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Detailed lesson plan 7Es

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Jamaica Jaime Betios
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6 views3 pages

Inbound 6889353171593783114

Detailed lesson plan 7Es

Uploaded by

Jamaica Jaime Betios
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Pagadian City

INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and


INQUIRY-BASED LESSON PLAN IN MATHEMATICS

Teacher’s Name: Myrna G. Mabanag Grade Level/Subject: G9 – Math


Topic/Title: Quadrilaterals Time Allotment: 1 hour
Date: Nov. 13, 2019

Standards, Competencies, and Objectives


CONTENT STANDARD: The learners demonstrate an understanding of triangle similarity
and of quadrilaterals.
PERFORMANCE The learner is able to prove and use theorems involving
STANDARD: quadrilaterals.
LEARNING Defines the different quadrilaterals.
COMPETENCY:
CODE:
OBJECTIVES: 1. Define quadrilaterals;
2. Classify quadrilaterals according to their properties;
3. Show appreciation on the importance and applications of
quadrilaterals in real life; and
4. Make a Venn Diagram of quadrilaterals based on their
properties.
Description of Contextualization
Localization/Indigenization Indigenized objects/materials like broomstick, barbecue stick,
newspaper, glue, and others; Classroom setting
Making Connections: 1. Applying knowledge to visualize a model or solve a problem.
2. Understanding and associating the real-life objects and the
quadrilaterals they represent along with their characteristics.
Related Subjects/Topics
MAPEH (Arts) – Constructing Models, Making Tesselations
Values Education - Collaboration, Resourcefulness, Creativity
G7 Science – Units of Measurement
English – Answering Process Questions, Describing and Comparing Pictures and Models
G7 Mathematics – Point, Line and Plane, Drawing Diagonals,

Learning Activities:
ELICIT (5 minutes): “RUN TO ME”

Mechanics:
Students are grouped into 5 groups and they will run to the place where they can find the
object that represents the different lines and shapes that the teacher dictates. Once they reach the
object, they will touch it and clap their hands 3 times to be recognized. The first group to find
the object dictated receives a merit of 5 points.
1. Parallel Lines
2. Perpendicular Lines
3. Rectangle
4. Rhombus
5. Square
6. Trapezoid

ENGAGE (10 minutes): What’s My Name?

The teacher lets the students categorize the pictures/cut-outs according to their common
properties and let the students name each kind of quadrilaterals (they will name only those that
they already know). Afterwards, the teacher lets them explain the bases of their classification.

EXPLORE (10 minutes): The Ex’s and Check’s! (Collaborative Activity and Item Analysis)
Direction: Put a check (/) mark on the proper column of the quadrilateral being described by the property in the
first column; otherwise put an (x) mark if NOT.

Property Rectangle Parallelogram Square Rhombus Trapezoid Trapezium


1. Two pairs of opposite sides
are parallel.

2. Opposite sides are


congruent.
3. Opposite angles are
congruent.
4. Diagonals are congruent.

5. Diagonal divides the


quadrilateral into two
congruent right triangles.

EXPLAIN (10 minutes): Group Presentation/Processing

Presentation of group outputs by their assigned members. Students explain their answers to
their classmates.

Reporters of each group will explain their outputs one at a time and enrichment information
shall be supplemented by the teacher to confirm their observations on the stated concepts or
properties.

ELABORATE (10 minutes): Question and Answer Portion

Teacher asks the students the following questions:

Guided Questions: (to be answered orally by the students)


1. What is a quadrilateral?
2. What are the classifications of quadrilaterals?
3. State the properties of each type of quadrilateral.

After the question and answer portion, the teacher presents to the whole class the definition of
the following quadrilaterals:

1. Trapezium- a quadrilateral with no pair of opposite sides parallel.


2. Trapezoid- a quadrilateral with exactly one pair of parallel sides. If non-parallel sides are
congruent, the trapezoid is ISOSCELES.
3. Parallelogram- a quadrilateral with two (2) pairs of parallel sides:
2 special kinds of Parallelogram:
a. Rectangle- has four right angles
b. Rhombus- has 4 congruent sides

*Note: A square which has 4 congruent angles and 4 congruent sides can be a rectangle or a
rhombus because it satisfies the definition of a rectangle and a rhombus.

EXTEND (10 minutes): Venn Diagram (Group Activity and Differentiated Learning)

A. Students will once again work with their group mates. They will construct a Venn Diagram
of quadrilaterals. After making a Venn Diagram, they will answer the following questions:
a. What properties are common to rectangles, rhombi and squares? ______________
b. What makes a rectangle different from a rhombus? _________________________
c. What conclusions can you make out of our activities and discussions? ___________

As an assignment…

B. In each group, make a kite made of indigenous materials such as barbecue sticks, broomstick,
plastic cellophane, newspaper, glue, string, etc.

C. Make a tessellation using different types of quadrilaterals. Be creative and artistic

EVALUATE: (5 minutes): Wrap It Up!

I. Direction: Read each of the questions carefully. Choose the best answer from the choices
provided. Write only the letter that corresponds to your answer.
1. Which of the following is a four-sided polygon?
A. Triangle C. Quadrilateral
B. Pentagon D. Hexagon
2. Which quadrilateral has two pairs of opposite sides parallel?
A. Rectangle C. Trapezium
B. Trapezoid D. All of the above
3. Quadrilaterals can be best applied in what situation?
A. Cooking Breakfast C. Building a House
B. Car Racing D. Drilling a Well

II. Answer briefly:


4. What makes a rectangle different from a square? ___________________________
5. What makes a rhombus different from a square? ___________________________

References:
Math Learners Module 7
www.google.com/quadrilateralsimages

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