School LALA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher RODEL M. CALINIAHAN  Learning Area MATHEMATICS 
LOG
Teaching Dates and Time FEBRUARY 13 – 17,2023 Quarter THIRD
 

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of quadrilaterals and triangle similarity.
The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and
B. Performance Standards accurate representation.
C. Learning Competencies Learning Competency: Learning Competency: Learning Competency:
Identifies quadrilateral that Simplifies radical
are parallelograms.
Learning Objectives:
Determines the conditions
expressions using the laws that guarantee a
of radicals. quadrilateral a Learning Competency:
I
C
1. Identify quadrilateral Learning Objectives: parallelogram.
Determines the
that are 1.) Identify perfect Learning Objectives:
parallelograms. numbers at a certain 1. Determine the conditions that
2. Determine the power different properties of guarantee a

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properties of a 2.) Simplify radicals parallelograms quadrilateral a
parallelogram. using the law of 2. Enumerate parts of a parallelogram
Learning Competency: radicals parallelogram that are Learning Objectives:
Determines the 3.) Demonstrate the congruent 1. Determine the
conditions that ability to work well 3. Show interest through different properties of
guarantee a with others. active participation parallelograms
quadrilateral a
2. Enumerate parts of
parallelogram.
a parallelogram that
3. Learning Objectives:
4. Determine the are congruent
different properties of 3. Show interest to the
parallelograms day’s tasks through
5. Enumerate parts of a active participation
parallelogram that are
congruent
6. Show interest through
active participation
7.
8. Participate actively in
class/group
discussions/interaction

Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials 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
s.
(M9AL-IIIa-1)
Identifying Quadrilaterals
Teacher’s Guide, Learner’s
Material
Pages 208-210
Pages 305-308
Laptop, TV  ruler, pencil, compass,
The teacher lets the
students cite an example of
polygon having four sides
inside the room or in the
school campus.
The teacher lets the
students realize that
recognizing those polygons
are important skills needed
to understand the concept
of quadrilaterals.
(M9GE-IIIa-2)
Quadrilaterals that are
Parallelograms
Pages 210-211
Pages 309-314
protractor, graphing paper,
adhesive
The teacher reviews the
lesson and asks following
questions:
1. What is a
parallelogram?
2. What quadrilaterals
are considered to be
parallelograms?
Expected Answers:
1. A parallelogram is a
quadrilateral with 2
pairs of parallel sides.
2. Square, rectangle,
Rhombus
The teacher lets the
students realize the
importance of knowing
the properties of
parallelograms and the
conditions that guarantee
(M9GE-IIIa-2)
Quadrilaterals that are
Parallelograms
Pages 210-211
Pages 309-314
Laptop, TV 
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?
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
(M9GE-IIIa-2)
Quadrilaterals that are
Parallelograms
Pages 210-211
Pages 309-314
Workbook in Math III
(Cabacang, Gueta & Tan
Seng) p. 151-152
Worksheet, picture of a
worm or caterpillar
For lesson review, the
teacher gives the
following activity.
I
The teacher gives key
words and students
C
explain the words based
on their understanding
of the previous lesson.
1. Bisecting
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2. 180°
3. Parallel
4. Triangles
5. Congruent
The teacher lets the
students realize the
importance of knowing
the properties of
parallelograms and the

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
The teacher lets the
students, in groups of four,
do Activity 2: Refresh Your
Mind found on page 306 of
the Learner’s Module.
The teacher discusses with
the students the process of
arriving at the answer of
each number in Activity 2.
Illustrate thoroughly the
definition of different
quadrilaterals presented on
page 306 of the Learner’s
Module.
a quadrilateral is a
parallelogram in order to
solve problems related to
it easily.
The teacher directs
students to sit with their
group and instructs them
to do Activity 5: Fantastic
Four of LM p. 309. After
the time limit, students
then show their answers
to the class.
To develop the lesson,
the teacher asks the
following questions:
1. What can you say
about the measure
of the opposite
sides of every
figure?
2. What have you
observed with the
measures of
opposite angles?
3. What is the sum of
every 2 consecutive
angles?
4. What can you say
about the segments
formed by the
intersecting
conditions that
guarantee a
can be done by assigning
quadrilateral is a
an item to every group.
parallelogram in order
to solve problems
related to it easily.
The teacher allows
To present the lesson, students to work in pairs
the teacher instructs and directs students to
students to gather in answer Activity 6.2:
Defense! Defense of LM p.
groups, and then have
313-314.
the students do Activity
The teacher then asks,
6.1: Draw Me! Of LM p. “What are the conditions
311-312. The activity can that guarantee a
be done by assigning an quadrilateral is a
item to every group. parallelogram are being
used in the activity?”
To develop the lesson, The teacher emphasizes
the teacher asks:
1. How did you find the
activity? Difficult
that the following are
conditions that guarantee
a quadrilateral a
I
C
parallelogram.
2. Did you follow the
steps accordingly?
No
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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.

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
diagonals?
The teacher then
The teacher then discusses
I
C
the conditions that
discusses the Properties
guarantee a quadrilateral is
of Parallelogram on p. 310
a parallelogram on p. 312
of LM.
of LM.
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Working in pairs, the By pair, the teacher gives The teacher directs For students practice,
teacher lets the students this short activity for students to check their the teacher gives this
answer Activity 3: Plot, student’s practice. answers on Check your activity by pair.
Connect, identify found Guess 2 as they do self-
on page 307 of the Given parallelogram correction. The teacher
MATH, with diagonals HA
learner’s Module and just calls representatives
and MT that intersects at
answer the questions point S. Fill In the blanks. to share answers to the
like: class.
1. Which among the
figures are
parallelograms?
Why?
2. Which among the
figures are not
parallelograms?
Why?
In this activity, see to it
that all students are
doing the right plotting
and connecting of points.
Ask them to answer the
questions based on their
drawings. They must be
able to defend their
answers using the
definitions of

G. Finding practical application of
concepts and skills in daily living
H. Making generalization and
abstractions about the lesson
I. Evaluating learning
parallelogram.
The teacher summarizes the
mathematical concepts
found on page 310 of the
Learner’s Module.
The teacher lets the
students individually
answer the formative
assessment.
Identify whether the
following quadrilaterals are
parallelograms or not. Put a
check mark ( √ ) under the
appropriate column and
answer the questions that
follow.
Given, a quadrilateral
ABCD, <A ≅ <C and <B ≅
<D and the measures of
<A = 700 while <B = 1100.
Is quadrilateral ABCD a
parallelogram? Explain
your answers.
To summarize the lesson,
the teacher uses the
following questions: To summarize the lesson, To summarize the lesson,
1. Which parts of a
quadrilateral are
congruent, if it’s a
the teacher asks the
following questions:
What makes a
the teacher asks the
following questions:
What makes a
I
C
parallelogram? quadrilateral a quadrilateral a
2. What is the parallelogram in terms of parallelogram in terms of
relationship of any 2 the following: the following:
consecutives angles a. Sides? d. Sides?
of a parallelogram?
3. What does a
diagonal do to a
b. Angles?
c. Diagonals?
e. Angles?
f. Diagonals?
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parallelogram?
The teacher gives this To assess student’s To check students
short quiz for student to
answer individually.
understanding of the
lesson, the teacher gives
this activity to be
understanding the teacher
gives this activity to be
answered individually.
I
C
Write T if the statement is answered individually.
true and f if false.
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 The teacher instructs the
students to study the
J. Additional activities for application or Answer Check Your Guess
lesson discussed for
remediation 2 p. 310 of LM.
tomorrow’s activity.

V. REMARKS
VI. REFLECTION
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: Checked by: Noted by Approved by:

RODEL M. CALINIAHAN GIDEON J, MIYAS CECILIA T. VIOS PABLO B. NISNISAN,EdD

Math Teacher Head Teacher III ASSP II SSP-IV