7Es Lesson PLAN Special Parallelogram JAY CRUZ PDF

Preview

Summary

This document contains the lecture on parallelograms and their properties. It also contains necessary activities to enhance skills and learning on this topic....

Description

GRADE 9 LESSON PLAN IN TEACHING MATHEMATICS Number of Hours: 1 hour M9GE-IIIb-1

Code Domain

Geometry

Cluster

Quadrilaterals

Lesson: Special Parallelograms Learning Use properties to find measures of angles, sides, and other quantities involving competency parallelograms. Standard: References:

Investigate, analyse, and solve problems involving quadrilaterals and triangle similarity through appropriate and accurate representation. Mathematics 9 Learner’s Material pp. 319-324 Teacher’s Guide for Mathematics Grade 9 pp. 213-215 Math Made Easy Workbook for Grade 9 pp. 96-97

Learning Cycle

Defining Success

OBJECTIVES: 1. Explain the properties of rectangle, rhombus and square. 2. Apply/use the properties to find the angles, sides and diagonals of rectangle, rhombus and square. 3. Relate the properties of special parallelograms in real life situations ASSESSMENT: 

Check Your Guess Chart



Completing the Table of Properties



Finding the measurement

KEY POINTS: A parallelogram is a quadrilateral with two pairs of opposite sides parallel. Rectangle, rhombus and square are among its type with their specific properties.

ELICIT: 5 minutes In the table below, write AT in the second column if you guess that the statement is always true, ST if it is sometimes true, and NT if it is never true. You are to revisit the same table later and respond to your guesses by writing R if you were right or W if wrong under the third column.

Statement

My guess is… (AT, ST or NT)

I was… (R or W)

1. A rectangle is a parallelogram. 2. A rhombus is a square. 3. A parallelogram is a rectangle. 4. A rhombus is a parallelogram. 5. A rectangle is a rhombus. 6. A square is a rhombus. 7. A rhombus is a square. 8. A parallelogram is a rhombus. 9. A square is a parallelogram. 10. A square is a rectangle.

ENGAGE: 3 minutes The students will identify the given parallelograms as either rectangle, rhombus or a square based from the definition of each that was previously discussed. EXPLORE: 15 minutes The class will be divided into 6 groups. The first two groups will do Activity 1 about rectangle, the next two groups will work on Activity 2 about rhombus and the last two groups will perform Activity 3 about square. EXPLAIN: 12 Minutes Based from the results of the activities, the students will complete the table below to show the different properties of a rectangle, rhombus and a square. PROPERTIES Sides Interior Angles Opposite Angles Diagonals *Table of Properties ELABORATE: 10 Minutes

RECTANGLE

RHOMBUS

SQUARE

Do rectangles, rhombi and squares possessed all the properties of a parallelogram? What can be said about the sides, angles and diagonals of a rectangle, rhombus and a square?

Note: Revisit the Check Your Guess Activity to determine whether the students got them correctly or not.

Multiple

EVALUATE: 10 Minutes I. Give the measurement of the following:

True/Fals 1. BLUE is a rectangle. a. BL = ______ b. LU = ______ c. CU = ______

f. m ⁄ LBU = _______ g. m ⁄ LCU = _______ h. m ⁄ BUE = _______

d. EL = ______ e. CL = ______

i. m ⁄ LEB = ________ j. Perimeter of BLUE = ______ E

B

L 30 °

6

C

6 7.75

U

2. STEM is a rhombus. a. SM = ___________ b. m ⁄ TAS = ______ c. m ⁄ TME = _____ d. m ⁄ TSM = _____ e. m ⁄ TES = _____ f. Perimeter of STEM = ______

10 S

40°

T

A

M

E

3. ROSE is a square. a. m ⁄ ORE = ________ b. m ⁄ OSE = ________ c. m ⁄ OBS = ________ d. RS = ________ e. OE = ________

R

O 15 B

S

E

EXTEND: 5 Minutes Ask the learners to mention some examples of parallelogram that they can see in the classroom. (Possible answers are: Blackboard, flooring, door) Let a volunteer student measure the length and the width of the blackboard, flooring and door in meters. Ask them if these figures possessed the properties of a parallelogram or not and let them explain by answering the following questions. Do the opposite sides congruent? Do the interior angles congruent? What are their angle measures? If you draw diagonals in these figures, will they bisect each other? Are they congruent? Prepared by: JAY J. CRUZ Teacher III

Checked: MARCOS T. ANTONIO, JR Head Teacher III

Noted: RIZALINA T. MANZANO, Ed. School Principal IV...