School Oriental Mindoro National Grade Level 9

High School
Learning Area Mathematic
Teacher Renz Joseph O. Malazarte
s
Teaching
DAILY LESSON Dates and December 16, 2025
Quarter 3rd
Time 9:30 - 10:30
PLAN

I. OBJECTIVES
The learner demonstrates understanding of key concepts of parallelograms and
A. Content
triangle similarity.
Standard
The learner is able to investigate, analyze, and solve problems involving
B. Performance
parallelograms and triangle similarity through appropriate and accurate
Standard representation.
The learner proves the conditions for similarity of triangles.
1.1 SAS Similarity Theorem
(M9GE-IIIg-h-1)

C. Learning At the end of the lesson, the students must be able to:
Competencies /
Objectives 1. Identify the requirements of the SAS Similarity Theorem.
2. Prove that two triangles are similar using the SAS Similarity Theorem;
and
3. Apply the SAS Similarity Theorem to solve real-world geometric
problems.

A. Topic: SAS Similarity Theorem

II. CONTENT B. Materials: PowerPoint presentation, Visual Aids, and Worksheets
C. Subject Integration: English, EsP
D. Values and Skills: Guided Discovery/Inquiry-based
III. LEARNING
RESOURCES
A. References
1. Teacher’s Teacher’s Guide for Mathematics 9 pp.227-271
Guide pages
2. Learner’s Learner’s Materials for Mathematics 9 Module 6 pp.349-399
Materials Pages

3. Textbook Mathematics 9 Learner’s Material - Unit III – Module 16: Solving Problems in
pages Triangle Similarity and Right Triangles

4. Additional Triangle Similarity (SAS Similarity Theorem, SSS Similarity Theorem, AA Similarity
Materials from Theorem)
Learning
[Link]
Resource (LR)
Portal
B. Other Learning
Materials: PowerPoint presentation, Visual Aids, and Worksheets
Resources
IV. PROCEDURES TEACHERS RESPONSE STUDENTS RESPONSE
A. Reviewing Who am I?
previous lesson or
presenting the Directions:
new lesson The teacher will ask the students to give a number
and then start counting from the student who gave
the number. The student who is counted last will
choose from the five envelopes, each of which has a
question with 3 answers presented in the slide to
choose from. If the student chooses the correct
answer, he or she will give another number, and the
teacher will count again to select the next student. If
the answer is incorrect, the student will call on a
classmate to provide the correct response. Expected answers:

I noticed that the sides of two triangles have the A. Proportional sides
same ratio. What do I call this relationship?
A. Proportional sides
B. Congruent angles
C. Scale factor
 When I see that the corresponding angles of two
triangles have equal measures, what am I observing? B. Congruent angles
A. Proportional sides
B. Congruent angles
C. Scale factor

If I multiply all the sides of a triangle by the same

number to make a larger similar triangle, what is that C. Scale factor
number called?
A. Proportional sides
B. Congruent angles
C. Scale factor

When I compare the lengths of corresponding sides

of two similar triangles and find they form equal
ratios, what am I describing? A. Proportional sides
A. Proportional sides
B. Congruent angles
C. Scale factor

If I want to know how many times bigger or smaller

one figure is compared to another, what should I
find? C. Scale factor
A. Proportional sides
B. Congruent angles
C. Scale factor
Yes, Sir!
Did you enjoy the activity?
B. Establishing a Before we start our new topic, let me present to you
purpose for the our objectives in today’s lesson.
lesson

Everybody read our lesson objectives. The students will read the
presentation.

At the end of the lesson,

the students must be able
to:

1. Identify the
requirements of the SAS
Similarity Theorem.
2. Prove that two
triangles are similar
using the SAS Similarity
Theorem; and
3. Apply the SAS
Similarity Theorem to
solve real-world
geometric problems.
The Door Hinge Observation
The students answers may
Class. Do you find something weird about doors? vary.
Look at that door, think about how it opens and
closes.

The hinge represents an angle (emphasize).

The door sides represent two sides of a triangle.

What do you think will happen if the angle of the

hinge changes while keeping the sides the same?

Alright, class, let’s think about this door hinge. See

how the door swings open? The hinge here is like an
angle in a triangle, and the sides of the door are like
the two sides of a triangle. Now, imagine if I keep the
two sides the same length but change the angle at
the hinge. What do you think will happen to the
shape? The shape of the triangle
will change.
Exactly!

But now, if we keep the angle the same and just

 adjust the sides proportionally, making sure the sides
stay in the same ratio, what happens then?" The triangles stay similar.

Right!

Even though one might be bigger or smaller than the

other, the shape stays the same because the angle is
the same and the sides are proportional. This is the
main idea of the our lesson.
C. Presenting In triangle similarity there three theorems that we
examples/ are going to encounter.
instances of the
new lesson
1. SAS similarity theorem - If two sides of one triangle
are proportional to two sides of another triangle, and
the angles between those sides are equal, then the
triangles are similar. In short, two sides proportional
+ included angle equal → triangles are similar.
2. SSS similarity theorem - If all three sides of one
triangle are proportional to all three sides of another
triangle, then the triangles are similar. In short, all
sides proportional → triangles are similar.
3. AA similarity theorem - If two angles of one
triangle are congruent to two angles of another
triangle, then the triangles are similar. In short: two
angles equal → triangles are similar.

For today’s lesson, we are going to discuss the

conditions for similarity of triangles, particularly the
SAS Similarity Theorem. Previously we have tackled
the importance of the scale factor, congruent angles,
and proportional sides. Those fundamentals in
identifying the similarities will be your roots for you
to discover the SAS Similarity Theorem. The acronym
“SAS” means side-angle-side, which indicates the
similarities of the two triangles.

Everybody read the following:

The students will read the

presentation.

SAS (Side-Angle-Side)
Similarity Theorem - If two
pairs of corresponding
triangles are proportional
and the corresponding
included angles are
These are the key points that you need to master congruent, then the two
triangles are similar.
Key Points:

 You compare two sides from each triangle.

 Check if the side ratios are equal (proportional).
 The angle between the two sides must be equal
in both triangles.

If both conditions are satisfied → Triangles are similar

( ∆ABC ~ ∆DEF ).
For example we have a two triangles here:
ΔPQR and ΔSTU.

The students will

investigate the given
illustration.
 Let us look to the possible congruent angles.

Anyone who wants to look for the congruent angles?

Yes, did you find something?

Excellent, ∠Q is congruent to∠T. A student raise his/her

Give him/her 5 claps. hand.
Yes Sir. ∠Q is congruent
∠Q ≅∠T to∠T.

How about the proportional sides? The students will clap 5

times.
Yes, give your answer.

A student raise his/her

Great, PQ/ST is equal to RQ/UT. hand.
Give him/her 5 claps. Sir, PQ/ST is equal to
RQ/UT.
PQ RQ
= The students will clap 5
ST UT
times.
Since we have found out that ΔPQR and ΔSTU has a
proportional side which is PQ/ST is equal to RQ/UT,
and congruent angles which is ∠Q is congruent
to∠T. Class, is ΔPQR is similar to ΔSTU?

ΔPQR ~ ΔSTU
Yes Sir!
Here’s another one, base on the presented figure
ΔPQR and ΔSTU. Can use the ∠S from ΔSTU and
∠P from ΔPQR?
Very good! The students answers may
vary.

How about PR from ΔPQR and SU from ΔSTU, can No Sir, since there is no
we use it? indication whether those
angles are congruent or
not.

No Sir. The given sides of

the corresponding triangles
Excellecnt! are connected to the
specified angles. Since the
connected angles has no
specification of
congruence, we will never
indicate that PR from
ΔPQR and SU from ΔSTU
are proportional hence it
will be impossible to prove
it.
D. Discussing new Using the previous illustration:
concepts and
practicing new
skills # 1

The students will

investigate the given
illustration.

From
ΔPQR, PQ = 7 and RQ = 6.
From ΔSTU, ST = 14 and UT = 12.
Given that ∠Q ≅∠T.

So in order to prove that the two triangles are

similar, we need to use the given measurements to
test whether those triangle has a proportional sides.

Class, you may also solve it in your note book.

 PQ RQ
=
ST UT
GIVEN:
PQ=7 The students proceeds to
RQ=6 write the solution on their
ST =14 note book while listening.
UT =12

PQ 7 1
= =
ST 14 2

RQ 6 1
= =
UT 12 2
Class, given that the two sets of corresponding Yes, Sir!
proportional sides has the same scale factor of 1/2.
Does the two triangle are SAS similar?

PQ RQ
Exactly. Since that and , which has the same
ST UT
1
answer of which is the scale factor, it indicates that
2
the two triangles are SAS similar.

Here’s another one:

The students will
investigate the given
illustration.

From ΔXYZ, XY = 24 and ZY = 40.

From ΔABC, AB = 6 and CB = 10.
Given that ∠Y ≅∠B.
The student proceeds to
Once again class, you may also solve it in your note write the solution on their
book. note book while listening.
XY ZY
=
AB CB
GIVEN:
XY =24
ZY =40
AB=6
CB=10

XY 24
= =4
AB 6

ZY 40
= =4
CB 10
Yes, Sir!
Class, given that the two sets of corresponding
proportional sides has the same scale factor of 1/2.
Does the two triangle are SAS similar?
No, Sir!
XY ZY
Since that and , which has the same answer
AB CB
of 4 which is the scale factor, it indicates that the two
 triangles are SAS similar.

Class, do you have any questions and clarifications?

Let’s proceed to the next activity.
Here’s another two triangles but there’s a catch,
there is no presented illustration. Only the following
given:

ΔDEF

- DE = 6

- FE = 9

- ∠E = 50°

ΔJKL

- JK = 12

- LK = 18

- ∠K = 50°

The following are the corresponding sides of ΔDEF

and ΔJKL.

DE FE
=
JK FK
Class, with these given, let’s prove the two triangles
by finding out their scale factor whether it is equal or
not. Answer these on you note book (1 min).
Yes Sir!
Are all of you done answering?
E. Discussing new
concepts and A student raise his/her
Who wants to presents their answer on the board?
practicing new hand.
skills # 2
The student proceeds to
write the solution on the
board.

DE FE
=
JK FK
DE 6 2
= =
JK 9 3
FE 12 2
= =
FK 18 3
Despite the given triangles
has no visual illustrations,
Very good, how did you proved the similarities of the the measurements of the
two triangles despite lacking any visual illustration of corresponding proportional
the given? sides and the given angles
of the two triangles are
equal. I am able to solve
and prove the two triangles
are similar by solving their
scale factor which is equal
2
to .
3
The students will clap 5
Very good, what an accurate explanation.
times.
Give him/her 5 claps.
F. Developing Class, you will now work individually on this activity.
mastery (Leads to But before that, read the directions carefully.
Formative The students read the
Assessment 3) direction loud.
Is the direction clear?
Yes Sir!
You may now proceed.

Directions:
For each pair of triangles, do the following with in 5
minutes:
1. Identify the corresponding sides and the included
angle.
2. Compute the ratios of the corresponding sides.
3. Decide whether the triangles are similar by SAS.

Item 1:

The students will

investigate the given
illustration.

Item 2:

Is everyone done?

Who wants to present their answer on the board?

For item 1? Yes Sir!

Yes, please proceed.

How abot item 2? A student raise his/her

hand.
You may also proced.

A student raise his/her

hand.
 The two students proceed
to write their answer on
the board.

Item 1:

Given:

ΔMNP
MN =3
PN =4

ΔEFG
EF=18
GF =24

Solution:

MN PN
Okay class, his/her answer is correct.
=
EF GF
Give him/her 5 claps.
MN 3 1
= =
EF 18 6
How about for item 2? PN 4 1
= =
GF 24 6
SAS Similar

The students will clap 5

times.

Item 2:

Given:

ΔDEF
DE=25
FE=10

ΔATK
AT =5
KT =2

Solution:
Okay class, his/her answer is correct.
Give him/her 5 claps. DE FE
=
AT KT
Class,who got the correct answer?
DE 25
= =5
AT 5
Very good!
FE 10
= =5
KT 2
SAS Similar

Students who got the

correct answers raise their
hands.
G. Finding practical Class, do you think the SAS Similarity Theorem is Students respond, “No,
applications of only used in solving problems inside the classroom? Sir,” while some give brief
concepts and skills answers such as “It can be
in daily living The SAS Similarity Theorem is very useful in our daily used in real life.
living. Let me give you some real-life situations Students listen attentively.
where this concept is applied.
A 9 meter tree that casts a shadow 4 meters long,
and beside it is a building with a shadow 12 meters
long. The sunlight forms the same angle with the
ground. What is the height of the building?

The students will

investigate the given
illustration.

Find yourselves a pair and on a one whole sheet of

paper solve this problem in your note book for 2
minutes..

The students will proceed

to pair with their peers and
Class, the time is up. Who wants to share their solve the given problem in
answer? their note books.

Yes, please proceed. A student raise his/her

hand

Sir with the given

proportional sides of the
shadows of each object, as
well as the measurement
of the tree, I am able to
deduce the measurement
Can you share your solution to the class? of the building which is 27
m.

To give clear explanation

to my solution, first, I have
identify the proportional
sides of the sides which is
represented by the two
shadows since the sun cast
its rays in the same
direction making the angle
of the two shadows are
congruence.
The tree’s shadow is equal
to 4 meters and the
buildings shadow is equal
to 12 meters.

The x indicates the missing

height of the building and
the height of the tree is 9
meters
 Then, cross multiply bot
the corresponding
proportional side.

Excellent explaination!
Everyone please give him/her 10 claps! This will give x=27.

The students will clap 10

Does everybody got the same answer? times.

Yes, Sir!
H. Making What are the requirements of the SAS similarity A student raise his/her
generalizations theorem? hand
and abstractions
about the lesson
The SAS (Side-Angle-Side)
Similarity Theorem says
Yes, please share your thoughts. that two triangles are
similar if two sides of one
triangle are proportional to
two sides of another
triangle and the included
angle between those sides
is congruent.

Excellent! Give his/her 5 claps. The students will clap 5

times.

Could someone explain the SAS Similarity theorem in

their own words? A student raise his/her
hand

The SAS Similarity

Yes, please share your thoughts.
Theorem is like checking if
two triangles are ‘the same
shape’ but maybe not the
same size. If two sides of a
triangle are in the same
proportion as the two sides
of another triangle, and the
angle in between those
sides is exactly the same,
then the triangles are
similar. This means all the
other angles in the
triangles will also match,
even if the sides are longer
or shorter.

The students will clap 5

Excellent! Give his/her 5 claps.
times.

What will happen if the corresponding angles of the

two triangles are not congruent? A student raise his/her
hand

If the corresponding angles

Yes, please share your thoughts. aren’t congruent, then I
think the triangles won’t be
similar. Even if the sides
 are proportional, the
triangles might end up
being different shapes.
Like, they won’t match in
angles, so one triangle
could be stretched or
squished differently than
the other. So the SAS
Similarity rule won’t work
unless the included angle
is exactly the same.

The students will clap 5

Excellent! Give his/her 5 claps. times.

No Sir.
Do have any further questions and clarifications?

I. Evaluating Directions: Choose the letter of the best answer.

learning Write your answer on a 1/4 sheet of paper. (5 mins) Students answer the short
quiz.
1. Which of the following is a requirement for the SAS
Similarity Theorem? Answer:
A. Two angles of one triangle are congruent to two
angles of another triangle C. Two sides of one
B. Two sides of one triangle are equal in length to triangle are proportional to
two sides of another triangle two sides of another
C. Two sides of one triangle are proportional to two triangle, and the included
sides of another triangle, and the included angle is angle is congruent
congruent
D. All three sides of one triangle are equal to the
sides of another triangle

2. Which of the following statements is true about

similar triangles using SAS Similarity? C. Two sides must be
A. Only the two sides need to be proportional proportional, and the
B. Only the included angle needs to be congruent included angle must be
C. Two sides must be proportional, and the included congruent
angle must be congruent
D. Any two sides and any angle of the triangles can
be compared

[Link] triangle ABC and triangle DEF, AB/DE = AC/DF,

and ∠A = ∠D. What does this prove? B. Triangle ABC is similar
A. Triangle ABC is congruent to triangle DEF to triangle DEF by SAS
B. Triangle ABC is similar to triangle DEF by SAS Similarity
Similarity
C. Triangle ABC is a right triangle
D. Triangle ABC is isosceles

4. If two triangles have sides in proportion but the

included angle is not congruent, what can we
conclude? C. The triangles are not
A. The triangles are similar similar
B. The triangles are congruent
C. The triangles are not similar
D. The triangles have equal perimeters

5. A ramp in my backyard is shaped like a triangle.

One side of the ramp is 6 m, the other side is 8 m,
and the angle between them is 60°. My neighbor is
building a similar ramp with sides 9 m and 12 m, and
the angle between them is also 60°. Are my ramp
and my neighbor’s ramp similar?
A. Yes, by SAS Similarity A. Yes, by SAS Similarity
B. No, because the sides are not equal
C. No, because the angles are not equal
D. Cannot be determined

Answers:
1. C
2. C
3. B
 4. C
5. A
Okay, this is for your assignment to be present next
meeting."

Assignment: Study the SSS similarity theorem and

J. Additional provide an example. ILLUSTRATE your answer on
activities for your note book.
application and None, Sir.
remediation Is there any questions class? Yes, Sir.
Is it clear?
Thank you for teaching us,
That’s all for our discussion today. Goodbye and Sir. Goodbye.
Thank you class. See you next meeting.

V. REMARKS

VI. REFLECTION
A. No. of Learners
who earned 80%
in the evaluation
B. No. of Learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of Learners who
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
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 or discover
which I wish to
share with other
teachers?

Prepared by:

RENZ JOSEPH O. MALAZARTE

Student Teacher

Checked and Reviewed:

RESY O. VILLANUEVA
Cooperating Teacher

Noted:
MARIA JOSSELL A. LOGMAO
Head Teacher VI, Mathematics Department