Project STAR Training of Trainers

Division Training on Design Thinking in Science and Mathematics Teaching

March 18 - 19, 2023

The learning plan template below is adapted from the Intel Teach Program Essentials Course. Some contents
were modified to suit the needs of the training.

LEARNING UNIT PLAN

The Learning Unit Plan provides an overview of the teaching – learning activities of a set of concepts
and/or skills in a particular subject area and grade level. The unit plan is larger in scope than the lesson plan
and provides the “frame” around which a teacher may build the lesson plans and the details of its
implementation.

A. Plan Authors
Name of School West Tabacal Region NHS & CCNHS-Cabaruan Extension
Members Emelyn A. Acoba
May Rose G. Sanchez

B. Unit Overview
Unit Title
Unit Summary
Curriculum Placement
Number of Hours Needed
Mode of Delivery
Quadrilaterals
This unit covers the key concepts on quadrilaterals. Learners are given
practical tasks to use their prior knowledge and skills in learning
quadrilaterals in a deeper perspective. The learners shall undergo series of
varied activities to process the knowledge and skills learned and reflect to
further understand such concepts and be able to answer HOTS questions. In
the end, they shall be able to transfer their understanding in dealing with
real-life situations like problem solving.
Grade 9, Quarter 3
8 hours
Face-to-Face

C. Unit Details
Content Standards
Performance Standards
Learning Competencies
The learner demonstrates understanding of key concepts of parallelograms.
The learner is able to investigate, analyze, and solve problems involving
parallelograms.
The learner:
● determines the conditions that make a quadrilateral a parallelogram
● uses properties to find measures of angles, sides and other quantities
involving parallelograms
● proves theorems on the different kinds of parallelogram (rectangle,
rhombus, square)
● proves the Midline Theorem
● proves theorems on trapezoids and kites
● solves problems involving parallelograms, trapezoids and kites
Unit Questions “How useful are the quadrilaterals in dealing with real-life situations like
problem solving?”

Prerequisites Prior Knowledge:

● Four Fundamental Operations in Mathematics
● Basic concepts on Polygons- sides and angles
Pre-requisite Skills
● Problem-solving skills
● Communication and collaboration skills
● Basic ICT Skills
a. Answering a Kahoot! Quiz

Planned Activities WEEK 1

Day 1:
Learning Activities:
● Socio-Emotional Learning Check-up
 The learners will accomplish the Self-Learning Module (Quarter 3-
Module 1: Conditions that make a Quadrilateral a Parallelogram)
- Pre-Assessment ( gamified powerpoint)
 Setting the Scene:
- The teacher will ask questions that are related to quadrilaterals
to set their mood. The teacher shall give the students an overview of
the whole module using the module map and ask the question “How
useful are the quadrilaterals in dealing with real-life situations like
problem solving?”
 Activity 1: Four-Sided Everywhere!
- Present the illustrations of Activity 1 and let the students
answer the question presented. This entails guided discussion.
 Checking for Understanding:
- Prepare copies of the table. Make this activity “Pair and Share”
 Activity 2: Refresh Your Mind!
 Activity 3: Which is which?

Day 2:
Learning Activities:
 Socio-Emotional Learning Check-up
 The learners will accomplish the Self-Learning Module (Quarter 3 -
Module 2: Proving Theorems on the Different Kinds of Parallelogram-
Rectangle, Rhombus, Square)
 Setting the Scene:
- The teacher shall inform the students on what shall be done in
learning the entire module. There will be different activities which
shall serve as their guides as they learn, discover and prove the key
concepts on quadrilaterals.
- Activity 4: Fantastic Four!
Day 3:
Learning Activities:
 Socio-Emotional Learning Check-up
 Checking for Understanding
- Activity 5: Defense! Defense!

WEEK 2:
Day 4:
Learning Activities:
 Socio-Emotional Learning Check-up
 The learners will accomplish the Self-Learning Module (Quarter 3 -
Module 3: Proving Theorems on Trapezoids and Kites).
 Setting the Scene:
- The teacher shall present to the students the properties of a
parallelogram.
- After which, instruct the students to do activities to determine their
prior knowledge on the properties of parallelogram. The teacher
shall guide the students in proving each property of parallelogram in
the different Show Me! Activities.
- Drills on Show Me! activities

Day 5:
Learning Activities:
 Socio-Emotional Learning Check-up
 Checking of Understanding:
- Activity 7: Yes You Can

Day 6:
Learning Activities
 The learners will accomplish the Self-Learning Module (Quarter 3 -
Module 4: Solving Problems Involving Parallelograms, Trapezoids
and Kites)
 In addition, the learners will be asked to watch a short video clip
explaining the properties of a parallelogram, trapezoids and kites
and its application to real-life

Day 7:
Learning Activities:
 Socio-Emotional Learning Check-up
 Checking of Understanding:
- Activity 8: Show More What You’ve Got!

Day 8:
Learning Activities:
 Socio-Emotional Learning Check-up
 Enrichment
 After knowing the muddiest point, the teacher will address these by
providing more examples not included in the given module.
 The teacher will explain the performance task where the learners will
 be asked to pose three (3) word problems involving different kinds of
parallelograms (free, semi-structured, and structured).
 Rubrics (criteria for excellence) shall be discussed to guide the
learners very well in this activity.
 Deadline will be at the end of the quarter.
Differentiated Instruction (if any)
Special Needs Students For learners with special needs, an alternative learning activity will be
provided for them to understand the lesson. For a student with visual
impairment, manipulatives will be provided to him/her on the different
quadrilaterals thru home visitation. There will be one-to-one teaching for
each student with a special need. An IEP will be followed (to be consulted
with Special Education teacher).
Gifted Students For gifted students, they will be asked to lead in group activities. In addition,
more challenging problems will be provided for them to explore.

D. Assessment Plan
Pre-Lesson Assessment The learners’ prior knowledge and prerequisite skills will be described
through the use of pre-tests found in the modules, socio-emotional learning
check-ups, language strategies, drills, and muddiest point.
In-Lesson Assessment The learners’ learning progress and needs will be monitored through
formative assessment activities such as in-lesson activities in the module,
ICT-based and game-based activities, collaborative activities, reporting and
processing, language strategies, and feedbacking.
Post-Lesson Assessment The learners’ achievement will be measured and evaluated through
summative assessment activities such as short quizzes in Google Forms, exit
slips, reflections, and performance tasks.
Remedial To further learners’ understanding, they will be asked to answer the
additional problems provided in their self-learning modules.
*TLA is Teaching-Learning Activities

E. Resources
Printed Materials Self-Learning Modules in Math 9 Quarter 3
Supplies For teachers: laptop, LED TV, WiFi (portable or not), bond paper, chalk and
board (or whiteboard and marker), drawing pad

For learners: laptop/smartphone/tablet, WiFi or mobile internet connection,

notebook, pen/pencil
Internet Resources YouTube videos:

DepEd CommoKahoot!
Mentimeter

Other Resources No other resources will be used in this Unit Plan.