I.

OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of parallelograms and
triangle similarity.
Republic of the
Is able to investigate, analyze, and solve problems involving
Philippines
B. Performance
Standards parallelograms and triangle similarity through appropriate and Department of
accurate representation. Education
Region VIII
(Eastern
C. Learning Identifies quadrilaterals that are parallelograms. Visayas)
Competencies/Objective Division of
s M9GE-IIIa-1
(Write the LC code for each)
Leyte
II. CONTENT PALO
Basic Concepts of Quadrilaterals NATIONAL
HIGH
III. LEARNING RESOURCES SCHOOL

A. References DAILY
1. Teacher’s Guide Pages LESSON
pages
2. Learner’s Guide pages 305 -314
LOG
pages
3. Textbook pages Pages 117-122

http://lrmds.deped.gov.ph/.
Teacher JENELYN B. SUMADIA Grade Level IX
Teaching Date
4. Additional Laptop, TV set Learning Area Mathematics
Teaching Time 8:45-9:45
Materials from Learning (Lead) Quarter Third
Resource (LR) portal
B. Other Learning A pre requisite
Resources Helping This
the learner A paper and
underscores information
IV. PROCEDURES The learners
establishthe will
pencil test that
theformative about
apply what they
of the will gauge
purposeassessment that probability that
A. Reviewing learned Itfrom
givesthe
lesson.teachers where
usedlearners
ideas to the learners will
previous lesson or text to practical explore. This is
Anybody from the class who can share on what
an of to
provideexpect
insights at
to in
or ideaofon
terms
confirm
presenting the new means
with thehownewreal –competencies
life
lesson,
well the also establishing
lesson POLYGONS. scenarios. This they the mood of the
therebylearners
touching on need to
have
Connects the lesson with makes learning learners to
learner’s prior knowledge. Teaches its purpose.
understood master.
the
the learners how the new lesson new knowledge
lesson. It also ensure a
connects to previous lesson. more relatable
allows for and smooth flow of
Reviews and presents new lessons meaningful.
in a systematic manner.
important Thelesson delivery.
objective will
instructional be the springboard
B. Establishing a
Look around the four corners of our room. decisions like re to let the students
purpose for the Lesson know the lesson
Motivates the learner to Can you see different shapes? teaching the
learn the new lesson. Encourages Do you think this shapes are possible without concept the or segments
moving and for the day which
the students to ask questions about lines joining them? forward to the next also reflects the
the new topic and helps establish a
reason for learning the new lesson.
activities. competency (in
code) to be
C. Presenting Four-Sided Everywhere! mastered.
examples/instances of the Study the illustrations below and answer the questions that
new lesson. follow. (Pictures are in the power point presentation)
Shows instances of the content What do you see in the illustrations shown?
and competencies. This is also
where the concepts are clarified.
Do you see parts that show quadrilaterals?
Can you give some significance of their designs?
What might happen if you change their designs?
What are the different groups/sets of quadrilaterals?
D. Discussing new Types of Quadrilaterals
concepts and practicing
new skills # 1 TRAPEZOID is a quadrilateral with exactly one pair of parallel
This part leads to the first sides.
formative test. Teachers shall
prepare good questions for this
PARALLELOGRAM is a quadrilateral with two pairs of parallel
part. The teacher listens to the sides.
answers of learners to gauge if they RECTANGLE is a quadrilateral with two pairs of parallel sides.
understand the lesson. If not, then
they re-teach. If the learners have RHOMBUS is a parallelogram with four congruent sides.
understood the lesson, the teacher SQUARE is a rectangle with four congruent sides.
shall proceed to deepening the
lesson.
E. Discussing new Helps the learners
concept and practicing new Group Activity: The class will be divided into 4 groups. begin with
skills # 2 The group representative will pick from the box the kind of combining their prior
Leads to the second
formative assessment that deepens
presentation that they will present. The presentation that they knowledge to the
the lesson and shows the learners will choose from are written below. new knowledge they
Prepared by: Noted by:
JENELYN B. SUMADIA BELEN M. MANASIS
T-1 MT-1