Grade

MATH 9 School: SALVADOR NHS Level: 9

DAILY LESSON LOG Learning
Teacher: Area: MATHEMATICS
Teaching Dates and
Time: FEBRUARY 15, 2022 Quarter: 3RD QUARTER

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards parallelograms and triangle similarity.
The learner is able to investigate, analyze, and solve problems involving
B. Performance
Standards parallelograms and triangle similarity through appropriate and accurate
representation.
C. Learning The learner determines the conditions that make a quadrilateral a
Competencies parallelogram. (M9GE-IIIa-2)
Write the LC code
for each
D. Learning a. Determine the conditions that make a quadrilateral a parallelogram.
Objectives b. Apply the conditions to prove that a quadrilateral is a parallelogram
c. Show camaraderie in doing the activity.
II. CONTENT Conditions for a Parallelogram
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages 211– 213
2. Learner’s
Materials pages 309 – 311
3. Textbook pages
4. Additional
Materials from
www.regentsprep.org/regents/math/geometry/gp9/l parallelogram.htm
Learning
Resource
(LR)portal
B. Other Learning
Resources
IV. PROCEDUR
ES
A. Reviewing
previous lesson
or presenting The students will look around inside their classroom to look for a
the new lesson parallelogram - shaped object

B. Establishing a
purpose for the
lesson

C. Presenting These are some of the conditions which guarantee that a given quadrilateral is a
examples/ parallelogram:
 1. A quadrilateral is a parallelogram if both pairs of opposite sides are congruent.
2. A quadrilateral is a parallelogram if both pairs of opposite angles are congruent.
3. A quadrilateral is a parallelogram if pairs of consecutive angles are supplementary.
4. A quadrilateral is a parallelogram if the diagonals bisect at each other.
5. A quadrilateral is a parallelogram if each diagonal divides a parallelogram into two
congruent triangles.
6. A quadrilateral is a parallelogram if one pair of opposite sides are congruent and
parallel.

Note: In the next figures, please be guide with the identical “tick marks” to show
that the sides are congruent and the identical “arrowheads” to indicate the lines
are parallel.

instances of the
new lesson

Find the value of x for which ABCD is a parallelogram.

D. Discussing new
concepts and
practicing new
skills #1

E. Discussing
new concepts and
practicing new
skills#2

F.Developing Find the value of x for which □ABCD is a parallelogram.

mastery
(Leads to
Formative
Assessment 3)

G. Finding In the diagram below, AB and DC represent adjustable supports of a basketball hoop.
practical Explain why AD is always parallel to BC.
applications of
concepts and
 skills in daily
living

H. Making Things to Remember

generalizations
and abstractions Aside from the definition of parallelogram, it has two pairs of parallel sides,
about the lesson
any of the following conditions can be used to prove that a quadrilateral is
parallelogram.

1. If both pairs of opposite sides are congruent.

2. If both pairs of opposite angles are congruent.
3. If any consecutive angles of a parallelogram are supplementary.
4. If the diagonals bisect each other.
5. If opposite sides is congruent and parallel.
I. Evaluating Given m∠HEF = 1000. What must be m∠EFG and m∠GHE to prove that
learning quadrilateral EFGH is a parallelogram?

J. Additional
A lot of quadrilaterals are used in our daily life. In fact, many of the things
 activities for we see in our daily life resemble geometric shapes like circle, quadrilateral,
application or triangle, etc. Buildings, transportations, tools, toys, clothing, and even food,
remediation take some of these shapes for aesthetic appeal or for some practical
reasons.
Quadrilaterals are used in electronic devices like mobile phones, laptops,
computers, TVs, etc. Why do you think these devices take the shape of a
quadrilateral? How can these devices help in facing the challenges of the
“new normal”?

V. REMARKS
VI.REFLECTION
A. No .of ______ of Learners who earned 80% above
learners who earned
80% on the
formative
assessment
B. No. of _______ of Learners who require additional activities for remediation
learners who
require additional
activities for
remediation.
C. Did the ___Yes ___No
remedial lessons ____ of Learners who caught up the lesson
work? No. of
learners who
have caught up
with the lesson.
D. No .of ___ of Learners who continue to require remediation
learners who
continue to require
remediation
E.Which of my Strategies used that work well:
teaching ___ Group collaboration
strategies worked ___ Games
well? Why did ___ Solving Puzzles/Jigsaw
these work? ___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
 Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F.What difficulties __ Bullying among students
did I encounter __ Pupils’ behavior/attitude
which my principal __ Colorful IMs
or supervisor can __ Unavailable Technology
help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by

________________ __________________________
Teacher School Head

Observed by:
___________________________