School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter THIRD

Session 1 Session 2 Session 3 Session 4

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
1. Content The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
Standards relationships.

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
M7GE-IIIc-1 M7GE-IIIc-1 M7GE-IIIc-1 M7GE-IIIc-1
1. Define and identify the 1. Determine the 1. Derives relationships 1. Derives relationships
pairs of angles formed when relationship of the pairs of among angles formed by among angles formed by
two parallel lines are cut by a angles formed when two parallel lines cut by a parallel lines cut by a
transversal. parallel lines are cut by a transversal by measuring. transversal by measuring
2. Show appreciation of the transversal. 2. Show appreciation of the and inductive reasoning.
topic by applying the given 2. Show appreciation of the
topic by applying the given 2. Show appreciation of the
relationship in real life topic by applying the given
relationship in real life topic by applying the given
situation. relationship in real life
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situation situation relationship in real life
situation.
ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS
II. CONTENT FORMED BY PARALLEL FORMED BY PARALLEL FORMED BY PARALLEL FORMED BY PARALLEL
LINES CUT BY A LINES CUT BY A LINES CUT BY A LINES CUT BY A
TRANSVERSAL TRANSVERSAL TRANSVERSAL TRANSVERSAL
III. LEARNING
RESOURCES
A. References
1. Teacher’s Session Guide in Geometry Session Guide in Geometry Session Guide in Geometry Session Guide in Geometry
Guide pages by Francisco and Villena - by Francisco and Villena - by Francisco and Villena - by Francisco and Villena -
Diaz, pp. 5-6 Diaz, pp. 5-6 Diaz, pp. 5-6 Diaz, pp. 5-6

2. Learner’s Learner’s Module, pp. 204- Learner’s Module, pp. 204- Learner’s Module, pp. 204- Learner’s Module, pp. 204-
Materials 207 207 207 207
pages
3. Textbook Ulpina, J. N. & Licardo, E. Ulpina, J. N. & Licardo, E. Ulpina, J. N. & Licardo, E. Ulpina, J. N. & Licardo, E.
pages D.(2014). Math Builders D.(2014). Math Builders D.(2014). Math Builders D.(2014). Math Builders
(New Enhanced Edition (New Enhanced Edition (New Enhanced Edition (New Enhanced Edition
Based on K to 12 Based on K to 12 Based on K to 12 Based on K to 12
Curriculum). Philippines: Curriculum). Philippines: Curriculum). Philippines: Curriculum). Philippines:
Mega Jesta Prints, Inc. Mega Jesta Prints, Inc. Mega Jesta Prints, Inc. Mega Jesta Prints, Inc.

Orence, A. & Mendoza, M. Orence, A. & Mendoza, M. Orence, A. & Mendoza, M. Orence, A. & Mendoza, M.
(2012). e-math K to 12 Ed., (2012). e-math K to 12 Ed., (2012). e-math K to 12 Ed., (2012). e-math K to 12 Ed.,
Philipines: Rex Bookstore, Philipines: Rex Bookstore, Philipines: Rex Bookstore, Philipines: Rex Bookstore,
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Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405

4. Additional http://www.mathworksheets4 http://www.cpalms.org/Publi http://www.mathworksheets http://www.mathworksheets

Materials from kids.com/transversal.php c/PreviewResourceLesson/ 4kids.com/transversal.php 4kids.com/transversal.php
Learning Preview/39484
Resource (LR) http://www.mathworksheets
portal 4kids.com/transversal.php
http://worksheets.tutorvista.
com/parallel-lines-cut-by-
transversal-worksheet.html
B. Other Learning LCD, Laptop, Flash Player, Teacher-made Test, LCD, Teacher-made Test, LCD, LCD, Laptop, Flash Player,
Resources Recycled calendar, colored Laptop, Flash Player, Laptop, Flash Player, Manila paper, colored chips
chips Manila paper, Recycled Manila paper, Recycled
calendar, colored chips calendar, colored chips

IV. PROCEDURES

A. Reviewing previous The teacher prepares four The students will be asked The learners will complete The figure will be flashed
lesson or presenting pictures related to the topic to guess the word formed the statement given by the by the teacher using LCD.
the new lesson in which the task of the from the word “transversal”. teacher.
The leaners will use show-
learner is to describe it. They To guide the learners in
me-board for their answer.
can also cite instances that guessing, the teacher will
Every student who can
are related with the picture. define the word. The Refer to DLP pp 69-80
learners who can guess the answer it correctly will be
words will be receiving given colored chips with
chips with corresponding corresponding points.
Refer to DLP pp 49-60
points to be added to their
performance task score.
Refer to DLP pp 61-68 Refer to DLP pp 81-88

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B. Establishing a This is “Parallel Lines The learners will identify This is a Pre-Test, wherein The students will be
purpose for the Discovery Activity”. each item as it relates to the learners task is to
asked to practice
lesson geometry and state some
Instructions: read the question carefully identifying these special
examples of how each
1. Put a dot on the top and choose the best pairs of angles and look
one is used in real – life.
left margin answer. First button for any relationships
Take about 5 minutes to
2. On the top right count corresponds A, 2nd is B, 3rd among the pairs of
complete this activity
down 5 lines – make a is C, 4th is D and the last angles formed.
dot – connect the dots before our discussion.
button means E.
with a straight line
3. From the dot on the
left count down 5 lines
– make a dot
4. From the right dot
count down 5 lines
and make a dot –
connect these dots
with a straight line
5. From the top left dot,
count down 10 lines
and make a dot,
connect this dot with a
straight line to the top
right corner
6. Label the angles as
you see here.

C. Presenting examples/ “PM Me” – Pattern and The teacher will play video The teacher will play video
instances of the Measure Activity clip presentation. clip presentation. Refer to DLP pp 81-88
lesson

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The class will be divided into Link: Link:
four (4) groups. Five (5)
https://www.khanacademy.o https://www.youtube.com/w
minutes will be given to finish
rg/math/geometry/hs-geo- atch?v=5PcMbN46NMA
the task and two (2) minutes
foundations/hs-geo-
to present their work in the https://www.youtube.com/w
angles/v/angles-formed-by-
class. Each group will be atch?v=Ld7Vxb5XV6A
parallel-lines-and-
working on their assigned
transversals
task based on the given
pattern below. Identify the
pairs of angles formed when
two parallel lines are cut by a
transversal. Measure each
pair and draw a conclusion.

Refer to DLP pp 49-60

D. Discussing new Based on the definition The class will be divided “What’s My Measure Choose the letter of your
concepts and presented in the video clip, into four (4) groups. They Activity” desired answer.
practicing new skills identify what kind of angle will use the pattern below to
If line A and B are
#1 pair does angles 1 and 2 create their own illustration
parallel, find the measures Refer to DLP pp 81-88
form and their relationship. of special angles.
of the
Refer to DLP pp 49-60
numbered angles in the
Refer to DLP pp 61-68 figures below.

Refer to DLP pp 69-80

E. Discussing new “Angle-Relationship “Angle-Relationship Find the measure of the “X-Measure”

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concepts and Activity” Activity” unknown (labeled) angles. Find the value of x.
practicing new skills Give reasons for your
#2 solutions.
Identify the angle Determine the Refer to DLP pp 81-88
relationship for each pair of relationship of the pairs of
angles by choosing your angles formed when two Refer to DLP pp 69-80
answer in the box below. parallel lines are cut by a
Write your answer on the transversal. Write your
space provided. answer on the space
provided.

Refer to DLP pp 49-60

Refer to DLP pp 61-68

F. Developing mastery “Say My Name” “Think-Pair-Share” “X-Measure” “X-Measure”

(Leads to Formative
Learning Task: The Find the value of x. Find the value of x.
Assessment 3)
teacher will provide
Identify the special name for Refer to DLP pp 69-80 Refer to DLP pp 81-88
each pair of angles. questions involving
angles in transversal.
Refer to DLP pp 49-60

Refer to DLP2 IV-F

G. Finding practical The learners will correctly “Perfect Match Tayo” The learners will analyze The student task is to write
applications of place an angle number in the the given situation. They will a paper discussing any
concepts and skills in correct box. Angle numbers explain what is wrong with geometric influences they
daily living may repeat. Given a map where Hi- this picture. noticed in designing their
way Road is parallel to own cities.
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Mayor’s Drive and Mendez
Crossing Via MCES- Refer to DLP pp 69-80 Refer to DLP pp 81-88
Refer to DLP pp 49-60
Mercury Road is the
transversal. In this
illustration, the angles are
represented by the places
or trees.

Refer to LCTG #46, III- B, #5

H. Making Refer to DLP pp 49-60 This activity is called “I have Refer to DLP pp 69-80 Refer to DLP pp 81-88
generalizations and a cabbage “. This aims to
abstractions about guide students to generalize
the lesson on the subject matter.

Refer to DLP pp 61-68

I. Evaluating learning Given the angle relationship, In the given figure, line 1 is “What is missing?” “What is missing?”
identify the pair of angle. parallel to line 2 and line t is
Find the value of the Find the value of the
the transversal. Determine
unknown. unknown.
whether the following angle
Refer to DLP pp 49-60 pairs are congruent or
supplementary. Give
Refer to DLP pp 69-80 Refer to DLP pp 81-88
reasons for your answers.

Refer to DLP pp 61-68

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J. Additional activities Exit Slip Refer to DLP pp 61-68 Exit Slip “TICKET OUT”
for application or
The learners will fill out the
remediation
ticket slip first before leaving
The learners will fill out the The learners will fill out the
the room.
exit slip first before leaving exit slip first before leaving
the room. the room.
Refer to DLP pp 69-80 Refer to DLP pp 81-88

Refer to DLP pp 49-60

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTION works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.

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4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

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