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## TEACHER: LEARNING MATHEMATICS 7

AREA:
TEACHING DATES & Four Times Per Week QUARTER: THIRD GRADING
TIME: 2nd Week
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrate understanding of the Demonstrate Demonstrate Demonstrate
key concepts of geometry of shapes understanding of the key understanding of the understanding of the
and sizes and geometric concepts of geometry of key concepts of key concepts of
relationships. shapes and sizes and geometry of shapes geometry of shapes
geometric relationships. and sizes and and sizes and
geometric geometric
relationships. relationships.
B. Performance Is able to create models of plane Is able to create models of Is able to create Is able to create
Standards: figures and formulates and solve plane figures and models of plane models of plane
accurately authentic problems formulates and solve figures and figures and
involving sides and angles of a accurately authentic formulates and solve formulates and solve
polygon problems involving sides accurately authentic accurately authentic
and angles of a polygon problems involving problems involving
sides and angles of a sides and angles of a
polygon polygon
C. Learning Derives relationships of geometric Derives relationships of Derives relationship Uses a compass and
Competencies/ figures using measurements and by geometric figures using among angles formed straightedge to bisect
Objectives: Write the inductive reasoning; supplementary measurements and by by parallel lines cut by line segments and
LC code for each angles and complementary, angles inductive reasoning; a transversal using angles and construct
congruent angles, vertical angles perpendicular and parallel measurements and by perpendicular and
and adjacent angles. M7GE-IIIb-1 lines. M7GE-IIIb-1 inductive M7GE-IIIc--1 parallel lines. M7GE-
IIId-e-1
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 in a week or
II. CONTENT two.
Different Angle Pairs Perpendicular And Parallel Angles Formed By Perpendicular And
Supplementary Angles And Lines. Parallel Lines Cut By A Parallel Lines.
Complementary, Angles Congruent Transversal
Angles, Vertical Angles And
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain childrens interest in the lesson an in learning. Ensure
RESOURCES that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References

## 1. Teachers Guide 2002 Basic Education Curriculum 2002 Basic Education

Pages ( Mathematics)Math III: Geometry- Curriculum (
Teachers Manual 55-57 Mathematics)Math III:
Geometry-Teachers
Manual 74-76, 82
2. Learners Mathematics LM Mathematics LM
Materials Pages Pages 205-207 Pages 208-213
3. Text book Pages

## 4. Additional Show pictures on the different Compass, ruler

Materials from kinds of pairs of angles.
Learning
resources(LR)Porta
l
B. Other Learning MATHEMATICS WORKBOOK ( MATHEMATICS MATHEMATICS MATHEMATICS
Resources Supplementary Exercises for Grade WORKBOOK ( WORKBOOK ( WORKBOOK (
7 Math Volume 2. Supplementary Exercises Supplementary Supplementary
2. Math Volume 2. Math Volume 2.

These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided
IV PROCEDURES by demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically
by providing the students with multiple ways to learn new things, practice their learning, question their learning processes and draw
conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing Previous Give the different kinds of angles by Ask the student to identify Ask the students to Show a concrete
Lesson or showing it to the board. the picture and model recognize on the model for a
Presenting New figure shown to them. figures shown to them perpendicular and
Lesson the lines that are parallel.
transversal.
B. Establishing a Helps to have a basic understanding of Helps the students To recognize and Identify perpendicular
Purpose for the Different Angle Pairs understand perpendicular identify angles formed and parallel lines or
Lesson and parallel lines when two lines are segments.
cut by a transversal.
C. Presenting Ask the students to draw a line and Flash Card Game: Identify The students will tell Showing different
Examples/Instances draw another line to make a pair of the parallel and whether line t is a figures and let them
of the Lesson angles . perpendicular line. transversal or not. make observation on
Refer to 2002 Basic it.
Education Curriculum
( Mathematics)Math
III: Geometry-
Teachers Manual
page 75 ( 1)
D. Discussing New Discuss the line that have drawn by Discuss the Concept of Refer to 2002 Basic Perform basic
Concepts and the students and identify what kind perpendicular and parallel Education Curriculum construction in
Practicing New of pairs of angles. lines. ( Mathematics)Math geometry involving
Skills#1 III: Geometry- line segments, angles,
Teachers Manual and perpendicular
page 75 ( 2) and parallel.
E. Discussing New Present an activity to the students. Discuss activity 5 on 20 in Refer to 2002 Basic Use compass and
Concepts and their MATHEMATICS Education Curriculum ruler to perform and
Practicing New WORKBOOK( ( Mathematics)Math construct line
Skills#2 Supplementary Exercises III: Geometry- segment, angle,
for Grade 7 Math Volume Teachers Manual perpendicular and
2 page 75 c. parallel.
F. Developing Mastery Refer to 2002 Basic Education MATHEMATICS Refer to 2002 Basic Refer to pages 210-
(Leads To Formative Curriculum ( Mathematics)Math III: WORKBOOK( Education Curriculum 211
Assessment 3) Geometry-Teachers Manual page Supplementary Exercises ( Mathematics)Math
57 G for Grade 7 Math Volume III: Geometry-
2 on page 20 (A) Teachers Manual
page 76
G. Finding Practical Let some students name practical Let some students name Ask the students to Ask the students to
Application of application. practical application investigate the give some practical
Concepts and Skills transversals on application .
in Daily Living bridges and buildings
and let them give a
reason why some long
objects have to be
kept together by
another long object.

v. PROCEDURES

H. Making Let the students generalize of what Make a summary what the Give of what the What is the
Generalization and they learned about the lesson. students should learned students learned importance of
lesson geometry.
I. Evaluating Learning Call some students to define Call some students to MATHEMATICS Refer to page 213.
Supplementary Angles And define segments and ray WORKBOOK Exercises II (1-5)
Complementary, Angles Congruent ( Supplementary
Angles, Vertical Angles And Exercise ) for Grade 7
Adjacent Angles. Math Volume 2 on
page 25 (A-B)
J. Additional Activities Why is it important to know the WORKBOOK( Refer to 2002 Basic Refer to page 213.
for Application or difference between supplementary and Supplementary Exercises Education Curriculum Exercises II (6)
complementary angles? for Grade 7 Math Volume ( Mathematics)Math
Remediation
2 on page 20 (B) III: Geometry-
Teachers Manual
page 82 B
VI- REMARKS

VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation

## B. No. of learners who

activities for
remediation
C. Did the remedial
lessons work?

## D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies work well?
Why did this 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?