School AGUSAN DEL SUR NATIONAL HIGH SCHOOL Grade Level 9

Teacher LUCRESIA P. ANTIGA Learning Area Mathematics

Daily Teaching Date and March 20; 2023
Lesson Log Time 3:00 - 4:00 Quarter Third
Section Pomelo
I. OBJECTIVES
The learner demonstrates understanding of the key concepts of parallelograms and triangle
A. Content Standards
similarity.
The learner is able to investigate, analyze, and solve problems involving parallelograms and
B. Performance Standard
triangle similarity through appropriate and accurate representation.
C. Learning Competencies/
Objectives (Write the LC code The learner proves the Midline Theorem. (M9GE-IIId-1)
for each)

At the end of the session, the learners are expected to:

i. define the midline of a triangle;
D. Specific Objectives ii. prove the midline theorem through the given illustration using Geogebra;
iii.apply the midline theorem in solving practical problems with given values.
iv. persevere to solve practical problems through collaboration with their classmates.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teaching Resources
Geometry
QUADRILATERALS
THE MIDLINE THEOREM
Teacher’s Guide (TG) in Mathematics 9, p. 215-217

2. Learning Resources Learner’s Module (LM) in Math 9, pp. 327-331

3. Materials Whyte board marker, laptop

Geogebra Software

Websites:
www.thatquiz.org
B. Other Learning https://www.youtube.com/watch?v=CPGMjMs7a48
Resources https://www.youtube.com/watch?v=CPGMjMs7a48
https://flexbooks.ck12.org/cbook/ck-12-cbse-math-class-9/section/8.4/primary/lesson/midpoint-
theorem/?
gclid=CjwKCAiAu5agBhBzEiwAdiR5tIUlONWaVOogn7yp9STDylNAwQPIFd5xzWh2gesmrWKLJZjMkB
EPUhoCwMMQAvD_BwE

1. 5 E's - Differentiated Instructions 3. Guided Discovery

C. Strategies 2. Collaborative Learning 4. Independent Learning
IV.PROCEDURES ANNOTATION
Prayer
- Call the assigned student to pray.
Checking of Attendance
- Remind the assigned student to check the attendance. Indicator 4:
Exhibited effective
Setting of Standards and constructive
Classroom Rules behavior
Review class rules and standards by showing video . management skills
by applying a
positive and non-
violent discipline to
ensure learning-
A. Preliminary Activities focused
environments.

(KRA 2. Obj.5)
Source:
https://www.youtube.com/watch?v=ZmJEhpBFKEY

Guide Questions:
1. How’s your dance move? Do you have a great day?
2. And to start our class today, I would like to remember our class principle.
Remember that we are…. a team, we respect each other ….. (flash the presentation
then call a student to read).

Previous Lesson Short Recap

- Review about trapezoid and triangle

B. Reviewing previous lesson

Sources: GeoGebra Software

Guide Questions:
1. What type of a quadrilateral is the first figure?
2. Why it is called a trapezoid?
3. If we extend the legs until they intersect, what is now the new figure
formed?
C. Establishing a purpose for
the lesson To establish a purpose of the lesson,the teacher will flash the Indicator 2
specific objectives of the day. Developed and
applied effective
ENGAGE teaching strategies
Post also this question to start the next ACTIVITY: to promote critical
Suppose three roads in a neighborhood in Barangay 5 form a triangle (Dr. and creative
Garcia Street, E. Santos Street, and Lopez Jaena Street). A fourth road, Dakila Street, thinking, as well as
intersects Dr. Garcia Street and E. Santos Street at their respective midpoints. other higher-order
thinking skills.
(KRA1.Obj. 3)

Sources: DepEd Self-Learning Module 5 (Quarter 3)

Guide Questions:
1. In the illustration, what figure is formed?
2. As part of the triangle, what do you think will be the name of the middle line
which is considered as parallel to the base?
 In Mathematics, particularly in Geometry, there is a certain theorem that relates
these roads, that is, the Triangle Midline Theorem.

EXPLORE

The teacher will instruct the students to sit within their

respective groups before the next activity. Indicator 3
Worked with
colleagues to
The teacher will show a figure using GeoGebra App showing the
model and
midline of the triangle.
shared effective
Midline of the Triangle techniques in the
management of
classroom
structure to
engage learners,
individually or in
groups, in
meaningful
Guide Questions: exploration,
 Name the midpoints of the segment AB and segment BC, discovery and
respectively. hands-on
 If line DE is called midline of the triangle, how will you define activities within a
midline of the triangle? range of physical
D. Presenting examples/ learning
instances of the new lesson environments.
The teacher will post incomplete midline theorem for the students
(KRA 2. Obj.5)
to fill in the missing terms after proving thru the GeoGebra
Software.

Sources: GeoGebra Software

Guide Questions:
 Name the two segments which are parallel.
 Complete the table by observing the changes of the length of the
two sides as the size of the triangle changes.
THIRD SIDE OF THE
OBSERVATION MIDSEGEMENT (DE) MIDSEGMENT/2
TRIANGLE (AC)
(changes of length) Length of AC Length of DE AC/2
1
2
3
4
5
E. Discussing the concepts and
practicing new skills EXPLAIN

After exploring the length of segment DE and segment AC using Indicator 3

GeoGebra App and with the given activity sheet, let them fill-in Worked with
the missing term to complete the midline theorem. colleagues to
model and
shared effective
THIRD SIDE OF THE
techniques in the
OBSERVATION
TRIANGLE (AC)
MIDSEGEMENT (DE) MIDSEGMENT/2 management of
 (changes of length) Length of AC Length of DE AC/2 classroom
1 10 5 5 structure to
2 9 4.5 4.5 engage learners,
3 8 4 4 individually or in
4 7 3.5 3.5 groups, in
5 6 3 3 meaningful
exploration,
discovery and
Guide Questions:
hands-on
 If AC = 10, what the length of DE? activities within a
 How about if AC equals 9, 8, 7 and? range of physical
 What is the answer if you divide length AC by 2? learning
 What have you observed of the relationship between the quotient environments.
and the Midsegment? (KRA 2. Obj.5)
 Since you have completed the table correctly, thus you are able
to prove the triangle midline theorem.
 Try to fill-in the missing term of the following theorem to double
check your undertanding about the Triangle Midline Theorem.
MIDLINE/MIDSEGMENT OF A TRIANGLE THEOREM
The Triangle Midline/Midsegment Theorem states that the segment
that joins the midpoints of two sides of a triangle is parallel to the third
side and is half as long.

G. Developing mastery (leads

to formative assessment) ELABORATE
Indicator 3
Worked with
The teacher will present a picture and let the students apply the colleagues to
theorem to solve for the unknown values of the triangle. model and
This will be answered by group given the allotted time to finish the shared effective
activity. techniques in the
management of
classroom
structure to
engage learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on
activities within a
range of physical
learning
environments.
(KRA 2. Obj.5)

Indicator 2
Developed and
applied effective
teaching strategies
Source: Learners’ Module to promote critical
and creative
After doing the activity, call a member from each group to thinking, as well as
present their respective answers. other higher-order
Guide Questions: thinking skills.
 How did you find your activity? (KRA1.Obj. 3)
 Is the theorem helpful to solve the given problem? How does it
 helpful?
The teacher will ask a student to give situation in a real life
situation where Triangle Midline Theorem can be applied.

PERFORMANCE TASK

Before giving the situation, ask the students what is

Indicator 2
geologist? What is his/her particular job? Developed and
applied effective
Situation: teaching strategies
A geologist examines a circular sinkhole that suddenly to promote critical
appeared in an urban area. To get some measurement, he uses a and creative
thinking, as well as
triangle as shown in the illustration below. If the midline of the triangle other higher-order
he formed measures 22.5 m, what is the diameter and the area thinking skills.
covered by the sinkhole? Use π =3.14 (KRA1.Obj. 3)

LET’S DRAW, SOLVE & REFLECT! Indicator 1

H. Finding practical
applications of concepts and
skills in daily living
 Analyze the given situation.Draw creatively and artistically to Modeled effective
applications of
illustrate the situation using a bondpaper. content knowledge
 Solve what is being asked applying the Triangle Midline Theorem. within and across
Show your detailed solution to be attached to your drawn figure. curriculum
teaching areas.
 Be guided with the following criteria: (KRA1.Obj. 1)

Rubric in Assessing Performance Task

Criteria Proficient (5) Acceptable (3) Beginner (2)
Content 91-100% of 75-90% of the 0-74% of the
the solutions solutions are solutions are
are correct. correct. correct.
Illustrations Drawing is Drawing is neat Drawing is
neat and but not correct untidy and
correct based based on the not correct
on the situation given. based on the
situation situation
given. given.
Timeliness Output is Output is Output is
submitted submitted 1 to 3 submitted
before or on days late, beyond 3
time. days after
scheduled
date of
submission.
I. Evaluating Learning Indicator 2
Developed and
EVALUATE applied effective
teaching strategies
to promote critical
 LET’S ANSWER!

Directions: Solve what is asked by applying the Triangle Midline

Theorem. Write your answers in your big notebook.

Given: ∆ ACE , with B and D as midpoints if CA and CE respectively.

and creative
thinking, as well as
other higher-order
thinking skills.
(KRA1.Obj. 3)

a. If CD=19, then CE=____.

b. If BD=21, then AE=____.
c. If BD=2x-1, AE=x+4, then BD=_____.

The teacher will give additional activity the website

https://www.thatquiz.org which they can access during their free
J. Additional Activities for
time using their gadgets with data or internet connection.
remediation/Enhancement/
Agreement Directions: Visit the website https://www.thatquiz.org and access your
additional activity to develop you skills in applying Triangle Midline
Theorem thru this Test Code: TAHKBZMV. Do your best!.
V. REMARKS  
A. No. of students who achieved
80% above

B. No. of students needing

remediation
C. Is the remediation effective?
How many were able to pass the
remediation?
D. Which of my teaching
strategies worked well? Why did
this work?
E. What innovation or localized
materials did I use/ discover which
I wish to share with others?

Prepared by:
LUCRESIA P. ANTIGA
Master Teacher I

Observed by:

MARILOU P. CURUGAN, DM-HRM

Principal IV