Annex 2C to DepEd Order No. 42, s.

2016
GRADES 1 TO 12 School FRANCISCO P. CONSOLACION HIGH SCHOOL Grade Level GRADE 9 – Mahogany
DAILY LESSON LOG Teacher MR. JOHN LOPE L. BARCE Learning Area MATHEMATICS
Teaching Dates and Time (8:45-9:45 AM) Quarter 3RD QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES a. Recall the different a. Determine the a. Determine the a. Recognize the
kinds of quadrilaterals. conditions that make a conditions that make a characteristics of a
b. Identify quadrilaterals quadrilateral a quadrilateral a parallelogram.
that are parallelogram. parallelogram. parallelogram. b. Find the measure of
c. Appreciate the b. Identify and state if the b. Apply the conditions to sides and angles of a
importance of quadrilateral is a prove that a parallelogram.
quadrilaterals in real – parallelogram using the quadrilateral is a c. Shows camaraderie in
life. given condition. parallelogram. doing an activity.
c. Show camaraderie in c. Show camaraderie in
doing the activity. doing the activity.
A. Content Standards The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.
B. Performance Standards The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate and accurate representation.
C. Learning Competences/Objectives ICL (Individual or
Write the LC code for each (M9GE- IIIa-1) (M9GE-IIIa-2) (M9GE-IIIa-2) (M9GE- IIIb-1)
Cooperative Learning)
II. CONTENT Quadrilaterals: Parallelograms Conditions for a Parallelogram Conditions for a Parallelogram Properties of a Parallelogram
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials pages 305 – 309 309 – 311 309 – 311 317 – 318
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
None None None None
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Preliminary Activity:
presenting the lesson RECALL
Showing pictures on the TV The students will look around Preliminary Activity
Crossword Puzzle
screen and letting each learner inside their classroom to look for Name the parallelogram using
study the features of each a parallelogram - shaped object its vertices.
Learners’ Material p.310
picture.
B. Establishing a purpose for the Answer the following: Group Activity Answer the questions below:
lesson 1. What have you 1. In the previous activity,
observed on the what is common to all
pictures shown on the the parallelograms?
TV screen? 2. How is quadrilateral
2. Which of the pictures KIND similar to
represents a quadrilateral WISE?
quadrilateral? 3. In your own words,
 3. Can you give some
significance of their
describe the
designs?
characteristics of a
4. What kind of
parallelogram.
quadrilaterals are
shown by the pictures?
C. Presenting examples/instances Activity:
of the new lesson Teaching/Modelling Teaching/Modelling Teaching/Modelling
REFRESH YOUR MIND!
Illustrative Examples Illustrative Examples Illustrative Examples
D. Discussing new concepts and Study the schematic diagram Directions: Apply the condition
practicing new skills #1 of quadrilateral to make quadrilateral HOPE a
parallelogram.

Revisit the CHECK YOUR

GUESS Activity
Answer the following which
involve the properties of a
Independent Activity
parallelogram.

E. Discussing new concepts and Based on the activities, what

practicing new skills #1 conditions guarantee that the
figure is a parallelogram?

Directions: Identify the

condition guarantee that
MATH is a parallelogram.

Analysis! GROUP ACTIVITY

BEST is a parallelogram.
Diagonals BS and ET bisect each
other at O.

F. Developing mastery PLOT! CONNECT! IDENTIFY! For each of the following, Determine the value of the
(Leads to Formative Assessment 3)
state the condition that indicated variables so that the
 supports why quadrilaterals
LOEV is a parallelogram.
given quadrilateral is a
parallelogram

G. Finding critical application of Problem Solving Problem Solving Apply the condition to prove
concepts and skills in daily living GROUP ACTIVITY:
that the frame is a parallelogram.
H. Making generalizations and Conditions that guarantee a Things to Remember
abstractions about the lesson quadrilateral a parallelogram:
Aside from the definition of
Things to remember:
1. Opposite sides of a parallelogram, it has two pairs of
1. Quadrilateral is a closed figure
parallelogram are parallel sides, any of the following
with four sides. 1. Parallelogram is a
congruent. conditions can be used to prove that
2. Parallelogram is a quadrilateral quadrilateral where
2. Opposite angles of a a quadrilateral is parallelogram.
with two pairs of opposite sides both pairs of opposite
parallelogram are
parallel. sides are parallel.
congruent. 1. If both pairs of opposite
3. Rectangle is a parallelogram 2. Rectangle is a
3. Consecutive angles of a sides are congruent.
with all angles are right. parallelogram with four
parallelogram are 2. If both pairs of opposite
4. Rhombus is a parallelogram right angles.
supplementary. angles are congruent.
with all sides are congruent. 3. Rhombus is a
4. The diagonals of a 3. If any consecutive
5. Square is a rectangle with all parallelogram with four
parallelogram bisect angles of a
sides congruent and a rhombus congruent sides.
each other. parallelogram are
with all angles are right. 4. Square is a
5. Either diagonal of a supplementary.
parallelogram with four
parallelogram forms 4. If the diagonals bisect
right .
two congruent triangles. each other.
5. If opposite sides is
congruent and parallel.
I. Evaluating Learning Revisit the CHECK YOUR GUESS at
Quiz Quiz Discussion of the Group Activity
preliminary part and see if your
guesses were right or wrong.
J. Additional activities for Determine the value of the
application or remediation Assignment Follow-up
indicated variables so that the given Problem Solving
quadrilateral is a parallelogram.
V. REMARKS __Lesson Learned: Move on to the next __Lesson Learned: Move on to the next __Lesson Learned: Move on to the next __Lesson Learned: Move on to the next
objective objective objective objective
__Lesson not carried __Lesson not carried __Lesson not carried __Lesson not carried
VI. REFLECTION
__Students did not find difficulties in __Students did not find difficulties in __Students did not find difficulties in __Students did not find difficulties in
A. No. of learners who answering their lesson. answering their lesson. answering their lesson. answering their lesson.
earned 80% in the __ Students found difficulties in __ Students found difficulties in __ Students found difficulties in __ Students found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson.
evaluation __ Students did not enjoy the lesson __ Students did not enjoy the lesson __ Students did not enjoy the lesson __ Students did not enjoy the lesson
because of lack of knowledge, skills, because of lack of knowledge, skills, because of lack of knowledge, skills, because of lack of knowledge, skills,
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson.
__ Students were interested on the __ Students were interested on the __ Students were interested on the __ Students were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
__ Students mastered the lesson __ Students mastered the lesson __ Students mastered the lesson __ Students mastered the lesson
 despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by
the teacher. the teacher. the teacher. the teacher.
__ Students of the pupils finished __ Students of the pupils finished __ Students of the pupils finished __ Students of the pupils finished
their work on time. their work on time. their work on time. their work on time.
__Some Students did not finish their __Some Students did not finish their __Some Students did not finish their __Some Students did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior. behavior.
__ of learners who earned 80% __ of learners who earned 80% above __ of learners who earned 80% __ of learners who earned 80% above
B. No. of learners who above above
require additional
activities for
remediation
__of learners who require additional __of learners who require additional __of learners who require additional __of learners who require additional
C. Did the remedial lessons activities for remediation. activities for remediation. activities for remediation. activities for remediation.
work? No of learners
who have caught up
with the lesson
__Yes __No __Yes __No __Yes __No __Yes __No
D. No. of learners who ___of learners who caught up the ___of learners who caught up the ___of learners who caught up the ___of learners who caught up the
continue to require lesson lesson lesson lesson
remediation
__ of learner who continue to __ of learner who continue to require __ of learner who continue to require __ of learner who continue to require
E. Which of my teaching require remediation. remediation. remediation. remediation.
strategies worked well?
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
F. What difficulties did I ___Tactile, concrete experiences ___Tactile, concrete experiences ___Tactile, concrete experiences ___Tactile, concrete experiences
encounter which my in Science: Using 3-dimensional in Science: Using 3-dimensional in Science: Using 3-dimensional in Science: Using 3-dimensional
objects in science instruction. objects in science instruction. objects in science instruction. objects in science instruction.
principal or supervisor __Think-alouds: using explicit __Think-alouds: using explicit __Think-alouds: using explicit __Think-alouds: using explicit
can help me solve? explanations of the steps of problem explanations of the steps of problem explanations of the steps of problem explanations of the steps of problem
solving through teacher modeling solving through teacher modeling solving through teacher modeling solving through teacher modeling
metacognitive thought. metacognitive thought. metacognitive thought. metacognitive thought.
__Model-lead-test strategy __Model-lead-test strategy __Model-lead-test strategy __Model-lead-test strategy (MLT):
(MLT): 3 stage process for teaching (MLT): 3 stage process for teaching (MLT): 3 stage process for teaching 3 stage process for teaching students
students to independently use students to independently use students to independently use to independently use learning
learning strategies: 1) teacher learning strategies: 1) teacher learning strategies: 1) teacher strategies: 1) teacher models correct
models correct use of strategy; 2) models correct use of strategy; 2) models correct use of strategy; 2) use of strategy; 2) teacher leads
teacher leads students to practice teacher leads students to practice teacher leads students to practice students to practice correct use; 3)
correct use; 3) teacher tests’ correct use; 3) teacher tests’ correct use; 3) teacher tests’ teacher tests’ students’ independent
students’ independent use of it. students’ independent use of it. students’ independent use of it. use of it.
__Graphic organizers: visual __Graphic organizers: visual __Graphic organizers: visual __Graphic organizers: visual
displays to organize information into displays to organize information into displays to organize information into displays to organize information into
things like trees, flowcharts, webs, things like trees, flowcharts, webs, things like trees, flowcharts, webs, things like trees, flowcharts, webs,
etc. etc. etc. etc.
Other techniques and strategies Other techniques and strategies Other techniques and strategies Other techniques and strategies
used: used: used: used:
__Repetition __Repetition __Repetition __Repetition
__Science Games __Science Games __Science Games __Science Games
__Manipulative Tools __Manipulative Tools __Manipulative Tools __Manipulative Tools
__Pair work __Pair work __Pair work __Pair work
__Explicit teaching __Explicit teaching __Explicit teaching __Explicit teaching
__Group Collaboration __Group Collaboration __Group Collaboration __Group Collaboration
__Carousel __Carousel __Carousel __Carousel
__Diads __Diads __Diads __Diads
__Differentiated Instruction __Differentiated Instruction __Differentiated Instruction __Differentiated Instruction
__Discovery Method __Discovery Method __Discovery Method __Discovery Method
__Lecture Method __Lecture Method __Lecture Method __Lecture Method
Why? Why? Why? Why?
 __Complete IMs __Complete IMs __Complete IMs __Complete IMs
__Availability of Materials __Availability of Materials __Availability of Materials __Availability of Materials
__ Student’s eagerness to learn __ Student’s eagerness to learn __ Student’s eagerness to learn __ Student’s eagerness to learn
__Group members __Group members __Group members __Group members
collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing
their tasks their tasks their tasks their tasks
__Audio Visual Presentation of the __Audio Visual Presentation of the __Audio Visual Presentation of the __Audio Visual Presentation of the
lesson lesson lesson lesson
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
G. What innovation or __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
localized materials did I Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__Localized Videos __Localized Videos __Localized Videos __Localized Videos
use/discover which I __Making big books from views of __Making big books from views of the __Making big books from views of __Making big books from views of the
wish to share with other the locality locality the locality locality
__Recycling of plastics to be used as __Recycling of plastics to be used as __Recycling of plastics to be used as __Recycling of plastics to be used as
teachers. Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__local poetical composition __local poetical composition __local poetical composition __local poetical composition
For improvement, enhancement, and/or clarification of any DepEd materials used, kindly submit feedback to [email protected]

Prepared by:
JOHN LOPE L. BARCE Checked by:
GUALBERTO V. CANOY, JR.

Date:_____________________________