PIVOT 4A DLL/DLP Format for Grades 1-10

School: SOUTHVILLE 3A NATIONAL HIGH SCHOOL Grade Level: GRADE 7

GRADES 1 TO 12 Teacher: JO ANN CHRYSOL S. IRINGAN Learning Area: MATHEMATICS
DAILY
Teaching Dates & Time: February 12-15/16, 2024/6:00-11:15 Quarter: THIRD
LESSON LOG
Date: February 12, 2024 Date: February 13, 2024 Date: February 14, 2024 Date: February 15/16, 2024
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I.
OB
JE
CT
IV
ES
A. The learner
Co demonstrates
nt understanding of key
en concepts
t understanding of key
Sta concepts of
nd geometry of shapes
ar and sizes, and
ds geometric
relationships.
B. The learner is able
Pe to create models of
rfo plane figures and
rm formulate and solve
an accurately authentic
ce problems involving
Sta sides and angles of
nd a polygon.
ar
ds
C. a. a. a. a.
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tencies/Objectives dentify and name the subsets kinds of angles kinds of angles plementary, supplementary and
of a line. b. draw the different kinds of b. draw the different kinds of equal angles using measurements
b. Find the number of line angles angles and by inductive reasoning
segments formed in a given c. answer the individual activity
line according to the number
of points.
c. Determine the number of
line segments and rays
formed in a given line
according to the number of
points.
D. Most Learning Competency The learner illustrates The learner classifies the The learner classifies the The learner derives relationships of
subsets of a line different kinds of angles different kinds of angles geometric figures using
(M7GE-llla-2) (M7GE-IIla-3) (M7GE-IIla-3) measurements and by inductive
reasoning; supplementary angles,
complementary angles, congruent
angles, vertical angles, adjacent
angles, linear pairs, perpendicular
lines, and parallel lines
(M7GE-IIIb-1)
E. Enabling Competency
II. CONTENT Subsets of a Line Different Kinds of Angles Different Kinds of Angles Complementary,
( Individual Performance Supplementary and Equal
Task ) Angles
III. LEARNING RESOURCES
A. References
a. Teacher's Guide Pages
b. Learner's Material Pages ADM Module 1 pages 9-16 Mathematics Quarter 3 Module 1
pp. 7-15
c. Textbook Pages Understanding Mathematics
(363 - 365)
d. Additional Material from
___Learning Resource
(LR) Portal
B. Other Learning Resources PIVOT 4A SELF LEARNING MODULE PIVOT 4A SELF LEARNING MODULE PIVOT 4A SELF LEARNING MODULE PIVOT 4A SELF LEARNING MODULE
IV. PROCEDURES
A. Introduction - Routinary Activities - Routinary Activities Routinary Activities Show figures of complementary,
Review on undefined terms in Review on subsets of a line supplementary and equal angles.
geometry. The teacher will show pictures (See attachment for the additional
and let the students imitate the figures)
 actions.

Note: Do not tell the students yet

what those figures are.
B. Development - The teacher will Process Questions: Instructions on how to complete the After showing to the class the
present and discuss the concept maps. figures, let them observe the figures
following : 1. Suppose the arms represent a and ask the following questions:
ray, name all the rays from the 1. What can you say about figure 1?
figure. figure 2? figure 3?
SUBSETS OF A LINE
2. What have you observed on the
Line Segment
rays on the figure?
A subset of a line consisting of 3. What is formed when two rays
two endpoints and all are joined with a common
the points in between. endpoint?

An angle is defined as a figure

formed by two rays having the
same endpoint
not lying on the same line. It is
denoted by the symbol ∠. Angles
are classified according to their
measurement. A protractor is used
to
measure angles. An angle’s unit of
measurement is in degrees (⁰).

Classification of angles:
 1. Name the different line
segments given 3
points.
Answer: Line segments
EF, EG and FG.
2. How many line
segments can be
formed given 4 points?
Answer: 6 line
segments

𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒍𝒊𝒏𝒆
𝒔𝒆𝒈𝒎𝒆𝒏𝒕𝒔 =

where n is the number of

points in a given line.

=6
line segment

- Show more figures showing pairs of

complementary, supplementary and
 equal angles in groups and let them
analyze the common characteristics
of each group (See attachment 2)
C. Engagement Board Work: Think, Answer Activity: Given the figures Complete the following concept Ask the students the following:
and Share Activity below, classify each as acute, maps. Write your answer in a 1. What are the common
right, obtuse, or straight short bond paper. characteristics of figures in
Find the number of line angle. Verify your answer by group 1? group 2? group 3?
segments measuring each figure using a
formed in a given line with… protractor. Write Label the groups of figures as
your answer on your notebook. complementary, supplementary and
1. 6 points = 15 line CC equal angles and ask the following
segments questions:
2. 8 points = 28 line 1. What are complementary angles?
segments 2. What are supplementary angles?
3. 9 points = 36 line 3. What are equal angles
segments
4. 10 points = 45 line
segments 5.
5. 15 points = 105 line
segments

Ray
- A subset of a line with only one
endpoint and extends infinitely in Classify the angle given the
only one direction. following measures. Write your
answer on your notebook.
1. 36⁰
2. 100⁰
3. 180⁰
4. 90⁰
176⁰
Name all the rays given 3
points?

- - without listing the different

rays, we can find the number of
rays formed in a given ray and
a given line.

𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑹𝒂𝒚𝒔 𝒊𝒏 𝒕𝒉𝒆

𝒈𝒊𝒗𝒆𝒏 𝒍𝒊𝒏𝒆
= 𝟐(𝒏 − 𝟏)

𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑹𝒂𝒚𝒔 𝒊𝒏 𝒕𝒉𝒆

𝒈𝒊𝒗𝒆𝒏 𝒓𝒂𝒚
= (𝒏 − 𝟏)

Opposite Rays
Are rays with a common endpoint
but extending infinitely in
opposite directions.
 D. Assimilation On your notebook give In any structure in the school, let
examples of each kind of students site concrete illustration of
angle and draw using a the angle pairs discussed.
protractor.

IV. REFLECTION

Prepared by: Checked by: Noted:

JO ANN CHRYSOL S. IRINGAN
SUBJECT TEACHER