DAILY LESSON LOG School JUDGE JUAN LUNA HIGH SCHOOL Grade Level 7

Teacher ELENITA C. GABIONZA Learning Area MATHEMATICS

Teaching Dates and Time FEBRUARY 19-23, 2024 Quarter THIRD

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
1. Content The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
Standards relationships.

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems
Standards 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 CG,
Competencies / the content can be tackled in a week or two.
Objectives
M7GE-IIIc-1 M7GE-IIIc-1 1. Determine M7GE-IIIc-1 CATCH-UP FRIDAYS
1. Define and identify the the relationship of the 1. Derives relationships
pairs of angles formed when pairs of among angles formed by
two parallel lines are cut by a angles formed when two parallel lines cut by a
transversal. parallel lines are cut by a transversal by measuring.
2. Show appreciation of transversal. 2. Show appreciation of
the topic by applying the 2. Show appreciation of the the topic by applying the
given relationship in real life topic by applying the given given relationship in real
situation. relationship in real life life

19
 situation situation

II. CONTENT
ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS
FORMED BY PARALLEL FORMED BY PARALLEL FORMED BY PARALLEL
LINES CUT BY A LINES CUT BY A LINES CUT BY A
TRANSVERSAL TRANSVERSAL TRANSVERSAL
III. LEARNING
RESOURCES

A. References
1. Teacher’s Session Guide in Geometry Session Guide in Geometry Session Guide in Geometry by
Guide pages by Francisco and Villena - by Francisco and Villena - Francisco and Villena - Diaz, pp. 5-6
Diaz, pp. 5-6 Diaz, pp. 5-6

2. Learner’s Learner’s Module, pp. Learner’s Module, pp. Learner’s Module, pp. 204207
Materials 204207 204207
pages

3. Textbook Ulpina, J. N. & Licardo, E. D. Ulpina, J. N. & Licardo, E. Ulpina, J. N. & Licardo, E. D.(2014).
pages (2014). Math Builders D.(2014). Math Builders Math Builders
(New Enhanced Edition (New Enhanced Edition (New Enhanced Edition
Based on K to 12 Based on K to 12 Based on K to 12
Curriculum). Philippines: Curriculum). Philippines: Curriculum). Philippines:
Mega Jesta Prints, Inc. Mega Jesta Prints, Inc. Mega Jesta Prints, Inc.

Orence, A. & Mendoza, M. Orence, A. & Mendoza, M. Orence, A. & Mendoza, M.

(2012). e-math K to 12 Ed., (2012). e-math K to 12 Ed., (2012). e-math K to 12 Ed.,
Philipines: Rex Bookstore, Philipines: Rex Bookstore, Philipines: Rex Bookstore,

Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405

20
 4. Additional http://www.mathworksheets4 http://www.cpalms.org/Publi http://www.mathworksheets
Materials from kids.com/transversal.php c/PreviewResourceLesson/ 4kids.com/transversal.php
Learning Preview/39484
Resource (LR) http://www.mathworksheets
portal 4kids.com/transversal.php
http://worksheets.tutorvista.
com/parallel-lines-cut-
bytransversal-worksheet.html
B. Other Learning LCD, Laptop, Flash Player, Teacher-made Test, LCD, Teacher-made Test, LCD,
Resources Recycled calendar, colored chips Laptop, Flash Player, Manila Laptop, Flash Player, Manila
paper, Recycled calendar, paper, Recycled calendar,
colored chips colored chips
IV. PROCEDURES

A. Reviewing previous The teacher prepares four pictures The students will be asked to The figure will be flashed by .
lesson or related to the topic in which the task guess the word formed from the teacher using LCD.
presenting the new of the learner is to describe it. They the word “transversal”. To
lesson can also cite instances that are guide the learners in The leaners will use showme-
related with the picture. guessing, the teacher will board for their answer. Every
define the word. The learners student who can answer it
who can guess the words will correctly will be given colored
be receiving chips with chips with corresponding
corresponding points to be points
added to their performance
task score.
Refer to DLP pp 61-68

21
B. Establishing a This is “Parallel Lines Discovery The learners will The students will be
purpose for Activity”. identify each item as it asked to practice
the lesson relates to geometry and identifying these
Instructions: state some examples of
special pairs of
1. Put a dot on the top left margin how each one is used
in real – life. Take about angles and look for
2. On the top right count down 5 lines –
make a dot – connect the dots with a 5 minutes to complete any relationships
straight line this activity among the pairs of
3. From the dot on the left count down 5 angles formed.
lines before our discussion.
– make a dot
4. From the right dot count down 5 lines
and make a dot – connect these dots
with a straight line
5. From the top left dot, count down 10
lines and make a dot, connect this
dot with a straight line to the top right
corner
6. Label the angles as you see here.

C. Presenting examples/ “PM Me” – Pattern and The teacher will present The teacher will present
instances of the Measure Activity more examples. more examples.
lesson

22
 The class will be divided into four (4)
groups. Five (5) minutes will be given
to finish the task and two (2) minutes
to present their work in the class.
Each group will be working on their
assigned task based on the given
pattern below. Identify the pairs of
angles formed when two parallel lines
are cut by a transversal. Measure
each pair and draw a conclusion.

D. Discussing new Based on the definition presented in The class will be divided into “What’s My Measure
concepts and the video clip, identify what kind of four (4) groups. They will use Activity”
practicing new angle pair does angles 1 and 2 form the pattern below to create
If line A and B are
skills and their relationship. their own illustration of
parallel, find the measures
#1 special angles.
of the
numbered angles in the
figures below.
E. Discussing new “Angle-Relationship “Angle-Relationship Find the measure of the

concepts and Activity” Activity” unknown

practicing new skills (labeled) angles.
#2 Give reasons for
Identify the angle relationship Determine the relationship of the pairs of your solutions.
for each pair of angles by choosing angles formed when two parallel lines are cut by
your answer in the box below. Write a transversal. Write your answer on the space
your answer on the space provided. provided. Refer to DLP pp
69-80

23
 F. Developing mastery “Say My Name” “Think-Pair-Share” “X-Measure”
(Leads to Formative
Assessment 3) Learning Task: The teacher will provide Find the value of
x.
Identify the special name for each questions involving angles in transversal.
pair of angles.

G. Finding practical The learners will correctly place an “Perfect Match Tayo” The learners will
applications of angle number in the correct box. analyze the
concepts and skills Angle numbers may repeat. Given a map where Hiway Road is parallel to given situation.
in daily living Mayor’s Drive and Mendez They will explain
Crossing Via MCESMercury Road is the what is wrong
transversal. In this illustration, the angles are with this picture.
represented by the places or trees.

H. Making Call students to give the summary of the This activity is called “I have a cabbage “. This
generalizations topic that has been discussed. aims to guide students to generalize on the
and abstractions subject matter.
about the lesson
I. Evaluating learning Given the angle relationship, In the given figure, line 1 is parallel to line 2 and “What is
identify the pair of angle. line t is the transversal. Determine whether the missing?”
following angle pairs are congruent or
supplementary. Give reasons for your answers. Find the
value of the
unknown.

J. Additional Activities

PREPARED BY: ELENITA C. GABIONZA CHECKED BY: ANNA LISA T. DELA ROSA REVIEWED BY: JOSEPH T. LALLABBAN NOTED BY :ADORA B. TEAÑO

TEACHER III MASTER TEACHER I HEAD TEACHER III PRINCIPAL III

24