GRADES 1 to 12 School Motiong National High School Grade Level Grade 9

DAILY LESSON LOG Teacher Nida C. Dacutanan Learning Area Mathematics

Dates and Time Quarter Third Quarter
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of key concept of parallelograms
and triangle similarity.
B. Performance The learner is able to investigate, analyze, and solve problems involving
Standard parallelogram and triangle similarity through appropriate and accurate
representation.
C. Learning Proves the Pythagorean theorem. M9GE- IIIi-2
Competencies
Write the LC code Specific Objectives:
for each the students will be able to:

 state the Pythagorean Theorem.

 prove the Pythagorean Theorem.

 develop patience and perseverance in solving problems using

Pythagorean Theorem.

Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be
II. CONTENT tackled in a week or two.
“The Pythagorean Theorem and Its Proof
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and
RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
A. References
1. Curriculum Guide Teachers Guide in Mathematics 9: Pages 356 - 357
pages
2. Teacher’s Guide Mathematics 9: Learner’s Materials (389-392)
pages
3. Learners Material ꬲ - Math 9 by Orlando A. Oronce and Marilyn O. Mendoza
pages (pages 348 - 352)
4. Textbook pages
5. Additional  https://www.depednegor.net
materials from  patreon.com/Teded
Learning Resource https://www.ixl.com
(LR) portal.
B. Other Learning Visual aids, Speaker and Activity Sheets
Resource
IV. PROCEDURES These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusion about what they leaned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

Facilitator’s Activity Learner’s Activity

A. Reviewing  What was our lesson yesterday - Triangles
previous class? - Right
lesson or - Acute
presenting  So, what are the kinds of triangles? - obtuse
the new
lesson  Very good. This afternoon we will
be focusing on the right triangle.
 How will you describe a right triangle? If I
have here ∆ABC, name the hypotenuse and
the legs.
A

B C

Very good!

Just like in your MAPEH 10 lesson about

photography, In taking pictures you need to
get the right angle so that the picture will
come out good. The photographer always
try to find the right angle framing it in the
camera viewfinder.
(across curriculum)

B. Establishing a
purpose for the  Present the objectives to be  state the Pythagorean Theorem.
lesson achieved at the end of the  prove the Pythagorean Theorem.
lebsson  develop patience and
perseverance in solving problems
using Pythagorean Theorem.

C. Presenting I will group the class into 3. You are going to play
examples/inst a crossword puzzle which will lead you to the
ances of the lesson that we are going to discuss today. The
new lesson. number of words that you will find will be the
basis of the points that you will earn in the
activity. You have 5 minutes to do this.

Activity 1. Lost and Found

(Expected answers)
Directions: Find and encircle all the
Mathematical terms that you can see in the P T H E O R E M
puzzle either vertically, horizontally. Y
T R S
P R H M T H E O R E M A
H I S U
Y T E O E G E R Y R A R
A G Q M
T S R P R I R H T H R S
G H U
H C C I O O Y K H F S U
O T A
A E S H G P U J K Y Q M
R R
G R R F H H O U L H U D
A T R I A N G L E
O T T D F Y T T O T A G
S
R S Y R E H R G M K R H
A A T T R I A N G L E R
H Y P O T E N U S E
S W D S C L E O S U R U
Q R T S E E R T E E S S
H Y P O T E N U S E Q W
A R T W O R K D Y Y W P
D. Discussing the (Discuss the Pythagorean Theorem using
new concepts the words that are formed in the puzzle)
and practicing
new skills #1 Now, based in our activity a while ago, what
words have you found in the puzzle?

Do you have any idea of what we are going

to discuss today? Student’s answers may vary.

Very good. Who can state the Pythagorean

Theorem?

Very good. Now, I will show you a polygon.

What kind of polygon is this?
What kind of triangle is this?
Can you name the sides of the triangle? Triangle.
Right Triangle.

Sides a, b, c
A c

b
The longest side of a right triangle,
opposite to the right angle. Is the
hypotenuse. The other two sides of a
right triangle is called legs.

hypotenuse
leg

leg

Activity 2. “ FIX AND COMPLETE ME”

Directions:
Make squares out of the triangle that will be given to
you by using the colored tiles.

What observations can you make out of the number

of tiles on each side?

Were you able to prove something on the activity?

What can you say about the sum of the number of
tiles on sides an and b compared to the number of
tiles in c?

(More illustrative examples through multimedia

presentation)
E. Discussing the
new concepts
and practicing
new skills #2 The students will listen attentively as the
teacher discusses the lesson.
I. Evaluating Group the students into three groups.
Learning The bases of the groupings would be Solutions:
the colors of strips of papers during their 1. Given:
attendance.
20 ft.
Group 1:
Bella is admiring the Municipal
Hall of Motiong from 16 feet away. If the
distance between the top of Motiong
Municipal Hall to Bella’s head is 20 feet, 16 ft.
how much taller is the hall? Solve for h
2 2 2
a + b =c
a 2+16 2=202
2
a +256=400
a 2=400−256
2
a =144

a = 12 ft.

Group 2:
A bird was sitting in 8 feet away 2.
from a mango tree and flew 17 feet to
17 ft.
reach at the top of the tree. How tall is
the tree?

b =?

8f
Solution: a 2+ b2=c 2
82 +b 2=172
2
64+ b =269
2
b =269−64
2
a =205
 Group 3:
The foot of a ladder is placed 6 3.
feet from the wall of Sir Hector’s office.
If the top of the ladder rests 8 feet up on C=?
8 ft.
the wall, how long is the ladder?
6 ft.

Solution: c 2=a2+ b2
2 2 2
c =6 + 8
c 2=36+ 64
2
c =100
C = 10 ft.

F. Finding How would you able to apply your Answers may vary.
practical knowledge about Pythagorean
application of Theorem in real world?
concepts and
skills in daily I have here some presentation on the
living
application of the Pythagorean Theor

G. Making What is formula of Pythagorean

generalization Theorem? Pythagorean Theorem
and The square of the hypotenuse in
abstraction c =a +b
2 2 2
a right triangle is equal to the sum of
about the the squares of the legs.
lesson Who can state the Pythagorean
Theorem?

H. Evaluating Evaluation
learning 1. Solution:

1.

https://www.ixl.com https://www.ixl.com
 https://www.ixl.com

2.

2.

https://www.ixl.com
https://www.ixl.com

https://www.ixl.com

3.

https://www.ixl.com
 I. Additional Read and study in advance about “Is the
activities for Triangle Right, Acute or Obtuse?” on pages
application or 392 - 393
remediation

IV. Remarks
Carried ( Y / N ) : _______________
Not Carried ( Y / N ) : _______________
Reason : __________________________
V. Reflections

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching 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:

NIDA C. DACUTANAN MAGNOLIA S. FABILLAR

SST- III CIU- MT II

Noted:

HECTOR P. PONFERRADA
Secondary School Principal