A DETAILED LESSON PLAN IN MATHEMATICS 8

SCHOOL Grade level 9

Teacher CHAREL S. MANOBA Learning area Mathematics

Teaching date, time and section Quarter 3

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of quadrilaterals and triangle
similarity.

B. Performance Standards The learner is able to investigate, analyze, and solve problems involving quadrilaterals
and triangle similarity through appropriate and accurate representation.

The learner proves theorem on the different kinds of parallelograms (rectangle,

C. Learning Competency
rhombus, square).

D. LC Code M9GE-IIIc1

E. Specific Objectives At the end of the discussion, the learners will be able to:

● Prove theorem on special parallelogram (rectangle).

● Apply theorem on special parallelogram (rectangle);

● Show camaraderie in doing activities.
II. CONTENT/TOPIC SPECIAL PARALLELOGRAM (RECTANGLE)

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide K-12 MELC with CG Code page 211-212

2. Learner’s Materials Mathematics Learner’s Material 9: Quarter 3-Module 2

Dilao, Soledad J, et.al (2002). Geometry (New Trends in Maath Series), pp. 140-143
3. Textbook pages
Math Time pp 12-15

4. Additional Materials

from Learning Resource

(LR) portal

B. Other Learning Other Materials:

Resources Laptop, Whiteboard, Whiteboard Marker, Visual Aids, Worksheets, Projector, and
Speaker

IV. PROCEDURES Teacher’s Activity Learner’s Activity

A. Preparatory Activities

1. Prayer  Everybody, let’s start and pray. (Darwin will lead the prayer)
 Darwin, kindly lead the prayer.
2. Greetings and ● Welcome to Math class! Good morning, ● Good morning, ma’am! It’s
Energizer everyone! nice to see you today.

Yes, Ma’am!
● Please remain standing. Let us have an
energizer. Are you excited! (the students do the action
song)

● Before you take your seat, kindly pick up (the students pick the pieces
some pieces of paper under your chair of paper)
and arrange your chair properly.

3. Checking of ● Okay, let’s check your attendance.

Attendance ● Shout “AGUY” if you are present. (the student shouts AGUY)

● I’m glad no one is absent.

A. 4. Food for Thought  For us to be enlightened, this is our food

for thought. Everybody, please read.

(the teacher explains the meaning of food

for thought)

A. 5. Classroom  Please be reminded with our classroom

Agreement agreement that you need to perform
during our discussion. Everybody, please
read.
  Is that clear class?

 This time let’s divide the class into two  Yes, Ma’am!
groups. Please say HEP !HEP!,
HOORAY! HEP!HEP! Group will seat at
the right side and HOORAY! Group on
the left side.

 Before anything else, this is the

mnemonic that you need to remember
when doing group activity.

 This is your score board.

● Please be reminded that every

participation and sharing of ideas will get
a reward. Are you excited?

B. Reviewing the Previous

Lesson
● Before we proceed to our new lesson this
afternoon, let us have a short recap of
what we have discussed last meeting.
 Our topic last meeting was
all about KINDS OF
● Who among you still remember our last QUADRILATERAL.
topic?

Absolutely correct! Our topic last meeting

was all about translating English phrases
to mathematical sentences and vice versa.

ACTIVITY 1: AGREE-TIVITY
ACTIVITY 1: AGREE-TIVITY

● For us to find out if you truly understand

our last topic, let us have a short activity.
You were already given thumbs up and
thumbs down face emojis in your chairs.
Everybody, please raise your face emojis.
 ● I have set of flashcards here that shows
phrases. Raise the thumbs up face emoji
if the statement or illustration is true.
Otherwise, raise thumbs down face emoji (the students will raise their
if it is false. Every correct answer will feelings)
receive a reward.

● Did you understand, class? Answer:

1. 1.

2.
2.

3.

3.
4.

4.

4.

5.

5.
  It seems that you truly understand our
past lesson, and, I think that you are ready
with our new topic.

C. Establishing a Purpose
for the Lesson
ACTIVITY 2: PASS THE BALL

 Now, let’s have another activity through

a game. I have here hidden picture. All
you need to do is to pass the ball as the
song plays, and as it stops, the one who
is holding the ball will pull out one
colored tiles. Then, guess the picture.
Every correct answer equivalent to a
reward.

(the teacher plays the song)

HARRY
POTTER
BOOKS

 Did you enjoy the game?

● Yes, ma’am! We enjoyed it.

 So, what have you notice on the
illustration? What is it all about? Who can
● The picture is all about
give me an idea.
books.
 Great! How about the others?

● I think it’s about the shape

 And what is the shape of the books? of the books Ma’am.

● Ma’am, it’s a rectangle

shape!

 Absolutely! All of your answers are

correct! In math, we have what we called
SPECIAL PARALLELOGRAM.

 From all of your answers, what do you

think is our topic for today?

 I think our topic this

morning is all about
rectangle.

 Very good! You have an idea. Harry

Potter Books are examples of Special
parallelogram specifically a rectangle.
D. Presenting Examples/  Our topic for today is about SPECIAL
Instances of the New PARALLELOGRAM.
Lesson
 Before we formally proceed, let me first
introduce our learning objectives that you
need to attain during and after the
discussion. Kindly read our learning
objectives, altogether.

Learning Objectives:

At the end of the lesson, I can:

Learning Objectives:
 Prove theorem on special
parallelogram(rectangle); At the end of the lesson, I can:
 Apply theorem on special parallelograms;
and
 Prove theorem on special
parallelogram(rectangle);
 Show camaraderie in doing activities.
 Apply theorem on special
parallelograms; and
 Show camaraderie in doing
activities.

 Do you want more activities and rewards?  Yes, ma’am!

ACTIVITY 3: JUMBLED WORDS

Direction: Each group will be given set of

jumbled word. Write your answer below. Present
it in class through writing that word/s using your
pout lips. Each group will introduce their group
through a chant.

 You will be given 2 minutes to answer

and 2 minutes to present.

HEP!HEP! Group

ECTRAGLEN

 Let’s give them LOVE clap.

HOORAY! Group!

EOHTMER
  Let’s give them Heart clap.

 All of your answers are correct and those

terminologies are connected to our lesson.
Later on, you will encounter those words.
Are you ready to learn?
Yes, Ma’am!

E. Discussing New
Concepts and Practicing
(the teacher will show a chess board)
New Skills (#1)

 Class, are you familiar to this? Yes, Ma’am. It’s a chess board.

 Correct! Have you tried playing it?

(the student go in front and measure

the chess board)
 Joshua, can you go here in front and try to
measure the length of it’s side?

 Did you know that measuring the length

of the rectangle is exploring on how to
probe a theorem on rectangle?

 Rectangle is part of our life, from the

moment we woke up until we sleep,  Yes, Ma’am! The carpenter
rectangle is with us. Try to look out the measures to make doors.
door? Did you ever think of how a
carpenter made that door a door?

 Fantastic! That is great example of

theorem on special parallelogram
specifically on a rectangle.

So, to elaborate more on this theorem, let us prove

this using a two-column proof:
  Yes, Ma’am!
Is it clear class?
 None, Ma’am.
Any clarriications and questions?

F. Discussing New Concepts Activity 4: RECTANGLE PROBE! 0

and Practicing New Skills
Directions: With your group, draw the rectangle
(#2)
by following the steps using graphing paper and
ruler.

PROCESS QUESTIONS:

1. How do you find the activity?

1. We enjoyed the activity and learned
at the same time by using the ruler we
arrive into a conclusion that diagonals
of a rectangle have the same length.

2. What were the challenges you encountered in

doing your tasks? 2. Time-pressure
3. What went well? 3. We draw the rectangle perfectly.

(the teacher will recall the rectangle theorem)

 Did you know that “A parallelogram is a
rectangle if and only if its diagonals are
congruent”.(the teacher explains the
concept)

 Is everything clear to you? Did you find it

easy?
Yes, Ma’am!
 Any clarifications?
None, Ma’am.
  Alright, it seems that you understand our
Yes, Ma’am!
lesson. Now, let’s proceed to another
group activity. Are you ready? If you (the students will clap three times)
ready, give me three claps!
G. Developing Mastery Now that you already know how to prove the
theorem on rectangle, we will be having another
activity that will test your understanding on
rectangle theorem.
CATEGORY 5 3 2

CATEGORY 5 3 2
Collaboration All of the Most of Some of the
members the members
Collaboration All of the Most of the Some of the cooperate members cooperate
members members members and share cooperate and share
cooperate cooperate and cooperate and knowledg and share knowledge.
and share share share e. knowledg
e.
knowledge. knowledge. knowledge.

Content All of the Most of Some of the

Content All of the Most of the Some of the
answers the answers are
answers are answers are answers are are clear answers clear.
clear clear clear. are clear

Presentation Presenter Presenter Presenter Presentation Presenter Presenter Presenter

were very were shows less were very were shows less
confident in confident in consistency in confident confident consistency
delivery; the delivery; the confidence in in in
voice is voice is loud. delivery; voice delivery; delivery; confidence
the voice the voice delivery;
loud. needs
is loud. is loud. voice needs
improvement. improvemen
t.

ACTIVITY 5. MATH-SUBUKAN

Directions:

With the same group, your task is to answer the

following questions correctly.

1.What line is congruent to line TN?

2. What line is congruent to diagonal RN?

3. What line is congruent to line NE? 1. line RE

4.What are the sides of the given triangle? 2. line ET

5. Is line TN parallel to line RE? And line TR 3.line TR

parralel to line NE?
4.line TR, RE, EN and NT

5.YES
Did you enjoy the quiz bee? Give yourself an
excellent clap!
 Yes, we enjoyed, ma’am.
 (the students do the excellent clap)

Get back to your proper seats and arrange

your chair properly.

H. Practical Application on HOTS QUESTION:

Daily Living
1. How do you think we can apply this lesson in (students will raise their hand)
our daily lives? Or in other learning areas
aside from Mathematics?

2. Have you experienced something related to

rectangle that you want to share with the class? (answers of students may vary)

 Indeed, rectangle is very essential and

really a part of our life. Now, for us to
fully understand its application to the
real-world, let us
have another activity.

Direction:

With the same group, your task is to create a

paper envelope.

(INTEGRATION ACROSS CURRICULUM

TEACHING)

 For better understanding, I have here a

piece of paper for you to use and make an
envelope.

 Alright, it seems that you fully understand

the real essence of rectangle theorem and
how it affects our daily life.
I. Making generalizations  Now that you fully understood our topic,
and abstractions about the Let’s have another activity.
lesson
ACTIVITY 6: FILL ME OUT!
Directions: With the same group, fill out the chart
within 5 mins. Afterwards, present your output in
front. Is it clear?  Yes, ma’am.

 A job well done. Give yourselves

Excellent clap altogether. With that,
prepare yourself for our assessment. (the students will do
Excellent clap)

J. Evaluating Learning QUIZ:

Directions:

Choose the letter of the best answer and write ANSWER

your answer on the space provided before the
item number. 2 points per item for CORRECT
ANSWER, 1 point per item if ANSWER IS
INCORRECT. (Time = 5 minutes)

1.) 𝐴𝐷̅̅̅̅ ≅ ̅𝐵𝐶̅̅̅? 1. B

a) Given
b) Property of Rectangle
c) Reflexive Property
d) CPCTC

2) 𝐴𝐵̅̅̅̅ ≅ 𝐴𝐵̅̅̅̅?
2. C
a) SAS Postulate
b) Property of Rectangle
c) Reflexive Property
d) CPCTC
 3. D

3. 𝐴𝐶̅̅̅̅ ≅ BD ?

a) SAS Postulate
b) Property of Rectangle
c) Reflexive Property
d) CPCTC
4. A
4. ∆ DAB ≅ ∆CBA?

a) SAS Postulate
b) Property of Rectangle
c) Reflexive Property
d) CPCTC

5. ABCD is a rectangle ? 5. D

a) SAS Postulate
b) Property of Rectangle
c) Reflexive Property
d) GIVEN

K. Additional activities or Additional Activity:

Remediation

Make a poster that shows the importance of probability in your life as a student. Use
illustration board size 1/8.

V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%

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
E. Which of my teaching
strategies worked well? Why
did these works?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
CHAREL S. MANOBA
BSEd 4- Math teacher student
Checked by: Janerei Jhon Enaje
Cooperating Teacher
Remarks:
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Observed by:
Ma. Teresa Ramos
Head Teacher III