A Detailed Lesson Plan in Mathematics III

Lesson Topic: The Pythagorean Theorem I. Objectives:

At the end of the lesson, the students are expected to: acquire knowledge on the Pythagorean Theorem; state the Pythagorean Theorem and its converse; appreciate its concept in real-life situations; solve problems using the Pythagorean Theorem.

II. Subject Matter:

Topic: The Pythagorean Theorem References: Geometry by Dilao, S. J., p. 168 171., High School Mathematics Concepts by Pascua, et.al., p. 237 240. Materials: manila paper, chalk, board, pencil, ruler, scissor, paper (coupon bond), diagram, calculator NCBTS: Curriculum, Planning, Assessing and Reporting Value Focus: patience and perseverance Teaching Strategy: Active Learning, Experiential Learning and Problem-Based Learning

III. Learning Activities:

a. Opening Prayer b. Checking of Attendance c. Collecting of Assignments

d. Review of the Past Lesson Teachers Activity Class, yesterday, we had discussed about the similarities in right triangles, right? Now, who can recall the theorem about that? Students Activity Yes maam! The theorem states that if the altitude is drawn to the hypotenuse of the right triangle, the two triangles formed are similar to the original triangle and to each other.

Very good! Consider this right triangle ABC with BD as the altitude. C 9 D 16 12 15

A 20 What are the similar triangles? Why?

B ADB ~ ABC, BDC ~ ABC and ADB ~ BDC because their corresponding sides are proportional. C

Illustrate it on the board.

16 + 9

15

A 20

C 9 D D 15 16 12 12

20

ADB ~ ABC because AD:AB = BD:BC = AB:AC 16:20 = 12:15 = 20:25 4:5 = 4:5 = 4:5 BDC ~ ABC because BD:AB = CD:BC = BC:AC 12:20 = 9:15 = 15:25 3:5 = 3:5 = 3:5 ADB ~ BDC because BD:AD = CD:BD = BC:AB 12:16 = 9:12 = 15:20 3:4 = 3:4 = 3:4 e. Motivation Teachers Activity Before we proceed to our discussion of our new topic, we will first have an activity. Here, I have a diagram of a right triangle ABC with the right angle at C. Students Activity

square Z

square X A C square Y

What have you noticed with the diagram?

We noticed that for every side of the triangle, a square is being drawn.

That is right! Here, we have squares X, Y and Z. Suppose these three squares are made of gold, (The students will choose either of the two and you are offered either the one large options.) square (square Z) or the two small squares (squares X and Y). Which would you choose? To find out which of the two is greater, on square Z, draw four right triangles each congruent to ABC. Cut out the five pieces from square Z and arrange these to cover squares A and B placed side by side. What have you noticed? f. Presentation of the New Lesson Teachers Activity Today, we are going to tackle about the Pythagorean Theorem. Let us first have a brief history about this theorem. This theorem was developed by a Greek philosopher and mathematician Pythagoras due to his interest in the principles of Mathematics. It was also told that after finally completing the theorem, Pythagoras even sacrificed 100 oxen. Now, our activity awhile ago surely gave you the insights about the Pythagorean Theorem. Again, what have you found out when you We found out that the sum of the two small arranged the cut-outs? squares is equal to the large square. square X + square Y = square Z Since the length of the side of each square is equal to the lengths of the three sides of the triangle, we can say that . 2 The equation c summarizes the Pythagorean Theorem. What does the Pythagorean Theorem state? Students Activity

(The students will state their findings.)

It states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the legs.

Correct! It also follows the converse of the Pythagorean Theorem which states that if the square of the hypotenuse is equal to the sum of the squares of the legs, then the triangle is a right triangle. Let us now use the formula to find for the missing values on this figure (rt ABC). B

C 1. b = 40

b c = 50 a=?

A Solution:

2. a = 36 b = 15 c=? Solution:

3.

a = 24

c = 40

b=?

Solution:

4. If the foot of a 10-m ladder is placed 6 meters away from a building, how high up the building will the ladder reach? Draw first an illustration and then solve.

10 m c

?b

6m 6ma Solution:

Is the lesson clear to you now? Yes maam!

IV. Application:
Teachers Activity Do you believe that the concept of Pythagorean Theorem has a lot of applications in real-life? In what situations or circumstances do you think can you apply its concept? Here are some other examples. Some of you may have already experienced without realizing it. a. baseball diamond b. height of a building c. two friends meeting at a specific destination d. ramp of a moving truck e. measurement of TV Yes maam! (The students will state their examples.) Students Activity

V. Generalization:
Teachers Activity Before we have our quiz, I want to hear first what you have learned from todays discussion. What does the Pythagorean Theorem state? Students Activity Today, we learned about the Pythagorean Theorem. 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. We also learned the converse of the Pythagorean Theorem which states that if the square of the hypotenuse is equal to the sum of the squares of the legs, then the triangle is a right triangle. Also, weve learned that the concept of Pythagorean Theorem has many applications in real-life.

Very good! What else?

Is there still anything that you would like to add? Excellent! I can say that you are now ready for the quiz.

VII. Evaluation:
Teachers Activity Direction: Given right triangle XYZ with right angle at Y, find the missing part. Do this on a crosswise piece of paper. X Students Activity

b Z 1. If a = 10 and b = 24, find c. Y Solution:

 2. If c = 25 and b = 15, find a. Solution:

3. A 12-meter loading ramp covers 9 meters of ground. How high doe it rise? c 12 cm

b?

a 9 cm Solution:

VII. Assignment:
Teachers Activity Direction: On a 1 whole piece of paper, solve each problem. 1. Rectangle ABCD has dimensions of 7 units by 5 units. Find the length of its diagonals. A c? b5 C D Students Activity

a7 CD a = 7 BD b = 5 CB c = ? Solution: CB is Since the diagonals of a rectangle are congruent, we say that Each of the diagonals of the rectangle measures . 2. A wire from the top of a telephone pole to a point on the ground 20 m from the pole is 40 m long. How high is the pole?

c 40 m b?

20 m Solution:

meters

Aklan State University College of Teacher Education Banga, Aklan

A Detailed Lesson Plan in Mathematics III

by Gladys D. Guiller BSEd 4 Mathematics

Ms. Maylanie B. Millado Cooperating Teacher

LNHS III Loyalty Room December 13, 2012

9:30 10:30 A.M.