GRADES 1 to 12 School Tingalan Integrated School Grade Level 7

DAILY LESSON LOG Teacher Dearly A. Cagalawan Learning Area Mathematics

November 4-7@ 9:45-10:45
Teaching Dates and Time Quarter Third
Monday -Thursday

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
relationships
B. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving
Standards sides and angles of a polygon
C. Learning M7GE-IIIa-1 1. MTGE-IIIa2 1.Identify and M7GE-IIIa-3 1. Classify the M7GE-IIIb-1 1. Identify
Competencies/ Describe the undefined name the subsets of a line given angle according to complementary angles and
Objectives terms in Geometry 2. 2. Illustrate the subsets of a measure. 2. Illustrate the supplementary angles. 2. Find the
Name the identified line three kinds of angles. 3. complement and supplement of an
point(s), line(s) and 3. Find the distance between Appreciate the value of angle. 3. Value accumulated
plane(s) in a given two points on a line using an angles in real life situations. knowledge as means of new
figure 3. Value absolute value understanding.
accumulated 4. Manifest accuracy in finding
knowledge as means of the distance between two
new understanding. points on a line.
Undefined Terms in Subsets of line Angle and its kind COMPLEMENTARY AND
II. CONTENT
Geometry SUPPLEMENTARY ANGLES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal
A. Other Learning laptop, oblique
Resources triangles (pictures)
a. PROCEDURES
A. Reviewing previous Boys vs. Girls The students will dance as Drill: Perform the following
lesson or presenting Recall of the past lesson : the music is running and operations
the new lesson Everybody look around and when the music stops, the 1)____ + 45 = 90
write an object under each students will form an angle 2)____ + 35 = 180
heading. First to complete with the use of their body 3) 65 +_____ = 180
fifteen objects will be parts. 4)____- 30 = 60
declared winner. Objects 5)____- 108 = 72
must be seen around the The students are ask to
room.By the count of three. draw an example of an
No. 1 was done for you angle formed during the
Points Lines Planes dance.
1.tip of curtain black a pen
rod board The teacher can point out
the parts of an angle using
the body parts of the
students.
• Arms – the sides of the
angle
• Head – vertex of the
angle
B. Establishing a purpose Jigsaw Puzzle (Group Activity) A. Determine if the given Students will classify the angles based
for the lesson Ask the students to:
figure is an angle or not. on the measurement of each slice.
Draw a point.
B. Refer to the attached DLP Lola Nidora bought rice
Draw a line.
for further Activities cake and asked Alden to slice
Draw a plane
it for the DABARKADS
C. Presenting Video clip about
examples/instances of points, lines, and
the new lesson planes

https://
www.youtube.com/
wat ch?
v=k5etrWdIY6o
D. Discussing new Determine the measure of Naming pairs of complementary and
concepts and each angle formed by its supplementary angles from a figure of
practicing new skills “THINK-PAIR-
establishment using the buko pi
#1 SHARE” “CABBAGE
park as the vertex, then
GAME”
classify it whether acute,
right or obtuse angle.
E. Discussing new “Angle Stretching” 1. When do we say that two angles are
concepts and Guided Practice Classify whether the given supplementary?
 practicing new skills angle is acute, obtuse and 2. How can you say that two angles
#2 right. are complementary?
(The teacher demonstrates 3. What kind of angle is formed by
the body movement if the complementary angles?
given angle is acute, obtuse supplementary angles?
and right.)
F. Developing mastery Analysis Identify the type of angle Without using a protractor, complete
(Leads to Formative formed between the hands the measurement of each angle. (See
Assessment 3)
of each clock. figure at attached DLP) Answer the
Application questions that follow.
1.How do we find the supplement of
an angle? 2.How do we find the
complement of an angle?
G. Finding practical Reflect on this: Application Give the missing measures for each
applications of Carpentry requires pair of angles.
concepts and skills in an understanding of
daily living points, lines, and
planes. Carpenters
need to align beams
and create flat
surfaces. What other
line of work requires
an understanding of
points, lines, and
planes?
H. Making A point suggests an Angle is a union of two Complementary and Supplementary
generalizations and exact location in noncollinear rays with a Angles
abstractions about the space and has no common endpoint. The
lesson dimension. two non-collinear rays are Two angles are complementary if
A line is a set of the sides of the angle, the sum of their measures is equal to
points arranged in a while the common 90.
row and is extended endpoint is the vertex. Two angles are supplementary if the
endlessly in both sum of their measures is equal to
directions. Three kinds of angles 180.
A plane is a set of according to measure:
points in an endless Acute angle is an angle
flat surface. whose measure is less than
The following 90°, but greater than 0°.
determine a plane: Right angle is an angle
(a) three non- whose measure is equal to
collinear points; 90°. Obtuse angle is an
 (b) two intersecting angle whose measure is
lines; greater than 90°, but less
(c) two parallel lines; than 180°.
or
(d) a line and a point
not on the line.
I. Evaluating learning A. Draw the three Completing the table
Assessment kinds of angles
according to the
following given
measure. Acute –
30° Obtuse – 100°
Right – 90°
B. Classify whether
Assessment the given
measurement is
acute, obtuse and
right angle.
1. 100°
2. 15°
3. 90°
4. 170°
5. 89°
J. Additional activities Follow-up Activity: 1. In
for application or activity notebook, write the
remediation importance of knowing the
classification of an angle and
Follow Up
give at least 2 examples of
each.
Study: 2. Differentiate
Complementary angles from
Supplementary angles.
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 in
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
used/discover which I
wish to share with other
teachers?

Submitted by: Checked by:

DEARLY A. CAGALAWAN ALLAN C. DANGCAL
Teacher-I Head Teacher