Math 9 Lesson Plans

SEMI- School Datu Abdula M.
Camino MNHS Grade Level Grade 9

DETAILED
LESSON PLAN Pre- Learning
Service Kristina Joyce D. Aldana Area Mathematics
Teacher
Date & Quarter
Q3
February 29, 2024
Time 10:40-11:40 A.M.
2:00-3:00 P.M.
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of parallelograms and
triangle similarly.
B. Performance Standards The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarly through appropriate and accurate
representation.
C. Learning Competencies/Objectives Learning Competency: Proves the Midline Theorem. (M9GE-IIId-1)

Learning Objectives:
1. State the Midline Theorem
2. Apply the Midline Theorem to solve problems involving triangles
Show patience and perseverance in applying the Midline Theorem to solve
problems involving triangles
II. CONTENT The Midline Theorem
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Material pages Learners Activity Sheet
3. Textbook Pages
4. Additional Reference from Learning
Resource
B. Other Learning Resources
Laptop, Flatscreen TV, PowerPoint presentation, Chalk, activity sheets.
III. PROCEDURES
A. Preliminary Activities
Prayer
Greetings
Checking of attendance
B. Activity
Review!
Let us have a recall on quadrilaterals. Tell whether the given statement is TRUE or
FALSE.
1. Every rectangle is a square.

2. Every square is a rectangle.
3. Every square is a rhombus.
4. Every rhombus is a square.
5. The diagonals of a rhombus are perpendicular to each other.
6. Every parallelogram is a square.
7. Every square is parallelogram.
. A rhombus is
equiangular.
9. If the diagonals of a
given parallelogram
are perpendicular,
then the parallelogram
is
a rectangle.
10. A square is an
equiangular and
equilateral
parallelogram
. A rhombus is
equiangular.
9. If the diagonals of a
given parallelogram
are perpendicular,
then the parallelogram
is
a rectangle.
10. A square is an
equiangular and
equilateral
parallelogram
8. A rhombus is equiangular.
9. If the diagonals of a given parallelogram are perpendicular, then the
parallelogram is a rectangle.
10. A square is an equiangular and equilateral parallelogram.
Answers:
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
6. TRUE
7. TRUE
8. FALSE
9. FALSE
10. TRUE
C. Analysis The teacher then asks the following questions:

1. Do you think all of your answers are correct?
2. Based on our activity what do you think our next topic for today?
D. Abstraction The teacher will discuss.
THE MIDLINE THEOREM

The segment whose endpoints are the midpoints of two sides of a triangle is
parallel to and half as long as the third side.
If you are to consider  ABC in which CE cut BA and BC at their midpoints. The
triangle Midline Theorem states that CE is parallel to AC and the length of CE is
half the length of AC.
CE  AC
1
CE= (AC)
2
Example 1. Given M and N are midpoints of and , respectively. If |MN|= 14

cm, find |DF|.
M 14 N
D F
Solution:
|DF| = 2|MN|
|DF| = 2(14)
|DF| = 28 cm
Example 2. Refer to the figure below. Find |DE| if D and E are midpoints of ̅BA̅̅̅
and ̅BC̅̅̅, respectively and |AC| = 46 cm.
Solution:
|AC| = 2|DE|
46 = 2|DE|
1
(46) = |DE|
2
23 = |DE|
Generalizations Can you summarize what have you learned?
E. Application
In the figure below, D and E are midpoints of ̅AB̅̅̅ and ̅AC̅̅̅, respectively.
Find the value of x.

Solution:
|BC| = 2|DE|
26 = 2(3x – 5)
26 = 6x – 10
26 + 10 = 6x
36 = 6x
=x
6=x or x=6
IV. EVALUATION
In ∆BEA, X and Y are midpoints of ̅BE̅̅̅ and ̅EA̅̅̅, respectively.
X Y
B A
Complete the following statements:

a)
|BX| = _____.
b)
|BA| = 2(_____).
c)
|EA| = |EY| + _____.
d)
If |BA| = 36 cm, then |XY|= _____.
e)
If |EX| = 10 cm, then |BX|= ____.
V. ASSIGNMENT
Find the missing length as indicated.

1. Refer to ∆LMN
a. find the value of x
b. Find LN
Refer to ∆EDF
a. find the value of x
b. Find SR
M
R
E D
E F
x+
3.5 S
L N
x+
F
10
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional

activities for remediation
C. Did the remedial lessons work? No. of

learners who have caught up with the lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked well?

Why did these work? .
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
Prepared by: Checked by:
KRISTINA JOYCE D. ALDANA JUREY P. DEATRAS

Pre-Service Teacher Critic Teacher
Noted by:
JERMELYN F. ATO
Principal I

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SEMI- School Datu Abdula M.

Camino MNHS Grade Level Grade 9

C. Learning Competencies/Objectives Learning Competency: Proves the Midline Theorem. (M9GE-IIId-1)

1. Teacher’s Guide pages

1. Every rectangle is a square.

C. Analysis The teacher then asks the following questions:

D. Abstraction The teacher will discuss.

THE MIDLINE THEOREM

Example 1. Given M and N are midpoints of and , respectively. If |MN|= 14

Generalizations Can you summarize what have you learned?

Find the value of x.

Complete the following statements:

Find the missing length as indicated.

a. find the value of x

a. find the value of x

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Prepared by: Checked by:

KRISTINA JOYCE D. ALDANA JUREY P. DEATRAS

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