School San Jose National High Grade Level Grade 7

School

DAILY LESSON LOG Teacher APRIL AQUINO-ROMAN Learning Area Math

Teaching Dates and Time Feb 27 – March 3, 2023 Quarter Third (Week 3)
DAY 1 DAY 2 DAY 3 DAY 4
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

C. Learning Derives relationships of geometric figures using measurements Derives relationships among angles formed by parallel lines cut by
Competencies/ and by inductive reasoning; supplementary angles, a transversal using measurement and by inductive reasoning.
Objectives complementary angles, congruent angles, vertical angles, M7GE-IIIc-1
adjacent angles,linear pairs, perpendicular lines, and parallel
lines.
 M7GE-IIIb-1 Subtask : Derive relationships of geometric figures
using measurements and by inductive reasoning in the ff: linear
pairs, perpendicular lines, and parallel lines.

II. CONTENT GEOMETRY

III. LEARNING
PROCESS
A. References
1. Teacher’s Guide
pages
 2. Learner’s
Materials pages
3. Textbook pages
4. Additional Materials
for Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous State what pair of angles are being decribed.( Let the 1. Ask some students who can narrate what have they learned the
lesson or presenting student answer) yesterday’s topic? ( It could be in a form of story)
the new lesson.
Two angles which are coplanar, have common vertex and a
common side but have no common interior side.

Two angles which have the sum of their measurement of

180°.

Two angles are

complementary if the
sum of their
measurement is 90°.

Two angles which have the sum of their measurement of 90°.

B. Establishing a There are still kinds of pair of angles. What are those? 1. Ask students what will form if two parallel lines cut by a
purpose for the Now our objective for this day is Derive relationships of transversal? 3. Present the objective.
lesson. geometric figures using measurements and by inductive
reasoning in the ff: linear pairs, perpendicular lines, and
parallel lines
C. Presenting 1. What if the pair of angles are having the 1. Present the definition of transversal. A transversal is a line that
examples/ instance characteristics of adjacent and supplementary? intersects two coplanar lines at two distinct points.
the new lesson.
2. Let the student draw 2 lines that intersect into form a Activity 1 : Let the student draw or make a picture of transversal based from the
right angle. given definition.

Hint : 2 coplanar lines,

2 distinct point

2. Present to the class :Transversal t and two lines l and m.

3.
D. Discussing new 1.Present the definition of the linear,perpendicular and Pair of the eight angles have special names as suggested by their
concepts and parallel pair of angles. positions. Here, corresponding angles are angles that are in
practicing new skills If two lines or segments PARALLEL LINES are similar positions on the same side of a transversal.
#1. intersect so they form a right coplanar lines that do not
angle , they are meet.
perpendicular. Two
perpendicular lines meet to
form four right angles.

E. Discussing new 2.Let the students identify the pair of angles of linear,
concepts and pair , perpendicular and parallel in the illustration .
practicing new skills
#2.
 F. Developing Mastery Task : Let the student stand if they are agree with the
( Leads to Formative statement ,if not, they will remain seated.
Assessment 3)
1.All linear pairs have the sum of 180°.
2. All supplementary angles are linear pairs.
3.Parallel lines lie on the same plane. ( Explain/ Give
example or cite an example why the answer the answer
is disagree.)

G. Finding practical Let the student fill in the blank ; Have you met /have seen any representation of a transversal ? Present
applications of
concepts and skills 1. Friendship is can be comparable to characteristics of
in daily living. ______because _____
2. My relation to (state the name of your
friend/classmate)_____has the same characteristics of
parallel lines because ______.
3. My relation to ( state the name of your friend
/classmate) is like the characteristics of perpendicular an example :
lines because _______.
H. Making How will you determine if the given pair of angles are 1. Ask : What is /are characteristic/s of corresponding angles, alternate
generalizations and linear, perpendicular and parallel? exterior/interior, same side interior/exterior angles?
abstractions about 2. Present to the class : Remember :
the lesson. When two parallel lines are cut by a transversal as shown, the boxed angles
are congruent. Also, corresponding angles are congruent, alternate interior
angles are congruent and alternate exterior angles are congruent. Moreover,
linear pairs are supplementary, interior angles on the same side of the
transversal are supplementary, and exterior angles on the same side of the
transversal are supplementary.
I. Evaluating Learning 1. <A and <B are linear pair of angle. If < A is 85°, what is
the measurement of <B? 2. Which of the figure/s Determine the measures of the angles marked with letters. Lines with
illustrate perpendicular lines? arrowheads are parallel. (Note: Figures are not drawn to scale.)

J. Additional activities
for application or
remediation.
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. Do 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?

Prepared by: Checked by: Noted by:

APRIL AQUINO-ROMAN VICTORIA B. VILLANUEVA FLORENTINO A. LARA

Mathematics Teacher Head Teacher I Principal I