Subject MATHEMATICS Grade Level: 9

Unit Topic: Geometry, Parallelogram and Triangle Similarity Quarter: III

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER GOAL PERFORMANCE TASK

Students on their own and in the long
run will be able to investigate, analyze TRANSFER Architect in Action
and solve problems involving
parallelograms, and triangle similarity
through appropriate and accurate
representation..

PERFORMANCE STANDARD

The learner is able to investigate,

analyze and solve problems
involving parallelograms, and
triangle similarity through
appropriate and accurate
representation.

ACQUISITION MAKE MEANING

determines the EQ: How can various real-life
conditions that make a situations involving maximum
quadrilateral a and minimum values can be
parallelogram. solved and analyzed?
(M9GEIIIa-2)
describes a EU: Students will understand
proportion. (M9GEIIIf- that various real-life
1) situations involving
illustrates similarity of maximum and minimum
figures. (M9GEIIIg-1) values can be solved and
analyzed using (a) extracting
square roots; (b) factoring;
(c) completing the square;
and (d) using the quadratic
formula

CONTENT STANDARD

The learner demonstrates understanding of

key concepts of parallelograms and triangle
similarity

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 LEARNING PLAN

EXPLORE

In this unit, you will acquire knowledge and skills needed to solve problems involving
shapes and geometric relationships. You will learn how to name and classify quadrilaterals.
You will also verify some of the properties of parallelograms, rectangles, rhombuses,
squares, trapezoids and kites and use these properties to differentiate one from the other. It
is hoped that you will acquire deep understanding of the lesson to enable you to determine
the best way to solve problems involving quadrilaterals and triangle similarity.

Consider these questions: Have you ever wondered how engineers make structural designs?
How do artist choose shapes in their art pieces?

Map of Conceptual Change:

WHAT I KNOW? WHAT I WANT TO WHAT I’VE LEARNED

KNOW

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
determines the
⮚ E-Math LM 9 p. 252, items 31-34.
conditions that
make a Title: Practice and Application IV
quadrilateral a
parallelogram.
(M9GEIIIa-2)

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 describes a
⮚ E-Math LM p. 296, (items 1-6)
proportion.
(M9GEIIIf-1)

Title: Vocabulary and Concepts

illustrates
⮚ E-Math LM 9 p. 305, (items 1-5)
similarity of
figures. Title: Vocabulary and Concepts
(M9GEIIIg-1)

Link for uploading of student’s output: https://classroom.google.com/u/0/c/MzgwNDE3MTg3MDky

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 Clickable Links:
1. https://www.youtube.com/watch?v=TW1nL5L8Uc8

2. https://www.youtube.com/watch?v=Cz12MqDCGpY

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 3. https://www.youtube.com/watch?v=eilmts716eA

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
uses properties Show and Tell (Guided Generalization)
to find
measures of Link: file:///C:/Users/msi/Downloads/2018_MATHG9Q3.pdf
angles, sides
and other
quantities
involving
parallelograms.
(M9GEIIIb-1)

Process Questions:
1. Given a quadrilateral ABCD, when are its side said to be opposite?
2. What angle is opposite ∠A? ∠B? ∠C? ∠D?
3. Which are consecutive angles?
4. What is the sum of the interior angles of a quadrilateral? How did you get this
number?
5. Can an interior angle of a quadrilateral measure more than 180˚? Draw a
sample of this quadrilateral.
proves
⮚ E-Math LM 9 p. 254 and 269
theorems on
the different
Title: Enrichment (Guided Generalization, Scaffold for Transfer 1)
kinds of
parallelogram
(rectangle,
rhombus,

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 square).
(M9GEIIIc-1)

solves
problems
involving
parallelograms,
trapezoids and
kites.
(M9GEIIIe-1)

proves the
⮚ E-Math LM 9 pp. 285-286.
Midline
Theorem. Title: Enrichment (Guided Generalization, Scaffold for Transfer 2)
(M9GEIIId-1)

solves
problems
involving
parallelograms,
trapezoids and
kites.
(M9GEIIIe-1)

applies the Situational Analysis (scaffold for Transfer 3)

fundamental
theorems of Problem: You are a newly hired employee of an organization who is
proportionality working for the improvement of the environment. As your initial task, you
to solve need to estimate the number of trees of a 10-hectare forest near your
problems place. This will be part of your company’s report to plan for improvement.
involving When you visit the forest you observe that trees are planted consistently
proportions. which is about 20 meters from each other.
(M9GEIIIf-2)
Claim Evidence Reasoning

Process Questions
1. What concept would you use to solve the problem above? How would you use it?
2. What is the estimated number of trees of the 10-hectare forest?
3. How is proportionality used in this situation?

Self-assessment

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 Assess your own understanding of the discussions and activities in this module accomplishing the exit
sheet (Lujan, 2011) below.

I Understand I Need Help

●I learned… ●I need help with …

●The lesson helped me… ●I have a question on …

I Need Practice I Want More

●I am still confused about … ●I could use this information …

●I need to practice … ●I wish I could

Learning TRANSFER
Competency
model real- Transfer Goal: Students on their own and in the long run will be able to model real-life
life situations situations using quadratic functions.
using
quadratic
functions
Performance Task:
As Architect you have been hired by a new couple to design their dream house.
They want to have four bedrooms, a living room, a garage, a stock room, a prayer room,
a music room and a library. Each room must be a quadrilateral whose shape is different
from the others. The floor area must not be more than 90 square meters. Each part of
the house must be tiled using not more than three different quadrilaterals.
The room must also be composed of quadrilaterals. The house must be elegant but
the design must be such that the owner will be able to maximize access to all areas. The
house will stand on the lot 12 by 14 meters.
Draw your design and label all dimensions. Then make a model of the house that
will fit in a box that is 2 feet by 1.5 feet. A final write-up must be presented to the owner
of the house. You also must inform him of the amount of unused area available for
landscaping. In addition, you will do an oral presentation to the panel while displaying
your design.
Your product will be evaluated based on the following criteria; mathematical
concept, accuracy of computation, organization of report, and presentation of output.

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 Criteria 4 3 2 1
Excellent Proficient Progressing Beginning
Mathematic Demonstrate Demonstrate Demonstrates Shows lack of
al concept s a thorough s adequate incomplete understanding
understandi understandi understanding and has severe
ng of topic ng of the and has some misconception
and use it concepts and misconception s.
appropriatel uses it to s.
y to design design and
and to construct a
construct a miniature of
miniature of the house.
the house.
Organizatio Highly Adequately Somewhat Illogical and
n of the organized, organized, cluttered. obscure. No
report flows sentence Flow is not logical
smoothly, flow is consistently connections of
logical and generally smooth, ideas. Difficult
easy to smooth and appears to determine
understand. logical. disjointed. the meaning.
Presentatio Ability to Ability to Ability to Poor verbal
n of output verbally verbally verbally skills and little
present work present work present work participation
intelligently, clearly and adequately. in class
clearly and succinctly. discussions,
succinctly. collaborations
, peer reviews
and juries,
often with
unrelated or
inappropriate
comments or
remarks; poor
ram playing
skills.

Institutional ⮚ Quality
core values
⮚ Commitment

⮚ Sound Reasoning

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