Republic

of the Philippines
Department of
Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
---oOo---
TANAUAN NATIONAL HIGH SCHOOL (303437)
Tanauan, Leyte
___________________________________________________________________

TEACHER IVANAJEAN P. GOLAR GRADE LEVEL GRADE 9

DATE AND FEBRUARY 21, 2024 LEARNING AREA MATHEMATICS

TIME 7:40 – 8:40: HELIUM
8:40 – 9:40: ERBIUM
10:00 – 11:00: ERBIUM
11:00 – 12:00: FRANCIUM
1:00 – 2:00: KRYPTON
SCHOOL TANAUAN NATIONAL QUARTER 3RD
HIGH SCHOOL

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC code for
each.
The learner demonstrates understanding of key concepts of
quadrilaterals and triangle similarity.
The learner is able to investigate, analyze, and solve
problems involving quadrilaterals and triangle similarity
through appropriate and accurate representation.
Uses properties to find measures of angles, sides and other
quantities involving parallelograms. (M9GE-IIIb-1)
Sub-tasks:
Identify the
properties of
parallelogram,
b. Apply the
properties of
parallelogram in
problem solving;
and
c. Relate the
properties of the
parallelogram to the
real life situations.
Identify the
properties of
parallelogram,
b. Apply the
properties of
parallelogram in
problem solving;
and
c. Relate the
properties of the
parallelogram to the
real life situations.
Identify the
properties of
parallelogram,
b. Apply the
properties of
parallelogram in
problem solving;
and
c. Relate the
properties of the
parallelogram to the
 real life situations.
Identify the
properties of
parallelogram,
b. Apply the
properties of
parallelogram in
problem solving;
and
c. Relate the
properties of the
parallelogram to the
real life situations.
1. Identify the properties of parallelogram.
2. Apply the properties of parallelogram in problem
solving.
II. CONTENT
A. Topic Properties of Parallelogram

Sub-topic:
1. Solving Problems on Properties of Parallelogram
B. KBI Listen and Participate actively to the discussion
III. LEARNING
RESOURCES
 A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Learner’s Material for Mathematics 9 (pp. 314-319)
Pages
3. Textbook Pages
4. Additional Materials PowerPoint presentation, manila paper, marker, and tape
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Preliminaries “Good Morning Class!” “Good Morning
1. Daily Routine Ma’am!”
a. Prayer
“Everybody stands and let us (The students will
pray.” stands)

Prayer:
Dear Heavenly Father,
As we gather here today,
we invite Your presence
into this classroom.
Lord, bless each and
every student here, as
well as our teacher, as
we embark on another
day of learning. Please
give us clear minds and
open hearts so we can
grasp the knowledge and
lessons set before us.
Help us to be attentive,
and let Your wisdom
guide us in our studies.
We ask for Your peace
to fill this room, so that
even in the midst of
challenges, we may feel
Your comforting
presence. In Jesus’ name,
we pray, Amen.

“Class before you take your (Student will pick up the

seat, kindly pick up the pieces pieces of paper or plastic
of papers or plastic under your around them and arrange
chairs, and arrange also the their chairs properly.)
alignment of your chairs.”

(Okay everyone you may now “Thank you ma’am.”

 take your seat) (All students will sit)

b. Greeting
“Once again good morning “Good Morning
class!” Ma’am!”

“So how was your weekend?”

“It was great Ma’am!”
“That’s Good!

Have you enjoyed your “Yes Ma’am! It was a lot

weekend bonding with your of fun!”
family?”

“That’s Good to know.”

c. Checking of Attendance (Student raise their hand

“Raised your hand and say and say present as the
Present if your name is teacher calls their name)
called…..”
B. Review “So, before we proceed to our (One student will
new topic let’s have first a volunteer)
review about our discussion last
meeting. So, What was our last
topic? Anyone?”
“Ma’am last meeting we
discussed about the
quadrilaterals, the types
of quadrilaterals and the
condition that guarantee
a quadrilateral is a
parallelogram.”
“Very good! Since you already
have knowledge about the
quadrilaterals, the types of
quadrilaterals and conditions
that guarantee a quadrilateral a
parallelogram, we will now
moving on to our next topic.”
C. Motivation “Class listen.” (The students will listen )

“For example, I have this daily (Student raise her/his

routine at home, every day I go hand)
to school. After school, I went
straight to my part-time job.
Then, before going home, I often
stop by a convenience store to
buy snacks and drinks. Now
suppose that the distance from
home to school has the same
 distance from the work place to
convenience store. What can we
form then?”

“Yes Ms/Mr. (name)”

“Very Good” That’s correct. It’s (Expected answer)
Parallelogram.” “Ma’am parallelogram.”
D. Lesson Proper
a. Activity “For our second activity, this (The students will listen
will be by pair. You can choose to the instruction)
your partners and write your
names in the activity sheet
given.”

“I’ll be giving activity sheet for

every pair. This activity good
for 5 minutes.”

“Is it clear class?” “Yes ma’am”

“Okay you may start.” (The student start

answering the activity)

“The activity sheet”

“Directions: Place a check mark

in the box if the quadrilateral
listed has that properties given
in table.”

b. Analysis “Okay, time is up. Let’s answer

your activity.”

Guide Question:
“Based from the activity, what (Student raise his/her
properties are common to hand)
rectangles, rhombus, and
squares?”

“Okay Ms/Mr. (name). What is (Expected Answer)

your answer?” “Based from the activity
all the properties are
common to rectangles,
rhombus and squares.’
“Very Good. It is correct
because rectangle, square, and
rhombus are all kinds of
parallelogram.”

“Next, what makes a rectangle (Student raise his/her

different from a rhombus?” hand)

“Okay Ms/Mr (name)” (Expected Answer)

“A rhombus has four
equal sides, whereas, in a
rectangle, the opposite
sides are equal.”

“How about the rectangle to (Student raise her/his

square?” hand)

“’Okay Ms/Mr (name)” (Expected Answer)

“The major difference
between a square and a
rectangle is that a square
has all its sides equal,
whereas a rectangle has
its opposite sides equal.

“Very Good.”

“Next, the difference between (Student raise her/his

rhombus and square?” hand)

“Okay Ms/Mr (name) (Expected Answer)

The main difference
between a square and a
rhombus is that all the
angles of a square are
equal to 90°, and hence
are equal in measure, but
in the case of a rhombus,
only the opposite angles
are equal.

“Very Good, Excellent. So, this

means that this topic will not be
difficult for you to understand
because you already have
 knowledge about this topic.”

“So let’s proceed now to our

discussion.”
c. Abstraction “Just like what I have said
earlier, our topic for this
morning is about properties of
parallelogram.”

“As we go on with our lesson, I “Yes ma’am”

want you to listen and observe
carefully so that you can
understand with our discussion.
Are you ready to listen class?

“Okay, let’s start.” “Okay ma’am”

“Based from our discussion “(Student raise her/his

about quadrilaterals I mentioned hand)
their about parallelogram. So,
what is parallelogram?

“Okay Mr/Ms. (name). “Parallelogram is a

special type of
quadrilateral that has
both pairs of opposite
sides parallel and equal.
“Very good”

“So, what are those properties of

parallelogram?”

“The properties of (The student will listen

parallelogram are first is, in a with the discussion)
parallelogram, any two opposite
sides are congruent. Second is,
in a parallelogram any two
opposite angles are congruent.
Third is, in a parallelogram any
two consecutive angles are
supplementary. Fourth is, the
diagonals of a parallelogram
bisect each other. And last is we
have, a diagonal of a
parallelogram forms two
congruent triangles.”

“Is it clear class?” “Yes ma’am”

“And now, we will proceed to

 solving problems on properties
of parallelogram.”
“For example: CDEB is a
parallelogram. If the measure of
CD is 23 and BE is 8x-1, find
x.”

Figure:

CD ≅ BE
CB ≅ DE

Then solve for x,

8 x−1=23
8 x=23−1
8 x=24
8 x=24
8
x=3
Substitute:
8 ( 3 ) −1
24−1
¿ 23

“Therefore, side CD is
congruent or equal to side BE.”

“Do you understand class?” “Yes ma’am”

“Do you have any questions, “None so far ma’am”

clarifications?”
d. Application “If you don’t have any question,
then let’s do another activity.
This activity will be a group
activity. This will be good in
just 5 minutes.”

“I will group you into 3 groups.

Each group will be given a
problem that you need to solve
and you will choose one
representative that will explain
 your answer in front.”

“Group 1:

“Group 2:

“Group 3:

“Do you understand class?”

“You may start answering”

“Are you done class?” “Yes ma’am”

(Students are doing their

activity)

“Yes ma’am”
V. EVALUATION “This time I will give you an (Students get their ½
activity to work on your own. sheet of paper)
You can answer it on a ½ sheet
of paper. This activity is for
only 5 minutes to answer.”

“Get your math book and turn to

page 319, answer letter B from
1 to 5. Follow the directions”

“Is it clear class?” “Yes ma’am”

“You may start now” (Students are doing their

activity)

“Are you done class?” “Yes ma’am

 “Okay pass your paper to the (Passing their paper to
front.” the front)
VI. ASSIGNMENT “For your assignment make a
reflection paper on what have
you learned in our discussion,
put it in a ½ sheet of paper.”

“Is it clear class?” “Yes ma’am”

“Okay, that would be all thank “Thank you ma’am.”

you for your cooperation and
thank you for listening during
my discussion.”

“Goodbye class!” “Goodbye ma’am!”

VII. REMARKS
1. Number of learners who
____ learners earned 80% and above in the evaluation
earned 80% in the evaluation.
2. Number of Learners who
____ learners require additional activities for remediation
require additional activities for
remediation.
3. Did the Remedial lessons
Yes___ No___
work? Number of learners who
have caught up with the ____ learners caught up with the lesson
lesson.
4. Number of learners who
____ learners continue to require remediation
continue to require
remediation.
5. Which of my teaching
strategies worked well? Why
did this work?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

IVANAJEAN P. GOLAR
Student Intern
Reviewed and Checked by:

ROSALITA T. VIRTUDES
Master Teacher II