School SISAY NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG

Teacher RUEL M. CUANAN Learning Area MATHEMATICS
Teaching Dates and Time March 04-08, 2024 Quarter THIRD
Session 1 Session 2 Session 3 Session 4
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
I. OBJECTIVES 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
1. Content The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
Standards relationships.

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
M7GE-IIIa-1 MTGE-IIIa2 M7GE-IIIa-3 M7GE-IIIb-1
1. Describe the undefined 1. Identify and name the 1. Classify the given angle 1. Identify complementary
terms in Geometry subsets of a line according to measure. angles and supplementary
2. Name the identified 2. Illustrate the subsets of 2. Illustrate the three kinds angles.
point(s), line(s) and plane(s) a line of angles. 2. Find the complement and
in a given figure 3. Find the distance
supplement of an angle.
3. Appreciate the value of
3. Value accumulated between two points on a line
angles in real life 3. Value accumulated
knowledge as means of new using an absolute value
understanding. 4. Manifest accuracy in situations. knowledge as means of new
finding the distance understanding.
between two points on a
line.
II. CONTENT Undefined Terms in Angles and its Kinds Complementary and
Subsets of a Line
Geometry Supplementary Angles
List the materials to be used in different days. Varied sources of materials sustain children‟s interest in the lesson
III. LEARNING
and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
RESOURCES
Hands-on learning promotes concept development.
A. References
1. Teacher‟s
LCTG LCTG LCTG LCTG
Guide
pages
2. Learner‟s
Materials
pages
3. Textbook New Mathematics for Grade Geometry III by Janette D. Grade 7 Mathematics
pages 7 by Virgilio Ato -Lopez Dionio et al pp. 55 – 57 Patterns and Practicalities
pages 138-141 Grade 7 Mathematics by Gladys C. Nivera pages
Patterns and Practicalities 328-329
Geometry III 2013 pp. 3-4 Activity SourceBook for 2nd Updated Edition by
Grade VII, Vol. XVII No. 3, Gladys C. Nivera, Ph.D. pp.
Educational Resource 353.
Corporation, pp. 8-10
4. Additional http://www.math-only- https://www.brighthubeducat
Materials from math.com/fundamental- ion.com/lesson-plans-
Learning geometrical-concepts.html grades-3-5/102267-the-
Resource three-types-of-angles/
http://www.theverge.com/201
(LR) portal
6/9/12/12885574/optical-
illusion-12-black-dots
https://www.youtube.com/wa
tch?v=k5etrWdIY6o
 B. Other Learning LCD, Laptop,
Resources Pictures/Illustrations/Figures

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
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Optical Illusion Boys vs. Girls “Stop Dance” Multistructural) Drill: Perform the following
lesson or presenting Refer to DLP Introductory (Multistructural) The students will dance as operations Unistructural)
the new lesson Activity pp. Recall of the past lesson : the music is running and
Everybody look around and when the music stops, the 1) + 45 = 90
write an object under each students will form an angle 2) + 35 = 180
heading. First to complete with the use of their body
fifteen objects will be parts. 3) 65 + = 180
declared winner. Objects
must be seen around the The students are ask to 4) - 30 = 60
room.By the count of three. draw an example of an
5) - 108 = 72
No. 1 was done for you angle formed during the
Points Lines Planes dance.
1.tip of curtain black
a pen rod board The teacher can point out
2. the parts of an angle using
3. the body parts of the
4. students.
5 • Arms – the sides of
the angle
• Head – vertex of the
angle
B. Establishing a A. Determine if the Students will classify the
Ask the students to:
purpose for the Jigsaw Puzzle (Group given figure is an angles based on the
Draw a point.
lesson Activity) angle or not. measurement of each slice.
Draw a line.
B. Refer to the attached
Draw a plane DLP for further Lola Nidora bought rice
 activities cake and asked Alden to
slice it for the DABARKADS.
(See figure at attached
DLP)
C. Presenting examples/ Activity: Activity (Pen-
instances of the Angle FindANGLE- ANGLE-
lesson Video clip about points, lines, Manipulatives Pen)
and planes Materials:
LCTG „s lesson 2 Teaching
• Cardboard
Modeling
https://www.youtube.com/wat • Paper Fastener
ch?v=k5etrWdIY6o • Protractor
• Scissors
Refer to the attached DLP
for the details of the activity.
D. Discussing new Determine the measure of Naming pairs of
concepts and each angle formed by its complementary and
practicing new skills establishment using the supplementary angles from
#1 park as the vertex, then a figure of buko pie (see
“THINK-PAIR-SHARE” LCTG‟s lesson 2 Teaching
classify it whether acute, attached DLP)
“CABBAGE GAME” Modeling
right or obtuse angle.
Unistructural)

Refer to the attached DLP

for the details of the activity.
E. Discussing new “Angle Stretching” 1. When do we say that two
concepts and angles are supplementary?
Classify whether the given
practicing new skills
angle is acute, obtuse and 2. How can you say that two
#2
LCTG‟s lesson 2 input or right. Unistructural) angles are complementary?
Guided Practice
activity (The teacher demonstrates 3. What kind of angle is
the body movement if the formed by complementary
given angle is acute, obtuse angles? supplementary
and right.) angles? Unistructural)
 Refer to the attached DLP
for the details of the activity.
F. Developing mastery Without using a protractor,
(Leads to Formative complete the measurement
Assessment 3) of each angle. (See figure at
attached DLP)
Identify the type of angle
Answer the questions that
Application LCTG‟s lesson 2 analysis formed between the hands
follow. Unistructural)
of each clock.
1. How do we find the
supplement of an angle?
2. How do we find the
complement of an angle?
G. Finding practical Reflect on this: Give the missing measures
applications of Unistructural) for each pair of angles.
concepts and skills in Carpentry requires an
daily living understanding of points,
Refer to the attached DLP
lines, and planes. Carpenters LCTG‟s lesson 2 Application
for the details of the activity.
need to align beams and
create flat surfaces. What
other line of work requires an
understanding of points,
lines, and planes?
H. Making A point suggests an exact Angle is a union of two non- Complementary and
generalizations and location in space and has no collinear rays with a Supplementary Angles
abstractions about dimension. common endpoint. The two
the lesson non-collinear rays are the Two angles are
A line is a set of points sides of the angle, while the complementary if the sum of
arranged in a row and is LCTG‟s lesson 2 wrap -up common endpoint is the their measures is equal to
extended endlessly in both vertex. 900.
directions.
Three kinds of angles 500
A plane is a set of points in according to measure: 30
0 0
60 400
an endless flat surface. Acute angle is an angle
 The following determine a whose measure is less than 300 + 600 = 900 400 + 500 = 900
plane: 90°, but greater than 0°. 2
Right angle is an angle m1 m2  900 1
(a) three non- whose measure is equal to
collinear points; 90°. Two angles are
Obtuse angle is an angle supplementary if the sum of
(b) two intersecting lines;
whose measure is greater their measures is equal to
than 90°, but less than 180°. 180 .
0
(c) two parallel lines; or
(d) a line and a point not 0
0
70
0
50 130 110
on the line.
500 + 1300 = 1800 1100+ 700 =
1800

m3  m4  1800

3 4

I. Evaluating learning LCTG‟s lesson 2 A. Draw the three kinds of Completing the table. (see
Assessment angles according to the attached DLP)
following given measure.
Acute – 30°
Obtuse – 100°
Right – 90°
B. Classify whether the given
Assessment measurement is acute,
obtuse and right angle.
1. 100°
2. 15°
3. 90°
4. 170°
5. 89°

J. Additional activities LCTG‟s lesson 2 Follow-up Activity: See attached DLP

for application or Assignment 1. In a journal, write the
Assignment
remediation importance of knowing the
classification of an
 angle and give at least 2
examples of each.

Study:
2. Differentiate
Complementary angles
from Supplementary
angles.

Reference: Learner Module for

Grade 7
Grade 7 Mathematics
Patterns and
Practicalities 2nd
Updated Edition by
Gladys C. Nivera,
Ph.D. pp. 353.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students‟ progress this week. What
VI. REFLECTION 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.

PREPARED BY:

RUEL M. CUANAN
Teacher-1

NOTED BY:

MINERVA M. RIONES
School Head