7E LESSON PLAN IN MATHEMATICS 9

Name of Teacher Marven B. Laude Grade Level 9

Teaching Date Learning Area Mathematics
Time Allotment 55 minutes Quarter 4th
Schedule Section
PART I
The learner demonstrates understanding of key concepts of parallelograms and triangle
Content Standard
similarity.
The learner is able to investigate, analyze, and solve problems involving
Performance Standard
parallelograms and triangle similarity through appropriate and accurate representation.
Learning Competencies
Describes a proportion. (M9GE-IIIf-1)
& Code
At the end of the lesson, the learners will be able to:
a) apply ratio and proportion in real life situation;
Learning Objectives
b) appreciate the application of ratio and proportion.

Mathematical Skills Teamwork and Accuracy

Thinking Skills Critical thinking and reasoning
Mathematical Attitudes and
Creativity, perseverance and unity
Noble Values
Learning Materials Laptop, monitor, manila paper and pens
References K to 12 Grade 9 Curriculum Guide, Mathematics Learner’s Module
Part II
7Es REMARK
TEACHING AND LEARNING ACTIVITIES
(Time allotment) S

Prayer, Greetings & checking of attendance…

Elicit
(5 minutes)
In your own experience, where do you usually encounter a problem about ratio
and proportion?

Engagement
(3 minutes)

Exploration
(10 minutes) Direction:
1. Group the class into 6 groups.
2. Each group will be given 5 mins to collaboratively solve the given problem.
3. Each group will present their output with the class.
4. The activity is 10 points for the logical solution and 10 points for
comprehensive presentation, a total of 20 points.
5. Each group who makes unnecessary noise will be deducted.

G1. A segment 150 cm long is divided into 3 parts in the ratio 2:3:5. How long is
each part?

G2. A boy wishes to divide a board 28 cm long into three pieces in the ratio
1:2:4. Find the length of each.

G3. Gaisano sells 2 apples for 23.00 pesos. How much James will pay if he buys
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 6 apples?

G4. Uncle Tom plans to divide an 80 m rope into three pieces in the ratio 3:5:8.
What will be the length of each piece?

G5. Ten chickens consume 500 grams of feeds a day. How much feeds consume
by the 3 chickens a day?

G6. Find the measure of each angle of a triangle whose ratio of angle measures is
1:1:2

Let each group present their output.

 The teacher will ask these guide questions to deepen their understanding
Explanation
about the topic:
(18 minutes)
a) How does it feel solving the problem?
b) What property of proportion did you use and why?

Let the learner practice more applying the concept they learn.
By pair, in a ½ crosswise. Answer the word problem.

Jack is at a shop and sees that 5 antiques cost $10. He needs

30 antiques to make a small museum. How much will the 30
Elaboration antiques cost?
(5 minutes)
 Call 1 pair to solve the problem on the board.
 Allow the learner to make their own generalization about the lesson they have
learn by asking a guide questions:
a) How it feels to solve the problem by pair compare to solve it by group?
b) How the concept of ratio and proportion be useful in a real-life situation?

In ½ crosswise, solve the following problems. 5 points each

1. It takes 16 people to play a 30-minute Rugby game. How many people

would it take to play a 60-minute game?
Evaluation
2. Two numbers are in a ratio of 7:4. Their sum is 220. Find the bigger
(10 minutes)
number.
3. Davis is looking for his trousers and discovers that he has 24
shirts for every 8 trousers. If he has 18 shirts, how many trousers do he
have?

In activity notebook, to be checked tomorrow

Extend
Create your own problem of ratio and proportion. Show your solution for your
problem.

REFLECTION

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Prepared by:
Marven B. Laude
Student Teacher

Checked by:
Agnes V. Calfoforo. Ph.D
Cooperating Teacher

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