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

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and February 8, 2024
Quarter Third Quarter
Time 8:30 – 9:30
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
I. OBJECTIV lessons, exercises and remedial activities may be done for developing content
ES 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 The learner demonstrates understanding of key concepts of parallelograms and
Standards triangle similarity.
B. Performance The learner is able to investigate, analyze, and solve problems involving
Standards parallelograms and triangle similarity through appropriate and accurate
representation.
Learning Competency: Determines the conditions that guarantee a quadrilateral a
parallelogram. (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 teacher’s guide, learner’s module,

RESOURCES

A. Referenc
es

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

IV. PROCEDURES 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 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 1. Opposite Angles and sides are parallel, consecutive angles are
previous supplementary, diagonals bisect each other, diagonal divides the
lesson or parallelogram into 2 congruent triangles
presenting 2. They are congruent. They are supplementary.
the new 3. It divides the parallelogram into two equal triangles.
lesson

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.
Indicator 4 – students use their mother tongue in explaining what they know about
the previous topic.
Integration: English, TLE, Science
The teacher lets the students realize the importance of knowing the properties of
B. Establishing a parallelograms and the conditions that guarantee a quadrilateral is a parallelogram in
purpose for order to solve problems related to it easily.
the lesson Indicator 3: students give their own ideas about the lesson using creative and critical
thinking skills
To present the lesson, the teacher instructs students to gather in groups, and then
have the students do Activity 6.1: Draw Me! Of LM p. 311-312. The activity can be
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.

C. Presenting
examples/
instances of
the new
lesson

Integration: Arts, TLE, Science

D. Discussing To develop the lesson, the teacher asks:

new concepts 1. How did you find the activity? Difficult
and practicing 2. Did you follow the steps accordingly? No
new skills #1 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.
 Answers on Conditions that guarantee a quadrilateral a parallelogram:
1. Opposite; congruent
2. Opposite: congruent
3. Consecutive; supplementary
4. Diagonals
5. Diagonal; congruent triangles
6. Parallel; congruent

Indicator 2: students explained the different conditions of a parallelogram that

enhance their literacy and numeracy skills

E. Discussing The teacher then discusses the conditions that guarantee a quadrilateral is a
new concepts parallelogram on p. 312 of LM.
and practicing
new skills #2

F. Developing The teacher directs students to check their answers on Check your Guess 2 as they do
mastery self-correction. The teacher just calls representatives to share answers to the class.
(leads to
formative
assessment 3)

G. Finding
practical
applications
of concepts Expected Answers:
and skills in
daily living Yes,
Opposites sides are parallel and congruent
Opposite angles are congruent (given)
2 consecutive angles are supplementary; <A & <B(70 + 110 = 180 )
0 0 0

Diagonal AC divides the quadrilateral into 2 congruent triangles:

triangles ABC ≅CDE

Indicator 5: the teacher explained the procedures in doing the activity and the
students followed it correctly.
To summarize the lesson, the teacher asks the following questions:
What makes a quadrilateral a parallelogram in terms of the following:
a. Sides?
H. Making
b. Angles?
generalization
c. Diagonals?
s and
abstractions Expected Answers:
about the a.Sides: Opposite sides must be parallel and congruent.
lesson b.Angles: Opposite angles are congruent.
c.Diagonal: Diagonals bisect each other and divides the parallelogram into 2
congruent triangles.
 To assess student’s understanding of the lesson, the teacher gives this activity to be
answered individually.

I. Evaluating
Learning

Answer Key:
1. 112° 6. 68°
2. 112° 7. 3cm
3. 5cm 8. 4cm
4. 3cm 9. 6cm
5. 4cm 10. 68°

Indicator 6: The activity was designed to do individually and the teacher rate the
student’s work fairly.

J. Additional The teacher instructs the students to study the lesson discussed for tomorrow’s
activities or activity.
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’
VI. REFLECTION progress. What works? What else needs to be done to help the 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
evaluatio
n

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:

MARY ELSIE JOY M. JAMIG

Teacher III

Noted by:

BERNARD L. MANALO
Teacher III/ TIC