GRADE 1 to 12 School Sinusa Elementary School Grade 7

DAILY LESSON LOG Level

Teacher Noland C. Nejarda Learning Area Mathematics 7
Teaching Dates and Time Quarter Third

MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY

Y
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
I. OBJECTIVES 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.

Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and size, and geometric relationship.
A. Performance Standard The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
B. Learning Competency Objectives
At the end of the session, learners are At the end of the session, At the end of the session,
42. represents point, line, and plane using expected to: learners are expected to: learners are expected to:
concrete and pictorial models. M7GE – IIIa – 2
M7GE – IIIa – 1. M7GE – IIIa – 1. M7GE – IIIa – 2. 1. illustrates subsets of a M7GE – IIIa – 3.
1. Represent s point, line, and plane 1. Define: line 1. define angle, angle
43. illustrates subsets of a line. using concrete and pictorial Parallel lines, Intersecting pair and the different
M7GE – IIIa – 2. models. lines, Concurrent lines, skew types of angles
lines, segment, ray and
44. Classifies the different kinds of angles. congruent segments 2. carefully classify
M7GE – IIIa – 3. angles according to
2. identify and name the their measures
subsets of a line

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.
a. CONTENT
Basic Concepts and Terms in Geometry Basic Concepts and Terms in Basic Concepts and Terms in Basic Concepts and Terms in
Geometry Geometry Geometry
b. LEARNING RESOURCES
A. References Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
1. Teacher’s Guide pages pp.186-189 pp. 189-192 pp. 192-198 pp. 199-200
2. Learner’s Materials pages pp.186-189 pp. 189-192 pp. 192-198 pp. 199-200
3. Textbook pages
4. Additional Materials from MTAP Review materials, E- Math, Next MTAP Review materials, E- MTAP Review materials, E- MTAP Review materials, E-
Learning Resource (LR)portal Century Mathematics. Math, Next Century Math, Next Century Math, Next Century
Mathematics. Mathematics. Mathematics.
B. Other Learning Resource
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.
c. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusionsabout what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Use Map of Palawan Perform activity 2 in the LM Draw the ff: Recall the following terms
presenting the new lesson Let students do the following: Guide questions: a. ⃡𝐴̅𝐵̅→ c. ̅𝐶̅𝐷̅ 1. Parallel lines
 1. Identify points, lines and planes 1. What is the difference b. ̅𝐵̅𝐶̅ 2. Intersecting lines,
from the map between intersecting 3. Concurrent lines,
2. Explain in your own words lines and parallel 4. skew lines,
what point ,line and plane mean lines 5. segment,
2. What about the skew 6. ray and
and concurrent 7. congruent segments
lines?
B. Establishing a purpose for the lesson Let the student knows Let the student knows how to Present the
Let the students master the three undefined the difference between illustrate the following competencies/ objectives
terms in geometry. Intersecting lines subsets of a line: for the day
and parallel lines.
Skew lines and
concurrent lines
C. Presenting examples/Instances of Let students give example of objects that Perform activity 3 about Perform Activity 7 in the LM(
the new lesson represent point, line and plane the subsets of lines. Definition of an angle) then
answer question to ponder
D. Discussing new concepts and Work on Activity 1 (Objects representing the
practicing new skills # 1 undefined terms). Perform activities about Perform activity 4 Perform activity 8
Instruction: line segments and ray about congruent (Measuring an angle)
Place its object in its segments
corresponding column in the table Guide questions:
below Guide questions:
Pp. 1. What is a
Guide questions: characteristics of a 1. What does
line segment? A ray? congruent segments
1. Consider the moon in its fullest mean?
form. What would it represent?
2. How about a wire?
3. A sheet of paper?
4. Discussing new concepts and Using activity #8’
practicing new skills # 2 Draw and label a figure for
each condition. Classify angles according
a. line l contains A, B, and to their measures:
C but not D 1. Right angle
b. three planes intersecting in l 2. Acute angle
c. three non- intersecting lines. 3. Obtuse angle
4. Straight angle

5. Developing mastery Application: Application: Application: Answer exercises 9.

(leads to Formative Assessment Enumerate and differentiate M, N and O are three points Estimating angle
) List down 3 other objects that could subsets of lines on a line. O is between M and measure( you are not
N expected to
 represent If measure the angle)
a. a point 𝑀̅ ̅
b. a line ̅𝑂̅ = 3 and ̅𝑂̅𝑁̅ = 7, what is
c. a plane ̅𝑀̅𝑁̅?
6. Finding practical application of Carpenters need to align beams and Identify the measure and
concepts and skills in daily create flat surfaces. A 3 meter stick is cut so that type of an angle formed by
living What other line of work requires an one part is one-third of the the hands of the clock at:
understanding of points, lines and planes? other. How long is the 1. 1:00
longer segment? 2. 3:00
3. 6:00
4. 1:45

7. Making generalizations and When do we say that an object is consider a What are subsets of a line What is your observation of What are the classification
abstractions about the point, a line or a plane? the congruent line segments? of angles according to their
lesson Point- is a specific location.It has no length, 1. Definition of a Segment measures?
width, or thickness. Two segments are
Line- is a straight line. Which extends 2. Definition of Betweenness congruent ( ≅) if they have
indefinitely in two opposite directions. It the same measure.
has length, no width and no thickness. 3. The Ruler postulate
Plane- is a flat surface that extends infinitely in
all directions. It has infinite width and infinite
length but no thickness.

8. Evaluating learning Quiz/ performance test Quiz.

True or false. Write R if the Draw a line that contains Measure of  CBD is less than
Determine the undefined term suggested by statement is points A-E with congruent twice the measure of
the following objects. true and W if it is false. segments and answer the  ABD. If D is in the interior of
1. The edge of the beam of a building. following:  ABC and the measure of 
2. The surface of the page of 1. A line segment ABC is 800, what is the measure
a notebook. has definite length 1. ̅𝐴̅𝐵̅ 𝖴 ̅𝐵̅𝐸̅ =
of  CBD?
3. The string on a guitar. 2. A ray has
4. The ceiling of a room. definite length 2. ̅𝐵̅𝐹̅ ∩ ̅𝐴̅𝐷̅ =
5. Ray of light 3. The endpoint of 𝑆̅𝑅̅→ is
6. A broomstick R. 3. ̅𝐵̅𝐹̅ 𝖴 ̅𝐴̅𝐷̅ =
7. Electric wire 4. If
8. The floor ̅𝑂̅ 4. ̅𝐵̅𝐹̅ 𝖴
9. A hair strand ̅𝑆→ and ̅𝑂̅𝑃̅→ are 𝐴̅
10. A rope ̅𝐷̅ =
opposite rays then
O lies between S
and P 5. ̅𝐵̅𝐹̅ 𝖴 ̅𝐴̅𝐷̅ =
 9. Additional activities for Assignment: Assignment Assignment
application or Name each figure in different
remediation ways. Activity 6: pp. 197-198
Answer Activity 2 - regarding corner of a
box with points A – H on page 191. ( LM )
a.
O
N

•M •A

•T •H

d. REMARKS

e. REFLECTION 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 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
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?