GRADES 1 TO 12 School Dela Paz National High School Grade Level VII

DAILY LESSON
LOG Teacher MARK A. SOLIVA Learning Area MATHEMATICS
March 4-8, 2024
Teaching Dates and 5:50-6:50 7 Fidelity
Time 7:50-8:50 7 Compassion Quarter THIRD QUARTER
9:10-10:10 7 Fortitude
11:10-12:10 7 Diligence

DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY LEARNINGMODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE)
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
I. OBJECTIVES 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.

A. Content Standards The demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
B. Performance
The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
Standards
M7GE-IIIf-1
1. Know that a convex polygon’s; M7GE-IIIf-1
interior angle and its 1. Know that a convex polygon’s;
M7GE-IIIe-2 M7GE-IIIe-2
corresponding exterior angle are interior angle and its corresponding
1. Identify a polygon and its 1. Identify a polygon and its exterior angle are supplementary,
different parts. different parts. supplementary, interior angles
have a sum of (n-2)180⁰. 2. interior angles have a sum of (n-
2. Illustrate the different 2. Illustrate the different 2)180⁰. 2. Illustrate a convex
C. Learning Competencies/ Illustrate a convex
Objectives
classifications of polygons. classifications of polygons. Summative Test polygon with interior angles and polygon with interior angles and
3. Appreciate the value of 3. Appreciate the value of their supplementary exterior their supplementary exterior
polygons to real-life polygons to real-life angles. angles.
situations. situations.
3. Appreciate how a friend 3. Appreciate how a friend
supplements the other and how supplements the other and how
they complete each other. they complete each other.

D. Most Essential Learning

Competency (MELC)
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.
POLYGONS POLYGONS RELATIONSHIP OF
RELATIONSHIP OF INTERIOR
II. CONTENT INTERIOR AND EXTERIOR
AND EXTERIOR ANGLES OF A
ANGLES OF A CONVEX
CONVEX POLYGON
POLYGON
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s guide, learner’s teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s module
A. References material, , reference books, material, module module
1. Teacher’s Guide pages Math G7 TG Pages 290-293 Math G7 TG Pages 290-293 Math G7 TG Pages 290-293 Math G7 TG Pages 290-293
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
https:// https:// http:// http://www.mathwarehouse. http://www.mathwarehouse.
www.mathwarehouse. com/geometry/triangles/ang com/geometry/triangles/angl
www.google.com.ph/s www.google.com.ph/
earch-polygon search-polygon com/geometry/triangles/an l es/remote-exterior-and- es/remote-exterior-and
https://en.wikipedia.org/wiki/ https://en.wikipedia.org/wiki/ gl es/remote-exterior-and
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.
“Stop That Mystery Box” “Stop That Mystery Box” Review
The teacher will Review the
concepts of the sum of the interior
angles of a convex polygon.
Inside the box are pictures of Inside the box are pictures of
different figures. When the different figures. When the
music starts the student will music starts the student will
start passing the mystery box. start passing the mystery box.
And if the music stop, the And if the music stop, the
student who is holding the box student who is holding the box
will pick one picture and will pick one picture and Engage students in a brief
answer the following answer the following discussion about the value of
questions; questions;
compassion (Community
a. How many sides are there in a. How many sides are there in
the figure? the figure? Resilience- the sustained ability
b. What shape is represented b. What shape is represented of a community to use available
by the figure? by the figure? resources (energy,
communication, transportation,
food, etc.) to respond to,
The following are the figures The following are the figures withstand, and recover from
inside the box: inside the box: adverse situations (e.g.
economic collapse to global
catastrophic risks) in learning
and problem-solving. Ask
students to share examples of
how they can demonstrate
compassion during math
activities.

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances for the new lesson
Group Activity:
“LOVE or
LIKE ” LIKE
The class will be divided into
four groups. Each group will be
given a love sign and like sign.
The teacher will show pictures
of different figures and the
groups will decide whether the
figures are polygon or not.
They will raise LOVE if their
answer is polygon and LIKE if
not.
Guide Questions:
1. How can you say that a
figure is a polygon?
2. What are the parts of
the polygon?
The following are polygons:
The following are not
polygons:
The word “polygon”
comes from the Greek words
“poly”, which means “many,”
and “gon,” which means
“angles.”
A polygon is a union
of non-collinear segments, the
sides, on a plane that meet at
their endpoints, the vertices, so
that each endpoint
(vertex) is
contained by
Group Activity: Giving of instructions The teacher lets the students, in
groups, do the activity. (7
“LOVE or
”
The class will be divided into
four groups. Each group will be
given a love sign and like sign.
The teacher will show pictures
of different figures and the
groups will decide whether the
figures are polygon or not.
They will raise LOVE if their
answer is polygon and LIKE if
not.
minutes)
Guide Questions:
1. How can you say that a
figure is a polygon?
2. What are the parts of
the polygon?
The following are polygons: Test Proper Presentation of Output
The following are not
polygons:
The word “polygon”
comes from the Greek words
“poly”, which means “many,”
and “gon,” which means
“angles.”
A polygon is a union
of non-collinear segments,
the sides, on a plane that
meet at their endpoints, the
vertices, so that each
endpoint
(vertex) is
exactly two
segments(si
des).The
angles on
the inside of
a polygon
formed by each pair of
adjacent sides. A diagonal is a
segment joining non-
consecutive vertices. Interior
angle is the inside angle of a
polygon formed by two
adjacent sides. Exterior angle
is the angle formed when one
side of a polygon is extended
(adjacent to an interior angle)
Polygons are
classified as convex or
concave. A polygon is
convex if all segments
joining any two points of the
polygon lie completely
inside the polygon, otherwise
the polygon is concave
Convex Polygons
Concave Polygons
The different types of
polygons in terms of
congruency of parts are
equilateral,
equiangular and
regular. A polygon is
equilateral if all its
sides are equal;
equiangular if all its
angles are equal; and
regular if it is both
equilateral and
equiangular.
contained by
exactly two
segments(si
des).The
angles on
the inside of
a polygon
formed by each pair of
adjacent sides. A diagonal is
a segment joining non-
consecutive vertices. Interior
angle is the inside angle of a
polygon formed by two
adjacent sides. Exterior
angle is the angle formed
when one side of a polygon is
extended
(adjacent to an interior angle)
Polygons are
classified as convex or
concave. A polygon is
convex if all
segments
joining any two points of the
polygon lie completely
inside the polygon, otherwise
the polygon is concave
Convex Polygons
Concave Polygons
The different types of
polygons in terms of
congruency of parts
are equilateral,
equiangular and
regular. A polygon is
equilateral if all its
sides are equal;
equiangular if all its
angles are equal; and
regular if it is both
equilateral and
equiangular.
 Presentation of Output
D. Discussing new The teacher will ask the learners
concepts and practicing Test Proper
how do they respond/withstand
new skills #1
the challenges they encounter with
the given activity.

E. Discussing new
concepts and practicing Test Proper
new skills #2

F. Developing mastery Illustrate a pentagon using Illustrate a pentagon Test Proper Story: "Angle Formed"
(Leads to Formative the following conditions: using the following Complete the table below. Once upon a time, in a vibrant
 conditions:
1. vertices : H, E, A,
R, T 1. vertices : H, E, A,
2. sides: , , , ,
3. diagonals: , , ,,
Assessment 3)
and diverse geometric world,
there existed a community of
R, T polygons. Among them was a
2. sides: , , , , special group known as the
3. diagonals: , , , Compassionate Polygon. This
group was made up of polygons
of various shapes, sizes, and
colors, each representing a
unique perspective and
background. One day, a crisis
struck the geometric world. A
neighboring land was suffering
from a severe drought, leaving its
inhabitants without water and
food. The Compassionate Polygon
knew they had to help, but they
faced a challenge: the only way to
reach the afflicted land was by
traversing treacherous terrain
filled with obstacles and hazards.
Undeterred by the risks, the
Compassionate Polygon set out
on their journey. Along the way,
they encountered polygons from
other communities who doubted
their ability to succeed. Some
questioned why they would risk
their own safety for strangers
from a distant land. But the
Compassionate Polygon remained
steadfast in their mission,
drawing strength from their
diversity and empathy. Each
member contributed their unique
skills and perspectives to
overcome the obstacles they
faced. The triangular polygons
used their sharp angles to
navigate rocky terrain, while the
circular polygons rolled ahead to
scout for safe paths. The square
polygons provided stability and
support, ensuring no member

G. Finding practical Questions:
applications of concepts
and skills in daily living 1. What are the
importance of
polygons in real life
application?
was left behind. As they
journeyed onward, the
Compassionate Polygon
encountered challenges that
tested their unity and resolve. But
through cooperation,
understanding, and unwavering
compassion, they persevered.
Along the way, they even inspired
other polygons they met to join
their cause, forming an ever-
growing coalition of kindness and
solidarity. Finally, after many
trials and tribulations, the
Compassionate Polygon reached
the drought-stricken land. With
their combined efforts, they were
able to provide much-needed
relief to the suffering inhabitants,
sharing their resources and
expertise to ensure everyone had
access to water and food. Their
act of compassion not only saved
lives but also brought hope and
unity to the geometric world. The
story of the Compassionate
Polygon spread far and wide,
becoming a symbol of the power
of empathy and cooperation to
overcome adversity. And so, the
Compassionate Polygon
continued their journey,
spreading kindness and
understanding wherever they
went, forever serving as a beacon
of hope in a world filled with
challenges and differences.
Questions: Test Proper Questions: Guide Questions:
1. *Who are the main
1. What are the 1. How do polygons relate to characters in the story of the
importance the real world? Compassionate Polygon?* -
of polygons Any form of tiling involves Answer key: The main characters
in real life polygons. The tiles need to are the members of the

Understanding shapes is
Understanding shapes is
important in geometry. Shapes
important in geometry.
have a wide application in real-
Shapes have a wide
life applications.
application in real-life
For example: applications.
 The tiles that you
For example:
walk on are
squared in shape,
which implies that
they are polygons.
 The truss of a
building or bridge,
the walls of a
building, etc., are
examples of
polygons. Trusses
are triangular in
shape, while walls
are rectangular
shaped.
 The rectangular
part of a chair on
which you are
sitting is an
example of a
polygon.
 The rectangular-
shaped screen of
your laptop,
television, or
mobile phone is
an example of a
polygon.
 A rectangular
football pitch or
playground is an
example of a
polygon.
 The Bermuda
Triangle, which is
a triangular shape,
is a polygon.
application? tessellate to cover an area Compassionate Polygon,
without leaving any gaps. This representing polygons of various
is directly connected to the shapes, sizes, and colors. 2.
angle properties of polygons. *What is the crisis that the
Architects include polygons Compassionate Polygon faces?*
with every plan of a house - - Answer key: The crisis is a
rooms usually have 90° severe drought in a neighboring
corners, but not always. land, leaving its inhabitants
Rooms on a plan are without water and food. 3. *What
polygons. challenges do the
The cost of building any Compassionate Polygon
structure depends on the encounter on their journey to
lengths of the walls and the help the afflicted land?* -
size of the angles - all Answer key: They encounter
properties of polygons. treacherous terrain filled with
If a single free-standing room obstacles and hazards that test
 The tiles that you is to be built, the greatest ratio their unity and resolve. 4. *How
walk on are between the area and the do the members of the
squared in perimeter is in a circle. Compassionate Polygon
The smallest ratio between the
shape, which contribute to overcoming the
implies that they area and the perimeter is
challenges they face?* - Answer
are polygons. found in a triangle. The best
key: Each member contributes
 The truss of a ratio in tessellating polygons is
their unique skills and
building or in a hexagon.
perspectives. For example,
bridge, the walls As soon as the cost of doing
triangular polygons use their
of a building, something one way as
sharp angles to navigate rocky
etc., are compared to another, it
becomes a real life issue. terrain, circular polygons roll
examples of ahead to scout for safe paths, and
polygons. We are surrounded by
polygons all the time. square polygons provide stability
Trusses are and support. 5. *What is the
triangular in significance of the
shape, while Compassionate Polygon's
walls are journey in the story?* - Answer
rectangular key: The journey symbolizes the
shaped. power of diversity, empathy, and
 The rectangular cooperation to overcome
part of a chair on adversity and make a positive
which you are impact in the world. 6. *What is
sitting is an the ultimate outcome of the
example of a
Compassionate Polygon's
polygon.
efforts?* - Answer key: They
 The rectangular- successfully provide relief to the
shaped screen
drought-stricken land, saving
of your laptop,
lives and bringing hope and unity
television, or
to the inhabitants. 7. *How does
mobile phone is
the story of the Compassionate
an example of a
Polygon serve as a lesson or
polygon.
inspiration?* - Answer key: It
 A rectangular
demonstrates the importance of
football pitch or
empathy, kindness, and solidarity
  The Pyramids of
Egypt are also an
example of
polygons
(triangular)
 Star-shaped
figures are
examples of a
polygon.
 Road signs are
also an example
of polygons.
Polygons are closed figures
made up of three or more line
segments joined at their
endpoints.
A polygon is a union of
non-collinear segments, the
sides, on a plane that meet
at their endpoints, the
vertices, so that each
endpoint (vertex) is
H. Making contained by exactly two
generalizations and segments(sides).The angles
abstractions about the on the inside of a polygon
lesson formed by each pair of
adjacent sides. A diagonal is
a segment joining non
consecutive vertices. Interior
angle is the inside angle of a
polygon formed by two
adjacent sides. Exterior
angle is the angle formed
when one side of a polygon is
extended (adjacent to an
interior angle)
Direction: Write the letter of
I. Evaluating learning
playground is an
example of a
polygon.
 The Bermuda
Triangle, which
is a triangular
shape, is a
polygon.
 The Pyramids of
Egypt are also
an example of
polygons
(triangular)
 Star-shaped
figures are
examples of a
polygon.
 Road signs are
also an example
of polygons.
Polygons are closed figures
made up of three or more
line segments joined at their
endpoints.
A polygon is a union of
non-collinear segments,
the sides, on a plane that
meet at their endpoints,
the
vertices, so that each
endpoint (vertex) is
contained by exactly two
segments(sides).The angles
on the inside of a polygon
formed by each pair of
adjacent sides. A diagonal is
a segment joining non
consecutive vertices.
Interior angle is the inside
angle of a polygon formed by
two adjacent sides.
Exterior angle is the angle
formed when one side of a
polygon is extended .
Direction: Write the letter of
in addressing challenges and
making a difference in the world.
8. *What role does the
Compassionate Polygon play in
the broader geometric world
after their journey?* - Answer
key: They continue to spread
kindness and understanding,
serving as a symbol of hope and
inspiration for others. These
guide questions and answers
provide a framework for
understanding the key elements
and themes of the story of the
Compassionate Polygon.
Question: Question:
1. What is the formula 1. What is the formula used
used to find the to find the measures of the
measures of the exterior angles of a convex
interior angles of a polygon?
convex polygon? Polygon Exterior Angles
Polygon Interior Angles Theorem
Theorem The sum of the measures of
The sum of the the exterior angles of a
measures of the convex polygon, one angle
interior angles of a at each vertex, is 360°.
Test Proper convex polygon m∠1 + m∠2 + · · · + m∠n =
with n sides is (n – 360°
2) 180°.
Test Proper Direction: Write the letter of the Direction: Write the letter of the
 the correct answer on a the correct answer on a correct answer on a separate
separate sheet of paper. separate sheet of paper. correct answer on a separate sheet of paper.
1. Which is considered a four – 1. Which is considered a four sheet of paper.
sided polygon? – sided polygon? 1. If the measure of each interior
A. octagon A. octagon 1. If the measures of the first angles of a regular polygon is
B. pentagon B. pentagon two angles of a triangle are 44º 120º, which of the following is
C. rhombus C. rhombus and 95º respectively, what is the measure of each exterior
D. triangle D. triangle the measure of the third angles?
2. How many vertices are 2. How many vertices are angle? a. 30º b. 40º c. 50º d. 60º
there in a tridecagon? there in a tridecagon? a. 21º b. 31º c. 41º d. 51º 2. If the sum of the measures of
A. 10 B. 11 C. 12 D. 13 A. 10 B. 11 C. 12 D. 13 four exterior angles of a
3. Which of the figures is a non 3. Which of the figures is a 2. What is the sum of the pentagon is 300º, what is the
- convex polygon? non - convex polygon? measures of the interior angles measure of the fifth exterior
of a tile, which is in the shape angle?
of a pentagon? a. 30º b. 40º c. 50º d. 60º
4. Which of the following 4. Which of the following a. 540º b. 640º c. 740º d. 840º 3. Which of the following could
figures is a polygon? figures is a polygon? 3. What is the measure of NOT represent the measure of
each interior angles of a an exterior angle of a regular
regular decagon? polygon?
5. Which of the polygon has 9 5. Which of the polygon has a. 144º b. 154º c. 164º d. 174º a. 15º b. 27º c. 45º d. 72º
vertices? 9 vertices?
A. decagon A. decagon 4. How many sides does the 4.
B. heptagon B. heptagon polygon have if the sum of
C. hexagon C. hexagon each interior angle is 900º?
D. nonagon D. nonagon a. 5 b. 6 c. 7 d. 8

5. If each interior angle of a

regular polygon measures
170º, how many sides does
the polygon have?
a. 18 b. 24 c. 30 d. 36
5. If the measure of each interior
angle of a regular polygon is
108º, which of the following is
the measure of its exterior
angles?
a. 36º b. 72º c. 108º d. 144º

K. Sketch a plan
K. Sketch a plan of your dream
of your dream house and identify
house and identify the kinds of
the kinds of polygon polygon
J. Additional activities for included in your included in your
application or remediation dream house. dream house.
L. Read about the L. Read about the
classification of classification of
polygon. polygon.
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. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
___ Problem Solving ___ Problem Solving ___ Problem Solving ___ Problem Solving ___ Problem Solving
___ Games ___ Games ___ Games ___ Games ___ Games
___ Deductive Learning ___ Deductive Learning ___ Deductive Learning ___ Deductive Learning ___ Deductive Learning
___ Research ___ Research ___ Research ___ Research ___ Research
E. Which of my teaching ___ Group work ___ Group work ___ Group work ___ Group work ___ Group work
___ Experimental Learning ___ Experimental Learning ___ Experimental Learning ___ Experimental Learning ___ Experimental Learning
strategies worked well? ___ Video Clips ___ Video Clips ___ Video Clips ___ Video Clips ___ Video Clips
Why did these work? ___ Puzzle ___ Puzzle ___ Puzzle ___ Puzzle ___ Puzzle
___Interactive Learning ___Interactive Learning ___Interactive Learning ___Interactive Learning ___Interactive Learning
___ Inductive Learning ___ Inductive Learning ___ Inductive Learning ___ Inductive Learning ___ Inductive Learning
___ Brainstorming ___ Brainstorming ___ Brainstorming ___ Brainstorming ___ Brainstorming
___ Others: ______________________ ___ Others: _____________________ ___ Others: _____________________ ___ Others: ______________________ ___ Others: ______________________
F. What difficulties did I ___ Low Performing School ___ Low Performing School ___ Low Performing School ___ Low Performing School ___ Low Performing School
___ Classroom Condition ___ Classroom Condition ___ Classroom Condition ___ Classroom Condition ___ Classroom Condition
encounter which my
___ Classroom Management ___ Classroom Management ___ Classroom Management ___ Classroom Management ___ Classroom Management
principal or supervisor can ___ Student Participation ___ Student Participation ___ Student Participation ___ Student Participation ___ Student Participation
help me solve? ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
G. What innovation or ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up
___ Pictures ___ Pictures ___ Pictures ___ Pictures ___ Pictures
localized materials did I
___ SIM ___ SIM ___ SIM ___ SIM ___ SIM
use/discover which I wish ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT
to share with other ___ Others: _______________________ ___ Others: _______________________ ___ Others: _______________________ ___ Others: _______________________ ___ Others: _______________________
teachers?

Prepared by: Checked by: Noted by:

MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ

Mathematics 7 Teacher Chairperson, Mathematics Principal II