Lesson Plan in Mathematics 9

Quarter/Domain: Third Quarter Week & Day Number: Week 5-Day 4

Class Schedule: MWF 11:00 AM - 12:00 NN Date: March 27, 2023

I. Objectives

A. Content Standards

The learner demonstrate understanding of key concepts of parallelograms and triangle

similarity.

B. Performance Standards

The learner is able to investigate, analyze, and solve problems involving parallelograms

and triangle similarity through appropriate and accurate representation.

C. Learning Competencies

The learner solves problems involving parallelograms, trapezoids and kites.

D. Daily Objectives

Within the lesson, the students will be able to:

a. state the different theorems and properties of a kite,

b. demonstrate the solution in solving problems involving kites using Polya’s Four-

Step Approach to Problem solving, and

c. cooperate actively in the class by performing all the activities.

II. Subject Matter

Topic: Solving Problems Involving Kite

References: Mathematics – Grade 9 Learner’s Materials, First Edition 2014, ISNB: 978-

971-9601-71-5 by Department of Education, page 334-338.

MathBitsNotebook.com

https://mathebittsnotebook.com/Geometry/Quadrelaterails/QDTrapKite.

html

Materials: Laptop, Projector, White Board, Illustration Board, Marker, and Power Point

presentation
III. Procedure

A. Priming (5 minutes)

o Prayer

o Checking of Attendance

o Class Routine/Classroom Management

o Review/Motivation

Recall Me: The class will divide the group into 5. The teacher will present a

question using Kahoot, and each pair will answer each questions on a 1/8

illustration board. They are given 30 seconds to answer each item.

1. It is a quadrilateral with at least one pair of parallel sides.

Answer: Trapezoid

2. An isosceles trapezoid is trapezoid with congruent base .

Answer: Angles

3. TRUE OR FALES: If a quadrilateral is an isosceles trapezoid, the diagonal

are congruent.

Answer: TRUE

4. TRUE OR FALES: If a quadrilateral is an isosceles trapezoid, the opposite

angles are complementary.

Answer: FALSE

5. Find the area of the following trapezoid.

Answer: 29.75 square inches

6. Find the area of the following trapezoid.

Answer: 28.6 square inches

To develop active participation in the class and build critical thinking skills among

students, the teacher will conduct the following activity:

Create Me!

Before the schedule, the teacher has already instructed the students in Google

Classroom to bring sticks, tape, string, paper (any kinds of paper – bond paper, colored

paper, newspaper, etc.), scissors, marker, ruler, and a protractor. Utilizing the same

group, the students will create a kite using the materials they bring. They are only given

8 minutes to finish the task.

 After making the kite, the students must measure and label each sides, the

angles, and the two diagonal sticks that bisect together using the ruler,

protractor, and marker. The students must include to write each unit of

measurement and the name of the kite.

C. Analysis (5 minutes)

To develop the critical thinking skills of the students, the teacher will ask the oral

questions about the activity.

Did you enjoy the activity?

Is the activity hard for you?

What strategies did you use to make a kite?

What can you say about your product in the activity?

D. Abstraction (10 minutes)

The teacher will let the students define or give ideas on the term first. Then the teacher

will provide supplemental information and discuss further. The teacher will upload the pdf

file of the abstract of the lesson in Google Classroom for their reference.

Definition of a kite

A kite is a quadrilateral whose four sides are drawn such that there are two distinct

sides of adjacent, congruent sides.

1. In a quadrilateral is a kite, the area of a

diagonal.

𝟏 𝒅𝟏 𝒃
𝑨𝒓𝒆𝒂 = (𝒅 • 𝒅 𝟐 )
𝟐 𝟏
𝑑1 = 𝑙𝑜𝑛𝑔 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝑜𝑓 𝑘𝑖𝑡𝑒
𝑑2 = 𝑠ℎ𝑜𝑟𝑡 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝑜𝑓 𝑘𝑖𝑡𝑒

𝑷𝒆𝒓𝒊𝒎𝒆𝒕𝒆𝒓 = 𝟐(𝒂 + 𝒃)
𝑎 = 𝑠𝑖𝑑𝑒 𝑜𝑓 𝑎 𝑘𝑖𝑡𝑒
𝑏 = 𝑠𝑖𝑑𝑒 𝑜𝑓 𝑎 𝑘𝑖𝑡𝑒

2. If a quadrilateral is a kite, it has one pair

of opposite angles congruent.

Thus, 𝑚∠𝐴 ≌ 𝑚∠𝐶

3. If a quadrilateral is a kite, it has one

diagonal forming two congruent

triangles. Thus,△ 𝐴𝐵𝐷 ≌△ 𝐶𝐵𝐷

4. If a quadrilateral is a kite, it has one

diagonal that bisects the other diagonal.

5. If a quadrilateral is a kite, the diagonals

are perpendicular.
6. If a quadrilateral is a kite, it has one

diagonal forming two isosceles triangles.

7. If a quadrilateral is a kite, it has one

diagonal that bisects a pair of opposite

angles.

8. If one of the diagonals of a quadrilateral

is the perpendicular bisector of the other,

the quadrilateral is a kite.

E. Application (7 minutes)

The teacher will demonstrate the application of theorem and properties of kite by solving

a real-world problem in Item 1. For Item 2, the teacher will call on the student to apply

the concept of theorems and properties of kites in the real world.

1. Marjorie wants to make a kite with an area of 180 cm squared and a first diagonal

length of 36 cm. How long is the second diagonal that Marjorie needs to make in

order to achieve the target area of the kite?

Solution:

Step 1: Understand the problem

𝐴 = 180 𝑐𝑚2

𝐿𝑒𝑡 𝑑1 = 36 𝑐𝑚 𝑎𝑛𝑑 𝑑2 = 𝑥

𝑇ℎ𝑒 𝑙𝑒𝑛𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝑑2 𝑖𝑠 𝑚𝑖𝑠𝑠𝑖𝑛𝑔 𝑖𝑛 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚.

Step 2: Device a plan

1
𝐿𝑒𝑡′𝑠 𝑢𝑠𝑒 𝐴 = (𝑑1 • 𝑑2 ), 𝑡𝑜 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙.
2
Step 2: Carry out the plan

1
𝐴 = (𝑑1 • 𝑑2 )
2

1
180 = (36)(𝑥)
2

36
180 = (𝑥)
2

180 18𝑥
=
18 18

10 = 𝑥

𝑥 = 10

Step 4: Lookback and create a conclusion

𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝑜𝑓 𝑡ℎ𝑒 𝑘𝑖𝑡𝑒 𝑖𝑠 10 𝑐𝑚.

2. Lisa made a HOPE kite, 𝑚∠𝑂 = 124𝑜 and 𝑚∠𝐸 = 80𝑜 and ̅̅̅̅
𝐻𝑂 = 10 𝑖𝑛𝑐ℎ𝑒𝑠

and ̅̅̅̅
𝑃𝐸 = 18 𝑖𝑛𝑐ℎ𝑒𝑠. What is the measurement of 𝑚∠𝐻 𝑎𝑛𝑑 𝑚∠𝑃?
O
10 124𝑂

H P
18
80𝑂

Solution:

Step 1: Understand the problem

𝑚∠𝑂 = 124𝑜 𝑚∠𝐸 = 80𝑜

𝑚∠𝑃 = 𝑥 𝑚∠𝐻 = 𝑥

We let 𝑚∠𝑃 = 𝑥 𝑎𝑛𝑑 𝑚∠𝐻 = 𝑥, base on property of kite,

If a quadrilateral is a kite, it has one pair of opposite angles congruent.

Step 2: Device a plan

𝑇ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 𝑖𝑛 𝑎 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝑖𝑠 360𝑜

360𝑜 = 𝑚∠𝐻 + 𝑚∠𝑂 + 𝑚∠𝑃 + 𝑚∠𝐸

360𝑂 = 𝑚∠𝐻 + 𝑚∠𝑂 + 𝑚∠𝑃 + 𝑚∠𝐸

3600 = 𝑥 + 124𝑂 + 𝑥 + 80𝑂

3600 −124𝑂 − 80𝑂 = 2𝑥

156𝑂 = 2𝑥

156𝑂 2𝑥
=
2 2

78𝑂 = 𝑥

𝑥 = 78𝑜

Step 4: Lookback and make a conclusion

𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑚∠𝐻 = 78𝑜 𝑎𝑛𝑑 𝑚∠𝑃 = 78𝑜

IV. Assessment/Evaluation (8 minutes)

The teacher will present a problem, and the student will answer 6 questions individually. The

students must show their complete solution on one whole sheet of yellow paper.

1. Jina made a PLAY kite for her brother, the measurement of ̅̅̅̅
𝑃𝐴 is 9 inches and

̅̅̅̅ is 15 inches. While the measurement of the angle L is 100 degrees and angle
𝐿𝑌

Y is 60 degree.
L

P A

Y
Questions:

 What is the area of the kite PLAY?

 What theorem or properties of kite justifies your answer?

 What is the angle measure of angle P and A?

 What theorem or properties of kite justifies your answer?

12 inches?

 Using the given diagram and label the measurement of all angel and sides

of the kite.

V. Assignment

To extend the learning of the students, the teacher will upload 2 sets of problems in the

Google Classroom together with the PPT and PDF-reference of the lesson in order for them

to explore more about the topic. The students will write their answers on one whole sheet of

yellow paper and submit them by Wednesday.

Set 1: Kite

Carlo drew a sketch of the design of his kite for the upcoming kite festival in their community.

He named his kite KLMN, with a pair of congruent and adjacent sides. Using the sketch

made by Carlo, answer the following question and show a solution if one is needed.

1. Name the pairs of congruent and adjacent sides.

2. If LM = 6, what is MN?

3. If KN = 10.5, what is KL?

4. If LN = 7 cm and KM = 8 cm, what is the area?

5. If the area is 96 cm squared and LN = 8 cm, what is KM?

6. If m∠2 = 63, what is m∠3?

7. If m∠3 = 31, what is m∠LMN?

8. If m∠5 = 22, what is m∠4?

9. If m∠LKN = 39, what is m∠MKN?

Set 2: Proportion

The student must read an article online or books about proportion. Then describe proportion

in a minimum of 5 sentences and a maximum of 10 sentences based on what they read, and

it must be supported by an author or the book/literature they read. Provide at least five (5)

examples of proportion. Your assignment will be graded using the following rubrics:

Rubrics:

Content…………………..10 points

Organization……………..5 points

Convention……………….5 points

Examples…………………5 points

TOTAL: 25 points

VI. Teacher’s Remarks

Prepared by: Carlo G. Valdez – BSED MATH-3A