Daily Lesson Plan

School Sto. Niño High School Grade Level Grade 9

Teacher Brian A. Aplicador Learning Area Mathematics
Date and Time Quarter 3rd DLP NO:
I. OBJECTIVES
A. Content The learner demonstrate understanding of key concepts of quadrilaterals
Standards (parallelograms, trapezoids, kites)
B. Performance The learner is able to investigate, analyze and solve problems involving
Standards quadrilaterals (parallelograms, trapezoids, kites)
Learning Competencies: Proves theorems on trapezoids and kites (M9AL-IIi-1)
C. Learning Learning Objectives:
Competencies / 1. Identify the different theorems of the trapezoid
Objectives 2. Prove the theorems of the trapezoid
3. Display attentiveness in solving the theorems of the trapezoid
II. CONTENT Proving Theorems on Trapezoid
III.
LEARNING RESOURCES
References
1. Teacher’s
218 - 219
Guide pages
2. Learner’s
331 - 334
Materials pages
3. Textbook Grade 9 Mathematics by Gladys C. Nivera, Ph.D. and Minie Rose C. Lapinid, Ph.
pages D. page. 304
4. Additional
Materials from
Learning Resource
(LR) portal
Other Learning Resources https://mathbitsnotebook.com/Geometry/Quadrilaterals/QDTrapKite.html
IV. PROCEDURES
The teacher lets the students to prepare the assigned materials (bond paper,
pencil, ruler, protractor and compass) last meeting.
The teacher gives the procedures of the activity.
1. On a bond paper, draw rectangle WXIA where WX=7cm and WA = 5cm.
2. On WX , name a point G 1 cm from the W and another point N 1cm from X.
A. Review previous 3. Form GA∧¿, to illustrate isosceles trapezoid GAIN.
lesson or 4. Use a protractor to measure the four angles of the trapezoid. Record your
presenting the findings in the table below.
new lesson 5. Draw the diagonals of GAIN.
6. Use a ruler to measure the diagonals. Record your findings in the table.
What to ∠AGE ∠GAI ∠AIN ∠INW GI AN
Measure
Measureme
nt
B. Establishing a
The teacher lets the students supply the appropriate statement/reason in
purpose for the
proving the theorem of a trapezoid.
lesson
The teacher asks the following questions to the students based on the given
activity.

1. What type of quadrilateral is GAIN?

2. What are the measurements of the sides of the trapezoid?
3. What do you call to the trapezoid whose base angles are equal?
4. What two pairs of angles formed are base angles?
5. Compare the measure of the angles in each pair. What did you find?
C. Presenting 6. Make a conjecture about the measures of the base angles of an isosceles
examples/ trapezoid. Explain.
instances of the 7. Which two pairs of angles are opposite each other?
new lesson
Answer:
1. Trapezoid
2. GN =5 cm ; GA= √ 26 cm ; ¿=√ 26 cm ; AI =7 cm
3. isosceles trapezoid.
4. ∠ NGA ≅ ∠ GNI ; ‹ GAI ≅ ‹ NIA
5. The sum of the measures of the opposite angles is 1800.
6. The base angles of an isosceles trapezoid are equal.
7. angles G and I ; angles N and A
1. The teacher asks the students, what are the properties of isosceles trapezoid?

Answer:
 Each pair of isosceles angles is congruent.
D. Discussing new
 Diagonals are congruent.
concepts and
2. The teacher asks to the students, what are the conditions for a trapezoid?
practicing new
Answer:
skills #1
 If a pair of base angles of a trapezoid are congruent, then the trapezoid is
isosceles
 If the diagonals of a trapezoid are congruent, then the trapezoid is
Activity 1:

Prove the first theorem of the isosceles trapezoid using:

Given: Isosceles trapezoid SHAR

with HA∧SR

Prove: ∠ H ≅ ∠ HAR and ∠ S ≅ ∠ R

Statements Reasons
1. Isosceles trapezoid SHAR
1.
with bases HA∧SR
2. HA II SR 2. Definition of bases in a trapezoid
3. Through point E, draw 3. Through a point not on the given line there is
AEǀǀ HS . exactly one line parallel to the given line.
4. SHARis a parallelogram 4.
5. Opposite sides of a parallelogram are
5.
congruent.
6. HS= AR 6. Definition of an isosceles trapezoid.

7. 7. Substitution (5, 6)

8. ∆ AER is an isosceles triangle 8. Definition of an isosceles triangle

9. In an isosceles triangle, base angles are
9. ∠ AER ≅ ∠ R
congruent (7,8)
10. If two parallel lines are cut by a transversal, a
10. ∠ S ≅ ∠ AER
pair of corresponding angles are ≅ (3).
11. ∠ S ≅ ∠ R 11. Substitution (9,10)
12.∠ H is supplement of ∠ S
12. If two parallel lines are cut by a transversal,
∠ HAR is supplement of same side interior angles are supplementary (2)
∠R
13. Supplement of congruent angles are
13. ∠ H ≅ ∠ HAR congruent (11,12).
Activity 2:

Given: Isosceles trapezoid ABCD

Prove: ∠ A is supplementary to ∠ C
∠ B is supplementary to ∠ D