Marcela T.

Mabanta National
School Grade Level Grade 7
High School
Teacher Genoviva B. Azarcon Learning Area Math
DAILY LESSON LOG
Teaching Dates and Time Februay 20-23,2023;8:30-9:30 Quarter Third (Week 4)
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
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/ Represents point, line and Derives relationships of
Objectives plane using concrete and Illustrates subsets of a line. Classifies the different kinds geometric figures using
pictorial models. M7GE-IIIa-2 of angles. measurements and by
M7GE-IIIa-1 M7GE-IIIa-3 inductive reasoning;
supplementary angles,
complementary angles,
congruent angles, vertical
angles, adjacent angles, linear
pairs, perpendicular lines, and
parallel lines.
M7GE-IIIb-1
II. CONTENT GEOMETRY GEOMETRY
(Lesson 30: Basic Concepts (Lesson 30: Basic Concepts GEOMETRY GEOMETRY
and Terms in Geometry) and Terms in Geometry) (Lesson 31: Angles) (Lesson 31: Angles)

III. LEARNING PROCESS

A. References
1. Teacher’s Guide Math G7 TG pp. 232 - 245 Math G7 TG pp.232 - 245 Math G7 TG pp.246 - 256 Math G7 TG pp.246 - 256
pages
 2. Learner’s Materials Math G7 LM pp. 186 - 189 Math G7 LM pp. 189 - 198 Math G7 LM pp. 199 - 207 Math G7 LM pp. 199 - 207
pages
3. Textbook pages
4. Additional Materials for
Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask : have you hear the word Determine the undefined term Recall segments and rays. Checking of assignment.
lesson or presenting the Geometry? suggested by the following
new lesson. The teacher may give an
objects.
What comes to your mind illustration and let the
every time you hear that word? 1. A rope students name a segment and
2. A Stars in the sky a ray.
3. the corner of a book
4. tip of a pencil
5. the surface of a wall
B. Establishing a purpose ASK: Do you know that there In geometry, a shape consists The students will sing:
for the lesson. are 3 undefined Terms in of a connection of planes, and
Geometry? These are Point, any plane consists of a
Line and Plane. connection
Localization: Ask the students of lines. You can then break
Answer Exercise 10: Parts of
to look for things that are down lines into two further
an Angle on page 203
concrete representation of subsets --- line segments and
Point, Line and Plane ( eg, tip rays. By
of the pen represents a point,
learning about the line and its
a broom stick represents a line,
subsets, you will develop a
the ceiling of a room
better understanding of the
represents a plane, etc.)
 Mathematics of geometry. Angle Song (the tune of
YMCA)

C. Presenting examples/ Localization: Ask the Students Parts of an Angle Why are the angles XVZ and
instances of the new to get a stick and have it YVZ not considered to be
lesson. represent a line. What figures The corner point of an adjacent angles?
will be formed if we are going to angle is called the vertex
cut the stick?
And the two straight sides
What figures will be formed if are called arms
you will cut portions of a line?
The angle is the amount of
turn between each arm.
 How to Label Angles

There are two main ways

to label angles:

1. give the angle a name,

usually a lower-case letter
like a or b, or sometimes a
Greek letter like α (alpha)
or θ (theta)

2. or by the three letters on

the shape that define the
angle, with the middle
letter being where the
angle actually is (its
vertex).

Example angle "a" is

"BAC", and angle "θ" is
"BCD"

D. Discussing new The following are terms that Subsets a line Answer Exercise 11 on page
concepts and practicing you must remember from this Type of Description 203
new skills #1. point on. - A line is an infinite set of
Angle
1. Point in geometry is a points. In the figure below,
Acute Angle is less than
 location. It has no size the part of a line L from 90°
i.e. no width, no length point A to point B is called a Right Angle is 90° exactly
and no depth. A point is segment. Obtuse Angle is greater than
shown by a dot. 90° but
less than 180°
A B Straight is 18° exactly
Angle
Definition of a Segment Reflex Angle is greater than
180°
2. Line is defined as a line Segment AB, denoted by
Full Rotation is 360° exactly
of points that extends AB or BA is the union of all
infinitely in two TYPES OF ANGLES
points between them. A and B
directions. It has one are called the endpoints of the
dimension, length. segments.
Points that are on the
same line are called Definition of Betweenness
collinear points.
Point P is said to be between A
and B if and only if A,P, and B
are distinct points of the same
line and
AP + PB = AB
3. Plane extends infinitely
in two dimensions. It
has no thickness. An
example of a plane is a
coordinate plane. A
plane is named by three
points in the plane that
are not on the same I---3cm--- I---- 4cm-----I
line. Here below we see A P B
the plane ABC. In line APB, P is between A and
B because P, A and B are
 distinct points. And AP + PB =
AB, that is 3cm +4cm = 7cm

A space extends infinitely in all

directions and is a set of all
points in three dimensions.
You can think of a space as
the inside of a box

E. Discussing new Discuss or give additional Perform Activity 8: Measuring Discussion on Angle Pair on
concepts and practicing inputs on intersecting lines, an Angle on page 201. page 202 - 203
new skills #2. concurrent lines, parallel lines
and skew lines.
Intersecting lines
Two or more lines that meet at
a point are called intersecting
lines. That point would be on
each of these lines. In Figure 1,
lines l and m intersect at Q.

Figure 1 Intersecting lines

Perpendicular lines
Two lines that intersect and
form right angles are called
perpendicular lines. The
symbol ⊥ is used to denote
perpendicular lines. In Figure ,
line l ⊥ line m.

Figure 2 Perpendicular lines.

Parallel lines

Two lines, both in the same

plane, that never intersect are
calledparallel lines. Parallel
lines remain the same distance
apart at all times. The symbol //
is used to denote parallel lines.
In Figure 3, l // m.
 Figure 3 Parallel lines.

F. Developing Mastery List down 5 objects that could

( Leads to Formative represent:
Assessment 3)
a. Point
b. Line
Determine whether the
c. Plane statement is true or false. If
false, explain why.
1. 200, 300, 400 are
complementary angles.
2. 1000, 500, 300 are
supplementary angles.

G. Finding practical
applications of concepts
and skills in daily living.
H. Making generalizations Ask. Differentiate a point, a line Ask.
and abstractions about and a plane. How are they Differentiate segment from a Summarize today’s lesson.
the lesson. related? line.
I. Evaluating Learning
J. Additional activities for Indigenisation:
application or
remediation. Ask the learners to bring
indigenous materials and
create their dream house using Give assignment
those materials. Label the
parts of the house that
represents point, line and
planes.
V. REMARKS
VI. REFLECTION
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. Do 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 work?
F. What difficulties did I
encounter which my
 principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by: Checked by:

NOVIVA B. AZARCON GE RODEOSCITA O. PANCIPANCI
MT-1 Secondary Principal II