School SAIT Grade Level 9

Teacher Ryan N. Boycillo Learning Area Mathematics

Time & Dates 12:45 – 1:45 pm (February 15) Quarter Third

I. OBJECTIVES
A. Content Demonstrates understanding of key concepts of Pythagorean Theorem
Standards and Right Triangles Similarity.
The learner shall be able to investigate, analyze, and solve problems
B. Performance
involving Pythagorean Theorem and Right Triangles Similarity through
Standards
appropriate and accurate representation.

The learner proves the Pythagorean theorem. (M9GE – IIIi-2)

C. Learning Specific Objectives:

Competencies/
Objectives At the end of the lesson, the learners should be able to:
1. Describe proportion.
2. Identify the ratios that form a proportion.
3. Solve the missing numbers and problems in proportion.
II. CONTENT
A. Subject Matter Pythagorean Theorem and Right Triangle Similarity
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Realistic Math Book page 220-225
Pages
2. Learner’s
Realistic Math Book page 220-225
Material Pages
3. Textbook Pages Pages -220-225
4. Additional
Materials from
LR Portal
B. Other Learning Chalk, board, visual aid, IMs, Etc.
Resources
IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected Response/s
A. Reviewing Before we proceed to our next Right triangle, a2+b2=c2
previous lesson or topic. Who among you here can Obtuse triangle, a2+b2<c2
presenting the new tell me the difference between Acute triangle, a2+b2=c2
lesson right triangle, obtuse triangle, and
acute triangle using the formula.
No, sir. We can only apply it on
the right triangle.
Can we apply Pythagorean
theorem to all kinds of triangle? We call it a hypotenuse, sir.

What do you call the longest side

of the right triangle?

Thank you, miss C.

 Mr. D, please read our learning In our learning objectives, we will be
objectives. learning how to proves Pythagorean
theorem.
B. Establishing a
purpose for the
lesson

And now we will proceed our

discussion.

Let’s learn about the two

remaining theorems which
focuses only about right triangle.

When can you say that the Sir, we can say that it is right triangle
triangle is right triangle? if it has 90° angle.

OKAY! VERY GOOD.

C. Presenting
examples/
instances of the
new lesson

It is a triangle in which one of the

interior angles is called a right
triangle. The longest side of the
right triangle, which is also the
side opposite the right angle, is
the hypotenuse and the two arms
of the right angle are the height
and the base.
We can apply it in stairs, sir.
Where can we apply right Also, we can see it in the shadows of
triangle? tree, building or electric post.

D. Discussing new We will be discussing

concepts and Pythagorean theorem and right
practicing new triangle similarities. Theorem 4.33
skills #1 (45°-45°-90° triangle theorem)
and Theorem 4.34 (30°-60°-90°
triangle theorem).
Sir? Does it mean that the legs are
The theorem 4.33 states that the equal?
length of the hypotenuse is √ 2
Times the length of each of the
leg.

Yes, Mr. A. they are equal. It is

because the two angles are
 congruent.

Given: 45°-45°-90° triangle with l

and h as the lengths of the leg
and hypotenuse, respectively.

Prove: h=l√ 2

Applying the Pythagorean

theorem, l2+l2=h2:

2l2=h2
√ 2l 2=+√ h2
l√ 2=+ h

but since we are dealing with

length, then l√ 2=h.

let’s try this.

h= l√ 2
5 h=5√ 2

Try this.
h= l√ 2
h=8√ 2
8

E. Discussing new In a 30°-60°-90° triangle, the

concepts and length of the hypotenuse is twice
practicing new the length of the shorter leg, and
skills #2 the length of the longer leg is √ 3
Times the length of the shorter
leg.

Given: 30°-60°-90°triangle with s

as the length of the side opposite
the 60° angle, and h as the length
of the length of the hypothenuse.
Prove:
h=2s
I= s√ 3

BC may be extended to D so that

BC=CD. Connect A and D.
ABC=ADC. Therefore, ABD is an
equilateral and equiangular
triangle. Thus, h=2s. Applying the
Pythagorean theorem, we have

S2+l2=h2
S2+l2=(2s)2
l2=(2s)2-s2
l2=4s2-s2
l2=3s2
√ l2=√ 3s2
l=s√ 3

We only get the positive root

because we are dealing with
length. So, l=s√ 3.

Lets try to solve this one.

h=2s
h=2(8)
h=16
y
l=2√ 3

Try this.
h=2s
12=2s
y 2 2
6=s

l=6√ 3
 h=2s
s 26=2s
26=2s
2 2
l 13=s

l=s√ 3
l=13√ 3

h=x√ 2
4√ 2=x√ 2
4√ 2=x√ 2
F. Developing √2
mastery
4=x

Since the triangle is 45°-45°-90°

triangle, then y=4.

Areatrapezoid=height (base1 +base2)

2
=x[x+(x+y)]
2
=4[4+(4+4)]
2
=4(4+8)
2
=24 square units
The shorter side of parallelogram
is 15 cm and the measure of its
smaller angle is 60°. Find the
height of the parallelogram. A 30°-60°-90° triangle is formed with
15 cm as the length of the
hypotenuse. The height of the
parallelogram is the longer leg of the
triangle.
G. Finding practical
applications of h=2s
concepts and 15=2s
skills in daily 15=2s
living 2

7.5=s

Therefore, l= 7.5√ 3.

H. Making
generalization
and abstractions
about the lesson What did you learn from this Students may answer vary.
lesson? What part of lesson
confusing?
 Solve the following.

1.

15

2.

12

I. Evaluating
3.
learning

4.

For your assignment.

J. Additional activities
for application or Answer PRACTICE, pages 230-
remediation 231. On short bond paper. Submit
it on march 4.

V. REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners who
require additional
activities for
remediation

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?