DETAILED
LESSON
PLAN
School
Teacher
Teaching Dates and
Time
MONDAY
GASIT NHS
GENELYN A. GALLARDO
February 13-17, 2023
TUESDAY
2:00-3:00PM
WEDNESDAY
Grade Level
Learning Area
9
Mathematics
Week
1 (3rd Quarter)
THURSDAY
FRIDAY
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
with LC code
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional
Materials from
learning
The learner demonstrates understanding of key concepts of quadrilaterals.
The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and
accurate representation.
Learning Competency: Identifies quadrilateral that are parallelograms. (M9AL-IIIa-1)
Learning Objectives:
1. Identify quadrilateral that are parallelograms.
2. Determine the properties of a parallelogram.
3. Value the importance of quadrilateral in real life situation through oral recitation.
Identifying Quadrilaterals
teacher’s guide, learner’s module,
Pages 208-210
Pages 305-308
Resource (LR)
portal
B. Other
Learning
Resources
IV.Procedures
Projector, laptop, pentel pen, manila paper, illustration board, LAS
Regional Training of Teachers PPT:
https://drive.google.com/file/d/1ZryhVKOZMAwzugVL1YzG-_Yy9kRkrO2u/view?usp=sharing
https://drive.google.com/open?id=1XX0qw5jTju1HsUqUFhmsUx0h7vn3HNq3
http://web.cerritos.edu/dford/SitePages/Math_70_F13/Math70Lecture-1-2-1-3_SymbolsandPostulates.pdf
http://www.mathwords.com/index_geometry.htm
PRELIMINARIES
 Start with the following with a prayer and greetings.
 Checking of attendance
 Setting the mood, and classroom standards
A. Reviewing
3rd Quarter
The teacher lets
previous lesson or Diagnostic
the students cite
presenting the new Test
an example of
lesson
Let
the
polygon having
students read
four sides inside
the directions
the room or in the
on the test
school campus.
paper
before
answering the
question and let
them answer it
silently
and
correctly.
B. Establishing a
Present the objective
purpose for the
by allowing
lesson
learners to read
the objectives.
The teacher lets the
students realize
that recognizing
those polygons
are important
skills needed to
understand the
C. Presenting
examples/
Instances of the
new lesson
concept of
quadrilaterals.
The teacher lets the
students, in groups of
four, do Activity 2:
Refresh Your Mind
found on page 306 of
the
Learner’s
Module.
Answer Key:
1. Quadrilateral is a
polygon with 4
sides.
2. Trapezoid is a
quadrilateral with
exactly one pair of
opposite
sides
parallel.
3. Isosceles
Trapezoid is a
trapezoid whose
non-parallel
opposite
sides
congruent.
4. Parallelogram is a
quadrilateral
where both pairs
of opposite sides
are parallel.
5. Rectangle is a
parallelogram
with four right
angles.
6. Rhombus is a
parallelogram
with
four
congruent sides.
7. Square
is
a
parallelogram
with four right
angles and four
congruent sides
8. Kite
is
a
quadrilateral with
two
pairs
of
adjacent
congruent sides.
D. Discussing new
concepts and
practicing new
skills #1
E. Continuation of
discussion of new
concepts leading
to formative
assessment
4Bs integration
1. State 1 verse of
a geometry of God
and say something
about it
The teacher
discusses with the
students the
process of arriving
at the answer of
each number in
Activity 2.
Illustrate
thoroughly the
definition of
different
quadrilaterals
presented on
page 306 of the
Learner’s Module.
Working in pairs, the
teacher lets the students
answer Activity 3: Plot,
Connect, identify found on
page 307 of the learner’s
Module and answer the
questions like:
1. Which among the
figures
are
F. Developing
Mastery
(Leads to
formative
Assessment 3)
G. Finding practical
applications of
concepts and
skills in daily
living
parallelograms?
Why?
2. Which among the
figures
are
not
parallelograms?
Why?
In this activity, see to it that
all students are doing the
right plotting and
connecting of points. Ask
them to answer the
questions based on their
drawings. They must be
able to defend their
answers using the
definitions of parallelogram.
Identify
whether
the
following quadrilaterals are
parallelograms or not. Put a
check mark (√) under the
appropriate column and
answer the questions that
follow.
Activity- Defense!
Defense!
Let the students do the
activity in a group of 6
and let them state the
condition which
guarantees that the
figure is a
parallelogram found in
the LAS page 4
a. Making
generalizations
and abstraction
about the lesson
b. Evaluating
learning
.
The teacher summarizes
the mathematical concepts
found on page 310 of the
Learner’s Module.
The teacher lets the
students
individually
answer
the
formative
assessment.
Directions: Refer to the
given figure below and
answer the items
provided. Take note that
the figure is not drawn to
scale.
Given:
MATH
is
a
parallelogram.
c. Additional
Activities for
application or
remediation
My Structure!
Structural applications of
parallelogram are seen in
houses. Look for a house
in your locality where
parallelogram is present
and draw it. Then follow
the directions below.
Directions
Select one parallelogram.
Label these parallelogram
as LIFE.
Put markings to show
properties of
parallelogram.
V. REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
have caught up with the lessons.
D. No. Learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did this work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by:
Checked by:
GENELYN A. GALLARDO
Subject Teacher
JEFFREY M. DAGING
TIC