GRADES 1 to 12 School: STA.

MONICA INTEGRATED SCHOOL Grade Level: 7

DAILY LESSON LOG Teacher: LEA S. SANTIAGO Learning Area: Math
Teaching Dates and Time: Feb.13-17,2023(WEEK 1) Quarter: 3
MONDAY 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, additional lessons, exercises
OBJECTIVES
and remedial activities may be done for developing content knowledge and competencies. These are 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.
A. Content Standards: demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships

B. Performance Standards: is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon

C. Learning
Represents point, line and plane Represents point, line and Represents point, line and plane Represents point, line and plane
Competencies/Objectives:
using concrete and pictorial plane using concrete and using concrete and pictorial using concrete and pictorial
Write the LC Code for each
models. pictorial models. models. models.
ICL
Illustrates subsets of a line. Illustrates subsets of a line. Illustrates subsets of a line. Illustrates subsets of a line.
Classifies the different kinds of Classifies the different kinds of Classifies the different kinds of Classifies the different kinds of
angles. angles. angles. angles.
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.

I. CONTENT
Lists 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
II. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages MELC MELC MELC MELC
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Math 7 Module 1/ Math 7 Module 1/ Math 7 Module 1/ Math 7 Module 1/
Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
Learners Material Learners Material Learners Material Learners Material

I. PROCEDURES MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY

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 Y
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 conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Directions: The array of letters below Before we proceed, let us The Grade 7 students of Sta, SUMMATIVE TESTon
Lesson or Presenting the includes ten basic geometric terms have a review about the Monica Integrated School will undefined terms, subsets of
New Lesson
including the two words already previous lessons by perform a dance number for their a line and angle
marked. These words are arranged answering the given activity culminating activity. One of their classification
horizontally, vertically, and diagonally. below. Refer to the figure at tasks is to incorporate the arm
the right to answer the gesture that their teacher
questions that follow. 1. provides to their chosen
Name all the lines. 2. Name choreography. The arm gestures
all the segments. 3. Name all are as follows:
the rays.

Process Questions: 1. Suppose the

arms represent a ray, name all the
rays from the figure. 2. What have
you observed on the rays on the
figure? 3. What is formed when
two rays are joined with a
common endpoint?

B. Establishing a Purpose Ask the students to: Draw a point.

for the Lesson Draw a line. Draw a plane
C. Presenting Video clip about points, lines, and Video clip about classification of
Examples/Instances of planes https://www.youtube.com/wat Video clip about subsets of a angles
the Lesson
ch?v=k5etrWdIY6o line

D. Discussing New Discuss: Undefined Terms in Geometry Perform activities about line Were you able to answer the third
Concepts and Practicing question? Well, the answer is our

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 New Skills #1 segments and ray lesson for this section – Angle! An
angle is defined as a figure
Guide questions: formed by two rays having the
same endpoint not lying on the
1. What is a same line. It is denoted by the
characteristics of a symbol ∠.
line segment? A ray?

MONDAY TUESDAY WEDNESD THURSDAY FRIDAY

AY
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 new 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.
E. Discussing New
Concepts and Practicing
New Skills #2
F. Developing Mastery A. Identify whether the object is a True or false. Write R if the Given the figures
(Leads to Formative representation of a point, line, or statement is below, classify each as
Assessment )
plane. 1. cellphone screen acute, right, obtuse, or
_______________ 2. edge of a true and W if it is false. straight angle. Verify
wall _______________ 3. grain of your answer by
salt________________ 4. strand of 1. A line segment has measuring each figure
straight hair __________________ definite length using a protractor
5. tip of a crayon 2. A ray has definite
_______________ B. Illustrate length
each of the following and label the 3. The endpoint of is
diagram. 1. point B lies in plane M
R.
__________________ 2. line CD
__________________ 3. point A 4. If and are
__________________ 4. point F opposite rays then O
__________________ 5. line AT lies between S and P
__________________

G. Finding Practical Reflect on this: Carpentry requires Name the Angles

Applications of Concepts an understanding of points, lines, Using our grid paper template,
and Skills in Daily students are instructed to use a
Living and planes. Carpenters need to ruler to write their name in
align beams and create flat pencil on the grid paper. Each
surfaces. What other line of work letter should be squared off
requires an understanding of without any curved edges.
Students then trace over their
points, lines, and planes? name with a pen and find each

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 of the angles in their name. If
their first name is short, they
may wish to include their last
name as well

MONDAY TUESDAY WEDNESDA THURSDAY FRIDAY

Y
IV. PROCEDURE
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
S 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 conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations A point suggests an exact location in Enumerate and differentiate complete the following concept
and Abstractions about space and has no dimension. A line is subsets of lines maps.
the Lesson a set of points arranged in a row and
is extended endlessly in both
directions. A plane is a set of points in
an endless flat surface. The following
determine a plane: (a) three non-
collinear points; (b) two intersecting
lines; (c) two parallel lines; or (d) a
line and a point not on the line.
I. Evaluating Learning Determine the undefined term complete the following Classify the angle given the Directions: Choose the letter
suggested by the following objects. concept maps. following angle measures. Write of your answer and write it
1. The edge of the beam of a your answer on a piece of paper. down on a separate sheet of
building. 1. 360 2. 1000 3. 1800 4. 900 5. paper. 1. Which is an
2. The surface of the page of a 1760 undefined term in geometry?
notebook. A. angle B. line segment C.
3. The string on a guitar. plane D. ray 2. What is used
4. The ceiling of a room. to name a line? A. two
5. Ray of light
cursive lowercase letter C.
6. A broomstick
two cursive uppercase letter
7. Electric wire
B. two lowercase letter D.
8. The floor
9. A hair strand two uppercase letter 3.
10.A rope Which has width and length
that extends indefinitely in all
directions? A. angle B. line C.
plane D. ray For nos. 4 and 5,
refer to the figure below: 4.
What geometric term is
illustrated by the figure
shown above? A. line B. point
C. plane D. segment 5. Which
is the correct name for the
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figure? A. Angle BT B. Line BT
C. Plane BT D. Point B 6.
Which is a subset of a line
that has two endpoints? A.
angle B. line C. line segment
D. ray 7. Which is a subset of
a line that has one endpoint
and extends indefinitely on
one side? A. angle B. line C.
line segment D. ray 8. Which
illustrates a line segment? A.
B. C. D. 9. Which illustrates a
ray? 10.The figure for ray FE
is this . Which is wrong in the
statement? A. The figure is
not a ray, it is a line segment.
B. The name should be ray EF
and not ray FE. C. The figure
has only one endpoint, so it is
not a ray. D. There is nothing
wrong in the statement. 11.
An angle that measures more
than 90 ๐ but less than 180 ๐
is a/an _________. A. acute
angle B. obtuse angle C. right
angle D. straight angle
12.Which is an angle whose
measure is exactly 90o? A.
acute angle B. obtuse angle
C. right angle D. straight
angle 13. If m∠ABC is 80o ,
then it is a/an _______. A.
acute angle B. obtuse angle
C. right angle D. straight
angle 14.Which of the
following figure shows a
straight angle? A. B. C. D.
15.If m∠Y is 91o , then it is
a/an _______. A. acute angle
B. obtuse angle C. right angle
D. straight angle
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 J. Additional Activities for complete the following concept maps
Application or
Remediation

V.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
REFLECTION 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
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
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 innovations or localized
materials did I used/discover which
I wish to share with other teachers?

Prepared by: Checked by:

LEA S. SANTIAGO ALESSANDRO ROY S. ADSUARA, EdD

Teacher I Principal II

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