School PUERTO NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher CHRISTEL JANE B. SUELLO Learning Area MATHEMATICS
Teaching Dates and Time FEBRUARY 5 – 9, 2024 Quarter THIRD
Note: Every 5th session of the week is a “Catch-up
Fridays”.
Session 1 Session 2 Session 3 Session 4

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
I. OBJECTIVES 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 relationships.
Standards

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides
Standards 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, the content can
Competencies / be tackled in a week or two.
Objectives
M7GE-IIIb-1
1. Identify complementary angles
and supplementary angles.
2. Find the complement and
supplement of an angle.
3. Value accumulated knowledge
as means of new
M7GE-IIIb-1
1. Describe the congruent
angles and vertical angles
2. Find the measure of
vertical angles
3. Appreciate the importance
of vertical angles to real-life
situations
M7GE-IIIb-1
1. Describe the adjacent
angles and linear pair.
2. Find the angle measures of
linear pair.
3. Appreciate the
importance of adjacent angles
and linear pairs in
M7GE-IIIb-1
1. Define parallel and
perpendicular lines.
2. Construct parallel and
perpendicular lines.
3. Appreciate the
importance of parallel and
perpendicular lines in real

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 understanding. real life situation. life situation.
COMPLEMENTARY CONGRUENT ADJACENT ANGLES
II. CONTENT PARALLEL LINES AND
AND ANGLES AND LINEAR PAIR PERPENDICULAR LINES
SUPPLEMENTARY AND VERTICAL
ANGLES ANGLES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.

A. References
1. Teacher’s
Guide pages

2. Learner’s
Materials
pages

3. Textbook Grade 7 Mathematics Patterns Grade 7 Mathematics GRADE 7 Mathematics Geometry III by Dionisio,j.d. et
pages and Practicalities by Gladys C. Pattern and Practicalities by Patterns and Practicalities al pp. 82-84
Nivera pages 328- 329 Gladys C. Nivera pages 331- by Gladys Nivera pages e-math Geometry by Oronce
332 330-331 O.A and Mendoza,
Geometry by Eunice Ato- M.O pp 102-103
Lopez, MAT Virgilio I. Lopez
M.E. P.37
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning

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 Resources

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
IV. PROCEDURES 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 Checking of Assignment PICTURE MO TO!!!! “sunRAYS…” LINES TO KNOW

lesson or presenting the
new lesson Naming pair of complementary
and supplementary angles in
each figure. (See attached
DLP)
Choose one picture of the Common relationships
places that are found in Cavite Let’s visit our history. between two distinct lines
and arrange the jumbled What do the sun rays in our can be found in our
letters to form another word. surroundings. Based on the
Philippine flag symbolize?
The group who will get the given illustrations, define the
highest point will win. terms: intersecting lines,
skew lines, perpendicular
lines and parallel lines in
your own words.
(Refer to the figure at the
attached DLP)

B. Establishing a Students will be given 10 A. Use the figure below to Look around the classroom.
purpose for the Activity (PAK GANERN) minutes to roam around the answer the given questions. Find a model of parallel lines
classroom to look for lines (See figure at attached and perpendicular

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 lesson that are intersecting. This is
essential in defining vertical
angles. And you will present
pictures to the students.
(See figure at attached DLP)
DLP) lines.
1. Name all the adjacent
angles and linear pair.
2. Give the common side and
the common vertex of each
adjacent pairs.
3. Give all pairs of
non- adjacent angles.

C. Presenting examples/ Find the value of x and Activity: Where are you? Im Teaching/Modeling
instances of the measures of CBD in each Exploring Angles (PAIR here. (Refer to the attached Do as directed. (Refer to the
lesson figure. (See figure at attached ACTIVITY) DLP) attached DLP)
DLP) (See attached DLP)

D. Discussing new Activity (It’s Showtime) Naming angle pairs. (Refer to Naming parallel and
concepts and practicing the attached DLP) perpendicular lines (Refer to
new skills #1 the attached DLP)
Each student will be working
on Vertical Angles
Exploration.
(See attached DLP)

E. Discussing new How did you find the activity?
concepts and practicing
When do we say that two
new skills #2
angles are complementary?
How about supplementary
angles?
1. How vertical angles are
formed?
2. What can we conclude
about vertical angles?
3. When do we say that
angles are congruent?
How do you find the activity?
When do we say that angles
are linear pair? adjacent
angles?
Do linear pairs form
1. When do we say that
lines are parallel?
Perpendicular?
2. How do you construct
parallel lines?
Perpendicular lines?
3. How can the concept of
parallel and perpendicular

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F. Developing mastery
(Leads to Formative
Assessment 3) Find the value of the given
variable and the measures of
each angle.
G. Finding practical Think –Pair Share: Get your
applications of concepts partner and solve.
and skills in daily living Problem Solving
1. Two angles are
complementary. The larger
angle is twice the smaller
angle. what is the measure
2. Two angles are
supplementary. Find their
measure if one of them is 8˚
less than three times the
measures of each angle?
H. Making Complementary and
generalizations and Supplementary Angles
Tell whether the given pair of classification of each pair of
angles are vertical
angles or not.
(Refer to the attached DLP)
(Refer to the attached DLP)
Congruent Angles – if the
measure of the angles
supplementary angles? lines be used in real life?
Do adjacent angles always
form linear pairs? why?
How would concepts of
adjacent and linear pair help in
our daily lives?
Check the column that
corresponds to the Construct parallel/
perpendicular lines based on
angles. the following condition.
Note: You can check both
1. DE is parallel to FG
columns if possible 2. ST is perpendicular to
(Refer to the attached DLP) RQ
Analyze 1 and 2 and state Problem Solving
whether angles are adjacents (Refer to the attached DLP)
angles or linear pair of angles.
If not, why not?
(Refer to the attached DLP)
Adjacent Angles and Linear Parallel lines are coplanar
Pairs lines that do not intersect.
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abstractions about are equal The symbol for perpendicular
the lesson Two angles are complementary Adjacent Angles are two is ║. To check whether two
if the sum of their measures is SYMBOL angles with a common vertex, lines are parallel, they must
equal to 900. The symbol for congruence is common side, and no be equidistant to each other.
Also recall that the symbol for common interior points. Perpendicular lines are lines
an angle is ∠, so the that intersect at right angles.
statement ∠ABC ≅ The symbol for perpendicular
∠PQRis read as "The is . When the intersection of
angle ABC is congruent to 1 segments and rays form right
the angle PQR". 2 angles, then they are
Theseare adjacent angles considered perpendicular.
0
Vertical Angles – are formed
50
30
0
60
0
0
when two straight lines 1
40
intersect each other. 1 2

300 + 600 = 900 400 + 500 = 900 Their sides form two 2
pairs of opposite rays
2
m1 m2  90 0 1 and their angle are These are not adjacent
nonadjacent. angles.

Two angles are supplementary Vertical Angles are formed Two angles form a linear pair
when two straight lines
if the sum of their measures is when they are adjacent and
intersect each other.
equal to 180 . 0
supplementary.
Their sides form two
pairs of opposite rays
50
0
130 0
110 700 and their angles are
0 0 0 0 0 0
non-adjacent.
50 + 130 = 180 110 + 70 = 180

m3  m4  1800

3 4

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 I. Evaluating learning Refer to the attached DLP Refer to the attached DLP Refer to the attached DLP Refer to the attached DLP

J. Additional activities Task: Take a selfie on your Reflect on what you have Draw your community that will See attached DLP
for application or home where you can see learned about show concepts of adjacent
remediation complementary and complementary, angles and linear pair.
supplementary angles and post supplementary, congruent
it on facebook using #suppcom. and vertical angles.

Study: Congruent Angles and

Vertical Angles

V. REMARKS

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 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
VI. REFLECTION 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?

Submitted by: CHRISTEL JANE B. SUELLO

Math 10 Teacher

Checked by: ALMA M. MANTALA

Department Head

Noted by: ROEL R. LAMBERTE

Secondary School Principal I 17