I.

OBJECTIVES

A. Content Standards The Learners demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. Performance The Learners is able to investigate, analyze, and solve problems involving parallelograms and triangle
Standards similarity through appropriate and accurate representation.
C. Learning
Competencies/Objecti At the end of the lesson, the students should be able to:
ves 1. recall Special Right Triangle;
2. define Pythagorean Theorem;
3. apply Pythagorean Theorem to identify types of triangles according to sides and angles; and
4. solve the missing side of a right triangle using Pythagorean Theorem.

II. CONTENT
Topic: Pythagorean Theorem

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide pages MANDA-MATH-G9-Q3-WEEK8-pp.1-5 (CLAID Module)
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials Visual Aids, Marker, Chalk, Ruler, Protractor, Calculator
from learning
resource portal
B. Other Resources https://byjus.com/question-answer/how-is-pythagorean-theorem-used-in-real-life/

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Daily Routine “Before we start our lesson for today, anyone, who wants to
lead the prayer?
(One of the group leaders voluntarily
come in front and lead the prayer…”

A. Greetings
“Good morning, class.” “Good morning, Ma’am Jessa!”

Classroom Management
“Before you take your seat, will you please check the
alignment of your chairs and pick up the pieces of trash (The students will arrange their chairs
below.” and pick up the trash around them)

Checking attendance
“Anyone, whose absent today?
Group 1? Group 2? Group 3? And Group 4? “There is no absent today, Ma’am.”

“That’s good to hear, class!”

B. Reviewing Let’s have a recap first regarding with our discussion last
previous lesson or meeting. And last meeting we tackled about special right
presenting the triangle. So, what are the two types of special right triangle?
Isoscele Right Triangle or
new lesson
45 ° −45 °−90 ° right trinagle
theorem and 30 °−60 °−90° right
So, what is 45 ° −45 °−90 ° right trinagle theorem? triangle
In an isosceles right triangle, the
hypotenuse is √2 times as long as
each of the legs.
How about the 30 °−60 °−90° right triangle?
 The length of the
 I. REMARKS

A. No. Of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did theses work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

SANCHEZ, JESSA MAY G.

Name of PST

Checked by:

Mrs. Rodalyn P. Conay

Cooperating Teacher

Checked by:
Mrs. Cynthia De Lino
Department Head