GRADE 9 SCHOOL Mainit High School GRADE LEVEL Nine (9)
TEACHER Mark Ryan J. Bacus LEARNING AREA Mathematics
DAILY LESSON LOG
TEACHING DATES AND TIME January 7-11, 2019 QUARTER 3rd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and
inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.
B. Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and
Standard inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems
accurately using a variety of strategies.
C. Learning 1. The learner factors completely Objectives Objectives Objectives Objectives
Competency/ different types of polynomials
Objectives (polynomials with common M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ia-b-1 M8AL-Ib-2
monomial factor, difference At the end of the session,
of two squares, sum and learners will be able to: 3. Factor completely 4. Factor completely 1. Solve problems
difference of two cubes, trinomials of the trinomials of the involving factors of
perfect square trinomials, and 1. State whether each form x2 + Bx + C form Ax2 + Bx + C. polynomials.
general trinomials). expression is a sum
M8AL-Ia-b-1 or difference of two 2. Apply their learning
2. The learner solves problems cubes. to real-life situations.
involving factors of 2. Factor completely
polynomials. trinomials that are 3. Think critically and
M8AL-Ib-2 sum and difference divergently.
of two cubes.
a. CONTENT Right Triangles and Similarity Pythagorean Theorem Right Triangles, Obtuse 450-450-900 and 300-
Theorem and its Proof and its Proof Triangles and acute 600-900 Triangles and its
Triangles Proof
b. LEARNING
RESOURCES
A. References Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9 Mathematics 9
1. Teacher’s Guide
pages
1
2. Learner’s Materials 386-389 389-392 392-393 394-397
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resource
C. PROCEDURES
A. Reviewing Recall the method of identifying Re thinking the role of Review the Check assignment on Explore:
previous lesson or Triangles with ratio of their the Similar Right Pythagorean Theorem classifying the acute, Reading a
presenting the new sides. Triangle Theorem right and obtuse
lesson 1. a=3, b=4 c=? triangles House Plan
Given the following figure, give 2. a=3, b=5 c=? Directions: Given the
and identify the ration as it’s 3. a=7,b= ? c=8 floor plan of the house,
similar or not. Answer. accomplish the table that
B 1. C=5 gives the floor areas
of the parts of the house.
2. C= √34
3. B= √15 Use the scale 1 s : 1 m.
3 3 The altitude of triangle Note that the length and
MER is the geometric width of a square are
O 2 X mean of segment congruent.
between MY and RY. The floor plan shown is a
F Thus the statement says proportional
layout of a house that a
EY = √(𝑀𝑌)(𝑅𝑌) couple would like
9 9 to build. Observe that the
floor plan is drawn
on a square grid. Each
side s of the smallest
A 6 N square in the square grid
measures 0.5 cm
and corresponds to 1
meter in actual house.
Hence, the scale used in
2
the drawing is
0.5 cm : 1 m or 1s : 1 m.
B. Establishing a State the following real life To state whether each Are the triangle Acute, Present the objectives Students will be given a
purpose for the examples of similar figures triangle are right. Recall Right or Obtuse for the day. practical task which
lesson the definition of right will demonstrate their
triangle Make this question understanding in
and show example of factoring,
an acute, right, and
obtuse Triangle
Make them think on
the traits of this
triangles
C. Presenting Give the two different size Work on the following
examples/Instances triangles and try the students to concept.
of the new lesson identify it through their ratio.
After that recall the definition of Pythagorean Theorem
right triangle and its parts of it The square of the
hypotenuse of a right
triangle is equal to the sum
of the squares of the legs.
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.
3
D. Discussing new As the concepts revealing slowly Problem Solving
concepts and try the student to do solving the 12. On a map, the
practicing new proof of how the right triangle distance between two
skills # 1 similarity came up towns is 15 inches. The
actual distance between
them
is 100 kilometers. What
is the scale?
13. Blueprints of a house
are drawn to the scale of
3 in. : 1 m. Its kitchen
measures 9 inches
by 6 inches on the
blueprints. What is the
actual size of the
kitchen?
14. A scale model of a
house is 1 ft. long. The
floor of the actual house
is 36 ft. long. In the
model, the width is 8
inches. How wide is the
actual house?
15. A model of a
skyscraper is 4 cm wide,
7 cm long, and 28 cm
high. The scale factor is
20 cm : 76 m. What are
the actual dimensions of
the skyscraper?
4
E. Discussing new A. Using the length l of
concepts and the scale on the map,
practicing new calibrate a meter of white
skills # 2 thread. Use this in
estimating the distances
of the streets listed on the
table shown.
F. Developing
mastery
(leads to Formative
Assessment )
G. Finding practical Give Five examples on how the Give as many examples Give the measurement Construct some right Try not to be a man of
application of early civilization people and of problems in real life of the Obtuse, acute and triangle with angle 30 success, but rather try
concepts and skills egyptian construct the pyramid that illustrate the use of right angle according to 60 and 90 degree to be a man of value.
in daily living using right similarity triangle Pythagorean theorem their angles And 45-45-90 degree -Albert Einstein
theorem
5
H. Making How do you know when the two How do you know when How the three triangles In a 30-60-90 right How did you solve the
generalizations and triangles are similar in terms of to use the Pythagorean differ the acute, right triangle: problems involving
abstractions about right triangle similarity theorem? theorem in making its and the obtuse • the shorter leg is triangles similarity and
𝟏
the lesson measurement of sides s special triangles
𝟐
Two right triangles are similar if 1. The triangle is said to
its geometric mean and its ratio A triangle can be called be acute if the sum of hthe hypotenuse h or Steps in solving worded
in accordance of the following right if its side is: the squares of two √2 problems
are equal side is less than the 2 1. Understand the
(Shorter leg)2 + (Longer square of the third 2 problem.
Leg)2 = (Hypotenuse)2 side. times the longer leg ; 2. Write the
. 2. The triangle is said to • the longer leg l is √3 equation.
be obtuse if the sum times the shorter leg s; and 3. Solve the
of the squares of two • the hypotenuse h is twice equation.
side is greater than the shorter leg 4. Check.
the square of the third
side.
3. The triangle is said to
be right if the sum of
the squares of two
side is equal to the
square of the third
side.
I. Evaluating 1. What do you observe From the given side of Solve the following Problem Solving.
learning about Pythagorean the triangle identify if it problems using the 30- 1. The length of a
triples? is acute, right or obtuse. 60-90 Right Triangle rectangle is 2 more than
2. Multiply each number Theorem. twice its width. If the
in a Pythagorean triple by 1. A=12, b= 23, c= 1. A cake is triangular in area of the rectangle is 24
a constant number. Are 34 shape. Each side sq meters, find its
the new triples still 2. A= 3, b= 4, C= 5 measures 1 foot. If the dimensions.
Pythagorean triples? 3. A= 7, b= 3, c= 5 cake is subdivided
Explain. equally
3. For the right triangle into two by slicing from
shown, t 2
one corner
= r + s . Which is
2 2
perpendicular to the
equivalent to this opposite side, how long
equation? is that
a. r = s + t
2 2 2
edge where the cake is
6
c. r = (t + s)(t – s)
2
sliced?
b. t = r + s d. s2 =r2 – t2 2. IF CR = 8 cm, find
CU, RU, ER, and EC?
J. Additional Assignment: Assignment: Assignment: Assignment: Performance task
activities for Solve the following Work on the activity/ies
application or problems using the Give example of the Solve the following in the LM
remediation Pythagorean Theorem. sides with acute, right problems using the 45- Activity 26, page 417
1. The size of a TV and obtuse triangles 45-90 Right Triangle “Blowing Up a
screen is given by the Theorem.
length of its diagonal. If 1. A square-shaped Picture into
the dimension of a TV handkerchief measures Twice Its Size”
screen is 16 inches by 14 16 inches on each side.
inches, what is the size of You fold it along its Activity 27, page 418
the TV screen? diagonal so you can tie “Sketchtimating
2. A 20-foot ladder is it around your neck. Endeavor”
leaning against a vertical How long is this tie?
wall. If the foot of the 2. You would like to put
ladder is 8 feet from the tassel around a square
wall, how high does the table cloth. If its
ladder reach? Include an diagonal measures 8
illustration in your feet,
solution. what is the length of the
3. The figure of tassel you need to buy?
rectangular prism shown
is not drawn to scale. If
AH = 3 cm, AP = 7 cm,
and AR = 5 cm, find the
following: AI, AE, AF,
and AY?
D. REMARKS
7
E. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
8
REFLECT
Suppose your seatmates forgot their algebra tiles. Would you share your algebra tiles
with them without expecting any favor in return? Benevolence means giving to others’ needs
without personal reward as your motive. Have you helped anyone lately without expecting
anything in return? What prompted you to do it? P&P, page 43
Many students are discouraged when they do problem solving. They feel inadequate
to understand the problem and solve it. More often, it is not our lack of ability, but our own
faintheartedness that stops us from accomplishing our goals. Determination means having
the courage to accomplish one’s goals, regardless of the difficulties. Problem solving is simply
an application of the concepts that one has learned. Do you think it is better to avoid problems
whenever one can or to face them head-on? P&P, page 43
Compassion means investing whatever is necessary to heal the hurts of others.
One shows compassion by seeking to understand other people’s struggles, realizing their needs
for love and attention, and doing something to address those needs. Many students struggle with
their lessons and they get confused in “factoring polynomials.” Some have to deal with their
family problems as well. Are you sensitive to your friends’ difficulties? Do you seek to comfort
and help your friends in every way you can, no matter how small it is? Do you help and support
each other to ease the burden? P&P page 11
