Republic of the Philippines‍‍

Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Ibaan
DR. JUAN A. PASTOR MEMORIAL NATIONAL HIGHSCHOOL
Talaibon, Ibaan, Batangas

DAILY LESSON LOG Grade Level NINE

Practice Teacher PATRICK C. GUERRA Learning Area MATHEMATICS
Teaching Date January 7, 2019 Quarter THIRD
I. OBJECTIVES

Content Standard The learner demonstrates understanding of the key concepts of quadrilaterals.

The learners are able to investigate, analyze, and solve problems involving
Performance Standards
quadrilaterals through appropriate and accurate representation.

Learning Competencies/ At the end of the lesson, the students are expected to:
Objectives (Write the 1. Describe Kite;
LC code for each) 2. Apply the Theorems on Kite in problem solving; and
3. Relate Theorems on Kite in real - life situation.
II. CONTENT THEOREMS ON KITE
LEARNING
RESOURCES
References
Teacher’s Guide pages TEACHER’S GUIDE FOR MATHEMATICS 9, pp. 219 - 220
Learner’s Guide pages MATHEMATICS LEARNER’S MATERIAL 9, pp. 335 - 337
Textbook pages
Additional Materials from www.purplemath.com
Learning Resource (LR)
portal
Other Learning Resources Visual aids, ruler, envelope, cartolina, chalk, laptop
III. PROCEDURES DAILY ROUTINE
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Checking of Assignment
Reviewing previous
lesson or presenting the 1. What is Trapezoid?
new lesson 2. What are the Theorems of Trapezoid?

Priming
Establishing a purpose for GOOD FRIEND
the lesson One day, Patrick and his friend decided to make a kite. His friend has already
the materials that are needed to make a kite but Patrick has not enough money to
buy some materials needed to make a unique kite that is different from the kite of
his friend. Patrick decided to ask some help to his friend named Cali. He could
help Patrick if he find all the words that are needed for his assignment. The
problem is those words are in a puzzle.

Class, I need 6 students that want to help Patrick to find those words in a
puzzle.
 Mechanics: I have here a word puzzle; all you need to do is to write all the words
on the board that you may see in the puzzle.

“WORD HUNT”

D B S V B N H M L K J G D
S I W R Y C X L Z A Q O T
W S A Q F Y L M A A N V C
E E R G Q U E E Y H R M N
D C Z E O R R F J Q V B M
U T N Y C N H Q Q O F L K
H O Q X V C A M N P O V U
O R X C Q I S L L D U K Z
Q U A D R I L A T E R A L
K E Q G H Y I I N X Y K O
L B W X Z P E X L K M I C
P G H L N O V Z H J K T X
Based on R A L U C I D N E P R E P the
activity, answer
the following question.
1. How do you find the activity?
2. Analyze those words you have seen on the puzzle, what have notice about
those words?

Presenting
examples/instances of the
new lesson CUTE KITE
Do the procedure below and answer the question that follows.
Materials: bond paper, pencil, ruler, protractor, compass, and straightedge.

Procedure:
1. Draw kite CUTE where UC ≅ UT and CE ≅ TE like what is
shown at the right. Consider diagonals CT and UE that meet at X.
C

X E
U

T
2. Use protractor to measure each of the angles with vertex at X.
Record your findings in the table below.
3. Use ruler to measure the indicated segments and record your
findings in the table below.

What to
measure ∠CXU ∠UXT ∠EXT ∠CXE ∠CXE CX XT

Measurement

Discussing new concepts

and practicing new skills
#1
“ANSWER ME”
 1. What do you observe about the measures of the angles above?
2. How are the diagonals related to each other?
3. Make a conjecture about the diagonals of a kite based on the angles
formed. Explain your answer.
4. Compare the lengths of the segment given above. What do you see?
5. What does UE do to CT at X? Why?
6. Make a conjecture about the diagonals of a kite based on the pair of the
lengths of its diagonals.

Discussing new concepts Abstraction

and practicing new skills
#2 Have you seen a Kite? How does it look like?

When we say kite, it is a quadrilateral with two pairs of adjacent and congruent
sides.

There are Theorems on Kite.

Theorem 10: In a kite, the perpendicular bisector of at least one diagonal is the
other diagonal.
Example 1:
Given: Kite WORD with diagonals WR and OD.
O

R
W

Given:
WO = 5
OR = 10
Unknown: WD =? ; DR =?
Since WO and WD are congruent, if the value of WO is 5, then the value of WD
is also 5. And since the OR and DR are equal, then the measure of DR = 10, if
OR = 10.

Example 2:

Given: Kite CANS with the diagonals CN and AS.

C

A
S

Given:
CA = 9
SN = 12
Find the value of the following:
1. CS
2. AN
Theorem 11: The area of a kite is one half the products of the lengths of its
 diagonals.
Example 1:

D Given: Kite DASH

A
H

S
Given: AH = 4cm; DS = 8 cm
Unknown: Area

Formula:
Area = ½ (d1) (d2)
Area = ½ (AH) (DS)
Area = ½ (4 cm) (8 cm)
Area = ½ (32 cm2)
Area = 16 cm2

Example 2:
Given: ROPE

P
R

Given: RP = 15 m; OE = 5 m
Find the area of kite ROPE?

Developing Mastery Application

Needs to Formative
Assessment 3 The class will be group into three. Each group will be performing varied task.
I will give 10 minutes to prepare for the task and another 5 minutes for the
presentation.

GROUP I: MATH WIZARDS

Directions: Solve the following.

Given: Kite CAKE; CA = 6; EK = 12; EA = 9 m; CK = 14 m

C A

E
 K

Questions:
1. Find the measure of CE?
2. Find the measure of AK?
3. Find the area of kite CAKE?
4. How did you solve for its area?
5. What theorem justifies your answer?

GROUP II: MATH CLASHERS

Directions: Solve the following.

Given: Kite EARL; EA = 7; AR = 12; AL = 4 cm; ER = 8 cm

Questions:
1. Find the measure of EL?
2. Find the measure of LR?
3. Find the area of kite EARL?
4. How did you solve for its area?
5. What theorem justifies your answer?

GROUP III: MATH GENIUS

Directions: Solve the following.
Given: Kite NEST; NE = 8; ES = 14;
NS = 15; TE= 11

E
T

Questions:
1. Find the measure of NT?
2. Find the measure of TS?
3. Find the area of kite NEST?
Providing practical Values Integration
applications of concepts Through the help of Cali, Patrick made a unique kite that was different from
and skills in daily living his friend. The kite represents his dreams.
“No man is an island”
For every problem that we may encounter, there’s always a solution. God will
send people to our life with a purpose.
Like in our topic for today, the sides of the kite represent as our time and
patience. Even we have limited time to solve problems but if we have patience
and with the help of other people, we can solve them and reach our goals in life,
just like a kite flying above touching the sky.

Providing generalizations Generalization

and abstraction about the
lesson. Kite is a quadrilateral with two pairs of adjacent and congruent sides.
Theorems on Kite are, In a kite, the perpendicular bisector of at least one diagonal
is the other diagonal. The area of a kite is one half the products of the length of its
diagonal.

Evaluating Learning Assessment

Directions: Find the following.
1. What are the diagonals of kite NUTS?
2. What is the area of kite NUTS? Show your solution.
3. Find the measure of NS?
4. Find the measure of ST?
5. Give the one pair of sides that has the same measurement.
Given: Kite NUTS; NU = 9; UT = 18; US = 14 cm ; NT = 25 cm
N

U
S

Additional activities for Assignment

application or remediation
Directions: Find the following.
1. What is the area of kite CARE? Show your solution.
2. What is the value of CE and AR?
3. What are the diagonals of kite CARE?
4. How did you solve for its area?
5. What theorem justifies your answer?
Given: Kite CARE; CA = 3 cm; RE = 9 cm and AE = 5 cm; RC = 6 cm

E
 R

IV. REMARKS

V. REFLECTION
No. of Learners who
earned 80% in the ________ Students earned 80% in the evaluation
evaluation
No. of Learners who
require additional ________ Students require additional activities for remediation
activities for remediation
who scored below 80%
Did the remedial lessons _______Yes ________No
work? No. of learners _______ Students have caught up with the lesson
who have caught up with
the lesson
No. of learners who
continue to require _______ Students continue to require remediation
remediation
Which of my teaching Strategies used that work well:
strategies worked well/ __Group collaboration__Lecture Method
Why did these works? __Think-Pair Share __ Diads
___ Games__Discovery Method
__ Solving Puzzles/Jigsaw __ Answering preliminary activities
Why?
__Complete IM’s__Availability of materials
__Pupils eagerness to learn __ Group Cooperation
What difficulties did I __ Bullying among students
encountered which my __ Students Behavior/attitude
principal or supervisor __ Unavailable technology/equipment
can help me solve? __ Additional clerical works
What innovation or Planned innovations:
localized materials did I __ Localized Videos
use/discover which I wish __ Recycling objects to be used as instructional materials
to share with other ___ Making big books from views of locality
teachers? ___ Not Available

Prepared by:

PATRICK C. GUERRA
Practice Teacher
Checked by:

MELANNIE M. GONZALES
Cooperating Teacher

PETRA P. QUINERY
Master Teacher I
 BELLA S. MEDRANO
Head Teacher II

NOTED BY:

THELMA A. PASCUA Ed.D

PRINCIPAL IV