SEMI-DETAILED LESSON PLAN

School: Central National High School Grade level: 9

Teacher Alven F. Argel Learning area: Mathematics
Date: February 22, 2024 Quarter: 3rd
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. parallelograms and triangle similarity.
2. Performance The learners should be able to:
Standards investigate analyse, and solve problems involving
parallelograms and triangle similarity through appropriate and
accurate representation.
3. Learning Learning Competencies: Proves theorems on trapezoids and
Competencies and kites (M9GE-IIId-2)
Objectives Learning Objectives:
1. Identify the different theorems of the trapezoid
2. Prove the theorems of the trapezoid
3. Display attentiveness in solving the theorems of the trapezoid
II. CONTENT: PROVING THEOREMS ON TRAPEZOID
III. LEARNING RESOURCES
A. References
1. Teachers guide Pages
2. Learner’s Material Pages Mathematics Quarter 3- Module 3
3. Textbook Pages
4. Additional Materials
B. Other Learning Resources

IV. PROCEDURES
Preliminary Activities 1. Greetings
2. Prayer
3. Cleanliness
4. Orderliness (sitting arrangement)
A. Elicit The teacher lets the students to prepare the
Reviewing previous lesson assigned materials (bond paper, pencil, ruler,
or presenting the new protractor and compass) last meeting.
lesson
The teacher gives the procedures of the activity.

1. On a bond paper, draw rectangle WXIA where

WX=7cm and WA = 5cm.
2. On WX , name a point G 1 cm from the W and
another point N 1cm from X.
3. Form GA∧¿, to illustrate isosceles trapezoid
GAIN.
4. Draw the diagonals of GAIN.
B. Engage
The teacher lets the students supply the
Establishing a purpose for appropriate statement/reason in proving the
the lesson theorem of a trapezoid.

Presenting examples or
The teacher asks the following questions to the
instances of the new students based on the given activity.
lesson
1. What type of quadrilateral is GAIN?
2. What are the measurements of the sides of
the trapezoid?
3. What do you call to the trapezoid whose base
angles are equal?
4. What two pairs of angles formed are base
angles?
5. Compare the measure of the angles in each
pair. What did you find?
6. Make a conjecture about the measures of the
base angles of an isosceles trapezoid. Explain.
7. Which two pairs of angles are opposite each
other?

Answer:
1. Trapezoid
2. (GN) ̅=5cm ; (GA) ̅=√26 cm ; (NI) ̅=√26cm ;
(AI) ̅=7cm
3. isosceles trapezoid.
4. ‹ NGA≅‹GNI ; ‹GAI≅‹NIA
5. The sum of the measures of the opposite
angles is 1800.
6. The base angles of an isosceles trapezoid are
equal.
7. angles G and I; angles N and A

4. Explore Trapezoid is a convex quadrilateral with exactly

Discussing new concepts one pair of parallel sides. The bases of the
and practicing new skill #1 Trapezoid are two parallel sides
Legs of a trapezoid are two nonparallel sides.

Isosceles trapezoid a trapezoid with congruent

legs.

Median of a trapezoid is the segments that join

the midpoints of the legs.

A special segment of a trapezoid that is

frequently use is the altitude

An Altitude In trapezoid
of a trapezoid ABCD, AP is
is any an altitude
segment from
a point on one
base
perpendicular
to the line
containing the
other side

Discussing new concepts

The following theorem is about the median of a
and practicing new skill #2
trapezoid.

Theorem 1: The Median of a trapezoid is

parallel to its bases, and its length is half the
sum f the lengths of its bases

Given: Trapezoid ABCD with median PQ

1
Prove: PQ║AB║DC and PQ= ( AB+ DC )
2

Statements Reasons

Trapezoid ABCD with Given

median PQ

Let AQ and DC be the line postulate at E

extended and meet E

AB║DC Definition of a
trapezoid

BQ║CQ Definition of median

of a trapezoid

¿ ABQ ≅ < ECQ PAIC theorem

¿ BQA ≅ <CQE VAT

∆ ABQ ≅ ∆ ECQ ASA Postulate

AB≅ EC CPCTC

AQ ≅ EQ

1 The median of a
PQ║DE and PQ= DE
2 triangle is parallel to
the third side and is
half as long.

PQ║AB A line parallel to one

of two parallel lines is
 parallel to the other
line

DE=DC+EC Definition of
betweenness

AB+EC Definition of
congruent segments

DE=DC+AB Law of substitution

1 Law of substitution
PQ= ( AB+ DC )
2

Theorem 2: the base angles of an isosceles

trapezoid are congruent.

If ABCD is an isosceles trapezoid, then ¿ D ≅ <C

Theorem 3: if the base angles of trapezoid are

congruent, then the trapezoid is an isosceles.

If ¿ D ≅ <C in trapezoid ABCD is an isosceles

trapezoid

Theorem 4: The diagonals of an isosceles

trapezoid are congruent

If trapezoid ABCD is an isosceles trapezoid, then

AC ≅ BD

Theorem 5: if the diagonals of a trapezoid are

congruent, then the trapezoid s an isosceles

If a trapezoid ABCD, AC ≅ BD, Then trapezoid

ABCD is an isosceles

5. Explain GROUP ACTIVITY: YOU RAISE ME UP!

Developing Mastery (Leads
to Formative Assessment) The teacher facilitates the game “You raise me
up!”.

Materials needed: chalk, eraser, and illustration

board
 After the question, the students write their
answer on illustration board and raise it after 10
seconds

Questions:
1. A trapezoid is a convex quadrilateral with
exactly how many pairs of parallel sides?
2. Which of the following is true about an
isosceles trapezoid?
a. It has congruent legs
b. All sides are congruent
c. It has two parallel sides
d. Its diagonals are complementary
3. What can you say about the median of a
trapezoid to its bases?
a. It is parallel
b. It is congruent
c. It is perpendicular
d. It is complementary

For item 4-6, use the figure below to answer the

question

4. Which sides are bases?

5. Which sides are the legs?
6. Which side is the altitude?
6. Elaborate The teacher ask the student about where does
Finding practical the midline applied in real life situation?
applications of concepts (Engineering, Carpentry, division of lots
and skills in daily living and etc.)

Integration of Topic: Elementary Mathematics

(Fractions), arts (shapes)
Finding generalizations/
abstractions about the The teacher ask the students what are the five
lesson theorems in proving trapezoids
Possible answer:
Theorem 1: The Median of a trapezoid is parallel
to its bases, and its length is half the sum of the
lengths of its bases

Theorem 2: the base angles of an isosceles

trapezoid are congruent.

Theorem 3: if the base angles of trapezoid are

congruent, then the trapezoid is an isosceles.

Theorem 4: The diagonals of an isosceles

trapezoid are congruent
 Theorem 5: if the diagonals of a trapezoid are
congruent, then the trapezoid s an isosceles.

F. Evaluate I. Identify what theorems of trapezoids

are in the statements
Evaluate Learning
1. If trapezoid ABCD is an isosceles
trapezoid, then AC ≅ BD

Answer: Theorem 4

2. If <D≅ <C in trapezoid ABCD is an

isosceles trapezoid
Answer: Theorem 3

3. if EF is the median of trapezoid ABCD,

then, EF║AB║DC and EF=1/2 (AB+DC).
Answer: Theorem 1

4. If an trapezoid ABCD, AC ≅ BD, Then

trapezoid ABCD is an isosceles
Answer: Theorem 5

5. If ABCD is an isosceles trapezoid, then

<D≅ <C
Answer: Theorem 2

II. The teacher, in pairs, instructs the

students to prove the theorem of a
trapezoid.

Given: Isosceles trapezoid PQRS

Prove: If PQRS is an isosceles trapezoid, then
<S≅ <R

G. Extend
Additional activities for
application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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 this 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:

Alven F. Argel
Student-Teacher

Checked by:

Raenalyn M. Supetran
Teacher III

Reviewed by:

STAR L. CABAYAO
Head Teacher II

Noted by:

Jeruel I. Vasquez
Principal IV