Republic of the Philippines

Tuguegarao City Science High School

MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

DETAILED LESSON PLAN

IN
MATHEMATICS 9

Prepared by:

ALEXANDRA P. TANGAN
Practice Teacher

Checked by:

ARLON MACARUBBO
Resource Teacher
 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

Detailed Lesson Plan in Math

Mathematics 9
Quarter 4

I. Learning Objectives
At the end of the lesson, the students should be able to:
a. Define and illustrate the Pythagorean Theorem concept;
b. determine the length of the missing side of a right triangle using the Pythagorean Theorem; and
c. apply the concept of the Pythagorean Theorem to solve real-life applications.

II. Subject Matter

A. Topic: Prove the Pythagorean Theorem
B. Instructional Materials: Laptop, Television, Clicker, PowerPoint presentation, whiteboard marker, printed
IMs and printed worksheets
C. References: M9GE-IIIi-2, YouTube
III. Learning Procedures
Teacher’s Activity Student’s Activity

A. PREPARATION

Opening Prayer
I would like to ask everyone to pause for a moment
and take time to feel the presence of the Lord as we
begin with an Opening Prayer.
One student will lead the prayer.

Greetings
Good morning, class!
Good morning, Ma’am!

Checking of Attendance
Is there anyone who is absent today class?
None, Ma’am!

Before we begin, let’s take a moment to review our

class rules. Everyone, please read:

M – Mind your MANNERS.

 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

A – Ask and answer politely.

T – Take RESPONSIBILITY.
H – Help and Respect each other.
That’s right! These guidelines will help us create a
positive and productive learning environment.

B. MOTIVATION

Before our discussion for today, we will have an

activity titled, “TriQuest: Exploring Right
Triangles.”
Here are the mechanics:
I. The class will act as a group. They will receive an
object along with an envelope.
II. Carefully observe and examine the object
provided to your group and answer the guide
questions along with the code given. The class will
be given 3 minutes to do the task.
III. When the time is up, one group representative
will go in front and discuss their observations.

Are you ready? Yes Ma’am!

The activity will start.

Time is up! Now, let us try to answer the guide

questions together.
1. What did you observe about the squares when you
move the cutouts from the two smaller squares into
the larger square? Ma’am, the cutouts from the smaller squares fit
perfectly when moved and arranged to the larger
square.
2. Did the cutouts from the two smaller squares fit
into the larger square perfectly?
Yes, Ma’am!

3. Can we say that the sum of the areas of the

squares on the two shorter sides of the right triangle
is equal to the area of the square on the longest side? Yes, Ma’am!
 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

C. PRESENTATION
Let’s give everyone a round of applause. Your
observations are all correct. You really paid attention
to the details. From that activity, what do you think
will be our lesson for today? Ma’am, it is all about the Pythagorean Theorem!

That is correct! However, before we start our topic,

let us first read the learning objectives for today.
Julius, please read: At the end of the lesson, the students should be able
to:

a. Define and illustrate the Pythagorean

Theorem concept;
b. determine the length of the missing side of a
right triangle using the Pythagorean Theorem;
and
c. apply the concept of Pythagorean Theorem to
solve real – life applications.
Good job. The Pythagorean Theorem is one of the
earliest theorems known to ancient civilization. And
this famous theorem is named after whom?
Ma’am, it was named after Pythagoras, the Greek
mathematician and philosopher.
That’s correct! And what do you know about the
Pythagorean Theorem?
Ma’am, it is a theorem applied to right triangles.

Absolutely! Anything more about the right triangle?

The opposite side of the smallest angle is the shortest
side while the opposite side of the largest angle is the
longest side and is called the hypotenuse.
That’s absolutely right! Now, since you have
mentioned the hypotenuse and the sides of a right
triangle, what is a hypotenuse and what can we say
about it? Ma’am, hypotenuse is the longest side of a right
triangle.

Exactly! And how about the two remaining sides?

Ma’am, the remaining sides are what we call the
legs.
That’s right. Have you come across the Pythagorean
theorem formula?
Yes, Ma’am!
 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

Would you recite the formula?

Ma’am, it’s a 2+ b2=c 2
Outstanding! Now, let us try and prove the
Pythagorean Theorem such that it is true for all right
triangles on a flat surface. This proof is called
“Proof by Rearrangement”.
Take four identical right triangles, with side legs a
and b and hypotenuse c. Arrange them so that their
hypotenuse form a square.

Now, the area of that square is?

Ma’am, it is c 2.

Outstanding! Now, rearrange the triangles into two

rectangles, leaving smaller squares on either side.

That’s correct! Now, from those two illustrations, we

can derive the Pythagorean formula by getting the
areas of the given polygons.

From the illustrations, we can say that:

2 4 ab
c +( ) = a 2+ b2 +2 ab
2
2 2 2
c +2 ab= a + b +2 ab
2 2 2
c =a + b

So, it is true that a 2+ b2=c 2. Understood? Yes, Ma’am!

Students, remember that the hypotenuse length is

always c in the formula.

D. Generalization
Now, let’s review what we tackled today. Have we
discussed? Ma’am, it is the Pythagorean theorem.
 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

That’s right! And it is applicable only to what kind

of triangles?
Right triangles, Ma’am!

Absolutely! In finding for the length of a side of a

right triangle, we are using what formula?
Ma’am, it is a 2+ b2=c 2.

E. Application
Very good! Now, let’s have another activity titled
“Draw and Tell”. Here are the instructions:
a. The class will be divided into two groups.
b. The class will be given real-life problems
involving the Pythagorean Theorem.
c. The students must listen carefully and draw the
scenario based on the problems described on the
paper given.
d. After drawing, they will solve for the missing side
using the Pythagorean Theorem.
e. They will be given enough time to do the task.
When the time is up, one representative of each class
must go in front and explain their answer.

Are you ready? Yes, Ma’am!

1. Jay walks 6 km due east and 8 km due north. How

far is he from the starting point?
2 2 2
a + b =c
2 2 2
6 +8 =c
2
36+64=c

√ 100=c2
10=c
Therefore, Jay is 10 km far from his starting point.

2. A stretched rope starting from the top of a

flagpole and tied to the ground is 13 m long. If the
pole is 5 m high, how far is the rope from the base of 2 2 2
the flagpole? a + b =c
2 2 2
5 +b =13
2
25+b =169
 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

2
b =169 – 25
2
b =144
b = 12
Therefore, the rope is 12m far from the base of the
pole.

c = 25

3. From the starting line Matthew drove 20 km east, b = 20 + 4 = 24

then 9 km north. then 4 km east. Finally, he drove x a=x–9
km south and that point he was exactly 25 km away 2 2 2
from home. What is the value of x? a + b =c
2 2 2
( x−9) +24 =25
2 2 2
(x−9) =25 −24
2
( x−9) =(49)(1)
2
(x−9) =49

√(x−9)2 =√ 49
x−9=± 7
x−9=7 x=9+7 x =16
x−9=−7 x=9−7 x=2
Therefore, the values of x can be 16 and 2.

Please give a round of applause to each and every

one. Please bear in mind the formula when finding
the missing side of a given right triangle.
Using the theorem, we can ensure that certain angles
to be used are indeed accurate. In addition, tackling
the Pythagorean theorem by applying the correct
formula to get the right answer, we can also apply
that in how we view the way we decide in life.
Instead of sulking and treating the problem as
something that is unsolvable, we must focus on
finding the correct solution and applying it logically
to arrive at the best solution and answer. Goodbye, Ma’am!

It seems that you did understand our topic today.

 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________

That ends our lesson for today. Goodbye, class!

IV. EVALUATION:
Use the Pythagorean theorem to find the unknown side of the given triangle if the lengths of its two sides
are given.
RIGHT Leg a Leg b Hypotenuse
TRIANGLE

A 8 15
______

B 9 ______ 41

V. ASSIGNMENT
A 15 feet tree casts a shadow that is 8 feet long. What is the distance from the tip of the tree to the tip of
its shadow? Draw the scenario based on the given description and solve using the Pythagorean theorem.
Answer it in your notebook.
 Republic of the Philippines
Tuguegarao City Science High School
MABINI STREET, CENTRO 03, TUGUEGARAO CITY, CAGAYAN
______________________________________________________________________________________