

Analysis

1. What have you observed

from the activity?
2. Can figures be that similar? (Students’ answers may
In what way? vary)
3. What would you consider to
determine that two figures
are similar?
Abstraction

A. Discussion

Two figures are said to

be similar if they are the same
shape. In more mathematical
language, two figures are similar if
their corresponding angles
are congruent , and the ratios of the
lengths of their corresponding sides
are equal.

This common ratio is called

the scale factor .

The symbol ∼ is used to indicate

similarity.

In the figure below, pentagon

ABCDE ∼ VWXYZ
 The symbol used to
express "similar" was
Similar also seen in the
Symbol: symbol for
"congruent" ( ). But
unlike congruent,
similar does not
imply = size.

Similar figures are figures that are

the same shape, but not
necessarily the same size.

Corresponding angles are two

angles that occupy the same
relative position on similar figures.
Corresponding sides are two sides
that occupy the same relative
position in similar figures.

The key points for two figures to

be similar are:
 corresponding angles must be the
equal
 corresponding sides must be in
the same proportion

B. Generalization

Now that you’ve learned a lot from

this day’s discussion, so anyone (Students raise their hands)
can summarize the lesson?
(Call two students to generalize the
topic)
Application
1. What is a real-world
application of similar
figures?
2. Why is it important to know
 similar figures?

3. How can we use similar

figures to solve real life
problems?
Valuing

How are similar figures used in (Students answers may

everyday life? vary)
IV. Assessment/Evaluation

I’M NOT INTO X’s

Direction: By looking at the

pictures or illustration below, put
symbol if the figures
are similar. If not, put X mark on
it.

1.)

2.)

3.)

X
4.) X

5.)

V. Assignment

Direction: In your ½ sheet of

yellow pad paper. State the
corresponding sides and angles of
the given figures below.

1.) The quadrilaterals ABCD

and WXYZ are similar.
State the corresponding
sides and angles.

2) Polygon ABCDEF is similar to

polygon PQRSTU.