School STA.

MARIA INTEGRATED HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time Feb. 5-9, 2024 Quarter THIRD

Session 1 Session 2 Session 3 Session 4 CATCH –UP FRIDAYS

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 Demonstrates understanding of key concepts of parallelograms and Triangle Similarity.
B. Performance Standard Is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and accurate representation.
C. Learning Competency/Objectives The learner determines The learner determines the conditions The learner uses properties to The learner proves theorems To strengthen the foundational, social
Write the LC code for each. the conditions that make that make quadrilateral a find on the different kinds of and other relevant skills necessary to
quadrilateral a parallelogram. (M9GE-IIIa-2) measures of angles, sides and parallelogram (STE_M9GE- actualize the intent of the basic education
parallelogram. (M9GE-IIIa- IIIc-1) curriculum.
other quantities involving
2) parallelograms. (M9GE- IIIb-1)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Properties of a Parallelogram Special Parallelogram Pre-Reading, During Reading, Post Reading
Conditions for a Parallelogram Conditions for a Parallelogram
Values Educ., Health Educ., Peace Educ.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 211– 213 211 – 213 212 – 213 211 – 212
2. Learner’s Materials pages 309 – 311 309 – 311 317 – 318 311 – 317

3. Textbook pages Geometry III, pp. 124 – 128

4. Additional Materials from Visual Aids Visual Aids Visual Aids Visual Aids Power Point Presentation, reading
Learning Resource (LR)portal materials
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 or RECALL The students will look around inside their
Preliminary Activity Do you know how to play a
Crossword Puzzle classroom to look for a parallelogram -
presenting the new lesson Name the parallelogram using its rubrics cube?
shaped object
Learners’ Material p.310 vertices.
B. Establishing a purpose for the Answer the questions below:
lesson 1. In the previous activity, what is
common to all the parallelograms?
Group Activity
2. How is quadrilateral KIND similar
to
Classify Me!
quadrilateral WISE?
3. In your own words, describe the
characteristics of a parallelogram.
C. Presenting examples/Instances of Teaching/Modelling Teaching/Modelling Teaching/Modelling
Activity: Especially for You
the new lesson Illustrative Examples Illustrative Examples Illustrative Examples
D. Discussing new concepts and Revisit the CHECK YOUR GUESS Directions: Apply the condition to make Based on the activities, what conditions Group Activity
Activity quadrilateral HOPE a parallelogram. guarantee that the figure is a parallelogram?
practicing new skills # 1 BEST is a parallelogram. Diagonals BS and

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 Independent Activity ET bisect each other at O.

E. Discussing new concepts and

Analysis
F. practicing new skills # 2
G. Developing mastery Consider square BASE
(leads to Formative Assessment 3) 1. If AS = 25, what is the
For each of the following, state the Determine the value of the indicated Answer the following which perimeter of the square.
condition that supports why variables so that the given quadrilateral involve the properties of a 2. If m∠ 3 = 90, what is m
quadrilaterals LOEV is a parallelogram. is a parallelogram parallelogram. ∠1 + m ∠2
If m∠ 1 = 45, what is m ∠ 4
H. Finding practical application of
concepts and skills in daily living
I. Making generalizations and Conditions that guarantee a quadrilateral a What are Theorem 1, 2 ,3 and 4?
parallelogram: Things to Remember
abstractions about the lesson 1. Opposite sides of a parallelogram are Aside from the definition of parallelogram, it has
Things to remember:
congruent. two pairs of parallel sides, any of the following
1. Parallelogram is a quadrilateral where
2. Opposite angles of a parallelogram are conditions can be used to prove that a quadrilateral both pairs of opposite sides are
congruent. is parallelogram. parallel.
3. Consecutive angles of a parallelogram are 1. If both pairs of opposite sides are congruent. 2. Rectangle is a parallelogram with four
supplementary. 2. If both pairs of opposite angles are congruent. right angles.
4. The diagonals of a parallelogram bisect each 3. If any consecutive angles of a 3. Rhombus is a parallelogram with four
other. parallelogram are supplementary.
5. Either diagonal of a parallelogram forms two congruent sides.
4. If the diagonals bisect each other.
congruent triangles. 5. If opposite sides is
4. Square is a parallelogram with four
congruent and parallel. right .

J. Evaluating learning Answer p.317-318 If quadrilateral DUCK is a

Revisit the CHECK YOUR GUESS at square, find x if m∠ DOU = 3x -

preliminary part and see if your 3
guesses were right or wrong.

K. 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 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?

Prepared by:

JERALDINE P. CUETO Checked by:

Teacher III Noted:
RODRIGO A. VILLEGAS 2
Head Teacher I - Math KRISTINE P. PEREZ
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