School KABACAN NATIONAL HIGH SCHOOL

DAILY LESSON Teacher CHEM D. OYASAN

PLAN Learning Area MATHEMATICS 9
Quarter 3rd
Date & Time Nov. 19, 2019 /7:50-8:50/ 9:40 – 10:40/ 10:40-11:40/1:00–2:00

I. OBJECTIVES :
A Content Standard
B Performance Standard
C Learning Competency Code
Learning
Competency/Objectives
a. Cognitive
1. Psychomotor
2. Affective
II CONTENT
III LEARNING RESOURCES
A References
1.  Teacher’s Guide pages
2.  Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B Other Learning Resource
IV. PROCEDURES
A Reviewing previous lesson or
presenting the new lesson
B Establishing a purpose for the
lesson
C Presenting
examples/Instances of the
new lesson
D Discussing new concepts and
practicing new skills # 1
The learner demonstrates understanding of key concepts of parallelograms
and triangle similarity.
The learner is able to investigate, analyze, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representations.
M9GE-111a-1: Identifies quadrilaterals that are parallelograms.
At the end of the lesson, at least 80% of the students will be able to
Identifies quadrilaterals that are parallelograms.
Students participate actively during class discussion or activity.
Students share their ideas to their classmates during discussion or reporting.
pp. 309 – 310
pp. 309 – 310
Ask the students to construct a diagram of a quadrilateral.
Ask the students the following.
1. What instrument can we use in measuring an angle?
2. What measurement can we use in measuring a side of a
quadrilateral?
State that the lesson is about determining the conditions that make a
quadrilateral a parallelogram.
Let the students go to their groups and let them answer the given sets of
activities.
“ FANTASTIC FOUR”
Procedures:
1. The teacher will give figures to each group. Each group will receive a
parallelogram, rectangle, rhombus and square.
2. Measure the sides and the angles, and record your findings in the
table below.
3. Draw the diagonals and measure the segments formed by the
intersecting diagonals. Record your findings in the table.
4. After, answer the questions that follow.
IDENTIFY THE FIGURES MEASUREMENT ARE THE MEASUREMENTS
FOLLOWING: EQUAL OR NOT EQUAL?
PAIRS OF OPPOSITE PARALLELOGRAM
SIDES

RECTANGLE

RHOMBUS

SQUARE

PAIRS OF OPPOSITE PARALLELOGRAM

ANGLES

RECTANGLE

RHOMBUS

SQUARE

PAIRS OF PARALLELOGRAM
CONSECUTIVE
ANGLES

E Discussing new concepts and
practicing new skills # 2
F F. Developing Mastery
(Leads to Formative
Assessment 3)
G Finding practical application
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 who scored
below 80%
C Did the remedial lessons
RECTANGLE
RHOMBUS
SQUARE
PAIRS OF PARALLELOGRAM
SEGMENTS FORMED
BY INTERSECTING
DIAGONALS. RECTANGLE
RHOMBUS
SQUARE
QUESTIONS:
1. Based on the table, what is true about the following?
a) Pairs of opposite sides?
b) Pairs of opposite angles
c) Pairs of consecutive angles
d) Pairs of segments formed by intersecting diagonals
2. What does each diagonal do to a parallelogram?
3. Make a conjecture about the two triangles formed when a diagonal of
each figure is drawn?
4. Do the findings apply to all kinds of parallelogram?
Discuss one example why trapezoid and kite are not parallelogram.
Let the students answer the following:
1. The opposite sides of a parallelogram are _____________.
2. The opposite angles of a parallelogram are __________________.
3. The consecutive angles of a parallelogram are ________________.
4. The diagonals of a parallelogram ________________ each other.
5. The diagonals of a parallelogram form two ____________________.
Ask the students the following:
How to determine if a quadrilateral is a parallelogram? State each
condition.
Complete the statements that follow using the correct words/phrases based
on the activity.
CONDITIONS THAT GUARANTEE THAT A QUADRILATERAL A
PARALLELOGRAM
1. A quadrilateral is a parallelogram if both pairs of _____________
sides are _______________.
2. A quadrilateral is a parallelogram if both pairs of _____________
angles are _______________.
3. A quadrilateral is a parallelogram if both pairs of _____________
angles are _______________.
4. A quadrilateral is a parallelogram if the ___________ bisect each
other.
A quadrilateral is a parallelogram if each __________________ divides a
parallelogram into two congruent ________________.
The learner demonstrates understanding of key concepts of parallelograms
and triangle similarity.
 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 by: Noted by:

CHEM D. OYASAN CRESENCIA B. GOMINTONG MT-II ELOISA R. AGNI RENE Q. PACOLOR, Ed.D.
Teacher Subject Specialist Head Teacher I Principal I