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
lesson Answer the following:
1. What have you
Answer the questions below:
observed on the
1. In the previous activity,
pictures shown on the
what is common to all
TV screen?
the parallelograms?
2. Which of the pictures
Group Activity 2. How is quadrilateral
represents a
KIND similar to
quadrilateral?
quadrilateral WISE?
3. Can you give some
3. In your own words,
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
practicing new skills #1 of quadrilateral
Directions: Apply the condition
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

Directions: Identify the
practicing new skills #1 conditions guarantee that the
condition guarantee that
figure is a parallelogram?
MATH is a parallelogram.

Analysis! GROUP ACTIVITY

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

F. Developing mastery For each of the following,

(Leads to Formative Assessment 3)
state the condition that
Determine the value of the
supports why quadrilaterals
indicated variables so that the
PLOT! CONNECT! IDENTIFY! 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
A. No. of learners who __Students did not find difficulties in __Students did not find difficulties in __Students did not find difficulties in __Students did not find difficulties in
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
evaluation answering their lesson. answering their lesson. answering their lesson. answering their lesson.
__ 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 their __ Students of the pupils finished their __ Students of the pupils finished their __ Students of the pupils finished their
work on time. work on time. work on time. 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.
B. No. of learners who __ of learners who earned 80% above __ of learners who earned 80% above __ of learners who earned 80% above __ of learners who earned 80% above

require additional
activities for
remediation
C. Did the remedial lessons __of learners who require additional __of learners who require additional __of learners who require additional __of learners who require additional
activities for remediation. activities for remediation. activities for remediation. activities for remediation.
work? No of learners
who have caught up
with the lesson
D. No. of learners who __Yes __No __Yes __No __Yes __No __Yes __No
___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
E. Which of my teaching __ of learner who continue to require __ of learner who continue to require __ of learner who continue to require __ of learner who continue to require
remediation. remediation. remediation. remediation.
strategies worked well?
F. What difficulties did I Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Tactile, concrete experiences in ___Tactile, concrete experiences in ___Tactile, concrete experiences in ___Tactile, concrete experiences in
encounter which my Science: Using 3-dimensional objects Science: Using 3-dimensional objects Science: Using 3-dimensional objects Science: Using 3-dimensional objects in
principal or supervisor in science instruction. in science instruction. in science instruction. science instruction.
__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 (MLT): 3 __Model-lead-test strategy (MLT): 3 __Model-lead-test strategy (MLT): 3 __Model-lead-test strategy (MLT): 3
stage process for teaching students stage process for teaching students to stage process for teaching students to stage process for teaching students to
to independently use learning independently use learning strategies: independently use learning strategies: independently use learning strategies:
strategies: 1) teacher models correct 1) teacher models correct use of 1) teacher models correct use of 1) teacher models correct use of
use of strategy; 2) teacher leads strategy; 2) teacher leads students to strategy; 2) teacher leads students to strategy; 2) teacher leads students to
students to practice correct use; 3) practice correct use; 3) teacher tests’ practice correct use; 3) teacher tests’ practice 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 displays to __Graphic organizers: visual displays __Graphic organizers: visual displays to
__Graphic organizers: visual displays organize information into things like to organize information into things like organize information into things like
 to organize information into things like trees, flowcharts, webs, etc. trees, flowcharts, webs, etc. trees, flowcharts, webs, etc.
trees, flowcharts, webs, etc. Other techniques and strategies used: Other techniques and strategies used: Other techniques and strategies used:
Other techniques and strategies 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
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__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
use/discover which I __Localized Videos __Localized Videos __Localized Videos __Localized Videos
__Making big books from views of the __Making big books from views of the __Making big books from views of the __Making big books from views of the
wish to share with other locality locality locality locality
teachers. __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
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 bld.tld@deped.gov.ph

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

Date:_____________________________