Republic of the Philippines‍‍

Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Ibaan
DR. JUAN A. PASTOR MEMORIAL NATIONAL HIGHSCHOOL
Talaibon, Ibaan, Batangas

DAILY LESSON LOG Grade Level NINE

Practice Teacher PATRICK C. GUERRA Learning Area MATHEMATICS
Teaching Date December 14, 2018 Quarter THIRD
I. OBJECTIVES
Content Standard
The learner demonstrates understanding of the key concepts of quadrilaterals.

Performance Standards The learner is able to investigate, analyze, and solve problems involving
quadrilaterals through appropriate and accurate representation.
Learning Competencies/ 1. Describe rhombus
Objectives (Write the 2. Apply the theorems on rhombus in problem solving
LC code for each) 3. Value the importance of theorems on rhombus in real – life situation
II. CONTENT THEOREMS ON RHOMBUS
LEARNING
RESOURCES
References MATH BUILDERS 9, pp. 289 – 294
Teacher’s Guide pages TEACHER’S GUIDE FOR MATHEMATICS 9, pp. 214 - 215
Learner’s Guide pages MATHEMATICS LEARNER’S MATERIAL 9, pp. 322 - 325
Textbook pages
Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources colored paper, manila paper, chalk, power point presentation
III. PROCEDURES DAILY ROUTINE
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Checking of Assignment
Reviewing previous lesson
or presenting the new 1. What is rectangle?
lesson 2. What are the theorems on rectangles?
Establishing a purpose for Priming: Where am I?
the lesson Let’s travel around the world! Identify the places shown in the pictures.

KOREA ENGLAND

FRANCE AUSTRILIA
1. How do you find the activity?
2. Analyze those pictures, what can you say about them?
Presenting Activity
examples/instances of the Directions: Tell whether the following objects if its rhombus or not.
new lesson 1. 2. 3.

4. 5.

Discussing new concepts Analysis

and practicing new skills 1. Which among the objects is rhombus?
#1 2. How did you know that the given object is a rhombus?

Discussing new concepts Abstraction

and practicing new skills Rhombus is a parallelogram with four congruent sides.
#2

THEOREMS ON RHOMBUS
1. The diagonal of a rhombus are perpendicular.
D C
Example no. 1:
O

A B
Given : A rhombus ABCD whose diagonals are AC and BD intersect at O.
Prove that : ∠BOC = ∠DOC = ∠AOD = ∠AOB = 90 0

Statements Reasons
1) ABCD is a rhombus. 1) Given
2) AB = BC = CD = DA 2) Properties of rhombus.
3) As Parallelogram is a rhombus so diagonal bisect each
3) OB = OD and OA = OC
other.
4) BO = OD 4) From (3)
5) BC = DC 5) Properties of rhombus.
6) OC = OC 6) Reflexive (common side)
7) ΔBOC ≅ ΔDOC 7) SSS Postulate.
8) ∠BOC = ≅ ∠DOC 8) CPCTC
9)∠BOC + ∠DOC = 180 9) Linear pair angles are supplementary.
10) 2∠BOC = 180 10) Addition property
11) ∠BOC = 90 11) Division property
12) ∠BOC = ∠DOC = 90 12) As these two angles are congruent
⁖∠AOB = ∠BOC = ∠COD = ∠DOA = 90°

Example no. 2:
ABCD is a rhombus with ∠ABC = 56. Determine ∠ACD.

  Solution: 
D C ABCD is a rhombus.
∠ ABC = ∠ADC (Opposite angles are equal)
O ∠ADC = 56° 
∴ ∠ ODC = ½ ∠ADC ( Diagonals of rhombus
bisects the angle)
= ∠ODC = ½ x 56 
A B = ∠ODC = 28°
∠OCD + ∠ODC + ∠COD = 180 ( In ΔOCD, sum
of all the angles in a triangle is 180)
∠OCD + 28 + 90 = 180
= ∠OCD + 118 = 180 
=∠OCD = 180 -118 
= ∠OCD
2. Each diagonal of a rhombus = opposite
bisect 62° angle.

Example no. 3:
Given: Rhombus ABCD
Prove: AC ⊥ DB

D C
O

A B
 
Statements Reasons
1 1 Given
rhombus ABCD
. .
2 □ABCD 2 A rhombus is a parallelogram with 4
. . congruent sides.
3 AD = DC = CB = 3 A rhombus is a parallelogram with 4
. AB . congruent sides.
4 AE = EC; BE = DE 4 Diagonals of a parallelogram bisect each
. . other.
5 ∆AED = ∆CED = 5 SSS - if 3 sides of one triangle are congruent
. ∆CEB = ∆AEB . to the corresponding parts of another
triangle, the triangles are congruent.
6 ∠AED = ∠DEC = 6 CPCTC
. ∠CEB = ∠BEA .
7 m ∠AED = m 7 Congruent to ∠s are ∠s of equal measure.
. ∠DEC =m ∠CEB = .
m ∠BEA
8 m ∠AED = m 8 The sum of the ∠s surrounding a point,
. ∠DEC =m ∠CEB = . sharing a vertex, is 360º.
m ∠BEA = 360°
9 m ∠AED = m 9 Substitution
. ∠AED=m ∠AED = .
m ∠AED = 360°
1 4m ∠AED = 360° 1 Combine like terms.
0 0
. .
 1 m ∠AED = 90° 1 Division
1 1
.
1 ∠AED right angle 1 A right ∠ is an ∠ of 90º.
2 2
.
1 AC ⊥ DB 1 Perpendicular lines meet to form right
3 3 angles.
. .
Developing Mastery Application
Needs to Formative The class will be group into two. Each group will be performing different task. I
Assessment 3 will give each group 10 minutes to prepare for the task and another 3 minutes for
the presentation. Each group should make a yell and you’re going to present your
yell when your group is done with the task. The group with the best yell will
receive additional points.

GROUP I:MATH WIZARDS

A
Directions: Find the following.
Given: Parallelogram DARE. 3x + 20
1. ∠D D x° R
2. ∠A
3. ∠R 5x - 60°
4. ∠E
E
GROUP II:MATH CLASHERS
A
Directions: Find the following.
Given: Parallelogram PAIR. 6x + 40
1. ∠P P x° I
2. ∠A
3. ∠I 10x - 10°
4. ∠R E
Providing practical Values Integration
applications of concepts “There should be no discrimination against languages people speak, skin color,
and skills in daily living or religion”.
by Malala Yousafzai

Providing generalizations Generalization

and abstraction about the Rhombus is a parallelogram with four congruent sides.
lesson. THEOREMS ON RHOMBUS
1. The diagonal of a rhombus are perpendicular.
3. Each diagonal of a rhombus bisect opposite angle.
Evaluating Learning Assessment
Directions: Find the following. W X
Given: Rhombus WXYZ, If WM = 4x – 3,
MY = 3x, XM = 7y – 2, MZ = 5y + 2 M
1. WM
2. XM
3. WY
4. XZ Z Y
5. x + y

Additional activities for Assignment

application or remediation Directions: Find the value of x. Show your solution.

1. O

IV. REMARKS
V. REFLECTION
No. of Learners who
earned 80% in the
evaluation
No. of Learners who
require additional
activities for remediation
who scored below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well/
Why did these works?
What difficulties did I
encountered which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
140°
G x A
2.
D
2x
U L
x+2
________ Students earned 80% in the evaluation
________ Students require additional activities for remediation
_______Yes ________No
_______ Students have caught up with the lesson
_______ Students continue to require remediation
Strategies used that work well:
__Group collaboration __Lecture Method
__Think-Pair Share __ Diads
___ Games__Discovery Method
__ Solving Puzzles/Jigsaw __ Answering preliminary activities
Why?
__Complete IM’s__Availability of materials
__Pupils eagerness to learn __ Group Cooperation
__ Bullying among students
__ Students Behavior/attitude
__ Unavailable technology/equipment
__ Additional clerical works
Planned innovations:
__ Localized Videos
__ Recycling objects to be used as instructional materials
___ Making big books from views of locality
___ Not Available
PATRICK C. GUERRA
Practice Teacher
Checked by:

MELANNIE M. GONZALES
Cooperating Teacher

PETRA P. QUINERY
Master Teacher I

BELLA S. MEDRANO
Head Teacher II

NOTED BY:

THELMA A. PASCUA Ed.D

PRINCIPAL IV