Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LUCSUHIN NATIONAL HIGH SCHOOL

School: Lucsuhin National High School Grade Level: SEVEN 7

Name of Teacher: CLAREN MARIA D. ZAPATA Learning Area: Mathematics
Position: Teacher I Quarter: 3
Dates: February 20 - 24, 2023
LESSON LOG

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

06:10 – 07:00 PINETREE PINETREE PINETREE PINETREE
08:10 – 09:00 MULAWIN MULAWIN MULAWIN MULAWIN
09:00 – 09:50
09:50 – 10:40
10:40 – 11:30 MOLAVE MOLAVE MOLAVE MOLAVE
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.

A. Content Standard Demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
B. Performance Standards Is able to create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon.
C. Learning Competencies/ Derives relationships of geometric figures using measurements and by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical
Objectives angles, adjacent angles, linear pairs, perpendicular lines, and parallel lines. M7GE-IIIb-1
(Write the LC code) Derives relationships among angles formed by parallel lines cut by a transversal using measurement and by inductive reasoning. M7GE-IIIc-1
II. CONTENT ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS ANGLE RELATIONSHIPS
PARALLEL LINES AND FORMED BY PARALLEL LINES FORMED BY PARALLEL LINES FORMED BY PARALLEL
PERPENDICULAR LINES CUT BY A TRANSVERSAL CUT BY A TRANSVERSAL LINES CUT BY A
TRANSVERSAL
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages

Address: Lucsuhin, Calatagan, Batangas 4215

(043) 786 - 2060
301111@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LUCSUHIN NATIONAL HIGH SCHOOL

3. Texbook pages
4. Additional Materials
from Learning
Resources (LC)portal
B. Other Learning Resources Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd
Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Cavite Mathematics, 2016
Laptop, TV Laptop, TV Laptop, TV Laptop, TV
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 LINES TO KNOW. Common relationships The teacher prepares four pictures The students will be asked The learners will complete
presenting the new lesson between two distinct lines can related to the topic in which the task of to guess the word formed the statement given by the
be found in our surroundings. Based on the the learner is to describe it. They can from the word “transversal”. teacher
given illustrations, define the also cite instances that are related with To guide the learners in
terms: intersecting lines, skew lines, the picture. This activity is individual, guessing, the teacher will
perpendicular lines and parallel lines but the picture is assigned to each group. define the word. The
in your own words. learners who can guess the
words will be receiving
chips with corresponding
points to be added to them
performance task score.
B. Establishing a purpose for the Communicating the learning Communicating the learning Communicating the learning Communicating the learning
lesson objectives to the learners objectives to the learners objectives to the learners objectives to the learners

C. Presenting examples/instances of Do as directed. he class will be divided into the teacher will play video clip the teacher will play
the new lesson Step 1: Draw a line . four (4) groups. Five (5) presentation.: video clip presentation.:
Step 2: Draw a line which is minutes will be given to finish https://www.khanacademy.o :
equidistant from the first line. the task and two (2) minutes rg/math/geometry/hs- https://www.youtube.com/w
Step 3: Above the line draw a point to present their work in the geofoundations/hs-geoangles/v/ atch?v=5PcMbN46NMA
E. class. Each group will be angles-formed-byparallel-lines- https://www.youtube.com/w
Step 4: Draw a segment from a point working on their assigned andtransversals atch?v=Ld7Vxb5XV6A
to the line . task based on the given
Step 5: Using a protractor, measure pattern below. Identify the
the angle formed by the line and the pairs of angles formed when
segment. Record each result that you two parallel lines are cut by a
get then compare it to your transversal. Measure each
classmates? pair and draw a conclusion.

D. Discussing new concepts and - When do we say that lines are based on the definition the class will be divided into What’s My Measure

Address: Lucsuhin, Calatagan, Batangas 4215

(043) 786 - 2060
301111@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LUCSUHIN NATIONAL HIGH SCHOOL

practicing new skills #1 parallel? Perpendicular? presented in the video clip, four (4) groups. They will use Activity”
- How to construct parallel lines? identify what kind of angle the pattern below to create If line A and B are
Perpendicular lines? pair does angles 1 and 2 parallel, find the measures
their own illustration of special
- How can the concept of parallel and form and their relationship. of the
perpendicular lines be used in real angles. numbered angles in the
life? figures below.

E. Discussing new concepts and Do the following. Identify the angle relationship Identify the angle relationship find the measure of the
practicing new skills #2 a. Construct a line parallel to . for each pair of angles by for each pair of angles by unknown (labeled) angles.
b. Construct a line perpendicular to Give reasons for your
choosing your answer in the box choosing your answer in the
through M. solutions.
c. Construct a line perpendicular to below. Write your answer on box below. Write your answer
through N. the space provided on the space provided
d. Construct the perpendicular
bisector of .
F. Developing mastery (leads to Construct a figure given the Say My Name” Identify the Think-Pair-Share” Learning X-Measure” Find the
Formative Assessment) following conditions. special name for each pair of Task: The teacher will provide value of x
Draw: angles. questions involving angles in
a. lines t ║m transversal.
b. lines a║b
c. t a
d. t b
e. m a
f. m b
G. Finding practical application of The class will have some discussion The class will have some discussion The class will have some discussion The class will have some
concepts and skills in daily living on the application of the learned on the application of the learned on the application of the learned discussion on the application
concepts in parallel and concepts in angles formed by concepts in angles formed by of the learned concepts in
perpendicular line to real-life parallel lines cut by a transversal to parallel lines cut by a transversal to angles formed by parallel
situations. real-life situations. real-life situations. lines cut by a transversal to
real-life situations.
H. Making generalizations and All learned concepts will be All learned concepts will be All learned concepts will be All learned concepts will be
abstractions about the lesson summarized by the class. summarized by the class. summarized by the class. summarized by the class.

I. Evaluating learning Answer each of the following. Given the angle relationship, In the given figure, line 1 is What is missing?”
A. Can you name examples of identify the pair of angle. parallel to line 2 and line t is Find the value of the
perpendicular and parallel lines that the transversal. Determine unknown

Address: Lucsuhin, Calatagan, Batangas 4215

(043) 786 - 2060
301111@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LUCSUHIN NATIONAL HIGH SCHOOL

can be whether the following angle

seen in your- pairs are congruent or
 home supplementary. Give
 school reasons for your answers.
 environment

J. Additional activities for

application or remediation

V. REMARKS PINETREE MULAWIN MOLAVE

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.

A. No. of learners who got 80% in _____ of _____ learners earned 80% in the evaluation.
the evaluation .
B. No. of learners who scored below _____ of_____ learners require additional remediation.
80% requiring remediation .
C. Did the remedial lessons work? Yes, because the students were able to do the activity with correct answers.
Why?
D. No. of learners still needing _____ learners who are still needing remediation.
remediation
E. Was the teaching strategy utilized Yes, because the students learned in the quickest way.
effective? Why?
F. What technical assistance can be None
given to address teaching-learning
difficulties?
G. What innovations or localized None
materials did I use which I wish to
share with other teachers?
Prepared by:
CLAREN MARIA D. ZAPATA
Teacher I,
Checked by:
ORLANDO B. DIMAILIG
Master Teacher I

Address: Lucsuhin, Calatagan, Batangas 4215

(043) 786 - 2060
301111@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LUCSUHIN NATIONAL HIGH SCHOOL

Verified:
YOLANDA P. GRANADOS
Head Teacher II

Noted:

BABY JANET U. DIMAILIG EdD

Principal IV

Address: Lucsuhin, Calatagan, Batangas 4215

(043) 786 - 2060
301111@deped.gov.ph