DAILY LESSON LOG OF M7GE-IIIh-i-1 (Week One-Day One)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Third
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
I. OBJECTIVES 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 Standards Demonstrates understanding of key concepts of geometry of shapes and sizes and
geometric relationships.
B. Performance Is able to create models of plane figures and formulate and solve accurately authentic
Standards problems involving sides and angles of polygon
Construct triangles , squares, rectangles , regular pentagons and regular hexagons;
M7GE-IIIh-i-1
C. Learning
Learning Objectives:
Competencies/
1. State the steps of constructing square;
Objectives
2. Construct square ; and
3. Demonstrate appreciation of the importance of constructing square
II. CONTENT Constructing squares
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References Internet :
https://mathbitsnotebook.com/Geometry/Constructions/CCconstructionSquare.html
https://www.mathopenref.com/constsquare.html

1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Singapore Math: My Pals Grade 6
Resources
IV. PROCEDURES
The teacher asks the students :
a. How do you describe a square?
A. Review previous b. What are those objects that represent a square?
lesson or presenting Possible Responses:
the new lesson a. Four sides, four angles, all angles are 90 0 , all sides are equal and two pairs of
parallel sides
b. Picture frame, mirror, bond paper
B. Establishing a The teacher lets the students realize that knowing the properties of a square is an
purpose for the important skill in constructing it.
lesson
C. Presenting The teachers presents on the board the steps of constructing squares.
 He/ she lets the students prepare the materials for the activity and asks them to follow
the steps. This activity should be done individually.
. Activity No. 1

Step 1: Using your compass, draw a circle and label the center O.
Step 2  Using your straightedge, draw a diameter of the circle, labeling the
endpoints A and B.
Step 3. Construct the perpendicular bisector of the diameter,  .
Step 4. Label the points where the bisector intersects the circle as C and D.
Step 5. Connect points A to B to C to D to form the square.
examples/
instances of the
new lesson

The teacher checks the students if the figure is drawn correctly.

The teacher discusses with the students the steps of arriving at the figure of Activity 1.
Furthermore, he/she explains to the students the proof of construction that  is a
diameter of the circle since it passes through the center of the circle. From the
D. Discussing new construction of the perpendicular bisector of  , we know that O is the center
concepts and of   (and the center of the circle), making   also a diameter of the circle. In
practicing new skills
addition,  . Since both   and   are diameters, we have radii AO = BO
#1
= CO = DO showing that   and   bisect each other. Since the diagonals bisect
each other, ABCD is a parallelogram. And since diameters of a circle are congruent, we
also know that the diagonals of ABCD are congruent and perpendicular, making ABCD a
square.
E. Discussing new The teacher lets the students do the activity individually. He/she reminds the students
concepts and that in this activity, they will need compass and ruler.
practicing new skills
#2 Activity No. 2: Construct a square PQRS with side 5 cm 

Answer Key:
Since we know that the given side of the square is 5cm and that all sides of square are
equal in length, so we get:  PQ = QR = RS = SP = 5 cm each 
Step 1: Draw a line segment PQ of 5 cm
Step 2 : With the help of compass draw 90 degree angle at P

Step 3 With the help of compass draw 90 degree angle at Q.

Step 4: Use compass and 5 cm wide open. With P as center, draw an arc; which cuts arms
of 90 degree angle. And mark point of intersection as S

Step 5: Use ruler and measure length of SP. Length of SP should be 5 cm and we get:

Step 6: Again Use compass and 5 cm wide open. With Q as center, draw an arc; which
cuts arms of 90 degree angle. And mark point of intersection as R.

Step 7: Use ruler and measure length of RQ. Length of RQ should be 5 cm and we get:
 Step 8: Join points S & R

Step 9: Use ruler and measure length of SR. Length of SR should be 5 cm and we get
resultant square PQRS:

The teacher discusses and illustrates thoroughly the steps in constructing a square
The teacher lets the students, in groups of three, do Activity 3. Remind each group to use
compass and ruler for the activity.
a. Construct a square PQRS with side 10 cm 
b. Construct a square PQRS with side 12 cm 
Answer Key:
F. Developing mastery
(leads to formative A. B.
assessment 3)
10cm 12cm

10cm 12cm

G. Finding practical A square shape field is fence by the Local Government. The field has a side 400m, Draw
applications of the square accurately, using a scale of 1cm to 50m.
concepts and skills
in daily living
H. Making The teacher summarizes the mathematical skills and process constructing squares
generalizations and through a question like:
abstractions about 1. How do you construct a square?
the lesson Answer Key:
Step 1: Using your compass, draw a circle and label the center O.
Step 2  Using your straightedge, draw a diameter of the circle, labeling the
endpoints A and B.
Step 3. Construct the perpendicular bisector of the diameter,  .
Step 4. Label the points where the bisector intersects the circle as C and D.
Step 5. Connect points A to B to C to D to form the square.
 The teacher lets the students answer individually the formative assessment.

1.Construct a square QRST with side 14cm

Answer Key:
14cm

I. Evaluating Learning
14cm

J. Additional activities
or remediation
IV. 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?
V. REFLECTION
Identify 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
did I use/ discover
which I wish to
share with other
 teachers

Prepared by:
JAIME P. RUELAN, Ed. D.
EPS in MATH