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School Pigcawayan Nhs Year Grade 9 Teacher April Rose M. Bueno, T1 Descriptive Title Music Teaching Dates Quarter Second

This document contains a lesson plan for teaching the Pythagorean theorem to 9th grade students. The plan outlines the objectives to teach students to state and prove the theorem, as well as develop patience solving related problems. To introduce the concept, the teacher will tell a story problem about using the theorem and then discuss the key elements of the theorem. Students will then practice applying it in sample problems and real-world scenarios in small groups. The lesson aims to help students master the concept through active learning and assessment activities.

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April Bueno
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50 views2 pages

School Pigcawayan Nhs Year Grade 9 Teacher April Rose M. Bueno, T1 Descriptive Title Music Teaching Dates Quarter Second

This document contains a lesson plan for teaching the Pythagorean theorem to 9th grade students. The plan outlines the objectives to teach students to state and prove the theorem, as well as develop patience solving related problems. To introduce the concept, the teacher will tell a story problem about using the theorem and then discuss the key elements of the theorem. Students will then practice applying it in sample problems and real-world scenarios in small groups. The lesson aims to help students master the concept through active learning and assessment activities.

Uploaded by

April Bueno
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DAILY School PIGCAWAYAN NHS Year GRADE 9

LESSON Teacher APRIL ROSE M. BUENO, T1 Descriptive title MUSIC


PLAN Teaching Dates Quarter SECOND

DAY OF THE WEEK Monday

SECTION & TIME Platinum 9 (7:30-8:30am) and Oxygen 9 (10:50-11:50 am)

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of key concept of
parallelograms and triangle similarity.

B. Performance Standards The learner is able to investigate, analyze, and solve problems
involving parallelogram and triangle similarity through appropriate
and accurate representation.
C. Learning Competencies/ Objectives Proves the Pythagorean theorem. M9GE- IIIi-2
(Write the LC Code for each) At the end of one-hour period (60 minute), the students will be able to:

Knowledge
 state the Pythagorean Theorem.

Skills
 prove the Pythagorean Theorem.

Attitudes
 develop patience and perseverance in solving problems using Pythagorean
Theorem.
II. CONTENT “The Pythagorean Theorem and Its Proof”
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teachers Guide in Mathematics 9: Pages 356 - 357

2. Learner’s Materials pages Mathematics 9: Learner’s Materials (389-392) Mathematics 9: Learner’s


Materials (389-392)
3. Textbook pages ꬲ - Math 9 by Orlando A. Oronce and Marilyn O. Mendoza (pages 348 - 352)
4. Additional Materials from  https://www.depednegor.net  patreon.com/Teded  https://www.ixl.com
Learning Resource ( LR) Portal

B. Other Learning Resources Visual aids, Speaker and Activity Sheets


V. PROCEDURES
A. Reviewing previous lesson or What was our topic last meeting?
presenting the new lesson  Triangle Proportionality Theorem

Can You State Triangle Proportionality Theorem?


Triangle proportionality Theorem
If a line parallel to one side of a triangle intersects the other two sides, then it
divides those sides proportionally.

B. Establishing a purpose for the lesson Present the objectives to be achieved at the end of the lesson:
 state the Pythagorean Theorem.
 prove the Pythagorean Theorem.
 develop patience and perseverance in solving problems using Pythagorean
Theorem.
C. Presenting examples/ instances of (Story Telling) There was a boy name David. David and his family was living
the new lesson besides a big tree and a river. His father was a carpenter, and that makes David
also wanted to become an Engineer. He shows more interest about
mathematics, he always apply mathematics on the things that he usually uses.
One day, while David was playing his kite on the other side of the river, it was
accidentally stuck at the top of the tree. Luckily he was able to measure the
length of the thread he uses before playing which measures 20 meters. Then,
since, he has been crossing the bridge for a long time, he already knew the
length of the bridge which is 12 meters. Until one day, when he was about to
cross the bridge going to school, he noticed that the bridge was already
destroyed. He doesn’t want to be absent on that day because they will have an
exam. And suddenly a great idea came to his mind. He needs to cut the tree to
replace the bridge. But he was not sure that the length of the tree is longer or
equal to the length of the bridge. How could David make sure that if he cut the
tree it would reach to the other side of the bridge?
He is going to find the length of the tree)
D. Discussing the new concepts and (Discuss the Pythagorean Theorem)
practicing new skills #1 Pythagorean Theorem (Recall the name of the sides of a right triangle)
Hypotenuse The longest side of a right triangle, opposite to the right angle. The
other two sides of a right triangle is called legs.

Given  LM = r and MN = S as the legs  LN = t as the hypotenuse 


1. Discussing the new concepts and (Discuss the proof of Pythagorean Theorem)
practicing new skills #2 HINTS STATEMENTS REASONS
1.Describe triangles LMN, MKN and LKM when an altitude MK is drawn to its
hypotenuse. Right Triangle similarity Theorem
2. Write the proportion involving the geometric means r and s
Special Property of Equality
3.Cross multiply the terms of the proportions in statement 2.
Cross- Multiplication Property of Proportion
4.Add 2 s to the both sides of r  ut 2 in statement 3
Addition property of Equality
5.Substitute 2 s on the right side of statement 4 suing its equivalent from
statement 3. Substitution
6.Factor the right side of statement 5. Common Monomial Factoring
7. Substitute u + v in statement 6 by its equivalent length in the figure.
Segment Addition Property
8.Simplify the right side of statement 7. Product Law of Exponents
2. Finding practical applications of *MATH SOLVING
concepts and skills in daily living
3. Developing mastery (Leads to Group the students into three groups.
formative assessment) The bases of the groupings would be the colors of trips of papers during their
attendance)
Group 1: Bella is admiring a statue in Lowell park from 16 feet away. If the
distance between the top of the statue to Bella’s head is 20 feet, how much
taller is the statue?
Group 2: A bird was sitting in 8 feet away from a mango tree and flew 17 feet to
reach at the top of the tree. How tall is the tree?
Group 3: The foot of a ladder is placed 6 feet from a wall. If the top of the ladder
rests 8 feet up on the wall, how long is the ladder?
4. Finding practical applications of
concepts and skills in daily living
5. Making generalizations and
abstractions about the lesson
6. Evaluating learning
7. Additional activities for application Read and study in advance about “Is the Triangle Right, Acute or Obtuse?” on
or remediation pages 392 - 393
V. REMARKS
VI. REFLECTION

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