DAILY LESSON LOG OF M9GE-IIId-1 (Day 1)
School
Teacher
Teaching Date and Time
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C.
Learning Competencies/
Objectives
II.
III.
A.
1.
2.
3.
4.
CONTENT
LEARNING RESOURCES
References
Teacher’s Guide
Learner’s Materials
Textbook pages
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
Learning Area
Quarter
Grade 9
Mathematics
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
questions as they go through each procedure to make sure they are doing
D. Discussing new concepts
and practicing new skills
#1
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: HNS , O is the midpoint of HN , E is the midpoint of NS
Prove: OE HS , OE  1 HS
2
Answer Key/Proof:
STATEMENTS
1.
E.
Discussing new concepts
and practicing new skills
#2
2.
HNS , O is the midpoint of HN, E is the
midpoint of NS
In a ray opposite EO, there is a point T
such that OE = ET.
EN  ES
2  3
3.
4.
5. ONE  TSE
6. 1   4
7. HN ST
8. OH  ON
9. ON  TS
10. OH  ST
11. Quadrilateral HOTS is a parallelogram
12. OE  HS
13. OE + ET = OT
14. OE + OE = OT
15. 2OE = OT
16. HS  OT
17. 2OE = HS
18.
1
OE 
2
HS
(The segment joining the midpoints of two
sides of a triangle is half as long as the third
side.)
F.
Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
REASONS
1. Given
2. In a ray, point at a given distance from the
endpoint of a ray.
3. Definition of midpoint
4. Vertical Angle Theorem
5. SAS Congruence Postulate
6. CPCTC
7. AIAC, then the lines are parallel
8. Definition of Midpoint
9. CPCTC
10. Transitive Property
11. Definition of a parallelogram
12. OE is on the side of OT of parallelogram
HOTS
13. Segment Addition Postulate
14. Substitution
15. Addition
16. Parallelogram property
17. Substitution
18. Substitution
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
and abstractions about
the lesson
Answers shall be drawn from the students.
Possible response:
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:
Given HNS , O is the midpoint of HN , E is the midpoint of NS :
I.
Evaluating Learning
1. If OE = 11, What is the length of HS ?
2. If NH = 42, What is the length of NO ?
3. . If NE = 22, What is the length of ES ?
4. If HS = 30, What is the length of OE ?
Answer Key:
1. 22
2. 213. 22
4. 15
J.
Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned 80%
of the evaluation
No. of learners who require
additional
activities
for
remediation who scored below
80%
Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
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
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
teachers
Prepared by:
JENNILETH MARIE M. PAGAL
Canduman NHS