DAILY LESSON LOG

School Dominican School Dagupan Grade Level 9

Teacher Ms. Noreen G. Patayan Learning Area Mathematics
Teaching Dates December 17, 2018 Quarter Third
Teaching Time 1:00 – 2:00 Section St. Thomas Aquinas

Monday Tuesday Wednesday Thursday Friday

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials Learning Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or presenting
new lesson
B. Establishing purpose for the lesson
C. Presenting examples/instances of new
lesson
Demonstrates understanding of key concepts
of parallelograms and triangle similarity
Parallelograms and triangle similarity through
appropriate and accurate representation
Proves the Pythagorean Theorem
Apply Pythagorean Theorem in solving
problems
Solve problems involving radical equations
Geometry
Oronce, Orlando A. and Mendoza, Marilyn O.
E-Math 9 (Worktext in Mathematics). Quezon
City. Rex Book Store. 2015.
56 – 57
219 – 223
The teacher will show a set of different
geometric figures and ask the following
questions to the students:
1. Which of the following geometric
figures is a right triangle?
2. What is a right triangle?
3. What are the parts of a right triangle?
The teacher will divide the class into five
groups. Each group will be given a puzzle for
them to work out (See Attachment 1).
D. Discussing new concepts and practicing The teacher will lead the students that the
new skills #1 puzzle they solved is a proof to Pythagorean
Theorem.
E. Discussing new concepts and practicing The teacher will guide the students to study
new skills #2 and solve the problem involving radical
equations.
1. The sides of a triangle measure 3, 4,
and 5. Is this triangle a right triangle?
F. Developing mastery The teacher will guide the students to solve
the problem involving radical equations.
1. Each side of a square is 5 feet long.
Find the length of the diagonal.
G. Finding practical applications of concepts The teacher will guide the students to study
and skills in daily living the following problems involving radical
equations.
Solve the following problems.
1. Gerry was locked out of his house and
the only open window is on the
second floor, 25 feet above the
ground. Gerry needs a ladder and
he'll have to place it 10 feet away
from the house. What length of
ladder does he need to reach the
window?
2. A newly planted tree needs to be
supported with three wires. Each
wire is attached to the trunk 4 feet
above the ground, and anchored to
the ground 6 feet from the base of
the tree. How long is the wire needed
for the newly planted tree?
H. Making generalizations and abstractions 1. What is Pythagorean Theorem?
about the lesson 2. In what kind of triangle can
Pythagorean Theorem be applied?
3. How do you solve problems involving
radical equations?
I. Evaluating learning Solve and explain the problem.
1. Albert is waiting for Bill at the park;
and Bill needs to get there taking the

J. Additional activities for application or
remediation
V. Remarks
VI. Reflection
A. Number of learners who earned 80% on
the formative assessment
B. Number of learners who require
additional activities for remediation
C. Did the remedial lessons work? Number
of learners who have caught up with
the lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategies worked
well? Why did this 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?
shortest path possible. Bill has to
choose between these two paths:
A. road heading south five miles,
then heading west six miles
B. passing through open fields and
walk directly to the park.
Which path is the shortest? Why?
Show your solution to support your
answer.
Solve the following problems.
1. A 15m ladder leans against a wall
reaching a point 12m above the
ground. How far is the foot of the
ladder from the base of the wall?
2. A baseball diamond is a square with
27m on a side. How far is the second
base to the home plate?
The plan has been carried out.
27
8
Yes, remedial lesson worked; and 7 students
caught up with the lesson.
1
The proving of the Pythagorean Theorem
through a puzzle. It worked for the reason
that students were engaged with something
they can manipulate and solve.
None
The Pythagorean Theorem Puzzle (See
Attachment 1)
 Attachment 1
Pythagorean Theorem Puzzle