SUBJECT School TANAUAN NATIONAL HIGH SCHOOL Grade level 9

DAILY LESSON Learning

Teacher Jay Cañete Math
LOG Area
Schedule (Day/Time)
Teaching Dates Grade & Section
M T W Th F
9-D 8:40- 7:40-
8:40-
11:00A
Quarter Third
9:40AM 8:40AM
M
10- 10- 7:40- 10-
9-E 11AM 11AM 8:40AM 11AM

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC Code
for each)
SESSION 1-2
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if need, 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.
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate
and accurate representation.
The learner determines the conditions that make a quadrilateral a parallelogram. (M9GE-IIIa-2)
a. Determine the conditions that make a quadrilateral, a parallelogram.
b. Identify and state if the quadrilateral is a parallelogram using the given condition.
c. Show teamwork in a given activity.

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.
II. CONTENT
Quadrilaterals: Parallelograms
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide pages pp. 211 – 213
2. Learner’s Materials pages pp. 309 – 311
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or REVIEW Notes:
presenting the new lesson Which of these figures are parallelograms?

B. Establishing a purpose for the Notes:

lesson

C. Presenting examples/ instances Notes:

Things to Remember
Aside from the definition of parallelogram, it has two pairs of parallel sides,
any of the following conditions can be used to prove that a quadrilateral is
parallelogram.

1. If both pairs of opposite sides are congruent.

2. If both pairs of opposite angles are congruent.
3. If any consecutive angles of a parallelogram are supplementary.
4. If the diagonals bisect each other.
5. If opposite sides are congruent and parallel.

D. Discussing new concepts and

practicing new skills #1 In a parallelogram, opposite sides and opposite angles have equal measurements.

What is the length of the sides or measure of an angle in the following parallelograms?
E. Discussing new concepts and 3) In a parallelogram, the length of 1) In a parallelogram, opposite angles
practicing new skills #2 opposite sides is equal, hence, have equal measures, hence,
5 x=x+ 44 . x +29=75
What is the value of x ? What is the value of x ?

F. Developing mastery
(Leads to Formative Assessment Find the perimeter of the following parallelograms:
2)
G. Finding practical applications
of concepts and skills in daily The doorway shown is part of a building that has
living leaned sideways over a period of time.

Would side SV and side TU be of the same

length?
Would side SV and side TU be parallel?
Is the doorway in the shape of a parallelogram?

H. Making generalizations and

abstractions about the lesson A parallelogram is a quadrilateral whose _______________ sides are _______________.

I. Evaluating learning State whether each quadrilateral is a parallelogram or not.

J. Additional activities for
application
V. REMARKS
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.
VI. REFLECTION Grade & Section

9-D 9-E

A. No. of learners who earned 80% in

the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below
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 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?

Prepared by: Checked: Noted:

JAY CAÑETE
________________________________ LINO V. ACERO
_________________________________ RICHARD N. LAURENTE
Teacher Department Head School Principal IV
 LEARNING ACTIVITY SHEET (LAS) No. ______
Name of Learner: _________________________________________________
Grade Level: ___________________________________
Section: ________________________________________
Date: __________________________________________
Grade 9 Mathematics Activity Sheet
Quadrilaterals: Parallelograms
I. Learning Competency
The learner Identifies quadrilaterals that are parallelograms. (M9GE- IIIa-1)
II. Background Information for Learners
This learning activity sheet deals with parallelograms. You will be working with different activities that
will help you better understand what a parallelogram and know some of its characteristics.
III. Accompanying DepEd Textbooks and Educational Sites
Please check on this YouTube video to help you understand the lesson:
https://www.google.com/search?
q=what+is+a+parallelogram&source=lmns&tbm=vid&bih=657&biw=1366&hl=en&sa=X&ved=2ahUKE
wjKhIKfooD9AhVBplYBHfYqAKIQ_AUoBHoECAEQBA#fpstate=ive&vld=cid:75d1b695,vid:X_eF3b
8eeVk

IV. Activity Proper

Activity 1
Classify each pair of lines as parallel, perpendicular (perfect cross), or simply an intersecting lines.

____________________ ____________________
____________________

____________________ ____________________
____________________

____________________
Activity 2
Classify the following quadrilaterals (a four-sided polygon) according to number of parallel sides. Copy the table
and write in each box the name of the figure that belong to each category or group.

Group A Group B Group C

[with 1 pair of opposite sides [with 2 pairs of opposite sides [no sides are parallel]
are parallel] are parallel]

Figure A Figure C
Figure B

Figure D
Figure E
Figure F

Questions:
1) When is a quadrilateral a parallelogram?
2) What can be said about the length of opposite sides of a parallelogram?
3) What can be said about the measurements of opposite angles of a parallelogram?

Activity 3
In a parallelogram, opposite sides and opposite angles have equal measurements.

A. Determine the unknown sides and angles of the following parallelograms.

What is the length of the sides or measure of an angle in the following parallelograms?

B. Solve for x :

3) In a parallelogram, the length of 4) In a parallelogram, opposite angles

opposite sides is equal, hence, have equal measures, hence,
5 x=x+ 44 . x +29=75
What is the value of x ? What is the value of x ?
V. Reflection
Complete the following statements.
1) I have learned that opposite sides of parallelograms are ______________.
2) I have learned that opposite angles of parallelograms are ______________.

VI. Answer Key