SCHOOL: COLACLING NATIONAL HIGH GRADE GRADE 7

GRADE 1 SCHOOL LEVEL:

TO 12 TEACHER: TRISCIA JOY S. NOCILLADO LEARNING MATHEMATICS
DAILY AREA:
LESSON LOG TEACHING DATES MARCH 07, 2024 QUARTER: 3rd QUARTER
AND TIME:
I. OBJECTIVES .
A. Content Standard Demonstrates understanding of key concepts
of geometry of shapes and sizes, and
geometric relationships.
B. Performance Standard The learners are able to create models of
plane figures and formulate and solve
accurately authentic problems involving sides
and angles of a polygon.
C. Learning Competency/Objectives M7GE-IIIa-2
Write the LC code for each The learners will be able to illustrate subset of a
line.
At the end of the 60-minute period, (at least 85%)
of the learners should be able to:
1. Describe the line segment and ray.
2. Differentiate line segment and ray.
3. Appreciate real-life objects involving line
segments and rays.

I. CONTENT Subset of a Line

II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages DepEd Curriculum Guide
2. Learner’s Materials pages LAS 2
3. Textbook pages Mathematics - Grade7 Alternative Delivery
Mode - Quarter 3 - Module 1: Introduction to
Geometry, First Edition 2021 ISBN 978-621-04-
2604-5 p5-7
4. Additional Materials from Learning Resource Cut outs cartolina’s containing the discussion,
(LR)portal printed materials
5. Skills Critical Thinking Skills, Creative Skills
6. Subject Integration TLE, Arts
B. Other Learning Resource https://youtu.be/55dQ_aWJKX0?
si=4HCKGszWN5A3wvKS
III. PROCEDURES
Preliminary Activities
• Prayer
“May we all stand for the prayer?”

• Classroom management
“Good morning class!” ‘’Good morning, ma’am.’’
“Before you take your sit, kindly arrange your chair
properly and make sure that your places are well
organized.”
“Okay thank you class. You may now sit.”

• Checking of Attendance

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“Kindly please check your seatmate. Is there any absent
for today class?” ‘’None, ma’am.’’
“Okay very good class.”

• Checking of Assignment
Please get your assignment and exchange your papers at
the back.

• Classroom Rules
I’ll only have one simple rule to employ in our class, and
that is, “If someone is talking, no one will talk.

A. Reviewing previous lesson or presenting the new

lesson

Activity: Name Me!

Instruction: Identify the following tools which is
associated by their corresponding illustration.

ANSWER:
1. HAND TROWEL
2. GARDEN SPADE
3. DRIBBLER
H_ND TRO_EL G_RDEN SP_DE DR_B_L_R

B. Establishing a purpose for the lesson

Guide Questions:
1. What are the gardening tools that you identify? 1. Hand trowel, garden spade, and dribbler.
2. What subject did this gardening tools belongs? 2. TLE subject.

So, these gardening tools can also be associated and

represented in mathematics as the discussion will follow.
C. Presenting examples/Instances of the new lesson

"Before we proceed to our discussion, let us have a short

group activity.”

Activity: Describe Me
“In this activity, you will be divided into three groups. I have
here a piece of paper with a picture pasted on it. Your task is
to simply describe it and after that, present your work on your
class.”
“Yes, Ma’am.”
“Are you ready, class?”

1ST PICTURE:

2nd PICTURE:

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3rd PICTURE:

“Okay, that’s enough. Let’s start with the representative from

group 1, could you please present your work?”
“Alright. Very good! Let us clap our hands to group 1. Next,
group 2.”
(the group 1 will present)
“Good job, group 2! Let us clap our hands also to group
2. For our last presenter, group 3?”
“Very good! Let us clap our hands to group 3.” (the group 2 will present)

“You may now go back to your original seats. Thank you,

class.” (the group 3 will present)

“Very good, everyone! Thank you.”

“Your success in revealing the words shows that you are
well-prepared for our lesson.” (The students are arranging their chairs)
D. Discussing new concepts and practicing new skills #
1

“As we proceed with our discussion, you will soon recognize

these pictures from this activity are related to our upcoming
topic.”

“Any idea of what our topic for would be today?”

Our topic is about subsets of a line.”

Can anyone who can define line from our previous lesson?”
(The students are raising their hands)
“Yes, Marlon”
“A line is a one-dimensional figure, which has
length but no width, ma’am”
“Very good!”

“It is made of a set of points which is extended in opposite

directions infinitely.”

“There are two subsets of line which are the line segment and
ray.”

“So, from the pictures I gave in Activity 1, which do you think is

a line?” (The students are raising their hands)

“Yes, Heart?”
“The line that has two arrowheads, ma’am.”
“Okay, very good!”

“How about the segment?’ (The students are raising their hands)
“Yes, Angelo?”

“Correct. What about the ray?” “The line that has two endpoints, ma’am.”

The students are raising their hands)

“Yes, James?”

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Alright! Very good.” “The line that has only one endpoint, ma’am.”

SEGMENT – a subset of the points on a line that consists of

two given points and all of the points between them. It is a
part of a line that has two endpoints.

A
B

endpoint
endpoint
SEGMENT has the symbol of
EXAMPLE: AB and BA
“So, what do you think are the segments here?”
A B C

“Yes, Jean?”
“Very good, Jean!”
RAY – Is a part of a line that has one endpoint and extends
infinitely in one
direction.
A B
(Students listen attentively.)
endpoint
extends infinitely
RAY has the symbol of
EXAMPLE: AB
“So, what do you think are the rays here?”
A B C

“Yes, Charlyn?”
“Alright. Correct. Why do you think BC is not a ray? Yes,
Mr. Lomaniog?”

“Very good! Thank you.”

OPPOSITE RAYS – are two rays that both start from a
common point and go off in exactly opposite directions.

A
B C

common point
“In this figure, what do you think is the common point?”
Yes, Dainelle?”
“Correct. Always remember that line segment is a part of a line
that has two endpoints, ray has only one endpoint and
opposite ray has their common point.”

OTHER TERMS:

• CONGRUENT – two segments that have the same

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 measure.

Example:

“Do you think PQ is congruent to RS?”

“Why Charmel?”
“Alright. Very good, Charmel. Thank you.”

• MIDPOINT – divide the segment into two congruent

segments.

Example:
P A Q

“What do you think is the midpoint of segment PQ?”

“Okay. So, if A is the midpoint of PQ, then it is equivalent to
QA.”

• LINE SEGMENT BISECTOR – is a segment,

ray, line, or plane that intersects a segment at its
midpoint.
P A Q

m
“Again, what is the midpoint here?”
“So, what do you think is the line segment bisector?”
“Correct. Always remember that segment bisector is a segment
that intersects at its midpoint.”

“Did you all understand our lesson?”

“If you understand, can anyone name the two subsets of line?”

“Yes, Precious?”
“Okay, very good.”
“Can anyone differentiate the line segment and rays?”
“Yes, Angel?”
“Alright. Thank you.

1. E. Developing mastery
(leads to Formative Assessment 3)

Activity: WHICH IS WHICH?

Instruction: Which of the following is a line segment?
ray?

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 Answer:
a. direction.
b.XY̅̅̅ is a line segment because it has two
endpoints X and Y.
a. b. c.
c.⃡RS⃗⃗⃗ is a line because it has no endpoints
“Very good, everyone.”
and it extends in opposite direction.
F. Finding practical application of concepts and
skills in daily living

Group Work
“Now, it’s time for a group activity, we will be having
3 groups to help you become more familiarized with the
concepts of subset of a line. Each group has its own task.

Group 1: TEST YOURSELF!

Use the words segment, ray or opposite rays to answer the
following questions.
1.Which will always form a line?
2.Which has two endpoints?
3.Which is extended in one direction without end?
4.Which has two collinear rays with the same endpoint?
5.Which bounded by two endpoints?

Group 2: NAME IT!

Use the figure below.

A. Name the six-line segments

B.Name the four rays

Group 3: DESCRIBE ME!

Tell whether each object is a model of a segment or a ray. "It felt fun ma'am."

Rocket Log darts

Direction
signpost rope

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“Good job, class!”
Always remember that points are singular location, lines
are straight paths, and planes are flat surfaces. Take note
of these distinctions for you to be confidently
differentiate the concepts of geometry.
Thank you for participating, take your seats. What did
you feel after our activity?
G. Making generalizations and abstractions about the
lesson

H. Evaluating Learning

A. IDENTIFICATION

______1. a subset of the points on a line that consists of two

given points and all of the points between them. It is a part of a
line that has two endpoints.

_____2. Is a part of a line that has one endpoint and extends

infinitely in one direction.

______3. are two rays that both start from a common point and
go off in exactly opposite directions.

B. Given the figure below answer the following:

ANSWERS:
A.
1. SEGMENT
2. RAY
3. OPPOSITE RAYS
1. Name other point which are on line segment AD.
B.
2. Name other point which are not on line segment AD. 1. Point A, B, C, and D
2. Point E, F, G, H, I, and J
3. Name other point which are on line segment DH. 3. Point D, E, F, G, and H
4. Point A, B, C, I, and J
4. Name other point which are not on line segment DH.

Let us check! (Students are passing their papers.)

I. Additional activities for application or remediation

As your assignment, please copy and answer. This will be

submitted next meeting.”
"None, ma'am."
Instruction: Given the figure below answer the following

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 questions.

1. Name the point which are on the line segment

HL.
2. Name the other point which are not the line
segment JQ.
"Goodbye class! Thank you for your cooperation, take
care and God bless, everyone!" "Goodbye ma'am!"
References:
• DLM 1 – Unit 4: Geometry

IV. REMARKS
V. REFLECTION

Prepared and demonstrated by:

TRISCIA JOY S. NOCILLADO

Teacher Intern

Checked and observed by:

MELITA P. MADRONIO
CT/ Teacher 3/ Math Coordinator
Noted:

ERLINDA P. CARINGAL
Principal I