Grades 1 to 12 School NUEVA ERA NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher REA BELL G. PISCO Learning Area MATHEMATICS
Teaching Dates and Time February 5-8, 2024 (10:00-11:00) Quarter 3
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
relationships.
B. Performance Standard The learner is able to create models of plan figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon
C. Learning M7GE-IIIa-1 MTGE-IIIa2 M7GE-IIIa-3 M7GE-IIIb-1
Competencies/Objectives 1. Describe the undefined 1.Identify and name 1. Classify the 1. Identify
Write the LC code for each terms in Geometry the given angle complementary
2. Name the identified
point(s), line(s) and subsets of a line according to angles and
plane(s) 2. Illustrate the subsets measure. supplementary
in a given figure of 2. Illustrate the angles.
3. Value accumulated a line three kinds of 2. Find the
knowledge as means of 3. Find the distance angles. complement and
new
between two points on 3. Appreciate the supplement of an
understanding.
a line value of angles in angle.
using an absolute value real life situations. 3. Value
4. Manifest accuracy in accumulated
finding the distance knowledge as
between two points on means of new
a understanding
line.
II. CONTENT Undefined Terms in Subsets of a Line Angles and its Kinds Complementary and
Geometry Supplementary Angles
III. LEARNING RESOURCES
A. References
1. Teachers Guide Page
2. Learners Material
Pages
3. Textbook Pages Geometry III 2013 pp. 3-4 New Mathematics for Geometry III by Grade 7 Mathematics
Grade Janette D. Patterns and
7 by Virgilio Ato -Lopez Dionio et al pp. 55 – Practicalities
pages 138-141 57 by Gladys C. Nivera
Activity SourceBook for Grade 7 Mathematics pages
 Grade VII, Vol. XVII No. Patterns and 328-329
3, Practicalities
Educational Resource 2nd Updated Edition
Corporation, pp. 8-10 by
Gladys C. Nivera, Ph.D.
pp.
353.
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Resources LCD, Laptop,
Pictures/Illustrations/Figures
IV. PROCEDURES
A. Reviewing Previous Optical Illusion Boys vs. Girls “Stop Dance” Drill: Perform the
lesson or presenting the Recall of the past The students will following
new lesson lesson : Everybody dance as operations
look around and the music is 1)____ + 45 = 90
write an object running and 2)____ + 35 = 180
under each when the music 3) 65 +_____ = 180
heading. First to stops, the 4)____- 30 = 60
complete fifteen students will form 5)____- 108 = 72
objects will be an angle
declared winner. with the use of
Objects must be their body
seen around the parts.
room. The students are
ask to
draw an example
of an
angle formed
during the
dance.
The teacher can
point out
the parts of an
angle using
the body parts of
the
students.
 • Arms – the sides
of
the angle
• Head – vertex of
the
angle
B. Establishing a purpose for Ask the students to: Jigsaw Puzzle A. Determine if Students will
the lesson Draw a point. (Group the classify the
Draw a line. Activity) given figure is an angles based on
Draw a plane angle or not. the
measurement of
each slice.
Lola Nidora bought
rice
cake and asked
Alden to
slice it for the
DABARKADS
C. Presenting Video clip about Lesson 2 Teaching Activity: Angle Activity (Pen-
examples/instances of points, lines, Modeling Manipulatives FindANGLEANGLE-
the new lesson and planes Materials: Pen)
• Cardboard
• Paper Fastener
• Protractor
• Scissors
D. Discussing new concepts “THINK-PAIR-SHARE” Lesson 2 Teaching Determine the Naming pairs of
and practicing new skills # “CABBAGE GAME” Modeling measure of complementary
1 each angle and
formed by its supplementary
establishment angles from a
using the park as figure of buko pie
the vertex, then
classify it whether
acute, right or
obtuse angle.
E. Discussing new concepts Guided Practice lesson 2 input or “Angle Stretching” 1. When do we say that
and practicing new skills activity Classify whether the two angles are
#2 given angle is acute, supplementary?
obtuse and right. (The 2. How can you say that
teacher demonstrates two angles are
 the body movement if complementary?
the given angle is 3. What kind of angle is
acute, obtuse and formed by
right.) complementary angles?
supplementary angles?
F. Developing Application lesson 2 analysis Identify the type of Without using a
mastery(Leads to angle formed between protractor, complete
Formative Assessment 3) the hands of each the measurement of
clock. each angle. (See figure
at attached DLP)
Answer the questions
that 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: lesson 2 Application Give the missing
Application of concepts Carpentry requires an measures for each pair
understanding of points,
and skills and daily living of angles.
lines, and planes.
Carpenters
need to align beams and
create flat surfaces. What
other line of work requires
an
understanding of points,
lines, and planes?
H. Making generalization A point suggests an exact Lesson 2 Warm Up Angle is a union of two Complementary and
and abstraction about the location in space and has no noncollinear rays with Supplementary Angles
dimension.
lesson a common endpoint. Two angles are
A line is a set of points
arranged in a row and is complementary if the
extended endlessly in both sum of their measures
directions. is equal to 90 degrees .
A plane is a set of points in
an endless flat surface.
Two angles are
supplementary if the
sum of their measures
 is equal to 180 degrees.
I. Evaluating Learning Assessment lesson 2 Assessment Activity Activity
J. Additional activities for Assignment Assignment Assignment Assignment
application or
remediation
K.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment

B. No. of learners who

require additional activities
for remediation

C. Did the remedial lesson

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 work well?
F. What difficulties did I
encounter with my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Noted by:

REA BELL G. PISCO ARISTON D. BENITO JR.

Teacher Teacher In-charge