This document is a daily lesson log for a 9th grade mathematics class taught by Angela Camille P. Cariaga from April 3-7, 2023. The lesson focused on the key concepts of quadrilaterals and triangle similarity. Students learned to investigate, analyze, and solve problems involving quadrilaterals and triangle similarity. Throughout the week, students illustrated similarity of figures, reviewed and continued learning about similarity of polygons and figures, and took a quiz. Activities included observing similar figures, solving proportions, drawing similar shapes, and identifying examples of similarity in daily life. The lesson aimed to help students understand that two polygons are similar if their corresponding angles are congruent and corresponding sides are proportional.

1. DAILY
LESSON LOG
School SAN AGUSTIN INTEGRATED
SCHOOL
Grade Level 9
Teacher ANGELA CAMILLE P. CARIAGA Subject Mathematics
Date and
Time
April 3-7, 2023
(7:40-8:40) (2:00-3:00)
Quarter THIRD
I.OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
A. Content Standards The learner demonstrates understanding of key concepts of quadrilaterals and triangle similarity.
B. Performance Objective The learner is able to investigate, analyze, and solve problems involving quadrilaterals and triangle similarity through
appropriate and accurate representation.
C. Learning Competencies/
Objectives
( Write the LC code for each)
Visualize similarity of polygons.
Identify and illustrate similar polygons.
Show enthusiasm in performing any assigned task.
The learners illustrate similarity of figures. (M9GE-IIIg-1)
II.CONTENT ( Subject Matter) Similarity of Polygons
(Review and introduction)
Similarity of Figures
Continuation of Similarity
of figures/QUIZ
III. LEARNINGRESOURCE
S
A. References
1. Teachers Guide pages
2. Learners Material Pages Quarter 3 – Week 6 Module Quarter 3 – Week 6 Module
3. Textbook pages BEC-PELC III.3
Mathematics 5:
Mathematics for the Better
Future, Coronel And bamba,
pp. 226-231
4. Additional Materials from
LRDMS
B. Other Learning Resources Internet/ visual aids Internet/ visual aids Internet/ visual aids
IV. PROCEDURES Preparatory Activities
1. Prayer
2. Attendance/ assignment
3. Classroom management
Preparatory Activities
1. Prayer
2. Attendance/ assignment
3. Classroom management
Preparatory Activities
1. Prayer
2. Attendance/ assignment
3. Classroom management
A. Reviewing past lesson or
Presenting the new lesson
a. Post models of different
polygons on the board
Review of the past lesson.

2. and ask the pupils which
of these polygons have
the same shape. Ask
them to name the
different polygons
posted on the board.
b. Have the pupils
explained when two
angles or line segments
are congruent?
Teacher leads the students to
recall what they have learned
from the previous meeting.
These questions may help:
“What did you learn in the
last meeting?
B. Establishing a purpose of the
new lesson
Show the class objects of
various sizes. Ask the pupils
to arrange these from
smallest to biggest.
Teacher gives an illustration
of an event taken from daily
life related to the concept of
similarity. Here is one of the
possible illustration
Activity 2: Solving Time!
Directions: Solve the
following proportions by
applying the fundamental rule
of proportion. Write your
answers on a separate sheet of
paper.

3. C. Presenting Examples/
instances of the new lesson
Have the pupils observed the
pictures below.
a. Ask: Is the smiley in one
picture the same smiley in
the other picture? What
makes the pictures
different?
b. Have the pupils compare
the triangles and the
octagons. Ask: How
are the figures like
the two pictures first
observed?
c. Introduce the term similar
to describe each pair of
triangles and each pair of
octagons. Have them
observe these figures.
All of you must have
allowance or pocket money.
Your parents most likely give
you the money at the
beginning of the week. Now,
take a look at the money that
you have in your pocket right
now! Do you have any coins
with you? Last meeting we
had studied about similarity
and the properties of two
similar figures. Now, what do
you think about the coins?
Are they similar? Why are
they or why are not they?
And now, do you have cash?
In what shape are they? Are
they similar? Why are they or
why are not they?
Activity 3: Observation
Quadrilateral 𝑄𝑅𝑆𝑇
corresponds to quadrilateral
𝐽𝐾𝐿𝑀. Each side of
quadrilateral 𝑄𝑅𝑆𝑇 is k times
the corresponding side of
quadrilateral 𝐽𝐾𝐿𝑀. Take an
intensive observation on their
shapes, sizes and their
corresponding angles.
Guide Questions:
1. What do you observe about
the shape of the two
quadrilaterals?
2. What can you say about the
lengths of their sides?
3. What do you notice about
their corresponding angles?
To know the relationships
that exist between the pair of
polygons above, let us study
Similarity of Figures!

4. Discussing new concepts and
practicing new skills no.1.
Tell whether the pairs of
polygons are similar or not.
Why or why not?
Ask the pupils: Answer with
yes or no, explain your
answer.
1. Do similar polygons have
the same shape?
2. Do similar polygons have
the same size?
3. Are all congruent
polygons similar?
4. Are all similar polygons
congruent?
Take a look at the figure
below! The triangle ABC is
an isosceles rightangled
triangle. If AD=BD and
CE=EB, segment CD is the
altitude of ΔACB as well as
the bisector, and segment DE
is the altitude of ΔBCD as
well as the bisector, which
triangles are similar to
ΔEBD? Explain!
From the given informations,
it is obviously seen that the
five triangles formed in the
picture are isosceles right-
angled triangle. We know that
all isosceles right-angles
triangle are always similar.
Thus, we have four different
triangles which are similar to
SIMILARITY
Two polygons are similar if
their vertices can be paired so
that:
• corresponding angles are
congruent; and
• corresponding sides are
proportional.
Similar polygons have the
same shape but different
sizes. To denote similarity of
polygons, the symbol ~,
which is read as “is similar
to”, is used.

5. ΔEBD, they are ΔACB,
ΔECD, ΔDCB, and ΔDCA.
D. Discussing new concepts and
practicing new skills no.2
Have the pupils observe the
two quadrilaterals below.
Ask: Are the corresponding
angles congruent? Explain
why these two figures are
similar.
Are all rectangles similar?
Why or why not? (to answer
this question, you‟d better
refer to the properties of
similar figures)
-No, because not all
rectangles have the
corresponding sides in the
same ratio, which fails them
to be always similar.
Are all isosceles right-angled
triangle similar? (to answer
this question, you‟d better
refer to the properties of
similar figures)
- Yes, because all isosceles
right-angled triangle have the
corresponding angles equal in
magnitude and the
corresponding sides in the
same ratio.
E. Developing Mastery (Leads to
Formative Assessment 3.)
Have the pupils read the
problem.
Willy wants to draw a
rectangle like the one at the
left. Mrs. Reyes, his
teacher, suggests that he
double the length of each
Draw a pair of similar
quadrilaterals and explain
why they are said to be
similar!
Activity 4: Figure It Out

6. side. How can Willy draw a
rectangle?
They are said to be similar
because the corresponding
angles are equal in magnitude
and the corresponding sides
are in the same ratio.
F. Finding practical application
of concepts and skills in daily
living
Look at the things inside the
classroom and identify the
similar sides or faces.
a. books
b. chalkboard
c. tables
d. walls
Fine pairs of figures in your
classroom that show
similarity.
Mention at least three pairs of
planes that are always
similar!
Squares, circles, isosceles
right-angles triangle,
equilateral triangle.
Give example of similarity of
figures in real life situation.
G. Making Generalization and
abstraction about the lesson
When do you say that two
polygons are similar?
Two polygons are similar
if:
a. have the same shape but
may have different size..
b. their corresponding
angles are congruent and
their corresponding sides
have equal ratios.
What have you learned
today? Summarize the lesson.
Let the students summarize
the lesson by answering the
question below:
How can you say that the
polygons are similar?

7. H. Evaluating learning Draw a polygon similar to
each polygon. Use the
indicated increase in the
length of each side.
1. increase length two
times
2. Increase length 3 times
3. Increase length four
times
Draw a pair of quadrilaterals
of the same kind which are not
similar, and explain why they
are said not to be similar!
They are said not to be similar
because even though the
corresponding angles are
equal in magnitude, but the
corresponding sides are not in
the same ratio.
Quiz

8. I. Additional activities for
application and remediation
Determine whether the
polygons in each pair are
similar.
1. 2.
No additional activities.
Activity 6: What I have
Learned
Directions: Fill in with the
correct information on each
blank. Use a separate sheet of
paper for your answers.
1. Two polygons are similar
if their vertices can be paired
so that corresponding angles
are _______ and
corresponding sides are
_______.
2. The number that describes
the ratio of two
corresponding sides of similar
polygons is called _______.
3. The ratio of the _______ of
similar polygons is equal to
their scale factor
a. 4. The ratio of the
_______ of similar
polygons is equal
to the square of
their scale factor.
V.REMARKS Activity 1: Pre-Assessment
(What I know, pages 1-2 of
Mathematics 9 Quarter 3
Module 6 Week 6)
3.
.

9. VI.REFLECTION
A. No. of learner who earned 80%
B .No. of learner who scored below
80% ( needs remediation)
C. No. of learners who have caught
up with the lesson
D. No of learner who continue to
require remediation
E. Which of my teaching strategies
work well? Why?
F. What difficulties did I encounter
which my principal /supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share w/other teacher?
Prepared by: Noted:
ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO
Teacher I OIC/HT III