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DLP G9 Q3
Secondary Education Math (Gen Ed 003)
Eastern Visayas State University
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Daily Lesson Plan
School Grade Level
Teacher Learning Area MATHEMATICSS
Teaching Date & Time Quarter 3RD
I. OBJECTIVES
A. CONTENT
STANDARDS
Demonstrates understanding of key concepts of quadrilaterals.
B. PERFORMANCE
STANDARDS
Is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representation. C. LEARNING COMPETENCIES (LC)/OBJECTIVES Write the LC code for each
M9AL-IIa- Identifies quadrilaterals that are parallelograms. Recall the different kinds of quadrilateral. Identify quadrilaterals that are parallelogram. Graph the different types of quadrilaterals that are parallelogram in the Cartesian Coordinate Plane using given points. Appreciate the lesson by citing examples of quadrilaterals through real-life objects they see every day. II. CONTENT Quadrilateral, Parallelogram III. LEARNING RESOURCES
- Teacher’s Guide (TG)
Teacher’s Guide (TG) in Mathematics 9, pp. 305-
- Learner’s Material (LM) pages
Mathematics Learner’s Materials Pages 305-
- Textbook pages
- Additional materials from Learning Resource Portal
- Other Learning Resources
study/academy/lesson/using-graphing-parallelograms-in-the- coordinate-plane splashlearn/math-vocabulary/geometry/parallelogram varsitytutors/isee_lower_level_math-help/how-to-find-a- parallelogram-on-a-coordinate-plane
IV. PROCEDURES
A. Reviewing the previous lesson or presenting the new lesson
Showing the following pictures on the screen, let each learner study the features of each picture.
Ask: What have you observed on the pictures shown? Do you see part that show quadrilateral? What are the different group/set of quadrilaterals?
B. Activity 1: REFRESH YOUR MIND! Direction: Complete the table by recalling the definition of each quadrilateral.
Figure Definition Trapezoid
Parallelogram
Rectangle
Establishing a purpose for the lesson
A square is a parallelogram where all sides and diagonals are equal. The angles are right angles. Here, AB = BC = CD = DA and ∠A = ∠B =∠C =∠D = 90 degrees and AD = BC. ABCD is a square.
A rectangle is a parallelogram in which all angles are 90°, and the diagonals are equal. The opposite sides have equal lengths. Here all angles are right angles. Diagonals PN and OM are equal. MNOP is a rectangle.
C. Presenting examples or instances of the new lesson
Real-life Examples of Parallelogram
When we look around us, we can see multiple parallelograms like shapes and objects in the form of buildings, tiles, or paper.
Buildings: Many buildings are constructed, keeping in mind the shape of parallelograms. A famous real-life illustration is the Dockland Office Building in Hamburg, Germany.
Tiles: Tiles come in various shapes and sizes. One of the most found tile shapes is a
parallelogram.
Eraser: Everyone is familiar with the classic eraser. Erasers, too, come in several shapes and sizes, one of them being that of a parallelogram. The faces of this eraser are in the shape of a parallelogram.
D. Discussing new concepts and practicing new skills #
Graphing a Parallelogram
Example 1: Graph parallelogram ABCD with coordinates A(-7, 5), B(6, 5), C(4, -2) and D(-9, -2), in the coordinate plane. Then show that ABCD is a parallelogram by proving that one pair of sides is both parallel and congruent. To graph the parallelogram, we must know how to graph the coordinates. To graph each point, we first look at the first number in the parentheses, this is the x value. The x value tells us which direction to go, left or right. We move left if the value is negative, and we move right if the value is positive. Next, we look at the second value, this is the y value. The y value tells us whether to move up or down. We move up if it is positive and down if it is negative.
Let's plot these four points. Once we have the four points plotted, we can connect them in order, A to B to C to D, to create our parallelogram.
The quadrilateral that is created has two sets of parallel sides. Out of the possible answer choices, this can describe both rhombuses and parallelograms. Because the sides are not all the same length, it must be a parallelogram.
F. Developing mastery (leads to formative assessment 3
ACTIVITY 2: PLOT, CONNECT, IDENTIFY
Using the Cartesian plane, plot each set of points and connect consecutively to form a quadrilateral. Identify whether the figure is a parallelogram or not.
1. A (-1,2), B (-1,0), C (1,0), D (1, 2)
2. E (1, 0), F (3, 0), G (0, -2), H (3, -2)
3. I (-4, -2), J (-
4, -4), K (0, -2),
L (0, -4)
4. M (3, 4), N
(2, 2), O (3, 0),
P (4, 2)
5. Q (-4, 2); R
(- 5,1), S (-3,
1), T (-4, -2)
Questions:
1. Which among the figures are parallelograms? Why?
2. Which among the figures are not parallelograms? Why?
G. Finding practical applications of concepts and skills in daily living
Observe the things inside your classroom. Name at least 5 things that
represents a parallelogram.
H. Making generalizations and abstraction about the lesson
In this lesson, you learned how to identify a quadrilateral that are
parallelogram in which a quadrilateral with two pairs of opposite
sides parallel. There are three types of parallelograms such as
rectangle, square, and rhombus.
Also, to graph a parallelogram such that,
1. Plot the coordinates of each point.
2. Label each point with the corresponding letter.
- Connect the points in the order they are given.
- Use the graph to find the length of the sides, or the slope of the sides to show it is a parallelogram.
I. Evaluating Using the schematic diagram of quadrilaterals, classify each
of learners who have caught up with the lesson D. No. of learners who continue to require remediation
_______learners continue to require remediation
E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers?
DLP G9 Q3
Course: Secondary Education Math (Gen Ed 003)
University: Eastern Visayas State University
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