GRADES 1 TO 12 School Dela Paz National High School Grade Level VII

DAILY LESSON
LOG Teacher MARK A. SOLIVA Learning Area MATHEMATICS
February 26-March 1, 2024
Teaching Dates and 5:50 – 6:50 7 FIDELITY
Time 7:50 – 8:50 7 COMPASSION Quarter THIRD QUARTER
9:10 – 10:10 7 FORTITUDE
11:10 – 12:10 7 HUMILITY

DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY LEARNINGMODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE)
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.

A. Content Standards The demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
B. Performance
The learner can create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
Standards

The learner uses a The learner uses a The learner uses a

The learner uses a
compass and straightedge to compass and straightedge to compass and straightedge The learner uses a compass
compass and straightedge to
bisect line segments and bisect line segments and to and straightedge to bisect
bisect line segments and
C. Learning Competencies/ angles and construct angles and construct bisect line segments and line segments and angles
angles and construct
Objectives perpendiculars and parallels perpendiculars and angles and construct and construct
perpendiculars and
to construct a midpoint parallels to construct an perpendiculars and perpendicular and
parallels to construct a
and perpendicular angle bisector of an parallels to construct a parallel lines.
bisector of a segment. parallel lines.
angle. perpendicular lines.

The learner uses compass The learner uses The learner uses compass The learner uses compass
The learner uses compass
and straightedge. compass and and straightedge. and straightedge.
and straightedge.
Lesson 1: To bisect line straightedge. Lesson 1: To bisect line Lesson 1: To bisect line
Lesson 1: To bisect line
segments and angles Lesson 1: To bisect line segments and angles segments and angles
D. Most Essential Learning segments and angles
(M7GEIIId-1) segments and angles (M7GEIIId-1) (M7GEIIId-1)
Competency (MELC) (M7GEIIId-1)
Lesson 2: To construct (M7GEIIId-1) Lesson 2: To construct Lesson 2: To construct
Lesson 2: To construct
perpendiculars and Lesson 2: To construct perpendiculars and perpendiculars and
perpendiculars and
parallels (M7GEIIIe-1) perpendiculars and parallels (M7GEIIIe-1) parallels (M7GEIIIe-1)
parallels (M7GEIIIe-1)
parallels (M7GEIIIe-1)
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.
II. CONTENT Geometrical Geometrical Geometrical Geometrical Geometrical
Constructions Constructions Constructions Constructions Constructions
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s guide, learner’s teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s module
material, , reference books, material, module module
Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242
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 conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Activity: Let the students use The teacher will review the The teacher will review
lines for sketches to draw a previous lesson through the previous lesson The teacher will review concepts
human face. Refer to sample
below: question like: through question like: The teacher will review the on how to locate the midpoint and
previous lesson through construct the angle bisector,
perpendiculars and parallels
1. How will you 1. How will you question like:
describe a describe an angle Engage students in a brief
midpoint? bisector of an 1. How will you discussion about the value of
angle? describe a compassion (Community
Observe the sketches of a perpendicular lines Resilience- the sustained ability
human face at the right. Do you from parallel lines? of a community to use available
see the transition of the
resources (energy,
drawing from an incomplete
sketch to a recognizable face? communication, transportation,
food, etc.) to respond to,
Questions to answer: withstand, and recover from
adverse situations (e.g.
1. Based on the sketches, how economic collapse to global
can you describe the lines (or catastrophic risks) in learning
segments) used to sketch a and problem-solving. Ask
face? students to share examples of
how they can demonstrate
2. What is the purpose of those compassion during math
lines?
activities.
3. Where do you think can you
apply these skills in
constructing human face
sketches?

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances for the new lesson
D. Discussing new
concepts and practicing
new skills #1
LEARNING TASK
Directions: Using a
straightedge and a compass,
perform the following task:
Do you know that:
"Construction" in Geometry
means to draw points, lines,
angles and geometric
figures accurately.
These constructions involve
the use of compass,
straightedge (i.e. ruler) and
a pencil. We use a
straightedge to construct a
line, ray or line segment
from a given two points.
Markings indicated in the
ruler may not be intended
for measurement. This is
the "pure" form of
geometric construction: no
numbers involved!
Presentation of Output
LEARNING TASK LEARNING TASK LEARNING TASK Presentation of Output
Directions: Using a Directions: Using a Directions: Using a
straightedge and a straightedge and a straightedge and a compass, The teacher will ask the learners
compass, perform the compass, perform the perform the following task: how they withstand the challenges
following task: following task: they encounter with the given
 activity.

For this activity you will Construct the following, Construct the following,
be needing the following based on the given Construct the following, based on the given
materials: situations. Please make based on the given situations. Please make sure
Ruler, Compass and sure to maximize the use of situations. Please make to maximize the use of
Pencil compass and straightedge sure to maximize the use of compass and straightedge in
Given : in this activity. compass and straightedge this activity.
Construct the in this activity.
E. Discussing new
perpendicular bisector of  A line parallel to line
concepts and practicing
with midpoint K. r passing through
new skills #2
Use the steps on the left point U.
as your guide in
completing the activity.
Remember to use the
materials in doing the
task. Label your work
properly.
F. Developing mastery Given : Given ∠O Construct the Poem
(Leads to Formative Construct the Construct Ray OP as perpendicular " A line and points: Geometric
Assessment 3) perpendicular bisector Odyssey."
angle bisector of ∠O bisector of with
of with midpoint K. Guided steps are midpoint E.
Remember to use the
given below. Use a Use a compass and
materials in doing the In the realms of lines and points,
compass and ruler in ruler in performing
task. Label your work we start our quest,
properly. performing the the activity. Label With compass and straightedge,
activity. Label your your work properly. we seek the best.
work properly. To bisect a segment, we draw
with care,
A perpendicular line, precise and
fair.

Through midpoint found, the

segment divides,
In perfect halves, where balance
resides.
Next, angle bisector, we craft
 anew,
Dividing angles, with precision
true.

From vertex outward, we draw a

line,
To where it meets the angle's
confines.
Dividing the angle with equal
measure,
Creating harmony, a geometric
treasure.

Then parallel lines, in silent grace,

Never meeting, in any space.
With a point and a line, we trace
their course,
Equal distance maintained, a
steadfast force.

Lastly, perpendicular lines we

form,
At ninety degrees, they stand
uniform.
Meeting at right angles, firm and
strong,
In geometric harmony, they
belong.

In the realms of lines and points,

our journey ends,
With constructions precise, and
minds that transcend.
Through angles and segments, we
find our way,
In the realm of geometry, where
beauty holds sway.

G. Finding practical Activity: DRAWING MO SHOW Activity: DRAWING MO Activity: DRAWING MO Activity: DRAWING MO SHOW Guide Questions:
applications of concepts MO!” SHOW SHOW MO!” 1.What tools are mentioned in the
and skills in daily living The learners will construct (5) MO!” MO!” The learners will construct (5) poem for geometric
five examples of a midpoint and The learners will construct The learners will construct five examples of a parallel lines constructions?
perpendicular bisector of a (5) five examples of an angle (5) five examples of a using a compass and a
segment using a compass and a perpendicular lines using a straightedge. Answer: Compass and
 straightedge.
H. Making The teacher summarizes the
generalizations and mathematical principle in
abstractions about the constructing a midpoint and
lesson perpendicular bisector of a
segment using a compass
and a straightedge by letting
the students complete the
sentences:
1. The midpoint of a
segment is a
__________________
two congruent
segments.
2. A Straightedge is used
to ________________
3. A Compass is a
geometric tool used to
_________________.
Answer Key:
1. The midpoint of a
segment is a point
that divides the
bisector of an angle using a
compass and a straightedge.
The teacher summarizes the
mathematical principle in to
bisect line segments and
angles and construct
perpendiculars and
parallels to construct an
angle bisector of an angle
by letting the students
complete the sentences:
1. The bisector of an angle is
_______________________
which divides the angle into
two congruent angles.
2. An angle bisector divides
the angle to ____________.
Answer Key:
1. The bisector of an angle is
a ray drawn through the
vertex and interior of an
angle which divides the
angle into two congruent
angles.
compass and a straightedge. straightedge.
2.How do you bisect a line
segment?
Answer: By drawing a
perpendicular line through its
midpoint.
3.What divides an angle into two
equal parts?
Answer: An angle bisector.
4.How do you construct parallel
lines?
Answer: By ensuring they
maintain equal distance at all
points.
5.What characterizes
perpendicular lines?
Answer: They meet at right
angles.
The teacher summarizes the The teacher summarizes the The teacher summarizes the
mathematical principle in mathematical principle in mathematical principle on how
constructing a constructing a parallel lines to locate the midpoint and
perpendicular lines using a by letting the students construct the angle bisector,
compass and a straightedge complete the sentences: perpendiculars and parallels by
by letting the students letting the students complete
complete the sentences: the sentences:
1. Parallel lines are lines on 1. The ______ of a
1. Perpendicular line the same plane that segment is a point that
are intersecting lines ___________________. divides the segment into
forming two congruent
2. ____________ will never
________________. segments.
intersect each other.
2. If two lines intersect 2. The ________is a ray
and form a right drawn through the
angle, the two lines vertex and interior of an
Answer Key:
are ______. angle which divides the
1. Parallel lines are lines on
angle into two
the same plane that never
intersect each other. congruent angles.
2. Parallel lines will never
3. _____________ are
intersect each other.
Answer Key: intersecting lines
1. Perpendicular line forming right angles.
are intersecting lines 4. __________ are lines
 on the same plane that
never intersect each
other.
5. A __________is used to
guide for the pencil
when drawing straight
lines.

Answer Key:
1. The midpoint of a
segment is a point
segment into two
that divides the
congruent segments.
segment into two
2. A Straightedge is
congruent segments.
used to guide for
forming right angles.
the pencil when 2. If two lines intersect 2. The bisector of an
drawing straight 2. An angle bisector divides and form a right angle is a ray drawn
lines. the angle to two congruent angle, the two lines through the vertex
3. A Compass is a angles. are perpendicular. and interior of an
angle which divides
geometric tool used to the angle into two
draw circles and parts congruent angles.
of a circle called arcs. 3. Perpendicular
line are
intersecting lines
forming right
angles.
4. Parallel lines
are lines on the
same plane that
never intersect each
other.
5. A Straightedge is
used to guide for the
pencil when
drawing straight
lines.
I. Evaluating learning Using the basic skills in
Geometric construction you
have just learned, show the
step-by-step procedure in
constructing the following. Do
this in a separate clean sheet of
paper.
1. Construct a line segment
that is twice the measure of the
given line segment.
Using the basic skills in
Geometric construction you
have just learned, show the
step-by-step procedure in
constructing the following.
Do this in a separate clean
sheet of paper.
1.Accurately copy the angle
below. Then, divide it into
four congruent parts.
Quiz:
1. In bisecting a given segment
(𝐷𝐸) ̅, what will be your step 1?
A. Locate a point between
points D and E
B. Using a straightedge(ruler),
draw a segment passing the
middle of (𝐷𝐸) ̅
C. Using a compass, at point D,
draw an arc more than half the
length of (𝐷𝐸) ̅
D. Connect points D and E
2. (𝐿𝑁) ̅ intersects (𝐽𝐾) ̅ at point
M which is the midpoint of
(𝐽𝐾) ̅. Which of the following is
TRUE?
A. (𝐽𝑀) ̅ ≅ (𝑀𝐾) ̅
B. (𝐽𝐾) ̅ ≅ (𝐽𝑁) ̅
C. (𝐾𝑀) ̅ ≅ (𝐾𝐿) ̅
D. (𝐽𝑀) ̅ ≅ (𝐽𝐿) ̅
3. In bisecting an angle ∠𝐾𝑌𝑍
which of the following is a
possible angle bisector of the
angle?
A. (𝑋𝑊) ⃗
B. (𝑌𝑊) ⃗
C. (𝑍𝑊) ⃗
D. (𝑋𝑍) ⃗
4. (𝐴𝑀) ⃗ is the angle bisector of
∠SAP. Which of the following is
true?
A. ∠SAM ≅ ∠PAM
B. Point A is the midpoint of
(𝑆𝑃) ̅
C. (𝐴𝑀) ⃗ and (𝐴𝑆) ⃗ are
perpendicular.
D. (𝐴𝑆) ⃗ and (𝐴𝑃) ⃗ are parallel.
5. If two lines intersect and

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 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
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: _____________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
Create an examples of a
perpendiculars using a
straightedge and a I realize that
compass.
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: _____________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
form a right angle, which of the
following is TRUE? The two lines
______________.
A. are parallel.
B. are perpendicular.
C. bisect each other
D. bisects the right angle
On your notebook, complete
the following.
I understand that
________________________________.
________________________________.
I need to learn more about
_______________________.
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
use/discover which I wish ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT
___ Others: _______________________ ___ Others: _______________________ ___ Others: _______________________ ___ Others: _______________________ ___ Others: _______________________
to share with other
teachers?

Prepared by: Checked by: Noted by:

MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ

Mathematics 7 Teacher Chairperson, Mathematics Principal II