ATLU – BOLA HIGH SCHOOL

Region III
Division of Mabalacat City
Mabalacat City
A. Content Standards The learner demonstrates understanding of key concepts of
DAILY LESSON LOG IN MATHEMATICS 9
parallelograms and triangle similarity
B. Performance Standards The learner is able to investigate, analyze and solve
SCHOOL problems
ATLU – BOLA HIGHinvolving
SCHOOL parallelograms
GRADEand triangle similarity
LEVEL NINE
GRADE through appropriate and accurate representation.
TEACHER GLADYS L. HALILI LEARNING AREA MATH
NINE Learning Competency: Determines the conditions that
DAILY guarantee a quadrilateral aQUARTER THIRD
parallelogram. (M9GE-IIIa-2)
DATE/TIME FEBRUARY 21,2022/1:00-
LESSON QUARTER
Learning
2:00pmObjectives:
LOG
C. Learning Competencies/ Objectives 1. Determine the different properties of parallelograms
WEEK 1 2.FEBRUARY 21,2022
Enumerate parts of a parallelogram that are congruent
OBJECTIVES 3. Show interest through active participation

I. CONTENT Quadrilaterals that are Parallelograms

II. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 210-211
2. Learner’s Materials Pages 309-314
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources protractor, graphing paper, ruler, pencil, compass, adhesive
III. PROCEDURES .
The teacher reviews the lesson and asks following
questions:
1.What is a parallelogram?
2. What quadrilaterals are considered to be
parallelograms?
A. Review previous lesson or presenting the new
lesson
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
B. Establishing a purpose for the lesson
conditions that guarantee a quadrilateral is a parallelogram
in order to solve problems related to it easily.
The teacher directs students to instructs them to do Activity
C. Presenting examples/ instances of the new
5: Fantastic Four of LM p. 309. After the time limit, students
lesson
then show their answers to the class.
D. Discussing new concepts and practicing new
skills #1 Expected Answer to the table:

In your Are the

drawing , measurements
Measurement
identify the equal or not
following equal?
Pairs of Answers Vary. Equal
opposite
sides
 Pairs of
opposite Equal
angles
Pairs of
consecutive Not Equal
angles
Pairs of
segments
formed by Equal
intersecting
diagonals

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 diagonals?
Expected answers:
1. Equal
2. Equal
3. 1800
4. Equal

The teacher directsstudents to read about the Properties of

Parallelograms found on p.310 of LM.
E. Discussing new concepts and practicing new The teacher then discusses the Properties of Parallelogram
skills #2 on p. 310 of LM.
F. Developing mastery (leads to formative By pair, the teacher gives this short activity for student’s
assessment 3) practice.
Given parallelogram MATH, with diagonals HA and MT that
intersects at point S. Fill In the blanks.

M A

S
H T

Name the congruent:

Sides: _________ & _________
Angles: _________ & _________
Segments: _________&_________
Triangles: _________&_________
Which angles are supplementary?
________, ________, ________& ________
 Answer Key:
Congruent sides: sides MA & AT, sides KH & AT
Congruent angles: <M &<T, <H &<A
Congruent Segments:HS & AS, MS & TS
Congruent Triangles:Triangles HMA & ATM, Triangles MHT
& TAM
Supplementary Angles:<M&<A, <A&<T, <T&<H, <H&<M
G. Finding practical applications of concepts and
skills in daily living
To summarize the lesson, the teacher uses the following
questions:
1. Which parts of a quadrilateral are
congruent, if it’s a parallelogram?
2. What is the relationship of any 2
consecutives angles of a parallelogram?
3. What does a diagonal do to a
H. Making generalizations and abstractions about parallelogram?
the lesson
Expected Answers:
1. Opposite sides, opposite angles, segments of a
diagonal.
2. They are supplementary or their sum results to a
sum of 180° .
3. It divides the parallelogram into 2 equal triangles.

I. Evaluating Learning The teacher gives this short quiz for student to answer
individually.

Write T if the statement is true and f if false.

1. A quadrilateral is parallelogram if it has 2

pairs of parallel sides.
2. The consecutive sides of a parallelogram
are equal in measure.
3. Opposite angles of a parallelogram are
supplementary.
4. Supplementary angles are angles whose
sum is 90° .
5. The diagonal of any parallelogram creates
2 identical triangles.
6. If <J is opposite to <K in a parallelogram,
then they are congruent.
7. In parallelogram, LOVE,<L≅ <E.
8. In the same parallelogram LOVE, <L is
supplementary to <V.
9. In a parallelogram, the diagonals bisect
each other.
10. If <A= 87° and is consecutive to <B, then
<B measures 103° .

Answer Key:
1.True 6. True
2. False 7. False
3. False 8. False
4. False 9. True
5. True 10. False
J. Additional activities or remediation Answer Check Your Guess 2 p. 310 of LM.
IV.REMARKS
V. REFLECTION
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

Prepared by: Checked:

Gladys L. Halili Carlito M. Pangilinan,Jr.

Grade 9- Math Teacher Head Teacher Designate in Math

Noted:

Ismael S. Delos Reyes

School Head