Learning Area Mathematics

Learning Delivery Modality Modular Distance Modality (Learners – Led Modality )

School Pulo National High School Grade Level Grade 9

Teacher Gina O. Acayen Learning Area Mathematics 9
LESSON Teaching Dates Quarter Third Quarter
EXEMPLAR
Teaching Time No. of Days 4 DAYS

I. OBJECTIVES At the end of the lesson, learner is expected to:

A. Determines the conditions that make a quadrilateral a parallelogram
B. Uses properties to find measures of angles, sides and other quantities involving parallelograms
C. Recognizes the importance and the usefulness of quadrilaterals in dealing with real-life situations

A. Content Standards 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
B. Performance Standards
and accurate representation.
C. Most Essential Learning
Competencies (MELCs)
28. Determines the conditions that make a quadrilateral a parallelogram.
29. Uses properties to find measures of angles, sides and other quantities involving parallelograms.

D. Enabling Competencies  Illustrates the measure of sides and angles of polygons.

II. CONTENT/ CORE
CONTENTS Using Properties of Parallelograms to find measures of angle, sides and other quantities involving parallelograms.
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide -
Pages
b. Learner’s Material
Pages 302 - 319
c. Textbook Pages 114 - 131
d. Additional Materials
from Learning -
Resource
B. Other Learning Resources  Dilao &Bernabe,2019, Geometry Textbook for Third Year, Revised Edition
for Development and
Engagement Activities
 https://calcworkshop.com
IV. PROCEDURES
A. Introduction What I Know ?
 The students will answer the pre-test to assess what they already know.
- Pre – Test
Direction: Find out how much you already know about our topic for today. Write the letter of your answer. After taking and
checking this short test, take note of the items that you were not able to answer correctly and look for the right answer as we
go through in our lesson.
1. How do you describe any two opposite angles in a parallelogram?
a. They are always congruent.
b. They are supplementary.
c. They are complementary.
d. They are both right angles.
2. What can you say about any two consecutive angles in a parallelogram?
a. They are always congruent.
b. They are always supplementary.
c. They are sometimes complementary.
d. They are both right angles
3. What is the measure of angle ∠2 in rhombus HOME?
a. 75º
b. 90º
c. 105º
d. 180º
4. Two consecutive angles of a parallelogram have measures ( x + 30 ) º and [2)x-30)] º. What is the measure of the
smallest angle?
a. 30º
b. 80º
c. 100º
d. 140º
5. Which of the following conditions is not sufficient to prove that a quadrilateral is a parallelogram?
a. Two pairs of sides are parallel.
b. Two pairs of opposite sides are congruent.
c. Two angles are supplementary.
d. Two diagonals bisect each other.

What is in?
 The students will read the objectives intended for the day.
Objectives:
- At the end of the lesson, learner is expected to:
a. Determines the conditions that make a quadrilateral a parallelogram
b. Uses properties to find measures of angles, sides and other quantities involving parallelograms
c. Recognizes the importance and the usefulness of quadrilaterals in dealing with real-life situations.

 The learners will perform the activity 1.

Activity 1: Four-Sided Everywhere!

Direction: Look at the illustrations below and answer the questions that follow.

Guide Questions :
1. What do you see in the illustrations?
2. Do you see parts that show quadrilaterals?
3. Can you give some significance of their designs?
4. What might happen if you change their design?
5. What are the different group/sets of quadrilaterals?

 In activity 1 the learners looked the illustrations, determined the significance of their design and some disadvantages that might
 happen in changing their designs and classified the different groups/sets of quadrilaterals. Now they are going to refresh their
minds on the definitions of quadrilaterals and its kinds through the activity 2.

Activity 2: Refresh Your Mind !

Direction: Consider the table below. Given each figure, recall the definition of each quadrilateral.

 The activity 2 above will guide the learners in answering activity 3 below to determine which quadrilaterals are parallelograms.

Activity 3: Which is Which ?

Direction: Identify whether the following quadrilaterals are parallelograms or not. Put a check (/) under the appropriate column
and answer the questions that follow.
 Guide Questions :
1. Which of the quadrilaterals are parallelograms? Why?
2. Which of the quadrilaterals are not parallelograms? Why?

What’s New ?
B. Development
 In this section the learners will learn the conditions that guarantee that a quadrilateral is a parallelogram. After which, you will
able to determine the properties of a parallelogram and use these to find the measures of angles, sides, and other quantities
involving parallelograms.
 The learners will perform activity 5.

Activity 4: Fantastic Four !

Direction: Follow the given procedure below and answer the questions given.
Materials: Protractor, graphing paper, ruler, pencil
Procedures :
1. Draw the following on your paper.
Parallelogram OBEY
Rectangle GIVE
Rhombus THNX
Square LOVE
2. Measure the sides and the angles of each parallelogram and record your findings in your table similar to what is shown
below.
 3. Draw the diagonals and measures the segments formed by the intersecting diagonals. Record your findings in the table.
4. Complete the table then compare your findings.

Guide Questions :
1. Based on the table, what is the true the following?
a. Pairs of opposite sides
b. Pairs of opposite angles
c. Pairs of consecutive angles
d. Pairs of segments formed by intersecting diagonals
2. What does each diagonal do to parallelogram?
3. Make a conjecture about the two triangles formed when a diagonal of a parallelogram is drawn. Explain your answer.
4. What can you say about your findings?
5. Do the findings apply to all kinds of parallelogram? Why?

What Is It ?
 Your answers in activity 4 guide questions show the conditions that guarantee that a quadrilateral is a parallelogram. As a
summary, complete the statements in the activity 5.
 Activity 5: Complete Me!

Direction : Complete the statements that follow using the correct words/phrases based on your findings.
1. A quadrilateral is a parallelogram if both pairs of __________ sides are __________.
2. A quadrilateral is a parallelogram if both pairs of __________ angles are _________.
3. A quadrilateral is a parallelogram if both pairs o _________ angles are __________.
4. A quadrilateral is a parallelogram if the _________ bisect each other.
5. A quadrilateral is a parallelogram if each __________ divides a parallelogram into two __________.

 The students just determined the conditions that guarantee a quadrilateral. Now, they may use the following conditions as a
guide in doing the next activity.

Activity 6: Defense! Defense!

Direction: Study the different parallelograms below and answer the questions given to the right of each figure.
(this activity can be found on page 315-316 of the learner’s manual)

 Students observations in previous activities can be proven deductively using two two-column proof. They will do this in activity 7
which they shall prove the different properties of parallelogram. These are the following:

Properties of Parallelograms
1. In a parallelogram, any two opposite sides re congruent.
2. In a parallelogram, any two opposite angles are congruent.
3. In a parallelogram, any two consecutive angles are supplementary.
4. The diagonals of a parallelogram bisect each other.
5. A diagonals of a parallelogram forms two congruent triangles.

Activity 7: Show Me!

Direction: Prove the following properties of a parallelogram. See illustrative examples on page 316 of your LM.
(This activity can be found on page 316 – 319 of the learner’s manual)

 The learners are now ready to use the different properties of parallelograms in finding the measures of the angles, sides and
other quantities involving parallelograms. They may study the illustrative examples below.

Illustrative Examples :
  To test the understanding of the learners, they will perform activity 8.

Activity 8: Yes You Can !

Direction: Below is a parallelogram HOPE. Consider each given information and answer the questions that follow.

C. Engagement What’s more?

 The learners will solve the following activity to deepen their understanding.

Activity 9: Check Check Check !

Direction: Check the characteristics applicable to the given parallelogram.
 Activity 10: Worksheet !
Direction: Answer the given worksheet.

What I can do?

  For further understanding. The learners will answer word problems.

Activity 11: I Can Do This !

Direction: Answer the following word problems.

What other enrichment activities can I engage in? (Additional Activities)

 Additional activities will be given to learners especially for those who able to follow the lesson easily.

Activity 12: Find Me !

Direction: Given the specified type of quadrilateral, find the requested information.

D. Assimilation What I have learned?

  To test what they have learned, learners need to recite the different conditions that guarantee a quadrilateral parallelogram, the
different properties of parallelograms and to use these properties in in finding the measures of angles, sides and other quantities
involving parallelograms.

What I can do? (Assessment)

 The learners will answer the assessment provided to determine if they met the objectives.

A. Direction: Write the letter of your answer. After taking and checking this short test, take note of the items that you were not
able to answer correctly and look for the right answer as we go through in our lesson.
1. How do you describe any two opposite angles in a parallelogram?
a. They are always congruent.
b. They are supplementary.
c. They are complementary.
d. They are both right angles.
2. What can you say about any two consecutive angles in a parallelogram?
a. They are always congruent.
b. They are always supplementary.
c. They are sometimes complementary.
d. They are both right angles
3. What is the measure of angle ∠2 in rhombus HOME?
a. 75º
b. 90º
c. 105º
d. 180º
4. Two consecutive angles of a parallelogram have measures ( x + 30 ) º and [2)x-30)] º. What is the measure of the
smallest angle?
a. 30º
b. 80º
c. 100º
d. 140º
5. Which of the following conditions is not sufficient to prove that a quadrilateral is a parallelogram?
a. Two pairs of sides are parallel.
b. Two pairs of opposite sides are congruent.
c. Two angles are supplementary.
d. Two diagonals bisect each other.

V. REFLECTION  The learners, in their notebook, journal or portfolio will write their personal insights about the lesson using the promts below.
 I understand that _______
I realize that ___________

Prepared by:

GINA O. ACAYEN
Teacher I