SCHOOL QUEZON CITY HIGH SCHOOL
LEARNING
GRADE 7 DAILY LESSON LOG
I OBJECTIVES
A Content Standards
B Performance Standards
Learning Competencies/
C Objectives (Write the LC code for
each)
D Instructional Materials
E Teaching strategy
II CONTENT
III LEARNING RESOURCES
A References
1 Teacher’s Guide pages
2 Learner’s Material pages
3 Textbook pages
Additional Resources (LR
4
portal)
B Other Learning Resources
GRADE LEVEL SEVEN (7)
TEACHER NOVY H. FACUN MATHEMATICS
AREA
TEACHING DATES February 19 – 23, 2024
QUARTER THIRD (Week 3)
and TIME 7:00-8:00 MTWTh (Sampaguita)
7:00-8:00 F/9:30-10:30 MTThF/12:45-1:45 W (STE Alpha)
10:30-12:30 MWThF (STE Beta), 12:30-1:30 MTThF (Lily)
Day 1 Day 2 Day 3 Day 4
The learner demonstrates an understanding of key concepts of geometry of shapes, sizes, and geometric relationships.
The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides
and angles of a polygon
Derives relationships among angles formed by parallel lines cut by a transversal using measurement and by inductive reasoning. (M7GE-
IIIc-1)
1. Recall parallel lines and skew 1. Recall the different angle pairs. • Finds the measure of missing
lines. 2. Derives the relationships among angles formed by parallel lines angles formed by parallel lines
2. Defines and illustrates the cut by a transversal using measurement cut by a transversal.
3. Derives the relationships among angles formed by parallel lines • Solves problems involving
following: transversal lines, interior
cut by inductive reasoning parallel lines cut by a
and exterior angles, corresponding
angles, alternate interior, and transversal
exterior angles, and same-side
exterior and interior angles.
Textbook, Activity Sheet, Video Lesson, Textbook, Activity Sheet, Video Textbook, Activity Sheet, Video
Textbook, Activity Sheet, Video Lesson
manila paper, ruler, permanent marker Lesson Lesson
Direct instruction with drill Direct instruction with drill Direct instruction with drill
ANGLE PAIRS FORMED BY ANGLE PAIRS FORMED BY ANGLE PAIRS FORMED BY ANGLE PAIRS FORMED BY
PARALLEL LINES CUT BY A PARALLEL LINES CUT BY PARALLEL LINES CUT BY PARALLEL LINES CUT BY A
TRANSVERSAL A TRANSVERSAL A TRANSVERSAL TRANSVERSAL
Learners Q3 SLEM Learners Q3 SLEM Learners Q3 Week 1 Learners Q3 Week 1
YouTube YouTube YouTube YouTube
PARALLEL LINES AND PARALLEL LINES AND PARALLEL LINES AND PARALLEL LINES AND
TRANSVERSAL TRANSVERSAL TRANSVERSAL TRANSVERSAL
PARALLEL LINES CUT BY PARALLEL LINES CUT BY PARALLEL LINES CUT BY PARALLEL LINES CUT BY
TRANSVERSAL TRANSVERSAL TRANSVERSAL TRANSVERSAL
IV PROCEDURES
• Prayer
• Checking of attendance,
Daily Routine
• Checking of classroom
Recall parallel lines and skew lines.
Reviewing previous lessons or
A
presenting the new lesson
The teacher will ask one student to draw
parallel lines on the board. And then
another student to draw a line that will
intersect the parallel lines at different
points.
Establishing a purpose for the
B The teacher will then ask the class, what
lesson
you call the line that intersects the parallel
lines at different points.
• Prayer
• Checking of attendance,
• Checking of classroom
Using the figure, identify the
following:
1. Pairs of Vertical Angles
2. Linear Pairs
What is the relationship between
pair of vertical angles?
How about the angles that formed a
linear pair?
The teacher will now tell the
students that their knowledge of
vertical angles, linear pairs, and the
relationship between these angles
will be a great help in
understanding the lesson that will
be discussed.
• Prayer • Prayer
• Checking of attendance, • Checking of attendance,
• Checking of classroom • Checking of classroom
Using the figure, identify the
following: Sometimes to find the measure of
1. Pairs of Vertical Angles missing angles we have to solve it
2. Linear Pairs
algebraically. Here are some
What is the relationship between
pair of vertical angles?
How about the angles that formed a
examples:
linear pair?
The teacher will now tell the
students that their knowledge of
vertical angles, linear pairs, and the
relationship between these angles
will be a great help in
understanding the lesson that will
be discussed.
 The teacher will present different figures
and ask the class which figures show a
transversal line that intersects parallel lines.
What is a transversal line?
The teacher will ask the students to The teacher will ask the students to
find the measure of the missing find the measure of the missing
angles using their knowledge on angles using their knowledge on
vertical angles and linear pairs vertical angles and linear pairs

Presenting examples/instances
C
of the new lesson

The teacher will Identify the following:

Discussing new concepts and
D
practicing new skills #1
draw on the board Corresponding Angles
parallel lines that Alternate Exterior Angles Identify the following:
are cut by a Alternate Interior Angles Corresponding Angles
transversal line. Same Side Exterior Angles Alternate Exterior Angles
Then name the Same Side Interior Angles Alternate Interior Angles
angles formed Same Side Exterior Angles
using the numbers Same Side Interior Angles
1-8.
The teacher will tell that the parallel lines
were divided into exterior parts and interior
parts. The teacher will ask now ask the
students to identify the interior angles and
the exterior angles.

Using the same figure, the teacher will now

Discussing new concepts and
E
practicing new skills #2
introduce the special angles formed by a
transversal line.
Corresponding
Angles
Alternate Exterior
Angles
Alternate Interior Angles
Same Side Exterior Angles
Same Side Interior Angles

F Developing mastery
Working by group:
The teacher will ask the students to work in
groups. Each group will be asked to draw
on a manila paper a pair of parallel lines
(vertically) and a transversal line
(horizontally) that intersects parallel lines.
Name the angles formed using the numbers
1-8. And identify the following:
Interior Angles
Exterior Angles
Corresponding Angles
Alternate Interior and Exterior Angles
Same Side Interior and Exterior Angles
The students will be given a maximum of 7
mins only to finish the task.
The teacher will ask the students to post
their work on the board and discuss their
answers in front of the class.
After identifying the different pairs
of angles, the teacher will ask the
following questions.
Guide Questions:
1. What relationship do you see
between the measures of the
following pairs of angles:
Corresponding Angles
Alternate Exterior Angles
Alternate Interior Angles
Same Side Exterior Angles
Same Side Interior Angles
What is the relationship between
angles 2 and 4?
Find the measure of the following
angles.
After identifying the different pairs
of angles, the teacher will ask the
following questions.
Guide Questions:
1. What relationship do you see
between the measures of the
following pairs of angles:
Corresponding Angles
Alternate Exterior Angles
Alternate Interior Angles
Same Side Exterior Angles
Same Side Interior Angles

Finding practical applications
G of concepts and skills in daily
living
Transversal lines have a wide range of real-
life applications in various fields, from
mathematics to art and design, architecture,
and sports.
Roadways and Highways: Transversal lines
are used to mark lanes on roads and
highways. These lines help drivers to stay
in their lanes, reducing the likelihood of
accidents.
Transversal lines have a wide range
of real-life applications in various
fields, from mathematics to art and
design, architecture, and sports.
Architecture and Design:
Transversal lines are used in
architectural and design plans to
create symmetry, balance, and order
in the layout. They are also used to
create perspective and depth in 2D
drawings.
Transversal lines have a wide range
of real-life applications in various
fields, from mathematics to art and
design, architecture, and sports.
Sports: In sports such as basketball
and soccer, transversal lines are
used to mark the boundaries of the
playing field. They also indicate
where the ball should be placed for
free throws and penalty kicks
Transversal lines have a wide range of
real-life applications in various fields, from
mathematics to art and design,
architecture, and sports.
Art: Transversal lines are used in art to
create interesting and dynamic
compositions. They can be used to create
movement, depth, and contrast in a piece.

Making generalizations and

H
abstractions about the lesson
 I Evaluating learning

Take a picture of a real-life illustration Take a picture of a real-life Take a picture of a real-life Take a picture of a real-life illustration
Additional activities for
J of a transversal line that intersects illustration of a transversal line illustration of a transversal line of a transversal line that intersects
application or remediation
parallel lines. that intersects parallel lines that intersects parallel lines parallel lines
V REMARKS
VI REFLECTION
No. of learners who earned 80%
A in the evaluation
No. of learners who require
additional activities for
B remediation and who scored
below 80%
Did the remedial lesson work? No.
C of learners who have caught up
with the lesson
No. of leaners who continue to
D
require remediation
Which teaching strategies worked
E
well? Why did these work?

Prepared by: Checked by: Noted by:

NOVY H. FACUN ROSALIA A. VICENTE CLARISA BENEDICTA R. DELADIA JOSEHPINE M. MANINGAS, Ph.D.
Teacher II, Mathematics Master Teacher II, Mathematics Head Teacher VI, Mathematics Principal III