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 FEBRUARY 19, 2024 LEARNING AREA MATHEMATICS

TIME 7:40 – 8:40: HELIUM
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 The learner demonstrates understanding of key concepts of
quadrilaterals and triangle similarity.
B. Performance Standard The learner is able to investigate, analyze, and solve
problems involving quadrilaterals and triangle similarity
through appropriate and accurate representation.
C. Learning The learner determines the conditions that guarantee a
Competencies/Objectives quadrilateral a parallelogram. (M9GE-IIIa-2)

Write the LC code for Sub-tasks:

each. 1. Identifies and describes the different kinds of
quadrilaterals.
2. Identifies quadrilaterals that are parallelograms.
3. Determines the conditions that guarantee a
quadrilateral a parallelogram.
II. CONTENT
A. Topic Quadrilaterals
B. KBI Listen and Participate actively to the discussion
III. LEARNING
RESOURCES
 A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Learner’s Material for Mathematics 9 (pp. 309-314)
Pages
3. Textbook Pages
4. Additional Materials PowerPoint 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 paper or plastic
pieces of papers or plastic around them and arrange
under your chairs, and their chairs properly.)
arrange also the alignment of
your chairs.”

(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 “Ma’am last meeting we
last meeting. So, What was discussed about the
our last topic? Anyone?” Pythagorean Theorem.”

“Very good!”

“Last meeting we discussed

about finding all the missing
measures of sides of a right
triangle using the
Pythagorean Theorem.”
Since you already have
knowledge about
Pythagorean theorem, 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 ‘Fix Me’.”
“I will divide you into 5
groups. Each group will be
given 1 envelope containing
strips of paper with letters
written on it. Each group
must arrange the letters
written on the strips of papers
and you will paste it in the
board if you are already
 done. I will only give you 3
minutes to arrange it class.”

“So, is it clear class?” “Yes ma’am!”

“Okay, in a count of 3 you

will start.”
“1…2…3…start”

“Are you done?” “Yes ma’am”

“What are those word have (Group 1): “Square”

you formed?” (Group 2): “Rhombus”
(Group 3): “Rectangle”
(Group 4): “Kite”
(Group 5): “Parallelogram”

“Very Good” You fix it

right.”

“Based from the activity, (Student raise her/his hand)

what do you think is our
lesson for today?”

“Okay, Mr/Ms. (name).” (Expected Answer)

“Based from the activity
our topic for today ma’am
is Quadrilaterals.”

“Very Good” That’s correct.”

“Our topic for today is about
Quadrilaterals.”
D. Lesson Proper
a. Activity “For our second activity, stay (The students will listen to
in your group because this the instruction)
activity is still by group. This
is related to our first activity”

“For this activity, all you will

do is you will paste these
different shapes and
definitions in these different
kinds of quadrilateral that
you formed earlier in our first
activity.

“Do this activity for 2

minutes.”

“Is it clear class?” “Yes ma’am”

 “Okay you may start.” (The student start
answering the activity)
b. Analysis “Okay, time is up!”
“Let’s check your answers.”

“I have here some questions

that you will answer. This
question is based only on our
activity.”

“Okay, let’s start.” The

question is……..”

Guide Question:
1. Did you encounter
difficulties in identifying
the shapes and definition
of these different
quadrilaterals?

“Okay, any volunteer?” (Student raise her/his hand)

“Okay, Ms/Mr. (name)? (Expected Answer)

“Based from the activity
ma’am, we can say that we
didn’t encounter
difficulties in identifying
the shapes and definitions
of these different
quadrilaterals because we
are already familiar with
those different
quadrilaterals.”

“Very Good!” So, this means “Yes ma’am”

that this topic will not be
difficult for you to
understand because you
already have knowledge
about this topic. I guess these
different quadrilaterals were
discussed when were still in
grade 7. Am I correct class?

“So let’s proceed now to our

discussion.”
c. Abstraction “Just like what I have said
earlier, our topic for this
morning is about
quadrilaterals.”

“As we go on with our “Yes ma’am”

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

“Okay, let’s start.”

“So, what is quadrilateral?”

“The word quadrilateral is

derived from the Latin word
‘Quadra’ which means four
and ‘Latus’ means ‘sides’. It
is not necessary that all the
four sides of a quadrilateral
are equal in length. Hence,
we can have different types
of quadrilaterals based on
sides and angles.”

“Quadrilateral is a plane
figure that has four sides or
edges, and also has four
corners or vertices. The
angles are present at the four
vertices or corners of the
quadrilateral. For example, if
ABCD is a quadrilateral then
angles at the vertices are ∠A,
∠B, ∠C and ∠D. The sides of
a quadrilateral are AB, BC,
CD and DA.”

“Do you understand class?” “Yes ma’am”

“’Okay good” (The student will listen

“Let’s proceed now on the with the discussion)
different quadrilaterals that
you answered in our activity
earlier.”

“First is Parallelogram, it is a
quadrilateral whose opposite
sides are parallel and equal.
Second is Rectangle, it is a
parallelogram whose
opposite sides are parallel
and equal in length. It has
also four right angles. Third
is square. Square shares
characteristics with both the
rectangle and the rhombus. It
has four equal sides and four
right angles. Fourth is
Trapezoid, it is a
quadrilateral that has exactly
one pair of parallel sides.
Fifth is rhombus, is a
parallelogram with four equal
sides and has no right angles.
And the last one is Kite, is a
quadrilateral with two pairs
of adjacent, and congruent
sides.

“Did you understand class?” “Yes ma’am”

“So based from the

discussion we can already
identify those quadrilaterals
that are parallelograms
because of the given
definition”

“Can anyone tell me those (Student raise her/his hand)

quadrilaterals that are
parallelograms?”

“Okay, Ms/Mr. (name).” “The quadrilaterals that are

parallelogram are square,
rhombus and rectangle.”

“Very Good”

“Now we will proceed to the

conditions that guarantee that
a quadrilateral is a
parallelogram.”

“So here it is….

 “Is it clear class?” Do you
have any questions,
clarifications?” “None so far ma’am”
d. Application “If you don’t have any
question, then get your math
book and turn to page 307.
Activity 3: Plot, Connect,
Identify. This will be by
group, your group earlier.
This activity will be done in
just 5 minutes”

Group 1 will answer no. 1,

Group 2 will answer no. 2,
Group 3 will answer no. 3,
Group 4 will answer no. 4,
and Group 5 will answer no.
5. Write it in a bondpaper
provided. Just follow the
directions given.”

“Do you understand class?” “Yes ma’am”

“You may start answering” (Students are doing their

activity)

“Are you done class?” “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.”

“The direction is determine

whether the quadrilateral is a
parallelogram. Justify your
answer.”
 “Is it clear class?”

“Yes ma’am”
“You may start now”

(Students are doing their

“Are you done class?” activity)

“Okay pass your paper to the “Yes ma’am

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
 require additional ____ learners require additional activities for remediation
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 Reviewed and Checked by:

ROSALITA T. VIRTUDES
Master Teacher II