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 6, 2024 LEARNING MATHEMATICS

TIME 7:40 – 8:40: HELIUM AREA
8:40 – 9:40: DUBNIUM
10:00 – 11:00: GOLD
11:00 – 12:00: GOLD
1:00 – 2:00: KRYPTON
2:00 – 3:00: FRANCIUM
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 the Midline Theorem (M9GE - IIId – 1)

Write the LC code for

each.
II. CONTENT
A. Topic Midline Theorem
B. KBI Listen and Participate actively to the discussion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Pages 216 - 217
2. Learner’s Materials Pages 326 - 328
 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
Present if your name is (Student raise their hand
called…..” and say present as the
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
special parallelograms
which is rectangle,
rhombus and square.”

“Very good!” Last meeting

we discussed about the,
proving the special
parallelograms which is the
rectangle, rhombus and
square. 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 ‘Guess Me using those
Picture”
 “I have here some pictures
and I will paste it on the
board and all you have to do
is guess thee hidden message
or word using those pictures.
If you want to answer kindly
raise your hand.”

“Is it clear class?” “Yes ma’am”

“Okay let’s start.” (Student raise her/his hand)

“Okay, Ms/Mr. (name)” “Midline Theorem ma’am”

“Okay very good!”

“The hidden word or
message is Midline Theorem.
This will be our topic for this
morning”
D. Lesson Proper
a. Activity “For our second activity, I (The students will listen to
will group you into four the instruction)
groups. I have here already
the materials needed in this
activity. Kindly get your
book and turn to page 326,
Activity 2: “I can do it”. The
direction is already there.
And there are some questions
that you need to answer. Do
you understand class”

“Yes ma’am”

“Okay, do this activity for

 only 5 minutes. Let’s start.”

(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 midline (The student will listen

theorem?” with the discussion)

“The segment whose

endpoints are the midpoints
of two sides of a triangle is
parallel to and half as long as
the third side. The segment
whose endpoints are the
midpoints of two sides of a
triangle is parallel to and half
as long as the third side.”

“Proof: In ∆TAY, let O and

G be the midpoints of TA̅
and AY̅ , respectively. Let us
prove that OG̅ ∥ TY̅ and that |
OG| = ½ |TY|.

Let S be a point on OG⃡

where OG̅ ≅ GS̅ .
Given that O and G are
midpoints , then
TO̅ ≅ OA̅
AG̅ ≅ GY̅ .
By the Vertical Angle
Theorem, we can say that
∠AGO ≅ ∠SGY
By SAS Postulate, we can
have ∆ AGO ≅ ∆YGS,
where
OA̅ ≅ SY̅ by CPCTC
Also, TO̅ ≅ SY̅ by
Transitivity
And ∠OAG ≅ ∠SYG by
CPCTC
Since a pair of alternate
interior angles are formed
which are congruent,
then TO̅ ∥ SY̅
and thus, formed
parallelogram TOSY.
In a parallelogram, the two
pairs of opposite sides are
congruent and parallel.
Thus, we can say that OS ̅ ∥
TY̅ and OS ̅ ≅ TY̅ .
Therefore, 𝑂𝐺̅ ∥ TY̅ .

Note that G is the midpoint

of OS ̅, therefore |OG| = |GS|.
Note also that |OS| = |TY|.
So,
|OG| + |GS| = |OS|
|OG| + |OG| = |TY|
2|OG| = |TY|
Therefore, |OG| = ½ |TY|.

Example 1. Given M and N

are midpoints of DE̅ and EF̅ ,
respectively. If |MN|= 14 cm,
find |DF|.

Solution:
|DF| = 2|MN|
|DF| = 2( 14)
|DF| = 28 cm

Example 2. Refer to the

figure below. Find |DE| if D
and E are midpoints of BA̅
and BC̅ , respectively and |
AC| = 46 cm.

Solution:
|AC| = 2|DE|
46 = 2|DE|
1/2 (46) = |DE|

Example 3. In the figure

below, D and E are
midpoints of AB̅ and AC̅ ,
respectively. Find the value
of x.

Solution:
|BC| = 2|DE|
26 = 2(3x – 5)
26 = 6x – 10
26 + 10 = 6x
36 = 6x
 36/6 = x
6=x or x=6

“Do you understand class?”

“Yes ma’am”

“Okay good!”
“Do you have any questions,
clarifications?”
“None so far ma’am”
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”
Find the missing length as
indicated.
1. Refer to ∆LMN
a. Find the value of
x
b. Find |LN|

2. Refer to ∆EDF
a. Find the value of
x
b. Find SR

(The teacher will call 4

 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: Complete the

following statements.
1. In ∆BEA, X and Y
are midpoints of BE̅
and EA̅ , respectively.

a) |BX| = _____.
b) |BA| = 2(_____).
c) |EA| = |EY| + _____.
d) If |BA| = 36 cm, then
|XY|= _____.
e) If |EX| = 10 cm, then
|BX|= ____.

Direction: Find the missing

length.

a. Find x
b. Find SR
 “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