GRADES 1 to 12 School HGNHS Grade Level 9

DAILY LESSON LOG Teacher John Alfred C. Mananggit Learning Area EIM 9
Teaching Date March 12, 2021 Quarter 3rd Grading Period

TIME SECTION ROOM

8:30 – 9:30 HGNHS Faculty PPP Room No. 2

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
I. OBJECTIVES 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 learners demonstrate an understanding of:
1. The Multi-tester
A. Content Standards
 Proper care and maintenance
 How to read the scale
The learners shall be able to
B. Performance Standards  measure volts and ampere in dry cell or current flows.
 Operate the multi-tester
C. Learning Competencies/ The learners should be able to...
Objectives (Write the LC Code)  Identify the measuring instrument.
 Manipulate and operate the Multi-tester.
 Read the scale correctly
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. CONTENT
MEASURING INSTRUMENT IN ELECTRICAL INSTALLATION AND MAINTENANCE
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES the learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
on learning promotes concept development.
A. References
1. Teacher’s Guide pages Page 14
2. Learner’s Material pages Pages 62-66
3. Textbook pages
4. Additional Materials from
Learning Resource portal
B. Other Learning Resources TV set, power point presentation, video clip, chalk board
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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 learners will give an example of Electrical Tools and Materials
A. Reviewing previous lesson or
presenting a new lesson
 The learner will differentiate the Tools and Materials.
(Elicit)  The teacher will now introduce the lesson after the motivational activity.

B. Establishing a purpose for the

lesson (Engage)
The learners will answer the 2 activities that are connected to the lesson.

C. Presenting examples/instances The learners will answer the following questions.

of the new lesson (Explore)
How do you measure the current flows in electrical circuit?
How do you test the outlet if there a current or not?
How do you measure the volts in Battery?

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 Introduction to the Undefined Terms:
Concepts: In geometry, these are point, line, and plane. There are also relationships like
between that are not formally defined but are merely described or illustrated.
The teacher will use the motivational part of the lesson as a springboard for discussion.

D. Discussing new concepts and

practicing new skills #1 (Explain)

Concepts: Points, Line, and Plane.

Answer what is being asked.

E. Discussing new concepts and Concepts: In Euclidean Geometry, the geometric terms point, line, and plane are all
practicing new skills #2 (Explain)
undefined terms and are purely mental concepts or ideas. However, we can use concrete
objects around us to represent these ideas. Thus, these undefined terms can only be
described.
I. Point

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 II. Line
III. Plane
The teacher will discuss the relationship of the three undefined terms to one another.

The teacher will present different objects, and the learners will identify if it is a point, a line
F. Developing mastery (Leads to or a plane.
Formative Assessment)
(Elaborate) The teacher will entertain the queries of the learners, to provide an interactive teaching
learning process. And also the teacher will integrate the topic in real life situation.

We are encountering mathematics in everyday life. The concepts of undefined terms in

G. Finding practical applications of
geometry have many practical applications, in real life situation. For instance a carpenter
concepts and skills in daily living
cutting a portion of plywood, the concept of point and line are needed to cut the object.

H. Making generalizations and In this lesson, you learned about the basic undefined terms in geometry which are point,
abstractions about the lesson line, plane, and the objects that represents the three undefined terms.

I. Evaluating learning (Evaluation)

IV. ASSIGNMENT
Define the following terminologies.
J. Additional activities for Line segment Ray
application or remediation Collinear points Coplanar points
(Extend)
Intersecting lines Parallel lines
Concurrent lines Skew lines
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask relevant questions.
A. No. of learners who earned 80%

on the formative assessment
B. No. of learners who require 
additional activities for remediation

Prepared by: Noted:

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LEO S. DELA CRUZ ROGELIO T. DULAY
Teacher I School Principal II