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GRADES 1 TO 12 SCHOOL: GRADE LEVEL: 7

TEACHER: LEARNING MATHEMATICS 7


DAILY LESSON LOG AREA:
TEACHING DATES & Four Times Per Week QUARTER: THIRD GRADING
TIME: First week of third quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the key understanding of the key understanding of the key understanding of the key understanding of the key
concepts of shapes and concepts of shapes and concepts of shapes and concepts of shapes and concepts of shapes and
sizes , and geometric sizes , and geometric sizes , and geometric sizes , and geometric sizes , and geometric
relationships relationships relationships relationships relationships
B. Performance The learner is able to create The learner is able to create The learner is able to create The learner is able to create The learner is able to create
Standards: models of plane figures and models of plane figures and models of plane figures and models of plane figures and models of plane figures and
formulate and solve formulate and solve formulate and solve formulate and solve formulate and solve
accurately authentic accurately authentic accurately authentic accurately authentic accurately authentic
problems involving sides and problems involving sides and problems involving sides and problems involving sides and problems involving sides and
angles of a polygon. angles of a polygon. angles of a polygon. angles of a polygon. angles of a polygon.
C. Learning Represent point, line and Illustrates subsets of a line. Classifies the different kinds Classifies the different kinds Classifies the different kinds
Competencies/ Objectives: plane using concrete and M7GE -111a-2 of angles M7GE -111a-3 of angles M7GE -111a-3 of angles M7GE -111a-3
Write the LC code for each pictorials models. M7GE III-1 In this lesson , the students In this lesson , the students In this lesson , the students In this lesson , the students
In this lesson , the students should be able to should be able to should be able to should be able to
should be able to 1. Formulate the 1. Define angle 1. Define angle 1. Define angle
1. Describe the definition of line 2. Classify angles 2. Classify angles 2. Classify angles
undefined terms segment and ray. according to their according to their according to their
2. Give examples of 2. Perform the set measures measures measures
objects that maybe operation on 3. Solve problems 3. Solve problems 3. Solve problems
used to represent the segments and rays involving angles involving angles involving angles
undefined terms
3. Name the identified
point(s), line(s) and
plane(s) in a given
figure
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 in a week or two.
II. CONTENT Geometry Geometry Geometry
Geometry Geometry Kinds of angles Kinds of angles
Undefined terms Subsets of lines Kinds of angles

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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 Mathematics 7 Learner’s Mathematics 7 Learner’s Mathematics 7 Learner’s Worktext in Mathematics Worktext in Mathematics
Materials Materials Materials GEOMETRY (BEC based) by GEOMETRY (BEC based) by
Ferdinand C. Pascual Ferdinand C. Pascual
1. Teacher’s Guide Pages 186-190 Pages 192-198 Pages 199-202 Pages 8-10 Pages 11-12
Pages
2. Learner’s Materials
Pages
3. Text book Pages 1. Geometry, textbook 1. Geometry, textbook 1. Geometry, textbook Worktext in Mathematics Worktext in Mathematics
for Third Year by for Third Year by for Third Year by GEOMETRY (BEC based) by GEOMETRY (BEC based) by
Soledad Jose-Dilao Soledad Jose-Dilao Soledad Jose-Dilao Ferdinand C.Pascual Ferdinand C.Pascual
and Julieta Bernabe and Julieta Bernabe and Julieta Bernabe Pages 8-10 Pages 11-12
pages 12-25 pages 20-22 pages 54-59
2. Geometry , Prentice 2. Geometry , Prentice 2. Geometry , Prentice
Hall Mathematics Hall Mathematics Hall Mathematics
pages 10-11 page 17 page 28

4. Additional Materials Concrete and pictorial Concrete and pictorial pictorial models such protractor worksheet
from Learning models such as pineapple models as tower
resources(LR)Portal plant
B. Other Learning Geometry, Mathematics for Geometry, Mathematics for Geometry, Mathematics for
Resources Third Year High School, Third Year High School, Third Year High School,
Dolores F. Hernandez Dolores F. Hernandez Dolores F. Hernandez
MECS(Ministry of Education , MECS(Ministry of Education , MECS(Ministry of Education ,
Culture and Sports Culture and Sports Culture and Sports
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Refer to page 186 first Refer to page 192 on subsets Review basic terms and set Review Parts of an angle and Review classification of
Lesson or Presenting paragraph on the of lines operation on rays angle Measure angles
New Lesson introduction to the
undefined terms in geometry
B. Establishing a Purpose 1. To function Refer to previous lesson Refer to previous purpose for For mastery of parts of an For mastery of classification
for the Lesson effectively in the about the undefined the lesson angle ,its measure and of angles
three-dimensional terms.(line segment and ray classification
world, one should are subsets of line)
have a knowledge of
geometric concepts
of points, line, and
planes, their
relationships, and
their basic
properties. Knowing
these would lead to a
better understanding
of plane surfaces and
their areas, solids,
and their volumes.
Our environment is rich with
patterns of different shapes
and sizes. These motivate
and facilitate the learning of
geometry because of their
appeal to our perception of
beauty and order.
Recognition and analysis of
their properties and
measures not only develop
one’s knowledge in
geometry, but also open the
path for logical thinking
2. MENTAL CONCEPTS OR
IDEAS. However , we can use
concrete objects around us
to represent these ideas.
Thus, these undefined terms
can only be described.
2. Presenting Present activity 1 on page Present activity 3 on page Look at the hands of the Present exercises page 8 Present illustration of
Examples/Instance 188 193 clock. Do you see the different angles page 11
s of the Lesson representation of an angle?
The bent arm of the man also
represents an angle. The legs
of the chair represent an
angle; so do the edged of the
table. Look around you and
describe objects in the
classroom which represent
angles.
3. Discussing New Discuss questions to ponder Discuss activity 4 on page Define angle based on Present something more Present exercises A page 11
Concepts and on page 188 194, Teacher’s Guide previous activity. page 9
Practicing New and Definition of terms. Discuss angle, sides and
Skills#1 Refer to page 187, Teacher’s vertex. Refer to page 200.
Guide Teacher’s Guide
4. Discussing New Present exercises #1 and 2 Discuss activity 5 on pages Discuss and answer activity 8 Present sharpen your skill on Present B something more
Concepts and page 189, Teacher’s Guide 195 -196, Teacher’s Guide page 201. page 9 page 12
Practicing New Discuss the different types
Skills#2 of angles. Refer to page 202.
Teacher’s Guide
5. Developing Present exercise # 3 pages Worksheet that define Without using protractor let Present challenge on page 10 Present C. Challenge page 12
Mastery 189-190, Teacher’s Guide segments and rays the students state if the
(Leads To Formative And present activity 6 pages measures are correct and
Assessment 3) 197-198, Teacher’s Guide which are wrong in exercise
9. Refer to pages 201- 202,
Teacher’s Guide
6. Finding Practical Let some students name Let some students name Best angle the television set Name parts of a house that Name body parts that would
Application of practical application practical application be installed on the wall. used angle represent angle and classify
Concepts and Skills it according to estimated
in Daily Living measures

v. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn 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 the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalization Let some students generalize Let some students generalize Let some students generalize Essay writing of what they Essay writing of what they
and Abstractions about of what they learned about of what they learned about of what they learned about learned about parts of an learned about classification
the lesson the lesson the lesson. the lesson angle ,its measure and of Angles
Or Or Or classifications
Make a summary what the You may say, in this two days Make a summary what the
students should learned you learned about the basic students should learned
terms in geometry which are
point, line, segment and ray.
Also you learned how to
perform set operations on
segments and rays.

I. Evaluating Learning Call some students to give Call some students to define Call some students to Call some students to share Call some students to share
examples of objects that segments and ray 1. define angle and its their write-ups their write-ups
maybe used to represent the parts
point, line and plane 2. classify angles
according to their
measures
J. Additional Activities for Name objects at home that Name objects at home that Measure the angle you Research other application Research some application of
Application or represent: represent: usually seat and the of the angle aside from what the classification of angles
Remediation 1. Point 1. Segment television set you have at already mentioned
2. Line 2. ray home if any or a portrait on
3. plane the wall and your eyes when
standing.

VI- REMARKS

VII - REFLECTION

A. No. of learners who


earned 80% in the
evaluation

B. No. of learners who


required additional
activities for remediation
C. Did the remedial lessons
work?
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 innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
SAMPLE do not revise

and multiplicity of zeros


GRADES 1 TO 12 SCHOOL: GRADE LEVEL: SEVEN (7)
TEACHER: LEARNING MATHEMATICS 7
DAILY LESSON LOG AREA:
TEACHING DATES & Four Times Per Week QUARTER: THIRD GRADING
TIME: Fourth week of third quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates The learner demonstrates
understanding of the key understanding of the key
concepts of shapes and concepts of shapes and
sizes , and geometric sizes , and geometric
relationships relationships
B. Performance The learner is able to create The learner is able to create
Standards: models of plane figures and models of plane figures and
formulate and solve formulate and solve
accurately authentic accurately authentic
problems involving sides and problems involving sides and
angles of a polygon. angles of a polygon.
C. Learning Illustrates a circle and the Construct triangles, squares,
Competencies/ Objectives: terms related to it: radius, rectangles, regular
Write the LC code for each diameter, chord, center, arc, pentagon, and regular
central angle and inscribed hexagon. M7GE-III j-1
angle. M7GE-IIIh-i-1
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 in a week or two.
II. CONTENT GEOMETRY GEOMETRY

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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 Mathematics 7 Learner’s Mathematics 7 Learner’s


Materials Materials
5. Teacher’s Guide Pages 233-236 Pages 214-215
Pages
6. Learner’s Materials
Pages
7. Text book Pages Geometry, textbook for Third
Year by Soledad Jose-Dilao
and Julieta Bernabe pages
22-23

1. Additional Concrete and pictorial Ruler,


Materials from models such as broken clock Showing pictures on the
Learning different polygons.
resources(LR)Portal
B. Other Learning Geometry, Mathematics for MATHEMATICS WORKBOOK(
Resources Third Year High School, Supplementary Exercises for
Dolores F. Hernandez Grade 7 Math Volume 2
MECS(Ministry of Education ,
Culture and Sports
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
7. Reviewing Previous Have you ever stopped to Ask the students some terms
Lesson or consider the important part related to circle.
Presenting New that objects of circular shape Let them draw to the board
Lesson play in your daily life? It has on polygon.
been said that primitive
man’s recognition of the
usefulness of the ciccle was a
prime factor in speeding up
the development of
civilization.
To make lifting easier,
inventors of long ago came
up with the pulley , the
windglass, the capstan, and
the screw. All these devices
make use of circles.
Today the wheel is so
commonplace yet it is
indispensable . one cannot
think of transportation
without thinking of wheels.
If you disassemble a watch
you find many parts of
circular shape.

8. Establishing a Today the wheel is so Helps to recognize the


Purpose for the commonplace yet it is different polygons.
Lesson indispensable . one cannot
think of transportation
without thinking of wheels.
If you disassemble a watch
you find many parts of
circular shape.
9. Presenting Present activity 1 on page Present activity on page 214
Examples/Instance 233
s of the Lesson

10. Discussing New Discuss questions to ponder Discuss questions to ponder


Concepts and on pages 233-234 on pages 214
Practicing New and Definition of terms. and Definition of terms.
Skills#1 Refer to page 233, Teacher’s
Guide
11. Discussing New Present activity page 235, Present activity page 217
Concepts and Teacher’s Guide
Practicing New
Skills#2
12. Developing Present exercise # 3 pages Present activity 17 on page
Mastery 235-236, Teacher’s Guide 218.
(Leads To Formative
Assessment 3)
13. Finding Practical Let some students name Let some students name
Application of practical application practical application
Concepts and Skills
in Daily Living
v. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn 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 the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalization Let some students generalize Let some students generalize
and Abstractions about of what they learned about of what they learned about
the lesson the lesson the lesson
Or
Make a summary what the
students should learned
I. Evaluating Learning Call some students to Call some students to
1. define a circle and Define the different types of
its parts and polygon
2. Apply the definition
to solve problems
J. Additional Activities for Name objects at home that Refer on page 219( 1-3)
Application or represent:
Remediation Circle and its uses

VI- REMARKS

VII - REFLECTION

A. No. of learners who


earned 80% in the
evaluation

B. No. of learners who


required additional
activities for remediation
C. Did the remedial lessons
work?
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 innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
SAMPLE do not revise

and multiplicity of zeros


GRADES 1 to 12 DAILY LESSON SCHOOL GRADE LEVEL: GRADE 7
LOG TEACHER: LEARNING MATHEMATICS 7
AREA:
TEACHING DATES & Four Times Per Week QUARTER: THIRD GRADING
TIME:
GRADES 1 TO 12
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrate understanding of the Demonstrate Demonstrate Demonstrate
key concepts of geometry of understanding of the key understanding of the understanding of the
shapes and sizes and geometric concepts of geometry of key concepts of key concepts of
relationships. shapes and sizes and geometry of shapes geometry of shapes
geometric relationships. and sizes and and sizes and
geometric geometric
relationships. relationships.
B. Performance Is able to create models of plane Is able to create models of Is able to create Is able to create
Standards: figures and formulates and solve plane figures and models of plane models of plane
accurately authentic problems formulates and solve figures and figures and
involving sides and angles of a accurately authentic formulates and solve formulates and solve
polygon problems involving sides accurately authentic accurately authentic
and angles of a polygon problems involving problems involving
sides and angles of a sides and angles of a
polygon polygon
C. Learning Derives relationships of geometric Derives relationships of Derives relationship Uses a compass and
Competencies/ figures using measurements and by geometric figures using among angles formed straightedge to bisect
Objectives: Write the inductive reasoning; supplementary measurements and by by parallel lines cut by line segments and
LC code for each angles and complementary, angles inductive reasoning; a transversal using angles and construct
congruent angles, vertical angles perpendicular and parallel measurements and by perpendicular and
and adjacent angles. M7GE-IIIb-1 lines. M7GE-IIIb-1 inductive M7GE-IIIc--1 parallel lines. M7GE-
IIId-e-1
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 in a week or two.
II. CONTENT
Different Angle Pairs Perpendicular And Parallel Angles Formed By Perpendicular And
Supplementary Angles And Lines. Parallel Lines Cut By A Parallel Lines.
Complementary, Angles Congruent Transversal
Angles, Vertical Angles And
Adjacent Angles..
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

8. Teacher’s Guide 2002 Basic Education Curriculum 2002 Basic Education


Pages ( Mathematics)Math III: Geometry- Curriculum (
Teacher’s Manual 55-57 Mathematics)Math III:
Geometry-Teacher’s
Manual 74-76, 82
9. Learner’s Mathematics LM Mathematics LM
Materials Pages Pages 205-207 Pages 208-213
10. Text book Pages

11. Additional Show pictures on the different Compass, ruler


Materials from kinds of pairs of angles.
Learning
resources(LR)Porta
l
B. Other Learning MATHEMATICS WORKBOOK( MATHEMATICS MATHEMATICS MATHEMATICS
Resources Supplementary Exercises for Grade WORKBOOK( WORKBOOK( WORKBOOK(
7 Math Volume 2. Supplementary Exercises Supplementary Supplementary
for Grade 7 Math Volume Exercises for Grade 7 Exercises for Grade 7
2. Math Volume 2. Math Volume 2.

These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of
IV PROCEDURES learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple
ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

C. Reviewing Previous Give the different kinds of angles by Ask the student to identify Ask the students to Show a concrete
Lesson or showing it to the board. the picture and model recognize on the model for a
Presenting New figure shown to them. figures shown to them perpendicular and
Lesson the lines that are parallel.
transversal.
D. Establishing a Helps to have a basic understanding of Helps the students To recognize and Identify perpendicular
Purpose for the Different Angle Pairs understand perpendicular identify angles formed and parallel lines or
Lesson and parallel lines when two lines are segments.
cut by a transversal.
E. Presenting Ask the students to draw a line and Flash Card Game: Identify The students will tell Showing different
Examples/Instances draw another line to make a pair of the parallel and whether line t is a figures and let them
of the Lesson angles . perpendicular line. transversal or not. make observation on
Refer to 2002 Basic it.
Education Curriculum
( Mathematics)Math
III: Geometry-
Teacher’s Manual
page 75 ( 1)
F. Discussing New Discuss the line that have drawn by Discuss the Concept of Refer to 2002 Basic Perform basic
Concepts and the students and identify what kind perpendicular and parallel Education Curriculum construction in
Practicing New of pairs of angles. lines. ( Mathematics)Math geometry involving
Skills#1 III: Geometry- line segments, angles,
Teacher’s Manual and perpendicular
page 75 ( 2) and parallel.
G. Discussing New Present an activity to the students. Discuss activity 5 on 20 in Refer to 2002 Basic Use compass and
Concepts and their MATHEMATICS Education Curriculum ruler to perform and
Practicing New WORKBOOK( ( Mathematics)Math construct line
Skills#2 Supplementary Exercises III: Geometry- segment, angle,
for Grade 7 Math Volume Teacher’s Manual perpendicular and
2 page 75 c. parallel.
H. Developing Mastery Refer to 2002 Basic Education MATHEMATICS Refer to 2002 Basic Refer to pages 210-
(Leads To Formative Curriculum ( Mathematics)Math III: WORKBOOK( Education Curriculum 211
Assessment 3) Geometry-Teacher’s Manual page Supplementary Exercises ( Mathematics)Math
57 G for Grade 7 Math Volume III: Geometry-
2 on page 20 (A) Teacher’s Manual
page 76
I. Finding Practical Let some students name practical Let some students name Ask the students to Ask the students to
Application of application. practical application investigate the give some practical
Concepts and Skills transversals on application .
in Daily Living bridges and buildings
and let them give a
reason why some long
objects have to be
kept together by
another long object.
v. PROCEDURES

H. Making Let the students generalize of what Make a summary what the Give of what the What is the
Generalization and they learned about the lesson. students should learned students learned importance of
Abstractions about the about the lesson. constructing basic
lesson geometry.
I. Evaluating Learning Call some students to define Call some students to MATHEMATICS Refer to page 213.
Supplementary Angles And define segments and ray WORKBOOK Exercises II (1-5)
Complementary, Angles Congruent ( Supplementary
Angles, Vertical Angles And Exercise ) for Grade 7
Adjacent Angles. Math Volume 2 on
page 25 (A-B)
J. Additional Activities Why is it important to know the WORKBOOK( Refer to 2002 Basic Refer to page 213.
for Application or difference between supplementary and Supplementary Exercises Education Curriculum Exercises II (6)
complementary angles? for Grade 7 Math Volume ( Mathematics)Math
Remediation
2 on page 20 (B) III: Geometry-
Teacher’s Manual
page 82 B
VI- REMARKS

VII - REFLECTION

A. No. of learners who


earned 80% in the
evaluation

B. No. of learners who


required additional
activities for
remediation
C. Did the remedial
lessons work?

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 innovation or
localized materials did I
used/discover which I
wish to share with
other teachers?

SAMPLE do not revise

and multiplicity of zeros


GRADES 1 TO 12 SCHOOL: GRADE LEVEL: SEVEN (7)
TEACHER: LEARNING MATHEMATICS 7
DAILY LESSON LOG AREA:
TEACHING DATES & Four Times Per Week QUARTER: THIRD GRADING
TIME:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: The learner demonstrates
understanding of the key
concepts of shapes and
sizes , and geometric
relationships
B. Performance The learner is able to create
Standards: models of plane figures and
formulate and solve
accurately authentic
problems involving sides and
angles of a polygon.
C. Learning Construct triangles, squares,
Competencies/ Objectives: rectangles, regular
Write the LC code for each pentagon, and regular
hexagon. M7GE-III j-1
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 in a week or two.
II. CONTENT GEOMETRY

III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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 Mathematics 7 Learner’s


Materials
12. Teacher’s Guide Pages 214-215
Pages
13. Learner’s Materials
Pages
14. Text book Pages

2. Additional Ruler,
Materials from Showing pictures on the
Learning different polygons.
resources(LR)Portal
B. Other Learning MATHEMATICS WORKBOOK(
Resources Supplementary Exercises for
Grade 7 Math Volume 2
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
14. Reviewing Previous Ask the students some terms
Lesson or related to circle.
Presenting New Let them draw to the board
Lesson on polygon.
15. Establishing a Helps to recognize the
Purpose for the different polygons.
Lesson

16. Presenting Present activity on page 214


Examples/Instance
s of the Lesson

17. Discussing New Discuss questions to ponder


Concepts and on pages 214
Practicing New and Definition of terms.
Skills#1
18. Discussing New Present activity page 217
Concepts and
Practicing New
Skills#2
19. Developing Present activity 17 on page
Mastery 218.
(Leads To Formative
Assessment 3)
20. Finding Practical Let some students name
Application of practical application
Concepts and Skills
in Daily Living
v. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn 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 the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

H. Making Generalization Let some students generalize


and Abstractions about of what they learned about
the lesson the lesson

I. Evaluating Learning Call some students to


Define the different types of
polygon

J. Additional Activities for Refer on page 219( 1-3)


Application or
Remediation

VI- REMARKS

VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who


required additional
activities for remediation
C. Did the remedial lessons
work?

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 innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
SAMPLE do not revise

and multiplicity of zeros


SCHOOL: GRADE LEVEL: SEVEN ( 7)
GRADES 1 TO 12
TEACHER: LEARNING AREA: MATHEMATICS
DAILY LESSON LOG TEACHING DATES & TIME: Four Times Per Week QUARTER: THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Objective 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 maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of the key concepts of of the key concepts of of the key concepts of of the key concepts of of the key concepts of
shapes and sizes of geometric shapes and sizes of geometric shapes and sizes of geometric shapes and sizes of geometric shapes and sizes of geometric
relationship relationship relationship relationship relationship
B. Performance Standards: Is able to create models of Is able to create models of Is able to create models of Is able to create models of Is able to create models of
plane figures and formulates plane figures and formulates plane figures and formulates plane figures and formulates plane figures and formulates
and solve accurately and solve accurately and solve accurately and solve accurately and solve accurately
authentic problems involving authentic problems involving authentic problems involving authentic problems involving authentic problems involving
sides and angles of polygons. sides and angles of polygons. sides and angles of polygons. sides and angles of polygons. sides and angles of polygons.
C. Learning Competencies/ Objectives: To illustrates polygons that To illustrates polygons that To illustrates polygons that Derives inductively of exterior Derives inductively of exterior
Write the LC code for each involves convexity involves convexity, sides and involves convexity, sides and and interior angles of a and interior angles of a
At the end of the period, at least 75% of
the students will to: angles angles convex polygon convex polygon
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 in a week or two.
II. CONTENT Geometry Geometry Geometry Geometry Geometry
III. LEARNING RESOURCES List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an 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
15. Teacher’s Guide Pages
16. Learner’s Materials Pages
17. Text book Pages
18. Additional Materials from p. 13 Innovative Educ. p. 13 Innovative Educ. p. 201 SEMP Integrated p. 202 SEMP Integrated p. 202 SEMP Integrated
Learning resources(LR)Portal
Material Worktext in Material Worktext in Math I Math I Math I
Geomety Geomety Year 3 DIWA textbook Year 3 DIWA textbook Year 3 DIWA textbook
p. 201 SEMP Integrated p. 201 SEMP Integrated
Math I Math I
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by demonstration of learning the by the
IV PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question
their learning processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
J. Reviewing Previous Lesson Definition of a polygon Definition of convex polygon Definition of points, lines and Definition of convex polygon
or Presenting New Lesson planes.
K. Establishing a Purpose for To illustrates polygons that To illustrates polygons that To illustrates polygons that Derives inductively of exterior Solve for exterior and interior
the Lesson involves convexity involves convexity involves convexity, sides and and interior angles of a angles of a convex polygon
angles convex polygon
L. Presenting Show a cut out example of a Present an example of a Show a bigger example of a
Examples/Instances of the convex and a non convex point, line and plane. convex polygon.
Lesson polygons
M. Discussing New Concepts Differentiate the two Tell the students that using Connect the lines at its end Using the example construct Solving for exterior and
and Practicing New Skills#1 different figures and let their creativity they can points and ask the students a line inside to show the interior angles of a convex
students describe more on a create a figure that would on what have they created. interior angles. Extend the polygon
convex polygon relate to an object seen lines to create an exterior
around the environment. angles of a polygon.
N. Discussing New Concepts Refer to page 202 of SEMP
and Practicing New Skills#2 Math 1 textbook
O. Developing Mastery Let students create their own The class will perform a group Ask students to create a Refer to p.203 #s 19-24 SEMP
(Leads To Formative Assessment 3) model of a convex polygon activity and combine all there model of a polygon that book
convex polygon done the illustrates a polygon, showing
other day. Present their the sides and angles
output in a cartolina.
P. Finding Practical Application Ask students to cite concrete One of the members will Let the students relate the
of Concepts and Skills in examples of a convex polygon explain the output and relate applications of the exterior
Daily Living found in the society a practical application. and interior angles
v. PROCEDURES
H. Making Generalization and A polygon is convex if no line A polygon is convex if no line An angle is a figure formed by The sum of the measures of
Abstractions about the lesson that contains a side of a that contains a side of a two rays starting from a the interior angles of an n-
polygon contains a point in polygon contains a point in common point, and extending gon, is S=(n-2)1800, where n is
the interior of the polygon. the interior of the polygon. infinitely in space. the number of sides.
The sum of the measures o
the exterior angles of any
polygon is equal to 3600
I. Evaluating Learning
J. Additional Activities for Answer exercises on p. 15 on
Application or Remediation Innovative Educ. Material
Worktext in Geomety
VI- REMARKS
VII - REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
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 innovation or
localized materials did I
used/discover which I wish to
share with other teachers?

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