DETAILED LESSON PLAN IN MATHEMATICS 9

Quarter 3
Lesson: Theorems on Different Kinds Parallelogram

I. OBJECTIVES
Content Standard: The learner demonstrates understanding of key concepts of
parallelograms and triangle similarity.

Performance Standard: The learner is able to investigate, analyse, and solve

problems involving parallelograms and triangle similarity through appropriate and
accurate representation.

A. Learning Competency/Objectives (Write the LC code for each)

 Proves theorems on the different kinds of parallelogram (M9GE-IIIc-1 )

1. Define Rectangles
2. Prove that if a parallelogram has a right angle, then it has four
right angles and the parallelogram is a rectangle

II. CONTENT
Lesson 1 Theorems on Rectangles

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages
Mathematics 9, Module 5, Quadrilaterals: Theorems on Rectangles, pages
8-10
2. Leaner's Materials pages
Mathematics 9, Module 5, Quadrilaterals: Theorems on Rectangles, pages
320-321
3. Textbook pages
 Nivera, Gladys C., et.al. Patterns and Practicalities: Special Types of
Parallelogram. pages 374-375.
4. Additional Materials from Learning Resource (LR) Portal

B. Other Learning Resources

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS

 C. Values Integration
Allow the students to
 Appreciate the importance of quadrilaterals in our daily life especially
rectangles.

IV. PROCEDURES
A. Reviewing Previous lesson or Presenting new lesson
1. Drill: “Am I real?!”

Direction: State whether the statement is TRUE or FALSE.

1. All squares are rectangle.

2. Not every rectangle is a rhombus.
3. Every quadrilateral is a parallelogram.
4. Some rhombuses are rectangles.
5. Rectangles are square.
6. Every parallelogram is a rhombus.
7. All rhombuses are parallelograms.
8. A kite is a parallelogram.
9. A trapezoid is a quadrilateral.
10. A square is both a rhombus and a rectangle.

Answers key:
1. T 6. F
2. T 7. T
3. F 8. F
4. T 9. T
5. F 10. T

2. Review
Guide Questions:
 How do you find the activity?
 How did you answer the activity? Were you able to get the correct
answers?
 What are your ways on answering the activity?

3. Motivation
The teacher shall ask the students the following questions:

1. What are the kinds of parallelogram?

2. Are you aware of the different theorems that justify each kind?

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS

 3. Do you want to know?
B. Establishing a purpose for the lesson

A rectangle is a parallelogram with four right angles.

C. Presenting examples/instances of the new lesson

I Wanna Know!
Roam around to check if they are following the procedures as directed. Accurate
drawings and measurements must be done. Ask the questions presented. They must be
able to tell that ‫ے‬OHE and ‫ے‬PEH measure 90˚ each and therefore, they are right
angles. Quadrilateral HOPE appears to be a parallelogram because opposite angles are
congruent and consecutive angles are supplementary. Rectangle is the specific
parallelogram that it represents.

Direction: 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. Measure all the angles of the figure.
Questions:
1. What quadrilateral did you form?
2. How will you describe the quadrilateral formed?
3. Measure angle OHE and PEH. What did you find?
4. What can you say about the four angles of the rectangle?

D. Discussing new concepts and practicing new skills #1

Show Me! With the same groupings, the group work together to
provide statements and reasons to prove the theorem on rectangle
below.

Theorem 1: If a parallelogram has a right angle, then it has four right

angles and the parallelogram is a rectangle.

Given: WINS is a parallelogram with angle W is a right angle.

W I
Prove: ‫ے‬I, ‫ے‬N and ‫ے‬S are right angles.

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS


STATEMENTS
1.___________________________
2. m ‫ے‬W = 90˚
3. __________________________
4. m‫ے‬W = m‫ے‬N
m‫ے‬I = m‫ے‬S
5. m‫ے‬N = 90˚
6. m‫ے‬W + m‫ے‬I = 180˚
7. 90˚ + m‫ے‬I = 180˚
8. ______________________
9. m‫ے‬I = 90˚
10. _____________________
11. ‫ے‬I, ‫ے‬N, and ‫ے‬S are right angles.
12. _____________________
S N
REASONS
1. Given
2. _________________________
3. In a parallelogram opposite angles are
congruent.
4. ________________________
5. ________________________
6. ________________________
7. ________________________
8. Reflexive Property
9. ________________________
10. Substitution (SN 4 and 9)
11. _______________________
12. Definition of rectangles

Note: SN: Statement Number.

Solutions:
STATEMENTS REASONS
1. 1. Given
WINS is a parallelogram with angle W
is a right angle.

2. m ‫ے‬W = 90˚ 2. Definition of right angle.

3. m‫ے‬W ≅ m‫ے‬N 3. In a parallelogram opposite angles are
m‫ے‬I ≅ m‫ے‬S congruent.
4. m‫ے‬W = m‫ے‬N 4. Definition of congruent angles.
m‫ے‬I = m‫ے‬S
5. m‫ے‬N = 90˚ 5. Substitution (SN 2 & 4)
6. m‫ے‬W + m‫ے‬I = 180˚ 6. Consecutive angles are
supplementary.
7. 90˚ + m‫ے‬I = 180˚ 7. Substitution (SN 2 & 6)
8. 90˚ = 90˚ 8. Reflexive Property
9. m‫ے‬I = 90˚ 9. Subtraction Property (SN 7 & 8)
10. m‫ے‬S = 90˚ 10. Substitution (SN 4 and 9)
11. ‫ے‬I, ‫ے‬N, and ‫ے‬S are right angles. 11. If the measure of an angle is 90, then
it is a right angle.
12. WINS ia a rectangle. 12. Definition of rectangles

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS

E. Developing Mastery (leads to formative assessment)

Example: Refer to the figure at the right L 7 cm

O
a. Find VE if LO = 7cm.
b. Find OV if LE = 3cm 3cm
c. Find all the angles of the rectangle
LOVE. E
V
Solution:
1. If LO = 7cm, then VE = 7cm. (Opposite side of a parallelogram are congruent.)
2. If LE = 3cm, then OV = 3cm. (Opposite side of a parallelogram are congruent.))
3. ‫ے‬L = 90˚, ‫ ے‬,˚90 = )‫ے‬V = 90˚, ‫ے‬E = 90˚ . (Definition of Rectangle.)

F. Finding practical application of concepts and skills in daily living

Guide Question
 Look around you. There are many objects that are rectangle in shape.
Can you give some examples of rectangular things or objects? Why do
you think its rectangle instead of any other shape?

G. Making Generalizations and abstractions about the lesson

Guide Question
 What is rectangle? What can you say about the angles of rectangle? How
does each angle relate to each other?

H. Evaluating Learning
Given: In rectangle KIND, KI = (a + 3) cm, DN = (3a – 13) cm, KD = (2b - 3)
cm, and IN = (b - 2).
a. What is the value of a?
b. How long is KI? K
I
c. What is the value of b?
d. How long is KD? D
N
e. What is the sum of ‫ے‬K and ‫ے‬I?
Solution:

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS

 a. KI = DN b. KI = a + 3 c. KD = IN d. KD = 2b -
3
a + 3 = 3a – 13 KI = 8 + 3 2b - 3 = b + 2 KD = 2(5) -
3
16 = 2a KI = 11 b=5 KD = 7
a=8
e. Since KIND is a rectangle then it has 4 right angle, thus ‫ے‬K + I = 180˚
I. Additional Activities for application or remediation
Watch YouTube videos about the properties of rectangles.

V. REMARKS
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VI. REFLECTION
A. (Teacher)
1. No. of Learners who earned 80% if the evaluation
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2. No. of learners who require additional activities for remediation who

scored below 80%
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3. Did the remedial lessons work? No. of learners who have caught up with
the lesson
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4. No. of Learners who continue to require remediation

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS

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5. Which of my teaching strategy worked well? Why did these work?

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6. What difficulties did I encounter which my principal or supervisor can help
me solve?
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7. What innovation or localized materials did I use/discover which I wish to

share with other teachers?
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B. Students
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Prepared by:

Complete Name: Glenn Paul C. Catoto

Baccalaureate Degree: BSE-Mathematics
Masteral Degree: M.A Mathematics Education (CAR)
Doctoral Degree:
Position: Secondary School Teacher I
School: San Luis National High School
District: San Luis I

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS

PREPARED BY: GLENN PAUL C. CATOTO – SAN LUIS NHS