/LESSON PLAN School: BACOOR NATIONAL HIGH SCHOOL - MAIN

Teacher: KRISTINE D. DOMO Grade Level 9

Quarter: 3 Learning Area Mathematics

Teaching Date /Time Section Remarks

March , 2024, 6:00 – 6:55 M. ALVAREZ

March , 2024, 7:50 – 8:45 J. RIZAL

March , 2024, 8:45 – 9:40 E. AGUINALDO

March , 2024, 10:10 – 11:05 L. AGUADO

March , 2024, 11:05 – 12:00 F. AGONCILLO

I. LEARNING COMPETENCIES Lesson 1: Illustrates similarity of figures. (M9GE-IIIg-1)

II. LEARNING OBJECTIVES 1. Define similar polygons.

2. Understand the properties of corresponding angles and sides in similar

polygons.

3. Use similarity to find missing side lengths or angles in polygons

4. Calculate the scale factor by comparing corresponding side lengths of

similar polygons.

5. Create scale drawings.

III. LEARNING CONTENT

Topic: SIMILARITY

Skills: Active Participation, Critical Thinking, Reading, Listening, Note Taking, Communication

References: ADM Mathematics – Quarter 3 Module 4

Materials: Mathematics Module, Manila Paper, pen, paper, tv, laptop

Subjects Integrated: With in:

Expresses ratios in their simplest forms. M5NS-IIi-125

Describes a proportion. M9GE-IIIf-1

Across:

ARTS: shows the illusion of space in drawing the objects and persons in different sizes A3EL-
Ib
 Values Focused: Honesty, Determination, Patience, Perseverance, Self Confidence

A. PREPARATORY ACTIVITIES

1. Daily
● Greetings
Routines

● Checking the cleanliness and orderliness of the classroom.

● Checking of attendance

2. Motivation Tell Us What You See!

a. b. c.

Questions:

What do you observe about the given figures or images? About their sizes?
Multistructural

Answer: they are the same/similar but of different sizes, etc,…

How can you say that the pair of figures or image are similar? Or when are polygons
similar? Multistructural

(We’ll answer later on…)

B. Activity Proper

1. Presentation / Introduction

In this lesson, you will learn that there are triangles and other polygons that have the same shape but not necessarily
the same size. The illustrative example below will give you an idea of how we can say that the given figures are similar.
 If you observe, trapezoid ABCD and trapezoid EFGH have the same shape. When you pair the corresponding
vertices, the angles coincide. It shows that their corresponding angles are congruent: ∠A ≅∠E ; ∠B ≅ ∠F ; ∠C ≅ ∠G ;
and ∠D ≅ ∠H.

Another thing is that the ratios of the measure of the lengths of their corresponding sides are equal.

EF 3 FG 5 GH 6 EH 4 1 1
Thus, in EFGH to ABCD, = = = = = = = = . Here, the scale factor k is . We could
AB 6 BC 10 CD 12 AD 8 2 2
AB 6 BC 10 CD 12 AD 8 2
also turn it around as ABCD to EFGH where = = = = = = = = = 2. Now here, the
EF 3 FG 5 GH 6 EH 4 1
scale factor k is 2.

Based on the illustrative example, two polygons are similar (the symbol is ∼) if their vertices can be paired so that
corresponding angles are congruent, and the lengths of their corresponding sides are proportional.

To indicate that trapezoid ABCD is similar to trapezoid EFGH, you can write ABCD ∼ EFGH. If you use this
notation, write the corresponding vertices on the same order.

1. Modeling ( I DO)

Example:
 Complete the following statement.

a. If ABCDE ∼ FGHIJ, then

CD
∠B ≅ ___ ; ∠J ≅ ___ ; = ___ ; t = ___
HI

b. The scale factor of FGHIJ ∼ ABCDE is ___.

Solution

a. ∠B ≅ ∠G ; ∠J ≅ ∠E ;
CD DE 3 1
HI
=
IJ
= =
6 2
;
AB DE
FG
=
IJ
5 3
→ = → 3t =30 →
t 6
1
3 () ()
3t =
1
3
30 → t =

10

b. The scale factor of FGHIJ ∼ ABCDE is 2.

2. Guided Practice ( WE DO)

GROUP ACTIVITY: “FLEXING YOUR SCALE!”

Create a scaled drawing of the figure below using a designated scale factor.
 Scale Factor – 1:2

Guide Example:
Assume the original rectangle has dimensions of 3 units by 1 unit.

Original Rectangle:
 Length: 3 units

 Width: 1 unit

Scale Factor: 1:5

Scaled Dimensions:
1. Scaled Length = Original Length × Scale Factor
 Scaled Length = 3 units × 5 = 15 units

2. Scaled Width = Original Width × Scale Factor

 Scaled Width = 1 unit × 5 = 5 units

Scaled Drawing:
1. Draw a rectangle on the graphing paper, keeping the proportions consistent with the scaled dimensions.

2. Label the dimensions on the drawing.

Remember to use a ruler for straight lines and to maintain accuracy in your scaled drawing. Adjust the
dimensions based on the scale factor, and you'll have a scaled representation of the original rectangle.
SCORING RUBRIC:
SCORE INDICATOR
10 Was able to give all the correct measurements; presentable and excellent discussion .
8 Was able to give most of the correct measurements; presentable and good discussion.
6 Was able to give most of the correct measurements; tidy and good discussion.
4 Was able to give few correct measurements; with discussion.
2 Most of the measurements are incorrect; with discussion.

WHICH ONE LOOKS CLOSER? WHICH ONE LOOKS DISTANT?

3. Independent Practice (YOU DO)

Directions: Illustrate or draw: △ART ∼△PEN. Then, complete each statement:

AR
∠A ≅___ ; ∠R ≅ ___ ; ∠T ≅ ___ ; = ___ = ___
PE

Answer:

1.

∠A ≅ ∠P; ∠R ≅ ∠E; ∠T ≅ ∠N ; AR/PE = RT/EN = TA/NP

5. Generalization

Please complete each statement.

Two polygons are similar if their vertices can be paired so that corresponding angles are congruent, and corresponding
sides are proportional.

The number that describes the ratio of two corresponding sides of similar polygons is referred to as the scale factor.

C. EVALUATION

Direction: Use the figure below to complete the following statement.

a. If PQRS∼ TUVW, then

∠R≅ ___ ; ∠Q≅ ___ ; PS/TW = ___ ; x = ___

b. The scale factor of PQRS ∼ TUVW is ___.

Answer:

a. ∠R≅ ∠V - Unistructural ; ∠Q≅ ∠U - Unistructural ; PS/TW = SR/WV = 4/6 =2/3- Multistructural ;

x = 9- Multistructural

b. 2/3 - Multistructural

D. ASSIGNMENT

Solve the problems below.

1. John painted a picture of her house on canvas. The actual width of the driveway is 30 ft. If it is represented

with a width of 6 inches on the canvas What was the scale factor used?

2. Dora stops at the gift store to buy a souvenir of the status of the library. The original height of status is 161 ft. If a
scale factor of 1 inch = 30 ft is used to design the souvenir. What is the height of replica?

E. INDEX OF MASTERY

B. No. of C. Did the remedial D. No of

learners who lessons work?
A. No. of learners Learners who
require
SECTIONS who earned 80% in No. of learners who continue to
additional
the evaluation have caught up the require
activities for
lesson. remediation.
remediation

M. ALVAREZ

J. RIZAL

E. AGUINALDO
 L. AGUADO

F. AGONCILLO

Prepared by: Checked by: Noted by:

KRISTINE D. DOMO RONA B. ABRIGONDA PhD TEODORO A. GLORIANI EdD

Teacher I Master Teacher I Principal IV