Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Rizal

DEMONSTRATION LESSON PLAN IN GRADE-9 MATHEMATICS

Content Standards:
The learner demonstrates understanding of the key concepts of quadrilaterals
(parallelograms, trapezoids, kites) and triangle similarity.

Performance Standards:
The learner is able to investigate, analyze, and solve problems involving
quadrilaterals (parallelogram, trapezoids, kites) and triangle similarity through
appropriate and accurate representation.

Learning Competencies:
The learner proves the Pythagorean theorem. (M9GE-IIIi-2)
I. OBJECTIVE
At the end of the lesson, the learner must be able to:
1. Derive and prove the Pythagorean theorem.
2. Solve problems involving right triangles geometrically using
Pythagorean theorem.

II. SUBJECT MATTER

A. Topic: Pythagorean Theorem
B. Reference Material: Teacher’s Guide: Mathematics II Volume 1
(Chapters 1-3), pages 329-339
C. Learners Materials: Mathematics Learner’s Material 9, pages 389-392
D. Materials: visual aids, activity cards, flashcards, grid charts, markers,
triangle cut outs, square tiles, drill boards, chalkboard, chalk and eraser
E. Strategies: Collaborative Learning, Discovery Learning Approach, Guided
Instruction, Inquiry method

III. PROCEDURES
A. Preparatory Activities
1. Daily Routine
a. Prayer
b. Greetings
c. Checking of Surrounding
d. Checking of Attendance
e. Checking of Assignment
2. Priming/Review
QUEST OF THE MAGIC WORD

EX-B was walking through

the woods one day and he came
across the entrance of a cave.
There he found a treasure chest
with a scroll attached on it.
Here’s what the scroll says:
 The treasure chest can only be opened with magic keys. There
will be corresponding questions for each magic key and you will receive
one if you answered it correctly.
Now, are you ready for the adventure?
Mechanics:
 There will be sets of expressions written on the flashcards.
 The first person/group to solve the expressions will be given the
chance to choose a magic key number.

𝟓𝟐 𝟏𝟐𝟐 √𝟐𝟐𝟓 √𝟏𝟔𝟗

K HIGH POT TEA NOSE K WRY HEIGHT TRY ANGEL

E The side of a right triangle E A triangle in which an angle
Y opposite the right angle. Y is a right angle.
1 2

K AIR AYE YEAH K LAY EGGS

E Total space enclosed by a E They are the two shorter
Y boundary Y sides of a triangle.
3 4

K TEA YOU REAM

E A generally accepted truth
Y or principle.
5

B. Lesson Proper
1. Activity
Directions: The students will be divided into three (3) groups. Each group
will be given an envelope containing a task card and the materials needed
for the activity. (5-10 minutes)
The task card contains:
ACTIVITY 1
1. Fill up the empty squares using tiles of the same color.
2. Find the number of tiles close to:
a. Shortest side of the ∆ ____
b. Longer side of the ∆ ____
c. Hypotenuse of the ∆ ____
3. Find the number of tiles that filled the:
a. Smallest square ____
b. Larger square ____
c. Largest square ____
ACTIVITY 2
1. Using a other set of colored tiles, arrange them such that the second square
will be filled with the same number of tiles used to fill the 2 smaller squares in
activity 1.
2. Analysis
Activity 1
 What does the total number of tiles that filled the squares represents?
How about the number of tiles close to the sides of the triangle, what
part of the square does it represent?
 How does the side of the square related to its area?
 If the shortest side of the triangle is represented as a, how are we
going to represent the area of the smallest square?
 How do we represent the area of the larger square if the longer side of
the triangle is represented as b?
 If c represents the hypotenuse, how will you represent the area of its
corresponding square?
Activity 2
 How many square tiles were needed to fill the first square? How about
the second one? Are they equal?
 The tiles of what squares in activity 1 were needed to fill the second
square?
 How will you relate the area of the smaller squares to the area of the
largest square? How will you relate it in terms of the sides of the
triangle?
 Using the letters that we used to represent the sides of the square, can
you formulate an equation which shows the relationship of the legs of
the triangle formed?

3. Abstraction
Pythagorean theorem states that the square of the hypotenuse
of a right triangle is equal to the sum of the squares of its legs.
This can be represented as:

𝐚𝟐 + 𝐛𝟐 = 𝐜 𝟐
wherein: a and b are the legs of the ∆
c represents the hypotenuse

4. Application
FIND ME!
Directions: The students will be divided into three (3) groups. Each group
will be given a set of whiteboard and markers. They will be given four (4)
sets of problems to be solved using Pythagorean theorem. The group to
raise their board first and got the correct answer will gain a point. The
group to garner the most number of points will be declared as the winner.
a. Find the length of the hypotenuse if the legs of the triangle
measures 12 cm and 9 cm respectively. 15 cm
b. The length of one leg of a triangle is 16 inches. The hypotenuse
measures 20 inches. How long is the other leg? 12 inches
c. Shane marched 26 m East and 18 m North. How far is she from her
starting point? 10√10 m
d. A ladder 17 m long is placed on the ground in such a way that it
touches the top of a vertical all 15 m high. Find the distance of the
foot of the ladder from the foot of the wall.
 C. Evaluation
Directions: Use the Pythagorean theorem to find the unknown side of the
given right triangle if 2 sides are given.

Right Shorter Longer

FIGURE Hypotenuse
Triangle leg (a) leg (b)
A 9 40 41
B 5 12 13
C 8 15 17
D 6 8 10
E 5 10 5√5

IV. ASSIGNMENT
Explore your community: Search for objects/things which can
represent/show right triangles and which measures can be solved trough
Pythagorean theorem.

V. CLOSURE
"Be silent, or say something better than silence." – Pythagoras

Prepared by:

SHIENA MAE M. VILLACARILLO

Demonstration Teacher