Grade 7 - MATHEMATICS SCHOOL: ELIM LISAP MANGYAN HIGH SCHOOL GRADE LEVEL: SEVEN (7)

DAILY LESSON LOG TEACHER: JOVELYN M. GAID LEARNING MATHEMATICS 7

AREA:
TEACHING DATES & WEEK 2 (FEBRUARY 26 – March 1, 2024) QUARTER: THIRD QUARTER
TIME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the key understanding of the key understanding of the key understanding of the key understanding of the key
concepts of shapes and concepts of shapes and concepts of shapes and concepts of shapes and concepts of shapes and
sizes , and geometric sizes , and geometric sizes , and geometric sizes , and geometric sizes , and geometric
relationships relationships relationships relationships relationships
B. Performance The learner is able to create The learner is able to create The learner is able to create The learner is able to create The learner is able to create
Standards: models of plane figures and models of plane figures and models of plane figures and models of plane figures and models of plane figures and
formulate and solve formulate and solve formulate and solve formulate and solve formulate and solve
accurately authentic accurately authentic accurately authentic accurately authentic accurately authentic
problems involving sides and problems involving sides and problems involving sides and problems involving sides and problems involving sides and
angles of a polygon. angles of a polygon. angles of a polygon. angles of a polygon. angles of a polygon.
C. Learning Uses a compass and Uses a compass and
Competencies/ Objectives: straightedge to bisect line straightedge to bisect line
Write the LC code for each segments segments and angles and
and angles and construct construct perpendiculars and
perpendiculars and parallels. parallels.
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 in a week or two.
II. CONTENT Basic Constructions Basic Constructions
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages 257 - 263 Pages 257 - 263
Pages
2. Learner’s Materials Module 2 (Pages 1 – 16) Module 2 (Pages 1 – 16) Module 2 (Pages 1 – 16) Module 2 (Pages 1 – 16)
Pages
 3. Text book Pages E- MATH Worktext in E- MATH Worktext in E- MATH Worktext in E- MATH Worktext in
Mathematics by Orlando Mathematics by Orlando Mathematics by Orlando Mathematics by Orlando
Oronce and Marilyn O. Oronce and Marilyn O. Oronce and Marilyn O. Oronce and Marilyn O.
Mendoza Mendoza Mendoza Mendoza
(Pages 385 – 399) (Pages 385 – 399) (Pages 385 – 399) (Pages 385 – 399)
4. Additional Materials
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous What’s In – Activity 1 Refer to the previous lesson
Lesson or Presenting Learner’s Material about basic construction
New Lesson Page 4
B. Establishing a Purpose What’s In – Activity 2 Activity on using straight
for the Lesson Learner’s Material edge and compass
Page 4
1. Presenting What Is It – Definition of Using only the compass and Group Activity: Assessment
Examples/Instance terms straightedge, we can
s of the Lesson In this module, you will learn perform the basic
the fundamental geometric constructions in geometry. E- MATH Worktext in Learner’s Material
constructions using We use a straightedge to Mathematics by Orlando Pages 14 – 15
straightedge and compass. construct a line, ray, or Oronce and Marilyn O.
The goal of this is to expose segment when two points Mendoza
you in some terms of are given. The marks (Pages 385 – 399)
geometry like bisector and indicated in the ruler may
perpendicular. Also,
not be used for
familiarity with instruments -
measurement. We use a
compass and straightedge in
compass to construct an arc
basic geometric construction.
(part of a circle) or a circle,
Constructions using compass
and straightedge have a long given a center point and a
history in Euclidean radius length.
geometry. Their utilization
mirrors the fundamental
axioms of this system.
 2. Discussing New What Is It – Basic Teacher’s Guide
Concepts and Construction Construction 1 - 4
Practicing New 1–6
Skills#1 Lerner’s Material

3. Discussing New What’s More – Activity 3 Teacher’s Guide

Concepts and Learner’s Material Construction 5 - 8
Practicing New Page 12
Skills#2
4. Developing What I Have Learned Refer to Exercises II.
Mastery Learner’s Material Teacher’s Guide
(Leads To Formative Page 12 Page 262
Assessment 3)
5. Finding Practical Let some students name Let some students name
Application of practical application. practical application
Concepts and Skills
in Daily Living
v. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn 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 the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalization
and Abstractions about
the lesson
I. Evaluating Learning
Let the students generalize Make a summary what the
of what they learned about students should learned
the lesson.
Call some students E- MATH Worktext in
To Mathematics by Orlando
1. Perform basic Oronce and Marilyn O.
constructions in geometry Mendoza
involving segments, (Pages 385 – 399)
midpoints, angles and
angle bisectors
2. Sketch an equilateral
triangle accurately.

J. Additional Activities for Lerner’s Material -Additional Learner’s Material

Application or Activities Activity 4: Try this!
Remediation Activity 5: Construction Time Now that you know the steps
 Directions: Draw the on basic construction let us
following construction. try to apply it.
Directions: On a separate
sheet of paper make an
exact copy of ‘house’ figure
below. Use straightedge
and compass.
VI- REMARKS

VII - REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

required additional
activities for remediation
C. Did the remedial lessons
work?

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: JOVELYN M. GAID Checked by: JUNJUN I. EUSEBIO

Subject Teacher Head Teacher III