Republic of the Philippines

Department of Education
Region VI – Western Visayas
SCHOOL DIVISION OF NEGROS OCCIDENTAL
Municipality of Toboso

DAILY LESSON LOG

School TOBOSO NATIONAL HIGHSCHOOLGrade Level GRADE 7
Teacher ZOREN M. ZOZOBRADO Learning Mathematics VII
Area
Teaching Dates & FEBRUARY 20, 2023 Quarter THIRD
Time 11:00-12:00

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of geometry of shapes and sizes and
geometric relationship.

B. Performance Standards The learner is able to create models of plane figures

and formulate and solve accurately authentic problem
involving the sides, measurement and different kinds of
angles.
C. Learning The learner illustrate and draw different types of angle,
Competency/Objective e.g., acute, right, obtuse, straight, reflex angles.
Write the LC code for (M7GE-IIIe-2)
each

1. Unpacked Learning At the end of the lesson the students should able to
Competency illustrate and classify different kinds of angles and
its measurements.
1.1. Knowing Introduce students to the concept of an angle as a
rotation and naming an angle.
1.2. Understandin Helps students to learn about various angle types and
g its measurement (in degrees).
1.3. Doing Draw/Illustrate the different kinds of angles.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp.187-188
2. Learner’s Materials pp.192-194
pages
3. Textbook pages Mathematics 7: Math Master pp. 121-122
Mathematics In Daily Life pp. 145-147
4. Additional Materials https://www.skillsyouneed.com/num/angles.html
from Learning
Resource (LR) https://www.youtube.com/watch?v=xzAGoErwAxg
portal
https://www.teachstarter.com/au/blog/20-fun-angles-
activities-resources/
5. Materials Projector, Laptop and Speaker, PowerPoint
Presentation, Protractor, Ruler, Pencil, Bond paper,
Angle Clock, Table Charts
DAILY LESSON LOG 1|Page
 B. Other Learning
Resources
C. Value Focus Cooperation and Promptness
IV. PROCEDURES TEACHER ACTIVITY STUDENTS’
ACTIVITY
Drill:
A. Reviewing Previous Lesson or a) “Who am I?” The students
Presenting the New Lesson The students will guess of answered the
what kind of polygon is following questions.
described.
 I have three sides. I can be
also seen in the pyramid. “Triangle”
Who am I?
 I am a four-sided polygon.
My sides are equal. I can be
also seen in blocks. Who
am I? “Square”
 I have no side. My shape is
like a hulahoop that comes
from the loop. Who am I?
 You can see me
everywhere. My shape is “Circle”
like a door. Two pairs of my
sides are equal. Who am I?
b) “Draw Me”
The teacher will tell
students on what to draw. “Rectangle”

 Draw a two circles. One is

big and one is small.
 Draw a big circle. On the Students will prepare
inside of it, draw a a bond paper and
rectangle. On the top of the pencil and will listen
circle, draw a square. to the teacher
 Draw an square. Inside of it,
draw an inverted triangle.
Students will do so.

Students will do so.

Students will do so.

Guide Questions Students answered
Ask the following questions: the questions raised.

1. Based on the activity, how 1. We can easily

can you easily determine on determine the
B. Establishing a Purpose for the what polygon is described? polygon by the
Lesson number of its sides
and the concept of
DAILY LESSON LOG 2|Page
 each polygon.

2. What is the difference of 2. Circle has no sides

circle among to the polygons and compose of
described? infinite points while
triangle, square and
rectangle has sides.

3. Is circle a polygon? 3. No, because it has

no sides.
Points to Ponder:
C. Presenting
Examples/Instances of the  A plane is a close flat
New Lesson surface that extends forever
in two dimensions, but has
no thickness.
 An angle can be defined as
the figure formed by two
rays meeting at a common
end point.
 A line can be defined as a
straight one- dimensional
figure that has no thickness
and extends endlessly in
both directions.
 A vertex is the point where
two straight rays or line
segments meet.
 A line segment is bounded
by two distinct points on a
line.
 A ray is a line that has a
fixed starting point but no
end point. It can extend
infinitely in one direction.

Review:
Choose the letter of the
correct answer.
1. Students answered
the given activity.

a. Plane b. vertex 1. B
c.line segment d.line

DAILY LESSON LOG 3|Page

 2.

a. line segment b. line 2. C

c. angle d. Plane

3.

a.ray b. line
c. line segment d. angle

4.

3. C

a. Plane b. ray
c. angle d. line

5. 4. A

a. line b. angle
c.ray d. Plane

5. C
D. Discussing New Concepts What’s Up?, Watch Up1 Let the students
and Practicing New Skills # 1 Let the students watch the watch the video clip
video clip about angles about angles.

DAILY LESSON LOG 4|Page

 E. Discussing New Concepts 1. Motivation
and Practicing New Skills # 2
“Human Clock”
The teacher will tell a time
and student’s hands will be the Students answered
arms of the analog clock. the following
questions
 What geometric figure
represents the arms of the “It forms two rays
clock? with one common
endpoint which is
 What time requires the also called angle.”
biggest space between the
right and left hand? “When the arms
oppositely aligned to
 What time requires the each other.”
smallest space between the
right and left hand?
“When the arms are
2. Presentation and Discussion collided to each
of the Lesson other.”

The teacher will use a

manipulative (Angle Clock), it
will form a figure of angles with
different measurements.

Let the students classify Students will

the angles formed by the observed.
manipulative as shown below:

Students answered
the questions raised.

“Acute Angle”

“Right Angle”

DAILY LESSON LOG 5|Page

 “Obtuse Angle”

“Straight Angle”

 What angle measures more

than 0º but less than 90º?

 What angle measures

exactly 90º? “Reflex Angle”

 What angle measures more

than 0º but less than 180º?

 What angle measures

exactly 180º?

 What angle measures more “Acute Angle”

than 180º but less than
360º?
“Right Angle”

“Obtuse Angle”

“Straight Angle”

“Reflex Angle”
F. Developing Mastery (Leads to Fixing Skills:

DAILY LESSON LOG 6|Page

Formative Assessment 3) Identify what kind of angle The students
is illustrated: answered the given
activity.

“Obtuse Angle”

“Reflex Angle”

“Straight Angle”

“Acute Angle”

“Right Angle”

G. Finding Practical Differentiated Learning: Students’ Activity

Applications on Concepts and The teacher will group the Measure Name
Skills in Daily Living. students into five groups. Each ments Of
group will be given 8 pictures of (in Angle
angle and will provide a degrees)
protractor to measure the
angles and determine of what
kind of angle it is as the pictures (real
shown below: measure)

Reflex
325º Angle

32º Acute
Angle

DAILY LESSON LOG 7|Page

 90º Right
Angle

150º Obtuse
Angle

130º Obtuse
Angle

Straight
180º Angle

35º Acute
Angle

Reflex
235º Angle

The group who has the highest

score will have a bonus points.
H. Making Generalizations Wrap Things Up!
and Abstractions about the 1. What are the 5 kinds of 1) Acute, Right,
Lesson. angles? Obtuse, Straight,
and Reflex.
2) Acute angles
2. What are acute angles? whose angles are
measured more
than 0º but less
than 90º.”
3) Right angles
whose angles are
3. What are right angles? measured exactly
90º.”
4) Obtuse angles

DAILY LESSON LOG 8|Page

 whose angles are
measured more
4. What are obtuse angles? than 90º but less
than 180º.
5) Straight angles
whose angles are
measured exactly
180º.
6) Reflex angles
5. What are straight angles? whose angles are
measured more
than 180º but
less than 360º”
6. What are reflex angles?

I. Evaluating Learning Quiz:

Choose the letter of the
correct answer.
1. What angle measures
exactly 90º? 1. D
a. Reflex b. Acute
c.Obtuse d. Right
2. What angle measures
more than 180º but less than
360º?
a. Obtuse b. Acute 2. C
c.Reflex d. Straight

3. What angle measures

more than 90º but less than
180º?
a. Straight b. Obtuse
c. Right d. Reflex 3. B

4. What angle measures

exactly 180º?
a. Acute b. Obtuse
c. Right d. Straight

5. What angle measure 4. D

more than 0º but less than 90º?
a. Acute b. Reflex
c. Straight d. Obtuse

5. A
J. Additional Activity for Draw and identify the angle on
Application or Remediation the following measurements
below:
1. 180º
2. 93º
3. 343º
4. 90º
DAILY LESSON LOG 9|Page
 5. 15º
IV. REMARKS Grade and Section
Ruby Sapphire Emerald Star Jade
V. REFLECTION Proceed Proceed Proceed Proceed Proceed
A. No. of learners who 29 32 30 31 30
earned 80% in the
evaluation
B. No. of learners who 3 1 5 1 3
require additional
activities for
remediation
C. Did the remedial Yes Yes Yes Yes Yes
lessons work? No. of
learners who have
caught up with the
lesson. 3 1 5 1 3
D. No. of learners who 0 0 0 0 0
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?

DAILY LESSON LOG 10 | P a g e