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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-IIIb-1
1. Identify complementary
angles and supplementary
angles.
2. Find the complement and
supplement of an angle.
3. Value accumulated
knowledge as means of new
M7GE-IIIb-1
1. Describe the congruent
angles and vertical angles
2. Find the measure of
vertical angles
3. Appreciate the
importance of vertical
angles to real-life situations
M7GE-IIIb-1
1. Describe the adjacent
angles and linear pair.
2. Find the angle measures
of linear pair.
3. Appreciate the
importance of adjacent
angles and linear pairs in
M7GE-IIIb-1
1. Define parallel and
perpendicular lines.
2. Construct parallel and
perpendicular lines.
3. Appreciate the
importance of parallel and
perpendicular lines in real

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understanding. real life situation. life situation.
II. CONTENT
COMPLEMENTARY
AND SUPPLEMENTARY
ANGLES
CONGRUENT ANGLES
AND VERTICAL
ANGLES
ADJACENT ANGLES
AND LINEAR PAIR
PARALLEL LINES AND
PERPENDICULAR LINES
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
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
Grade 7 Mathematics
Patterns and Practicalities by
Gladys C. Nivera pages 328-
329
Grade 7 Mathematics
Pattern and Practicalities by
Gladys C. Nivera pages
331-332
GRADE 7 Mathematics
Patterns and Practicalities
by Gladys Nivera pages
330-331
Geometry by Eunice Ato-
Lopez, MAT Virgilio I. Lopez
M.E. P.37
Geometry III by Dionisio,j.d.
et al pp. 82-84
e-math Geometry by
Oronce O.A and Mendoza,
M.O pp 102-103
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning

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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
Checking of
Assignment
Naming pair of
complementary and
supplementary angles in
each figure. (See attached
DLP)
PICTURE MO TO!!!!
Choose one picture of the
places that are found in
Cavite and arrange the
jumbled letters to form
another word. The group
who will get the highest
point will win.
“sunRAYS…”
Let’s visit our history.
What do the sun rays in our
Philippine flag symbolize?
LINES TO KNOW
Common relationships
between two distinct lines
can be found in our
surroundings. Based on
the given illustrations,
define the terms:
intersecting lines, skew
lines, perpendicular lines
and parallel lines in your
own words.
(Refer to the figure at the
attached DLP)
B. Establishing a
purpose for the Activity (PAK GANERN)
Students will be given 10
minutes to roam around the
classroom to look for lines
A. Use the figure below to
answer the given questions.
(See figure at attached
Look around the classroom.
Find a model of parallel
lines and perpendicular

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lesson that are intersecting. This is
essential in defining vertical
angles. And you will
present pictures to the
students.
(See figure at attached
DLP)
DLP)
1. Name all the adjacent
angles and linear pair.
2. Give the common side
and the common vertex of
each adjacent pairs.
3.Give all pairs of non-
adjacent angles.
lines.
C. Presenting examples/
instances of the
lesson
Find the value of x and
measures of CBD in each
figure. (See figure at
attached DLP)
Exploring Angles
(PAIR ACTIVITY)
(See attached DLP)
Activity: Where are you? Im
here. (Refer to the attached
DLP)
Teaching/Modeling
Do as directed. (Refer to
the attached DLP)
D. Discussing new
concepts and
practicing new skills
#1
Activity (It’s Showtime)
Each student will be
working on Vertical Angles
Exploration.
(See attached DLP)
Naming angle pairs. (Refer
to the attached DLP)
Naming parallel and
perpendicular lines (Refer to
the attached DLP)
E. Discussing new
concepts and
practicing new skills
#2
How did you find the activity?
When do we say that two
angles are complementary?
How about supplementary
angles?
1. How vertical angles are
formed?
2. What can we conclude
about vertical angles?
3. When do we say that
angles are congruent?
How do you find the
activity?
When do we say that angles
are linear pair? adjacent
angles?
Do linear pairs form
1.When do we say that
lines are parallel?
Perpendicular?
2. How do you construct
parallel lines?
Perpendicular lines?
3. How can the concept of
parallel and perpendicular

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supplementary angles?
Do adjacent angles always
form linear pairs? why?
How would concepts of
adjacent and linear pair help
in our daily lives?
lines be used in real life?
F. Developing mastery
(Leads to Formative
Assessment 3) Find the value of the given
variable and the measures of
each angle.
Tell whether the given pair
of angles are vertical
angles or not.
(Refer to the attached DLP)
Check the column that
corresponds to the
classification of each pair of
angles.
Note: You can check both
columns if possible
(Refer to the attached DLP)
Construct parallel/
perpendicular lines based
on the following condition.
1. DE is parallel to FG
2. ST is perpendicular to
RQ
G. Finding practical
applications of
concepts and skills in
daily living
Think –Pair Share: Get your
partner and solve.
Problem Solving
1.Two angles are
complementary. The larger
angle is twice the smaller
angle. what is the measure
2.Two angles are
supplementary. Find their
measure if one of them is 8˚
less than three times the
measures of each angle?
(Refer to the attached DLP)
Analyze 1 and 2 and
state whether angles are
adjacents angles or linear
pair of angles. If not, why
not?
(Refer to the attached DLP)
Problem Solving
(Refer to the attached DLP)
H. Making
generalizations and
Complementary and
Supplementary Angles
Congruent Angles – if the
measure of the angles
Adjacent Angles and Linear
Pairs
Parallel lines are coplanar
lines that do not intersect.

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abstractions about
the lesson Two angles are
complementary if the sum of
their measures is equal to
900.
500
0
30
0 60 400
300
+ 600
= 900
400
+ 500
= 900
2
m1 m2  900 1
Two angles are
supplementary if the sum of
their measures is equal to
1800.
500 130 1100 700
500
+ 1300
= 1800
1100
+ 700
= 1800
m3 m4 1800
3 4
are equal
SYMBOL
The symbol for congruence
is
Also recall that the symbol
for an angle is ∠, so the
statement ∠ABC ≅
∠PQRis read as "The
angle ABC is congruent
to the angle PQR".
Vertical Angles – are
formed when two
straight lines intersect
each other. Their sides
form two pairs of
opposite rays and their
angle are nonadjacent.
Vertical Angles are formed
when two straight lines
intersect each other.
Their sides form two
pairs of opposite rays
and their angles are
non-adjacent.
Adjacent Angles are two
angles with a common
vertex, common side, and
no common interior points.
1
2
Theseare adjacent
angles
1
1 2
2
These are not adjacent
angles.
Two angles form a linear
pair when they are adjacent
and supplementary.
The symbol for
perpendicular is ║. To
check whether two lines are
parallel, they must be
equidistant to each other.
Perpendicular lines are
lines that intersect at right
angles. The symbol for
perpendicular is . When the
intersection of segments
and rays form right angles,
then they are considered
perpendicular.

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I. Evaluating learning Refer to the attached DLP Refer to the attached DLP Refer to the attached DLP Refer to the attached DLP
J. Additional activities
for application or
remediation
Task: Take a selfie on your
home where you can see
complementary and
supplementary angles and
post it on facebook using
#suppcom.
Study: Congruent Angles
and Vertical Angles
Reflect on what you have
learned about
complementary,
supplementary, congruent
and vertical angles.
Draw your community that
will show concepts of
adjacent angles and linear
pair.
See attached DLP
V. REMARKS

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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.
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

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me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?