School FLORA A.

YLAGAN HIGH SCHOOL Grade Level 7

DAILY LESSON LOG
Teacher JOAN B. BASCO Learning Area MATHEMATICS

Teaching Dates and Time ORCHID Quarter THIRD

Session 1 Session 2 Session 3 Session 4

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
I. OBJECTIVES 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

1. Content The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.
Standards

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon

3. Learning 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
Competencies / can be tackled in a week or two.
Objectives
M7GE-IIIa-1 MTGE-IIIa2 M7GE-IIIa-3 M7GE-IIIb-1
1. Describe the undefined 1.Identify and name the 1. Classify the given angle 1. Identify complementary
terms in Geometry subsets of a line according to measure. angles and supplementary
2. Name the identified 2. Illustrate the subsets of 2. Illustrate the three kinds angles.
point(s), line(s) and plane(s) in a line 2. Find the complement and
of angles.
a given figure 3. Find the distance between
3. Appreciate the value of supplement of an angle.
3. Value accumulated two points on a line using an
absolute value angles in real life 3. Value accumulated
knowledge as means of new
4. Manifest accuracy in situations. knowledge as means of new
understanding.
finding the distance understanding.
between two points on a
line.
II. CONTENT Undefined Terms in Angles and its Kinds Complementary and
Subsets of a Line
Geometry Supplementary Angles
List the materials to be used in different days. Varied sources of materials sustain children‟s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES
learning promotes concept development.

A. References

1. Teacher‟s
LCTG LCTG LCTG LCTG
Guide pages

2. Learner‟s
Materials
pages

3. Textbook New Mathematics for Grade 7 Geometry III by Janette D. Grade 7 Mathematics
pages by Virgilio Ato -Lopez pages Dionio et al pp. 55 – 57 Patterns and Practicalities by
138-141 Grade 7 Mathematics Gladys C. Nivera pages 328-
Patterns and Practicalities 329
Geometry III 2013 pp. 3-4 Activity SourceBook for 2nd Updated Edition by
Grade VII, Vol. XVII No. 3, Gladys C. Nivera, Ph.D. pp.
Educational Resource 353.
Corporation, pp. 8-10

4. Additional http://www.math-only- https://www.brighthubeducat

Materials from math.com/fundamental- ion.com/lesson-plans- grades-
Learning geometrical-concepts.html 3-5/102267-the- three-types-
Resource (LR) of-angles/
http://www.theverge.com/201
portal
6/9/12/12885574/optical-
illusion-12-black-dots
https://www.youtube.com/wa
tch?v=k5etrWdIY6o
 B. Other Learning LCD, Laptop,
Resources Pictures/Illustrations/Figures

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
IV. PROCEDURES 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.

A. Reviewing previous Optical Illusion Boys vs. Girls “Stop Dance” Drill: Perform the following
lesson or presenting Refer to DLP Introductory Recall of the past lesson : The students will dance as operations
the new lesson Activity pp. Everybody look around and the music is running and
write an object under each when the music stops, the 1) _ + 45 = 90
heading. First to complete students will form an angle
2) _ + 35 = 180
fifteen objects will be with the use of their body
declared winner. Objects parts. 3) 65 + = 180
must be seen around the
room.By the count of three. The students are ask to 4) _- 30 = 60
No. 1 was done for you draw an example of an
Points Lines Planes 1.tip angle formed during the 5) _- 108 = 72
of curtain black dance.
a pen rod board
2. The teacher can point out
3. the parts of an angle using
4. the body parts of the
5 students.
• Arms – the sides of
the angle
• Head – vertex of the
angle

B. Establishing a A. Determine if the Students will classify the

Ask the students to:
purpose for the Jigsaw Puzzle (Group given figure is an angles based on the
Draw a point.
lesson Activity) angle or not. measurement of each slice.
Draw a line. Draw
a plane B. Refer to the attached
DLP for further Lola Nidora bought rice
 activities cake and asked Alden to slice
it for the DABARKADS.
(See figure at attached
DLP)

C. Presenting examples/ Activity: Angle Activity (Pen-FindANGLE-

instances of the Manipulatives ANGLE-Pen)
lesson Video clip about points, lines, Materials:
and planes LCTG „s lesson 2 Teaching • Cardboard
Modeling • Paper Fastener
https://www.youtube.com/wat • Protractor
ch?v=k5etrWdIY6o • Scissors
Refer to the attached DLP for
the details of the activity.
D. Discussing new Determine the measure of Naming pairs of
concepts and each angle formed by its complementary and
practicing new skills establishment using the supplementary angles from a
#1 “THINK-PAIR-SHARE” LCTG‟s lesson 2 Teaching park as the vertex, then figure of buko pie (see
“CABBAGE GAME” Modeling classify it whether acute, attached DLP)
right or obtuse angle.

Refer to the attached DLP for

the details of the activity.
E. Discussing new “Angle Stretching” 1. When do we say that two
concepts and angles are supplementary?
Classify whether the given
practicing new skills
angle is acute, obtuse and 2. How can you say that two
#2
Guided Practice LCTG‟s lesson 2 input or right. angles are complementary?
activity
(The teacher demonstrates 3. What kind of angle is
the body movement if the formed by complementary
given angle is acute, obtuse angles? supplementary
and right.) angles?
 Refer to the attached DLP for
the details of the activity.

F. Developing mastery Without using a protractor,

(Leads to Formative complete the measurement of
Assessment 3) each angle. (See figure at
Identify the type of angle attached DLP)
Application LCTG‟s lesson 2 analysis formed between the hands of Answer the questions that
each clock. follow.
1.How do we find the
supplement of an angle?
2.How do we find the
complement of an angle?

G. Finding practical Reflect on this: Carpentry Give the missing measures

applications of requires an understanding for each pair of angles.
concepts and skills in of points,
daily living lines, and planes. Carpenters Refer to the attached DLP for
need to align beams and create LCTG‟s lesson 2 Application the details of the activity.
flat surfaces. What other line of
work requires an understanding
of points,
lines, and planes?

H. Making A point suggests an exact Angle is a union of two non- Complementary and
generalizations and location in space and has no collinear rays with a common Supplementary Angles
abstractions about dimension. endpoint. The two non-
the lesson collinear rays are the sides of Two angles are
A line is a set of points the angle, while the common complementary if the sum of
arranged in a row and is LCTG‟s lesson 2 wrap -up endpoint is the vertex. their measures is equal to 900.
extended endlessly in both
500
directions. Three kinds of angles
300 600 400
according to measure:
A plane is a set of points in Acute angle is an angle
an endless flat surface.
 The following determine a whose measure is less than 300 + 600 = 900 400 + 500 =
plane: 90°, but greater than 0°. 900
Right angle is an angle 2
(a) three non-collinear whose measure is equal to
m1 m2  90 0 1
points; 90°.
Obtuse angle is an angle
(b) two intersecting lines; whose measure is greater than Two angles are
90°, but less than 180°. supplementary if the sum of
(c) two parallel lines; or their measures is equal to
1800.
(d) a line and a point not
on the line. 0 0
500 130 110 70
500 + 1300 = 1800 1100+ 700 =
1800

m3  m4  1800

3 4
I. Evaluating learning LCTG‟s lesson 2 A. Draw the three kinds of Completing the table. (see
Assessment angles according to the attached DLP)
following given measure.
Acute – 30°
Obtuse – 100°
Right – 90°
Assessment B. Classify whether the
given measurement is
acute, obtuse and right
angle.
1. 100°
2. 15°
3. 90°
4. 170°
5. 89°

J. Additional activities LCTG‟s lesson 2 Follow-up Activity: See attached DLP

for application or Assignment Assignment 1. In a journal, write the
remediation importance of knowing
the classification of an
 angle and give at least 2
examples of each.

Study:
2. Differentiate
Complementary angles
from Supplementary
angles.

Reference: Learner Module

for Grade 7
Grade 7 Mathematics
Patterns and
Practicalities 2nd
Updated Edition by
Gladys C. Nivera,
Ph.D. pp. 353.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students‟ progress this week. What works?
VI. REFLECTION 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 relevant questions.

1. No.of learners who

earned 80% on the
formative assessment

2. No.of learners who

require additional
activities for
remediation.

3. Did the remedial

lessons work? No.of
 learners who have
caught up with the
lesson.

4. No.of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: JOAN B. BASCO

Teacher I, Math

ALBERT A. ABELLA
Checked by: Master Teacher II, Science Department

DR. SARAH JANE O. LABANDILLO

Head Teacher III, Mathematics Department

Noted by:
NOEL M. DELOS REYES
Principal I