Republic of the Philippines
Department of Education
Region VIII, Eastern Visayas
Division of Southern Leyte
DLP NO.
Learning Competencies:
DETAILED LESSON PLAN (DLP)
LEARNING AREA:
GRADE
MATHEMATICS
LEVEL: IX
QUARTER:
III
DURATION:
The learners will be identifies quadrilaterals Code:
that are parallelogram
CO_Q3_Mathematics 4_
Module 4
Key Concepts:
1. OBJECTIVES
At the end of the lesson, the students should be able to:
 Identify the properties of parallelogram.

2. CONTENT
The learner determine the conditions that make a quadrilateral a
parallelogram.
3. LEARNING MATERIALS/
RESOURCES
Mathematics Quarter 3-Module 1 Lesson 2: Relationship of
Quadrilateral to Another Quadrilateral
4. PROCEDURES
Good morning, class!
Kindly stand and let us pray.
Please lead the prayer,
Edelyn.
Introductory Activity
Now let`s take a sit.
So, how are you today?
By the way, who is absent
today?
Activity and Analysis
Good morning ma’am!
(students will pray)
(Students’ will arrange their chairs
properly)
We are doing great ma’am.
No one ma’am.
That’s good to hear.
Today, we're going to dive
into
our
topic
the
Relationship of Quadrilateral
to Another Quadrilateral. But
before we begin, let's start
with a fun game called
Misconception Check.
So, here's how it works. First,
I will read out a statement
related to quadrilaterals and Yes ma’am
your task is to decide
whether the statement is true
or false. We have two options:
FACT and BLUFF. If you think
the statement is true, choose
FACT. If you think it's false,
choose BLUFF. Do you
understand, class?
So please stand up and gather (Students will stand and gather at the
at the back. After I finish back of the room)
reading each statement and
say 'Go', you'll move to the
side of the room that
corresponds
with
your
choice, whether it’s FACT or
BLUFF. And you have to
explain why is it FACT or Yes ma’am!
BLUFF, understood?
(Students will line up to the option
Are you ready? Let's get they choose and explain why did they
started!
chose that option)
1. A
rectangle
parallelogram. GO!
is
a
2. A rhombus is a square. GO!
3. A parallelogram
rectangle. GO!
4. A
rhombus
parallelogram. GO!
is
is
a
a
5. A rectangle is a rhombus.
GO!
6. A square is rhombus. GO!
7. A rhombus is has four
unequal sides in which the
opposite angles are equal.
GO!
Analysis
8. A
parallelogram
rhombus. GO!
is
9. A
square
parallelogram. GO!
a
is
10. A square has four equal
sides and four right angles.
GO!
Now that we've completed
the 'Misconception Check'
game, let's dive into each
statement together. You
already share your
perspective and explain your
reasoning to support your
answer.
Abstraction
Application
Assessment
Assessment Method:
Assignment
Concluding Activity (5mins)
5. REMARKS
6. REFLECTIONS
A. No. of students 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 lesson.
D. No. of learners who continue to require
remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I 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:
Name: Diana F. Vero
Position/Designation: Teacher applicant
Contact Number: 09945008347
School: Southern Leyte State University- San Juan
Campus
Division: Southern Leyte
Email Address: dianavero2021@gmail.com
Attachment:
Criteria:
Mastery
---Concentration ---Pronunciation ---Total
points
10
10
10
30