GRADE 1 to 12 School Sinusa Elementary School Grade Level 7

DAILY LESSON LOG Teacher Noland C. Nejarda Learning Area Mathematics 7

Teaching Dates and Time November 5, 2019 (10:45-11:45) Quarter Third
November 6, 2019 (10:45-11:45)
November 7, 2019 (10:45-11:45)
November 8, 2019 (1:00-2:00)

Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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.

Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and size, and geometric relationship.
A. Performance Standard The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
B. Learning Competency/Objectives At the end of the session, learners are
Write the LC code for each. expected to: M7GE – IIIb– 1. M7GE – IIIb– 1. M7GE – IIIb– 1.
2. derive and determine the 3. derive and determine the 4.derive and determine the
45. derive relationship of geometric figures M7GE – IIIb– 1. relationship of geometric relationship of geometric relationship of geometric
using measurements and by inductive 1. identify, define and illustrate the figures using measurements figures using measurements figures using measurements
reasoning; supplementary angles, different kinds of angle pairs supplementary and by inductive reasoning; and by inductive reasoning; and by inductive reasoning;
complementary angles, congruent angles, angles, complementary angles, congruent a. complementary c. congruent and vertical d. adjacent angles
vertical angles, adjacent angles, linear pair. angles, vertical angles, adjacent angles, linear angles angles e. linear pair
M7GE – IIIb– 1. pair b. supplementary
angles

a. CONTENT 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.
Basic Concepts and Terms in Geometry Basic Concepts and Terms in Basic Concepts and Terms in Basic Concepts and Terms in
Geometry Geometry Geometry
b. LEARNING RESOURCES
A. References Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
1. Teacher’s Guide pages pp.199-200 pp. 200-202 pp. 202-204 pp. 202-204
2. Learner’s Materials pages pp.199-200 pp. 200-202 pp. 202-204 pp. 202-204
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
c. PROCEDURES 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 conclusionsabout what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Recall the following terms Let the students illustrate the Recall the following:
presenting the new lesson 1. Angle different kinds of angle pairs 1. supplementary angles
2. angle pair and supplementary angles, 2. complementary angles
3. different types of angles complementary angles, 3. congruent angles
congruent angles, vertical 4. adjacent angles
angles, adjacent angles, linear 5. linear pair
 pair

B. Establishing a purpose for the lesson Present the competencies/ objectives for the
day
C. Presenting examples/Instances of the The angles 300 and 600 are complementary Do all supplementary angles
new lesson and so angles 400 and 500. Why do you think form a linear pair? Why?
so? Are all linear pairs
How about 1100 and 700. How are they supplementary? Why?
related?

D. Discussing new concepts and Let the students illustrate supplementary Discuss the following Hands on activity: EXPLORING  RIB and  BIF form a linear
practicing new skills # 1 angles congruent angles, vertical angles, example: VERTICAL ANGLES pair. The measure of angle  RIB
adjacent angles, linear pair 1.  A and  B are Material: Protractor is 3 degrees more than twice the
supplementary. If  A = 400,
1. Draw intersecting lines measure of  BIF, find  RIB.
2. Identify the vertical
what is the m  B?
angles.
2. m  1 =52 and m  3 = 3. Measure each angle in
52. Their complements are  the pair of vertical
2 and  4 respectively, find angles
the measures of  2 and 4. What do you notice
 4? about the measure of
vertical angles?

E. Discussing new concepts and Ask the students to draw their own figure
practicing new skills # 2 describing supplementary angles congruent
angles, vertical angles, adjacent angles,
linear pair
F. Developing mastery Write C if the angles form complementary Solve: Try this:  1 and  2 are linear pair. If m
(leads to Formative Assessment ) and S if they are supplementary. Explain.  A measures 560. Find the  3 and  4 are vertical  1 = 7x and m  2 = 11x, find
1. 200 and 700 measures of the angles that angles. If m  3 = 4x + 7 and m the measures of the two angles.
2. 330 and 570 are supplementary and  4 = 5x – 8, find the
3. 1300 and 600 complementary to  A. measures of the two angles.
4. 700 and 100
5. 400 and 600
G. Finding practical application of Find out the meaning of Many things in life come in
concepts and skills in daily living complement and supplement pairs: love and pain, hard work
in the dictionary. Why do we and success, freedom and
say that vitamins are good responsibility. What do you
supplements? think will happen if people
enjoy freedom of expression
without responsibility?
H. Making generalizations and How do we identify, define and illustrate the How do you compare How do you determine the What is the relationship
abstractions about the lesson different kinds of angle pairs supplementary complementary angles measures of vertical between adjacent and linear
 angles, complementary angles, congruent angles, from supplementary Angles? pairs?
vertical angles, adjacent angles, linear pair angles?

I. Evaluating learning Define the following angles in your own The measure of an How many pairs of Quiz:
understanding; angle is 250 more vertical angles are 1. Explain when the linear
than the measure of formed when 3 lines pair formed?
1. Complementary its supplement. Find intersect at one point? 2. Draw two angles with
2. Supplementary the measures of both common vertex and
3. Congruent angles? common side and name
4. Vertical that angle.
5. adjacent

J. Additional activities for application or What is the measure of an Read about parallel and
remediation angle if the measure of its perpendicular lines
complement is 100 more than
twice its measure?
d. REMARKS

e. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
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
E. Which of my teaching strategies
worked well? Why did these 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?