Republic of the Philippines

DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF BAYUGAN CITY
Northeast District
MT. CARMEL NATIONAL HIGH SCHOOL
Mt. Carmel, Bayugan City

Detailed Lesson Plan in Mathematics 9

Properties of Parallelogram
(COT Lesson Plan)

Prepared by:
Ivy Jane E. Galo
Teacher 1

Submitted to:
Myrna M. Legaspi, Ph.D.
School Head

February 21, 2022

MT. CARMEL NATIONAL HIGH SCHOOL

[email protected]
School: MT. CARMEL NATIONAL HIGH SCHOOL Grade Level: 9
Student Teacher: IVY JANE E. GALO Learning Area: Mathematics 9
Teaching Date & Time: February 21, 2022 Quarter: 3
Section: LOVE Division: BAYUGAN CITY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of parallelograms.
B. Performance The learner is able to investigate, analyze, and solve problems involving
Standard parallelograms.

C. Learning The learners will:

Competencies/
a) Identify quadrilaterals that are parallelograms. M9GE-IIIa-1
Objectives
b) Determine the conditions that make a quadrilateral a parallelogram. M9GE-
IIIa-2
c) Appreciate the use of parallelogram in real life.
II. CONTENT Properties of Parallelogram
II. LEARNING RESOURCES
A. References TG and CG in Mathematics 9
Most Essential Learning Competencies in Mathematics 9
1. Teacher’s Guide Mathematics 9 Teacher’s Guide
2. Learner’s Material Mathematics 9 Learner’s Material pp. 305-312
3. Textbook Pages Pages 305-312
4. Additional Pictures, laptop, projector, ruler, marker, cartolina, printed materials
Materials for
Learning Resource
(LR)
B. Other Learning www.teachunkie.com, www.amiealbrecht.com, www.khanacademy.com,
Resources Powerpoint Presentation, Meter stick, Marker, Cartolina, Printed Materials
III. PROCEDURES Teacher’s Activity Students’ Activity
A. Preliminaries
(5 minutes)

a. Greetings Good Morning class! Good Morning Ma’am!

b. Prayer
I would like to request __________________to please Let us put ourselves in
lead us the prayer. God’s presence…
c. Attendance Class monitor, please check the attendance.
Checking

d. Reading of the Before we begin our discussion, I have here the

House Rules house rules that I want you to follow. This is the
acronym AWARE which means:
Attendance is a must
Work together
Always have a presence in mind (not physically
present but mentally absent)
Respect others
Exert effort, do your best to learn!
So class, be AWARE and try your best not to
Yes, Ma’am.
violate any of our house rules. Is that clear?

e. Reviewing of “REPRESENT ME”

the previous
lesson Identify the quadrilateral that is present in the
picture. (The pictures depict the current pandemic
situation around the world.)

Student 1: The
quadrilateral that is
present in the picture is a
SQUARE.

Correct! The object that is highlighted in red is a

square! How about this picture?

Student 2: The
quadrilateral that is
present in the picture is a
RECTANGLE.

You are right! The object highlighted is a

rectangle. Let’s proceed to the next picture.
 Student 3: The type of
quadrilateral that is
highlighted in the picture
is a TRAPEZOID.

Excellent! That is a trapezoid. Let’s try the last

picture.

Student 4: The type of

quadrilateral that is
present in the picture is a
RHOMBUS.

Very Good! That is a rhombus.

f. Reading of the
Objectives At the end of the discussion, the students are
expected to:
a) Identify quadrilaterals that are
parallelograms. M9GE-IIIa-1
b) Determine the conditions that make a
quadrilateral a parallelogram. M9GE-IIIa-2
c) Appreciate the use of parallelogram in real
life.

Guess our topic today by guessing the word in each

B. Motivation box. The first to guess the correct answer will
(5 minutes) receive a prize.

(Students will give their

answer until one of them
will get the correct
answer “PROPERTIES OF
PARALLELOGRAM”
C. During The
Lesson (45 minutes)
1. ACTIVITY
Group yourselves into two (2) groups and do the
activity I will give you.

Answers may vary

depending on the measure
of the parts of the
parallelogram printed in
their Activity Sheets.

2. ANALYSIS a. How did you find the activity? The activity was quite
easy and interesting.

b. What do you observe with the measure of We observe that the

the opposite sides of a parallelogram? measure of the opposite
sides of a parallelogram
are congruent or equal.
c. What do you observe with the measure of We observe that the
the opposite angles of a parallelogram? measure of the opposite
angles of a parallelogram
are congruent or equal.
d. What do you observe with the diagonals of We observe that the
a parallelogram? diagonals of a
parallelogram bisects
each other.
e. What can you conclude with regards to We can conclude that in a
parallelogram based on the activity you’ve parallelogram, opposite
done? angles and opposite sides
are congruent and its
diagonals bisect each
other.
3. ABSTRACTION The activity suggests the Properties of a
Parallelogram.

WHICH IS WHICH?
Now, I want you to identify whether the following
quadrilaterals are parallelogram or not. Put a
check mark ( / ) under the appropriate column.

Student 1: Parallelogram

Student 2: Not a
Parallelogram

Student 3: Parallelogram

Student 4: Parallelogram
PROPERTIES OF PARALLELOGRAM

During the discussion,

there will be an
interaction between the
students and the teacher.
 4. APPLICATION

Students will be given two cardboards (Fact and

Bluff).
Okay class, I gave you two cardboards, the fact
and the bluff. Raise the FACT cardboard if the
statement is true and BLUFF if the statement is
false.
1. The consecutive angles of a parallelogram are 1. Bluff
complementary.
2. Bluff
2. The opposite angles of a parallelogram are
supplementary. 3. Fact
3. Triangles formed by any diagonal of a
4. Fact
parallelogram are congruent.
4. Opposite sides of a parallelogram are 5. Fact
congruent.
5. Diagonals of a parallelogram bisect each other.

IV. EVALUATION (5 Minutes)

1. ̅̅̅̅ and 𝐊𝐏
𝐋𝐏 ̅̅̅̅
2. HLP
3. LPK or LHK
4. 65°
5. 5
6. 7
7. 36°

V. ASSIGNMENT
Study the next lesson.
IV. REMARKS

V. REFLECTION

A. No. of learners
who earned 80
% on the
formative
assessment
B. No. of learners
who requires
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
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
cooperating
teacher can help
me solve?
 G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
practice
teachers?

Scoring Rubrics
5 points 3 points 1 point
Accuracy The materials were The materials were Guidance from the
accurately used in used in performing the teacher was needed to
performing the operation with some the whole operation
operation with some help from the teacher
help from the teacher
Quality of Work The output was neatly The output was neatly The output was
done without errors done but minimal unpleasant with errors
and mistakes errors and mistakes. and mistakes.

Time Finished the task Finished the task on Needs more time to
before the given time. time. finish the task.