School Col. Lauro D.

Dizon Memorial Integrated High School Grade Level Nine

Grades 1 to 12
Teacher KIRSTIE MARICE R. CALABIA Learning Area Mathematics
Daily Lesson Log
Teaching Dates and Time February 5 - 9, 2024
12:00 - 12:45 Saffron 2:15 – 3:00 Red
Quarter Third
12:45 - 1:30 White 4:05 – 4:50 Tangerine
1:30 - 2:15 Queenblue 4:50 – 5:35 Ultramarine
Monday Tuesday Wednesday Thursday Friday
February 5, 2024 February 6, 2024 February 7, 2024 February 8, 2024 February 9, 2024
At the end of the lesson, students are able to:
1) Identify quadrilaterals that are parallelogram;
I. OBJECTIVES
2) Determine the conditions that make a quadrilateral a parallelogram; and
3) Find the measure of sides and angles of a parallelogram.
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 Competencies/Objectives
M9GE-IIIa-1 M9GE-IIIa-2 M9GE-IIIa-2 HOLIDAY
Write the LC code for each M9GE-IIIa-3
PARALLELOGRAMS
II. CONTENT Quadrilaterals that are DAY 1: Conditions for a DAY 2: Conditions for a
Properties of a Parallelogram
Parallelograms Parallelogram Parallelogram
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages 194-196 211-213 211-213 212-213
2.Learner’s Materials pages LEAP Week 1 309-311 309-311 317-318
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
5. Other Learning Resources https://unacademy.com
These steps should be done across the week. Spread out the activities appropriately so that will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing the previous lesson or Review the definition of Students will look around inside Preliminary Activity
presenting the new lesson quadrilateral as a two- their classroom to look for a Name the parallelogram using
dimensional shape with four parallelogram-shaped object. its vertices.
sides, four vertices, and four
angles.
B. Establishing a purpose for the Relating. Ask students to Students will realize that Students will answer the
Lesson bring out their notebooks, recognizing those polygons are questions:
cellphones and important skills needed to 1. What is common to all
handkerchief. Choose a understand the concept of parallelogram?
learner to desccribe the quadrilateral. 2. How is quadrilateral KIND
characteristics of the items. similar to quadrilateral WISE?
3. Describe the characteristics
of a parallelogram.
C. Presenting examples /instances of Experiencing. Divide the class The teacher will let the
the new lesson into groups and provide each students, in groups of four, do Teaching/Modelling
a tape measure. Ask them to Activity: Refresh Your Mind. Illustrative Examples
measure a step in the
staircase, a paper, a door,
and a floor tile.
D. Discussing new concepts and Discuss the properties of a The teacher discusses with the Discuss the properties of a
practicing new skills #1 Parallelogram. students the process of arriving parallelogram.
at the answer of each number *Opposite sides of a parallelogram
in the activity. Illustrate are congruent.
thoroughly the definition of *Opposite angles of a
different quadrilaterals. parallelogram are congruent.
*Consecutive angles of a
parallelogram are supplementary.
*The diagonals of a parallelogram
bisect each other.
*Either diagonal of a parallelogram
forms two congruent triangles.
a. Discussing new concepts and Determine quadrilaterals that
GROUP ACTIVITY
practicing new skills #2 are parallelograms.
b. Developing mastery Applying. Students create a Working in pairs, the teacher Students will apply the
(Leads Formative Assessment 3) sketch of their dream house lets the students answer properties to Find the measure
showcasing parallelograms. activity: Plot, Connect, Identify of sides and angles of a
and answer the questions like: parallelogram.
1. Which among the figures are
parallelograms? Why?
2. Which among the figures are
not parallelograms? Why?
c. Finding practical applications of Cooperating. Students work Students in pair will plot,
concepts and skills in daily living on pairs and solve problems connect, & identify the figures
on properties of using the definitions of
Parallelograms. parallelogram.
d. Making generalizations and Transferring. Students share Students will share what they
 abstractions about the lesson what they had learned to the have learned to their
class. classmates.
e. Evaluating learning Students answer a 5-item Students answer a 5-item
activity. activity (Parallelogram or not)
f. 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
who scored below 80 %
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 innovations or localized
materials did I use/discover which I
wish to share with other teachers

Prepared by: Checked by: Noted:

KIRSTIE MARICE R. CALABIA ANALYN P. DADIVAS DEBIE B. MONTECER LINA M. LAGURAS, EdD
Teacher III Head Teacher II, Mathematics Assistant Principal I Principal IV