School: SAN MARIANO NATIONAL HIGH SCHOOL Grade Level: Seven (7)

GRADES 1 to 12 Teacher: BERNADETH C. VILLANUEVA Learning Area: MATHEMATICS

DAILY LESSON LOG
Teaching Date: MARCH 14, 2022 Quarter: 3rd QUARTER

I. OBJECTIVES After going through this module, students should be able to demonstrate understanding of the key concepts of geometry shapes and sizes,
and geometric relationships. Students should be able to create models of plane figures and formulate and solve accurately authentic
problems involving sides and angles of polygon.
A. Content Standards: Demonstrates understanding of key concepts of geometry of shapes and sizes and geometric relationships.
B. Performance Standards: Create models of plane figure and formulate and solve accurately authentic problems involving sides and angles of a polygon.
C. Learning Competencies/Objectives: 1.) To derive relationships among angles formed by a parallel line cut by a transversal line using measurement and by
Write the LC Code for each inductive reasoning.
2.) To solve real life situations among angles formed by a parallel line cut by a transversal line.
M7GE-IIIC-1)
II. CONTENT TRANSVERSAL LINE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages K to 12 Grade 7 Teaching Guide in Mathematics

3. Textbook Pages

4. Additional Materials from Learning Resource Quarter 3 SLM Module 2

(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting New Activity 1: PARALLEL or PERPENDICULAR
Lesson The teacher shows images of some of the arts and crafts of Mangyan Tribe of Mindoro. Students will identify whether the patterns shown is
PARALLEL or PERPENDICULAR.

Bayong Sinuluyan
Inalimunot Facemask
Pakudos
B. Establishing the Purpose of the Lesson ACTIVITY 2: Jigsaw Puzzle and Text Twist Activity
The class will be divided into two groups (boys and girls). Each group will be given a pieces of puzzle picture to which they need to
assemble the said pieces. Afterwards, both groups will identify the assembled puzzle picture by using the rumbled text. The first group to
guess the said text will be given a plus points. A time of 5 minutes will be given to do the said activity.

C. Presenting Examples/Instances of the Lesson
ACTIVITY 3: “PM Me” – Pattern and Measure Activity
Directions: The class will be divided into four (4) groups. Five (5) minutes will be given to finish the task and two (2) minutes to present
their work in the class. Each group will be working on their assigned task based on the given pattern below. Measure each pair and draw a
conclusion.
Given line 1 is parallel to line 2 and line T intersects line 1 and line 2.

1 2
l1
3 4

5 6
l2
7 8

Group 1 Pattern: Group 2 Pattern: Group 3 Pattern:

CORRESPONDING ANGLES ALTERNATE INTERIOR ANGLES
ALTERNATE EXTERIOR ANGLES

D. Discussing New Concepts and Practicing New
Skills#1
E. Discussing New Concepts and Practicing New
Skills #2
F. Developing Mastery (Leads to Formative
Assessment 3)
Group 4 Pattern: Group 5 Pattern:
SAME SIDE INTERIOR ANGLES SAME SIDE EXTERIOR ANGLES
1. Looking at the pattern, can you describe the angles that form a pair of corresponding angles?
2. Identify the first pair using the first pattern.
3. What can you conclude about pairs of corresponding angles?
4. How many pairs of alternate interior and exterior angles, and same side interior and exterior angles were formed?
5. What are the measurements of these angles?
What can you conclude from the activity?
ACTIVITY 4: “Angle-Relationship Activity”
Instructions: Write the angle relationship for each pair of angles. Choose from the box below.
E F
CORRESPONDING
ALTERNATE INTERIOR
ALTERNATE EXTERIOR G H
SAME SIDE INTERIOR
SAME SIDE EXTERIOR I J
K L
a.are _________________ angle
b. are _________________ angle
c. are _________________ angle
d. are _________________ angle
e. are _________________ angle
ACTIVITY 5: Directions: Identify what kind of angle pair does angles 1 and 2 form and their relationship.
A. B. C.
 D. E.

G. Finding Practical Application of Concepts and ACTIVITY 6: “Perfect Match Tayo”

Skills in Daily Living Directions: Given a map of a Portion of Barangay San Mariano where Santan 2 St. is parallel to Santan 3 St. and Nautical Highway is the
transversal. In this illustration, the angles are represented by the places/establishments in the barangay.
The class will be divided into two (2) groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
Each member of the group will participate and will be receiving a half heart colored paper. In every half of the heart are the names of
different location in Barangay San Mariano. Learners need to find the other half of their heart. If they can find the other half, they need
to identify if their match is a pair of “CORRESPONDING ANGLE”, “ALTERNATE INTERIOR ANGLE”, “ALTERNATE EXTERIOR ANGLE”,
“SAME SIDE INTERIOR ANGLE”, or “SAME SIDE EXTERIOR ANGLE”. Then, they need to post it on the board. They will be given eight (8)
minutes to perform the task.
H. Making Generalization and Abstractions about
the lesson
Linear Pair of Angles
a. Corresponding Angles – a pair of nonadjacent interior and exterior angles on the same side of a transversal
b. Alternate Interior Angles – a pair of nonadjacent interior angles on opposite sides of a transversal
c. Alternate Exterior Angles – a pair of nonadjacent exterior angles on opposite sides of a transversal
d. Same Side Interior Angles – interior angles on the same side of a transversal
e. Same Side Exterior Angles – exterior angles on the same side of a transversal

I. Evaluating Learning EVALUATION: Direction: Identify the lines, angles and pairs of angles below, and write your answers in the box/table.
B

E F Consecutive

Transversal Line

Exterior Angles

Interior Angles
Alternate

Corresponding
Parallel Lines
C (Same)

Angle
G H

Exterior

Exterior
Interior

Interior
Angles

Angles

Angles
Angle
I J
D
K L

J. Additional Activities for Application or

Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
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 work well? Why
did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by:

BERNADETH C. VILLANUEVA
Secondary School Teacher I

Checked by:

MARILYN F. RAMOS
Head Teacher III

Noted:

RICKY A. APOSTOL
Principal IV