III-Day 3

DAILY LESSON LOG OF M9GE-IIIa-2 (Day Two)
School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third Quarter
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
I. OBJECTIVES content knowledge and competencies. These are 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 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.
Learning Competency: Determines the conditions that guarantee a quadrilateral a
parallelograms. (M9GE-IIIa-2)
C. Learning Learning Objectives:
Competencies/ 1. Determine the different properties of parallelograms
Objectives 2. Enumerate parts of a parallelogram that are congruent
3. Show interest through active participation
II.CONTENT Quadrilaterals that are Parallelograms

III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 210-211
2. Learner’s Materials Pages 309-314
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 providing
IV. PROCEDURES 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.
To review the lesson, the teacher asks the following questions:
1. What are the different properties of a parallelogram?
2. What is the relationship of the opposite angles of a
parallelogram? Consecutive angles?
3. What does a diagonal do with the parallelogram?
Expected Answers:
A. Review previous lesson 1. Opposite Angles and sides are parallel, consecutive angles are
or presenting the new supplementary, diagonals bisect each other, diagonal divides the
lesson parallelogram into 2 congruent triangles
2. They are congruent. They are supplementary.
3. It divides the parallelogram into two equal triangles.
The teacher must also check if students have done their assignment but won’t
have to check it as of the moment as student will have to do self-correction as the
lesson progresses.
The teacher lets the students realize the importance of knowing the properties of
B. Establishing a purpose
parallelograms and the conditions that guarantee a quadrilateral is a parallelogram
for the lesson
in order to solve problems related to it easily.
C. Presenting examples/ To present the lesson, the teacher instructs students to gather in groups, and then
instances of the new have the students do Activity 6.1: Draw Me! Of LM p. 311-312. The activity can be
lesson done by assigning an item to every group.
Group 1- #1 Group 4- #4
Group 2-# 2 Group 5-# 5
Group 3- # 3
The students then present their work to the class.
Possible Illustrations:
1. A B 2. 3. M L
E F
D C H G J K
4. A C
5. A C
To develop the lesson, the teacher asks:

1. How did you find the activity? Difficult
2. Did you follow the steps accordingly? No
3. Based on your illustrations, fill in the blanks of the questions on
p. 312 of your LM.
The teacher informs students that the activity has something to do with the
conditions that guarantee that a quadrilateral is a parallelogram.
D. Discussing new
concepts and practicing
Answers on Conditions that guarantee a quadrilateral a parallelogram:
new skills #1
1. Opposite; congruent
2. Opposite: congruent
3. Consecutive; supplementary
4. Diagonals
5. Diagonal; congruent triangles
6. Parallel; congruent
E. Discussing new The teacher then discusses the conditions that guarantee a quadrilateral is a
concepts and practicing parallelogram on p. 312 of LM.
new skills #2
F. Developing mastery The teacher directs students to check their answers on Check your Guess 2 as they
(leads to formative do self-correction. The teacher just calls representatives to share answers to the
assessment 3) class.
Given, a quadrilateral ABCD, <A ≅ <C and <B ≅ <D and the measures of <A = 70 0
while <B = 1100. Is quadrilateral ABCD a parallelogram? Explain your answers.
B110 C
G. Finding practical A
70
D
applications of concepts °
and skills in daily living Expected Answers:
Yes,
Opposites sides are parallel and congruent
Opposite angles are congruent (given)
2 consecutive angles are supplementary; <A & <B(70 0 + 1100 = 1800)
Diagonal AC divides the quadrilateral into 2 congruent triangles:
triangles ABC ≅ CDE
To summarize the lesson, the teacher asks the following questions:
What makes a quadrilateral a parallelogram in terms of the following:
a. Sides?
b. Angles?
H. Making generalizations c. Diagonals?
and abstractions about Expected Answers:
the lesson a.Sides: Opposite sides must be parallel and congruent.
b.Angles: Opposite angles are congruent.
c.Diagonal: Diagonals bisect each other and divides the parallelogram into 2
congruent triangles.
I. Evaluating Learning To assess student’s understanding of the lesson, the teacher gives this activity to
be answered individually.
Given: Quadrilateral SMIL is a parallelogram, such that

<S ≅ <I,
SM ≅ LI
LM and SI are diagonals that intersect at point E.
Give the measure of the following:
S 5cm M 1. <MIL: __________ 6:<ILS: __________
112 ° 3cm 2. <MSL: __________ 7. LE : __________
4cm E 3. SM: __________ 8. SL: __________
4. EM: __________ 9. LM: __________
L I 5. MI: __________ 10. <M: _________
Answer Key:
1. 112° 6. 68°
2. 112° 7. 3cm
3. 5cm 8. 4cm
4. 3cm 9. 6cm
5. 4cm 10. 68°
The teacher instructs the students to study the lesson discussed for tomorrow’s
J. Additional activities or
activity.
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
VI. REFLECTION
pupils/students learn? Identify what help your 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
Prepared by:
JENNIFER A. EBARLE
Teacher I- Casili Night High School

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DAILY LESSON LOG OF M9GE-IIIa-2 (Day Two)

School Grade Level Grade 9

II.CONTENT Quadrilaterals that are Parallelograms

The students then present their work to the class.

To develop the lesson, the teacher asks:

Given: Quadrilateral SMIL is a parallelogram, such that

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