Republic of the Philippines
DEPARTMENT OF EDUCATION
School LANTON HIGH SCHOOL
Teacher MIRA JOY C. ALQUIZAR
Subject/Quarter MATHEMATICS 9
Date November 18-19, 2019
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Write the Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LR
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson (Elicit)
B. Establishing a purpose for
the lesson. (Elicit)
C. Presenting
examples/instances of the
new lesson
(Engage)
D. Discussing new concepts
and practicing new skills #1
(Explore)
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
(Explain)
G. Finding practical
applications of concepts
Region XII
Division of City Schools
LANTON HIGH SCHOOL
Lanton, Apopong, General Santos City
Grade Level Grade 9
Learning Area MATHEMATICS
Quarter THIRD
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.
The learner uses properties to find measures of angles, sides and other quantities
involving parallelograms.
(M9GE- IIIb-1)
a. Recognize the characteristics of a parallelogram.
b. Find the measure of sides and angles of a parallelogram.
c. Shows camaraderie in doing an activity.
Properties of a Parallelogram
Page 212 – 213
Page 317 – 318
Laptop, Manila Paper, Activity Sheets
“What’s My Name?”
Name the parallelogram using its vertices.
Answer the questions below:
1. In the previous activity, what is common to all the parallelograms?
2. How is quadrilateral KIND similar to quadrilateral WISE?
3. In your own words, describe the characteristics of a parallelogram.
The teacher will show students a quadrilateral of his/her choice and will use the 5
conditions to prove that the quadrilateral is a parallelogram. The teacher will
discuss the different conditions again and will let the students answer questions
during the discussion.
GROUP ACTIVITY
The students will draw and label their own quadrilateral and write a proof that it is
indeed a parallelogram using the 5 conditions that prove a quadrilateral a
parallelogram
What condition guarantees that the quadrilateral is a parallelogram?
Based on the activities, what conditions guarantee that the figure is a
parallelogram?
BEST is a parallelogram. Diagonals BS and ET bisect each other at O.
The students will go to their groups and share their answers to the activity earlier
where they have chosen their own quadrilateral. The students will determine if they
 and skills in daily living have the same quadrilateral with their group mates and will compare their
(Extend) answers.
H. Making generalizations and Things to remember:
abstractions about the
lesson 1. Parallelogram is a quadrilateral where both pairs of opposite sides are parallel.
(Elaborate) 2. Rectangle is a parallelogram with four right angles.
3. Rhombus is a parallelogram with four congruent sides.
4. Square is a parallelogram with four right .
I. Evaluating learning The groups will be asked to report about their group activity. A format for what
(Evaluate) needs to be reported will be given by the teacher.
J. Additional activities for
application or remediation
(Extend)

Prepared by: Checked by:

MIRA JOY C. ALQUIZAR ROBERT JOY B. FLORES
TEACHER I TEACHER I

Noted by:
DR. ESTRELIETA A. TENIZO
PRINCIPAL III