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 MARCH 11, 2024 LEARNING MATHEMATICS

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

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning
Competencies/Objectives
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.
Proves theorems on trapezoids and kites ( M9GE - IIId - 2 )

Write the LC code for

each.
II. CONTENT
A. Topic Theorems on Trapezoid and Kites
B. KBI Listen and Participate actively to the discussion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
 2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Power Point 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 Ma’am!”
1. Daily Routine
a. Prayer
“Everybody stands and let us (The students will stands)
pray.”
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 of papers or plastic
under your chairs, and
arrange also the alignment of
your chairs.”
pieces of paper or plastic
around them and arrange
their chairs properly.)

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

now take your seat) (All students will sit)
 b. Greeting
“Once again good morning “Good Morning Ma’am!”
class!”

“So how was your “It was great Ma’am!”

weekend?”

“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
“Raised your hand and say (Student raise their hand
Present if your name is and say present as the
called…..” teacher calls their name)
B. Review “So, before we proceed to (One student will
our new topic let’s have first volunteer)
a review about our discussion
last meeting. So, What was
our last topic? Anyone?”
“Ma’am last meeting we
discussed about proving the
midline theorem.”
“Very good!” Last meeting
we discussed about proving
midline theorem. And now
we will now moving on to
our next topic.”
C. Motivation “Before we start with our (The students will listen to
new topic, let’s have first an the instruction)
activity. This activity is
called ‘Hide and Seek”. I will
group you into four groups.
Each group will choose 1
representative to explain their
work. This activity is good
for 5 minutes only.”

Direction: Look around the

corner and give 5 or create 5
examples of a trapezoid, and
a kite that can be seen inside
or outside of our classroom;
using a ruler and protractor,
measure its sides and angles
and draw to show that it is a
trapezoid, and a kite. Do you
understand class?”

“Yes ma’am”

“Okay let’s start”

(The student will do the
activity)
(After 5 minutes)
“Are you done class?”
“Yes ma’am”
“Okay let’s start. We will
start from the group 1. Okay
group 1 representative come
in front.”
(Group 1 representative
explain their answer)
“Very Good! Let’s give a
“Very Good clap to Group
1.”

“Next group 2.”

(Group 2 representative
explain their answer)
“Very Good! Let’s give a
“Very Good clap to Group
2.”

“Next Group 3.”

(Group 3 representative
explain their answer)
“Very Good! Let’s give a
“Very Good” clap to Group
3.”

“Next, the last group 4.”

(Group 4 representative
explain their answer)
“Very Good! Let’s give a
“Very Good” clap to Group
4.”
 “Very Good class.”
D. Lesson Proper
a. Activity “For our second activity, this (The students will listen to
will be 2 groups. This the instruction)
activity is called
“Mathematical
Investigation”. This activity
is for only 5 minutes.”

Direction: In this activity, the

students will think, explore,
and give the definition based
on the given figure.

For Group 1:

For Group 2:

Guide questions:
1. In figure #1, which
sides are the bases?
Why do we say that
these sides are the
bases?
2. In figure #1, which
sides are the legs?
Why do we say that
these sides are the
legs?
3. In figure #2, which
sides are the bases?
Why do we say that
these sides are the
bases?
 4. In figure #2, which
sides are the legs?
Why do we say that
these sides are the
legs?
5. What do you notice
from figure 1 and
figure 2?

“Answer the guide questions.

Do you understand class?
“Yes ma’am”

(The student start the

activity)
b. Analysis “Okay, time is up! I have
questions that you will
answer. This question is
based only on our activity.”
“How do you find the
activity is it hard? Or easy?

(Students’ answer may

vary)

“Okay very good!”

“So let’s proceed now to our
discussion.”
c. Abstraction “Just like what I have said
earlier, our topic for this
morning is about Midline
Theorem.”

“As we go on with our

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

“Yes ma’am”

“Okay, let’s start.”

“So, what is trapezoid?” (The student will listen

with the discussion)
“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.”

Example:

The median of a trapezoid

is a segment joining the
midpoints of the legs of the
trapezoid.

Example:
Given trapezoid NICE
below, find |AB|.

|AB| = ½ (|NI| + |EC|)

|AB| = ½ (12 + 16)
|AB| = ½ (28)
|AB| = 14 cm

An isosceles trapezoid is a
trapezoid whose nonparallel
sides are congruent. If the
legs of a trapezoid are
congruent, then the trapezoid
is an isosceles trapezoid.

Properties of trapezoid:
1. The bases are
parallel.
2. The legs are
congruent.
3. The lower base angles
of an isosceles
trapezoid are
congruent
4. The upper base angles
of an isosceles
trapezoid are
congruent.
5. The diagonals of an
isosceles trapezoid
are congruent.

Examples:
1. In the figure below,
ABCD is an isosceles
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

2. In the figure below,

ABCD is an isosceles
trapezoid. Find the
length of 𝐴𝐶̅ if |BD| =
9 cm.

Solution: The diagonals of an

isosceles trapezoid are
congruent, 𝐴𝐶̅ ≅ 𝐵𝐷̅.
Thus, |AC| = |BD|

|AC| = 9 cm

3. In the figure below,

ABCD is an isosceles
trapezoid. Find the
value of x if length of
𝐴𝐶̅ if |AC| = 5x - 30
cm ad |BD|= 60 cm.

Solution: The diagonals of an

isosceles trapezoid are
congruent, 𝐴𝐶̅ ≅ 𝐵𝐷̅.
Thus, |AC| = |BD|
 d. Application “If you don’t have any
questions, then let’s have
another activity. This activity
is individual activity. I will
call some students to answer
this following. Do you
understand class?”

“Yes ma’am”

“Individual Activity”
Given is Isosceles Trapezoid
WARM with diagonals WR
and AM that intersect at E.
|WM| = 17 cm, |WR| = 21
cm, |AE| = 6 cm and
m∠WMR = 52⁰

Find the following:

1. |AR|
2. |AM|
3. |EM|
4. |WE|
5. |ER|
6. m∠ARM
7. m∠MWA
8. m∠WAR
9. m∠WMR + m∠WAR
10. m∠WMR + m∠ARM

(The teacher will call 10

students to answer)

“Very good class!”

“I guess all of you are ready
to take the quiz. Are you
ready?”

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

Direction: LMNO is a
trapezoid with 𝑃𝑄̅ as the
median. Answer each of the
following items.

1. If |PQ| = 20 cm, |LM|

= x + 3 cm and |ON|
= x + 6 cm, what is
the value of x?
2. If |LM| = x – 2 cm, |
ON| = x + 4 cm and |
PQ| = 24 cm, what is
the value of x?
3. If |PQ| = 24 cm, |LM|
= x + 4 cm and |ON|
= x + 8 cm, what is |
LM|?
4. If |PQ| = 24 cm, |LM|
= x – 3 cm and |ON| =
x + 7 cm, what is |
ON|?
5. If |LM| = 12 cm, |PQ|
= x + 3 cm and |ON|
= x + 10 cm, what is
the value of x?
6. If |LM| = 18 cm, |PQ|
= x – 2 cm and |ON| =
x + 3 cm, what is the
value of x?
7. If |ON| = 30 cm, |PQ|
= x + 1 cm and |LM|
= x – 6 cm, what is |
PQ|?
8. If |ON| = 34 cm, |PQ|
= x – 1 cm and |LM|
= x – 7 cm, what is |
 LM|?
9. If |LM| = 2x, |PQ| =
3x and |ON| = 2(x+5),
what is |PQ|?
10. If |LM| = 2x + 2 cm, |
PQ| = 3x + 3 cm and |
ON| = 2(x+6), what is
|LM|?

“You may start now” (Students are doing their

activity)

“Are you done class?”

“Yes ma’am

“Okay pass your paper to the

front.”
(Passing their paper to 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 you ma’am.”

thank 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
____ learners caught up with the lesson
the 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