GRADES 1 TO 12 SCHOOL: GRADE SEVEN (7)

LEVEL:
DAILY LESSON LOG TEACHER: 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 The learner The learner The learner The learner The learner
Standards: demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of understanding of
the key concepts of the key concepts of the key concepts of the key concepts of the key concepts of
shapes and sizes , shapes and sizes , shapes and sizes , shapes and sizes , shapes and sizes ,
and geometric and geometric and geometric and geometric and geometric
relationships relationships relationships relationships relationships
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to The learner is able to
Standards: create models of create models of create models of create models of create models of
plane figures and plane figures and plane figures and plane figures and 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 problems involving problems involving problems involving problems involving
sides and angles of a sides and angles of a sides and angles of a sides and angles of a sides and angles of a
polygon. polygon. polygon. polygon. polygon.
C. Learning Represent point, line Illustrates subsets of Classifies the Classifies the Classifies the
Competencies/ and plane using a line. M7GE -111a-2 different kinds of different kinds of different kinds of
Objectives: Write concrete and In this lesson , the angles M7GE -111a-3 angles M7GE -111a-3 angles M7GE -111a-3
the LC code for pictorials models. students should be In this lesson , the In this lesson , the In this lesson , the
M7GE III-1 able to students should be students should be students should be
each
In this lesson , the 1. Formulate the able to able to able to
students should be definition of 1. Define angle 1. Define angle 1. Define angle
able to line segment 2. Classify angles 2. Classify angles 2. Classify angles
1. Describe the and ray. according to according to according to
undefined 2. Perform the set their measures their measures their measures
 terms operation on 3. Solve problems 3. Solve problems 3. Solve problems
2. Give examples segments and involving involving involving
of objects that rays angles angles angles
maybe used to
represent the
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,
II. CONTENT the content in a week or two.
Geometry Geometry Geometry
Geometry Geometry
Undefined terms Kinds of angles Kinds of angles
Subsets of lines Kinds of angles

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain childrens interest in the
RESOURCES 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 Mathematics 7 Mathematics 7 Worktext in Worktext in
Learners Materials Learners Materials Learners Materials Mathematics Mathematics
GEOMETRY (BEC GEOMETRY (BEC
based) by Ferdinand based) by Ferdinand
C. Pascual C. Pascual
1. Teachers Guide Pages 186-190 Pages 192-198 Pages 199-202 Pages 8-10 Pages 11-12
Pages
2. Learners
Materials Pages
3. Text book 1. Geometry, 1. Geometry, 1. Geometry, Worktext in Worktext in
Pages textbook for textbook for textbook for Mathematics Mathematics
Third Year by Third Year by Third Year by GEOMETRY (BEC GEOMETRY (BEC
Soledad Jose- Soledad Jose- Soledad Jose- based) by Ferdinand based) by Ferdinand
Dilao and Dilao and Dilao and C.Pascual C.Pascual
Julieta Bernabe Julieta Bernabe Julieta Bernabe Pages 8-10 Pages 11-12
pages 12-25 pages 20-22 pages 54-59
2. Geometry , 2. Geometry , 2. Geometry ,
 Prentice Hall Prentice Hall Prentice Hall
Mathematics Mathematics Mathematics
pages 10-11 page 17 page 28

4. Additional Concrete and Concrete and pictorial protractor worksheet

Materials from pictorial models such pictorial models models such as
Learning as pineapple plant tower
resources(LR)P
ortal
B. Other Learning Geometry, Geometry, Geometry,
Resources Mathematics for Mathematics for Mathematics for
Third Year High Third Year High Third Year High
School, Dolores F. School, Dolores F. School, Dolores F.
Hernandez Hernandez Hernandez
MECS(Ministry of MECS(Ministry of MECS(Ministry of
Education , Culture Education , Culture Education , Culture
and Sports and Sports and Sports
These steps should be done across the week. Spread out the activities appropriately so that the students will
IV PROCEDURES 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.
A. Reviewing Refer to page 186 Refer to page 192 on Review basic terms Review Parts of an Review classification
Previous Lesson first paragraph on subsets of lines and set operation on angle and angle of angles
or Presenting the introduction to rays Measure
New Lesson the undefined terms
in geometry
B. Establishing a 1. To function Refer to previous Refer to previous For mastery of parts For mastery of
Purpose for the effectively in lesson about the purpose for the of an angle ,its classification of
Lesson the three- undefined terms.(line lesson measure and angles
dimensional segment and ray are classification
world, one subsets of line)
should 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 ones
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 Present activity 3 on Look at the hands of Present exercises Present illustration
Examples/Inst page 188 page 193 the clock. Do you see page 8 of different angles
ances of the the representation of page 11
Lesson 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 Discuss questions to Discuss activity 4 on Define angle based Present something Present exercises A
New Concepts ponder on page 188 page 194, Teachers on previous activity. more page 9 page 11
and Practicing and Definition of Guide Discuss angle, sides
New Skills#1 terms. Refer to page and vertex. Refer to
187, Teachers page 200. Teachers
Guide Guide
4. Discussing Present exercises #1 Discuss activity 5 on Discuss and answer Present sharpen your Present B something
New Concepts and 2 page 189, pages 195 -196, activity 8 page 201. skill on page 9 more page 12
and Practicing Teachers Guide Teachers Guide Discuss the different
New Skills#2 types of angles.
Refer to page 202.
Teachers Guide
 5. Developing Present exercise # 3 Worksheet that Without using Present challenge on Present C. Challenge
Mastery pages 189-190, define segments and protractor let the page 10 page 12
(Leads To Teachers Guide rays students state if the
Formative And present activity measures are correct
6 pages 197-198, and which are wrong
Assessment 3)
Teachers Guide in exercise 9. Refer
to pages 201- 202,
Teachers Guide
6. Finding Let some students Let some students Best angle the Name parts of a Name body parts
Practical name practical name practical television set be house that used that would represent
Application of application application installed on the wall. angle angle and classify it
Concepts and according to
estimated measures
Skills in Daily
Living
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 Let some students Let some students Let some students Essay writing of what Essay writing of what
Generalization and generalize of what generalize of what generalize of what they learned about they learned about
Abstractions about they learned about they learned about they learned about parts of an angle ,its classification of
the lesson the lesson the lesson. the lesson measure and Angles
Or Or Or classifications
Make a summary You may say, in this Make a summary
what the students two days you learned what the students
should learned about the basic should learned
terms in geometry
which are point, line,
segment and ray.
Also you learned how
to perform set
operations on
segments and rays.
I. Evaluating Call some students Call some students Call some students Call some students Call some students to
Learning to give examples of to define segments to to share their write- share their write-ups
objects that maybe and ray 1. define angle ups
used to represent and its parts
the point, line and 2. classify angles
plane according to
their measures
J. Additional Name objects at Name objects at Measure the angle Research other Research some
Activities for home that represent: home that represent: you usually seat and application of the application of the
Application or 1. Point 1. Segment the television set angle aside from classification of
2. Line 2. ray you have at home if what already angles
Remediation 3. plane any or a portrait on mentioned
the wall and your
eyes when standing.

VI- REMARKS

VII - REFLECTION

A. No. of learners
who earned 80% in
the evaluation

B. No. of learners
who required
additional activities
for remediation
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?