Republic of the Philippines
Department of Education
MAMBUSAO NATIONAL HIGH SCHOOL
I. Objective
A. Content Standards
B. Performance Standards
C. Learning Competencies)
II. Content
III. (Learning Resources)
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) Portal
B.Other Learning Resources
Region VI-Western Visayas
Schools Division of Capiz
Tumalalud, Mambusao, Capiz
LESSON PLAN in Mathematics 9
The learners demonstrate understanding of key concepts of
parallelograms and triangle similarity.
The learners are able to investigate, analyze, and solve problems
involving parallelograms and triangle similarity through appropriate and
accurate representation.
Theorems of Kite
Integration:
 EDUKASYON SA PAGPAPAKATAO
 HEALTH-CURRENT EVENTS/PANDEMIC
Valuing:
 Unity
 Cooperation
 Observance of Health and Safety Protocols during Pandemic
Strategies:
 Explicit Teaching
 Discovery Learning
 Cooperative Learning
Mathematics 9 Quarter 3 Module 1 ADM by Rex Bookstore
p.
 Teacher’s Activity Teacher’s Activity
A. Preliminary Activity -Our Father………………amen
a. Prayer
-Who will lead the prayer?
-Good Morning Ma’am.
b. Greetings
-Good Morning Class.

c. Checking Attendance - Listen Attentively.

-Who is Absent today? - Raise your hand if you want to answer.
- Participate to every group activity.
d. Setting of Classroom Standards - Cell phone is not allowed during the class.
-What are the things you need to do when the
class is going on?

e. Review
1. What is trapezoid? 1. A trapezoid, also known as a trapezium,
2. What are the parts of trapezoid? is a flat closed shape having 4 straight
3. What are Bases? sides, with one pair of parallel sides. The
4. What are the Legs? parallel sides of a trapezium are known as
5. What is the theorems of trapezoids? the bases, and its non-parallel sides are
called legs.
2. The parts of trapezoid are Bases and Legs.
3. The bases are a parallel lines and label as
b1 and b2.
4. The legs are non- parallel lines and have a
congruent side.
5. The median of a trapezoid is parallel to
each base and the length of the median
equals one-half the sum of the lengths of
the two bases.
f. motivation
Now, on the PowerPoint was a riddle. Who wants to The answer is Kite!
answer the riddles?
It has four legs but cannot walk. It has no wings but
can fly. Yes, it can fly but you need a very long tie.
Made up of two bones and long tail and glides in the
air. What is it?

g. Presentation
1. Topic
- Based on our activity, what do you think our
lesson for today?
- Very good! It’s all about midline theorem of
Kite.
2. objectives
At the end of the lesson,75% of the students should
be able to:
1. Determine the theorems of the kite;
2. Solve problems involving kites; and
3. Uses properties to find the measures of sides,
angles and other quantities involving kites.
B. Lesson Proper
a. Activity
”CUTE KITE”
Do the procedure below and answer the questions
that follow.
Materials Bond paper, paper, pencil, ruler, protractor,
compass, and straightedge.
Procedure:
1. Draw kite CUTE where UC ≅ UT and CE≅ TE like what
is shown at the right. Consider diagonals CT and UE
that meet at X.
2. Use a protractor to measure each of the angles
with vertex at X. Record your finding in the table
below.
3. Use a ruler to measure the indicated segments and
record your finding in the table below.

What
To CX UX EX CX C X
measure U T T E X T
Measuremen
t
Questions:
1. What do you observe about the measures of the
angles above?
2. How are the diagonals related to each other?
3. Make a conjecture about the diagonals of a kite
based on the angles formed. Explain your answer.
4. Compare the lengths of the segments given above.
What do you see?
5. What does UE do to CT at X? why?
6. Make a conjecture about the diagonals of a kite
based on the pair of congruent segment formed.
Explain your answer.

b. Abstract
Kite- Is a quadrilateral with two sets of distinct
adjacent congruent sides, but opposite sides are not
congruent.
 Answers:
Example:
1. Name the pairs of 1. ML≅MN
congruent LK≅NK
and adjacent side. 2. MN=7
2. If LM=7, What is MN? 3. KL=10.5
3. IF KN=10.5, What is 4. Area of Kite= ½ (d1, d2)
KL? LN=7cm(d 1) KM=13cm (d2)
4. If LN=7cm and A= ½ (7.13)
KM=13cm, what is A= ½ (91)
the area of Kite? A= 45.5 cm2
5. If the area is 96cm2 5. Given: A=96cm2
and LN=8cm, what is KM? LN=8cm(d1)
KM=x
Area of Kite= ½ (d1, d2)
96= ½ (8.x)
96= ½ (8x)
2(96)= [1/2(8x)] 2
192=8x
8 8
24=x

6. TRIANGLE SUM THEOREM (180⁰)

6. If m∠2=63, what is
m∠2+ m∠1+m∠3=180
m∠3?
63 90 63 +90 +m∠3=180
153+m∠3=180
m∠3=180-153
m∠3=27

7. m∠LKN= ½ (39)
7. If m∠LKN=39, what is m∠MKN? m∠MKN=19.5
8.
Theorem of kites:
 The diagonals of a kite are
perpendicular to each other.
 the area of a kite is half the product of
the lengths of its diagonal.
Area of Kite= ½ (d 1, d2)

Application:
A.In kite 𝐴𝐵𝐶𝐷, 𝑚∠𝐴𝐷𝐸 = 72 and 𝑚∠𝐶𝐵𝐸 = 48.5.
Find the measure of
each.
1. 𝑚∠𝐵𝐶𝐷
2. 𝑚∠𝐸𝐴𝐷

B. Find the measures of the numbered angles in each

figure.
1.

2.

3.

c. closure Activity
Generalization
1. How did you find the activities? Was it difficult
or easy?
2. Were you able to perform all activities? If no.
explain why? (Students answers must be vary)
3. What did you do to improve your performance?

IV. Evaluation:

Given: Quadrilateral LIKE is a KITE with 𝐿𝐼̅ ≅ 𝐼𝐾̅̅ and 𝐿𝐸̅̅̅ ≅ 𝐾𝐸̅̅̅

1. LE is twice LI. If its perimeter is 21 cm, how long is 𝐿𝐸̅̅?

2. What is its area if one of the diagonals is 4 more than the other and IE + LK = 16 in?

3. 𝐼𝐸 = (𝑥 − 1) 𝑓𝑡 and 𝐿𝐾 = (𝑥 + 2) 𝑓𝑡. If its area is 44 sq. ft, how long are ̅ 𝐼𝐸̅̅ and ̅𝐿𝐾̅̅?

V. Assignment:

Prepared by:
SHEILA MAE V. BAYLOSIS
BSED MATH 4
Checked by:
PHILIA JOY I. MAGALLANES
Cooperating Teacher