DAILY LESSON LOG SchoolSAN AGUSTIN INTEGRATED SCHOOL Grade Level 7

Teacher ANGELA CAMILLE P. CARIAGA Learning Area MATHEMATICS

Teaching Dates and Time February 13-17,2023 Quarter THIRD
(7:40-9:40) (10:00-11:00)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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 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
1. Content The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
Standards relationships.

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon.

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
M7GE-IIIa-1 MTGE-IIIa2 M7GE-IIIa-3 M7GE-IIIb-1
1. Describe the undefined 1.Identify and name the 1. Classify the given angle 1. Identify
terms in Geometry 2. Name subsets of a line according to measure. complementary angles and
the identified point(s), 2. Illustrate the subsets of 2. Illustrate the three kinds supplementary angles.
line(s) and plane(s) in a a line of angles. 2. Find the complement
given figure 3. Find the distance 3. Appreciate the value of and supplement of an angle.
3. Value accumulated between two points on a 3. Value accumulated
knowledge as means of new line using an absolute value angles in real life knowledge as means of new
understanding. 4. Manifest accuracy in situations. understanding.
finding the distance
between two points on a
line.
II. CONTENT Undefined Terms in Geometry Subsets of a Angles and its Kinds Complementary and
Line Supplementary Angles
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children‟s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.

A. References
1. Teacher‟s LCTG LCTG LCTG LCTG
Guide pages

2. Learner‟s
Materials
pages

3. Textbook New Mathematics for Geometry III by Janette D. Grade 7 Mathematics

pages Grade Dionio et al pp. 55 – 57 Patterns and
7 by Virgilio Ato - Grade 7 Mathematics Practicalities by Gladys
Lopez pages 138-141 Patterns and Practicalities C. Nivera pages
Geometry III 2013 pp. 3-4 Activity SourceBook for 2nd Updated Edition by 328-329
Grade VII, Vol. XVII Gladys C. Nivera, Ph.D. pp.
No. 3, 353.
Educational Resource
Corporation, pp. 8-10
4. Additional http://www.math-onlymath.com/ https://www.brighthubeducat
Materials from fundamentalgeometrical-concepts.html ion.com/lesson-
Learning http://www.theverge.com/201 plansgrades-3-5/102267-
Resource (LR) 6/9/12/12885574/opticalillusion-12- thethree-types-of-angles/
portal black-dots
https://www.youtube.com/wa tch?
v=k5etrWdIY6o
 B. Other Learning LCD, Laptop,
Resources Pictures/Illustrations/Figures

IV. PROCEDURES 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. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous Directions: The array of letters
lesson or below includes ten basic
presenting the new geometric terms including the
lesson two words already marked.
These words are arranged
horizontally, vertically, and
diagonally. On a separate piece
of paper, list down all the
geometric terms that you can
find.
Boys vs. Girls
Recall of the past lesson :
Everybody look around and
write an object under each
heading. First to complete
fifteen objects will be
declared winner. Objects
must be seen around the
room.By the count of three.
No. 1 was done for you
Points Lines Planes
1.tip of curtain black
a pen rod board
2.
3.
4.
5 students.
“Stop Dance” Drill: Perform the following
The students will dance as operations
the music is running and
when the music stops, the 1)____ + 45 = 90
students will form an angle 2)____ + 35 = 180
with the use of their body
parts. 3) 65 +_____ = 180
4)____- 30 = 60
The students are ask to
draw an example of an 5)____- 108 = 72
angle formed during the
dance.
The teacher can point out
the parts of an angle using
the body parts of the
• Arms – the sides of
the angle
• Head – vertex of the
angle

B. Establishing a Ask the students to: Before we proceed, let us have a A. Determine if the Students will classify the
purpose for Draw a point. review about the previous given figure is an angles based on the
 the lesson lessons by answering the given
Draw a line. activity below. Refer to the
Draw a plane figure at the right to answer the
questions that follow.
angle or not. measurement of each slice.
B. Refer to the attached
Lola Nidora bought rice
DLP for further

1. Name all the lines. activities cake and asked Alden to

2. Name all the segments. slice it for the DABARKADS.
3. Name all the rays
(See figure at attached
DLP)

C. Presenting examples/ Activity: Angle Activity (Pen-

instances of the Manipulatives FindANGLEANGLE-Pen)
lesson Video clip about points, lines, Materials:
and planes • Cardboard
LCTG „s lesson 2 Teaching
• Paper Fastener
Modeling
https://www.youtube.com/wat • Protractor
ch?v=k5etrWdIY6o • Scissors
Refer to the attached DLP
for the details of the activity.
D. Discussing new For this section, we will be Determine the measure of Naming pairs of
concepts and having another activity! Group each angle formed by its complementary and
practicing new the following phrases into three establishment using the supplementary angles
skills groups according to their park as the vertex, then from a figure of buko pie
LCTG‟s lesson 2 Teaching
#1 similarities. Specify the similar classify it whether acute, (see attached DLP)
Modeling
characteristic per group. Copy right or obtuse angle.
and answer this activity on a
separate sheet of paper. Refer to the attached DLP
for the details of the activity.
E. Discussing new “Angle Stretching” 1. When do we say that
concepts and two angles are
practicing new Classify whether the given
supplementary?
skills angle is acute, obtuse and
#2 right. 2. How can you say that
(The teacher demonstrates twoangles are
the body movement if the complementary?
given angle is acute, obtuse 3. What kind of angle is
and right.) formed by complementary
angles? supplementary
angles?

LCTG‟s lesson 2 input or

activity
 Refer to the attached DLP
for the details of the activity.

F. Developing mastery Without using a protractor,

(Leads to Formative complete the measurement
Assessment 3) of each angle. (See figure at
attached DLP)
Identify the type of angle
Answer the questions that
LCTG‟s lesson 2 analysis formed between the hands
follow.
of each clock.
1.How do we find the
supplement of an angle?
2.How do we find the
complement of an angle?
G. Finding practical Reflect on this: Carpentry Give the missing measures
applications of requires an understanding of LCTG‟s lesson 2 for each pair of angles.
concepts and skills points, lines, and planes. Application
in daily living Carpenters need to align Refer to the attached DLP
beams and create flat
surfaces. What other line of for the details of the activity.
work requires an
understanding of points,
lines, and planes?
H. Making A point suggests an exact Angle is a union of two Complementary and
generalizations location in space and has no noncollinear rays with a Supplementary Angles
and abstractions dimension. common endpoint. The two
about the lesson LCTG‟s lesson 2 wrap -up non-collinear rays are the Two angles are
A line is a set of points sides of the angle, while the complementary if the sum of
arranged in a row and is common endpoint is the their measures is equal to
extended endlessly in both
directions. vertex. 900.
A plane is a set of points in Three kinds of angles
an endless flat surface. according to measure: 0 0
0
50
30 60 0
40
Acute angle is an
angle
 angle and give at least 2
examples of each.

Study:
2. Differentiate
Complementary
angles from
Supplementary angles.

Reference: Learner Module

for Grade 7
Grade 7 Mathematics
Patterns and
Practicalities 2nd
Updated Edition by
Gladys C. Nivera,
Ph.D. pp. 353.
V. REMARKS

VI. 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.

1. No.of learners who

earned 80% on the
formative assessment

2. No.of learners who

require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.

4. No.of learners who

continue to require
remediation

5. Which of my teaching
strategies worked
well? Why did these
work?

6. What difficulties did I

encounter which my
principal or
supervisor can help
me solve?

7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO
Teacher I OIC/HT III