Republic of the Philippines

Department of Education
Region IV –A CALABARZON
DIVISION OF RIZAL

Learning Delivery Modality Online Delivery Learning Modality

LESSON School Kasiglahan Village National High Grade Level

9
EXEMPLAR School
Teacher Alvin B. Miguel Learning Area Mathematics
Teaching Date April 29, 2021 Quarter 3rd
Teaching Time 3:30 PM-5:30PM No. of Days 1

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Or objectives
D. Most Essential Learning
Competencies
The learner demonstrates understanding of key concepts of parallelogram
and triangle similarity
The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.
The learner solves problems involving parallelograms, trapezoids, and kites
M9GE-IIIe-1
Solves problems involving parallelograms, trapezoids, and kites.

E. Enabling Competencies

II. CONTENT Solving Problems Involving Parallelograms, Trapezoids, and Kites

III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages Learners Packet Week 4.

2. Learner’s Material Pages Learners Packet Week 4. KVNHS

3. Textbook Pages

4. Additional Materials from
Learning Resources
B. List of Learning Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Introduction
https://quizizz.com/admin/quiz/607e95f924268a001bebd930/assessm
ent-cot
https://www.mentimeter.com/s/75c14a103ff6a0be32d1dbacbcbb0d09
/38526b23796e/edit
Quizzizz
Menti
Powerpoint
What I need to know?
“Who am I?!” Activity (25-minutes): Teacher will give the
properties and description of the following quadrilaterals and
the students determine what kind of quadrilateral.

Quadrilaterals: Who
Am I?

Parallelogram Who am I?
I am a quadrilateral
Both pairs of my opposite sides are parallel
P Both pairs of my opposite sides are congruent
Both pairs of my opposite angles are congruent
My consecutive angles are supplementary
My diagonals bisect each other but my
diagonals are not congruent
Rectangle Who am I?
I am a parallelogram.
R
 My diagonals are congruent.
I have all right angles.

Rhombus Who am I?
I am a parallelogram.
My diagonals are perpendicular.
O All my sides are congruent.
My diagonals bisect my angles.

Square Who am I?
I am a parallelogram.
I am a rectangle.
B I am a rhombus.
I have four congruent sides.
My diagonals are perpendicular
and congruent.

Trapezoid Who am I?
I am a quadrilateral.
I have exactly one pair of parallel
sides.
The angles that connect my bases
are supplementary.

Isosceles Trapezoid Who am I?

I am a trapezoid.
I have one pair of my opposite sides
that are congruent.

Kite Who am I?
I am a quadrilateral.
I have two pairs of consecutive sides that
are congruent

Questions;

1. What word was formed in the activity we did?

2. Describe in one word the word “Problem”
3. How do you solve your own problem?

Steps in Geometric Problem Solving:

1. Read the problem carefully.
2. Recognize the relationship of the given figure.
3. Pay attention to the labels.
4. Use appropriate definition, property, postulate, or theorem.
5. Answer the question.

B. Development What you need to know?

Situation: Mark is a student of Kasiglahan Village
National High School. He is grade 9 students and he
belong to average student. He always had difficult in
answering his module regarding the subject of math,
especially geometry. And then one day, his teacher
decided to give Mark a separate activity so that he could
catch up and pass the subject Math. This special activity
is solving a problem about parallelograms, trapezoids,
and kites. Mark had another problem. He does not know
how to answer his special activity. So, he decided to be
looked for an instructor to finish the given special
activity. But he still has a big problem, he cannot find
anyone to teach him. So, by this time class, let us help
Mark to finish his special activity.

This is the content:

1. Given: Quadrilateral WISH is a

parallelogram
S
I
 a. If m∠𝑊 = (x + 15)° and m∠S =(2x + 5)°,
what is m∠𝑊?
Answer: m∠𝑊=25°
b. If 𝑊𝐼̅̅̅ = 3y + 3 and 𝐻𝑆̅̅̅ = y + 13, how long is
𝐻𝑆̅̅?
Answer: HS=18

Questions to be answered.

a. How did you solve the problem?

b. What properties of parallelogram did you use?
c. Is there another way of solving problems?

2. Given: Isosceles trapezoid POST with 𝑶𝑺̅̅//𝑷𝑻̅

̅ ̅̅
and 𝑬𝑹̅̅̅ is its median.

O S

E R

T
P

a. If 𝑂𝑆̅̅̅ = 3x – 2, 𝑃𝑇̅̅̅ = 2x + 10 and 𝐸𝑅̅̅̅ = 14,

how long is each base?
Answer: 𝑂𝑆̅̅̅ =10
𝑃𝑇̅̅ =18
b. If m∠𝑃 = (2x + 5)° and m∠𝑂 = (3x – 10)°,
what is m∠𝑇?
Answer: m∠𝑇=79°

Questions to be answered.

a. How did you solve the problem?

b. What properties of isosceles trapezoid did you
use?
c. Is there another way of solving problems?

3. Given: Quadrilateral LIKE is a kite with

𝑳𝑰̅̅≅𝑰𝑲̅̅̅ and 𝑳𝑬̅̅̅≅𝑲𝑬̅̅̅.

L K

E
a. 𝐿𝐸̅̅̅ is twice 𝐿𝐼̅. If its perimeter is 21 cm, how
long is 𝐿𝐸̅̅?̅
Answer; 𝐿𝐸̅̅=7 cm
b. What is the area if one of the diagonals is 4
more than the other and 𝐼𝐸̅̅ + 𝐿𝐾̅̅̅ = 16
inches?
 Answer: Area= 30 inches2

Questions to be answered.

a. How did you solve the problem?

b. What properties of kite did you use?
c. Is there another way of solving problems?

End of the story: Mark is very grateful to the one who

taught him to finish his special activity. He fully
understood all the properties of parallelogram,
trapezoid, and kite; and how to use it in solving word
problem. His teacher was very happy because Mark
finished his work and understood it well.

Moral Lesson: When people share knowledge and

contribute to your collective brain, they're helping
people learn while they're at the company but also
leaving insights and instructions that can be tapped into
once, they're gone.

What’s more?
Individual problem in each student (the teacher will assign one
problem each students)

Directions: Illustrate and solve the following problems:

1. Stephanie is baking a rectangular cake. Two

C. Engagement
consecutive sides of a cake she makes measure 4 m
and 9 m, respectively. What is the perimeter of the
rectangular cake?
2. An isosceles trapezoid with a diagonal that
measures 42 cm and one leg measures 23 cm. What
is the length of the other diagonal?
3. Given kite HOPE with diagonals m𝐻𝑃̅̅̅ = 10 cm and
m𝑂𝐸̅̅ = 18 cm. What is the area of the kite?
D. Assimilation Directions: Determine what properties or theorems of quadrilaterals
to be used on the given word problem. State it.

1. Given trapezoid QRST with 𝑄𝑅̅̅//𝑇𝑆̅̅ and̅ 𝑈𝑉̅̅ as the median. If

m𝑄𝑅̅̅̅ = 12 cm and m𝑈𝑉̅̅̅ = 24 cm, what is m𝑈𝑉̅̅̅?

Answer: The Midsegment Theorem. The median of a

trapezoid is parallel to each base
and its length is one half the sum of the lengths of the bases.

2. A table cloth is cut into a parallelogram in which two opposite

angles measure (8x – 33)ᵒ and (5x + 15)ᵒ? Find the measures
of all the angles.

Answer: In a parallelogram, any two opposite angles are

congruent.
In a parallelogram, any two consecutive angles are
supplementary

3. One lateral face of the roof of the school building is trapezoid

in shape. One of the bases of this trapezoid is 6 m longer than
the other base. Find the length of the two bases if the median
measures 19 m.

Answer: The Midsegment Theorem. The median of a

trapezoid is parallel to each base
and its length is one half the sum of the lengths of the bases.
 4. The area of the paper used by William in the making of his
kite is 60 square inches, and one of its diagonals is 2 inches
less than the other diagonal. Find the lengths of the two
diagonals.

Answer: The area of a kite is half the product of the lengths of

its diagonals

5. A tabletop is an isosceles trapezoid in shape. The median is

5.5 dm, and one of its legs measures 2.5 dm. If one of the
tabletop bases is 1 dm more than the other, find its perimeter.

Answer: The Midsegment Theorem. The median of a

trapezoid is parallel to each base
and its length is one half the sum of the lengths of the bases.

Directions: Solve the following questions using quizziz.com

1. One side of a rectangle is 3 m more than the other. If the

perimeter of the rectangle is 30 m, what are its dimensions?
a. L = 4 m and W = 7 m c. L = 6 m and W = 9 m
b. L = 5 m and W = 8 m d L = 7 m and W = 10 m
2. A rhombus with a perimeter of 60 in has a side with a length
of (8x) in. Find x.
a. 1.675 b. 1.875 c. 2.275 d. 7.5
3. One base of a trapezoid is 4 cm less than twice the other. If
the median measures 13 cm, what is the length of the longer
base?
a. 10 b. 12 c. 16 d. 20
4. Isosceles trapezoid POST with OS // P If m ∠O = (10x + 20)˚
and mP= (8x– 2)˚ , what is x?
V. ASSESSMENT a. 9 b. 10 c. 11 d. 12
5. Given kite LOVE which mLO= 8 in and mVE =20 in. What
is the perimeter of the kite?
a. 28 in b. 34 in c. 56 in d. 80 in

VI. REFLECTION The learners communicate the explanation of their personal assessment as
indicated in the Learner’s Assessment Card using menti.com

I understand that ___________________.

I realize that ________________________.

Prepared by:

ALVIN B. MIGUEL
Math 9 Teacher

Observed by:
ALTA GRACE V. DEAN VIOLETA N. QUIDES DANNY H. CANON
Department Chairperson Head Teacher II Master Teacher I

Noted by:
DR. MARIA CRISTINA S. MARASIGAN
Principal IV