School SAN AGUSTIN INTEGRATED SCHOOL Grade Level 7

Teacher ANGELA CAMILLE P. CARIAGA Subject Mathematics

DAILY
Date and Time November 4-8 , 2019 Quarter THIRD
LESSON LOG (8:45-9:45)(10:00-11:00)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.

B. Performance Objective The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and angles of a
polygon
C. Learning Competencies/ Objectives 1. Describe the undefined terms in Geometry
( Write the LC code for each) 2. Name the identified point(s), line(s) and plane(s) in a given figure.( M7GEIIIa-1)
1.Identify and name the subsets of a line
2. Illustrate the subsets of a line.
3. Find the distance between two points on a line using an absolute value. (MTGE-IIIa2)

1. Classify the given angle according to measure.

2. Illustrate the three kinds of angles.
3. Appreciate the value of angles in real life situations. (M7GE-IIIa-3)

1. Identify complementary angles and supplementary angles.

2. Find the complement and supplement of an angle. (M7GE-IIIb-1)
II.CONTENT ( Subject Matter) Angles and its Kinds Angles and its Kinds Complementary Angles Supplementary Angles WEEKY QUIZ

III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages LCTG LCTG LCTG LCTG LCTG
2. Learners Material Pages
3. Textbook pages
4. Additional Materials from LRDMS
B. Other Learning Resources LCD, Laptop, Figures LCD, Laptop, Figures L LCD, Laptop, Figures L LCD, Laptop, Figures LCD, Laptop, Figures
IV. PROCEDURES Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
1. Prayer 4. Prayer 1. Prayer 4. Prayer 1. Prayer
2. Attendance/ assignment 5. Attendance/ assignment 2. Attendance/ assignment 5. Attendance/ assignment 2. Attendance/ assignment
3. Classroom management 6. Classroom management 3. Classroom management 6. Classroom management 3. Classroom management
A. Reviewing past lesson or Presenting “Stop Dance” “Stop Dance” Drill: Perform the following Drill: Perform the following
the new lesson The students will dance as The students will dance as the operations operations
the music is running and music is running and when the 1)____ + 45 = 90 1)____ + 45 = 90
when the music stops, the music stops, the students will form 2)____ + 35 = 180 2)____ + 35 = 180
students will form an angle an angle with the use of their body 3) 65 +_____ = 180 3) 65 +_____ = 180
with the use of their body parts. 4)____- 30 = 60 4)____- 30 = 60
parts. The students are ask to draw an 5)____- 108 = 72 5)____- 108 = 72
The students are ask to draw example of an angle formed
an example of an angle during the dance.
formed during the dance.
 The teacher can point out The teacher can point out the
the parts of an angle using parts of an angle using the body
the body parts of the parts of the students.
students. • Arms – the sides of the angle
• Arms – the sides of the • Head – vertex of the angle
angle
• Head – vertex of the angle

B. Establishing a purpose of the new Students will classify the angles Students will classify the angles
lesson A. Determine if the given A. Determine if the given figure is based on the measurement of based on the measurement of
figure is an angle or not. an angle or not. each slice. each slice.
B. Refer to the attached DLP B. Refer to the attached DLP for Lola Nidora bought rice cake and Lola Nidora bought rice cake and
for further further asked Alden to slice it for the asked Alden to slice it for the
DABARKADS. DABARKADS.
C. Presenting Examples/ instances of Activity: Angle Manipulatives Activity: Angle Manipulatives Activity (Pen-FindANGLE-ANGLE- Activity (Pen-FindANGLE-ANGLE-
the new lesson Materials: Materials: Pen) Pen)
• Cardboard • Protractor • Cardboard • Protractor
• Paper Fastener Scissors • Paper Fastener Scissors
D. Discussing new concepts and Determine the measure of Determine the measure of each Naming pairs of complementary Naming pairs of complementary
practicing new skills no.1. each angle formed by its angle formed by its establishment and supplementary angles from a and supplementary angles from a
establishment using the park using the park as the vertex, then figure of buko pie (see attached figure of buko pie (see attached
as the vertex, then classify it classify it whether acute, right or DLP) DLP)
whether acute, right or obtuse angle.
obtuse angle.
E. Discussing new concepts and “Angle Stretching” “Angle Stretching” 1. When do we say that two 1. When do we say that two
practicing new skills no.2 Classify whether the given Classify whether the given angle angles are supplementary? angles are supplementary?
angle is acute, obtuse and is acute, obtuse and right. 2. How can you say that two 2. How can you say that two
right. (The teacher demonstrates the angles are complementary? angles are complementary?
(The teacher demonstrates body movement if the given angle 3. What kind of angle is formed by 3. What kind of angle is formed by
the body movement if the is acute, obtuse and right.) complementary angles? complementary angles?
given angle is acute, obtuse supplementary angles? supplementary angles?
and right.)
F. Developing Mastery (Leads to Identify the type of angle Identify the type of angle formed Answer the questions that follow. Answer the questions that follow.
Formative Assessment 3.) formed between the hands of between the hands of each clock. 1.How do we find the supplement 1.How do we find the supplement
each clock. of an angle? of an angle?
2.How do we find the complement 2.How do we find the complement
of an angle? of an angle?

G. Finding practical application of B. Classify whether the given B. Classify whether the given Give the missing measures for Give the missing measures for
concepts and skills in daily living measurement is acute, measurement is acute, obtuse each pair of angles. each pair of angles.
obtuse and right angle. and right angle.
1. 100° 1. 100°
2. 15° 2. 15°
3. 90° 3. 90°
4. 170° 4. 170°
 H. Making Generalization and Angle is a union of two non- Angle is a union of two non- Complementary and Complementary and
abstraction about the lesson collinear rays with a common collinear rays with a common Supplementary Angles Supplementary Angles
endpoint. The two non- endpoint. The two non-collinear Two angles are complementary if Two angles are complementary if
collinear rays are the sides rays are the sides of the angle, the sum of their measures is equal the sum of their measures is equal
of the angle, while the while the common endpoint is the to 900. to 900.
common endpoint is the vertex.
vertex. Three kinds of angles according to
Three kinds of angles measure:
according to measure: Acute angle is an angle
Acute angle is an angle
I. Evaluating learning A. Draw the three kinds of A. Draw the three kinds of angles
angles according to the according to the following given Differentiate Complementary Differentiate Complementary
following given measure. measure. angles from Supplementary angles from Supplementary
Acute – 30° Right – 90° Acute – 30° Right – 90° angles. angles.
Obtuse – 100° Obtuse – 100°
J. Additional activities for application Follow-up Activity: Follow-up Activity: Assignment Assignment
and remediation 1. In a journal, write the 1. In a journal, write the
importance of knowing the importance of knowing the
classification of an angle and classification of an angle and give
give at least 2 examples of at least 2 examples of each.
each.
V.REMARKS
VI.REFLECTION
A. No. of learner who earned 80%
B .No. of learner who scored below 80% (
needs remediation)
C. No. of learners who have caught up with
the lesson
D. No of learner who continue to require
remediation
E. Which of my teaching strategies work
well? Why?
F. What difficulties did I encounter which
my principal /supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
w/other teacher?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA MARY ANN JOSELI M. GAERLAN
Teacher I School Principal I