Scribd Logo
Upload

Welcome to Scribd!

  • 2K views

    Semi DLP in Math 9

    Uploaded by

    Marlou Salonn Kipkipan
    This lesson plan aims to teach students about oblique triangles. It includes objectives like defining oblique triangles and solving for unknown angles. Students will participate in a jigsaw puzzle activity where they must solve puzzles at different stations about acute angles, obtuse angles, and oblique triangles. The teacher will then introduce oblique triangles, explain their characteristics, and how to classify them as acute, obtuse, or neither. Students will practice solving for missing angles in example triangles and identifying the triangle type before being assigned homework on advanced triangle concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Semi DLP in Math 9

    Uploaded by

    Marlou Salonn Kipkipan
    2K views3 pages
    This lesson plan aims to teach students about oblique triangles. It includes objectives like defining oblique triangles and solving for unknown angles. Students will participate in a jigsaw puzzle activity where they must solve puzzles at different stations about acute angles, obtuse angles, and oblique triangles. The teacher will then introduce oblique triangles, explain their characteristics, and how to classify them as acute, obtuse, or neither. Students will practice solving for missing angles in example triangles and identifying the triangle type before being assigned homework on advanced triangle concepts.

    Original Description:

    oblique triangle

    Original Title

    semi dlp in math 9

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan aims to teach students about oblique triangles. It includes objectives like defining oblique triangles and solving for unknown angles. Students will participate in a jigsaw puzzle activity where they must solve puzzles at different stations about acute angles, obtuse angles, and oblique triangles. The teacher will then introduce oblique triangles, explain their characteristics, and how to classify them as acute, obtuse, or neither. Students will practice solving for missing angles in example triangles and identifying the triangle type before being assigned homework on advanced triangle concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2K views3 pages

    Semi DLP in Math 9

    Uploaded by

    Marlou Salonn Kipkipan
    This lesson plan aims to teach students about oblique triangles. It includes objectives like defining oblique triangles and solving for unknown angles. Students will participate in a jigsaw puzzle activity where they must solve puzzles at different stations about acute angles, obtuse angles, and oblique triangles. The teacher will then introduce oblique triangles, explain their characteristics, and how to classify them as acute, obtuse, or neither. Students will practice solving for missing angles in example triangles and identifying the triangle type before being assigned homework on advanced triangle concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3
    At a glance
    Powered by AI
    The key takeaways are that oblique triangles are triangles with no right angle, they can be classified as acute or obtuse triangles, and the sum of the interior angles is always 180 degrees.

    Oblique triangles are classified as either acute triangles, where all three angles are less than 90 degrees, or obtuse triangles, where one angle is greater than 90 degrees.

    If two angles of an oblique triangle are known, the third angle can be determined by using the formula: Angle C = 180 - (Angle A + Angle B).

    A Semi-Detailed Lesson Plan in

    Mathematics 9
    I. OBJECTIVES
    At the end of the lesson, the students should be able to;
    A. Define what is an Oblique Triangle,
    B. Show active participation during class Activity,
    C. Solve the Unknown Angles of the Oblique triangle;
    D. Identify whether the triangle is ACUTE, OBTUSE or NEITHER.

    II. LEARNING MATERIALS


    A. Topic : OBLIQUE TRIANGLE (Introduction)
    B. Materials : Book, Marker, Visual aids
    C. Reference : Mathematics IX – Learner’s Module

    III. PROCEDURE
    A. Daily Routinely Activities :
    a. Greetings!
    b. Prayer

    B. ACTIVITY : (JIGSAW PUZZLE)

    - The students will be divided into 3 (three) groups.


    ‘’INSTRUCTION’’
    - There are three stations in the classroom. In every station there are
    envelopes containing a Picture Puzzle with a CLUE given. Each group must
    solve the Puzzle before they can proceed to the next station. The 1st group to
    complete the puzzle correctly will be the winner and will receive the 30 points,
    20 for the 2nd group and lastly 10 points for the 3rd group.

    (ANSWERS OF THE PUZZLE)


     ACUTE ANGLE
     OBTUSE ANGLE
     OBLIQUE TRIANGLE

    C. ANALYSIS (check their prior knowledge)


    - What are the angles that measures less than and more than 90 degree?
    - Are these angles already familiar to you?

    D. ABSTRACTION
    Introduce the Oblique Triangle.
    - It is a Triangle with no RIGHT ANGLE.
    - It has either three acute angles, or one obtuse angle and two acute angles. In
    any case, as in any triangle, the sum of all three angles is equal to 180
    degrees.

    - Two classifications of OBLIQUE TRIANGLES;


     ACUTE TRIANGLE – is a triangle whose angles are lees than 90 degree.
     OBTUSE TRIANGLE – is a triangle in which one of the angles is more than 90
    degree.

    - To solve an oblique triangle means to find the lengths of the unknown sides
    and the measures of unknown angles. If two angles are known, then the third
    angle can be determined simply by knowing that the sum of the three interior
    angles must equal 180.

    - FORMULA : Angle C = 180 – ( Angle A + Angle B )

    - Example 1.)

    - Angle C = 180 – ( Angle A + Angle B )

    = 180 – ( 70 + 80 )

    = 180 – 150

    ANGLE C = 30

    E. APPLICATION

    - The students will be group into three groups.


    - Each group will be given a spreadsheet activity.
    - DO AS INDICATED!

    I.) FIND THE MISSING ANGLES and identify whether the triangle is ACUTE, OBTUSE or
    NIETHER.
    1.) 2.)

    3.) 4.)

    5.) 6.)

    7.).) 8.)

    F.) ASSIGNMENT

    - Study in advance the Law of Sines and Cosines!

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy