DAILY LESSON LOG OF M9GE-IIIa-1
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 9
Learning Area Mathematics
Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of quadrilaterals.
The learner is able to investigate, analyze, and solve problems involving
quadrilaterals through appropriate and accurate representation.
Learning Competency: Identifies quadrilateral that are parallelograms. (M9AL-
IIIa-1)
Learning Objectives:
1. Identify quadrilateral that are parallelograms.
2. Determine the properties of a parallelogram.
3. Participate actively in class/group discussions/interactions.
Identifying Quadrilaterals
teacher’s guide, learner’s module,
Pages 208-210
Pages 305-308
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by
providing pupils/students with multiple ways to learn new things, practice the learning, question
their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
The teacher lets the students cite an example of polygon having four sides inside
the room or in the school campus.
The teacher lets the students realize that recognizing those polygons are
important skills needed to understand the concept of quadrilaterals.
The teacher lets the students, in groups of four, do Activity 2: Refresh Your Mind
found on page 306 of the Learner’s Module.
Answer Key:
1. Quadrilateral is a polygon with 4 sides.
2. Trapezoid is a quadrilateral with exactly one pair of opposite sides
parallel.
3. Isosceles Trapezoid is a trapezoid whose non-parallel opposite sides
congruent.
4. Parallelogram is a quadrilateral where both pairs of opposite sides are
parallel.
5. Rectangle is a parallelogram with four right angles.
6. Rhombus is a parallelogram with four congruent sides.
7. Square is a parallelogram with four right angles and four congruent
sides

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to formative assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
8. Kite is a quadrilateral with two pairs of adjacent congruent sides.
The teacher discusses with the students the process of arriving at the answer of
each number in Activity 2. Illustrate thoroughly the definition of different
quadrilaterals presented on page 306 of the Learner’s Module.
Working in pairs, the teacher lets the students answer Activity 3: Plot, Connect,
Identify found on page 307 of the learner’s Module and answer the questions
like:
1. Which among the figures are parallelograms? Why?
2. Which among the figures are not parallelograms? Why?
In this activity, see to it that all students are doing the right plotting and
connecting of points. Ask them to answer the questions based on their
drawings. They must be able to defend their answers using the definitions of
parallelogram.
The teacher summarizes the mathematical concepts found on page 310 of the
Learner’s Module.
The teacher lets the students individually answer the formative assessment.

Identify whether the following quadrilaterals are parallelograms or not. Put a

check mark ( √ ) under the appropriate column and answer the questions that
follow. QUADRILATERAL PARALLELOGRAM NOT PARALLELOGRAM
I. Evaluating Learning
1. Trapezoid √
2. Rectangle √
3. Rhombus √
4. Square √
5. Kite √
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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:

DANILO B. POLIAS
MCCNHS