GRADES 1 TO 12 SCHOOL: NIERVA NATIONAL HIGH SCHOOL GRADE LEVEL: SEVEN (7)

DAILY LESSON LOG TEACHER: CHERRYNELLE MARIE A. NIERVA LEARNING MATHEMATICS 7

AREA:
TEACHING DATES & Four Times Per Week QUARTER: THIRD QUARTER
TIME: 1ST Week

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the key understanding of the key understanding of the key understanding of the key understanding of the key
concepts of shapes and concepts of shapes and concepts of shapes and concepts of shapes and concepts of shapes and
sizes , and geometric sizes , and geometric sizes , and geometric sizes , and geometric sizes , and geometric
relationships relationships relationships relationships relationships
B. Performance The learner is able to create The learner is able to create The learner is able to create The learner is able to create The learner is able to create
Standards: models of plane figures and models of plane figures and models of plane figures and models of plane figures and models of plane figures and
formulate and solve formulate and solve formulate and solve formulate and solve formulate and solve
accurately authentic accurately authentic accurately authentic accurately authentic accurately authentic
problems involving sides and problems involving sides and problems involving sides and problems involving sides and problems involving sides and
angles of a polygon. angles of a polygon. angles of a polygon. angles of a polygon. angles of a polygon.
C. Learning Represent point, line and Illustrates subsets of a line. Classifies the different kinds Classifies the different kinds Classifies the different kinds
Competencies/ Objectives: plane using concrete and M7GE -111a-2 of angles M7GE -111a-3 of angles M7GE -111a-3 of angles M7GE -111a-3
Write the LC code for each pictorials models. M7GE III-1 In this lesson , the students In this lesson , the students In this lesson , the students In this lesson , the students
In this lesson , the students should be able to should be able to should be able to should be able to
should be able to 1. Formulate the 1. Define angle 1. Define angle 1. Define angle
1. Describe the definition of line 2. Classify angles 2. Classify angles 2. Classify angles
undefined terms segment and ray. according to their according to their according to their
2. Give examples of 2. Perform the set measures measures measures
objects that maybe operation on 3. Solve problems 3. Solve problems 3. Solve problems
used to represent the segments and rays involving angles involving angles involving angles
undefined terms
3. Name the identified
point(s), line(s) and
plane(s) in a given
figure
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 in a week or two.
II. CONTENT
 Geometry Geometry Geometry
Geometry Geometry Kinds of angles Kinds of angles
Undefined terms Subsets of lines Kinds of angles

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References Mathematics 7 Learner’s
Materials
1. Teacher’s Guide Pages 186-190
Pages
2. Learner’s Materials
Pages
3. Text book Pages 1. Geometry, textbook
for Third Year by
Soledad Jose-Dilao
and Julieta Bernabe
pages 12-25
2. Geometry , Prentice
Hall Mathematics
pages 10-11
Mathematics 7 Learner’s Mathematics 7 Learner’s Worktext in Mathematics Worktext in Mathematics
Materials Materials GEOMETRY (BEC based) by GEOMETRY (BEC based) by
Ferdinand C. Pascual Ferdinand C. Pascual
Pages 192-198 Pages 199-202 Pages 8-10 Pages 11-12
1. Geometry, textbook 1. Geometry, textbook Worktext in Mathematics Worktext in Mathematics
for Third Year by for Third Year by GEOMETRY (BEC based) by GEOMETRY (BEC based) by
Soledad Jose-Dilao Soledad Jose-Dilao Ferdinand C.Pascual Ferdinand C.Pascual
and Julieta Bernabe and Julieta Bernabe Pages 8-10 Pages 11-12
pages 20-22 pages 54-59
2. Geometry , Prentice 2. Geometry , Prentice
Hall Mathematics Hall Mathematics
page 17 page 28

4. Additional Materials Concrete and pictorial Concrete and pictorial pictorial models such protractor worksheet
from Learning models such as pineapple models as tower
resources(LR)Portal plant
B. Other Learning Geometry, Mathematics for Geometry, Mathematics for Geometry, Mathematics for
Resources Third Year High School, Third Year High School, Third Year High School,
Dolores F. Hernandez Dolores F. Hernandez Dolores F. Hernandez
MECS(Ministry of Education , MECS(Ministry of Education , MECS(Ministry of Education ,
Culture and Sports Culture and Sports Culture and Sports
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Refer to page 186 first Refer to page 192 on subsets Review basic terms and set Review Parts of an angle and Review classification of
Lesson or Presenting paragraph on the of lines operation on rays angle Measure angles
New Lesson introduction to the
undefined terms in geometry
B. Establishing a Purpose 1. To function Refer to previous lesson Refer to previous purpose for For mastery of parts of an For mastery of classification
for the Lesson effectively in the about the undefined the lesson angle ,its measure and of angles
three-dimensional terms.(line segment and ray classification
world, one should are subsets of line)
have a knowledge of
geometric concepts
of points, line, and
planes, their
relationships, and
their basic
properties. Knowing
these would lead to a
better understanding
of plane surfaces and
their areas, solids,
and their volumes.
Our environment is rich with
patterns of different shapes
and sizes. These motivate
and facilitate the learning of
geometry because of their
appeal to our perception of
beauty and order.
Recognition and analysis of
their properties and
measures not only develop
one’s knowledge in
geometry, but also open the
path for logical thinking
2. MENTAL CONCEPTS OR
IDEAS. However , we can use
concrete objects around us
to represent these ideas.
Thus, these undefined terms
can only be described.
2. Presenting Present activity 1 on page Present activity 3 on page Look at the hands of the Present exercises page 8 Present illustration of
Examples/Instance 188 193 clock. Do you see the different angles page 11
s of the Lesson representation of an angle?
The bent arm of the man also
represents an angle. The legs
 of the chair represent an
angle; so do the edged of the
table. Look around you and
describe objects in the
classroom which represent
angles.
3. Discussing New Discuss questions to ponder Discuss activity 4 on page Define angle based on Present something more Present exercises A page 11
Concepts and on page 188 194, Teacher’s Guide previous activity. page 9
Practicing New and Definition of terms. Discuss angle, sides and
Skills#1 Refer to page 187, Teacher’s vertex. Refer to page 200.
Guide Teacher’s Guide
4. Discussing New Present exercises #1 and 2 Discuss activity 5 on pages Discuss and answer activity 8 Present sharpen your skill on Present B something more
Concepts and page 189, Teacher’s Guide 195 -196, Teacher’s Guide page 201. page 9 page 12
Practicing New Discuss the different types
Skills#2 of angles. Refer to page 202.
Teacher’s Guide
5. Developing Present exercise # 3 pages Worksheet that define Without using protractor let Present challenge on page 10 Present C. Challenge page 12
Mastery 189-190, Teacher’s Guide segments and rays the students state if the
(Leads To Formative And present activity 6 pages measures are correct and
Assessment 3) 197-198, Teacher’s Guide which are wrong in exercise
9. Refer to pages 201- 202,
Teacher’s Guide
6. Finding Practical Let some students name Let some students name Best angle the television set Name parts of a house that Name body parts that would
Application of practical application practical application be installed on the wall. used angle represent angle and classify
Concepts and Skills it according to estimated
in Daily Living measures

v. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn 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 the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalization Let some students generalize
and Abstractions about of what they learned about
the lesson the lesson
Or
Make a summary what the
students should learned
Let some students generalize
of what they learned about
the lesson.
Or
You may say, in this two days
you learned about the basic
terms in geometry which are
point, line, segment and ray.
Let some students generalize
of what they learned about
the lesson
Or
Make a summary what the
students should learned
Essay writing of what they Essay writing of what they
learned about parts of an learned about classification
angle ,its measure and of Angles
classifications

I. Evaluating Learning
J. Additional Activities for
Application or
Remediation
VI- REMARKS
VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
Call some students to give
examples of objects that
maybe used to represent the
point, line and plane
Name objects at home that
represent:
1. Point
2. Line
3. plane
Also you learned how to
perform set operations on
segments and rays.
Call some students to define
segments and ray
Name objects at home that
represent:
1. Segment
2. ray
Call some students to Call some students to share Call some students to share
1. define angle and its their write-ups their write-ups
parts
2. classify angles
according to their
measures
Measure the angle you Research other application Research some application of
usually seat and the of the angle aside from what the classification of angles
television set you have at already mentioned
home if any or a portrait on
the wall and your eyes when
standing.
C. Did the remedial lessons
work?

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies work well? Why
did this work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?