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Iii-Day 4

The document is a daily lesson log from a 7th grade mathematics teacher. It details the objectives, content, resources, procedures, and reflection for a lesson on classifying different kinds of angles. Specifically, it discusses measuring acute, obtuse, and right angles using a protractor. Students worked in groups and individually to measure example angles. The teacher summarized the key concepts at the end and students demonstrated their understanding by measuring additional angles individually. In their reflection, the teacher considers what teaching strategies worked well and how their supervisor could provide further help or support.

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35 views3 pages

Iii-Day 4

The document is a daily lesson log from a 7th grade mathematics teacher. It details the objectives, content, resources, procedures, and reflection for a lesson on classifying different kinds of angles. Specifically, it discusses measuring acute, obtuse, and right angles using a protractor. Students worked in groups and individually to measure example angles. The teacher summarized the key concepts at the end and students demonstrated their understanding by measuring additional angles individually. In their reflection, the teacher considers what teaching strategies worked well and how their supervisor could provide further help or support.

Uploaded by

alexpica0404
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG OF M7GE-IIIa-3 (Week One-Day Two)

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: Classifies the different kinds of angles (M7GE-IIIa-3)
Learning Objectives:
C. Learning Competencies/
1. Measuring the different kinds of angles;
Objectives
2. Constructing the different kinds of angles.
3. Demonstrate accuracy and precision in using protractor.
II.CONTENT Different kinds of angles
III.
LEARNING RESOURCES teacher’s guide, learner’s material
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 198
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.
The teacher reviews the different kinds of angles.
Identify the kinds of angles. Given the measure.
A. Review previous lesson
1. 35°
or presenting the new
2. 90°
lesson
3. 158°

The teacher lets the students realized that recognizing the different kinds of
B. Establishing a purpose for
angles is an important skill needed to understand the measurement of the
the lesson
different kinds of angles.
C. Presenting examples/ The teacher lets the students, in groups of three do activity 1, letter a, found
instances of the new page 198 in learners material.
lesson
The teacher discusses the students the process of arriving at the answer of each
D. Discussing new concepts
exercise in activity 1.a. Furthermore, he/she asks the students about the
and practicing new skills
mathematical skills and principles that they use to recognize angles. He/she tells
#1
them that angles can be measured through the use of a compass.
E. Discussing new concepts The teacher discusses and illustrates thoroughly the measurement of angles on
and practicing new skills page 198, activity 1.b numbers 1 to 5 of Learners Material.
#2
Answer key.
1. 80°
2. 120°
3. 90°
4. 70°
5. 90°
Working in pairs, the students answer on page 198, activity 1.b numbers 6 to 10
of Learners Material.
6. 50°
F. Developing mastery
7. 140°
(leads to formative
8. 160°
assessment 3)
9. 20°
10. 40 °

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to recognize
the kinds of angles, its measure, and the definitions of angles through questions
like:
1. What is an angle?
2. What are the kinds of angles?
3. What is the measure of an acute angle, obtuse, and right angle?
4. What is instruments is used to measure an angle?
H. Making generalizations
and abstractions about Answer
the lesson 1. An Angle is a union of two non-collinear rays with common endpoint. The two
non-collinear rays are the sides of the angle while the common endpoint is the
vertex.
2. Acute, Obtuse and right
3. acute angle measure greater than 0°but less than 90°
Right angle measure exactly 90°
Obtuse angles measure greater than 90° but less than 180°
4. Protractor
The teacher lets the students answers on page 198, activity 1.b numbers 11 to
15. Individually
11.30°
12. 60°
I. Evaluating Learning
13. 70 °
14. 20°
15. 110°

J. Additional activities or
remediation
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

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