GRADES 1 to 12 DAILY

LESSON LOG
SCHOOL GRADE GRADE 7
LEVEL:
TEACHER: LEARNING MATHEMATICS 7
GRADES 1 TO 12 AREA:
DAILY LESSON LOG TEACHING DATES Four Times Per Week QUARTER: THIRD GRADING
& TIME: 2nd 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 Demonstrate Demonstrate Demonstrate Demonstrate
Standards: understanding of understanding of understanding of understanding of
the key concepts the key concepts the key concepts the key concepts
of geometry of of geometry of of geometry of of geometry of
shapes and sizes shapes and sizes shapes and sizes shapes and sizes
and geometric and geometric and geometric and geometric
relationships. relationships. relationships. relationships.
B. Performance Is able to create models Is able to create Is able to create Is able to create
Standards: of plane figures and models of plane models of plane models of plane
formulates and solve figures and figures and figures and
accurately authentic formulates and formulates and formulates and
problems involving sides solve accurately solve accurately solve accurately
and angles of a polygon authentic problems authentic authentic
involving sides and problems problems
angles of a polygon involving sides involving sides
and angles of a and angles of a
polygon polygon
C. Learning Derives relationships of Derives Derives Uses a compass
Competencies/ geometric figures using relationships of relationship and
Objectives: measurements and by geometric figures among angles straightedge to
Write the inductive reasoning; using formed by bisect line
supplementary angles measurements and parallel lines segments and
LC code for each
and complementary, by inductive cut by a angles and
angles congruent angles, reasoning; transversal construct
vertical angles and perpendicular and using perpendicular
 adjacent angles. M7GE- parallel lines. measurements and parallel
IIIb-1 M7GE-IIIb-1 and by lines. M7GE-IIId-
inductive M7GE- e-1
IIIc--1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
II. CONTENT teach. In the CG, the content in a week or two.
Different Angle Pairs Perpendicular And Angles Formed Perpendicular
Supplementary Angles Parallel Lines. By Parallel Lines And Parallel
And Complementary, Cut By A Lines.
Angles Congruent Angles, Transversal
Vertical Angles And
Adjacent Angles..
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain childrens
RESOURCES 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

1. Teachers 2002 Basic Education 2002 Basic

Guide Pages Curriculum Education
( Mathematics)Math III: Curriculum
Geometry-Teachers ( Mathematics)
Manual 55-57 Math III:
Geometry-
Teachers
Manual 74-76,
82
2. Learners Mathematics LM Mathematics LM
Materials Pages 205-207 Pages 208-213
Pages
3. Text book
Pages
4. Additional Show pictures on the Compass, ruler
Materials different kinds of pairs of
from angles.
Learning
resources(LR)
 Portal

B. Other MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS

Learning WORKBOOK WORKBOOK WORKBOOK WORKBOOK
Resources ( Supplementary ( Supplementary ( Supplementar ( Supplementar
Exercises for Grade 7 Exercises for Grade y Exercises for y Exercises for
Math Volume 2. 7 Math Volume 2. Grade 7 Math Grade 7 Math
Volume 2. Volume 2.

These steps should be done across the week. Spread out the activities appropriately so that the
IV students will learn well. Always be guided by demonstration of learning the by the students which you
PROCEDURES 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 Give the different kinds of Ask the student to Ask the Show a concrete
Previous angles by showing it to identify the picture students to model for a
Lesson or the board. and model figure recognize on perpendicular
Presenting shown to them. the figures and parallel.
shown to them
New Lesson
the lines that
are transversal.
B. Establishing a Helps to have a basic Helps the students To recognize Identify
Purpose for understanding of Different understand and identify perpendicular
the Lesson Angle Pairs perpendicular and angles formed and parallel
parallel lines when two lines lines or
are cut by a segments.
transversal.
C. Presenting Ask the students to draw Flash Card Game: The students Showing
Examples/Inst a line and draw another Identify the parallel will tell whether different figures
ances of the line to make a pair of and perpendicular line t is a and let them
Lesson angles . line. transversal or make
not. Refer to observation on
2002 Basic it.
Education
Curriculum
 ( Mathematics)
Math III:
Geometry-
Teachers
Manual page 75
( 1)
D. Discussing Discuss the line that have Discuss the Refer to 2002 Perform basic
New Concepts drawn by the students Concept of Basic Education construction in
and Practicing and identify what kind of perpendicular and Curriculum geometry
New Skills#1 pairs of angles. parallel lines. ( Mathematics) involving line
Math III: segments,
Geometry- angles, and
Teachers perpendicular
Manual page 75 and parallel.
( 2)
E. Discussing Present an activity to the Discuss activity 5 Refer to 2002 Use compass
New Concepts students. on 20 in their Basic Education and ruler to
and Practicing MATHEMATICS Curriculum perform and
New Skills#2 WORKBOOK( Suppl ( Mathematics) construct line
ementary Exercises Math III: segment, angle,
for Grade 7 Math Geometry- perpendicular
Volume 2 Teachers and parallel.
Manual page 75
c.
F. Developing Refer to 2002 Basic MATHEMATICS Refer to 2002 Refer to pages
Mastery Education Curriculum WORKBOOK( Suppl Basic Education 210-211
(Leads To ( Mathematics)Math III: ementary Exercises Curriculum
Formative Geometry-Teachers for Grade 7 Math ( Mathematics)
Manual page 57 G Volume 2 on page Math III:
Assessment 3)
20 (A) Geometry-
Teachers
Manual page 76
G. Finding Let some students name Let some students Ask the Ask the
Practical practical application. name practical students to students to give
Application of application investigate the some practical
Concepts and transversals on application .
bridges and
 Skills in Daily buildings and
Living let them give a
reason why
some long
objects have to
be kept
together by
another long
object.
v. PROCEDURES

H. Making Let the students Make a summary Give of what the What is the
Generalization generalize of what they what the students students importance of
and Abstractions learned about the lesson. should learned learned about constructing
about the lesson the lesson. basic geometry.
I. Evaluating Call some students to Call some students MATHEMATICS Refer to page
Learning define Supplementary to define WORKBOOK 213. Exercises II
Angles And segments and ray ( Supplementar (1-5)
Complementary, Angles y Exercise ) for
Congruent Angles, Grade 7 Math
Vertical Angles And Volume 2 on
Adjacent Angles. page 25 (A-B)

J. Additional Why is it important to know the WORKBOOK( Suppl Refer to 2002 Refer to page
Activities for difference between ementary Exercises Basic Education 213. Exercises II
supplementary and for Grade 7 Math Curriculum (6)
Application or complementary angles? Volume 2 on page ( Mathematics)
Remediation
20 (B) Math III:
Geometry-
Teachers
Manual page 82
B
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?