DAILY LESSON LOG OF M7GE –IIIb- 1(Week One-Day Two)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and
Quarter Third
Time
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
I. OBJECTIVES
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.
A. Content The learner demonstrates understanding of key concepts of geometry of shapes and sizes,
Standards and geometric relationships.
B. Performance The learner is able to create models of plane figures and formulate and solve accurately
Standards authentic problems involving sides and angles of a polygon.
Learning Competency: Derives relationships of geometric figures using measurements and by
inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical
angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines. M7GE-IIIb-1
C. Learning
Competencies/
Learning Objectives:
Objectives
1.) Define and illustrate adjacent angles and linear pair;
2.) Determine the relationship between adjacent angles and linear pair; and
3.) Demonstrate cooperation, speed and accuracy in doing the assigned task.
II. CONTENT Adjacent Angles and Linear Pair
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 247 - 249
2. Learner’s
Pages 200 - 201
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing pupils/students with multiple ways to learn new things, practice
the 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. Review previous Review previous lesson about congruent and vertical angles through checking of their
lesson or assignment. (3 minutes)
presenting the
new lesson When a pair of scissors is opened, the angles
 formed by the two blades with the handles
are vertical angles. Suppose that m∡ FXM = 3x + 5
and m∡ SXD = 4x – 9 . Find the measures of
∡ FXM and ∡ SXD. See figure at the right.
Answer key:
m∡ FXM = m∡ SXD = 47
B. Establishing a The teacher lets the students to determine the relationship between pairs of angles namely;
purpose for the adjacent angles and linear pair.
lesson
A. Teacher Poses a Question
The teacher divides the class with 3 – 4 members and distributes the worksheets for them
to work on for 3 minutes.

WORKSHEET:

C. Presenting
examples/
instances of the
new lesson

B. Students Think Individually

*Each group will be given a module that contains the diagram of angle relationship,
definition of each term and illustrative examples with solutions.
*They will be given 5 minutes to read, and analyze the content of the module.
(please see attached paper for the module)
D. Discussing new C. Each student discusses his/her answer with the fellow student
concepts and * The group will be given 3 minutes to answer the exercises found on the last page of the
practicing new module. They will share each other’s opinion within their group.
skills #1
E. Discussing new
D. Students share their answers with the whole class.
concepts and
* The given exercises will be checked and the students will be given a chance to solve or
practicing new
show their solution on the board and explain it to the class afterwards.
skills #2
F. Developing
mastery (leads
to formative
assessment 3)

G. Finding practical
applications of
concepts and
skills in daily
living
The teacher summarizes the mathematical skills or concepts applied in the lesson by asking
H. Making the following questions:
generalizations
and abstractions 1.) What have helped the group accomplish the task?
about the lesson 2.) What is the relationship between adjacent angles and linear pair?
3.) Are the pairs of angles useful to our lives? Why?
I. Evaluating The teacher lets the students perform the following assessment using either of the following
Learning materials: coconut midribs, barbecue sticks, drinking straws, popsicle sticks and etc. and
answer the questions that follow:

1 2

QUESTIONS:
1. What is the relationship of the two angles? (linear pair)
2. If ∠ 1 measures110 ° , what is m ∠ 2?
 3. What is the relationship of the measurements of the two angles?
J. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn? Identify
VI. REFLECTION
what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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 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
Localization and Contextualization is done in Evaluation Learning.
did I use/ discover
which I wish to share
with other teachers

Prepared by:

Math Teacher

MODULE OF ADJACENT ANGLES AND LINEAR PAIR”

OBJECTIVES:

1.) Define and illustrate adjacent angles and linear pair;

2.) Determine the relationship between adjacent angles and linear pair.

VERTICAL ANGLES
- are the angles that are
vertically opposite to each
other when two lines
intersect each other.

COMPLEMENTARY SUPPLEMENTARY
ANGLES ANGLES

- two angles whose sum of - two angles whose sum of

their measures is 90° their measures is 180°

ADJACENT ANGLES LINEAR PAIR

- two angles that have - two adjacent angles where

common vertex and side the sides are opposite rays
but no common interior
points

1.) ADJACENT ANGLES

 are two angles have common vertex and common side but no common interior points.

Examples:
 A

B Y

A
X Z
C D Figure 2
Figure 1

In figure 1, ∡ ACB and ∡ DCB have common vertex Given: ∡ XAY and ∡ ZAY with
which is vertex C and a common side,⃗CB (ray CB) common vertex: point A
but no common interior points. Common side: ⃗ AY & no common
So, therefore, ∡ ACB and ∡ DCB are adjacent angles. Interior points
∴, ∡ XAY and ∡ ZAY are adjacent angles.

2.) LINEAR PAIR

 two adjacent angles where the sides are opposite rays. It is also supplementary angles, since
the sides are opposite rays and the sum of the two angles is 180°.

Examples:

M N P

Figure 3

In Figure 3, ∡ MNO and ∡ PNO are adjacent angles. Since the two angles have common vertex and
common side, point N and ray NO respectively and whose sides are opposite rays (⃗
NM and ⃗ NP ).

B C D

E Figure 4

Given : ∡ BCE and ∡ DCE are adjacent angles because they have common vertex and common side where
the sides are opposite rays.

Common vertex: point C

Common side: ⃗ CE
Opposite rays: ⃗
CB and ⃗
CD
Illustrative Examples:

1.) In figure 5, ∡ ABC and ∡ DBC are adjacent angles since it has a common vertex and common side
but no interior points. If the m∡ ABD = 130, what is the value of ∡ ABC and ∡ DBC?
A

C
(2x + 13)°
x°
B D

Figure 5

Solution:

m∡ ABC + m∡ DBC = m∡ ABD Angle Addition Postulate

(2x + 13) + x = 130° Replace the given value of each angle
2x + 13 + x = 130° Remove the parenthesis sign
3x + 13 = 130° Combine like terms. (2x and x)
3x + 13 + (-13) = 130° + (-13) Apply APE (Addition Property of
Equality) to eliminate 13
3x = 117
3 3 Multiply both sides by 1/3 since it is the
reciprocal of 3 and to eliminate 3.

x = 39 Simplify

To solve for m∡ ABC:

m∡ ABC = 2x + 13
= 2(39) + 13 Substitute x with 39.
= (78) + 13 Multiply 2 to 39, then copy 13
m∡ ABC = 91 Add 78 and 13

To solve for m∡ DBC:

m∡ DBC = x
m∡ DBC = 39 Replace x with 39
Checking:
m∡ ABC + m∡ DBC = m∡ ABD
91° + 39° = 130
130 = 130

2.) Refer to figure 6, find x and m∡ YXZ.

W 150° (x + 5) ° Z
X
Solve for x:
m∡ WXY + m∡ YXZ = m∡ WXZ
150° + (x + 5)° = 180° - Definition of Linear Pair
155 + x = 180 - Combine like terms
155 + (-155) + x = 180 + (-155) - Addition Property of Equality
X = 25° - Simplify (value of x)
To solve for the m∡ YXZ:
m∡ YXZ = x+5
= 25 + 5 - Substitute x with 25
m∡ YXZ = 30 - Simplify

PRACTICE EXERCISE:
A. Tell whether the angles are adjacent only, adjacent and linear pair, or neither.

3
2 1
5 4

1.) ∡ 1 and ∡ 4 1.) _________________________

2.) ∡ 2 and ∡ 5 2.) _________________________
3.) ∡ 3 and ∡ 5 3.) _________________________
4.) ∡ 4 and ∡ 5 4.) _________________________
5.) ∡ 1 and ∡ 3 5.) _________________________

A. Find the measure of the indicated angle.

1.) ∡ M and ∡ P form a linear pair and m∡ P = 65.6, what is the measure of ∡ M?

M P