DAILY LESSON LOG OF M9GE-IIId-1 (Day 1)

School Grade Level Grade 9

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
Learning Area Mathematics
Quarter Second
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 parallelograms and triangle
similarity.
The learner is able to investigate analyse, and solve problems involving
parallelograms and triangle similarity through appropriate and accurate
representation.
Learning Competency: Proves the Midline Theorem.(M9GE-IIId-1)
Learning Objectives:
1. State the Midline Theorem
2. Apply the Midline Theorem in solving problems involving triangles
3. Shows patience and perseverance in applying the Midline Theorem when
solving problems involving triangles
The Midline Theorem
216-217
327-329
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 asks the students to give a recap of what transpired the previous
meeting.
Possible Response: Assessment activity on the theorems on different types of
parallelograms
The teacher informs the class to group themselves with four members each.
Ask them to get the materials that they were asked to prepare: 4 pieces of
short bond papers, pencil, ruler, adhesive tape, protractor and a pair of
scissors.
Next, the students will be asked to follow the procedures given in Activity 11:
It’s Paperellelogram! Found on page 327 of the learners module.
Note to the teacher: Make sure that each group is doing the activity with
utmost accuracy. If possible, let each group do the steps together, asking them

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
questions as they go through each procedure to make sure they are doing
things the right way. Questions are given on the Learner’s Module. Let each
group take note of their answers to each question.
The teacher facilitates the students with their findings to lead them to discover
the Midline Theorem. He/she introduces the Midline theorem to them after
performing Activity 11.
Theorem 5: The Midline Theorem
“The segment that joins the midpoints of two sides of a triangle is parallel to
the third side and half as long.”
Then, the learners, through the guidance of the teacher, complete the proof of
the Midline theorem by doing the Show Me! Activity found on page 328 of the
Learner’s Module.
Given: Δ HNS , O is the midpoint of HN , E is the midpoint of NS
1
OE= HS
Prove: OE‖HS , 2
Answer Key/Proof:
STATEMENTS REASONS
1. Δ HNS , O is the midpoint of HN, E is the 1. Given
midpoint of NS
2. In a ray opposite EO, there is a point T 2. In a ray, point at a given distance from the
such that OE = ET. endpoint of a ray.
3. EN≃ES 3. Definition of midpoint
4. ∠2≃∠3 4. Vertical Angle Theorem
5. ΔONE≃ΔTSE 5. SAS Congruence Postulate
6. ∠1≃∠4 6. CPCTC
7. HN‖ST 7. AIAC, then the lines are parallel
8. OH ≃ON 8. Definition of Midpoint
9. ON ≃TS 9. CPCTC
10. OH ≃ST 10. Transitive Property
11. Quadrilateral HOTS is a parallelogram 11. Definition of a parallelogram
12. OE≃HS 12. OE is on the side of OT of parallelogram
HOTS
13. OE + ET = OT 13. Segment Addition Postulate
14. OE + OE = OT 14. Substitution
15. 2OE = OT 15. Addition
16. HS≃OT 16. Parallelogram property
17. 2OE = HS 17. Substitution
1 18. Substitution
OE= HS
18. 2
(The segment joining the midpoints of two
sides of a triangle is half as long as the third
side.)
 assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes with the students the Midline Theorem. He/She may
use the following guide questions to elicit learner’s generalizations:
a. What is the Midline Theorem all about?
b. Can you state the Midline theorem?
H. Making generalizations
Answers shall be drawn from the students.
and abstractions about
Possible response:
the lesson
a. About the relationship between the sides of a triangle and the
segment that joins their midpoints
b. The Midline Theorem
“The segment that joins the midpoints of two sides of a triangle is
parallel to the third side and half as long.”
The teacher lets the students answer the following exercises individually on
their lecture notebooks:

I. Evaluating Learning
Given Δ HNS , O is the midpoint of HN , E is the midpoint of NS :
1. If = 11, What is the length of ?
2. If = 42, What is the length of ?
3. . If = 22, What is the length of ?
4. If = 30, What is the length of ?

Answer Key:
1. 22 2. 213. 22 4. 15
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:
JENNILETH MARIE M. PAGAL
Canduman NHS