School Sta.

Rita High School Grade 9

Teacher BENJIE A. VILLAFLORES Learning Area MATHEMATICS
Teaching Dates and Time March 6 - 10, 2023 Quarter THIRD
MONDAY TO FRIDAY
(7:30-3:00)
SESSION 1 SESSION 2 SESSION 3 SESSION 4
7:30 AM – 8:30 AM 7:30 AM – 8:30 AM 7:30 AM – 8:30 AM 7:30 AM – 8:30 AM

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. Performance The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and
Standards accurate representation.
C. Learning Proves theorems on the different Proves theorems on the different Proves theorems on the different Proves theorems on the different
Competencies/Objective kinds of parallelogram (rectangle, kinds of parallelogram (rectangle, kinds of parallelogram (rectangle, kinds of parallelogram
s rhombus, square). (M9GE-IIIc-1) rhombus, square). (M9GE-IIIc-1) rhombus, square). (M9GE-IIIc-1) (rectangle, rhombus, square).
1. Choose the right 1. State the theorems 1. State the theorems (M9GE-IIIc-1)
statements and reasons to related to a rhombus. related to a square. 1. Identify the theorems
complete the 2-column 2. Apply the theorems 2. Apply the theorems that are related to a
proof of a theorem on related a rhombus in related a square in rectangle, to a rhombus,
rectangle finding unknown finding unknown and to a square.
2. Apply the theorem on quantities; and quantities. 2.  Find unknown
rectangle to solve an 3. Demonstrate the value of 3. Demonstrate the value of quantities of a rectangle,
unknown quantity; and cooperation in doing the cooperation in doing the rhombus, or square.
3. Demonstrate appreciation activities activities 3. Demonstrate the value
of proving a theorem. of cooperation in doing
the activities.

II. CONTENT Theorems on Rectangle Theorems on Rhombus Theorems Related in Square Theorem on Different kinds of
Parallelogram
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages N/A N/A N/A N/A
2. Learner’s Materials LM page 316-321 LM page 316-321 LM page 306-360 LM page 306-360
pages
3. Textbook pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Begin with classroom routine: The teacher lets the students The teacher asks the students, in The teacher lets the students
lesson or presenting the a. P rayer recall the definition and pairs, to do the exercise below: recall the theorems on a
new lesson b. Reminder of the classroom properties of a rhombus by asking rectangle, rhombus and square
health and safety protocol representatives from the class to: For each of the following by letting them do the exercise
c. C hecking of Attendance 1. Define a rhombus. statements, determine whether it below.
d. Quick Kamustahan 2. State the properties of is Never True, Sometimes True,

B. Establishing a The teacher together with the
purpose for the lesson students do Activity 8 (I Wanna
Know!) found in page 320 of the
LM. The teacher facilitates the
students as they find the answers
to the questions from the activity.
The teacher lets the students
realize that the properties of a
parallelogram still holds TRUE to a
rectangle and they are necessary
elements in understanding the
theorems on rectangles.
C. Presenting The teacher lets the students, in
Examples/instances of groups of three, complete the proof
new lesson of theorem 1 found in the Activity 1
(Prove It!!) attached herewith
rhombus. or Always True. Put a check (√) mark to indicate
1. All squares are which property is TRUE to the
parallelograms. following parallelograms.
2. A rectangle is a square.
3. A square is a rectangles.
4. All rhombuses are
squares.
5. A square is a rhombus.
The teacher lets the students The teacher helps the students The teacher lets the students
realize that the properties of a see the logic of each of the realize that the connections
parallelogram still holds TRUE to answer by citing definitions of, between a parallelogram, a
a rectangle and they are properties of, and/or theorems rectangle, a rhombus and a
necessary elements in related to the quadrilaterals square with each other are
understanding the theorems on involved in the statement. important principles needed in
rectangles. finding their unknown
The teacher lets the students quantities.
realize that the connections
between a parallelogram, a
rectangle, a rhombus and a
square with each other are
important principles needed in
understanding the properties of a
square.
The teacher, together with the The teacher tells the students: “A
students, will prove the theorems square is a very special type of
related to a rhombus by parallelogram. This is because it
inspecting its parts thru a has the properties of a
diagram. He/She will use an parallelogram, a rectangle, and a
enlarged graphing grid and draw rhombus.”
rhombus CUTE with diagonals CT
and UE intersecting The teacher then lets the
at M. U students, in groups of three,
answer the exercise below.
 Using square JMARZ, answer the
C T questions that follow.
M
1. Suppose  JM = 2 cm, how long
is RA?
E 2. Suppose MR = 4 cm,
1. how long is ZM?
To prove Theorem 3, the teacher 2. how long is JA?
will: 3. What is the measure of ∠JRA?
1. Call representatives from 4. What is the measure of
the class to get the ∠JRM?
measure of ∠UMC, ∠UMT, 5. What is the measure of
∠EMC, and ∠EMT, ∠JZM?
respectively. 
2. Ask the students to make
Afterwards, the teacher calls a
an inference regarding the
representative from the class to
measures they get of the
give and justify his/her answer
angles.
to the class.
3. Ask the students to make
another inference, this
time, about the two
diagonals of the rhombus.
4. State theorem 3.

D. Discussing new The teacher discusses with the The teacher facilitates the
concepts and practicing students the process of arriving at drawing of inferences from the
new skills #1 their answer. The teacher asks the students and making connections
students justify their choices of of the exercises to prove that each
statements and reasons. diagonal of a rhombus are
perpendicular. The teacher
connects the theorem to the
concept of perpendicular
bisectors. The teacher explains
that the diagonals of rhombus are
perpendicular bisectors of each
other because they bisect and are
perpendicular to each other.
E. Discussing new Using the same diagram, the
concepts and practicing teacher presents theorem 4 which
new skills #2 states “Each diagonal of a
rhombus bisects opposite angles.”
The teacher facilitates
drawing of answers from the
students by letting
students react to the answer
given by one student. The
teacher emphasizes that the
properties of a parallelogram, a
rectangle and a rhombus holds
true for all squares.
the The teacher discusses and
illustrates thoroughly to the
other students the process of using
the properties in finding its
measures.
The teacher lets the students to
use the properties to solve
parallel. In Groups of five.
The teacher lets the students to
discuss the given activity by
using the properties of
parallelogram.
He/ She discuss thoroughly in
solving the unknown value of
the properties of parallelogram.

Suppose that in the diagram,

∠UCE = 70⁰, the teacher explains
 that diagonal CT bisects this
angles. Hence, ∠UCT = ∠ECT =
35⁰. The teacher emphasizes the
meaning of the word “bisect” is to
divide it into two equal parts.
Afterwards, the teacher asks the
students the following questions:
1. What is the measure of
∠CUT? What principle
did you use to get this
measure?
2. What is the measure of
∠CUE? What principle
did you use to get this
measure?
F. Developing mastery The teacher lets the students, still The teacher lets the students, in The teacher lets the students, in The teacher lets the students, in
(Leads to Formative with same groups of three, prove groups of three, answer the pairs, answer the exercise below. groups of three, answer Activity
Assessment) theorem 2 found in pages 321 – exercise below. 1 attached herewith.
322 of the LM using the possible Using square MATH, answer the
statements and reasons that the Using the diagram of rhombus questions that follow.
teacher posted on the board. STAR, answer the following 1. Suppose HM = 5 cm, 
questions and support your 1. how long is MA?
answer using the properties or 2. what is the perimeter of
theorems related to a rhombus. square MATH?
2. Suppose MX = 3.5 cm,
1. how long is MT? 
2. how long is HX?
3. What is the measure of
∠MAT?
4. What is the measure of
∠MHA?
1. What is the measure of What is the measure of ∠ MXH?
∠SKR?
2. Suppose ∠RAT = 64⁰,
2.1 what is the measure of
∠RAK?
2.2 what is the measure of
∠ARS?
2.3 what is the measure of
∠KRS?
G. Finding Practical The teacher asks the students:
applications of concepts
and skills “Mang Dannny has a square
garden that has a perimeter of
12 m. What is the area of the
 garden?”
H. Making The teacher emphasizes that the The teacher emphasizes that the The teacher helps the students The teacher summarizes the
generalizations and theorems on rectangles were theorem on rhombuses becomes summarize all the properties of a correlation of the theorems
abstractions about the additional properties of a rectangle. additional properties to the square by letting them complete related to a rectangle, to a
lesson The teacher explains briefly the properties of a parallelogram the sentences below using the rhombus and to a square thru
importance of proving theorems as inherent to a rhombus. The following words: the Venn diagram.
they are statements deduced from teacher briefly explains the
other laws, postulates or importance of knowing these CONGRUENT               BISECT                
definitions. theorems and properties in PERPENDICULAR           
finding unknown quantities SUPPLEMENTARY                  
related to a rhombus.
In a square,
 all four sides are
___________. (congruent)
 all four angles are
___________. (congruent)
 opposite sides are
___________. (congruent)
 opposite angles are
___________. (congruent)
 two consecutive angles
are ___________.
(supplementary)
 diagonals ___________
each other. (bisect)
 diagonals are __________
and ___________.
(congruent and
perpendicular)
 Each diagonal __________
opposite angles. (bisects)
Each diagonal divides the square
into two __________ triangles.
(congruent)
I. Evaluating Learning Using the situation below, the teacher The teacher evaluates students’ The teacher lets students
lets the students answer the learning by letting them answer answer individually the exercise
the exercise blow orally. below.
questions orally.
□SACK is a square with diagonals AK
and SC. Using the diagram of rhombus I. Complete each statement. Use
1. Is □SACK a rectangle? Justify your RAMS, answer the following the words rectangle, rhombus,
questions and support your answer or square.
answer. 1. A parallelogram with
using the properties or theorems
2. If AK = 12 cm, how long is SC? congruent diagonals is a _______
related to a rhombus.
or a _______.
1. Suppose the measure of  2. Every square is a _______ and
2. ∠SMA = 100,  a ________.
1. what is the measure of 3. A parallelogram has a right

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
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
∠AMR? angle, then it has four right
angles and the parallelogram is
2. what is the measure of
a _______.
∠ARM? 4. The diagonals of a _______ or a
3. what is the measure of _______ are perpendicular
∠MSA? bisectors of each other.
5. A parallelogram that is
3. What is the measure of
equilateral and equiangular is a
∠MCS? _______.
Study all the theorems related to The teacher groups the student
a rectangle, rhombus and with four members each. The
square. teacher assigns them to bring
the following:
4 short bondpapers
1 pencil
1 ruler
Adhesive tape
Protractor
A pair of scissors
.
__ of Learners who earned 80% above __ of Learners who earned 80% above __ of Learners who earned 80% above __ of Learners who earned 80% above
___ of Learners who require additional activities for
remediation
___ of Learners who require additional activities for
remediation
___ of Learners who require additional activities
for remediation
___ of Learners who require additional activities
for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
___ of Learners who continue to require
remediation
E. Which of my teaching Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
Strategies used that work well:
___ Group collaboration
strategies worked well? ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
___ Power Point Presentation
___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their
Others: ____________________ tasks tasks tasks
Others: ____________________ Others: ___________________ Others: __________________

F. What difficulties did I __ Bullying among learners __ Bullying among learners __ Bullying among learners __ Bullying among learners
__ Leaners’ behavior/attitude __ Learners’ behavior/attitude __ Learners’ behavior/attitude __ Learners’ behavior/attitude
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
__ Unavailable Technology
Equipment (AVR/LCD)
can help me solve? __ Computer Lab __ Computer Lab __ Computer Lab __ Computer Lab
__ Prior knowledge of students __ Prior knowledge of students __ Prior knowledge of students __ Prior knowledge of students
Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos/Pictures __ Localized Videos/Pictures __ Localized Videos/Pictures __ Localized Videos/Pictures
localized materials did I __ Making use articles from __ Making use articles from __ Making use articles from __ Making use articles from
use/discover which I views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
views of the locality
__ Recycled materials to be used as Instructional
wish to share with other Materials Materials Materials Materials
teachers? Others: ____________________ Others: ____________________ Others: ___________________ Others: ____________________

Prepared: Checked: Noted:

BENJIE A. VILLAFLORES EDWARD R. SAN AGUSTIN, EdD NENITA P. AVILANES, EdD

Teacher I Head Teacher I Principal IV