School Manolo Fortich National High School Grade Level Grade 10-Chastity

Teacher Glyde Ann Abriol Learning Area Mathematics

Teaching Dates May 2, 2023 Quarter Fourth
and Time 7:45-8:45 (Tuesday)

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives/Code
D. Teaching Strategy/ies
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources
At the end of the session, 80% of the students are expected to:
a. identify similar triangles;
b. demonstrate appreciation in proving the conditions for similarity
triangles as important skills needed to understand concepts of
similarity; and
c. prove the similarity of triangles using Right Triangle Similarity
Theorem.
The learner demonstrates understanding of key concepts of parallelograms
and triangle similarity.
The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.
Proves the conditions for similarity of triangles by SSS similarity Theorem.
(M9GE–III–h–1)
Discussion, Group Activity, ICT Integration
Similarity of Triangles – Right Triangle Similarity Theorem
Pages 27-28
Pages 387-389
file:///C:/Users/jamkie/Downloads/righttrianglesimilarity-110217044014-
phpapp01.pdf

B. Other Learning Resources Activity Sheets for Dependent Learning , Worksheet for Independent
Learning, PowerPoint Presentation, Television
IV. PROCEDURES Teacher’s Activity/ies
1. Prayer
2. Greetings
Preliminaries 3. Checking of attendance
4. Presentation of the classroom rules and policies
A. Reviewing previous The teacher, with the students, reviews the previous lesson by letting the
lesson or presenting students answer the exercise.
the new lesson
Use the AA Similarity Theorem in writing an if-then statement to describe the
illustration or in completing the figure based on the if-then statement.
A D
104°
104°
47° 29°
C B
47° 29°
F E
If:
Then ∆ ABC ¿
:

Answer Key:
 If: A D;
B E
Then ∆ ABC ∆≝¿
:
The teacher lets the students realize that proving the conditions for similarity
B. Establishing a purpose
of triangles using Right Triangle Similarity Theorem is an important skill
for the lesson needed to understand the concepts of similarity.
The teacher lets the students go to their respective groups of 5 and do
Activity 16: Right Angle Similarity Given
Theorem and its Proof found on page
386-387 of the Learner’s Module. The ∆ MER is a right triangle with
teacher will provide strips of paper with MER as the right angle
statements and the students will post it and MR as the hypotenuse.
in the board. EY is an altitude to the
hypotenuse of ∆ MER .
Answer Key:
E
Prove
∆MER ≅ ∆EYR ≅ ∆MYE

M R
Y
C. Presenting
examples/instances of
the new lesson Statements Reasons
1.1 ∆ MER is a right triangle with
MER as the right angle and
MR as the hypotenuse. Given
1.2 EY is an altitude to the
hypotenuse of ∆ MER .
2. EY ⊥ MR Definition of altitude
3. MYE and EYR are right Definition of
angles perpendicular lines
4. MYE EYR Definition of right
MER angles
5. YME EMR;
Reflexive Property
YRE ERM
6. ∆ MYE ∆ MER ; ∆ MER ∆ EYR AA Similarity Theorem
7. ∆ MER ≅ ∆ EYR ≅ ∆ MYE Transitive Property
The teacher discusses with the students the process of arriving at the
D. Discussing new answer of each exercise in Activity 16. Furthermore, he/she facilitates the
concepts and drawing of answers of the statements from the students in a manner that it is
practicing new skills interactive. This can be done by asking other students to react on the
#1 answers given by the other groups.

E. Developing Mastery The teacher lets the students, Given

in pairs, answer another item
indicated below.
B ∆ ABC is a right triangle with ABC
as the right angle and AC as the
hypotenuse.
BD is an altitude to the hypotenuse of
∆ ABC .

A C Prove
D ∆ABC ≅ ∆BDC ≅ ∆ADB
 Statements Reasons
1.1 ∆ ABC is a right triangle with
ABC as the right angle and AC
as the hypotenuse.
1.2 BD is an altitude to the
hypotenuse of ∆ ABC .
2. BD ⊥ AC
3. ADB and BDC are right
angles
4. ADB ABC
BDC
5. ∆ ADB∧∆ BDC are right triangles.
6. DAB BAC;
DCB BCA
7. ∆ ADB ∆ ABC ; ∆ ABC ∆ BDC
8. ∆ ABC ≅ ∆ BDC ≅ ∆ ADB

Answer Key:

Statements Reasons
1.1 ∆ ABC is a right triangle with
ABC as the right angle and AC
as the hypotenuse. Given
1.2 BD is an altitude to the
hypotenuse of ∆ ABC .
2. BD ⊥ AC Definition of altitude
3. ADB and BDC are right Definition of
angles perpendicular lines
4. ADB ABC Definition of right
BDC angles
Definition of right
5. ∆ ADB∧∆ BDC are right triangles.
triangles
6. DAB BAC;
Reflexive Property
DCB BCA
7. ∆ ADB ∆ ABC ; ∆ ABC ∆ BDC AA Similarity Theorem
8. ∆ ABC ≅ ∆ BDC ≅ ∆ ADB Transitive Property
F. Finding practical
applications of
concepts and skills in
daily living
(APPLICATION)

G. Making The teacher summarizes C the mathematical concepts C in C Right Triangle

generalizations and Similarity Theorem.
abstractions about the The Right Triangle Similarity Theorem – In any right triangle, the altitude to
lesson the hypotenuse divides the triangle into two right triangles, which are similar
to each other and to the given right triangle.
(ABSTRACTION)
A B A
D D D B
 ∆ CBD ∆ ABC , ∆ ACD ∆ ABC ,∧∆ CBD ∆ ACD
H. Evaluating Learning The teacher let the students answer the assessment individually.
(ASSESSMENT) E
Given

∆ YES is a right triangle with

YES
as the right angle and YS as
the hypotenuse.
Y S EN is an altitude to the
N hypotenuse of ∆ YES .

Prove
∆YES ≅ ∆ENS ≅ ∆YNE
Statements Reasons
1. Given
2. EN ⊥ YS

3. YNE and
ENS are
right angles
Definition
of right
angles
Definition
of right
triangles
6. NYE
EYS;
NSE ESY
AA
Similarity
Theorem
8. ∆ YES ≅ ∆ ENS ≅ ∆ MYE

Answer Key:

Statements Reasons
1.1 ∆ YES is a right triangle with
YES as the right angle and YS
as the hypotenuse. Given
1.2 EN is an altitude to the
hypotenuse of ∆ YES .
2. EN ⊥ YS Definition of altitude
3. YNE and ENS are right Definition of
angles perpendicular lines
4. YNE YES Definition of right
ENS angles
Definition of right
5. ∆ YNE∧∆ ENS are right triangles.
triangles
 6. NYE EYS; NSE
Reflexive Property
ESY
7 . ∆ YNE ∆ YES ; ∆ YES ∆ ENS AA Similarity Theorem
8. ∆ YES ≅ ∆ ENS ≅ ∆ MYE Transitive Property
I. Additional activities
for application or
remediation
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?

Prepared by:

GLYDE ANN ABRIOL

Student Teacher