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    Pythagorean Theorem Lesson Plan

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    Florentino Concepcion Emelord
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    Pythagorean Theorem Lesson Plan

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    Florentino Concepcion Emelord
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    Pythagorean Theorem lesson plan

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    72 views2 pages

    Pythagorean Theorem Lesson Plan

    Uploaded by

    Florentino Concepcion Emelord
    Date:

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Instructional Planning

    (With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

    Detailed Lesson Plan in Statistics and Probability


    DLP No.: Learning Area: Grade Level: Quarter: Duration:60 mins.
    1 Mathematics 9 4 Date:
    Learning Competency/ies: Code:
    Proves the Pythagorean Theorem
    M9GE-III-2
    Key Concepts/ Understanding to
    be Developed:
    The Pythagorean Theorem:
    The square of the hypotenuse is equal to the sum of the squares of both legs.
    a2 + b2 = c2
    1. LEARNING OBJECTIVES: Knowledge Define Pythagorean Theorem
    Skills Proves the Pythagorean Theorem
    Attitudes Show respect and cooperation in the group activity
    Values Help others who has difficulty in solving/proving Pythagorean Theorem
    2. CONTENT Geometry
    3. LEARNING RESOURCES Textbook, TGs, CGs, Worksheet, ICT
    4. PROCEDURES
    4.1 Introductory Activity
    (5minutes)  Attendance Check
     Setting the Classroom for Instruction
     Recalling previous lesson
    The Right Triangle Similarity Theorem
     The teacher will show several pictures and play the game “4 pics, 1 word” to give a brief
    overview of the topic the Pythagorean Theorem.
     Introducing Terminology

    4.2 Activity
    (10 minutes) Group the class into five. Let each group follow the steps to understand the concept of the Pythagorean
    Theorem. The teacher will distribute a drawing sheet along with several shapes for every group to
    assemble. ( 8 congruent yellow right triangles, 3 squares obtained from the three sides of the same
    right triangle)
    A. Form a square with sides a+b using the 4 congruent triangles and two squares obtained from
    the leg of the given right triangle (color green from a leg and orange from b leg).
    B. Form another square with sides a+b using the other 4 congruent triangles and the blue
    squares obtained from the hypotenuse of the same right triangle.
    C. Set the areas of each arrangement equal to each other. The green area is a 2, the orange area
    is b2, and the blue area is c2. The green and orange area must be added together to equal the
    area blue area.

    4.3 Analysis
    (5 minutes) 1. What can you say about the arrangements of both figures?
    2. Is figure 1 the same with figure 2? In what way?
    3. How can you justify the squares you have formed has sides a+b?
    4 Can you recognize the area which are not formed by triangles equal in both arrangements?
    5. If we are to remove the triangles in both figures, can we say that the remaining areas are the equal?
    6. What mathematical statement can you form out from these remaining areas?

    4.4 Abstraction
    (10 minutes) Lecturette on:
     The Pythagorean theorem states that:
    In a right triangle, the square of the hypotenuse is equal to the sum of the squares of the legs.

    a2 + b2 = c2 a b
    b2 = c2-a2 c
    a2 = b2 - c2
    The Pythagorean Theorem was discovered by a Greek nerd named Pythagoras.

    4.5 Application
    (15 minutes)
    Same Group. Group 1 will answer A. Group 2 will answer B. Group 3 Will answer C. Group 4 will
    answer D. Group 5 will answer E.
    A. If b= 15 and c=25, what is a? a=20
    B. If a foot of 10-meter ladder is placed 6 meters away from a building, how high up the building
    will the ladder reach?
    C. If a=4 and b=3, find the length of c.
    D. Find the perimeter of a rectangle whose length is 150 m and the diagonal is 170 m.
    E. Bert rides his bike 9 km south and then 12 km east. How far is he from his starting point?

    4.6 Assessment
    A representative from each group will discuss to the class how they solved the problems using
    Pythagorean theorem.
    4.7 Assignment
    (2 minutes) A soccer field is a rectangle 100 meters wide and 130 meters long. The coach asks players to run from
    one corner to the other corner diagonally across. What is the distance?

    4.8 Concluding Activity


    (3 minutes) The teacher will leave a quote to the class and explain it. “The essence of mathematics is not to make
    simple things complicated but to complicated things simple.”

    5. REMARKS
    6. REFLECTION
    A. No. of who earned 80% in the
    evaluation
    B. No. of learners who require
    additional activities for remediation.
    C. Did the remedial lessons work? No.
    of learners who have caught up with
    the lesson.
    D. No. learners who continue to
    require remediation.
    E. Which of my learning 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?

    Prepared by:
    Name: School
    Position/Designation: Division:

    Contact Number: Checked by:

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