DAILY LESSON LOG OF M9AL-IIIj-4 (Day Four)
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
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 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: Solves problems that involve triangle similarity and right
triangles. (M9AL-IIIj-3)
Learning Objectives:
1. Illustrate the different problems using similarity of polygons
2. Solve problems involving similarity and proportions
3. Demonstrate appreciation of solving real life problems
Solving Problems Involving the Similarity of Triangles
Pages 261-268
Pages 384-386
Next Century Mathematics pp 287
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 checks the students’ assignment by calling two to three
representatives to show their work to the class.
Enrichment: Follow Me!
You need a proportional grid to make a drawing that is larger than the
original but maintaining the same proportions.
1. Choose a very simple drawing.
2. On the original, draw ½ cm or 1 cm grid.
3. On a bond paper, draw a new grid that has the same number grid squares
as the original, but the grid size is larger. You may use a 2 cm grid.
4. Transfer the drawing box-by-box to the new grid. That is, sketch the
content of a single box from the original drawing to the corresponding
box of the larger grid.
5. For a clearer look, erase the grid on the new drawing.
Passing of the activity given the previous day will follow.
The teacher uses the following guide questions during students’ presentations.
What object did you choose to draw? To those who are not so good in drawing, is
it easy for you to do the activity? What makes it easy? What makes it not?
Answer:
Pet.
Yes
It’s my favourite.
I don’t know how to draw.
The teacher lets the students realize that problems on triangle similarities or right
 for the lesson triangle involve either enlarging or reducing images. He/she will show the students
how the topic was used in solving real life problems.
The teacher divides the class into four groups. Each group is given its problem to
analyse, illustrate and solve.
Activity 1: Think of it!
Groups 1&3
1. A 3” by 5” picture is to be enlarged such that its new length is five times
C. Presenting examples/
the width of the original picture. Find the dimensions of the enlarged
instances of the new
picture?
lesson
Groups 2&4
2. A photographic negative 35 mm long and 24 mm wide is to be enlarged to
make a picture of 28-cm long. Find the width of the picture.
Answer:
1. 3” by 15” 2. 19.2 cm wide
D. Discussing new The teacher guides the students in illustrating the problems presented. He/she will
concepts and practicing also include the necessary things to consider in illustrating the problems like
new skills #1 identifying the correct labels and using the proper scale factor.
Using the same group, the teacher lets the students answer the problems
presented on Activity 21: (Watch Your Rates) found on pages 398-399 of the LM.

E. Discussing new Answer: (refer to TG page 261)

3
concepts and practicing 1.Scale Factor
5
new skills #2
2. The differences in the dimensions are the same. However, the rates of conversion
from the original size to the reduced size and the reduced size back to the original
size differ because the initial dimensions used in the computation are different.
F. Developing mastery
(leads to formative
assessment 3)
The teacher lets the students read the problem and asks their opinion regarding it.

It is illegal to use actual dimensions when producing a copy of any peso bill. The
actual peso bill measures 6 ¼ inches by 2 9/16 inches. The Trigo Company wants to
manufacture play money with the same proportion as the peso bills. If the
G. Finding practical company produces rectangular bills that are 5 cm by 2.1 cm, will the play money
applications of concepts meet the company’s specifications without violating the law? Explain? Why do you
and skills in daily living think it’s illegal to produce paper money of exactly the same dimensions?

Answer:
Yes, because they are not producing an actual size of the money. It is illegal to
produce money with the same dimensions because it is against the law and it can
lead to dishonesty.
The teacher summarizes the mathematical concepts by giving these ideas to the
students:
H. Making generalizations 1. The conversion factor is the quotient between the target dimension and
and abstractions about the initial dimension.
the lesson 2. The rate of increase or decrease is simply the quotient of the difference of
compared dimensions (target dimension minus initial dimension) divided
by the initial dimension.
The teacher lets the students answer the formative assessment by group.

Solve the following:

Instead of enlarging each dimension of a document by 20%, the dimensions were
I. Evaluating Learning erroneously enlarged by 30% so that the new dimensions are now 14.3 inches by
10.4 inches. What are the dimensions of the original document?

Answer: Refer to TG page 262

a. 11 inches by 8 inches
J. Additional activities or
remediation
6. 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
7. REFLECTION
pupils/students learn? Identify what help your 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

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