Teaching Date: February 14, 2023

9 – Barros (12:30-01:30), 9 – Tecson (02:30-03:30), 9 – Magbanua (05:50-06:50)

I. OBJECTIVES
A. Content Standard The learners demonstrates understanding of key concepts of parallelograms and triangle
similarity.
B. Performance The learners can investigate, analyze, and solve problems involving parallelograms
Standard
and triangle similarity through appropriate and accurate representation.
C. Learning After going through this module, you are expected to:
competencis 1. Determine when a quadrilateral is a parallelogram. M9GEIIIa-2
D. Objectives
2. Prove and apply theorems that can be used to determine if a quadrilateral is a parallelogram.
3. Solve for the unknown measurements of side, angle, and diagonal of parallelograms.
II. CONTENT/ TOPIC Conditions for a quadrilateral to be a parallelogram.
III. LEARNING
RESOURCES Quarter 3, Week 1, pg 3-4.
1. Teacher’s Guide pp. Mathematics 9 Learner’s Materials
2. Learner’s Module pp. https://www.youtube.com/watch?v=pTG37ctaXjI
3. Textbook
4. Additional Materials
IV. PROCEDURE
Conditions for a quadrilateral to be a parallelogram.
A. Reviewing Condition 1: If both pairs of opposite sides of a quadrilateral are congruent, then the
previous lesson quadrilateral is a parallelogram.
Condition 2: If one pair of opposite sides of a quadrilateral is congruent and parallel, then
the quadrilateral is a parallelogram.
Condition 3: If both pairs of opposite angles of a quadrilateral are
congruent, then the quadrilateral is a parallelogram.

B. Establishing a
purpose of the
lesson

C. Presenting Condition 4: If the consecutive angles of a quadrilateral is supplementary, then the

illustrative
examples quadrilateral is a parallelogram.

Condition 5: If the diagonals of a quadrilateral bisect each other, then the quadrilateral is
a parallelogram.
 Condition 6: If each diagonal of a quadrilateral form two congruent triangles, then the

D. Discussing new
concepts and
practicing new
skills
board work activity

E. Discussing
new concepts
and practicing
higher order

Identify the six Conditions for a quadrilateral to be a parallelogram

ABC ≅ ACD
F. Developing
Mastery
through
individual seat
work

G. thinking skills
(HOTS) through
pair/group activity
 J. Finding practical
applications of
concepts and skills
in daily living.

I. Making The following conditions to consider for a quadrilateral to be a parallelogram:

generalizations and
abstractions about
1. If both pairs of opposite sides of a quadrilateral are congruent, then the quadrilateral is a
the lesson parallelogram.
2. If a pair of opposite sides of a quadrilateral is congruent and parallel, then the quadrilateral
is a parallelogram.
3. If both pairs of opposite angles of a quadrilateral are congruent, then the quadrilateral is a
parallelogram.
4. If the consecutive angles of a quadrilateral is supplementary, then the quadrilateral is a
parallelogram.
5. If the diagonals of a quadrilateral bisect each other, then the quadrilateral is a parallelogram.
6. If each diagonals of a quadrilateral form two congruent triangles, then the quadrilateral is a
parallelogram.
II. Evaluating learning
(quiz)

III. Assignment

REMARKS

REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who
require additional activities
for remediation
C. No. of learners who have
caught
up with the remedial lesson
D. No. of learners who
continue to
require remediation
E. Which of my teaching
strategies
worked well? Why did this
work?
F. What difficulties did I
encounter
which my supervisor can help
me?
G. What innovation did I use
which I wish to share with
other teacher?

Prepared by:

WILLY A. CLEMENTE
Mathematics 9 Teacher
Checked by: Noted by:

DIDITH V. ARZAGA MARY JANE A. DELA ROSA

Master Teacher I, Mathematics Department Head, Mathematics Department