SCHOOL: GRADE LEVEL: Grade 8

TEACHER: LEARNING Quadrilaterals

AREA:

TEACHING DATES & QUARTER: Second Quarter

TIME:

I. OBJECTIVES

A. Content The learner is able to classify quadrilaterals according to its property

Standards:

B. Performance The learner is able to solve problems that involved quadrilaterals in written form

Standards:

C. Learning At the end of the period, the learner:

Competencies/ 1. identify quadrilaterals given their properties

Objectives: 2. develop a sense of accomplishment as they solve parallelograms

3. solve to prove quadrilaterals are parallelogram

II. CONTENT QUADRILATERALS AND SPECIAL PARALLELOGRAMS

III. LEARNING
RESOURCES

A. References

1. Teacher’s G-Math GEOMETRY 2nd Edition by Cecile Tamayo and Norlito Magalona, pp. 149-178

Guide Pages

2. Learner’s G-Math GEOMETRY 2nd Edition by Cecile Tamayo and Norlito Magalona, pp. 149-178

Materials

Pages

3. Text book G-Math GEOMETRY 2nd Edition by Cecile Tamayo and Norlito Magalona, pp. 149-178

Pages

4. Additional [Link]

Materials [Link]

from [Link]

Learning [Link]

resources(L [Link]

R)Portal lesson-plans

B. Other

Learning

Resources
IV PROCEDURES

A. Preparatory

1. “Stand up class and please lead the prayer,

Prayer/Greeting Ms. Pacheco”

(a student will lead a prayer)
s
“Good morning, class (name of section. Please Good Morning, Sir

take your seat”

Students will follow

2. Classroom “Before we formally start, please pick up the

Management piece of papers under your chair and arrange

your chairs”
Students will follow

3. Checking of “If I call your name, please say present”

Attendance Students will follow

4. Drill “In my Powerpoint presentation, I will going

to show you some images and I think you would

be familiarize with it”

“What do you see in the picture?”

 Money, sir

“That’s right, next”

A sign board,sir

“Good! How about this one?”

A shape of parallelogram , sir

“Great! And our last photo?”

 A clock in a square shape, sir

“Good job! Now, what did you observe in the

photos I’ve been showed to you?” I observed that every picture have a four sides

“Very good observation.

What do you call a 4 sided polygon? Yes Mr.

A quadrilsteral, sir
Dominia”

“Very good, Mr. Dominia”

B. Reviewing
“Last time we talk about polygons. What is
Previous Lesson
polygon? Yes Paula”
A plane figure with at least three straight sides and angles, and typically five
or Presenting or more.

New Lesson
“Thank you Paula. To know if you really

understand the lesson, what do you call the

shape that has 5 sides?”

Pentagon, sir

“How about 6 sides?”

Hexagon, sir
 “Polygon with 8 sides called?”

Octagon, sir

“Is circle a polygon? Why or why not?”

A circle is not a polygon, because a polygon is a closed

figure on a plane formed from a finite number of lines segments

connected end-to-end.
“Very good, Angela”

“Give an example of a 4 sided polygon called?”

A quadrilateral, sir
“Good”

C. Establishing a “Families of polygons share certain

Purpose for the characteristics. Each member of the

Lesson quadrilateral family has four sides and four

angles. Each member of the quadrilaterals has

additional characteristics that distinguish it

from other family members.”

“Earlier, you answer square, rectangle and

parallelogram together with rhombus and

trapezoid. Those are the quadrilaterals.”

“It is a quadrilateral with two pairs of

opposite sides that are parallel.”

A trapezoid, sir

“Very good”

“Next, a parallelogram with four right angles.

Yes April?”

A rectangle, sir

“Yes correct”

“3rd one is a
A rhombus, sir
parallelogram with

all sides are

congruent. Yes Cj”

“Correct Cj”

“A quadrilateral with exactly one pair of

opposite sides that are parallel is called,

yes Kyla”
 A trapezium, sir

“Well done Kyla”

“And lastly, a quadrilateral that all sides

are congruent and four right angles. Yes Mae”

“Yes correct Mae”

A square, sir
 Yes, sir

“Do you understand class?”

D. Presenting “Quadrilateral CARL is a square. It is also a

Examples/Instances of rhombus, a rectangle and a parallelogram. When

the Lesson quadrilateral can fit into several types of

definition we call it by the name that tells

the most about it."

“Now let’s proceed to the properties of

quadrilaterals”
E. Presenting “Let’s discuss the properties of

Examples/Instances of parallelogram”

the Lesson
“Rhombuses, rectangles and squares are

generally called parallelograms because they

all have two pairs of parallel sides.”

“Given JACK with diagonal JK.

Prove JCK = KJA

 STATEMENTS REASONS

JACK is a Given

parallelogram

Line segment JC is Definition of

Yes, sir
parallel to line parallelogram

segment AK

Angle JCK is equal PAI Theorem

to angle JAK

Line segment JK is Reflexive Property

equal to line

segment JC

Triangle JCK is ASA Postulate

equal to Triangle

KJA

“Did you get it class?”

1. Discussing New “How can we determine if the given

Concepts and quadrilaterals are parallelogram?”

Practicing New “Very good. Another?”

Skills#1 If both pairs of opposite sides of a quadrilateral are
 parallel, then it's a parallelogram.
“You are all correct, great job!”

If both pairs of opposite sides of a quadrilateral are congruent,

then it's a parallelogram

2. Discussing New “Do you believe that rhombus, rectangle and

Concepts and square are special parallelograms?” Yes, sir

Practicing New

Skills#2 “Let us discuss the different theorems that

proves they are special”

“The diagonals of the rectangle should be

congruent. The diagonals of a rhombus are

perpendicular. And of course, we know that all

sides of the square are congruent”

“Because those three fulfill the requirements

of a parallelogram in which there are two

pairs of parallel sides”

3. Developing “For today’s activity, I will give you

Mastery (Leads To statement/given that you need to prove base on

Formative Assessment what quadrilateral you’ve chose. I will only

give 2 quadrilaterals; Rhombus and Rectangle.

3) The first 3 person that will finish early and

got it correctly will receive additional

points. Got it?”

“For Rectangle, ABCD is a rectangle with

diagonals line DB and line AC. Prove that

diagonal line DB is congruent to diagonal line

AC”
 “For Rhombus, ABCD is a rhombus with diagonals

line DB and AC and point of intersection O.

Prove that line BD is perpendicular to line

AC”

4. Finding Practical “For our next activity, I will divide you into

Application of 2 groups and you will create an original image

Concepts and based on quadrilaterals. You can also put

Skills in Daily other shapes or design but the important thing

Living is 5 quadrilaterals are shown. Do it in 10

minutes and present it to the class”

V. PROCEDURES

H. Making Guide Questions:

Generalization and 1. What are the properties of

Abstractions about Quadrilaterals?

the lesson Properties of quadrilaterals are

a square is the only regular quadrilateral.
all angles are equal.
 all sides are of equal length.
opposite sides are parallel.
the diagonals bisect each other at.
the diagonals are equal in length, sir.

2. What is importance of quadrilaterals

in our daily life?

There are many, many quadrilaterals used in real life.

Square-like shapes are often used for uniformity: they are easy to tesselate,
or pattern with. Same with diamonds or rectangles.

Shapes like trapeziums: with a wide base and a narrower top, are used for
construction or building.

Shapes such as rhombuses or other irregular quadrilaterals are used for

design: to make things look good, add something the eye notices because
it is not uniform, sir.

I. Evaluating Seatwork 4:

Learning Write FACT if the statement is correct then BLUFF when is not.

1. A trapezoid is a quadrilateral. -FACT

2. Rhombus considered as parallelogram. - FACT

3. A square is parallelogram. - FACT

4. A square is a rectangle. - FACT

5. A rectangle is a square. - BLUFF

6. A square is a rhombus. - FACT

7. A rhombus is a square. - BLUFF

8. Rectangles have two parallel sides. - FACT

9. A trapezoid is an isosceles trapezoid. - BLUFF

10. Square is parallelogram. - FACT

J. Additional

Activities for

Application or

Remediation
 Assignment:

Solve the following. Write your answer with solution in a clean short bond paper.

1. WXYZ is a rectangle. The length of a diagonal line AC is 5x+4 and the length of diagonal line DB is

7x-2. Fin the lengths of the diagonals.

2. Write the complete two-column proof.

2.1 Quadrilateral ABCD; <1 = <2

Prove: ABCD is a rhombus.

2.2 Quadrilateral WXYZ is a square;

XA = YE = ZI = WO = a;

AY = EZ = IW = OX = b

Prove: Quadrilateral AEIO is a square

VI. REMARK Objectives Objectives Objectives Objectives Objectives

(Write a remark) has has has has has

every day Attained : Attained : Attained : Attained : Attained :

whether the Not

objectives has attained

attained or
due Not attained due Not attained due Not attained due Not attained due
not).

to to to to
to

VII - REFLECTION

A. No. of

learners who

earned 80%

in the

evaluation

B. No. of

learners who

required

additional

activities for

remediation

C. Did the

remedial

lessons work?
D. No. of

learners who

continue to

require

remediation

E. Which of my

teaching

strategies

work 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

used/discover

which I wish

to share with

other

teachers?