Stratford International School

J. Catolico Ave.,Lagao, General Santos City 9500, Philippines

College of Education

A Detailed Lesson Plan in Mathematics 9

Teacher: Grade level:

Duration: Learning areas:
Teaching Date & Quarter:
Time:

I. OBJECTIVES

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

a) define ratio and proportion

b) identify the ratio of the given example;
c) Solve for the missing term of the given proportion: and
d) Value the importance of ratio and proportion through real life world problems.

II. CONTENT
A. Topic: Ration and Proportion
B. References
C. Materials:

III. PROCEDURE

Teacher’s Activity Students’ Activity

A. Preliminary Activities Let us pray.
a. Prayer

Class, kindly stand for our prayer. Dear God, grant me the clarity to
understand the beauty and logic
May I call on Ms._______ to lead the
of mathematics. Help me to see
prayer?
the patterns and connections in
your creation, and to use my
mathematical gifts for good.
Amen.

b. Greetings

Good morning, everyone! Good morning teacher, good

morning classmates, it’s nice to
see again! Mabuhay!

Before you take your seats, please kindly

pick up the pieces of paper under your chair
and arrange your chair properly. And if you Thank you, teacher.
are done, you may now take your seats.
 c. Classroom Management

Before we start, I want you to be reminded first of

our classroom rules.So give me our first rule,yes
Uchida!
Uchida: Sit down properly.
Very Good! So let me see if you’re seating down
properly.

Now, what’s the second rule?Yes, Medrano!

Mendrano: Raise your hand if
Exactly! So if you have question or if you want to you want to answer.
answer you may raise your hand in order for you to
be recognize. Is that clear?
Dalisay: Avoid chitchatting with
your seatmate.
How about the 3rd one? Yes, Dalisay!

Listen
Yes! Especially if the teacher is talking here in
front. So if am talking here, what will you do?

Labordo: Do not use your ipad if

Exactly! So next rule. Yes Labordo? it’s not necessary.

And the last one? Yes Concha? Respect your Teacher and your
Classmates.

Yes! Here in my class I want you to respect one Yes teacher.

another. So are the rules clear to you?

d. Checking of Attendance
(Student raise their hands and
This morning I will check your attendance. say here as the teacher calls
Say “here” if your name is called. their names)

e. Review
okay class, what was our topic last
meeting?

Teacher, it’s all about Trapezoids

Very good! and Kites.

Ma’am!
Now what is Trapezoids? Anyone?

Trapezoids is a quadrilateral with

Okay very good! exactly one pair of opposites
sides parallel.
 The parallel sides are called the bases,
and non parallel sides are the legs.
Ma’am!

what are the formula to calculate the

median (mid-segment) of a trapezoid?
Anyone?

Very good!

And now , what is Kites? Ma’am

Yes? Miss Abanera?

Kite is a quadrilateral with two
distinct sets of adjacent,
congruent sides.
Very good!

Area = d 1× d2 ×(
What are the formula to find the area of 22d)1 × (d)2
kite?class?

No ma’am!

Do you have concern or question to our last

topic?

B. Activity There are pineapples and boys

teacher!
But before we will proceed to our next topic. Let us
have first an activity. Take a look at this picture,
what can you say?

4
Very Good! Now how many pineapples are there? 5
Yes?How about the boys?

Exactly! Now this illustration means that there are 4

pineapples for 5 boys. Which of these two sets has The boys
the higher quantity?

Very good! How about this one:

 C. Analysis (Students raised their hands)
So, based from the activity that we’ve just done,
what do you think is our topic for today?
Anyone? It’s all about ratio and proportion
ma’am.

Yes Maldo?

Very good!

So, our topic for today is all about Ratio and

Proportions. (students raised their hands)

But first we need to identify what is ratio?

who wants to read the definition of Ratio?
RATIO is a comparison of two or
more quantities. These quantities
Yes Molina! involved in a ratio are of of the
same kind so that ratio does not
make use of units. However,
when quantities are of different
kinds, the comparison of the
quantities that consider the units
is called rate.

(Answer may vary)

Okay! Thank you, Molina!

So, Ratio is used for comparing two quantities of

the same kind. The ratio formula for two numbers,
a and b is expressed as a:b or a/b where b does
not equal 0.

Let’s see I have here squares and triangles

How are we going to write the ratio of triangles to
squares.

The ratio of triangles to square

Ratio can be expressed in for ways and can be

written as:

2:3 (colon form) 2 to 3 (phrase-form)

2÷3 (division form) 2 / 3 ( fraction-form)

Understand class?
Excellent!
(students raised their hands)
Let’s try another.
What is the ratio of angles to diagonals in 4:2 or 4/2 ma’am!
quadrilateral?
Anyone?
Yes ma’am!
Yes Sy!
2:1 or 2/1 ma’am!
Very good!
Can we simplify the answer?

Okay! What is the simplest form?

Excellent!
So, for better understanding let’s look at the next
Example.

Example 1. If there are eight oranges and six

lemons in a bowl of fruit, then the ratio of oranges
to lemons is eight to six (that is 8:6 or 8/7 which is
4:3 or 4/3 in simplest form.

Can you follow class?

Any question?

Okay then, let’s now proceed with Proportion. Proportion is the equality
So kindly read. between two rations.

Yes Jaramillo!

Yes ma’am!

Very good Jaramillo!

That is if the ratio a:b is equal to the ratio of c:d,
then ad = bz is said to be proportion.
(students raised their hands)
Is it clear class?

Kindly read.

Yes Uchida!

Example, in the proportion 3:5 = 6:10, 5 and 6

are the means and 3 and 10 are the extremes.
But take note class that in a proportion, the product
of the means equals the product of the extremes.
What is the product of means?

What is the product of mean?

How about the product of the extremes? 30 ma’am?

Since the product of means and extremes are equal therefore 30 ma’am?
it is a?
Proportion ma’am!
Did you understand?
Yes ma’am
Please read the principle of proportion Julo.

The product of the means is

equal to the product of the
extremes.
So, you can use the principle of proportion in
finding the unknown term in a proportion.

Let’s look at the illustrative examples.

Example 1: Find the unknown term of each
proportion 2:4 = 8: x
What are the extremes?
2 and x ma’am!
Very good!

What are the means?

So applying the principle or proportion that the

product of extremes is equal to the product of 4 and 8 ma’am!
means,What’s the product of the extremes and
means?

What is the value of x class?

16 ma’am
Can you follow?

Let us proceed to another example, Yes ma’am

Example 2:

What are the extremes?

3 and 40 ma’am
How about the means?

Very good! X and 24 ma’am!

So , by cross multiplication we get;

Understand class?
Look at the next example,
Example 3: 4:x = x: 9
What are the extreme class?

How about the mean?

What is the product of extremes? Yes sir!

How about the product of means?

4 and 9 ma’am
4(9) = x(x)
36 = x²
x² = 36 x and x ma’am!
How do you find the value of x?
36 ma’am

What’s the square root of x²? X² ma’am

That’s right
How about the root of 36?
X ma’am

Very good!
x ±6
-6 or +6 ma’am!
Can you follow?

Kindly read the next examples

What are the extremes?

Very good! Yes sir!

What are the means?

Excellent!
Example 4: 8:4 = 3 + x:x
8 (x) = 4(3 + x)
8x = 12 + 4x 8 and c ma’am!
8x = 4x = 12
4x = 12
4x/4 =12/ 4
4 and 3 + x ma’am!
X=3

What’s the value of x?

Very good!
Can you follow class?

D. Abstraction

3 ma’am!
If that’s the case try to answer these in a whole
sheet of paper.

E. Application
Get 1 whole sheet of paper. Find the
unknown term of each proportion.

1. 3 : 4 = 9: x
2. 4 : x = x : 25
3. x: 16 = 4 : x
4. 2/3 = x+ 4/12
5. 8/x = 4/9
B. Analysis

What did you observe?

So, from our activity, who could guess our topic
for today?

Yes? Anyone?

Alright!

B. ABSTRACTION
Our topic for today is all about Trapezoid
and Kite. First, let’s define Trapezoid and then kite.

Before we start to our discussion, let’s meet

and read our objectives first.

Everyone, go!

In your opinion, what is Trapezoids?

Trapezoids is a quadrilateral with exactly one pair

of opposites sides parallel. The parallel sides are
called “bases” and the non-parallel sides are called
“legs”.
 Given: trapezoid BEUT
BE and TU are the bases, and
BT and EU are the legs.

The median or midline of a trapezoid is a segment

which joins the midpoints of the legs of the
trapezoid.

2. Value Integration

Prepared by:

Orong, Maybelen A.
BSED- Mathematics

Check By:

Mitchel Eucogcan
Final Demo Adviser