Scribd
Upload
3 views

DLL-FormatHOTS

The document outlines a daily lesson plan for Mathematics 9 at Motiong National High School, focusing on parallel and perpendicular lines. It includes objectives, learning resources, procedures, and evaluation methods to help students understand geometric concepts and their real-life applications. The lesson aims to enhance students' skills in constructing and identifying these lines while assessing their understanding through various activities.

Uploaded by

Nida Cerdena Dacutanan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
3 views

DLL-FormatHOTS

The document outlines a daily lesson plan for Mathematics 9 at Motiong National High School, focusing on parallel and perpendicular lines. It includes objectives, learning resources, procedures, and evaluation methods to help students understand geometric concepts and their real-life applications. The lesson aims to enhance students' skills in constructing and identifying these lines while assessing their understanding through various activities.

Uploaded by

Nida Cerdena Dacutanan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

MOTIONG NATIONAL HIGH SCHOOL

DAILY LESSON LOG IN MATHEMATICS 9

School MOTIONG NATIONAL HIGH SCHOOL Grade 7- Aguinaldo


Level
Teacher Learnin Mathematics
g Area
Teaching Date and
Quarter Third
Time
I. OBJECTIVE
S
A. Content The learner demonstrates understanding of key concepts of Geometry of
Standards shapes and sizes, and geometric relationships.
B. Performance The learner is able to create models of plan figures and formulate and solve
Standards accurately authentic problems involving sides and angles of a polygon
The learner derives relationships of geometric figures using measurements;
perpendicular and parallel lines. M7GE-IIIb-1
C. Learning 1. Define parallel and perpendicular lines.
Competencies 2. Construct parallel and perpendicular lines.
/ Objectives 3. Appreciate the importance of parallel and perpendicular lines concepts in
real life situations

II. CONTENT PARALLEL LINES AND PERPENDICULAR LINES


III. LEARNING
RESOURCE
S
1. Teacher’s
PP. 107-109
Guide pages
2. Learner’s
Materials PP. 200-205
pages
3. Textbook
pages
4. Additional Geometry III by Dionisio,j.d. et al pp. 82-84 e-math Geometry by Oronce O.A
Materials from and Mendoza, M.O pp 102-103
Learning
Resource (LR)
portal
A. Other
Learning
Resources
IV. PROCEDUR
E
A. Review Common relationships between two distinct lines can be found in our
previous surroundings. Based on the given illustrations, define the terms: intersecting
lesson or lines, skew lines, perpendicular lines and parallel lines in your own words.
presenting the
(Refer to the figure on a Power point)
new lesson
B. Establishing a Look around the classroom. Find a model of parallel lines and perpendicular
purpose for lines.
the lesson
C. Presenting Teaching/Modelling
examples/ Models of parallel lines and perpendicular lines in the environment.
MOTIONG NATIONAL HIGH SCHOOL
DAILY LESSON LOG IN MATHEMATICS 9

instances of
the new
lesson
D. Discussing Naming parallel and perpendicular lines
new concepts
and practicing
new skills #1
E. Discussing 1.When do we say that lines are parallel? Perpendicular?
new concepts 2.How do you construct parallel lines? Perpendicular lines?
and practicing
new skills #2
Given the figure below, identify the following:

L
Q

F. Developing
mastery (leads P
to formative M
assessment 3)

N
1. Parallel Lines
2. Perpendicular line O

G. Finding How can the concept of parallel and perpendicular lines be used in real life?
practical
applications of
concepts and
skills in daily
living
H. Making Parallel lines are coplanar lines that do not intersect. The symbol for parallel
generalization\ is ║. To check whether two lines are parallel, they must be equidistant to
s and each other. Perpendicular lines are lines that intersect at right angles. The
abstractions symbol for perpendicular is . When the intersection of segments and
about the rays form right angles, then they are considered perpendicular.
lesson
Construct parallel/ perpendicular lines based on the following condition.
1. DE is parallel to FG
I. Evaluating
2. ST is perpendicular to RQ
Learning
3. AB is parallel to DE and CF is perpendicular to AB and DE

J. Additional
activities or
remediation
V. REMARKS
VI. REFLECTION
MOTIONG NATIONAL HIGH SCHOOL
DAILY LESSON LOG IN MATHEMATICS 9

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 and verified by:

NIDA C. DACUTANAN RODITO L. BARASTAS JR.


Subject Teacher Head Teacher IV
MOTIONG NATIONAL HIGH SCHOOL
DAILY LESSON LOG IN MATHEMATICS 9

Noted:

RODOLFO J. NABUAL, PhD.


School Principal I

RODOLFO J. NABUAL, PhD


School Principal IV

You might also like