School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time 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-IIIb-1 M7GE-IIIb-1 M7GE-IIIb-1 M7GE-IIIb-1
1. Identify complementary 1. Describe the congruent 1. Describe the adjacent 1. Define parallel and
angles and supplementary angles and vertical angles angles and linear pair. perpendicular lines.
angles. 2. Find the measure of 2. Find the angle measures 2. Construct parallel and
2. Find the complement and vertical angles of linear pair. perpendicular lines.
supplement of an angle. 3. Appreciate the 3. Appreciate the 3. Appreciate the
3. Value accumulated importance of vertical importance of adjacent importance of parallel and
knowledge as means of new angles to real-life situations
angles and linear pairs in perpendicular lines in real
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 understanding. real life situation. life situation.
COMPLEMENTARY CONGRUENT ANGLES ADJACENT ANGLES
II. CONTENT PARALLEL LINES AND
AND SUPPLEMENTARY AND VERTICAL AND LINEAR PAIR PERPENDICULAR LINES
ANGLES 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
Guide pages
2. Learner’s
Materials
pages
3. Textbook Grade 7 Mathematics Grade 7 Mathematics GRADE 7 Mathematics Geometry III by Dionisio,j.d.
pages Patterns and Practicalities by Pattern and Practicalities by Patterns and Practicalities et al pp. 82-84
Gladys C. Nivera pages 328- Gladys C. Nivera pages by Gladys Nivera pages e-math Geometry by
329 331-332 330-331 Oronce O.A and Mendoza,
Geometry by Eunice Ato- M.O pp 102-103
Lopez, MAT Virgilio I. Lopez
M.E. P.37
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning

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 Resources

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 Checking of PICTURE MO TO!!!! “sunRAYS…” LINES TO KNOW
lesson or presenting Assignment Choose one picture of the Common relationships
places that are found in Let’s visit our history. between two distinct lines
the new lesson
Naming pair of Cavite and arrange the What do the sun rays in our can be found in our
complementary and jumbled letters to form Philippine flag symbolize? surroundings. Based on
supplementary angles in another word. The group the given illustrations,
each figure. (See attached who will get the highest define the terms:
DLP) point will win. intersecting lines, skew
lines, perpendicular lines
and parallel lines in your
own words.
(Refer to the figure at the
attached DLP)

B. Establishing a Students will be given 10 A. Use the figure below to Look around the classroom.
purpose for the Activity (PAK GANERN) minutes to roam around the answer the given questions. Find a model of parallel
classroom to look for lines (See figure at attached lines and perpendicular
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 lesson that are intersecting. This is DLP) lines.
essential in defining vertical 1. Name all the adjacent
angles. And you will angles and linear pair.
present pictures to the 2. Give the common side
students. and the common vertex of
(See figure at attached each adjacent pairs.
DLP) 3.Give all pairs of non-
adjacent angles.

C. Presenting examples/ Find the value of x and Activity: Where are you? Im Teaching/Modeling
instances of the measures of CBD in each Exploring Angles here. (Refer to the attached Do as directed. (Refer to
lesson figure. (See figure at (PAIR ACTIVITY) DLP) the attached DLP)
attached DLP) (See attached DLP)

D. Discussing new Activity (It’s Showtime) Naming angle pairs. (Refer Naming parallel and
concepts and to the attached DLP) perpendicular lines (Refer to
practicing new skills the attached DLP)
Each student will be
#1
working on Vertical Angles
Exploration.
(See attached DLP)

E. Discussing new How did you find the activity? How do you find the 1.When do we say that
concepts and 1. How vertical angles are activity? lines are parallel?
When do we say that two formed? Perpendicular?
practicing new skills
angles are complementary? 2. What can we conclude When do we say that angles 2.How do you construct
#2
How about supplementary about vertical angles? are linear pair? adjacent parallel lines?
angles? 3. When do we say that angles? Perpendicular lines?
angles are congruent? 3.How can the concept of
Do linear pairs form parallel and perpendicular
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 supplementary angles? lines be used in real life?
Do adjacent angles always
form linear pairs? why?
How would concepts of
adjacent and linear pair help
in our daily lives?
F. Developing mastery Check the column that
(Leads to Formative corresponds to the Construct parallel/
Tell whether the given pair
Assessment 3) Find the value of the given classification of each pair of perpendicular lines based
of angles are vertical
variable and the measures of angles. on the following condition.
angles or not.
each angle. Note: You can check both 1. DE is parallel to FG
(Refer to the attached DLP)
columns if possible 2. ST is perpendicular to
(Refer to the attached DLP) RQ

G. Finding practical Think –Pair Share: Get your Analyze 1 and 2 and Problem Solving
applications of partner and solve. state whether angles are (Refer to the attached DLP)
concepts and skills in Problem Solving adjacents angles or linear
daily living 1.Two angles are pair of angles. If not, why
complementary. The larger not?
angle is twice the smaller (Refer to the attached DLP)
angle. what is the measure (Refer to the attached DLP)
2.Two angles are
supplementary. Find their
measure if one of them is 8˚
less than three times the
measures of each angle?
H. Making Complementary and Congruent Angles – if the Adjacent Angles and Linear Parallel lines are coplanar
generalizations and Supplementary Angles measure of the angles Pairs lines that do not intersect.
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abstractions about are equal The symbol for
the lesson Two angles are Adjacent Angles are two perpendicular is ║. To
complementary if the sum of SYMBOL angles with a common check whether two lines are
their measures is equal to The symbol for congruence vertex, common side, and parallel, they must be
900. is no common interior points. equidistant to each other.
Also recall that the symbol Perpendicular lines are
for an angle is ∠, so the lines that intersect at right
statement ∠ABC ≅ angles. The symbol for
∠PQRis read as "The 1
2
perpendicular is . When the
angle ABC is congruent intersection of segments
to the angle PQR". Theseare adjacent and rays form right angles,
angles then they are considered
500
Vertical Angles – are perpendicular.
0
30
0 60 40
0
formed when two 1
1 2
straight lines intersect
300 + 600 = 900 400 + 500 = 900 each other. Their sides 2

2 form two pairs of

m1  m2  90 0 1 These are not adjacent
opposite rays and their angles.
angle are nonadjacent.
Two angles are Vertical Angles are formed Two angles form a linear
supplementary if the sum of when two straight lines pair when they are adjacent
their measures is equal to intersect each other. and supplementary.
1800. Their sides form two
pairs of opposite rays
50 0
130 1100
700 and their angles are
0
0
0 0 0 0 0
non-adjacent.
50 + 130 = 180 110 + 70 = 180

m3  m4  1800

3 4

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 I. Evaluating learning Refer to the attached DLP Refer to the attached DLP Refer to the attached DLP Refer to the attached DLP
J. Additional activities Task: Take a selfie on your Reflect on what you have Draw your community that See attached DLP
for application or home where you can see learned about will show concepts of
remediation complementary and complementary, adjacent angles and linear
supplementary angles and supplementary, congruent pair.
post it on facebook using and vertical angles.
#suppcom.

Study: Congruent Angles

and Vertical Angles

V. REMARKS

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 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.
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
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 me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

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