SAN PEDRO INTEGRATED
School:
DAILY
LESSON PLAN Teacher: REY ABDON L. IBAÑEZ
Teaching Dates
and Time:
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2. Learners’ Materials pages
3.Textbook pages
4. Additional materials from
learning resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
Unlocking of difficulty
B. Establishing a purpose for the
lesson
(Motivation)
Grade Level: IX
SCHOOL
Learning Area: MATH
APRIL 12, 2023 Quarter: THIRD
The learners demonstrate understanding of key concepts of
parallelograms and triangle similarity.
The learner is able to investigate, analyze, and solve
problems involving parallelograms and triangle similarity
trough appropriate and accurate representation.
The learner solves problem solving involving parallelograms
and trapezoid. (M9GE-IIIe-1)
Learners’ targets:
a. can state the properties of Trapezoid;
b. can solve problems using properties of Trapezoid;
c. can show the solutions in solving problems involving
Trapezoid.
Solving Problems Involving Trapezoids
Realistic Math pp 173-174
 K to 12 MELC page 236, activity sheets, power point,
laptop, chalkboard, manila paper/marker
The students will paste the parts of the Trapezoid on the
illustration on the board.
5 min
(Theorem- are statements or formula that can be proven)
(Isosceles Trapezoid- having two nonparallel sides equal)
Given the Trapezoid below:
2 min
Question:
1. What can you say about the Trapezoid above?
2. Observe the markings and describe each.
C. Presenting Examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
REPORTING
Theorem 1: The base angles of an isosceles trapezoid are
congruent.
2 min
Questions: Using the Theorem, what is the value of x?
What if what is the value of x?
2 min
Theorem 2: the diagonals of an isosceles trapezoid are
congruent.
Question: If WY = 2y+6 and XZ = Y + 8, what is the value of
y? and the value of WY and XZ?
Theorem 3: The median of a trapezoid is parallel to the
bases, and its length is equal to half of the sum of the
length of the bases.
Question: Using the theorem 3, what is the value of x?
Answer: x= 8
OTHER PROPERTIES OF AN ISOSCELES TRAPEZOID:
a. The bases are parallel
b. Opposite angles are supplementary.
c. Legs are congruent.
Let us use the theorem of trapezoid in solving problems.
The student will perform the activity.
(Group Activity)
Activity: “Measure Me”
 The class will be divided into 3 groups, each group
will be given a task.
 Recall group work standards.
Given: Quadrilateral MATH is an isosceles trapezoid with
bases MA and HT, LV is a median.
10 min
 Group 1: Given: ∠ M =80 °
Question: What is the measure of ∠ A ?
How about the ∠ H∧∠ T ?

Group 2: Given: M̄̅ A̅ = 12 cm, and HT = 28 cm

Question: What is the measure of LV?

Group 3: Given: If MT = 3x–10 and AH = x+8

Question: what is the value of x? How about the MT and
AH?

Rubrics for Scoring Group Activity

10 points Complete and corrects
answers
5 points Complete but incorrect
answers
0 No answer

E. Developing Mastery  Show pictures.

The teacher will flash pictures on TV Screen and let the
students to observe and describe what they see. (The
teacher will ask students if the pictures are visible to them.)

3 min

What are those objects? What can you say about the
objects?

These are the handmade materials made by the Indigenous

People in Panganiban, Camarines Norte and serve as their
primary source of income.
 In other aspects in biology, and other descriptive disciplines
in which a term for such shapes is necessary, terms such
as trapezoidal or trapeziform commonly are useful
descriptions of particular organs or form. Example of a
trapeziform pronotum outlined on a spurge bug.
(Indicator 1)

F. Finding Practical application of  Problem:

concepts and skills in daily living If the upper base pronotum of a spurge bag measures 3.5
(Application/Valuing) cm and the lower base measures 5.7 cm, what is the
measure of the median? Answer: 4.6 cm
G. Making generalization and
abstraction about the lesson
H. Evaluating learning
I. Additional activities for application Given: Quadrilateral POST is an isosceles trapezoid with
Situation 1: Teacher Anne has given a task for her
students to draw an isosceles trapezoid having upper base
angles are 55° and having lower base angles are 74° .
Mona draws isosceles trapezoid one day before submission
of the output and used ruler and protractor, while Sarah
draws the output one hour before the submission and used
ruler. Who do you think draws an accurate illustration of
trapezoid?
(Integration of Project W.A.T.C.H.
6 min
Situation 2: Jose has a lampshade and he told his friends
that the measurement of the 2 lampshade was different, the
first diagonal measures 31 cm and the second diagonal
measures 33 cm. do you think Jose shows honesty to his
friends or not?
(Integration of Project W.A.T.C.H.
Theorem 1: The base angles of an isosceles trapezoid are
congruent.
Theorem 2: The diagonals of an Isosceles trapezoid are
congruent.
Theorem 3: The median of a trapezoid is parallel to the
bases, and its length is equal to half of the sum of the
length of the bases.
In Solving Problems Involving Trapezoid, it is important to
remember and use the properties to find the measures of
angles, sides and other quantities involving trapezoid.
Evaluation
MNRP is an isosceles trapezoid with bases PR and MN.
Find the indicated measures.
5 min
1. MR = 6 cm, find NP.
2. NR = 9 cm, find MP.
3. NP = 2x + 3, MR = 4x – 5, find NP and MR.
 or remediation OS ∥ PT. ER is its median.
(Assignment)
a. If OS = 12 cm and ER = 15 cm, how long is PT?
b. If OS = 3x – 2, PT = 2x + 10 and ER = 14, how long
is each base?
c. If m∠ O=58 ° ,what is the measure of ∠ S? ∠ P and
∠T ?
d. If m∠ P=2 x +5, and m∠ O=3 x−10 , what is m∠T ?

V. REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above
B. No. of learners who require additional activities for ___ of Learners who require additional activities for remediation
remediation
C. Did the remedial work? No. of learners who have ___Yes ___No
caught up with the lesson ____ of Learners who caught up the lesson
D. No. of learners who continue to require remediation ___ of Learners who continue to require remediation
E. Which of my teaching strategies worked well? Why Strategies used that work well:
did these work? ___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary Preparatory Activities: 3 min
activities/exercises
___ Discussion
___ Case Method TOTAL = 50 min.
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
F. What difficulties did I encounter which my principal __ Bullying among pupils
or supervisor can help me solve? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized materials did Planned Innovations:
used/discover which I wish to share with other __ Localized Videos
teachers? __ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures

Prepared by:

REY ABDON L. IBANEZ

Teacher I

Observed by:

JANNETH M. TIPUDAN-ACOSTA
Master Teacher I CECILLE J. FERRANDO
School Principal I