SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: . Date: April 12, 2023
I. OBJECTIVES
a. Apply the Theorems to show the similarity of two triangles.
b. Show patience in proving the similarities of two triangles.
ll. SUBJECT MATTER
Topic: Similarities in a Right Triangle
Reference: Teacher’s Guide pp Page 246 - 248; Learner’s Materials pp 397 – 399
Code: (M9GE-IIIi-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Geometry (Patterns and Practicalities) pp.256-258
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity:
Use the figure at the right to identify the following:
1. longer leg of triangle ADB
2. hypotenuse of triangle DEC
3. shorter leg of
ADB, DEC
B
A E D
C
B.2. Analysis
How did you find the measure of the required data?
2. What Theorem did you used to prove the similarity of two triangles?
3. How many parts of triangles needed to be proved to say that they are similar?
B.3. Abstraction (Presenting examples/Instances of the new lesson)
To show that two triangles are similar by AAA Similarity Theorem prove that their corresponding
angles are congruent.
To show that two triangles are similar by SAS Similarity Theorem prove that two corresponding
sides are proportional and the corresponding angles are congruent.
To show that two triangles are similar by SSS Similarity Theorem prove that the three
corresponding sides are proportional.
B.4. Application (Finding practical application of concepts and skills in daily living)
Given: PN ⊥ MB
∠ N ≅ ∠ MR
Prove: ΔPRM ΔPNB
III. EVALUATION
Given: The figure with
PT QT
=
TS TR
Prove: PQT SRT
V. ASSIGNMENT
Follow-up
Answer the following.
1. Prove that any two right isosceles triangles are similar.
2. Prove that all equilateral triangles are similar
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
Prepared by:
RUBEN S. VERANO
Subject Teacher
DATAL BATONG INTEGRATED
SCHOOL
SEMI- DETAILED LESSON PLAN
Grade: 9 Subject: Mathematics Teacher: Ruben S. Verano Jr. Date: April 14,
2023
I. OBJECTIVES
a. . Apply Theorems to show the similarity between two triangles.
2. Participate actively in a group activity.
ll. SUBJECT MATTER
Topic: Similarities in a Right Triangle
Reference: Teacher’s Guide pp Page 246 - 248; Learner’s Materials pp 397 – 399
Code: (M9GE-IIIi-1)
Materials: Manila paper, Cartolina, IM’s Chalk, Textbook, Smart TV
Other Learning Materials: Geometry (Patterns and Practicalities) pp.256-258
III. LEARNING PROCEDURES
A. Preliminaries
A.1 PRAYER
A.2. ATTENDANCE
A.3. MOTIVATION (ACTION SONG)
A.4. REVIEW (Reviewing previous lesson or presenting the new lesson)
B. Presentation
B.1. Activity:
Group Activity
Mrs. Garcia, a Mathematics teacher, is 5 feet tall and casts a shadow of 4 feet at the same time that
the flagpole casts a 12 – foot shadow, what is the height of the flagpole?
B.2. Analysis
1. What theorem can you apply to find the height of the flagpole?
2. What is the measure of the flagpole?
B.3. Abstraction (Presenting examples/Instances of the new lesson)
Right Triangle Similarity Theorem ( RTST )
If the altitude is drawn to the hypotenuse of a right triangle, then the two triangles formed are similar
to the original triangle and to each other.
The measure of altitude drawn from the vertex of the right angle of a right triangle to its hypotenuse is
the geometric mean between the measures of the two segments of the hypotenuse.
B.4. Application (Finding practical application of concepts and skills in daily living)
The developer of Mary Ann Village in Silang would like to put a bicycle path from the corner of
Ilang–ilang Street and Sampaguita Street to Rosal street. What is the shortest path if Ilang–ilang and
Sampaguita are perpendicular? How long is the path if BD is 18 meters and AD is 32 meters?
III. EVALUATION
BDC ~ ADB , if BD = 6 , CD = 12 find AD
A D
V. ASSIGNMENT
Study Pythagorean Theorem
VI. REMARKS
Number of students within mastery level
Number of students need intervention
Reflection/Intervention
DING EXAMINATION DAY
