GRADE 1 to 12 School Grade Level 7

DAILY LESSON LOG Teacher Learning Area Mathematics 7

Teaching Dates and Time Week 3 Quarter Third
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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
I. OBJECTIVES significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and size, and geometric relationship.
A. Performance Standard The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
B. Learning Competency Objectives REMEDIATION /
At the end of the session, learners are ENHANCEMENT
46. Derive relationships among angles expected to: M7GE – IIIc– 1. M7GE – IIIc– 1. M7GE – IIIc– 1.
formed by parallel lines cut by a b. Define and illustrate a c. Identify the angles formed d. determine the SUMMATIVE TEST
transversal using measurement and by M7GE – IIIc– 1. transversal. by parallel lines cut by relationship between pair of On angles formed by
inductive reasoning a .Define and illustrate parallel lines and transversal angles formed by parallel lines parallel lines cut by a
M7GE – IIIc– 1. intersecting lines. cut by a transversal transversal using
measurement.

a. CONTENT 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 can be tackled in a week or two.
Parallel lines and Transversal Parallel lines and Transversal Parallel lines and Transversal Parallel lines and Transversal
b. LEARNING RESOURCES
A. References Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
1. Teacher’s Guide pages pp.204-206 pp. 204-206 pp. 206-207 pp. 206-207
2. Learner’s Materials pages pp.204-206 pp. 204-205 pp. 206-207 pp. 206-207
3. Textbook pages
4. Additional Materials from , Next Century Mathematics. pp. 439 - 440 Next Century Mathematics. Next Century Mathematics. Next Century Mathematics.
Learning Resource (LR)portal pp. 439 -441 pp. 441-445 pp. 441-445
B. Other Learning Resource
c. PROCEDURES 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 assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusionsabout what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous lesson or Let the students draw the following kinds of Group activity: Using your assignment identify Perform Activity 12(LM)
presenting the new lesson lines. the following: Draw parallel lines g and h.
a. Intersecting lines Draw two parallel lines and a Draw a transversal j so that it
1. 4 angles formed forms 800 angle line with g.
b. Perpendicular lines transversal (a line that
between the lines m Also draw a transversal k so
c. Skew lines intersect at the two parallel and n that it forms 500 angle with
d. Parallel lines lines) 2. 4 angles formed that lie line h
outside the lines m and
1. Make conjectures n Use your protractor to find the
about which angle 3. 2 interior angles that lie measures of the all angles
pairs are congruent on opposite sides of the formed?
transversal
and which are
4. 2 exterior angles that
 supplementary lie on opposite sides of
the transversal
5. 2 angles one interior
and one exterior on the
same side of the
transversal

B. Establishing a purpose for the lesson Let the students know how to illustrate the Let the students know how to How are the angles formed by a
Intersecting lines, perpendicular lines, skew illustrate transversal line to transversal and parallel lines
lines and parallel lines. parallel lines. related?
C. Presenting examples/Instances of Example 1.
the new lesson Two lines may be: Look at the figure below and let In the figure below, Identify Lines p and q are cut by
a. the students analyze the the angles formed by parallel transversal t and
𝑙1 relationships between the lines cut by a transversal. m  1=1240.
transversal line and the parallel Assume p // q
𝑙2 lines.
Find the measures of all the
b. t
𝑙1 other angles
𝑙2 m 1 2 m
3 4
n 5 6 n
c. 𝑙1 7 8

𝑙2

D. Discussing new concepts and Draw and label a figure for each condition. Group Based on the activity 12.
practicing new skills # 1 discussion/presentation: Discuss the given activity and
̅̅̅̅.
a. Point E lies on 𝐶𝐷 Compare your conjectures connect/match it to the Compare the measures of all
following terms the:
b. Line t contains A and B, but with those arrived at by other
a. Corresponding angles
does not contain C. group. Ask questions and 1. Interior angles b. Alternate interior
c. Planes a and B intersect in l. share ideas 2. Exterior angles angles
d. Lines m, n, and p are 3. Alternate interior
c. Alternate exterior
coplanar, but do not angles
4. Alternate exterior angles
intersect. d. Opposite interior
angles
5. Corresponding angles angles
e. Opposite exterior
angles
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment )
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
What real life objects can be used to represent
each of these relationships between two
distinct lines?
Example
1. Skew lines in a box
Complete the statements Draw two parallel lines and Try this:
1. Parallel lines are coplanar lines that cut by transversal and two Using the same figure in your Try this:
_________. non-parallel lines and cut also assignment:
2. Perpendicular lines are lines that by transversal. 1. In example 1, suppose
List down m  3=740. , find the
______ at ____________ Compare their congruent and
1. 4 pairs of measures of all the other
supplementary angles.
corresponding angles angles
2. 2 pairs of alternate
interior angles
3. 2 pairs of same –side
exterior angles
Parallelism connotes “constancy of distance
“and to some degree similarity in direction.
You mean that you share the same vision with
the other person or that the two of you are
pursuing similar goals. Do you think your
vision for your self is parallel to God’s vision
for you?
Differentiate parallel from perpendicular lines When do you consider the two State the relationship observed What have you observe
intersecting lines a transversal? among the angle formed when regarding the measures of the
two parallel lines are cut by a angles after the comparison?
transversal
Draw a plane figure showing two set of lines Define the following terms; When two parallel lines are
that are parallel to each other Give 2 example of transversal cut by a transversal , then
by illustration and define it 1. Interior angles a. The corresponding
using your own understanding 2. Exterior angles angles are _______
3. Alternate interior b. The alternate interior
angles angles are ____________
4. Alternate exterior c. The alternate exterior
angles angles are ____________
5. Corresponding angles
Assignment : Assignment: Assignment:
Tell whether the following items resemble Describe each given pair of
 parallel lines, skew lines, or intersecting lines. Draw two parallel lines m and angles.
1. window grill n and cut by transversal line l
2. tripod and name all the angles from 1 1 8
3. prison bars to 8. 2 7
4. electric wire 3 6
5. two adjacent edges of a table 4 5
top
6. edge of a wall and ceiling

1.  8 and 4
2.  2 and 4
3.  1 and 7
4.  3 and 7
5.  3 and 6
6.  3 and 2

d. REMARKS

e. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What 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.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?