SCHOOL LEON GARCIA SR.

NHS Grade level 7

DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates August 27-30, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of sets and the real number system.
B. Performance Standards The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies.
The learner llustrates the different properties The learner llustrates the different The learner expresses rational numbers
The learner arranges rational numbers on
C.Learning Competencies/Objectives of operations on the set of integers. (M7NS-Id- properties of operations on the set of from fraction form to decimal form andvice
a number line. (M7NS-Ie-2)
with the LC Code for each 2) integers. (M7NS-Id-2) versa. (M7NS-Ie-1)

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
Mathematics 7 TG pages 31-32
Mathematics 7 LM pages 34-40
Grade 7 Mathematics Module and
Website links
NFE Accreditation and Equivalency Learning
Material. Real Numbers. 2000. pp. 21-25
Recall all the rules of the operations on
integers.
Ask the students what they expect to learn on Ask the students what they expect to learn
how to illustrate the different properties of the on how to illustrate the different properties
operations on integers.
Mathematics 7 TG pages 31-32
Mathematics 7 LM pages 34-40
Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Website links Website links
NFE Accreditation and Equivalency
Learning Material. Real Numbers. 2000. pp.
21-25
Recall all the rules of the operations on
integers.
of the operations on integers.
Mathematics 7 TG pages 32-34 Mathematics 7 TG pages 34-35
Mathematics 7 LM pages 40-43 Mathematics 7 LM pages 43-44
Website links
DLM 1 - Unit 1: Real NumberSystem,
Elementary Algebra I. 2002.
Measurement andScientific Notation
Recall how to express rational numbers
Recall all the different properties of the
from fraction form to decimal form andvice
operations on integers.
versa.
Ask the students what they expect to learn
Ask the students what they expect to
on how to express rational numbers from
learn on how to arrange rational numbers
fraction form to decimal form andvice
on a number line.
versa.

C. Presenting examples/instances of
the new lesson Perform the first activity on page 39. Perform an activity related to the lesson. Perform the first activity on page 40. Perform an activity related to the lesson.

Continue to discuss the properties Discuss the procedures on expressing

D. Discussing new concepts and Discuss the properties (Properties 1-5) of the Discuss and explain the arrangement of
practicing new skills (Properties 1-5) of the operations on rational numbers from fraction form to
operations on integers. rational numbers on a number line.
integers. decimal form andvice versa.

E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
I. Additional Activities for application Answer Exercises 1-5 on page 40
or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
b. No. of learners who require
additional activities for remediation
c. did the remedial lessons work? No.
of learnerswho 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 those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or
Prepared by:
JUN REY M. ETULLE
Teacher
Let the students answer the questions/points
to ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on
pages 39-40
Let the student think of a different situation
where all properties can be applied.
Administer the prepared evaluation.
___ out of __ students belong to 80% mastery level during ___ out of __ students belong to 80% mastery level
formative assessment
__ students need remediation.
__ out __ students have caught up with the lesson
_ students need a follow up remediation
Checked by:
EVELYN S. VIRADOR
Acting Academic Coordinator
Let the students answer the
questions/points to ponder (Post Activity
Discussion)
Let the students answer Exercises 1-3 on
pages 39-40
Let the student think of a different situation Let the student think of a different situation
where all properties can be applied.
Administer the prepared evaluation.
NONE
during formative assessment
__ students need remediation.
__ out __ students have caught up with the lesson
_ students need a follow up remediation
Let the students answer the Let the students answer the
questions/points to ponder (Post Activity questions/points to ponder (Post Activity
Discussion) Discussion)
Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on
page 43 pages 44
Let the student think of a different
situation where all properties can be
where all properties can be applied.
applied.
Administer the prepared evaluation. Administer the prepared evaluation.
NONE NONE
___ out of __ students belong to 80% mastery level ___ out of __ students belong to 80% mastery level
during formative assessment during formative assessment
__ students need remediation. __ students need remediation.
__ out __ students have caught up with the lesson __ out __ students have caught up with the lesson
_ students need a follow up remediation _ students need a follow up remediation
Noted by:
TESSIE A FERNANDEZ
Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates Sept. 30 - Oct. 4, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Sampaguita students
can: 1) translate verbal phrases to mathematical phrases and
vice versa; 2) create a situation wherein the algebraic
concepts are applied; 3) display good behavior by actively
I. OBJECTIVES participating in all activities.
At the end of 50 minutes, the Gr. 7 - Waling2x
students can: 1) define and interpret the meaning of
a^n where n is a positive integer; 2) derive
inductively the laws of exponent; 3) show willingness
and desire to learn algebraicb concepts by actively
participating in class activities.
At the end of 50 minutes, the Gr. 7 - Ilang2x students
can: 1) differentiate between constants and variables
in a given algebraic expression; 2) Demonstrate
positive attitude by listening attentively to class
discussion.
At the end of 50 minutes, the Gr. 7 - Santan
students can: 1) evaluate algebraic expressions for
given values of the variables; 2. display good
behavior by actively participating in all activities.

A. Content Standards The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities in one variable.
B. Performance Standards The learner is able to model situations using oral, written,graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and inequalities in one variable
The learner differentiates between constants
The learner translates English phrases to The learner interprets the meaning of a^n The learner evaluates algebraic expressions
C.Learning Competencies/Objectives mathematical phrases and vice versa. (M7AL-IIc-1) and variables in a given algebraic expression.
where n is a positive integer. (M7AL-IIc-2) for given values of the variables. (M7AL-IIc-4)
with the LC Code for each (M7AL-IIc-3)

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
Mathematics 7 TG pages 89-90 Mathematics 7 TG pages 90-92 Mathematics 7 TG pages 93-94 Mathematics 7 TG pages 94-96
Mathematics 7 LM pages 98-105 Mathematics 7 LM pages 105-107 Mathematics 7 LM pages 107-108 Mathematics 7 LM pages 109-111
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
links Website links Website links Website links
Elementary Algebra I. 2002.pp. 82-84* 2. BEAM I –Module 1: Contants, Variables and
NFE Accreditation andEquivalency Learning AlgebraicExpressions and SimplifyingNumerical Elementary Algebra I. 2002.pp. 85-86*
Integrated Mathematics III.2001. p. 195*
Material.Equations (Part 1). 2002. pp.6-10 Expressions
Recall the past lesson including integers and its Revisit the basic terms of algebra including the Recall the last topic and revisit the basic terms Revisit the last topic discussed and recall the
operations meaning of an exponent. of algebra. properties of operations on integers.
Ask the students what they expect to learn Ask the students what they expect to learn about Ask the students what they expect to learn on
Ask the students what they expect to learn on how to
about the meaning of a^n, where n is a positive the difference between constants and variables how to evaluate algebraic expressions for
translate english phrases into mathematical phrases.
integer. in a given algebraic expression. given values of the variables.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.

D. Discussing new concepts and
practicing new skills
E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
I. Additional Activities for application NONE
or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
b. No. of learners who require
additional activities for remediation
c. did the remedial lessons work? No.
of learnerswho 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 those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or
Prepared by:
JUN REY M. ETULLE
Teacher
Discuss the basic terms or concepts of algebra as part
Illustrate the difference between constants and Discuss and illustrate how to evaluate
of its language used and differentiate a phrase from a Discuss the meaning of a^n deductively and
variables in a give algebraic expressions and algebraic expressions for given values of the
sentence. Illustrate how to translate from verbal give more examples.
give more examples. variables.
phrases to mathematical phrases.
Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points
ponder (Post Activity Discussion) ponder (Post Activity Discussion) ponder (Post Activity Discussion) to ponder (Post Activity Discussion)
Let the students answer Exercises 8-10 on pages 104- Let the students answer Exercises 1-3 on Let the students answer Exercises 4-5 on pages Let the students answer Exercises 1-3 on
105. pages 107. 108. pages 110.
Let the student think of a different situation where Let the student think of a different situation Let the student think of a different situation Let the student think of a different situation
conversion of measurement from one unit to another where conversion of measurement from one where conversion of measurement from one unit where conversion of measurement from one
unit can be applied. unit to another unit can be applied. to another unit can be applied. unit to another unit can be applied.
Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.
NONE NONE NONE
____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
formative assessment during formative assessment during formative assessment during formative assessment
____ students need remediation. ____ students need remediation. ____ students need remediation. ____ students need remediation.
____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
_____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
Checked by: Noted by:
EVELYN S. VIRADOR TESSIE A FERNANDEZ
Acting Academic Coordinator Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates Oct. 14-18, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Sampaguita students
can: 1) evaluate algebraic expressions for given values of the
variables; 2. display good behavior by actively participating in
all activities.
I. OBJECTIVES
At the end of 50 minutes, the Gr. 7 - Waling2x At the end of 50 minutes, the Gr. 7 - Ilang2x students
students can: 1) classify algebraic expressions; 2. can: 1) classify algebraic expressions; 2. display good
display good behavior by actively participating in all behavior by actively participating in all activities.
activities.

A. Content Standards The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities in one variable.
B. Performance Standards The learner is able to model situations using oral, written,graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and inequalities in one variable
The learner classifies algebraic expressions
The learner evaluates algebraic expressions for given The learner adds and subtracts polynomials.
C.Learning Competencies/Objectives values of the variables. (M7AL-IIc-4) which are polynomials according to degree and
(M7AL-IId-2)
with the LC Code for each number of terms. (M7AL-IId-1)

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra

III. LEARNING RESOURCES

A. References

2nd Quarter Exam

1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
Mathematics 7 TG pages 94-96 Mathematics 7 TG pages 97-99
Mathematics 7 LM pages 109-111 Mathematics 7 LM pages 112 -114
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and
links Website links
NFE Accreditation andEquivalency Learning
Elementary Algebra I. 2002.pp. 85-86* Material.Studying Polynomials. 2001.pp. 4-13
Mathematics 7 TG pages 100-105
Mathematics 7 LM pages 114-118
Grade 7 Mathematics Module and
Website links
BEAM I – Module 6:Polynomials

IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
Revisit the last topic discussed and recall the Recall how to evaluate algebraic expressions
Review the past lesson about polynomials.
properties of operations on integers. for given values of the variables.
Ask the students what they expect to learn on how to
Ask the students what they expect to learn on Ask the students what they expect to learn on
evaluate algebraic expressions for given values of the
how to classify algebraic expressions. how to add and subtract polynomials
variables.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.

D. Discussing new concepts and
practicing new skills
E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
I. Additional Activities for application NONE
or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
b. No. of learners who require
additional activities for remediation
c. did the remedial lessons work? No.
of learnerswho 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 those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or
Prepared by:
JUN REY M. ETULLE
Teacher
Discuss and illustrate how to evaluate algebraic
expressions for given values of the variables.
Let the students answer the questions/points to
ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on pages 110.
Let the student think of a different situation where
evaluating algebraic expressions can be applied.
Administer the prepared evaluation.
____ out of ____ students belong to 80% mastery level during
formative assessment
____ students need remediation.
____ out ____ students have caught up with the lesson
_____ students need a follow up remediation
Checked by:
EVELYN S. VIRADOR
Acting Academic Coordinator
Discuss and illustrate the different
Discuss the steps on how to add and subtract
classifications of algebraic expressions
polynomials.
according to the number of terms and degree.
Let the students answer the questions/points to Let the students answer the questions/points to
ponder (Post Activity Discussion) ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on pages
pages 114. 118.
Let the student think of a different situation Let the student think of a different situation
where classifying of algebraic expressions where adding and subracting polynomials can
according to number of terms can be applied. be applied.
Administer the prepared evaluation. Administer the prepared evaluation.
NONE NONE
____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
during formative assessment during formative assessment during formative assessment
____ students need remediation. ____ students need remediation. ____ students need remediation.
____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
_____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
Noted by:
TESSIE A FERNANDEZ
Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates Oct. 14-18, 2019 Quarter 2nd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - Waling2x At the end of 50 minutes, the Gr. 7 - Ilang2x
students can: 1) evaluate algebraic expressions for students can: 1) classify algebraic expressions; 2. students can: 1) classify algebraic expressions; 2.
given values of the variables; 2. display good behavior display good behavior by actively participating in display good behavior by actively participating in
I. OBJECTIVES by actively participating in all activities. all activities. all activities.

A. Content Standards The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities in one variable.
The learner is able to model situations using oral, written,graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and inequalities in
B. Performance Standards one variable
The learner classifies algebraic expressions
The learner evaluates algebraic expressions for The learner adds and subtracts polynomials.
C.Learning Competencies/Objectives given values of the variables. (M7AL-IIc-4) which are polynomials according to degree
(M7AL-IId-2)
with the LC Code for each and number of terms. (M7AL-IId-1)

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra

III. LEARNING RESOURCES

A. References

2nd Quarter Exam

1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
Mathematics 7 TG pages 94-96
Mathematics 7 LM pages 109-111
Grade 7 Mathematics Module and
Website links
Elementary Algebra I. 2002.pp. 85-86*
Mathematics 7 TG pages 97-99 Mathematics 7 TG pages 100-105
Mathematics 7 LM pages 112 -114 Mathematics 7 LM pages 114-118
Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Website links Website links
NFE Accreditation andEquivalency
Learning Material.Studying Polynomials.
BEAM I – Module 6:Polynomials
2001.pp. 4-13

IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
Recall how to evaluate algebraic
Revisit the last topic discussed and recall the
expressions for given values of the Review the past lesson about polynomials.
properties of operations on integers.
variables.
Ask the students what they expect to learn on
Ask the students what they expect to learn Ask the students what they expect to learn
how to evaluate algebraic expressions for given
on how to classify algebraic expressions. on how to add and subtract polynomials
values of the variables.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.

D. Discussing new concepts and
practicing new skills
E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
I. Additional Activities for application NONE
or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
b. No. of learners who require
additional activities for remediation
c. did the remedial lessons work? No.
of learnerswho 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 those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or
Prepared by:
Discuss and illustrate the different
Discuss and illustrate how to evaluate algebraic classifications of algebraic expressions
expressions for given values of the variables. according to the number of terms and
degree.
Let the students answer the
Let the students answer the questions/points to
questions/points to ponder (Post Activity
ponder (Post Activity Discussion)
Discussion)
Let the students answer Exercises 1-3 on pages Let the students answer Exercises 1-3 on
110. pages 114.
Let the student think of a different situation
Let the student think of a different situation
where classifying of algebraic expressions
where evaluating algebraic expressions can be
according to number of terms can be
applied.
applied.
Administer the prepared evaluation. Administer the prepared evaluation.
NONE
____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
formative assessment during formative assessment
____ students need remediation. ____ students need remediation.
____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
_____ students need a follow up remediation _____ students need a follow up remediation
Checked by:
Discuss the steps on how to add and
subtract polynomials.
Let the students answer the questions/points
to ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on
pages 118.
Let the student think of a different situation
where adding and subracting polynomials
can be applied.
Administer the prepared evaluation.
NONE
____ out of ____ students belong to 80% mastery
during formative assessment level during formative assessment
____ students need remediation. ____ students need remediation.
____ out ____ students have caught up with the
lesson
_____ students need a follow up remediation _____ students need a follow up remediation
Noted by:
JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ
Teacher Acting Academic Coordinator Principal II
 SCHOOL
DAILY LESSON LOG Teacher
Teaching Dates
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies/Objectives
with the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
LEON GARCIA SR. NHS
JUN REY M. ETULLE
November 25-29, 2019
DAY 1 DAY 2
At the end of 50 minutes, the Gr. 7 - Waling2x students can: At the end of 50 minutes, the Gr. 7 - Ilang2x students
1) illustrate the subsets of a line 2) show willingness and can: 1) classify the different kinds of angles; 2)
desire to learn algebraicb concepts by actively participating Demonstrate positive attitude by listening attentively
in class activities. to class discussion.
The learner demonstrates understanding of keyconcepts of geometry of shapes and sizes, and geometric relationships.
The learner is able to is able to create models of plane figures and formulate and solve accuratelyauthentic problems involving sides and angles of a polygon.
The learner illustrates subsets of a line. (M7GE- The learner classifies the different kinds of
IIIa-2) angles. (M7GE-IIIa-3)
Geometry Geometry
Mathematics 7 TG pages 126-128 Mathematics 7 TG pages 128-130
Mathematics 7 LM pages 118-120 Mathematics 7 LM pages 121-122
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and
links Website links
OHSP Modules – Module 1:Geometry of
EASE III – Module 1: Geometryof Shape and Size
Shape and Size
Review the students about the last topic discussed. Recall and re-illustrate the subsets of a line.
Ask the students what they expect to learn about the Ask the students what they expect to learn
subsets of a line. about the different kinds of angles.
Perform an activity related to the lesson. Perform an activity related to the lesson.
Grade level 7
learning Area Mathematics
Quarter 3rd
DAY 3 DAY 4
At the end of 50 minutes, the Gr. 7 - Santan students At the end of 50 minutes, the Gr. 7 - Sampaguita
can: 1) illustrate complementary and supplementary students can: 1) illustrate complementary and
angles 2. display good behavior by actively supplementary angles 2. display good behavior by
participating in all activities. actively participating in all activities.
The learner derives relationships of geometric
The learner derives relationships of geometric
figures using congruent angles, vertical
figures using measurements and by inductive
angles,adjacent angles, linear pairs,
reasoning; supplementary angles (M7GE-
perpendicular lines, and parallellines. (M7GE-
IIIb-1)
IIIb-1)
Geometry Geometry
Mathematics 7 TG pages 131-133 Mathematics 7 TG pages 131-133
Mathematics 7 LM pages 123-125 Mathematics 7 LM pages 123-125
Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Website links Website links
NFE Accreditation andEquivalency Learning
NFE Accreditation andEquivalency Learning
Material.Trigonometric Functions I.2000. pp.
Material.Trigonometric Functions I.2000. pp. 7-8
7-8
Revisit the last topic discussed and recall the Revisit the last topic discussed and recall the
different kinds of angles. different kinds of angles.
Ask the students what they expect to learn on Ask the students what they expect to learn on
how to illustrate angle pairs especially the how to illustrate angle pairs especially the
complementary and supplementary angles. complementary and supplementary angles.
Perform an activity related to the lesson. Perform an activity related to the lesson.
D. Discussing new concepts and Discuss the subsets of a line and illustrate each of Illustrate the different kinds of angles and give Discuss and illustrate the complement and the Discuss and illustrate the complement and the
practicing new skills them. more examples. supplement of an angle. supplement of an angle.

E. Developing mastery leads to Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points
formative assessment ponder (Post Activity Discussion) ponder (Post Activity Discussion) ponder (Post Activity Discussion) to ponder (Post Activity Discussion)

F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
Let the students answer Exercises 1-3 on pages 120.
Let the student think of a different situation where
subsets of a line can be applied.
Administer the prepared evaluation.
Let the students answer Exercises 4-5 on Let the students answer Exercises 1-3 on pages Let the students answer Exercises 1-3 on
pages 122. 125. pages 125.
Let the student think of a different situation Let the student think of a different situation
Let the student think of a different situation
where conversion of measurement from one unit where conversion of measurement from one
where different kinds of angles can be applied.
to another unit can be applied. unit to another unit can be applied.
Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application NONE NONE NONE NONE

or remediation
V. REMARKS

VI. REFLECTION
____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
a. No. of learners who earned 80%
formative assessment during formative assessment during formative assessment during formative assessment
on the formative assessment
b. No. of learners who require ____ students need remediation. ____ students need remediation. ____ students need remediation. ____ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No.

of learnerswho have caught up with ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
the lesson

d. No. of learners who continue to _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?

g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II
 SCHOOL
DAILY LESSON LOG Teacher
Teaching Dates
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies/Objectives
with the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
LEON GARCIA SR. NHS Grade level 7
JUN REY M. ETULLE learning Area Mathematics
November 25-29, 2019 Quarter 3rd
DAY 1 DAY 2 DAY 3 DAY 4
At the end of 50 minutes, the Gr. 7 - Ilang2x students can: 1) At the end of 50 minutes, the Gr. 7 - Santan students At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - Waling2
classify the different kinds of angles; 2) Demonstrate positive can: 1) illustrate complementary and supplementary students can: 1) illustrate complementary and students can: 1) illustrate and describe the different
attitude by listening attentively to class discussion. angles 2. display good behavior by actively supplementary angles 2. display good behavior by angles formed by parallel lines cut by a transversal
participating in all activities. actively participating in all activities. 2. display good behavior by actively participating in
all activities.
The learner demonstrates understanding of keyconcepts of geometry of shapes and sizes, and geometric relationships.
The learner is able to is able to create models of plane figures and formulate and solve accuratelyauthentic problems involving sides and angles of a polygon.
The learner derives relationships of geometric
The learner derives relationships of geometric The learner derives relationships among
figures using congruent angles, vertical
The learner classifies the different kinds of angles. figures using measurements and by inductive angles formed by parallel lines cut by a
angles,adjacent angles, linear pairs,
(M7GE-IIIa-3) reasoning; supplementary angles transversal using measurement and by
perpendicular lines, and parallellines. (M7GE-
(M7GE-IIIb-1) inductive reasoning. (M7GE-IIIc-1)
IIIb-1)
Geometry Geometry Geometry
Mathematics 7 TG pages 128-130 Mathematics 7 TG pages 131-133 Mathematics 7 TG pages 131-133 Mathematics 7 TG pages 133-135
Mathematics 7 LM pages 121-122 Mathematics 7 LM pages 123-125 Mathematics 7 LM pages 123-125 Mathematics 7 LM pages 126-128
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
links Website links Website links Website links
NFE Accreditation andEquivalency Learning
OHSP Modules – Module 1:Geometry of Shape and NFE Accreditation andEquivalency Learning
Material.Trigonometric Functions I.2000. pp. 7- DLM 3 – Module 1: GeometricRelations
Size Material.Trigonometric Functions I.2000. pp. 7-8
8
Revisit the last topic discussed and recall the Revisit the last topic discussed and recall the
Recall and re-illustrate the subsets of a line. Review the past lesson about angle pairs.
different kinds of angles. different kinds of angles.
Ask the students what they expect to learn on Ask the students what they expect to learn on Ask the students what they expect to learn
Ask the students what they expect to learn about the
how to illustrate angle pairs especially the how to illustrate angle pairs especially the about the different angles formed by parallel
different kinds of angles.
complementary and supplementary angles. complementary and supplementary angles. lines cut by a transversal.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.
Illustrate the different kinds of angles and give more Discuss and illustrate the complement and the Discuss and illustrate the complement and the Discuss and illustrate the different angles
examples. supplement of an angle. supplement of an angle. formed by parallel lines cut by a transversal.
E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
I. Additional Activities for application NONE
or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
b. No. of learners who require
additional activities for remediation
c. did the remedial lessons work? No.
of learnerswho 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 those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or
Prepared by:
JUN REY M. ETULLE
Teacher
Let the students answer the questions/points to
ponder (Post Activity Discussion)
Let the students answer Exercises 4-5 on pages 122.
Let the student think of a different situation where
different kinds of angles can be applied.
Administer the prepared evaluation.
____ out of ____ students belong to 80% mastery level during
formative assessment
____ students need remediation.
____ out ____ students have caught up with the lesson
_____ students need a follow up remediation
Checked by:
EVELYN S. VIRADOR
Acting Academic Coordinator
Let the students answer the questions/points to Let the students answer the questions/points to
ponder (Post Activity Discussion) ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on
pages 125.
Let the student think of a different situation
where conversion of measurement from one
unit to another unit can be applied.
Administer the prepared evaluation.
NONE
____ out of ____ students belong to 80% mastery level
during formative assessment
____ students need remediation.
____ out ____ students have caught up with the lesson
_____ students need a follow up remediation
Let the students answer the questions/points
to ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on pages Let the students answer Exercises 1-3 on
125. pages 128.
Let the student think of a different situation
Let the student think of a different situation
where they can apply the different angles
where conversion of measurement from one unit
formed by parallel lines cut by a transversal in
to another unit can be applied.
real life.
Administer the prepared evaluation. Administer the prepared evaluation.
NONE NONE
____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
during formative assessment during formative assessment
____ students need remediation. ____ students need remediation.
____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
_____ students need a follow up remediation _____ students need a follow up remediation
Noted by:
TESSIE A FERNANDEZ
Principal II
 SCHOOL LEON GARCIA SR. NHS Grade level 7
DAILY LESSON LOG Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates December 2-6, 2019 Quarter 3rd

DAY 1 DAY 2 DAY 3 DAY 4

At the end of 50 minutes, the Gr. 7 - Ilang2x students can: 1) At the end of 50 minutes, the Gr. 7 - Santan students At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - Waling2
classify the different kinds of angles; 2) Demonstrate positive can: 1) illustrate a polygon 2. display good behavior students can: 1)derive inductively the relationship of students can: 1)illustrates a circle and the terms
attitude by listening attentively to class discussion. by actively participating in all activities. exterior and interior angles of a convex polygon. 2. related to it: radius, diameter chord, center, arc,
I. OBJECTIVES display good behavior by actively participating in all chord, central angle, and inscribed angle 2. display
activities. good behavior by actively participating in all
activities.

A. Content Standards
B. Performance Standards
C.Learning Competencies/Objectives measurement and by inductive reasoning. (M7GE-IIIc- (b) angles; and (c) sides. (M7GE-IIIe-2)
with the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
The learner demonstrates understanding of keyconcepts of geometry of shapes and sizes, and geometric relationships.
The learner is able to is able to create models of plane figures and formulate and solve accuratelyauthentic problems involving sides and angles of a polygon.
The learner derives relationships among angles
formed by parallel lines cut by a transversal using The learner illustrates polygons: (a) convexity;
1)
Geometry
Mathematics 7 TG pages 133-135
Mathematics 7 LM pages 126-128
Grade 7 Mathematics Module and Website
links
DLM 3 – Module 1: GeometricRelations
Review the past lesson about angle pairs.
Ask the students what they expect to learn about the
different angles formed by parallel lines cut by a
transversal.
Perform an activity related to the lesson.
The learner illustrates a circle and the terms
The learner derives inductively the relationship
related to it: radius, diameter chord, center,
of exterior and interior angles of a convex
polygon. (M7GE-IIIf-1)
arc, chord, central angle, and inscribed angle.
(M7GE-IIIg-1)
Geometry Geometry Geometry
Mathematics 7 TG pages 135-136 Mathematics 7 TG pages 137-139 Mathematics 7 TG pages 140-142
Mathematics 7 LM pages 129-130 Mathematics 7 LM pages 131-133 Mathematics 7 LM pages 133-135
Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
Website links Website links Website links
NFE Accreditation andEquivalency Learning
NFE Accreditation andEquivalency Learning
Material.Trigonometric Functions I.2000. pp. 7- DLM 3 – Module 1: GeometricRelations
Material.Trigonometric Functions I.2000. pp. 7-8
8
Revisit the last topic discussed and recall the Revisit the last topic discussed and recall the
Review the past lesson about polygons.
different kinds of angles. polygons.
Ask the students what they expect to learn on
Ask the students what they expect to learn on
Ask the students what they expect to learn on how to illustrate a circle and the terms related
how to derive inductively the relationship of
how to illustrate a polygon. to it: radius, diameter chord, center, arc,
exterior and interior angles of a convex polygon.
chord, central angle, and inscribed angle.l.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.

D. Discussing new concepts and
practicing new skills
Show how to derive inductively the relationship Discuss and illustrate a circle and the terms
Discuss and illustrate the different angles formed by
Discuss and illustrate the polygons of exterior and interior angles of a convex related to it: radius, diameter chord, center,
parallel lines cut by a transversal.
polygon. arc, chord, central angle, and inscribed angle.
E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
G. Making generalizations
H. Evaluating Learning
I. Additional Activities for application NONE
or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
b. No. of learners who require
additional activities for remediation
c. did the remedial lessons work? No.
of learnerswho 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 those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or
Prepared by:
JUN REY M. ETULLE
Teacher
Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points
ponder (Post Activity Discussion) ponder (Post Activity Discussion) ponder (Post Activity Discussion) to ponder (Post Activity Discussion)
Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on pages Let the students answer Exercises 1-3 on
Let the students answer Exercises 1-3 on pages 128.
pages 125. 125. pages 128.
Let the student think of a different situation where they Let the student think of a different situation
Let the student think of a different situation Let the student think of a different situation
can apply the different angles formed by parallel lines where they can apply the circles and their
where polygons can be applied. where the topic about polygons can be applied.
cut by a transversal in real life. parts in real life.
Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.
NONE NONE NONE
____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
formative assessment during formative assessment during formative assessment during formative assessment
____ students need remediation. ____ students need remediation. ____ students need remediation. ____ students need remediation.
____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
_____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
Checked by: Noted by:
EVELYN S. VIRADOR TESSIE A FERNANDEZ
Acting Academic Coordinator Principal II
 SCHOOL
DAILY LESSON LOG Teacher
Teaching Dates
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner illustrates polygons: (a) convexity; (b)
C.Learning Competencies/Objectives angles; and (c) sides. (M7GE-IIIe-2)
with the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
LEON GARCIA SR. NHS Grade level 7
JUN REY M. ETULLE learning Area Mathematics
December 9-12, 2019 Quarter 3rd
DAY 1 DAY 2 DAY 3 DAY 4
At the end of 50 minutes, the Gr. 7 - Santan students can: 1) At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - Waling2 students
illustrate a polygon 2. display good behavior by actively students can: 1)derive inductively the relationship of can: 1)illustrates a circle and the terms related to it:
participating in all activities. exterior and interior angles of a convex polygon. 2. radius, diameter chord, center, arc, chord, central
display good behavior by actively participating in all angle, and inscribed angle 2. display good behavior by
activities. actively participating in all activities.
The learner demonstrates understanding of keyconcepts of geometry of shapes and sizes, and geometric relationships.
The learner is able to is able to create models of plane figures and formulate and solve accuratelyauthentic problems involving sides and angles of a polygon.
The learner illustrates a circle and the terms
The learner derives inductively the relationship
related to it: radius, diameter chord, center, arc,
of exterior and interior angles of a convex
polygon. (M7GE-IIIf-1)
chord, central angle, and inscribed angle.
(M7GE-IIIg-1)
Geometry Geometry Geometry
STUDENTS' CHRISTMAS PARTY
Mathematics 7 TG pages 135-136 Mathematics 7 TG pages 137-139 Mathematics 7 TG pages 140-142
Mathematics 7 LM pages 129-130 Mathematics 7 LM pages 131-133 Mathematics 7 LM pages 133-135
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and Grade 7 Mathematics Module and
links Website links Website links
NFE Accreditation andEquivalency Learning
NFE Accreditation andEquivalency Learning
Material.Trigonometric Functions I.2000. pp. 7- DLM 3 – Module 1: GeometricRelations
Material.Trigonometric Functions I.2000. pp. 7-8
8
Revisit the last topic discussed and recall the different Revisit the last topic discussed and recall the
Review the past lesson about polygons.
kinds of angles. polygons.
Ask the students what they expect to learn on Ask the students what they expect to learn on
Ask the students what they expect to learn on how to how to derive inductively the relationship of how to illustrate a circle and the terms related to
illustrate a polygon. exterior and interior angles of a convex it: radius, diameter chord, center, arc, chord,
polygon. central angle, and inscribed angle.l.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.
Show how to derive inductively the relationship Discuss and illustrate a circle and the terms
Discuss and illustrate the polygons of exterior and interior angles of a convex related to it: radius, diameter chord, center, arc,
polygon. chord, central angle, and inscribed angle.
E. Developing mastery leads to Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points to
formative assessment ponder (Post Activity Discussion) ponder (Post Activity Discussion) ponder (Post Activity Discussion)

F. Finding practical applications of Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on pages
Let the students answer Exercises 1-3 on pages 125.
concepts & skills in daily living pages 125. 128.

Let the student think of a different situation

Let the student think of a different situation where Let the student think of a different situation
G. Making generalizations where they can apply the circles and their parts
polygons can be applied. where the topic about polygons can be applied.
in real life.

H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application NONE NONE NONE

or remediation
V. REMARKS

VI. REFLECTION
a. No. of learners who earned 80% ____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
on the formative assessment formative assessment during formative assessment during formative assessment

b. No. of learners who require ____ students need remediation. ____ students need remediation. ____ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No.

of learnerswho have caught up with ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
the lesson

d. No. of learners who continue to _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II
 SCHOOL
DAILY LESSON LOG Teacher
Teaching Dates
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner illustrates polygons: (a) convexity; (b)
C.Learning Competencies/Objectives angles; and (c) sides. (M7GE-IIIe-2)
with the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
LEON GARCIA SR. NHS Grade level 7
JUN REY M. ETULLE learning Area Mathematics
January 6-10, 2020 Quarter 3rd
DAY 1 DAY 2 DAY 3 DAY 4
At the end of 50 minutes, the Gr. 7 - Santan students can: 1) At the end of 50 minutes, the Gr. 7 - Sampaguita At the end of 50 minutes, the Gr. 7 - Waling2 students
illustrate a polygon 2. display good behavior by actively students can: 1)derive inductively the relationship of can: 1)illustrates a circle and the terms related to it:
participating in all activities. exterior and interior angles of a convex polygon. 2. radius, diameter chord, center, arc, chord, central
display good behavior by actively participating in all angle, and inscribed angle 2. display good behavior by
activities. actively participating in all activities.
The learner demonstrates understanding of keyconcepts of geometry of shapes and sizes, and geometric relationships.
The learner is able to is able to create models of plane figures and formulate and solve accuratelyauthentic problems involving sides and angles of a polygon.
The learner illustrates a circle and the terms
The learner derives inductively the relationship
related to it: radius, diameter chord, center, arc,
of exterior and interior angles of a convex
polygon. (M7GE-IIIf-1)
chord, central angle, and inscribed angle.
(M7GE-IIIg-1)
Geometry Geometry Geometry
Third Quarter Examination
Mathematics 7 TG pages 135-136 Mathematics 7 TG pages 137-139 Mathematics 7 TG pages 140-142
Mathematics 7 LM pages 129-130 Mathematics 7 LM pages 131-133 Mathematics 7 LM pages 133-135
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and Grade 7 Mathematics Module and
links Website links Website links
NFE Accreditation andEquivalency Learning
NFE Accreditation andEquivalency Learning
Material.Trigonometric Functions I.2000. pp. 7- DLM 3 – Module 1: GeometricRelations
Material.Trigonometric Functions I.2000. pp. 7-8
8
Revisit the last topic discussed and recall the different Revisit the last topic discussed and recall the
Review the past lesson about polygons.
kinds of angles. polygons.
Ask the students what they expect to learn on Ask the students what they expect to learn on
Ask the students what they expect to learn on how to how to derive inductively the relationship of how to illustrate a circle and the terms related to
illustrate a polygon. exterior and interior angles of a convex it: radius, diameter chord, center, arc, chord,
polygon. central angle, and inscribed angle.l.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.
Show how to derive inductively the relationship Discuss and illustrate a circle and the terms
Discuss and illustrate the polygons of exterior and interior angles of a convex related to it: radius, diameter chord, center, arc,
polygon. chord, central angle, and inscribed angle.
E. Developing mastery leads to Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points to
formative assessment ponder (Post Activity Discussion) ponder (Post Activity Discussion) ponder (Post Activity Discussion)

F. Finding practical applications of Let the students answer Exercises 1-3 on Let the students answer Exercises 1-3 on pages
Let the students answer Exercises 1-3 on pages 125.
concepts & skills in daily living pages 125. 128.

Let the student think of a different situation

Let the student think of a different situation where Let the student think of a different situation
G. Making generalizations where they can apply the circles and their parts
polygons can be applied. where the topic about polygons can be applied.
in real life.

H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application NONE NONE NONE

or remediation
V. REMARKS

VI. REFLECTION
a. No. of learners who earned 80% ____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level
on the formative assessment formative assessment during formative assessment during formative assessment

b. No. of learners who require ____ students need remediation. ____ students need remediation. ____ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No.

of learnerswho have caught up with ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
the lesson

d. No. of learners who continue to _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner explains the importance of Statistics.
C.Learning Competencies/Objectives (M7SP-IVa-1)
with the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) portal
B. Other Learning Resources
IV PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills
E. Developing mastery leads to
formative assessment
F. Finding practical applications of
concepts & skills in daily living
SCHOOL LEON GARCIA SR. NHS Grade level 7
Teacher JUN REY M. ETULLE learning Area Mathematics
Teaching Dates January 13-17, 2020 Quarter 4th
DAY 1 DAY 2 DAY 3 DAY 4
At the end of 50 minutes, the Gr. 7 - Sampaguita students At the end of 50 minutes, the Gr. 7 - Waling2 At the end of 50 minutes, the Gr. 7 - Ilang2 students At the end of 50 minutes, the Gr. 7 - Santan
can: 1) explain the importance of Statistics 2. display good students can: 1) pose problems that can be solved can: 1) formulate simple statistical instruments 2. students can: 1) gather statistical data 2.
behavior by actively participating in all activities. using Statistics. 2. display good behavior by actively display good behavior by actively participating in all display good behavior by actively participating
participating in all activities. activities. in all activities.
The learner demonstrates understanding of keyconcepts, uses and importance of Statistics,data collection/gatheringand the different forms ofdata representation,measures of central tendency,
measures of variability, and probability.
The learner is able to collect andorganize data systematically and compute accurately measures of central tendency and variability and apply these appropriately indata analysis and interpretation
in different fields.
The learner poses problems that can be solved The learner formulates simple statistical The learner gathers statistical data.
using Statistics. (M7SP-IVa-2) instruments.(M7SP-IVa-3) (M7SP-IVb-1)
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
Mathematics 7 TG pages 143-144 Mathematics 7 TG pages 145-146 Mathematics 7 TG pages 146-148 Mathematics 7 TG pages 148-149
Mathematics 7 LM pages 136-137 Mathematics 7 LM pages 137-138 Mathematics 7 LM pages 139-140 Mathematics 7 LM pages 140-141
Grade 7 Mathematics Module and Website Grade 7 Mathematics Module and Grade 7 Mathematics Module and Grade 7 Mathematics Module and
links Website links Website links Website links
Advanced Algebra,Trigonometry and StatisticsIV. Advanced Algebra,Trigonometry and
DLM 4 – Module 1: Statistics EASE IV – Module 1: Statistics
2009. pp. 232-233 StatisticsIV. 2003. pp. 266-272
Review the different statistical instruments
Have a "Reminiscing the Past" story telling activity that Revisit the importance of Statistics in real life Recall the past lesson about the basic and
and methods in dealing with real life
describes how ancient people used counting principle. application. descriptive statistics.
problems.
Ask the students what they expect to learn on basic, Ask the students about the importance of Ask the students about the importance of Ask the students about the importance of
descriptive Statistics Statistics in dealing real life problems. Statistics in dealing real life problems. Statistics in dealing real life problems.
Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson. Perform an activity related to the lesson.
Show how to apply the basic concepts of Utilize the basic statistical instruments in solving Illustrate the procedures in gathering
Discuss and illustrate the descriptive statistics
statistics. real life problems. statistical data.
Let the students answer the
Let the students answer the questions/points to Let the students answer the questions/points to Let the students answer the questions/points to
questions/points to ponder (Post Activity
ponder (Post Activity Discussion) ponder (Post Activity Discussion) ponder (Post Activity Discussion)
Discussion)
Let the students answer Exercises 1-3 on Let the students look for a problem that can be Let the students answer Exercises 1-3 on
Let the students answer Exercises 1-3 on pages 144
pages 146. solved by descriptive satatistics. pages 149.

Let the student think of a different situation where
G. Making generalizations
descriptive statistics can be applied.
Let the student think of a different situation
where descriptive statistics can be applied.
Let the student think of a different
Let the student think of a different situation
situation where descriptive statistics can
where descriptive statistics can be applied.
be applied.

H. Evaluating Learning Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation. Administer the prepared evaluation.

I. Additional Activities for application NONE NONE NONE NONE

or remediation
V. REMARKS

VI. REFLECTION
a. No. of learners who earned 80% ____ out of ____ students belong to 80% mastery level during ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery level ____ out of ____ students belong to 80% mastery
on the formative assessment formative assessment during formative assessment during formative assessment level during formative assessment

b. No. of learners who require ____ students need remediation. ____ students need remediation. ____ students need remediation. ____ students need remediation.
additional activities for remediation

c. did the remedial lessons work? No. ____ out ____ students have caught up with the
of learnerswho have caught up with ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson ____ out ____ students have caught up with the lesson
lesson
the lesson

d. No. of learners who continue to _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation _____ students need a follow up remediation
require remediation
e. which of my teaching strategies
worked well? Why did those work?
f. what diffulties did I encounter
which my principal or supervisor can
me resolve?
g. What innovation or

Prepared by: Checked by: Noted by:

JUN REY M. ETULLE EVELYN S. VIRADOR TESSIE A FERNANDEZ

Teacher Acting Academic Coordinator Principal II