SCHOOL SMC ANNEX

LESSON PLAN TEACHER JULIE ANN DEFITA CRITIC TEACHER:

SEC/TIME 9- GOLD (3:10-4:00) MR. MARLON AYING
QUARTER THIRD

I. OBJECTIVES. The learner demonstrates understanding of key concepts and

principles of patterns and algebra (quadratic equations and
inequalities, quadratic functions, rational algebra, equations,
variations, and radicals) and geometry (parallelogram and triangle
similarities and basically concepts of trigonometry) as applied –
using appropriate technology – in critical thinking, problem
solving,
reasons, communication, making connections, representations, and
decisions in real life.

A. CONTENT The Learners:

STANDARD Demonstrates understanding of key concepts of
parallelogram and triangle similarity.

B. PERFORMANCE The Learners:

STANDARD Able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and
accurate representative.

C. LEARNING The Learners:

COMPETENCY Determines the condition that makes a quadrilateral a
Parallelogram. M9GE-IIIa-2

D. SPECIFIC The Learners can:

LEARNING a. Determine the condition that makes a quadrilateral
TARGET parallelogram.
b. Use of properties to find the measures of the unknown
parts of the parallelogram (sides, angles, and diagonal).
c. Apply parallelogram properties to solve problems.

II. CONTENT Properties of Parallelogram

III. LEARNING a. References:

MATERIALS BEAM Third Year Module 12 (TG), Geometry Chapter 4
Quadrilaterals 4.2. Conditions which guaranteed that a
quadrilateral is a parallelogram p. 132 (LM) DLM 3 – Module 2:
Properties of Quadrilateral
b. Website
c. Materials
Laptop, Bondpaper, Chalkboard, cellphone

IV. PROCEDURE
A. INTRODUCTION a. Classroom Management
 Opening Prayer
 Greetings
 Arrangement of Chairs
 Attendance
b. Review
What is Quadrilateral?
- A polygon having a four sides, four angles and
four vertices.
What are the different quadrilaterals?
 - They are parallelogram, trapezoid, rectangle,
square, rhombus and kite.
c. Motivation
Look Around You!.
In this activity, that teacher will call random students to identify
picture or things that is inside the classroom by pointing out or
name one that he sees as quadrilateral.
Process Question:
1.What are your bases in pointing or naming a pictures or things
as
Quadrilateral?
2. Is it a Parallelogram? Why or why not?

Let's Find out!

B. INTERACTION Discussion: How can we say that a quadrilateral is a parallelogram?

Based on it definition.
- Parallelogram is a quadrilateral with two pairs
of parallel sides.
Parallel – two lines never meet or intersect.

M A

H T

Properties of Parallelogram
1. The opposite sides are parallel and equal. |MA|=|
HT|, |MH|=|AT|
2. The opposite angles are congruent. <M=<T,
<H=<A
3. The consecutive or adjacent angles are
supplementary. <M+<H= 180°, <H+<T= 180°
4. If any one of the angles are right angle, then all the
other angles will be right angle.
5. The two diagonals bisect each other.
6. Each diagonal of a parallelogram separates it into
two congruent triangle. ∆HTA, ∆HMA

Example 1.
Find the measure of the unknown angle.
L O
65°

E V
 1. If <L = 65°, what is the measure of <V?
Answer: 65° because according to property number
2, opposite angles of a parallelogram is congruent.
2. If <L = 65°, what is the measure of <E?
Answer: 115° because according to property
number 3, consecutive angles of a parallelogram
are supplementary, so 180°-65°= 115°
3. Based on item number 2. What is the measure of
<O?
Answer: 115° because <E is congruent to <O, since
<E is equal to 115°.
4. If line segment LE= 11 cm, then what is the
measure of line segment OV?
Answer: 11, because according to property number
1. Opposite sides are parallel and equal.

Board work:
If <O = 35, what is the measure of the < E?
If <O = 35, What is the measure of < V?
How about <L?
If line segment LO is equal to 21 cm, then line
segment VE is?

Example no. 2
Find my X!

H O
3x

2x+30
E P

Solution:
Use property no. 3, consecutive angles are
supplementary.
Given: <O= 3x
<P= 2x
<O+<P=180° => Formula
3x+2x+30= 180° => Substitute
5x+30= 180° => Combine like terms
5x+30-30= 180°-30 => eliminate 30 by adding -30 both sides
5x/5= 150°/5 => divide both sides to 6
x= 30 => final answer
Questions:
1. What is the measure of <O?
Answer: 3(30)= 90°
2. What is the measure of <P?
Answer: 2(30)+30= 60+30= 90

Board work:
If <H=2x+40, What is the value of x when
<E=5x?
Questions:
1. What is the measure of <H? How about <E?
2. What is the measure of <O?
 C. INTEGRATION Activity!

The class will be divided into 3 groups. The teacher will

give one parallelogram each group with question to be
answered. After, they all answer the question with the
given time (5minutes), each group will choose one
representative to share their answers or how they get their
answer.
Rubrics for scoring:
4 3 2 1
Loud and clear voice Clear Loud but not clear Low voice
Well explain Explain Unexplained well Didn’t explain
Correct answer and solution Correct solution, but wrong Correct answer but, wrong Wrong answer and solution
answer solution
Use properties Some are use Didn’t use Out of the topic
Shows solution Shows some solution Show answer only No answer

V. EVALUATION Direction: Answer the following questions based on the figure below.
P R

Y A
Questions:
1. If |PR|= 20, what is |YA|?
2. If <A= 60, what is <Y?
3. If <A= 50, what is <P?
4. If you draw a diagonal from vertex R to vertex Y, name triangles
that was formed.
5. If <R= 8x and <A= 2x+80, find the value of x?

VI. ASSIGNMENT Advance study about Properties of Trapezoid.

LIFE-LONG LEARNING What is the importance of Parallelogram to our lives?

Everything from house blueprints to doors, windows, swimming

pools, boxes, football fields, and paper is made up of quadrilaterals. Mobile
phones, laptops, computers, televisions, and other technological gadgets.
Books, copies, chart-papers, and other stationery goods. We can’t picture a
world without quadrilaterals, thus the list continues on and on.