Grade

School MAPANDAN NATIONAL HIGH SCHOOL GRADE 7

Level
DAILY Learning
Teacher AGNES A. ABRIGO MATH 7
LESSO Area
N Teaching
March 1, 2022 Quarter Third
LOG Date
Time 9:30-11:30
SSC Obedience Diligence
Section Integrity Courteous Friendly
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and
sizes, and geometric relationships.
B. Performance Standards The learner is able to create models of plane figures and formulate and solve accurately
authentic problems involving sides and angles of a polygon.
Learners will be able to: Code:
derive relationships among angles formed by parallel lines cut by a M7GE-IIIc-
C. Learning Competencies transversal using a measurement and by inductive reasoning; 1
/ Objectives identify and classify the angles formed by parallel lines cut by a
Write the LC code for each transversal;
determine the relationships between pairs of angles formed by parallel
lines cut by a transversal.
II. CONTENT
Parallel Lines Cut by a Transversal
III. LEARNING RESOURCES
A. References 2. Learner’s Materials: Grade 7 Mathematics,
1. Curriculum Guide
pp. 172 - 173
Powerpoint Presentation
B. Other Resources Drawing tablet
Self- Learning Module for Junior High School (Quarter 3 -Week 3)
IV. PROCEDURES
A. Reviewing previous Types of Angles – Math Maze
lesson or presenting the new
lesson

In this activity, which is a review on the previous lesson, students need to solve the math
maze by determining the correct type of angle that they see for them to reach the Finish
box. Students will also have a chance to interact with their classmates.
B. Establishing a purpose Progressive education focuses on forming connections between new and previous
for the lesson knowledge. It gives strong emphasis on problem-solving and critical thinking skills. It
also emphasizes the importance of social interaction.
 Parallel lines in real life.
In this part, the students
will have an idea on
what parallel lines are
using real life examples.
They will be sharing to
C. Presenting examples/ the class parallel lines
instances of the new lesson that they can see in their
respective homes.

It also allows students to construct their own Progressivists provoke

understanding and knowledge through real-time the curiosity of learners
experiences. and believe that students
What’s New: List down at least 5 parallel lines you can see or observe
learn best from what
inside your house.
they consider relevant in
What is It: Define what parallel line and transversal is.
Discuss the different angles formed by a transversal with two parallel lines.

D. Discussing new concepts

and practicing new skills #1

What’s More: Discuss the different relationships of angles formed when two parallel
lines are cut by a transversal.

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery Guided Activity

(Leads to Formative Find the measures of angles marked with letters In this guided activity, the
Assessment 3) students are asked to find the
measures of angles marked with
letters.
 Give real-life situations wherein the lesson on parallel lines cut by a transversal is
applied.
G. Finding practical
applications of concepts and Progressive education focuses on sound understanding of a subject soo that
skills in daily living students can apply the information to a variety of of scenarios.

What I Have Learned: Tell whether the following statements are TRUE or FALSE by
using the given figure.

H. Making generalizations
and abstractions about the
lesson

Explain what transversal is using an illustrative example.

In this part of the lesson, the students are given a figure that will serve as their
guide in answering the 5 items given. Through this, they are encouraged to think
critically for them to come up with the correct answers. They are also given the
opportunity to express themselves since they will be asked to explain the
concepts that they’ve learned using their own illustrative example.
 I. Evaluating learning

Draw line gh ǁ jk cut by a transversal line m and label the vertex C along line gh and C
along line jk. Given the line segments cut by a transversal different angles will be
J. Additional activities for
formed. Let’s say one exterior angle is m⦟gCm = 25o.
application or remediation
What is the measurement of the other angles? Show your drawing and label each angle
with the correct measurement?
V. REMARKS
VI. REFLECTION
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 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?
Checked by:
_________________
VILMA H. DECANO
Master Teacher I, Math