Republic of the Philippines

Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
D.Q. LIWAG NATIONAL HIGH SCHOOL
VINZONS, Camarines Norte

GRADES 1 to School D.Q. Liwag National High School Grade Level 9 Quarter 3
12 DAILY Teacher Mary Ann G. Rasco Learning Area Mathematics 9
LESSON PLAN Teaching Date and Time March 15, 2023, 7:45 AM – 8:45 AM
A.Content Standards The learner demonstrates understanding of the basic concepts of trigonometry.
The learner is able to is able to apply the concepts of trigonometric ratios to formulate
B.Performance Standards
I. OBJECTIVES

and solve real-life problems with precision and accuracy.

The learner illustrates angles of elevation and angles of depression . M9GE-IVd-1
Specific Objectives:
C.Learning Competencies/ 1. states the properties of parallelogram to be applied on the problems
Objectives 2. solves problems using the first property of parallelogram (In a Parallelogram any two
opposite sides are congruent)
3. Integrates the concept of solving problems involving parallelogram in real life situations.
II. CONTENT (Subject
Illustrates Angle of Elevation
Matter/Lesson)
1. Teacher’s Guide
Teacher’s Guide Pages 212 – 222
pages
2. Learner’s Materials
Learner’s Materials Pages 317- 341
pages
3. Textbook pages
III. LEARNING
RESOURCES

4. Additional Materials
from Learning
Resource portal
B. Other Learning Resources e-Math 9
Review the different types of Parallelogram.

Localization: Students will look for an object inside their bags and around the classroom which is
A.Reviewing previous lesson similar to the different kinds of parallelogram and will show it to the class individually.
or presenting the new
lesson a. Square – a rectangle with four right angles and a parallelogram with four congruent sides.
b. Rectangle – a parallelogram with four right angles.
c. Rhombus – a parallelogram with four congruent sides
d. Parallelogram - a quadrilateral with two pairs of opposite sides that are parallel
IV. PROCEDURES

B.Establishing a purpose for

the lesson
What have you observed in the photo?

As we go through the lesson, you must think of this important question: “How are concepts of
solving problems of Parallelogram used in solving real- life problems and in making decisions?”

C.Presenting In your English 9 this 3 rd Quarter, facts and opinion help us determine how true a statement is.
examples/instances of the Thus, in any kind of article, facts, and opinions can be used in developing the statement/paragraph
new lesson to add details on the main point.

In Mathematics, a true statement that needs to be proven is theorem. In our previews lesson, we
already proved the properties of a parallelogram.
 Properties of a Parallelogram:
1. In a Parallelogram any two opposite sides are congruent.
2. In Parallelogram, any two opposite angles are congruent.
3. In Parallelogram any two consecutive angles are supplementary.
4.The diagonals of a parallelogram bisects each other.
5. A diagonal of a parallelogram forms two congruent triangles.

Today, we are going to apply the first property of a parallelogram to solve problems.

Name the pairs of opposite side.

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

____ & ____ ____ ≅ ____

Indicator 1: Applied knowledge of content within across the curriculum teaching areas
Indicator 4: Managed classroom structure to engage learners, individually or in group.

English 9 Q3 Competency: Determine the relevance and the truthfulness of the ideas presented in
the material viewed EN9VC-IVa-10
D.Discussing new concepts Let us use the first property of parallelogram in solving problems.
and practicing new skills #1
ACTIVITY: YES YOU CAN!
Using the following Parallelograms. Consider each given information to answer the unknown parts.

Today, we are going to apply the first property of a parallelogram to solve problems.

1. If DN = 5cm, 𝑡ℎ𝑒𝑛 QL = ____

2. If DQ = 7cm, 𝑡ℎ𝑒𝑛 NL = ____

3. If LO = 8cm, 𝑡ℎ𝑒𝑛 EV = ____

4. then MH = _____, and AT = ____

5. If MA = 18cm, 𝑡ℎ𝑒𝑛 HT = ____

6. If MH = 6cm, 𝑡ℎ𝑒𝑛 AT = ____

7. If QU = 15cm, 𝑡ℎ𝑒𝑛 DA = ____

8. then QD = ____, and UA = ____

Question: What did we do in our activity?

Question: What property did you apply to find the measure of the unknown sides?

Indicator 4: Managed classroom structure to engage learners, individually or in group.

Objective 1: States the properties of parallelogram to be applied on the problems

 Using the following Parallelograms. Consider each given information and find what is asked.

1. If DN = 2x + 1 cm, and QL = x + 3 cm, what is the value of x? ____

What is the measure of DN? __________
What is the measure of QL? __________
If DQ = 2x + 3 cm, and NL = x + 5, what is the value of x?
What is the measure of DQ? __________
What is the measure of NL? __________

2. If LO= 3x - 4 cm, and EV = 2x cm, what is the value of x? ____

What is the measure of LO? __________
What is the measure of EV? __________
What is the measure of LE? __________
What is the measure of OV? __________
E.Discussing new concepts
3. If MA = 3x – 6 cm, and HT = x + 10, what is the value of x? ____
and practicing skills #2
What is the measure of MA? _________
What is the measure of HT? __________
If MH = 3x + 3 cm, and AT = 2x + 4, what is the value of x? ____
What is the measure of MH? _________
What is the measure of AT? __________

4. If QU = 2x + 1 cm, and DA = x + 8, what is the value of x? _____

What is the measure of QU? _________
What is the measure of DA? __________
What is the measure of QD? _________
What is the measure of UA? __________

Indicator 4: Managed classroom structure to engage learners, individually or in group.

Objective 2: Solves problems using properties of parallelogram

F. Developing mastery The students will be group according to their performances (boys and girls are separated) in the
class.

Setting of Standards: We will be dividing the class into four groups.

a. Each group will select their leader, secretary, reporters, videographer, and editors.
b. Every group will receive an envelope with materials.
c. The class will only be given 10 minutes to do the task and answer the guide questions.
d. After 10 minutes, the works of every group will be posted on the board and be reported by
the reporters.

Localization:
Activity Proper Procedures: Each group shall draw a kind of parallelogram on the translucent
picture of a school field.

Group I
Refer to the given figure at the right and answer the following:
Given: MATH is a parallelogram.
1. AT ≅ ________
2. MA ≅ ________
3. If MA = 5, then HT = ______
4. If AT = 7, then MH = ______
Guide Question:
1. What did you do in your activity?
2. How can you find the congruent sides?
3. Did you apply properties on parallelogram? Why?

Group II
Refer to the given figure at the right and answer the following:
Given: is a parallelogram.
5. AT ≅ ________
 6. MA ≅ ________
7. If MA = 5, then HT = ______
8. If AT = 7, then MH = ______
Guide Question:
4. What did you do in your activity?
5. How can you find the congruent sides?
6. Did you apply properties on parallelogram? Why?

Group III: Parallelogram

Problem: Mathematics Department will be conducting School Math Exhibit. Grade 9 Fidelity were
assigned to create a floor plan for the upcoming event. Help the Grade 9 Fidelity by making a
sketch plan of the exhibit area. The lengths measures 10m and 2x + 2 m, and width of 8m. You can
use any kind of parallelogram with an appropriate dimension in accordance with its property
(specifically in a Parallelogram any two opposite sides are congruent).
Standards: Accuracy and Mathematical Justification

Rubric for Sketch Plan

Criteria Outstanding Satisfactory Developing Beginning
4 3 2 1
Accuracy The sketch plan is The sketch plan is The sketch plan The sketch plan
accurately made, accurately made is not accurately is made but not
presentable, and and accurately. made but appropriate
appropriate. appropriate.
Mathematical Justification is Justification is Justification is Justifications is
Justification logically clear, logically clear, not so clear. ambiguous.
convincing, and convincing, and Some ideas are Property concept
professionally delivered. not connected to (specifically in a
delivered. The Appropriate each other. Parallelogram
property concept property concept Property concept any two opposite
(specifically in a (specifically in a (specifically in a sides are
Parallelogram any Parallelogram any Parallelogram congruent) is not
two opposite sides two opposite sides any two opposite applied.
are congruent) is are congruent) is sides are
applied. applied. congruent) is not
applied.

Are the measurement

In your drawing, identify the following: Measurement
equal or not?
Pairs of opposite sides

Guide Questions:
1. How do you find the experience of sketching the floorplan?
2. Did you apply the properties of parallelogram? How?
3. How did the task help you see the real-world use of the topic?

Indicator 3: Applied range of teaching strategies to develop critical and creative thinking, as well as
higher order thinking skills.
Indicator 4: Managed classroom structure to engage learners, individually or in group.
Indicator 6: Used differentiated, developmentally appropriate learning experiences to address the
learners’ gender, needs, strengths, interest.

Objective 3: Integrates the concept of solving problems involving parallelogram in real life
situations.
 In solving Problems involving parallelogram, is it important to remember and apply the properties of
G. Making generalizations parallelogram? Why?
and abstractions about the
lesson Indicator 3: Applied range of teaching strategies to develop critical and creative thinking, as well as
higher order thinking skills.
H.Finding practical In what situation can you relate the word congruent and opposite in real life? Explain your answer.
applications of concepts Objective 3: Integrates the concept of solving problems involving parallelogram in real life
and skills in daily living situations.
Learner’s Module, pp. 20

Refer to the given figure at the right and answer the following:
Given: MATH is a parallelogram.
9. MA ≅ ________
I. Evaluating learning
10. If MH = 7, then AT = ______
11. If MA = 2x – 3, HT = x + 5, find the value of x and the measure of HE.

Indicator 9: Designed, selected, organized, and used diagnostic, formative, and summative
assessment strategies consistent with curriculum requirements.
Each group will decide which of the following performances they will perform in relation with the
properties of parallelogram.

Song (Rap Song, etc)

Poem
Dance
Acting

Each group will record their performance and to be submitted on Monday, March 13, 2023.
J. Additional activities for
application or remediation Criteria:
Mathematical Content: 50%
Originality 10%
Creativity 20%
Presentation: 20%
Total: 100%

Indicator 4: Managed classroom structure to engage learners, individually or in group.

Indicator 6: Used differentiated, developmentally appropriate learning experiences to address the
learners’ gender, needs, strengths, interest.
V. REMARKS

A.No. of learners who earned

80% in the evaluation

B.No. of learners who require

additional activities for
remediation
C.Did the lesson work? No. of
learners who have caught
up w/ the lesson
D.No. of learners who
continue to require
remediation
E.Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
VI. REFLECTION

encounter which my
principal or supervisor can
help me solve?
G.What innovation or
localized materials did I
use/discover which I wish to
 share with other teachers?

Prepared by:

Miss Mary Ann G. Rasco

Math 9 Teacher

Checked by:

Ana G. Maesa
Math HT-I