School KINAMANDAGAN HIGH Grade level 8

SCHOOL
DAILY LESSON Teacher Learning Math
LOG AJI P. CAMPOS Area
Date
March 19, 2024-11:00-1:00 Quarter 3

I.OBJECTIVES
A. Content The learners demonstrate
standard understanding of key concepts of
sets and the real number system.
B. Performance The learner will be able to formulate
standard challenging situations involving sets
and the real numbers and solve
these in a variety of strategies.
C. Learning At the end of the session, the
Competency students must able:
Objectives a. Add integers using different
approaches.
b. Solve word problems involving
addition of integers.
c. Share examples of real life
problems or situations which involve
addition of integers.
II.CONTENT Addition of Integers
III.Learning
A.Refernces
1.Teacher’s Guide Grade 7 Math TG
pages
2.Learner’s Materials Grade 7 Math LM pp. 18-21
Pages
3. Textbook Pages
4. Additional Grade 7 Mathematics and
Materials from LR Practicalities pp. 48-52
Portal
B.Other Learning • Laptop, Led TV, Power point ,
Resources protractor,Ruler,
IV.PROCEDURES
A.Routine Activities: (Learners will stand)
• Prayer
Let’s all stand for a prayer
 The Lord’s Prayer….
• Checking of Attendance (Learner’s response)

Everybody’s present class.

Yes Sir.
• Classroom rules
1. Be Punctual
2. Be prepared for class. (The learners actively
3. Respect to your classmates. participate)
4. Respect and listen to the
teacher.
5. Be quite when the teacher is
talking.
6. Raise your hand if want to ask.

• Energizer
Dance

A.Reviewing Previous B.Review (Learners raise their hands.)

Lesson or presenting
New Lesson Directions: Use the figure below to
answer the question that follow.

1. Name the ray with endpoint

B going in the direction of D.

2. Name the segment joining Ans.

point B and point D. 1. Ray BD
3. What is the intersection of
BD and CA? 2. segment BD, DB
4. Name the ray opposite to BC.
3 intersect BC

4.ray BA

B.Establising a Base on our activity, what do you

purpose think will be our lesson for today
class?

Class, as we begin our discussion for

this morning, (Students read the
read altogether first, Our objectives( plus on the
objectives for today. screen)

OBSERVE, OBSERVE!
I have shown you class an objects
like stapler, fan, ruler, laptop, tong,
meter stick and what those objects
that looks alike .

(Learner’s raise their hands)

Like an angle
If we change the angles of
1. How the objects look like?
the right triangle so that it no
State your observation.
longer has a right angle, it
may no longer be useful for
certain geometric
calculations or applications
that require a right triangle.

2. What will happen if we

If we change the form of the
change the form of the
object, it can be damaged
object? It would be still
and not useful anymore.
useful or not?
 • Base on our activity, what do you
think what will be our lesson for
today?

It’s all about angle Sir.

Very Good.

C.Presenting
examples / instances I Have here a pair of Intersecting
of new lesson lines
What happens when you cut the
lines at the point of intersection This figure is composed of
leaving a figure as shown below two rays that do not lie on
the same line but have a
common endpoint.

This figure is composed of

How do you describe the figure.? two rays that do not lie on
the same line but have a
common endpoint . This
figure is called ANGLE .

Very Good.

D.Discussing New How would you define an angle?

concepts practicing #1

An angle is defined as a figure

formed by two non- collinear rays An angle is a figured formed
with a common endpoint called by two non- Collinear rays
vertex with a common endpoint

Parts of Angle

Sides:
Ray BA and ray BK

Vertex : B

B. There are different ways of

naming an angle

1. An angle can be named by L AOB

mentioning the points on the
angle like ∠AOB or /BOA

2. An angle can be named by

using the number or letter Ray OA
indicated inside the angle as
in 1 or x

3. An angle can be named using

the vertex of it is clear what Vertex: O
the sides are supposed to be.
In figure (2), the angle can be called

C.

In figure (1), ∠AOB cannot be

called ∆O because there are
two other angles which may
be called (∆AOR and ∆ROB).

Activity 1:
(Group Activity)
(Setting the group activity standard)
GROUPING TIME! The learners answer the
question
Direction:
The students will be group into four.
Each group will be given a different
task and directions to follow.
Each group will be graded using the
rubrics. The task must accomplish
within 5 minutes.

ARTIST GROUP( GROUP 1)

Direction: Draw objects that form an

angle

Cartolina and marker are provided. Learner actively participate

 Example:

WRITER GROUP(GROUP2)

Direction: Think of a word or

phrases that form an Angle.

Example:
1. Corner of the TV
2. Corner of the table
3. Chairs corner

POETRY GROUP( GROUP 3)

Direction: Compose a poem that

contents the concept of classifying
the kinds of angles.

E.Dismissing new Process Questions: -When we carry our out task,

concepts and 1. What can you say on the I say it noticed that
practicing new skills activity you have done? everything has an angle . This
#2 is incredibly beneficial
because it helps us recognize
that everything has a
purpose without this idea,
we are unable to see the
infrastructure as a benefit of
our daily lives

All I can say that everything

there is a purpose and
 function.

2. Did you find the activity

helpful? Why?
This activity useful because
angle I very important in very
living without this we can’t
make an infrastructure, it’s
helpful all the way we do

(5minutes)

RUBRICS
Content 40 points
Cooperation 30 points
Presentation 20 points
Timeless 10 points
Total
F. Developing Mastery Direction: Use the figure below and
to answer the questions that follow.
Write your answer in your notebook.

The three angles in the figure

are

1. ∆DEG
∆FEG
∆FED

The sides are.

2. DE
Ray EG
G. Finding practical
Application of
concepts and skills in
Daily living What can you say in this figure
Process Question:
1. Can you consider angle
important in building or any
infrastructure? Why?
(5 minutes )
H.Making So, now class , I asking you what
Generalizations and your understanding our today lesson
abstractions
Evaluating Learning 1 What is angle?
about the Lesson 2. How do you name an angle?
3. What are the parts of an
angle?
4. What are the different types
of angles?
angles are essential in
building and
Yes, angles are important in
building and infrastructure
for several reasons:
infrastructure as they
contribute to structural
integrity, aesthetics,
functionality, efficient use of
materials, and safety.
1.
An angle is the figure formed
by two rays, called the sides
of the angle, sharing a
common endpoint, called the
vertex of the angle.
2.
An angle is typically named
by its vertex. For example, if
the vertex is A, the angle is
usually named ∠A.
3.
The parts of an angle are the
 vertex, the sides, and the
interior of the angle.

I.Evaluating Learning Evaluation:

I. Name all the angles in each figure 1. ∆ADB, ADC,DBC

1. 2.
3.angle DHW
BHF
FHG
GHD

II. Name the vertices and the sides

of the angles below.

3. 4.

3.Vertice:Y
Sides: YX,YZ
4.Vertice: Y
Sides: YT,YR

J.Additional Activity Assignment.

Bring geometry sets like Protractor,

ruler.
V.Remarks
VI. Reflection

Submitted to:
EMILY O JUMAWAN
Cooperating Teacher