DETAILED LESSON PLAN (Day Four)
School Awihao National High
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
Grade Level & Section Grade 9 - Peace
School
Marie Concepcion S. Learning Area Mathematics
Tura
Feb. 13, 2024
03:00PM - 04:00 PM Quarter Third Quarter
(60 mins)
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of parallelograms and
triangle similarity.
The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.
Learning Competency: Determines the conditions that guarantee a quadrilateral a
parallelograms. (M9GE-IIIa-2)
Learning Objectives:
1. Determine the different properties of parallelograms
2. Enumerate parts of a parallelogram that are congruent
3. Show interest to the day’s tasks through active participation
Quadrilaterals that are Parallelograms
teacher’s guide, learner’s module,
Pages 210-211
Pages 309-314
Workbook in Math III (Cabacang, Gueta & Tan Seng) p. 151-152
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
For lesson review, the teacher gives the following activity.
The teacher gives key words and students explain the words based on their
understanding of the previous lesson.
1. Bisecting
2. 180°
3. Parallel
4. Triangles
5. Congruent
Expected answers:
1. Diagonals of a parallelogram bisect each other.
2. Consecutive angles are supplementary.
3. Opposite sides are parallel.
4. A diagonal divides the parallelogram into 2 congruent triangles.
5. Opposite angles and sides are congruent.
The teacher lets the students realize the importance of knowing the properties of
parallelograms and the conditions that guarantee a quadrilateral is a parallelogram
in order to solve problems related to it easily.
The teacher allows students to work in pairs and directs students to answer
Activity 6.2: Defense! Defense of LM p. 313-314.
The teacher then asks, “What are the conditions that guarantee a quadrilateral is a
parallelogram are being used in the activity?”
The teacher then checks students answers:
 Answer in the Activity:
1. Two pairs of opposite sides are congruent because AD & BC are 7
and AB & DC are 6.
2. Two pairs of opposite angles are congruent or pairs of
consecutive angles are supplementary as shown.
new skills #1 3. The diagonals bisect each other because of similar markings
4. A diagonal of a parallelogram forms two congruent triangles
because of SSS congruence Postulate.

The teacher emphasizes that the following are conditions that guarantee a
quadrilateral a parallelogram.
E. Discussing new
concepts and practicing
new skills #2
For students practice, the teacher gives this activity by pair.

Solve for x and determine whether the quadrilateral is a parallelogram.

1. If m<FTI = (1x +8)° and m<TFA = (3x + 24)° , find the value of x to prove
that FAIT is a parallelogram.
F A
H

T I

2. In parallelogram SMIL, If IE=8x-16 cm and ES = 2x + 8 cm, find SI.

S M

F. Developing mastery E
(leads to formative
assessment 3)
L I

Answer Key:
1. Yes
X= 37
m<FTI=45° and m<TFA= 135° when added leads to 180° .
FAIT is a parallelogram because pairs of its consecutive angles are
supplementary.
2. X= 4
SMIL is a parallelogram because the segments of the bisected
diagonal are congruent.
SI = 32 cm

G. Finding practical
applications of concepts
and skills in daily living
To summarize the lesson, the teacher asks the following questions:
What makes a quadrilateral a parallelogram in terms of the following:
a. Sides?
b. Angles?
H. Making generalizations c. Diagonals?
and abstractions about Expected Answers:
the lesson a.Sides: Opposite sides must be parallel and congruent.
b.Angles: Opposite angles are congruent.
c.Diagona l: Diagonals bisect each other and divides the parallelogram into 2
congruent triangles.

I. Evaluating Learning To check students understanding the teacher gives this activity to be answered
individually.

Write True if the statement is true and False if it incorrect.

Given Parallelogram DAVE.

D A
8 1
7 2
S

6 3
E 5 4 V

1. m<1 + <m2 = <m6 + m< 5

 2. m< 7 + m< 8 = m<3 + m<4
3. If AD = 10 cm then AV = 10 cm
4. If EV =10 cm then DE = 5cm
5. If DE= 8 cm and AV =8cm then DE≅ AV
6. If SE = 3cm then EA is 6cm.
7. If m<A = 100° then m<3+ m<4= 180°−100 °
8. DS= 6cm then VS= 6cm
9. Triangle EDA ≅ DAV
10. If DA=9 cm and EV= x+ 7 then x= 3
Answer Key:
1.True 6. True
2.True 7. True
3.False 8. True
4. False 9. False
5. True 10. False

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
VI. REFLECTION
pupils/students learn? Identify what help your instructional supervisors can provide
for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers

Prepared by:

MARIE CONCEPCION S. TURA

Teacher I