Republic of the Philippines

Commission on Higher Education

Region IV-A CALABARZON
Kolehiyo ng Lungsod ng Lipa
College of Teacher Education
Marawoy, Lipa City
DAILY LESSON PLAN Grade Level NINE (9)
Practice Teacher JESIBEL D. ROCO Learning Area MATHEMATICS
Teaching Date February 27, 2023 Quarter THIRD

I. OBJECTIVES
A. Content Standards
 The learner demonstrates understanding key concepts of
parallelograms and triangle similarity.
B. Performance Standards
 The learner is able to investigate, analyse, and solve problems
involving parallelograms and triangle similarity through
appropriate and accurate representation.
C. Learning Competency/ Objectives
At the end of the lesson, the students are able to:
 prove the midline theorem.
 apply the midline theorem in solving problems.
 display oneness during group activity.
II. SUBJECT MATTER
A. Topic: Midline Theorem
B. References:
Grade 9 Learner's Material pp. 327-329
https://youtu.be/CPGMjMs7a48
C. Learning Resources:
Visual Aids
Laptop
PowerPoint
Books/online
III. LEARNING TASK
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities
1. Prayer
Let us all stand. (All students will stand.)

(Teacher will call a student to lead the prayer.)

Let us all remember that we are in the most
holy presence of God as we pray.
In the name of the Father, the Son, and the
Holy Spirit. Amen.

Dear God,
Thank you for this day you have given us.
Lord please adds love and care to each and
every one.
Subtract all the hatred and negativities
surround us.
Multiply your good news and mercy on us.
Divide your unending blessings to each of
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 us.
Dear Lord please grants us the holy spirit to
guide our class today.
All of these, we pray to your most holy
name.
Amen!
2. Greetings
Good morning class!
Good morning Ma’am!
Some of you may already know me some of
you may not. So allow me to introduce myself to
you. I will be your teacher for this morning. My
name is Jesibel Roco but you can also call me
Teacher Jessy.
3. Classroom Rules
Before you take your seat, kindly arrange
the alignment of your chairs and pick up the
mess under it.
(Students will arrange their chairs and pick
up the mess under it.)
You may now take your sit.
(Students will take their sits.)
4. Checking of Attendance
Class, do we have absent today?
(Students answer may vary.)
5. Review of Past Lesson
Before we proceed to our new topic, let’s
have a short recap of what we have discussed
last meeting.

What is a quadrilateral?
Quadrilateral is a polygon with four sides.
What are quadrilaterals that are
parallelogram?
Rectangle, square and rhombus.
Okay very good!
B. Developmental Activities
1. Motivation
PICTOWORD

I have posted here pictures and all you have

to do is to guess the hidden message. If you want
to answer please raise your hand and say your
name. (Some students will guess the hidden
message.)

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 Midline Theorem

Okay very good! The hidden message is

“midline theorem”. This will be our topic for
today. You will a reward after the class.
2. Activity
WORD CONNECTION
In this activity, I will group you into four and
each group will write words or phrases that are
connected to midline theorem. The groups who
will be finished first, with the most number of
words or phrases, will received a reward after
class. I will give you 5 minutes to complete this
activity. After 5 minutes, the representative of
each group will present the work of their group.

(The teacher will divide the class in four

groups and give each group an area to do the
activity.) (Students will start to do the activity.)

Time’s up! You may now post your answer

on the board. Group 1 will present their answer
first. (The representative of group 1 will present
their answers.)

Very good group 1. Let’s give them

“Mosquito Clap”. Everybody, do the “Mosquito
Clap”. (All students will do the “Mosquito Clap”.)

Next, group 2. (The representative of group 2 will present

their answers.)

Very well said group 2. Let’s give their group

a “Good Job Clap”. (Students will do the “Good Job Clap”.)

Next, group 3. (The representative of group 3 will present

their answers.)

Excellent group 3. Let’s give them “Ang

galing Clap”. (Students will do the “Ang galing Clap”.)

The last but not the least group number 4. (The representative of group 2 will present
their answers.)

Thank you so much group 4. Let’s give them

“Aling Dionisia Clap”. (Students will do the “Aling Dionisia Clap”.)

How do you find the activity? Is it hard or it

(Students’ answers may vary.)
is easy? Why?
3. Analysis
The Midline Theorem
The segment whose endpoints are the
midpoints of two sides of a triangle is parallel to

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the third sides and half as long.
1
m= (base)
2

D E

C B
 In △ABC, D and E are midpoints of AC
and AB.
CD ≅ DA and AE ≅ EB

D E

C B
 By vertical angle theorem
△ AED ≅ △ BEF
A

D E F

C B
 By SAS Postulate,
△ AED ≅ △ BEF
wherein;
DA ≅ FB
AE ≅ EB
∠ AED ≅ ∠ BEF

 Since a pair of alternate angles are

formed which are congruent, then
AD∨¿ FB and then formed parallelogram
CDFB .
 In a parallelogram CDFB there are two
pairs of opposite sides that are congruent
DF ∨¿ CB and DF ≅ CB , Likewise
DE∨¿ CB .
 E is the midpoint of DF , therefore
DE ≅ EF and DF ≅ CB .

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For example, in △ BEA , X and Y are midpoints
of BE and EA respectively.
Complete the following statements:
E

X Y

EX
B A
10
1. BX ≅¿
XY
2. If EX =10, then BX=¿ ¿

3. BA ≅ 2(_________)

4.If BA=36 , then XY =¿ ¿

1
m= (base)
2 18
1
XY = (BA )
2 YA
1
XY = (36)
2
XY =¿ ¿

5. EA ≅ EY + ¿ ¿

6. If EA =40 , then EY =¿ ¿ and YA=¿ ¿

Since EY and YA is congruent, therefore EA is
twice the measure of EY or YA .
Let x is the measure of EY or YA .
EA=2(x)
EY =20 , YA =20
40=2(x )
40 2(x)
=
2 2
20=x

Let us have another example.

Given: △ ACE , with and D as midpoints of CA
and CE respectively.
C

B D

CE=2(CD)
CE=2(19)
A E CE=38

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a. If CD=19 , then CE =¿ ¿ 1
m= (base)
2
1
BD= ( AE)
2
b. If BD=21, then AE=¿ ¿ 1
21= (AE)
2
2 ( 21 )= AE
42=AE

1
m= (base)
2
1
BD= ( AE)
c. If BD=2 x −1, AE=x +4 , then BD=¿ ¿ 2
1
2 x−1= (x + 4)
2
2(2 x−1)=x+ 4
4 x−2=x +4
4 x−x=4 +2
3 x=6
x=2

BD=2 x −1
BD=2(2)−1
BD=4−1
BD=5

d. If BC=2 a−1, BA=4 a−17, then BA =¿ ¿ BC=BA

2 a−1=4 a−17
2 a−4 a=−17+ 1
−2 a=−16
a=8

BA=4 a−17
BA=4 (8)−17
BA=32−17
BA=15

CA=2(BA )
e. If BA=17 and DE=14 , then CA+CE=¿ ¿ CA=2(17)
CA =34

CE=2( DE)
CE=2(14)
CE=28

CA +CE =34+28=62
4. Abstraction
Complete me!
Direction: Complete the paragraph below.
Choose your answer inside the box below.

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 Perpendicular Triangle
Midpoints Side
Parallel Half Base
Midline Theorem
The ________________ is segment whose
endpoints are the __________ of two sides of a
The midline theorem is segment whose
________ is ________ to the third sides and _______ as
endpoints are the midpoints of two sides of
long.
a triangle is parallel to the third sides and
half as long.
5. Application
Direction: Name all the triangles and their
corresponding midlines in the accompanying
figure. Write you answer on the table below.
Note: Triangle with midlines only.

NAME OF △ MIDLINE
1.
2.
3.
4.
5.
6.
7.
8. NAME OF △ MIDLINE
1. △ ACO HI
2. △ BPN HI
3. △ ABH DE
4. △ BCI FG
5. △BIH EF
6. △ HIO KL
7. △ IPO LM
8. △HON JK

IV. Values Integration

In our discussion, you have noticed that midpoint is essential to our discussion. As I am
preparing for this lesson, I thought about this famous quotation “Malayo ka pa pero malayo ka
na.”

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 Can someone give an idea about this quotation?

(Students will raise their hands and share some ideas about the quotation.)

Thank you for your ideas. I just want you to know that all of your ideas are valid. As you can see
in the picture, the person is standing on the middle of the line, like a midpoint. Now, if time
comes that you feel tired, I want you to remember this quotation. Do not let your effort be
wasted. It just takes sometimes but you are already in the middle of the ride. So, do not give up!

V. Evaluation

Directions: On a ¼ sheet of paper, find the missing length as indicated. Show your
complete solution.

a. Find x .

b. Find SR.

Key to correction:
a. m=1/2(base ) b. SR = 2x – 14
SR=1/2( FD ) SR = 2(10) – 14
2 x – 14=1 /2( x +2) SR = 20 – 14
2(2 x – 14)=x +2 SR = 6
4 x – 28=x +2
4 x−x=2+28
3 x=30
x=10

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VI. ASSIGNMENT

Directions: Study the theorems of trapezoids and kites.

Prepared by: Checked by:

JESIBEL D. ROCO ALENNIE MARGARET M. GUADO

Student Teacher Cooperating Teacher

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