Republic of the Philippines

Commission on Higher Education

Region IV-A CALABARZON
Kolehiyo ng Lungsod ng Lipa
College of Teacher Education
Marawoy, Lipa City

A Detailed Lesson Plan in Mathematics 9

I. LEARNING COMPETENCIES

• Content Standards
The learner demonstrates understanding of key concepts of parallelograms
and triangle similarity.

• Performance Standards
The learner is able to investigate, analyze and solve problems involving
parallelograms.

• Learning Objectives
At the end of the lesson, the students are able to:
1. determine the conditions that make a quadrilateral a parallelogram;
2. identify if the quadrilateral is a parallelogram using the given condition;
3. appreciate the importance of quadrilaterals in real life.

II. SUBJECT MATTER

A. Topic: Parallelogram: quadrilaterals that are parallelogram.

B. References: Mathematics Learner’s Material 9
https://www.scribd.com/document/514953788/Detailed-Lesson-Plan-in-Mathematics-
IX-1-1
C. Materials: Chalk, Chalkboard, LED Television, Laptop, Power Point Presentation,
Instructional Materials, Box with Students’ Names, Stickers.

III. LESSON PROPER

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Prayer

Class, let us start this day by seeking

the guidance of our Almighty Father
through a prayer.
Dear God,

Thank You for this day, for life and a chance

to be together again today.

Thank You for my classmates, teachers and

the custodian staff. Be with us Lord, as we do
our best to strive for excellence and never
settler for less. Give me the strength to stick
 with teachers and make it to the top, to keep
working hard and never stop.

Amen!

2. Greetings

Good morning class!

Good morning, Ma’am!
I am Darlene Natal and I will be your
Math 9 teacher for quarter 3.

How is everyone?
We are fine, Ma’am.
Come and join me into the world of
Mathematics! Smile and relax!

Before we start with our lesson for

today, let me remind you of our
classroom rules.

Is that clear class?

Yes, Ma’am.

3. Checking of Attendance

For our attendance, Ms. Secretary, do

we have absentees today?
I’m glad to report that everybody is present
today, Ma’am.
Thank you so much, Ms. ______.
Very good, class!

B. Developmental Activities

1. Motivation
 For you to have an idea about our topic
for today, I prepared a game entitled
“We Are Family?”.

GAME MECHANICS:

• The teacher will group the class into

four groups.

• The teacher will post a picture of a

missing family tree of quadrilateral.

• Each group will have the chance to

supply the missing parts of the
family tree.

• The group that will be able to guess

the right member of the family will
earn a sticker.

? ? ?

? ? ? ?
? ? ? ? ?
?

Types of quadrilaterals.

What can you observe in our activity?

Very good! That will be part of our topic

for this day.

2. Activity

Before we proceed to our discussion,

let’s have another activity entitled
“Wordscapes”.

In this game, I will pick 4 students to

guess what will be the word based on
the 4 pictures that I will provide and will
 be able to arrange the jumbled letters
as a hint. Each student will receive a
piece of paper that will serve as their
answer sheet. The students who got
the correct word will receive a sticker. I
will be giving 30 seconds, for them to
finish in guessing.

Are my instructions clear?

Yes, Ma’am.

Let’s start.

(Students participate in the activity)

Time’s up.
PARALLELOGRAMS

Very good class! All of you did a great

job. You will receive a sticker.

3. Analysis

a. How did you find the activity?

(Answer may vary)
b. What are the shapes presented in
the activity?
The shapes that are presented in the activity
are trapezoid, isosceles trapezoid,
parallelogram, rectangle, rhombus, square,
trapezium, and kite.
c. Are square, rhombus, and rectangle
all considered forms of
parallelograms? Yes, Ma’am.

Very good, class!

Our topic for today is all about
parallelogram.

On your own words, what is

parallelogram?
Anyone from the class?
(Answer may vary)
Very good.

The pictures I’ve shown earlier are

parallelograms.
But what makes a quadrilateral a
parallelogram?
Let’s find out as we go over with our
lesson.

PARALLELOGRAM

A parallelogram is a quadrilateral with

two pairs of parallel sides. The opposite
sides of a parallelogram are equal in
length, and the opposite angles are
equal in measure. Also, the interior
angles on the same side of the
transversal are supplementary. The
Sum of all the interior angles is equal to
360 degrees.

Are we clear with the definition of

parallelogram?
Yes, Ma’am.
Okay, let’s proceed to the conditions
that makes a quadrilateral a
parallelogram.

Kindly read, _____.

Conditions that make a quadrilateral a
parallelogram:

Condition # 1: If both pairs of opposite sides

are congruent, then the quadrilateral is a
parallelogram.
Condition # 2: If both pairs of opposite
angles are congruent, then the quadrilateral is
a parallelogram.
Condition # 3: If the diagonals bisect each
other, then the quadrilateral is a
parallelogram.
Condition # 4: If any two consecutive angles
are supplementary, then the quadrilateral is a
parallelogram.
Condition # 5: If the diagonal of a
quadrilateral form two congruent triangles,
then the quadrilateral is a parallelogram.
 Thank you!

Take a look at this Illustration,

Illustration 1
M A

H T

In quadrilateral MATH, MA ∥ HT and

MH ∥ AT
MA ≅ HT and MH ≅ AT
MATH is a parallelogram

Illustration 2
E
B
E

T S
In quadrilateral BEST,
∠B ≅ ∠S and ∠T ≅ ∠E
BEST is a parallelogram

Illustration 3

In quadrilateral ABCD, AE ≅ CE and

DE ≅ BE
ABCD is a parallelogram

Can you follow class?

Yes, Ma’am.
Illustration 4
E O

G
M

In quadrilateral GEOM,

m∠G + m∠E = 180

m∠E + m∠O = 180
m∠O + m∠M = 180
m∠M + m∠G = 180
GEOM is a parallelogram

Illustration 5

L I

E N

In quadrilateral LINE,
∆LEI ≅ ∆NIE
LINE is a parallelogram

Based on the illustrations, what are the

conditions that guarantee that a
quadrilateral is a parallelogram?

In illustration 1, the opposite sides are

parallel and congruent.
In illustration 2, the opposite angles are
congruent.
In illustration 3, the two diagonals bisect
each other.
In illustration 4, the consecutive angles are
supplementary.
In illustration 5, each diagonals bisect the
parallelogram into two congruent triangles

Very good!
Do you understand class?
Let us proceed to the six important
Yes ma’am
properties of parallelograms.

Kindly read .

There are six important properties of

parallelograms to know:

1. Opposite sides are parallel

2. Opposite side are congruent
3. Opposite angles are congruent
4. Consecutive angles are supplementary
5. The diagonals of a parallelogram bisect
each other
6. Each diagonal bisects the
parallelogram into two congruent
triangles

1. Opposite sides are parallel

2. Opposite side are congruent
 3. Opposite angles are congruent
4. Consecutive angles are
supplementary
5. The diagonals of a parallelogram
bisect each other
6. Each diagonal bisects the
parallelogram into two congruent triangles

Are the properties of parallelograms

clear? Yes ma’am

Is there any questions or clarifications?

(Answer may vary)

3. Abstraction

Let us see if you fully understand the

lesson. Kindly try this your ½ crosswise.

Given parallelogram ABCD,

Complete the statements

4. BC ≅ _____
5. △BDA≅ _____
6. BE ≅ _____
7. ∠C + ∠____ =180°

Let us check your answers.

1. AD
2. △DBC
3. DE
4. D
Excellent!
It seems that you’ve fully understood
our topic, let us proceed with our
activity to test your knowledge and
skills.

1. Application

Here is your activity: For 5 minutes,

Illustrate the parallelogram being
described. Put markings on the figure
to represent the property.
1. Opposite sides are parallel and
congruent.
2. Opposite angles are congruent.
 3. Consecutive angles are
supplementary.
4. Diagonals bisect each other.

Do I make myself clear to everyone?

Yes, Ma’am.
Your time starts now.
*Students answering the activity.
Time’s up.

Let us check your answers.

Very good, class.

2. Values Integration

Before we have your quiz, take a look

at the picture.
 What can you say about this picture?
How can you relate it to our topic and a
real-life situation?

Anyone from the class?

(Answer may vary)
Thank you, _____.

A quadrilateral family tree was previously

encountered, and underneath it was a
parallelogram with its three families—a
rectangle, a rhombus, and a square. Those
were all four-sided, distinct forms that were still
joined to one another. Look at this illustration,
where a tree full of aspirations and ambitions
that will realize our desires can be seen. In this
four-sided room full of diverse individuals, each
with their own distinct personality and lofty
dreams, much like mine. Let's keep our
attention on the present and use it as
motivation to achieve our goals, which is to
graduate and win the respect and pride of our
families.

3. Evaluation

Direction: Determine whether the

quadrilateral is a parallelogram.
Explain why it is parallelogram if
your answer is “Yes”, then if your
answer is “No” explain why it is not a
parallelogram. Write your answer in
½ crosswise.

1.

2.

3.
 4.

Answers:

1. NO. One pair of opposite

angles is congruent. The other
pair is not. The conditions for a
parallelogram are not met
2. YES. The diagonals bisect each
other
3. NO. The opposite sides must
be congruent
4. YES. The opposite angles are
congruent

IV. ASSIGNMENT

Directions: Find the values of x and y so that the quadrilateral is a parallelogram

Answer key:
1. 5y =2y+12
5y-2y=12
3y =12
Y =4

2x-5 =3x-18
2x+18=3x-2x
20=x

2. 3x-17=2x+24
3x-2x = 24+17
x = 41

5y-6=y+58
5y-y= 58+6
4y =64
y =16
 Prepared by:

DARLENE A. NATAL
Student Teacher

Checked by:

LUCIA A. CUETO
Cooperating Teacher