School: BURABOD ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
( Write the LC code for each)
II. CONTENT
( Subject Matter)
III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Other Learning Resources
IV. PROCEDURES
A. Reviewing past lesson or
Presenting the new lesson
B. Establishing a purpose of the
new lesson
C. Presenting Examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills no.1.
Grade Level: III
Teacher: JESSA MARIE E. FRANCISCO Learning Area: MATHEMATICS
Teaching Dates and
Time: MARCH 4 – 7, 2024 (WEEK 6) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
demonstrates understanding of lines, symmetrical designs, and tessellation using square, triangle and other shapes that can tessellate.
is able to recognize and represent lines in real objects and designs or drawings, complete symmetrical designs, and create patterns of designs using square, triangle and other shapes that
can tessellate.
recognizes and draws parallel, recognizes and draws parallel, visualizes, identifies and draws visualizes, identifies and draws
intersecting and perpendicular lines. intersecting and perpendicular lines. congruent line segments congruent line segments
Catch-Up Friday
M3GE-IIIf-12.1 M3GE-IIIf-12.1 M3GE-IIIf-13 M3GE-IIIf-13
Perpendicular, Parallel and Perpendicular, Parallel and
Congruent Line Segments Congruent Line Segments
Intersecting Lines Intersecting Lines
260-262 263
Laptop, pictures Laptop, video Ruler, illustrations, marker Ruler, illustrations
Identify the lines that are given by Identify the lines that are given by the Identify the line being shown. Identify the congruent line
the teacher. teacher. segments presented.
Present the illustration: Look around and tell the things inside Sample 1: Show an object of the Checking of assignment.
our classroom that formed horizontal same length.
and vertical lines. Sample 1: Show an object of the
same length.
What can you see in the picture?
How do you describe the fence?
What can you say about the
arrangement of the fence?
Say: Look at the fence. Let the pupils watch the video about Sample 2: Matching popsicle sticks What can you say about the
It is composed of horizontal and lines. Sample 3: Bookshelves pictures? Where can you find line
vertical lines. Can you identify them? segments?
This is how we can represent the How many line segments are
fence. Show the figure below. there?
What is formed when the horizontal What is formed when the horizontal Present the lesson: Work in Pairs
and vertical lines meet? (Square and vertical lines meet? (Square Define congruent line segments Activity:
corner) corner) Present illustrations and Draw line segment.

E. Discussing new concepts and
practicing new skills no.2
F. Developing Mastery
(Leads to Formative Assessment 3.)
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application and remediation
V. REMARKS
VI. REFLECTION
What kind of line is represented,
when horizontal and vertical lines
meet and form a square?
(Perpendicular lines)
Say: Perpendicular lines form
square corner
Refer to Activity 1 in LM p. 261
What are parallel lines?
perpendicular lines? intersecting
lines?
Refer to Activity 2 in LM p. 262
What kind of line is represented, when
horizontal and vertical lines
meet and form a square?
(Perpendicular lines)
Say: Perpendicular lines form square
corner
Refer to Activity 3 in LM p. 263
Parallel lines are lines that do not
meet. The symbol //
indicates parallel.
 Perpendicular lines are lines that
meet at a common point.
They intersect and form square
corners.
 Intersecting lines meet at a common
point but they do not
form a corner or 90 degrees.
Answer Learning Activity Sheet week 5
demonstrate how to draw
congruent line segments using
rulers and pencils
Activity by group: (2 groups)
Let the pupils answer the activity.
Let the pupils present their output.
Construction and carpentry
What is a congruent line segment?
Answer Learning Activity Sheet 6
p. 5
Answer activity.
The other partner will measure the
line segment made by her partner.
Draw another segment with the
same length.
Write the measurement on the
sides for the others to see.
What have you noticed?
How do you know that the line
segments are equal?
When you determine that the line
segments are equal?
Answer worksheet on Congruent
Line Segment
How can we help our environment?
How will you show creativity in
doing an artwork?
What is a line segment?
When do you say that the line
segments are congruent?
Answer worksheet on congruent
line segements.
 A. No. of learner who earned 80%

B .No. of learner who scored below

80% ( needs remediation)

C. No. of learners who have caught up

with the lesson

D. No of learner who continue to require

remediation

E. Which of my teaching strategies work

well? Why?

F. What difficulties did I encounter

which my principal /supervisor can help
me solve?

G. What innovation or localized

materials did I use/discover which I wish
to share w/other teacher?

Prepared by: Checked by:

JESSA MARIE E. FRANCISCO VERONICA G. DELA CRUZ

Teacher-1 Principal-I