Community Learning Center Malhacan IS, Langka IS, Lawa ES Program A&E

Learning Facilitator Jocelyn B. Bastino Literacy Level LE/AE/LS/AS

ALTERNATIVE Month and Quarter Learning Strand LS 3 Mathematics and
LEARNING SYSTEM Problem Solving Skills
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards Numeracy Skills

B. Performance Standards Acquire mathematical skills for personal and social effectiveness.

Demonstrate knowledge and skills involving geometric shapes/figures and its application to daily lives.

C. Learning Competencies/ Objectives Knowledge:

Write the LC code for each.  Identify the different parts of a right triangle. LS2CP/NS-NS-PSC-AS-21
Skill: Solve problems involving angles using Pythagorean Theorem.

Attitude: Appreciate the importance of the Pythagorean Theorem in real life situations.

II. CONTENT(Subject Matter) The Pythagorean Theorem and its Application in Real Life Situations

III. LEARNING RESOURCES

A. References
1. Session Guides pages

2. Module pages Lines and Angles, Lesson 4: The Power of Pythagoras pp. 26-30

B. Other Learning Resources activity sheets, cartolina, flash cards, manila paper, protractor
ALS k to 12 Basic Curriculum Guide, LS 3 Mathematical and Problem Solving Skills page 31

IV. PROCEDURES
A. Springboard/Motivation (Establishing a Activity 1
purpose for the lesson)  Using flashcards, let the learners answer the following:
1x1=1 6x6=36
2x2=4 7x7=49
3x3=9 8x8=64
4x4=16 9x9=81
5x5=25 10x10=100

B. Activity (Review of previous lesson/s or Activity 2: Let’s Try This

Presenting the new lesson)
 Call learners to answer the following questions:
 What device is used in measuring angles?
 What are the four basic kinds of angles?
 Guide learners by giving the exact answers.
 Show to the learners the different kinds of angles

C. Analysis (Presenting examples/instances of Activity 3

the new lesson)
 Present the slide illustration
  Ask:
 When you were young, have you ever tried riding on a slide?
 How does it feel? Was it good?
 What angle is formed by the ladder and the ground?
 What is the distance from the ground to the top of the slide?
 How far is the lower end of the slide to the lower end of the ladder?
 How can we compute for the length of the slide?

D. Discussing new concepts and practicing new Presenting the Lesson

skills (sub-activity #1)

 Let the learners discover the derivation of the Pythagorean Theorem. (𝑐 2 = 𝑎2 + 𝑏 2 )

 Discuss the module with learner’s participation.

THE PYTHAGOREAN
THEOREM

Ask:
 What angle is formed by the bottom of the ladder to the lower end of the slide?
 How many squares are there in the side of the ground, the ladder and the slide?

 Present to the class the three steps in solving the Pythagorean Theorem.
F. Abstraction (Making generalizations about
the lesson)  What do you call the side opposite the right angle?

 What do you call the other two sides of a right triangle?

 What are the three steps in solving problems using the Pythagorean Theorem?

 What do you mean by congruency?

 How can you apply congruency in your life to your family, friends and community?

G. Application (Developing mastery) Activity 5

 Use the formula derived from the Pythagorean Theorem to solve the problem:

The foot of the ladder leaning against the wall is 5 feet away from the wall and
its top is 12 feet above the ground. What is the length of the ladder?

H. Valuing (Finding practical application Ask:

of concepts and skills in daily living)
 How do the Pythagorean Theorem help you and the people in your community?

I. Evaluation (Assessing learning) Activity 5: (Think-Pair-Share)

A park is in the shape of a rectangle 8 miles long and 6 miles wide. How much shorter is
your walk if you walk diagonally across the park than along the two sides of it?
 J. Agreement (Additional activities for  Make a research on how to solve for the legs of a right triangle.
application or remediation)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the There are three (3) learners who earned 80% in the evaluation.
evaluation
B. No. of learners who require additional There is one learner who is required additional activities for remediation.
activities for remediation
C. Did the remedial lessons work? No. of Yes, the remedial lesson works. There is one learner who have caught up with the lesson.
learners who have caught up with the
lesson
D. No. of learners who continue to require None
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:

JOCELYN B. BASTINO
Mobile Teacher- I

Process Observer:

JO-ANN S. DIEZ
Education Program Specialist II-ALS