School Sta.

Rita High School Grade 9

Teacher BENJIE A. VILLAFLORES Learning Area MATHEMATICS
Teaching Dates and Time February 27, - March 3, 2023 Quarter THIRD
MONDAY TO FRIDAY
(7:30-3:00)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
7:30 AM – 8:30 AM 7:30 AM – 8:30 AM 7:30 AM – 8:30 AM 7:30 AM – 8:30 AM

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. Performance The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and
Standards accurate representation.
C. Learning Uses properties to find the Uses properties to find the Uses properties to find the Determines the conditions that
Competencies/Objective measure of angles, sides and other measure of angles, sides and measure of angles, sides and make a quadrilateral a
s quantities involving parallelograms other quantities involving other quantities involving parallelogram M9GE-IIIa-2
(M9AL-GE-IIIb-1) parallelograms (M9AL-GE-IIIb-1) parallelograms (M9AL-GE-IIIb-1)
1. Recall the properties of a 1. Use properties of 1. Use properties of 1. Determine the different
parallelogram. parallelogram. parallelogram to find the properties of
2. Use properties to find the 2. Find the measures of measure of angles, sides parallelograms.
measure of angles, sides angles, sides and other and other quantities 2. Enumerate parts of a
and other quantities quantities involving involving parallelograms. parallelogram that are
involving parallelograms. parallelograms. 2. State the properties of congruent.
3. Show appreciation on the 3. Show appreciation the parallelogram. 3. Show interest through
properties of use of parallelograms. 3. Show appreciation on the active participation
parallelograms. uses of parallelograms in
everyday life.
II. CONTENT Variations Variations
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages N/A N/A N/A N/A
2. Learner’s Materials LM page 306-360 LM page 306-360 LM page 306-360 LM page 306-360
pages
3. Textbook pages Empowering Math 9 p.222-227 Empowering Math 9 p.222-227 Empowering Math 9 p.212-251, Empowering Math 9 p.212-251,
grade 9 Mathematics Patterns grade 9 Mathematics Patterns
and Practicalities p.364-367 and Practicalities p.364-367
4. Additional Materials https://study.com.academy http://mathwarehouse .com
from Learning Resources lesson,https://www.mathplanet
>educ, Paralleograms property
B. Other Learning Lial, M. L., Hornsby, J., & Lial, M. L., Hornsby, J., & Lial, M. L., Hornsby, J., & Lial, M. L., Hornsby, J., &
Resources Mcginnis, T. (2020). Algebra for Mcginnis, T. (2020). Algebra for Mcginnis, T. (2020). Algebra for Mcginnis, T. (2020). Algebra for
college students. Pearson. college students. Pearson. college students. Pearson. college students. Pearson.
IV. PROCEDURE
A. Reviewing previous Begin with classroom routine: Begin with classroom routine: The teacher asks the students to The teacher asks the students to
lesson or presenting the a. P rayer a. P rayer examine the following objects. the following:
new lesson b. Reminder of the classroom b. Reminder of the classroom What do they have in common? 1. State the properties of
 health and safety protocol health and safety protocol parallelogram.
c. C hecking of Attendance c. C hecking of Attendance 2. Definition of
d. Quick Kamustahan d. Quick Kamustahan parallelogram.

B. Establishing a The teacher lets the students to The teacher lets the students to The teacher lets the students The teacher lets the students
purpose for the lesson answer the following questions: answer the following questions: realize that their knowledge of realize that their knowledge of
congruent triangles, parallel congruent triangles, parallel
1. What are the properties of 1. What are the properties of lines, and angles are certainly lines, and angles are certainly
parallelogram? parallelogram? needed in the study of the needed in the study of the
2. What are kinds of 2. What are kinds of properties of parallelogram can properties of parallelogram can
parallelogram? parallelogram? be used in finding the measures be used in finding the measures
of angles sides and other of angles sides and other
properties involving properties involving
The teacher lets the students The teacher lets the students
parallelogram and it very useful parallelogram and it very useful
realize that the properties of realize that the properties of
in everyday life. in everyday life.
parallelogram can be used in parallelogram can be used in
finding the measures of angles, finding the measures of angles,
sides and other properties sides and other properties
involving parallelogram. involving parallelogram.
C. Presenting The teacher lets the student do the The teacher lets the student do The teacher presents the The teacher presents examples
Examples/instances of following in pairs, do Activity 7: the following in pairs, do Activity properties of parallelogram and to students and let them answer
new lesson Yes, You Can! p.317-318 of the 7: Yes, You Can! p.317-318 of the its uses in finding the measure of orally.
Learner’s manual. Learner’s manual. angles, sides and other
quantities involving
parallelogram. Each group will be
given a copy.

D. Discussing new The teacher discusses and The teacher discusses and The teacher discusses and The teacher discusses and
concepts and practicing illustrates thoroughly to the illustrates thoroughly to the illustrates thoroughly to the illustrates thoroughly to the
new skills #1 students the process of arriving the students the process of arriving students the process of using the students the process of using
answers in Activity 7 found on the answers in Activity 7 found on properties in finding its the properties in finding its
page317-318 of the Learner’s page317-318 of the Learner’s measures. measures.
Module. Module. The teacher lets the students to The teacher lets the students to
use the properties to solve use the properties to solve
 parallelogram. He/She calls a parallel. In Groups of five.
student for board work activity.
The teacher lets the students to
discuss the given activity by
using the properties of
parallelogram.
He/ She discuss thoroughly in
solving the unknown value of
the properties of parallelogram.

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical The teacher lets the students to The teacher lets the students to
applications of concepts use the properties of parallelogram use the properties of
and skills in finding the measure of sides. parallelogram in finding the
(Taken from the Localization and measure of sides. (Taken from the
Contextualization guide). Localization and
Contextualization guide).
1. The rectangle bulletin
board is to be hang on the 1. The rectangle bulletin
center of the wall. If board is to be hang on
diagonal is 25 inches and the center of the wall. If
20 inches length. Find the diagonal is 25 inches and
width of the rectangular 20 inches length. Find
bulletin board. the width of the
rectangular bulletin
board.
H. Making The teacher summarizes the The teacher summarizes the The teacher summarizes the The teacher summarizes the
generalizations and mathematical skills in the usage of mathematical skills in the usage properties of parallelogram in properties of parallelogram in
abstractions about the the properties of parallelogram in of the properties of parallelogram finding the measures of angles, finding the measures of angles,
lesson finding the measures of angles, in finding the measures of angles, sides and other quantities sides and other quantities
sides and other quantities sides and other quantities involving parallelogram. involving parallelogram.
involving parallelogram. involving parallelogram. PROPERTIES OF
PARALLELOGRAM:
 Opposite side of a
parallelogram are
parallel (definition of
parallelogram).
 Opposite angles of a
parallelogram are
congruent.
 Opposite side of a
parallelogram are
 congruent.
 The diagonal of a
parallelogram bisect
each other.
 Each diagonal divides a
parallelogram into to
congruent triangles.
I. Evaluating Learning The teacher lets the students The teacher lets the students To check students
answer individually the formative answer individually the formative understanding the teacher gives
assessment. assessment. this activity to be answered
Find the measures for the value for Quadrilateral LOVE is a individually.
x. parallelogram. If m∠ LEV =¿ =
140° , find: Write True if the statement is
Illustrate and solve. 1. m∠ OLE=¿ true and False if it incorrect.
1.In the rectangle ABCD,
2. m∠ LOV =¿
AC=3x+1 and BD =21-2x. Given Parallelogram DAVE.
3. m∠OVE=¿

1. m<1 + <m2 = <m6 + m< 5

2. m< 7 + m< 8 = m<3 + m<4
3. If AD = 10 cm then AV = 10
cm
4. If EV =10 cm then DE = 5cm
5. If DE= 8 cm and AV =8cm
then DE≅ AV
J. Additional activities for
application or
remediation
V. REMARKS . DID’NT FINISH THE TOPICS

VI. REFLECTION
A. No. of learners who __ of Learners who earned 80% above __ of Learners who earned 80% above __ of Learners who earned 80% above __ of Learners who earned 80% above

earned 80% on the

formative assessment
B. No. of Learners who ___ of Learners who require additional activities for ___ of Learners who require additional activities for ___ of Learners who require additional activities ___ of Learners who require additional activities
remediation remediation for remediation for remediation
require additional
activities for remediation
C. Did the remedial ___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the lesson
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who ___ of Learners who continue to require remediation ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
strategies worked well? ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their
Others: ____________________ tasks tasks tasks
Others: ____________________ Others: ___________________ Others: __________________

F. What difficulties did I __ Bullying among learners __ Bullying among learners __ Bullying among learners __ Bullying among learners
__ Leaners’ behavior/attitude __ Learners’ behavior/attitude __ Learners’ behavior/attitude __ Learners’ behavior/attitude
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
can help me solve? __ Computer Lab __ Computer Lab __ Computer Lab __ Computer Lab
__ Prior knowledge of students __ Prior knowledge of students __ Prior knowledge of students __ Prior knowledge of students
Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos/Pictures __ Localized Videos/Pictures __ Localized Videos/Pictures __ Localized Videos/Pictures
localized materials did I __ Making use articles from __ Making use articles from __ Making use articles from __ Making use articles from
use/discover which I views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
wish to share with other Materials Materials Materials Materials
teachers? Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________

Prepared: Checked: Noted:

BENJIE A. VILLAFLORES EDWARD R. SAN AGUSTIN, EdD NENITA P. AVILANES, EdD

Teacher I Head Teacher I Principal IV