Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Bulacan
GUIGUINTO NATIONAL VOCATIONAL HIGH SCHOOL
Poblacion, Guiguinto, Bulacan
(044)-802-66-16

Detailed Lesson Plan in

Mathematics 9

Prepared by:

ALJON A. BONIFACIO
Student Teacher

Checked by:

JENNIFER B. BALINAGAY
Cooperating Teacher

KAHRYZ D. MANINANG
Head Teacher III, Math Department

DAISY DJ. MIRANDA

Assistant Principal II

ROMAN M. CARREON
Secondary School Principal IV
 DETAILED LESSON PLAN IN MATHEMATICS 9

I. OBJECTIVES:

At the end of the lesson, the students should be able to:

a. derive the relationship between the sides of a right triangle;
b. identify the formula of Pythagorean Theorem; and
c. apply the Pythagorean Theorem in solving real life situation.

II. SUBJECT MATTER:

Topic: Pythagorean Theorem

Reference: E-math page 348, Mathematics Learner’s Material page 389
Materials: Visual aids, PPT presentation
Strategy: Cooperative Learning

III. PROCEDURE:

A. PRELIMINARY ACTIVITY

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

1. Opening Prayer:
“Stand up class, will someone lead the
prayer?” (A student will lead the prayer)
“Ms. President, kindly lead the
prayer.”
2. Greetings:
“Good morning class.” “Good morning Sir!”

3. Classroom management:
“Before you take your seats, kindly (The students will do what their teacher asked
pick up the pieces of trash under your them to do.)
chair, and arrange your chairs
properly”.
“You may now take your seats."

4. Checking of Attendance:
“Secretary, do we have any absent for “Sir, nobody is absent for today.”
today?”
 B. REVIEW AND RECALL OF THE PREVIOUS LESSON

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

“By the way, what was our previous “Sir, our previous topic is about Triangle
topic?” Proportionality Theorem.”

“Very Good!” (Students will raise their hands.)

“If a line is parallel to one of a triangle that
intersects the other two sides, then it divides
“Will someone state the Triangle those side proportionality.”
Proportionality Theorem?”

“You’re right!”
“The Triangle Proportionality Theorem states
that if a line is parallel to one sides of a
triangle that intersects the other two sides,
then it divides those side proportionality.”

C. MOTIVATION

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

“Before we proceed to our new lesson, let us

have a game. I call this game as “Sana Sinabi
Mo.”
Mechanics:

1. I will divide you into two groups.

2. Each group will be given set of
letters.
3. You’re going to form the word
that describes in the pictures that I
will post on the board.
4. The first group to have the higher
points will be declared as the
winner.

“So, let’s start the game. Are you ready?” “Yes, Sir.”
 ANSWERS:
PICTURE :
1.

Triangle

2.

Right

3.

Legs

4.
Hypotenuse

D. LESSON PROPER

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

“Okay class, did you enjoy our activity?” Yes, Sir.

“What mathematical instances have you (Students raise their hands.)

observed in the game?”
(The teacher will call a student) “Sir, our topic for today has something to do
with right triangles.”

“Excellent.”
“Class, what is a right triangle?” “Sir, a right triangle is triangle that has one
right angle.”
“You’re right! “
“The two sides of a right triangle that are bisect
to each other is called legs while the side
opposite of the right angle is called
hypotenuse.”
“In the given right triangle ABC, what are the Legs: line segment AB, line segment BC
legs? Hypotenuse?” Hypotenuse: line segment AC

“Correct!”

“Let us now consider triangle ABC with

AB= 3, BC= 4, and AC= 5, as shown on the
board and call this triangle the 3-4-5 right
tringle.“

“Class, will you make two squares with sides 3 “Yes, Sir.”
and 4 out of this set of smaller squares.”

“Now, from the squares you’ve made, what is (Students will raise their hands.)
the area of the 1st square?” 9

“Excellent!”
“How about the 2nd square?” 16

“Correct!”
“Class, do you think the small squares from “Yes, Sir.”
your 1st and 2nd squares can fill out the big
square?”

“Will someone show it in the class?” (Some students raise their hand.)

“What is the area of the bigger square?” 25

“You’re right!”

“Class, what have you observed from the “The sum of the area of the 1st and 2nd
figures?” squares is equal to the area of the 3rd
square.”
“Excellent!”
“From the activity, using the formula for
squares (𝐴 = 𝑆 2 ), we have :

25 = 9 + 16
52 = 32 + 42
(𝐴𝐶)2 = (𝐴𝐵)2 + (𝐵𝐶)2
 “Class, our lesson for today is about
Pythagorean Theorem.”

Pythagorean Theorem is the most popular

theorem about right triangles, which is
attributed to the name, of a Greek
mathematician, Pythagoras of Samos, born
around 570-560 BC. The theorem states that:
“In a right triangle the square of the length of
the hypotenuse is equal to the sum of the
squares of the lengths of the legs.”

“In algebraic term, the Pythagorean theorem

written as,
𝑐 = 𝑎2 + 𝑏2
2

where a and b are the length of the legs and c is

the length of the hypotenuse.”

Example 1:

“In order for us to find the length of XZ, we

can use the L-S-S procedure. It means Let-
Substitute-Solve. That’s what we are going to
do to determine the length of the hypotenuse.”

Solution:
Step 1: Let a = 15 and b = 8
Step 2: Substitute the corresponding values in
the Pythagorean theorem
𝑐 2 = 𝑎2 + 𝑏2
𝑐 2 = 152 + 82
Step 3: Solve
𝑐 2 = 225 + 64
𝑐 2 = 289
√𝑐 2 = √289
𝑐 = 17
“Do you understand?” “Yes, Sir”
Step 4: Write the final answer and label the
length of XZ is 17.

“Is that clear?” “Yes, Sir”

“Is there any question?” “None, Sir”

Example 2.

”Again, to find the length of the hypotenuse

HT, let us follow the L-S-S procedure. (Students will raise their hands)
What would be the first step? Step 1: Let a = 7 and b = 24

“Yes, very good!”

“After that, what are we going to do next?” Step 2: Substitute the values of a and b in
the Pythagorean theorem.”

“Excellent! Who can show me how it is done?” 𝑐 2 = 𝑎2 + 𝑏 2

𝑐 2 = 72 + 242

“Now for the third step, solve the values that Step 3:
were substitute.” 𝑐 2 = 49 + 576
√𝑐 2 = √625
𝑐 = 25

“Lastly, what is the final step? Anyone, who “The final step will be write the answer and
can answer?” label it.”
Step 4:
“Sir, the length of the hypotenuse HT is 25
units.”

“Nice.”

“Do you understand the lesson class.?” “Yes, Sir.”

“Is there any question or clarification regarding “None, Sir.”

the lesson?”
Example 3.

Mr. Garcia just bought a big screen television

set. The screen is 35 inches wide and 12 inches
high. Find the length of its diagonal.

“To solve this problem first, what is our (Students will raise their hands.)
given?” “The dimensions of the television screen is
35 inches wide and 12 inches high.”

“Second, what is the unknown or what is the “Find the length of its diagonal.”
question of our problem?”

(Call a student to show each step on the board.) Step 1:

Let a= 35 and b= 12
Step 2:
Substitute:
𝑐 2 = 𝑎2 + 𝑏 2
𝑐 2 = 352 + 122
𝑐 2 = 1225 + 144
𝑐 2 = 1369
√𝑐 2 = √1369
𝑐 = 37
Step 4:
Write the final answer and label.
The diagonal of the television screen is 37
inches.

“Yes, Sir.”
“Is that clear class?”
 E. APPLICATION

F. GENERALIZATION

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

“Again class, in order for us to determine “Sir, we will be using the Pythagorean Theorem.”
the unknown side of a right triangle, what
formula are we going to use?”

“Yes, Very good! Now, can anyone give the (The students will raise their hands.)
formula in finding the unknown side of a right
triangle?” 𝑐 2 = 𝑎2 + 𝑏 2
(The teacher will call a student.)
IV. EVALUATION
Find the missing length.

4. Find the hypotenuse of a right triangle in which the lengths of the other two sides are
5 meters and 12 meters.
5. The side of a square is 5cm. find the diagonal of a square.

V. ASSIGNMENT
Solve the following problems:
1. A ladder is placed 5ft away from a house. The ladder comes up to 12ft on the side of the house.
How long is the ladder?
2. Mario has a rectangle garden measuring 12m by 2om that he wants to split diagonally from
corner to corner using a fence. How long does his fence need to be?
3. Sally walks 4 miles due north and then 3 miles due west. How far has she walked as the crow
flies from her starting point?