UNPACKING DIAGRAM TEMPLATE

TRANSFER
TRANSFER GOAL PERFORMANCE STANDARD
PERFORMANCE TASK
Student on their own and in the long The learner will be able to investigate, analyze,
run will be able to use appropriate and solve problems involving parallelograms A propose infrastructure model.
and triangles similarity through appropriate and
models to address urban
accurate representation.
development issues.

PERFORMANCE TASK NARRATIVE

The Cebu City Government are planning to address the current urban issues. As a city engineer, you are tasked to propose an
infrastructure model to address the problems in a particular area. You are to present the propose model to the city
government council and urban planning committee. It will be evaluated in terms of appropriateness of a model, use of
mathematical concepts, feasibility of the designs structure and presentation.

ACQUISITION
MAKE MEANING
COMPETENCIES:
1. Illustrate properties of quadrilaterals.
EU: Students will understand that certain urban development
2. States theorems on the different kinds of issues can be solved by using appropriate and accurate
parallelogram representations.
3. States the Midline Theorem
EQ: How can Math help to solve the certain urban
4. States theorems on trapezoids and kites. development issues?
5. Proves the condition for similarity of triangles

CONTENT STANDARD

Demonstrates understanding the key concepts

of parallelograms and triangle similarity
SUBJECT: MATHEMATICS
GRADE: 9
QUARTER: 3
CONTENT/UNIT TOPIC: Demonstrates understanding the key concepts of parallelograms and triangle similarity

PERFORMANCE TASK IN GRASPS

Goal To make a proposed infrastructure model to the City

Government Council and Urban Planning Committee.
Role City Engineer
Audience City Government Council and Urban Planning Committee
Situation The current Urban issues
Product Infrastructure Model
Standards Appropriateness of the model, use of mathematical
concepts, feasibility of the design/structure and
presentation.
 Integrating 7c’s
21st Century Skills INSTRUCTION

Critical Thinking and Problem Solving: The teacher ask

The teacher poses an urban issues and asks students to make What makes a model appropriate for urban development issues?
proposal on how to address it.
Communication The teacher says:
The teacher raises an issue and the students share their ideas As a team of engineers you will proposed an infrastructure
using an infrastructure model. model and present it to the government council and urban
Collaboration: planning committee
The teacher will provide a tasks and the students will work in
teams
Creativity:
The teacher presents challenge and the students model a solution
of a current issues.
Cross Cultural Understanding You will be in the community to gather information and interact
The teacher will ask the students to do site visit and conduct with them on how to address the problem
interview to the residents.
Computer/ICT
The teacher shows digital resources and asks the students to use Use an appropriate technology to present the infrastructure
them to make infrastructure models model.

Career Life Learning

The teacher poses a reflection question on how the students If you are an engineer, what can you contribute to the progress of
learned about the issue. your community?
 WORKSHEET FOR MAKING A RUBRIC (ANALYTIC)

Transfer Goal:
Student on their own and in the long run will be able to use appropriate models to address urban development issues
GRASPS (Paragraph form):
The Cebu City Government are planning to address the current urban issues. As a city engineer, you are tasked to propose an infrastructure model
to address the problems in a particular area. You are to present the propose model to the city government council and urban planning committee. It
will be evaluated in terms of appropriateness of model, use of mathematical concepts, feasibility of the designs structure and presentation.

Criteria Outstanding Satisfactory Developing Beginning

(4) (3) (2) (1)
The proposed model is The proposed model is The proposed model is The proposed model is
Appropriateness Of Model felicitous, more suitable and suitable and applicable for the applicable for the given area. not suited for the given
fitted for the given area. given area. area.

The proposed model The proposed model provides The proposed model The proposed model does
Use Of Mathematical provides appropriate, appropriate and accurate provides application of the not provides application
Concepts accurate and comprehensive application of the concept of concept of parallelograms of the concept of
application of the concept of parallelograms and triangle and triangle similarities in parallelograms and
parallelograms and triangle similarities in addressing the addressing the urban triangle similarities in
similarities in addressing the urban development issues. development issues. addressing the urban
urban development issues. development issues.
The proposed model is more The proposed model is The proposed model is The proposed model is
reliable and attained before reliable and attained in an attained after the allocated failed to attain in an
Feasibility Of The Design the allocated time frame. allocated time frame. time frame. allocated time frame.

The presentation made use The presentation made use of The presentation made use The presentation failed
Presentation of effective, detailed and appropriate and clear of detailed but inappropriate use of appropriate and
clear multimedia multimedia multimedia clear multimedia.
 SCAFFOLD FOR TRANSFER
UNIT TOPIC: PARALLELOGRAM AND TRIANGLE SIMILARITY
WRITERS: Group 1

CONTENT STANDARD: Demonstrates understanding the key concepts of parallelograms and triangle similarity
PERFORMANCE STANDARD: The learner will be able to investigate, analyze, and solve problems involving parallelograms and triangles similarity through appropriate
and accurate representation.

TRANSFER GOAL: Student on their own and in the long run will be able to use appropriate models to address urban development issues.

DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER TRANSFER

FIRM-UP FIRM-UP DEEPEN

1. During Math class, students are ask
to list the common problems they
encounter in their respective
community.
2. In a small group, list the common
problem they encounter in their
respective community.
3. List the possible ways to address the
problem.
4. Present the collected information.
1. Site visit to the selected area The Urban Planning Committee The Cebu City Government are
and conduct an interview about are conducting a Yearly planning to address the current
the problem encountered and Intervention planning on the urban issues. As a City Engineer,
ask possible solutions. different areas in the city. As a you are tasked to propose an
senior engineer, you are tasked to infrastructure model to address the
propose a development plan to be problems in a particular area. You
2. You are ask to propose the presented during the Yearly are to present the proposed model
possible solution (based on your Intervention Planning. It will be to the City Government Council and
interview) to address the evaluated in the appropriateness Urban Planning Committee. It will
problem in the selected area. Commented [WU1]: OK
of the proposal and presentation. be evaluated in terms of
appropriateness of the model, use
of mathematical concepts,
feasibility of the design/structure
and presentation. Commented [WU2]: ok
 Guided Generalization
Essential Situation 1: Situation 2: Situation 3:
Question

Examine the sketch of the bridge. Look at the building. How are triangles Look at the skyscraper. How does triangles help keep
How can Math How is/are triangle(s) used in the used in the the
building from falling?
help to solve construction of the bridge? construction?
certain urban
development
issues? What kind
of What kind of triangles
triangles is present?
is present?
How does triangle
How does triangle similarity used similarity used in
in building the infrastructure? building the
infrastructure? What kind of triangles is present?
Prove your claim using two-
column proof. Prove your claim using two-column proof. How does triangle similarity used in building the
infrastructure?

Prove your claim using two-column proof.

Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons

Essential Understanding:
 DIARY CURRICULUM MAP
SUBJECT: MATHEMATICS
GRADE LEVEL: 9
UNIT/STRANDS:
TEACHERS:
TERM UNIT TOPIC: STANDARDS COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
(NO): SKILLS CORE VALUE
MONTH CONTENT

\ Demonstrates Is able to A1. Illustrate properties A1. Determine the

understanding of investigate, of quadrilaterals. properties of A1. Pretest A1. Textbook APPRECIATION
key concepts of analyze, and solve quadrilaterals investigatory Activity sheets
Quarter 3 parallelograms and problems A2. Identifies
triangle similarity involving quadrilaterals that are A2. A2. ACCEPTANCE
parallelograms parallelograms. A2. Identification of - Use worksheet ( - Worksheets and
and triangle quadrilaterals that are Identification of pictures
parallelograms. quadrilaterals that - Use power
similarity through
are parallelogram point
appropriate and
using pictures.) presentation
accurate
- AVP Materials
representation. A3. Determines the
conditions that make a A.3 Figure Analysis A.3 APPRECIATION
quadrilateral a A3. Determines which - Worksheet
parallelogram. conditions that makes it - AVP Materials
( 1. Two pairs of parallelogram, given - Manipulative
opposite sides are marked quadrilateral.
congruent, 2. Opposite
angles are congruent. 3.
Consecutive angles are
supplementary 4.
Diagonals are
congruent.)

A.4. Uses properties to

A.4 Mechanical solving A.4 Group Dynamics A.4 ACCURACY
find measures of angles,
in finding the missing in finding the missing - Instruction Sheet
sides and other measures of - Used of
quantities involving measures of
parallelograms. parallelograms. Manipulative
parallelograms.
( 1. Measure of opposite - AVP Materials
side are equal 2. ( Audio Visual
Measure of opposite Presentation)
angles is equal 3. The - Manipulative
sum consecutive angles
are 180 degrees. 4.
Measures of Diagonals
are congruent.)
A5. Textbook
Activity sheets
A5. states theorems on A5. Recitation A5. Recitation www.math ACCEPTANCE
the different kinds of cacanaden com
parallelogram
(rectangle, rhombus,
square).

A6. proves theorems on

the different kinds of A6. HARDWORK
parallelogram - Proving
(rectangle, rhombus, A6. Proving A6. Proving worksheets
square). - AVP Materials
A7.Textbook and
A7. states the Midline Activity sheet
Theorem A7.Recitation A7. Recitation ACCEPTANCE

A8.
A8. proves the Midline
- Worksheets
Theorem A8. Completing the A8. Explore Activity / - AVP Materials HARDWORK
Proof Proving
A9.
A9.States theorems on - Activity sheets ACCEPTANCE
trapezoids and kites. A9. Recitation A9. Recitation

A 10. Proves theorems A10.

on trapezoids and kites. A10. Proving - Worksheets APPRECIATION
A10. Proving and www. ixl. com/
Gallery walk in math/geometry/prop
sharing a proof. erties-of-trapezoid
There are four - Manipulative
Theorems
 A11.
A11. solves problems A11. Problem solving - Problem
involving A11. Problem solving solving sheet ACCURACY
parallelograms, - AVP Materials
trapezoids and kites.

A12.describes a A.12. Worksheet

A.12. Multiple Choice -AVP Materials EQUALITY
proportion.
A.12. Given a -Manipulative
proportion, identify its
Describe: identify the parts
different parts.

A.13. applies the A.13. Worksheet EQUALITY

fundamental theorems A.13.Problem solving -Manipulative
of proportionality to A.13. Problem
solve problems involving Solving Situational
proportions. Analysis

A.14. Define similarity of A.14.

figures (Added A.14. Giving examples -Worksheets ACCEPTANCE
competency) and not examples of A.14. Frayer’s Model -Manipulatives
similar figures in defining similarity
of figures
A.15. illustrates
A.15.
similarity of figures.
A.15 Drawing similar -Worksheets HARDWORD
Restated Competency: figures A.15. Drawing figures - Use of
Draw similar figure that are similar and manipulatives
figures that are not
A.16. proves the
conditions for similarity A.16. Proving A.16. AVP Materials INTEGRITY
of triangles. *** A.16. Proving www. youtube.com/
16.1 SAS similarity watch?v=EbN_tDgg
theorem lda
16.2 SSS similarity
www.youtube.com/
theorem
watch?v=QCyvxYL
16.3 AA similarity FSfu
theorem
16.4 right triangle www.classzone.com/
similarity theorem etest/viewTestPracti
16.5 ce.htm?testId=4545
special right triangle
theorems

A17 . applies the

theorems to show that
ACCEPTANCE
given triangles are
A17. Problem Solving A17:
similar. Quiz A17:Group Dynamics - Worksheet
on Problem Solving - AVP Material

A18. states the A18:

Pythagorean Theorem. A18. Identify A18.Reading an - Article on APPRECIATION
(Added competency) conditions for which article on Pythagorean
one can use Pythagorean Theorem Theorem
Pythagorean Theorem - AVP Materials
A19. proves the
Pythagorean Theorem. A19. Proving A19:
A19:Proving - Worksheet HARDWORK
- AVP Material

A20. solves problems

A20:Worksheet APPRECIATION
that involve triangle
A20. QUIZ: A20:GROUP Activity
similarity and right
on solving problems
triangles.*** involving triangle
similarity and right
triangle
 LEARNING PLAN
GRADE 9
UNIT TOPIC PARALLELOGRAM AND TRIANGLE SIMILARITY

UNIT STANDARDS:
Content Standard: demonstrates understanding the key concepts of parallelograms and triangles similarity.
Performance Standard: the learner will be able to investigate, analyze and solve problems involving parallelograms and triangles similarity through appropriate and
accurate presentation.

LEARNING COMPETENCIES:

A1. Illustrate properties of quadrilaterals.

A2. Identifies quadrilaterals that are parallelograms.

A3. Determines the conditions that make a quadrilateral a parallelogram.

( 1. Two pairs of opposite sides are congruent, 2. Opposite angles are congruent. 3. Consecutive angles are supplementary 4. Diagonals are congruent.)

A.4. Uses properties to find measures of angles, sides and other quantities involving parallelograms.
( 1. Measure of opposite side are equal 2. Measure of opposite angles is equal 3. The sum consecutive angles are 180 degrees. 4. Measures of Diagonals are congruent.)

A5. states theorems on the different kinds of parallelogram (rectangle, rhombus, square).

A6. proves theorems on the different kinds of parallelogram (rectangle, rhombus, square).

A7. states the Midline Theorem

A8. proves the Midline Theorem

A9.States theorems on trapezoids and kites.

A 10. Proves theorems on trapezoids and kites. (There are four Theorem)

A11. solves problems involving parallelograms, trapezoids and kites.

A12.describes a proportion.

Describe: identify the different parts.

A.13. applies the fundamental theorems of proportionality to solve problems involving proportions.

A.14. Define similarity of figures (Added competency)

A.15. illustrates similarity of figures. Restated Competency: Draw similar figure

A.16. proves the conditions for similarity of triangles. ***

16.2 SAS similarity theorem
16.2 SSS similarity theorem
16.6 AA similarity theorem
16.7 right triangle similarity theorem
16.8
special right triangle theorems

A17 . applies the theorems to show that given triangles are similar.

A18. states the Pythagorean Theorem.

(Added competency)

A19. proves the Pythagorean Theorem.

A20. solves problems that involve triangle similarity and right triangles.***

LEARNINZG TARGETS:
I can…
A1. illustrate properties of quadrilaterals.

A2. identifies quadrilaterals that are parallelograms.

A3. determines the conditions that make a quadrilateral a parallelogram.

( 1. Two pairs of opposite sides are congruent, 2. Opposite angles are congruent. 3. Consecutive angles are supplementary 4. Diagonals are congruent.)

A.4. uses properties to find measures of angles, sides and other quantities involving parallelograms.
( 1. Measure of opposite side are equal 2. Measure of opposite angles is equal 3. The sum consecutive angles are 180 degrees. 4. Measures of Diagonals are congruent.)

A5. states theorems on the different kinds of parallelogram (rectangle, rhombus, square).

A6. proves theorems on the different kinds of parallelogram (rectangle, rhombus, square).

A7. states the Midline Theorem

A8. proves the Midline Theorem

A9.states theorems on trapezoids and kites.

A 10. proves theorems on trapezoids and kites.(There are four Theorems)

A11. solves problems involving parallelograms, trapezoids and kites.

A12.describes a proportion.(Describe: identify the different parts.)

A.13. applies the fundamental theorems of proportionality to solve problems involving proportions.

A.14. define similarity of figures (Added competency)

A.15. illustrates similarity of figures. Restated Competency: Draw similar figure

A.16. proves the conditions for similarity of triangles. ***

16.3 SAS similarity theorem
16.2 SSS similarity theorem
16.9 AA similarity theorem
16.10 right triangle similarity theorem
16.11 special right triangle theorems
A17 . applies the theorems to show that given triangles are similar.
A18. states the Pythagorean Theorem.
(Added competency)
A19. proves the Pythagorean Theorem.
A20. solves problems that involve triangle similarity and right triangles.***

EXPLORE:
Activity 1 (ARG)

FIRM UP:
Activity 2 – Axiomatic Systems in Geometry
Activity 3 – Mashup Math
Activity 4 - Geogebra

DEEPEN:
Activity 5 – Test of Understanding
Activity 6 – Scaffold for transfer level 3
Activity 7 - ARG

TRANSFER
Activity 7 - Scaffold for transfer
 WORKSHEET FOR MAKING A RUBRIC (holistic)

Transfer Goal:

Student on their own and in the long run will be able to use appropriate models to address urban development issues.
GRASPS (Paragraph form):
The Cebu City Government are planning to address the current urban issues. As a city Engineer, you are tasked to propose an infrastructure model to address the
problems in a particular area. You are to present the proposed model to the City Government Council and Urban Planning Committee. It will be evaluated in terms of
appropriateness of the model, use of mathematical concepts, feasibility of the design/ structure and presentation.

Criteria Outstanding Satisfactory Developing Beginning

(4) (3) (2) (1)

The infrastructure model is well
Appropriateness of the addressed to the current issues.
model
It shows in-depth understanding
Use of mathematical of the required mathematical
concepts concepts. The solution completely
all addresses the mathematical
components presented in the
task.
The infrastructure model is more
Feasibility of the viable in terms of designs and
design/structure structures.
The infrastructure model
addressed/ answered the current
issues presented.
It shows understanding of the
required mathematical concepts.
The solution addresses the
mathematical components
presented in the task.
The infrastructure model is viable in
terms of designs and structures.
The infrastructure model
addressed/ answered the
current issues presented but
lack of evidences.
It shows less understanding of
the required mathematical
concepts. The solution addresses
the mathematical components
presented in the task.
The infrastructure model is less
viable in terms of designs and
structures.
The infrastructure model did not
address/ answer the current
issues presented.
It shows no understanding of the
required mathematical concepts.
The solution addresses the
mathematical components
presented in the task.
The infrastructure model is not
viable in terms of designs and
structures.

The presentation made use of The presentation made use of The presentation is detailed but The presentation failed to use
Presentation effective, detailed and clear detailed, appropriate and clear inappropriate. appropriate and clear
multimedia. multimedia. multimedia.
 UNIT ASSESSMENT MAP
KNOWLEDGE AND SKILLS UNDERSTANDING TRANSFER
TYPE
(ACQUISITION) (MAKE MEANING)
PRE-ASSESSMENT/ DIAGNOSTIC Pretest
Generalization Table Gathering Information(Scaffold 1)(NG)
FORMATIVE ASSESSMENT
(Explanation, Interpretation) (Data, Possible Solutions)
Skills Practice Orientation (NG) Site Visit (Scaffold 2)(NG)
(Explanation, Interpretation) (Observation, Explanation, Interpretation) (Interview, Gathering Information)
Quiz Problem Presentation(G) Development Plan (Scaffold 3)(G)
(Explanation, Interpretation, Perspective) (Explanation, Interpretation, Application, (Explanation, Application)
Perspective)
Concept Map (NG) Generalization Table(G) Performance Task(G)
SUMMATIVE ASSESSMENT (Explanation, Interpretation) (Explanation, Interpretation, Application, (Explanation, Interpretation, Application,
Perspective) Perspective, Self-Knowledge)
Summative Test (G) Model Analysis(G)
(Explanation, Interpretation, Application) (Explanation, Interpretation, Application,
Empathy, Perspective)

Proving Parallelogram and Triangle

Similarities in Real World (G)
(Explanation, Interpretation, Application,
Empathy, Perspective)
Skills and Readiness Check(NG) Model Proposal (G)
SELF-ASSESSMENT (Self- Knowledge) (Explanation, Interpretation, Application,
Perspective, Self – Knowledge)
Reflection (NG)
(Self- Knowledge)
 CALENDAR OF ACTIVITIES
Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5

Explore: Explore: Firm Up: Firm Up: Firm Up:

Pretest Activity 1 – ARG Activity 2 – AXIOMATIC Activity 3 – MASHUP MATH Activity 4 – Scaffold for Transfer 1
SYSTEM

6 7 8 9 10

Firm Up: Firm Up: Deepen: Deepen: Deepen:

Activity 5 – GEOGEBRA Activity 6- Scaffold for Activity 7 – TEST FOR Activity 8 – SCAFFOLD FOR TRANSFER 3 Activity 9 - ARG
Transfer 2 UNDERSTANDING

11 12 13 14 15

Deepen: Deepen: Deepen: Deepen: Deepen:

Activity Activity 13 Activity 14 - Activity 15 Activity 16 - Synthesis

16 17 18 19 20

Transfer: Transfer: Transfer: Transfer: Transfer:

Performance Task Performance Task Performance Task Activity -Self-Assessment Post-test

SCAFFOLD FOR TRANSFER 4 Activity - Integration of Values

21 22 23 24 24

25 26 27 28 29

30 31
SUBJECT:MATHEMATICS
GRADE:9
QUARTER:3
CONTENT/UNIT TOPIC: Demonstrates understanding the key concepts of parallelograms and triangle similarity

TRANSFER GOAL FOR CHOSEN STANDARD

PERFORMANCE STANDARD

Student on their own and in the long
run will be able to use appropriate
models to address urban development
issues.
The learner will be able to investigate,
analyze, and solve problems involving
parallelograms and triangles similarity
through appropriate and accurate
representation.

VERB PRODUCT REAL-WORLD PURPOSE

SUBJECT: MATHEMATICS 9

SAMPLE MAP OF CONCEPTUAL CHANGE

Respond to each statement twice once before the lesson and again after the lesson.
Write A If you AGREE with the Statement.
Write B if you DISAGREE with the statement.
Before Statement After
If two triangles share one angle in common,
then the two triangles are similar.

If the measure of the sides of one triangle is 5

times the measure of the sides of a second
triangle, then the two triangles are similar.

If the two corresponding sides of a triangle are

proportional and the included angles are
congruent, then the two triangles are similar.

If the measures of the sides of a triangle are ½

the measures of the sides of a second triangle,
then the two triangles are similar.

If the measures of the sides of a triangle are 3 in

greater than the measures of the sides of a
second triangle, then the two triangles are
similar.