Dr. Maria D.
Pastrana National High School (Grades 7-12)
Detailed Lesson Plan
Grade 7 – Mathematics
March 7, 2019
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key
concepts of Parallelogram and Triangle Similarity.
B. Performance Standards
The learner is able to investigate, analyze and
solve problems involving parallelograms and
triangle similarity through appropriate and accurate
representation.
C. Learning Competencies/
Objectives. Write the LC code for The students should be able to:
each. Identify the measure of the legs and
hypotenuse of special right triangle 30°-60°-
90°.
Solve for the measure of the unknown value
of special right triangle.
Participate actively in the class discussion.
Develop deep understanding of the lesson.
II. CONTENT
A. Topic Special Right Triangle 30°-60°-90°
III. LEARNING RESOURSES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages
3. Textbook pages
4. Additional Materials
B. Other learning Resources
IV. PROCEDURE
Teacher’s Activity Students’ Activity
A. Reviewing previous lesson or
presenting the new lesson
What kind of special right triangle did
we tackled last discussion?
The 45°-45°-90° special right triangle.
Anyone who can illustrate a 45°-45°-
90° special right triangle with
measurement. Given that the legs
measures 4 units.
Very Good! Again what should be
multiplied to the legs to get the The legs should be multiplied by
√2.
measure of the hypotenuse?
How about the legs? What should be The hypotenuse should be multiplied by √2.
multiplied to the hypotenuse to get the 2
measure of the legs?
B. Establishing a purpose for the
lesson
Observe the following triangle
There is triangle with 45°-45°-90° angles and 30°-
60°-90° angles.
∆PQR corresponds to ∆YZA.
∆STU corresponds to the ∆VWX.
Because they have the same measure of angles.
What did you observe to the triangles?
Very Good! The ∆PQR corresponds to
what triangle according to the
illustrations?
How about ∆STU? What triangle does
it corresponds?
How did you know that the ∆STU
corresponds to the ∆VWX?
Very Good! How does 45°-45°-90°
differs to 30°-60°-90°? Is there also a
way to get the measure of it’s side in
easy way?
C. Presenting examples/ instances
of the new lesson
In the ∆VWX what can you say
about its hypotenuse?
It is twice the measure of the shorter side.
How do say that it is the shorter side?
It is the opposite of the 30°.
Very Good! How about the larger
side? What angle is its opposite?
Its opposite is 60°.
D. Discussing new concepts and
practicing new skills # 1
Take a look at the earlier ∆STU.
Earlier, we have said that the measure
of the hypotenuse which is the longest
side is twice the measure of the shorter
leg. And in order to know the shortest
side we will check the angle opposite to
it that should be 30°.
If we have the shorter leg which
measures 6 units, what would be the The measure of the hypotenuse is 12 units.
measure of the hypotenuse?
Very Good! How about when we The measure of the hypotenuse would be 34 units.
have 17 units as the measure of the
shorter leg?
Very Good! How about when we
have the measure of shorter leg which is 3√5 * 2=6√5
3√5. What would be the measure of the
hypotenuse? Anyone who can solve it?
Very Good! We just simply
multiplied 2 to the whole number
outside the radical.
How about if we reverse it, instead of
finding the value of the hypotenuse, we
will find the value of the shorter leg
given the measure of the hypotenuse
suppose that we have,
n=24 the shorter leg would be 12 by 36/2=18, 18 is the measure of the shorter leg.
just simple dividing it by 2. 24/2=12
11/2=5.5, 5.5 is the measure of the shorter leg.
Who wants to try another example?
n=36
What if we have n=11?
3
If we have n=4 what would be the
measure of the shorter leg?
3
3 4 3 1 3 6
÷ 2= =4 ∗2 =8 6 10 6 1 6
4 2 ÷ 2= = 10 ∗ 2 = 20
10 2
6
Who wants to try if we have n=10?
2
Very good! We just simply reciprocate 2 7 2 1 2
the number to be divided and multiple ÷ 2= = 7 ∗ 2 = 14
7 2
it.
2
Another example n=7
E. Discussing new concepts and
practicing new skills # 2
How about the longer leg? Take a
look at the illustration of ∆STU
ST is the longer leg that measures
x√3, meaning to say that the measure
of the longer leg is the measure of the
shorter leg multiply by √3, take a look
at ∆VWX the measure of the shorter leg
is 3 and the longer leg is 3√3, we just
multiply the shorter leg by √3.
Another example, if have shorter leg
that measures 6 units, what would be
the measure of the longer leg? 6*√3=6√3, 6√3 is the measure of the longer leg.
SL (Shorter Leg)
LL (Longer Leg)
SL=32 LL=?
32*√3=32√3, is the measure of the longer leg.
What if we have SL=3√3, what would
be the measure of the longer leg? 3√3*√3 = 3√9 = 3*3 = 9, 9 is the measure of the
longer leg.
Very Good! Another if SL=4√3 , what
would be the measure of the longer leg? 4√3*√3 = 4√9 = 4*3 = 12, 12 is the measure of the
longer leg.
Here is another case, if the give is the
longer leg we just need to multiply the
√3
longer leg by .
3
In the earlier triangle we have the
measure of the longer leg 3√3 , in order
to find the shorter leg we must multiply
√3
the longer leg by .
3
√3 3√9 3(3) 9
3√3 * 3 = = =3=3
3 3
It satisfy the earlier illustration that the
shorter leg is 3 or we can just cancel the
√3.
√3 9√3
Another example, LL=9 what would 9* 3 = 3 = 3√3 , 3√3 is the measure of the
be the measure of the shorter leg? shorter leg.
√3 15√3
15* 3 = 3 = 5√3 , 5√3 is the measure of the
Who wants to answer? Supposed that
shorter leg.
we have LL=15 what would be the
measure of the shorter leg?
F. Developing Mastery (Leads to
formative Assessment 3)
Answer the following on the board
Shorter Leg Hypotenuse Longer Leg
1. 8 16 8√3
2. 12 24 12√3
3. 9√3 18√3 9
4. 13 26 13√3
5. 6√3 12√3 18
G. Finding Practical application of
concepts and skills in daily living
The topic is closely related in
making building and other
imprastracture.
H. Making generalizations and
abstractions
Again what should be multiplied to
the shorter side to find the hypotenuse? It shoud be multiplied by 2.
How about when finding the shorter
leg given the hypotenuse what should It should be divided by 2.
be divided to it?
How about when finding the longer It should be multiplied by √3 .
leg what should be multiplied to the
shorter leg?
√3
It shoud be multiplied by
How about when finding the shorter 3
leg when the longer leg is given, what
should be multiplied?
I. Evaluating learning
Given Measure Measure Measure of
of of Hypotenuse
Shorter Longer
Leg Leg
DE=4 4 4√3 8
FE=5√3 5 5√3 10
DE=6 6 6√3 12
DE=15√3 15√3 45 30√3
DF=26√3 13√3 39 26√3
J. Additional activities for application of remediation
Review for the quiz from kinds of triangle to special right triangles.
Prepared by:
MYKA J. FRANCISCO
Student Teacher
Checked by:
JERIC M. ALMAJAR
Cooperating Teacher
