ICL Learning Plan-Math 9

Department of Education
Division of Eastern Samar

Llorente, National High School
Llorente, Eaastern Samar
ICL Learning Plan for Mathematics 9

Wednesday November 14, 2018
( Grade 9- Opal ) (8:30 – 9:30)
( Grade9-Jade ) (10:45 – 11:45)
Grade 9 – Ruby 2:00 – 3:00
I. OBJECTIVES
1. At least 5 or 10 students in the class who are observed as slow learners will attend the
ICL class and will be exposed to the enrichment lesson given for the day, while the rest
of their classmates who are present will help them as their tutors or buddies in their
assigned group.
2. Within the period, the students are expected to do the following in at least 75% level
of performance.
(a) Recall the following:
 Parallel lines and Transversal Lines
 Identifying or naming the sides of triangles;
 Midpoint of a segment/midpoint of the sides of a triangle;
 Midline of a triangle.
(b) Determine the relation on the lengths of the midline of a triangle and the side that is
parallel to it; and
(c) State the Midline Theorem.
II. CONTENT
Code: M9GE-IIId-1
Topic: Enrichment Lesson On THE MIDLINE THEOREM
Reference: Grade 9 Learners Material – pp 327 – 329

Curriculum Guide – pp 242
Grade 8 Learners Mateial – pp 450 – 452
Geometry III TX – pp 73-84
Materials: IM’s : Illustration Charts, triangle cutouts, Prepared Activity Sheets

Chalkboard, chalk, adhesive tape, cotton yards, Pair of scissors, ruler
Reference materials, etc.
III. PROCEDURE
A. MOTIVATION
Sing the song in the tune of Pasko Na Naman filling in the blank the word
“midline”. (The song chart shall be posted on the board.)
_________ na naman, o kay tulin ng araw
_________ na naman, tila ba ay kailan lang;
Ngayon ay ________, magpatuloy mag-aral
Ngayon ay _________, ito’y dapat matutunan.
________, _______, ________ na naman ulit
________ kailangan pag-aralan natin;
________, _______, _______ na naman muli
Huwag magsawang pag-aralan ang ________ .
B. PRESENTATION OF ACTIVITY
1. Announce the ICL activity of the day by presenting objective number 2 only.
2. Present the rules to observe while doing the ICL activity.
C. ACTIVITY PROPER
a. Prerequisite Learning
Show/post on the board the Illustration of parallel lines cut by transversal copied
from pp 452 of the Grade 8 Learners Material. (See illustration below)
l
Ask the following questions:

1. “What do you see from the illustration shown in the chart?”
“Are there parallel lines in this illustration? Which are they?”
2. “How do you describe lines that are parallel?”
3. “Can you identify the parallel lines in Figure 1 drawn on your activity sheets?”
b. Lesson Development
Do the following activities.
(1) Based from Figure 1 given in your activity sheets, do the following:
1. Name the triangle.
2. Identify the sides of the triangle.
3. Identify parallel segments in the triangle.
(2) Using the cut-out figures of triangles provided, do the following:

1. Choose one side of the triangle cut-out, and measure its length.
2. Fold the chosen side of the triangle cut-out by putting together
the endpoints, and mark with a pencil or pen on the folded part.
3. Measure the length of that side of the triangle from the folded
part to the endpoints.
 GUIDE QUESTIONS:
 “What do you observe on the measures you got from the entire length of the
side compared to the length from the folded portion to the endpoint of that
side?”
 What do we call that mark you made on the folded part of the side of the
triangle? (midpoint)
 How will you describe a midpoint?
4. Do the same thing you have done in number 1 and 2 to one of the
other two sides of the triangle, and connect the marks you draw
on their folded part with a segment.
 “What do you call that segment you have just drawn in the triangle?” (midline)
(3) Using the same triangle cut-out figure.

1. Measure the distance between the third side of the triangle and
the midline.
 “What observation do you have from their distance measure?” (equal)
 “What general statement can you say about the relation between the midline
and the third side of the triangle based from their distance measure?” (They are
parallel)
2. Take the length of the third side using the cotton yarn. Cut with
a scissor the cotton yarn with the length that is exactly equal to
the length of the third side.
3. Fold half the cotton yarn, and lay it exactly on the midline of the
triangle.
 “Did the length of the folded yarn fit exactly to the length of the midline?”
 “From this particular activity, what relation did you observe between the
measures of the midline and the third side of the triangle? (The midline is half as
long as the third side which is parallel to it)
D. GENERALIZATION
1. Describe a midline.
(It is a segment connecting the midpoints of two sides of a triangle.)
2. State the Midline Theorem.
(The segment that joins two sides of a triangle is parallel to the third side and
half as long.)
E. APPLICATION
Refer to the short drill prepared in the activity sheet using Figure 1.
IV. EVALUATION
a. Refer to the items provided in the Activity Sheet.
b. Refer to items number 4 & 5 of Activity 12 – pp331 of LM.
V. ASSIGNMENT
Is the Midsegment Theorem of Trapezoid the same as the Midline Theorem in
triangles?
- See page 332 of G9 LM.
Prepared By:
MA. SUSAN B. ALOTA

T-III
Grade 9 Subject Teacher
GRADE 9 ICL ACTIVITY SHEET November 14, 2018
Direction: Read carefully each instruction given for every activity item, and answer the guide
questions that follow as required. Write your answers on a piece of one whole sheet of paper
where your names in the group are written.
ACTIVITY 1  How will you describe a
midpoint?
FIGURE 1
E
4. Do the same thing you have done in
number 1 and 2 to one of the other
two sides of the triangle, and
R A connect the marks you draw on their
folded part with a segment.
 “What do you call that

G T segment you have just
drawn in the triangle?”
1. What is the name of the triangle ACTIVITY 3
above? (Using the same triangle cut-out figure)
2. What are the sides of the given 1. Measure the distance between the
triangle? third side of the triangle and the
3. Identify the parallel segments in midline.
figure 1.  “What observation do you
have from their distance
measure?”
ACITIVITY 2  “What general statement
(Given a cut-out triangle) can you say about the
1. Choose one side, and measure its relation between the
length using a ruler. midline and the third side of
2. Fold the chosen side of the triangle the triangle based from their
cut-out by putting together the distance measure?”
endpoints, and mark with a pencil or
pen on the folded part. 2. Take the length of the third side
3. Measure the length of that side of using the cotton yarn. Cut with a
the triangle from the folded part to scissor the cotton yarn which have
the endpoints. the length that is exactly equal to the
length of the third side of the
GUIDE QUESTIONS triangle.
3. Fold half the cotton yarn, and lay it
 “What do you observe on exactly on the midline of the
the measures you got from triangle.
the entire length of the side  “Did the length of the folded
compared to the length yarn fit exactly to the length
from the folded portion to of the midline?”
the endpoint of that side?”  “From this particular
 What do we call that mark activity, what relation did
you made on the folded part you observe between the
of the side of the triangle? measures of the midline and
the third side of the
triangle?
GENERALIZATION
1. Describe a midline.
2. State the Midline Theorem.
APPLICATION Part B.
Given Figure 1, determine the indicated ( Refer to items number 4 & 5 of

measure. Activity 12 – pp331 of LM.)
1. GT = 20; find RA
2. GT = 100: find RA
3. GT = 80.50; find RA
4. RA = 26; find GT
5. RA = 45; find GT
EVALUATION
Part A
N Prepared By:
FIGURE 2
I
6 MA. SUSAN B. ALOTA
F D T-III
Subject Teacher
8
S
Given Figure 2, find the length of the
indicated part of the figure.
1. FN=12; how long is FI?
2. How long is ND in Figure 2
above?
3. How long is FS?
IF FS of figure 2 is 2x + 6 and ID is 3x – 2,
4. find the length of FS; and
5. find the length of ID.

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Department of Education

Division of Eastern Samar

ICL Learning Plan for Mathematics 9

Topic: Enrichment Lesson On THE MIDLINE THEOREM

Reference: Grade 9 Learners Material – pp 327 – 329

Materials: IM’s : Illustration Charts, triangle cutouts, Prepared Activity Sheets

Ask the following questions:

(2) Using the cut-out figures of triangles provided, do the following:

(3) Using the same triangle cut-out figure.

MA. SUSAN B. ALOTA

 “What do you call that

Given Figure 1, determine the indicated ( Refer to items number 4 & 5 of

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