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A DETAILED LEARNING PLAN IN MATHEMATICS IX

Lesson: Oblique Triangles

Date:

Objectives:

At the end of the lesson, the students are expected to:


a) Define Oblique triangles.
b) Identify whether the triangle is oblique triangle or NOT.
c) Apply oblique triangles in real life situations.

I. Subject Matter
Topic: Oblique Triangles
Materials: chalk, board, PowerPoint presentation, visual aids, protractor, cartolina, pentel pen,
tape
Reference: Mathematics Learners Material pp. 477-479
Mathematics Teachers Guide pp. 297
Values Integration: Honesty, Cooperation

II. Teaching Strategies and Procedures

Teacher’s Activity Students’ Activity


A. Daily Routine

1. Prayer

Let us all stand and feel the presence of the (Students will Pray)
Lord.

2. Greetings

Good Morning class! Good Morning Ms. Guzman!

3. Classroom Management

May I request everyone to arrange your


chair and pick up the pieces of paper under
your chair.

4. Checking of Attendance

Class secretary, do we have any absentee None Ma’am


for today?
Teacher’s Activity Students’ Activity

Priming

Let us identify if the given triangle is an


acute, obtuse or right triangle.

Are you ready class? Yes Ma’am

a. If the longest side of the triangle is 5 and Right Triangle


the measures of the other two sides are 3
and 4, what kind of triangle am I?

Very Good!

b. The longest side is 3 and the other two Obtuse Triangle


sides are 2 and 1, what kind of triangle am
I?

Great!

c. The longest side is 6 and the other two Acute Triangle


sides are 4 and 5, what kind of triangle am
I?

Excellent!

B. Lesson Proper

Activity

Last night I was playing my phone, and I


wonder if you could also enjoy this game.

This game is called “Criminal Case”


The mechanics of the game is to hunt or
find the hidden objects. We’re going to
find the triangles in the given picture

Are you ready class?


Yes Ma’am

We will use the objects that we have found


in the next activity.

The class will be divided into 5 groups.


Each group will be given an envelope with
your task and materials inside it.
Teacher’s Activity Students’ Activity

After 3 minutes, a representative from the


group will discuss their work.
Group 1
Group 1, 2, 3, 4 and 5
1. Name the triangle.
2. Measure the angles of the triangle using
a protractor.
3. Write the measure of the angles in a
cartolina Group 2
4. Identify the kinds of triangle.

Group 3

Group 4

Group 5

Analysis

Based on our previous activity, the first


two triangles are acute triangles
Now look at the given figures, what do you Acute triangle is a triangle whose angles are all less
mean by acute triangle? than 90°

Great!

Again take a look on the last triangle. It is


right triangle because it has a right angle.

Based on the last two figures, what do you Obtuse triangle is a triangle in which one of the
mean by obtuse triangle? angles is more than 90°

Teacher’s Activity Students’ Activity


Very Good!

Figures 1, 2, 3 and 4 are oblique triangles. Oblique triangle is a triangle which does not
Based on the figures, what is an oblique contain any right angle.
triangle?

Excellent!

Let us find out if the given triangle is an


oblique or not

A
20

B 30 C

(additional examples will be given to the


class)
Did you understand it class? Yes Ma’am

Abstraction

How would you define oblique triangles? Oblique triangle is a triangle which does not
contain any right angle.

Very Good!

How would you identify whether the We can identify whether the triangle is an oblique
triangle is an oblique or not? or not by looking at the measures of the angles.

Application

If you don’t have any questions, let’s


proceed to the next activity. Again we will
be dividing the class into five groups.

Illustrate and explain an example of ( Answers may vary)


oblique triangles in real life situations.

Criteria:
Content Presented – 4
Creativity - 2
Cooperation – 1
Presentation – 3
TOTAL 10

(after 10 minutes, a representative from the


group will discuss their work)
Teacher’s Activity Student’s Activity

Alright give yourselves a round of


applause.

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