Republic of the Philippines

Commission on Higher Education

Region IV-A CALABARZON
Kolehiyo ng Lungsod ng Lipa
College of Teacher Education
Marawoy, Lipa City

A Detailed Lesson Plan in Mathematics 9

I. LEARNING COMPETENCIES

 Content Standards
The learner demonstrates understanding of key concepts of parallelogram
and triangle similarity.

 Performance Standards
The learner is able to investigate, analyze and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.
 Learning Objectives
At the end of the lesson, the students are able to:
1. prove theorems on Trapezoid;
2. demonstrate solving problems involving theorems on trapezoid;
3. relate and appreciate theorems on trapezoid to real-life situations.

II. SUBJECT MATTER

A. Topic: Proves Theorems on Trapezoid.

B. References: Mathematics Learner’s Material 9
C. Materials: Chalk, LED Television, Laptop, Power Point Presentation,
Instructional Materials, and Badge.

III. LESSON PROPER

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Prayer

Class, let us start this day by seeking the

guidance of our Almighty Father through a
prayer. Dear God,

Thank You for this day, for life and a

chance to be together again today. Be
with us Lord, as we do our best to strive
for excellence and never settler for less.
Give us the strength to stick with
teachers and make it to the top, to keep
working hard and never stop.

Amen!
 2. Greetings

Good morning class!

Good morning, Ma’am!
How is everyone?
We are fine, Ma’am.
It is good to hear that all of you are doing fine.

3. Checking of Attendance

For our attendance, Class Secretary do we

have absentees today?
I’m glad to report that everybody is
present today, Ma’am.
Thank you so much!
Very good, class!

B. Developmental Activities

1. Motivation

Before we start to our discussion, I have prepared

a game entitle “I Stop, You Answer”.

The teacher will hand each a paper ball filled with

questions throughout this game. If the teacher
starts the song students will now pass the paper. If
the student is still holding the paper ball, they will
be the ones to open it and get a chance to respond
to the question that is written inside.

Is the instructions clear?

Yes, Ma’am.

Let’s start.
(The students will now starts to pass the
ball)

Questions inside the paper ball:

1. A trapezoid have ______ sides.

a.) 2 b.) 3 c.) 4 d.) 5
2. The mid-segment of a trapezoid connects the
midpoints of the ______.
a.) bases b.) legs c.) leg and base d.) base and leg
3. The two parallel sides of a trapezoid are called
______?
a.) legs b.) bases c.) altitudes d.) sides
4. Which of the following is NOT considered a type
of trapezoid?
a.) scalene trapezoid c.) right trapezoid
b.) obtuse trapezoid d.) isosceles trapezoid
6. Which of the following has congruent diagonals?
a.) Scalene trapezoid c.) Kite
b.) Right Trapezoid d.) Isosceles trapezoid
7. Which of the following quadrilaterals has
diagonals that do not bisect each other.
a.) Rhombus c.) Isosceles Trapezoid
b.) Square d.) Rectangle
8. Which of the following statements is TRUE?
a.) A trapezoid has four congruent sides.
b.) A trapezoid can have three right angles.
c.) Base angles of an isosceles trapezoid are
congruent.
d.) The diagonals of an isosceles trapezoid bisect
each other.
9. An isosceles trapezoid shares some common
properties with which triangle?
a.) Equilateral triangle c.) Acute triangle
b.) Isosceles triangle d.) Obtuse triangle
10. Which of the following statements about
isosceles trapezoid is TRUE?
a.) Opposite angles are complementary.
b.) Opposite angles are congruent.
c.) Diagonals are congruent.
d.) All sides are congruent.

Answers:
1. C
2. B
3. B
4. B
6. D
7. C
8. C
9. B
10. C
Very good! That will be part of our topic for this day.

2. Activity

Before we proceed to our discussion, let’s

have another activity entitled
“Mathematical Investigation”

In this activity, the students will think,

explore, and give the definition based on

the given figure.

 Guide questions (Verify your answers using
the markings on the figures)
1. Which sides are the bases? Why do we
say that these sides are the bases?
2. Which sides are the legs? Why do we
say that these sides are the legs?
Answers:
1. The base are segment DC and
segment AB, because bases are
the sides that are parallel.
2. The legs are segment AD and
segment BC, because the legs
are the non-parallel sides.

Very good class! All of you did a great job.

1. Analysis

a. How did you find the activity?

(Answer may vary)
b. What can you say about the base and
the legs of a trapezoid?
The base are the parallel sides and the
legs are the non-parallel sides.

Our topic for today is to prove the midline

theorem.

Trapezoid
-is a quadrilateral with exactly one pair of
parallel sides.

The parallel sides are called bases.

The non-parallel sides are called legs.

The base angles of a trapezoid are

consecutive angles whose common side is
a base of the trapezoid.
Trapezoids have two pairs of base angles.

The median of a trapezoid is a segment

joining the midpoints of the legs of the
trapezoid.

Example 1: If segment AB = x, EF = 14
and DC = 18, what is the value of x?

Example 2
̅̅̅̅̅
is a trapezoid. Find the length of 𝑍𝑊̅̅̅̅̅̅̅̅̅̅.

Solution: The median (midsegment) of

a trapezoid measures one-half the sum
of the lengths of the bases.
 Theorem #1:
If a quadrilateral is an isosceles
trapezoid, then the diagonals are
congruent.

Given: Isosceles Trapezoid ABCD

Prove: 𝐴𝐶̅̅̅̅̅̅̅̅ ≅ 𝐵𝐷̅̅̅̅̅̅̅̅

Example:

value of x if length of 𝐴𝐶̅̅̅̅̅̅̅̅̅̅̅̅ if |AC| = 5x - 30 cm

ad |BD|= 60 cm.

Solution: The diagonals of an isosceles

trapezoid are congruent, 𝐴𝐶̅̅̅̅̅̅̅̅̅̅̅̅ ≅ 𝐵𝐷̅̅̅̅̅̅̅̅̅̅̅̅.
Thus, |AC| = |BD|
5𝑥 − 30 = 60
5𝑥 = 60 + 30
5𝑥 = 90
Very Good! 𝑥 = 18
Is it clear class?
Yes, Ma’am.
Let’s proceed to our next theorem.

Theorem #2
If a quadrilateral is an isosceles
trapezoid, then the opposite angles are
supplementary.

Given: Isosceles Trapezoid ABCD

Prove: ∠A and ∠C are supplementary
and
∠B and ∠D are supplementary.

Example:
trapezoid. Find the measure of angle C if
m∠D = 70⁰.

Solution: In an isosceles trapezoid, any

lower base angle is supplementary to any
upper base angle. Thus,
m∠C + m∠D = 180⁰
m∠C + 70⁰ = 180⁰
m∠C = 180⁰ - 70⁰
m∠C = 110⁰
 Do you understand class?
Yes, Ma’am.
Do you have any questions? Clarifications?
None, Ma’am.
3. Abstraction

Let us see if you fully understand the

lesson.

 What is Trapezoid?
 is a quadrilateral with exactly one
 What are the bases and legs of a pair of parallel sides
trapezoid?  The bases are the parallel sides
while the legs are the non-
parallel sides of a trapezoid.
 What is base angles?  are consecutive angles whose
common side is a base of the
 What is the median of a trapezoid? trapezoid
 is a segment joining the
midpoints of the legs of the
 What are the theorems that we used in our trapezoid
discussion?  If a quadrilateral is an isosceles
trapezoid, then the diagonals are
congruent, then the opposite
angles are supplementary.

Excellent!
It seems that you’ve fully understood our
topic, let us proceed with our activity to test
your knowledge and skills.

1. Application

In this group activity you need to answer

the following questions based from the
problem. The twist for this group activity
is you need to present it through
broadcasting. I will give you 5 minutes to
finish and 5 minutes to perform your
task.
Isaac is an engineer who wants to build a
bridge to help the community in a remote
area to transport their goods. The bridge is
going to look like the figure at the left. The
top of the bridge measures 70 meters and
the bottom of the bridge measures 90
meters. He wants to build an extra support
beam halfway between the parallel bases.

1) What is the shape of the bridge? ______

2) What is the length of the
a. top of the bridge? ______
b. bottom of the bridge? ______.
3) If the support beam is halfway between
the parallel bases, what does it represent
in relation to the shape of the bridge?
______
4) What is the length of the support beam?
______

Let’s start now.

Answers:
 Trapezoid
 a. 70 m , b. 90 m
 Mid segment
 ½(70 + 90)
= ½ (160)
=80 meters

(Each group will present their group

presentation.)
Time’s up.

Very Good Class!

2. Values Integration
Before we take your quiz, take a look at the
quotation.

“Sometimes, the missing piece you’re

searching for is hidden within yourself”.

What can you say about this quotation and

to this picture?
How can you relate it to our topic and a
real-life situation?

Anyone from the class?

(Answer may vary)
Thank you, _____.
 This quotation means that we don’t need to
look outside the box because at the end of
the day the things that we are looking for is
just on us already. Same as to our
discussion, finding the other value or
measurements of a trapezoid the answer is
already there you just need to have
computation of the present measurements
so that you will able to find the answer.

3. Evaluation

Directions: Solve the following based from

the given illustration. Write your answer on
a ½ crosswise. You only have 5 minutes to
finish your quiz.

Given is Trapezoid ABCD at the right.

Identify the following.
1. Legs
2. Bases
3. Lower base angles
4. Upper base angles
5. Median

Using the same figure.

6. If |BA| = 10 cm, then |BE| = _____ and
|AE| = _____.
7. If |CF| = 7.5 cm, then |DF| = _____ and
|CD| = _____.
8. If |BC| = 20 cm and |AD| = 30 cm, then
|EF| = _____.
9. If |BC| = 12 cm and |EF| = 18 cm, then
|AD| = _____.
10. If |BC| = 23 cm, |EF| = 29 cm, and |AD|
= 11x + 2, then x = ______, and
|AD| = _____. Answers:
1. AB and CD
2. BC and AD
3. Angle A and angle D
4. Angle B and angle C
5. EF
6. 5 and 5
7. 7.5 and 15
 8. 25
9. 24
10. 3 and 35

IV. ASSIGNMENT

Directions: Kindly review for your next lesson about proving theorems on kite.

Prepared by:

DARLENE A. NATAL
Student Teacher

Checked by:

LUCIA A. CUETO
Cooperating Teacher