1. The document is a daily lesson log that outlines a math lesson on complementary and supplementary angles for 7th grade students.
2. The objectives are for students to define, illustrate, and determine the relationship between pairs of angles, and complete tasks cooperatively.
3. The lesson introduces complementary and supplementary angles through examples, defines the terms, and has students practice identifying and calculating complementary and supplementary angles in different problems.
4. Formative assessment questions evaluate students' understanding of complementary and supplementary angle concepts.
1. The document is a daily lesson log that outlines a math lesson on complementary and supplementary angles for 7th grade students.
2. The objectives are for students to define, illustrate, and determine the relationship between pairs of angles, and complete tasks cooperatively.
3. The lesson introduces complementary and supplementary angles through examples, defines the terms, and has students practice identifying and calculating complementary and supplementary angles in different problems.
4. Formative assessment questions evaluate students' understanding of complementary and supplementary angle concepts.
1. The document is a daily lesson log that outlines a math lesson on complementary and supplementary angles for 7th grade students.
2. The objectives are for students to define, illustrate, and determine the relationship between pairs of angles, and complete tasks cooperatively.
3. The lesson introduces complementary and supplementary angles through examples, defines the terms, and has students practice identifying and calculating complementary and supplementary angles in different problems.
4. Formative assessment questions evaluate students' understanding of complementary and supplementary angle concepts.
1. The document is a daily lesson log that outlines a math lesson on complementary and supplementary angles for 7th grade students.
2. The objectives are for students to define, illustrate, and determine the relationship between pairs of angles, and complete tasks cooperatively.
3. The lesson introduces complementary and supplementary angles through examples, defines the terms, and has students practice identifying and calculating complementary and supplementary angles in different problems.
4. Formative assessment questions evaluate students' understanding of complementary and supplementary angle concepts.
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DAILY LESSON LOG OF M7GE –IIIb- 1(Week One-Day One)
School Grade Level Grade 7
Teacher Learning Area Mathematics Teaching Date and Time Quarter Third 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 I. OBJECTIVES 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. A. Content Standards The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships. B. Performance Standards 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: Derives relationships of geometric figures using measurements and by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines. M7GE-IIIb-1 C. Learning Competencies/ Objectives Learning Objectives: 1. Define and illustrate supplementary and complementary angles; 2. Determine the relationship between pairs of angles; and 3. Show cooperation, speed and accuracy in doing the assigned task. II.CONTENT Complementary and Supplementary Angles III. LEARNING RESOURCES teacher’s guide, learner’s module, A. References 1. Teacher’s Guide Pages 247 - 249 2. Learner’s Materials Pages 200 - 201 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by providing IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the 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. Talk about things that come in pairs. Give examples, and have the A. Review previous lesson students cite their own. Let them briefly explain how the members of each pair or presenting the new are related to each other. lesson Tell the class that angles also form pairs. B. Establishing a purpose The teacher allows the students to determine the relationship between pairs of for the lesson angles, the supplementary and complementary angles. The teacher divides the class with 3 – 4 members and distributes the activity sheets to every group. The activity is good for 5 minutes.
With the use of protractor, determine the measures of the angles marked with letters and answer the questions that follow:
1.) 2.) γ c α β C. Presenting examples/ instances of the new Figure 1 Figure 2 lesson Questions: 1.) What are the measures of the following angles: Figure 1: ∡ γ and ∡ c, Figure 2: ∡ α and∡ β ? 2.) What is the sum of the measures of angles γ and c in figure 1? 3.) How about angles α and β of figure 2?
Possible Answers: 1.) Depends on the actual measurement 2.) 90° 3.) 180° The teacher explains with the students the process of arriving at the answer in D. Discussing new concepts Activity. He or She also discusses their observations regarding the sum of the and practicing new skills measures of the angles in figures 1 & 2. He or She tells them that the sum of #1 the measures of angles in figure 1 is known as Complementary angles while in figure 2 is called the supplementary angles. E. Discussing new concepts The teacher discusses and illustrates the definition of complementary and and practicing new skills supplementary angles as presented on page 200 of Learner’s Material. #2 F. Developing mastery By pair, the teacher lets the students answer the following exercise for 7 (leads to formative minutes. assessment 3) A. What is the complement of each of the angles whose measures are given? 1.) 27° 2.) 80° 3.) (33 + x)° B. What is the supplement of each of the angles whose measures are given? 1.) 45° 2.) 165° 3.) (157 + y)° C. Find the measure of each angle. 1.) If ∡ X and ∡ Y are supplementary then, m∡ X + m∡ Y = _______. 2.) If the m∡ O + m∡ P = 90 then, ∡ O and ∡ P are _____________. Answer Key: A. 1.) 63° 2.) 10° 3.) (57 – x)° B. 1.) 135° 2.) 15° 3.) (23 – y)° C. 1.) 180° 2.) complementary G. Finding practical applications of concepts and skills in daily living The teacher asks the following questions to the students. (3minutes) 1.) What have helped the group accomplish the task? 2.) How to determine that the two angles are complementary and H. Making generalizations supplementary? and abstractions about the lesson Possible Response: 1.) Cooperation or Teamwork within the members 2.) The two angles are complementary if the sum of their measures is 90°. The two angles are supplementary if the sum of their measures is 180°. The teacher lets the students answer individually the formative assessment for 5 minutes.
A. Complete the table below: Give the complement and supplement of each angle.
GIVEN MEASUREMENT COMPLEMENT ANGLE SUPPLEMENT ANGLE
OF ONE ANGLE 1.) 55° 2.) 70.5° 3.) (45 + x)°
B. Find the measure of each angle.
I. Evaluating Learning 1.) 2.)
x° 140° 60° y°
Answer Key: A. COMPLEMENT ANGLE SUPPLEMENT ANGLE 1.) 35° 125° 2.) 19.5° 109.5° 3.) (45 – x) (135 – x) ° B. 1.) x = 40° 2.) y = 30°
Find the measures of two complementary angles if their difference in measure
is 12. J. Additional activities or remediation Answer: 39 and 51
(NOTE: Depending on the level of mastery of the students)
V. REMARKS Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the VI. REFLECTION pupils/students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% of the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/ discover which I wish to share with other teachers Prepared by:
