Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
Learning Area MATHEMATICS

Learning Delivery Modality Face to Face

Grade
School CSTC 7
DAILY Level
LESSON IAN JOSE EMMANUEL A. Learning
Teacher Mathematics
LOG GALVEZ Area
Teaching
Quarter Third
Date
Teaching
No. of Days 1
Time
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of key concepts of geometry of shapes and sizes,
and geometric relationships
B. Performance The learners are able to create models of plane figures and formulate and solve accurately
Standards authentic problems involving sides and angles of a polygon
C. Most Essential The learner represents points, lines, and planes using concrete and pictorial models.
Learning (M7GE-IIIa-1)
Competencies
(MELC) WITHIN-Mathematics 7 Quarter 2 Week 8
Solving Linear Equations in one variable (M7AL-IIi-j-1)

ACROSS- English 9 –Quarter 3 Week 1

The learner demonstrates communicative competence through his/ her understanding of
British-American Literature, including
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture and
those of other countries.

Focus : Differentiate biases from prejudices

(EN9LC-IVf-13.3)
D. Enabling At the end of the lesson, the learners are expected to:
Competencies  Students will be able to identify and define basic geometric terms, such as points,
(If available, write lines, angles, and polygons.
the attached  They will also understand the relationships between these geometric elements.
enabling
 Value constant love of God
competencies)
II. CONTENT
GEOMETRY
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Material Math Grade 7 Learner’s Material
Pages
c. Textbook Pages

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301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
d. Additional PIVOT 4A pp. 24-31; Learner’s Packet for Week 4
Materials from
Learning Resources
B. List of Learning Use of chalkboard/ whiteboard,
Resources for power point and marker,
Development and colored paper or cut outs of the Quadrilaterals.
Engagement Manila paper
Activities
IV. PROCEDURES Daily Routine
 Greetings
 Checking of Attendance
 Setting the mood of the students. Greet students with a smile and ask them if they are
still doing fine?

A. Review previous ACTIVITY 1. My Family Dance Moves! ANNOTATION/S

lesson I am ALWAYS, I am SOMETIMES AND I am NEVER!!! (Unistructural,
Review Multistructural, and
Relational
Strategy: Strategy: Math Modeling Approach (Eliciting Previous Knowledge)
Unistructural- In
The teacher will post the Quadrilateral Family Tree with marking this activity, the
representing the properties of each quadrilateral. The students will be teacher just
asked (non-verbal inquiry), if it is a property of the pointed quadrilaterals. It wants to recall
is by group activity: the different
properties of
quadrilaterals in
more engaging
way. The
students just
need to identify
whether the
statement is
Always True,
sometimes True,
and Never True.

This leads to
multistructural on
Activity 2, since
aside from telling
it is U, M and or
R, they need to
perform the
Examples of Questions: dance moves or
1. Is a Parallelogram a Quadrilateral? actions while
2. Is a Square a Parallelogram? identifying it.
3. Is Trapezoid a Square?
4. Is Quadrilateral a Parallelogram? Across the
5. Is a Kite a Trapezoid? curriculum:
6. Is a Rectangle a Square? Basing their
7. Is a Square a Rectangle? judgment on the
definition and
Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
8. Is a Rhombus a Square? properties of
9. Is a Square a Rhombus? parallelogram
10. Are all rhombuses, Squares?

The they are going to make an action for it: For Always- Hands up together;
for Sometimes- Hands on the side; For Never- One Arm up and another
arm down

The teacher will demonstrate how it will be done.

The teacher will ask students to define each Quadrilateral and after that
place the definition of each quadrilaterals, opposite each figures, by pulling
out each definition on the Visual Aids used. Understanding these properties
is essential in solving word problems involving Parallelogram, Trapezoids
and Kites.
Activity 2: Who am I? ANNOTATION/S
Strategy: Math Modeling Approach (Direct Instruction) (Unistructural,
Multistructural, and
Relational
The teacher will ask students to define each Quadrilateral. This definition
will be verified by the pulling out the placed definition of each opposite each Unistructural-
figure, by pulling out each definition on the Visual Aids used. Understanding Using Family
these properties are essential in solving word problems involving Tree as a model
Parallelogram, Trapezoids and Kites. The basis for students to define them of identifying the
is by observing the marking found on the figure. properties of
every
quadrilaterals
and using their
properties in
solving problem
involving
parallelogram.

And by being
aware of the
quadrilaterals the
students were
handling and
recognizing its
properties by
standing once the
property is
mentioned is
explicitly from
unilateral to
multistructural

Outlined Definition Based on the Properties

Quadrilateral- a four-sided polygon

Trapezoid-with one pair of opposite sides that are parallel

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Isosceles Trapezoid-a trapezoid with two legs equal
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Parallelogram- has two pair of opposite sides that are parallel 301502@[Link]

Rectangle- with four right angles

Rhombus-with four congruent sides

 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY

B. Establishing a (10 minutes):

purpose for the Activity 3. I am the Last Man Standing!
lesson Strategy: Assessing Mathematical Literacy trough Mathematical
Reasoning and Computational Thinking (Inquiry-Based approach)
The teacher will present various properties of quadrilaterals to the
students. When a specific property is mentioned from the table, the
individual holding the corresponding quadrilateral will stand. Students
unable to identify the property associated with their assigned shape will be
eliminated. In a sequential manner, students will be instructed to remain
standing if their quadrilateral possesses the specified property; otherwise,
they will surrender their quadrilateral cards to the teacher.
Checklist of properties of Quadrilaterals

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City

Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY

Let’s go I - AGONA (Illustrate- Asked-Given-Operation-Number-Sense-

Answer).
Always remember the AGONA principle in solving problems and let us
apply these properties in solving problems which involves parallelograms,
trapezoid, and Kite.

C. Presenting STEM ANNOTATION/S

Examples/Instances The teacher will present a scenario for students to see that problems can (Unistructural,
Multistructural, and
of new lesson Relational
be solved by means of different methods and as a teacher; I will be
introducing a new modified approach on how to deal with problems
By being aware
involving parallelograms.
of the
quadrilaterals the
Cardo and Tanggol are two grade 9 students who had their educational trip students were
handling and
and went to Mall of Asia. They were amazed and curious how big the area recognizing its
was. On their observation, the mall’s floor is parallelogram in shape with properties by
base of length (7x +4) m and another side with length of (2x +5) m. How standing once the
property is
long is the distance they walked around by foot? If the length of the mentioned is
longest side of the mall is 284 m, how large is the Mall of Asia? explicitly from
unistructural to
Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
Guide-Questions: multistructural.

1. Is there a way to solve this problem easily?

Solving this
2. Do you have any idea on how to find how large is the floor area?
problem requires
3. What do you think is the floor area and how are going to solve it. students to be
4. What are the dimensions of the floor’s mall? equipped with
solid knowledge
on formula for
areas and the
solving linear
equation of one
variable to find x
then determine
the length of the
other side.

If continued, the
students can
realistically
solved
immediately this
problem, still the
approach of I-
ANOGA is
applicable to
simplify the
approach of
solving the
problem.

D. Discussing new Activity 4: Kung may Problema I- AGONA mo na! ANNOTATION/S

concepts and Strategy: Critical Thinking and Problem-solving based Approach (Unistructural,
Multistructural,
practicing new skills The teacher will present the first illustrative example that requires them to and Relational)
#1 answer the question specifically.
From the first
Illustrative Example 1. example, using
a. Quadrilateral WISH is a parallelogram. If m∠𝑊 = (x + 15)º and m∠𝑆 = (2x the I-AGONA
+5)º, what is m∠𝑊? approach/ model
in solving
Illustrate: W I problem will
necessitate to
give one exact
Solution: H S answers
Asked: what is m∠𝑊? Unistructural -as
it continues to
Given: m∠𝑊 = (x + 15)º and m∠𝑆 = (2x + 5)º
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Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
develop to
Operation: Since they are equal multistructural
m∠𝑊 = m∠𝑆 In a parallelogram, any two opposite and then by
angles are congruent. completing the
Number Sense: process develop
(x + 15)º = (2x + 5)º Substitution into relational.
(x – x + 15 – 5)º = (2x – x + 5 – 5)º Addition Property of Equality
x = 10º Subtraction and Addition Property
m∠𝑊 = ((10) + 15)º Substitution and Addition Property Asking students
Answer: what is asked,
Therefore, m∠𝑊 = 25º. what is given,
the operation to
b. If 𝑊𝐼 ̅̅̅̅ = 3y + 3 and 𝐻𝑆 ̅̅̅̅ = y + 13, how long is 𝐻𝑆 ̅̅̅̅? be use are
Using the AGONA approach: unistructural and
Asked: How long is 𝐻𝑆 ̅̅̅̅ identifying the
Given: 𝑊𝐼 ̅̅̅̅ = 3y + 3 and 𝐻𝑆 ̅̅̅̅ = y + 13 working equation
Operation: 𝑊𝐼 ̅̅̅̅ ≅ 𝐻𝑆 ̅̅̅̅ In a parallelogram, any two opposite that can be
sides are congruent. derived based
Number Sense: from the
3y + 3 = y + 13 Substitution property involve
3y – y + 3 – 3 = y – y + 13 – 3 Addition Property of Equality in the problem is
2y = 10 Subtraction and Addition Property moving towards
y=5 Dividing both sides by 2 structural, then
𝐻𝑆 ̅̅̅̅ = (5) + 13 Substitution by completing
𝐻𝑆 ̅̅̅̅ = 18 Addition Property the entire
process

Answer: Therefore, HS = 18 units

E. Discussing new Illustrative Example 2. ANNOTATION/S

concepts and (Unistructural,
Multistructural, and
practicing new skills Quadrilateral WISH is a rectangle, and its perimeter is 56 cm. One side is 5 Relational)
#2 cm less than twice the other side. What are the dimensions of the rectangle
and how large is its area?
By the
Solution: W I processing
Illustrate: question of
asking students
what is asked,
what are the
given, and
H S operation to be
used is
Unistructural,
Asked: What are the dimensions and how large is its area? while asking
students on how
Given: Perimeter of Rectangle = 2L + 2W Formula for Perimeter of to represent the
length of sides
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Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
Rectangle and translate “ 5
cm less than
Operation: twice the other
56 = 2L + 2(2L – 5) cm Substitution side” which is 2L-
5 makes it multi
Number Sense: structural since, it
56 = 2L + 4L – 10 cm Distributive Property is necessary step
56 + 10 = 6L – 10 + 10 cm Addition Property of Equality in order to find
6L = 66 cm Addition Property the dimensions
and areas of the
Answer: L = 11 cm Dividing both sides by 6 rectangle.
56 = 2(11) + 2W cm Substitution
56 = 22 + 2W cm Multiplication Property By completing
56 – 22 = 22 – 22 + 2W cm Addition Property of Equality this process, the
2W = 34 cm Subtraction Property entirety of the
W = 17 cm Dividing both sides by 2 process of
learning problem
2 using Critical
Area of Rectangle = LW Formula for Area of Rectangle thinking approach
turns into
Area of Rectangle = 11 cm * 17 cm Substitution relational level.

Area of Rectangle = 187 cm2 Multiplication Property

F. Developing ACTIVITY 5: Hello TSEK! (Tanong- Sagot Exchange- Korek (Check)) ANNOTATION/S
mastery Strategy: Assessing Mathematical Literacy trough Mathematical Reasoning (Unistructural,
Multistructural, and
(Leads to Formative and Computational Thinking (Think-Pair-Share) Pen and Paper with Partner
Relational)
Assessment)
Direction: Answer each of the following questions. Rank your answer by In this form of
writing in each letter of the choices 0, 1, 2, and 3 to show your judgment assessment, the
regarding your answer. 0- totally the wrong answer and 3- the best students will be
answer. assessed
according to they
1. Israel said that the handrails in QNHS are parallelograms. Which feature think is the most
of the handrails would prove that he is correct? appropriate
A. Pairs of consecutive angles are complementary. 0 answer by
B. Pairs of opposite angles are congruent. 1 evaluating each
C. Both diagonals bisect each other.2 choices
D. Both pairs of opposite sides are parallel and congruent.3 according to their
understanding of
2. Parallelogram lifts are used to elevate large vehicles for maintenance. the properties of
Two consecutive angles of a parallelogram have measures of 3(2𝑥 + 10)° parallelograms
and 4(𝑥 + 10)°, respectively. Which of the following shows the correct and how it can be
procedure in finding the measure of the angles? applied in solving
A. 3(2x+10) + 4(x+10) = 180 problem instead
6x + 30 + 4x + 40 = 180 of asking them to
10x = 180 – 70 the seatwork or
10x = 110 board work.
x = 11 Immediate feed
then, 3(2x+10)° = 96° 4(x+10)° = 84°
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Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
3 backing is
B. 3(2x+10) + 4(x+10) = 180 necessary for
6x + 30 + 4x + 10 = 180 students to verify
10x = 180 – 40 whether their
10x = 140 answers are
x = 14 correct or not. It
then, 3(2x+10)° = 114°, 4(x+10)° = 66°
is unistructural
2
but as they
C. 3(2x+10) + 4(x+10) = 180
processed each
6x + 10 + 4x + 10 = 180
10x = 180 – 20 choices and
10x = 160 assess which will
x = 16 be given 0 point,
then, 3(2x+10)° = 106° ; 4(x+10)° = 74° 1, point, 2 points
1 or 3 points help
D. 3(2x+10) = 4(x+10) them develop
6x + 30 = 4x + 40 HOTS.
6x – 4x = 40 – 30
2x = 10
x = 20
then, 3(2x+10)° = 150°, 4(x+10)° = 120°
0
3. Leslie and John are spending their lunch break at the school canteen.
They are very curious about determining what type of quadrilateral tables in
the school canteen are, which have four sides. They measured the angles
and the sides and found that the measurements of four angles and four
sides of the table were equal. What form of quadrilateral are the tables in
the school canteen?
A. The tables in the school canteen are equilateral triangles because the
measures of all the angles and of all the sides are equal. 0
B. The tables in the school canteen are rectangles because they have four
sides, and the measures of all the angles are equal.2
C. The tables in the school canteen are squares because they have four
sides and the measures of all the angles and of all the sides are equal.3
D. The tables in the school canteen are trapezoids because they have four
sides with only one pair of parallel sides.1

G. Finding practical In solving problem in our daily life, we can apply the AGONA approach. Let
applications of us not judge so quickly, do not be impulsive and learn how to differentiate
concepts and skills in bias and prejudices. Solve our problem step by step.
daily living
H. Making How to solve problems involving parallelogram?
generalizations and What are the things to consider?
abstractions about Can you suggest how will you solve each of the problem presented?
the lesson Can you make your own problem statement involving concept on
Parallelogram?
I. Evaluating Learning Homework.

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Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY

J. Additional
activities for
application and
remediation
V. REMARKS
VI. REFLECTIONS

A. No. of
learners who earned
80% on the formative
assessment
B. Did the
remedial lessons
work? No. of learners
who have caught up
with the lesson
C. No. of
learners who
continue to require
remediation
D. Which of my
Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Email Address: quezonhigh@[Link]
301502@[Link]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
LUCENA CITY
teaching strategies
worked well? Why
did this work?
E. What
difficulties did I
encountered which
my principal or
supervisor can help
me solve?

Prepared by:

Rolando S. Merle
SST III

Lorena A. Ibasco Maria Teresa J. Macatangay

MT I MT I

Mildred R. Cueto Maria Cristina O. Rosas

MT II MT I

Remedios M. Cabungcal
SSHT VI

Jessie V. Vasquez
Principal IV

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City

Email Address: quezonhigh@[Link]
301502@[Link]