1) The document outlines the daily lesson log and procedures for a mathematics class on identifying quadrilaterals that are parallelograms.
2) The objectives are to identify quadrilaterals that are parallelograms, determine the properties of a parallelogram, and participate actively in discussions.
3) The procedures include reviewing polygons, presenting examples of quadrilaterals, discussing their definitions, having students practice identification through activities, and assessing learning with a formative quiz.
1) The document outlines the daily lesson log and procedures for a mathematics class on identifying quadrilaterals that are parallelograms.
2) The objectives are to identify quadrilaterals that are parallelograms, determine the properties of a parallelogram, and participate actively in discussions.
3) The procedures include reviewing polygons, presenting examples of quadrilaterals, discussing their definitions, having students practice identification through activities, and assessing learning with a formative quiz.
1) The document outlines the daily lesson log and procedures for a mathematics class on identifying quadrilaterals that are parallelograms.
2) The objectives are to identify quadrilaterals that are parallelograms, determine the properties of a parallelogram, and participate actively in discussions.
3) The procedures include reviewing polygons, presenting examples of quadrilaterals, discussing their definitions, having students practice identification through activities, and assessing learning with a formative quiz.
1) The document outlines the daily lesson log and procedures for a mathematics class on identifying quadrilaterals that are parallelograms.
2) The objectives are to identify quadrilaterals that are parallelograms, determine the properties of a parallelogram, and participate actively in discussions.
3) The procedures include reviewing polygons, presenting examples of quadrilaterals, discussing their definitions, having students practice identification through activities, and assessing learning with a formative quiz.
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DAILY LESSON LOG OF M9GE-IIIa-1
School Grade Level Grade 9
Teacher Learning Area Mathematics Teaching Date and Time Quarter Third Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. A. Content Standards The learner demonstrates understanding of key concepts of quadrilaterals. B. Performance Standards The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representation. Learning Competency: Identifies quadrilateral that are parallelograms. (M9AL- IIIa-1) C. Learning Competencies/ Learning Objectives: Objectives 1. Identify quadrilateral that are parallelograms. 2. Determine the properties of a parallelogram. 3. Participate actively in class/group discussions/interactions. II. CONTENT Identifying Quadrilaterals III. LEARNING RESOURCES teacher’s guide, learner’s module, A. References 1. Teacher’s Guide Pages 208-210 2. Learner’s Materials Pages 305-308 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by IV. PROCEDURES providing pupils/students with multiple ways to learn new things, practice the learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Review previous lesson or The teacher lets the students cite an example of polygon having four sides inside presenting the new lesson the room or in the school campus. B. Establishing a purpose for The teacher lets the students realize that recognizing those polygons are the lesson important skills needed to understand the concept of quadrilaterals. C. Presenting examples/ The teacher lets the students, in groups of four, do Activity 2: Refresh Your Mind instances of the new found on page 306 of the Learner’s Module. lesson Answer Key: 1. Quadrilateral is a polygon with 4 sides. 2. Trapezoid is a quadrilateral with exactly one pair of opposite sides parallel. 3. Isosceles Trapezoid is a trapezoid whose non-parallel opposite sides congruent. 4. Parallelogram is a quadrilateral where both pairs of opposite sides are parallel. 5. Rectangle is a parallelogram with four right angles. 6. Rhombus is a parallelogram with four congruent sides. 7. Square is a parallelogram with four right angles and four congruent sides 8. Kite is a quadrilateral with two pairs of adjacent congruent sides. D. Discussing new concepts The teacher discusses with the students the process of arriving at the answer of and practicing new skills each number in Activity 2. Illustrate thoroughly the definition of different #1 quadrilaterals presented on page 306 of the Learner’s Module. E. Discussing new concepts and practicing new skills #2 Working in pairs, the teacher lets the students answer Activity 3: Plot, Connect, Identify found on page 307 of the learner’s Module and answer the questions like: F. Developing mastery (leads 1. Which among the figures are parallelograms? Why? to formative assessment 2. Which among the figures are not parallelograms? Why? 3) In this activity, see to it that all students are doing the right plotting and connecting of points. Ask them to answer the questions based on their drawings. They must be able to defend their answers using the definitions of parallelogram. G. Finding practical applications of concepts and skills in daily living H. Making generalizations The teacher summarizes the mathematical concepts found on page 310 of the and abstractions about Learner’s Module. the lesson The teacher lets the students individually answer the formative assessment.
Identify whether the following quadrilaterals are parallelograms or not. Put a
check mark ( √ ) under the appropriate column and answer the questions that follow. QUADRILATERAL PARALLELOGRAM NOT PARALLELOGRAM I. Evaluating Learning 1. Trapezoid √ 2. Rectangle √ 3. Rhombus √ 4. Square √ 5. Kite √ J. Additional activities or remediation V. REMARKS Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/students learn? Identify what help your VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% of the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson 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