DAILY LESSON LOG OF M10GE-IIi-1 (Week Nine-Day Three)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
Grade Level Grade 10
Learning Area Mathematics
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, 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 on graphing geometric
figures on a coordinate plane.
The learner is able to graph geometric figures on a coordinate plane.
Learning Competency: illustrates independent events (M10SP-IIIi-1)
Learning Objectives:
1. Determine coordinates of the endpoints of geometric figures;
2. Graph geometric figures on a coordinate plane; and
3. Demonstrate appreciation of graphing geometric figures as a helpful tool in
describing its basic properties.
GRAPHING GEOMETRIC FIGURES ON A COORDINATE PLANE
teacher’s guide, learner’s module,
Pages 213-215
Pages 242 - 243
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher asks the students to form a trio. The teacher says: “ Today, we are
going to play guessing game, I am going to mention a characteristic of a
geometric figure and you are going to guess what geometric I am referring to by
raising the figure given to you”. The teacher then gives the picture of the
different geometric figures.
Activity 1: Guess What?
1. I am a polygon with 4 congruent sides and angles? What figure
Am I?
2. I am a polygon with 3 equal sides? What figure am i?
3. I am a quadrilateral with only one pair of side parallel? What
figure am I?
4. I am a figure whose opposite sides and angle are equal? What
 figure am I?
Answer Key:
1. Square
2. Equilateral Triangle
3. Trapezoid
4. Rectangle and square

The teacher lets the students realize that graphing is one concrete way in
B. Establishing a purpose for
describing basic properties of geometric figures and is very useful in solving real
the lesson
life problems involving geometric figures.
Using the same trio, the teacher asks the students to answer Acitivty 7: What
C. Presenting examples/
figure Am I? On page 242 – 243 of the LM. On a graphing paper the students will
instances of the new
plot and graph the figures. Each group is assign to one item to present their
lesson
answers to the class.
The student discusses o the class the mathematical skills on how to graph
D. Discussing new concepts
geometric figures on a Cartesian plane. Furthermore, the students will also share
and practicing new skills
to the students their answers of the questions and their justification about the
#1
figure they have graphed?
E. Discussing new concepts The teacher discusses and illustrates thoroughly the mathematical skills on how
and practicing new skills to graph geometric figures on a Cartesian plane. He /She will explain to the class
#2 on how to verify the figure formed in the Cartesian plane.
Working in pair the teacher asks the students to get another graphing paper and
answer the problems below.
Seatwork on Graphing Geometric Figures
F. Developing mastery
Plot the given points in each item and determine the figure formed.
(leads to formative
1. A(0, 1) , B(1, 4) , C(4, 4) D(3, 1)
assessment 3)
2. L(-1, -1) , O(-1, 4) , V(2, 4) , E(2, -1)
3. M(-2, -2) , I(-2, 2) , N(2, 2) , D(2, -2)

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills used in graphing geometric
figures through questions like:
1. How did you graph the figures?
2. How did you verify the figure formed in each item?
Possible response:
H. Making generalizations 1. Draw a Cartesian plane, plot the points then connect the points.
and abstractions about 2. Using the properties of a figure, like the distance between the points
the lesson and the angles formed.
The teacher may then ask some students to write on the board the step by step
process on how to graph geometric figures on a circle. The teacher will also ask
the students to justify the figure formed on the Cartesian plane using the
geometric properties.

I. Evaluating Learning The teacher lets the students answer individually answer the formative
assessment.

Plot the set of points on a Cartesian plane. Then connect the consecutive points
by a line segment to form the figure. Answer the question that follows.
1. What figure is formed?
Verify the figure formed using the basic properties of the geometric
 figure formed.

Group 1: Plot the points (-1, 1), (0, 4), (3, 4), and (2, 1)
Group 2: Plot the points (-3, 3), (-3, -1), (3, 3), and 3 , -1)
Group 3: Plot the points (-2, -2), (0, 2), (3, 2) and (5, -2)
Group 4: Plot the points (-2, 0), (0, 2), (0, -2), and (2, 0)

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 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