DAILY LESSON LOG

School Leuteboro NHS Grade Level 10

Teacher Gloria V. Ricohermoso Learning Area Mathematics
Teaching Dates And March 24, 2021 Quarter THIRD
Time
I. OBJECTIVES
A. Content Demonstrates understanding of the key concepts of combinatorics and
Standard probability.

B. Performance Is able to use precise counting technique and probability in formulating

Standard conclusions and making decisions.

C. Learning The learner derives relationships among angles formed by parallel lines cut by a
Competency/ transversal using measurement and by inductive reasoning.M7GEIIIc - 1
Objectives 1. Illustrates the combination of objects.
2. Differentiate permutation from combination of n objects
taken r at a time.
3. Derives formula for finding the number of combinations of n
objects taken r at a time .
4. Apply the formula for finding the number of combinations of
n objects taken r at a time.
II. Content COMBINATIONS
III. Learning
Resources
A. References SLM (R10) – Quarter 3 WEEK 3
1. Learner’s
Materials pages
2. Teacher’s Guide
pages
B. Materials manila paper, , cellphone, flash cards, strip of papers, pictures
IV. Procedure
A. Reviewing the Dance Dance Transversal! (by pair)
previous The teacher will ask the students to get a partner and will draw parallel lines and
lesson/presenting a transversal on the floor. After, naming the angles formed cut by transversal
the new lesson (corresponding angles, alternate interior angles, alternate exterior angles, interior
angles on the same side of the transversal, exterior angles on the same side of
the transversal), she will tell the students to move according to the pair of angles
given.
B. Establishing the From the given pictures/illustrations, identify the existing relationships.
purpose of the
lesson

1 2
3 4
5 6
7 8

1 2
3 4
5 6
7 8
The above pictures show relationships. In picture 1 the relation existing
 between them is boy-girl relationship while in picture 2 is a father - daughter
relation. If both organisms benefit from each other then, the relation existing is
mutualism as shown in picture 3. There are two relationships that we can see in
picture 4, they are linear pair and supplementary.
In order to know the relations existing in picture 5 and 6, we will study the
relationship among angles formed by parallel lines cut by a transversal.
C. Presenting Measure Me!
examples/ instances The students will be grouped and asked to perform the activity depending on …
of the new lesson 1. Students with smart phone
2. Students without cell phone
3. Students with smart cell phone and internet access
Instructions:
Students without cell phone
1. Draw two parallel lines. Label the first line as line n and the second line
as line m
2. Draw a transversal line, then name it as line f.
3. Label the angles from 1 to 8
4. Using protractor, measure the corresponding angles, alternate interior
angles, alternate exterior angles, alternate interior angles on the same
side of the transversal and exterior angles on the same side of the
transversal.
5. Make a conclusion about the relationship of the angles formed cut by
a transversal.
Each group will prepare a cheer to be presented once the activity is done.
Students with smart phone
The students will look for a model or a good representation of parallel
lines cut by a transversal. Using the protractor application, they will
measure the angles formed and make a conclusion about the relationship
of the pair of angles.
Students with smart cell phone and internet access
1. Draw two parallel lines. Label the first line as line n and the second line
as line m
2. Draw a transversal line, then name it as line f.
3. Label the angles from 1 to 8
4. Using online protractor application, they will take a picture of the
drawing. Then they will find the measure of the corresponding angles,
alternate interior angles, alternate exterior angles, alternate interior
angles on the same side of the transversal and exterior angles on the
same side of the transversal.
5. Make a conclusion about the relationship of each pair of angles
formed cut by a transversal.
When each group is done, the students will present their cheer.

 Each activity is written in one forth sheet of bond paper

D. Discussing new Each group will post their answers on the board and a representative from each
concepts and group will explain their work
practicing new skill Guide questions:
#1 1. Give the pairs of corresponding angles. What are its measures? What
do you observe to this measures?
2. Identify the alternate interior angles? How many pairs are these?
What are its measures? What do you observe to their measures?
3. Give the pairs of alternate interior angles. What are its measures?
What do you observe to this measures?
 4. Identify the alternate interior angles on the same side of the
transversal? How many pairs are these? What are its measures? What
do you observe to their measures?
5. Give the pairs of alternate exterior angles on the same side of the
transversal. What are its measures? What do you observe to this
measures?

Pair of angles Name of Pair Measure of each Relationship

of Angles Angle

 The guide questions are written in a bond paper.

E. Discussing new The teacher will show the figure. Using

concepts and flashcards, the students will determine the
practicing new measure of the angle.
skills # 2 1. If m∠1 = 50°, then what is the m∠6?
Why?
2. If m∠2 = 100°, then what is m∠7?
Why?
3. If m∠4 = 85°, then what is the m∠5?
Why?

F. Developing Find My Partner!

Mastery (leads to Given one of the pairs of the angles, find the other
formative angle and their measurement. Write your answer in
assessment) your Activity notebook. Number 1 is done for you.

Name of angle & Pair Measure

its measure
1. m∠1 = 100° ∠3, ∠4, ∠8 m∠3 = 100°,
m∠4 = 80°, m
∠8 = 80°
2. m∠6 = 45°
3. m∠7 = 75°
4. m∠5 = 80°
5. m∠2 = 38°
 this activity is written in manila
paper/cartolina
G. Finding Based form the picture of a parking space, the lines that
practical separate the parking spaces are parallel and the gutter
applications of serves as a transversal. If the measure of angle 1 is 60°,
concepts and skills what is the measure of angle 2?
in daily living
H. Making Students will be called to complete the given sentences with the correct
generalizations and word/phrase.
abstractions about 1. If two parallel lines are cut by a transversal, then the corresponding angles
the lesson are ____________________.
2. If two parallel lines are cut by a transversal, then the interior angles on the
same side of the transversal are ______________.
3. If two parallel lines are cut by a transversal, then the alternate interior
angles are ____________________.
4. If two parallel lines are cut by a transversal, then the alternate exterior
angles are ____________________.
5. If two parallel lines are cut by a transversal, then the exterior angles on the
same side of the transversal are ______________.
6. If two parallel lines are cut by a transversal, then the interior angles on the
same side of the transversal are ______________.

 These are written in manila paper or cartolina

I. Evaluating Read the following statements. Choose the letter of the correct answer. Write
learning your answer on one-fourth sheet of paper.
1. What is the sum of two exterior angles on the same side of the transversal?
A. 45 B. 90 C. 180 D. 360
2. Which is true about interior angles on the same side of the transversal?
A. They are adjacent. B. They form a linear pair.
C. They are complementary. D. They are supplementary.
3. Which of the following statements is true?
A. Corresponding angles are B. Corresponding angles are
equal. Complementary.
C. Corresponding angles are D. Corresponding angles are also
Supplementary. form a linear pair.
4. Which pair of angles are always equal?
A. Adjacent angles B. Alternate interior angles
C. Complementary angles D. Supplementary angles
5. What is the relation of the two interior angles on the same side of the
transversal?
A. They are complementary B. They are supplementary
C. They are congruent angle D. They form a linear pair
6. Angles 1 and2 form a linear pair. If the measure of angle 1 is 80⁰, then what is the
measure of angle 2?
A. 80⁰ B. 90⁰ C. 100⁰ D. 110⁰
Use the figure on the right to answer numbers 7 - 10.
7. Which is TRUE about angle 2 and angle 4?
A. They are complementary C. They are congruent
B. They are supplementary D. They form a linear pair
8. What is the measure of angle 3 if m∠ 6 = 80?
A. 40⁰ B. 50⁰ C. 100⁰ D. 130⁰
9. What is the measure of angle 8?
A. 40⁰ B. 50⁰ C. 100⁰ D. 130⁰
10. if the measure of angle 5 is 95°, then what is the measure of angle 7?
A. 105° B. 95° C. 85° D. 65°
* This can be done through printed material ( to those who cannot attend classes
due to sickness or any reason where going to school is impossible) to be pictured
 and send to messenger or through parents

V. Remarks The objective has been accomplished: Yes____ No____

VI. Reflections ___The students did not encounter any hindrance in completing the lesson.
___The students had encountered a hindrance in completing the lesson.
___The students are interested in the lesson.
___The students did not enjoy the lesson because of lack of materials, knowledge
and interest.
___The students are able to master the lesson despite the limited resources.
___Most of the students are able to complete their activities within the allotted
time.
___Only few students are able to complete their activities within the allotted time.

A. No. of learners A. Einstein_______ T. A. Edison_______ N. Bohr________

who earned 80% in C. Darwin_______ I. Newton_______
the evaluation

B. No. of learners A. Einstein_______ T. A. Edison_______ N. Bohr________

who require C. Darwin_______ I. Newton_______
additional activities
for remediation
C. Did the A. Einstein_______ T. A. Edison_______ N. Bohr________
remediation work? C. Darwin_______ I. Newton_______

D. No. of learners J A. Einstein_______ T. A. Edison_______ N. Bohr________

who continue to be C. Darwin_______ I. Newton_______
required for
remediation
E. Which of my teaching strategies worked well? Why did these work?

Techniques and Strategies Used:

____Games _____Pair Work ____Complete IM’s

____ Peer Tutoring ____Availability of Materials

____ Explicit teaching ____Students’ eagerness to learn

____Differentiated Instruction ____Collaboration

____ Discovery Method ____AV Presentation

____Group Work Other:____________________

Other:_______________________

F. What difficulty difficulty/ies did I encounter?

___Bullying

___Student’s behavior/ attitude

___Unavailable equipment

G. What innovation or localized materials did I Planned Innovations

use/discover which I wish to share with the other ____Contextualilized, Localized, Indigenized
teachers? IM’s

____ Making big books from views of the

 locality

Prepared by:

NEZZIELY M. FAJARDOSA
T – III

Inspected by:

MICHAEL M. LLAVE
HT- III (Mathematics)

Noted by:

CRISTETA R. LAMBON
Principal IV