Republic of the Philippines

Department of Education
Region III-Central Luzon
SCHOOLS DIVISION OFFICE OF GAPAN CITY
SAN ROQUE NATIONAL HIGH SCHOOL
San Roque, Gapan City

Learning Area GRADE 9 MATHEMATICS Quarter THIRD QUARTER

Teaching Date March 10, 2021
Period 9:20-10:20
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives. Write the LC
code for each
II. CONTENT
Topic
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Grade Level 9-Bonifacio
WEDNESDAY
The learner demonstrates understanding of key concepts of parallelograms and
triangle similarity.
The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.
Learning Competency: Proves theorems on the different kinds of parallelogram
(rectangle, rhombus, square). (M9GE-IIIc-1)
Learning Objectives:
At the end of the lesson the learners will be able to
1. Choose the right statements and reasons to complete the 2-column proof to
prove theorems on rectangle;
2. Apply the theorem on rectangle to solve an unknown quantity; and
3. Apply knowledge on theorem of rectangle in real life.
GEOMETRY
THEOREM ON SPECIAL PARALLELLOGRAM (RECTANGLE)
Mathematics 9 Teaching Guide, 213-214
Mathematics 9 Learner’s Module 320-321
Dilao, Soledad J, et.al (2002). Geometry (New Trends in Math Series), pp. 140 – 143
Excel in Math and Beyond 9, pages 264
Math Time pp 12 – 15
LCD Television, laptop, activity sheets, PowerPoint, smiley card
POUR is a parallelogram. Find the missing angles. Justify your answer.

1. If ∠𝑂=1100 , what is the measure of ∠𝑈?

A. ELICIT - Reviewing
Reason: _____________________________________.
previous lesson
2. If ∠𝑃 = 880, what is the measure of ∠𝑅?
Reason: _____________________________________.
3. If ∠𝑅 = 650, what is the measure of ∠𝑂?
Reason: _____________________________________.
4. If ∠𝑈 = 1280, what is the measure of ∠𝑃?
Reason: _____________________________________.

Game:
What’s Wrong with the Parallelogram?
B. ENGAGE -
Establishing a
Raise a happy face if the statement is correct. If not, raise an angry face .
purpose for the
lesson
1. A parallelogram is a quadrilateral.
2. All parallelograms have four congruent sides.
Address: Josonville Subdivision, San Roque, Gapan City
Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
 3. Two opposite angles of a parallelogram are supplementary.
4. A rectangle is a parallelogram with four congruent sides.
5. A parallelogram has two pairs of parallel sides.
6. A diagonal bisects a parallelogram into two congruent triangles.
7. Adjacent angles of a parallelogram are supplementary.
8. The diagonal forms two congruent triangles in any parallelogram.
9. A rhomboid has four right angles.
10. Adjacent sides of a parallelogram are congruent.
Objective Presentation
Activity 1: I Wanna Know!
Do the procedures below and answer the questions that follow.
Materials Needed: bond paper, protractor, ruler, pencil, and compass
Procedure:
1. Mark two points O and P that are 10 cm apart.
2. Draw parallel segments from O and P which are 6 cm each, on the same side
C. EXPLORE - Presenting of OP and are perpendicular to OP.
Example through 3. Name the endpoints from O and P as H and E, respectively, and draw HE.
activity 4. Draw the diagonals of the figure formed
Guide Questions:
1. Measure OHE, PEH, HOP, and OPE. What did you find?
2. What can you say about the four angles in the figure?
3. Measure the diagonals. What did you find?
4. Does quadrilateral HOPE appear to be parallelogram? Why?

GROUP ACTIVITY.
Each group will be assigned to complete the
proof of theorem 1 and theorem 2 found in the
Activity 1.
Theorem 1. If a parallelogram has a right angle,
then it has four right angles and the parallelogram
is a rectangle.

Group 1. Show Me!

Given:  WINS is a parallelogram with ∠W is a right angle.

Prove: ∠I, ∠N, and ∠S are right angles.

Proof:

Statements Reasons
D. EXPLAIN - Discussing 1. WINS is a parallelogram with which ∠ W
1. Given
new concepts and is a right angle.
practicing new skills 2. ∠ W = 900 2. Definition of right angle
#1
3. In a parallelogram, opposite
3.  W  N &  I   S
angles are congruent.
4. m ∠W = m∠N
4. Definition of congruent angles
m∠I = m ∠S
5. m ∠N = 90 5. Substitution (SN 2 & 4)
6. Consecutive angles are
6. m ∠W + m ∠I = 180
supplementary
7. 900 + m ∠I = 180 7. Substitution (SN 2 & 6)
8. 90 = 90 8. Reflexive Property
9. m ∠I = 90 9. Subtraction Property (SN 7 & 8)
10. m  S = 90 10. Substitution (SN 4 and 9)
11. If the measure of an angle is 90,
11. ∠I, ∠N, and ∠S are right angles.
then it is a right angle.
12. WINS is a rectangle 12. Definition of rectangle.

Address: Josonville Subdivision, San Roque, Gapan City

Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
 Theorem 2. The diagonals of a rectangle are
congruent.
Group 2. Show Me!
Given: WINS is a rectangle with diagonals
̅̅̅̅̅ and 𝑆𝐼
𝑊𝑁 ̅.
Prove: 𝑊𝑁 ≅ 𝑆𝐼
̅̅̅̅̅ ̅ S N
Proof:
Statements Reasons
1. WINS is a rectangle with diagonals
1. Given
𝑾𝑵 and 𝑺𝑰
̅̅̅̅̅ ̅̅̅
2. Opposite sides of a
2. 𝑾𝑺
̅̅̅̅̅ ≅ 𝑰𝑵
̅̅̅̅
parallelogram are congruent
3.  WSN and  INS are right angles. 3. Theorem 1
4.  WSN≅  INS 4. All right angles are congruent.
5. 𝑺𝑵
̅̅̅̅ ≅ 𝑵𝑺
̅̅̅̅ 5. Reflexive Property
6. ΔWSN  ΔINS 6. SAS Congruence Postulate
7. ̅̅̅̅̅ ̅̅̅
𝑾𝑵 ≅ 𝑺𝑰 7. CPCTC

The diagonals of a rectangle ABCD meet at ‘O’. If ∠BOC = 44 0 , find ∠OAD.

Solution :
∠ BOC + ∠BOA = 1800 [ Linear pair angles are supplementary]
440 + ∠ BOA = 1800
∠BOA = 1800 – 440
∠ BOA = 1360
E. EXPLAIN - Discussing
As diagonals of a rectangle are equal and bisect each other.
new concepts and
practicing new skills So, OA = OB
#2 ∠1 = ∠2
∠1 + ∠2 + ∠BOA = 1800
2(∠1)+ 1360 = 1800
2(∠1) = 1800 -1360
2(∠1) = 440
∴ ∠1 = 22 0
As ∠A = 90 0
∠A = ∠1 + ∠3
900 = 220 + ∠3
So, ∠3 = 900 – 220
∠3 = 680
So, ∠OAD = 68 0

Think-Pair-Share
Given Rectangle MATH with diagonals MT and AH intersecting at J.

1. If MT= 5 cm, find AH.

F. EXERCISES - 2. If MJ= 8 in, how long is AH?
Developing mastery/ 3. If MT= 13 cm, find JH.
Leads to Formative 4. If MT= 3x-11, and AH=x+7, find the value of x
Assessment that will make MATH a rectangle.

If AH= 12 in and JM= 12 in. Is MATH a rectangle? Why or why not?

G. EXPLORE - Finding A carpenter’s square can be used to test that an angle is a right angle. How
practical could the contractor use a carpenter’s square to check that the frame is a
applications of rectangle?
concepts and skills in
Address: Josonville Subdivision, San Roque, Gapan City
Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
 daily living

Both pairs of opp. sides of WXYZ are congruent, so WXYZ is a parallelogram. The
contractor can use the carpenter’s square to see if one angle of WXYZ is a right
angle. If one angle is a right , then by property: If one angle of a parallelogram
is a right angle, then the parallelogram is a rectangle, the frame is a rectangle.
Complete the following statement. (Metacognition for Knowledge)
I know that I know something about _____.
First, ___________________________________.
H. ELABORATE - Making
In addition, _____________________________.
generalizations
Moreover,_______________________________.
Finally, _________________________________.
Now, you know something that I know about____________________________________.
Theorem 1 : Each of the four angles of a rectangle is a right angle.

Given : A rectangle ABCD, such that ∠A = 90 0

Prove that : ∠A = ∠B = ∠C = ∠D = 90 0

Statements Reasons
1) ABCD is a rectangle. 1) Given
2)∴ ABCD is a
2) Every rectangle is a Parallelogram.
Parallelogram.
3) AD || BC 3) By Properties of parallelogram.

I. EVALUATE - 4) Interior angles on the same side of transversal

4) ∠A + ∠B = 1800
Evaluating learning are supplementary.
5) 900 + ∠B = 1800 5) ∠A = 900 (Given)
6) ∠B = 900 6) By subtraction property.
7) ∠D= 900 and ∠C= 900 7) By properties of parallelogram.

Theorem 2 : The diagonals of a rectangle are of equal length.

Given : A rectangle ABCD with AC and BD are its diagonals.

Prove that : AC = BD

Statements Reasons
1) ABCD is a rectangle. 1) Given

Address: Josonville Subdivision, San Roque, Gapan City

Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com

J. EXTEND - Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned
80% of the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these works?
Address: Josonville Subdivision, San Roque, Gapan City
Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
2) Property of rectangle (opposite sides are
2) AD = BC
equal)
3) AB = BA 3) Reflexive (common side)
4) ∠A = ∠B 4) Each right angle. (property of rectangle)
5) Δ DAB ≅ Δ CBA 5) SAS Postulate
6) AC = BD 6) CPCTC
RAFT Model
For remediation or enrichment, let the students do the following activities.
A. From the table below, choose a ROLE you want to assume. From the role’s
point of view, write to your AUDIENCE in a specified FORMAT about a certain
TOPIC.
ROLE AUDIENCE FORMAT TOPIC
Diagonal Rectangle Campaign Speech Importance of
Diagonals
Rectangle Parallelograms Letter What makes me
special
First Diagonal Second Love letter Explain relationship
Diagonal
___Lesson carried. Move on to the next objective.
___Lesson not carried due to _________________________
___Students did not find difficulties in answering their lesson.
___ Students found difficulties in answering their lesson.
___ Students did not enjoy the lesson because of ack of knowledge, skills and
interest about the lesson.
___ Students were interested on the lesson, despite of some difficulties encountered
in answering the questions asked by the teacher.
___ Students mastered the lesson despite of limited resources used by the teacher.
___Majority of the students finished their work on time.
___Some students did not finish their work on time due to unnecessary behavior.
____ leaners who earned 80% above
____ learners who require additional activities for remediation
_____ Yes _____ No
_____ learners who have caught up with the lesson
_____ learners who continue to require remediation
Strategies used that work well:
___Tactile, concrete experiences in math
___Tiered Instruction
___Think-Pair-Share
___Think-a-louds
___Model-lead-test strategy instruction (MLT)
___Graphic organizers
Other Techniques and Strategies used:
___ Repetition ___Math Games
___Manipulative Tools ___Pair Work
___ Explicit Teaching ___ Group collaboration
___ Carousel ___ Diads
___ Differentiated Instruction ___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Students’ eagerness to learn.
 ___ Group member’s collaboration/cooperation in doing their tasks.
___ Audio Visual Presentation of the lesson

___ Bullying among students

What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers
___ Students’ behavior/attitude
___ Colorful IMs
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
__ Additional Clerical works
Planned Innovations:
___Contextualized/Localized and Indigenized IM’s
___ Localized Videos
___ Making big books from views of the locality.
___ Recycling of plastics to be used as Instructional Materials.
___ local poetical composition Strategies used that work well.
___ Group collaboration

Prepared:

JOCELYN G. TAMARES
Master Teacher II
Observed By:

Head Teacher III-Math

Observer 1

Observer 2

Address: Josonville Subdivision, San Roque, Gapan City

Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
 ACTIVITY 1
I Wanna Know!
Do the procedures below and answer the questions that follow.
Materials Needed: bond paper, protractor, ruler, pencil, and compass
Procedure:
1. Mark two points O and P that are 10 cm apart.
2. Draw parallel segments from O and P which are 6 cm each, on the same side of OP
and are perpendicular to OP.
3. Name the endpoints from O and P as H and E, respectively, and draw HE.
4. Draw the diagonals of the figure formed

Guide Questions:
1. Measure OHE, PEH, HOP, and OPE. What did you find?
2. What can you say about the four angles in the figure?
3. Measure the diagonals. What did you find?
4. Does quadrilateral HOPE appear to be parallelogram? Why?

Address: Josonville Subdivision, San Roque, Gapan City

Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
 EVALUATION:

Direction: Choose the appropriate statements and reasons inside the answer box to complete the two column proof.

Theorem 1 : Each of the four angles of a rectangle is a right angle.

Given : A rectangle ABCD, such that ∠A = 90 0
Prove that : ∠A = ∠B = ∠C = ∠D = 90 0

Statements Reasons
ANSWER BOX
1) ABCD is a rectangle. 1
By Properties of parallelogram.
2) 2) Every rectangle is a Parallelogram.
3) AD || BC 3)
Given

4) Interior angles on the same side of By subtraction property.

4)
transversal are supplementary.
∠A + ∠B = 1800
5) 90 + ∠B = 180 5) ∠A = 90 (Given)
∴ ABCD is a Parallelogram.
6) ∠B = 900 6)
∠A = 90 (Given)
7) ∠D= 90 and ∠C= 90 7)

Theorem 2 : The diagonals of a rectangle are of equal length.

Given : A rectangle ABCD with AC and BD are its diagonals.
Prove that : AC = BD

Statements Reasons
1) 1)

2) AD = BC 2)

3) AB = AB 3

4) ∠A = ∠B 4) Each right angle. (property of rectangle)

5) Δ DAB ≅ Δ CBA 5)
6) AC = BD 6

ANSWER BOX
Property of rectangle (opposite sides are equal).
Given
SAS Postulate
Reflexive (common side)
CPCTC.
ABCD is a rectangle.

Address: Josonville Subdivision, San Roque, Gapan City

Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com
Address: Josonville Subdivision, San Roque, Gapan City
Telephone No.: (044) 486-6457
Email: sanroquehs@yahoo.com