1. Grade 1 to 12
DAILY LESSON LOG
School BULAC NATIONAL HIGH SCHOOL Grade Level 7
Teacher Edelmar G. Benosa Learning Area Math 7
Teaching Dates and Time October 28– 31 , 2019/ (7:45 – 8:45/2:00 – 3:00) Quarter Second
Monday Tuesday Wednesday Thursday Friday
October 28, 2019 October 29, 2019 October 30, 2019 October 31, 2019 November 1, 2019
I. OBJECTIVES Objectives must be met over the week and connected to curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed during 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.
A.Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes and geometric shapes.
B.Performance Standards The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.
C.Learning Competencies/Objectives
Write the LC code for each
M7GE-IIIa-1. Represent point, line and plane using concrete and pictorial models.
M7GE-IIIa-2. Illustrates subsets of line.
M7GE-IIIa-3. Illustrates subsets of line.
II. 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.
GEOMETRY
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
All Saint’s Day
1.Teacher’s Guide pages Pages 186-190 Pages 192-198 Pages 199-202 Pages 8-10
2.Learner’s Material pages
3.Textbook pages Geometry, textbook for Third Year
by Soledad Jose-Dilao and Julieta
Bernabe pages 12-25
Geometry , Prentice Hall
Mathematics pages 10-11
Geometry, textbook for Third
Year by Soledad Jose-Dilao and
Julieta Bernabe pages 20-22
Geometry , Prentice Hall
Mathematics page 17
Geometry, textbook for Third
Year by Soledad Jose-Dilao and
Julieta Bernabe pages 54-59
Geometry , Prentice Hall
Mathematics page 28
Worktext in Mathematics GEOMETRY (BEC
based) by Ferdinand C.Pascual
Pages 8-10
4.Additional Materials from Learning
Resource (LR) portal
Concrete and pictorial models
such as pineapple plant
Concrete and pictorial models pictorial models such as tower protractor
B.Other Learning Resources Geometry, Mathematics for Third
Year High School, Dolores F.
Hernandez MECS(Ministry of
Education , Culture and Sports
Geometry, Mathematics for Third
Year High School, Dolores F.
Hernandez MECS(Ministry of
Education , Culture and Sports
Geometry, Mathematics for Third
Year High School, Dolores F.
Hernandez MECS(Ministry of
Education , Culture and Sports
IV. 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 things, practice their learning, question their learning processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or
presenting the new lesson (Elicit)
Refer to page 186 first
paragraph on the introduction
to the undefined terms in
geometry
Refer to page 192 on subsets
of lines
Review basic terms and set
operation on rays
Review Parts of an angle and angle
Measure
B.Establishing a purpose for the lesson
(Engage)
1. To function effectively
in the three-dimensional world,
one should have a knowledge of
geometric concepts of points,
line, and planes, their
relationships, and their basic
properties. Knowing these
would lead to a better
understanding of plane surfaces
Refer to previous lesson about
the undefined terms.(line
segment and ray are subsets
of line)
Refer to previous purpose for
the lesson
For mastery of parts of an angle ,its
measure and classification

2. and their areas, solids, and their
volumes.
Our environment is rich with
patterns of different shapes and
sizes. These motivate and
facilitate the learning of
geometry because of their
appeal to our perception of
beauty and order. Recognition
and analysis of their properties
and measures not only develop
one’s knowledge in geometry,
but also open the path for
logical thinking
2. MENTAL CONCEPTS OR
IDEAS. However , we can use
concrete objects around us to
represent these ideas. Thus,
these undefined terms can only
be described.
2.Presenting examples/instances of the
new lesson
Present activity 1 on page 188 Present activity 3 on page 193 Look at the hands of the clock.
Do you see the representation
of an angle? The bent arm of
the man also represents an
angle. The legs of the chair
represent an angle; so do the
edged of the table. Look
around you and describe
objects in the classroom which
represent angles.
Present exercises page 8
3.Discussing new concepts and
practicing new skills #1 (Explore)
Discuss questions to ponder on
page 188 and Definition of
terms. Refer to page 187,
Teacher’s Guide
Discuss activity 4 on page
194, Teacher’s Guide
Define angle based on
previous activity.
Discuss angle, sides and
vertex. Refer to page 200.
Teacher’s Guide
Present something more page 9
4.Discussing new concepts and
practicing new skills #2
Present exercises #1 and 2 page
189, Teacher’s Guide
Discuss activity 5 on pages
195 -196, Teacher’s Guide
Discuss and answer activity 8
page 201.
Discuss the different types of
angles. Refer to page 202.
Teacher’s Guide
Present sharpen your skill on page 9

3. 5.Developing mastery (Explain) Present exercise # 3 pages 189-
190, Teacher’s Guide
Worksheet that define
segments and rays
And present activity 6 pages
197-198, Teacher’s Guide
Without using protractor let
the students state if the
measures are correct and
which are wrong in exercise 9.
Refer to pages 201- 202,
Teacher’s Guide
Present challenge on page 10
6.Finding practical applications of
concepts and skills in daily living
(Elaborate)
Let some students name
practical application
Let some students name
practical application
Best angle the television set
be installed on the wall.
Name parts of a house that used
angle
7.Making generalizations and
abstractions about the lesson
Let some students generalize of
what they learned about the
lesson
Or
Make a summary what the
students should learned
Let some students generalize
of what they learned about
the lesson.
Or
You may say, in this two days
you learned about the basic
terms in geometry which are
point, line, segment and ray.
Also you learned how to
perform set operations on
segments and rays.
Let some students generalize
of what they learned about
the lesson
Or
Make a summary what the
students should learned
Essay writing of what they learned
about parts of an angle ,its measure
and classifications
8.Evaluating learning (Evaluate) Call some students to give
examples of objects that maybe
used to represent the point, line
and plane
Call some students to define
segments and ray
Call some students to
1. define angle and its
parts
classify angles according to
their measures
Call some students to share their
write-ups
9.Additional activities for application or
remediation (Extend)
Name objects at home that
represent:
1. Point
2. Line
3. Plane
Name objects at home that
represent:
1. Segment
2. ray
Measure the angle you usually
seat and the television set you
have at home if any or a
portrait on the wall and your
eyes when standing.
Research other application of the
angle aside from what already
mentioned
V. REMARKS
VI. 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.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson

4. D.No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these works?
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?
Prepared by: Checked by: Noted:
EDELMAR G. BENOSA VIRGINIA G. ORTIZ CARLOS G. CORPUZ, Ph.D.
Teacher II Head Teacher III School Principal I