GRADE 1 to 12 School Sinusa Elementary School Grade Level 7

DAILY LESSON LOG Teacher Noland C. Nejarda Learning Area Mathematics 7

Teaching Dates and Time November 12, 2019 (10:45-11:45) Quarter Third
November 13, 2019 (10:45-11:45)
November 14, 2019 (10:45-11:45)
November 15, 2019 (1:00-2:00)

Tuesday Wednesday Thursday Friday

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,
OBJECTIVES additional lessons, exercises, and remedial activities may be 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.
Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and size, and geometric relationship.
Performance Standard The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
Learning Competency Objectives
At the end of the session, learners are
46. Derive relationships among angles expected to: M7GE – IIIc– 1. M7GE – IIIc– 1. M7GE – IIIc– 1.
formed by parallel lines cut by a b. Define and illustrate a c. Identify the angles d. determine the
transversal using measurement and by M7GE – IIIc– 1. transversal. formed by parallel lines cut relationship between pair of
inductive reasoning a .Define and illustrate parallel lines and by transversal angles formed by parallel
M7GE – IIIc– 1. intersecting lines. lines cut by a transversal

CONTENT 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 can be tackled in a week or two.
Parallel lines and Transversal Parallel lines and Transversal Parallel lines and Parallel lines and Transversal
Transversal
LEARNING RESOURCES
References Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
Teacher’s Guide pages pp.204-206 pp. 204-206 pp. 206-207 pp. 206-207
Learner’s Materials pages pp.204-206 pp. 204-205 pp. 206-207 pp. 206-207
Textbook pages
Additional Materials from Learning
Resource (LR)portal
Other Learning Resource
PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students 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 students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusionsabout what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the lesson
Presenting examples/Instances of the
new lesson
Let the students draw the following kinds of Group activity: Using your assignment Perform Activity 12(LM)
lines. identify the following: Draw parallel lines g and h.
Intersecting lines Draw two parallel lines and a Draw a transversal j so that it
Perpendicular lines transversal (a line that 4 angles formed between forms 800 angle line with g.
Skew lines intersect at the two parallel the lines m and n Also draw a transversal k so
Parallel lines lines) 4 angles formed that lie that it forms 500 angle with
outside the lines m and n line h
Make conjectures about which 2 interior angles that lie on
angle pairs are congruent and opposite sides of the Use your protractor to find
which are supplementary transversal the measures of the all
2 exterior angles that lie on angles formed?
opposite sides of the
transversal
2 angles one interior and
one exterior on the same
side of the transversal
Let the students know how to illustrate the Let the students know how to How are the angles formed
Intersecting lines, perpendicular lines, skew illustrate transversal line to by a transversal and parallel
lines and parallel lines. parallel lines. lines related?
Example 1.
Two lines may be: Look at the figure below and In the figure below, Lines p and q are cut by
a. let the students analyze the Identify the angles formed transversal t and
𝑙1 relationships between the by parallel lines cut by a m  1=1240.
transversal line and the transversal. Assume p // q
𝑙2 parallel lines.
Find the measures of all the
b. t other angles
𝑙1
𝑙2 m
1 2 m
n 3 4
c. 𝑙1 5 6 n
7 8
𝑙2
Discussing new concepts and practicing
new skills # 1
Discussing new concepts and practicing
new skills # 2
Developing mastery
(leads to Formative Assessment )
Finding practical application of
concepts and skills in daily living
Making generalizations and
Draw and label a figure for each condition. Group Based on the activity 12.
discussion/presentation: Discuss the given activity
Point E lies on ̅̅̅̅
𝐶𝐷. Compare your conjectures and connect/match it to the Compare the measures of all
Line t contains A and B, but does not with those arrived at by other following terms the:
contain C. group. Ask questions and Corresponding angles
Planes a and B intersect in l. share ideas Interior angles Alternate interior angles
Lines m, n, and p are coplanar, but do not Exterior angles Alternate exterior angles
intersect. Alternate interior angles Opposite interior angles
Alternate exterior angles Opposite exterior angles
Corresponding angles
What real life objects can be used to
represent each of these relationships
between two distinct lines?
Example
Skew lines in a box
Complete the statements Draw two parallel lines and Try this:
Parallel lines are coplanar lines that cut by transversal and two Using the same figure in Try this:
_________. non-parallel lines and cut also your assignment:
Perpendicular lines are lines that ______ at by transversal. In example 1, suppose
____________ Compare their congruent and List down m  3=740. , find the
supplementary angles. 4 pairs of corresponding measures of all the other
angles angles
2 pairs of alternate interior
angles
2 pairs of same –side
exterior angles
Parallelism connotes “constancy of distance
“and to some degree similarity in direction.
You mean that you share the same vision
with the other person or that the two of you
are pursuing similar goals. Do you think your
vision for your self is parallel to God’s vision
for you?
Differentiate parallel from perpendicular When do you consider the State the relationship What have you observe
abstractions about the lesson lines two intersecting lines a observed among the angle regarding the measures of
transversal? formed when two parallel the angles after the
lines are cut by a comparison?
transversal
Evaluating learning Draw a plane figure showing two set of lines Define the following terms; When two parallel lines are
that are parallel to each other Give 2 example of transversal cut by a transversal , then
by illustration and define it Interior angles The corresponding angles are
using your own understanding Exterior angles _______
Alternate interior angles The alternate interior angles
Alternate exterior angles are ____________
Corresponding angles The alternate exterior angles
are ____________
Additional activities for application or Assignment : Assignment: Assignment:
remediation Tell whether the following items resemble Describe each given pair of
parallel lines, skew lines, or intersecting Draw two parallel lines m and angles.
lines. n and cut by transversal line l
window grill and name all the angles from 1 8
tripod 1 to 8. 2 7
prison bars 3 6
electric wire 4 5
two adjacent edges of a table top
edge of a wall and ceiling

 8 and 4
 2 and 4
 1 and 7
 3 and 7
 3 and 6
 3 and 2

REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What 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.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to require
remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I use/discover which I wish to share
with other teachers?