GRADE 7-12 School CATUBIG VALLEY NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON
LOG NEIL D. AGUILANDO
Teacher JOLINA G. TAMAYO Learning Area MATHEMATICS
ROZALYN A. GALIT
Teaching Dates and
March 11 , 2024 Quarter THIRD
Time

DATE
I. OBJECTIVE/S
A. Content Standard The learner demonstrates understanding of key concepts of parallelogram and triangle
similarity.
B. Performance Standard The learner is able to investigate, analyze and solve problems involving parallelograms and
triangle similarity through appropriate and accurate representation.
C. Learning Learning Competency:
Competency/Objective
Write the LC code for each. The learner proves the conditions for similarity of triangles.
1.1 SAS similarity theorem
1.2 SSS similarity theorem
1.3 AA similarity theorem
1.4 right triangle similarity theorem 1.5 special right triangle theorems
M9GE-IIIg-h-1

Learning Objectives:

1. State and explain 45 ° −45 °−90 ° Right Triangle Theorem.

2. Solve problems applying the 45 ° −45 °−90 ° Right Triangle Theorem.

II. CONTENT 45° - 45° - 90° RIGHT TRIANGLE THEOREM

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages K-12 Mathematics 9 Teacher’s Guide page -pp

2. Learner’s Materials K-12 Mathematics 9 Learner’s Material pages 366-376

pages
3. Textbook pages Geometry III textbook, pp.160-163
4. Additional Materials from Math 9, Qtr. 3, SLM Module 13, first edition, 2020
Learning Resource
(LR)portal
B. Other Learning Resource

IV. PROCEDURES

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

a. Routinary activity Please stand and let us pray first

Good morning/ afternoon class! Class let us pray….……. amen.!

Before we start kindly pick up the pieces of paper or trash
under your chair.
Let us check your attendance. Say present if your name
is called.
Good morning / afternoon sir!
(The learners pick up the trash and arrange
their chair properly)
(Learners will raised their hands)

Yes ma’am!
Do we have an assignment? Kindly pass it in front.

A. Reviewing previous
lesson or presenting the What was our topic last meeting?
new lesson. Our topic last meeting is all about Right
Triangle similarity.

Yes, that’s right!

I have here a problem. As a review, let’s try to answer the

given problem.

LET’S FIND IT!!!

Direction: Find the length of the following segments.

ANSWER:

1. r = _________
1.9m
2. y = _________
2.3√ 13 m
3. t = _________
3.2√ 13 m

very good! your answers are correct!

Seems like you really have understood our last topic

which is right triangle similarity.
B. Establishing a purpose
for the lesson. Now let us proceed to the objectives of our lesson

Everybody please read the objectives of our lesson

today. OBJECTIVE:
At the end of the lesson, student
must be able to:

a. State and explain

45 ° −45 °−90 ° Right
Triangle Theorem.

b. Solve problems applying the

45 ° −45 °−90 ° Right
Triangle Theorem.

Okay, thank you.

C. Presenting
examples/Instances of UNLOCKING OF DIFFICULTIES
the new lesson
Word Analysis

Unlock the given rumbled letters to reveal the righteous Answer:

word. 1. RIGHT TRIANGLE THEOREM -
(45° −45 °−90° ) states that “In an
1. R _G_T T_ _A_G_E T_E_R_M T _E_R_M isosceles right triangle, the hypotenuse is
2. I_O_CE_ _S R _G_T TR_ _NG_ _ √ 2times as long as each of the legs”.
2. ISOSCELES RIGHT TRIANGLE –is the
other term of 45 ° −45 °−90 ° right
Okay, very good! triangle.

D. Discussing new concepts Since we are done with the right triangles similarity, we
and practicing new skills will now move on to our new topic.
#1
Based on the given activity, what do you think is our topic
for today?
Based on the given activity and in our
objectives, I think our topic for today is
about 45 ° −45 °−90 ° Right Triangle
That’s right! Theorem

Today, we will be discussing about 45 ° −45 °−90 °

Right Triangle Theorem.

Do you have an idea about what is 45 ° −45 °−90 °

Right Triangle?
Square is a quadrilateral that has four
equal sides and four right angles. When a
square is cut into halves diagonally, two
right triangles are formed. These right
triangles are called ISOSCELES RIGHT
TRIANGLES or the 45 ° −45 °−90 °
right triangles because they have two equal
sides and a right angle. On the other hand,
 if an isosceles triangle is cut into halves by
perpendicular bisector, another pair of right
triangles is formed where the interior
angles are 𝟑𝟎° -𝟔𝟎° -𝟗𝟎° .
Very well said!

The triangles being referred to above are generally called

SPECIAL RIGHT TRIANGLES.

Why they are called special triangles?

Because they have some characteristics or

properties that are very useful in solving
problems concerning right triangles.

THE 45 ° −45 °−90 ° RIGHT TRIANGLE

THEOREM In an isosceles right triangle, the hypotenuse
is √ 2 times as long as each of the legs.

Given: ∆STQ is an isosceles right triangle with ST = TQ =

x.
SQ = t and m∠T = 90
Prove: t = √2x

E. Discussing new concepts EXAMPLE:

and practicing new skills
#2 A. Complete the table below.

GIVEN:
B. Find the area of a square whose diagonal measures 3
ft. long.
 Solution:
First, we solve for the length of the sides of
the square.

3
so,
√2
3 √2 3 √2 3 √2
∙ = = ft.
√2 √ 2 √ 4 2
We can now solve for the area of the square using the
length of the side. 3 √2
Therefore, each side measures ft.
2

Area of the Square = side2

2
Area of the Square = (
3 √2
)
2

3 √2 3 √2
Area of the Square = ∙
2 2

9 √4
Area of the Square =
4

9 ∙2
Area of the Square =
4
18
Area of the Square =
4

9 2
Area of the Square = ft
2

9 2
Therefore, the area of the square is ft
2
 F. Developing mastery EXAMPLE:
(Leads to Formative Assessment 3)

1. Using the figure above, Rt. ∆ABC with altitude CD ,

AD = 4, BD = 9. Find the values of x, y, and z.

Solving for x:
solution:
¿
2
x =4 ∙ 9
2
x =36
√ x 2=√ 36
x=± 6
x=6 → CD

Now who will try to solve for solving the Y? Solving for y:
Angela, yes? solution:
¿
2
y =4 ∙(4+9)
2
y =4 ∙ 13
2
y =52
√ y 2=√ 4 ∙ 13
y=±2 √ 13
y=2 √ 13 → AC
Great Job!

Exactly! How about for finding z?

Mark, yes?
Solving for z:

solution:
¿
2
z =9 ∙(4+9)
2
z =9 ∙ 13
2
z =117
√ z 2=√ 9 ∙13
z=± 3 √13
Do you have any question? z=3 √ 13 → BC

G. Finding practical
application of concepts
and skills in daily living.
None, ma’am/Sir!
Now, let us have a group activity.
This row will be the group 1 and this row will be the group
2. Each group will be given manila paper and marker, all
you need to do is answer the given problem using the
manila paper and marker, then after answering the
 problem you just paste your finest task on the board and
choose 1 representative in your group to explain your
works.

Is that clear? Yes, Ma’am/Sir!

Suppose, you are on a tiling project and what to create a

diamond pattern on the floor using square tiles. Let’s say,
the desired length measure is 6 inches. What would be
the measure of its hypotenuse?

H. Making What is a 45 ° −45 °−90 ° RIGHT TRIANGLE

generalizations and THEOREM ?
abstractions about the The 45 ° −45 °−90 ° RIGHT
lesson. TRIANGLE THEOREM states that “In an
isosceles right triangle, the hypotenuse is
√ 2times as long as each of the legs”.
45 ° −45 °−90 ° right triangle is also known as
what? 45 ° −45 °−90 ° Right Triangle is also
known as ISOSCELES RIGHT TRIANGLE

I. Evaluating learning Directions: Read each of the following questions

carefully. Write only the letter of the correct answer on
your paper. Show your solution for item #2. 5-pt each ANSWER:

1. In a 45 ° −45 °−90 ° right triangle, the 1.D

hypotenuse is √ 2times the length of any of the
________. A. Altitude C. Hypotenuse B. Base
D. Legs
2.B
2. What is the area of the square whose diagonal is 10
cm long?
A. 10 cm2 C. 250 cm2
B. 50 cm2 D. 625 cm2

J. Additional activities for

application or Directions: Solve the unknown. Show your complete
remediation solutions.

Given the figure at the right, what must be the value of x?

A. √ 3 /4 m C. √ 3 /2 m
 B. √ 6 /4 m D. √ 6 / 2 m

V. REMARKS
SECTION REMARKS
LIHTIUM
GOLD
VANADIUM
OXYGEN

LEGEND:

*** done with review, discussion, activities, and the evaluation

** done with review, discussion, activities, and the evaluation as homework
*Review and discussion only
# Unfinished discussion
X vacant

VI. REFLECTION

A. No. of Learners Who SECTION REMARKS

Earned 80% In the
Evaluation. LIHTIUM
GOLD
VANADIUM
OXYGEN
B. No. of Learners Who
Require Additional SECTION REMARKS
Activities for Remediation
Who Scored Below 80% LIHTIUM
GOLD
VANADIUM
OXYGEN
C. Did The Remedial
Lessons Work?

D. No. of Learners Who

Continue to Require SECTION REMARKS
Remediation
LIHTIUM
GOLD
VANADIUM
OXYGEN
E. 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:

NEIL D. AGUILANDO
JOLINA G.TAMAYO MARIETA G. SUERTE
ROZALYN A. GALIT

PRE-SERVICE TEACHER Mentor