This document provides a detailed lesson plan for a 9th grade mathematics class on parallelograms and triangle similarity. The lesson plan includes objectives, content, learning resources, procedures, and evaluation. The procedures involve a jigsaw activity to identify shapes, a discussion of properties of quadrilaterals, an activity to determine if statements about quadrilaterals are true or false, drawing and describing different quadrilaterals, and making a short jingle about what was learned. The evaluation consists of individually answering questions to draw and identify various quadrilaterals and determine if statements about them are true or false.

1. GRADE LEVEL
9
QUARTER/
DOMAIN
3rd Quarter
Classroom
Observation Tool 1
February 17,
2023
DETAILED LESSON PLAN
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. Performance
Standards
The learner s able to investigate, analyze, and solve problems involving parallelograms and triangle
similarity through appropriate and accurate representation.
C. Learning
Competencies/
Objectives
The learners should be able to;
The learner identifies quadrilaterals that are parallelograms. (M9GE-IIIa-1)
Learning Targets:
a. recall the definition of quadrilaterals and its types;
b. determines the conditions that guarantee a quadrilateral is a parallelogram; and
c. identify quadrilateral that are parallelogram
II. CONTENT Parallelogram
III. LEARNING
RESOURCES
A. References Mathematics 9: Quarter 3 – Module 1: Parallelograms
1. Teacher’s Guide
Pages
2.Learner’s Materials
Pages
Mathematics 9: Quarter 3 – Module 1: Parallelograms
3.Textbook Pages
4.Additional Materials
from Learning
Resource (LR) Portal
Holt Science and Technology-Biology Science Book
Science and Technology: Earth Science
B. Other Learning
Resources
Powerpoint Presentation, Math 9 Module, Worksheets
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Preliminaries Prayer
Checking of Attendance
 Pause for a prayer.
 Respond to the teacher’s greetings and
checking of attendance
 Listen to the teacher’s class rules
B. Reviewing
Previous Lesson or
Presenting the New
Lesson
B. Motivation/Review- (Jigsaw Puzzle)
Organize the class into 6 groups. Distribute to each
group a set of jigsaw puzzle pieces to form a picture/
figure. (Indicator 3:Applied a range of teaching
strategies to develop critical and creative thinking,
as well as other higher thinking skills.)
After forming the figure, let them paste it in the
manila paper, and describe the shape they have
formed (for example how many corners, how many
sides what kind of lines is it made) and explain
briefly the
Mathematics quotation found therein. (Indicator 1:
Students will work together by group to
form the puzzle and they will explain and
describe the shape they had to the group.

2. GRADE LEVEL
9
QUARTER/
DOMAIN
3rd Quarter
Classroom
Observation Tool 1
February 17,
2023
DETAILED LESSON PLAN
applies knowledge of content within and across
curriculum teaching areas).
Rubrics/ Criteria:
Content - 3 pts
Alertness 2 pts
Total 5 pts
Guide Questions:
1. How many sides the shape has?
2. How many angles it has?
3. How many corners it has?
4. What do you call a polygon with 4 sides?
5. Explain your Mathematical Quotation
C. LESSON PROPER
I. Activity The teacher will have a mystery bag with
quadrilaterals inside.
Each group will choose their representative, who
will be the one to pick the quadrilateral that will fit
to the property given to them.
(Indicator 4: Manages classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within
range of physical learning environment.)
Ask the student: What have you noticed among the
descriptions presented each group? What is
common therein? Look around you. Do you see
shapes in this room that could be called
quadrilaterals?
Giving examples of quadrilateral in the real world.
(Indicator 2: Used range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.)
Guide Questions:
Q1. How many sides and corners it has?
Q2. What is common with the 6 shapes you had?
Q3. Give some examples which you can find those
shapes?
Q4. Where can we use such shapes in the real world?

3. GRADE LEVEL
9
QUARTER/
DOMAIN
3rd Quarter
Classroom
Observation Tool 1
February 17,
2023
DETAILED LESSON PLAN
II. Abstraction The group will choose one representative and
pick the shape and describe it.
* This activity will cater the learner/s will
learning disability because they are given a
chance to use their different senses.
(Indicator 6:Uses differentiated appropriate
learning experiences to address learner’s
gender, needs, strengths, interests and
experiences,.)
(Indicator 8: Selected, developed, organized
and used appropriate teaching and learning
resources including ICT, to address learning
goals.)
The teacher will lead the student the definition
and describe the different types of a
quadrilaterals and its properties by telling a
story about King Quadrilateral.
Group Activities:
Activity 2.

4. GRADE LEVEL
9
QUARTER/
DOMAIN
3rd Quarter
Classroom
Observation Tool 1
February 17,
2023
DETAILED LESSON PLAN
III. Analysis Is it a Fact or Bluff?)- Group Activity
With the same group, the group will decide whether
each statement is a fact or bluff. Students will be
given fact or bluff card.
1. A quadrilateral is a parallelogram
2. A trapezoid is a quadrilateral
3. A square is a parallelogram.
4. A kite is a trapezoid
5. A square is a rectangle
1. bluff
2. fact
3. fact
4. bluff
5. fact
IV. Application Draw a scenario in which all the quadrilaterals are
present. (10 minutes)
Rubrics/ Criteria:
Creativity 5 pts
Relevance to the topic 3 pts
Cleanliness 2 pts
TOTAL 10 pts
Let the students present their output and discuss
what they have learned.
D. Evaluation Students will answer individually in their activity
notebook.
A. Draw and describe the ff.:
1. rhombus
2. kite
3. parallelogram
4. trapezoid
5. square
B. Identify if the statement is True or False.
1. A rectangle is a parallelogram
2. A square is a rhombus
3. A square is a parallelogram
4. A square is a quadrilateral
5. A rhombus is a square
(Indicator 9: Designed, selected, organized
and used diagnostic, formative and
summative assessment strategies
consistent with the curriculum
1.
2.
3.
4.
5.
B.
1. True
2. True
3. true
4. true
5. false

5. GRADE LEVEL
9
QUARTER/
DOMAIN
3rd Quarter
Classroom
Observation Tool 1
February 17,
2023
DETAILED LESSON PLAN
requirement.)
V. Assignment On your group, make a short jingle of what you
have learned. The jingle will be presented on
Monday. The jingle should not be more than 2
minutes.
Criteria:
Creativity 3 pts
Originality 3 pts
Content 5 pts
Choreography 4 pts
Total 15 pts
(Indicator 7: Planned, managed and
implemented developmentally
sequence teaching and learning
process to meet the curriculum
requirements and varied teaching
context.)
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
E. Which of Teaching Strategies Worked Well? Why did these Work?
F. What Difficulties did I Encounter which My Principal or Supervisor can Help Me Solve?
G. What Innovative or Localized Materials did I Use/Discover which I Wish to Share with Other Teachers?
Prepared by: Checked and Observed by:
XY-ZA B. MERQUITA JOY MOVIMAR S. SASUMAN
Teacher III MT I, Subject Group Head