DAILY School KAUSWAGAN NATIONAL HIGH Grade Level 9 - FAITH

LESSON SCHOOL
LOG Teacher REBECCA S. CASTRO Learning Area MATH
Teaching APRIL 18, 2022 Quarter Third Quarter
Dates and Time 9:00-10:00 S.Y. 2021 –2022

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of quadrilaterals
(parallelograms, trapezoids, kites) and triangle similarity.
B. Performance Standard The learner is able to investigate, analyze, and solve problems involving
quadrilaterals (parallelograms, trapezoids, kites) and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies/ M9GE-IIId-1
Objectives a. State the Triangle Mid-segment Theorem;
Write the LC code for each. b. Apply the Triangle Mid-segment Theorem to solve problems; and
c. Participate actively during class discussion and group activity.
II. CONTENT MODULE 5
(Sub-topic) “The Triangle Mid-segment Theorem”
IV. LEARNING RESOURCES
A. References
1. References Math 9 Learners’ Module pp. 329 – 331
2. Other Resources Math 9 Learners’ Module pp. 329 – 331
B. Other Learning Resource Laptop/Computer, Youtube
V. PROCEDURES
A. Preliminary activities - Prayer
- Checking of Attendance
- New Normal Classroom Rules
B. Reviewing the Previous Strategy: “Who Wants To Be A Millionnaire?”
Lesson
C. Establishing a purpose for Flashing of pictures
the lesson - What can you say about the pictures?
- What do you call line segment DE?

Strategy : “Picture Analysis”

Subject Integration: PE (Recreational Activities); Science(Equilibrium)
- Presentation of the subject matter and reading of objectives.
D. Presenting Unlocking of terms:
examples/Instances of the -matching of terms with the correct meaning
new lesson Strategy: “Perfect Match!”

Video presentation
-What can say about the video?
-State the Triangle Mid-segment Theorem.
-How will you solve the mid-segment of the triangle given the third side?
Strategy: “Video Analysis”
Subject Integration: English (Self-made Video Lessons)
E. Discussing new concepts Prove It!
and practicing new skills - The students will manipulate the computer to prove the theorem
#1 Strategy: Computer Manipulation

-the teacher will give another example and ask some students to answer it orally and
on the board. (The names will be called using the “Wheel of Fortune” App)
Strategy : “Oral Recitation and Boardwork”

F. Discussing new concepts Group Activity: Differentiated Tasks

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 and practicing new skills # 2 “Let’s Take It’s Half!”
- Group the students into five groups.
- Distribute the materials.
- Let the students work for 10mins.
- Presentation of outputs for evaluation or assessment after each item. (Rubrics will
be used in rating student’s output).

- One representative will rate the other group for the presentation and content, the
teacher will rate for the accuracy.

Yellow Group

RUBRIC

Strategy : “Groupings and Reporting”

G. Developing mastery A. HOTS
(leads to Formative Assessment - ask some students to solve the problem. (The names will be called using the
3) “Wheel of Fortune” App)

Strategy : “Solve Me!”

B. Question and Answer (The names will be called using the “Wheel of
Fortune” App)
Strategy : “Thumbs Up! Thumbs Down”
- the students will do the thumbs up if the statement is correct and thumbs down if
the statement is wrong.

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H. Finding practical application
of concepts and skills in
daily living

Strategy : “Find Me!”

Subject Integration : TLE (Construction), Physics (Tensile Strength),
Ar. Pan. (Transportation)
I. Making generalizations and - State the Mid-segment Theorem
abstractions about the - How will you solve the mid-segment of the triangle given the third side?
lesson - What is the importance of Mid-segment in real life?
(The names will be called using the “Wheel of Fortune” App)
Subject Integration : ESP(Valuing)
J. Evaluating learning Encircle the letter of the correct answer.
For Nos. 1-3. In the picture, segment DE is a midsegment of triangle ABC.

1. If DE is parallel to AC and AC has a length of 30 feet, how long is DE?

a. 30 feet b. 15 feet c. 60 feet d. 10 feet

2. If DE is parallel to AC and DE has a length of 10 feet, how long is AC?

a. 10 feet b. 5 feet c. 20 feet d. 15 feet

3. Which of the following statements is NOT always true?

a. DE is parallel to AC
b. Angle BDE has the same measure as angle BAC
c. Angle BDE has the same measure as angle BCA
d. AC is twice the length of DE

4. Find the value of x. 5. Find the length of the midsegment.

a. 6 a. 22.6
b. 7 b. 88
c. 8 c. 44
d. 9 d. 37

K. Additional activities for

application or remediation
In quadrilateral
WVUT, the
VI. REMARKS
points F, E, D,
VII. REFLECTION
and C are
Prepared by:
midpoints. WU = REBECCA S. CASTRO

45 inches and TV
T – III

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 a)Find CD. b)
Find CF. c) Find
ED.

Yellow Group

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