Detailed Lesson Plans In: Mathematics 9

DETAILED
LESSON
PLANS IN
MATHEMATICS 9
(Third Quarter)
i
TABLE OF CONTENTS
Page
Number
Title Page i
Table of Contents iii
List of Development Team Members iv
Acknowledgement v
Pre-Assessment 1-7
Daily Lesson Plans

LC 29 Identifies quadrilaterals that are parallelograms. (M9GE-IIIa-1) 8-24
Determines the conditions that make a quadrilateral a
LC 30 parallelogram. (M9GE-IIIa-2) 25-32
Uses properties to find measures of angles, sides and other
LC 31 quantities involving parallelograms. (M9GE-IIIb-1) 33-54
Proves theorems on the different kinds of parallelogram
LC 32 (rectangle, rhombus, square). (M9GE-IIIc-1) 55-72
LC 33 Proves the Midline Theorem. (M9GE-IIId-1) 73-80
LC 34 Proves theorems on trapezoids and kites. (M9GE-IIId-2) 81-106
Solves problems involving parallelograms, trapezoids and
LC 35 kites. (M9GE-IIIe-1) 107-124
LC 36 Describes a proportion. (M9GE-IIIf-2) 125-129
Applies the fundamental theorems of proportionality to solve
LC 37 problems involving proportion. (M9GE-IIIg-1) 130-140
LC 38 Illustrates similarity of figures. (M9GE-IIIg-1) 141-144
Proves the conditions for similarity of triangles: SAS similarity
theorem, SSS similarity theorem, AA similarity theorem, right
triangle similarity theorem, and special right triangle theorems.
LC 39 (M9GE-IIIg-h-1) 145-187
Applies the theorems to show that given triangles are similar.
LC 40 (M9GE-IIIi-1) 188-202
LC 41 Proves the Pythagorean Theorem. (M9GE-IIIi-2) 203-207
Solves problems that involve triangle similarity and triangles.
LC 42 (M9GE-IIIj-1) 208-229
Post-Assessment 230-235
iii
LIST OF DEVELOPMENT TEAM MEMBERS
CONTEXTUALIZED DETAILED LESSON PLANS IN MATHEMATICS 9
QUARTER 3
WRITERS
Judylyn F. Gianan Teacher I Lictin Integrated School
Michael S. Cion Teacher I Tubli National High School
Kim Japhet E. Agito Teacher I San Miguel Rural
Development High School
Artzen L. Villalon Teacher III Tubli National High School
Marcelo V. Teves Teacher II Panganiban National High
School
Maria Salvacion A. Manlangit Teacher I Calatagan High School
John Carlo T. Lucero Teacher II Dariao National High School
Niño O. Jasareno Teacher III Tinago National High School
Jeanny S. Bañares Teacher III Calatagan High School
Jayson B. Gianan Teacher III San Andres Vocational School
LAYOUT ARTISTS/
ILLUSTRATORS
Edwin T. Tomes Teacher II Dororian National High School
Luis Karlo T. Avila Teacher I Antipolo National High School
DEMONSTRATION
TEACHERS
Hanelyn R. Pasuengos Teacher III Panganiban National High
School – CAIC Compound
Luis Karlo T. Avila Teacher I Antipolo National High School
OBSERVER
Maria Felly F. Rubio Teacher III Panganiban National High
School – CAIC Compound
VALIDATORS
Lyra C. Tusi Principal II San Andres Vocational School
Jonel G. Aznar Master Teacher I Bato Rural Development High
School
Ludy M. Avila Head Teacher III Catanduanes National High
School
Riza B. Benavidez Teacher III Bato Rural Development High
School
CONSULTANT
Romel G. Petajen EPS, Division of Catanduanes
Mathematics
iv
ACKNOWLEDGMENT
We wish to convey our sincerest gratitude to the following people who have
gone extra miles and paved the way for the development of the Daily Lesson Plans for
Grade 9 Mathematics.
To the Education Program Supervisor in Mathematics, Mr. Romel G. Petajen,
and to the Division Learning Resources Management and Development System
Education Program Supervisor, Dr. Jesslyn Taway, for their technical assistance to the
writers that made the whole writing process smooth and for assuring that the DLPs
were written following the standards.
To the DLP writers, Ms. Judylyn F. Gianan, Teacher I of Lictin IS; Mr. Michael
S. Cion, Teacher I of Tubli NHS; Mr. Kim Japhet E. Agito, Teacher I of San Miguel
RDHS; Ms. Artzen L. Villanon, Teacher III of Tubli NHS; Mr. Marcelo V. Teves,
Panganiban NHS; Mrs. Maria Salvacion A. Manlangit, Teacher I of Calatagan NHS;
Mr. John Carlo T. Lucero, Teacher II of Dariao NHS; Mr. Niño O. Jasareno, Tinago
NHS; Mrs. Jeanny S. Bañares, Teacher III of Calatagan HS; and Jayson B. Gianan,
Teacher III of SAVS who rendered their time, talents, and service just to craft the
DLPs.
To Ms. Hanelyn R. Pasuengos, Teacher III of Panganiban NHS-CAIC and Luis
Karlo T. Avila, Teacher I of Antipolo NHS for rendering their time as demonstration
teachers.
To Mrs. Maria Felly F. Rubio, Panganiban NHS-CAIC for giving substantial
suggestions to improve the content of the observed DLPs.
To the illustrators/layout artists, Mr. Luis Karlo Avila, Teacher I of Antipolo NHS
and Mr. Edwin Tomes, Teacher II of Dororian NHS for ensuring that the illustrations
and images used in the DLPs follow the standard.
To the validators/editors, Mrs. Lyra C. Tusi, Principal II of San Andres
Vocational School; Mr. Jonel Aznar, Master Teacher I of Bato RDHS; Mrs. Ludy M.
Avila, Head Teacher III of Catanduanes NHS; and Mrs. Riza B. Benavidez, Teacher III
of Bato RDHS for ensuring that the contents are free from conceptual, factual,
computational, language, and typographical errors.
v
PRE-ASSESSMENT
PART I. Directions: Find out how much you already know about this module. Write the
letter of your answer, if your answer is not among the choices, write e. After
taking and checking this short test, take note of the items that you were not
able to answer correctly and look for the right answer as you go through in this
module.
1. How do you describe any two opposite angles in a parallelogram?

a. They are always congruent. b. They are supplementary.
c. They are complementary. d. They are both right angles.
2. What can you say about any two consecutive angles in a parallelogram?
a. They are always congruent. b. They are always supplementary.
c. They are sometimes complementary. d. They are both right angles.
3. Which of the following statements is true?

a. Every square is a rectangle. b. Every rectangle is a square.
c. Every rhombus is a rectangle. d. Every parallelogram is a rhombus.
4. Which of the following statements could be false?

a. The diagonals of a rectangle are congruent.
b. The diagonals of an isosceles trapezoid are congruent.
c. The diagonals of a square are perpendicular & bisect each other.
d. The diagonals of a rhombus are congruent and perpendicular to each other.
5. Which of the following quadrilaterals has diagonals that do not bisect each other?
a. Square b. Rhombus c. Rectangle d. trapezoid
6. Which of the following conditions is not sufficient to prove that a quadrilateral is a

parallelogram?
a. Two pairs of sides are parallel.
b. Two pairs of opposite sides are congruent.
c. Two angles are supplementary.
d. Two diagonals bisect each other.
7. What is the measure of ∠2 in rhombus HOME?

a. 750 b. 900 c. 1050 d.1800
8. Two consecutive angles of a parallelogram have measures (x + 30)O and

[2(x – 30)]O. What is the measure of the smaller angle?
a. 30O b. 80O c. 100O d.140O
9. Which of the following statements is true?

a. A trapezoid can have four equal sides.
b. A trapezoid can have three right angles.
c. The base angles of an isosceles trapezoid are congruent.
d. The diagonals of an isosceles trapezoid bisect each other.
1
10. The diagonals of an isosceles trapezoid are represented by 4x – 47 and 2x + 31.
What is the value of x?
a. 37 b. 39 c. 107 d. 109
11. A cross section of a water trough is in the shape of a trapezoid with bases
measuring 2 m and 6 m. What is the length of the median of the trapezoid?
a. 2 m b. 4 m c. 5 m d. 8 m
12. What are the measures of the sides of parallelogram SOFT in meters?
a. {2 m , 1 m}
b. {5 m , 6 m}
c. {8 m , 13 m}
d. {13 m , 15 m}
13. Find the length of the longer diagonal in parallelogram FAST.

a. 8 b. 31 c. 46 d. 52
14. Find the value of y in the figure below.

a. 24 b. 30 c. 35 d. 50
15. In rhombus RHOM, what is the measure of ∠ROH?

a. 35O b. 45O c. 55O d. 90O
16. In rectangle KAYE, YO = 18 cm. find the length of diagonal AE.

a. 6 cm b. 9 cm c. 18 cm d. 36 cm
17. In quadrilateral RSTW, diagonals RT and SW are perpendicular bisectors of each

other. Quadrilateral RSTW must be a:
I. Rectangle II. Rhombus III. Square
a. I b. II c. II and III d. I, II and III
18. What condition will make parallelogram WXYZ a rectangle?
a. ̅̅̅̅̅
𝑊𝑋 ≅ ̅̅̅̅𝑌𝑍 b. ̅̅̅̅̅
𝑊𝑋 ∥ ̅̅̅̅
𝑌𝑍
c. X is a right angle d. ̅̅̅̅̅
𝑊𝑋 𝑎𝑛𝑑 𝑌𝑍 ̅̅̅̅ 𝑏𝑖𝑠𝑒𝑐𝑡 𝑒𝑎𝑐ℎ 𝑜𝑡ℎ𝑒𝑟
2
19. The perimeter of a parallelogram is 34 cm. If a diagonal is 1 cm less than its length
and 8 cm more than its width, what are the dimensions of this parallelogram?
a. 4 cm x 13 cm b. 5 cm x 12 cm c. 6 cm x 11 cm d. 7 cm x 10 cm
20. Which of the following statements is/are true about trapezoids?

a. The diagonals are congruent. b. The median is parallel to the bases.
c. Both a and b d. Neither a nor b
Part II. Directions: Read and understand the situation below then answer or perform
what are asked.
Pepe, your classmate, who is also an SK Chairman in your Barangay Matayog,

organized a KITE FLYNG FESTIVAL. He informed your school principal to motivate
students to join the said KITE FLYING FESTIVAL.
1. Suppose you are one of the students in your barangay, how will you prepare
the design of the Kite?
2. Make a design of the Kite assigned to you.
3. Illustrate every part or portion of the Kite including their measures.
4. Using the design of the Kite made, determine all the mathematics concepts or
principles involved.
3
PRE-ASSESSMENT
1. ΔCOD~ΔHOW Because CD ∥ HW. which of the following is not true?
a. c.
b. d.
̅̅̅̅ ∥ ̅̅̅̅̅
2. ΔWHY is a right triangle with ∠WHY as the right angle.𝐻𝐷 𝑊𝑌 . Which of the
following segments is a geometric mean?
I. ̅̅̅̅
𝐻𝐷 IV. ̅̅̅̅̅
𝐷𝑊
II. ̅̅̅̅
𝐷𝑌 V. ̅̅̅̅̅
𝐻𝑊
III. ̅̅̅̅
𝐻𝑌 VI. ̅̅̅̅̅
𝑊𝑌
a. II, IV, VI b. I, III, V c. I only d. All except VI

3. In the figure, there are three similar right triangles by Right Triangle Proportionality
Theorem. Name the triangle that is missing in this statement: ΔHOP ~ _______~
ΔOEP.
a. ΔHOE
b. ΔOEH
c. ΔHOP
d. ΔHEO
4. If m:n = 3:2, what is the correct order of the steps in determining

m2 – n2: m2 - 2n2?
a. I, IV, III, II b. IV, I, III, II c. I, IV, II, III d. I, III, II, IV
5. The ratio of the volumes of two similar rectangular prisms is 125 ∶ 64. What is the
ratio of their base areas?
a. 25:16 b. 25: 4 c. 4:5 d. 5: 4
6. The lengths of the sides of a triangle are 6 cm, 10 cm, and 13 cm. What kind of a
triangle is it?
a. Regular triangle c. Right triangle
b. Acute triangle d. Obtuse triangle
7. What is the perimeter of a 30‐60‐90 triangle whose shorter leg is 5 inches long?
a. 5√3cm b. 15 + 5√3cm c. 15 + √3cm d. 10 + 5√3cm
4
8. The hypotenuse of an isosceles right trapezoid measures 7 cm. How long is each
leg?
7√2 7√3
a. 7√2 cm b. 3.5 cm c. cm d. cm
2 3
9. Study the proof in determining the congruent lengths EU and BT. What theorem
justifies the last statement?
a. Right Triangle Proportionality Theorem
b. Geometric Mean
c. Pythagorean Theorem
d. Triangle Angle Bisector Theorem
Statements Reasons
EU ⊥ 𝑌𝐴; 𝐵𝑇 ⊥ 𝑌𝐴 ; 𝐸𝑈 = 𝐵𝑇; 𝐵𝑌 = 𝐸𝐴 Given
∠𝐸𝑈𝐴, ∠𝐸𝑈𝑇, ∠𝐵𝑇𝑈, ∠𝐵𝑇𝑌 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒𝑠. Definition of Perpendicular lines
𝑚∠𝐸𝑈𝐴 = 𝑚∠𝐸𝑈𝑇 = 𝑚∠𝐵𝑇𝑈 = 𝑚∠𝐵𝑇𝑌 Definition of Right Angles

= 90
̅̅̅̅
𝐸𝑈 ∥ ̅̅̅̅
𝐵𝑇 Corresponding angles EUA and BTU
are congruent
𝐵𝐸𝑈𝑇 𝑖𝑠 𝑎 𝑝𝑎𝑟𝑒𝑙𝑙𝑜𝑔𝑟𝑎𝑚. ̅̅̅̅
𝐸𝑈 𝑎𝑛𝑑 ̅̅̅̅
𝐵𝑇 are both parallel and
congruent
𝐵𝐸 = 𝑇𝑈 Opposite sides of a parallelogram are

congruent.
𝑌𝑇 + 𝑇𝑈 + 𝑈𝐴 = 𝑌𝐴 Segment Addition Postulate
𝑌𝑇 + 𝐵𝐸 + 𝑈𝐴 = 30 Substitution Property of Equality
∆𝐸𝑈𝐴 𝑎𝑛𝑑 ∆𝐵𝑇𝑌 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒𝑠. Definition of Right angles
∆𝐸𝑈𝐴 ≅ ∆𝐵𝑇𝑌 Hypotenuse-Leg Right Triangle

Congruence Theorem
𝑌𝑇 + 14 + 𝑌𝑇 = 30 Substitution Property of Equality
2𝑌𝑇 = 30 − 14 = 16 Subtraction Property of Equality

2𝑌𝑇 16 Division Property of Equality
= → 𝑌𝑇 = 8
2 2
𝐸𝑈 = 𝐵𝑇 = 15 ?
5
10. Which of the following pairs of triangles cannot be proved similar?
a. c.
b. d.
11. The ratio of the sides of the original triangle to its enlarged version is 1: 3. The
enlarged triangle is expected to have
a. sides that are thrice as long as the original
b. an area that is thrice as large as the original
c. sides that are one‐third the lengths of the original
d. angles that are thrice the measurement of the original
12. ΔBRY~ΔANT. Which ratio of sides gives the scale factor?
𝑁𝑇 𝑁𝑇 𝐴𝑇 𝑁𝑇
a. b. c. d.
𝐴𝑁 𝑅𝑌 𝐵𝑌 𝐴𝑇
13. What similarity concept justifies that ΔFEL~ΔQWN?

a. Right Triangle Proportionality Theorem
b. Triangle Proportionality Theorem
c. SSS Similarity Theorem
d. SAS similarity theorem
14. A map is drawn to the scale of 1 cm: 150 m. If the distance between towns A and
B measures 8. 5 cm on the map, determine the approximate distance between
these towns.
a. 2175 m b. 1725 m c. 1275 m d. 2715 m
15. The length of the shadow of your one‐and‐a‐half‐meter height is 2.4 meters at a
certain time in the morning. How high is a tree in your backyard if the length of its
shadow is 16 meters?
a. 25.6 m b. 10 m c. 38.4 m d. 24 m
16. The smallest square of the grid you made on your original picture is 6 cm. If you
enlarge the picture on a 15‐cm grid, which of the following is not true?
I. The new picture is 250% larger than the original one.
II. The new picture is two and a half times larger than the original one.
III. The scale factor between the original and the enlarged picture is 2:5.
a. I only b. I and II c. III only d. I, II & III
6
For Nos. 17 and 18, use the figure shown.
17. You would like to transform ΔYRC by

dilation such that the center of dilation is
1
the origin and the scale factor is . Which
2
of the following is not the coordinates of
a vertex of the reduced triangle?
1
a. (-1, 1) b. (-1, )
2
1
c. (1, -1) d. ( , 1)
2
18. You also would like to enlarge ΔYRC . If the corresponding point of C in the new
triangle ΔY′R′C′ has coordinates (4, ‐4), what scale factor do you use?
a. 4 b. 3 c. 2 d. 1
19. A document is 80% only of the size of the original document. If you are tasked to
convert this document back to its original size, what copier enlargement settings
will you use?
a. 100% b. 110% c. 120% d. 125%
20. You would like to put a 12 ft by 10 ft concrete wall subdivision between your dining
room and living room. How many 4‐inch thick concrete hollow blocks (CHB) do you
need for the subdivision? Note that:
Clue 1: the dimension of the face of CHB is 6 inches by 8 inches

Clue 2: 1 foot = 12 inches
7
DETAILED LESSON PLAN IN MATHEMATICS 9
School Grade Level 9
Teacher Learning Area MATHEMATICS
Teaching Time THIRD
Quarter
and Date Week 1: Day 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
B. Performance The learner is able to investigate, analyze, and solve
Standard problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning The learner identifies quadrilaterals that are
Competencies/ parallelograms. (Subtask M9GE-IIIa-1)
Objectives
(Write LC Learner’s Targets:
Code for K – I can identify quadrilaterals that are parallelograms.
each.) U – I can explain how opposite sides and opposite angles
determine that a quadrilateral is a parallelogram.
D – I can show the properties of parallelogram.
II. CONTENT Quadrilaterals that are Parallelogram
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials Page 305 – 310
pages
3. Textbook
Geometry: Textbook for Third Year page 117 – 122
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Activity 1: REFRESH YOUR MIND!
previous Consider the table below. Given each figure, recall the
lesson definition of each quadrilateral. Choose your answer from
the given cards and put it in the third column. (Pls. see
Appendix A)
 How can you say that a figure is a quadrilateral?
8
B. Establishing a 1. Which among the quadrilaterals above are
purpose for the parallelogram?
lesson 2. How can you identify that a quadrilateral is a
parallelogram?
That is our lesson for today.

C. Presenting ACTIVITY 2: FANTASTIC FOUR!
examples/ Form a group of four members and each group will be
instances of given one cut-out parallelogram labelled as (parallelogram
the new lesson OBEY, rectangle GIVE, rhombus THNX and square
LOVE) then follow the procedure below.
Materials Needed: protractor, ruler, pencil
Procedures:
1. Using the ruler, measure each side of the parallelogram
2. Using the protractor, measure each angle of the
parallelogram.
3. Record your findings in the given table.
Are the
measure-
Identify the Segments/ Measure- ments
following: Angles ment equal or
not
equal?
Pairs of opposite
sides
Pairs of opposite
angles
Note: The teacher will focus on opposite sides and

opposite angles of a parallelogram.
Questions:
1. What can you say about the measurements of the
opposite sides of the given parallelogram?
opposite angles of the given parallelogram?
3. How will you relate each pair of opposite sides?
4. How will you relate each pair of opposite angles?
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9
Learner’s Material. Activity 5: Fantastic Four!.
Philippines: Department of Education, p. 309.
D. Discussing (Based on the table above, the students will present their
new concepts answers.)
and practicing
new skills #1 Property No. 1
In a parallelogram, any two opposite sides are
congruent.
9
Example:
Given quadrilateral ABCD, if ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐷𝐶 and ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐴𝐷, then
quadrilateral ABCD is a parallelogram.
6 cm C
B
4 cm
4 cm
A 6 cm D
E. Discussing Property No. 2

new concepts In a parallelogram, any two opposite angles are
and practicing congruent.
new skills #2
Example:
Given ABCD, if ∠𝐴 ≅ ∠𝐶 and ∠𝐵 ≅ ∠𝐷, then ABCD
is a parallelogram.
B C
115° 65°
65° 115°
A D
F. Developing
Mastery
Activity 3: PLOT, CONNECT, IDENTIFY
(Leads to
(Pls. see Appendix B)
formative
assessment 3)
G. Finding A rectangular lot ABCD has a length of 12 cm and a
practical width of 7 cm as shown in the figure below.
applications of 12 cm
B C
concepts and
skills in daily
7 cm 7 cm
living
A D
12 cm
How can you say that the rectangular lot is a
parallelogram?
H. Making 1. What are the different kinds of quadrilaterals that are
generalizations parallelograms?
and Parallelogram, Rectangle, Square, Rhombus
abstractions
about the 2. How can you identify whether a quadrilateral is a
lesson parallelogram?
 In a parallelogram, any two opposite sides are
congruent.
 In a parallelogram, any two opposite angles are
congruent.
10
I. Evaluating MODIFIED TRUE OR TRUE OR FALSE
learning FALSE Consider parallelogram
Consider parallelogram NOTE below. Write true if
NOTE below. Write true if the statement is correct,
the statement is correct, otherwise write false.
otherwise change the
underlined term/word to
make the statement correct.
1. ̅̅̅̅
𝑁𝐸 is congruent to ̅̅̅̅
𝑂𝑇 1. ̅̅̅̅
𝑁𝐸 is congruent to ̅̅̅̅
𝑂𝑇
2. ̅̅̅̅ ̅̅̅̅
𝑁𝑂 is congruent to 𝑂𝑇 2. ̅̅̅̅ ̅̅̅̅
𝑁𝑂 is congruent to 𝑂𝑇
3. ∠𝐸 is congruent to ∠𝑂 3. ∠𝐸 is congruent to ∠𝑂
4. ∠𝑁 is congruent to ∠𝑂 4. ∠𝑁 is congruent to ∠𝑂
5. ̅̅̅̅
𝐸𝑇 is not congruent to 5. ̅̅̅̅
𝐸𝑇 is not congruent to
̅̅̅̅
𝑁𝐸 ̅̅̅̅
𝑁𝐸
J. Additional Identify which of the following set of points forms a
activities for parallelogram.
application or 1. A(-4,-4) ; B(-4,4) ; C(4,4) ; D(4,-4)
remediation 2. E(-5,-2) ; F(-5,2) ; G(5,2) ; H(5,-2)
3. I(-3,-3) ; J(-3,0) ; K(4,2) ; L(4,-3)
4. M(-7,-3) ; N(-4,0) ; O(1,0) ; P(-2,-3)
5. Q(0,0) ; R(0,6) ; S(3,6) ; T(4,0)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
11
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
12
APPENDICES
APPENDIX A
ACTIVITY 1: REFRESH YOUR MIND!
(For Advanced/Average Learners)
Consider the table below. Given each figure, recall the definition of each
quadrilateral. Choose your answer from the given cards and put it in the third column.
KIND FIGURE DEFINITION
Quadrilateral
Parallelogram
Rectangle
Rhombus
Square
Kite
A quadrilateral with two A quadrilateral with two

A parallelogram with
pairs of opposite sides distinct pairs of adjacent,
congruent sides
four right angles
parallel
Closed plane figure

A rectangle with all four A parallelogram with all
consisting of four line
sides congruent four sides congruent
segments or sides
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material. Activity 2:
Refresh your Mind!. Philippines: Department of Education, p. 306.
13
APPENDIX B
ACTIVITY 3: PLOT, CONNECT, IDENTIFY
A. Identify whether the given quadrilateral is a parallelogram or not. If it is a
parallelogram, name its kind and give its coordinates.
1.
L O Answer:
Square
P(-2,-1) ; L(-2,2); O(1,2); T(1,-1)
P T
2.
Answer:
Rectangle
W(-4,-4) ; O(-4,-2); R(0,-2); D(0,-4)
O R
W D
3.
E A
130° 50° Answer:
Parallelogram
L(-5,-1); E(-3,3); A(2,3); P(0,-1)
50° 130°
L P
14
4.
O
80°
C 100° 100° N Answer:

Rhombus
C(0,1); O(3,5); N(6,1); E(3,-3)
80°
5.
Answer:
Not parallelogram
N O
120° 120°
60° 60°
K W
6.
70°
Answer:
Not parallelogram
B 120° 120° R
50°
15
B. Identify whether the given quadrilateral is a parallelogram or not.
1. E A 2. 2
3 I N
3 3
5 4
3
R L
F D
2
Answer: Answer:
Parallelogram Not Parallelogram
3. 4. A K
E A 105° 75°
112° 53°
63° 112°
75° 105°
D L M E
Answer: Answer:
Not Parallelogram Parallelogram
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material. Activity 3:
Plot, Connect, Identify. Philippines: Department of Education, p. 307.
16
Teaching Time THIRD
Quarter
and Date Week 1: Day 2-3
I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity.
C. Learning The learner identifies quadrilaterals that are
Competencies/ parallelograms. (Subtask M9GE-IIIa-1)
Objectives
Code for K – I can identify quadrilaterals that are parallelograms.
each.) U – I can explain how consecutive angles and
diagonals determine a quadrilateral is a parallelogram.
D - I can show the properties of parallelogram.
II. CONTENT Quadrilaterals that are Parallelogram
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pages
3. Textbook
Geometry: Textbook for Third Year page 117 – 122
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing Study the parallelograms below and answer the question
previous given to each figure.
lesson
B A
D N
17
Name the congruent sides in the parallelogram.
H O
120° 60°
60° 120°
E L
Name the congruent angles in the parallelogram.
Question:
What property/ies of parallelogram is/are shown from the
above figures?
B. Establishing a Given the parallelogram below:
purpose for the
lesson
Question:
1. What can you say about the quadrilateral above?
2. How can you say that the quadrilateral above is a
parallelogram?

C. Presenting ACTIVITY 1: FANTASTIC FOUR!
examples/ Form a group of four members and each group will be
instances of given one cut-out parallelogram labelled as (parallelogram
the new lesson OBEY, rectangle GIVE, rhombus THNX and square
LOVE) then follow the procedure below.
Materials Needed: protractor, ruler, pencil
Procedures:
1. Using the protractor, measure each angle of the
parallelogram.
2. Using the parallelogram OBEY, fold it along the diagonal
OE and then along the diagonal BY. (Do this step to
rectangle GIVE, rhombus THNX and square LOVE.)
3. Mark the point of intersection of the two diagonals.
4. Using the ruler, measure each segment formed by
intersecting diagonals of the parallelogram.
5. Record your findings in the given table.
18
Are the
measure-
Identify the Segments/ Measure- ments
following: Angles ment equal or
not
equal?
Pairs of consecutive
angles
Pairs of segments
formed by
intersecting
diagonals
Note: The teacher will focus on consecutive angles and

segments formed by intersecting diagonals of a
parallelogram.
Questions:
consecutive angles of each parallelogram?
2. How will you relate each pair of consecutive angles?
3. What can you say about the measurement of each
diagonals? How will you relate them?
4. What does each diagonal do to a parallelogram?
Modified from:
Learner’s Material. Activity 5: Fantastic Four!.
Philippines: Department of Education, p. 309.
D. Discussing (Based on the table above, the students will present their
new concepts answers.)
and practicing
new skills #1 Property No. 3
In a parallelogram, any two consecutive angles are
supplementary.
Example:
Given ABCD, if
𝑚∠𝐴 + 𝑚∠𝐵 = 180°
𝑚∠𝐵 + 𝑚∠𝐶 = 180°
𝑚∠𝐶 + 𝑚∠𝐷 = 180°
𝑚∠𝐷 + 𝑚∠𝐴 = 180°
then ABCD is a parallelogram.
B C
105° 75°
75° 105°
A D
19
E. Discussing Property No. 4
new concepts The diagonals of a parallelogram bisect each other.
and practicing
new skills #2 Example:
Given ABCD with diagonals AC and BD intersect at
̅̅̅̅ ≅ 𝐶𝐸
point E. If 𝐴𝐸 ̅̅̅̅ and 𝐵𝐸
̅̅̅̅ ≅ 𝐷𝐸
̅̅̅̅ , then ABCD is a
parallelogram.
B C
A D
Property No. 5
A diagonal of a parallelogram forms two congruent
triangles.
Example:
Given ABCD with diagonals AC and BD. If Δ𝐵𝐴𝐶 ≅
∆𝐷𝐶𝐴 and Δ𝐵𝐴𝐷 ≅ ∆𝐷𝐶𝐵, then ABCD is a
parallelogram.
B C B C
A D A D
F. Developing ACTIVITY 2: KNOW MY ANGLES AND
Mastery DIAGONALS!
(Leads to Identify whether the following quadrilaterals is a
formative parallelogram or not. (Pls. see Appendix A)
assessment 3)
G. Finding A square tile ABCD with diagonal BD, has a side of 8 cm
practical as shown in the figure below.
applications of
concepts and B
8 cm
C
skills in daily
living 8 cm 8 cm
A D
8 cm
How can you say that the square tile is a parallelogram?

H. Making How can you identify whether a quadrilateral is a
generalizations parallelogram?
and
abstractions  In a parallelogram, any two consecutive angles are
supplementary.
20
about the  The diagonals of a parallelogram bisect each other.
lesson  A diagonal of a parallelogram forms two congruent
triangles.
I. Evaluating MODIFIED TRUE OR TRUE OR FALSE
learning FALSE Consider parallelogram
Consider parallelogram NOTE below. Write true if
NOTE below. Write true if the statement is correct,
the statement is correct, otherwise write false.
otherwise change the
underlined term/word to
make the statement correct.
1. The sum of ∠𝑁 and 1. The sum of ∠𝑁 and

∠𝑂 IS 180°. ∠𝑂 IS 180°.
2. ∠𝑂 and ∠𝐸 are 2. ∠𝑂 and ∠𝐸 are

supplementary. supplementary.
3. 𝑁𝑇 divides the 3. 𝑁𝑇 divides the

parallelogram into parallelogram into
two congruent two congruent
triangles. triangles.
4. If 𝑂𝐸 is one of the 4. If 𝑂𝐸 is one of the

diagonal of the diagonal of the
parallelogram, then parallelogram, then
Δ𝑂𝑁𝐸 ≅ ∆𝑂𝑇𝐸. Δ𝑂𝑁𝐸 ≅ ∆𝑂𝑇𝐸.
5. If 𝑁𝑇 bisects 𝑂𝐸 at 5. If 𝑁𝑇 bisects 𝑂𝐸 at
point X, then ̅̅̅̅
𝑁𝑋 ≅ point X, then ̅̅̅̅
𝑁𝑋 ≅
̅̅̅̅
𝑂𝑋. ̅̅̅̅
𝑂𝑋.
J. Additional Make four different types parallelogram showing its
activities for properties.
application or
remediation
21
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
22
APPENDICES
APPENDIX A
ACTIVITY 2: KNOW MY ANGLES AND DIAGONALS!
Identify whether the following quadrilaterals is a parallelogram or not.
1. 2. O
E S R
125° 55°
55° 125°
B T
W K
Answer: Parallelogram Answer: Parallelogram
E
3. 4.
E A
85°
105°
V 105° R
B T
85°
Y
Answer: Not Parallelogram Answer: Parallelogram
A
5. 6.
65° R A
N
135°
135°
T P
T
65°
K
Answer: Not Parallelogram Answer: Parallelogram
O R
7. 8.
4 4
A R
5 5
4 4 6
6
C E T
P
Answer: Parallelogram Answer: Not Parallelogram
23
9. 10.
A T
O M
40° 140°
140° 40°
M C E
H
Answer: Parallelogram Answer: Parallelogram
24
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner determines the conditions that guarantee a
Competencies/ quadrilateral a parallelogram. (M9GE-IIIa-2)
Objectives
Code for K – I can identify the properties of a parallelogram.
each.) U – I can explain the conditions that guarantee that a
quadrilateral is a parallelogram.
D – I can show the conditions that guarantee a
quadrilateral is a parallelogram.
II. CONTENT Conditions that Guarantee a Quadrilateral is a
Parallelogram
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing Study the parallelograms below.
previous
lesson A N R A
B D
T P
25
O L I T
105° 75°
75° 105°
H E E
K
Name the property shown in each parallelogram.

B. Establishing a What if the given figure is
purpose for the
lesson B 15 cm C
10 cm
A D
 Which sides must have a measure of 10 cm and 15 cm

so that ABCD could be a parallelogram?
 What could be the conditions that guarantees a
quadrilateral is a parallelogram?

C. Presenting ACTIVITY 1: DRAW ME!
examples/ Using a straightedge, compass, protractor, and pencil,
instances of construct the quadrilaterals given the different conditions.
the new lesson (Pls. see Appendix A)
From the activity, what quadrilaterals have you formed in

your constructions 1 – 5?
D. Discussing What are the conditions that guarantee that a quadrilateral
new concepts is a parallelogram?
and practicing
new skills #1 (Students may give their answers supported by the result
of their observation in the constructions of quadrilaterals.)
E. Developing
Mastery ACTIVITY 2: DEFENSE! DEFENSE!
(Leads to Study the following parallelograms below and answer the
formative question in each figure. (Pls. see Appendix B)
assessment 3)
F. Making Give the conditions that guarantee a quadrilateral is a
generalizations parallelogram.
and
abstractions  A quadrilateral is a parallelogram if both pairs of
about the opposite sides are congruent.
lesson  A quadrilateral is a parallelogram if both pairs of
opposite angles are congruent.
 A quadrilateral is a parallelogram if both pairs of
consecutive angles are supplementary.
 A quadrilateral is a parallelogram if the diagonals
bisect each other.
26
 A quadrilateral is a parallelogram if each
diagonals divides a parallelogram into two
congruent triangles.
 A quadrilateral is a parallelogram if one pair of
opposite sides are both congruent and parallel.
G. Evaluating (Pls. see Worksheet (Pls. see Worksheet

learning No.1) No.1)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
27
APPENDICES
APPENDIX A
ACTIVITY 1: DRAW ME!
Using a straightedge, compass, protractor, and pencil, construct the quadrilaterals,

given the following conditions.
1. Quadrilateral ABCD so that ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅𝐶𝐷 𝑎𝑛𝑑 ̅̅̅̅
𝐴𝐷 ≅ ̅̅̅̅̅
𝐵𝐶.
Steps:
a. Draw ∠DAB.
b. Locate C so that ̅̅̅̅
𝐷𝐶 ≅ ̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐶𝐵 ≅ ̅̅̅̅̅
𝐷𝐴.
Hint: From D, strike an arc with radius AB. From B, strike an arc with
radius DA.
2. In the figure below, ∠XYW and ∠ZYW form a linear pair.
X Y Z
Draw quadrilateral EFGH so that:
∠H ≅∠WYZ; ∠G ≅ ∠XYW
∠F ≅ ∠WYZ; ∠E ≅ ∠XYW
̅ and ̅̅̅̅̅
3. Diagonals 𝐽𝐿 𝑀𝐾 bisect each other.
Steps:
a. Draw𝐽𝐿 ̅ , Locate its midpoint P.
b. Draw another line ̅̅̅̅̅ ̅̅̅̅̅ ≅ 𝐾𝑃
𝑀𝐾 passing through P so that 𝑀𝑃 ̅̅̅̅.
M L
J K
c. Form the quadrilateral MJKL.
28
4. A diagonal bisects the quadrilateral into two congruent triangles.
Steps:
a. Draw ∆ABC.
b. Construct ̅̅̅̅
𝐴𝐷 and ̅̅̅̅
𝐵𝐷 so that ̅̅̅̅
𝐴𝐷 ≅ ̅̅̅̅𝐵𝐶 and ̅̅̅̅
𝐵𝐷 ≅ ̅̅̅̅𝐴𝐶
c. Construct quadrilateral ABCD.
̅̅̅̅in relation to quadrilateral ABCD?)
(Note: What do we call 𝐴𝐵
5. One pair of opposite sides are both congruent and parallel.

Steps:
a. Draw segment 𝐴𝐵.̅̅̅̅̅
b. From an external point C, draw a 𝐶𝑄 ̅̅̅̅ ∥ 𝐴𝐵.
̅̅̅̅̅
̅̅̅̅ ̅̅̅̅
c. On 𝐶𝑄 , locate point D, so that 𝐶𝐷 ≅ 𝐴𝐵 ̅̅̅̅
d. Form the quadrilateral ABDC.
Question:
From the activity, what quadrilaterals have you formed in your constructions 1 – 5?
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material. Activity
6.1: Draw Me!. Philippines: Department of Education, p. 311-312.
29
APPENDIX B
ACTIVITY 3: DEFENSE! DEFENSE!
Study the following parallelograms below and answer the questions given below each
figure.
1. B 7 C
What condition guarantees
4 4 that the figure is a
parallelogram? Why?
A D
7
2. X 115° 65° Y
What condition/s
guarantee/s that the figure
is a parallelogram? Why?
W 65° 115° Z
3. F G

that the figure is a
parallelogram? Why?
E H
4. R S

that the figure is a
parallelogram? Why?
Q T
Modified from:
6.2: Defense! Defense!. Philippines: Department of Education, p. 313-314.
30
WORKSHEET NO. 1
(For Advanced Learners)
Direction Study the following parallelograms below. Determine what condition/s
guarantee/s that each quadrilateral is a parallelogram.
1. 2.
A N
A I
128° 52°
52° 128°
B K H R
3. 4.
I N
I K
L E
L K
Modified from:
31
WORKSHEET NO. 1
(For Average Learners)
Direction: Study the following parallelograms below. Determine what
condition/s guarantee/s that each quadrilateral is a parallelogram by filling up
the missing word/s that will make the statement true.
1. 2.
B A A I
128° 52°
52° 128°
K N H R
A quadrilateral is a parallelogram A quadrilateral is a parallelogram

if both pairs of opposite sides are if both pairs of opposite angles are
congruent. congruent.
A quadrilateral is a parallelogram
if both pairs of consecutive angles
are supplementary.
3. I 4.
N
I K
L E
L K
A quadrilateral is a parallelogram A quadrilateral is a parallelogram

if the diagonals bisect each other. if each diagonals divides a
parallelogram into two congruent
triangles.
Note: The word/s in red are the right answers.
Modified from:
32
Teacher Learning Areas MATHEMATICS
Teaching Date Quarter THIRD
and Time Week 2: Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of quadrilaterals (parallelograms,
B. Performance Standards The learner is able to investigate, analyze, and solve
problems involving quadrilaterals (parallelograms,
C. Learning The learner uses properties to find measures of
Competencies/ Objectives angles, sides and other quantities involving
parallelograms.
(M9GE-IIIb-1)
Learner’s Targets:
K – I can identify what properties is needed in finding
the measures of angles in a parallelogram.
U – I can explain the properties used in finding the
measures of angles in a parallelogram.
D – I can demonstrate understanding of the properties
used in finding the measures of angles in a
parallelogram.
II. CONTENT PROPERTIES OF PARALLELOGRAM

III. LEARNING
RESOURCES
A. References
1. Teachers Guide
2. Learners Material Mathematics Learners Material 9, pp. 317-319
Pages
3. Textbook Pages Next Century Mathematics (2nd Edition), pp. 319
4. Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning
Resource
A. Reviewing previous Using the properties of a parallelogram,
lesson or 1) any two opposite angles are congruent.
presenting the new 2) any two consecutive
lesson angles are
supplementary
Given parallelogram MOVE,
identfy angles which are
congruent and
supplementary.
33
B. Establishing a
purpose for the
lesson
Illustrated by: Michael S. Cion
Mang Juan is a farmer in Caramoran who owns a field

in a shape of parallelogram named as ABCD as
shown in the figure. If he is standing at point A and
angle B is given. How will you find m∠𝐴?
Is it possible to find the measure of an unknown angle

of a parallelogram applying its properties?
C. Presenting Given the parallelogram DORA,
examples/instances if ∠A measures 60o, find:
of the new lesson a. m∠O
b. m∠ R
c. m∠D
Questions:
 What property of parallelogram did you apply
to solve for m∠ O, m∠R, and m∠D?
D. Discussing new Given the parallelogram
concepts and DORA, if ∠D = (2a + 25)o and
practicing new skills 𝑚∠R = (3a – 15)o,
#1 1. find the value of a.
2. What is m∠D?
3. What is m∠R?
Questions:
a. What property of a parallelogram did you
apply to solve for a?
b. What relationship did you consider to find the
measures of ∠D and ∠R?
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade
9 Learner’s Material. Philippines: Department of
Education, pp. 317- 319
E. Discussing new Given the parallelogram DORA.

concepts and 1. If m∠𝐷 = (3x + 40)o and
practicing new skills m∠𝑂 =(x + 22)o, find
#2 m∠D and m∠𝑂.
Processing questions:
a. How can you find the value x?
b. What relationship exists between m∠𝐷 and
m∠𝑂?
34
Answer:
m∠𝐷 + m∠𝑂 = 180
(3x + 40)o + (x + 22)o = 180
x + 22 + 3x + 40 = 180
4x = 180 – 62
4x = 118
x = 29.5
m∠𝐷 = (3x + 40)o = 3(29.5) + 40 = 88.5 + 40 = 128.5

m∠𝑂 = (x + 22)o = 29.5 + 22 = 51.5
Modified from:
Orines, Fernando B., et. al. (2018). Next Century
Mathematics (2nd Edition). Quezon city Phoenix
Publishing House, Inc. pp. 319
F. Developing mastery Refer to Worksheet #1

(Leads to Formative
Assessment))
G. Finding practical Refer to Worksheet #2
applications of
concepts and skills FIND MY ANGLE!
in daily living
H. Making What properties of a parallelogram can be used in
generalizations and finding the measure of an unknown angle?
abstractions about Expected answers:
the lesson a. In a parallelogram, opposite angles are
congruent.
b. In a parallelogram, any two consecutive
angles are supplementary.
I. Evaluating learning Refer to Worksheet #3
J. Additional activities
for application or
remediation
V. REMARKS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
caught up with the
lesson
D. No. of learners who
continue to require
remediation
35
E. Which of my
teaching 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?
36
WORKSHEET #1
Given: H E
Parallelogram HERO
O R
Advance Learners Average Learners
Given: Given:
m∠H = 3 m∠E m∠E = (5y – 26)o
m∠O = (2y + 40)o
Find:
1. m∠H Find:
2. m∠E 1. y
3. m∠R 2. m∠O
3. m∠H
Processing questions?
a. How is m∠H and m∠E related? Processing questions:
b. How did you find m∠R? a) How did you find the value of y?
b) How is m∠𝐸 and m∠O related?
Answer: Answer:
m∠H = 135o y = 22
m∠E = 45o m∠O = 84o
m∠R = 135o m∠H = 96
37
WORKSHEET #2
FIND MY ANGLE!
Mang Juan is a farmer in Caramoran who owns a field in a shape of parallelogram

named as ABCD as shown in the figure. If the famer is standing at point A and
m∠C = (2x – 21)o while m∠B = (3x + 21)o. find m∠𝐴 where the man is standing.
Processing Questions:
a. What is the value of x?
b. How did you find the value of x?
c. What is m∠C?
d. What is m∠B?
e. What is m∠A?
f. How did you find m∠A?
Answer:
a. m∠B + m∠C = 180
(3x + 21) + (2x – 21) = 180
5x = 180
x = 36
b. by using the property in a parallelogram, any two consecutive angles are
supplementary.
c. m∠C = 510
d. m∠B = 1290
e. m∠A = 1290
f. By using the property in a parallelogram, opposite angles are congruent.
38
WORKSHEET #3
Advanced Learners Average Learners
Given: Parallelogram HOPE Given: Parallelogram HOPE
1. If m∠E = (5x – 30)o and m∠O = (x + 1. If m∠H = (x – 60)o and m∠O = 56,
30)o, find: find:
a. x a. x
b. m∠E b. m∠H
c. m∠O 2. If m∠P =(y + 20)o and m∠ H = (3y –
2. If m∠P = (5y + 40)o and m∠H = (4y + 70)o, find:
60)o, find: a. y
a. y b. m∠P
b. m∠P
Answer:
Answer: 1. If m∠H = (x – 60)o and m∠O = 56,
1. If m∠E = (5x – 30)o and m∠O = (x + find:
30)o, find: a. x = 184
a. x = 15 b. m∠H = 124
b. m∠E = 45o 2. If m∠P =(y + 20)o and m∠ H = (3y –
c. m∠O = 45o 70)o, find:
2. If m∠P = (5y + 40)o and m∠H = (4y + a. y = 45
60)o, find: b. m∠P = 65o
a. y = 20
m∠P = 140o
39

Teaching Date THIRD
Quarter
and Time Week 3: Day 2-3
I. OBJECTIVES
parallelograms.
(M9GE-IIIb-1)
the measures of sides in a parallelogram.
measures of sides in a parallelogram.
used in finding the measures of sides in a
parallelogram.
II. CONTENT PROPERTIES OF PARALLELOGRAM

III. LEARNING
RESOURCES
C. References
1. Teachers Guide
2. Learners Material Mathematics Learners’ Material 9, pp. 317-319
Pages
3. Textbook Pages Next Century Mathematics (2nd Edition), pp. 319, 328
from Learning
D. Other Learning
Resource
A. Reviewing previous Using the properties of
lesson or parallelogram
presenting the new  Opposite sides are
lesson congruent
Given the parallelogram

MATH, identify sides which are congruent.
40
B. Establishing a
purpose for the FIND ME A WAY!
lesson
Mang Dado is a farmer in Caramoran who owns a field

in a shape of parallelogram named as ABCD as
shown in the figure. If he is standing at point A and he
wants to go home to rest by travelling in either way of
the side of the field, which way can he travel at shorter
distance?
C. Presenting Given:
examples/instances Parallelogram HERO
of the new lesson
̅̅̅̅
𝐻𝐸 = 24 cm
̅̅̅̅
𝐸𝑅 = 15 cm
Find:
a. ̅̅̅̅
𝐻𝑂
̅̅̅̅
b. 𝑅𝑂
 How did you find ̅̅̅̅ ̅̅̅̅ ?
𝐻𝑂 and 𝑅𝑂
 How is 𝐻𝐸 and 𝑅𝑂 related?
̅̅̅̅ ̅̅̅̅
 How is ̅̅̅̅
𝐻𝑂 and ̅̅̅̅
𝐸𝑅 related?
D. Discussing new Using the same

concepts and parallelogram HERO
practicing new skills ̅̅̅̅
𝐻𝐸 = (3x – 5) cm
#1 ̅̅̅̅ = (x + 7) cm
𝑅𝑂
Find:
1. x
2. ̅̅̅̅
𝐻𝐸
3. ̅̅̅̅
𝑅𝑂
1. How did you solve for the value of x?
̅̅̅̅ and 𝑅𝑂
2. How are 𝐻𝐸 ̅̅̅̅ related?
Modified from:
Learner’s Material. Philippines: Department of Education,
pp. 317
E. Discussing new Given the parallelogram
concepts and HERO
𝐸𝑅 = (2y – 7) cm
#2 ̅̅̅̅
𝐻𝑂 = (y + 3) cm
Find:
41
1. y
2. ̅̅̅̅
𝐸𝑅
̅̅̅̅
3. 𝐻𝑂
3. How did you solve for the value y?
4. How is ̅̅̅̅
𝐻𝑂 and ̅̅̅̅
𝐸𝑅 related?
Modified from:
pp. 317
F. Developing mastery Refer to worksheet #1
(Leads to Formative
Assessment))
G. Finding practical Refer to worksheet #2
applications of
concepts and skills HOW FAR IS THE WAY?
in daily living
H. Making What property is applicable in finding the measure of
generalizations and an unknown sides of a parallelogram?
abstractions about Expected answer:
the lesson  In a parallelogram, opposite sides are
congruent.
I. Evaluating learning
Refer to Worksheet #3
J. Additional activities HOW MUCH WILL IT COSTS ME?

for application or
remediation
If Mang Dado wants to enclose his field by using

fencing materials that costs 14 pesos per meter, how
much will it costs him if ̅̅̅̅̅
𝐴𝐵 = (2x) m, ̅̅̅̅̅
𝐵𝐶 = (2y + 25)
m 𝐶𝐷 = (3x – 25) m and ̅̅̅̅
̅̅̅̅ 𝐴𝐷 = (3y) m ?
V. REMARKS
earned 80% on the
formative
assessment
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
42
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
43
WORKSHEET #1
Given: Quadrilateral Given: Quadrilateral

CARE is a CARE is a
parallelogram. parallelogram.
̅̅̅̅̅= (x – 3) cm
𝐸𝐶 ̅̅̅̅ = 3(x – 3) cm
𝐶𝐴
̅̅̅̅̅
𝐴𝑅 = 7(x – 9) cm and
̅̅̅̅̅
𝐶𝐴 = (4y – 5) ̅̅̅̅
𝑅𝐸 = (2x + 11) cm
̅̅̅̅̅ = (2y + 15) cm
𝑅𝐸 ̅̅̅̅̅
𝐸𝐶 = (5y – 8) cm
Find: ̅̅̅̅ = (3y + 14) cm
𝐴𝑅
1. x Find:
2. y 1. X
3. ̅̅̅̅̅
𝐸𝐶 2. y
̅̅̅̅̅
4. 𝐴𝑅 ̅̅̅̅
3. 𝐶𝐴
̅̅̅̅
4. 𝐴𝑅
Processing questions: Processing questions:
a. How did you find the value of x? a. How did you find the value of x?
y? y?
b. How did you find the value of b. How did you find the value of
̅̅̅̅̅?
𝐸𝐶 ̅̅̅̅̅?
𝐸𝐶
c. How did you find the value of c. How did you find the value of
̅̅̅̅̅
𝐴𝑅 ? ̅̅̅̅̅
𝐴𝑅 ?
Answer:
̅̅̅̅ = 𝐴𝑅
𝐸𝐶 ̅̅̅̅ Answer:
7(x – 9) = 2(x – 3) ̅̅̅̅
𝐶𝐴 = ̅̅̅̅
𝑅𝐸
7x – 63 = x – 3 3(x – 3) = (2x + 11)
7x - x = 63 – 3 3x - 9 = 2x + 11
6x = 60 x = 20
x=10
̅̅̅̅̅
𝐸𝐶 = ̅̅̅̅
𝐴𝑅
CD = AB (5y – 8) = (3y + 14)
4y – 5 = 2y + 15 2y = 22
4y – 2y = 15 +5 y =11
2y = 20
y = 10 ̅̅̅̅
𝐶𝐴 = 3(x – 3)
= 3(20 – 3)
̅̅̅̅
𝐸𝐶 = 7(x – 9) = 7(1) = 7 = 3(17) = 51 cm
AB = 2y + 15 ̅̅̅̅= 3y + 14
𝐴𝑅
= 2(10) + 15 =3(11) + 14
=35 cm =33 + 14
= 47 cm
Modified from:
Orines, Fernando B., et. al. (2018). Next Century Mathematics (2 nd Edition). Quezon City:
Phoenix Publishing House, Inc. pp. 319, 328
44
WORKSHEET #2
HOW FAR IS THE WAY?
Image created by: Michael S. Cion
Mang Dado is a farmer in Caramoran who owns a field in a shape of parallelogram

named as ABCD as shown in the figure. If he is standing at point A and he wants to
go home to rest by travelling in either way, how many meters will he covers from
point A to point C by travelling any side of the field if ̅̅̅̅̅
𝐴𝐵 = (2x) m, ̅̅̅̅̅
𝐵𝐶 = (2y + 25)
̅̅̅̅ = (3x – 25) m and 𝐴𝐷
m 𝐶𝐷 ̅̅̅̅ = (3y) m ?
Processing Questions:
a. How did you find for the value of x? of y?
b. How many meters will the farmer cover from where he is standing unto his
house?
̅̅̅̅̅ to ̅̅̅̅̅
c. Which way is longer, from 𝐴𝐵 ̅̅̅̅ to 𝐶𝐷
𝐵𝐶 ? or from 𝐴𝐷 ̅̅̅̅ ?
Answer:
a. ̅̅̅̅
𝐶𝐷 = ̅̅̅̅̅
𝐴𝐵
3x -25 = 2x
x = 25
̅̅̅̅
𝐴𝐷 = ̅̅̅̅̅
𝐵𝐶
3y = 2y + 25
y = 25
By using the property in a parallelogram, opposite sides are congruent.
b. 125 cm
c. Either way, since opposite sides of the field were congruent.
45
WORKSHEET #3
Given: Parallelogram HOPE Given: Parallelogram HOPE
Given: ̅̅̅̅
𝐻𝑂 = 4(a + 2) in
̅̅̅̅
𝐻𝑂 = 4(a + 2) in ̅̅̅̅
𝑂𝑃 = (5b + 5) in
̅̅̅̅
𝑂𝑃 = (5a – 5) in ̅̅̅̅ = (5a + 2) in
𝑃𝐸
̅̅̅̅
𝑃𝐸 = (8b) in ̅̅̅̅̅
𝐸𝐻 = (8b – 7) in
̅̅̅̅̅
𝐸𝐻 = (8b – 7) in Find:
Find: 1. a
1. a 2. b
2. b 3. ̅̅̅̅
𝐻𝑂
3. ̅̅̅̅
𝐻𝑂 4. ̅̅̅̅
𝑂𝑃
4. ̅̅̅̅
𝑂𝑃
Answer: Answer:
1. a = 6 1. a = 6
2. b = 4 2. b = 4
3. ̅̅̅̅
𝐻𝑂 = 32 3. ̅̅̅̅
𝐻𝑂 = 32
4. ̅̅̅̅
𝑂𝑃 = 25 4. ̅̅̅̅
𝑂𝑃 = 25
46

Teaching Date Quarter THIRD
I. OBJECTIVES


parallelograms. (M9GE-IIIb-1)
other quantities in a parallelogram.
measures of other quantities in a parallelogram.
used in finding the measures of other quantities in a
parallelogram
II. CONTENT PROPERTIES OF PARALLELOGRAMS
III. LEARNING
RESOURCES
E. References
1. Teachers Guide
2. Learners Material Mathematics Learners’ Material 9, pp. 317-319
Pages
3. Textbook Pages Next Century Mathematics 2nd Edition, pp. 319
from Learning
F. Other Learning
Resource
IV. PROCEDURES Advance Learners Average Learners
A. Reviewing previous
lesson or Using properties of
presenting the new parallelogram,
lesson  Diagonals of a o
parallelogram bisect
each other
 A diagonal of a
parallelogram divides
47
the parallelogram into two congruent
triangles.
Given the parallelogram MATH with the intersection of

diagonals O,
a. identify which of the segments formed by
intersecting diagonals are congruent.
b. Identify which triangles are congruent.
B. Establishing a
purpose for the FIND ME A SHORT WAY TO REST!
lesson
Mang Ramon a farmer in Caramoran who owns a field

in a shape of parallelogram named as ABCD with
diagonals AC and BD that intersect at O as shown in
the figure. If he is standing at point A and he wants to
go home to rest, which way is nearest to his house?
If he wants to enclose the triangular half with fencing

materials, which half will costs more?
C. Presenting
examples/instances Given: parallelogram HERO
of the new lesson ̅̅̅̅ and ̅̅̅̅
Diagonals 𝐻𝑅 𝐸𝑂 meet at
̅̅̅̅ ̅̅̅̅
Z. 𝑂𝑍 is 8 cm and 𝐻𝑅 is 13
cm.
a. How long is ̅̅̅̅
𝐸𝑂 ?
̅̅̅̅?
b. How long is 𝐻𝑍
Questions:
0. How did you solve for the lengths of
̅̅̅̅ ̅̅̅̅?
𝐸𝑂 and 𝐻𝑍
̅̅̅̅ and 𝑅𝑍
1. How is 𝐻𝑍 ̅̅̅̅ related?
̅̅̅̅ ̅̅̅̅
2. How is 𝑂𝑍 and 𝐸𝑍 related?
Modified from:
pp. 318
48
D. Discussing new
concepts and Given: Parallelogram HERO
𝐻𝑍 = (12b + 1) cm
#1 ̅̅̅̅
𝑅𝑍 = (2b + 21) cm
Find:
1. b
2. ̅̅̅̅
𝐻𝑍
3. ̅̅̅̅
𝑅𝑍
̅̅̅̅
4. 𝐻𝑅
a. How did you find the value of b?
b. How is ̅̅̅̅
𝐻𝑍 and ̅̅̅̅
𝑅𝑍 related?
̅̅̅̅ ?
c. How did you find the value of 𝐻𝑅
Answer:
̅̅̅̅
𝐻𝑍= ̅̅̅̅
𝑅𝑍
12b + 1 = 2b + 21
12b -2b = 21 -1
10b = 20
b=2
̅̅̅̅
𝐻𝑍 = 12b + 1 = 12(2) + 1 = 25
̅̅̅̅
𝑅𝑍= 2b + 21 = 2(2) + 21 = 25 cm
̅̅̅̅ = 𝐻𝑍
𝐻𝑅 ̅̅̅̅ + 𝑅𝑍
̅̅̅̅ = 50 cm
Modified from:
pp. 319
E. Discussing new Given: Parallelogram HERO

concepts and ̅̅̅̅
𝑂𝑍 = (4a – 5) cm
practicing new skills ̅̅̅̅ = (3a + 5) cm
𝐸𝑍
#2
Find:
1. a
2. ̅̅̅̅
𝑂𝑍
3. ̅̅̅̅
𝐸𝑍
4. ̅̅̅̅
𝑂𝐸
5. If HE = 50 cm and ER = 60 cm, find the
perimeter of ∆HOR
a. How did you find the value of a?
b. How is ̅̅̅̅
𝑂𝑍 and ̅̅̅̅
𝐸𝑍 related?
c. How did you find the value of ̅̅̅̅
𝑂𝐸 ?
d. How did you find the perimeter of ∆HOR?
Answer:
̅̅̅̅
𝑂𝑍 = ̅̅̅̅
𝐸𝑍
4a – 5 = 3a + 5
4a – 3a = 5 + 5
a = 10
̅̅̅̅̅
𝑂𝑍 = 4a – 5 = 4(10) - 5 = 35 cm
̅̅̅̅
𝐸𝑍 = 3a + 5 = 3(10) + 5 = 35 cm
49
̅̅̅̅ ̅̅̅̅ + 𝐸𝑍
𝑂𝐸 = 𝑂𝑍 ̅̅̅̅ = 70 cm
Perimeter of ∆HOR = 50cm +60 cm + 70 cm =180cm
Modified from:
pp. 319
(Leads to Formative
Assessment))
G. Finding practical Refer to worksheet #2
applications of
concepts and skills
in daily living
H. Making What properties is applicable in finding the measure
generalizations and of any sides of a parallelogram?
abstractions about Expected answer:
the lesson  In a parallelogram, the diagonals bisect each
other
I. Evaluating learning
J. Additional activities
for application or
remediation
Mang Ramon a farmer in Caramoran who owns a field

in a shape of parallelogram named as ABCD with
diagonals AC and BD that intersect at O as shown in
the figure. If he wants to enclose the triangular half by
fencing materials how many meters will he used if AB
= 30 m, BC = 45 m, C if ̅̅̅̅̅
𝐴𝑂 = (3x - 6) m and ̅̅̅̅̅
𝑂𝐶 = (2x
+ 6) m?
V. REMARKS
earned 80% on the
formative
assessment
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
50
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
51
WORKSHEET #1
Given: Given:
Parallelogram LOVE with diagonals ̅̅̅̅ 𝐿𝑉 Parallelogram LOVE with diagonals ̅̅̅̅ 𝐿𝑉
̅̅̅̅
and 𝐸𝑂 that meet at S. ̅̅̅̅
and 𝐸𝑂 that meet at S.
1. If 𝐿𝑆̅̅̅ = (2x -15) in and ̅̅̅̅
𝐿𝑉 = 90 1. If 𝐿𝑆 ̅̅̅ = (2x - 5) in and ̅̅̅̅
𝐿𝑉 = 50 in,
in, find ̅̅̅̅
𝑆𝑉. find ̅̅̅̅
𝑆𝑉.
2. If ̅̅̅̅
𝐸𝑆 = (2y – 14) in and ̅̅̅̅
𝑆𝑂 = (4y 2. If ̅̅̅̅
𝐸𝑆 = (y – 14) in and ̅̅̅̅
𝑆𝑂 = (2y –
– 70) in, find̅̅̅̅̅
𝐸𝑂 . 35) in, find̅̅̅̅̅
𝐸𝑂 .
Processing questions: Processing questions:
a. What is the value of x and y? a. What is the value of x and y?
b. How did you find the value of x b. How did you find the value of x
and y? and y?
c. How long is ̅̅̅̅ 𝑆𝑉 and ̅̅̅̅
𝐸𝑂 ? c. How long is ̅̅̅̅ 𝑆𝑉 and ̅̅̅̅
𝐸𝑂 ?
Answer: Answer:
1. ̅̅̅ ̅̅̅̅ )/2
𝐿𝑆 =(𝐿𝑉 1. ̅̅̅ ̅̅̅̅ )/2
𝐿𝑆 =(𝐿𝑉
2x -15 = 90/2 2x -5 = 50/2
2x = 45 + 15 2x = 25 + 5
2x = 60 2x = 30
x = 30 x = 15
̅̅̅̅
𝑆𝑉 = ̅̅̅
𝐿𝑆 = 2x -15 = 2(30) – 15 = 45 ̅̅̅̅
𝑆𝑉 = ̅̅̅
𝐿𝑆 = 2x -5 = 2(15) – 5 = 25 in
2. ̅̅̅̅
𝑆𝑂 = ̅̅̅̅
𝐸𝑆
4y – 70 = 2y – 14 2. ̅̅̅̅
𝑆𝑂 = ̅̅̅̅
𝐸𝑆
4y – 2y = 70 – 14 2y – 35 = y – 14
2y = 56 2y – y = 35 – 14
y = 28 y = 21
𝐸𝑂 = 𝑆𝑂 + ̅̅̅̅
̅̅̅̅ 𝐸𝑆 𝐸𝑂 = ̅̅̅̅
𝑆𝑂 + ̅̅̅̅
𝐸𝑆
= (4y – 70) + (2y – 14) = (2y – 35) + (y – 14)
= [4(28) – 70] + [2(28) – 14] = [2(21) – 35] + [21 – 14]
= [112 – 70] + [56 – 14] = [42 – 35] + [ 7 ]
= 42 + 42 =7+7
= 84 in = 14 in
52
WORKSHEET #2
HOW LONG IS MY WAY TO REST!
Image created by: Michael S. Cion
Mang Ramon a farmer in Caramoran who owns a field in a shape of parallelogram

named as ABCD with diagonals AC and BD that intersect at O as shown in the figure.
If he is standing at point A and he wants to go home to rest by travelling in a straight
̅̅̅̅̅ = (3x - 6) m and
line, how many meters will he covers from point A to point C if 𝐴𝑂
̅̅̅̅̅
𝑂𝐶 = (2x + 6) m?
a. How did you find the value of x?
b. How far will the farmer travel from point A to C?
Answer:
a. ̅̅̅̅
𝐴𝑂 = ̅̅̅̅̅
𝑂𝐶
3x – 6 = 2x + 6
x = 12
b. In a parallelogram, diagonals bisect each other.
c. 60 m
53
WORKSHEET #3
̅̅̅̅ and 𝐸𝑈
Given: Parallelogram PURE. Diagonals 𝑃𝑅 ̅̅̅̅ meet at O.

̅̅̅̅̅= (7x – 20) cm and 𝑃𝑅
1. If 𝑃𝑂 ̅̅̅̅ =(4x + ̅̅̅̅̅= (7x – 20) cm and ̅̅̅̅
1. If 𝑃𝑂 0𝑅 =(x +
10)cm 10)cm
Find: Find:
a. x a. x
b. ̅̅̅̅
𝑃𝑅 b. ̅̅̅̅
𝑂𝑅
c. ̅̅̅̅
𝑃𝑂 c. ̅̅̅̅
𝑃𝑂
2. If 𝐸𝑈 =3 ̅̅̅̅
̅̅̅̅ 𝐸𝑂 – 22 and ̅̅̅̅
𝐸𝑂 = (6y – 2) 2. If 𝑂𝑈=(3y + 6)cm and ̅̅̅̅
̅̅̅̅ 𝐸𝑂 = (6y – 2)
cm cm
Find: Find:
a. y a. y
b. ̅̅̅̅
𝐸𝑂 b. ̅̅̅̅
𝐸𝑂
c. ̅̅̅̅
𝐸𝑈 c. ̅̅̅̅
𝐸𝑈
Answer Answer
̅̅̅̅̅= (7x – 20) cm and 𝑃𝑅

1. If 𝑃𝑂 ̅̅̅̅ =(4x + ̅̅̅̅̅= (7x – 20) cm and 𝑃𝑅
1. If 𝑃𝑂 ̅̅̅̅ =(4x +
10)cm 10)cm
Find: Find:
a. x = 5 a. x = 5
b. 𝑃𝑅̅̅̅̅ = 30 cm b. 𝑃𝑅 ̅̅̅̅ = 30 cm
c. ̅̅̅̅
𝑃𝑂 = 15 cm c. ̅̅̅̅
𝑃𝑂 = 15 cm
2. If 𝐸𝑈 =3 ̅̅̅̅
̅̅̅̅ 𝐸𝑂 – 22 and ̅̅̅̅
𝐸𝑂 = (6y – 2) 2. If 𝐸𝑈 =3 ̅̅̅̅
̅̅̅̅ 𝐸𝑂 – 22 and ̅̅̅̅
𝐸𝑂 = (6y – 2)
cm cm
Find: Find:
a. y = 6 a. y = 6
b. ̅̅̅̅
𝐸𝑂 = 22 cm b. ̅̅̅̅
𝐸𝑂 = 22 cm
̅̅̅̅
𝐸𝑈 = 44 cm c. ̅̅̅̅
𝐸𝑈 = 44 cm
BIBLIOGRAPHY
BOOKS
Bryant, Merden B., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 317- 319
Orines, Fernando L., et. al. (2018). Next Century Mathematics (2 nd Edition). (Quezon
City: Phoenix Publishing House, Inc.) 319, 328, 329
54
Teaching Date THIRD
Quarter
I. OBJECTIVES

concepts of parallelogram.
B. Performance The learner is able to investigate, analyse and solve

Standards problems involving parallelograms and triangle
similarity through appropriate and accurate
representations.
The learner proves theorems on the different kinds of

parallelogram.
M 9 GE – IIIc – 1
C. Learning
Competencies/ Learner’s Targets:
Objectives K – I can identify the theorems on rectangles.
U – I can discuss the theorems on rectangles.
D – I can show “Two Column Proof” in proving
theorems on rectangles.
II. CONTENT Proving Theorems on Rectangle
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 213-214

2. Learner’s Material Page 321-324
Pages
3. Textbook Pages
from Learning
Resources (LR)
Portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous ACTIVITY 1: Check Your Guess

lesson or present-
ing the new lesson In the table that follows, write AT in the second column
if you guess that the statement is always true, ST if it’s
sometimes true and NT if it is never true. You are to
revisit the same table later and respond to your
guesses by writing R if you were right and W if wrong
under the third column.
55
(Use worksheet #1)
B. Establishing a T I T I
purpose for the
lesson
X
E M E M
How will you say or show that the given figure is a
rectangle?
C. Presenting Group Activity

examples/instances
of the new lesson Activity 2 - I Wanna Know
Do the procedures below and answer the questions
that follow.
Materials needed: bond paper, protractor, ruler, pencil
and compass.
Procedure:
1. Mark two points O and P that are 10 cm apart.
2. Draw parallel segments from O and P which
are 6 cm each, on the same side of OP and
are perpendicular to OP.
3. Name the endpoints from O and P as H and E,
respectively and draw HE.
4. Draw the diagonals of the figure formed.
Questions:
1. Measure ∠OHE and ∠PEH. What did you find?

2. What can you say about the four angles of the
figure?
3. Measure the diagonals. What did you find?
4. Does quadrilateral HOPE appear to be
parallelogram? Why?
5. What specific parallelogram does it represent?
D. Discussing new Based from the given activity, complete the statement
concepts and in order to develop Theorem 1.
practicing new skills
#1 “If parallelogram has one _____ angle, then it has
_____ right angles, and the parallelogram is a
__________.”
Complete the statement to develop Theorem 2 by
referring to question number 3.
“The diagonals of a rectangle are_______.”
56
E. Discussing new This time we will have another group activity entitled
concepts and
practicing new skills Activity 3 - Show Me!
#2 You are going to prove the theorem by filling up the
missing statement or reason in the given proof.
(Use worksheet #2)

(Leads to Formative
Assessment))
G. Finding practical
applications of
concepts and skills
in daily living
Source: pinterest.ph/pin/73500
Problem:
A rectangular gate was supported by two intersecting
braces from each opposite corner. What is the
purpose of this brace? How will you describe these
two braces? Why?
H. Making How will you show that a parallelogram is a rectangle?

generalizations and
abstractions about
the lesson
I. Evaluating learning Supply the missing statement or reason in the given
proof. ( This can be done by pair)
(Use worksheet #4)
J. Additional activities Given: HYPE is a parallelogram

for application or ∠Y is a right angle
remediation Prove: ∠H, ∠P and ∠E are right angles.
V. REMARKS

earned 80% on the
formative
assessment
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
caught up with the
lesson
57
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
58
Worksheet # 1
Statement My guess is… I was…
(Always True, (Right or
Sometimes True or Wrong)
Never True)
1. A rectangle is a parallelogram.
2. A rhombus is a square.’
3. A parallelogram is a rectangle.
4. A rhombus is a parallelogram.
5. A rectangle is a rhombus.
6. A square is a rhombus.
7. A rhombus is a rectangle.
8. A parallelogram is a rhombus.
9. A square is a parallelogram
10. A square is a rectangle.
Answers:
1. Always true
2. Sometimes true
3. Sometimes true
4. Always true
5. Sometimes true
6. Sometimes true
7. Sometimes true
8. sometimes true
9. always true
10. sometimes true
59
Worksheet # 2
Show Me!
W I
Given: WINS is a parallelogram
∠W is a right angle
Prove: ∠I, ∠N and ∠ S are right angles.
S N
Proof:
Statements Reasons
1. 1. Given
2. ∠W = 90 2.
3. 3. In a parallelogram, opposite angles
are congruent.
4. m ∠ W = m ∠N, m ∠ I = m ∠S 4.
5. m ∠N = 90 5.
6. m ∠W + m ∠ I = 180 6.
7. 90 + m ∠I = 180 7.
8. 8. Reflexive Property
9. m ∠ I = 90 9.
10. 10. Substitution (SN 4 and 9)
11. ∠I, ∠N and ∠S are right angles. 11.
12. 12. Definition of rectangle
Answers:
Statements/Reasons
1. WINS is a parallelogram with ∠W a right angle.
2. Definition of a right angle.
3. ∠W ≅ ∠N, ∠I ≅ ∠S
4. Definition of congruent angles.
5. Substitution (SN 2 and 4)
6. Consecutive angles are supplementary.
7. Substitution (SN 2 and 6)
8. 90 = 90
9. Subtraction Property (SN 7 and 8 )
10. ∠S = 90
11. If the measure of the angle is 90, then it is a right angle.
12. WINS is a rectangle.
60
𝐖𝐨𝐫𝐤𝐬𝐡𝐞𝐞𝐭 # 𝟑
Show me more!
Average Learners
Given: WINS is a rectangle with diagonals W I
WN and SI
Prove: ̅̅̅̅̅ ̅
𝑊𝑁 ≅ 𝑆𝐼
S N
Statements Reasons
1. 1. Given
2. ̅̅̅̅̅
𝑊𝑆 ≅ ̅𝐼𝑁
̅̅̅ 2.
3. ∠WSN and ∠ INS are right 3.

angles.
4. 4. All right angles are congruent.
5. ̅̅̅̅
𝑆𝑁 ≅ ̅̅̅̅
𝑁𝑆 5.
6. 6. SAS Congruence Postulate
7. ̅̅̅̅̅ ̅
𝑊𝑁 ≅ 𝐼𝑆
Advanced Learners
Given: WINS is a rectangle with diagonals W I
WN and SI
Prove: ̅̅̅̅̅ ≅ 𝑆𝐼
𝑊𝑁 ̅
S N
Statements Reasons
1. 1.
2. ̅̅̅̅̅
𝑊𝑆 ≅ ̅𝐼𝑁
̅̅̅ 2.
3. ∠WSN and ∠ INS are right 3.

angles.
4. 4.
5. 5.
6. 6. SAS Congruence Postulate
7. ̅̅̅̅̅ ̅
𝑊𝑁 ≅ 𝐼𝑆
61
Worksheet # 4
Show Me pa More!
AVERAGE LEARNERS
Given: Rectangle OBEY with

Diagonals OE and BY O B
Prove: OE ≅ BY
Y E
Statements Reasons1.
1. ̅̅̅̅
𝑂𝑌 ≅ ̅̅̅̅
𝐵𝐸 1. Opposite sides of a _______ are
______.
2. ̅̅̅̅
𝐸𝑌 ≅ ̅̅̅̅
𝑌𝐸 2.
3. ∠OYE and ∠BEY are _____ 3. Definition of a rectangle

______.
4. ∠OYE ≅ ∠BEY 4.
5. ∆____≅ ∆____ 5. LL Congruence
6. ̅̅̅̅
𝑂𝐸 ≅ ̅̅̅̅
𝐵𝑌 6.
ADVANCE LEARNERS
Given: Rectangle OBEY with

Diagonals OE and BY O B
Prove: OE ≅ BY
Y E
Statements Reasons
1. OE and BY are diagonals 1. Given

̅̅̅̅ ≅ 𝐵𝐸
2. 𝑂𝑌 ̅̅̅̅ 2.
3. 3.
4. 4. Definition of a rectangle
5. ∠OYE ≅ ∠BEY 5.
6. ∆____≅ ∆____ 6.
7. ̅̅̅̅
𝑂𝐸 ≅ ̅̅̅̅
𝐵𝑌 7.
62
Worksheet # 4
Answers: Average Learners

1. rectangle, congruent
2. Reflexive Property
3. right angles
4. All right angles are congruent
5. OYE, BEY
6. CPCTC
Answers: Advance Learners

1. R - Opposite sides of a rectangle are ______.
2. S - EY ≅ YE
3. R - Reflexive Property
4. S - ∠OYE and ∠BEY are right angles.
5. R - All right angles are congruent
6. S - OYE, BEY
7. R- LL Congruence
8. CPCTC
63
𝐖𝐨𝐫𝐤𝐬𝐡𝐞𝐞𝐭 # 𝟑

1. S - WINS is a rectangle with diagonal WN and SI.
2. R - Opposite sides of parallelogram are congruent.
3. R - Theorem 1
4. S - ∠𝑊𝑆𝑁 ≅ ∠INS
5. R - 𝑅𝑒𝑓𝑙𝑒𝑥𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦
6. S - ∆ WSN ≅ ∆ INS
7. R - CPCTC (Corresponding Parts of Congruent Triangles are Congruent)
Answers: Advance Learners

1. S - WINS is a rectangle with diagonal WN and SI.
2. R – Given
3. R - Opposite sides of parallelogram are congruent.
4. R - Theorem 1
5. S - ∠𝑊𝑆𝑁 ≅ ∠INS
6. R – All right angles are congruent.
7. S - SN ≅ NS
8. R - 𝑅𝑒𝑓𝑙𝑒𝑥𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦
9. S - ∆ WSN ≅ ∆ INS
10. R - CPCTC (Corresponding Parts of Congruent Triangles are Congruent)
64
Teaching Date Quarter Third
and Time
I. OBJECTIVES

Standards of parallelogram.
B. Performance The learner is able to investigate, analyse and solve
Standards problems involving parallelograms and triangle similarity
through appropriate and accurate representations.
The learner proves theorems on the different kinds of
parallelogram. (M 9 GE – IIIc – 1)
C. Learning
Competencies/
K – I can identify theorems on Rhombus.
Objectives
U – I can discuss theorems on Rhombus.
D – I can show “Two Column Proof” in proving theorems
on rhombus.
II. CONTENT Prove Theorems On Rhombus
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 213-214
2. Learner’s Page 322-324

Material Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing What theorem on rectangle is being shown in the figure?

previous lesson
or presenting L O
the new lesson
X
E V
65
B. Establishing a M A
purpose for the
lesson X
H T
How can you say that the given figure is a rhombus?
C. Presenting Group Activity

examples/instan
ces of the new ACTIVITY 1: I Wanna Know More!
lesson Do the procedures below and answer the questions that
follow.
Materials needed: bond paper, protractor, ruler, pencil
and ruler.
Procedure:
1. Draw a rhombus that is not necessarily a square.
Since a rhombus is also a parallelogram, you may use
a protractor to draw your rhombus. Name the
rhombus NICE. (Note: Clarify how a rhombus can be
drawn based on its definition, parallelogram all of
whose sides are congruent.)
2. Draw diagonals NC and IE intersecting at R.
3. Use a protractor to measure the angles given in the
table below.
Angle ∠NIC ∠𝑁𝐼𝐸 ∠𝑁𝐸𝐶 ∠𝑁𝐸𝐼 ∠𝑁𝑅𝐸 ∠𝐶𝑅𝐸
Measure
Questions:
1. Compare the measures of angle ∠NRE and ∠CRE.
What did you observe?
2. What angle pair do ∠NRE and ∠CRE form? Why?
3. How are the diagonals NC and IE related to each
other?
4. Compare the measures of ∠NIC and ∠NIE. What did
you observe?
5. What does IE do to ∠NIC? Why?
6. Compare the measures of ∠NEC and ∠NEI. What did
you observe?
7. What does EI do to ∠NEI? Why?
D. Discussing new Activity 1 led you to the following theorems related to
concepts and Rhombus.
practicing new
skills # 1
Questions 1, 2, 3 led you to
66
 Theorem 3. “The diagonals of a rhombus are
_______.”
Questions 4, 5, 6, 7 led you to

Theorem 4. “Each diagonal of a rhombus
________opposite _______”.
E. Discussing new Another group activity titled, Show Me!
concepts and
practicing new Theorem 3: “The diagonals of a rhombus are
skills # 2 perpendicular.
Refer to worksheet # 1
F. Developing Refer to Worksheet # 2

mastery (Leads
to Formative
Assessment))
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making How will you say or show that a given parallelogram is a
generalizations rhombus?
and abstractions
about the lesson
I. Evaluating Supply the missing statement or reason in the given
learning proof.
(This can be done by pair)
(Use worksheet #3)
J. Additional Given Rhombus MARK M A

activities for
application or Prove that MR ⊥ AK Y
remediation
K R
V. REMARKS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
67
who caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
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?
68
Worksheet # 1
Show Me!
R O
Given: Rhombus ROSE
Prove: RS ⊥ OE H
Proof: E S
Statements Reasons
1. 1. Given
2. OS ≅ RO 2.
3. 3. The diagonals of a parallelogram
bisect each other.
4. H is the midpoint of RS. 5. All right angles are congruent.
6. Definition of midpoint.
4. OH ≅ OH 6.
5. 7.SSS Congruence Postulate
6. ∠RHO ≅ ∠SHO 8.
9. ∠RHO and ∠SHO are right angles 9.
10. 10. Perpendicular lines meet to form
right angles
Answers:
1. Rhombus ROSE
2. Definition of Rhombus
3. RS and EO bisect each other
4. EO bisect RS at H
5. RH ≅ HS
6. Reflexive Property
7. ∆RHO ≅ ∆SHO
8. 𝐶𝑃𝐶𝑇𝐶
9. ∠RHO and ∠SHO form a linear pair and are congruent
10. 𝑅𝑆 ⊥ DE
69
Worksheet # 2
Average Learners
A L
Given: Rhombus CALM with diagonal CL
Prove: ∠𝟏 ≅ ∠𝟒 , ∠𝟑 ≅ ∠𝟐 3
42
1 C3
4
C4
C 4 CM
Statement Reason C
1. 𝐴𝐿 ≅ 𝐶𝑀, 𝐴𝐶 ≅ 𝐿𝑀 1.
2. 2. Opposite angles of parallelogram are
congruent.
3. ∆𝐶𝐴𝐿 ≅ ∆𝐶𝑀𝐿 3.
4. 4.
Advanced Learners
A L
Given: Rhombus CALM with diagonal CL
Prove: ∠𝟏 ≅ ∠𝟒 , ∠𝟑 ≅ ∠𝟐 3
42
1 C3
4
C4
C 4 CM
Statement Reason C
3. 𝐴𝐿 ≅ 𝐶𝑀, 𝐴𝐶 ≅ 𝐿𝑀 1.
4. 4. Opposite angles of parallelogram are
congruent.
5. 5.
6. 5.
1. R – All side of a rhombus are congruent.

2. S - ∠𝑨 ≅ ∠𝑴
3. R – SAS Congruence
4. S - ∠𝟏 ≅ ∠𝟒 , ∠𝟑 ≅ ∠𝟐
5. R – CPCTC
1. R – All side of a rhombus are congruent.

2. S - ∠𝑨 ≅ ∠𝑴
3. ∆𝐶𝐴𝐿 ≅ ∆𝐶𝑀𝐿
4. R – SAS Congruence
5. S - ∠𝟏 ≅ ∠𝟒 , ∠𝟑 ≅ ∠𝟐
6. R – CPCTC
70
Worksheet # 3
Show Me Too!
Average Learners
Given: Rhombus VWXY

Prove: ∠1 ≅ ∠2 V W
3
4
1
2
Y X
Statements Reasons
1. 1. Given
2. YV ≅ VW, WX ≅ XY 2.
4. ∆YVW ≅ ∆ WXY 4.
5. ∠1 ≅ ∠2, ∠3 ≅ ∠4 5.
Answers:
1. Rhombus VWXY
2. Definition of Rhombus
3. WY ≅ YW
4. SSS Congruence Postulate
5. CPCTC
71
Worksheet # 3
Show Me Too!
Advance Learners
Given: Rhombus VWXY

Prove: ∠1 ≅ ∠2 V W
3
4
1
Y 2 X
Statements Reasons
1. 1. Given
2. 2.
4. ∆YVW ≅ ∆ WXY 4.
5. 5.
Answers:
1. S - Rhombus VWXY
2. S - YV ≅ VW, WX ≅ XY
3. R - Definition of Rhombus
4. S - WY ≅ YW
5. R - SSS Congruence Postulate
6. S - ∠1 ≅ ∠2, ∠3 ≅ ∠4
7. R - CPCTC
72
Teaching Time THIRD
Quarter
I. OBJECTIVES
Standard of quadrilaterals (parallelograms, trapezoids, kite) and
B. Performance The learner is able to investigate, analyse, and solve

C. Learning The learner proves the midline theorem. M9GE-IIId-1

Competencies/
Objectives Learner’s Targets:
(Write LC K – I can state Midline Theorem
Code for U – I can prove midline theorem
each.) D – I can create a model that proves midline
theorem and solve problem involving midline theorem.
II. CONTENT Proving Midline Theorem

III. LEARNING
RESOURCES
A. References
1. Teacher’s Page 216-217
Guide pages
2. Learner’s Page 326 – 328

Materials
pages
3. Textbook Next Century Mathematics Geometry page 312-315

pages Next century mathematics page 383-386
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning 4 pieces of short coupon bond paper, pencil, ruler,

Resources adhesive tape, protractor and pair of scissors.
73
A. Reviewing Can you still remember the different kinds of triangle?
previous What are those?
lesson or What are their differences?
presenting new
lesson
Triangle 1
Triangle 3
B. Establishing a Is it possible for a triangle to be cut to form a parallelogram

purpose for the and vice versa? How?
lesson
Triangle 1
Triangle 3
What did you notice in the triangle?

What is the relationship of the broken segment to its
parallel side?
Can you make a theorem about their relationship?
Let us now find out in our lesson for today.
C. Presenting Activity 2 (Group Activity): I Can Do It!

examples/
instances of It’s Paperellelogram!
the new lesson Form a group of four members and require each
member to have the materials needed. Follow the given
procedure.
Materials: 4 pieces of short coupon bond paper,

pencil, ruler, adhesive tape, protractor and pair of scissors.
Procedure:
1. Each member of the group will be given different kind
of triangle (shown in establishing the purpose of the
lesson).
2. Choose a third side of a triangle. Mark each midpoint
of the other two sides then connect the midpoints to
form a segment.
 Does the segment drawn look parallel to the
third side of the triangle you choose?
3. Measure the segment drawn and the third side you
choose.
 Compare the lengths of the segments drawn
and the third side you choose. What did you
observe?
4. Cut the triangle along the segment drawn.
74
 What two figures are formed after cutting the
triangle along the segment drawn?
5. Use an adhesive tape to reconnect the triangle with the
other figure in such a way that their common vertex
was a midpoint and that congruent segments formed
by a midpoint coincide.
 After reconnecting the cut outs, what new
figure is formed? Why?
 Make a conjecture to justify the new figure
formed after doing the above activity. Explain
you answer.
 What can you say about your findings in
relation to those of your classmates?
 Do you think that the findings apply to all kinds
of triangles? Why?
D. Discussing Consider ∆𝐴𝐵𝐶 with G and E as midpoints of AB and BC,
new concepts respectively.
and practicing  What do you call GE?
new skills #1 There is a special segment in a triangle called midline.
 How are GE and AC related?
GE and AC are parallel.
 What do you think is the measure of GE and AC?
The midline is half as long as the third side.
B
G E
A C
Midline Theorem, “The segment that joins the
midpoints of two sides of a triangle is parallel to the
third side and half as long.”
So now, let us prove the midline theorem

E. Discussing Activity 3: I Can Prove It! Activity 3: I Can Prove It!
new concepts Worksheet 1-A Worksheet 1-B
and practicing
new skills #2 Given: HNS, O is the Given: HNS, O is the
midpoint of HN, E is the midpoint of HN, E is the
midpoint of NS. midpoint of NS.
Prove: OE║HS, Prove: OE║HS,

1 1
OE = HS OE = HS
2 2
N N
1 1
O 2 E O 2 E
3 T 3 T
4 4
H S H S
See worksheet 1-A See worksheet 1-B
75
(Reasons in proving will be (Reasons in proving will be
posted in the board for posted in the board for
students to identify the students to identify the
correct reasons in each correct reasons in each
statements.) statements.)
Activity 4: Quadrilateral Activity 4: Quadrilateral

ABCD is a square. F,L,O ABCD is a square. F,L,O
and R are midpoints of and R are midpoints of
sides ̅̅̅̅ ̅̅̅̅ ,𝐵𝐶
𝐴𝐷 ,𝐴𝐵 ̅̅̅̅ and ̅̅̅̅
𝐶𝐷 , sides ̅̅̅̅ ̅̅̅̅ ,𝐵𝐶
𝐴𝐷 ,𝐴𝐵 ̅̅̅̅ and ̅̅̅̅
𝐶𝐷 ,
respectively. respectively.
A L B A L B
̅ ̅
F O F O
D R C D R C
̅̅̅̅ is 12 cm
If diagonal 𝐴𝐶 ̅̅̅̅ is 12 cm
If diagonal 𝐴𝐶
long, what is the perimeter long, what is the perimeter
of quadrilateral FLOR? of quadrilateral FLOR?
F. Developing ̅̅̅̅ as midline.

Given ∆ 𝐹𝐵𝑂 with 𝐴𝑅
Mastery
(Leads to F
formative
If ̅̅̅̅
𝐹𝑂 is 68mm, what is ̅̅̅̅
𝐴𝑅?
assessment 3)
A ̅̅̅̅ is 13.5in, what is 𝑂𝐹
̅̅̅̅ ?
If 𝑅𝐴
B R O
G. Finding If you are the carpenter to

practical repaint the house, how can
applications of you find the area of that
concepts and Attic?
skills in daily
living
Photo Credit: PINTEREST
H. Making What is midline theorem?

generalizations What needs to be shown in proving midline theorem?
and
abstractions
about the
lesson
76
I. Evaluating Prove and solve: Prove and solve:
learning A. Given: ∆𝐴𝐵𝐶, G is the A. Given: ∆𝐴𝐵𝐶, G is the
midpoint of AB, E is the midpoint of AB, E is the
midpoint of BC. midpoint of BC.
B B
4 4
G 1 E G 1 E
2 N 2 N
A C
̅̅̅̅ ∥ 𝐴𝐶
Prove: 𝐺𝐸 ̅̅̅̅ and ̅̅̅̅ ∥ 𝐴𝐶
Prove: 𝐺𝐸 ̅̅̅̅ and
1 1
GE= 𝐴𝐶 GE= 𝐴𝐶
2 2
B. Given: B. Given:
̅̅̅̅ as midline
∆𝐹𝐵𝑂 with 𝐴𝑅 ̅̅̅̅ as midline
∆𝐹𝐵𝑂 with 𝐴𝑅
F F
A A
B R O B R O
 ̅̅̅̅
If 𝐴𝑅 = 15x - 0.5 and  ̅̅̅̅
If 𝐹𝑂 is 55 mm,
̅̅̅̅
𝐹𝑂 = x + 5, find the what is ̅̅̅̅
𝐴𝑅?
̅̅̅̅ and 𝐹𝑂
lengths 𝐴𝑅 ̅̅̅̅.  ̅̅̅̅ is 3 in, what is
If 𝑅𝐴
𝑂𝐹?
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
77
E. Which of my
teaching
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?
78
APPENDICES
APPENDIX A
ACTIVITY 4: I Can Prove It!
Worksheet 1-A
Given: HNS, O is the midpoint of HN, E is the midpoint of NS.

1
Prove: OE║HS, OE = HS N
2
1
O 2 E
3 T
4
Proof: H S
Statements Reasons
1. HNS, O is the midpoint of HN, E is Given
the midpoint of NS.
2. In a ray opposite OE, there is a In a ray, point at a given distance from
point T such that OE = ET the endpoint of the ray.
3. EN ≅ ES Definition of a midpoint
4. <2 ≅<3 Vertical angles theorem
5. ∆ONE ≅ ∆TSE SAS
6. <1 ≅<4 CPCTC
7. HN ║ ST Converse alternate-interior and parallel
theorem
8. OH ≅ ON Definition of a midpoint
9. ON ≅ 𝑇𝑆 CPCTC
10. OH≅ST Transitive property
11. Quadrilateral HOTS is a If one pair of the opposite sides of a
parallelogram. quadrilateral are both congruent and
parallel, then the quadrilateral is a
parallelogram.
12. OE ║ HS Opposite sides of parallelogram are
parallel.
13. OE + ET = OT Definition of Between
14. OE +OE = OT Substitution and addition property
15. 2OE = ET Substitution and addition property
16. HS ≅ OT In a parallelogram, any two opposite
sides are congruent.
17. 2OE = HS Substitution
1 Multiplication property
18. OE= HS (the segment joining the
2
midpoints of two sides of a triangle
is half as long as the third side.)
79
APPENDICES
APPENDIX A
ACTIVITY 4: I Can Prove It!
(For Average Learners)
Worksheet 1-B
Given: HNS, O is the midpoint of HN, E is the midpoint of NS.

1
Prove: OE║HS, OE = HS
2
Proof:
Statements Reasons
1. HNS, O is the midpoint of HN, E is given
the midpoint of NS.
2. In a ray opposite OE, there is a In a ray, point at a given distance from
point T such that OE = ET the endpoint of the ray.
3. EN ≅ ES Definition of a midpoint
4. <2 ≅<3 Vertical angles theorem
5. ∆ONE ≅ ∆TSE SAS
6. <1 ≅<4 CPCTC
7. HN ║ ST Converse alternate-interior and parallel
theorem
8. OH ≅ ON Definition of a midpoint
9. ON ≅ 𝑇𝑆 CPCTC
10. OH≅ST Transitive property
11. Quadrilateral HOTS is a If one pair of the opposite sides of a
parallelogram. quadrilateral are both congruent and
parallel, then the quadrilateral is a
parallelogram.
12. OE ║ HS Opposite sides of parallelogram are
parallel.
13. OE + ET = OT Definition of Between
14. OE +OE = OT Substitution and addition property
15. 2OE = ET Substitution and addition property
16. HS ≅ OT In a parallelogram, any two opposite
sides are congruent.
17. 2OE = HS Substitution
1 Multiplication property
18. OE= HS (the segment joining the
2
midpoints of two sides of a triangle
is half as long as the third side.)
80
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner proves theorems on trapezoids and kites.
Competencies/ M9GE-IIId-2
Objectives
(Write LC Subtasks:
Code for Theorem 1. The median of a trapezoid is parallel to each
each.) base and its length is one half the sum of the lengths of
the bases.
Theorem 2: The base angles of an isosceles trapezoid
are congruent.
K – I can state theorems on trapezoids.
U – I can prove theorems on trapezoids.
D – I can show the proof in theorems on trapezoids.
II. CONTENT Proving Theorems on trapezoids

III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide
pages
2. Learner’s
330-332
Materials pages
3. Textbook pages Smart in Math 9 238-241 and 243-245
4. Additional
Materials from
Learning
Resources (LR)
Portal
D. Other Learning Bond paper, pencil, ruler and protractor.
Resources
A. Reviewing - What property/ies is present in Figure 1 which is
previous not true in Figure 2?
lesson or
81
presenting the
new lesson
Parallelogram Trapezoid
Figure 1 Figure 2
- How is a parallelogram different with a trapezoid in

terms of properties?
B. Establishing a - In the trapezoid LOVE, ̅̅̅̅
𝐿𝐸 and ̅̅̅̅
𝑂𝑉 are the bases
purpose for the ̅̅̅̅ is its median.
and 𝐴𝐵
lesson
L E
A B
O V
- What could be the relationship of the median and
its bases?
- Can you write this relationship as a theorem?
- Can you prove it?
C. Presenting Activity 1: What a Trap!
examples/ Materials: bond paper, pencil, ruler and protractor.
instances of 1. Draw trapezoid TRAP where ̅̅̅̅ 𝑇𝑃 ⊥ ̅̅̅̅
𝑃𝐴, ̅̅̅̅
𝑇𝑃= 5cm,
the new lesson ̅̅̅̅= 4cm, and 𝑃𝐴
𝑇𝑅 ̅̅̅̅= 8cm.
2. Name the midpoints of 𝑇𝑃 ̅̅̅̅ and 𝑅𝐴
̅̅̅̅ as G and O,
respectively.
3. Connect G and O to form a segment.
Questions:
- Does 𝐺𝑂 ̅̅̅̅ look parallel to the bases of the
trapezoid?
- Measure ̅̅̅̅ 𝐺𝑂. How long is it?
- What is the sum of the bases of TRAP?
- Compare the sum of the bases and length of 𝐺𝑂 ̅̅̅̅.
What did you find?
- Make a conjecture about the sum of the bases and
length of the segment formed by the midpoints of
legs. Explain.
T R
G O
P A
D. Discussing From the activity 1, we From the activity 1, we
new concepts discovered theorem 1 of discovered theorem 1 of
and practicing trapezoid. trapezoid.
new skills #1
ACTIVITY 2: PROVE MY ACTIVITY 2: PROVE MY
MEDIAN! MEDIAN!
Theorem 1: The median of Theorem 1: The median

a trapezoid is parallel to of a trapezoid is parallel
each base and its length is to each base and its
82
one half the sum of the length is one half the sum
lengths of the bases. of the lengths of the
bases.
Activity 2: Show Me!

Given: Trapezoid STUV with Activity 2: Show Me!
median ̅̅̅̅
𝑋𝑌 . Given: Trapezoid STUV
S T with median ̅̅̅̅
𝑋𝑌 .
S T
X Z Y
X Z Y
V U
Prove: ̅̅
𝑆𝑇̅̅ ̅̅̅̅
𝑋𝑌 ̅̅̅̅
𝑈𝑉 V U
̅̅̅̅ 1
̅̅̅̅
𝑇𝑅 = (𝑉𝑈 + 𝑆𝑇) ̅̅̅̅ Prove: ̅̅
𝑆𝑇̅̅ ̅̅̅̅
𝑋𝑌 ̅̅̅̅
𝑈𝑉
2 1
̅̅̅̅ ̅̅̅̅
𝑇𝑅 = (𝑉𝑈 + 𝑆𝑇) ̅̅̅̅
2
See worksheet 2-A
See worksheet 2-B
(Reasons in proving will be
posted in the board for (Reasons in proving will be
students to identify the posted in the board for
correct reasons in each students to identify the
statements.) correct reasons in each
statements.)
After we prove the theorem
1. What if the legs of the After we prove the theorem
trapezoid become 1. What if the legs of the
congruent? trapezoid become
congruent?
E. Discussing Isosceles Trapezoid is a trapezoid with congruent legs.
new concepts
and practicing Now, we will prove theorems of isosceles trapezoid.
new skills #2
Theorem 2: The base angles of an isosceles
trapezoid are congruent.
Activity 3: PROVE MY BASES!

̅̅̅̅ ∥ 𝑇𝑊
Given: Isosceles trapezoid STUW, 𝑆𝑇 ̅̅̅̅̅ .
S U X
T W
Prove: ∠STW ≅ ∠UWT
See worksheet 3-A
(Reasons in proving will be posted in the board for

students to identify the correct reasons)
F. Developing
Mastery
(Leads to
formative
assessment 3)
83
G. Finding If this is your bag, how can you
practical find the length of the middle
applications of segment that is drawn in your
concepts and bag?
skills in daily What do you think is the measure
living of the angles formed in the bases
of your bag?
H. Making What are the theorems we had discussed today?
generalizations What are the theorems we used to prove to theorems?
and Are you able to use the theorems to solve problems?
abstractions
about the
lesson
I. Evaluating Make a proof of the Make a proof of the
learning following. following.
1. Given: Trapezoid MIKE 1. Given: Trapezoid MIKE
with median ̅̅̅̅
𝑂𝑃 . with median ̅̅̅̅
𝑂𝑃 .
M I M I
Z P Z P
O O
E K E K
̅̅̅̅ ̅̅̅̅
Prove: 𝑀𝐼 𝑂𝑃 𝐹𝐾̅̅̅̅ ̅̅̅̅ ̅̅̅̅
Prove: 𝑀𝐼 𝑂𝑃 𝐹𝐾̅̅̅̅
1 1
̅̅̅̅
𝑂𝑃 = (𝑀𝐼̅̅̅̅ + 𝐹𝐾
̅̅̅̅ ) ̅̅̅̅
𝑂𝑃 = (𝑀𝐼̅̅̅̅ + 𝐹𝐾
̅̅̅̅ )
2 2
2. Given: Isosceles 2. Given: Isosceles

̅̅̅̅
trapezoid CARL, 𝐶𝐴 ∥ trapezoid CARL, ̅̅̅̅
𝐶𝐴 ∥
̅̅̅̅
𝐿𝑅 . ̅̅̅̅
𝐿𝑅 .
C A O C A O
L R L R
Prove: ∠CLR ≅ ∠COR Prove: ∠CLR ≅ ∠COR
E. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
84
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
85
APPENDICES
APPENDIX A
ACTIVITY 2: PROVE MY MEDIAN!

Given: Trapezoid STUV with median XY.
S T
X Z Y
V U
Prove: ST XY UV
1
XY = (𝑉𝑈 + 𝑆𝑇)
2
Proof:
Statements Reasons
1. Trapezoid STUV with median XY. Given
2. Draw SU, with P as its midpoints Two points determine a line
1 Midline theorem
3. XZ = VU and XZ∥VU
2
1 Midline theorem on STU
4. ZY = ST and ZY∥ST
2
5. UV∥ST Definition of trapezoid
6. X, Y and Z are collinear points Definition of collinear points
7. XY= XZ + ZY Definition of between
1 1 Substitution
8. XY= VU + ST
2 2
1 Simplification
9. XY = (𝑉𝑈 + 𝑆𝑇)
2
86
APPENDIX B
ACTIVITY 2: PROVE MY MEDIAN!
Given: Trapezoid STUV with median XY.
S T
X Z Y
V U
Prove: ST XY UV
1
XY = (𝑉𝑈 + 𝑆𝑇)
2
Proof:
Statements Reasons
1. Trapezoid STUV with median XY. Given
2. Draw SU, with P as its midpoints Two points determine a line
1 Midline theorem
3. XZ = VU and XZ∥VU
2
1 Midline theorem on STU
4. ZY = ST and ZY∥ST
2
5. UV∥ST Definition of trapezoid
6. X, Y and Z are collinear points Definition of collinear points
7. XY= XZ + ZY Definition of between
1 1 Substitution
8. XY= VU + ST
2 2
1 Simplification
9. XY = (𝑉𝑈 + 𝑆𝑇)
2
87
APPENDIX C
ACTIVITY 3: PROVE MY BASES!
Given: isosceles trapezoid STUW, ST∥TW.
S U X
T W
Prove: ∠𝑆𝑇𝑊 ≅ ∠𝑈𝑊𝑇
statement reasons
1. Trapezoid STUW, ST∥TW. Given
2. Extend SU. Line postulate
3. Construct WX. Two points determine a line
4. STVW is a parallelogram Definition of parallelogram
5. ∠𝑆𝑋𝑊 ≅ ∠𝑆𝑇𝑊 In parallelogram, any two opposite
angles are congruent.
6. ST ≅ WX Two opposite sides of a parallelogram
are congruent.
7. ∆ UWX is isosceles Definition of isosceles triangle
8. ∠WUX ≅ ∠WXU Isosceles triangle theorem
9. ∠UWT ≅ ∠WUX Parallel-alternate interior angle
10. ∠STW ≅ ∠WXU In parallelogram, any two opposite
11. ∠STW ≅ ∠UWT Transitive property
88
APPENDIX D
ACTIVITY 3: PROVE MY BASES!
Given: isosceles trapezoid STUW, ST∥TW.
S U X
T W
Prove: ∠𝑆𝑇𝑊 ≅ ∠𝑈𝑊𝑇
statement reasons
1. Trapezoid STUW, ST∥TW. Given
2. Extend SU. Line postulate
3. Construct WX. Two points determine a line
4. STVW is a parallelogram Definition of parallelogram
5. ∠𝑆𝑋𝑊 ≅ ∠𝑆𝑇𝑊 In parallelogram, any two opposite
6. ST ≅ WX Two opposite sides of a parallelogram
are congruent.
7. ∆ UWX is isosceles Definition of isosceles triangle
8. ∠WUX ≅ ∠WXU Isosceles triangle theorem
9. ∠UWT ≅ ∠WUX Parallel-alternate interior angle
10. ∠STW ≅ ∠WXU In parallelogram, any two opposite
11. ∠STW ≅ ∠UWT Transitive property
89
Teaching Time THIRD
Quarter
I. OBJECTIVES


Objectives
(Write LC Subtasks:
Code for Theorem: Opposite angles of an isosceles trapezoid are
each.) supplementary.
Theorem: The diagonals of an isosceles trapezoid are
congruent.
K – I can state theorems on trapezoids
U – I can prove theorems on trapezoids
D – I can show the proof of theorems on trapezoids
II. CONTENT Proving theorems on Trapezoids

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s 333-335
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Bond paper, pencil, ruler, protractor and compass.
Resources Picture of a trapezoidal table.
90
A. Reviewing ACTIVITY 1: MODIFIED TRUE or FALSE
previous
lesson or Direction: Write TRUE if the statement is correct,
presenting new otherwise change the underlined word/s to make the
lesson statement correct.
1. A trapezoid is a quadrilateral with exactly no pair of
parallel sides.
2. The parallel sides of a trapezoid are called the bases
of the trapezoid.
3. The nonparallel sides of a trapezoid are called the
legs.
4. The angles formed by a base and the legs are called
legs angles.
5. An isosceles trapezoid is a trapezoid with congruent
legs.
6. The median of a trapezoid is parallel to each base and
its length is one half the sum of the lengths of the
bases.
7. The base angles of an isosceles trapezoid are not
congruent.
B. Establishing a In the isosceles trapezoid WXYZ, ∠Y and ∠Z are base

purpose for the ̅̅̅̅ and ̅̅̅̅̅
angles and 𝑋𝑍 𝑊𝑌 are diagonals.
lesson
X W
Z
Y
- What could be the relationship of the base angles?
How about the diagonals?
- Can you write these relationship as theorems?
- Can you prove them?
Now, you will learn and prove another theorems of

trapezoids.
C. Presenting Activity 2: Watch Out! Another Trap!
examples/ Materials: Bond paper, pencil, ruler, protractor and
instances of compass.
the new lesson Procedure:
1. On a band paper, draw rectangle WXIA where
̅̅̅̅̅
𝑊𝑋=7cm and ̅̅̅̅̅ 𝑊𝐴=5cm.
2. On ̅̅̅̅̅
𝑊𝑋 , name a point G 1 cm from W and another point
N 1 cm from X.
3. Form ̅̅̅̅𝐺𝐴 and ̅𝑁𝐼 ̅̅̅ , to illustrate isosceles trapezoid
GAIN.(Note: The teacher of the student has to explain
why the figure formed is an isosceles trapezoid).
4. Use a protractor to measure the four angles of the
trapezoid. Record your findings in the table below.
5. Draw the diagonals of GAIN.
6. Use a ruler to measure the diagonals. Record your
findings in the table below.
91
What to ∠𝐴𝐺𝐸 ∠𝐺𝐴𝐼 ∠𝐴𝐼𝑁 ∠𝐼𝑁𝑊 𝐺𝐼 ̅̅̅ ̅̅̅̅
𝐴𝑁
measure
Measurement
Questions:
1. What two pairs of angles formed are base angles?
2. Compare the measures of the angles in each pair.
What did you find?
3. Make a conjecture about the measures of the base
angles of an isosceles trapezoid. Explain your
answer.
4. Which two pairs of angles are opposite each other?
5. Add the measures of the angles in each pair. What
did you find?
6. Make a conjecture about the measures of the
opposite angles of an isosceles trapezoid. Explain
your answer.
7. Compare the lengths of the diagonals. What did
you find?
8. Make a conjecture about the diagonals of an
isosceles trapezoid. Explain your answer.
D. Discussing Activity 3: Prove Me! Activity 3: Prove Me!

new concepts
and practicing Theorem 3: Opposite Theorem 3: Opposite
new skills #1 angles of an isosceles angles of an isosceles
trapezoid are trapezoid are
Given: Isosceles Trapezoid Given: Isosceles Trapezoid

ARTS ARTS
Prove: ∠ART and ∠S are Prove: ∠ART and ∠S are
∠A and ∠T are ∠A and ∠T are
R
R T T
1 2 1 2
A 3 A 3
E S E S
See worksheet 2-A See worksheet 2-A

E. Discussing Activity 4: Prove My Activity 4: Prove My
new concepts Diagonals! Diagonals!
and practicing Prove: Prove:
new skills #2 Theorem 4: The diagonals Theorem 4: The
of an isosceles trapezoid diagonals of an isosceles
are congruent. trapezoid are congruent
92
W Z W Z
X Y X Y
Given: Trapezoid WXYZ Given: Trapezoid WXYZ
and ̅̅̅̅̅
𝑊𝑋 ≅ 𝑌𝑍 ̅̅̅̅. and ̅̅̅̅̅
𝑊𝑋 ≅ 𝑌𝑍 ̅̅̅̅.
Prove: 𝑊𝑌 ≅ ̅̅̅̅
̅̅̅̅̅ 𝑋𝑍 Prove: 𝑊𝑌 ≅ ̅̅̅̅
̅̅̅̅̅ 𝑋𝑍
See worksheet 2-A See worksheet 2-A

F. Developing
Mastery
(Leads to
formative
assessment 3)
G. Finding Create a problem based from the
practical picture given using the two theorem
applications of we had discussed.
concepts and
skills in daily
living
H. Making What are the theorems we had discussed today?
generalizations What are the theorems we used to prove to theorems?
and Are you able to use the theorems to solve problems?
abstractions
about the
lesson
I. Evaluating Show the proof of the Show the proof of the
learning following: following:
1. Given: Isosceles 1. Given: Isosceles
Trapezoid JOFA Trapezoid JOFA
Prove: ∠OFA and ∠J are Prove: ∠OFA and ∠J are
∠A and ∠O are ∠A and ∠O are
E E
J O J O
3 3
12 12
A F A F
93
T T
2. 2.
Z Z
R R
A A
Given: Trapezoid ARTZ and Given: Trapezoid ARTZ
̅̅̅̅
𝑍𝐴 ≅ ̅̅̅̅
𝑇𝑅. and ̅̅̅̅
𝑍𝐴 ≅ ̅̅̅̅
𝑇𝑅.
̅̅̅̅ ≅ 𝑇𝐴
Prove: 𝑍𝑅 ̅̅̅̅ ̅̅̅̅ ≅ 𝑇𝐴
Prove: 𝑍𝑅 ̅̅̅̅
2. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
94
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
95
APPENDICES
APPENDIX A
ACTIVITY 3: Prove Me!

Given: Isosceles Trapezoid ARTS
Prove: ∠ART and ∠S are supplementary.
∠A and ∠T are supplementary.
R T
12
A 3
E S
Proof:
Statements Reasons
a. Isosceles Trapezoid ARTS Given
b. AR ≅ TS;RT ≅ AS
c. From R, draw RE∥TS where E
lies on AS
d. RTSE is a parallelogram Definition of a Parallelogram
e. TS ≅ RE
f. ∠RAE ≅ ∠TSA Transitive Property
g. ∆ ARE is an isosceles triangle
h. ∠3 ≅ ∠𝐴
i. m∠1+ m∠3+m∠A
j. ∠3 ≅ ∠2
k. ∠A ≅ ∠𝑆
l. m∠1+ m∠2 + m∠S
m. ∠1+ ∠2 = ∠ART
n. m∠ART+ m∠S
o. m∠S+ m∠T
p. m∠A+ m∠T
q. ∠ART and ∠S are supplementary;
∠A and ∠T are supplementary
96
APPENDIX B
ACTIVITY 3: Prove Me!

Given: Isosceles Trapezoid ARTS
Prove: ∠ART and ∠S are supplementary.
∠A and ∠T are supplementary.
R T
12
A 3
E S
Proof:
Statements Reasons
1. Isosceles Trapezoid ARTS Given
2. AR ≅ TS;RT ≅ AS
3. From R, draw RE∥TS where E
lies on AS
4. RTSE is a parallelogram Definition of a Parallelogram
5. TS ≅ RE
6. ∠RAE ≅ ∠TSA Transitive Property
7. ∆ ARE is an isosceles triangle
8. ∠3 ≅ ∠𝐴
9. m∠1+ m∠3+m∠A
10. ∠3 ≅ ∠2
11. ∠A ≅ ∠𝑆
12. m∠1+ m∠2 + m∠S
13. ∠1+ ∠2 = ∠ART
14. m∠ART+ m∠S
15. m∠S+ m∠T
16. m∠A+ m∠T
17. ∠ART and ∠S are
supplementary;
18. ∠A and ∠T are supplementary
97
APPENDIX C
ACTIVITY 4: PROVE MY DIAGONALS!
Theorem 4: the diagonals of an isosceles trapezoid are congruent.
W Z
X Y
Given: Trapezoid WXYZ and WX≅YZ.
Prove: WY≅ XZ
Proof:
Statements Reasons
1. Isosceles trapezoid WXYZ Given
2. XW≅ZY Definition of isosceles trapezoid
3. ∠WXY≅ ∠ZYX The base angles of an isosceles
4. XY≅YX Reflexive property
5. ∆WYX ≅ ∆WYZ SAS Congruence Postulate
6. XZ≅WY CPCTC
APPENDIX D
ACTIVITY 4: PROVE MY DIAGONALS!
Prove:
Theorem 4: the diagonals of an isosceles trapezoid are congruent.
W Z
X Y
Given: Trapezoid WXYZ and WX≅YZ.
Prove: WY≅ XZ
Proof:
Statements Reasons
1. Isosceles trapezoid WXYZ Given
2. XW≅ZY Definition of isosceles trapezoid
3. ∠WXY≅ ∠ZYX The base angles of an isosceles
4. XY≅YX Reflexive property
5. ∆WYX ≅ ∆WYZ SAS Congruence Postulate
6. XZ≅WY CPCTC
98
Teaching Time THIRD
Quarter
I. OBJECTIVES
B. Performance
Standard The learner is able to investigate, analyze, and solve

Objectives
(Write LC Subtasks:
Code for Theorem 1: In a kite, the perpendicular bisector of at least
each.) one diagonal is the other diagonal.
Theorem 2: The area of a kite is half the product of the
lengths of its diagonals.
K – I can state theorems on kites
U – I can prove theorems on kites
D – I can show the proof of theorems on kites
II. CONTENT Proving Theorem on Kites
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials 335-337
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
99
A. Reviewing KITE 1 KITE 2
previous
lesson
Which kite can fly higher?

B. Establishing a Did you experience making a kite? How does it look like?
purpose for the How do you design a kite so that itIcan fly high?
lesson
In kite NIDO and kite MILO, ND and IO, ML and OI are
their diagonals respectively.
N
O
M N L
I S O
I
D
- What could be the relationship of the diagonals to
each other?
- Can you write this relationship as a theorem?
- Can you prove it?
C. Presenting Activity 1: FIND ME!
examples/
instances of 1: In kite NIDO and kite MILO, ND and IO, ML and
the new lesson OI are their diagonals respectively.
Use a protractor to measure the ff. angles:
∠𝑁𝑆𝐼, ∠𝑁𝑆𝑂, ∠𝐼𝑆𝐷, ∠𝑂𝑆𝐷, ∠𝑀𝑁𝑂, ∠𝑀𝑁𝐼, ∠𝑂𝑁𝐿, ∠𝐿𝑁𝐼.
N
O
M N L
I S O
I
D
What can you say about their measures?
100
2. Direction: Fill in the table below using the given
figures and answer the guide questions.
Area of Area of Area of (𝐴𝐸)(𝐶𝑅)

CAR = CER= CAR+ 2
AE CR AD ED (𝐴𝐷)(𝐶𝑅)
2 (𝐸𝐷)(𝐶𝑅) Area of
2 CER
12 10 4 8 20 40 60 60
15 12 5 10 30 60 90 90
14 8 6 8 24 32 56 56
Guide Questions:
1. What is the length of AE, CR, AD and ED?
2. What is the area of CAR and CER? How about its
sum?
3. What can you say about the sum of the areas of
CAR and CER and the area of the kite CARE?
4. What is the of the product of diagonals AE and CR
5. What can you say about the half of the product of the
diagonals AE and CR and the area of kite CARE?
6. How will you find the area of a kite?
D. Discussing ACTIVITY 2: PROVE ME! ACTIVITY 2: PROVE ME!

new concepts Theorem 1: In a kite, the Theorem 1: In a kite, the
and practicing perpendicular bisector of perpendicular bisector of
new skills #1 at least one diagonal is the at least one diagonal is
other diagonal. the other diagonal.
O O
W R W R
D D
101
Given: Kite WORD with Given: Kite WORD with
diagonal WR and OD. diagonal WR and OD.
Prove: WR is the Prove: WR is the
perpendicular bisector of perpendicular bisector of
OD. OD.
E. Discussing ACTIVITY 3: PROVE MY ACTIVITY 3: PROVE MY
new concepts AREA! AREA!
and practicing Theorem 2: The area of a Theorem 2: The area of a
new skills #2 kite is half the product of kite is half the product of
the lengths of its the lengths of its
diagonals. diagonals.
Given: Kite ROPE Given: Kite ROPE

Prove: Area of kite Prove: Area of kite
1 1
ROPE = (OE)(PR) ROPE = (OE)(PR)
2 2
F. Developing Kite making for the school kite festival applying theorems
Mastery on kite.
(Leads to
formative
assessment 3)
G. Making How do you make a perfect kite applying the its theorems?
generalizations What are the facts you get in our activities?
and Are they useful for you?
abstractions
about the
lesson
H. Evaluating Prove the following using two-column form.
learning
1. In a kite, the perpendicular bisector of at least one
diagonal is the other diagonal.
E
Given: Kite GEOM with diagonal
O OG and ME.
Prove: OG is the perpendicular
bisector of ME.
M G
2. The area of a kite is half the product of the lengths
of its diagonals. Given: Kite RICE
Prove: Area of kite
1
RICE = (RC)(EI)
R 2
E
W
C I
102
I.Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
103
APPENDICES
APPENDIX A
ACTIVITY 2: PROVE ME!
For Advanced Learners
Theorem 1: In a kite, the perpendicular bisector of at least one diagonal is the

other diagonal.
O Given: Kite WORD with diagonal WR and
OD.
W Prove: WR is the perpendicular bisector of
R OD.
Proof: D
Statements Reasons
1. Kite WORD with diagonal WR Given
and OD.
2. WO≅WD;OR≅DR Definition of kite
3. WO = WD; OR = DR Definition of congruent segments
4. WR⊥OD If a line contains two points each of
which is equidistant from the
endpoints of a segment, then the line
is the perpendicular bisector of the
segment.
For Average Learners
Theorem 1: In a kite, the perpendicular bisector of at least one diagonal is the

other diagonal.
O Given: Kite WORD with diagonal WR and
OD.
W R Prove: WR is the perpendicular bisector of
OD.
Proof: D
Statements Reasons
1. Kite WORD with diagonal WR Given
and OD.
2. WO≅WD;OR≅DR Definition of kite
3. WO = WD; OR = DR Definition of congruent segments
4. WR⊥OD If a line contains two points each of
which is equidistant from the
endpoints of a segment, then the line
is the perpendicular bisector of the
segment.
104
APPENDIX B
ACTIVITY 3: PROVE MY AREA!
For Advanced Learners
Theorem 2: The area of a kite is half the product of the lengths of its diagonals.
Given: Kite ROPE

Prove: Area of kite
1
ROPE = (OE)(PR)
2
PROOF:
STATEMENTS REASONS
1. Kite ROPE Given
2. PR⊥OE The diagonals of a kite are
perpendicular to each other
3. area of kite ROPE= area of ∆OPE+ Area addition postulate
area of ∆ORE
1 Are formula for triangle.
4. area of ∆OPE = (𝑂𝐸)(𝑃𝑊) area of
2
1
∆ORE= (𝑂𝐸)(𝑊𝑅)
2
1 Substitution
5. area of kite ROPE= (𝑂𝐸)(𝑃𝑊)+ =
2
1
(𝑂𝐸)(𝑊𝑅)
2
1 Distribute Property of Equality
6. area of kite ROPE= (𝑂𝐸)(𝑃𝑊+𝑊𝑅)
2
7. PW+WR=PR SAP
1 Substitution
8. area of kite ROPE= (𝑂𝐸)(𝑃𝑅)
2
For Average Learners

Theorem 2: The area of a kite is half the product of the lengths of its diagonals.
Given: Kite ROPE

Prove: Area of kite
1
ROPE = (OE)(PR)
2
PROOF:
STATEMENTS REASONS
1. Kite ROPE Given
2. PR⊥OE The diagonals of a kite are
perpendicular to each other
3. Area of kite ROPE= area of ∆OPE+ Area addition postulate
Area of ∆ORE
1 Are formula for triangle.
4. Area of ∆OPE = (𝑂𝐸)(𝑃𝑊) area of
2
1
∆ORE= (𝑂𝐸)(𝑊𝑅)
2
105
1 Substitution
5. Area of kite ROPE= (𝑂𝐸)(𝑃𝑊)+ =
2
1
(𝑂𝐸)(𝑊𝑅)
2
1 Distribute property of equality
6. Area of kite ROPE= (𝑂𝐸)(𝑃𝑊+𝑊𝑅)
2
7. PW+WR=PR SAP
1 Substitution
8. Area of kite ROPE= (𝑂𝐸)(𝑃𝑅)
2
106
Teaching Time THIRD
Quarter
I. OBJECTIVES
Standard of parallelograms and triangle similarity.

Standard problems involving parallelograms and triangle similarity
through appropriate and accurate representation.
C. Learning The learner solves problems involving parallelograms,

Competencie trapezoids, and kites. (M9GE-IIIe-1)
s/Objectives
Code for
K- I can state the properties of parallelograms.
each.)
U- I can formulate problems using properties of
parallelogram
D- I can show the solutions in solving problems
involving parallelograms.
II. CONTENT Solving Problems involving Parallelogram

III. LEARNING
RESOURCES
A. References
Guide
pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
107
A. Reviewing What condition guarantees State the properties of
previous that the figure is a parallelogram by decoding
lesson parallelogram? the numbers. Each number
1. corresponds to the letters of
8 the English alphabet. (𝐴 = 1,
𝑍 = 26)
10 10 1.In a Parallelogram any

two opposite sides are
3 15 14 7 18 21 5 20.
8
2. 2. In Parallelogram, any two
100 80 15 16 16 15 19 9 20 5
Angles are congruent.
3. In Parallelogram any two

80 100 consecutive angles are
19 21 16 16 12 5 13 5 14
20 1 18 25.
3. A B
4.The 4 9 1 7 15 14 1 12 19
of a parallelogram bisect
each other.
D C 5.A diagonal of a
parallelogram forms two
congruent
4. A B 20 18 9 1 14 7 12 5 19.
D C
B. Establishing a
purpose for Problem Based:
the lesson
A rectangular picture frame has a perimeter is 56cm. One

side is 5cm less than twice the other side. How large is its
area?
C. Presenting Given the diagonals with their point of intersection labeled M.
examples/
instances of
the new H A
lesson A
M
P
L
108
D. Discussing The students will discuss their answers and present their
new concepts output in activity guided by the teacher and discussing the
and practicing important details on properties of a parallelogram.
new skills #1
E. Discussing Let us use the properties of parallelogram in solving
new concepts problems.
and practicing The students will Perform activity 7(Group activity)
new skills #2 Let us consider the ACTIVITY 7: YES YOU CAN!
LM, p. 317-318.
Group Activity: Using the Parallelogram ABCD. Consider
each given information answer the question that follows.
A B
E
D C
Please refer to appendix B for the student’s worksheet
F. Developing Refer to Appendix B
Mastery
(Leads to
formative
assessment
3)
G. Finding
practical
applications
of concepts
and skills in
daily living A square picture frame made up of bamboo sticks has a
side of 12.5 in. Find its perimeter and area.
H. Making In solving Problems involving parallelogram, it is
generalization important to remember and use the properties to find the
s and measures of angles, sides and other quantities involving
abstractions parallelogram.
about the
lesson
I. Evaluating Give Formative Test to find out how well they understood
learning the lesson. Activity 20: Show More What You Got.
(Refer to Appendix C)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
109
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
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?
110
APPENDICES
APPENDIX A
PROBLEM SOLVING INVOLVING PARALLELOGRAM
Given the diagonals with their point of intersection labeled M.

H A
1.If 𝐻𝑀 = 5, 𝑡ℎ𝑒𝑛 𝑀𝐿 = ____ . A
2.If 𝐾𝑀 = 7, 𝑡ℎ𝑒𝑛 𝐾𝑃 = ____ .
3.If 𝐻𝐿 = 15, 𝑡ℎ𝑒𝑛 𝑀𝐿 = ____ .
M
4.If 𝑚 < 𝐻𝑃𝐾 = 36°, 𝑡ℎ𝑒𝑛 𝑚 < 𝑃𝐾𝐿 = _____ . P
5. What is the perimeter of the parallelogram? L
Questions: What property did you apply to find the perimeter of the parallelogram?
111
APPENDIX B
ACTIVITY 7: Yes you can!
 Activity 7: Yes You Can!

Below is a parallelogram 𝐴𝐵𝐶𝐷. Consider each given information and answer
the questions that follow. A B
E
D
C
Group 1: Given = (3𝑥 − 5)𝑐𝑚, 𝐵𝐶 = (2𝑦 − 7)𝑐𝑚, 𝐶𝐷 = (𝑥 + 7)𝑐𝑚 and 𝐴𝐷 =
(𝑦 + 3)𝑐𝑚.
a. What is the value of 𝑥?
̅̅̅̅?
b. How long is 𝐴𝐵
c. What is the value of 𝑦?
d. How long is ̅̅̅̅
𝐴𝐷 ?
e. What is the perimeter of parallelogram 𝐴𝐵𝐶𝐷?
Questions:
 How did you solve for the values of 𝑥 and 𝑦?
 What property did you apply to determine the lengths of ̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐴𝐷 ?
𝐆𝐫𝐨𝐮𝐩 𝟐: ∟𝐵𝐴𝐷 measures (2𝑎 + 25)° while ∟𝐵𝐶𝐷 measures (3𝑎 + 15)°.
a. What is the value of 𝑎?
b. What is 𝑚∟𝐵𝐴𝐷?
c. What is 𝑚∟CBA?
Questions:
 How did you find the value of a?
 What property did you apply to solve for 𝑚∟C𝐵𝐴?
Group 3: Diagonals 𝐴𝐶 and 𝐵𝐷 meet at E. 𝐷𝐸 is 8𝑐𝑚 and 𝐴𝐶 is 13 𝑐𝑚.

a. How long is 𝐵𝐷?
b. How long is 𝐴𝐸?
Questions:
 How did you solve for the lengths of ̅̅̅̅
𝐵𝐷 and ̅̅̅̅
𝐴𝐸 ?
 What property did you apply?
112
APPENDIX C
PROBLEM SOLVING INVOLVING PARALLELOGRAM
Activity 20: Show More What You Got
Direction: Solve each problem completely and accurately on a clean sheet of paper.
Show your solution and write the theorems or properties you applied to justify each
step in the solution process. You may illustrate each given , to serve as your guide. Be
sure to box your final answer.
Given: Quadrilateral 𝑊𝐼𝑆𝐻 is a parallelogram.

a. If 𝑚∟W = x + 15 and 𝑚∟S = 2x + 5. What is 𝑚∟W?
b. If 𝑊𝐼 = 3𝑦 + 3 and 𝐻𝑆 = 𝑦 + 13, how long is 𝐻𝑆 ̅̅̅̅?
c. 𝑊𝐼𝑆𝐻 is a rectangle and its perimeter is 56 𝑐𝑚. One side is 5 𝑐𝑚 less
than twice the other side. What are its dimensions and how large is its area?
d. What is the perimeter and the area of the largest square that can be formed
from rectangle 𝑊𝐼𝑆𝐻 in 1.c.?
113
Teaching Time THIRD
Quarter
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard parallelograms and triangle similarity.
C. Learning The learner solves problem involving parallelograms,
Competencie trapezoids, and kites. (M9GE-IIIe-1)
s/Objectives
(Write LC
Code for Learner’s Targets:
each.) K – I can state the properties of Trapezoid.
U – I can formulate problems using properties of
Trapezoid
D – I can show the solutions in solving problems
involving Trapezoid.
II. CONTENT Solving Problems Involving Trapezoids

III. LEARNING
RESOURCES
A. References
Guide
pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
A. Reviewing Modified TRUE OR FALSE.
previous Direction: Write TRUE if the statement is correct and
lesson FALSE if it is incorrect.
1. A trapezoid is a quadrilateral with exactly one pair of

parallel sides.
114
2. The median of a trapezoid is parallel to each base and
its length is twice.
3. The base angles of an isosceles trapezoid are parallel.
4. Opposite angles of an isosceles trapezoid are
complementary.
5.The Diagonals of an Isosceles Trapezoid are congruent.
B. Establishing a Find the upper base of Maragondon Signage if the median
purpose for is 9.5m long and the lower base is 12 m l0ng.
the lesson
C. Presenting Given isosceles trapezoid ABCD

C
examples/
instances of A B
the new
lesson 1.If m∟A= 70, what is m∟B
2.If m∟B= 2x – 6 and m∟82, what is x?
3.If DB= 3y + 7 and AC=6y – 8, what is DB?
What are the theorems related to Trapezoid that helps to

justify your answer?
Ask Question:Do you think you can use this theorem in

real-life situation?
D. Discussing The teacher guides the students as they present and
new concepts discuss their output in activity 15.
and practicing
new skills #1
E. Discussing Let us use the theorem of trapezoid in solving problems.
new concepts The students will Perform activity .(Group activity)
and practicing
new skills #2 Let us consider the ACTIVITY 15: You Can Do It!
Given: Quadrilateral 𝑀𝐴𝑇𝐻 is an isosceles trapezoid
with bases ̅̅̅̅̅
𝑀𝐴 and ̅̅̅̅̅
𝐻𝑇, ̅̅̅̅
𝐿𝑉 is a median.
M A
L V
H T
\
(Refer to Appendix A)
F. Developing Given isosceles trapezoid ABCD.
D C
Mastery EF is its median. E F
(Leads to 1.If AC = 2x+10 and DB=4x-6, A B
formative what is AC?
assessment 2.If m∟C= 2(y+4) and m∟D= 116 what is y?
3)
3.EF is 10 in. long and one leg measures 12 in. What is the
perimeter if one of the bases is 4 more than the other?
115
G. Finding Find the upper base of Maragondon Signage if the median
practical is 9.5m long and the lower base is 12 m l0ng.
applications
of concepts
and skills in
daily living
H. Making State the Theorem that related to Trapezoid.

generalization
s and In solving Problems involving Trapezoid, it is important to
abstractions remember and use the properties to find the measures of
about the angles, sides and other quantities involving trapezoid
lesson
I. Evaluating Give Formative Test to find out how well they understood
learning the lesson. Activity 20: Show More What You Got.
1. Given: Quadrilateral 𝑃𝑂𝑆𝑇 is an isosceles trapezoid with
̅̅̅̅││𝑃𝑇
𝑂𝑆 ̅̅̅̅. ̅̅̅̅
𝐸𝑅 is its median.
(Refer to Appendix B)
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
116
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?
117
APPENDICES
APPENDIX A
Activity 15: You Can Do It!.
̅̅̅̅̅ and ̅̅̅̅̅
Given: Quadrilateral 𝑀𝐴𝑇𝐻 is an isosceles trapezoid with bases 𝑀𝐴 𝐻𝑇, ̅̅̅̅
𝐿𝑉 is a
median.
M A
L V
H T
\
Group 1:Given: 𝑀𝐴 = 3𝑦 − 2; 𝐻𝑇 = 2𝑦 + 4; 𝐿𝑉 = 8.5 𝑐𝑚
Questions:
 What is the value of 𝑦?
 How did you solve for 𝑦?
 What are 𝑀𝐴 and 𝐻𝑇?
Group 2:Given: ∟HMA = 115 m.
Questions:
 What is 𝑚∟TAM?
 What theorem justifies your answer?
Group 3:Given: 𝑚∟HMT = 3𝑥 + 10; 𝑚∟MAT = 2x − 5 m
Questions:
 What is the value of 𝑥?
 How did you solve for 𝑥?
 What are the measures of the two angles?
Group 4:Given: 𝐴𝐻 = 4𝑦 − 3; 𝑀𝑇 = 2𝑦 + 5
Questions:
 What is the value of 𝑦?
 How did you solve for 𝑦?
 How long is each diagonal?
 What theorem justifies your answer above?
118
APPENDIX B
Activity 20: Show More What You Got.
̅̅̅̅││𝑃𝑇
Given: Quadrilateral 𝑃𝑂𝑆𝑇 is an isosceles trapezoid with 𝑂𝑆 ̅̅̅̅. ̅̅̅̅
𝐸𝑅 is its median.
a. If 𝑂𝑆 = 3𝑥 − 2, 𝑃𝑇 = 2𝑥 + 10 and 𝐸𝑅 = 14, how long is each base/
b. If 𝑚∟P = 2x + 5 and 𝑚∟O = 3x − 10, what is 𝑚∟T?
c. One base is twice the other and 𝐸𝑅 is 6 𝑐𝑚 long. If its perimeter is 27 𝑐𝑚,
how long is each leg?
d. 𝐸𝑅 is 8.5 𝑖𝑛 long and one leg measures 9 𝑖𝑛. What is the perimeter if
one of the bases is 3 𝑖𝑛 more than the other?
119

Teaching Time THIRD
Quarter
I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of parallelograms and triangle similarity.
C. Learning The learner solves problem involving parallelograms,
Competencies/O trapezoids, and kites. (M9GE-IIIe-1)
bjectives (Write
LC Code for Learner’s Targets:
each.)
K- I can state the properties of kite.
U- I can formulate problems using properties of kite
D- I can show the solutions in solving problems
involving kite.
II. CONTENT Solving Problems Involving Kite
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials Page 337-341
pages
3. Textbook
pages
4. Additional Manila paper,
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources

A. Reviewing Direction: Supply Me!
previous lesson
1.In a kite, the _______________of atleast one diagonal
is the other diagonal.
2.The area of a kite is half the product of the lengths of
its _________.
3.A ______ is defined as quadrilateral with two pairs of
adjacent and congruent side.
120
B. Establishing a Ask Question:Do you think you can find the area/
purpose for the perimeter of the kite?
lesson
C. Presenting Consider Kite KLMN on the Right.
examples/ M N
instances of the 1. If LM = 6, what is MN?
new lesson 2. If KN= 10.5,what is KL? L
3. If m∟2 = 63, what is m∟3?
4. If m∟LKN= 39, what is K
m∟MNK?
5. If m∟4 = 70, what m∟KLN?
What are the two theorems related to kite that helps to

to justify your answer?
There are two theorems related to kite as follows.

 The perpendicular bisector of at least one
diagonal is the other diagonals.
 The area of a kite is half the product of the
lengths of its diagonals.
D. Discussing new The diagonal of a kite have lengths 13 cm and 9 cm.
concepts and Find the area of the kite.
practicing new T E
skills #1
I Solution: A = ½ d1d2
K = ½ (13)(9)
= ½ 117
A = 58.5 cm2
E. Discussing new Let us use the properties of Kite in solving problems.
concepts and The students will Perform activity 17
practicing new (Group activity)
skills #2
Let us consider the ACTIVITY 17: PLAY A KITE!
The teacher guides the students as they present and discuss

their output in activity 17.
F. Developing Find the perimeter of the kite whose sides are 4.5cm
Mastery (Leads
and 5.5cm.
to formative
assessment 3)
G. Finding practical Find the length of a diagonal
applications of of a kite whose area is 176
concepts and sq. cm and other diagonal is
skills in daily 16 cm long.
living
H. Making In solving Problems involving Kite, it is important to

generalizations remember and use the properties to find the measures
and abstractions of angles, sides and other quantities involving kite.
about the lesson
121
I. Evaluating Solve each problem completely and accurately. Show
learning your solution by applying the property inside the
parenthesis
Given: Quadrilateral LIKE is a kite with
̅̅̅̅
𝐿𝐼 ≅ ̅̅̅
𝐼𝐾 and ̅̅̅̅
𝐿𝐸 ≅ ̅̅̅̅̅
𝐾𝐸.
(Refer to Appendix B)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?
122
APPENDICES
APPENDIX A
ACTIVITY 17: Play a Kite!
 Activity 17: Play a Kite

Consider the figure that follows and answer the given questions.
Given: Quadrilateral 𝑃𝐿𝐴𝑌 is a kite.
1. Given: 𝑃𝐴 = 12 𝑐𝑚; 𝐿𝑌 = 6 𝑐𝑚 Y
P
Questions:
 What is the area of kite 𝑃𝐿𝐴𝑌?
 How did you solve for its area? L
2. Given: Area of kite 𝑃𝐿𝐴𝑌 = 135𝑐𝑚2 ; 𝐿𝑌 = 9 𝑐𝑚. A
Questions:
 How long is 𝑃𝐴?
 How did you solve for 𝑃𝐴?
 What theorem justifies your answer above?
123
APPENDIX B
Activity 20: Show More What You’ve Got!
̅ ≅ ̅̅̅
Given: Quadrilateral 𝐿𝐼𝐾𝐸 is a kite with 𝐿𝐼 𝐼𝐾 and ̅̅̅̅
𝐿𝐸 ≅ ̅̅̅̅
𝐾𝐸.
a. 𝐿𝐸 is twice 𝐿𝐼. If its perimeter is 21 𝑐𝑚, how long is ̅̅̅̅
𝐿𝐸 ?
b. What is its area if one of the diagonals is 4 more than the other
and 𝐼𝐸 + 𝐿𝐾 = 16 𝑖𝑛?
c. 𝐼𝐸 = (𝑥 − 1)𝑓𝑡 and 𝐿𝐾 = (𝑥 + 2)𝑓𝑡. if its area is 44𝑓𝑡 2 , how
long are ̅̅̅
𝐼𝐸 and ̅̅̅̅
𝐿𝐾 ?
124
Teaching Date THIRD
Quarter
I. OBJECTIVES
The learner demonstrates understanding of key concepts
A. Content of quadrilaterals (parallelograms, trapezoids, kites) and
Standard triangle similarity.
The learner is able to investigate, analyze, and solve
B. Performance problems involving quadrilaterals (parallelograms,
Standard trapezoids, kites) and triangle similarity through
C. Learning The learner describes a proportion. (M9GE-IIIf-1)
Competencies/
(Write LC K – I can define a proportion.
Code for U – I can explain a proportion.
each.) D – I can show that the two ratios are equal.
II. CONTENT Describing a Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials Mathematics Learning Material 9 pp. 356-358
pages
3. Textbook
Geometry Textbook for Third Year p. 146
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Next Century Mathematics The New Grade 9 p. 292

Resources Next Century Mathematics Geometry pages 351

A. Reviewing On the next page, there are pictures of group of students
previous from Grade 9-Generosity. Observe the two pictures.
lesson Group 1 Group 2
Photos taken by: Maria Salvacion A. Manlangit
125
1. How many boys are there compared to girls in group
1? Group 2?
2. How many girls are there compared to boys in group
1? Group 2?
3. What do you call the comparison of the number of boys
to girls? How about girls to boys?
B. Establishing a What do you notice about the ratios between the number
purpose for the of boys to the number of girls in group 1 and in group 2?
lesson Do you think that the two ratios are the same?
Today, our lesson is about proportions.
C. Presenting (Let the students do Activity No. 3: Let’s Be Fair –
examples/ Proportion Please! Individually. Refer to Appendix A)
instances of
the new lesson Guide Questions:
1. What are other ways of presenting ratios?
2. What are the cross products of the two ratios?
3. How will you describe the cross products?
D. Discussing In proportion,
𝑎 𝑐
new concepts a:b=c:d =
and practicing 𝑏 𝑑
new skills #1
means
extremes
The Principle of Proportion states that the product of the
means is equal to the product of the extremes. Therefore,
if the products are equal, then they are proportional.
Examples:
Determine whether the following are proportions.
3 4
1. 3:36 = 4:48 = 48 (3)(48)=(4)(36)
36
144=144
2
2. 2:4=4:8
4
= 48 (2)(8)=(4)(4)
16=16
3 6
3. 3:60 = 6:120
60
= 120 (3)(120)=(6)(60)
360=360
1 3
4. 1:80 = 3:240 = 240 (1)(240)=(3)(80)
80
240=240
E. Discussing Example 1:
new concepts Express in simplest form the ratio of AC:AB is AC=5 dm
and practicing and AB = 20 cm.
new skills #2 Solution:
The two quantities being compared are in different
units.
Step 1: Write the quantity in the same unit.
5 dm = 50 cm
Step 2: Write the ratio.
𝐴𝐶 50 5
= = or 5:2
𝐴𝐵 20 2
Example 2:
Express in simplest form the ratio 3 feet: 36 inches.
Solution:
126
Step 1: Write the quantity in the same unit.
1 foot = 12 inches
36 inches = 36 inches
Step 2: Write the ratio.
36
or 36:36
36
F. Developing The ratio of 500 US dollars to Philippine peso is _______.
Mastery Solution:
(Leads to 1 US dollar = 51.98 Php (as of October 2, 2019)
formative (51.98)(500) = 25 990
assessment 3) Answer:
500 5
500:25 990 or or 5:259.9
25 990 259.9
G. Finding In a certain room, there are 28 women and 21 men. What
practical is the ratio of men to women? What is the ratio of women
applications of to the total number of people inside the room? Can it be
concepts and considered a proportion? Why?
skills in daily
living
H. Making  What are the two parts of proportion?
generalizations  What is a proportion?
and
abstractions
about the
lesson
I. Evaluating Determine whether the given Determine whether the
learning pair of ratios is a proportion given pair of ratios is a
or not. Write P for proportion proportion or not. Write P
and NP for not a proportion. for proportion and NP for
1. 4 : 7 = 36 : 42 not a proportion.
2. 0.26 : 0.39 = 1.3 : 1.9 1. 6 : 8 = 42 : 56
3. 2.65 : 0.5 = 9.1 : 1.75 2. 15 : 27 = 3 : 9
Express the ratio of the first 3. 2 : 4 = 5 : 10
quantity to the second Express the ratio of the first
quantity. Express each in quantity to the second
lowest terms. quantity. Express each in
1. 8 dm to 2 m lowest terms.
2. 250 g to 2 kg 1. 5 boys to 20 girls
2. 20 minutes to 1 hour
J. Additional A. Express each ratio of the first quantity to the second

activities for quantity in lowest terms.
application or 1. 2,500 m to 3 km
remediation 2. 3 cm to 1 dm
B. Cite situations where proportions are being used.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
127
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
128
APPENDICES
APPENDIX A
ACTIVITY 3: Let’s Be Fair – Proportion Please!
The figures that follow shows ratios or rates that are proportional.
Figure Ratios or Rates Proportional Quantities
A 3𝑓𝑡 4𝑓𝑡
Feet : Inches 3 ft:36 in = 4ft:48 in =
36𝑖𝑛 48𝑖𝑛
B
Shorter 2 in:4 cm = 4 in:8 cm
Segment : 2 𝑖𝑛 4 𝑖𝑛
=
Thicker 4 𝑐𝑚 8 𝑐𝑚
Segment
C
Minutes : 3 min:60 m = 3𝑚𝑖𝑛 6 𝑚𝑖𝑛
=
Meters 6 min:120 m 60 𝑚 120 𝑚
D
Kilograms of 1 𝑘𝑔 3 𝑘𝑔
1 kg:80 pesos =
Mango : =
3 kg: 240 pesos 80 𝑝𝑒𝑠𝑜𝑠 240 𝑝𝑒𝑠𝑜𝑠
Amount paid
129
Teaching Date THIRD
Quarter
I. OBJECTIVES
C. Learning The learner applies the fundamental theorems of
Competencies/ proportionality to solve problems involving proportions.
Objectives (M9GE-IIIf-2)
(Write LC Code Learner’s Targets:
for each.) K – I can state the Cross-multiplication, Alternation and
Inverse Properties of proportion.
U – I can formulate proportions into its equivalent using the
Cross-multiplication, Alternation and Inverse Properties of
proportion.
D – I can show solutions in rewriting and applying
properties of proportion.
Applying the Fundamental Theorems of
II. CONTENT Proportionality to Solve Problems Involving
Proportions
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Mathematics Learning Material 9 pp. 358-359
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning e-math page 294
Resources https://www.mbacrystalball.com/blog/2015/08/28/ratio-
proportion-problems/
A. Reviewing Given:
previous 5:25 = 4:20
lesson Guide questions:
1. What are the means? Extremes?
130
2. Are the two ratios proportional? Why?
B. Establishing a 5 4
purpose for the
If = 20 is proportional, are
25
lesson (5)(20) = (4)(25)
5 25
=
4 20
25 20
=
5 4
also proportional? How can this be?
ACTIVITY NO. 4: Certainly, The Ratios are Equal!
The properties that follow show several ways of rewriting

proportions that do not alter the meaning of their values.
Fundamental Rule of Proportion
𝑤 𝑦
If w : x = y : z, then = provided that x ≠ 0 ; z ≠ 0
𝑥 𝑧
Properties of Proportion
Cross-
C. Presenting 𝑤 𝑦
multiplication If = , then wz = xy ; x ≠ 0, z ≠ 0
examples/ 𝑥 𝑧
Property
instances of 𝑤 𝑦 𝑤 𝑥
the new lesson Alternation If = , then = ; x ≠ 0, y ≠ 0,
Property 𝑥 𝑧 𝑦 𝑧
z≠0
Inverse 𝑤 𝑦 𝑥 𝑧
If = , then = ; w ≠ 0, x ≠ 0,
Property 𝑥 𝑧 𝑤 𝑦
y ≠ 0, z ≠ 0
Guide questions:
1. In the Cross-multiplication property, what are
multiplied? What do you observe in the products?
2. What can be observed in the order of the means
and extremes in alternation property? In inverse
property?
D. Discussing Finding the value of x:
new concepts Example 1:
and practicing 1 𝑥
=
new skills #1 12 96
Cross-multiplication:
1 𝑥
=
12 96
1 𝑥
=
12 96
96(1) = 12x
8=x
Alternation property:
1 𝑥
=
12 96
1 12
=
𝑥 96
96(1) = 12x
8 = x
Inverse property
1 𝑥
=
12 96
131
12 96
=
1 𝑥
12x = 96
x=8
What do you observe in the values of x using the any of

the three properties?
Example 2:
𝑥+6 𝑥+4
=
𝑥−3 𝑥
Using Cross multiplication property:

x²+6x = x²+x-12
6x = x -12 Subtract x² from each side
5x = -12 Subtract x from each side
12
x=− Divide each side by 5
5
Using Alternation property:
𝑥+6 𝑥+4 𝑥+6 𝑥−3
= =
𝑥−3 𝑥 𝑥+4 𝑥
x(x+6) = (x+4)(x-3)
x²+6x = x²+x-12 Cross multiplication
6x = x -12 Subtract x² from each side
5x = -12 Subtract x from each side
12
x=− Divide each side by 5
5
Using Inversion property:
𝑥+6 𝑥+4 𝑥−3 𝑥
= = 𝑥+4
𝑥−3 𝑥 𝑥+6
(x+4)(x-3) = x(x+6)
x²+x-12 = x²+6x Cross multiplication
x -12 = 6x Subtract x² from each side
-12 = 5x Subtract x from each side
12
− = x Divide each side by 5
5
E. Discussing Example:
new concepts ACTIVITY NO. 4: Certainly, The Ratios Are Equal!
and practicing Rewrite the given proportions according to the property
new skills #2 indicated in the table and find out if the ratios in the
rewritten proportions are equal. (Individually)
Use the cross-multiplication
property to verify the ratios
are equal. Simplify if
necessary. One is done for
you.
Original 𝑦 𝑎
= 4y = 3a
Proportion 3 4
Alternation
Property of
the orginal
proportion
Inverse
Property of
the orginal
proportion
132
F. Developing The amount of medication that should be administered to
Mastery children is based on the ratio of the child’s weight to that
(Leads to of the average adult. The average adult weight of 70 kg is
formative often used. If an adult dos of medication is 20mg, how
assessment 3) much should a 14-kg child take for his medication?
Solution:
𝑎𝑑𝑢𝑙𝑡 ′ 𝑠𝑤𝑒𝑖𝑔ℎ𝑡
𝑎𝑑𝑢𝑙𝑡 ′ 𝑠 𝑑𝑜𝑠𝑒 𝑜𝑓 𝑚𝑒𝑑𝑖𝑐𝑎𝑡𝑖𝑜𝑛
𝑐ℎ𝑖𝑙𝑑 ′ 𝑠𝑤𝑒𝑖𝑔ℎ𝑡
=
𝑐ℎ𝑖𝑙𝑑 ′ 𝑠 𝑑𝑜𝑠𝑒 𝑜𝑓 𝑚𝑒𝑑𝑖𝑐𝑎𝑡𝑖𝑜𝑛
70 𝑘𝑔 14 𝑘𝑔
=
20 𝑚𝑔 𝑥 𝑚𝑔
Using Cross multiplication:
70 14
=
20 𝑥
70x = 280
x=4
Using Alternation property:
70 14
=
20 𝑥
70 20
=
14 𝑥
70x = 280
x=4
Using Inverse property
70 14
=
20 𝑥
20 𝑥
=
70 14
280 = 70x
4=x
4 mg will be the medication of the 14 year-old
child.
G. Finding A person types 360 words in 4 minutes. How much time
practical does he take to type 900 words?
applications of
concepts and
skills in daily
living
H. Making  What are the properties of proportion?
generalizations  Will there be differences in the unknown value using
and any of the three properties? Why?
abstractions
about the
lesson
I. Evaluating Find the unknown term of Find the unknown term of
learning the proportion using the the proportion using the
property indicated: property indicated:
𝑦−5 2 1. 8:10 = 12:x
1. =
𝑦+3 6
(Cross Multiplication)
(Cross Multiplication) 2. 15:16 = 45:x
16 𝑥−8
2. = (Alternation) (Alternation)
𝑥+8 5
3. 1:x+3 = x-3:7(Inverse) 3. s:22 = 13:26 (Inverse)
133
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
134
Learning
Teacher MATHEMATICS
Area
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner applies the fundamental theorems of

Competencies/ proportionality to solve problems involving proportions.
Objectives (M9GE-IIIf-2)
(Write LC
Code for Learner’s Target:
each.) K – I can state the Addition, Subtraction and Sum
Properties of proportion.
U – I can formulate proportions into its equivalent using the
Addition, Subtraction and Sum Properties of proportion.
D – I can show solutions in rewriting and applying
properties of proportion.
II. CONTENT Applying the Fundamental Theorems of

Proportionality to Solve Problems Involving
Proportions
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials Mathematics Learning Material 9 pp. 358-359
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning e-math page 294
Resources
135
A. Reviewing Given the proportion: 2:4 =4:x , find the value of x.
previous (Assign students who will solve using the Cross
lesson multiplication property, Alternation property and Inversion
property)
B. Establishing a Can we rewrite this proportion in other ways?
purpose for the
lesson
C. Presenting ACTIVITY NO. 4: Certainly, The Ratios are Equal!
examples/ The properties that follow show several ways of rewriting
instances of proportions that do not alter the meaning of their values.
the new lesson
Properties of Proportion
𝑤 𝑦 𝑤+𝑥 𝑦+𝑧
Addition If = , then = ; x ≠ 0, z ≠ 0
𝑥 𝑧 𝑥 𝑧
Property
𝑤 𝑦 𝑤−𝑥 𝑦−𝑧
Subtraction If = , then = ; x ≠ 0, z ≠ 0
𝑥 𝑧 𝑥 𝑧
Property
Sum Property If 𝑢 = 𝑤 = 𝑦 , then 𝑢 = 𝑤 = 𝑥 = 𝑢+𝑤+𝑦 =
𝑣 𝑥 𝑧 𝑣 𝑦 𝑧 𝑣+𝑥+𝑧
𝑘;
Where k is a constant at proportionality
and v ≠ 0, x ≠ 0, z ≠ 0.
Guide questions:
1. What can be observed in the means and extremes in
addition property? Subtraction property?
2. What should be the sum of means and extremes be
equal to?
D. Discussing Finding the value of x
new concepts Example 1:
and practicing 1 𝑥
=
new skills #1 12 96
Addition Property:
1 + 12 𝑥 + 96
=
12 96
96(1+12) = 12(x+96)
1 248 = 12x + 1 152
1 248 – 1 152 = 12x
8 =x
Subtraction property:
1 𝑥
=
12 96
𝑤−𝑥 𝑦−𝑧
=
𝑥 𝑧
1 − 12 𝑥 − 96
=
12 96
96(1-12) = 12(x-96)
-1 056 = 12x - 1 152
1 152 - 1056 = 12x
96 = 12x
8=x
Using Sum Property:
136
1 𝑥
=
12 96
1 𝑥
=k 1 = 12k, =k x = 96k
12 96
1 𝑥 𝑥+1
= = = 𝑘
12 96 108
1 𝑥 12𝑘+96𝑘
= = =𝑘
12 96 108
1 𝑥 108
= = =𝑘
12 96 108
Example 2:
𝑥+6 𝑥+4
=
𝑥−3 𝑥
Using Cross Addition property:
(𝑥+6)+(𝑥−3) (𝑥+4)+𝑥
=
𝑥−3 𝑥
2𝑥+3 2𝑥+4
=
𝑥−3 𝑥
x(2x+3) = x(2x+4)
2x²+6x = 2x²+x-12
6x = x -12
5x = -12
12
x=−
5
Using Subtraction property:

(𝑥 + 6) − (𝑥 − 3) (𝑥 + 4) − 𝑥
=
𝑥−3 𝑥
9 4
=𝑥
𝑥−3
9x = 4(x-3)
9x = 4x-12
9x-4x= -12
5x = -12
12
x=−
5
Using Sum property:
𝑥+6 𝑥+4
=
𝑥−3 𝑥
𝑥+6 𝑥+4
=k x+6 = k(x-3) , =k x+4 = kx
𝑥−3 𝑥
𝑥+6 𝑥+4 2𝑥+10

= = = 𝑘
𝑥−3 𝑥 2𝑥−3
𝑘(𝑥−3) 𝑘𝑥 𝑘(𝑥−3)+𝑘𝑥
= = =𝑘
𝑥−3 𝑥 2𝑥−3
𝑘(𝑥−3) 𝑘𝑥 𝑘(2𝑥−3)
= = =𝑘
𝑥−3 𝑥 2𝑥−3
137
E. Discussing Example:
new concepts ACTIVITY NO. 4: Certainly, The Ratios Are Equal!
and practicing Rewrite the given proportions according to the property
new skills #2 indicated in the table and find out if the ratios in the
rewritten proportions are equal. (Individually)
Use the cross-multiplication
property to verify the ratios
are equal. Simplify if
necessary. One is done for
you.
Original 𝑦 𝑎
= 4y = 3a
Proportion 3 4
Addition
Property
Subtraction
Property
Sum Property Hint: Create two separate
proportions without using k
𝑦 𝑦+𝑎
Is equal to ?
3 7
𝑎 𝑦+𝑎
Is equal to ?
4 7
a
F. Developing The amount of medication that should be administered to
Mastery children is based on the ratio of the child’s weight to that
(Leads to of the average adult. The average adult weight of 70 kg is
formative often used. If an adult dos of medication is 20mg, how
assessment 3) much should a 14-kg child take for his medication?
Solution:
𝑎𝑑𝑢𝑙𝑡 ′ 𝑠𝑤𝑒𝑖𝑔ℎ𝑡 𝑐ℎ𝑖𝑙𝑑 ′ 𝑠𝑤𝑒𝑖𝑔ℎ𝑡
=
𝑎𝑑𝑢𝑙𝑡 ′ 𝑠𝑑𝑜𝑠𝑒 𝑜𝑓 𝑚𝑒𝑑𝑖𝑐𝑎𝑡𝑖𝑜𝑛 𝑐ℎ𝑖𝑙𝑑 ′ 𝑠 𝑑𝑜𝑠𝑒 𝑜𝑓 𝑚𝑒𝑑𝑖𝑐𝑎𝑡𝑖𝑜𝑛
70 𝑘𝑔 14 𝑘𝑔
=
20 𝑚𝑔 𝑥 𝑚𝑔
Using Addition property:
70+20 14+𝑥
=
20 𝑥
x(90) = 20(14+x)
90x = 280+20x
70x = 280
x=4
Using Subtraction property:
70 − 20 14 − 𝑥
=
20 𝑥
x(50) = 20(14-x)
50x = 280 – 20x
70x = 280
x=4
4 mg will be the medication of the 14 year-old child.
138
G. Finding A ratio of a teacher to students is 1:35, if there are 28
practical teachers in a school, how many students are there?
applications of
concepts and
skills in daily
living
H. Making How do you solve problems involving proportion?
generalizations
and
abstractions
about the
lesson
I. Evaluating Find the unknown term of Find the unknown term of
learning the proportion using the the proportion using the
property indicated: property indicated:
4𝑏+5 6 1. 4:7=20:x
1. =
5𝑏−11 9 (Addition property)
(Addition property)
2. 15:40 = x:65
2. 2p-6:4=2p+3:5
(Subtraction property)
(Subtraction property)
Rewrite the proportion
Rewrite the proportion
using the Sum
using the Sum property:
𝑥+7 7 property:
=3 𝑥+7 7
𝑥−𝑦 =
𝑥−𝑦 3
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
139
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?
140
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner illustrates similarity of figures. M9GE-IIIg-1
Competencies/
(Write LC K – I can identify similar figures/objects
Code for U – I can discuss the concept of similarity of figures/objects
each.) D – I can give and illustrates similarity of figures/objects
II. CONTENT Illustrating Similarity of Figures

III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 232-240
Guide pages
2. Learner’s pp. 347 - 355
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Powerpoint presentation, Activity Sheets, Pictures/images
Resources
A. Reviewing ACTIVITY 1: DESCRIBE ME!
previous
lesson Observe the following pictures
Picture 1 Picture 2
141
Picture 3
Photos taken by: John Carlo T. Lucero
B. Establishing a QUESTIONS:
purpose for the
lesson 1. How will you relate Picture 1 to Picture 2?
2. How will you relate the map of Catanduanes in Picture
3 to its actual location?
(Students may or may not have answer)
C. Presenting ACTIVITY 2: TIME TO ACTIVITY 2: PAIR WITH
examples/ MEASURE! ME!
instances of
the new lesson (Group Activity) Students will be given
each a triangle with
Students will be given a set corresponding measures
of cut-out polygons with the
of angles and sides.
same shape but different
sizes. Time Allotment:
Direction: Using ruler and a 5 minutes
protractor measure each
Direction: Look for
sides and angles of the given
polygons. another triangle that you
think similar with the
Guide Questions: triangle you have. Discuss
it with your partner.
1. Is there a common
measurement in the angles
of the two polygons? How
about in the sides?
2. Name the pairs of angles
with the same measure?
3. What is the ratio of the
corresponding sides of
Polygon 1 to Polygon 2?
142
How about their common
ratio?
4. How will you relate
Polygon 1 to Polygon 2?
D. Discussing Two polygons are similar if their vertices can be paired so

new concepts that corresponding angles are _________________ and
and practicing corresponding sides are __________________.
new skills #1
E. Discussing Example 1: Name the corresponding parts of the given
new concepts similar triangles.
and practicing
new skills #2
F. Developing A. Name atleast 5 set of real objects showing similarity

Mastery (Leads to B. Name the corresponding parts of the given figures
formative
assessment 3)
G. Finding ACTIVITY 4: YOU LOOK SIMILAR! (Group Activity)
practical
applications of Time Allotment: Maximum of 10 minutes
concepts and Students are task to tour around the campus and take
skills in daily pictures of different figures/objects that they think similar.
living
H. Making QUESTION:
generalizations When do we say that an figures/objects are similar?
and
abstractions
about the
lesson
I. Evaluating Write at least three (3) sets of objects that can be found in
learning the community that show similarities.
J. Additional Task: Task:
activities for
application or Draw or make sets of Draw or make sets of
remediation triangles that are similar. triangles that are similar.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
143
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
144
Quarter 3
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner proves the conditions for similarity of triangles.
Competencies/
Objectives M9GE-IIIg-h-1
(Write LC Subtask:
Code for
each.) 1. The learner proves the conditions for SAS
Similarity Theorem
Learner’s Target:
K – I can identify atleast 3 pairs of corresponding parts of
two triangles
U – I can discuss the SAS Triangle Similarity Theorem
D – I can show the Two-Column Proof of the SAS Triangle
Similarity Theorem
II. CONTENT SAS SIMILARITY THEOREM
III. LEARNING
RESOURCES
A. References
1. Teacher’s
pp. 245-246
Guide pages
2. Learner’s
Materials pp. 374-376
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Pictures/images, Rulers and Protractors, Activity Sheets,
Resources Cheat Sheets, Powerpoint presentation
A. Reviewing Present real-world scenario in which the concept of similar
previous triangles can be used in analyzing and solving such
lesson situation.
145
Scenario: The height of basketball hoop measures 120
inches and you are 60 inches tall and your shadow cast 50
inches’ long while you are 50 inches away from the base
of basketball hoop as shown in the diagram below.
Photos taken by: John Carlo T. Lucero

Question:
Name the corresponding sides and angles given in the
diagram.
B. Establishing a ̅̅̅̅
𝐴𝐵 ̅̅̅̅
𝐷𝐸
In the given set of triangles, 𝑚∠𝐴 = 𝑚∠𝐷 and ̅̅̅̅
=
purpose for the 𝐴𝐶 𝐷𝐹
lesson
Do you think the two triangles are similar? Why?

(Students may or may not have answers)
C. Presenting ACTIVITY 1:
examples/ (Group Activity)
instances of Let’s Measure It!
the new lesson Let the student measure the given triangles using ruler and
protractor. Students will prove it if they are similar or not
based on their measurements.
Guide Questions:
1. What are the corresponding sides and angles?
2. What are the relationship of each corresponding sides
and angles?
D. Discussing SAS Triangle Similarity Theorem – Two triangles are

new concepts similar if an angle of one triangle is congruent to an angle
and practicing of another triangle and the corresponding sides including
new skills #1 those angles are in proportion.
E. Discussing ACTIVITY 2: ACTIVITY 2:
new concepts (Group Activity) (Group Activity)
Prove them Right! Prove them Right!
146
and practicing Given the table, students will Given the table, students
new skills #2 supply the third column to will supply the blank cell in
complete the proof of Similar the table to complete the
Triangles using SAS proof of Similar Triangles
Triangle Theorem. using SAS Triangle
Theorem.
(Cheat Sheet is provided) (Cheat Sheet is provided)
See Annex A See Annex A
F. Developing Direction: Identify which triangles are similar.
Mastery
(Leads to
formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
Given the diagram, name the two triangles formed and

determine if they are similar or not.
H. Making Students will complete the table below:

generalizations
and Theorem Description How to Prove
abstractions SAS Triangle
about the Theorem
lesson
I. Evaluating
learning Using the given triangles, Using the given triangles,
prove if they are similar or complete the table given.
not.
Provide them the Activity Provide them the Activity
Sheet (Column Form) Sheet (Column Form)
V. REMARKS
147
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
148
APPENDICES
APPENDIX A
ACTIVITY 2: PROVE THEM RIGHT!
Direction: Complete the Two Column Form to prove the SAS Triangle Similarity
Theorem.
Q T
𝑄𝑅 𝑃𝑅
If: = ; ∠𝑅 ≅ ∠𝑈
𝑇𝑈 𝑆𝑈
P R S U Then: ∆𝑃𝑄𝑅 ~ ∆𝑆𝑇𝑈
Prove:
∆𝑃𝑄𝑅 ~ ∆𝑆𝑇𝑈 T
Proof: X
- Construct 𝑋 on ̅̅̅̅𝑇𝑈
Such that ̅̅̅̅
𝑋𝑈 = ̅̅̅̅
𝑄𝑅
- From 𝑋, construct S U
W
̅̅̅̅̅
𝑋𝑊 parallel to
̅̅
𝑇𝑆̅̅ intersecting ̅̅̅̅
𝑆𝑈 at
𝑊
𝑄𝑅 𝑃𝑅
= ; ∠𝑅 ≅ ∠𝑈
𝑇𝑈 𝑆𝑈
∠𝑆 ≅ ∠𝑊
∠𝑇 ≅ ∠𝑋
No. Hints Statement Reasons
Which sides are parallel by

1 By Construction
construction?
Corresponding
Describe ∠𝑇 & ∠𝑋 and ∠𝑆 & ∠𝑊
2 angles are
Based on Statement 1
congruent
AA Similarity
3 Are ∆𝑊𝑋𝑈 & ∆𝑆𝑇𝑈 similar?
Theorem
Write the equal ratios of similar Definition of

4
triangles in Statement 3 Similar Polygons
Write the congruent sides that

5 By construction
resulted from construction
149
6 Write the given related to sides Given
Substitution
7 Use Statement 5 in Statement 6
Property
𝑿𝑼 𝑷𝑹
If = (Statement 7) and
𝑻𝑼 𝑺𝑼
𝑿𝑼 𝑷𝑹
= (Statement 4), then Transitive
𝑻𝑼 𝑺𝑼
8 Property of
𝑿𝑼 𝑷𝑹 Equality
𝑻𝑼 𝑺𝑼
𝑸𝑹 𝑷𝑹
= (Statement 6), then
𝑻𝑼 𝑺𝑼
Multiply the proportions in Multiplication

9 Statement 8 by their common Property of
denominators and simplify Equality
Write the given related to

10 Given
corresponding angles
Based on Statement 9 and 10, ____ Triangle
11 describe the relationship of Congruence
∆𝑃𝑄𝑅 & ∆𝑊𝑋𝑈 Postulate
Congruent
Write a another statement based
12 triangles are
on Statement 11
similar
Write a conclusions using Substitution
13
Statements 12 and 3 Property
ANSWERS:
Q T
𝑄𝑅 𝑃𝑅
If: = ; ∠𝑅 ≅ ∠𝑈
𝑇𝑈 𝑆𝑈
150
Prove:
Proof: X
Such that ̅̅̅̅
𝑋𝑈 = 𝑄𝑅 ̅̅̅̅
W
̅̅̅̅̅
̅̅̅̅ intersecting 𝑆𝑈
𝑇𝑆 ̅̅̅̅ at
𝑊
𝑄𝑅 𝑃𝑅
= ; ∠𝑅 ≅ ∠𝑈
𝑇𝑈 𝑆𝑈
∠𝑆 ≅ ∠𝑊
∠𝑇 ≅ ∠𝑋
Which sides are parallel by ̅̅̅̅̅

1 𝑿𝑾 ∥ ̅̅̅̅
𝑺𝑻 By Construction
construction?
∠𝑺 ≅ ∠𝑾 Corresponding
2 angles are
Based on Statement 1 ∠𝑻 ≅ ∠𝑿 congruent
AA Similarity
3 Are ∆𝑊𝑋𝑈 & ∆𝑆𝑇𝑈 similar? ∆𝑾𝑿𝑼 ~ ∆𝑺𝑻𝑼
Theorem
Write the equal ratios of similar 𝑾𝑿 𝑿𝑼 𝑾𝑼 Definition of

4 = =
triangles in Statement 3 𝑺𝑻 𝑻𝑼 𝑺𝑼 Similar Polygons
Write the congruent sides that ̅̅̅̅ = 𝑸𝑹

̅̅̅̅
5 𝑿𝑼 By construction
𝑸𝑹 𝑷𝑹
6 Write the given related to sides = Given
𝑻𝑼 𝑺𝑼
𝑿𝑼 𝑷𝑹 Substitution
7 Use Statement 5 in Statement 6 =
𝑻𝑼 𝑺𝑼 Property
𝑿𝑼 𝑷𝑹
𝑻𝑼 𝑺𝑼 𝑿𝑼 𝑷𝑹
=
𝑿𝑼 𝑷𝑹 𝑻𝑼 𝑺𝑼
𝑻𝑼 𝑺𝑼
8 Property of
𝑿𝑼 𝑷𝑹 Equality
𝑻𝑼 𝑺𝑼 𝑷𝑹 𝑿𝑼
=
𝑸𝑹 𝑷𝑹 𝑻𝑼 𝑺𝑼
𝑻𝑼 𝑺𝑼
9 ̅̅̅̅
𝑷𝑹 = ̅̅̅̅̅
𝑾𝑼
151
Statement 8 by their common ̅̅̅̅ = 𝑿𝑼
𝑸𝑹 ̅̅̅̅ Property of
10 ∠𝑹 ≅ ∠𝑼 Given
11 describe the relationship of ∆𝑷𝑸𝑹 ≅ ∆𝑾𝑿𝑼 Congruence
∆𝑃𝑄𝑅 & ∆𝑊𝑋𝑈 Postulate
Congruent
12 ∆𝑷𝑸𝑹 ~ ∆𝑾𝑿𝑼 triangles are
on Statement 11
similar
13 ∆𝑷𝑸𝑹 ~ ∆𝑺𝑻𝑼
EVALUATION:
Direction: Use the SAS Triangle Similarity Theorem in writing an If-then statement to
describe an illustration or in completing a figure based on an if-then statement.
B E
𝐵𝐶 𝐴𝐶
If: = ; ∠𝐶 ≅ ∠𝐹
𝐸𝐹 𝐷𝐹
Then: ∆𝐴𝐵𝐶 ~ ∆𝐷𝐸𝐹

A C D F
Prove:
∆𝐴𝐵𝐶 ~ ∆𝐷𝐸𝐹 E
Proof: X
- Construct 𝑋 on ̅̅̅̅
𝐸𝐹
̅̅̅̅ = 𝐵𝐶
Such that 𝑋𝐹 ̅̅̅̅
- From 𝑋, construct D
̅̅̅̅
𝑋𝑌 parallel to
̅̅̅̅
𝐷𝐸 intersecting ̅̅̅̅
𝐷𝐹 F F
at 𝑌 Y
̅̅̅̅
𝐵𝐶 = 5 𝑖𝑛𝑐ℎ𝑒𝑠 ̅̅̅̅
𝐸𝐹 = 10 𝑖𝑛𝑐ℎ𝑒𝑠
̅̅̅̅ = 6 𝑖𝑛𝑐ℎ𝑒𝑠 𝐸𝐹
𝐴𝐶 ̅̅̅̅ = 12 𝑖𝑛𝑐ℎ𝑒𝑠
∠𝐷 ≅ ∠𝑌
∠𝑅 = 30° and ∠𝑈 = 30°
∠𝐸 ≅ ∠𝑋

1 By Construction
construction?
152
Corresponding
Describe ∠𝐸 & ∠𝑋 and ∠𝐷 & ∠𝑌
2 angles are
congruent
AA Similarity
3 Are ∆𝑌𝑋𝐹 & ∆𝐷𝐸𝐹 similar?
Theorem

4

5 By construction
6 Write the given related to sides Given
Substitution
Property
𝑿𝑭 𝑨𝑪
𝑬𝑭 𝑫𝑭
𝑿𝑭 𝒀𝑭
𝑬𝑭 𝑫𝑭
8 Property of
𝑿𝑭 𝑨𝑪 Equality
𝑬𝑭 𝑫𝑭
𝑩𝑪 𝑨𝑪
𝑬𝑭 𝑫𝑭

9 Statement 8 by their common Property of

10 Given
11 describe the relationship of Congruence
∆𝐴𝐵𝐶 & ∆𝑌𝑋𝐹 Postulate
Congruent
12 triangles are
on Statement 11
similar
13
153
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner proves the conditions for similarity of triangles.
Competencies/
Objectives M9GE-IIIg-h-1
(Write LC Subtask:
Code for
each.) 2. The learner proves the conditions for SSS
Similarity Theorem
K – I can identify corresponding parts of two triangles
U – I can discuss the SSS Triangle Similarity Theorem
D – I can prove the SSS Triangle Similarity Theorem Using
Two-Column Form given the sides and angles of triangles
II. CONTENT SSS Similarity Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp. 365 - 370
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Pictures/images, Rulers and Protractors, Activity Sheets,
Resources Cheat Sheets, Powerpoint presentation
A. Reviewing Present real-world scenario in which the concept of similar
previous triangles can be used in analyzing and solving such
lesson situation.
Scenario: Given the height of the tower 10 meters and a

pole standing 5 meters tall opposite to it and its distance is
154
20 meters. The constructed zipline measures 40 meters to
complete the zipline.
Photo taken by: Jason Vargas
Question:
Name the corresponding sides and angles given in the
diagram.
B. Establishing a Give another set of similar objects. Then, give sets of

purpose for the triangles for them to observe and analyze if they are similar
lesson or not.
Do you think the two triangles are similar? Why?

(Students may or may not have answers)
C. Presenting ACTIVITY 1:
examples/ (Group Activity)
instances of Let’s Measure It!
the new lesson Let the students measure the given triangles using ruler
and protractor. Students will prove it if they are similar or
not based on their measurements.
Guide Questions:
1. What are the corresponding sides and angles?
2. What are the relationship of each corresponding sides
and angles?
D. Discussing SSS Triangle Similarity Theorem – Two triangles are

new concepts similar if the corresponding sides of two triangles are in
and practicing proportion.
new skills #1
155
E. Discussing ACTIVITY 2: ACTIVITY 2:
new concepts (Group Activity) (Group Activity)
and practicing Prove them Right! Prove them Right!
new skills #2 Given the table, students will Given the table, students
supply the third column to will supply the blank cell in
complete the proof of Similar the table to complete the
Triangles using SSS proof of Similar Triangles
Triangle Theorem. using SSS Triangle
(Cheat Sheet is provided) Theorem.
See Annex A (Cheat Sheet is provided)
See Annex A
F. Developing Direction: Identify which triangles are similar.
Mastery
(Leads to
formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
Given the diagram, name the two triangles formed and

determine if they are similar or not.
H. Making Students will complete the table below:

generalizations
and Theorem Description How to Prove
abstractions SSS Triangle
about the Theorem
lesson
I. Evaluating Using the given triangles, Using the given triangles,
learning prove if they are similar or complete the table given.
not.
Provide them the Activity Provide them the Activity
Sheet (Column Form) Sheet (Column Form)
V. REMARKS
156
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
157
APPENDICES
APPENDIX A
ACTIVITY 2: Prove Them Right!
Direction: Complete the Two Column Form to prove the SAS Triangle Similarity
Theorem.
Q T
𝑃𝑄 𝑄𝑅 𝑃𝑅
If: = =
𝑆𝑇 𝑇𝑈 𝑆𝑈
Prove:
Proof: X
- Construct 𝑋 on 𝑇𝑈 ̅̅̅̅
̅̅̅̅
Such that 𝑋𝑈 = 𝑄𝑅 ̅̅̅̅
W
̅̅̅̅̅
̅̅
𝑇𝑆̅̅ intersecting ̅̅̅̅
𝑆𝑈 at
𝑊
Given:
= =
𝑆𝑇 𝑇𝑈 𝑆𝑈 ∠𝑆 ≅ ∠𝑊
∠𝑇 ≅ ∠𝑋

1 By Construction
construction?
Corresponding
2 angles are
congruent
AA Similarity
3 Are ∆𝑊𝑋𝑈 & ∆𝑆𝑇𝑈 similar?
Theorem

4
5 Write the given Given
158
6 By construction
Substitution
Property
𝑷𝑸 𝑿𝑼
𝑺𝑻 𝑻𝑼
𝑾𝑿 𝑺𝑼
𝑺𝑻 𝑻𝑼
Property of
8 𝑿𝑼 𝑷𝑹
If = (Statement 7) and Equality
𝑻𝑼 𝑺𝑼
𝑿𝑼 𝑾𝑼
𝑻𝑼 𝑺𝑼

Statement 8 by their common Property of
9
Based from Statements 9 and 6, ____ Triangle

10 Are ∆𝑃𝑄𝑅 ~ ∆𝑊𝑋𝑈? Congruence
Postulate
Definition of
Use Statement 10 to describe
11 Congruent
∠𝑊𝑈𝑋 𝑎𝑛𝑑 ∠𝑆𝑈𝑇
Triangles
Substitute the denominators of
Statement 4 using the equivalents Substitution
12 = = =
in Statements 9 and 6, then Property
simplify
Using Statements 2,11,and 12,
Definition of
13 what can you say about
Similar Polygons
∆𝑃𝑄𝑅 𝑎𝑛𝑑 ∆𝑊𝑋𝑈?
Write a conclusion using Transitive
14
ANSWERS:
Q T
If: = =
𝑆𝑇 𝑇𝑈 𝑆𝑈
R S U Then: ∆𝑃𝑄𝑅 ~ ∆𝑆𝑇𝑈
159
Prove:
Proof: X
Such that ̅̅̅̅
𝑋𝑈 = 𝑄𝑅 ̅̅̅̅
W
̅̅̅̅̅
̅̅̅̅ intersecting 𝑆𝑈
𝑇𝑆 ̅̅̅̅ at
𝑊
Given:
= =
𝑆𝑇 𝑇𝑈 𝑆𝑈 ∠𝑆 ≅ ∠𝑊
∠𝑇 ≅ ∠𝑋
Which sides are parallel by ̅̅̅̅̅

1 𝑿𝑾 ∥ ̅̅̅̅
𝑺𝑻 By Construction
construction?
∠𝑺 ≅ ∠𝑾 Corresponding
2 angles are
Based on Statement 1 ∠𝑻 ≅ ∠𝑿 congruent
AA Similarity
3 Are ∆𝑊𝑋𝑈 & ∆𝑆𝑇𝑈 similar? ∆𝑾𝑿𝑼 ~ ∆𝑺𝑻𝑼
Theorem
Write the equal ratios of similar 𝑾𝑿 𝑿𝑼 𝑾𝑼 Definition of

4 = =
triangles in Statement 3 𝑺𝑻 𝑻𝑼 𝑺𝑼 Similar Polygons
𝑷𝑸 𝑸𝑹 𝑷𝑹
5 Write the given = = Given
𝑺𝑻 𝑻𝑼 𝑺𝑼
Write the congruent sides that ̅̅̅̅ ≅ 𝑸𝑹

̅̅̅̅
6 𝑿𝑼 By construction
𝑷𝑸 𝑿𝑼 𝑷𝑹 Substitution
7 Use Statement 6 in Statement 5 = =
𝑺𝑻 𝑻𝑼 𝑺𝑼 Property
𝑷𝑸 𝑿𝑼
If = (Statement 7) and 𝑷𝑸 𝑾𝑿
𝑺𝑻 𝑻𝑼
= ;
𝑺𝑻 𝑺𝑻
𝑾𝑿 𝑺𝑼
𝑺𝑻 𝑻𝑼
Property of
8 𝑿𝑼 𝑷𝑹
If = (Statement 7) and 𝑷𝑹 𝑾𝑼 Equality
𝑻𝑼 𝑺𝑼
=
𝑺𝑼 𝑺𝑼
𝑿𝑼 𝑾𝑼
𝑻𝑼 𝑺𝑼

Statement 8 by their common ̅̅̅̅
𝑷𝑸 = ̅̅̅̅̅
𝑾𝑿; Property of
9
160
̅̅̅̅
𝑷𝑸 = ̅̅̅̅̅
𝑾𝑿;
Based from Statements 9 and 6, ____ Triangle

10 Are ∆𝑃𝑄𝑅 ≅ ∆𝑊𝑋𝑈? ∆𝑷𝑸𝑹 ≅ ∆𝑾𝑿𝑼 Congruence
Postulate
Definition of
11 ∠𝑾𝑼𝑿 ≅ ∠𝑺𝑼𝑻 Congruent
∠𝑊𝑈𝑋 𝑎𝑛𝑑 ∠𝑆𝑈𝑇
Triangles
Statement 4 using the equivalents 𝑾𝑿 𝑿𝑼 𝑾𝑼 Substitution
12 = = = 𝟏
in Statements 9 and 6, then 𝑾𝑿 𝑿𝑼 𝑾𝑼 Property
simplify
Definition of
13 what can you say about ∆𝑷𝑸𝑹 ~ ∆𝑾𝑿𝑼
Similar Polygons
∆𝑃𝑄𝑅 𝑎𝑛𝑑 ∆𝑊𝑋𝑈?
14 ∆𝑷𝑸𝑹 ~ ∆𝑾𝑿𝑼
EVALUATION:
Direction: Use the SSS Triangle Similarity Theorem in writing an If-then statement to
describe an illustration or in completing a figure based on an if-then statement.
B E
𝐵𝐶 𝐴𝐶
If: = ; ∠𝐶 ≅ ∠𝐹
𝐸𝐹 𝐷𝐹
A C D F Then: ∆𝐴𝐵𝐶 ~ ∆𝐷𝐸𝐹
Prove:
∆𝐴𝐵𝐶 ~ ∆𝐷𝐸𝐹 E
Proof: X
̅̅̅̅
- Construct 𝑋 on 𝐸𝐹
̅̅̅̅
Such that 𝑋𝐹 = 𝐵𝐶̅̅̅̅
- From 𝑋, construct D
̅̅̅̅parallel to
𝑋𝑌
̅̅̅̅
𝐷𝐸 intersecting ̅̅̅̅
𝐷𝐹 F F
at 𝑌 Y
𝐵𝐶 ̅̅̅̅ = 10 𝑖𝑛𝑐ℎ𝑒𝑠
̅̅̅̅
𝐴𝐶 = 6 𝑖𝑛𝑐ℎ𝑒𝑠 ̅̅̅̅
𝐸𝐹 = 12 𝑖𝑛𝑐ℎ𝑒𝑠
∠𝐷 ≅ ∠𝑌
𝐴𝐶 ̅̅̅̅ = 12 𝑖𝑛𝑐ℎ𝑒𝑠
∠𝐸 ≅ ∠𝑋
161
1 By Construction
construction?
Corresponding
Describe ∠𝐷 & ∠𝑌 and ∠𝐸 & ∠𝑋
2 angles are
congruent
AA Similarity
3 Are ∆𝑌𝑋𝐹 & ∆𝐷𝐸𝐹 similar?
Theorem

4
5 Write the given Given

6 By construction
Substitution
Property
𝑿𝑭 𝑨𝑪
𝑬𝑭 𝑫𝑭
𝑿𝑭 𝒀𝑭
𝑬𝑭 𝑫𝑭
Property of
8 𝑿𝑭 𝑨𝑪
If = (Statement 7) and Equality
𝑬𝑭 𝑫𝑭
𝑩𝑪 𝑨𝑪
𝑬𝑭 𝑫𝑭

Statement 8 by their common Property of
9
____ Triangle
Based from Statements 9 and 6,
10 Congruence
Are ∆𝐴𝐵𝐶 ≅ ∆𝑌𝑋𝐹 ?
Postulate
Definition of
11 Congruent
∠𝐸𝐹𝐷 𝑎𝑛𝑑 ∠𝑋𝐹𝑌
Triangles
Statement 4 using the equivalents Substitution
12 = = =
in Statements 9 and 6, then Property
simplify
Definition of
13 what can you say about
Similar Polygons
∆𝐴𝐵𝐶 𝑎𝑛𝑑 ∆𝑌𝑋𝐹 ?
14
162

Time and Date Quarter THIRD
Week 8: Day 1
I. OBJECTIVES
A. Content The learner demonstrate understanding of key concepts

Standards problems involving parallelograms and triangle similarity
C. Learning The learner should be able to prove the conditions for

Competencies/ similarity of triangles by AA similarity Theorem.
Objectives (Sub-task M9GE-IIIg-h-1)
K - I can define AA Similarity Theorem.
U - I can prove AA similarity Theorem.
D – I can create the statement and reason to prove a
triangle by the use of AA Similarity Theorem by using
self- created right triangles.
II. CONTENT Proving Two Triangles by AA Similarity Theorem
III. LEARNING
RESOURCES
A. References
1. Teaching Guide Page 241-242
2. Learners’ Page 369-371

Material
3. Textbook in e-math p. 310-314
Math III
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Additional Manila paper, power point presentation, chalk and

Materials board.
163
A. Reviewing previous  Present the two triangles

lessons or
presenting the new
L U W H
lesson
V
Y
 Give the corresponding parts of the given two

triangles.
 Identify the congruent corresponding parts of
the two triangles? Why?
 When can you say that two triangles are similar?
(Students may vary in their answers and can
arrive at the answer of Similar triangles are
triangles which have the same shape but not
necessarily the same size.)
B. Establishing the  Consider again ∆𝐿𝑈𝑉 𝑎𝑛𝑑 ∆𝑊𝐻𝑌

purpose of the
Lesson
L U W H
V
Y
 If ∠𝐿 ≅ ∠𝑊 and ∠𝑈 ≅ ∠𝐻 is:∆𝐿𝑈𝑉 ≅ ∆𝑊𝐻𝑌? If

this relationship is true using a theorem, how
can you prove it?
C. Presenting Given: ∠𝑈 ≅ ∠𝐻;∠𝑉 ≅ ∠𝑌
Examples/Instances
of the Lesson
Prove:∆𝐿𝑈𝑉~∆𝑊𝐻𝑌
L U W H
V
Y
164
If: ∠𝑈 ≅ ∠𝐻;∠𝑉 ≅ ∠𝑌
Then: :∆𝐿𝑈𝑉~∆𝑊𝐻𝑌
Proof:
Hints: Statements Reasons
1. Write all the given 1.Given
2. Describe the 2.Def. of

measure of the congruent
congruent angles angles
in statement 1
3. Add 𝑚∠𝑉 to both 3.Addition

sides of 𝑚∠𝐻 in Property of
statement 2 Equality
4. Substitute 𝑚∠𝑉 on 4.Substitution

the right side of Property of
statement 3 using Equality
statement 2
5. Add the measures 5.The sum of

of all the angles of the measures
a triangles LUV of the three
and WHY angles of a
triangle is 1800
6. Equate the 6.Transitive

measure of the Property of
angles of triangles Equality
LUV and WHY
from statement 5
7. Substitute 𝑚∠𝐻 7.Substitution

on the right side of property of
the statement 6 Equality
using statement 2
8. Simplify 8.Substraction
Statement 7 Property of
Equality
9. Are triangles LUV 9.AAA

and WHY similar? Similarity
Reason should be Theorem
based from
statement 2 and 8
165
D. Discussing Given:∆𝐷𝐴𝑀~∆𝐹𝐴𝑁, 𝑚∠𝑀 ≅ 𝑚∠𝑁, ∠𝐷𝐴𝑀 =
New Concepts 𝑚∠1; ∠𝑁𝐴𝐹 = 𝑚∠2
and Practicing
New Skills #1
(See Table 2)
Proof:
1. All the given 𝑚∠𝑀 ≅ 𝑚∠𝑁
2. Congruent 𝑚∠1 ≅ 𝑚∠2

angles
because they
are vertical
3. Conclusion ∆𝐷𝐴𝑀 ≅ ∆𝐹𝐴𝑁
based on
statement 1
and 2
E. Discussing
New Concepts
and Practicing
New Skills #2
F. Developing
Mastery
(See Table 3) Given: RC ∥ DN
Prove: ∆𝑅𝐼𝐶~∆𝐷𝐼𝑁
R N
1 6
I
3 5
2 4
C D
166
Proof:

1.Based on their Segment Given
markings RC//Segment DN
describe
segment RC and
segment DN?
2. Based on ∠2 ≅ ∠6, ∠1 ≅ ∠4
statement 1,
describe
alternate interior
angles if segment
CN and segment
RD are
transversal.
3.Describe the Vertical

vertical angles. angles are
congruent
4.Conclude using ∆𝑅𝐼𝐶 ≅ ∆𝐷𝐼𝑁

statement 1,2,
and 3.
G. Making  How can you say that two triangles are similar?
generalizations  State the AA Similarity theorem
and
abstraction
about the
lesson
H. Evaluating Given: ∆𝐷𝐸𝐹~∆𝐺𝐻𝐼
learners
(See Table 4) Prove: ∆𝐺𝐻𝐼~∆𝐷𝐸𝐹
E H
D F
G I
Proof:
Statements Reason
1. 1.Given
2.∠𝐷 ≅ ∠𝐺, ∠𝐹 ≅ ∠𝐼 2.
3. 3.Symmetric Property of Equality
4. AA Similarity Theorem
167
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who learned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
168
APPENDICES
Table 1 (Guide answer for presenting lesson)
1. Write all the given 1. ∠𝑈 ≅ ∠𝐻;∠𝑉 ≅ ∠𝑌 1.Given
2. Describe the measure 2. ∠𝑈 ≅ ∠𝐻;∠𝑉 ≅ ∠𝑌 2.Def. of congruent
of the congruent angles angles
in statement 1
3. Add 𝑚∠𝑉 to both sides 3. 𝑚∠𝑈 + 𝑚∠𝑉 3.Addition Property
of 𝑚∠𝐻 in statement 2 ≅ 𝑚∠𝐻 of Equality
+ 𝑚∠𝑉
4. Substitute 𝑚∠𝑉 on the 4. 𝑚∠𝑈 + 𝑚∠𝑉 4.Substitution
right side of statement 3 ≅ 𝑚∠𝐻 Property of
using statement 2 + 𝑚∠𝑌 Equality
5. Add the measures of all 5. 𝑚∠𝑈 + 𝑚∠𝑉 + 𝑚∠𝐿 5.The sum of the
the angles of a triangles = 1800 measures of the
LUV and WHY three angles of a
𝑚∠𝐻 + 𝑚∠𝑌 + 𝑚∠𝑊
triangle is 1800
= 1800
6. Equate the measure of 6.𝑚∠𝑈 + 𝑚∠𝑉 + 6.Transitive
the angles of triangles 𝑚∠𝐿 = Property of
LUV and WHY from Equality
statement 5 𝑚∠𝐻 + 𝑚∠𝑌
+ 𝑚∠𝑊
7. Substitute 𝑚∠𝐻 on the 7. 𝑚∠𝑈 + 𝑚∠𝑉 + 𝑚∠𝐿 = 7.Substitution
right side of the property of Equality
𝑚∠𝑈 + 𝑚∠𝑉 + 𝑚∠𝑊
statement 6 using
statement 2
8. Simplify Statement 7 8.𝑚∠𝐿 ≅ 𝑚∠𝑊 8.Substraction
Property of
Equality
9. Are triangles LUV and 9.∆𝐿𝑈𝑉 ≅ ∆𝑊𝐻𝑌 9.AAA Similarity
WHY similar? Reason Theorem
should be based from
statement 2 and 8
169
Table 2(Guide answer for Practicing skill # 1)
1.All the given 𝑚∠𝑀 ≅ 𝑚∠𝑁 Given
2.Congruent angles because 𝑚∠1 ≅ 𝑚∠2 Vertical angle
they are vertical are congruent.
3.Conclusion based on ∆𝐷𝐴𝑀 ≅ ∆𝐹𝐴𝑁 AA Similarity
statement 1 and 2 Theorem
Table 3(Guide answer for Developing Mastery)

1.Based on their markings Segment RC//Segment Given
describe segment RC and DN
segment DN?
2. Based on statement 1, ∠2 ≅ ∠6, ∠1 ≅ ∠4 Alternate
describe alternate interior interior angle
angles if segment CN and are congruent
segment RD are transversal.
3.Describe the vertical angles. ∠3 ≅ ∠5 Vertical
angles are
congruent
4.Conclude using statement ∆𝑅𝐼𝐶 ≅ ∆𝐷𝐼𝑁 AA Similarity
1,2, and 3. Theorem
Table 4 (Guide answer for Evaluation)

Statements Reason
1.∆𝐷𝐸𝐹 ≅ ∆𝐺𝐻𝐼 1.Given
2.∠𝐷 ≅ ∠𝐺, ∠𝐹 ≅ ∠𝐼 2.Def. of congruent angles
3. ∠𝐺 ≅ ∠𝐷, ∠𝐼 ≅ ∠𝐹 3.Symmetric Property of Equality

4.∆𝐺𝐻𝐼 ≅ ∆𝐷𝐸𝐹 AA Similarity Theorem
170
Quarter 3
Teaching Date THIRD
Quarter
I. OBJECTIVES
Competencies/ similarity of triangles by Right Triangle Similarity Theorem.
Objectives (M9GE-IIIg-h-1)
for each.) K – I can define the right triangle similarity theorem
U – I can prove the right triangle similarity theorem
D – I can create statements and reasons to prove using
Right Triangle Similarity Theorem by using self-created
pair of triangles
II. CONTENT Proving Right Triangle Similarity Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s P. 253 - 255
Guide pages
2. Learner’s p. 388 - 390
Materials
pages
3. Textbook p. 386-388
pages
4. Additional e-math p. 345-356
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing  Show the right triangle and identify the parts.
previous A
lesson
B C
 ∠𝐵 ---- right angle
 ∠𝐴 𝑎𝑛𝑑 ∠𝐶 ---- acute angles
 𝐴𝐵 𝑎𝑛𝑑 𝐵𝐶 ----- legs
 𝐴𝐶----hypotenuse
171
B. Establishing a
purpose for the
lesson A
B C
 Using the same ∆𝐴𝐵𝐶 with ∠𝐴𝐵𝐶 as the right angle, if

the altitude BD to the hypotenuse AC is drawn, two
new right triangles are formed.
 If∠𝐶𝐷𝐵 ≅ ∠𝐵𝐷𝐴, ∆𝐶𝐷𝐵 ~∆𝐵𝐷𝐴? is the relationship
true using a theorem? Can you prove it?
C. Presenting Given: right ∆𝐴𝐵𝐶 as the right angle, ̅̅̅̅
𝐵𝐷 is the altitude to
examples/ the hypotenuse ̅̅̅̅
𝐴𝐶 .
instances of Prove: ∆𝐴𝐷𝐵~∆𝐴𝐵𝐶
the new lesson ∆𝐵𝐷𝐶~∆𝐴𝐵𝐶
∆𝐴𝐷𝐵~∆𝐵𝐷𝐶
Proof:
Statements Reasons
1. rt. ∆𝐴𝐵𝐶 with rt.∠𝐴𝐵𝐶, 1.

and altitude segment BD
2. BD⊥ AC 2.
3. ∠𝐴𝐷𝐵 𝑎𝑛𝑑 ∠𝐵𝐷𝐶 are 3.
right angles
4. ∆𝐴𝐷𝐵 𝑎𝑛𝑑 ∆𝐵𝐷𝐶 are 4.
right triangles
5. ∠𝐴𝐷𝐵 ≅ ∠𝐴𝐵𝐶 5.
∠𝐵𝐷𝐶 ≅ ∠𝐴𝐵𝐶
6. ∠𝐴 ≅ ∠𝐴 6.
7. ∆𝐴𝐷𝐵 ~∆𝐴𝐵𝐶 7.
8. ∠𝐶 ≅ ∠𝐶 8.
9. ∆𝐵𝐷𝐶~∆𝐴𝐵𝐶 9.
10. ∆𝐴𝐷𝐵~∆𝐵𝐷𝐶 10.
D. Discussing The teacher will discuss the lesson based on the given
new concepts table above.
and practicing
new skills #1
E. Developing ̅̅̅̅ is the altitude to the
Given: right ∆𝐴𝐵𝐶 with right ∠𝐵, 𝐵𝐷
Mastery (Leads ̅̅̅̅
hypotenuse 𝐴𝐶 .
to formative Prove: ∆𝐴𝐷𝐵~∆𝐴𝐵𝐶
assessment 3) ∆𝐶𝐷𝐵~∆𝐴𝐷𝐵
∆𝐴𝐷𝐵~∆𝐶𝐷𝐵
Proof:
Statements Reasons
1. 1.Given
2. 2.Def. of an altitude
3. ∠𝐴𝐷𝐵 ≅ ∠𝐵 3.
4. ∠𝐷 ≅ ∠𝐷 4.
172
5. ∆𝐴𝐷𝐵~∆𝐴𝐵𝐶 5.AA similarity Theorem
6. 6.Any two right angles
are congruent
7. ∠𝐵 ≅ ∠𝐵 7.
8. 8.AA similarity Theorem
9. 9.Triangle similar to the
same triangle
F. Making When can you say that two right triangles are similar to
generalizations each other?
and
abstractions
about the
lesson
G. Evaluating Given: ∆𝑀𝐸𝑅 is a right triangle with ∠𝑀𝐸𝑅 and a right
learning angle and ̅̅̅̅̅
𝑀𝑅 as the hypotenuse. ̅̅̅̅
𝐸𝑌 is an altitude to the
hypotenuse of ∆𝑀𝐸𝑅
Prove: ∆𝑀𝐸𝑅 ≅ ∆𝐸𝑌𝑅 ≅ ∆𝑀𝑌𝐸
Statements Reasons
1. ∆𝑀𝐸𝑅 is a right ______________
triangle with ∠𝑀𝐸𝑅
and a right angle and
s MR as the
hypotenuse.
̅̅̅̅
𝐸𝑌 is an altitude to
the hypotenuse of
∆𝑀𝐸𝑅
2. 𝐸𝑌 ⊥ 𝑀𝑅 Def. of __________
3. ∠𝑀𝑌𝐸 ≅ ∆𝐸𝑌𝑅 are Def. of __________

right angles lines
4. ∠𝑀𝐸𝑅 ≅ ∠𝐸𝑌𝑅 ≅ Def. of ________
∠𝑀𝑌𝐸 angles
5. ∠𝑌𝑀𝐸 ≅ __________
∠𝐸𝑀𝑅; ∠𝑌𝑅𝐸 ≅ property
∠𝐸𝑅𝑀
6. ∆𝑀𝑌𝐸~∆𝑀𝐸𝑅; _________ similarity
∆𝑀𝐸𝑅~∆𝐸𝑌𝑅 Theorem
7. ∆𝑀𝐸𝑅 ≅ ∆𝐸𝑌𝑅 ≅ __________
∆𝑀𝑌𝐸 Property
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
173
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?
174
Table 1 (Guide answer for presenting lesson)
Statements Reasons
1.rt. ∆𝐴𝐵𝐶 with rt.∠𝐴𝐵𝐶, and altitude BD 1.Given
2. BD⊥ AC 2.Def. of altitude
3. ∠𝐴𝐷𝐵 𝑎𝑛𝑑 ∠𝐵𝐷𝐶 are right angles 3.Def. of Perpendicular
4. ∆𝐴𝐷𝐵 𝑎𝑛𝑑 ∆𝐵𝐷𝐶 are right triangles 4.Def. of right Triangles
5. ∠𝐴𝐷𝐵 ≅ ∠𝐴𝐵𝐶 5.Any two right angles are congruent
∠𝐵𝐷𝐶 ≅ ∠𝐴𝐵𝐶
6. ∠𝐴 ≅ ∠𝐴 6.Reflexive Property of congruence
7.∆𝐴𝐷𝐵 ~∆𝐴𝐵𝐶 7.AA Similarity
8. ∠𝐶 ≅ ∠𝐶 8.Reflexive Property of congruence
9. ∆𝐵𝐷𝐶~∆𝐴𝐵𝐶 9.AA Similarity
10. ∆𝐴𝐷𝐵~∆𝐵𝐷𝐶 10.Transitive Property
Table 2(Guide answer for Developing Mastery)

Statements Reasons
1. ∆𝐴𝐵𝐶 is a right ∆ with ∠𝐵 the right angle 1.Given

and DB an altitude to the hypotenuse.
2. ∠𝐶𝐷𝐵 𝑎𝑛𝑑 ∠𝐴𝐷𝐵 are right angles 2.Def. of an altitude
3. ∠𝐴𝐷𝐵 ≅ ∠𝐵 3.Any two right angles are congruent
4. ∠𝐷 ≅ ∠𝐷 4.Reflexive Property
5. ∆𝐴𝐷𝐵~∆𝐴𝐵𝐶 5.AA similarity Theorem
6. ∠𝐶𝐷𝐵 ≅ ∠𝐵 6.Any two right angles are congruent
7. ∠𝐵 ≅ ∠𝐵 7.Reflexive Property
8. ∆𝐶𝐷𝐵~∆𝐴𝐷𝐵 8.AA similarity Theorem
9. ∆𝐴𝐷𝐵~∆𝐶𝐷𝐵 9.Triangle similar to the same triangle
175
Table 3 (Guide answer for Evaluation)
Statements Reasons
1. ∆𝑀𝐸𝑅 is a right triangle with ∠𝑀𝐸𝑅 and 1.Given

a right angle and MR as the hypotenuse.
EY is an altitude to the hypotenuse of
∆𝑀𝐸𝑅
2. 𝐸𝑌 ⊥ 𝑀𝑅 2.Def. of altitude
3. ∠𝑀𝑌𝐸 ≅ ∆𝐸𝑌𝑅 are right angles 3.Def. of perpendicular lines
4. ∠𝑀𝐸𝑅 ≅ ∠𝐸𝑌𝑅 ≅ ∠𝑀𝑌𝐸 4.Def. of right angles
5. ∠𝑌𝑀𝐸 ≅ ∠𝐸𝑀𝑅; ∠𝑌𝑅𝐸 ≅ ∠𝐸𝑅𝑀 5.Reflexive property
6. ∆𝑀𝑌𝐸~∆𝑀𝐸𝑅; ∆𝑀𝐸𝑅~∆𝐸𝑌𝑅 6.AA similarity Theorem
7. ∆𝑀𝐸𝑅 ≅ ∆𝐸𝑌𝑅 ≅ ∆𝑀𝑌𝐸 7.Transitive Property
176
Quarter 3
Teaching Date THIRD
Quarter
I. OBJECTIVES
Competencies/ similarity of triangles by Special Right Triangle Theorem.
Objectives (M9GE-IIIg-h-1)
for each.) K – I can define the two special right triangle
 Isosceles right triangle theorem
 300 600 900 triangle theorem
U – Prove Isosceles right triangle theorem and 300 600 900
theorem
D - Create the statement and reason to prove a triangle by
the use of Isosceles right triangle theorem and 300 600 900
theorem
II. CONTENT Proving Special Right Triangle Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s P. 258-261
Guide pages
2. Learner’s p. 395-397
Materials
pages
3. Textbook p. 239-241
pages
4. Additional e-math p. 358 - 361
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Describe 𝑓𝑖𝑔𝑢𝑟𝑒 1 𝑎𝑛𝑑 𝑓𝑖𝑔𝑢𝑟𝑒
previous
lesson
Figure 1 Figure 2
177
B. Establishing a Consider the two triangles
purpose for the
lesson
What can you notice about the measurements in each

triangle?
Do you know of a theorem on special right triangles that
you can relate on your observation.
C. Presenting Isosceles right triangle theorem

examples/ Given: Right triangle
instances of 𝑙𝑒𝑔 = 𝑙
the new lesson ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = ℎ
Prove:
ℎ = √2 𝑙
√2
𝑙= ℎ
2
Hints Statement Reason

1. List down all Right triangle Given
the given with 𝑙𝑒𝑔 = 𝑙
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = ℎ
2. Write an 𝑙2 + 𝑙2 = ℎ2
equation 2𝑙2 = ℎ2
about the
measures of
the legs and
the
hypotenuse
and simplify.
𝑒
3. Solving for √𝑏𝑒 = 𝑏
statement # 2
4. Solving for Rationalization
statement # 3 of radicals
𝟎 𝟎 𝟎
D. Discussing 𝟑𝟎 𝟔𝟎 𝟗𝟎 Right Triangle Theorem and Its Proof
new concepts Given:
and practicing Right triangle KLM with hypotenuse KM = h, shorter leg
new skills #1 LM = s, longer leg KL = l, 𝑚∠𝐿𝐾𝑀 = 300 , 𝑚∠𝐾𝑀𝐿 = 600
Prove:
1 √3
ℎ = 2𝑠, 𝑠 = ℎ, 𝑙 = √3𝑠, 𝑠 = 𝑙
2 3
Illustration:
178
Proof: Construct a right triangle equivalent to the given
triangle with the longer leg 𝑙 as the line of symmetry such
that 𝑚∠𝐿𝐾𝑁 = 300 , 𝑚∠𝐾𝑁𝐿 = 600 ; 𝐾𝑁 = ℎ, 𝑎𝑛𝑑 𝐿𝑁 = 𝑠
Clues Statements Reasons

1. List down all Right
the given. ∆𝐾𝐿𝑀 with
𝑚∠𝐿𝑀𝐾 =
60; 𝑚∠𝐿𝐾𝑀 =
30
KM = ____; LM
= __
KL = _____
2. List down all ∆𝐾𝐿𝑀 = ∆𝐾𝐿𝑁;
constructed 𝑚∠𝐿𝐾𝑁 = 30;
angles and 𝑚∠𝐾𝑁𝐿 = 60
segments and KN
their measures. =____,
LN =
____
3. Use Angle 𝑚∠____
Addition = 𝑚∠𝐿𝐾𝑀
Postulate to + 𝑚∠𝐿𝐾𝑁
∠𝐿𝐾𝑀 𝑎𝑛𝑑 ∠𝑀𝐾𝑁
4. What is 𝑚∠𝑀𝐾𝑁 Substitution
𝑚∠𝑀𝐾𝑁? = _______
5. Simplify.
6. What do you ∆𝑀𝐾𝑁 is Definition of
observe about _____ triangle. Equiangular
∆𝑀𝐾𝑁 Triangle
considering its
angle?
7. What condition ∆𝑀𝐾𝑁 is Equiangular
can you make _____. Triangle is also
based from equilateral.
statement # 5
8. With statement 𝐾𝑀 = 𝐾𝑁 Definition of
# 6, what can = 𝑀𝑁 = _____ equilateral
you say about triangle
the sides of
∆𝑀𝐾𝑁?
9. Use Segment 𝐿𝑁 + 𝑀𝐿 = ___ Segment
Addition Addition
Postulate for Postulate
LN and ML
10. Replace LN, __+__=__
ML, and MN
179
with their 2____=__
measurements
and simplify.
11. What is the * ____Property
value of ℎ? of equality
12. Solve for 𝑠 ** ____Property
using of equality
statement 9
13. What equation Pythagorean
can you say Theorem
about 𝑠, 𝑙, ℎ?
14. Use statement 𝑠2 + 𝑙2 = (___)2 Substitution
10 in statement
13.
15. Simplify the 𝑠2 + 𝑙2 Power of a
right side of = _________ Product Law of
statement 13 Exponents
16. Solve for 𝑙2 Subtraction
Property
Equality
𝑒
17. Solve for 𝑙 and 𝑙 = √3𝑠2 √𝑏𝑒 = 𝑏
simplify. Law of
_______*** Radicals
18. Solving for 𝑠 in 𝑙 Division
𝑠=
statement 16 √3 Property of
𝑙 equality and
= ( ) Rationalization
√3
of radicals
√3𝑙
= ∗∗∗
3
E. Developing Given: Right ∆𝐴𝐵𝐶 with 𝑚∠𝐴 = 30, 𝑚∠𝐵 = 60, 𝑚∠𝐶 = 90.
Mastery (Leads Prove: 𝐵𝐶 = 1 𝐴𝐵
2
to formative
Illustration:
assessment 3)
B
C A
Proof:
Statements Reasons
Right ∆𝐴𝐵𝐶 with 𝑚∠𝐴 = Given
30
𝑚∠𝐵 = 60, 𝑚∠𝐶 = 90
Let Q be the midpoint of
segment AB.
Construct segment CQ,
the median to the
hypotenuse segment AB.
The median Theorem
𝐴𝐵 = 𝐵𝑄 + 𝐴𝑄
Definition of a median of
a triangle
𝐴𝐵 = 𝐴𝑄 + 𝐴𝑄
180
Addition
1
𝐶𝑄 = (2𝐴𝑄)
2
Multiplicative Inverse
𝐶𝑄 = 𝐵𝑄
𝐶𝑄 ≅ 𝐴𝑄; 𝐶𝑄 ≅ 𝐵𝑄
The isosceles triangle
Theorem
𝑚∠𝐵 ≅ 𝑚∠𝐵𝐶𝑄
𝑚∠𝐵𝐶𝑄 = 60
The sum of the measures
of the angles of a ∆ is
equal to 180.
60 + 60 + 𝑚𝐵𝑄𝐶 = 180
𝑚∠𝐵𝑄𝐶 = 60
∆𝐵𝐶𝑄 is equiangular and
therefore, equilateral.
𝐵𝐶 = 𝐶𝑄
1
𝐵𝐶 = 𝐴𝐵
2
F. Making In 𝟒𝟓𝟎 𝟒𝟓𝟎 𝟗𝟎𝟎 triangle theorem
generalizations √2
The leg is times the hypotenuse.
and 2
abstractions In 𝟑𝟎𝟎 𝟔𝟎𝟎 𝟗𝟎𝟎 triangle theorem
1 √2
about the The shorter leg is the hypotenuse ℎ or times the longer
2 2
lesson
leg.
The longer leg𝑙 is √3 times the shorter legs.
The hypotenuseℎ is twice the shorter leg.
G. Evaluating 𝟑𝟎𝟎 𝟔𝟎𝟎 𝟗𝟎𝟎 Right Triangle Theorem and its proof
learning Given:
Right triangle ABC with hypotenuse AB = h, shorter leg BC
= s, longer leg AC = l, 𝑚∠𝐵𝐴𝐶 = 300 , 𝑚∠𝐴𝐵𝐶 = 600
Prove:
𝐴𝐶 = √3𝐵𝐶
Illustration: B
C A
Statements Reasons
1. 𝑐 2 = 𝑎2 + 𝑏 2
2. (𝐴𝐵)2 = (𝐵𝐶)2 +
(𝐴𝐶)2
1
3. (𝐴𝐵)2 = ( 𝐴𝐵)2 +
2
(𝐴𝐶)2
(𝐴𝐵)2
4. (𝐴𝐵)2 = + (𝐴𝐶)2
4
3
5. (𝐴𝐵)2 = (𝐴𝐶)2
4
√3
6. 𝐴𝐵 = 𝐴𝐶
2
181
√3
7. 2(𝐵𝐶) = 𝐴𝐶
2
8. √3𝐵𝐶 = 𝐴𝐶
9. 𝐴𝐶 = √3𝐵𝐶
Isosceles Right Triangle Theorem

Given:
∆𝐴𝐵𝐶 is an isosceles right ∆, with 𝐴𝐶 = 𝐵𝐶 =
𝑥, 𝐴𝐵 = 𝑐, 𝑎𝑛𝑑 𝑚∠𝐶 = 90.
Prove:
𝑐 = √2𝑥
Illustration: A
C B
Statements Reasons
1. 𝑐 2 = 𝑥 2 + 𝑥 2
2. 𝑐 2 = 2𝑥 2
3. 𝑐 = √2𝑥
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
182
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
183
Table 1
Hints Statement Reason
List down all the given Right triangle with given
𝑙𝑒𝑔 = 𝑙
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = ℎ
Write an equation about 𝑙 2 + 𝑙 2 = ℎ2 Pythagorean
the measures of the legs Theorem
2𝑙 2 = ℎ2
and the hypotenuse and
simplify.
𝑒
Solving for statement # 2 ℎ = √2𝑙 2 = 𝑙√2 = √2𝑙 √𝑏𝑒 = 𝑏
ℎ
ℎ = √2, 𝑙 =
√2
Solving for statement # 3 ℎ√2 √2ℎ Rationalization of
𝑙= ( )= radicals
√2 √2 2
Table 2
Clues Statements Reasons
List down all the given. Right ∆𝐾𝐿𝑀 with Given
𝑚∠𝐿𝑀𝐾 =
60; 𝑚∠𝐿𝐾𝑀 = 30
KM = l; LM = h
KL = l
List down all constructed ∆𝐾𝐿𝑀 = ∆𝐾𝐿𝑁; By construction
angles and segments and
𝑚∠𝐿𝐾𝑁 = 30;
their measures.
𝑚∠𝐾𝑁𝐿 = 60
KN = h,
LN = s,
Use Angle Addition 𝑚∠𝑀𝐾𝑁 = 𝑚∠𝐿𝐾𝑀 Angle addition
Postulate to + 𝑚∠𝐿𝐾𝑁 postulate
∠𝐿𝐾𝑀 𝑎𝑛𝑑 ∠𝑀𝐾𝑁
What is 𝑚∠𝑀𝐾𝑁? 𝑚∠𝑀𝐾𝑁 = 30 + 30 Substitution

= 60
Simplify.
184
What do you observe ∆𝑀𝐾𝑁 is equiangular Definition of
about ∆𝑀𝐾𝑁 considering triangle. Equiangular Triangle
its angle?
What condition can you ∆𝑀𝐾𝑁 is equilateral. Equiangular Triangle
make based from is also equilateral.
statement # 5
With statement # 6, what 𝐾𝑀 = 𝐾𝑁 = 𝑀𝑁 = ℎ Definition of
can you say about the equilateral triangle
sides of ∆𝑀𝐾𝑁?
Use Segment Addition 𝐿𝑁 + 𝑀𝐿 = 𝑀𝑁 Segment Addition
Postulate for LN and ML Postulate
Replace LN, ML, and MN s + s =h Substitution property
with their measurements of equality
and simplify.
2s = h
What is the value of ℎ? h = 2s* Symmetric Property
of equality
Solve for 𝑠 using ℎ Division Property of
𝑠 = 2 **
statement 9 equality
What equation can you 𝑠 2 + 𝑙 2 = ℎ2 Pythagorean
say about 𝑠, 𝑙, ℎ? Theorem
Use statement 10 in 𝑠 2 + 𝑙 2 = (2𝑠)2 Substitution
statement 13.
Simplify the right side of 𝑠 2 + 𝑙 2 = 4𝑠 2 Power of a Product
statement 13 Law of Exponents
Solve for 𝑙 2 𝑙 2 = 4𝑠 2 , 𝑠 2 , 𝑙 2 = 3𝑠 2 Subtraction Property
Equality
𝑒
Solve for 𝑙 and simplify. 𝑙 = √3𝑠 2 √𝑏𝑒 = 𝑏
𝑙 = √3𝑠*** Law of Radicals
Solving for 𝑠 in statement 𝑙 𝑙 √3 Division Property of

16 𝑠= = ( ) equality and
√3 √3 √3
Rationalization of
√3𝑙
= ∗∗∗ radicals
3
185
Table 3
Statements Reasons
Right ∆𝐴𝐵𝐶 with 𝑚∠𝐴 = 30 Given
𝑚∠𝐵 = 60, 𝑚∠𝐶 = 90
Let Q be the midpoint of Every segment has exactly one
segment AB. midpoint.
Construct segment CQ, the The line Postulate/Definition of median
median to the hypotenuse of a triangle.
segment AB.
1 The median Theorem
𝐶𝑄 = 𝐴𝐵
2
𝐴𝐵 = 𝐵𝑄 + 𝐴𝑄 Definition of Betweeness
𝐵𝑄 = 𝐴𝑄 Definition of a median of a triangle
𝐴𝐵 = 𝐴𝑄 + 𝐴𝑄 Law of Substitution
𝐴𝐵 = 2𝐴𝑄 Addition
1 Laws of Substitution
𝐶𝑄 = (2𝐴𝑄)
2
𝐶𝑄 = 𝐴𝑄 Multiplicative Inverse
𝐶𝑄 = 𝐵𝑄 Transitive Property of Equality
𝐶𝑄 ≅ 𝐴𝑄; 𝐶𝑄 ≅ 𝐵𝑄 Definition of congruent segments

∠𝐵 ≅ ∠𝐵𝐶𝑄 The isosceles triangle Theorem
𝑚∠𝐵 ≅ 𝑚∠𝐵𝐶𝑄 Definition of ≅ ∠𝑠

𝑚∠𝐵𝐶𝑄 = 60 Transitive Property of Equality
𝑚∠𝐵 + 𝑚∠𝐵𝐶𝑄 + 𝑚∠𝐵𝑄𝐶 = 180 The sum of the measures of the angles
of a ∆ is equal to 180.
60 + 60 + 𝑚𝐵𝑄𝐶 = 180 Law of substitution
𝑚∠𝐵𝑄𝐶 = 60 Addition Property of equality

∆𝐵𝐶𝑄 is equiangular and Definition of an equiangular triangle
therefore, equilateral.
𝐵𝐶 = 𝐶𝑄 Definition of an equilateral triangle
1 Transitive Property of Equality
𝐵𝐶 = 𝐴𝐵
2
186
Table 4
Statements Reasons
𝑐 2 = 𝑎2 + 𝑏 2 The Pythagorean Theorem
(𝐴𝐵)2 = (𝐵𝐶)2 + (𝐴𝐶)2 Substitution
1 Substitution
(𝐴𝐵)2 = ( 𝐴𝐵)2 + (𝐴𝐶)2
2
(𝐴𝐵)2 Simplify
(𝐴𝐵)2 = + (𝐴𝐶)2
4
3 (𝐴𝐵)2
(𝐴𝐵)2 = (𝐴𝐶)2 Subtract 4
from both sides
4
√3 Extracting the square roots of both
𝐴𝐵 = 𝐴𝐶 sides
2
√3 Substitution
2(𝐵𝐶) = 𝐴𝐶
2
√3𝐵𝐶 = 𝐴𝐶 Interchange
𝐴𝐶 = √3𝐵𝐶 Proven
Table 5
Statements Reasons
𝑐2 = 𝑥2 + 𝑥2 The Pythagorean Theorem
𝑐 2 = 2𝑥 2 Combining similar terms
𝑐 = √2𝑥 Extracting the square root of both sides.
187
Teaching Time THIRD
Quarter
I. OBJECTIVES

C. Learning The learner applies the theorems to show that given

Competencies/ triangles are similar. (M9GE-IIIi-1)
Objectives
Code for K – I can identify Similarity Theorems from the given
each.) triangles.
U – I can formulate a mathematical statement from the
lengths of the sides of two similar triangles.
D – I can show the solutions in finding the unknown lengths
of the sides of two similar triangles.
II. CONTENT Basic Similarity Theorems

III. LEARNING
RESOURCES
A. References
1. Teacher’s Pp 227-245
Guide pages
2. Learner’s
Materials Pp 370-378
pages
3. Textbook
pages 2002 BEC Based Math III Geometry pg.186 – 187
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Next Century Math Geometry pg.379 – 380

Resources
188
A. Reviewing What similarity theorem is shown in each pair of triangles?
previous
lesson 1. XYZ ~ LMN N
Z
X Y
L M
2. UTS ~ LKP
T K
3 5 l
U 6 S L 10 P
3. DAM ~ FAN
D N
A
1 2
F
B. Establishing a Suppose we have ABC~ DEF,

purpose for the
lesson A B
2 4 f 8
B C
3 E 6 F
which of the similarity theorems can be used to find f?
How can we find the lengths of the unknown sides?
C. Presenting (Group Activity: Please refer to Worksheet 1)

examples/ Guide Questions:
instances of 1. How did you find the missing part in the proportion?
the new lesson 2. How did you determine the similarity theorem applied?
189
3. How did you solve for the unknown value in the
proportion?
D. Discussing
new concepts Solving for one unknown side:
and practicing
new skills #1 Example 1:
Given: ABC~ DEF
A D
9 15 e
f
B C
18 E
F 24
Find the values of x and y:

For the value of x:
9 18
=
𝑓 24
(9)(24) = (18)(f)
216 = 18f
12 = f
For the value of y:
9 15
=
12 𝑒
(9)(e) = (15)(12)
9e = 180
e = 20
Example 2:
T K
3 5 l
U 6 S L 10 P
Find the value of l:
Solution: (Using SAS Similarity Theorem)
6 10
=
9 𝑙
6l = 90
l = 15
E. Discussing Solving for two unknown sides.

new concepts Example: M
and practicing S
new skills #2
x+2 5 6 10
T U N 12 O
x+5
190
̅̅̅̅:
For the value of x to find 𝑆𝑇
𝑥+2 5
=
6 10
(10)(x+2) = (6)(5)
10x+20 = 30
10x = 30-20
10x = 10
x=1
Substitute 1 to x: x+2 1+2=3 ST = 3
For the value of TU:

Substitute 1 to x: x+5 1+5=6 TU = 3
F. Finding
practical
applications of
concepts and The map shows 1000cm
skills in daily representing 100m. What actual
living distance is represented by a map
distance of 9000 cm? Find the
scale map of Joaquin St. if the
scale map of Sta. Elena St.
(corresponding side of similar
triangles) is 5000 cm?
G. Making
generalizations  What theorems did you apply in finding the lengths of
and the unknown sides of similar triangles?
abstractions  How do you solve for the value of the unknown
about the lengths?
lesson
H. Evaluating
learning Find the value of unknown Find the value of unknown
sides of each pair of triangle. sides given the following
measurements:
1. If k=2, r=5, w= , and

y=4, p=10, what is the
value of h?
2. If a=5, b=7,c=2, and
f=4, find d and e.
191
2. B
30+x y+15
A C
22 D
30 y
E F
14
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
192
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?
193
APPENDICES
APPENDIX A
ACTIVITY 1: Title of Activity
Directions:
1. Each group will be given a set of similar triangles. Fill in the
missing part/s in the table.
2. Solve for the unknown value in the proportion.
GROUP 1:
Given: Z Proportion Similarity
Theorem Applied
2 3
X Y 3
=
6 6
8 x
L N
24
4 8
4
=
U 6 D 16
8 16
R 12 E
194
2
=
7
Group 2
Given: A
4 5
C Y
9
5 12
=
X
e 12
A E
x
8
=
10
9
=
5
Group 3
Given: E
10
=
12
8 10
G M
12
195
U
12 15
M D
18
9
=
10
196
Teaching Time THIRD
Quarter
I. OBJECTIVES
B. Performance The learner is able to investigate, analyse, and solve

C. Learning The learner applies the Right Triangle Similarity theorem

Competencies/ to show that given triangles are similar (Subtask M9GE-
Objectives IIIi-1)
(Write LC
Code for Learner’s Targets:
each.) K – I can name the parts of a right triangle.
U – I can formulate a mathematical statement from the
lengths of the given right triangle.
D – I can show the solutions in finding the unknown
segments of the right triangles.
II. CONTENT Applying Right Triangle Similarity Theorem

III. LEARNING
RESOURCES
F. References
5. Teacher’s 254-255
Guide pages
Materials
pages
7. Textbook
pages
8. Additional
Materials
from
Learning
Resources
(LR) Portal
G. Other Learning 2002 BEC BASED Math (geometry)
Resources https://www.pinterest.ph/pin/2778862394877
197
A. Reviewing
previous Given the figure below.
lesson
Guide questions:
1. What kind of triangle is ABC?
2. Name the legs, the hypotenuse and the altitude of
triangle ABC.
B. Establishing a Two sides of an open tent form 90° angle at the peak. An
purpose for the 8-ft support post, placed at 90° angle with the ground,
lesson divides the ground line in a 1:4 ratio.
Source: https://www.pinterest.ph/pin/2778862394877
How far is the post from the sides of the tent?
C. Presenting Direction:
examples/ 1. Given the figure below, name the shorter leg, longer leg
instances of and the hypotenuse in each right triangle. Write your
the new lesson answers in the table below.
Triangles Shorter Leg Longer Leg Hypotenuse
ABC AB BC AC
BDC BD DC BC
ADB AD BD AB
(Note: Prints in red are possible answers)
2. Based from the table, fill in the missing parts of the

proportion.
198
𝐴𝐷 𝐴𝐶 𝐷𝐶
= = =
𝐷𝐶 𝐴𝐷 𝐴𝐶
Guide question:
1. What do you observe about the lengths of the missing
parts of the proportion?
2. What is the result when cross multiplication property is
applied to each proportion?
3. What can you conclude?
D. Discussing Definition of Geometric mean:
new concepts Given a right triangle and the altitude to the hypotenuse,
and practicing then:
new skills #1 1. the altitude is the geometric mean of the segments into
which it separates the hypotenuse, and
2. each leg is the geometric mean of the hypotenuse and
the segment of the hypotenuse adjacent to the leg.
E. Discussing
new concepts
and practicing
new skills #2
h
4 9
Find the height h of the altitude (BD).

𝐴𝐷 ℎ
=
ℎ 𝐷𝐶
4 ℎ
=
ℎ 9
h² = 36
√ℎ2 = √36
h = 6
x 9
Find the x (length of AD).
199
𝑥 6
=
6 9
9x = 36
x=4
4 9
Find the x (length of AB).
4 𝐴𝐵
=
𝐴𝐵 13
AB² = 52
AB = 2√13
F. Developing
Mastery
(Leads to
formative
assessment 3)
Given XYZ, with XZ = 29, ZT = 25, TY = 10, what is the

measure of TX?
Solution: ZT + TX = ZX
25 + TX = 29
TX = 29-25
TX = 4
4 ℎ
=
ℎ 25
h² = 100
√ℎ2 = √100
h = 10 TY = 10
G. Finding Two sides of an open tent form 90° angle at the peak. An
practical 8-ft support post, placed at 90° angle with the ground,
applications of divides the ground line in a 1:4 ratio.
concepts and
skills in daily
living
H. Making  Which part of a right triangle with an altitude is
generalizations considered as the geometric mean?
and  How will you solve for the unknown part of a right
abstractions triangle with an altitude?
about the
lesson
200
I. Evaluating
learning E
H
x
F
G
Given the figure, solve the following:
1. Given EGF where FH = 8 and HE = 2, what is the
value of x?
2. What is the value of EG?
J. Additional
activities for
application or
remediation
Find the missing lengths

Given:
h=4√3, y=6
c=1.2, x=0.3
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
201
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?
202
Teaching Time THIRD
Quarter
I. OBJECTIVES

trapezoids, kites) and triangle similarity through appropriate
and accurate representation.
C. Learning The learner proves the Pythagorean Theorem.
Competencies/ (M9GEIIIi-2)
(Write LC K – I can identify the parts of a right triangle
Code for U – I can discuss the Pythagorean Theorem
each.) D – I can show two-way proof of Pythagorean Theorem
II. CONTENT Proving Pythagorean Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pp 255-257
Guide pages
2. Learner’s
Materials Pp 389-392
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning Next Century Mathematics The New grade 9 page 351
Resources
A. Reviewing Given ABC with altitude BD where b=21, BD=7√3, a=14
previous and c=14√3.
lesson B
3√13 2√13
h 6
A 9 D 4 C
203
Let the students complete the entries in the table by
identifying the lengths of the sides of three similar right
triangles and perform the required operation
Lengths of sides ABC BDC ADB
Shorter Leg 2√13 4 6
Longer Leg 3√13 6 9
Hypotenuse 13 2√13 3√13
(Length of shorter leg)² 52 16 36
(Length of longer leg)² 117 36 81
(Length of 169 52 117

hypotenuse)²
What do you observe about the sum of the legs and the
square of the hypotenuse in each triangle?
B. Establishing a
purpose for the What relation exists between the sum of the squares of the
lesson legs to the square of the hypotenuse?
C. Presenting C
examples/ b a
instances of
the new lesson A d c-d B
D
c
Given: ABC with ∠𝐶 as right angle, 𝐶𝐷 ⊥ 𝐴𝐵 at D.
Prove: c²=a²+b²
Proof
STATEMENT REASON
1. 𝐶𝐷 ⊥ 𝐴𝐵 at D 1. Given
2. Let AD=d, then BD=c-d 2. Proportionality Theorem
3. ABC~ CBD~ ACB 3. Similarity in Right
C C Triangles Theorem
𝑐 𝑎 B 𝑐 𝑏 B 4. Geometric Mean
4. = and =
𝑎 𝑐−𝑑
D𝑏 𝑑 D Theorem
5. c(c-d)=a² and cd=b² 5. Cross multiplication
Property
6. c²-cd=a² and cd=b² 6.
7. c²-cd+cd=a²+b² 7. Addition Property of
Equality
8. c²=a²+b² 8. The square of the length
of the hypotenuse is equal
to the sum of the two legs
D. Discussing M
new concepts
and practicing r w s
new skills #1 u v
L K N
t
204
Given: LM=r and MN=s as the legs
LM=t as the hypotenuse
∠𝐿𝑀𝑁 is a right angle
Prove: r²+s²=t²
Proof
STATEMENT REASON
1. LMN~ MKN~ LKM 1. Right Triangles Similarity
Theorem
𝑟 𝑣 2. Geometric Mean Theorem
2. = : =
𝑟 𝑡
3. 3. Cross Multiplication
Property of Proportion
4. r²+s²=ut+vt 4.
5. r²+s²=t(u+v) 5.
6. r²+s²=t(t) 6. Segment Addition
Postulate
7. Simplify r²+s²=t² 7. Product Law of Exponents
or Pythagorean Theorem
E. Developing
Mastery C
(Leads to
formative
assessment 3)
A D B
Given: rt ACB with altitude CD and D on AB.
Prove: (AB)² = (AC)²+(BC)²
Proof:
STATEMENTS REASONS
1. CD is the altitude of rt ACB 1. Given

to the hypotenuse AB
2. ACB~ ADC, 2. Right Triangle Similarity

Theorem
ACB~ CDB, and
ADC~ CDB
𝐴𝐵 𝐵𝐶 𝐴𝐵 𝐴𝐶 3. Geometric Mean Theorem
3. = 𝑎𝑛𝑑 =
𝐵𝐶 𝐵𝐷 𝐴𝐶 𝐴𝐷
4. (BC)²=(AB)(BD) and 4. Fundamental Principle of

Proportion
(AC)²=(AB)(AD)
5. (BC)²+(AC)²=(AB)(BD)+ 5. Addition Property of

Equality
(AB)(AD)
205
6. (BC)² +(AC)²=(AB)(BD+AD) 6. Distributive Property of
Equality
7. BD + AD = AB 7.Segment Addition Postulate
8. (BC)² +(AC)²=(AB)(AB) 8. Substitution Property
9. (BC)² +(AC)²=(AB)² 9. Pythagorean Theorem
10. (AB)²= (AC)² +(BC)² 10. Symmetric Property
F. Making  What is a Pythagorean theorem?

generalizations  How will you show a two-way proof of a Pythagorean
and theorem?
abstractions
about the
lesson
G. Evaluating C C
learning a b a b
r s r s
B D A B D A
c c
Given: ACB with ∠𝐶 as a Given: ACB with ∠𝐶 as a
right ∠ and CD as altitude of right ∠ and CD as altitude of
ACB ACB
Prove: c²=a²+b² Prove: c²=a²+b²
Proof
STATEMENT REASON
1. r+s=c 1.
2. 2. Geometric
Mean Theorem
3. a²+b²=cr+cs 3.
4. 4. Distributive
Property
5. a²+b²=c(c) 5.
6. 6. Pythagorean
Theorem
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
206
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
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?
207
Teaching Time THIRD
Quarter
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of parallelograms and triangle similarity.
Standard problems involving parallelograms and triangle
similarity through appropriate and accurate
representation.
C. Learning The learner solves problems that involve triangle
Competencies/Ob similarity and right triangles.
jectives (Write LC (Subtask M9GE-IIIj-1)
Code for each.)
K – I can state the triangle proportionality theorem.
U – I can analyze problems involving triangle
proportionality theorem.
D – I can show the solution of problems involving
triangle proportionality theorem.
II. CONTENT Solve Problems Involving Triangle Proportionality

Theorem
III. LEARNING
RESOURCES
A. References
Guide pages
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
208
A. Reviewing Study the figure below.
previous lesson
 What previously studied theorem is described

by the figure?
 State the triangle proportionality theorem.
B. Establishing a Use the figure to compete the proportion.
purpose for the
lesson
𝐴𝐷 𝐴𝐾
1. = answers: 1. KM
𝐷𝐿
𝐴𝐿
2. = 2. AM
𝐷𝐿 𝐾𝑀
𝐴𝐷 𝐴𝐾
3. = 3. AM
𝐴𝐿
𝐴𝐷+𝐷𝐾 𝐴𝐿+𝐿𝑀
4. = 4. AM
𝐴𝐾
𝐴𝐷 𝐴𝐷+𝐷𝐾
5. = 5. KM
𝐷𝐿
Guide Questions:
1. How were you able to get the correct proportion?
2. How will you use this knowledge about the theorem
in solving real life problems that involves triangle
proportionality theorem? (this will be our lesson for
today)
C. Discussing new ACTIVITY 1: Help Me Please! (Group Task)
concepts and
practicing new Analyze the situation below.
skills #1
Jayson needs to fix a leaky roof on his house but does
not own a ladder. He thinks that a 5-meter ladder will
be long enough to reach the roof, but he needs to be
sure before he spends the money to buy one. He
chooses a point P on the ground where he can visually
209
align the roof of his car with the edge of the house roof.
Help Jayson determine if a 5-meter ladder will be long
enough for him to safely reach his roof.
Guide Questions:
1. How high is the car?
2. How far is point P from the base of the car?
3. How far is point P from the base of the house?
4. What proportion can you make out of the figure
above?
5. How high is the roof of the house?
6. Can Jayson safely reach the roof using a 5-
meter ladder? Why?
D. Developing (Perform Activity 14: Determining Heights without
Mastery (Leads to Actually Measuring Them) pages 382 – 383 Learners
formative Module
assessment 3)
E. Making How do you solve problems involving triangle
generalizations proportionality theorem?
and abstractions
about the lesson
F. Evaluating Advanced Learners Average Learners
learning Solve the following Solve the following
problems using the problems using the triangle
triangle proportionality proportionality theorem.
theorem. Show your Show your solution.
solution.
1. A 12-meter fire truck
1. A tree that is 45 ft. ladder leaning on a
tall casts a shadow. vertical fence also leans
At the same time of on the vertical wall of a
the day, Nathaniel burning three-storey
who is 6 ft. tall casts building. How high does
a shadow that is 8.4 the ladder reach?
ft long. How long in
feet is the tree’s
shadow (to the
nearest tenths)?
2. Sam built a ramp to a
loading dock. The
ramp has a vertical
support 1.5 m from
the base of the
loading dock and 2.5 2. Solve the indicated
m from the base of distance across the lake.
the ramp. If the
210
vertical support is
0.75 m in height,
what is the height of
the loading dock?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
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?
211
ACTIVITY 14
Determining Heights without Actually Measuring Them
The sun shines from the western part of the pyramid and casts a shadow on the
opposite side. Analyze the figure and answer the following questions:
1. ME is unknown ____________________ of the pyramid.
2. MN is the length of the shadow of the _______________.
3. ___________ is the height of a vertical post.
4. TN is the length of the __________ of the vertical post.
5. Which of the following can be measured directly with the use of a measuring
tool? If it can be measured directly, write YES. If otherwise, write NO.
Lengths Answer Lengths Answer

ME MN
AT TN
6. Why is the height of the pyramid difficult to measure using a measuring tool?
7. Like the post, the height of the pyramid is also vertical. What can you conclude
about ME and AT?
8. If ME II AT, what can you say about ∆EMN and ∆ATN?
9. What theorem justifies your answer?
10. The figure is not drawn to scale. Which of the following situation is true or false?
11. If MN = 80 ft, NT = 8 ft, and AT = 6ft, what is the height of the pyramid in this
activity?
12. If the post was not erected to have its top to be along the line of the line of
shadow cast by the building such as shown, will you still be able to solve the
height of the pyramid? Explain.
212
13. How long is the height of a school flag pole if at a certain time of day, a 5-foot
student casts a 3-feet shadow while the length of the shadow cast by the
flagpole is 12 foot? Show your solution on a clean sheet of paper.
A. 20 ft. B. 18 ft c. 16 ft. D. 15 t.
213
Teaching Time THIRD
Quarter
I. OBJECTIVES
C. Learning The learner solves problems that involve triangle similarity
Competencie and right triangles. (Subtask M9GE-IIIj-1)
s/Objectives
Code for K – I can state the right triangle similarity theorem.
each.) U – I can analyse problems involving right triangle similarity
theorem.
D – I can show the solution of problems involving right
triangle similarity theorem.
II. CONTENT Solving Problems Involving Right Triangle
Similarity Theorem
III. LEARNING
RESOURCES
A. References
Guide
pages
Materials
pages
3. Textbook 175-177
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Geometry textbook for Third Year
Learning
Resources
A. Reviewing Study the figure below.
previous
lesson Given: right ABC;BD is the altitude to the hypotenuse
AC
214
 Name the two triangles that are similar to ABC.
ADB and BDC
 What previously studied theorem is described by the
figure? Right triangle similarity theorem
 State the right triangle similarity theorem.
If the altitude is drawn to the hypotenuse of a right
triangle, then the two triangles formed are similar to
the original rectangle and to each other.
B. Establishing a Use the figure to compete the proportion.
purpose for
the lesson
𝐴𝐷 𝐵𝐷
1. = answers: 1. CD
𝐵𝐷
𝐴𝐵
2. = 2. AD
𝐴𝐶 𝐴𝐵
𝐷𝐶
3. = 3. BC
𝐴𝐶 𝐵𝐶
Guide Questions:
1. How were you able to get the correct proportion?
2. What are the special properties of right triangles that
were derived from the proportion?
3. How will you use this knowledge about the theorem and
the special properties of right triangle in solving real life
problems that involves triangle proportionality theorem?
C. Discussing Activity 1: Bridge over Troubled Water!
new concepts (think-pair-share)
and practicing
new skills #1 Analyse the situation below and answer the questions
that follows.
A carpenter wishes to construct a bridge across the river

so he is asking for your help to compute the distance across
the river based from the figure below.
215
Guide Questions:
1. What is the distance from pt. O to pt. K?
2. What is the distance from pt. K to pt. M?
3. How far is point P from point K?
4. What property of right triangle did you applied to get the
distance across the river?
D. Discussing ACTIVITY 2: Shortcut!

new concepts
and practicing Ms. Ricardo, the guidance teacher of Dalisay High School
new skills #2 wants to buy some foods for her snacks in the school
canteen. She will use the path walk situated along her office
to the school canteen. Use the illustration below to find the
distance of the canteen from her office.
Guide Questions:
1. What is the distance from ICT Room to the School
Canteen?
2. What is the distance from Drafting Room to School
Canteen?
3. Which of the special property of right triangle will help
you compute for the distance from the guidance office
to the school canteen?
4. What is the distance of the school canteen from the
guidance office?
E. Developing
Mastery
(Leads to
formative
assessment
3)
216
F. Making How do you solve problems involving right triangle similarity
generalization theorem?
s and
abstractions
about the
lesson
G. Evaluating Advanced Learners Average Learners
problems using the right problems using the right
triangle similarity theorem. triangle similarity theorem.
Show your solution. Show your solution.
1. 1.
2.
2.
3. 3.
4. Similar triangles are

drawn with right angles 4. Two vertical poles, 20
and R and Q. S is meters and 30 meters
located by sighting from high are 60 meters
P to T. By direct apart. A rope is to be
measurements, RS = 50 attached from the top of
m., PQ = 8 m. and QS = one pole to a point on the
10m.Find the distance ground halfway between
from one side of the the poles and then to the
riverbank to a tree on the top of the other pole.
opposite side. How long a rope is
needed?
217
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
218
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
219
Teaching Time THIRD
Quarter
I. OBJECTIVES
s/Objectives
Code for K – I can state the Pythagorean theorem.
each.) U – I can analyze problems involving Pythagorean theorem
D – I can show the solution of problems involving
Pythagorean theorem.
II. CONTENT Solving Problems Involving Pythagorean Theorem
III. LEARNING
RESOURCES
A. References
Guide
pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
220
A. Reviewing ACTIVITY 1: Arrange Me!
previous
lesson Arrange the letters to reveal a word.
Yhtopneesu sleg thepyagoran

Themore ums quares
Hypotenuse legs pythagorean

Theorem sum square
Guide Questions:
1. Where you able to form a word with the given
scrambled letters?
2. How will you relate the words that were formed from
the activity with our previous lesson?
3. Can you state the Pythagorean Theorem?
B. Establishing a Justin wants to paint the roof of their house using a 13 m.
purpose for ladder to be able to get to the roof top by leaning the top of
the lesson the ladder against the wall of his house. The distance of the
base of the ladder to the wall of house is 5 m. How high is
the roof of his house?
How will you compute for the height of the roof of his
house?
C. Discussing “I do”
new concepts
and practicing PROBLEM 1
new skills #1 Mang Nilo wants to renovate the shed for his goats by
replacing its beams. The width of the shed is 5 m., while the
height of the roof is 1.2 m. What is the length of the roof
beams needed?
Let c = be the length of the roof beam

a= height of the roof
b= width of the shed
using the Pythagorean theorem

𝑐 2 = 𝑎2 + 𝑏 2
𝑐 2 = (1.2)2 + (5)2
𝑐 2 = 1.44 + 25
𝑐 2 = 26.44
𝑐 = 5.14 m.
The length of the roof beam is 5.14m.
221
D. Discussing “we do”
new concepts PROBLEM 2
and practicing An anchor line for a tower needs to be replaced. The tower
new skills #2 is 40 ft. tall. The anchor line is 50 ft long.How far from the
tower can it be placed?
Guide Questions:
1. What is the height of the tower?
2. How long is the anchor line?
3. How will you illustrate the situation above?
4. How far from the tower can the anchor line be placed?
E. Developing “you do”

Mastery
(Leads to Go back to the previous problem. Let the students answer
formative the given problem on their own.
assessment
3) Justin wants to paint the roof of their house using a 13 m.
ladder to be able to get to the roof top by leaning the top of
the ladder against the wall of his house. The distance of the
base of the ladder to the wall of house is 5 m. How high is
the roof of his house?
Guide Questions:
1. How long is the ladder?
2. How far is the base of the ladder from the wall of the
house?
3. Illustrate the given situation?
4. How high is the roof of his house?
Answers:
1. 13 m
2. 5 m
3.
4. 12 m
F. Making How do you solve problems involving Pythagorean

generalization theorem?
s and
abstractions
about the
lesson
problems using the triangle problems using the triangle
proportionality theorem. proportionality theorem.
Show your solution. Show your solution.
1. A 15 ft. tree cast a 3. A 12-meter fire truck

shadow that is 8 ft. What ladder is leaning on a
is the distance from the vertical wall of a class
top of the tree to the tip room. If the base of the
of its shadow? 17 ft. ladder is 5 meters away
222
from the wall, how high
does the ladder reach?
2. A miner/treasure hunter
is tracking a treasure.
His GPS tells him that he
is 50 away from the
treasure. He walks 30 m
due west. The GPS now
tells him that the
treasure is due south
from where he is
standing. How far south
does he need to go to
find it? 40 m 13 m
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
223
can help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish
to share with
other
teachers?
224
Teaching Time THIRD
Quarter
I. OBJECTIVES


s/Objectives
Code for K – I can state the special right triangle theorems.
each.) U – I can analyse problems involving special right triangle
theorems
D – I can show the solution of problems involving special
right triangle theorems.
II. CONTENT Solving Problems Involving Special Right Triangle

Theorems
III. LEARNING
RESOURCES
A. References
Guide
pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resources
225
A. Reviewing
previous Observe the illustrations below.
lesson
Guide Questions:
1. What kind of triangles are these?
2. What can you say about the acute angles of each right
triangle?
3. What makes these triangles special from other right
triangles?
4. State the theorems related to the special right triangles.
B. Establishing a Mr. Teves purchased a new surround speakers in his living
purpose for room.The technology comes with a sound bar and 4
the lesson speakers .To maximize the sound quality he will place each
of the speakers following the diagram below.If the sound
bar is 6 meters away from the back of the sofa. What are
the distances of the speakers from the sound bar?
How will you apply your knowledge on special right triangles

to solve this problem?
C. Discussing “I do”
new concepts
and practicing PROBLEM 1: 45‐45‐90 Right Triangle
new skills #1
Mark on his way home from work travels 20 km. due north
and 20km. due west, what is the distance of his home from
his work?
226
Let x = be the distance of his home from his work place
a= distance travelled due north
b= distance travelled due west
by using the theorem below:
The distance of his home from his work is the hypotenuse

of the given triangle. Since a and b have the same value
which is 20 km. then the triangle that was formed is a 45-
45-90 right triangle. Therefore the distance of his home from
his office is 20√2 km. or 28.28 km.
D. Discussing “we do”
new concepts
and practicing PROBLEM 2: 30 ‐60‐90 Right Triangle
new skills #2
Due to a bad weather the pilot of an airplane travelling to
airport A has to alter his flight by 30º.The plane will land at
airport B instead, which is 45 mile east of airport A.How far
will the airplane have to travel to reach its new destination?
Guide Questions:
1. Based from the given problem what kind of triangle was
formed by the airplane, airport A and airport B? Explain
your answer.
2. How will you illustrate the given situation?
3. What relationship can be drawn from the given
illustration?
4. How will you solve for the distance that the airplane has
to travel to reach airport B?
227
E. Developing “you do”
Mastery Go back to the problem above. Students will solve it by their
(Leads to own.
formative
assessment Mr. Teves purchased a new surround speakers in his living
3) room.The technology comes with a sound bar and 4 speakers .To
maximize the sound quality he will place each of the speakers
following the diagram below.If the sound bar is 6 meters away
from the back of the sofa. What are the distances of the speakers
from the sound bar?
F. Making
generalization How do you solve problems involving special right
s and triangles?
abstractions
about the
lesson
problems using the special problems using the special
right triangle theorems. right triangle theorem. Show
Show your solution. your solution.
1. You would like to put 1. A square shaped

tassel around a square handkerchief measures
table cloth. If its diagonal 16 inches on each side.
measures 8 feet. What is You fold it along its
the length of the tassel diagonal so you can tie it
you need to buy? around your neck. How
2. A cake is triangular in s long is this tie?
hape. Each side measur 2. If CR=8 cm. Find CU,
es 1 foot. If the cake is RU, ER and EC?
subdivided equally into t
wo by slicing from one c
orner perpendicular to t
he opposite side, how lo
ng is that edge where th
e cake is sliced?
V. REMARKS
VI. REFLECTION
228
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
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?
229
POST-ASSESSMENT
PART I. Directions. Choose the letter of the correct answer.
1. Consecutive angles of a parallelogram are

a. complementary b. supplementary c. adjacent d. congruent
2. A quadrilateral with exactly one pair of parallel sides

a. square b. rectangle c. trapezoid d. rhombus
3. In the figure at the right, DC= 20 cm and AB = 36 cm. What is FE?

a. 16 cm b. 56 cm c. 28cm d. 46 cm
4. The figure below is a parallelogram. If AD = 2x – 10 and BC = x + 30, then BC =

___.
a. 50 b. 60 c. 70 d. 80
5. The figure below is a rhombus. If m ∠ 𝐼 = (4x)° and ∠𝐸 = (2x + 60)°, what is m ∠𝐼 ?

a. 100° b. 110° c. 120° d. 130°
6. Quadrilateral BEST is a parallelogram. If m∠ B = (x + 40)° and m∠ E = (2x + 20)°,

what is the m∠ B?
a. 50° b. 60° c. 70° d. 80°
7. The figure below is a parallelogram. The diagonals AC and BD intersect at E. if AE

= 2x and EC = 12, what is x?
a. 5 b. 6 c. 7 d. 8
8. Quadrilateral CDEF is a parallelogram. If m∠C = y° and m∠E = (2y – 40)°, then m∠D
is
a. 80° b. 110° c. 140° d. 170°
9. How many congruent triangles are formed when a diagonal of parallelogram is

drawn?
230
a. 1 b. 2 c. 3 d. 4
10. Base angles of an isosceles trapezoid are

a. complementary b. supplementary c. congruent d. adjacent
11. All of the following are properties of a parallelogram EXCEPT:

a. diagonals bisect each other. c. opposite angles are congruent
b. opposite sides are congruent. d. opposite sides are not parallel
12. If LOVE is a parallelogram and SE = 6, what is SO?

a. 3 b. 6 c. 12 d. 15
13. Which of the following statements ensures that a quadrilateral is a parallelogram?

a. Diagonals bisect each other
b. The two diagonals are congruent
c. Two consecutive sides are congruent.
d. Two consecutive angles are congruent.
14. STAR is a rhombus with a diagonal RT . If m∠STR = 3x – 5 and m∠ART = x + 21,

what is m∠RAT?
a.13° b. 34° c. 68° d. 112°
15. The diagonals of a rectangle have lengths 5x – 11 and 2x + 25. Find the lengths of
the diagonals.
a. 12 b. 24 c. 49 d. 60
16. Refer to rectangle FIND. If m∠4 = 38, what is m∠3?

a. 42 b. 52 c. 62 d. 72
17. Refer to rhombus SAME. If AT = 7 cm and TM = 5 cm. Find its area.

a. 50 cm2 b. 60 cm2 c. 70 cm2 d. 80 cm2
18. In an isosceles trapezoid, the altitude drawn from an endpoint of the shorter base
to the longer base divides the longer base in segments of 5 cm and 10 cm long.
Find the lengths of the bases of the trapezoid.
a. 5 cm and 15 cm c. 15 cm and 25 cm
b. 10 cm and 20 cm d. 20 cm and 30 cm
19. Find the length of a diagonal of a kite whose area is 176 sq.cm and the other
diagonal is 16 cm long.
a. 22 cm b. 24 cm c. 26 cm d. 28 cm
231
20. One side of a kite is 5 cm less than 7 times the length of another. If the perimeter
is 86 cm, find the length of each side of the kite.
a. 4 cm, 4 cm, 39 cm, 39 cm c. 6 cm, 6 cm, 37 cm, 37 cm
b. 5 cm, 5 cm, 38 cm, 38 cm d. 7 cm, 7 cm, 36 cm, 36 cm
Part II. Directions: Read and understand the situation below then answer or perform
what are asked.
Peter, being an SSG President in your school, noticed that there is enough
vacant space in the school. He proposed to your school principal to put up rectangular
study table for the students to use during vacant time like recess, snacks or even during
lunchtime, and as one of his priority projects during his term. To help acquire these
rectangular study tables, he solicited construction materials from the alumni such as
woods, plywoods, nails, paint materials and many others. After all the materials have
been received, the school principal requested your class adviser, Ms. Samonte to
divide the class into groups of 5. Each group of students was assigned to do the design
of a particular rectangular study table. The designs that the students will prepare shall
be used by the carpenter in constructing rectangular study tables.
1. Suppose you are one of the students of Ms. Samonte, how will you prepare
the design of the rectangular study table?
2. Make a design of the rectangular study table assigned to your group.
3. Illustrate every part or portion of the rectangular study table including their
measures.
4. Using the design of the rectangular study table made, determine all the
mathematics concepts or principles involved.
232
POST-ASSESSMENT
Let’s find out how much you already learn about this topic. On a separate sheet, write
only the letter of the choice that you think best answers the question. Please answer
all items.
𝐴𝐶 𝐴𝑀
1. If = , which of the following data makes 𝛥𝐶𝐴𝑀 ~ 𝛥𝑆𝐴𝑌 by SAS Similarity
𝐴𝑆 𝐴𝑌
Theorem?
A. ∠𝐶𝐴𝑀 ≅ ∠𝑆𝐴𝑌 C. ∠𝐴𝑀𝐶 ≅ ∠𝐴𝑌𝑆
B. A. ∠𝐴𝐶𝑀 ≅ ∠𝐴𝑆𝑌 D. ∠𝑆𝐶𝑀 ≅ ∠𝑌𝑀𝐶
2. Which proportion is correct?
3. Which of the following statements is true about the figure?

I. 𝛥𝐶𝐴𝐿 ~ 𝛥𝐶𝑀𝐴 ~ 𝛥𝐴𝑀𝐿
II. AM is the geometric mean of CM and LM.
III. AL is the geometric mean of LM and CL.
IV. AC is the geometric mean of CM and CL.
̅̅̅̅̅ is an altitude to hypotenuse 𝐶𝐿
V. 𝐴𝑀 ̅̅̅̅.
A. I only B. I & V only C. II, III, IV only D. All of the above
4.
5. The ratio of the areas of two similar rectangular prisms is 49 ∶ 81. What is the ratio
of their volumes?
A. 343:729 B. 9: 7 C. 7:9 D. 441`: 567
6. The lengths of the sides of a triangle are 4 cm, 5 cm, and 6 cm. What kind of a
triangle is it?
A. Regular triangle B. Acute triangle
C. Right triangle D. Obtuse triangle
7. What is the perimeter of a 30‐60‐90 triangle whose hypotenuse is 8 cm long?

A. 4 + 8√3 𝑐𝑚 B. A. 24 + 8√3 𝑐𝑚
C. 12+√3 𝑐𝑚 D. 12 + 4√3 𝑐𝑚
233
8. One leg of an isosceles right triangle measures 7 cm. How long is the hypotenuse?
7√2 7√3
A. 7√2 𝑐𝑚 B. 3.5 cm C. 𝑐𝑚 D. 𝑐𝑚
2 3
9. What theorem will you use to find the diagonal of a 10 cm by 8 cm rectangle?

A. Right Triangle Proportionality Theorem
B. Pythagorean Theorem
C. Triangle Proportional Theorem
D. Triangle Angle Bisector Theorem
10. Which of the following pairs of solids will not always be similar?
A. Pair of spheres C. Pair of pyramids
B. Pair of cubes D. Pair of square prisms
11. Which of the following pairs of triangles cannot be proved similar?

c. c.
d. d.
12. The ratio of the sides of the original triangle to its reduced version is 2: 1. The
reduced triangle is expected to have
A. sides that are twice as long as the original
B. perimeter that is as long as the original
C. sides that are half as long as the original
D. angles that are half as large as the original
13. ΔBRY~ΔANT. Which ratio of sides gives the scale factor?
𝐴𝑁 𝐴𝑁 𝐴𝑇 𝑁𝑇
b. b. c. d.
𝐵𝑅 𝐴𝑇 𝐵𝑅 𝐵𝑅
14. What similarity concept justifies that 𝛥𝐴𝐸𝐻~𝛥𝐹𝐸𝐿?

A. Right Triangle Proportionality Theorem
B. Triangle Proportionality Theorem,
C. SSS Similarity Theorem
D. SAS Similarity Theorem
15. A map is drawn to the scale of 1 cm: 150 m. If the distance between towns A and
B is 105 km, how far are they on the map?
A. 700 cm B. 70 cm C. 7000 cm D. 707 cm
234
16. The length of the shadow of your 1.6 meter height is 2.8 meters at a certain time
in the afternoon. How high is an electrical post in your backyard if the length of its
shadow is 20 meters?
A. 7.14 m B. 12.5 m C. 22.5 m D. 11.43 m
17. The smallest square of the grid you made on your original picture is 8 cm. If you
enlarge the picture on a 18 cm grid, which of the following is NOT true?
I. The new picture is 225% larger than the original one.
II. The new picture is two and one‐fourth times larger than the original one.
III. The scale factor between the original and the enlarged picture is 4:9.
A. I, II, and III B. I and II C. II and III D. III only
18. You would like to enlarge ΔYRC by dilation such that the scale factor is5. Which of
the following is NOT the coordinates of a vertex of the enlarged triangle?
A. (-10, 5)
B. (5, 10)
C. (10, -10)
D. (-10, 10)
19. A document is 75% only of the size of the original document. If you are tasked to
convert this document back to its original size, what copier enlargement settings
will you use?
A. 135% B. 133% C. 125% D. 120%
20. You would like to put a 12 ft by 10 ft concrete wall subdivision between your dining
room and living room. How many 4‐inch thick concrete hollow blocks (CHB) do you
need for the subdivision? Note that:
Clue 1: the dimension of the face of CHB is 6 inches by 8 inches.

Clue 2: 1 foot = 12 inches
1 CHB total no.of CHB needed
Clue 3: =
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝐶𝐻𝐵 𝑖𝑛 𝑠𝑞.𝑖𝑛. 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑊𝑎𝑙𝑙 𝑆𝑢𝑏𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛 𝑖𝑛 𝑠𝑞.𝑖𝑛.
A. 300 pieces B. 306 pieces C. 316 pieces D. 360 pieces
235

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Daily Lesson Plans

1. How do you describe any two opposite angles in a parallelogram?

3. Which of the following statements is true?

4. Which of the following statements could be false?

6. Which of the following conditions is not sufficient to prove that a quadrilateral is a

7. What is the measure of ∠2 in rhombus HOME?

8. Two consecutive angles of a parallelogram have measures (x + 30)O and

9. Which of the following statements is true?

13. Find the length of the longer diagonal in parallelogram FAST.

14. Find the value of y in the figure below.

15. In rhombus RHOM, what is the measure of ∠ROH?

16. In rectangle KAYE, YO = 18 cm. find the length of diagonal AE.

17. In quadrilateral RSTW, diagonals RT and SW are perpendicular bisectors of each

20. Which of the following statements is/are true about trapezoids?

Pepe, your classmate, who is also an SK Chairman in your Barangay Matayog,

2. Make a design of the Kite assigned to you.

3. Illustrate every part or portion of the Kite including their measures.

1. ΔCOD~ΔHOW Because CD ∥ HW. which of the following is not true?

a. II, IV, VI b. I, III, V c. I only d. All except VI

4. If m:n = 3:2, what is the correct order of the steps in determining

a. I, IV, III, II b. IV, I, III, II c. I, IV, II, III d. I, III, II, IV

𝑚∠𝐸𝑈𝐴 = 𝑚∠𝐸𝑈𝑇 = 𝑚∠𝐵𝑇𝑈 = 𝑚∠𝐵𝑇𝑌 Definition of Right Angles

𝐵𝐸 = 𝑇𝑈 Opposite sides of a parallelogram are

𝑌𝑇 + 𝑇𝑈 + 𝑈𝐴 = 𝑌𝐴 Segment Addition Postulate

𝑌𝑇 + 𝐵𝐸 + 𝑈𝐴 = 30 Substitution Property of Equality

∆𝐸𝑈𝐴 𝑎𝑛𝑑 ∆𝐵𝑇𝑌 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒𝑠. Definition of Right angles

∆𝐸𝑈𝐴 ≅ ∆𝐵𝑇𝑌 Hypotenuse-Leg Right Triangle

𝑌𝑇 + 14 + 𝑌𝑇 = 30 Substitution Property of Equality

2𝑌𝑇 = 30 − 14 = 16 Subtraction Property of Equality

13. What similarity concept justifies that ΔFEL~ΔQWN?

17. You would like to transform ΔYRC by

Clue 1: the dimension of the face of CHB is 6 inches by 8 inches

 How can you say that a figure is a quadrilateral?

That is our lesson for today.

Materials Needed: protractor, ruler, pencil

Note: The teacher will focus on opposite sides and

E. Discussing Property No. 2

KIND FIGURE DEFINITION

A quadrilateral with two A quadrilateral with two

Closed plane figure

C 100° 100° N Answer:

That is our lesson for today.

Materials Needed: protractor, ruler, pencil

Note: The teacher will focus on consecutive angles and

then ABCD is a parallelogram.

How can you say that the square tile is a parallelogram?

1. The sum of ∠𝑁 and 1. The sum of ∠𝑁 and

2. ∠𝑂 and ∠𝐸 are 2. ∠𝑂 and ∠𝐸 are

3. 𝑁𝑇 divides the 3. 𝑁𝑇 divides the

4. If 𝑂𝐸 is one of the 4. If 𝑂𝐸 is one of the

Answer: Parallelogram Answer: Parallelogram

Answer: Parallelogram Answer: Parallelogram

Name the property shown in each parallelogram.

 Which sides must have a measure of 10 cm and 15 cm

That is our lesson for today.

From the activity, what quadrilaterals have you formed in

5. ∆≅ ∆ 5. LL Congruence