Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Rosa Del Norte, Pasacao, Camarines Sur, 4417
Website: www.cbsua.edu.ph
Email Address: ca.pasacao@cbsua.edu.ph
Trunkline: (054) 513-9519

Detailed Lesson Plan in Mathematics 9

SOLVING PROBLEMS ON PROPERTIES OF PARALLELOGRAM

CONTENT STANDARD
❖ The Learner Demonstrates Understanding of Key concepts of Quadrilaterals
(Parallelogram, Trapezoid, Kites) and Triangle similarity.
PERFORMANCE STANDARD
❖ The learner is able to investigate, analyze and solve problems involving
quadrilaterals (parallelogram, Trapezoid, kites) and Triangle similarity
through appropriate and accurate representation.
LEARNING COMPETENCY
❖ Uses properties to find the measure of angles, sides and other quantities
involving parallelograms (M9AL-GE-lllb-1)
I. OBJECTIVES
At the end of the lesson, the students are able to:
a. identify the properties of parallelogram;
b. solve problems involving properties of parallelogram; and
c. appreciate the concept of parallelogram in real-life.
II. SUBJECT MATTER
a. Topic: Solving Problems on Properties of Parallelogram
b. Reference: Grade 9 Mathematics Learners Material (pages 187 -214), Author:
Merden L. Bryant et.al published by the Department of Education, K to 12
Curriculum Guide Mathematics (2014)
c. Materials: Visual Aids, Manila Paper, Pen, Bond Paper, Board, Laptop, PowerPoint
Presentation
d. Skill to Develop: Understanding, Solving, Representing
e. Values Integration: Accuracy, Objectivity, Perseverance, and Cooperation
f. Methodology: 4A’s (Activity, Analysis, Abstraction and Application)

III. PROCEDURE

TIME TEACHING HINTS TEACHER’S ACTIVITY STUDENT’S ACTIVITY

FRAME
5mins. A. Preliminary
Activities

▪ Greetings Good morning, Class!

Good morning, Ma’am!

▪ Prayer
 Everyone, May I request to please
stand for the prayer, Arrish please
lead the prayer. (The student will do the prayer)
▪ Securing
Before you take your sit kindly
Cleanliness
arrange your chairs properly and
pick up all the pieces of paper and
plastic under your chair. (The student will secure the
cleanliness)
You may now take your seat.

▪ Checking of Class beadle, will you please check

attendance the attendance of your classmates.
Yes Ma’am.
▪ Classroom
Rules So, to make our classroom fun,
interesting and avoid distraction. Let
us first check our classroom rule.
Ms. Dacian, please read. CLASSROOM RULES:
THE 5P’S
1. Be Polite
2. Be Patient
3. Be Productive
4. Be Prepared
5. Be Prompt
Thank you, Ms. Dacian. I hope you
are aware of our classroom rules
until our class ended.
▪ Checking of Okay did I give an assignment last
Yes Ma’am.
Assignments meeting? Right class?
Please pass it forward and I will
check that later.
▪ Recall So, before we go to our next topic
let’s recall what we have discuss last
meeting?
Anyone from the Class? Yes Angel! Ma’am we discuss about
Properties of parallelogram.
Very good!
So, what are the properties of
parallelogram? Yes Angela! The properties of parallelogram
are; opposite sides are parallel,
opposite sides are congruent,
opposite angles are congruent,
consecutive angles are
supplementary, diagonals bisect
each other and diagonals of a
parallelogram forms two
congruent triangles.
Excellent Angela!
So, what is angle and side of a
parallelogram? Yes Jude! Ma’am, it has four sides, in which
two pairs of side are parallel, also
the parallel sides are equal in
length. Similarly, the angles of
parallelogram should always be
Very good, Jude! equal.
So, it seems that you already
understand our previous lesson, we
 can now proceed to our next
discussion, but before that let’s have
first a game.
5mins ▪ Motivation We will call it “Match me”
So, in this game everyone is
required to participate, so here’s the
mechanics.
Earlier, the teacher put an emoji
under some students’ chair, the
students got an emoji under their
chair will have a chance to find the
pair of as given shape with a
corresponding question. After the
student answered the given question
and paired the picture, he/she will
act the given emoji. If the student
got the correct answer, he/she has a
chance to receive a price.

Given this parallelogram:

First emoji,

Irritated Face

Picture and Question number 1.

Opposite sides are parallel.

If ̅̅̅̅
𝑨𝑩 ‖ ̅̅̅̅
𝑫𝑪 and ̅̅̅̅
𝑨𝑫 ‖ ̅̅̅̅
𝑩𝑪. What
property of parallelogram am I?

̅̅̅̅ ‖ 𝑫𝑪
If 𝑨𝑩 ̅̅̅̅ and 𝑨𝑫
̅̅̅̅ ‖ 𝑩𝑪
̅̅̅̅. What
property of parallelogram am I?
Second emoji,

Exhausted Face
Picture and Question number 2.

Opposite sides are congruent.

If ̅̅̅̅
𝑨𝑩 ≅ ̅̅̅̅
𝑫𝑪 and ̅̅̅̅
𝑨𝑫 ≅ ̅̅̅̅
𝑩𝑪. What
property of parallelogram am I?

̅̅̅̅ ≅ 𝑫𝑪
If 𝑨𝑩 ̅̅̅̅ and 𝑨𝑫
̅̅̅̅ ≅ 𝑩𝑪
̅̅̅̅. What
property of parallelogram am I?

Third emoji,
Angry Face

Picture and Question number 3.

If ∠𝐀 ≅ ∠𝐂 and ∠𝐁 ≅ ∠𝐃 . What
property of parallelogram am I?

If ∠𝐀 ≅ ∠𝐂 and ∠𝐁 ≅ ∠𝐃 . What
property of parallelogram am I?

Opposite angles are congruent.

Fourth emoji,
Sleepy Face

Picture and Question number 4.

If 𝒎∠𝐀 + ∠𝐁 = 𝟏𝟖𝟎, 𝒎∠𝐁 + ∠𝐂 = 𝟏𝟖𝟎,
𝒎∠𝐂 + ∠𝐃 = 𝟏𝟖𝟎 and 𝒎∠𝐃 + ∠𝐀 = 𝟏𝟖𝟎.
What property of parallelogram am I?
 If 𝒎∠𝐀 + ∠𝐁 = 𝟏𝟖𝟎, 𝒎∠𝐁 + ∠𝐂 = 𝟏𝟖𝟎,
𝒎∠𝐂 + ∠𝐃 = 𝟏𝟖𝟎 and 𝒎∠𝐃 + ∠𝐀 = 𝟏𝟖𝟎.
What property of parallelogram am I?

The consecutive angles are supplementary.

Fifth emoji,

Sad Face
Picture and Questions number 5.
̅̅̅̅ bisects 𝑩𝑪
If Diagonal 𝑨𝑫 ̅̅̅̅ , 𝑩𝑬
̅̅̅̅ ≅ 𝑪𝑬̅̅̅̅ and
̅̅̅̅ bisects 𝑨𝑫
Diagonal 𝑩𝑪 ̅̅̅̅, 𝑨𝑬
̅̅̅̅ ≅ 𝑫𝑬̅̅̅̅ . What
property of parallelogram am I?

̅̅̅̅ bisects 𝑩𝑪
If Diagonal 𝑨𝑫 ̅̅̅̅ , 𝑩𝑬
̅̅̅̅ ≅ 𝑪𝑬̅̅̅̅ and
̅̅̅̅ bisects 𝑨𝑫
Diagonal 𝑩𝑪 ̅̅̅̅, 𝑨𝑬
̅̅̅̅ ≅ 𝑫𝑬̅̅̅̅. What
property of parallelogram am I?

Sixth emoji, Diagonals bisect each other.

Shocked Face
Picture and Questions number 6.
If ∆𝑫𝑨𝑩 ≅ ∆𝑫𝑪𝑩. What
property of parallelogram am I?

If ∆𝑫𝑨𝑩 ≅ ∆𝑫𝑪𝑩. What

property of parallelogram am I?

Diagonals of a parallelogram
forms two congruent triangles.
 How’s the game class? Is it fun? Yes Ma’am!
So, what did you observe about our
game? Anyone? Ma’am, we find the pairs in each
picture to complete the picture by
answering the question,
There is also shape that has an
equal side.
Very good observation class.
Okay, what do you think our lesson
for today? Any idea? Yes Alex?
Ma’am our lesson for today is
about Parallelogram, also about
equal things.
Very good!
10mins B. Lesson Proper
1. Presentation
of Lesson Our lesson for today is about
Solving Problem on Properties of
Parallelogram
2. Presentation
of the
objectives To begin our Lesson let us be guided
by the following objectives.
Kindly read our objectives.

At the end of the lesson, the students

are able to: At the end of the lesson, the
a. Illustrate properties of students are able to:
parallelogram. a. Illustrate properties of
b. Solve problems involving parallelogram.
properties of parallelogram. b. Solve problems involving
c. Apply concept of parallelogram in properties of parallelogram.
real-life situation. c. Apply concept of parallelogram
in real-life situation.

Thank you, so those are the

objectives that we need to attain in
this morning.

C. Activity Before we go to our lesson let’s

a. Pre-Activity have first an activity.

Activity 1. Yes! You Can!

I will group the class in to 3 groups.
In each group you will choose a
presenter who will explain your
work in front of the class.
So, I will only give you 3 minutes to
finish you output and 2 minutes each
group to discuss. Is that clear? Yes Ma’am!

Okay so in this activity you will be

graded based from this rubric.
RUBRIC
5 POINTS 4 POINTS 3 POINTS 2 POINTS 1 POINT

ACCURACY If they got If they If they If they commit If they commit

all the commit one commit two three four or more
correct mistake mistakes. mistakes mistakes
answer

MATHEMATICAL Explanation Explanation Explanation Explanation Explanation

REASONING shown shows show gasp in shows illogical shows lack of
through substantial. reasoning reasoning ideas or
reasoning reasoning.
and
 insightful
justification

CLARITY OF The The The The presenter The presenter

PRESENTATION presenter presenter presenter discussed the didn’t discuss
discussed discussed the discussed the output not so properly.
the output output clear output not clear and
clear with with so clear. unmodulated
modulated modulated voice.
voice and voice
showing
mastery
COOPERATION Every One of the Two Three Four or more
member members is members of members of members of the
must not the group the group are group are not
cooperate participating are not not participating in
well to do in making participating participating making output
their output output in making in making
output output

b. Activity Proper
Below is a parallelogram ABCD.
Consider each given information and
answer the questions that follow.
A B

D C

1. Given 𝐴𝐵 = (3𝑥 − 5) 𝑐𝑚,

𝐵𝐶 = (2𝑦 − 7) 𝑐𝑚, 𝐶𝐷 = (𝑥 +
7) 𝑐𝑚 and 𝐴𝐷 = (𝑦 + 3) 𝑐𝑚.
a. What is the value of 𝑥?
b. How long is AB ?
c. What is the Value of 𝑦?
d. How long is AD ?
e. What is the perimeter of
parallelogram ABCD?
a.) What is the value of 𝑥?
3𝑥 − 5 = 𝑥 + 7
3𝑥 − 𝑥 = 7 + 5
2𝑥 12
=
2 2
𝑥= 6
b.) How long is AB ?
AB = 3𝑥 − 5
AB = 3(6) − 5
AB = 18 − 5
AB = 13
c.) What is the Value of 𝑦?
2𝑦 − 7 = 𝑦 + 3
2𝑦 − 𝑦 − 7 = 𝑦 − 𝑦 + 3
𝑦−7=3
𝑦 =3+7
𝑦 = 10
d.) How long is AD ?
AD = 𝑦 + 3
AD = 10 + 3
AD = 13
e.) Add all the measurement of
sides which are 13 + 13 + 13 +
13 = 52
Question:
~ What property did you apply to
determine the lengths of AB and
We use the property of
AD ? parallelogram; the opposite sides
are congruent.
Please clap our hands for Group 1.

2. ∠BAD measures (2𝑎 + 25)°

while ∠BCD measures
(3𝑎 – 15)°.
a. What is the value of 𝑎?
b. What is m ∠BAD?
c. What is m ∠BCD? a.) What is the value of 𝑎?
2𝑎 + 25 = 3𝑎 − 15
2𝑎 − 3𝑎 = −15 − 25
−𝑎 = −40
−𝑎 −40
=
−1 −1
𝑎 = 40

b.) What is 𝑚 ∠𝐵𝐴𝐷?

2𝑎 + 25
2(40) + 25
80 + 25
∠𝐵𝐴𝐷 = 105

c.) What is 𝑚 ∠𝐵𝐶𝐷?

3𝑎 − 15
3(40) − 15
120 − 15
∠𝐵𝐶𝐷 = 105
Question:
~What property did you apply to
solve for 𝑚∠𝐶𝐵𝐴? We use the property of
parallelogram; the opposite
Please clap our hands for Group 2. angles are congruent.

3. Diagonals AC and BD meet at E.

DE is 8 𝑐𝑚 and AC is 13 𝑐𝑚.
a. How long is BD?
b. How long is AE?
a.) How long is BD?
8 = 𝐷𝐸
8 + 8
𝐵𝐷 = 16

b.) How long is AE?

𝐴𝐶 = 13
13/2
𝐴𝐸 = 6.5

Question:
~What property did you apply? We use the property of
parallelogram; the diagonals
Please clap our hands for Group 3. bisect each other.
 (The Presenter in each group will
discuss their output)

Let’s check your group output.

Very good everyone!
15mins D. Analysis and Okay let’s discuss further your
Abstraction output one by one.

1. Group 1 Given 𝐴𝐵 = (3𝑥 −

5) 𝑐𝑚, 𝐵𝐶 = (2𝑦 − 7) 𝑐𝑚,
𝐶𝐷 = (𝑥 + 7) 𝑐𝑚 and 𝐴𝐷 =
(𝑦 + 3) 𝑐𝑚.

a. What is the value of 𝑥?

So, your answer is

What is the value of x group 1? Ma’am, the value of 𝑥 is 6.
Correct!

̅̅̅̅
𝐴𝐵 = ̅̅̅̅
𝐶𝐷
3𝑥 − 5 = 𝑥 + 7
3𝑥 − 5 + 5 = 𝑥 + 7 + 5
3𝑥 − 𝑥 = 𝑥 + 12 − 𝑥
2𝑥 = 12
2𝑥 12
=
2 2
𝒙= 𝟔

b. How long is AB ?
So how did you get the answer
̅̅̅̅
𝐴𝐵 = 13 group 1?
Ma’am, since we have the value
of x, we simply substitute the
variable from the given equation
̅̅̅̅ = 3𝑥 − 5 that results 𝐴𝐵
𝐴𝐵 ̅̅̅̅ =
Excellent!
13.
Since the value of 𝑥 is 6, substitute
from the given equation.

̅̅̅̅
𝐴𝐵 = 3𝑥 − 5
̅̅̅̅ = 3(6) − 5
𝐴𝐵
̅̅̅̅
𝐴𝐵 = 18 − 5
̅̅̅̅
𝑨𝑩 = 𝟏𝟑

So, the value of AB is 13.

Is that clear class?
c. What is the value of
𝑦 group 1?
How come that the y is equal to 10? Ma’am, in finding the value of 𝑦
we simply use the given equation
of BC an AD and we group the
same term using addition property
of equality and it results to 𝑦 =
Awesome! 10.
̅̅̅̅ = 𝐴𝐷
𝐵𝐶 ̅̅̅̅
2𝑦 − 7 = 𝑦 + 3
2𝑦 − 7 + 7 = 𝑦 + 3 + 7
 2𝑦 = 𝑦 + 10
2𝑦 − 𝑦 = 𝑦 + 10 − 𝑦
𝒚 = 𝟏𝟎
d. How long is ̅̅̅̅
𝐴𝐷? and
how did you get your
answer? We use the give equation of AD
and substitute the value of 𝑦 and
̅̅̅̅ = 13.
it results to 𝐴𝐷
Very good this is correct we simply
do the substitution in finding the ̅̅̅̅
𝐴𝐷.
̅̅̅̅ = 𝑦 + 3
𝐴𝐷
̅̅̅̅
𝐴𝐷 = 10 + 3
̅̅̅̅ = 𝟏𝟑
𝑨𝑫

e. What is the perimeter of

parallelogram ABCD?
How did you get your answer? Ma’am, to find the value of
ABCD we simply add all the
measurement which are
13+13+13+13 = 52, so the answer
Definitely! is 52 cm.
Because, when we say perimeter, it
is the total length around the outside
of a shape.

So, question:
Again, what property did you apply
to determine the lengths of AB and
AD ? Anyone who can answer?
Ma’am, x and y were solved by
applying the parallelogram
property which is opposite sides
are congruent. The length of AB
and AD were determined through
substitution.
Excellent!
So, is that clear class?
Yes, Ma’am!
Now let’s check the output of group
2. ∠BAD measures (2a + 25) °
while ∠BCD measures (3a – 15) °.
a. What is the value of 𝑎?
What is the value of a group 2? How
come that the a is equal to 4?
Sir we use the given equation of
𝑚∠𝐵𝐴𝐷 and 𝑚∠𝐵𝐶𝐷 and we
group the same term using
subtraction property of equality so
that we get the value of 𝑎 = 40.
Very good!
∠𝐵𝐴𝐷 = ∠𝐵𝐶𝐷
2𝑎 + 25 = 3𝑎 − 15
2𝑎 + 25 − 25 = 3𝑎 − 15 − 25
2𝑎 = 3𝑎 − 40
2𝑎 − 3𝑎 = 3𝑎 − 40 − 3𝑎
−𝑎 = −40
−𝑎 −40
=
−1 −1
𝒂 = 𝟒𝟎

Next is,
 b. What is m ∠BAD?
How did you get your answer? To get the value of ∠𝐵𝐴𝐷 we use
the given equation 2𝑎 + 25 and
we substitute the value of 𝑎 into
Correct! 40.
Since, the value of a is 40 substitute
it in the given equation.
∠𝐵𝐴𝐷 = 2a + 25
∠𝐵𝐴𝐷 = 2(40) + 25
∠𝐵𝐴𝐷 = 80 + 25
∠𝑩𝑨𝑫 = 𝟏𝟎𝟓

Next is,
c. What is 𝑚 ∠𝐵𝐶𝐷?
How did you get your answer group
2? Ma’am, we do the substitution in
finding the measure of ∠𝐵𝐶𝐷 =
105.
Brilliant!
We will use substitution to find the
measure of ∠𝐵𝐶𝐷. Since, the value
of 𝑎 is 40 substitute it in the given
equation.
∠𝐵𝐶𝐷 = 3a − 15
∠𝐵𝐶𝐷 = 3(40) − 15
∠𝐵𝐶𝐷 = 120 − 15
∠𝑩𝑪𝑫 = 𝟏𝟎𝟓

Question:
~What property did you apply to
solve this problem? We use the property of
parallelogram; the opposite
angles are congruent.
Very good!
Is that clear class? Yes Ma’am!

For Group 3
3. Diagonals 𝐴𝐶 and 𝐵𝐷 meet at 𝐸.
𝐷𝐸 is 8 𝑐𝑚 and 𝐴𝐶 is 13 𝑐𝑚.
a. How long is 𝐵𝐷?
Group 3 how did you get the answer
in this question? 𝐵𝐷 is equal to 16.
Since 𝐷𝐸 = 8 and we all know
that 𝐷𝐸 and 𝐵𝐸 are congruent we
can say that 𝐷𝐸 = 𝐵𝐸 so that we
Amazing! twice the line segment 𝐵𝐸.
Since 𝐷𝐸 = 𝐵𝐸
𝐵𝐷 = 2(𝐵𝐸)
𝐵𝐷 = 2(8)
𝑩𝑫 = 𝟏𝟔

b. How long is AE?

How to did you get the answer?
Who can answer in group 3?
𝐴𝐸 is equal to 6.5 Ma’am
because as we can see in the
diagram the length of 𝐴𝐶 is
13 and since we are finding how
 long the 𝐴𝐸 is that is half of the
𝐴𝐸 so we divide the value of
Excellent! 𝐴𝐸 = 13 into two.
Since 𝐴𝐶 = 13
𝐴𝐶
𝐴𝐸 =
2
13
𝐴𝐸 =
2
𝑨𝑬 = 𝟔. 𝟓

Question:
What properties of parallelogram did
you apply to solve the problem?
We use the property of
parallelogram; the diagonals
Very good! bisect each other.
So, the lengths of 𝐵𝐷 and 𝐴𝐸 were
solved by applying parallelogram
property; the diagonals bisect each
other.
Is that clear class? Yes Ma’am!

5mins E. Application So, class what do you think is the

importance of solving problem on
properties of parallelogram in our
real life? So, to answer that question
let’s have an activity we will call it
“THINK PAIR SHARE” here’s the
mechanics:
1. Think: Each participant
individually reflects on the
importance of solving problems
related to the properties of
parallelograms. Encourage them to
consider real-world applications and
mathematical connections.
2. Pair: Participants pair up with a
partner to discuss their thoughts.
They should share their perspectives
on why understanding the properties
of parallelograms is crucial in
various contexts, such as geometry,
engineering, or everyday situations.
3. Share: After the pair discussion,
the student will share key points
with the larger group. This can
involve volunteers summarizing
their partner's views or presenting a
consensus on the significance of
solving problems related to
parallelogram properties.

You only have 3 minutes to do this

activity.

Are you ready class? Yes Ma’am!

Anyone from the class who can

share their idea?
Yes May-Ann?

Well said May-Ann!
So, another one, who can share
about how can we use problem
solving that involve properties of
parallelogram?
Yes Annle?
Very Good Annle!
So, we know that we can use
problem solving on Properties of
parallelogram in our daily life.
Any Question?
Ma’am in building a bridge it is
important to know how to solve a
parallelogram and know what
properties is needed to make a
strong and stable bridge.
Ma’am, making a furniture like
table or bed with sides and angle
it is important to have a
knowledge in solving problem on
parallelogram to have a good a
good quality of things we are
using in our daily life.
None Ma’am.

1min Now, who can sum up what we have

discussed in this morning?
Anyone from the class?
Yes Christian? Ma’am, we discussed about on
how to solve problems that
involves the properties of
Very Good! parallelogram.
What are the properties of
parallelogram?
Yes Ysa? The properties of parallelogram
are; opposite sides are parallel,
opposite sides are congruent,
opposite angles are congruent,
consecutive angles are
supplementary, diagonals bisect
each other and diagonals of a
parallelogram forms two
Excellent Ysa! congruent triangles

Is that clear class? Yes Ma’am.

Any question? None Ma’am.

Okay let’s have a short quiz, please

read the direction and answer it
properly.
IV. EVALUATION (3 minutes)
A. Identify what properties of parallelogram am I?
Given: MATH is a parallelogram
M A

H T

1. ∠𝑀 ≅ ∠𝑇 and ∠𝐴 ≅ ∠𝐻.___________________________
2. ̅̅̅̅̅
𝑀𝐴 ‖ ̅̅̅̅
𝐻𝑇 and ̅̅̅̅̅
𝑀𝐻 ‖ ̅̅̅̅
𝐴𝑇.__________________________
3. ̅̅̅̅̅
𝑀𝐴 ≅ 𝐻𝑇 and 𝑀𝐻 ≅ ̅̅̅̅
̅̅̅̅ ̅̅̅̅̅ 𝐴𝑇.__________________________
4. Diagonal 𝑀𝑇 bisects 𝐴𝐻 , ̅̅̅̅
̅̅̅̅̅ ̅̅̅̅ 𝐴𝑆 ≅ ̅̅̅̅
𝐻𝑆._______________________
 5. ∆𝑀𝐴𝐻 ≅ ∆𝑇𝐻𝐴.____________________________________

B. Refer to the given figures below and answer the following. (2points each)
̅̅̅̅.
1. Find the value of 𝑥 and 𝑉𝑆
U V

14 3𝑥 − 1

T S

2. Find the value of 𝑥 and ∠𝑇?

V U
12𝑥 + 4

13𝑥 − 6
S T

C. Give one or two real-life applications of solving problems involving properties of

parallelogram. Explain it in not less-than 5 sentences. (6points)

V. ASSIGNMENT (1 minute)
A. Answer the following using the figure shown.
1. Given: 𝐻𝐸 = 2𝑥
𝑂𝑅 = 𝑥 + 5 H E
Find: 𝐻𝐸
2. Given: 𝑚 ∠𝐻𝐸𝑅 = 5𝑦 − 26 Z
𝑚 ∠𝑅𝑂𝐻 = 2𝑦 − 40
Find: 𝑚 ∠𝑅𝑂𝐻

R O
B. Explain it in one paragraph.
1. Is rectangle a parallelogram? Why or why not?
2. What are the properties of parallelogram? Compare and contrast each
property.

Prepared By:
HEART PRECIOUS P. MILLAMINA
BSED MATH 4A-STUDENT