School: DR.

ALCANTARA NATIONAL HIGH SCHOOL Grade Level: 9

DAILY Teacher: JANICE T. DESEPIDA Learning Area: MATHEMATICS
LESSON WEEK 1 – FEB. 13-17, 2023
LOG Teaching Dates and G9 ARCEO 7:00AM - 8:00AM Quarter: 2nd QUARTER
Time: G9 HERNANDEZ 1:00AM- 2:00PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LEARNING MODALITY F2F F2F F2F F2F F2F
DATE 02-13-2023 02-14-2023 02-15-2023 02-16-2023 02-17-2023
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of quadrilaterals.
B. Performance
Standards
The learner is able to investigate, analyze, and solve problems involving quadrilaterals through appropriate and accurate representation.
C. Learning Learning Competency: Identifies Learning Competency: Determines the Learning Competency: Determines Learning Competency: Determines the
Competencies/ quadrilateral that are parallelograms. conditions that guarantee a the conditions that guarantee a conditions that guarantee a
Objectives (M9AL-IIIa-1) quadrilateral a parallelogram. (M9GE- quadrilateral a parallelogram. quadrilateral a parallelogram.
Write the LC code for Learning Objectives: IIIa-2) (M9GE-IIIa-2) (M9GE-IIIa-2)
each
1. Identify quadrilateral that are Learning Objectives: Learning Objectives: Learning Objectives:
parallelograms. 1. Determine the different properties 1.Determine the different properties of 4. Determine the different properties
2. Determine the properties of a of parallelograms parallelograms of parallelograms
parallelogram. 2. Enumerate parts of a 2.Enumerate parts of a parallelogram 5. Enumerate parts of a
3. Participate actively in class/group parallelogram that are congruent that are congruent parallelogram that are congruent
discussions/interactions. 3. Show interest through active 3.Show interest through active 6. Show interest to the day’s tasks
participation participation through active participation

II. CONTENT Quadrilaterals that are Parallelograms

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Pages 208-211
2. Learner’s Materials
pages
Pages 305-314
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Lesson Guide
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher lets the students cite an 1. What is a parallelogram? 1.What are the different properties of The teacher gives key words and
lesson or presenting the example of polygon having four sides. 2. What quadrilaterals are considered a parallelogram? students explain the words based on
new lesson to be parallelograms? 2.What is the relationship of the their understanding of the previous
opposite angles of a parallelogram? lesson.
Consecutive angles? 1. Bisecting
3.What does a diagonal do with the 2. 180°
parallelogram? 3. Parallel
4. Triangles
5. Congruent
B. Establishing a The teacher lets the students realize The teacher lets the students realize The teacher lets the students realize The teacher lets the students realize
purpose for the lesson that recognizing those polygons are the importance of knowing the the importance of knowing the the importance of knowing the
important skills needed to understand properties of parallelograms and the properties of parallelograms and the properties of parallelograms and the
the concept of quadrilaterals. conditions that guarantee a conditions that guarantee a conditions that guarantee a
quadrilateral is a parallelogram in order quadrilateral is a parallelogram in
to solve problems related to it easily. order to solve problems related to it quadrilateral is a parallelogram in
easily. order to solve problems related to it
easily.
C. Presenting In groups of four, do Activity 2: Refresh Activity 5: Fantastic Four of LM p. 309. Activity 6.1: Draw Me! Of LM p. 311- In pairs answer Activity 6.2: Defense!
examples/instances of Your Mind found on page 306 of the After the time limit, students then show 312. The activity can be done by Defense of LM p. 313-314.
the new lesson Learner’s Module. their answers to the class. assigning an item to every group.
Group 1- #1 Group 4- #4
Group 2-# 2 Group 5-# 5
Group 3- # 3
D. Discussing new The teacher discusses with the 1.What can you say about the 1.How did you find the activity? The teacher then checks students
concepts and practicing students the process of arriving at the measure of the opposite sides of every Difficult answers:
new skills #1 answer of each number in Activity 2. figure? 2.Did you follow the steps
Illustrate thoroughly the definition of 2.What have you observed with the accordingly? No Answer in the Activity:
different quadrilaterals presented on measures of opposite angles? 3.Based on your illustrations, fill in the 1.Two pairs of opposite sides are
page 306 of the Learner’s Module. 3.What is the sum of every 2 blanks of the questions on p. 312 of congruent because AD & BC are 7 and
consecutive angles? your LM. AB & DC are 6.
4.What can you say about the The teacher informs students that the 2.Two pairs of opposite angles are
segments formed by the intersecting activity has something to do with the congruent or pairs of consecutive
diagonals? conditions that guarantee that a angles are supplementary as shown.
quadrilateral is a parallelogram. 3.The diagonals bisect each other
because of similar markings
4.A diagonal of a parallelogram forms
two congruent triangles because of
SSS congruence Postulate.
E. Discussing new Properties of Parallelogram on p. 310 The teacher then discusses the
concepts and practicing of LM. conditions that guarantee a
new skills #2 quadrilateral is a parallelogram on p.
312 of LM.
F. Developing mastery In pairs, the teacher lets the students By pair, the students will do the 1. The teacher directs students to
(leads to Formative answer Activity 3: Plot, Connect, following activity check their answers on Check your
Assessment 3) Identify found on page 307 of the Given parallelogram MATH, with Guess 2 as they do self-correction.
learner’s Module. diagonals HA and MT that intersects at The teacher just calls
point S. Fill In the blanks. representatives to share answers
to the class.

Name the congruent:

Sides: _________ & _________
Angles: _________ & _________
Segments:_________ & _________
Triangles:_________ & _________
Which angles are supplementary?
________, ________, ________ &
________
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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 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: Noted:

JANICE T. DESEPIDA OSCAR DUKE D. BAHIO IV

Teacher I Teacher-In-Charge