Lesson 1-2-3-4-5

MYBUI-LESSON 1-5 1
Title of Unit Similarity Grade Level 9th and 10th

Curriculum Geometry Time Frame 5 lessons, a total of 450 minutes for the whole unit.
Area Lesson are ranging from 60-120 minutes
Developed By My Bui
Identify Desired Results (Stage 1)
Content Standards
§111.41. (c) (7) : Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. The
student is expected to:
(A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent
corresponding angles
(B) apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems.
§111.41. (c) (8): Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply
theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column,
paragraph, and flow chart. The student is expected to:
(A) prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems
(B) identify and apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric
mean, to solve problems

Understandings Essential Questions
Overarching Understanding Overarching Topical
MYBUI-LESSON 1-5 2
Students should be able to understand that: • What can you infer from a • Which angles are congruent OR which
1. One polygon is similar to another when it is other’s similarity statement? sides are proportional given a
enlargement or reduced from by a scale factor of k. • How can you prove two similarity statement?
1. Similarity in polygons can help them find missing side lengths polygons similar? • Given the figure, write a similarity
by proportionality • How can you prove two statement.
2. When a right triangle has an altitude drawn to its hypothenuse, triangles similar? • Given these conditions or this figure,
there will be three similar right triangles. • What can you infer in that prove these two triangles similar.
3. Geometric mean can be understood from two geometric triangle using Triangle • Given triangle ABC with ED parallel
figures having equal areas which leads to possible proportion Proportionality Theorem? to BC and these lengths. Find DC.
with the same mean. • What can you infer in that • Given triangle ABC with AE bisects
4. Geometric mean can be applied in right triangles to find triangle using Triangle angle BAC. With given lengths, find
missing lengths. Angle Bisectors theorem? AC.
5. Proportionality can be written by using other theorems such as • Which statements can you • Given right triangle ABC with AD
Triangle Proportionality or Triangle Angle Bisectors theorems write using geometric perpendicular to BC, write similarity
6. Triangles can be proved to be similar, besides using definition,
mean? statements; OR with these lengths.
if they have two pairs of congruent angles or if they have one
• Which triangles are similar Find the length of missing leg/altitude/
pair of congruent angles which are adjacent with sides that are
in that right triangle? segment.
proportional to one other.
MYBUI-LESSON 1-5 3
Related Misconceptions
Students might understand similar statement does not have to be written following corresponding angles or proportional
sides, so they write incorrect similarity statement or incorrect proportions given similarity statement.
For example: Students may write ABCD is similar to SRQP instead of ABCD is similar to PQRS
Students may fail to identify adjacent leg to use geometric mean correctly.
" For example: Student may write AB/AC=AC/BD instead of writing AB/AC=AC/AD
Students may write incorrect proportionality
" For example: They can write QR/RX=SY/QS
Knowledge Skills
Students will know… Students will be able to…

MYBUI-LESSON 1-5 4
LESSON 1: Ratios and proportions can be used to decide LESSON 1: Students will be able to identify similar polygons and to
whether two polygons are similar and to find unknown side apply ratios and proportions to find unknown side lengths of similar
lengths of similar figures. All lengths in a scale drawing are figures.
proportional to their corresponding actual lengths. LESSON 2 :Students will be able to use the AA Postulate to prove
LESSON 2-3: Triangles can be shown to be similar based on the triangle similarity and will be able to use proportions to find indirect
relationship of two or three pairs of corresponding parts. Similar measurements of similar triangles.
triangles can be used to find unknown measurements.

LESSON 3: Students will be able to use the SAS and SSS Theorems to
LESSON 4: Drawing the altitude to the hypotenuse of a right
prove triangle similarity and will be able to use proportions to find
triangle forms three pairs of similar right triangles. The altitude
indirect measurements of similar triangles.
to the hypotenuse of a right triangle, the segments formed by the
LESSON 4: Students will be able to find proportions and unknown side
altitude, and the sides of the right triangle have lengths that are
lengths of similar right triangles using geometric mean.
related using geometric means.
LESSON 5: Students will be able to use the Triangle Proportionality
LESSON 5: When two or more parallel lines intersect other
Theorem and the Triangle-Angle-Bisector Theorem to write proportions
lines, proportional segments are formed. The bisector of an angle
and to find unknown side lengths
of a triangle divides the opposite side into two segments with
lengths proportional to the sides of the triangle that form the
angle.
MYBUI-LESSON 1-5 5
Assessment Evidence (Stage 2)
Performance Task Description for Lesson 1

Students will be able to apply similarity to design and then redraw a class logo in different sizes, one big one to represent
Goal the class in the I-STEAM festival, one medium size to put on the class door, one small size to put on student notebooks,
and one extra small one to put on student cheeks as a tattoo at I-STEAM festival.
• Students will be working in group of 4 to design and redraw the logo in 4 different sizes using Geogebra, on paper or
any designing app. Students will then present their designs to whole class for voting the best to represent the whole
Role class.
• Students will evaluate if other groups’ logos similarity statements are correct
• Students will evaluate if other groups’ logo sizes are similar by measuring and calculating.
• Students will be the audience to choose the best design among groups.
Audience • Other students, school staff, parents and festival visitors will be the audience since students will be wearing the logos on
cheeks as well as the logo will be displayed at the festival.

• Students will be given 15 minutes in class and the rest of work will be completed as group homework.
Situation • Logos will be showcased on the class’s bulletin board placed in the hallway.
• Students will be measuring the showcased logos to give feedbacks on the accuracy of the logos.
Product/
Logos in four adequate different sizes for 4 different purposes.
Performance
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• Logos will be named using letters to practice writing similarity statements
• Accuracy of proportional sizes
• Creative looking of the logo

Standards
• Colorful, neat, and clean logos
• Communication and collaboration among group members. This is to be evaluated by teacher and group members.
Other Evidence
• Students understanding and application ability will be evaluated based on in-class questioning and answers, students performance on
individual practice in class.
• Students performance during checking other groups’ logos
• Similar and relevant questions on the quiz covering several related lessons
• Students performance on the Unit test
Learning Plan (Stage 3)
LESSON 1- 90 minutes
MYBUI-LESSON 1-5 7
Where are your 1. Students will take Chromebook to take a pre-assessment using Google Form online
students headed? 2. The pre-assessment includes one pair of two similar hexagons and one pair of not similar pentagon. Students
Where have they been? are required to write similarity statement if they are similar. Students are also tested on finding a missing side
How will you make sure given two similar polygons and other side lengths.
the students know 3. Google Form will collect and analyze data, for I can understand the class overal mastery about the concept
where they are going? and to differentiate instruction as needed.

1. I will be saying that Geometry will have a booth at I-STEAM festival where STEAM subjects will
showcase their products and real-life applications. As a team, the class will be designing a logo with
How will you hook different sizes to make the class stand out.
students at the 2. Students will be discussing about what should be true about this logo in different sizes to lead to the topic of
beginning of the unit? similarity.
3. After introducing the unit of similarity and its lessons in sequence, I will contribute students note.
4. Students will read the lesson 1 objectives.

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1. Whole class quick review by cold-calling on:
• What is proportion?
• What are means and extremes of a proportion?
• How do you identify two ratios to be a proportion?

What events will help
• What is cross products property?
students experience and
• How can you find a missing variable using cross product property?
explore the big idea and
2. I will project two similar quadrilaterals with marks of congruent angles and side lengths. Students will be
questions in the lesson?
discussing with elbow partners:
How will you equip
• Are they similar?
them with needed skills
• How do you justify your answers?
and knowledge?
• If they are, which similarity statement can be written?
• Is there other way to rewrite that similarity statement?
3. Students will then explain in their own words the definition of similar polygons. I will emphasize
“corresponding angles” to address the misconception.

MYBUI-LESSON 1-5 9
4. Problem 1: Understanding similarity:
• Students will practice which angles are congruent and which sides are proportional given a similarity
statement.
• By using the data from the pre-assessment at the beginning, I will know who need assistance. Students can
work on Got It problem after finishing the assigned problem.
5. Problem 2: Determining similarity:
• I will demonstrate how to solve the problem which is given two triangles with given lengths. Determine
if they are similar.
Identify congruent angles and compare ratios of corresponding sides to determine if two polygons
are similar
Write similarity statement when possible.
• Students then practice a similar problem.

MYBUI-LESSON 1-5 10
How will you cause
• During the practice section at the end, students will be working on worksheet with VersaTiles. This lets
students to reflect and
students self-check and rethink their work. VersaTiles is a great tool since students can have some hands-on
rethink? How will you
activity to refresh their mind.
guide them in
• Students can ask other students and the teacher for assistance as needed.
rehearsing, revising,
• Students can discuss, consult and ask others while working on the logo project.
and refining their work?
How will you help
students to exhibit and
self-evaluate their
Their logo designs will be showcased for others to check for similarity by using proportionality and congruent
growing skills,
angles. This will help students exhibit and self-evaluate their logos as well as others.
knowledge, and
understanding
throughout the unit?

MYBUI-LESSON 1-5 11
1. Based on the data from the pre-assessment and observations:
• Students who need extra assistance are grouped together so I can reteach or give assistance as needed
for problem 3 and Practice section.
• Others who exceed faster can work on other problems, self-check using VersaTiles and move on to the
How will you tailor and logo project at their own pace.
otherwise personalize 2. Problem 3: Using Similar Polygons
the learning plan to • Students are to work in group or individually on their own choice. The answer will be projected on
optimize the board for students to self-check.
engagement and 3. Practice: worksheet with VersaTiles: 10-15 minutes
effectiveness of ALL • Worksheet includes 8 problems designed in the form of VersaTiles.
students, without • Students will work individually and they are allowed to ask others for help.
compromising the goals • Students when done will take a set of VersaTiles, re-arrange the tiles, and compare their VersalTiles
of the unit? with the correct image of VersaTiles to self-check their answer.
• Students who are in group of extra help can still access VersaTiles set to self-check their answers.
4. They will get in group to design logo for the class when they finish earlier.
• Instruction about the logo assignment and the rubric will be projected.
• Materials such as Chromebook, paper, colors, scissors etc. are accessible in front of the class.
MYBUI-LESSON 1-5 12
How will you organize
• Students are first hooked by an event I-STEAM which will have a lot of fun and a chance to emphasize their
and sequence the
designing ability.
learning activities to
• Class is then organized so that students can discuss, but lecture is still given from time to time for important
optimize the
concepts to be conceptualized.
engagement and
• Group work, individual work and group work again are organized to keep students engaged, collaborative and
achievement of ALL
productive.
students?
MYBUI-LESSON 1-5 13

Within 15 minutes, students will be able to solve the problem of how far an aerial photographer needs to control
Goal a blimp carrying a remote-controlled camera above the ground to take a photo covering a ground distance of 50
meters given dimensions of the camera.

• Students will be working in group of 3 to solve the problem
Role • Students will demonstrate their thinking and solutions on a A0 sized paper
• Any student will be randomly picked to explain how the group solves the problem at the end of the class.
Audience • Students and the teacher will be the audience to evaluate and give feedbacks to the poster and presentation.
• Students will be given 15 minutes at the end of the class to complete the project.
Situation
• The last 5 minutes is for group to explain their product.
Product/Performance Demonstration/poster on an A0-sized paper to solve the problem.
• Students successfully apply AA-postulate to prove triangles similar and apply proportions in similar figures to
find the missing dimension.
• The poster shows:
Clear and complete understanding

Standards
Complete process of solving
Colorful, neat and organized poster.
• Communication and collaboration among group members. This is to be evaluated by teacher and group
members.
MYBUI-LESSON 1-5 14
Other Evidence
• Students’ understanding and application ability will be evaluated based on in-class questioning and answers and students performance on
individual practice in class.
• Students questioning during the presentation of other groups
Where are your 1. Students have already learned identifying and writing similar statements as well as using proportion to solve
students headed? for missing side. Students have already applied these skills in designing logo in different sizes from previous
Where have they been? class. Groups will post their logos on the hallway and then work on warm-up.
How will you make sure 2. Students will take a warm-up activity measuring students competence on identifying similar polygons and
the students know finding unknown dimensions.
where they are going? 3. Two to three students’ samples will be selected to discuss misconceptions and correct solution.
MYBUI-LESSON 1-5 15
1. I will project several photos captured using aerial photography to ask students how they are taken.
2. Question: “How far should you, as an aerial photographer, let the blimp go into the sky to have a photo
How will you hook
covering a distance of 50 meter of the ground?”
students at the
3. The problem will then be introduced to be the performance task at the end.
beginning of the unit?
4. Students note is distributed along with the warm-up activity while entering the class.

1. Whole class discussion:
• How many pairs of congruent angles are needed to proved triangles similar?
What events will help Students will probably say three pairs by definition.
students experience and • How many congruent pairs of angles are necessary to prove all three pairs are congruent?
explore the big idea and • How can you justify you only need two pairs?
questions in the lesson? 2. AA-Postulate is projected for students to take note on Student note.
How will you equip 3. Problem 1: Determine if two triangles can be proved similar. Write similarity statement if they are
them with needed skills similar. If they are not, explain why.
and knowledge? I will demonstrate the first one
Whole class will work on the second one
Students will work individually on the next 3 problems within 5 minutes.

MYBUI-LESSON 1-5 16
4. Problem 2: Find the missing side in two similar triangles
5. Problem 3: Connection to Algebra: Why a line has only one slope?
• Students will work with elbow-partner to explain why any two points can be used to calculate the slope.
• Two students’ work, one using proportional sides and one using AA-postulate, will be projected.
• The students will explain their work.
6. Problem 4: Multi-Step Problem: Students will work individually.
"
7. Performance task: 15 minutes
• The problem of Aerial photographer, Instruction and the rubric will be projected.
• Materials such as paper, colors, scissors, rulers, sticky notes etc. are accessible in front of the class.
8. Presentation: 2 groups will explain their work. All products will be posted in the hall way and in class.
9. Homework: a) Several problems from this lesson. b) Students are to complete an evaluation form of other
group’s logos by checking and giving feedback. These handout are posted next two the logos.
MYBUI-LESSON 1-5 17
• Students can ask other students and the teacher for checking and assistance as needed.
How will you cause
• Students will discuss, consult, ask and check with others in group while working on the Aerial Photography
students to reflect and
project.
rethink? How will you
• Groups posters will be displayed for comments
guide them in
• Groups will explain their work for questions and feedback.
rehearsing, revising,
• Teacher and students will leave sticky notes with feedback on posters.
and refining their work?
• Students are recommended to read the sticky notes and edit their posters.
• Grades are given to posters after 1 class day after students make proper corrections.
How will you help
• Groups posters will be displayed for comments
• Students give feedback on previous project, designing logos, as homework. When students are evaluating
self-evaluate their
other people’s work, they will also self-evaluate their projects.
growing skills,
• Students are recommended to read the sticky notes for Aerial Photography project and evaluation form for
knowledge, and
Logo project because grades are given based on progress rather than the first submitted product.
understanding
• Final grade is given after one to two class days, for students can make corrections.
MYBUI-LESSON 1-5 18
Based on the observation during previous class and warm-up activity:
A. Students who need extra assistance:
• Students who need extra assistance are grouped together, for I can reteach or give assistance during
individual practice of problem 1, 2 and 4. During problem 3, explaining why there is only one slope of a
How will you tailor and given line, more probing questions are given for assistance.
otherwise personalize B. Students who can have enhanced activity:
the learning plan to • During problem 1 and 2, beside the three required problems, two extra problems are labeled “Hot
optimize the problem”
engagement and • During problem 4, students are required to complete the following activity and compare their work with
effectiveness of ALL another:
students, without
compromising the goals "
of the unit? • During performance task, one extra activity is to identify the ratio of the remote-controlled camera’s
two dimensions in order to shorten the distance above the ground of the blimp into only one-half of
what they found.
• Students who eagerly participate, productively use their practice time to do “hot problem” when finish
early and who work hard to grasp the concepts can be the class’ representatives at I-STEAM festival.
MYBUI-LESSON 1-5 19
• Students are first hooked by a real-life problem to justify wonderful photos taken from the sky.
How will you organize
• Class is then organized so that students can discuss, but lecture is still given from time to time for important
and sequence the
concepts to be conceptualized.
learning activities to
• Group work, individual work and presentation are organized to keep students engaged, collaborative and
optimize the
productive.
engagement and
• The chance to demonstrate, design and organize the poster can engage students.
achievement of ALL
• The fact that the group’s poster will be displayed in the hallway will ensure students to work harder and more
students?
eagerly.
MYBUI-LESSON 1-5 20

Within 20 minutes, students will solve a real life problem and record the procedure. The problem is finding the height of
Goal
the school building given a mirror and tape measure.
• Students will be working in group of 4 to solve the problem.
Role
• Students will record by videotaping the process, including the explanations.
Audience • Students and the teacher will be the audience to give feedback on the videos and explanations given in the video.
• Students will be given 20 minutes at the end of the class to complete the project.
Situation • The videos will be sent to the teacher, and the teacher will post them on the class’s Edmodo.
• Each student is to watch at least two videos and leave comments.

Product/
Videos of the process of how students solve the problem. The video will be uploaded to the class Edmond’s page.
Performance
• Students successfully apply similarities and proportions to indirectly measure something. The video shows:

Standards
Clear, comprehensible and well-organized explanations
• Comments on Edmodo must include at least one complement and one suggestion.
MYBUI-LESSON 1-5 21
Other Evidence
• Students’ understanding and application ability will be evaluated based on in-class questioning and students performance on individual
practice.
• Students will take Exit Ticket at the end.
1. Students have already learned and practiced identifying and writing similar statements as well as using
Where are your
proportion to solve for missing side.
students headed?
2. Students have completed groups’ posters on solving how far an aerial photographer needs to control a blimp
Where have they been?
carrying a remote-controlled camera above the ground to take a photo covering a ground distance of 50
How will you make sure
meters given dimensions of the camera. The posters are posted in class.
the students know
3. Students are to leave comments/questions/suggestions about other groups’ posters on sticky notes within 5
where they are going?
minutes as Warm-up activity. Names must be shown.
MYBUI-LESSON 1-5 22
1. I will cold-call students to review what they have learned during the last class. I will mention this class
would add two other methods, SAS and SSS, to prove triangles similar.
How will you hook
2. I will also explain what indirect measurement is, and students will discuss how they can use it in life.
students at the
3. The problem of measuring the school height will be introduced to be the performance task at the end.
beginning of the class?
4. Student note is distributed when they enter classroom.

1. I will ask students to differentiate similarity from congruence.
2. Students will work in group of 2, exploring two GeoGebra activities using Chromebook to investigate SSS
and SAS theorems before these theorems are actually introduced.
What events will help 3. SAS theorem Investigation: https://www.geogebra.org/m/ex24tymd. Following questions are
projected for students to consider while discussing with group member:

students experience and
What is true about these two sides?
explore the big idea and
What does that mean to have two sides length of a and ka, b and kb?
questions in the lesson?
What happens when k is changed? What can be observed when k=1?
How will you equip 4. SSS theorem Investigation: https://www.geogebra.org/m/yKFwXvRj Students discuss questions
them with needed skills posted on the GeoGebra activity.
5. Whole class discuss:

and knowledge?
Students share what that have found.
Review the concept of included angles.
Explain in their own words why each theorem is true.
How only three conditions can satisfy the full definition of similar triangles.
MYBUI-LESSON 1-5 23
6. Students take note on Theorems on their student note.
7. Problem 1: WE DO: Verifying Triangle Similarity for three pairs of triangles.
8. Students practice individually on 3 other pairs. Students are allowed to work with others who will be in the
same group for the performance task.
9. Problem 2: WE DO: Applying Proportionality to Indirect Measurement
“Before rock climbing, Darius wants to know how high he will climb. He places a mirror on the ground
and walks backward until he can see the top of the cliff in the mirror. What is the height of the cliff?”
10. Individual practice on identifying similar triangles and applying indirect measurement.
11.Performance task: 20 minutes
1. The handout of Instruction, the rubric, mirror and tape measure will be distributed.
2. Students are allowed to use their phone for videotaping.
12.Exit Ticket.
MYBUI-LESSON 1-5 24
How will you cause • Students can ask other students and the teacher for checking and assistance as needed.
students to reflect and • Students will discuss, consult, ask and check with others in group while working on the performance task.
rethink? How will you • Group posters from the previous class are posted for students to read others’ comments for further correction.
guide them in • Grades are given to posters after students make proper corrections.
rehearsing, revising, • For the performance task: “How tall is our school?”, students need to watch others’ groups videos to leave
and refining their work? comments as homework assignment.
• Students have to read and respond to comments/suggestions relevant to their videos as homework assignment.
• Students are allowed to watch and edit their video before submitting it to Edmodo.
How will you help
• Students are required to use the task rubric and check list to self-evaluate their videos.
• When students are evaluating other videos, they will also self-evaluate their products.
self-evaluate their
• Whole class discussion is followed after group investigation, for students can evaluate their discussion.
growing skills,
• Students are required to read the sticky notes given on the Aerial Photography project because grades are
knowledge, and
given based on progress rather than the first submitted product.
understanding
• Final grade is given after one to two class days, for students can make corrections.
• Students’ performance on Exit-Ticket can help them evaluate their learning.
MYBUI-LESSON 1-5 25
Based on the observation during previous class:

How will you tailor and
• Students who need extra assistance are grouped with high-achiever who will be in the same group for
otherwise personalize
the performance task.
the learning plan to
• I will visit them more often to reteach or give assistance during individual practice.
optimize the
B. High achievers:
engagement and
• During problem 1 and problem 2 individual practice, beside the required problems, two extra problems
effectiveness of ALL
are labeled “Hot problem”. Answer keys are posted for students to self-check.
students, without
• Students are required to help other in groups since individual grade is given based on whole group
compromising the goals
performance.
of the unit?
• Students who productively use their practice time to do “hot problem” and who work hard to grasp the
concepts can be the class’ representatives at I-STEAM festival.

MYBUI-LESSON 1-5 26
• Students are first hooked by a real-life problem to indirectly measure the height of the school building.
How will you organize • Class is then organized so that students can discuss, but lecture is still given from time to time for important
and sequence the concepts to be conceptualized.
learning activities to • Gallery walk in which students give feedback on posters from the previous class during Warm-ip; individual/
optimize the group practice; and hands-on performance task occurring outside of classroom are organized to enhance
engagement and students intrinsic motivation, collaboration and learning performance.
achievement of ALL • Videotaping engages and demands all students to collaborate.
students? • The fact that the group’s video will be posted on Edmodo will ensure students to work harder and more
eagerly.
MYBUI-LESSON 1-5 27

Within 30 minutes, students will solve a real life problem and create a video of the procedure. The problem is finding the
Goal height of the classroom with a cardboard square, from the ground to the ceiling. Students also prove the theorem and its
corollaries used to solve the problem in the video.

• Students will be working in group of 4.
Role
• Students will create a video of photos taken throughout the process, including the explanations, proof and calculations
Audience • Students and the teacher will be the audience to give feedback on the videos, proofs and explanations given in the video.
• Students will be given 30 minutes at the end and the rest as take-home project.
• Videos will be sent to the teacher by 12am next day, and teacher will post them onto the class’s Edmodo digital
Situation
classroom.
• Each student is to watch at least two videos and leave comments.

Product/
Videos of the process of how students solve the problem. The video will be uploaded to the class Edmond’s page.
Performance
• Students successfully apply geometric means in right triangles to indirectly measure something. The video shows:
Standards Clear proof of geometric mean which they use to solve the problem. In other words, students are to re-prove the
theory and its corollaries of similarities of a right triangle with an altitude drawn to the hypotenuse.
• Comments on Edmodo must include at least one complement and one suggestion.
MYBUI-LESSON 1-5 28
Other Evidence
• Students’ understanding and application ability will be evaluated based on in-class questioning and students performance on individual
practice using Answer Pad.
• Students’ Fishbones graphic organizer at the end.
• Students’ performance on online homework.

Where are your 1. Students have learned identifying similar triangles using AA postulate, SAS and SSS theorems, using proportion to
students solve for missing side, as well as applying similarities to indirectly measure something.
headed? Where 2. Groups’ videos of solving the school building’s height was uploaded into the class’ Edomodo for feedbacks.
have they been? 3. Warm-up: online using Answer Pad. Questions include: identify similar triangles using AA, SAS or SSS, write
How will you similarity statement, identify altitudes in right triangles with an altitude drawn to hypotenuse and identify segment on
make sure the hypothenuse adjacent to legs. Data are collected for teacher to make instructional decisions for the lesson. The
students know performance task is projected for earlier finishers to read and brainstorm solutions.
where they are 4. While monitoring students work using Answer Pad, teacher can show work samples worth of discussion and review.
going? Especially, address adjacent segments.

MYBUI-LESSON 1-5 29
1. Holding a cardboard-10x10 in square in hand, I will ask how the height of classroom can be measured using it.
How will you
2. I will introduce this class will help students solve the performance task of measuring the class height at the end,
hook students at
and explain students will create a video which will be broadcasted in Edmodo for feedbacks.
the beginning of
the class?
4. Objectives are introduced.
1. Peer tutoring: Task: Identify 3 similar triangles in a right triangle with an altitude to hypotenuse:
A. Each group of two students are given three sets of paper cut-up right triangles. Each pair contains a right
What events will triangle with an altitude drawn to hypothenuse and two cut-up triangles after cutting along the altitude.Three
help students pairs will have different angle measures, such as 30-60-90, 45-45-90, 20-70-90 etc.
experience and B. Students will measure using protractors and write the measures on the triangles’ vertexes.
explore the big C. Students will write three similarity statements for each pair before getting to the next pair.
idea and D. Students might be assisted to place triangles from smaller to larger next to each other in order to easily realize
questions in the that triangles are similar and sides are proportional.
lesson? How will 2. Whole class discussion:
you equip them • What can we generalize when a right triangle has an altitude drawn to hypotenuse?
with needed skills • How can you justify your conclusion?
and knowledge? • Any other way to prove triangles similar?
• How can we write similarity statements for a right triangle has an altitude to hypotenuse?
• How can redraw help you identify similar triangles?

MYBUI-LESSON 1-5 30
• How can you redraw the triangles?
3. Note taking: The theorem 9-3, similar right triangles in a right triangle, is written in the form of conditional
statement “If…, then…”. Students are to complete “then” clause.
4. Practice: Using Answer Pad, students are to write similarity statements of right triangles. The teacher can monitor
student’s individual work on his/her screen.
5. Group Investigation: In group of 2 to 4, students investigate geometric mean using GeoGebra activity at https://
www.geogebra.org/m/T3rHarf5, and answer the following questions projected on board:
• How are 2 sides of the rectangle related to the triangle ABC?
• What is true about the area of the square containing the altitude and the
rectangle made by the two segments from the hypothenuse?
• Is it always true when you change the size of the triangles?
• What is the relationship between the length of the altitude with 2 segments on the hypothenuse?
• Why should the relationship found in the previous question be true?
6. Whole class discussion:
• Students are to share the group’s conclusions and present the proof to get extra credits for whole group. This is to
generalize geometric mean.
• Discuss why it should be called “geometric mean” by making connections with means of proportion and two sides
of 2 geometric figures as of means of the proportion.
• Emphasize the importance of geometric mean for mastering its relevant corollaries.
MYBUI-LESSON 1-5 31
7. Lecture: definition and example of Geometric mean:
• Set up proportion: 2/6=6/18. 6 is Geometric Mean of 2 and 18 because √2 × 18 = 6.

8. Practice: Individual practice: find geometric mean of 6 and 15, 4 and 18.
9. Whole class investigation of Corollary 1:
A. Write similarity statement for 2 small triangles. Write a proportion including the altitude CD in each.
B. What can be said about the length of altitude by connecting to geometric mean? (The length of altitude is
the geometric mean of the lengths of two segments on hypotenuse)
C. Students talk to elbow partners to define in their own words what they have seen.
D. Corollary 1 to theorem 9-3 is officially lectured for students to take note as needed.
10. Whole class investigation of Corollary 2:

A. Similarly, write 2 proportions including each leg as a mean in each.
B. Conclusion: Each leg’s length is the geometric mean of the length of the hypotenuse and the length of the
segment of the hypotenuse adjacent to the leg.
C. Corollary 2 to theorem 9-3 is officially lectured for students to take note as needed.
C. Students discuss what they can use these 2 corollaries for.
11. WE DO: What are the values of x and y?

MYBUI-LESSON 1-5 32
12. Individual practice: on Answer Pad for 3 problems.
13. Individual practice: on Answer Pad:

Finding a Distance: You are preparing for a robotics competition using the setup shown here. Points A, B, and C
are located so that AB = 20 in. and " . Point D is located on " so that " and
DC = 9 in. You program the robot to move from A to D and to pick up the plastic bottle at D. How far does the
robot travel from A to D?
• Student’s work sample is shared to discuss.
14. Individual practice: on Answer Pad for 15 minutes

• Writing similarity statements for right triangles
• Applying corollary 1 and 2 to solve for missing segments.
15. We Do: This problem is to prepare students for the performance task. Whole class will discuss about the
problem.
16. Performance Task:

A. Material: handout of Instruction, rubric, 10x10 in cardboard square, tape measure and Chromebook
B. Students are allowed to use their phone for taking photos.
17. Exit Ticket: Students individually create Fishbone graphic organizer to summarize the lesson. Students have
to show their fishbones on the way out of class.

MYBUI-LESSON 1-5 33
• Whole class discussion after each group work will condition students to reflect their thinking.
How will you cause
• Students will discuss, consult, ask and check with others in group while working on the performance task.
students to reflect
• Students are required to response to feedbacks regarding to their videos of the performance task: “How tall is our
and rethink? How
school?” on Edmodo.
will you guide
• Each student is to write a reflection of what they have learned, how he/she and his/her group have collaborated and
them in
performed, strengths and weaknesses, what they could have done instead to improve the video. This is explained for
rehearsing,
students to do better on the next video project which is “How tall is our classroom?”
revising, and
• Best reflections are posted on Class Bulletin Board.
refining their
• Reflection is worth 15 points of the performance task “How tall is our school?”
work?
How will you help

• Students are allowed to watch and edit their video before submitting it to Edmodo.
students to exhibit
and self-evaluate
• When students are evaluating other videos, they will also self-evaluate their products.
their growing
skills, knowledge,
• Students are required to read feedbacks about their videos.
and understanding
• Reflection is a required assignment for the performance task.
throughout the
unit?
MYBUI-LESSON 1-5 34
Based on students’ performance on Warm-up activity on Answer Pad and previous class:
• Students who need extra assistance are grouped with high-achiever who will be in the same group for the
performance task.
How will you
• During the activity with 3 sets of right triangles, I can model by placing 2 small triangles on top of the big one then
tailor and
slowly moving them to next to each other in a row, for students can depict the redrawing process.
otherwise
• During We Do-Monorail Track which prepares students for the performance task, students in this group can
personalize the
participate in acting out the problem.
learning plan to
• Their work are more likely to be checked while working on Answer Pad.
optimize the
• During individual practice at the end, they are grouped together, for I can reteach the whole group.
engagement
• Tutorial videos are linked in Edmodo.
and
B. High achievers:
effectiveness of
• Monorail Track problem:
ALL students,
They are allowed to work on themselves.
without
They need to justify how it is only an estimation and why different people will give different answers using
compromising
this method.
the goals of the
• During individual practice, beside the required problems, extra problems are labeled “Hot problem”. Answer keys
unit?
are posted for students to self-check.
• Questions are asked with increasing difficulty levels

MYBUI-LESSON 1-5 35
How will you

• Students are first hooked by a real-life problem to indirectly measure the height of the classroom with a cardboard
organize and
square.
sequence the
• Concepts are investigated by students working in group with hands-on activity and technology - GeoGebra.
learning
• Class is then organized so that students can discuss, but lecture is still given from time to time for important concepts
activities to
to be conceptualized.
optimize the
• Taking photos and making video engage and demand all students to collaborate.
engagement
• The fact that the group’s video will be posted on Edmodo will ensure students to work harder and more eagerly.
and
• Individual, group work, and lectures are rotated for students to engage while time is given for students to participate in
achievement of
either reteach if needed or hard problem when they are capable of.
ALL students?
MYBUI-LESSON 1-5 36

Within 20 minutes, students will work in groups of 4 to find corresponding distances using a map of
New York city as shown. Each group will create two questions which will be answered using
Triangle Proportionality Theorem and Triangle Angle Bisector Theorem. They also provide answer
keys for others to check.
Goal
• Students will be working in group of 4.

• Students will show work underneath the map for the posted question.
Role
• Created questions must be shown for others to solve. Answer keys must be given for others to check.
• Students are to solve another group’ questions as Exit Ticket.
Audience • Students and the teacher will be the audience to give feedback.
• Students will be given 20 minutes at the end.
Situation
• Maps will be posted around the class for feedback on solution and for students to solve.
Product/
Maps of New York city with great and creative questions will be posted in the hall way.
Performance
• Students successfully apply Triangle Proportionality theorem to solve problem
• Solutions show:
Standards
• Questions are clear, understandable and solvable.
• Answer key is given, clear, understandable and correct.
MYBUI-LESSON 1-5 37
Other Evidence
• Students’ mastery will be evaluated based on in-class questioning and individual practice using Answer Pad.
• Students’ performance on task “New York City Map” and homework assignment.
• Students’ performance on Exit Ticket.
Where are your 1. Students have learned identifying similar triangles using AA postulate, SAS and SSS theorems, using proportion
students headed? to solve for missing side, as well as applying similarities to indirectly measure something. Geometric means and
Where have they similarity in right triangles have also been studied.
been? How will you 2. Groups’ videos of solving the classroom’s height was uploaded into the class’ Edomodo for feedbacks as
make sure the homework. Announcement about students performance can be given for general feedback.
students know 3. Warm-up: students need to solve a problem of geometric mean to review the previous lesson on Google Form.
where they are Data is recorded and analyzed for teacher to make instructional decisions of review/reteach in the future.
going?
MYBUI-LESSON 1-5 38
1. I will ask if students have even been in New York city, if yes, which roads are most well-known?
2. Showing a satellite map of NY zooming in at the intersection of Broadway, Fifth Avenue and their crossing streets.
How will you
hook students at
the beginning of
the class? 3. Discussion:
• What is special about the numbered street, Broadway and Fifth Avenue?
• Which landmark/building is noticeable on the map?
4. I will explain groups will work on a NY map to predict a specific distance on either Broadway or Fifth Avenue
given the other’s distance. Objectives are introduced.

MYBUI-LESSON 1-5 39
1. Group investigation: Students work in group of 2, on Chromebook, with Geogebra activity at
https://www.geogebra.org/m/JaMbrZvc and answer the following questions posted on board:
• What happened to BE when you change BD or vice versa? Why?
• What happened if BE does not change accordingly to BD?
• What is true about the ratios?

What events will
• Will your conclusion about the ratios be always true when you change the lengths of
help students
segment BD and BE?
experience and
• What can you conclude when a triangle has a line parallels to one side and intersects the
explore the big
other two sides?
idea and 2. Whole class discussion: students share what their partners found or said on the last question.
questions in the 3. Homework: Students are assigned to prove the Triangle Proportionality Theorem by surfing Internet. More than one
lesson? How way is rewarded with extra credit. Citation is required.
will you equip 4. Students are to fill out student’s note in “If…then” statement.
them with 5. WE DO: Using the Triangle Proportionality Theorem to solve a problem.
needed skills and 6. Individual/group work: similar problems on Answer Pad, for teacher can monitor students’ process.
knowledge? 7. Individual: Students read the Corollary to the Triangle Proportionality theorem themselves and think about how the
Corollary connects to the theorem.
8. Whole class: the teacher will extend the transversal lines until they intersect. The class will prove the corollary by
using similar triangles.

MYBUI-LESSON 1-5 40
9. WE DO: Problem-Finding a Length: Three campsites are shown in the diagram. What is the length of Site A
along the river?
10.Individual practice: 2 similar problems on Answer pad.

11. Group investigation: students work in group of 2, on Chromebook with
GeoGebra activity at https://www.geogebra.org/m/a37Pqh5Y, and answer the
following questions:
• Which ratios are always equal?

• Which segments are proportional?
• How do you rephrase proportions in relation to relevant sides/segments of
the triangle?
Students then answer the questions posted on the GeoGebra activity.
12.Whole class discussion: What conclusion can you make when an angle bisector cuts the opposite side?
13. Students take note for Triangle Angle Bisector theorem.
14. Homework: Students are assigned to prove the Triangle Angle Bisector Theorem by surfing Internet. More
than one way is rewarded with extra credit. Citation is required.
15.I DO: Teacher demonstrates solving a problem on applying the theorem.
16.WE DO and Individual practice on similar problems on Answer Pad.
17.Individual practice: on Answer Pad: problems applying all the theorems learn during the lesson.
18.Performance Task:
Material: handout of Instruction and problem, rubric, NY map, color markers, glue, tape, and A0 size paper
which is given for students to glue the map on, show work, questions and answer keys.
19.Exit Ticket: Students individually choose at least one group’s questions to solve and check with the given
answer keys.
MYBUI-LESSON 1-5 41
• Providing answer keys for their own questions makes students double check their solutions and organization of the
work.
How will you cause
• While students work on the performance task, I will check on groups’ problem solving and refer students to re-read
students to reflect
instruction and rubric as needed.
and rethink? How
• I will remind students to reflect on their group’s work while solving other group’s work and that they can make
will you guide them
corrections.
in rehearsing,
• Final grade is given after 1 class day for students to make corrections.
revising, and
• Students will be aware of their mastery when solving Exit Ticket and checking Answer keys.
refining their
• Whole class discussion after each group work will condition students to reflect on their thinking and conversations
work?
with their partners.
• Students will discuss, consult, ask and check with others in group while working on the performance task.
How will you help
students to exhibit
• Students are allowed to edit their work for one class day after the class before final grade is given.
and self-evaluate
their growing skills,
• When students are evaluating other group’s maps, they will also self-evaluate their products.
knowledge, and
understanding
throughout the
unit?
MYBUI-LESSON 1-5 42
• Based on performance on Warm-up, review/reteach the previously concepts will be given at a proper time later.
• Students who need extra assistance are grouped with high-achiever who will be in the same group for the
How will you
performance task.
tailor and
• During the activity 1-Investigation with GeoGebra, I can ask students to redraw triangles.
otherwise
• Their work are more likely to be checked while working on Answer Pad.
personalize the
• During individual practice at the end, they are grouped together, for I can reteach the whole group.
learning plan to
• Tutorial videos are linked in Edmodo.
optimize the
B. High achievers:
engagement
• Activity #1 and #11-Investigation with GeoGebra: students are encouraged to prove or justify why their conclusion
and
should make sense.
effectiveness of
• At the beginning of the class, all students are challenged to complete a challenging problem, and winners will be
ALL students,
rewarded. It is explained as to enrich their understanding of construction and this new lesson.
without
Instruction: when they finish their any individual practice earlier, they can go to “Enrichment activity” box to
compromising
receive the following copy. Task:
the goals of the
Follow the instruction as shown in the handout to construct a segment divided intro 4 equal parts.
unit?
Explain why the construction should provide equal segments.
They can either show and organize work properly on paper or video tape the construction for other
students to follow.
MYBUI-LESSON 1-5 43
• Questions are asked with increasing difficulty levels
• Students are first hooked by a real-life problem-finding distance of a road given another distance on New York map.
How will you
• Concepts are investigated by students working in group with technology - GeoGebra.
organize and
• Class is organized so that students can discuss, but lecture is still given from time to time for important concepts to be
sequence the
conceptualized.
learning
• The fact that the group’s map and questions will be reviewed and solved by others will ensure students to work harder
activities to
and more eagerly.
optimize the
• Having the best questions to be displayed in hallway motivates students to do their best.
engagement
• Over achievers are given an enrichment activity, for they can elaborate their mastery of this lesson and connection with
and
the previously learned lesson.
achievement of
• Individual, group work, and lectures are rotated for students to engage while time is given for students to participate in
ALL students?
either reteach if needed or hard problem when they are capable of.
MYBUI-LESSON 1-5 44
Understanding By Design Unit Template

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)

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MYBUI-LESSON 1-5 1

Title of Unit Similarity Grade Level 9th and 10th

student is expected to:

paragraph, and flow chart. The student is expected to:

mean, to solve problems

by proportionality • How can you prove two statement.

missing lengths. Angle Bisectors theorem? AC.

Students may write incorrect proportionality

" For example: They can write QR/RX=SY/QS

Students will know… Students will be able to…

lengths of similar figures. All lengths in a scale drawing are figures.

triangles can be used to find unknown measurements.

lengths proportional to the sides of the triangle that form the

Performance Task Description for Lesson 1

cheeks as well as the logo will be displayed at the festival.

• Accuracy of proportional sizes

• Creative looking of the logo

individual practice in class.

• Students performance during checking other groups’ logos

• Students performance on the Unit test

Learning Plan (Stage 3)

where they are going? and to differentiate instruction as needed.

beginning of the unit? similarity.

4. Students will read the lesson 1 objectives.

• What are means and extremes of a proportion?

• How do you identify two ratios to be a proportion?

• Is there other way to rewrite that similarity statement?

“corresponding angles” to address the misconception.

work on Got It problem after finishing the assigned problem.

5. Problem 2: Determining similarity:

if they are similar.

Write similarity statement when possible.

• Students then practice a similar problem.

students to exhibit and

throughout the unit?

for problem 3 and Practice section.

otherwise personalize 2. Problem 3: Using Similar Polygons

optimize the board for students to self-check.

engagement and 3. Practice: worksheet with VersaTiles: 10-15 minutes

effectiveness of ALL • Worksheet includes 8 problems designed in the form of VersaTiles.

Performance Task Description for Lesson 2

meters given dimensions of the camera.

Product/Performance Demonstration/poster on an A0-sized paper to solve the problem.

find the missing dimension.

• The poster shows:

Clear and complete understanding

Colorful, neat and organized poster.

individual practice in class.

• Students questioning during the presentation of other groups

• Students performance on the Unit test

Learning Plan (Stage 3)

the students know finding unknown dimensions.

5. Students will read the lesson 2 objectives.

and knowledge? I will demonstrate the first one

Whole class will work on the second one

Students will work individually on the next 3 problems within 5 minutes.

5. Problem 3: Connection to Algebra: Why a line has only one slope?

• The students will explain their work.

6. Problem 4: Multi-Step Problem: Students will work individually.

Based on the observation during previous class and warm-up activity:

A. Students who need extra assistance:

otherwise personalize B. Students who can have enhanced activity:

optimize the problem”