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DAILY LESSON LOG
School Grade Level 7
Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter THIRD
Session 1 Session 2 Session 3 Session 4
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
1. Content
Standards
The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric
relationships.
2. Performance
Standards
The learner is able to create models of plan figures and formulate and solve accurately authentic problems
involving sides and angles of a polygon
3. Learning
Competencies /
Objectives
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.
M7GE-IIIc-1
1. Define and identify the
pairs of angles formed when
two parallel lines are cut by a
transversal.
2. Show appreciation of the
topic by applying the given
relationship in real life
situation.
M7GE-IIIc-1
1. Determine the
relationship of the pairs of
angles formed when two
parallel lines are cut by a
transversal.
2. Show appreciation of the
topic by applying the given
relationship in real life
M7GE-IIIc-1
1. Derives relationships
among angles formed by
parallel lines cut by a
transversal by measuring.
2. Show appreciation of the
topic by applying the given
relationship in real life
M7GE-IIIc-1
1. Derives relationships
among angles formed by
parallel lines cut by a
transversal by measuring
and inductive reasoning.
2. Show appreciation of the
topic by applying the given

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situation situation relationship in real life
situation.
II. CONTENT
ANGLE RELATIONSHIPS
FORMED BY PARALLEL
LINES CUT BY A
TRANSVERSAL
ANGLE RELATIONSHIPS
FORMED BY PARALLEL
LINES CUT BY A
TRANSVERSAL
ANGLE RELATIONSHIPS
FORMED BY PARALLEL
LINES CUT BY A
TRANSVERSAL
ANGLE RELATIONSHIPS
FORMED BY PARALLEL
LINES CUT BY A
TRANSVERSAL
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
Session Guide in Geometry
by Francisco and Villena -
Diaz, pp. 5-6
Session Guide in Geometry
by Francisco and Villena -
Diaz, pp. 5-6
Session Guide in Geometry
by Francisco and Villena -
Diaz, pp. 5-6
Session Guide in Geometry
by Francisco and Villena -
Diaz, pp. 5-6
2. Learner’s
Materials
pages
Learner’s Module, pp. 204-
207
Learner’s Module, pp. 204-
207
Learner’s Module, pp. 204-
207
Learner’s Module, pp. 204-
207
3. Textbook
pages
Ulpina, J. N. & Licardo, E.
D.(2014). Math Builders
(New Enhanced Edition
Based on K to 12
Curriculum). Philippines:
Mega Jesta Prints, Inc.
Orence, A. & Mendoza, M.
(2012). e-math K to 12 Ed.,
Philipines: Rex Bookstore,
Ulpina, J. N. & Licardo, E.
D.(2014). Math Builders
(New Enhanced Edition
Based on K to 12
Curriculum). Philippines:
Mega Jesta Prints, Inc.
Orence, A. & Mendoza, M.
(2012). e-math K to 12 Ed.,
Philipines: Rex Bookstore,
Ulpina, J. N. & Licardo, E.
D.(2014). Math Builders
(New Enhanced Edition
Based on K to 12
Curriculum). Philippines:
Mega Jesta Prints, Inc.
Orence, A. & Mendoza, M.
(2012). e-math K to 12 Ed.,
Philipines: Rex Bookstore,
Ulpina, J. N. & Licardo, E.
D.(2014). Math Builders
(New Enhanced Edition
Based on K to 12
Curriculum). Philippines:
Mega Jesta Prints, Inc.
Orence, A. & Mendoza, M.
(2012). e-math K to 12 Ed.,
Philipines: Rex Bookstore,

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Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405 Inc. (RBSI), pp. 401- 405
4. Additional
Materials from
Learning
Resource (LR)
portal
http://www.mathworksheets4
kids.com/transversal.php
http://www.cpalms.org/Publi
c/PreviewResourceLesson/
Preview/39484
http://www.mathworksheets
4kids.com/transversal.php
http://worksheets.tutorvista.
com/parallel-lines-cut-by-
transversal-worksheet.html
http://www.mathworksheets
4kids.com/transversal.php
http://www.mathworksheets
4kids.com/transversal.php
B. Other Learning
Resources
LCD, Laptop, Flash Player,
Recycled calendar, colored
chips
Teacher-made Test, LCD,
Laptop, Flash Player,
Manila paper, Recycled
calendar, colored chips
Teacher-made Test, LCD,
Laptop, Flash Player,
Manila paper, Recycled
calendar, colored chips
LCD, Laptop, Flash Player,
Manila paper, colored chips
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
The teacher prepares four
pictures related to the topic
in which the task of the
learner is to describe it. They
can also cite instances that
are related with the picture.
Refer to DLP pp 49-60
The students will be asked
to guess the word formed
from the word “transversal”.
To guide the learners in
guessing, the teacher will
define the word. The
learners who can guess the
words will be receiving
chips with corresponding
points to be added to their
performance task score.
Refer to DLP pp 61-68
The learners will complete
the statement given by the
teacher.
Refer to DLP pp 69-80
The figure will be flashed
by the teacher using LCD.
The leaners will use show-
me-board for their answer.
Every student who can
answer it correctly will be
given colored chips with
corresponding points.
Refer to DLP pp 81-88

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B. Establishing a
purpose for the
lesson
This is “Parallel Lines
Discovery Activity”.
Instructions:
1. Put a dot on the top
left margin
2. On the top right count
down 5 lines – make a
dot – connect the dots
with a straight line
3. From the dot on the
left count down 5 lines
– make a dot
4. From the right dot
count down 5 lines
and make a dot –
connect these dots
with a straight line
5. From the top left dot,
count down 10 lines
and make a dot,
connect this dot with a
straight line to the top
right corner
6. Label the angles as
you see here.
The learners will identify
each item as it relates to
geometry and state some
examples of how each
one is used in real – life.
Take about 5 minutes to
complete this activity
before our discussion.
This is a Pre-Test, wherein
the learners task is to
read the question carefully
and choose the best
answer. First button
corresponds A, 2nd
is B, 3rd
is C, 4th
is D and the last
button means E.
The students will be
asked to practice
identifying these special
pairs of angles and look
for any relationships
among the pairs of
angles formed.
C. Presenting examples/
instances of the
lesson
“PM Me” – Pattern and
Measure Activity
The teacher will play video
clip presentation.
The teacher will play video
clip presentation. Refer to DLP pp 81-88

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The class will be divided into
four (4) groups. Five (5)
minutes will be given to finish
the task and two (2) minutes
to present their work in the
class. Each group will be
working on their assigned
task based on the given
pattern below. Identify the
pairs of angles formed when
two parallel lines are cut by a
transversal. Measure each
pair and draw a conclusion.
Refer to DLP pp 49-60
Link:
https://www.khanacademy.o
rg/math/geometry/hs-geo-
foundations/hs-geo-
angles/v/angles-formed-by-
parallel-lines-and-
transversals
Link:
https://www.youtube.com/w
atch?v=5PcMbN46NMA
https://www.youtube.com/w
atch?v=Ld7Vxb5XV6A
D. Discussing new
concepts and
practicing new skills
#1
Based on the definition
presented in the video clip,
identify what kind of angle
pair does angles 1 and 2
form and their relationship.
Refer to DLP pp 49-60
The class will be divided
into four (4) groups. They
will use the pattern below to
create their own illustration
of special angles.
Refer to DLP pp 61-68
“What’s My Measure
Activity”
If line A and B are
parallel, find the measures
of the
numbered angles in the
figures below.
Refer to DLP pp 69-80
Choose the letter of your
desired answer.
Refer to DLP pp 81-88
E. Discussing new “Angle-Relationship “Angle-Relationship Find the measure of the “X-Measure”

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concepts and
practicing new skills
#2
Activity”
Identify the angle
relationship for each pair of
angles by choosing your
answer in the box below.
Write your answer on the
space provided.
Refer to DLP pp 49-60
Activity”
Determine the
relationship of the pairs of
angles formed when two
parallel lines are cut by a
transversal. Write your
answer on the space
provided.
Refer to DLP pp 61-68
unknown (labeled) angles.
Give reasons for your
solutions.
Refer to DLP pp 69-80
Find the value of x.
Refer to DLP pp 81-88
F. Developing mastery
(Leads to Formative
Assessment 3)
“Say My Name”
Identify the special name for
each pair of angles.
Refer to DLP pp 49-60
“Think-Pair-Share”
Learning Task: The
teacher will provide
questions involving
angles in transversal.
Refer to DLP2 IV-F
“X-Measure”
Find the value of x.
Refer to DLP pp 69-80
“X-Measure”
Find the value of x.
Refer to DLP pp 81-88
G. Finding practical
applications of
concepts and skills in
daily living
The learners will correctly
place an angle number in the
correct box. Angle numbers
may repeat.
“Perfect Match Tayo”
Given a map where Hi-
way Road is parallel to
The learners will analyze
the given situation. They will
explain what is wrong with
this picture.
The student task is to write
a paper discussing any
geometric influences they
noticed in designing their
own cities.

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Refer to DLP pp 49-60
Mayor’s Drive and Mendez
Crossing Via MCES-
Mercury Road is the
transversal. In this
illustration, the angles are
represented by the places
or trees.
Refer to LCTG #46, III- B, #5
Refer to DLP pp 69-80 Refer to DLP pp 81-88
H. Making
generalizations and
abstractions about
the lesson
Refer to DLP pp 49-60 This activity is called “I have
a cabbage “. This aims to
guide students to generalize
on the subject matter.
Refer to DLP pp 61-68
Refer to DLP pp 69-80 Refer to DLP pp 81-88
I. Evaluating learning Given the angle relationship,
identify the pair of angle.
Refer to DLP pp 49-60
In the given figure, line 1 is
parallel to line 2 and line t is
the transversal. Determine
whether the following angle
pairs are congruent or
supplementary. Give
reasons for your answers.
Refer to DLP pp 61-68
“What is missing?”
Find the value of the
unknown.
Refer to DLP pp 69-80
“What is missing?”
Find the value of the
unknown.
Refer to DLP pp 81-88

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J. Additional activities
for application or
remediation
Exit Slip
The learners will fill out the
exit slip first before leaving
the room.
Refer to DLP pp 49-60
Refer to DLP pp 61-68 Exit Slip
The learners will fill out the
exit slip first before leaving
the room.
Refer to DLP pp 69-80
“TICKET OUT”
The learners will fill out the
ticket slip first before leaving
the room.
Refer to DLP pp 81-88
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.
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.

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4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?