Detailed Lesson Plan

in
Mathematics 9

Date: May 2, 2023

Time: 3:00-4:00
Grade Level: 9
Section: Reliance
Quarter: 3rd Quarter
I. Objectives
A. Content Standard: The learner demonstrates understanding of key
concepts of quadrilaterals (parallelograms, trapezoids, kites) and triangle
similarity.
B. Performance Standard: The learner is able to investigate, analyze, and
solve problems involving quadrilaterals (parallelograms, trapezoids, kites)
and triangle similarity through appropriate and accurate representation.
C. Learning Competency: The learner identifies quadrilaterals that are
parallelograms. (M9GE-IIIa-1)
D. Specific Objectives:
At the end of the lesson, the students should be able to:
a. identify and apply the properties in finding measures of angles and sides
involving parallelograms.
b. explain how opposite sides and opposite angles determine that a
quadrilateral is a parallelogram.
c. demonstrate accuracy in solving.
II. Content
Topic: Properties of a Parallelogram
Learning Resources: Mathematics Learners Material 9
Method: Guided discovery, questioning, and discussion
Materials: Chalk, visual aids
Value Integration: Critical thinking, Cooperation, and Patience

III. Instructional Procedure

Teacher’s Activity Student’s Activity
A. Preliminary Activities

a. Prayer
Class let us all stand and feel the
presence of the Lord.
b. Greetings
Good morning class.
Lord thank you for today for
taking care of us. Bless us all
Lord every day in Jesus name I
pray. Amen.

Good morning, ma’am!

c. Classroom Setup
Before you take your seat, kindly
pick-up some pieces of papers (student’s will pick those
 and plastics under your chair.
d. Checking of attendance
Class monitor, who is absent
today?
scattered pieces of papers and
plastics under their chair)
None Ma’am.

That’s good to hear! It is nice to

know that you really love our
subject, mathematics. So, let’s
give everybody a round of (clap hands)
applause.

e. Presentation of Classroom rules

Now, I have here our classroom
rules.
All girls, please read classroom
rules 1-3 and boys read 4-5.
5 Classroom Rules
1. Be respectful to all.
2. Come to class prepared.
3. Do your best.
4. Have a winning attitude.
5. Have fun and learn!

B. Elicit (Reviewing previous

lesson or presenting the new
topic)

Let’s have a short recap on the properties of

the parallelogram.

This activity is called Typoglycemia, a

cognitive principle in which our brain can
read words as a whole and not letter by letter
unless the word is unknown.

First and second row please read property 1-

3, and row three and four read property 4
and 5.
Properties of a
Parallelogram
1. A qudairaltearl is a
prllagareoam of both paris of
opposite sdies are cnouegrnt.
2. A qudairaeltarl is a
paarlllegoram if bhoh paris of
oppsotie angels are conugernt.
3. A quaidaeraltrl is a
prlaaeollgarm if both paris of
cnoeuisctve aengls are
sueepanlmntry.
4. A qduraialtreal is a
paarelllgoram if the dignaolas
biscet each oethr.
5. A qduraltiaeral is a
paareoalllgrm if each dignaloas
 divdies a paaeroalllgrm into two
coungrent trnigaels.

C. Engage (Establishing the

purpose for the lesson)

Before we continue let’s have first our

objectives.
Class, please read our objectives. Objectives:
At the end of the lesson, the
students should be able to:
a. identify and apply the
properties in finding
measures of angles and
sides involving
parallelograms.
b. explain how opposite
sides and opposite
angles determine that a
quadrilateral is a
parallelogram.
c. demonstrate accuracy in
solving.
D. Explore (Presentation of the
lesson)

FANTASTIC FOUR!

Form a group of four members and each

group will be given one cut-out
parallelogram labelled as (parallelogram
OBEY, rectangle GIVE, rhombus THNX and
square LOVE) then follow the procedure
below.

Materials Needed: protractor, ruler, pencil

Procedures:
1. Using the ruler, measure each side of the
parallelogram
2. Using the protractor, measure each angle
of the parallelogram.
3. Record your findings in the given table.

Identify Segments/ Measurement Are the

the Angles measurements
following equal or not
: equal?
Pairs of
opposite
sides
Pairs of
opposite
angles
Note: The teacher will focus on opposite sides and opposite
angles of a parallelogram.

Questions:
1. What can you say about the measurements
of the opposite sides of the given
parallelogram?
2. What can you say about the
measurements of the opposite angles of the
given parallelogram?
3. How will you relate each pair of opposite
sides?
4. How will you relate each pair of opposite
angles?
E. Explain (Discussing new
concept and practicing new
skills)
1. The measurements of the
opposite sides of the given
parallelogram are congruent.
2. The measurements of the
opposite angles of the given
parallelogram are congruent.
3. Opposite sides are congruent.
4. Opposite angles are
congruent.

Property No. 1
In a parallelogram, any two opposite
sides are congruent.

Example 1:
Given quadrilateral ABCD, if 𝐴𝐵 ≅ 𝐷𝐶 and
𝐵𝐶 ≅ 𝐴𝐷, then quadrilateral ABCD is a
parallelogram.
6 cm
B C

4 cm 4 cm

A 6 cm D

Example 2:
H E

O R
Given: Parallelogram HERO
HE= 3(x-3) cm
RE= (2x+11) cm
EC= (5y-8) cm
AR= (3y+14) cm

Find:
1. Find the value of x.
2. Find the value if y.
3. Find CA.
4. Find AR

Processing Questions:
a. How did you find the value of x and y?
b. How did you find the value of EC?
c. How did you find the value of AR?

Answer:
1. HE=RE
3(x-3) =(2x+11)
3x-9= 2x+11
3x-2x= 11+9
x=20

2. EC= AR
5y-8=3y+14
5y-3y=14+8
2y= 22
2 2
y=11

3. CA=3(x-3) cm
CA= 3(20-3) cm
CA= 60-3 cm
CA= 57 cm

4. AR= 3y+14 cm
AR= 3(11) +14 cm
AR= 33+14 cm
AR= 47 cm

Property No. 2
In a parallelogram, any two opposite
angles are congruent.

Example 1:
Given □ABCD, if ∠𝐴 ≅ ∠𝐶 and ∠𝐵 ≅ ∠𝐷,
then □ABCD is a parallelogram.

B C
115° 65°

65° 115°

A D

Example 2:
H E

O R
Given: Parallelogram HERO
m<E= (5y-26)°
m<O= (2y+40)°
Find:
1. Find the value of y.
2. Find m<O.
3. Find the m<E.

Processing Questions:
a. How did you find the value of y?
b. How is m<E and m<O related?

Answer:
1. m<E= m<O
5y-60=2y+40
5y-2y=40+26
3y=66
3 3
y=22

2. m<O= 2y+40°
= 2(22) +40°
= 44+40°
= 84°

3. m<E= 5y-26°
= 5(22)-26°
= 110-26°
= 84°

F. Elaborate (Developing mastery

leads to formative assessment)

Now, I will divide the class into 3 groups.

Each group will be given different task to
answer. Choose your reporter and prepare a
yell. Am I clear class? Yes ma’am.

Answer:
Group 1: If m<P= (y+20)° and m<H= (3y- 1.
70)°, find: a. m<H=m<P
3y-70=y+20
a. find the value of y.
3y-y=20+70
b. find m<P
2y=90
2 2
y=45
b. m<P= y+20°
= 45+20°
= 65°
Group 2: 2.
Given: Parallelogram HERO a. PE=HO
H E (5a+2) =4(a+2)
5a +2 = 4a+8
5a-4a= 8-2
a= 6
b. EH= OP
8b-7= 5b+5
 O R 8b-5b= 5+7
HO= 4(a+2) in 3b= 12
OP= (5b+5) in 3 3
PE= (5a+2) in b= 4
EH= (8b-7) in c. HO= 4(a+2) in
= 4(6+2) in
Find: = 4 (8) in
a. Find the value of a. = 32 in
b. Find the value of b. d. OP= 5b+5 in
c. Find HO. = 5(4) +5 in
d. Find OP. = 20 +5 in
= 25 in
Group 3; 3.
a. HE= RO
H E (3x-5) = (x+7)
3x-x= 7+5
2x= 12
2 2
x= 6
O R b.
Given: HE= (3x-5) cm HE= 3x-5 cm
RO= (x+7) cm = 3(6) -5 cm
=18-5 cm
Find: = 13 cm
a. Find the value of x. c. RO= x+7 cm
b. Find HE. = 6+7 cm
c. Find RO. = 13 cm

Guided Questions:
1. How did you solve for the value of x? y?
2. What property did you apply to determine
the lengths?
G. Finding practical applications
of concepts and skills in daily
living

A rectangular lot ABCD has a length of 12 cm

and a width of 7 cm as shown in the figure
below.

12 cm
B C

7 cm 7 cm

A 12 cm D

How can you say that the rectangular lot is a

parallelogram? Ma’am, the rectangular lot has
two pairs of parallel sides, thus
a rectangle is a parallelogram.
What property is applicable in finding the
length of the sides of a rectangular lot?
Excellent!
H. Making generalizations and
abstractions about the lesson
Is a parallelogram a quadrilateral?
How can you identify whether a
quadrilateral is a parallelogram?
What are the opposite sides of a
parallelogram?
How about its angles?
What are the examples of a parallelogram?
How can you say that they are
parallelograms?
Very well said!
I. Evaluate (Assessment of
learning)
Consider parallelogram VALE below.
A L
V E
1. If AL=10 cm, how long is VE?
2. If AV= 5x-8 cm and LE= 3x+14 cm, what
is AV?
3. If m<V= (4x+4) ° and m<L= (6x+2)°,
what is m<L?
4. If m<A= 60°, what is m<E?
Ma’am, property number 1
which is opposite sides are
congruent is applicable in
finding the length of the sides of
a rectangular lot.
- Yes ma’am.
-We can identify whether a
quadrilateral is a parallelogram
if.
 any two opposite sides are
congruent.
 any two opposite angles are
congruent.
-The opposite sides of a
parallelogram are equal, ma’am.
- Its angles are also equal,
ma’am.
- Ma’am, there are examples of
parallelograms-square,
rectangle, and rhombus.
- They are parallelograms since
they are four-sided polygon in
which all sides and angles are
equal.
Answer:
1. 10 cm
2. 47 cm
3. 8°
4. 60°
5. 8 cm
5. If AV= 8cm, what is LE?
J. Extend (Additional activities for
application or remediation)

PLOT, CONNECT, IDENTIFY

Identify which of the following set of points
forms a parallelogram.
1. A(-4,-4) ; B(-4,4) ; C(4,4) ; D(4,-4)
2. E(-5,-2) ; F(-5,2) ; G(5,2) ; H(5,-2)
3. I(-3,-3) ; J(-3,0) ; K(4,2) ; L(4,-3)
4. M(-7,-3) ; N(-4,0) ; O(1,0) ; P(-2,-3)
5. Q(0,0) ; R(0,6) ; S(3,6) ; T(4,0)

IV. Remarks

Prepared by:
Jona Charmele Degillo
Pre-Service Teacher
Checked by:
Mr. Bryan Liao
Cooperating Teacher