GRADE 1 to 12 School CALAMBA INTEGRATED SCHOOL Grade Level NINE

DAILY LESSON Teacher DHANLIE MAE M. BALONCIO Learning Area MATHEMATICS 9

LOG
Teaching Date FEBRUARY 12, 2024 – Monday Quarter THIRD

I. Objectives
The learner demonstrates understanding of key concepts of parallelograms and triangle
A. Content Standards
similarity.
The learner is able to investigate, analyze, and solve problems involving parallelograms and
B. Performance Standards
triangle similarity through appropriate and accurate representation.
Learning Competency
The learner identifies quadrilaterals that are parallelogram. (M9GE- IIIa-1)

Learning Objectives
C. Learning At the end of the lesson, the learners will be able to:
Competencies/Objectives  define quadrilaterals;
 describe the different kinds of quadrilaterals;
 identify quadrilaterals that are parallelogram; and
 appreciate the importance of quadrilaterals in real-life.
II. Content PROPERTIES OF PARALLELOGRAM
III. Learning Resources
A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Resources from www.regentsprep.org/regents/math/geometry/gp9/lparallelogram.htm
Learning Resources (LR) Portal
B. Other Learning Resources

IV. PROCEDURES
REDISCOVER: WHO AM I?
Match the description or properties in column A to quadrilateral in column B.

A. Review/Recall

INSTRUCTION MO, SUSUNDIN KO!

The teacher will divide the class into 5 groups. Each group will follow the step by step
instruction given by the teacher and then while doing the activity they have to answer the
B. Presentation of the Lesson guide question.
(Establishing New Lesson)

C. Presentation of Follo-up Question

examples/instances of new lesson
1. From your activity, What shape did you form?
2. What conjecture could you make regarding the lengths of the sides of a
parallelogram?
3. What conjecture could you make regarding the angles of a parallelogram?
4. What conjecture could you make regarding the sum of 2 consecutive angles of a
parallelogram?
 5. What conjecture could you make regarding the lengths of the diagonals of a
parallelogram?

The teacher will now discuss the properties of Parallelogram

D. Discussion of new concept and

practicing new skills #1

E. Discussion of new concept and

practicing new skills #2

Drill:

F. Developing Mastery (leading to

formative assessment)

G. Application
Follow – up Questions:
1. What is the value of x?
2. What is the value of y?
3. What is the value of AB? BC? CD? And AD?
4. What is the perimeter of the lot?
5. What is the perimeter of the lot?
Answer the following questions.
What are your takeaways for todays session?
H. Generalization/Abstraction
1. What is a parallelogram?
2. Recall the 5 properties of a parallelogram?

I. Assessment Quiz
Directions: Read the questions carefully and write the letter of the correct answer.
1.) Which of the following is not a parallelogram?

a. trapezoid c. rhombus
b. square d. triangle

2.) How would you describe the opposite angles in a parallelogram?

a. They are complementary c. They are supplementary

 b.They are both right angles d. They are congruent

3.) In a parallelogram, how would you describe the diagonals?

a. They are congruent c. They are perpendicular

b. They are parallel d. They bisect each other

4.) based on the illustration below, What is ms if mR = 70°?

a. 110 c. 90
b.100 d.70

5.) based on the illustration below, What is length of QR if PS is 20?

a. 10
b. 20
c. 30
d. 40
Additional Activity:
Fill in the blanks with the appropriate word/s.
A rectangle has 1.) ____ pairs of parallel sides, 2.) ____ pairs of equal sides and 3) ____ right
J. Additional Activities for angles.
Application/remediation A rhombus has 4.) ____ pairs of parallel sides, 5.) ____ equal sides and 6.) ____ pairs of
congruent angles.
An isosceles trapezoid has 7.) ____ pair/s of parallel sides, 8.) ____ equal sides and 9.) ____
pairs of congruent angles.
V. REMARKS Bonifacio Burgos Aguinaldo
M, T, F
M, T, TH, F T, W, TH, F
(9:35-10:25)
(10:25-11:15) (11:45-10:35)
W (10:25-11:15)
Mean
MPS
SD
HP
AP
LP
n
VI. REFLECTION
___
___ learners ___ learners ___ learners ___ learners
A. Number of pupils who earned 80 learners
who earned who earned who earned who earned
percent in the evaluation who earned
above 80% above 80% above 80% above 80%
above 80%
___
___ learners ___ learners ___ learners ___ learners
learners
B. Number of learners who require who require who require who require who require
who require
additional activities for remediation additional additional additional additional
additional
who score below 80 % activities for activities for activities for activities for
activities for
remediation remediation remediation remediation
remediation
C. Did the remedial lesson work?
No. of learners who got caught up ___ Yes ___ No ___ learners who got caught up in the lesson
in the lesson
D. Number of learners who
___ learners who continue to require remediation
continue to require remediation
E. Which of my teaching strategy Which of my teaching strategies worked well?
worked well? Why did this work? ___ Group Collaboration ___ Games ___ Think-Pair-Share
___ Math Drill ___ ICT Integration ___ Video Presentations
___ Contextualization ___ Differentiated Instruction ___ Recitation Log
___ Others
 Why did this work?
___ Group collaboration among my students’ works well because they have sharing of ideas,
and they’ve work as a team.
___ Students tend to understand easy and well if they are enjoying the lesson through
games. It also increases the student’s participation, foster social and emotional learning, and
motivate students to take risks.
___ Through Think-Pair-Share, students share their ideas with classmates and builds oral
communication skills.
___ Math drill helps my students enhance their problem-solving skills and handle Math with
speed and accuracy.
___ When ICT is integrated into my lessons, students become more engaged in their work,
and it provides different opportunities to make my lesson more fun and enjoyable.
___ Video presentations increase student’s engagement, which in turn helps boost
achievement. If students are interested in the material, they will process and remember it
better.
___ By contextualization, students gain a deeper understanding of subject matter by relating
material to meaningful situations that students encounter in real life.
___ Differentiated instruction allows students to choose tasks that are at their level, and
complete work that complements their learning styles.
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used to discover
which I wish to share with the
teachers?

Prepared by: Checked by: Noted by:

DHANLIE MAE M. BALONCIO CRIZA BENNETH L. SARMIENTO WILLIAM B. BARTOLOME

Teacher I Head Teacher I Principal III