Grade 1 to 12 School BULAC NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher Edelmar G. Benosa Learning Area Math 7

Teaching Dates and Time November 4 – 8 , 2019/ (7:45 – 8:45/2:00 – 3:00) Quarter Second

Monday Tuesday Wednesday Thursday Friday

November 4, 2019 November 5, 2019 November 6, 2019 November 7, 2019 November 8, 2019
Objectives must be met over the week and connected to 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
I. OBJECTIVES assessed during 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.
A. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes and geometric shapes.
B. Performance Standards The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.
C. Learning Competencies/Objectives M7GE-IIIa-1. Represent point, line and plane using concrete and pictorial models.
Write the LC code for each M7GE-IIIa-2. Illustrates subsets of line.
M7GE-IIIa-3. Illustrates subsets of line.
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
GEOMETRY
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 186-190 Pages 192-198 Pages 199-202 Pages 8-10
2. Learner’s Material pages
3. Textbook pages Geometry, textbook for Third Year Geometry, textbook for Third Geometry, textbook for Third Worktext in Mathematics GEOMETRY (BEC
by Soledad Jose-Dilao and Julieta Year by Soledad Jose-Dilao and Year by Soledad Jose-Dilao and based) by Ferdinand C.Pascual
Bernabe pages 12-25 Julieta Bernabe pages 20-22 Julieta Bernabe pages 54-59 Pages 8-10
Geometry , Prentice Hall Geometry , Prentice Hall Geometry , Prentice Hall AGMATH Camp
Mathematics pages 10-11 Mathematics page 17 Mathematics page 28
4. Additional Materials from Learning Concrete and pictorial models Concrete and pictorial models pictorial models such as tower protractor
2019
Resource (LR) portal such as pineapple plant
B. Other Learning Resources Geometry, Mathematics for Third Geometry, Mathematics for Third Geometry, Mathematics for Third
Year High School, Dolores F. Year High School, Dolores F. Year High School, Dolores F.
Hernandez MECS(Ministry of Hernandez MECS(Ministry of Hernandez MECS(Ministry of
Education , Culture and Sports Education , Culture and Sports Education , Culture and Sports
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students
IV. PROCEDURES with multiple ways to learn 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.
A. Reviewing previous lesson or Refer to page 186 first Refer to page 192 on subsets Review basic terms and set Review Parts of an angle and angle
presenting the new lesson (Elicit) paragraph on the introduction of lines operation on rays Measure
to the undefined terms in
geometry
B. Establishing a purpose for the lesson 1. To function effectively Refer to previous lesson about Refer to previous purpose for For mastery of parts of an angle ,its
(Engage) in the three-dimensional world, the undefined terms.(line the lesson measure and classification
one should have a knowledge of segment and ray are subsets
geometric concepts of points, of line)
line, and planes, their
relationships, and their basic
properties. Knowing these
would lead to a better
understanding of plane surfaces
 and their areas, solids, and their
volumes.
Our environment is rich with
patterns of different shapes and
sizes. These motivate and
facilitate the learning of
geometry because of their
appeal to our perception of
beauty and order. Recognition
and analysis of their properties
and measures not only develop
one’s knowledge in geometry,
but also open the path for
logical thinking
2. MENTAL CONCEPTS OR
IDEAS. However , we can use
concrete objects around us to
represent these ideas. Thus,
these undefined terms can only
be described.
2. Presenting examples/instances of the Present activity 1 on page 188 Present activity 3 on page 193 Look at the hands of the clock. Present exercises page 8
new lesson Do you see the representation
of an angle? The bent arm of
the man also represents an
angle. The legs of the chair
represent an angle; so do the
edged of the table. Look
around you and describe
objects in the classroom which
represent angles.
3. Discussing new concepts and Discuss questions to ponder on Discuss activity 4 on page Define angle based on Present something more page 9
practicing new skills #1 (Explore) page 188 and Definition of 194, Teacher’s Guide previous activity.
terms. Refer to page 187, Discuss angle, sides and
Teacher’s Guide vertex. Refer to page 200.
Teacher’s Guide
4. Discussing new concepts and Present exercises #1 and 2 page Discuss activity 5 on pages Discuss and answer activity 8 Present sharpen your skill on page 9
practicing new skills #2 189, Teacher’s Guide 195 -196, Teacher’s Guide page 201.
Discuss the different types of
angles. Refer to page 202.
Teacher’s Guide
5. Developing mastery (Explain) Present exercise # 3 pages 189- Worksheet that define Without using protractor let Present challenge on page 10
190, Teacher’s Guide segments and rays the students state if the
And present activity 6 pages measures are correct and
197-198, Teacher’s Guide which are wrong in exercise 9.
Refer to pages 201- 202,
Teacher’s Guide
6. Finding practical applications of Let some students name Let some students name Best angle the television set Name parts of a house that used
concepts and skills in daily living practical application practical application be installed on the wall. angle
(Elaborate)

7. Making generalizations and Let some students generalize of Let some students generalize Let some students generalize Essay writing of what they learned
abstractions about the lesson what they learned about the of what they learned about of what they learned about about parts of an angle ,its measure
lesson the lesson. the lesson and classifications
Or Or Or
Make a summary what the You may say, in this two days Make a summary what the
students should learned you learned about the basic students should learned
terms in geometry which are
point, line, segment and ray.
Also you learned how to
perform set operations on
segments and rays.
8. Evaluating learning (Evaluate) Call some students to give Call some students to define Call some students to Call some students to share their
examples of objects that maybe segments and ray 1. define angle and its write-ups
used to represent the point, line parts
and plane classify angles according to
their measures
9. Additional activities for application or Name objects at home that Name objects at home that Measure the angle you usually Research other application of the
remediation (Extend) represent: represent: seat and the television set you angle aside from what already
1. Point 1. Segment have at home if any or a mentioned
2. Line 2. ray portrait on the wall and your
3. Plane eyes when standing.

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? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
VI. REFLECTION relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons 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 works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted:

EDELMAR G. BENOSA VIRGINIA G. ORTIZ CARLOS G. CORPUZ, Ph.D.

Teacher II Head Teacher III School Principal I