The Intervention

This study will utilize the Hip-hop Pedagogy as an intervention. Students will

have the opportunity to improve their knowledge of mathematical content and of

themselves by implementing hip-hop-based lessons as an intervention in mathematics

class. In addition, utilizing hip-hop-based teaching created an avenue for teachers to

develop a better understanding of students and their full mathematical skills. HHBE

can be infused in all content areas and grade levels. Whether you’re new to using

HHBE in your instruction or looking for some new ideas, remember that it’s less

about using hip-hop culture to teach, and more about using HHBE as a culturally

relevant pedagogy to foster student engagement and promote student success.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Pre-Intervention. The researchers will conduct a pre-test for the respondents.

A pre-test should be conducted to gather information from the participants on the

basic aspects or elements of the material. The process by which researchers find

members of the target audience to respond to test. It measures the reaction of the

selected group of individuals and helps determine whether the priority audience will

find the components usually draft materials understandable, believable, and appealing.

Intervention. The researchers will utilize the modified lesson plan in

imparting knowledge to the respondents. The created flow of the lesson includes the

Hip-hop methods of teaching. To effectively implement hip-hop in the classroom, it is

important to understand that hip-hop is more than just a form of art and music.

In the first session, the researchers will use the graffiti (write big and bold) as

intervention in learning geometry, specifically in trapezoid and kite lesson. Students

can utilize the whiteboard - or chalkboard - to demonstrate and explain mathematical

topics in the same way that graffiti is used in hip-hop to express messages and claim

space. More importantly, the goal is to make learners identify the difference between

trapezoid and kite; to prove theorems on trapezoid and kite; and solve real-life

problems involving Trapezoid and kite.

In the second session, the students will be solving problems involving

parallelograms, trapezoids, and kites using break dancing (moving around) as an

intervention. Just as break-dancing is the kinesthetic aspect of hip-hop culture, the

teaching of mathematics offers plenty of opportunities for students to do physical

learning activities. This is to improve students' comprehension of each of the

properties. It is important that students studying geometry remember the properties

since they are useful in solving problems in geometry.

In the third session, the intervention that will be used is MCing, which is an

effective way of delivering a message to an audience. It is no longer the teacher's

responsibility to deliver the lesson; instead, students should study their lesson and

share what they have learned with their classmates or the audience. This lecture will

be about describing a proportion. The students will be able to maintain their own

knowledge by sharing it with others. As a result, an emcee may aid another emcee in

making the session more exciting for the audience.

Post-Intervention. The post-intervention study procedure was grounded in

experiential theory. Experiential learning focuses on the idea that the best ways to

learn things is by actually having experiences. Those experiences then stick out in

your mind and help you retain information and remember facts. Post-intervention can

be accomplished through post-test questionnaires to be disseminated to 80

respondents from Grade 9 students in Nabunturan National Comprehensive High

School. Post-tests will show whether a student gained the knowledge required to

successfully complete the lessons. And they reveal how much each student's

knowledge grew and how much students improved during the course.
 Pre-Test Examination
Name: ____________________________________ Date: _______________
Grade and Section: __________________________ Score: ______________

General Instructions: Encircle the correct answer that corresponds to the following
questions. Answer all items.

1-7: Trapezoids and Kites

1. A trapezoid have ______ sides.

a.) 2 b.) 3 c.) 4 d.) 5

2. The two parallel sides of a trapezoid are called ______?

a.) legs b.) bases c.) altitudes d.) sides

3. Which of the following statements is TRUE?

a.) A trapezoid has four congruent sides.
b.) A trapezoid can have three right angles.
c.) Base angles of an isosceles trapezoid are congruent.
d.) The diagonals of an isosceles trapezoid bisect each other.

4. The mid-segment of a trapezoid connects the midpoints of the ______.

a.) bases b.) legs c.) leg and base d.) base and leg

5. Which of the following has congruent diagonals?

a.) Scalene trapezoid c.) Kite
b) Right Trapezoid d.) Isosceles trapezoid

6. Which quadrilateral has exactly one pair of opposite congruent angles?

a.) Trapezoid b.) Rectangle c.) Parallelogram d.) Kite

7. Find the area of a kite whose diagonals measure 8 cm and 20 cm.

a.) 35 sq. cm b.) 65 sq. cm c.) 70 sq. cm d.) 80 sq. cm

8-14 Parallelograms, Trapezoids and Kites.

8.) If the diagonals of a quadrilateral are perpendicular bisectors of each other, then
the quadrilateral is a ______.
a.) rectangle b.) rhombus c.) trapezoid d.) kite

9.) Given at the right is a parallelogram DEFG

with indicated measures of its angle. Find the value of x.
a.) 20 b.) 22 c.) 24 d.) 26

10.) Using the same figure in number 2, what is m∠F?

a.) 300 b.) 600 c.) 900 d.) 1200

11.) In the figure at the right, ⊡ABCD is a parallelogram

with |AB| = 4x – 5 cm, |BC| = 3x + 5 cm, and
|AD| = 6x – 10 cm. Determine the length of CD .
a.) 15 cm b.) 16 cm c.) 17 cm d.) 20 cm

12.) Using the same figure in #4, if ⊡ABCD is a parallelogram, find its perimeter.
a.) 45 cm b.) 60 cm c.) 65 cm d.) 70 cm

13.) ⊡TAYO is a trapezoid with the given lengths of its sides as

shown in the figure at the right. If its perimeter is 86 cm, find
the value of x.
a.) 12 b.) 20 c.) 29 d.) 39
14.) Given isosceles trapezoid ABCD with the lengths of its
diagonals as shown in the figure at the right, find the
value of x.
a.) 11 b.) 25 c.) 39 d.) 41

15-20 Proportions.

15.) In a Geometry class, there are 9 males and 11 females. What is the ratio of males
to the total number of students?

9 11 11 9
a.) b.) c.) d.)
11 9 20 20

16.) Which among the following is a proportion?

5 9 3 2 18 25 1 3
a.) = b.) = c.) = d.) =
4 8 9 6 10 45 7 20

3 x
17.) Solve for the value of x in the given proportion: =
4 8
a.) 6 b.) 8 c.) 9 d.) 16

7 2
18.) Solve for the value of x in the given proportion: =
x 6
a.) 2 b.) 12 c.) 21 d.) 42

19.) Which among the following fractions is equivalent to the ratio 6 to 4?

1 2 3 2
a.) b.) c.) d.)
2 1 2 3

28
20.) The ratio is proportional to the ratio ___________.
40
14 7 35 5
a.) b.) c.) d.)
20 10 60 14
 Post-Test Examination
Name: ____________________________________ Date: _______________
Grade and Section: __________________________ Score: ______________

General Instructions: Encircle the correct answer that corresponds to the following
questions. Answer all items.

1-7: Trapezoids and Kites

1. To find the length of the mid-segment of a trapezoid, add the lengths of the ______
and divide by two.
a.) legs b.) sides c.) bases d.) diagonals

2. The trapezoid has how many sides that are parallel to each other.
a.) 1 b.) 2 c.) 3 d.) 4

3. Which of the following statements describes a trapezoid?

a.) A quadrilateral that has two parallel sides and two non-parallel congruent sides.
b.) A quadrilateral that has one pair of parallel sides.
c.) A quadrilateral that has no parallel sides.
d.) It is any quadrilateral.

4. The median of a trapezoid measures 20 cm. One of the bases measures 12 cm. Find
the length of the other base.
a.) 20 cm b.) 24 cm c.) 28 cm d.) 32 cm

5. The lengths of the diagonals of an isosceles trapezoid are represented by 4x – 47

and 2x + 31. What is the value of x?
a.) 37 b.) 39 c.) 67 d.) 76
6. Which of the following is not a characteristic of an isosceles trapezoid?
a.) A lower base angle is a supplement of an upper base angle.
b.) Diagonals bisect each other.
c.) Diagonals are congruent.
d.) Legs are congruent.

7. In quadrilateral ABCD, if |AB| = |BC|, |CD| = |DA| and |AB|≠|CD|, then the
quadrilateral is a ______.
a.) kite b.) rectangle c.) rhombus d.) trapezoid

8-14 Parallelograms, Trapezoids and Kites.

8.) ⊡ABCD at the right is a parallelogram with |BC| = 3x

+ 5 cm, |DC| = 4x – 5 cm, and |AD| = 6x – 10 cm.
Determine the length of BC
a.) 5 cm b.) 11 cm c.) 15 cm d.) 20 cm

9.) From the same figure in #8, what is the perimeter of the parallelogram?
a.) 50 cm b.) 60 cm c.) 70 cm d.) 80 cm

10.) The figure at the right is kite PQRS with m∠Q =1230,
m∠P = 2y and m∠R = 4y. Find the value of y.
a.) 19 b.) 18 c.) 12 d.) 6

11.) From the same figure in #10, find m∠R.

a.) 6 b.) 19 c.) 38 d.) 76

12.) Given isosceles trapezoid ACDF at the right, with

|CD| = 6x – 6 cm and |AF| = 9x – 3 cm, find the
length of median 𝐵𝐸̅̅ if x = 5 cm.
a.) 24 cm b.) 33 cm c.) 42 cm d.) 75 cm
13.) From the same figure in #12, what is the length of FG?
a.) 7 cm b.) 9 cm c.) 12 cm d.)24 cm

14.) ⊡HOME at the right is an isosceles trapezoid with

|ME| = 3x + 7 cm and |OH| = 4x – 5 cm. What is the
length of 𝑀𝐸 ?̅̅
a.) 40 cm b.) 43 cm c.) 49 cm d.) 51 cm

15-20 Proportions.
17.) Lucille’s photo comes in two sizes: 14 cm x 9 cm and 15 cm x 10 cm. Are these
dimensions proportional?

a.) Yes b.) No c.) Maybe d.) Insufficient Information

18.) Find the value of x in each of the given proportions: x: 4 = 45: 3

a.) 180 b.) 34 c.) 60 d.) 15

17.) Find the value of x in each of the given proportions: 6: 10 = x: 25

a.) 5 b.) 15 c.) 25 d.) 30

4 x
18.) Find the value of x in each of the given proportions: =
x 16
a.) 2 b.) 4 c.) 8 d.) 64

19.) Which among the following fractions is equivalent to the ratio 6 to 4?

1 2 3 2
a.) b.) c.) d.)
2 1 2 3

16
20.) The ratio is proportional to the ratio ___________.
51
14 8 51 32
a.) b.) c.) d.)
13 27 16 102
 7E’s LESSON PLAN IN MATHEMATICS 9
Third Quarter
January 18, 2023

CONTENT STANDARD: The learner demonstrates understanding of key

concepts of parallelograms and triangle similarity.

PERFORMANCE STANDARD: The learner is able to investigate, analyze,

and solve problems involving parallelograms and triangle similarity through
appropriate and accurate representation.

LEARNING COMPETENCY: The learners will be able to prove theorems on

trapezoid and kite. M9GE-IIId-1

OBJECTIVES:
At the end of the discussion, the learners should be able to:
a. Identify the difference between trapezoid and kite;
b. Prove theorems on trapezoid and kite; and
c. Solve real-life problems involving Trapezoid and kite.

LEARNING CONTENT:
Topic: Geometry: Trapezoid and Kite.
References: Learning Material - Quarter 3 – Module 8: Trapezoids and
Kite First Edition, 2020

LEARNING PROCEDURE:

A. ELICIT
(Recap)
In the previous topic, you have learned about midline theorem.
You were able to write the proof for midline theorem and solve
problems involving midline theorem. This module will help you
understand more on trapezoid and kite.

B. ENGAGE
 Activity No. 1: Hide and Seek

Look around the corner and draw or create an example of a

trapezoid, and a kite that can be seen inside your house; using a
ruler and protractor, measure its sides and angles and explain
your answer. You can use any coloring material to enhance your
output.

For example:

C. EXPLORE

Activity 2: Mathematical Investigation

Think, explore, and give the definition based on the given figure.

Guide questions:
(Verify your answers using the markings on the figures).

1. In figure #1, which sides are the bases? Why do we

say that these sides are the bases?
2. In figure #1, which sides are the legs? Why do we say
that these sides are the legs?
3. In figure #2, which sides are the bases? Why do we
say that these sides are the bases?
4. In figure #2, which sides are the legs? Why do we say
that these sides are the legs? What do you notice from
figure 1 and figure 2?

D. EXPLAIN
Trapezoid is a quadrilateral with exactly one pair of
parallel sides.

The parallel sides are called bases.

The non-parallel sides are called legs.

The base angles of a trapezoid are consecutive

angles whose common side is a base of the
trapezoid. Trapezoids have two pairs of base angles.

Example:

The median of a trapezoid is a segment joining the

midpoints of the legs on the trapezoid.

Theorem
The median of a trapezoid is parallel to the bases and the
length of which is equal to half the sum of the lengths of
the bases. In trapezoid ABCD, MN is the median. Length
 of the median = ½ (length of the upper base + length of
the lower base)

Given: Trapezoid ABCD

Median 𝑀𝑁̅̅
Prove: 𝑀𝑁̅̅ || 𝐴𝐵̅̅; 𝑀𝑁̅̅ || 𝐶𝐷̅̅,
¿
and |𝑀𝑁| = ¿ DC∨+ ¿ AB∨ 2 ¿

Proof:
A kite is a quadrilateral with two distinct pairs of consecutive sides that are
congruent.

In contrast to parallelograms where opposite sides are congruent, in a kite the

congruent sides are consecutive.

In the figure at
the left, ABCD is
a kite.

AB ≅ BC , CD ≅
AD

Theorem
If a quadrilateral is a kite, then the diagonals are perpendicular.
If a quadrilateral is a kite, its diagonals are perpendicular.

Given: Kite ABCD

Prove: BD ⊥ AC
E. ELABORATE
Activity 3: Refresh Your Mind!
 Given is Trapezoid ABCD at the right.
Identify the following.

5. Legs
6. Bases
7. Lower base angles
8. Upper base angles
9. Median

F. EVALUATE

Activity 4: Fill me In.

A. Write the correct answer on the blank based on the

given figure below.

10. If |BA| = 10 cm, then |BE| = _____ and |AE| = _____.

11. If |BC| = 20 cm and |AD| = 30 cm, then |EF| = _____.

12. If |BC| = 23 cm, |EF| = 29 cm, and |AD| = 11x + 2,

then x = ______, and |AD| = _____.

B. Find the following.

If m∠KET = 1100,
m∠ETI = 500,
m∠EKT = 450, then

13. m∠IEK = _____.

14. m∠TKI = _____.

15. m∠KOE = _____.

 16. m∠KET + m∠EKI + m∠KIT + m∠ITE = _____.

G. EXTEND

ASSIGNMENT: LET’S ANALYZE!

Read and analyze the story then answer the following questions.

1). What is the shape of the bridge? ______

2). What is the length of the;

a. top of the bridge? ______
b. bottom of the bridge? ______

3). If the support beam is halfway between the parallel bases, what does it
represent in relation to the shape of the bridge? ______

4). What is the length of the support beam? ______

 LESSON PLAN IN MATHEMATICS 9
Third Quarter
January 18, 2023

CONTENT STANDARD: The learner demonstrates understanding of key

concepts of parallelograms and triangle similarity.

PERFORMANCE STANDARD: The learner is able to investigate, analyze,

and solve problems involving parallelograms and triangle similarity through
appropriate and accurate representation.

LEARNING COMPETENCY: The learner solves problem involving

parallelograms, trapezoids, and kites. (M9GE-IIIe-1)

OBJECTIVES:
At the end of the discussion, the learners should be able to:
d. state the properties of parallelograms, trapezoids and kites;
e. apply the properties of quadrilaterals in solving problems; and
f. solves problems involving parallelograms, trapezoids, and kites.

LEARNING CONTENT:
Topic: Solving Problems Involving Parallelograms, Trapezoids and
Kites References: Mathematics 9 Learner’s Material and
Most Essential Learning Competencies Mathematics 9

LEARNING PROCEDURE:

A. ELICIT
Activity 1: What Do You See?
Questions:

 What quadrilaterals do you see in each illustration?

 How do you define quadrilateral?

B. ENGAGE
Activity 2: SHAPE ME
Direction: The students will be divided into three groups. The teacher will
read the definition of a particular polygon. In a group, each individual must
play a role as a line to form a shape. The first group to form the shape
correctly will have additional points.

Who am I?
1. One pair of opposite sides is parallel.
2. Diagonals are perpendicular to each other.
3. Opposite angles are equal in size.
4. The base angles are congruent.
5. Two pairs of distinct adjacent sides are equal in length.

B. EXPLORE
Activity 3: LET’S MOVE AND LEARN!
Direction:

1. The students will have their trip outside the classroom.

2. With the same group, select their leader, material manager, note taker,
overseer/photographer and presenter.
3. Capture at least 10 things in the shape of quadrilaterals. Each group
will be given 5 minutes to explore, observe and identify objects that are
quadrilaterals and explain its properties.
4. After 5 minutes, the students will present their answers in class.
C. EXPLAIN

SOLVING PROBLEMS INVOLVING PARALLELOGRAMS,

TRAPEZOIDS AND KITES

Parallelogram
Properties of a Parallelogram
1.In a parallelogram, any two opposite sides are 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 diagonal of a parallelogram forms two congruent triangles.

Example :Quadrilateral JACK is a parallelogram. If m∠K=110, what is m ∠A?

K C

J A
Solution:
Step 1: Opposite angles of a parallelogram are congruent. Hence,
∠A≅∠K.Then, m∠A = m∠K (Congruent angles have equal
measures)
Step 2: Replace m∠K with 110. Then,m ∠A = 110. Therefore, the measure
of ∠A is 110.

Trapezoid
A trapezoid, in plane geometry, is a quadrilateral (four-sided) figure
with two parallel sides, or bases, of unequal length. The perpendicular
distance between the bases is known as the altitude. The sides that are not
parallel are called legs, and a line from the midpoint of 17 one leg to the
midpoint of the other is called the median. The multiplication of the altitude
and the median yields the area of the trapezoid. When the legs of a trapezoid
are of equal length, the figure is called an
isosceles trapezoid.

In an isosceles trapezoid,
• the legs are congruent
• the base angles are congruent
• the diagonals are congruent

The median of a trapezoid is parallel to the bases.

The length of the median is one-half of the sum of the lengths of the two
bases.
upper base +lower base
•To find the median of a trapezoid:
2
The sum of all the angles of a trapezoid is 360°.
Theorems related to isosceles trapezoids as follows:
•The base angles of an isosceles trapezoid are congruent.
•Opposite angles of an isosceles trapezoid are supplementary.
•The diagonals of an isosceles trapezoid are congruent.

Example : ABCD is a trapezoid with median EF. If DC = 8 cm and AB = 14

cm, find EF.

Solution:
1
Step 1: Write the formula. EF = ( AB+DC)
2
Step 2 : Substitute the values of DC and AB into the formula. Solve for
EF.
1
EF = (14+8)
2
1
EF = (22)
2
EF = 11
Therefore, the length of EF is 11 cm.

Kites
There are two theorems related to kites as follows:
• In a kite, the perpendicular bisector of at least one diagonal is the other
diagonal.
• The area of a kite is half the product of the lengths of its diagonals.

Example :The area of a kite is 180 cm2 and the length of the diagonal is 36
cm. How long is the other diagonal?
Solution:
Step 1: Let d1= 36 cm and x be the d2.

Step 2: Substitute the given to the area formula of kite.

1
A = ( d1 X d2 )
2

1
180 = (36)(x)
2
 180 = 18x
x = 10
Therefore, the length of the other diagonal is 10 cm.

D. ELABORATE
Directions: Solve each problem completely and accurately on your activity
notebook.

1. Quadrilateral MECQ is a parallelogram. If m∠M= x + 15 and m ∠C = 2x + 5,

what is m∠M?

2. Quadrilateral NCOV is an isosceles trapezoid with NV || CO. PH is its

median.If CO = 3x –2, NV = 2x + 10 and PH = 14, how long is each base?

3. Quadrilateral LIKE is a kite with LI ≅IK and LE ≅KE.LE is twice LI. If its
perimeter is 21 cm, how long is LE?

E. EVALUATE
Solve the following. Show your complete solutions.

a. The given figure below is kite FLYH with m∠HFL = 800 and m∠FLY =
1030 .
Find the measures of the numbered angles.

b. Complete the table by finding the unknown length for each part of a
trapezoid.
One Base Other Base Median

9 1
4
2
12.5 20
12+3x 16-3x

H. EXTEND

Study the next topic which is Proportion and Its Application.

 7E’s LESSON PLAN IN MATHEMATICS 9
Third Quarter
January 18, 2023

CONTENT STANDARD: The learner demonstrates understanding of key

concepts of parallelograms and triangle similarity.

PERFORMANCE STANDARD: The learner is able to investigate, analyze,

and solve problems involving parallelograms and triangle similarity through
appropriate and accurate representation.

LEARNING COMPETENCY: The learner describes a proportion. M9GE-IIIf-1

OBJECTIVES:
At the end of the discussion, the learners should be able to:
a. define a proportion;
b. develop cooperation in solving proportion through hip-hop integrated
activity; and;
c. solve word problems involving proportion.

LEARNING CONTENT:
Topic: Proportion and Its Application
References: Mathematics 9 Learner’s Material and
Most Essential Learning Competencies Mathematics 9

LEARNING PROCEDURE:
A. ELICIT
Activity 1:

B. ENGAGE
Activity 2:

C. EXPLORE
Activity 3:

D. EXPLAIN
E. ELABORATE

F. EVALUATE

G. EXTEND