NATIONAL COLLEGE OF SCIENCE AND TECHNOLOGY

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www.ncst.edu.ph

DETAILED LESSON PLAN IN BASIC MATHEMATICS

Time: 1 hour

I. GENERAL STANDARDS
A. Program Standards
B. Content Standards
C. Performance Standards

II. LEARNING OBJECTIVES

At the end of the lesson, 100% of the students with 90% proficiency should be able to:
A. Classify quadrilaterals by their properties.
B. Organize the different types of quadrilaterals into a family tree.
C. Develop positive attitude and cooperation in systematized critical thinking.

III. SUBJECT MATTER

Quadrilaterals – Types and Properties

IV. REFERENCE
http://alex.state.al.us/
http://www.regentsprep.org/regents/math/geometry/gp9/lquad.htm
https://quizlet.com/18869616/properties-flash-cards/
https://www.universalclass.com/index.htm

V. MATERIALS
Graphic Organizer, Visual Aid, Worksheet, Board and Marker

VI. LEARNING TASK

Teacher’s Activity Student’s Activity

A. 1. Daily Routine

“Everybody please stand. (The students will stand.

Check your surroundings for any garbage The students will arrange their chairs and
lying around. Arrange your seats. Okay, pick up the papers and trash on the floor.)
settle down. Remain standing.

Student A, kindly lead the prayer.” (Student A will lead the prayer.)
“Ok, thank you Student A.
Good morning, BS-Psych 1st year! My
name is Ma’am Joy and I will be your
demo teacher for this morning. I hope that “Good morning, ma’am!”
you will all participate in our activities and
discussions for today. Are you okay with
that?”

“By the way, is everyone present? Let’s “Yes, ma’am.”

check your attendance. Please say
present when I say your name.” (The students will say present.)

2. Review

“What have you learned previously in your (The students will share what was their
last meeting?” previous topic.)

“Ok, then. Student B, can you tell me a (Student B will give a brief explanation of
short overview of what you have their previous topic.)
discussed?”

3. Motivation

“So before we proceed with our new “Yes, ma’am.”

lesson, let’s answer this little problem. I
know that you have learned how to find
the sum of the interior angles of any
polygon. Do you still remember the
formula?”

“Given the formula (n-2)*180°, find the (A student will volunteer to answer the
polygon which has a sum of its interior given problem.)
angles of 360°. The student who will be
able to provide an answer with solution
will get an incentive of additional five (5)
points for the quiz later on. Who would like
to try?”

“Okay Student C, so what is your “A quadrilateral ma’am.”

answer?”

“Right. It is the quadrilateral! Thank you

Student B. You may take your seat.”

(To the class) “Are you familiar with “Yes, ma’am.”

quadrilaterals?”

“Can you describe a quadrilateral?” “A quadrilateral is a four- sided plane

figure.”

“Does it have many forms?” “Yes, ma’am.”

“Can you give examples?”
“Very good. So, you might have notice
that there could be many forms of
quadrilateral. The question now would be
– How do we determine how a certain
quadrilateral differ from another
quadrilateral? Or how some quadrilaterals
look similar? And that is why for today’s
lesson, we will be exploring the
Quadrilateral Family. To be more precise,
we will discuss about the different types
and properties of quadrilaterals.
B. Activity
“But first off, would you like to hear a
story?”
“Do you want to know the Mystery of the
Guilty Quadrilateral?”
“Alright! First I need sound effects. Let’s
create a stormy and chilling night.”
“Great. Now I need a volunteer. Who
would like to read the story on the board?”
“Okay, let’s hear from Student D. Continue “Once upon a time long, long ago in a far,
your sound effects. Student D, whenever
you’re ready.”
“Examples of quadrilaterals are – square,
trapezoid, parallelogram, rhombus, and
rectangle.”
“Yes, ma’am!”
“Yes, ma’am!”
(The students will try to imitate the sound of
a storm and wind.)
(Student D will volunteer to read the
excerpt.)
far away land known as Mathematica there
occurred an unspeakable crime. On a dark
and dreary night as the Circular family lay
sleeping in their soft, round beds and
dreaming of their favorite dessert, pi, a
violent criminal murdered them! Their
neighbor, Mrs. Equi Angular said that she
and her husband, Mr. Tri Angular, heard the
awful blood curdling screams. So, they
sprang from their bed to see what was the
matter, and what to their wandering eyes
did appear (not a man with a chainsaw) but
a strange four-sided figure leaping from the
Circular’s upstairs window. Well, the
Angulars gave a description of the terrible
beast and so did many other Mathematica
residents. However, to this day, the
mystery remains. And Detective Polygon
Scott of Mathematica’s Most Wanted is in
need of assistance in solving this crime.”
“That was some mystery, right? Right in “Yes, ma’am!”
the alley of the movie, The Purge! Can we
help Detective Polygon Scott? Do you (The students will pair amongst themselves
think you can figure out who killed the and solve for the mystery in the worksheet.
entire Circular Family?” They will refer from the Visual Aid posted
“Okay. Below you will find descriptions on the board.)
that tipsters have given the authorities. On
the board is the line-up of eight suspects
that were found near the crime scene.
Find a partner. For ten minutes (10 min),
your task is to list down the suspects that
3 7
meet the descriptions the witnesses 1
5
provided to figure out the culprit that
murdered the family. The suspect that 8
2
appeared most in their lists is the killer. 4 6
Write the answer in the worksheet
provided.”

1. Four-sided figure. 1. Suspects: 1, 2, 3, 4, 5, 6, 7, 8.

2. Four-sided figure with two pairs of 2. Suspects: 1, 2, 3, 6.
parallel sides.
3. Four-sided figure with four right 3. Suspects: 2, 3.
angles.
4. Four-sided figure with all sides 4. Suspects: 2, 6.
equal
5. Four-sided figure whose opposite 5. Suspects: 1, 2, 3, 6.
angles are congruent.
6. Four-sided figure with only one set 6. Suspects: 7, 8.
of parallel sides.
7. Four-sided figure whose 7. Suspects: 1, 2, 3, 6, 7, 8.
consecutive angles are
supplementary.
8. Four-sided figure whose diagonals 8. Suspects: 2, 3, 7.
are congruent.
9. Four-sided figure whose diagonals 9. Suspects: 2, 4, 6.
are perpendicular.
10. Four-sided figure with all equal 10. Suspects: 2.
sides and four right angles.
11. Four-sided figure with all equal 11. Suspects: 2, 6.
sides and perpendicular diagonals.
12. Four-sided figure with all equal 12. Suspects: 2.
sides and congruent diagonals.
13. Four-sided figure whose legs are 13. Suspects: 2, 6.
congruent.
14. Four-sided figure that has at least 14. Suspects: 1, 2, 3, 4, 7.
one pair of opposite sides that is
congruent.
15. Four-sided figure with just one pair 15. Suspects: 4
of opposite angles that are
congruent.
16. Four-sided figure with no parallel 16. Suspects: 4, 5.

sides.
17. Four-sided figure with at least two
right angles.
18. Four-sided figure with no equal
sides.
19. Suspect might be a parallelogram.
20. Suspect might be a trapezoid.
(After 10 minutes) “Are you done? Have
you figured out who killed the Circular
family? Let’s check your work.”
17. Suspects: 2, 3, 8.
18. Suspects: 5, 8.
19. Suspects: 1, 2, 3, 6.
20. Suspects: 7, 8.
(The class will check their own work, item
per item. At the very end of the activity, the
students must be able to deduce that
Suspect No. 2 is the killer based on the
number of times it appeared on their lists.)

C. Analysis

“So what have you noticed class?” “That there are quadrilaterals that are
similar to others and some that differ in
some ways.”

“Okay. What do you mean? Give me an “Ma’am, for example, in parallelogram, it is

example.” described as a four-sided figure which is
also the same description for the rest of the
group.”

“All right. Very good! Thank you. There

are descriptions – or properties – that fit
not just one quadrilateral but two or
maybe all, just like in our first description.
And we can use those similarities to
organize those quadrilaterals into groups.”

“What else have you noticed? How about
their differences? Give me an example
from our activity.”
“Okay. Thank you. Very good! And those
differences will help us separate
quadrilaterals from another.”
“Ma’am, for example, the description which
says a four-sided figure with four right
angles. That description only fits for the
square and the rectangle but not for the
parallelogram, the rhombus, and the
trapezoids.”

D. Abstraction

“So these descriptions, as I have said, are

actually properties of different
quadrilaterals. Now there are many kinds
of quadrilaterals. To name a few, we have
the parallelogram, the rhombus, the
square, and the trapezoid. There are more
but we are only going to discuss the
common ones. In our case, other than the
ones I have already mentioned, we are
going to add the kite, the scalene
trapezoid, the right trapezoid, and the
trapezium.”

“Let’s look at our line-up real quick. Let’s “Ma’am that is a parallelogram.”
have Suspect No. 1. What is he?”

“Right. What are the descriptions that the “The description 1 which says it is the four-
witnesses gave which correspond to the sided figure.”
parallelogram?”

“All right. Very good. That’s enough. What “A four-sided figure with two pairs of parallel
you have just stated are actually the sides.” (The class will continue to reiterate
properties of a parallelogram. In addition the descriptions 1, 2, 5, 7, 14, 19.)
to that, the diagonals of a parallelogram
bisect each other. Meaning, if the diagonal
crosses the other, it will divide that other
diagonal into two equal parts.”

“Questions, so far?” “None.”

“How about Suspect No. 2. What is it?” “Ma’am that is a square.””

“Right, our killer. So what are his (The class will reiterate
properties, according to you?” descriptions/properties 1-5, 7-14, 17, 19.)

“Okay, very good class. Wouldn’t you say (The class will reiterate
that all of the properties of a parallelogram descriptions/properties 1, 2, 4, 5, 7, 9, 11,
are also the properties of a square? That 13, 19.)
is because the square is a special type of
parallelogram. In fact, why don’t go ahead
with the properties of the rhombus next?
What are the properties of the rhombus?”

“Good. Notice again, that all of the “The square is also a rhombus.”
properties of a rhombus are properties of
the square. What do you think of that?”

“Excellent! In fact, if you’ll look at the “The square has all four sides congruent.”
rectangle, all of its properties are also
properties of the square. So we could also
say that a rectangle is a square. What
separates the square though from
rectangle is that…?”

“Very good. What separates a square “The square has all angles and sides
from a parallelogram?” congruent.”

“Very good. And would you agree that a “Yes.”

rhombus is a square only if both pairs of
the opposite angles are the same?”

“Questions?” “None.”

“Okay, let’s go now to the trapezoids. Let’s (The class will reiterate properties no. 1, 6,
start with isosceles trapezoid. What are its 7, 8, 14, and 20.)
properties according to your work?”

“Very good. How about right trapezoid? (The class will reiterate properties no. 1, 6,
That is our Suspect No. 8.” 7, 17, and 20.)

“All right. Very good. Class, the right “That the trapezoids only have one pair of
trapezoid and the isosceles trapezoid both parallel legs.”
related to each other as they are both
trapezoids. So what have you noticed in
their properties?”

“Excellent. And what is the difference “The isosceles trapezoid has 2 legs
between isosceles and right trapezoids? congruent while the right trapezoid has a
pair of right angles.”

“Good. But to be more precise, the “Yes, ma’am.”

isosceles has a pair of congruent legs
while the right trapezoid does not have
any equal leg, whatsoever. In fact, a right
trapezoid is a special type of scalene
trapezoid. To define scalene trapezoids, it
is a trapezoid with no equal sides. Are we
clear?

“How about trapezium? In our list of (The class will reiterate properties no. 1, 16,
suspects that is our Suspect No. 5.” 18, and 20.)

“Lastly, how about the kite?” (The class will reiterate properties no.1, 9,
and, 14.)

“Based on its properties, what attributes “A kite has no parallel sides.”

does the kite have does made it distinct
from other quadrilaterals?”

“Very good. That is exactly correct. And

now we’re done with our discussion. For
easy reference, I have here a copy of the
properties of these quadrilaterals.”

Properties of Parallelogram
1. Opposite sides parallel
2. Opposite sides congruent
3. Opposite angles congruent
4. Diagonals bisect each other
5. Any pair of consecutive angles
 supplement each other
Properties of Rectangles
1. All properties of a parallelogram
2. All angles are congruent.
3. Diagonals are congruent.
Properties of Rhombuses/Rhombi
1. All properties of parallelogram
2. All four sides are congruent
3. Diagonals bisect the angles
4. Diagonals are perpendicular
bisectors of each other
Properties of Square
1. A square is a parallelogram
2. All properties of a rectangle
3. All properties of a rhombus
Properties of Trapezoids
1. Exactly one pair of bases parallel
2. Consecutive upper base and lower
base angles are supplementary
Properties of Isosceles Trapezoids
1. All properties of a trapezoid
2. Legs (vertical) are congruent
3. Bases (horizontal) are parallel
4. Lower base angles congruent
5. Upper base angles are congruent
6. Any lower base angle is
supplementary to any upper base
angle
Properties of Right Trapezoids
1. All properties of a trapezoid
2. Bases are parallel
3. Two consecutive angles are
congruent (right angles)
4. The remaining pair of angles are
supplementary.
5. No sides are equal
Properties of Trapeziums
1. No sides are equal
2. No sides parallel
Properties of Kite
1. Two disjoint pairs of consecutive
sides are congruent
2. Diagonals are perpendicular
3. One of the diagonals bisects a pair
of opposite angles
4. One pair of opposite angles are
congruent

“Do you have any question?” “None.”

E. Application

“Now that we know the properties of each (The students will complete the diagram
quadrilateral, let us make a diagram to one by one on the board.)
show the relationships of each.

“Consider them as a family. With that in

mind we will use a tree diagram. Let us
complete the diagram below.”

”Okay. Very good, everyone. Do you have “None.”

any question?”

F. Evaluation

“I have here a list of statements for (The class will be provided with an answer
quadrilaterals. What you have to do is to sheet containing a table as shown below.
rewrite them in the right column. ALWAYS At the end of this exercise, a representative
for the statement that is true at all times, from each pair will answer this on the
SOMETIMES if the statement is true for board.)
some situation or only in special cases,
and NEVER if the statement has never
been proved true. You will be given 15
minutes to answer this on your answer
sheet.”
1. A square is a rectangle. ALWAYS SOMETIMES NEVER
2. A rhombus is a square. 1 2 4
3. A parallelogram is a rectangle.
4. The diagonals of a kite are 7 3 10
congruent. 9 5 13
5. The diagonals of a parallelogram
16 6 17
are perpendicular.
6. A parallelogram has congruent 8 18
diagonals. 11 19
7. A kite is a quadrilateral.
8. The diagonals of a rhombus are 12
congruent. 14
9. An isosceles trapezoid has
15
congruent angles.
10. A right trapezoid has no right 20
angle.
 11. A trapezoid has congruent
diagonals.
12. A rectangle has perpendicular
diagonals.
13. A trapezoid is a parallelogram.
14. A rectangle is a rhombus.
15. A rectangle is a square.
16. A square has opposite sides
congruent.
17. A scalene trapezoid is a
parallelogram.
18. A kite has a pair of parallel legs.
19. A trapezium has a pair of parallel
legs.
20. A rectangle is a square.

G. Assignment

“For your assignment, you are going to

use the properties that we just tackled
today to derive the formula for the Quadrilateral Perimeter Area
perimeter and area of the following 1. Parallelogram = 2(L + W) = b•h
quadrilaterals: 2. Rhombus = 4S = b•h
1. Parallelogram 3. Square = 4S = s2
2. Rhombus 4. I. Trapezoid = 2L+B1+B2 = (b1 + b2)/2
3. Square 5. Rectangle = 2(L + W) = b•h
4. Isosceles Trapezoid
5. Rectangle
This means you have to show how you
derive each formula. You might want to
draw each for easy derivation. It’s okay
too if you don’t prefer it. Just send it to
your instructor next meeting in a short
bond paper.”

Prepared by:

Christene Joy L. Jeresano

BSEd – Math 32E1