GRADE 7-12 School CATUBIG VALLEY NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON
LOG Teacher NEIL D. AGUILANDO Learning Area MATHEMATICS
Teaching Dates and
March 13, 2024 Quarter THIRD
Time

DATE
I. OBJECTIVE/S
A. Content Standard The learner demonstrates understanding of key concepts of parallelogram and triangle
similarity.
B. Performance Standard The learner is able to investigate, analyze and solve problems involving parallelograms and
triangle similarity through appropriate and accurate representation.
C. Learning At the end of the lesson, the learners will be able to;
Competency/Objective a. Classify the types of triangles according to sides and angles by applying the Pythagorean
Write the LC code for each. Theorem.
b. Solve problems applying the Pythagorean Theorem.
c. Appreciate the value of Pythagorean Theorem in real-life situation.
II. CONTENT CLASSIFYING TRIANGLES USING PYTHAGOREAN THEOREM

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide K-12 Mathematics 9 Teacher’s Guide page -pp

pages
2. Learner’s Materials K-12 Mathematics 9 Learner’s Material pages 327-334, 347
pages
3. Textbook pages Geometry Textbook for Third Year pp.169-171
4. Additional Materials Math 9, Qtr. 3, SLM Module 16, first edition, 2020
from Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

a. Routinary activity Please stand and let us pray first

Good morning/ afternoon class! Class let us pray….……. amen.!

Before we start kindly pick up the pieces of paper or Good morning / afternoon sir!
trash under your chair.
(The learners pick up the trash and arrange their
Let us check your attendance. Say present if your chair properly)
name is called.
(Learners will raised their hands)

Yes sir!
Do we have an assignment? Kindly pass it in front.
A. Reviewing previous
lesson or presenting What was our topic last meeting?
the new lesson. Our topic last meeting is all about Pythagorean
Theorem.

Yes, that’s right!

What does Pythagorean theorem say?

It states that states that “In a right triangle, the
square of the length of the hypotenuse is
equal to the sum of the squares of the
lengths of the legs”.
Very good!

Now, who will volunteer to write the formula on the

board?

Yes Mr. Melvon? c² = a² + b²

Excellent!

It appears that you all have learned a lot from your

previous discussion, we will now move on to our next
lesson.

B. Establishing a purpose
for the lesson. Now let us proceed to the objectives of our lesson

Everybody please read the objectives of our lesson

today. OBJECTIVE:
At the end of the lesson, student will be
able to:

a. Classify the types of triangles according to

sides and angles by applying the Pythagorean
Theorem.

b. Solve problems applying the Pythagorean

Theorem.

c. Appreciates the value of Pythagorean theorem

in real life situation.

Okay, thank you.

C. Presenting Let’s have a game entitled Word Analysis

examples/Instances of
the new lesson I will group you into two groups this side will be the
group 1 and this side will be the group 2. You are
going to complete the word through identifying the
letter that correspond to the given number in the
alphabet.

Group 1

P H E N Answer:
16 25 20 8 1 7 15 18 5 1 14
1. PYTHAGOREAN THEOREM –
 T O E
20 8 5 15 18 5 13

Group 2

T E 2. TYPES OF TRIANGLES
20 25 16 5 19 15 6

R G S
20 18 13 9 14 7 12 5 19

Okay, very good!

D. Discussing new Since we are done with the Pythagorean theorem,
concepts and we will now move on to our new topic.
practicing new skills #
1 Based on the given activity, what do you think is our
topic for today?
Based on the given activity and in our objectives, I
think our topic for today is about classifying
triangles using Pythagorean theorem.
That’s right!

Today, we will be discussing about classifying

triangles using Pythagorean theorem. Do you have
1. ACUTE TRIANGLE - a triangle that has
an idea about the classification of triangles? angles that are less than 90° but greater than
0°.
2. RIGHT TRIANGLE - a triangle that has one
angle whose measures exactly 90°.
3. OBTUSE TRIANGLE - a triangle that has one
angle that is greater than 90° but less than
180°.
Very well said! Those are types triangles according
to their angles.

How about the types of triangles according to their

1. SCALENE TRIANGLE – a triangle that has no
sides?
equal sides.
2. ISOSCELES TRIANGLE – a triangle that has
two equal sides.
3. EQUILATERAL TRIANGLE – a triangle that
has three equal sides.

Great Job!
E. Discussing new
concepts and
practicing new skills #
2

Solutions:
1. In ∆JOY, we have 6, 8, and 10 as the
measurements of its sides. Let’s compare the
square of the length of the longest side from
the sum of the squares of the remaining two
sides.

Since 𝒄² = 𝒂² + 𝒃², therefore the triangle is

right. Based on the given triples, 6, 8, 10, we
can say that the triangle is a scalene because
no sides of the triangle are congruent.

How about ∆SUN who will try to solve? In ∆SUN, we have 5, 8, and 10 as the
measurements of its sides. Let’s compare the
square of the length of the longest side from
the sum of the squares of the remaining two
sides.

Since 𝒄² > 𝒂² + 𝒃², therefore the triangle is

obtuse. Based on the given triples, 5, 8, 10,
we can say that the triangle is scalene
because no sides of the triangle are
congruent.

Very good!
How about ∆CAR? In ∆CAR, we have 5, 6, and 7 as the
 F. Developing mastery
(Leads to Formative Determine if the following lengths make an Acute,
Assessment 3) Right, Obtuse triangle.

1. 5, 6, 7
2. 5, 10, 14
3. 12, 35, 37

NOTE: All of the lengths in above problem

represents the lengths of the sides of the triangles.
Plug in each set of lengths into the Pythagorean
theorem.

1. 5, 6, 7
5² + 6² __ 7²
25 + 36 __ 49
61 > 49

Because 61> 49, this is an acute triangle.

2. 5, 10, 14
5² + 10² __ 14²
25 + 100 __ 196
125 < 196

Because 125 < 196, this is an obtuse triangle.

3. 12, 35, 37
12² + 35² __ 37²
144 + 1225 __ 1369
1369 = 1369

Because 1369 = 1369, this is a right triangle.

Very good!

G. Finding practical
application of concepts While painting a wall in your home one day, you
and skills in daily realize that the wall you are painting seems “tilted”,
living. as though it might fall over. You realize that if the
wall is standing upright, the angle between the wall
and the floor is ninety degrees. After a few careful
measurements, you find that the distance from the
bottom of the ladder to the wall is 3 feet, the top of
the ladder is at a point 10 feet up on the wall. And
the ladder is 12 feet long. Can you determine if the Plugging the lengths of the sides into the
wall is standing upright, or if it is starting to lean? Pythagorean Theorem:

3² + 10² __ 12²
9 + 100 __ 144
109 < 144

Because 109 < 144, this is an obtuse triangle. The

wall is leaning with an angle greater than ninety
degrees.

H. Making
generalizations and If the square of the length of the longest side is
abstractions about EQUAL to the sum of the squares of the
the lesson. lengths of the remaining two sides, then the
 triangle is a?

Very good! RIGHT TRIANGLE

How about, in an OBTUSE TRIANGLE?

If the square of the length of the longest side

is GREATER THAN to the sum of the squares
of the lengths of the remaining two sides,
then the triangle is an
Excellent! OBTUSE TRIANGLE
How about in an acute angle?

If the square of the length of the longest side

is LESS THAN to the sum of the squares of
the lengths of the remaining two sides, then
the triangle is an ACUTE TRIANGLE.
Very good!

Can anyone here state the types of triangles

according to their side?
Yes Mr. Melvon? 1. SCALENE TRIANGLE – a triangle that has no
equal sides.
2. ISOSCELES TRIANGLE – a triangle that has
two equal sides.
3. EQUILATERAL TRIANGLE – a triangle that
has three equal sides.
Excellent!
I. Evaluating learning Direction: Determine if the following lengths make an
acute, right or obtuse triangle. (5-pt each)

1. 10, 15, 18
2. 4, 20, 21
3. 6, 8, 10
1. 10² + 15² __ 18²
100 + 225 __ 324
325 > 324
Because 325 > 324, this is an acute triangle.

2. 4² + 20² __ 21²
16 + 400 __ 441
416 < 441
Because 416 < 441, this is an obtuse triangle.

3. 6² + 8² __ 10²
36 + 64 __ 100
100 = 100
Because 100 = 100, this is a right triangle.

J. Additional activities for

application or Directions: Determine if the following lengths make
remediation an acute, right or obtuse angle.

1. 15, 22, 25

Plug in each set of lengths into the Pythagorean

theorem.
 1. 15, 22, 25
15² + 22² __ 25²
225 + 484 __ 625
709 > 625

Because 709 > 625, this is an acute triangle.

V. REMARKS
SECTION REMARKS
LIHTIUM
GOLD
VANADIUM
OXYGEN

LEGEND:

*** done with review, discussion, activities, and the evaluation

** done with review, discussion, activities, and the evaluation as homework
*Review and discussion only
# Unfinished discussion
X vacant

VI. REFLECTION

A. No. of Learners Who SECTION REMARKS

Earned 80% In the
Evaluation. LIHTIUM
GOLD
VANADIUM
OXYGEN
B. No. of Learners Who
Require Additional SECTION REMARKS
Activities for
Remediation Who LIHTIUM
Scored Below 80% GOLD
VANADIUM
OXYGEN
C. Did The Remedial
Lessons Work?

D. No. of Learners Who

Continue to Require SECTION REMARKS
Remediation
LIHTIUM
GOLD
VANADIUM
 OXYGEN
E. Strategies Worked
Well? Why Did These
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: CHECKED BY:

NEIL D. AGUILANDO MARIETA G. SUERTE

PRE-SERVICE TEACHER Mentor