Documente Academic
Documente Profesional
Documente Cultură
Secondary Level
Department of Education
BUREAU OF SECONDARY EDUCATION
DepEd Complex, Meralco Ave., Pasig City
INTRODUCTION
∗ The description defines the focus and the emphasis of the learning area as
well as the language of instruction used.
∗ The unit credit indicates the number of units assigned to a learning area
computed on a 40-minute per unit credit basis and which shall be used to
evaluate a student’s promotion to the next year level.
∗ The expectancies refer to the general competencies that the learners are
expected to demonstrate at the end of each year level.
∗ The scope and sequence outlines the content, or the coverage of the learning
area in terms of concepts or themes, as the case may be.
∗ The suggested strategies are those that are typically employed to develop the
content, build skills, and integrate learning.
∗ The materials include those that have been approved for classroom use. The
application of information and communication technology is encouraged,
where available.
∗ The grading system specifies how learning outcomes shall be evaluated and
the aspects of student performance which shall be rated.
∗ The learning competencies are the knowledge, skills, attitudes and values
that the students are expected to develop or acquire during the teaching-
learning situations.
∗ Lastly, sample lesson plans are provided to illustrate the mode of integration,
where appropriate, the application of life skills and higher order thinking skills,
the valuing process and the differentiated activities to address the learning
needs of students.
2
DESCRIPTION
First Year is Elementary Algebra. It deals with life situations and problems
involving measurement, real number system, algebraic expressions, first degree
equations and inequalities in one variable, linear equations in two variables, special
products and factoring.
Third Year is Geometry. It deals with the practical application to life of the
geometry of shape and size, geometric relations, triangle congruence, properties of
quadrilaterals, similarity, circles, and plane coordinate geometry.
Fourth Year is still the existing integrated ( algebra, geometry, statistics and a
unit of trigonometry) spiral mathematics but in school year 2003-2004 the graduating
students have the option to take up either Business Mathematics and Statistics or
Trigonometry and Advanced Algebra.
3
SCOPE AND SEQUENCE
1. Measurement
2. Real Number system
3. Algebraic Expressions
4. First Degree Equations and Inequalities in One Variable
5. Linear Equations in Two Variables
6. Special Products and Factors
1. Functions
2. Linear Functions
3. Quadratic Functions
4. Polynomial Functions
5. Exponential and Logarithmic Functions
6. Circular Functions and Trigonometry
7. Triangle Trigonometry
8. Statistics
4
SUGGESTED STRATEGIES AND MATERIALS
Discussion
• It is more than the short question and answer which arise during
exposition
• It takes place between teacher and students or between students
themselves.
Practical Work
Problem Solving
Cooperative Learning
5
• Provision of teaching-learning activities that address multiple
intelligences
• Use of cooperative learning strategies
GRADING SYSTEM
See DepEd Order No. 37, s. 2003, “ Revised Implementing Guidelines of the 2003
Secondary Education Curriculum Effective School 2003-2004”
6
DETAILED LISTING OF LEARNING COMPETENCIES
A. Measurement
7
different properties (commutative, associative, distributive,
identity, inverse)
2.2 identify square roots which are rational and which are not
rational (irrational numbers)
C. Algebraic Expressions
8
6.2 laws on exponents
• a man = am+ n
• (ab )m = a mbm
• (a )
m n
= a mn
m
⎛a⎞ am
• ⎜ ⎟ = m
⎝b⎠ b
am
• = am−n
an
where m – n is a positive number if m > n.
m – n is a negative number if m < n.
9
3. define first degree equations and inequalities in one variable
10
3.3 define x and y intercepts, slope, domain, range
• intercepts
• trend (increasing or decreasing)
• domain
• range
• slope
• the intercepts
• any two points
• the slope and a given point
• the intercepts
• any two points
• the slope and a point
• y= x
• y= x +b
• y= x -b
• y = x+b
• y = x−b
11
• y = x+b + c
3. factor polynomials
12
Intermediate Algebra (2nd year High School)
4.1 given a pair of linear equations in two variables, identify those whose
graphs are parallel, those that intersect, and those that coincide
4.2 given a system of linear equations in two variables find the solution of the
system graphically (i.e. by drawing the graphs and obtaining the
coordinates of the intersection point)
• by elimination
• by substitution
B. Quadratic Equations
13
2.2 determine the solution set of a quadratic equation ax 2 + bx + c = 0 by
algebraic methods:
• factoring
• quadratic formula
• completing the square
14
D. Variation
• direct variation
• direct square variation
• inverse variation
• joint variation
2. identify relationships between two quantities in real life that are direct
variations, direct square variations, inverse square variations or joint
variations
E. Integral Exponents
15
4. solve problems involving expressions with exponents
F. Radical Expressions
1.1 identify expressions which are perfect squares or perfect cubes, and find
their square root or cube root respectively
1.2 given a number in the form n x where x is not a perfect nth root, name
two rational numbers between which it lies
n
3.2 simplify the radical expression x in such a way that the radicand
contains no perfect nth root
1.1 list the next few terms of a sequence given several consecutive terms
1.2 derive, by pattern-searching, a mathematical expression (rule) for
generating the sequence
16
2.1 define and give examples of an arithmetic sequence
2.3 derive the formula for the nth term of an arithmetic sequence
2.3.1 given the first few terms of an arithmetic sequence, find the common
difference and the nth term for a specified n
2.3.2 given two terms of an arithmetic sequence, find: the first term;
the common difference or a specified nth term
2.4 derive the formula for the sum of the n terms of an arithmetic sequence
3.3 derive the formula for the nth term of a geometric sequence
3.3.1 given the first few terms of a geometric sequence, find the common
ratio and the nth term for a specified n
3.3.2 given two specified terms of a geometric sequence, find: the first
term; the common ratio or a specified nth term
3.4 derive the formula for the sum of the terms of a geometric sequence
17
4. define a harmonic sequence, harmonic series, and harmonic mean
4.6 illustrate a harmonic sequence and determine the sum of the first n terms
6.7 state and apply the formula for determining the coefficients of the terms in
the expansion of (a + b ) .
n
18
Geometry (3rd Year High School)
1. Undefined Terms
• segment
• ray
2. Angles
• acute
• right
• obtuse
3. Polygons
3.1 illustrate, identify, and define different kinds of polygons according to the
number of sides
3.2 illustrate, name and identify a triangle and its basic and secondary parts
(e.g., vertices, sides, angles, median, angle bisector, altitude)
3.3 illustrate, name and identify different kinds of triangles and their parts
(e.g., legs, base, hypotenuse)
19
• sum of the measures of the interior angles of a quadrilateral is
• (n – 2)180
4. Circle
5. Measurements
5.1 identify the following common solids and their parts: cone, pyramid,
sphere, cylinder, rectangular prism)
5.2 state and apply the formulas for the measurements of plane and solid
figures
B. Geometric Relations
• supplementary
• complementary
• congruent
• adjacent
• linear pair
• vertical angles
20
2. Angles and Sides of a Triangle
C. Triangle Congruence
• Reflexive Property
• Symmetric Property
• Transitive Property
• SSS Congruence
• SAS Congruence
• ASA Congruence
• SAA Congruence
21
2.1 Prove congruence and inequality properties in an isosceles triangle using
the congruence conditions in 1.3
2.2 Use the definition of congruent triangles and the conditions for triangle
congruence to prove congruent segments and congruent angles between
two triangles
2.3 Solve routine and non-routine problems
Enrichment
Apply inductive and deductive skills to derive other conditions for congruence
between two right triangles
• LL Congruence
• LA Congruence
• HyL Congruence
• HyA Congruence
D. Properties of Quadrilaterals
1.2 apply inductive and deductive skills to derive certain properties of the
trapezoid
• median of a trapezoid
• base angles and diagonals of an isosceles trapezoid
1.3 apply inductive and deductive skills to derive the properties of a
parallelogram
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• opposite sides are congruent
• diagonals bisect each other
1.4 apply inductive and deductive skills to derive the properties of the
diagonals of special quadrilaterals
• diagonals of a rectangle
• diagonals of a square
• diagonals of a rhombus
2 Conditions that Guarantee that a Quadrilateral is a Parallelogram
Enrichment
Apply inductive and deductive skills to discover certain properties of the Kite
E. Similarity
2. Proportionality Theorems
2.1 state and verify the Basic Proportionality Theorem and its Converse
23
3.5 state and verify the Similarity Theorems
3.6 apply the properties of similar triangles and the proportionality
theorems to calculate lengths of certain line segments, and to arrive at
other properties
4.2 derive the relationships between the sides of an isosceles triangle and
between the sides of a 30-60-90 triangle using the Pythagorean Theorem
Enrichment
State, verify and apply the ratio between the perimeters and areas of similar
triangle
6.1 apply knowledge and skills related to similar triangles to word problems
F. Circles
1. The circle
• radius
• diameter
• chord
24
• secant
• tangent
• interior and exterior
2. Arcs and Angles
Enrichment
Geometric Constructions
25
• Use construction to derive some other geometric properties (e.g.,
shortest distance from an external point to a line, points on the angle
bisector are equidistant from the sides of the angle)
2. Coordinate Geometry
2.1 Derive and state the Distance Formula using the Pythagorean Theorem
2.2 Derive and state the Midpoint Formula
2.3 Apply the Distance and Midpoint Formulas to find or verify the lengths of
segments and find unknown vertices or points
2.4 Verify properties of triangles and quadrilaterals using coordinate proof
3.1 derive/state the standard form of the equation of a circle with radius r and
center at (0,0) and at (h,k)
3.2 given the equation of a circle, find its center and radius
26
Advanced Algebra, Trigonometry and Statistics (4th Year High School)
A. Functions
3. Given some real life relationships, identify those which are functions (e.g. the
rule which assigns to each person his birth month) and those which are mere
relations (e.g. the rule which assigns to each month the person having that as
birth month).
5. Draw a graph of a given set of ordered pairs; determine whether the graph
represents a function or a mere relation.
6. Use the vertical line test to determine whether a given graph represents a
function or a mere relation.
7. Illustrate the meaning of the functional notation f(x); determine the value of
f(x) given a value for x.
Enrichment:
B. Linear Functions
27
3. Given f(x) = mx + b, determine the following:
• x and y intercepts
• slope
• some points
• trend: increasing or decreasing
• x and y intercepts
• any two points
• slope and one point
• slope and y-intercept
C. Quadratic Functions
2. Rewrite a quadratic function ax2 + bx + c in the form f(x) = a(x - h)2 + k and
vice versa.
4. Draw the graph of a quadratic function using the vertex, axis of symmetry, and
assignment of points.
• factoring
• quadratic formula
• completing the square
7. Derive a quadratic function given the zeros of the function or given a set of
points from the graph of a given function.
28
8. Apply knowledge and skills related to quadratic functions and equations in
problem solving.
Enrichment:
10. Given the quadratic function f(x) = ax2 + bx + c, determine the nature of the
zeros (i.e. real, non-real, non-district)
D. Polynomial Functions
5. Use synthetic division and the Remainder Theorem to find the value of p(x) for
x=k
7. Use the Factor Theorem, factoring techniques, synthetic division and the
depressed equations to find the zeros of polynomial functions of degree
greater than 2.
Enrichment
11. State the Rational Zero Theorem and use it to find the zeros of a polynomial
function with rational zeros.
29
E. Exponential and Logarithmic Functions
1. Identify certain relationships in real life which are exponential (e.g. population
growth over time, growth of bacteria over time, etc.)
• a>1
• 0<a<1
4. State the domain, range, intercepts and trend (increasing and decreasing) of
a given exponential function based on its graph.
7. Define the logarithmic function f(x) = loga x as the inverse of the exponential
function f(x) = ax
8. Draw the graph of the logarithmic function f(x) = loga x and describe some
properties of the logarithmic function from its graph.
9. State the laws for logarithms; and apply the laws for logarithms
Enrichment
11. Draw the graph of other exponential functions like f(x) = bax and f(x) = ax+c
and compare these to the graph of f(x) = ax
13. Apply knowledge and skills related to exponential and logarithmic functions
and equations in problem solving.
30
F. Circular Functions and Trigonometry
2. Illustrate angles in standard position (i.e. initial side coincident with the
positive x-axis); illustrate coterminal angles and reference angles.
3. Visualize rotations along the unit circle and relate these to angle measures
4.1 when one coordinate is given (apply the Pythagorean Theorem and the
properties of special right triangles)
4.2 when the angle is of the form:
• 1800n + 300
• 1800n + 600
• 1800n + 450
• 900n
5. Define the sine functions; state the sine of an angle (for special values)
6. Define the cosine functions; state the cosine of an angle (for special values)
8. Define the tangent function; state the tangent of an angle (for special values)
9. State the fundamental trigonometric identities and use this to prove other
identities
9.1 state and illustrate the sum and difference formulas of sine and cosine
9.2 determine the sine and cosine of an angle using the sum and difference
formulas
Enrichment
31
11. Graph the sine and cosine functions - 2 Π ≤ 2 ≤ 2 Π or - 3600 ≤ 2 ≤ 3600
12. Describe the properties of the graphs of the sine and cosine functions.
13. Graph the sine and cosine functions of the form y = a sin x and y = b cos x
16. Find the values of six trigonometric functions of an angle θ, given some
conditions
G. Triangle Trigonometry
H. Statistics
1. Define statistics and statistical terms such as sample and population; give the
history and importance of the study of statistics.
3. Analyze, interpret accurately and draw conclusions from graphic and tabular
presentations of statistical data.
5. Find the mean, median and mode of given data: grouped and ungrouped
data
32
6. Calculate the different measures of variability relative to a given set of data,
grouped and ungrouped
(a) range
(b) standard deviation
6.1 give the characteristics of a set of data using the measures of variability
33
Math I : Linear Equations in Two Variables
Competency E1. describe the Cartesian Coordinate Plane (x-axis, y-axis, quadrant,
origin)
Objectives:
A. Introduce the Cartesian coordinate plane using the number line. State that the
rectangular coordinate plane are also called Cartesian plane can be constructed
by drawing a pair of perpendicular number lines to intersect at zero on each line.
2
1
-3 -2 -1 1 2 3
-1
-2
-3
B. Ask the students to describe the two lines and their point of intersection, to
develop the following ideas:
The two number lines, which are perpendicular lines, are called coordinate axes.
34
The horizontal line is called the x-axis.
The two axes divide the plane into four regions called quadrants: the first,
second, third and fourth quadrants in a counterclockwise direction.
2
1
-2 -1 0 1 2
-1
-2
3rd Quadrant 4th Quadrant
C. State that each point in the coordinate plane has corresponding distance from the
y-axis and from the x-axis, that a pair of numbers is needed to tell how many
units to the right or left of the y-axis and how many units above or below of the x-
axis the point is located. The pairs of numbers will be the name of the point. This
pair of numbers is called ordered pair.
D. Present the following examples and ask students to describe the distance of each
point from the y or x-axis
Hence, the ordered pair (-2, 3) is located 2 units to the left of the y-axis and 3
units above the x-axis.
35
E. Let the student observe what the signs are of the coordinates of the points in the
different quadrants. (Both positive in quadrant 1, negative-positive in II, negative-
negative in III, and positive-negative in IV.)
F. State that in the ordered pair (x, y), x and y are called coordinates of the point. x
is called the x-coordinate or abscissa and y is called the y-coordinate or ordinate.
Ask students to give the coordinates of each point pictured in the graph.
e.g. A (3,2)
1. B ans. (5,6)
2. C (-7,4)
3. D (-4,5)
4. E (1,0)
5. F (0,-2)
6. G (8,-4)
7. H (9,3)
8. I (-9,-3)
9. J ( 1 1
-2 ,3 )
2 2
⎛ 1 ⎞
10. K ⎜10 ,−3 ⎟
⎝ 2 ⎠
36
Y
.B
.D
.C
.J
.H
.A
.E
X
.F
.I .K
.G
To see whether the students understand the concept, go over the exercises on
__________.
H. Then proceed to the plotting of points by asking the students to locate the points
in the plane whose coordinates are (3,5). State that the process of marking a
point in a plane is called plotting the points.
37
Locate the points P(-1,2), Q(2,3), R(-3,-4), S(3,-5) in the plane.
3 Q
P 2
1
-3 -2 -1 1 2 3 4 5
-1
-2
-3
R
S
J. State that when an entire set of ordered pairs is plotted, the corresponding set of
points in the plane represents the graph of the set. Sometimes the points in the
graph form a recognizable pattern, just like the example that follows:
Plot the points on the graph provided. Connect each point with the next one by a
line segment in the order given.
38
Y
- Cite instances where the use of the Cartesian plane is found. Assign
student to observe and find other applications of the plane.
39
2. Provision for Multiple Intelligences
Objective:
A. Give the students a review of products of polynomials by going over the following
exercises in class and asking the students to recite.
a. 2x(3x+4)=6x 2 +8 x
40
b. 3 x(5 x 2 + 4 x + 5) = 15 x 3 + 12 x 2 + 15 x
c. 2a (3a 2 + 2a + 1) = 6a 3 + 4a 2 2a
d. 4 y (6 + 3 y + 4 y 2 ) = 24 y + 12 y 2 + 16 y 3
1 5x 2 3x 4
e. x(5 x + 2 x 2 + 3x 3 ) = + x3 +
2 2 2
a. ( x + 4 )( x + 9 )
b. (2 x + 5)(x − 3)
c. (3 x − 1)(2 x + 9 )
d. (2 x − 5)(2 x − 7 )
( )
e. 5 x 2 − 6 (3 x − 10)
a. ( x + 4)( x + 4) = x 2 + 8 x + 16
b. (a − 4)(a − 4) = a 2 − 8a + 16
c. ( x + 9)( x + 9) = x 2 + 18 x + 81
d. (2 x − 7)(2 x − 7) = 4 x 2 − 28 x + 49
e. (3a + 5)(3a + 5) = a 2 + 30 x + 25
C. Process the activity by going over the answers to the questions. State that these
answers suggests the characteristics of a special product called a Perfect
Square Trinomial (PST). Based on the exercise they just did, the students
should be able to see that a PST results from multiplying a binomial with itself.
In other words, a PST is a square of a binomial. Repeat the characteristics of a
PST.
41
D. Test if the students would be able to identify perfect square trinomials by asking
them to answer the exercises on page _____. (Note: The teacher may give
exercises of the suggested form below:
Practice Exercise:
Identify whether the given trinomial is a PST or NOT. Write PST or NOT
PST.
_____1. x 2 + 3x + 9 _____4. 4 x 2 − 12 x + 9
_____2. x 2 + 10 x + 25 _____5. 25 x 2 − 10 x + 1
_____3. x 2 − 14 x − 49
E. Introduce the next special product by asking the students to find the following
products using the FOIL method.
1. ( x + 2 )( x − 2 )
2. ( x − 5)( x + 5)
3. (3 x + 4 )(3 x − 4 )
4. (5 x + 2 )(5 x − 2 )
5. (7 + x )(7 − x )
F. Let the students observe the product in each case. (The products are all
binomials; the operation in each one is subtraction; the terms are both perfect
squares.) Ask them to describe what are the products of the outer terms and
inner terms when they apply FOIL. (They are additive inverses of each other.)
Present the special product called Difference of Two squares (DOTS).
Summarize the characteristics of a difference of two squares and describe what
factors result to DOTS.
G. For the development of the idea of a sum of two cubes or difference of two
cubes, use the same strategy used to develop the idea of a difference of two
squares. Let the students find the products of pairs of factors which result to a
sum of two cubes and factors which result to a difference of two cubes. Ask the
students to observe the products and what are common to these products.
Explain that these are special products because they can be easily obtained by
inspecting the factors without having to do the multiplication process.
42
Suggested Teaching Strategies:
Objective:
Factor x 3 + 5 x 2 + 6 x .
Ask the students to examine the polynomial and find out what case it is. State
that it is a trinomial but of 3rd degree so it is not the same as the trinomials we
studied which are products of two binomials. Lead the students to see the
common monomial factor.
43
(
x 3 + 5x 2 + 6x = x x 2 + 5x + 6 )
Call the students’ attention to the trinomial factor. Ask them to examine it. They
should realize that it is still factorable.
( ) ( )
x 3 + 5 x 2 + 6 x = x x 2 + 5 x + 6 Factor the trinomial x 2 + 5 x + 6 .
= x(x + 3)(x + 2 )
1. 12 x 2 − 12 x + 3 = 3(4 x 2 − 4 x + 1)
= 3(2 x − 1)(2 x − 1)
Challenge the students to factor completely. Let them investigate and discuss
with a seatmate.
Discuss the technique of grouping the terms before factoring, using the given
polynomial.
ax + ay + bx + by = (ax + ay ) + (bx + by ) Find the common monomial factor for each group.
= a ( x + y ) + b( x + y ) Get the common factor between the two terms.
= ( x + y )(a + b)
1. 4xy+4x+3y+3 = (4xy+4x)+(3y+3)
= 4x(y+1)+3(y+1)
= (y+1)(4x+3)
2. ax+2a-bx-2b+cx+2c = (ax-bx+cx)+(2a-2b+2c)
= x(a-b+c)+2(a-b+c)
= (a-b+c)+(x+2)
Stress that in each case, the terms are grouped in such a way that a common factor
appears in each group.
D. Consider other examples which involve factoring polynomials with more than two
factors. Guide the students in factoring by asking them to examine each of the
factors in every step of the solution.
44
1. 2 x 3 − 18 xy 2 = 2 x( x 2 − 9 y 2 ) Is ( x 2 − 9 y 2 ) still factorable?
= 2 x( x + 3 y )( x − 3 y ) Do you see any common factor?
2. x 6 y 2 − x 2 y 6 = x 2 y 2 ( x 4 − y 4 )
= x 2 y 2 ( x 2 + y 2 )( x 2 − y 2 )
= x 2 y 2 ( x 2 + y 2 )( x + y )( x − y )
Note: Ask the students to justify the following when the need comes up in the
discussion.
b. Is x 2 y 2 equal to (x+y) 2 ?
c. Is x 3 y 3 equal to (x+y) 3 ?
Objectives :
45
At the end of the session, the students must be able to :
Ask the students why the value of a should not be 0. Clearly, when a = 0, the
equation is linear and not quadratic.
3x2 + 5x – 3 = 0
-9x2 = 10
(3x-7)(5+2x) = 0
C. To check whether the students understood the lesson well, ask them to give
examples of quadratic equations.
After the first few examples, challenge them by asking for examples of quadratic
equations where
a. b = 0
b. c = 0
46
Math II : Quadratic Equations
Competency B2.1 review the definition of solution set of an equation; define “root of
an equation”
Objectives :
A. Ask the student to recall what the “solution set of an equation” means.
Define the solution set of an equation as the set of all values for the variable
which will make the equation true.
1 1
Example 2 : The solution set of 3x = 1 is { } because 3( ) = 0.
3 3
B. Then state that each element in the solution set of an equation is a root of the
equation.
Hence,
1
is the root of the equation in Example 2.
3
7 and –7 are the roots of the equation in Example 3.
47
Ask the student to give the roots of some equations. Make sure that some
equations and some are quadratic. Make sure that the quadratic equations you
will give at this point can be solved by inspection.
C. Through the other examples in part B, proceed to lead the students to draw a
conclusion about the number of roots a linear equation has and the number of
roots a quadratic equation has.
- Give the student a puzzle which will allow them to practice how to find
the solution set of simple linear and quadratic equations.
Objective :
At the end of the sessions, the students must be able to derive the quadratic formula.
A. To derive the quadratic formula ask the students to “solve” the general quadratic
equation ax 2 + bx + c = 0 by competing the square. It may help to guide them
using the steps on the left side below so that they can come up with the
derivation
as outlined on the right side.
48
a perfect square trinomial 4. ) 4a 2 x 2 + 4abx + b 2 = b 2 - 4ac
− b ± b 2 − 4ac
x=
2a
and to memorize this. Tell the students that b 2 - 4ac is called the “discriminant”.
Show how they may use the discriminant to determine whether a given quadratic
equation has:
49
Math III : Polygons
Objectives:
A. Show illustrations of different kinds of polygons. Let the students study the
figures then ask them how these were formed. Lead them to the concept that
polygons are made of segments intersecting at its endpoints. Also, no two of its
segments with common endpoint are collinear.
B. Ask the students to count the number of vertices, sides and angles. Supply a
name for each example. Clarify that polygons are named according to the
number of sides.
50
C. Show illustrations of two kinds of polygons like the ones below.
B B
A C A C
E
F D
F D
Ask students to extend the sides. Focus on lines FE and ED. Below will be
the result
B B
A C A C
E
F D
F D
51
D. Show to the students the following figures in order to come up with the definition
of a regular polygon.
E. After defining a regular polygon, discuss and identify the parts of the regular
polygon
Central angle
Interior angle
Exterior angle
F. Tell the students that such kind of polygon is regular, let them formalize the
definition.
G. Let the students identify the parts of regular polygon. Sides can be extended to
name the exterior angles.
52
Suggested Teaching Strategies:
Competency 3.3 illustrate, name, and identify different kinds of triangles and
their parts
(e.g., legs, base, hypotenuse)
Objectives:
A. Distribute 3 pieces of cut out triangles to the students. Let them measure the
sides of the triangle.
A B C
53
• What are the properties of triangle A? triangle B? triangle C?
B. Review the kinds of angles; acute, right and obtuse. Let them identify the
kinds of angles from the chart.
Distribute cut out triangles to the students. (Prepare 3 triangles : acute, right
and obtuse triangles)
Let them measure the angles of the triangles.
Ask the student the following questions:
• What have you noticed about the measure of the angles of the
triangle?
• If you will group the triangles; how will you do it? Explain your
answer.
• What is your basis of classification of the triangles?
Let the student identify the kinds of triangles in the chart and describe the
characteristics of the two triangles.
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Explain to the students that in an isosceles triangle:
The two congruent sides are called LEGS, the third side is called the BASE,
the angles on the base are called BASE ANGLES.
Explain further that in a Right Triangle the sides that are perpendicular are the
legs and the side opposite the right angle is the hypotenuse.
leg leg
leg hypotenuse
base base
angle angle
base leg
Give some more figures then ask the students to identify the legs,
hypotenuse, base and the base angles.
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