Detailed Lesson Plan in Mathematics 9

I. Objectives
At the end of the lesson the students will be able to:
1. prove the Pythagorean theorem;
2. solve the value of missing side of a right triangle using Pythagorean theorem;
and
3. apply the concept of Pythagorean theorem in solving real life problems.
II. Subject Matter
` Topic: “Pythagorean Theorem”
References: LM: Esquierda, Marivic C. et.al (2015). Math World 9, C & E
Publishing, Inc. pages 212-217
TG: Teacher’s Guide for Math World 9, pages 160-165
Other reference: https://www.onlinemath4all.com/proving-the-
pythagorean-theorem-worksheet.html
Materials: Visual aids, calculator, scissors, laptop and LCD projector
Value Focus: Cooperation
PPST: Domain 4 – Curriculum and Planning
Time Frame: 1 hour
III. Learning Activities
A. Preparatory Activities

Teacher’s Activity Students’ Activity

1. Prayer
2. Checking of Attendance
3. Review

In order to refresh your memory from our

past lesson, let us have an activity, entitled
Cabbage Relay. Listen to the mechanics.

1. I’ll be playing a music. A cabbage

paper will be passed on from one
student to another as the music
continues to play.
2. When the music stops, the person
who’s holding the cabbage paper will
unwrap it and answer the question
written on it.
3. The process will continue until last
piece of the cabbage paper is
answered.

Questions:
1. What is a triangle that has one right 1. It is right triangle ma’am.
angle?

2. What are the parts of the right 2. The parts of the triangle are
triangle? hypothenuse and the two leg.

3. What is longest side of the right 3. It is the hypothenuse ma’am.

triangle and also opposite side of
right angle?
4. The sides that intersect to determine
 right angle are the legs ma’am.
4. What are the sides of the right
triangle that intersect to determine the
right angle? 5. The hypothenuse is side c and the
legs are side a and b.
5. Given the right triangle, determine the
hypothenuse and legs?

Excellent.

4. Motivation
Now, let us have an activity called “Build Me
Up”. The class will be divided into three
groups. Each group will be given materials
needed in this activity (manila paper, three
different size of square, marker and tape).
Listen to the mechanics.

1. Paste the 4x4 square on the given

manila paper.
2. At the top left corner of the 4x4
square connect the one corner of the
3x3 square.
3. Connect the top right corner of the
two squares by the 5x5 square.
4. Find the total squares and write it
beside in each figure.
5. You have maximum of 2 minutes to
do the activity.
25
6. Paste your work on the board for
checking.

16

For those who got correct tap your shoulder

and say to yourself, you did great and for
those who got wrong tap your shoulder and
say, do much better next time. It formed a right triangle ma’am.

What shape have been formed after

connecting each square? It is 5 ma’am
Exactly. State the value of the hypotenuse? It is 3 and 4 ma’am.

Correct. How about the measurements of the

two leg? The value that I develop is cooperation
ma’am.
Right. What value have you developed while
doing the activity?
It is important because it can help us to finish
Very good. Why is cooperation important in the activity successfully.
performing an activity?

Exactly.
B. Developmental Activity

Teacher’s Activity Students’ Activity

1. Presentation
What did you notice about the illustration? It forms right triangle ma’am.

Alright. What else? We can create a right triangle ma’am using

three different squares.
Very good. The illustration presented and
your answers will be used to prove our topic
for today which is about Pythagorean
theorem.
At the end of the lesson, we will be able to:
Here are the learning objectives that you will 1. prove the Pythagorean theorem;
attain after our discussion. 2. solve the value of missing side of a
right triangle using Pythagorean
theorem; and
3. apply the concept of Pythagorean
theorem in solving real life problems.

2. Discussion
Let’s use the illustration in our activity.

a c
b

I observed that when you add 9 and 16 the

Refer to the illustration, who among you has answer is 25 ma’am.
an idea of Pythagorean theorem?
Good point. For clearer understanding here
is the Pythagorean theorem. Pythagorean Theorem
In a right triangle, the square of the
hypotenuse is equal to the sum of the
squares of the lengths of the legs. It was
formulated and named after Pythagoras.

Given the illustration, who can formulate the It is c 2=a2+ b2 ma’am.

Pythagorean Theorem?

a c
b

Correct. Let’s use the activity earlier to prove

that c 2=a2+ b2 or the Pythagorean theorem

What is the value of c or the hypothenuse?

It is 5 ma’am.

Exactly. How about the two leg or the a and

b in the theorem? It can be 3 and 4 ma’am.
.
Right. Let us substitute the given to the
formula.
Any volunteer to solve this on the board? Given: a=3 , b=4 ,∧c=5
c 2=a2+ b2
52=3 2+ 4 2
25=9+16
25=25
Excellent. Does it prove the Pythagorean
theorem? Yes ma’am.
That is why if we add all the squares that
forms the leg will be equal to the squares
that determine the hypotenuse of the right
triangle.

Now let us have an example, examine the

given triangle.

9m

12 m
The missing side is the hypotenuse ma’am.
What is the missing side of the given right
triangle?
The two legs ma’am.
Exactly. How about the given side?
It is 9 m and 12 m ma’am.
Right. What are the values of the legs?
Given: a=9 m ,b=12 m∧c=?
Correct. Use the Pythagorean theorem to c 2=a2+ b2
solve the value of hypotenuse. c 2=92+122
c 2=81+144
√ c 2=√ 225
c=15 m

Excellent. For another example, let us

observe the figure.

13 m
5m

a
What is the missing value in this right The value of the leg a ma’am.
triangle? It is 5 m ma’am.

Exactly. State the measure of the other leg? The hypotenuse is equal to13 m ma’am.

Correct. How about the hypothenuse? Given: a=? , b=5 m∧c=13 m

c 2=a2+ b2
Right. Let’s substitute the given to determine 132=a2 +52
the missing value. Any volunteer to solve this
on the board. 169=a2 +25
169−25=a 2
√ 144=√ a2
12=a
 a=12 m

On your scratch paper find the missing value

of the right triangle. You only have two Given: a=6 cm , b=?∧c=10 cm
minutes to solve this example. c 2=a2+ b2
102=62+ b2
100=36+b2
100−36=b 2
10 cm √ 64=√ b2
b 8=b
b=8 m

6 cm
The missing leg is 8 m .
What is the value of the missing leg?

Very good. Do you have any question?

If there’s none, let’s apply the concept you’ve

learned in real life situation.

3. Application

Navigation is the art and science of

determining the position of a ship, plane or
other vehicle, and guiding it to a specific
destination. The earliest navigation methods
involved observing landmarks or watching
the direction of the sun and stars. Navigation
requires a person to know the vehicle's
relative location, or position compared to
other known locations.
For instance, how can the pilot navigate in
the windy sky and find the correct place to
begin a descent to the airport?

Let us all solve that through group activity.

Listen to the mechanics.

1. Illustrate and solve the given word

problem using the concept of
Pythagorean theorem.
2. Write your answer on the strip of
manila paper provided for your group.
3. The first group to paste and got the
highest score will be the winner will
receive an additional 10 points for
participation.
Problem:

An airplane is observed to be approaching a

point that is at a distance of 12 km from the
airport. If the pilot navigates that plane is 7.5
km away from the airport at ground level.
Find the height of the airplane above the
ground. Round it off to the nearest
hundredths if necessary.

7.5 km

Given: a=? , b=7.5 km∧c=12 km

c 2=a2+ b2
122=a 2+7.5 2
144=a2 +56.25
144−56.25=a2
√ 87.75= √a 2
9.37=a
a=9.37 km

The height of the airplane is 9.37 km above

the ground.

Excellent. Congratulations to the winning

group you will have an additional 10 points.
Don’t worry other groups I appreciated your
efforts that’s why you will receive an
additional 5 points for participation.

4. Generalization

To sum up our lesson for today, what have I learned the concept of Pythagorean
you learned from our discussion? theorem.
Very good. Who can give other realization?
There is a lot of application of Pythagorean
theorem in real life situation ma’am.
That’s right. How can we use the concept of
Pythagorean theorem in real life situation? We can use the concept of Pythagorean
theorem in real life through navigation
ma’am.
Do you have questions and clarifications
regarding to our topic?
None ma’am.
If there’s none, prepare for a quiz.
IV. Evaluation

Teacher’s Activity Students’ Activity

Directions: On a one whole sheet of paper,

answer the following in 10 minutes.
A. In the given right triangle, prove the
Pythagorean theorem.
1. 1. c 2=a2+ b2
252=242 +72
625=576+49
625=625

B. Solve the value of missing side of the

given right triangles.
1.
1. c 2=a2+ b2
c c 2=63 2+16 2
b=16 c 2=3969+256
√ c 2=√ 4225
c=65
a=63

2.
2. c 2=a2+ b2
61∈¿ ¿¿
b 3721 ¿2=121 ¿2 +b2
3721 ¿2−121 ¿2=b 2
3600 ¿2=b 2
11∈¿ √ 3600 ¿2=√ b2
60∈¿ b
C. Solve the given problem by
applying the concept of
Pythagorean Theorem.

1. House A is 9 miles from house B, and

40 miles from house C. House A, B 1.
and C are forming a right triangle at
A. A road connects houses B and C House A
directly. Find the length of this road.
road
9 miles

House B
40 miles House C

c 2=a2+ b2
c =92+ 402
2
 c 2=81+1600
√ c 2=√ 1681
c=41
The length of the road is 41 miles .

V. Assignment

Teacher’s Activity Students’ Activity

Direction: Copy the following. On a one

whole sheet of pad paper, illustrate and
calculate the problem involving Pythagorean
theorem. Round it off to the nearest
hundredths if necessary. 1.

1. A boat is 500 meters from the base

of a cliff. Jackie, who is sitting in the
boat, determine that the height of the
cliff is 312 meters from the sea level. 312 m
What is the direct distance from
Jackie to the tip of the cliff?

Given: a=500 m,b=312 m∧¿ c=?

Formula:c 2=a2+ b2
c 2=( 500 m )2+ ( 312m )2
c 2=347 344 m2
√ c 2=√ 347 344 m2
c=589.36 m

The direct distance from Jackie to the tip of

the cliff is 589.36 m.

2. An airplane is flying at the

altitude of 650 m, and is at the 2.
distance of 3500 m from the
3500 m 650 m
airport. What is the airplane’s
ground distance from the
airport?
b
c 2=a2+ b2
( 3500 m )2=( 650 m )2+b 2
( 3500 m )2−( 650 m )2=b2
√ 11,827,500 m2=√ b2
3439.11 m=b
The airplane’s ground distance from
the airport is 3439.11 m.

Prepared by:
AIRA JANE I. IRARUM
Teacher Applicant