1. GRADE 1 to 12
DAILY LESSON LOG
School Sinusa Elementary School Grade Level 7
Teacher Noland C. Nejarda Learning Area Mathematics 7
Teaching Dates and Time November 12, 2019 (10:45-11:45)
November 13, 2019 (10:45-11:45)
November 14, 2019 (10:45-11:45)
November 15, 2019 (1:00-2:00)
Quarter Third
Tuesday Wednesday Thursday Friday
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.
Content Standard The learner demonstrates understanding of key concepts of geometry of shapes and size, and geometric relationship.
Performance Standard The learner is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon
Learning Competency
46. Derive relationships among angles
formed by parallel lines cut by a
transversal using measurement and by
inductive reasoning
M7GE – IIIc– 1.
Objectives
At the end of the session, learners are
expected to:
M7GE – IIIc– 1.
a .Define and illustrate parallel lines and
intersecting lines.
M7GE – IIIc– 1.
b. Define and illustrate a
transversal.
M7GE – IIIc– 1.
c. Identify the angles
formed by parallel lines cut
by transversal
M7GE – IIIc– 1.
d. determine the
relationship between pair of
angles formed by parallel
lines cut by a transversal
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.
Parallel lines and Transversal Parallel lines and Transversal Parallel lines and
Transversal
Parallel lines and Transversal
LEARNING RESOURCES
References Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
Teacher’s Guide pages pp.204-206 pp. 204-206 pp. 206-207 pp. 206-207
Learner’s Materials pages pp.204-206 pp. 204-205 pp. 206-207 pp. 206-207
Textbook pages
Additional Materials from Learning
Resource (LR)portal
Other Learning Resource
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 conclusionsabout what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
2. Reviewing previous lesson or
presenting the new lesson
Let the students draw the following kinds of
lines.
Intersecting lines
Perpendicular lines
Skew lines
Parallel lines
Group activity:
Draw two parallel lines and a
transversal (a line that
intersect at the two parallel
lines)
Make conjectures about which
angle pairs are congruent and
which are supplementary
Using your assignment
identify the following:
4 angles formed between
the lines m and n
4 angles formed that lie
outside the lines m and n
2 interior angles that lie on
opposite sides of the
transversal
2 exterior angles that lie on
opposite sides of the
transversal
2 angles one interior and
one exterior on the same
side of the transversal
Perform Activity 12(LM)
Draw parallel lines g and h.
Draw a transversal j so that it
forms 800 angle line with g.
Also draw a transversal k so
that it forms 500 angle with
line h
Use your protractor to find
the measures of the all
angles formed?
Establishing a purpose for the lesson Let the students know how to illustrate the
Intersecting lines, perpendicular lines, skew
lines and parallel lines.
Let the students know how to
illustrate transversal line to
parallel lines.
How are the angles formed
by a transversal and parallel
lines related?
Presenting examples/Instances of the
new lesson Two lines may be:
a.
𝑙1
𝑙2
b.
𝑙1
𝑙2
c. 𝑙1
𝑙2
Look at the figure below and
let the students analyze the
relationships between the
transversal line and the
parallel lines.
t
m
n
In the figure below,
Identify the angles formed
by parallel lines cut by a
transversal.
1 2 m
3 4
5 6 n
7 8
Example 1.
Lines p and q are cut by
transversal t and
m 1=1240.
Assume p // q
Find the measures of all the
other angles
3. Discussing new concepts and practicing
new skills # 1
Draw and label a figure for each condition.
Point E lies on 𝐶𝐷
̅̅̅̅.
Line t contains A and B, but does not
contain C.
Planes a and B intersect in l.
Lines m, n, and p are coplanar, but do not
intersect.
Group
discussion/presentation:
Compare your conjectures
with those arrived at by other
group. Ask questions and
share ideas
Discuss the given activity
and connect/match it to the
following terms
Interior angles
Exterior angles
Alternate interior angles
Alternate exterior angles
Corresponding angles
Based on the activity 12.
Compare the measures of all
the:
Corresponding angles
Alternate interior angles
Alternate exterior angles
Opposite interior angles
Opposite exterior angles
Discussing new concepts and practicing
new skills # 2
What real life objects can be used to
represent each of these relationships
between two distinct lines?
Example
Skew lines in a box
Developing mastery
(leads to Formative Assessment )
Complete the statements
Parallel lines are coplanar lines that
_________.
Perpendicular lines are lines that ______ at
____________
Draw two parallel lines and
cut by transversal and two
non-parallel lines and cut also
by transversal.
Compare their congruent and
supplementary angles.
Try this:
Using the same figure in
your assignment:
List down
4 pairs of corresponding
angles
2 pairs of alternate interior
angles
2 pairs of same –side
exterior angles
Try this:
In example 1, suppose
m 3=740. , find the
measures of all the other
angles
Finding practical application of
concepts and skills in daily living
Parallelism connotes “constancy of distance
“and to some degree similarity in direction.
You mean that you share the same vision
with the other person or that the two of you
are pursuing similar goals. Do you think your
vision for your self is parallel to God’s vision
for you?
Making generalizations and Differentiate parallel from perpendicular When do you consider the State the relationship What have you observe
4. abstractions about the lesson lines two intersecting lines a
transversal?
observed among the angle
formed when two parallel
lines are cut by a
transversal
regarding the measures of
the angles after the
comparison?
Evaluating learning Draw a plane figure showing two set of lines
that are parallel to each other Give 2 example of transversal
by illustration and define it
using your own understanding
Define the following terms;
Interior angles
Exterior angles
Alternate interior angles
Alternate exterior angles
Corresponding angles
When two parallel lines are
cut by a transversal , then
The corresponding angles are
_______
The alternate interior angles
are ____________
The alternate exterior angles
are ____________
Additional activities for application or
remediation
Assignment :
Tell whether the following items resemble
parallel lines, skew lines, or intersecting
lines.
window grill
tripod
prison bars
electric wire
two adjacent edges of a table top
edge of a wall and ceiling
Assignment:
Draw two parallel lines m and
n and cut by transversal line l
and name all the angles from
1 to 8.
Assignment:
Describe each given pair of
angles.
1 8
2 7
3 6
4 5
8 and 4
2 and 4
1 and 7
3 and 7
3 and 6
3 and 2
REMARKS
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.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
5. below 80%
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to require
remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
