GRADES 1 TO 12 School PIDDIG NATIONAL HIGH SCHOOL Grade 7-SAMPAGUITA

Level/SECTION
DAILY LESSON LOG
Teacher ANGELENE L. AMBATALI Learning Area MATHEMATICS 7

Teaching Dates and Time February 13-17, 2023 Quarter THIRD Week No. 1
10:00-11:00

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
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 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, and geometric relationships.
Standards

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

C. Learning M7GE-IIIa-1 MTGE-IIIa2 M7GE-IIIa-1 MTGE-IIIa2

Competencies/Objec 1. Describe the undefined terms in 1.Identify and name the 1. Describe the undefined terms in 1.Identify and name the
tives Geometry subsets of a line Geometry subsets of a line
2. Name the identified point(s), line(s) 2. Illustrate the subsets of 2. Name the identified point(s), line(s) 2. Illustrate the subsets of
Write the LC code and plane(s) in a given figure a line and plane(s) in a given figure a line
for each 3. Value accumulated knowledge as 3. Find the distance between two points 3. Find the distance between two points
means of new understanding. on a line using an absolute value 4. 3.Value accumulated knowledge as on a line using an absolute value 4.
Manifest accuracy in finding the means of new understanding. Manifest accuracy in finding the
distance between two points on a line. distance between two points on a line.

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 can be tackled in a week or two.

II. CONTENT Random Variables and Probability Distributions

III. LEARNING List of materials to be used on different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
 1. Teacher’s Guide
pages

2. Learner’s Material
pages

3. Textbook pages 1.

4. Additional http://www.math-onlymath.com/ https://www.brighthubeducat http://www.math-onlymath.com/

Materials from fundamentalgeometrical-concepts.html ion.com/lesson-plansgrades-3- fundamentalgeometrical-concepts.html
Learning Resource http://www.theverge.com/201 5/102267-thethree-types-of-angles/ http://www.theverge.com/201
(LR) portal 6/9/12/12885574/opticalillusion-12- 6/9/12/12885574/opticalillusion-12-
black-dots https://www.youtube.com/wa black-dots https://www.youtube.com/wa
tch?v=k5etrWdIY6o tch?v=k5etrWdIY6o

B. Other Learning (?)

Resources

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

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

C. Presenting Video clip about points, lines, Activity: Angle Manipulatives Activity (Pen-Find ANGLEANGLE-Pen)
examples/ Materials:
and planes
instances for the • Cardboard
new lesson LCTG „s lessonn 2 Teaching Modeling
https://www.youtube.com/watch? • Paper Fastener
v=k5etrWdIY6o • Protractor
• Scissors
D. Discussing new “THINK-PAIR-SHARE” Determine the measure of each angle Naming pairs of complementary and
concepts and “CABBAGE GAME” formed by its establishment using the supplementary angles from a figure of
practicing new park as the vertex, then classify it buko pie.
skills whether acute, right or obtuse angle.
1. When do we say that two
“Angle Stretching” angles are supplementary?

Classify whether the given angle is 2. How can you say that
acute, obtuse and right. twoangles are complementary?
(The teacher demonstrates the body What kind of angle is formed by
movement if the given angle is acute, complementary angles? supplementary
obtuse and right.) angles?

E. Developing Without using a protractor, complete the

mastery ((Leads to measurement of each angle.
Formative Identify the type of angle formed Answer the questions that follow.
Assessment) between the hands of each clock. 1.How do we find the supplement of an
angle? 2.How do we find the
complement of an angle?

F. Finding practical Reflect on this: Carpentry requires an Give the missing measures for each pair
applications of understanding of points, lines, and LCTG‟s lesson 2 Application of angles.
concepts and skills planes. Carpenters need to align beams
in daily living and create flat surfaces. What other line
of work requires an understanding of
points, lines, and planes?

G. Making A point suggests an exact location in LCTG‟s lesson 2 wrap -up Angle is a union of two noncollinear Complementary and
generalization and space and has no dimension. rays with a common endpoint. The two Supplementary Angles
abstractions about non-collinear rays are the sides of the
the lesson A line is a set of points arranged in a angle, while the common endpoint is the Two angles are complementary if the
 row and is extended endlessly in both vertex. sum of their measures is equal to 900.
directions.
A plane is a set of points in an endless 50
0

Three kinds of angles according to 30

0 0
60 0
40
flat surface.
measure: Acute angle is an angle
The following determine a plane: whose measure is less than 90 degrees
but greater than 0 degree.
a. three non-colinear points;
b. two intersecting lines: Right angle is an angle whose measure
is equal to 90 degrees.
c. two parallel lines; or
d. a line and a point not on the Obtuse angle is an angle whose
line measure is greater than 90 degrees but
less than 180 degrees.

H. Evaluating learning Summative Assessment on Undefined Terms in Geometry/Subsets of a Line/ Angles and its Kinds/Complementary and Supplementary Angles.

I. Additional activities Performance Task on Undefined Terms in Geometry/Subsets of a Line/ Angles and its Kinds/Complementary and Supplementary Angles.
for application for
remediation

V. REMARKS

VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so that when you meet them, you can ask them relevant questions.

A. No. of learners who

require additional
activities for
remediation who
scored below 80%.

B. Did the remedial

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

C. No. of learners who

continue to require
remediation?

D. Which of my
teaching strategies
worked well? Why
 did this work?

E. What difficulties did

I encounter that my
principal or
supervisor can help
me solve?

F. What innovation or
localized materials
did I use/discover
that I wish to share
with other
teachers?

Prepared by: Checked & Verified: Contents Noted:

ANGELENE L. AMBATALI EMERZON C. GUILLERMO, EdD RIZALINA T. MANZANO, EdD

Teacher I Master Teacher I School Principal IV