Daily Lesson Plan

Date: March 14, 2024 Subject: Mathematics Time: 9:00 AM – 10:00 AM

Quarter: 3rd Grade Level: 9 Duration: 1 hour
The learner demonstrates understanding of key concepts of
Content Standards
parallelograms and triangle similarity.
The learner is able to investigate, analyze, and solve problems
Performance Standards involving parallelograms and triangle similarity through
appropriate and accurate representation.
Proves the conditions for similarity of triangles (M9GE-IIIg-
h-1)
Learning Competencies 1.1. Right triangle similarity theorem
1.2. Pythagorean theorem (M9GE-IIIi-2)

I. LEARNING OBJECTIVES
At the end of the discussion, the Grade 9 students are expected to:
 apply the right triangle similarity theorem to identify and prove similarity between
right triangles,
 prove and solve problems involving the Pythagorean theorem, and
 solve problems involving Pythagorean theorem in real-world scenarios.

II. SUBJECT MATTER

A. Topic Geometry

Right Triangle Similarity Theorem

B. Sub-topics
Pythagorean Theorem

PowerPoint Presentation
Visual Aids
C. Materials White Board
Marker
Activity Sheets
Mathematics Grade 9 Leaner’s Material. First Edition, 2014.
D. References
Reprint, 2016. ISBN: 978-971-9601-71-5.
The purpose of this lesson is to understand the concept of
E. Purpose of the right triangle similarity theorem and Pythagorean theorem as
Lesson a way to interpret and analyze situations and problems in the
real world.
F. Essential  How to illustrate and proves the condition for similarity
Questions of triangles involving right triangle similarity theorem?

Possible Answer: To illustrate and prove the condition

 for similarity of triangles involving the right triangle
similarity theorem, identify corresponding angles,
ensure their congruence, apply the Angle-Angle (AA)
similarity criterion, support with diagrams, and
formally prove using logical steps.

 In what ways can we prove and solve problems

involving the Pythagorean theorem?

Possible Answer: The Pythagorean theorem, crucial for

understanding triangle similarity, 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
other two sides, providing a fundamental basis for
proving triangle congruence and similarity. And we can
solve problems involving the Pythagorean theorem by
identifying right triangles, applying the theorem to find
missing side lengths, using it to determine triangle
similarity, and verifying its applications through
geometric proofs.

 Where can Pythagorean theorem may apply in real-

world scenarios?

Possible Answer: The Pythagorean theorem applies in

real-world scenarios such as calculating distances (e.g.,
in architecture for measuring the diagonal of a
rectangle), determining proportions (e.g., in map-
making for scaling distances), and solving problems
involving right-angled triangles (e.g., in construction
for ensuring stability of structures).
III. PROCEDURE
Teacher Activity Student Activity
A. Classroom Management
 The teacher will conduct a prayer  Students are required to pay close
and afterward, the teacher will attention to the teacher's
check the attendance for instructions and adhere to them
verification based on the seating accordingly.
arrangement. In cases of absence,
students must provide an excuse
letter upon the teacher's request.
Following the attendance check,
the teacher will reiterate classroom
rules and expectations for student
behavior in the subject Math.
 Classroom Rules:

L - Listen actively and

respectfully to others.
E - Engage in discussions and
activities with enthusiasm.
A - Attend classes regularly and
arrive on time.
R - Respect the opinions and
perspectives of your classmates.
N - Never hesitate to ask
questions and seek clarification.

B. Introduction/ Review
 The teacher will have an  The students are expected to
interactive game called participate in the activity about
“Pythagorean Puzzle”. The Pythagorean Puzzle and are expected
objective of the game is to to familiarize the concept of the
familiarize students with the Pythagorean theorem in a fun and
concept of the Pythagorean interactive way.
Theorem in a fun and interactive
way.

Title: Motivational Activity:

Pythagorean Puzzle

Materials Needed:

 Chalkboard, whiteboard, or
projector for displaying the
game
 Sticky notes or index cards
 Marker pens
 A ruler or measuring tape

Instructions:

1. Preparation:

 Write down different sets of

three numbers on sticky notes
or index cards. Each set should
represent the lengths of the
sides of a right triangle. For
example: (3, 4, 5), (5, 12, 13),
 (7, 24, 25), etc.

 Stick these cards randomly on

the board or display them using
a projector.

2. Introduction:

 Gather the students and

introduce the game by briefly
explaining the Pythagorean
Theorem and its significance in
mathematics.

 Explain that they will be

participating in a puzzle game
related to right triangles and
their side lengths.

3. Gameplay:

 Divide the class into small

groups or pairs.

 Invite a group or pair to come

to the board.

 Ask the selected group or pair

to choose one set of numbers
(representing the side lengths
of a right triangle) from the
displayed cards.

 Once they've chosen a set, they

must arrange the cards on the
board to form a right triangle.

 Encourage them to use a ruler

or measuring tape to verify that
the sides indeed form a right
triangle.

 If they correctly form a right

triangle, explain how they can
use the Pythagorean Theorem
to verify it
  Repeat the process with other
groups or pairs until each has
had a chance to participate.

4. Discussion:

 After each group or pair has

had a turn, facilitate a
discussion about the patterns
they observed and how the
Pythagorean Theorem applies
to the side lengths of right
triangles.

 Encourage students to share

any strategies they used to
identify right triangles.

Take Note: This interactive game not

only introduces students to the concept
of the Pythagorean Theorem but also
encourages collaboration, critical
thinking, and hands-on learning.

 The teacher will present the

purpose of the lesson and state the
learning objectives.

C. Presentation  The students will listen to the teacher

 The teacher will provide a lecture, and may ask questions during the
visual presentation, and discussion.
demonstration in illustrating the
basic concepts of triangular Possible Questions:
similarity for better understanding
of the lesson or topic. 1. What does the Right Triangle
Similarity Theorem say about right
Earlier, we had recalled the previous triangles?
topic about similarity of figures, in
which when we talk about similar 2. Can you give an example of two
figures those are geometrical figures right triangles that are similar
that are the same with shapes but according to this theorem?
different in sizes. And now, let us
move forward to our new lesson that 3. What is the Pythagorean Theorem
has connection to similarity of figures, used for?
which is triangle similarity and its
theorem. 4. Can you explain how the
Pythagorean Theorem helps us find
In this lesson we are going to illustrate the length of one side of a right
the five triangle similarity theorems triangle?
namely, SAS similarity theorem, SSS
similarity theorem, AA similarity
theorem, right triangle similarity  The students will listen to the
theorem and, special right triangle teacher’s discussion and try to
theorem. perform the practice with the
assistance of the teacher.
To better understand, let us first
discuss the theorems. INDEPENDENT PRACTICE

1.1. Right Triangle Similarity  The students will perform the

Theorem independent practice (Activity 1) and
are expected to arrive at the
Observe the illustration shown, following answers:
according to right triangle similarity
theorem, it states that if the altitude is Activity 1:
drawn to the hypotenuse of a right
triangle, then the two triangles formed Answers:
are similar to the original triangle and
to each other. I. Illustrate based on the statement.

∠ABC as the right triangle and

1. ΔABC is a right triangle with

side AC as the hypotenuse.

Side BD is an altitude to the

hypotenuse of ΔABC.

Then: ΔABC ≅ ΔBDC ≅ ΔADB

∠MER as the right triangle and
If: ΔMER is a right triangle with

side MR as the hypotenuse.

Side EY is an altitude to the

hypotenuse of ΔMER. Answer:

Then: ΔMER ≅ ΔEYR ≅ ΔEYM

Or it can be illustrated like this if we
separate the new triangles formed from
the original triangle:

II. For each triangle, find the missing

length.

a2 + 172 = 192
a2 + 289 = 361
a2 = 361 - 289
a2 = 72

Then square both sides to get the value

of c;

√ a2= √7 2
a=8 .49

a2 + b2 = c2
52 + 132 = c2
25 + 169 = c2
194 = c2

1.1.5. Pythagorean Theorem Then square both sides to get the value
of c;
Observe the illustration shown,
according to Pythagorean theorem, it √ 1 94=√ c2
states that the square of the hypotenuse 13.93 = c
of a right triangle is equal to the sum
of the squares of the legs. And it has a
formula of a2 + b2 = c2; where c is the
hypotenuse, and a and b are legs.

a2 + b2 = c2
102 + b2 = 202
100 + b2 = 400
b2 = 400 -100
Examples: b2 = 300

Then square both sides to get the value

of c;

√ b2= √300
b=17.32

Solution:
To solve this using the Pythagorean
theorem, let us use the formula of it,
a2 + b2 = c2
a2 + b2 = c2 52 + 142 = c2
62 + 82 = c2 25 + 196 = c2
36 + 64 = c2 221 = c2
100 = c2
Then square both sides to get the value
Then square both sides to get the value of c;
of c;
√ 221=√ c 2
√ 100= √c 2 14.87 = c
10=c

Another example;
 To solve this using the Pythagorean
theorem, let us use the formula of it,

22 + b2 = c2
22 + b2 = 62
4 + b2 = 36
b2 = 36 – 4
b2 = 32

Then square both sides to get the value

of c;

√ b2= √32
b=5.656∨5.66

INDEPENDENT PRACTICE

 The teacher will assign the

students with practice task which
the students are expected to
perform independently as much
as possible.

Activity 1:

I. Illustrate based on the statement

provided.

∠ABC as the right triangle

1. ΔABC is a right triangle with

and side AC as the

hypotenuse.

Side BD is an altitude to the

hypotenuse of ΔABC.

Then: ΔABC ≅ ΔBDC ≅ ΔADB

II. For each triangle, find the missing
length.

D. Feedback/Application  The students will perform the

The teacher will assign the students Performance Task 3 (PT3) and will
per group with task of a concept pass it before the time ends.
map on the lesson/topic.
Possible Answers: Answers may
Performance Task 3: Break It Down, vary.
Yo!

Directions: Using the Frayer model,

complete the following concept map
diagram to provide a breakdown of the
concept of the theorems are the
following;
 1.1. Right triangle similarity theorem
1.2. Pythagorean theorem

E. Generalization/Conclusion  The students will answer the

 At the end of the lesson, the assignment and will pass it next
teacher will provide an assignment meeting.
for the students.

Assignment No. 2

Explain the Pythagorean theorem: a2+

b2 = c2; where c is the length of the
hypotenuse in a right triangle. Provide
a basic example of how it works.
Write it in a long bond paper. Be
creative.

IV. EVALUATION/ASSESSMENT

Performance Task No.3: Break It Down, Yo!

Directions: Using the Frayer model, complete the following concept map diagram to
provide a breakdown of the concept of the theorems are the following;

1.1. Right triangle similarity theorem

1.2. Pythagorean theorem
Your output will be graded based on the following criteria.

Level of Proficiency

Criteria
Excellent Good Needs Improvement
Score
(4) (3) (2)

Student demonstrates a deep Student shows a clear Student demonstrates

understanding of both the understanding of both some understanding of
Right Triangle Similarity the Right Triangle the Right Triangle
Theorem and the Similarity Theorem and Similarity Theorem and
Understanding of
Pythagorean Theorem, the Pythagorean the Pythagorean
Concept
accurately explaining their Theorem, explaining Theorem but struggles
components and their components and to explain all their
applications in various applications with minor components and
contexts. errors or omissions. applications accurately.
Organization and Student's concept map is Student's concept map is Student's concept map
Clarity exceptionally organized, well-organized, with is somewhat organized,
with clear headings, clear headings, but headings,
subheadings, and subheadings, and subheadings, or
connections between connections between connections between
components. The components. The components may be
information is presented information is presented unclear or missing. The
logically and is easy to logically but may lack presentation may lack
 follow. some clarity in coherence.
presentation.
Student provides Student provides Student provides basic
comprehensive explanations adequate explanations of explanations of the
of the components and the components and components and
applications of both the applications of both the applications of both the
Detail and Depth Right Triangle Similarity Right Triangle Right Triangle
of Explanation Theorem and the Similarity Theorem and Similarity Theorem and
Pythagorean Theorem, the Pythagorean the Pythagorean
including relevant examples Theorem, but may lack Theorem, but lacks
and connections to real- depth or examples in detail or examples to
world situations. some areas. support understanding.
Student's concept map is Student's concept map is Student's concept map
visually appealing, visually clear, with includes some visuals
incorporating appropriate appropriate graphics and or layout elements, but
graphics, colors, and layout layout, although the use they may not
Visual
to enhance understanding. of colors or visuals may effectively enhance
Representation
Graphics and layout be limited or slightly understanding or may
effectively support the distracting. Graphics and be distracting.
content. layout generally support
the content.
Actively participates in Participates in group Participates minimally
group discussion, discussion and in group discussion,
contributes ideas, listens to contributes ideas, but provides limited input,
Collaboration
others' perspectives, and may dominate the or does not engage in
collaborates effectively to conversation or fail to effective collaboration
solve the problem as a team. consider others' input. with team members.
Task is completed on time Task is mostly Task is completed late
with all components completed on time with with significant
Timeliness submitted according to the minor components components submitted
deadline. submitted after the after the deadline.
deadline.
Total Score:

PREPARED BY:
Mark Jufrithirn Ga Origenes – BSED Math 4B
Student, CNU