Grade 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson (Elicit)
B. Establishing a purpose for the lesson
(Engage)
School BULAC NATIONAL HIGH SCHOOL Grade Level 7
Teacher Edelmar G. Benosa Learning Area Math 7
Teaching Dates and Time November 11 – 15 , 2019/ (7:45 – 8:45/2:00 – 3:00) Quarter Second
Monday Tuesday Wednesday Thursday Friday
November 11, 2019 November 12, 2019 November 13, 2019 November 14, 2019 November 15, 2019
Objectives must be met over the week and connected to 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 during 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.
The learner demonstrates understanding of key concepts of geometry of shapes and sizes and geometric shapes.
The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.
M7GE-IIIb-1. Derives relationships of geometric figures using measurements and by inductive reasoning; supplementary angles and complementary, angles congruent angles, vertical angles and
adjacent angles.
M7GE-IIIc-1. Derives relationship among angles formed by parallel lines cut by a transversal using measurements and by inductive
M7GE-IIId-e-1. Uses a compass and straightedge to bisect line segments and angles and construct perpendicular and parallel lines.
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.
GEOMETRY
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Pages 11-12 2002 Basic Education Curriculum 2002 Basic Education Curriculum (
( Mathematics)Math III: Mathematics)Math III: Geometry-
Geometry-Teacher’s Manual 55- Teacher’s Manual 74-76, 82
57
Mathematics LM Mathematics LM
Pages 205-207 Pages 208-213
Worktext in Mathematics
GEOMETRY (BEC based) by
Ferdinand C.Pascual
Pages 11-12
worksheet Show pictures on the different Compass, ruler
kinds of pairs of angles.
MATHEMATICS WORKBOOK ( MATHEMATICS WORKBOOK ( MATHEMATICS WORKBOOK ( MATHEMATICS WORKBOOK (
Supplementary Exercises for Supplementary Exercises for Supplementary Exercises for Grade 7 Supplementary Exercises for Grade
Grade 7 Math Volume 2. Grade 7 Math Volume 2. Math Volume 2. 7 Math Volume 2.
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 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.
Review classification of angles Give the different kinds of angles Ask the student to identify the Ask the students to recognize on the Show a concrete model for a
by showing it to the board. picture and model figure shown figures shown to them the lines that are perpendicular and parallel.
to them. transversal.
For mastery of classification of Helps to have a basic Helps the students understand To recognize and identify angles formed Identify perpendicular and parallel
angles understanding of Different Angle perpendicular and parallel lines when two lines are cut by a transversal. lines or segments.
Pairs
1. Presenting examples/instances of the
new lesson
2. Discussing new concepts and
practicing new skills #1 (Explore)
3. Discussing new concepts and
practicing new skills #2
4. Developing mastery (Explain)
Present illustration of different Ask the students to draw a line
angles page 11 and draw another line to make a
pair of angles .
Present exercises A page 11 Discuss the line that have drawn
by the students and identify what
kind of pairs of angles.
Present B something more page Present an activity to the
12 students.
Present C. Challenge page 12 Refer to 2002 Basic Education
Curriculum ( Mathematics)Math
III: Geometry-Teacher’s Manual
page 57 G
Flash Card Game: Identify the The students will tell whether line t is a Showing different figures and let
parallel and perpendicular line. transversal or not. Refer to 2002 Basic them make observation on it.
Education Curriculum (
Mathematics)Math III: Geometry-
Teacher’s Manual page 75 ( 1)
Discuss the Concept of Refer to 2002 Basic Education Curriculum Perform basic construction in
perpendicular and parallel lines. ( Mathematics)Math III: Geometry- geometry involving line segments,
Teacher’s Manual page 75 ( 2) angles, and perpendicular and
parallel.
Discuss activity 5 on 20 in their Refer to 2002 Basic Education Curriculum Use compass and ruler to perform
MATHEMATICS WORKBOOK( ( Mathematics)Math III: Geometry- and construct line segment, angle,
Supplementary Exercises for Teacher’s Manual page 75 c. perpendicular and parallel.
Grade 7 Math Volume 2
MATHEMATICS WORKBOOK( Refer to 2002 Basic Education Curriculum Refer to pages 210-211
Supplementary Exercises for ( Mathematics)Math III: Geometry-
Grade 7 Math Volume 2 on page Teacher’s Manual page 76
20 (A)

5. Finding practical applications of
concepts and skills in daily living
(Elaborate)
6. Making generalizations and
abstractions about the lesson
Name body parts that would Let some students name practical Let some students name practical Ask the students to investigate the Ask the students to give some
represent angle and classify it application. application transversals on bridges and buildings and practical application .
according to estimated let them give a reason why some long
objects have to be kept together by
measures
another long object.
Essay writing of what they Give the different kinds of angles Ask the student to identify the Ask the students to recognize on the Show a concrete model for a
learned about classification of by showing it to the board. picture and model figure shown figures shown to them the lines that are perpendicular and parallel.
Angles to them. transversal.

7. Evaluating learning (Evaluate) Call some students to share Helps to have a basic Helps the students understand To recognize and identify angles formed Identify perpendicular and parallel
their write-ups understanding of Different Angle perpendicular and parallel lines when two lines are cut by a transversal. lines or segments.
Pairs

8. Additional activities for application or Research some application of Ask the students to draw a line Flash Card Game: Identify the The students will tell whether line t is a Showing different figures and let
remediation (Extend) the classification of angles and draw another line to make a parallel and perpendicular line. transversal or not. Refer to 2002 Basic them make observation on it.
pair of angles . Education Curriculum (
Mathematics)Math III: Geometry-
Teacher’s Manual page 75 ( 1)
V. REMARKS

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 when you meet them, you can ask them
VI. REFLECTION relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons 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 works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other teachers?

Prepared by: Checked by: Noted:

EDELMAR G. BENOSA VIRGINIA G. ORTIZ CARLOS G. CORPUZ, Ph.D.

Teacher II Head Teacher III School Principal I