DAILY LESSON LOG MATHEMATICS 7 GEOMETRICAL CONSTRUCTIONS

GRADES 1 TO 12
DAILY LESSON
LOG
School Dela Paz National High School Grade Level VII
Teacher MARK A. SOLIVA Learning Area MATHEMATICS
Teaching Dates and
Time
February 26-March 1, 2024
5:50 – 6:50 7 FIDELITY
7:50 – 8:50 7 COMPASSION
9:10 – 10:10 7 FORTITUDE
11:10 – 12:10 7 HUMILITY
Quarter THIRD QUARTER
DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY
(FACE TO FACE)
LEARNINGMODALITY
(FACE TO FACE)
LEARNING MODALITY
(FACE TO FACE)
LEARNING MODALITY
(FACE TO FACE)
LEARNING MODALITY
(FACE TO FACE)
I. OBJECTIVES
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 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.
A. Content Standards The demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
B. Performance
Standards
The learner can create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
C. Learning Competencies/
Objectives
The learner uses a
compass and straightedge to
bisect line segments and
angles and construct
perpendiculars and parallels
to construct a midpoint
and perpendicular
bisector of a segment.
The learner uses a
perpendiculars and
parallels to construct an
angle bisector of an
angle.
The learner uses a
compass and straightedge
to
perpendiculars and
parallels to construct a
perpendicular lines.
The learner uses a
perpendiculars and
parallels to construct a
parallel lines.
The learner uses a compass
and straightedge to bisect
line segments and angles
and construct
perpendicular and
parallel lines.
D. Most Essential Learning
Competency (MELC)
The learner uses compass
and straightedge.
Lesson 1: To bisect line
segments and angles
(M7GEIIId-1)
Lesson 2: To construct
perpendiculars and
parallels (M7GEIIIe-1)
and straightedge.
segments and angles
(M7GEIIId-1)
perpendiculars and
The learner uses
compass and
straightedge.
segments and angles
(M7GEIIId-1)
perpendiculars and
and straightedge.
segments and angles
(M7GEIIId-1)
perpendiculars and
and straightedge.
segments and angles
(M7GEIIId-1)
perpendiculars and
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.
Geometrical
Constructions
Geometrical
Constructions
Geometrical
Constructions
Geometrical
Constructions
Geometrical
Constructions

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
Teacher’s guide, learner’s
material, , reference books,
teacher’s guide, learner’s
material,
module
module
Teacher’s guide, learner’s module
1. Teacher’s Guide pages Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
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.
A. Reviewing previous
lesson or presenting the
new lesson
Activity: Let the students use
lines for sketches to draw a
human face. Refer to sample
below:
Observe the sketches of a human
face at the right. Do you see the
transition of the drawing from
an incomplete sketch to a
recognizable face?
Questions to answer:
1. Based on the sketches, how
can you describe the lines (or
segments) used to sketch a face?
2. What is the purpose of those
lines?
3. Where do you think can you
apply these skills in constructing
human face sketches?
The teacher will review the
previous lesson through
question like:
1. How will you
describe a
midpoint?
The teacher will review
the previous lesson
through question like:
1. How will you
describe an angle
bisector of an
angle?
The teacher will review the
previous lesson through
question like:
1. How will you
describe a
perpendicular lines
from parallel lines?
The teacher will review concepts
on how to locate the midpoint and
construct the angle bisector,
perpendiculars and parallels
Engage students in a brief
discussion about the value of
compassion (Community
Resilience- the sustained ability
of a community to use available
resources (energy,
communication, transportation,
food, etc.) to respond to,
withstand, and recover from
adverse situations (e.g.
economic collapse to global
catastrophic risks) in learning
and problem-solving. Ask
students to share examples of
how they can demonstrate
compassion during math
activities.

B. Establishing a purpose
for the lesson
Do you know that:
"Construction" in Geometry
means to draw points, lines,
angles and geometric
figures accurately.
These constructions involve
the use of compass,
straightedge (i.e. ruler) and
a pencil. We use a
straightedge to construct a
line, ray or line segment
from a given two points.
Markings indicated in the
ruler may not be intended
for measurement. This is
the "pure" form of
geometric construction: no
numbers involved!
C. Presenting examples/
instances for the new lesson
Presentation of Output
D. Discussing new
concepts and practicing
new skills #1
LEARNING TASK LEARNING TASK
Directions: Using a
straightedge and a
LEARNING TASK
Directions: Using a
straightedge and a
LEARNING TASK
Presentation of Output

Directions: Using a
straightedge and a compass,
perform the following task:
compass, perform the
following task:
compass, perform the
following task:
Directions: Using a
straightedge and a compass,
perform the following task:
The teacher will ask the learners
how they withstand the challenges
they encounter with the given
activity.
E. Discussing new
concepts and practicing
new skills #2
For this activity you will
be needing the following
materials:
Ruler, Compass and
Pencil
Given :
Construct the
perpendicular bisector of
with midpoint K.
Use the steps on the left
as your guide in
completing the activity.
Remember to use the
materials in doing the
task. Label your work
properly.
Construct the following,
based on the given
situations. Please make sure
to maximize the use of
in this activity.
based on the given
situations. Please make sure
to maximize the use of
in this activity.
based on the given situations.
Please make sure to
maximize the use of compass
and straightedge in this
activity.
 A line parallel to line r
passing through point
U.
F. Developing mastery
(Leads to Formative
Assessment 3)
Given :
Construct the
perpendicular bisector
of with midpoint K.
Remember to use the
materials in doing the
task. Label your work
properly.
Given ∠O
Construct Ray OP as
angle bisector of ∠O
Guided steps are
given below. Use a
compass and ruler in
performing the
activity. Label your
work properly.
Construct the
perpendicular
bisector of with
midpoint E.
Use a compass and
ruler in performing
the activity. Label
your work properly.
Poem
" A line and points: Geometric
Odyssey."
In the realms of lines and points,
we start our quest,
With compass and straightedge,
we seek the best.
To bisect a segment, we draw
with care,
A perpendicular line, precise and
fair.
Through midpoint found, the
segment divides,

In perfect halves, where balance
resides.
Next, angle bisector, we craft
anew,
Dividing angles, with precision
true.
From vertex outward, we draw a
line,
To where it meets the angle's
confines.
Dividing the angle with equal
measure,
Creating harmony, a geometric
treasure.
Then parallel lines, in silent grace,
Never meeting, in any space.
With a point and a line, we trace
their course,
Equal distance maintained, a
steadfast force.
Lastly, perpendicular lines we
form,
At ninety degrees, they stand
uniform.
Meeting at right angles, firm and
strong,
In geometric harmony, they
belong.
In the realms of lines and points,
our journey ends,
With constructions precise, and
minds that transcend.
Through angles and segments, we
find our way,
In the realm of geometry, where
beauty holds sway.

G. Finding practical
applications of concepts
and skills in daily living
Activity: DRAWING MO SHOW
MO!”
The learners will construct (5)
five examples of a midpoint and
perpendicular bisector of a
segment using a compass and a
straightedge.
Activity: DRAWING MO
SHOW
MO!”
The learners will construct
(5) five examples of an angle
bisector of an angle using a
compass and a straightedge.
Activity: DRAWING MO
SHOW
MO!”
five examples of a
perpendicular lines using a
compass and a straightedge.
Activity: DRAWING MO SHOW
MO!”
five examples of a parallel lines
using a compass and a
straightedge.
Guide Questions:
1.What tools are mentioned in the
poem for geometric
constructions?
Answer: Compass and
straightedge.
2.How do you bisect a line
segment?
Answer: By drawing a
perpendicular line through its
midpoint.
3.What divides an angle into two
equal parts?
Answer: An angle bisector.
4.How do you construct parallel
lines?
Answer: By ensuring they
maintain equal distance at all
points.
5.What characterizes
perpendicular lines?
Answer: They meet at right angles.
H. Making
generalizations and
abstractions about the
lesson
The teacher summarizes the
mathematical principle in
constructing a midpoint and
perpendicular bisector of a
segment using a compass
and a straightedge by letting
the students complete the
sentences:
1. The midpoint of a
segment is a
__________________
two congruent
segments.
2. A Straightedge is used
to ________________
3. A Compass is a
geometric tool used to
_________________.
mathematical principle in to
perpendiculars and
parallels to construct an
angle bisector of an angle
by letting the students
complete the sentences:
1. The bisector of an angle is
_______________________
which divides the angle into
two congruent angles.
2. An angle bisector divides
the angle to ____________.
Answer Key:
1. The bisector of an angle is
a ray drawn through the
constructing a
perpendicular lines using a
compass and a straightedge
1. Perpendicular line
are intersecting lines
forming
________________.
2. If two lines intersect
and form a right
angle, the two lines
are ______.
constructing a parallel lines
1. Parallel lines are lines on
the same plane that
___________________.
2. ____________ will never
intersect each other.
Answer Key:
1. Parallel lines are lines on
the same plane that never
mathematical principle on how
to locate the midpoint and
construct the angle bisector,
perpendiculars and parallels by
letting the students complete
the sentences:
1. The ______ of a
segment is a point that
divides the segment into
two congruent
segments.
2. The ________is a ray
drawn through the
vertex and interior of an
angle which divides the

Answer Key:
segment is a point
that divides the
segment into two
congruent segments.
2. A Straightedge is
used to guide for
the pencil when
drawing straight
lines.
3. A Compass is a
geometric tool used to
draw circles and parts
of a circle called arcs.
vertex and interior of an
angle which divides the
angle into two congruent
angles.
2. An angle bisector divides
the angle to two congruent
angles.
Answer Key:
1. Perpendicular line
are intersecting lines
forming right angles.
2. If two lines intersect
and form a right
angle, the two lines
are perpendicular.
2. Parallel lines will never
angle into two
congruent angles.
3. _____________ are
intersecting lines
forming right angles.
4. __________ are lines
on the same plane that
never intersect each
other.
5. A __________is used to
guide for the pencil
when drawing straight
lines.
Answer Key:
segment is a point
that divides the
segment into two
congruent segments.
2. The bisector of an
angle is a ray drawn
through the vertex
and interior of an
angle which divides
the angle into two
congruent angles.
3. Perpendicular
line are
intersecting lines
forming right
angles.
4. Parallel lines
are lines on the
same plane that
never intersect each
other.

5. A Straightedge is
used to guide for the
pencil when
drawing straight
lines.
I. Evaluating learning
Using the basic skills in
Geometric construction you
have just learned, show the
step-by-step procedure in
constructing the following. Do
this in a separate clean sheet of
paper.
1. Construct a line segment
that is twice the measure of the
given line segment.
Using the basic skills in
Geometric construction you
have just learned, show the
step-by-step procedure in
constructing the following.
Do this in a separate clean
sheet of paper.
1.Accurately copy the angle
below. Then, divide it into
four congruent parts.
Quiz:
1. In bisecting a given segment
(𝐷𝐸) ̅, what will be your step 1?
A. Locate a point between
points D and E
B. Using a straightedge(ruler),
draw a segment passing the
middle of (𝐷𝐸) ̅
C. Using a compass, at point D,
draw an arc more than half the
length of (𝐷𝐸) ̅
D. Connect points D and E
2. (𝐿𝑁) ̅ intersects (𝐽𝐾) ̅ at point
M which is the midpoint of
(𝐽𝐾) ̅. Which of the following is
TRUE?
A. (𝐽𝑀) ̅ ≅ (𝑀𝐾) ̅
B. (𝐽𝐾) ̅ ≅ (𝐽𝑁) ̅
C. (𝐾𝑀) ̅ ≅ (𝐾𝐿) ̅
D. (𝐽𝑀) ̅ ≅ (𝐽𝐿) ̅
3. In bisecting an angle ∠𝐾𝑌𝑍
which of the following is a
possible angle bisector of the
angle?
A. (𝑋𝑊) ⃗
B. (𝑌𝑊) ⃗
C. (𝑍𝑊) ⃗
D. (𝑋𝑍) ⃗
4. (𝐴𝑀) ⃗ is the angle bisector of
∠SAP. Which of the following is
true?
A. ∠SAM ≅ ∠PAM

B. Point A is the midpoint of
(𝑆𝑃) ̅
C. (𝐴𝑀) ⃗ and (𝐴𝑆) ⃗ are
perpendicular.
D. (𝐴𝑆) ⃗ and (𝐴𝑃) ⃗ are parallel.
5. If two lines intersect and
form a right angle, which of the
following is TRUE? The two lines
______________.
A. are parallel.
B. are perpendicular.
C. bisect each other
D. bisects the right angle
J. Additional activities for
application or remediation
Create an examples of a
perpendiculars using a
straightedge and a
compass.
On your notebook, complete
the following.
I understand that
________________________________.
I realize that
________________________________.
I need to learn more about
_______________________.
V. REMARKS
VI.REFLECTION
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.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Problem Solving
___ Games
___ Research
___ Group work
___ Video Clips
___ Puzzle
___ Problem Solving
___ Games
___ Research
___ Group work
___ Video Clips
___ Puzzle
___ Problem Solving
___ Games
___ Research
___ Group work
___ Video Clips
___ Puzzle
___ Problem Solving
___ Games
___ Research
___ Group work
___ Video Clips
___ Puzzle

___ Brainstorming
___ Others: ______________________
___ Brainstorming
___ Others: _____________________
___ Brainstorming
___ Others: _____________________
___ Brainstorming
___ Others: ______________________
___ Brainstorming
___ Others: ______________________
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
Prepared by: Checked by: Noted by:
MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ
Mathematics 7 Teacher Chairperson, Mathematics Principal II

DAILY LESSON LOG MATHEMATICS 7 GEOMETRICAL CONSTRUCTIONS

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