Annex 1c to DepEd Order No. 42 , s.

2016

GRADE 1 to 12 School Grade Level Nine

DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Dates and Time Quarter Third

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of key concepts of parallelograms and triangle
similarity.
B. Performance Standard The learner is able to investigate, analyze, and solve problems involving parallelograms and
triangle similarity through appropriate and accurate representation.
C. Learning 33. Proves the 33. Proves the 34. Proves theorems 34. Proves theorems
Competency/Objectives Midline Theorem. Midline Theorem. on trapezoids and on trapezoids and
Write the LC code for each. M9GE-IIId-1 M9GE-IIId-1 kites. kites.
M9GE-IIId-2 M9GE-IIId-2
33.1. Solves a
problem using the 34.1. Proves theorems 34.2. Proves theorems
Midline Theorem. on trapezoids. on kites.
II. CONTENT
Solving Problems
Theorems on
The Midline Theorem Using the Midline Theorems on Kite
Trapezoid
Theorem
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 216-217 217 217-219 219-220
2. Learner’s Materials 327-328 329 330-334 335-337
pages
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Annex 1c to DepEd Order No. 42 , s. 2016

3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their 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. Reviewing previous lesson State the definition of Recall the Midline Recall the definition Recall the definition
or presenting the new lesson a midline. Theorem. and properties of a and properties of a
trapezoid. kite.
B. Establishing a purpose for Today, we will prove This time, we will Today, we will prove Today, we will prove
the lesson the Midline Theorem. apply what we have theorems on theorems on kites.
learned from the trapezoids.
Midline Theorem to
solve related
problems.
C. Presenting S I Present an illustration Present an illustration
examples/Instances of the of a trapezoid with of a kite with
new lesson completely labeled completely labeled
E A 8 R parts. parts.

K Y E B C

In ⊿ SKY , EA is the In ⊿ ICE , RB is a

midline with E and A midline.
as endpoints which are
the midpoints of SY
and SK respectively.

D. Discussing new concepts Discuss the Midline How do you describe Discuss Theorem 7: Discuss Theorem 10:

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Annex 1c to DepEd Order No. 42 , s. 2016

and practicing new skills # 1 Theorem. the measure of RB The base angles of an In a kite, the
Complete the two- with respect to IE ? isosceles trapezoid perpendicular
column proof on page Since IE=8, what is are congruent. bisector of at least
328 of the LM by the measure of RB Complete the two- one diagonal is the
soliciting ideas from then? column proof on page other diagonal.
the students. 332-333 of the LM by Complete the two-
soliciting ideas from column proof on page
Note: Art of the students. 336 of the LM by
questioning plays an soliciting ideas from
important role in this Note: Art of the students.
part. questioning plays an
important role in this Note: Art of
part. questioning plays an
important role in this
part.
E. Discussing new concepts A Discuss Theorem 8: Discuss Theorem 11:
and practicing new skills # 2 Opposite angles of an The area of a kite is
isosceles trapezoid half the product of the
D 6 E are supplementary. lengths of its
Complete the two- diagonals.
column proof on page Complete the two-
C B 333 of the LM by column proof on page
2x+10 soliciting ideas from 336-337 of the LM by
the students. soliciting ideas from
Find the value of x. the students.
Note: Art of
questioning plays an Note: Art of
important role in this questioning plays an
part. important role in this
part.
F. Developing mastery Let students complete Answer Activity 12 Group the students Divide the class into
(leads to Formative the two-column proof Item No. 4 on page into ideal group size two so that one group
Assessment 3) on their own, 329 of the LM. and let them complete is assigned for each
allowing interaction the two-column proof theorem. Let the

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Annex 1c to DepEd Order No. 42 , s. 2016

within groups. of Theorem 9 on page students accomplish

334 of the LM. the two-column proof
Facilitate the activity on their own.
by giving guide
questions.
G. Finding practical application
of concepts and skills in
daily living.
H. Making generalizations and What does the What property of a What are the different What are the different
abstractions about the lesson Midline Theorem midline is most theorems on theorems on kites?
state? helpful in solving trapezoid? What What postulates or
problems using the postulates or properties are useful
Midine Theorem? properties are useful in proving these
in proving these theorems?
theorems?
I. Evaluating learning Questions: Answer Activity 12 Answer Activity 15 Answer Activity 17
1. What is a midline? Items 1 to 3 on page on page 334-335 of on page 336 of the
2. How many 329 of the LM. the LM. LM.
midlines can be
constructed in a single
triangle?
3. If the sides of a
triangle are 4cm,
10cm and 26 cm,
what are the possible
measures of the
midlines that can be
created out of the
triangle? Indicate the
units.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What

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Annex 1c to DepEd Order No. 42 , s. 2016

works? What else needs to be done to help the 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% 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 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?

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