Detailed Lesson Plan (Sample) Mathematics Teacher PDF

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Summary

SAMPLE LESSON PLANSchool: BUCE-ILS CT: Prof. Jocelyn F. Goyena Teacher: Marilen Catleya V. Alcance Grade & Section: Grade 9-Bismuth Schedule: MF 3:00-5:00 PM, Quarter: 3 rd W 1:00–2:00 PMRectangles, Rhombi and Squares TopicI. OBJECTIVESBy the end of the lesson, the students should be able to: a....

Description

Republic of the Philippines BICOL UNIVERSITY COLLEGE OF EDUCATION Daraga, Albay SAMPLE LESSON PLAN School: BUCE-ILS Teacher: Marilen Catleya V. Alcance Schedule: MF 3:00-5:00 PM, W 1:00–2:00 PM

CT: Prof. Jocelyn F. Goyena Grade & Section: Grade 9-Bismuth Quarter: 3rd

Rectangles, Rhombi and Squares Topic I.

OBJECTIVES

By the end of the lesson, the students should be able to: a. Describe the properties and relationship of Rectangles, Rhombi and Squares b. Determine the theorems involving rectangles, rhombi and squares c. Prove the theorems involving rectangles, rhombi and squares II.

CONTENT

A. Subject matter: Grade 9 Mathematics B. Learning Competency: Relates one quadrilateral to another quadrilateral (square to rhombus.) C. Code: M4GE-IIId-18.2 D. Days: 2.5 days E. Focus: Describing the properties and theorems involving rectangles, rhombi and squares F. Time Frame: 1 hour III.

LEARNING RESOURCES

G. Reference/s: 1. Soaring 21st Century Mathematics (The New Grade 9) Authors: Simon L. Chua, D.T., Isidro C. Aguilar, Ed.D., Josephine L. Sy-Tan, Robert J. Degolacion, Arvie D, Ubarro Contributing Authors: Archieval A. Rodriguez, Ed.D., Manuel T. Kotah Coordinators: Robert J. Degolacion, Lucy O. Sia Project Director: Simon L. Chua, D.T.

H. Other learning resources/Materials: Manila Paper, Colored Paper, Paper tape, Marker, Whiteboard and Whiteboard markers

IV.

PROCEDURE

A. ANALYSIS i.

So I have here problem 1. Given Rectangle ABCD. (Figure shown below.)

Prove that AC = DB. Or in other words, we need to prove that the diagonals of rectangle ABCD are equal. Who can try and solve number 1? (The teacher will call a student to solve and explain.)

(If the students need help with the problem then the teacher can proceed with the teacher’s activity which is inquiry based.) ii.

A. ANALYSIS

Okay, given that ABCD is a rectangle, what can we immediately conclude?

i.

In problem one, we are given a rectangle. Therefore, BA = CD and BC = AD. A rectangle also have four right angles. Diagonals AC and DB forms two triangles in the rectangle which is triangle BAD and triangle CDA. Since triangle BAD and triangle CDA have two congruent sides and a right angle we can use the SAS postulate. Using the SAS postulate we can conclude that triangle BAD and triangle CDA are congruent. Since they are congruent and they are exactly the same, their hypotenuse or the longest side, which is the diagonals of the rectangle, we can say that they are congruent.

ii.

That AB congruent to CD and BC is congruent to AD.

iii.

Very good! What else?

iv.

Okay, so we have now identified all properties we can use for this problem. What else can you make use in your figure that involves the diagonals that we are trying to prove to be congruent?

v.

vi.

vii.

viii.

Very good. What can we conclude about triangle BAD and triangle CDA? If the two triangles are congruent and they are exactly the same, what can we say about their hypotenuse or the diagonal? Correct! We have proven that the diagonals of a rectangle are congruent which leads us to our first theorem. Please take note. The diagonals of a rectangle are congruent. Let’s proceed to problem 2. Given Rhombus ABCD. (Figure shown below.)

Prove that: a. Angle 1 = Angle 2 b. Angle 3 = Angle 4 (The teacher will call a student to solve and explain.)

iii.

All angles are equal right angles.

iv.

The diagonals are also the hypotenuse of triangle BAD and triangle CDA. That they are congruent since they have corresponding equal sides and a right angle, the SAS postulate makes them congruent. The hypotenuse of congruent triangles are congruent.

v.

vi.

vii.

Yes mam.

viii.

First, we can conclude that triangle BAD and BCD are congruent. We can make use of the SAS postulate since we have two congruent sides, given that the rhombus is equilateral, and since angle A and angle C is

congruent since they are opposite angles. By CPCTE, we can conclude that the corresponding bases of triangle BAD and triangle BCD are congruent with one another.

(If the students need help with the problem then the teacher can proceed with the teacher’s activity which is inquiry based.) ix.

x. xi.

xii.

We are trying to prove that the corresponding bases of triangle BAD and CD are equal. Given that ABCD is a rhombus, what can we immediately conclude? What else? Since the two triangles are congruent, can we conclude that angle 1 and angle 2 are also congruent? How?

xiii.

Okay, since we have proven that angle 1 and angle 2 are congruent and so with angle 3 and angle 4, can we say that the diagonals bisected the angles of our rhombus?

xiv.

So we now have our 2nd Theorem. The diagonals of a rhombus bisects the four angles of the rhombus. Proven and tested. Take note. Problem number 3. Given Rhombus ABCD cut by diagonals AC and BD which intersects at E. (Figure shown below.)

xv.

ix. x.

All sides are equal. Angle A and angle C is congruent since they are opposite angles.

xi. xii.

Yes. Using CPCTE, we can conclude that angle 1 and angle 2 are congruent and so with angle 3 and angle 4.

xiii.

Yes we can.

xiv.

Yes mam....