Olongapo City Grade

School: 7
National High School Level:
DAILY LESSON LOG Learning
Teacher: JENNILYN S. IBUAN Mathematics
Area:
February , 2024

BEP 7-Eratosthenes
Teaching Dates 6: 15 am – 7:15
Quarter: Third
and Time:
SPTVE 7 – Saffron
10:30-11:30

I. OBJECTIVES

A. Content The learner demonstrates understanding of key concepts of

Standards geometry of shapes and sizes, and geometric relationships.

The learner is able to create models of plane figures and

B. Performance formulate and solve accurately authentic problems involving
Standards sides and angles of a polygon.

C. Learning
Competencies Learning Competency: Measure the line segment

D. Learning a. describe line segment;

Objectives b. illustrate the segment addition postulate;
c. solve the length of the given line segment.
II. CONTENT Measure of Line Segment

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B.Other Learning
Resources
C.STRATEGY Discussion

IV. PROCEDURES
Draw and label the following:
1. line m
A. Reviewing the 2. point X
previous lesson
or presenting 3. plane R
the new lesson 4. point A lying on line p
5. point J lying on plane C
6. ray AC on line BC
7. line m intersecting line n at point R

B. Establishing a The teacher lets the students construct the undefined terms
purpose for the in geometry and apply the line postulate.
lesson

Measure of Line Segment

The measure of line segment is the length of the line

segment.

To indicate the “measure” of a line segment, use the name

of the line segment without the line above the name.
Ex. AB = “measure of line segment” AB

8. Presenting
examples/
instances of the Example:
new lesson
i. If NE = 12cm and ET = 10cm, then NT = 22cm

ii.

iii.

9. Discussing new
 concepts and
practicing new
skills #1
10. De
veloping mastery Solve:
(Leads to
Formative 1. In the figure: If RS = 50 cm, RW = BS and WB =
Assessment 3) 20cm, what is RW?

2. Find NM? And LK?

11. Finding
practical
applications of
concepts and
skills in daily
living
H. Making 1. Differentiate postulate and theorem.
generalization
and 2. What do you mean by segment addition postulate?
abstractions
about the lesson
I. Evaluating
learning

J. Additional Solve:
activities for
application or The perimeter of ∆ ABC is 58 cm. If AB = x – 4, BC = 2x – 8,
remediation and CA = x – 2, what is BC?

V. REMARKS

VI. REFLECTION

A. No. of learners BEP 7-Eratosthenes

who earned 60%
SPTVE 7 – Saffron
on the formative
assessment
B. No. of learners BEP 7-Eratosthenes
who require
 additional SPTVE 7 – Saffron
activities for
remediation.
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 this
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:

JENNILYN S. IBUAN MAXIMA M. MUNIO

SST-I SSHT-VI, Mathematics