School DMMMSU-MLUC LHS Year Grade-9

Pre-service Teacher Christian P. Ancheta Subject Mathematics

Date & Time October 13, 2023 School Year 2023-2024
1:00 – 2:00 PM Quarter Third Quarter

Pre-service Teacher’s Activity Cooperating

Teacher’s
Remarks
Content Standard:
The learner demonstrates understanding of key concepts of parallelogram.

Performance Standard:
The learner is able to investigate, analyze, and solve problems involving parallelograms
through appropriate and accurate representations.
I. Objectives At the end of the lesson the students should be able to:
a. Define quadrilaterals that are parallelogram;
b. Classify quadrilaterals that are parallelograms; and
c. Appreciate the importance of quadrilaterals in real
life.
II. Content/Subject Identifying Quadrilaterals that are Parallelogram
Matter
III. Learning Resources References: Mathematics 9 Learner’s
Module, First Edition, 2014.
Materials: PowerPoint Presentation,
Laptop, Whiteboard Marker
IV. Procedures Teacher’s Activity Students’ Activity

PRIMING
A. PRELIMINARY
Before we start our discussion,
let’s have a prayer. Kindly lead
us the prayer Ms. Honey Girl.
(Honey Girl will lead the
prayer.)
Before taking down you seat,
kindly arrange and pick up the
pieces of trash under your
chairs.

Good morning class!

Good morning, sir!
So, how’s your day? Is it good so
far?
Yes, sir!
That’s good to know. Before we
formally start, may I remind you
first class about my classroom
rules. First and foremost, if you
want to recite or ask
something, please raise your
hands. Second, avoid shouting
or answering in chorus. And
 lastly, listen and respect
answers or opinions of your
classmates. Do you understand
class?
Yes, sir!

Okay, so how’s your

examination? It was great, sir!

That’s good to know then. Now,

let’s start our very first topic
for the Third Quarter.

Let’s begin our discussion with

an activity.
B. ENGAGE (Help Motivation
students bring out
their interest in the Are you familiar with the game
lesson) Four Pics One Word?
Yes, sir!

Okay Very good, that would be

our activity; “Four Pics, One
Word”

Kindly read the directions of our

game, Ms. Danilyn.
Direction:
1. The class will be
divided into 3
groups.
2. Before the picture
will be presented,
each group will
have their
representative
who will raise the
flag given by the
teacher.
3. The first group
who could raise
their flag first will
have the chance to
analyze the given
pictures and
decode the word
that it depicts.
4. If the group fails to
get the correct
answer, the other
group will be given
a chance to steal
 and answer the
given question.
5. The group with
highest points at
the end of the
game will be
declared as
Thank you, Ms. Danilyn. winner.

Do you have any clarifications

about the directions of our
game, class?
None, sir.
Okay, if none, lets start the
game.

For first word, raise your lag in

1, 2, 3.
(Group 2 raises their flag first)
Okay group 2 raises their flag
first. So, what does this first 4
pics depicts?
1st Task:

(Answer: FOUR)
Sir, Four!

Is that your final answer?

Yes, Sir.

Okay very good, four is correct.

Now group 2 have 1 point. Let’s
proceed.

For the second word, raise you

flag in 1, 2, 3.
(Group 1 raised their flag
first)
Here’s the word
2nd Task:

(Answer:
PERPENDICULAR)
Sir, 90 degrees.
Are you sure with your answer?
 Yes, Sir.
I’m sorry but 90 degrees is
incorrect.

Other groups, you have the

chance to answer. Raise your
flags in 1, 2, 3. (Group 3 raised their flag
first).
Okay, Group 3, what is your
answer?
Sir, perpendicular.
Are you sure with your answer?
Yes Sir.
Okay vey good, perpendicular is
correct. Group 2 have 1 point;
Group 3 have 1 point. Group 1
better luck on next words.

Let’s proceed to next word.

Raise your flag in 1, 2, 3.
(Group 1 raised their lag first)
Okay here’s the pictures you
need to guess.
3rd Task:

(Answer: PARALLEL)
Sir, Parallel.
Are you sure with your answer?
Yes, Sir.
Okay very good. So, all groups
now have 1 point, very good.

Let’s proceed to the next

round, raise you flag in 1,2,3.
(Group 1 raised their flag
Here’s the picture you need to first)
guess
4th Task:

Sir, right.
(Answer: RIGHT)
 Okay very good your answer is
correct. Group 2 is leading with
2 points.

If group 2 gets the score for the

next and last word, they would
be declared as winner for this
activity.

So, here’s the last set of

pictures you need to guess.
Raise your flag in 1, 2, 3.
(group 2 raised their flag first)
Here’s the set of pictures.
5th task:

(Answer: ANGLES)
Sir, Angles.
Is that your final answer?
Yes, Sir.
Your answer is correct!

So that conclude our activity

with group 2 having 3 points.

Have you enjoyed our activity

class?
Yes, sir!
From the activity, what have
you observed?
(Jammiah raised her hands.)
Yes, Ms. Jammiah.

From what I observed, the

given words were angles,
parallel, perpendicular, right,
and four in which it will be
useful for us to identify the
Very good observation, Ms. properties of something.
Jammiah. With that, what do
you think will be our topic for
today? Sir, I guess it’s about a four-
sided polygon.
Yes, you’re right Ms. Jammiah.
Our topic is related to a four-
sided polygon and we will
explain it later on what are
these.
C. EXPLORE (Help For today’s lesson, the
students bring out following are the learning
what can they find out objectives that are expected
from the lesson; for you to be achieved at the
Involves discussion of end of the discussion.
concepts)
Ms. Crezel, please read.
At the end of the lesson the
students should be able to:
a. Define
quadrilaterals that
are parallelogram;
b. Create real-life
model that
represents
quadrilaterals; and
c. Appreciate the
importance of
quadrilaterals in
real life.

Thank you, Ms. Crezel.

Now, from the given idea from

our activity, let’s complete the
table by describing each
quadrilateral.

I will be grouping you into 5 and

each one of you should discuss
and cooperate in a group about
your observation in the given
quadrilateral.
(The students will be group
into 6.)
I will be giving each group one
copy and write your observation
on the provided space in the
table.

Name Figure Description

Trapezoid

Parallelogram

Rectangle

Rhombus

Square
 Kite

Each group must form a circle

for you to discuss and for all of
you to cooperate. You have 5
minutes to do the activity. You
may start now!

(Students will answer the

given activity sheet.)
Name Figure Description

It has 4
sides, 4
angles, and
Trapezoid
has one pair
of parallel
sides.
It has 4
sides and 4
angles, and
Parallelogram
two pairs of
parallel
sides.
It has 4
sides, 4
right angles
which they
are
perpendicul
Rectangle
ar to each
other, and
there are 2
pairs of
parallel
sides.
It has 4
sides and 4
angles.
There are 2
Rhombus pairs of
parallel
sides and its
side are
equal.
It has 4
congruent
sides and 4
right angles
which they
are
Square
perpendicul
ar. There
are also 2
pairs of
parallel
sides.
It has 4
sides and it
has 4
angles.
Kite
There are 2
pairs of
congruent
sides.
Five minutes is over, have you
finished answering the activity
class?
 Okay, so please arrange your
chairs now and let’s discuss
what you have written.
Yes, sir.
LESSON PROPER
D. EXPLAIN /ANALYSIS “Okay let’s start.”
(Includes teacher
input to formalize From the given activity, what
concept) do you observe from the given
shapes? (Crisdanne raised his hands.)

Yes, Mr. Crisdanne.

The given shapes, they are all
have 4 sides.
Very good, Mr. Crisdanne.

Shapes that have four sides are

called QUADRILATERALS.

Now, let’s have our first

quadrilateral.

This is called the Trapezoid.

What do you observe in here?
(Garry raised his hands.)
Yes, Mr. Garry.
Sir, it has four sides and four
angles.
Very good, Mr. Garry. As you
also observe, it has only one
congruent side which is its 2
legs.

Next, have a look in the second

quadrilateral.

This is what we call, the

Parallelogram. What are your
observations in here?
(Alyssa raised her hands.)
Yes, Ms. Alyssa.
Sir, it has also four sides, four
angles, and has two pairs of
congruent sides.
Very good, Ms. Alyssa. If you
also notice, it has also two pairs
of parallel sides which is its two
legs and the other one is its top
and bottom side.

Take a look at the other

quadrilateral.
This is the rectangle. Any
observations? (Richelle raised he hands.)

Yes, Ms. Richelle.

Sir, it has 4 sides and 2 pairs of
congruent sides. It has also 2
pairs of parallel sides.
Very good, Ms. Richelle. Also,
its one characteristic is that it
has four right angles.

For the fourth one, take a look

at the quadrilateral.

This is called Rhombus. In here,

what are your observations
about its characteristics?
(Julie Ann raised her hands.)
Yes, Ms. Julie Ann.
From what I observed, it has 4
sides and 4 angles. It has also
two pair of parallel sides.
Very good, Ms. Julie Ann.
Another is that, you can also
see that it has four congruent
sides.

Next one, here’s another

quadrilateral.

This is the square. What are

your observations?
(Mecca raised her hands.)
Yes, Ms. Mecca.
Sir, it has four sides and four
right angles. Also, it has four
congruent sides.
Very good, Ms. Mecca. Another,
it has two pairs of parallel
sides.

And, for the last quadrilateral,

take a look at this.

This is called, the Kite. What

are your observations?
(Deverlene raised her hands.)
Yes, Ms. Deverlene.
 Sir, it has four sides and four
angles.
Very good, Ms. Deverlene. As
you also observe, it has two
pairs of congruent sides.

Now that we already know and

identify the characterize of
different quadrilaterals, you
may pass now your papers. But
before anything else, do you
have any questions on the
different Quadrilaterals?
None, sir.
That’s good to hear then, now
let’s classify the different
quadrilaterals that we had
discussed.

So, all of the shapes that we

discussed, is a family of a
Quadrilateral.

I have here 8 quadrilaterals.

The following are:
parallelogram, trapezoid, right
trapezoid, rhombus, square,
isosceles trapezoid, rectangle,
kite, and parallelogram. Now,
in your group, make a family
tree basing on the discussed
properties and its
characteristics. You have 2
minutes to do this task.
(Each group will make a family
tree on quadrilaterals.)
Times up! Now let’s check your
work. For the first family, what
it is? (Danilyn raised her hands.)

Yes, Ms. Danilyn.

Sir, Kite.
Very good, Ms. Danilyn. For the
next one what it is?
(Jay Ann raised her hands.)
Yes, Ms. Jay Ann.
Sir, Trapezoid.
But there are under in this
family and what are those?
The right trapezoid and the
isosceles trapezoid sir.
Thank you, Ms. Jay Ann. And for
the last family is?
(Honey Girl raised her hands.)
Yes, Ms. Honey Girl.
Sir, the Parallelogram.
Correct and what are under
this?
 Sir, the square, the rectangle,
and the rhombus.
Very good, Ms. Honey Girl. Now
let’s see the Quadrilateral
Family Tree.

So, that’s the Quadrilateral

family tree.

From the image that you are

seeing right now, how are
quadrilaterals related to each
other?
(Meldred raised her hands.)
Yes, Ms. Meldred.
Sir, as I can see, quadrilaterals
have three families which are
kite, parallelogram, and
trapezoid which each of them
describes what’s in that
quadrilateral.
Very good, Ms. Meldred. You
can also notice that in each
family, is that they have their
certain characteristics.

For kite, it has no parallel sides.

In a trapezoid, it has only one
parallel sides. And, for
parallelogram is that there are
2 parallel lines.

Do you understand class?

Yes, sir.
From the quadrilaterals that we
have discussed, which of them
are parallelogram?
(Russell raised his hands.)
Yes, Mr. Russell.
Sir, the square, rectangle and
the rhombus.
Very good, Mr. Russell.

Squares, rectangles, and

rhombus are parallelograms as
they have 2 pairs of parallel
sides.

Now, let’s have a simple task.

 Direction: Look for a pair then
study the figure below and
name as many parallelograms
as you can. If the parallelogram
is special tell whether if it is a
rectangle, rhombus, or square.
You have only a minute to
complete the task. Write your
answer on a ¼ sheet of pad
paper.

Understood class?
Yes, sir.
You may start now.
(Each pair list their answer.)
Time’s up. Now pass your
papers. Then, let’s check for
the possible answers.

What’s are the possible

answers?
(Monica raised her hands.)
Yes, Ms. Monica.
Sir, Rhombus BCHF.
Very good, Ms. Monica. Another
one?
(Ryan raised his hands.)
Yes, Mr. Ryan.
Sir, Parallelogram GIML.
Very good, Mr. Ryan. And
another one?
(Marie Joy raised her hands.)
Yes, Ms. Marie Joy.
Sir, Square ADNK.
Very good, Ms. Marie Joy.

Now, it seems that you already

mastered our topic for today.
But before anything else, do
you have any other questions?
None, sir.
That’s good to hear then. Let’s
deepen now your understanding
on our topic.
E. ELABORATE Let’s generalize on what you
/ABSTRACTION have learned in the lesson.
(Help students realize
how can they apply So, I have here a box and listed
the lesson or in here are your names.
demonstrate their
learning to new Whoever will be picked, he/she
situations; Making will answer the question.
generalizations, key
learnings and Are you ready class?
abstractions regarding Yes, sir.
the lesson) For the first question, what is a
quadrilateral?

(The teacher will pick a name in

the box.)

Yes, Mr. John Carlo.

Quadrilateral is a closed figure
with four sides.
Very good, Mr. John Carlo.

Now, for the second question,

what are the three families of
quadrilaterals?

(The teacher will pick a name in

the box.)

Yes, Ms. Aira.

Kite, Trapezoid, and
Parallelogram sir.
Very good, Ms. Aira.

For the third question, what is

the differences between kite,
trapezoid, and parallelogram?

(The teacher will pick a name in

the box.)

Yes, Ms. Marilou Joy.

Kite has only no parallel side.
We will have another activity in Trapezoid has only one
here. parallel sides. And,
Parallelogram has two parallel
sides.
Very good, Ms. Marilou Joy.

And, for the last question, what

are the quadrilaterals that are
parallelogram?

(The teacher will pick a name in

the box.)

Yes, Ms. Lovely.

The square, rectangle, and
Very good, Ms. Lovely. parallelogram sir.

It seems that you understood all

the topics that we discussed.
Now, let’s have another
activity.
 Direction: With the same pair,
look closely in the picture in the
temporary ICT room of Kaong
National High School while the
construction of the new
building is on-going. Name all
the objects that represent
parallelogram in this room. You
have a minute to do this task.
Write your answer on a ¼ sheet
of pad paper.

Understand class? Yes, sir!

You may start answering now. (The students will answer the
activity).

Time’s up! Are you already

done? Yes, sir.

You may pass your papers now.

(The students will pass their
papers.)
Basing from the activity what
are the things that you saw
which represents
parallelogram?
(Honey Girl raised her hands.)
Yes, Ms. Honey Girl.
Sir, the objects that I see that
represents parallelogram in
the image are monitor,
keyboard, the mouse pad, the
top of the table, and the keys
on the keyboard.
Very good, Ms. Honey Girl.

Now, do you have any

questions?
None sir.
If there’s none let’s check if you
truly understand our lesson.
ASSESSMENT
F. EVALUATE (Assess Direction: Using the schematic
students on how much diagrams of quadrilaterals,
progress they have classify each statement as true
made in learning the
or false. You have 5 minutes to
lesson)
answer the questions Write your
answers on a ¼ sheet of pad
paper.
 1. Every rectangle is a
quadrilateral.
2. Every rectangle is a
parallelogram.
3. Every square is a
rectangle.
4. Every parallelogram is a
rectangle.
5. A square is a both
rectangle and a square.

Any questions class?

None, sir.
You may start now.
(Students will answer the
activity.)
Time’s up. Let’s check your
papers. Exchange papers with
your seatmates.

For question 1, every rectangle

is a quadrilateral. True or False?
(Crezel raised her hands.)
Yes, Ms. Crezel.
True, sir!

That’s correct. Very good, Ms.

Crezel.

Next, every rectangle is a

parallelogram. True or False?
(Jammiah raised her hands.)
Yes Ms. Jammiah. True, sir!

That’s correct. Very good, Ms.

Jammiah.

Third, every square is a

rectangle. True or False?
(Dessire raised her hands.)

Yes, Ms. Dessire.

True, sir!
That’s correct. Very good, Ms.
Dessire.

For the fourth one, every

parallelogram is a square. True
or False?
(Crisdanne raised his hands.)
Yes, Mr. Crisdanne.
False sir!
 That’s correct. Very good, Mr.
Crisdanne.

And for the last one, a square is

both a rectangle and a
rhombus. True or False?
(Honey Girl raised her hands.)
Yes, Ms. Honey Girl.
True sir!
That’s correct. Very good, Ms.
Honey Girl.

Who got it all right?

(Students raising their hands.)
Excellent! You really did a great
job and understand our topic
for today. Let’s give everyone a
clap.
(Students giving a clap.)

Now for your assignment.

A. *ASSIGNMENT (As Have an advance reading on
needed) the conditions that
guarantee a quadrilateral is
a parallelogram.

V. Remarks (to be Number of Students Within

accomplished after Mastery Level
checking the Number of Students Needing
evaluation/assessment Remediation/Enrichment
of learning)

Prepared by:

CHRISTIAN ANCHETA
____________________________________________
Pre-service Teacher’s Signature over Printed Name

Reviewed by:
MRS. JOSEPHINE CACAYAN
_____________________________________________
Cooperating Teacher’s Signature over Printed Name

Verified by:

____________________________________________
Pre-service Teacher Supervisor’s Signature over Printed Name