Grade 8 School Bayugan National Comprehensive High School Grade Level 8

DAILY LESSON LOG Teacher Grecila G. Arguelles Learning Area Mathematics

August 22-26, 2016 / 8:45-9:45/10:00-11/1:00-2:00/3:00-
Teaching Date and Time 4:000 Quarter Second

Monday Tuesday Wednesday Thursday Friday

Objective must be met over the week and connected to the curriculum standards. To met the objectives, necessary procedures must be followed and if needed, additional
I. OBJECTIVES lesson, 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 fom the
curriculum guides.

A. Content Standards

B. Performance Standard

C. Learning Competencies/ Objectives

Write the LC code for each
Content is what the lesson 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.
II. CONTENT

List materials to be used in different days. Varied resources of materials sustain children's interest in each lesson and in learnng. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as wel as paper-based materials. Hands on learning promotes concept development..
A. References
1. Teacher's Guide pages
2. Learner;s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LRMDS)
Portal
B. Other Learning Resources

These steps should be done across the week. Spread out the activities approriately so that students will learn weel. Always be guided by demonstration of learning by the
students which you can inferfrom formative assessment activities. Sustain learning systematically by providing student with multiple ways to learn new things, practices,their
learning question their learning process and draw conclusion about what they learn in relation to their life experiences and previous knowledge.Indicate time allotment for each
IV.PROCEDURES step.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
 Monday Tuesday Wednesday Thursday Friday
C. Presenting examples/ intances of
the new lesson
D. Discussing new concepts and
practising new skills # 1
E. Discussing new concepts and
practising new skills # 2
F. Developing mastery (
Leads to Formative Assessment 3)

G. Finding practical application of

concept and skills in daily living
H. Making generalization and
abstraction about the lesson
I. Evaluating Learning
J. Additional activities for
remediation
V. REMARKS
Reflect on your teaching and assess your self as teacher. Think about your students' progress this week.What else need to be done ? To help the students learn? Identify what
help your instructional supervisorscan provode for you so when you meet them, you can ask them relevant questions
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation

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 encounterd which

my principalor supervisor can help me
solve

G. What innovation or localized materials

did I use/discover which I wish to share
with other teacher
 Grade 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ intances of the
new lesson
D. Discussing new concepts and
practising new skills # 1
E. Discussing new concepts and
practising new skills # 2
School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time JAN 3-5, 2017 & 3:00 - 4:00 PM Quarter Third
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of key concepts of similarity.
The learner is able to investigate, analyze, and solve problems involving similarity through appropriate and accurate representtion.
Solve problems that involve triangle Solve problems that involve triangle Solve problems that involve triangle Solve problems that involve triangle
Proves the Pythgorean Theorem
similarity and right triangles. similarity and right triangles. similarity and right triangles. similarity and right triangles.
M9GE-IIIi-2 M9GE-IIIj-1 M9GE-IIIj-1 M9GE-IIIj-1 M9GE-IIIj-1
Is The Triagle Right, Acute, or
Pythagorean Theorem 45-45-90 Right Triangle Theorem 30-60-90 Right Triangle Theorem 30-60-90 Right Triangle Theorem
Obtuse?
pp. 257 - 258 pp. 258 - 259 pp. 259 - 261 pp. 261 - 262 pp. 262 - 263
pp. 389 - 392 pp. 392-393 pp. 394 pp. 395-397 pp. 400 - 402
Look for additional materials at LR portals
Let the students state the Right Ask the students what is the Ask the students to state the 45-45- Let the students state the theorem
Ask the students the kinds of triangle
Triangle Similarity Theorem Pythagorean Theorem 90 right triangle of 30-60-90 Right Triangle
How do you classify a Triangle What is 45-45-90 right triangle What is the 30-60-90 Right Triangle Illustrate to students the 30-60-90
What is the Pythagorean Theorem?
according to its angle? theorem? Theorem? right triangle.
State to the students the Let the students classify the triangle State to the students the 45-45-90 Present to the students the theorem Let the students solve problems
Pythagorean Theorem according to its angles Right Triangle Theorem of 30-60-90 right triangle using 30-60-90 right triangle
Let the students prove activity 17(LM Let the students complete the table Illustrate to the students the 45-45-90 Discuss to the students the theorem Anwer Activity 21 entitled Watch
p. 389) of activity 18 (LM pp.393) right triangle of 30-60-90 right triangle Your Rates
Ask the students to give their Show to the students in getting the
Let the students discuss activity 17 Let the students solve problems Let the students discuss their output
observations base on the table of measure of the two legs and
(LM p. 389) using 30-60-90 right triangle of activity 21
activity 18 hypotenuse

F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding practical application of
concept and skills in daily living
Ask the students totudents to prove
Ask the students to answer Activity 17 Let the students answer the
Guide the students to prove activity 19 Activity 20 using the theorem of 30- Let the students perform Activity 22.
(LM p. 390) questions of activity 18 (LM pp. 393)
60-90 Right Triangle
Ask the students "How can we apply Ask the students "How can we apply
"How can we apply what we learn in Ask the students how can we apply "How can we apply what we learn in
what we learn in solving real-life what we learn in solving real-life
solving real-life problems?". in our daily living? solving real-life problems?".
problems?". problems?".

Let the students make a

H. Making generalization and abstraction Let the students summarize the Let the students summarize the Let the students state the theorem of Let the students summarize the
conclussions on determining if it is
about the lesson discussion. discussion 30-60-90 Right Triangle discussion
right, acute or obtuse triangle

Quiz on Determining the kind of

Quiz on The Pythagorean Theorem, Quiz on 45-45-90 Right Triangle Quiz on 30-60-90 Right Triangle Ask students to stat the theorem of
I. Evaluating Learning Triangle according to angles (LM pp.
(LM p.391-392)) Theorem (LM p.394) Theorem (LM p.397) 45-45-90 and 30-60-90 right tiangle.
393)
The teacher will provide another The teacher will provide another The teacher will provide another The teacher will provide another The teacher will provide another
J. Additional activities for remediation
exercises exercises exercises exercises exercises
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9 School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON LOG Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time DEC 18-22, 2017 & 3:00 - 4:00 PM Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of similarity.
B. Performance Standard The learner is able to investigate, analyze, and solve problems involving similarity through appropriate and accurate representtion.

Applies the theorems to show that Applies the theorems to show that Applies the theorems to show that Applies the theorems to show that Applies the theorems to show that
C. Learning Competencies/ Objectives given triangles are similar. given triangles are similar. given triangles are similar. given triangles are similar. given triangles are similar.
Write the LC code for each
M9GE-IIIi-1 M9GE-IIIi-1 M9GE-IIIi-1 M9GE-IIIi-1 M9GE-IIIi-1

II. CONTENT Perimeters, Areas and Volumes Right Triangle Similarity

Triangle Angle Bisector Theorem Triangle Proportionality Theorem Indirect Measurement
of Similar Solids Theorem
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp. 237 - 239 p. 240 pp. 241 - 243 pp. 243 - 245 pp. 245 - 246
2. Learner's Material pages pp. 376 - 378 pp. 379-381 pp. 381-384 pp. 384-385 pp. 386-389
3. Textbook pages

4. Additional Materials from Look for additional materials at LR portals

Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
Let the students Recall the similarity
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Let the students state the Triangle
theorem Angle Bisector Theorem
What is the Triangle Angle Bisector What is the Triangle Proportionality
Angle Theorem? Theorem?
Let the students state the Triangle
Proportionality Theorem
What is Shadow Reckoning By
Thales?
Let the students give some formulas
Ask the to state the idea of Thales
of Perimeter, Areas and Volumes of
about Shadow Reckoning
similar solids
How to solve Perimeters, Areas and What is the Right Triangle Similarity
Volumes of Similar Solids? Theorem (RTST)?

C. Presenting examples/ intances of the State to the students the Triangle State to the students the Triangle Acknowledging students about Thales Present to students the tables on State to the students Right Triangle
new lesson angle BisectorTheorem Proportionality Theorem. Ideas on Indirect Measurement Activity 15 Similarity Theorem(RTST)

Perform Activity 14 #'s 1-5 (LM p. 382-

D. Discussing new concepts and
practising new skills # 1
Discuss to the students theTriangle
Angle Bisector Theorem (TABT)
prove Triangle Proportionality
Theorem (TPT) by doing Activity 12.
Ask the students of their ideas upon Let the students elaborate their
383) to apply their understading on
studying the table of activity 15 (LM understanding of Right Triangle
determining Heights without actual
p. 384) Similarity Theorem.
measurement.

E. Discussing new concepts and
practising new skills # 2
F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding practical application of
concept and skills in daily living
Let the students prove theTriangle
Angle Bisector Theorem (TABT) by
answering the Activity 11 (LM p. 376)
The students will answer Activity 11
(LM p. 377)
How do this theorem be useful in our
daily life?
Let the students discuss the
Discuss to the students to unlock Let the students answer Questions Give additional information about
Triangle Proportionality Theorem
difficulties in answering activity 14 1-5 of Activity 15. the theorem
(TPT) of Activity 12.
Discuss and prove Triangle
Let the students state perform Activity let the students answer table 2 of Let the students prove Activity 16
Proportionality Theorem (TPT) by
14 #'s 6-10 (LM p.383) Activity 15 (LM p.384) (LM p. 386-387)
doing Activity 13.
How do this theorem be useful in How the ideas of Thales apply in our Ask the students how can we apply in Ask the students how can we apply in
our daily life? daily living? our daily living? our daily living?

H. Making generalization and abstraction Let the students state the Triangle Let the students state the Triangle Let the students summarize the Let the students summarize the Let the students state the Right
about the lesson Angle Bisector Theorem Proportionality Theorem discussion discussion Triangle Similarity Theorem

Quiz on Triangle Prroportionality

Quiz on Triangle Angle-Bisector Let the students answer table 3 of Quiz on the Right Triangle Similarity
I. Evaluating Learning Theorem, Test A, B and C (LM pp. Activity 14 #'s 11-15 (LM pp. 383-384)
Theorem, Test A (LM p.378) Activity 15 (LM p.384) Theorem, (LM p.388-389)
380-381)
The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises
J. Additional activities for remediation
from other references. from other references. from other references. from other references. from other references.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9 School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON LOG Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time DEC 11-15, 2017 & 3:00 - 4:00 PM Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/ Objectives
Write the LC code for each
The learner demonstrates understanding of key concepts of similarity.
The learner is able to investigate, analyze, and solve problems involving similarity through appropriate and accurate representtion.
Proves the conditions for similarity Proves the conditions for similarity
Proves the conditions for similarity of Proves the conditions for similarity of Proves the conditions for similarity of
of triangles (AAA Similarity of triangles (SAS Similarity
triangles triangles (AA Similarity Theorem) triangles (SSS Similarity Theorem)
Theorem) Theorem)

M9GE-IIIg-1 M9GE-IIIg-1 M9GE-IIIg-h-1 M9GE-IIIg-h-1 M9GE-IIIg-h-1

Content is what the lesson 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.
II. CONTENT
Similarity Similarity Similarity Similarity Similarity
List materials to be used in different days. Varied resources of materials sustain children's interest in each lesson and in learnng. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands on learning promotes concept development...
A. References
1. Teacher's Guide pages pp. 237 - 239 p. 240 pp. 241 - 243 pp. 243 - 245 pp. 245 - 246
2. Learner's Material pages pp. 361 - 368 pp. 361 - 369 pp. 368 - 371 pp. 371 - 373 pp. 374 - 376
3. Textbook pages

4. Additional Materials from Look for additional materials at LR portals

Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ intances of the
new lesson
D. Discussing new concepts and
practising new skills # 1
Ask the students to define polygon.
Let the students answer How are
Polygons Similar?
Continue in performing Activty 6 to
deepen the students understanding
on illustrating similarity of figures.
Introduce to the students the
corresponding Angles.
Ask the students about
Ask students to state AAA Similarity Let the students state the AA Let the students state the SSS
corresponding angles and
Postulate. Similarity Theorem Similarity Theorem
corresponding sides
Ask the students to answer Activity
What is AA Similarity Theorem? What is SSS Similarity Theorem? What is SAS Similarity Theorem?
6, #'s 18-20 (LM p. 365)
Let the students discuss the activity State to the students the AA Similarity State to the students SSS Similarity State to the students the SAS
they have answered Theorem Theorem. Similarity Theorem.
Let the students prove SSS
Ask the students to answer Activity Discuss and prove AA Similarity Discuss to the students SAS
Similarity Theorem by doing Activity
6, #'s 21-28 (LM p. 366) Theorem by doing Activity 8. Similarity Theorem
9.
E. Discussing new concepts and Introduce to the students the State to the students the AAA Discuss to the students the AA Discuss to the students the SSS
Prove SAS Similarity Theorem
practising new skills # 2 corresponding Sides. Similarity Postulate Similarity Theorem Similarity Theorem
Let the students perform Activity 7 to
Let the students prove SAS
F. Developing mastery Let the students answer activity on further validate and apply their The teacher will provide exercises Let the students prove the exercises
Similarity Theorem by doing Activity
( Leads to Formative Assessment 3) Activity 6 page 363. understanding on illustrating from other references. from other references.
10.
similarity of figures.
Ask the students "How can we apply Ask the students "How can we apply Ask the students "How can we apply Ask the students "How can we apply
G. Finding practical application of ask the students how can we apply
what we learn in solving real-life what we learn in solving real-life what we learn in solving real-life what we learn in solving real-life
concept and skills in daily living in our daily living?
problems?". problems?". problems?". problems?".
Ask the students to sum-up the idea
H. Making generalization and abstraction Let the students summarize the Let the students summarize the Let the students summarize the Ask the students to state all the
of corresponding angles and
about the lesson discussion. discussion. discussion. theorem of Similarities
corresponding sides.

Let the students answer Activity 6, #'s The teacher will provide exercises Quiz on AA Similarity Theorem, Test A Quiz on SSS Similarity Theorem, Quiz on SAS Similarity Theorem,
I. Evaluating Learning
12-17 (LM p. 364) from other references. (LM pp. 370-371) Test A (LM p.373) Test A (LM p.375)

The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises
J. Additional activities for remediation
from other references. from other references. from other references. from other references. from other references.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9 School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON LOG Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time DEC 4-8, 2017 & 3:00 - 4:00 PM Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of similarity.
B. Performance Standard The learner is able to investigate, analyze, and solve problems involving similarity through appropriate and accurate representtion.

C. Learning Competencies/ Objectives illustrates similarity of figures illustrates similarity of figures illustrates similarity of figures illustrates similarity of figures illustrates similarity of figures
Write the LC code for each
M9GE-IIIg-1 M9GE-IIIg-2 M9GE-IIIg-1 M9GE-IIIg-0 M9GE-IIIg-1

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Let the students answer the activity 1
B. Establishing a purpose for the
entitled My Decisions now and then How do you define proportion?
lesson
C. Presenting examples/ intances of the
new lesson
D. Discussing new concepts and
practising new skills # 1
Similarity Similarity Similarity Similarity Similarity
p. 232 pp. 232 - 233 pp. 233 - 234 p. 234 pp. 234 - 236
pp. 350 - 353 pp. 356 - 358 pp. 358 - 359 pp. 360 - 361 pp. 361 - 363
Look for additional materials at LR portals
ask the students the definition of Let the students deliver the definition ask the students to state the ask the students to state the f
Ask the students to recall Ratio
ratio of proportion base on the discussion fundamental rule of proportion properties of proportion
What are the fundamental rule of What are the fundamental rule of How to solve problems involving
proportion? proportion? proportion?
later
Develop students logical thinking
Let the stdents give examples of State to the students the Fundamental State to the students the properties Presents problems involving
and reasoning skills by doing part 1
ratios rule of proportion of proportion proprotion to the students
of Activity 3.
Discuss briefly but clearly the Discuss briefly but clearly the
Let the students explain their own Discuss to the students the Ask the students to answer the
fundamental rule of proportion by properties of proportion by doing
examples of the Ratio relationship of ratio and proportion given problems involving proportion
doing Activity 4. Activity 4.
 Presents another examples to the
E. Discussing new concepts and Ask the students to answer the given Giving short exercises about Let the students share their own Let the students share their own
students for further understanding
practising new skills # 2 ratio proportion to the students understanding about the discussion understanding about the discussion
about problems involving proportion

Spearhead the discussion of the

F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding practical application of
concept and skills in daily living
Let the students group Alphabetically
regardless of their gender and let
them determine the ratio among boys
and girls.
Ask the students how can we apply Ratio How proprtion being applied in our
in our daily living?
Let the students verify the accuracy
of determined proporions by
checking the equality of ratios or
rates in activity 4.
daily life?
examples on how to determine
Let the students state individually Let the students state individually
ratios in a proportion and guide the
fundamental rule of proportion. properties of proportion.
students as they solved realted
exercises in Activity 5.
Ask the students how can we apply in Ask the students how can we apply Ask the students how can we apply
our daily living? in our daily living? in our daily living?

How do concepts of similarity of

H. Making generalization and abstraction Ask somebody to give the exact Let the students state clearly the Let the students state clearly the
Let the students define proportion. objects help us solve problems
about the lesson definition of Ratio fundamental rule of proportion properties of proportion.
related to measurements?

The teacher will provide exercises The teacher will provide Activity from The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises
I. Evaluating Learning
from other references. other references. from other references. from other references. from other references.

The teacher will provide exercises The teacher will provide The teacher will provide exercises The teacher will provide exercises The teacher will provide exercises
J. Additional activities for remediation
from other references. assignments from other references. from other references. from other references. from other references.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ intances of the et the students observe and solve the
new lesson
D. Discussing new concepts and
practising new skills # 1
E. Discussing new concepts and
practising new skills # 2
School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time NOV 27-DEC 1, 2017 & 3:00 - 4:00 PM Quarter Third
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of key concepts of quadrilaterals.
The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representtion.
proves theorems on trapezoids and proves theorems on trapezoids and proves theorems on trapezoids and proves theorems on trapezoids and proves theorems on trapezoids and
kites kites kites kites kites
M9GE-IIIe-1 M9GE-IIIe-1 M9GE-IIIe-1 M9GE-IIIe-1 M9GE-IIIe-1
Solve problems involving theorems on Solve problems involving theorems on Solve problems involving theorems on Solve problems involving theorem on Solve problems involving theorem on
Trapezoid Trapezoid Trapezoid kites kites
pp. 334 - 337 pp. 334 - 337 pp. 334 - 337 pp. 337-342 pp. 337-343
Look for additional materials at LR portals
Let the students recall the isosceles Let the students solve the problems Let the students recall the isosceles Let the students state the theorems on Let the students recall the theorem of
theorem of trapezoid. involving theorems on trapezoid. theorem of trapezoid. kite Kites
How to solve problems involving theorems Let the students discuss their solution on
What are the theorems on kite? How to solve problems involving kites? Present another examples
on trapezoid? the board
Ask the students to solve another Show examples on problems involving Let them solve the problem involving
Present concept about theorems on kite
given problems problem. kites kites
Ask students to deliver their answer in
Discuss to the students how tosolve Group activity it help them to ask and Let the students perform activity 16 entitled
Let the students explain their solutions front to help learners who did not
problems involving theorems on trapezoid share one another Cut Kite
understand well during the discussion
Discuss to the students how to solve Give students another exapmles and
Activity will be answered by the students Let the group discuss their output Presntation of ideas of activity 16
problems involving Kites. discuss.
F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding practical application of
concept and skills in daily living
Let the students answer the given Let the students answer activity 17
Let the students answer the given activity activity 15 #'s 3 &4 entitled You Can Do Giving Quiz to the students
entitled Play a Kite
15 #'s 1 &2 entitled You Can Do It. It. Prove activity 16 of theorems 10 and 11
Ask the students "How can we apply
Ask the students "How can we apply what Ask the students how can we apply in Ask the students how can we apply in our Ask the students how can we apply in
what we learn in solving real-life
we learn in solving real-life problems?". our daily living? daily living? our daily living?
problems?".

Ask the students to summarize,

H. Making generalization and abstraction Ask the students to summarize, Let the students summarize the theorem Let the students summarize all the
Let the students summarize the discussion generatize and synthesize the
about the lesson generatize and synthesize the discussion. on rectangles properties of parallelogram.
discussion.

I. Evaluating Learning Let the students answer the given activity Students will be given another activity Students will be given another activity Students will be given another activity Students will be given another activity

J. Additional activities for remediation Give follow-up activities Give follow-up activities Give follow-up activities Give follow-up activities Give follow-up activities
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ intances of the Let the students answer activity 11
new lesson
D. Discussing new concepts and
practising new skills # 1
E. Discussing new concepts and
practising new skills # 2
School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time NOV 20-24, 2017 & 3:00 - 4:00 PM Quarter Third
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of key concepts of quadrilaterals.
The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representtion.
Prove theorems on trapezoids and Prove theorems on trapezoids and Prove theorems on trapezoids and
Prove the Midline Theorem. Prove the Midline Theorem.
kites. kites. kites.
M9GE-IIId-1 M9GE-IIId-1 M9GE-IIId-2 M9GE-IIId-2 M9GE-III-2
Middle theorem Solve problems using Middle theorem The Midsegment Theorem of Trapezoid Theorem on Isosceles Trapezoid Theorem on Isosceles Trapezoid
pp. 213 - 214 pp. 214 - 215 p. 215 p. 215 pp. 215 - 216
pp. 327-329 pp. 330- 334 pp. 330- 335 pp. 330- 336 pp. 330- 337
Look for additional materials at LR portals
Let the students state the 4 theorems of Let the students state the midline Ask the students to solve problems using Ask some students to deliver the Let the students recall the isosceles
rectangle, rhombus, square theorem midline theorem midsegment theorem of trpezoid theorem of trapezoid?
How to solve problems using midline What is the midsegment Theorem of What is the Isosceles Theorem of What is the Isosceles Theorem of
What is the midline theorem?
theorem? Trapezoid? Trapezoid? Trapezoid?
Presenting of examples on how to solve Let the students perform activity 13 entitled Let the students answer activity 14 State to the students the isosceles
entitled it's parallelogram. problems using midline theorem What a Trap?. entitled Watch out! Another Trap!. theorem
Let the group deliver their output on Ask the students to prove activity 14 with
Let the students solve problems Let the students prove activity 13 Let the studentds explain their answer.
activity 11 the help of theorem 8.
Let the students explain their
Let the students share what they discover
State to the students the midline theorem understanding about problems on Ask the students to prove activity 14 with Let the students discuss activity 14
in answering activity 13
midline theorem the help of theorem 7.
F. Developing mastery Let the students perform activity 11 Let the students solve activity 12 entitled The students will prove the Given with the
( Leads to Formative Assessment 3) entitled show me to elicit their Go For It used of the midsegmnt theorem of Let the students share their output from Ask the students to prove activity 14 with
understanding on the theorem. trapezoid the given activity the help of theorem 9.

G. Finding practical application of Ask the students "How can we apply what Ask the students how midline theorem Ask the students how can we apply in our Ask the students how can we apply in Ask the students how can we apply in
concept and skills in daily living we learn in solving real-life problems?". be applied in their daily life? daily living? our daily living? our daily living?

Ask the students to summarize,

H. Making generalization and abstraction Ask the students to summarize, Let the students summarize the theorem Let the students summarize all the
Let the students summarize the discussion generatize and synthesize the
about the lesson generatize and synthesize the discussion. on rectangle properties of parallelogram.
discussion.

I. Evaluating Learning Let the students answer the given activity Students will be given another activity Students will be given another activity Students will be given another activity Students will be given another activity

J. Additional activities for remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9 School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON LOG Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time NOV 13-17, 2017 & 3:00 - 4:00 PM Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of quadrilaterals.
B. Performance Standard The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representtion.

Proves theorems on the Proves theorems on the Proves theorems on the Proves theorems on the Proves theorems on the
C. Learning Competencies/ Objectives differentkinds of parallelogram differentkinds of parallelogram differentkinds of parallelogram differentkinds of parallelogram differentkinds of parallelogram
(rectangle, rhombus, square). (rectangle, rhombus, square). (rectangle, rhombus, square). (rectangle, rhombus, square). (rectangle, rhombus, square).

Learning Competency Code M9GE-IIIc-1 M9GE-IIIc-1 M9GE-IIIc-1 M9GE-IIIc-2 M9GE-IIIc-3

II. CONTENT Theorems on Rectangle, Rhombus, Theorems on Rectangle, Rhombus, Theorems on Rectangle, Rhombus, Theorems on Rectangle, Rhombus, Theorems on Rectangle, Rhombus,
Square Square Square Square Square

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 154-174 pp. 154-174 pp. 154-174 pp. 154-174 pp. 154-174
2. Learner's Material pages pp.320-326 pp.320-326 pp.320-326 pp.320-326 pp.320-326
3. Textbook pages

4. Additional Materials from Look for additional materials at LR portals

Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or Let the students define Quadrilaterals and Let the students state the theoem 1 of Let the students recall the definition of Let the students state properties 1 & 2 of Let the students recall the theorem of
presenting the new lesson properties of parallelogram the rectangle quadrilaterals and its types the parallelogram rhombus
B. Establishing a purpose for the Ask students to discover the theorem of Ask students to discover the theorem of Ask students to discover the theorem of Ask students to discover the theorem of Present to the students the theorem of
lesson Rectangle Rectangle Rhombus Rhombus square
C. Presenting examples/ intances of the Let the students answer activity 8 entitled Let the students answer activity 8 Let the students answer activity 9 entitled I Let the students answer activity 9 entitled Discuss to the students the theorem of
new lesson I wanna know. entitled I wanna know. wanna know more. I wanna know more. square

D. Discussing new concepts and Let the students share/discuss their Let the students share/discuss their Let the students prove 3rd properties of Let the students prove 4th properties of The teacher will provide problems to be
practising new skills # 1 output regarding activity 8 output regarding activity 9 parallelogram parallelogram prove by the students
 The students will elicit their
E. Discussing new concepts and State to the students the theorems of State to the students the theorems of State to the students the theorems of State to the students the theorems of
understanding through discussing their
practising new skills # 2 rectangle rhombus rhombus rhombus
output

F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding practical application of
concept and skills in daily living
Let the students perform activity 8 entitled Let the students perform activity 8 Let the students prove activity 9 entitled Let the students prove activity 9 entitled Let the students answer Quiz 2
show me on theorem 1. entitled show me on theorem 2. show me on theorem 3. show me on theorem 4.
Ask the students "How can we apply
Ask the students "How can we apply what Ask the students how can we apply in Ask the students how can we apply in our Ask the students how can we apply in
what we learn in solving real-life
we learn in solving real-life problems?". our daily living? daily living? our daily living?
problems?".

Ask the students to summarize,

H. Making generalization and abstraction Ask the students to summarize, Let the students summarize the theorem Let the students summarize all the
Let the students summarize the discussion generatize and synthesize the
about the lesson generatize and synthesize the discussion. on rectangle properties of parallelogram.
discussion.

I. Evaluating Learning Let the students answer the given activity Students will be given another activity Students will be given another activity Students will be given another activity Students will be given another activity

The teacher will provide activity from The teacher will provide activity from The teacher will provide activity from The teacher will provide activity from The teacher will provide activity from
J. Additional activities for remediation
another references another references another references another references another references
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher
 Grade 9 School MT. OLIVE NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON LOG Teacher NECO C. RENDON Learning Area Mathematics 9
Teaching Date and Time NOV 6-10, 2017 & 3:00 - 4:00 PM Quarter Third

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/ Objectives
Learning Competency Code
The learner demonstrates understanding of key concepts of quadrilaterals.
The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representtion.
Uses properties to find the Uses properties to find the Uses properties to find the
Determines the conditions that
Identifies quadrilaterals that are measures of angles, sides and measures of angles, sides and measures of angles, sides and
guarantee a quadrilateral a
parallelograms. other quantities involving other quantities involving other quantities involving
parallelogram
parallelograms parallelograms parallelograms
M9GE-IIIa-1 M9GE-IIIa-2 M9GE-IIIb-1 M9GE-IIIb-1 M9GE-IIIb-1

II. CONTENT
Quadrilaterals Properties of Quadrilaterals Properties of Quadrilaterals Properties of Quadrilaterals Properties of Quadrilaterals

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 154-174 pp. 154-175 pp. 154-176 pp. 154-177 pp. 154-178
2. Learner's Material pages pp.305-317 pp.305-318 pp.305-319 pp.305-320 pp.305-321
3. Textbook pages

4. Additional Materials from Look for additional materials at LR portals

Learning Resources ( LR) Portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ intances of the Let the students give examples of four
new lesson
Let the students define Quadrilaterals
Ask students different types of
Quadrilaterals
sided figure
Let the students recall the definition of
quadrilaterals and its types
What Quadrilaterals that are
parallelograms?
Show to students all the types of
Quadrilaterals
Ask the students to name Quadrilaterals
that are parallelograms
What are the properties of the
parallelogram?
Present to students the properties of a
parallelogram
Let the students state properties 1 & 2 of Let the students state 5 properties of
the parallelogram the parallelogram
What properties 3-5 of the How to solve problems using properties
parallelogram? of parallelogram?
Present to students the properties of a
Present example/s to the students
parallelogram

D. Discussing new concepts and Show to students and let them determine Let the students answer activity 3 Let the students answer activity 6.1 entitled Let the students prove 3rd properties of Let the students answer activity 7
practising new skills # 1 the type of Quadrilaterals entitled Plot, Connect, Identify Draw Me. parallelogram entitled Yes You Can

E. Discussing new concepts and Let the students answer activity 1 entitled Discuss to the students the 2 properties of Let the students prove 4th properties of
Discuss activity 1 to the students Discuss to the students activity 7
practising new skills # 2 four-sided everywhere parallelogram parallelogram
F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding practical application of
concept and skills in daily living
Let the students answer activity 2 Ask the students to answer activity 6.2 Let the students prove 5th properties of
Let the students perform activity 2 to Let the students answer Quiz 1
entitled Which is Which? entitled Defense! Defense! parallelogram
refresh their mind
Ask the students "How can we apply
Ask the students "How can we apply what Ask the students how can we apply in Ask the students how can we apply in our Ask the students how can we apply in
what we learn in solving real-life
we learn in solving real-life problems?". our daily living? daily living? our daily living?
problems?".

Ask the students to summarize,

H. Making generalization and abstraction Ask the students to summarize, Let the students summarize the Let the students summarize all the
Let the students summarize the discussion generatize and synthesize the
about the lesson generatize and synthesize the discussion. discussion properties of parallelogram.
discussion.

The learners will be group and they will

I. Evaluating Learning perform different types of quadrileateral
using their body.
Let the students prove the properties 1 & 2
Let the students answer activity 4
of parallelogram in LM 314-315
Give follow-up activities to the students Give follow-up activities o the students

J. Additional activities for remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment

B. No. of learners who require additional activities for

remediation

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 encounterd which my principalor

supervisor can help me solve

G. What innovation or localized materials did I

use/discover which I wish to share with other teacher