Scho Grade 7

ol Level
DAILY LESSON LOG Teach Learning MATHEMATICS
er Area
Teaching Dates and Quart THIRD
Time er

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 content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES
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
Standards geometric relationships.

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

2. Learner‟s
Materials
pages
3. Textbook New Mathematics for Geometry III by Janette Grade 7 Mathematics
pages Grade D. Dionio et al pp. 55 – 57 Patterns and
7 by Virgilio Ato - Grade 7 Mathematics Practicalities by Gladys
Lopez Patterns and Practicalities C. Nivera pages 328-329
pages 138-141 2nd Updated Edition by
Geometry III 2013 pp. 3-4 Gladys C. Nivera, Ph.D.
Activity SourceBook for pp. 353.
Grade VII, Vol. XVII No.
3, Educational Resource
Corporation, pp. 8-10
4. Additional http://www.math-only- https://
Materials math.com/fundamental- www.brighthubeducat
from geometrical- ion.com/lesson-plans-
Learning concepts.html grades-3-5/102267-the-
Resource three-types-of-angles/
(LR) portal http://www.theverge.com/
201
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/Figur
es
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 with multiple ways to learn new
IV. PROCEDURES
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 Optical Illusion Boys vs. Girls “Stop Dance” Drill: Perform the
previous lesson or Refer to DLP Recall of the past lesson : The students will dance following operations
presenting the Introductory Activity pp. Everybody look around as the music is running
new lesson and write an object under and when the music 1)____ + 45 = 90
each heading. First to stops, the students will
complete fifteen objects form an angle with the 2)____ + 35 = 180
will be declared winner. use of their body parts.
Objects must be seen 3) 65 +_____ = 180
around the room.By the The students are ask
count of three. No. 1 was to draw an example of 4)____- 30 = 60
done for you Points Lines an angle formed
Planes during the dance. 5)____- 108 = 72
1.tip of curtain black
a pen rod board The teacher can point
2 out the parts of an angle
. using the body parts of
the students.
3 • Arms – the sides of
. the angle
• Head – vertex of
4 the
. angle
5
B. Establishing A. Determine if Students will classify the
a purpose for Ask the students Jigsaw Puzzle the given figure angles based on the
the lesson to: Draw a (Group Activity) is an angle or measurement of each
point. Draw a not. slice.
line. Draw a B. Refer to the
plane attached Lola Nidora bought rice
DLP for further
 activities cake and asked Alden to
slice it for the
DABARKADS.

(See figure at
attached DLP)
C. Presenting Activity: Activity (Pen-
examples/ Angle FindANGLE- ANGLE-
instances of the Manipulative Pen)
Video clip about points,
lesson s Materials:
lines, and planes
• Cardboard
LCTG „s lesson 2 • Paper Fastener
https://www.youtube.com/ Teaching Modeling • Protractor
wat • Scissors
ch?v=k5etrWdIY6o Refer to the attached
DLP for the details of the
activity.
D. Discussing new Determine the measure Naming pairs of
concepts and of each angle formed by complementary and
practicing new its establishment using supplementary angles
skills #1 the park as the vertex, from a figure of buko pie
then classify it whether (see attached DLP)
“THINK-PAIR- LCTG‟s lesson 2
acute, right or obtuse
SHARE” “CABBAGE Teaching Modeling
angle.
GAME”
Refer to the attached
DLP for the details of the
activity.
E. Discussing new “Angle Stretching” 1. When do we say that
concepts and two angles are
practicing new Classify whether the supplementary?
skills #2 given angle is acute,
obtuse and right. 2. How can you say that
Guided Practice LCTG‟s lesson 2 input two angles are
or activity (The teacher complementary?
demonstrates the body
movement if the given 3. What kind of angle is
angle is acute, obtuse and formed by
right.) complementary angles?
supplementary angles?
 Refer to the attached DLP
for the details of the
activity.

F. Developing Identify the type of angle Answer the questions

mastery (Leads to LCTG‟s lesson 2 analysis formed between the hands of that follow.
Formative Assessment Application each clock. 1.How do we find the
3) Without using a supplement of an
protractor, complete the angle? 2.How do we
measurement of each find the complement
angle. (See figure at of an angle?
attached DLP)

G. Finding practical lines, and planes. Carpenters need to for the

applications of concepts align beams and create flat surfaces. details of
and skills in daily living What other line of work requires an the
Reflect on this: Carpentry understanding of points, activity.
requires an understanding of lines, and planes? LCTG‟s lesson 2 Application Refer to Give the missing measures for
points, the attached DLP each pair of angles.
H. Making A plane is a set of points in rays are the sides of the angle, complementary if the sum of
generalizations an endless flat surface. while the common endpoint is their measures is equal to
and abstractions the vertex. 900.
about the lesson
A point suggests an exact Three kinds of angles
500
location in space and has no according to measure: 300 600 400
dimension. Acute angle is an angle
Complementary
A line is a set of points and
LCTG‟s lesson 2 wrap -up Supplementary
arranged in a row and is
Angle is a union of two non- Angles
extended endlessly in both
collinear rays with a common
directions.
endpoint. The two non-collinear Two angles are
 T on the line.
h a whose measure is less than 90°, but greater than 0°.
e Right angle is an angle whose measure is equal to
p 90°.
f l Obtuse angle is an angle whose measure is greater
o a than 90°, but less than 180°.
300 + 600 = 900 400 + 500 = 900
l n
l e 2
o :
m∠1+ m∠2 = 900 1
w
i (a) three non-
n collinear Two angles are supplementary if the sum of
g points; their measures is equal to 1800.

d (b) two
500 130 1100 700
e intersecting
t lines;
500 + 1300 = 1800 1100+ 700 =
e 1800
(c) two
r
parallel lines; or
m m∠3 + m∠4 = 1800
i 3 4
(d) a line and
n a point not
e
I. Evaluating learning A. Draw the three kinds of angles Obtuse – 100° Completing the table. (see
LCTG‟s lesson 2 Assessment according to the following given Right – 90° attached DLP)
measure. Acute – 30° B. Classify whether the
Assessment 2. 15°
given measurement is acute, obtuse 3. 90°
and right angle. 4. 170°
1. 100° 5. 89°
J. Additional activities LCTG‟s lesson 2 Follow-up Activity: See attached DLP
for application or Assignment
remediation Assignment I
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 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.
VI. REFLECTION 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 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?