School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter THIRD

Session 1 Session 2 Session 3 Session 4

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

2. Performance The learner is able to create models of plan figures and formulate and solve accurately authentic problems
Standards involving sides and angles of a polygon

3. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
M7GE-IIIe-2 M7GE-IIIe-2 M7GE-IIIf-1 M7GE-IIIf-1
1. Identify a polygon and its 1. Identify a polygon and its
different parts. different parts. 1. Know that a convex 1. Know that a convex
2. Illustrate the different 2. Illustrate the different polygon’s; interior angle and polygon’s; interior angle and
classifications of polygons. classifications of polygons. its corresponding exterior its corresponding exterior
3. Appreciate the value of 3. Appreciate the value of angle are supplementary, angle are supplementary,
polygons to real-life polygons to real-life interior angles have a sum interior angles have a sum
situations. situations. of (n-2)180⁰. of (n-2)180⁰.

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 2. Illustrate a convex 2. Illustrate a convex
polygon with interior angles polygon with interior angles
and their supplementary and their supplementary
exterior angles. exterior angles.
3. Appreciate how a friend 3. Appreciate how a friend
supplements the other and supplements the other and
how they complete each how they complete each
other. other.
RELATIONSHIP OF INTERIOR RELATIONSHIP OF INTERIOR
II. CONTENT POLYGONS POLYGONS AND EXTERIOR ANGLES OF A AND EXTERIOR ANGLES OF A
CONVEX POLYGON CONVEX POLYGON
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
III. LEARNING
and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
RESOURCES
Hands-on learning promotes concept development.
A. References
1. Teacher’s
Guide pages
2. Learner’s 214-219 214-219
Materials
pages
3. Textbook Our World of Math G7- Our World of Math G7-
pages Kto12,pp. 291-293 Kto12,pp. 291-293
4. Additional https://www.google.com.ph/s https://www.google.com.ph/ http://www.mathwarehouse. http://www.mathwarehouse.
Materials from earch-polygon search-polygon com/geometry/triangles/angl com/geometry/triangles/angl
Learning es/remote-exterior-and- es/remote-exterior-and-
https://en.wikipedia.org/wiki/ https://en.wikipedia.org/wiki/
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 Resource (LR) Polygon Polygon interior-angles-of-a- interior-angles-of-a-
portal triangle.php triangle.php
B. Other Learning Teacher-made activity Teacher-made activity
Resources sheets, laptop, ruler, sheets, laptop, ruler,
protractor, pencil, protractor, pencil,
art/coloring materials art/coloring materials
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
IV. PROCEDURES 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 presenting “Stop That Mystery Box” “Take a Look”
the new lesson

Inside the box are

pictures of different figures. The class will be divided
When the music starts the into four groups. Each
student will start passing the group will list different kinds
mystery box. And if the of polygon they observe
music stop, the student who from the tangram. They will
is holding the box will pick be given three minutes to
one picture and answer the look at the tangram. The
following questions; group that has the highest
a. How many sides are there number of polygon listed will
in the figure? receive the highest points.
b. What shape is
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 represented by the figure?

The following are the figures

inside the box:

B. Establishing a Group Activity: Refer to DLP lesson 49, Refer to DLP lesson 49,
MATCHING TYPE
purpose for the Mental Set, day 1 Mental Set, day 2
lesson “LOVE or LIKE Match the Greek prefix
from Column A to its
” meaning in Column B.
Write your answer on the
The class will be divided space provided.
into four groups. Each group
will be given a love sign and Column A Column B
like sign. The teacher will ___1. hepta a. 3
show pictures of different ___2. Tri b. 4
figures and the groups will ___3. penta c. 5
decide whether the figures ___4. octa d. 6
are polygon or not. They will ___5. quad e. 7
raise LOVE if their answer is ___6. hexa f. 8
polygon and LIKE if not. ___7. nona g. 9
___8. deca h. 10

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 Guide Questions:
1. How can you say that
a figure is a polygon?
2. What are the parts of
the polygon?

C. Presenting examples/ The word “polygon” Refer to DLP lesson 49, Refer to DLP lesson 49,
instances of the The following are polygons: comes from the Greek Demonstration, day 1 Demonstration, day 2
lesson words “poly”, which means
“many,” and “gon,” which
means “angles.”
The following are not
polygons: Polygons are
classified as convex or
concave. A polygon is
convex if all segments
The word “polygon” joining any two points of the
comes from the Greek words polygon lie completely
“poly”, which means “many,” inside the polygon,
and “gon,” which means otherwise the polygon is
“angles.” concave
Convex
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 A polygon is a union Polygons
of non-collinear segments,
the sides, on a plane that
meet at their endpoints, the
vertices, so that each
endpoint
(vertex) is
contained by
exactly two
segments(si
des).The
angles on
the inside of
a polygon Concave
formed by each pair of Polygons
adjacent sides. A diagonal is
a segment joining non-
consecutive vertices. Interior
angle is the inside angle of a
polygon formed by two
adjacent sides. Exterior
angle is the angle formed
when one side of a polygon
is extended The different types
of polygons in terms of
(adjacent to an interior angle) congruency of parts are
equilateral, equiangular
and regular. A polygon is
equilateral if all its sides
are equal; equiangular if
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 all its angles are equal;
and regular if it is both
equilateral and
equiangular.
Polygons are also
classified according to the
number of sides. Common
names for polygons are
listed:
Number of Sides No.
of Sides Name of Polygon
3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
7 Heptagon
8 Octagon
9 Nonagon
10 Decagon
11 Undecagon
12 Dodecagon
n n-gon

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 D. Discussing new Refer to LCTG lesson 49, Refer to DLP, lesson 49,
concepts and Group activity Group activity Motivation Input/Activity, day 2
practicing new skills Refer to DLP pp. 106 Refer to DLP pp. 112
#1
E. Discussing new Refer to DLP lesson 49, Refer to DLP, lesson 49,
concepts and Guided Practice Guided Practice Input/Activity: Let’s Find Analysis, day 2
practicing new skills Refer to DLP pp. 107 Refer to DLP pp. 112 Out!
#2
F. Developing mastery Illustrate a pentagon using Illustrate the following: Refer to DLP lesson 49, Refer to DLP, lesson 49,
(Leads to Formative the following conditions: 1. regular polygon assessment independent practice
Assessment 3) 2. concave polygon
1. vertices : H, E, A, 3. dodecagon
R, T
2. sides: , , ,
,
3. diagonals: , ,
, ,

G. Finding practical Refer to DLP lesson 49,

applications of Application Guided Practice Application – Let’s Do
concepts and skills in Refer to DLP pp. 107 Refer to DLP pp. 113 More!, day 2
daily living
H. Making Polygons are closed Polygons are closed Refer to DLP, lesson 49, Refer to DLP, lesson 49,
generalizations and figures made up of three or figures made up of three or Wrapping Up, day 1 Wrapping Up, day2
abstractions about more line segments joined at more line segments joined
the lesson their endpoints. at their endpoints.
A polygon is a union of A polygon is convex if all

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 non-collinear segments, the segments joining any two
sides, on a plane that meet points of the polygon lie
at their endpoints, the completely inside the
vertices, so that each polygon otherwise it is
endpoint (vertex) is concave.
contained by exactly two
A polygon is regular if all
segments(sides).The angles
the sides and all the angles
on the inside of a polygon
are congruent
formed by each pair of
adjacent sides. A diagonal is
a segment joining non-
consecutive vertices. Interior
angle is the inside angle of a
polygon formed by two
adjacent sides. Exterior
angle is the angle formed
when one side of a polygon
is extended (adjacent to an
interior angle)
I. Evaluating learning Refer to DLP, lesson 49, Refer to DLP, lesson 49,
Assessment Assessment Assessment Assessment
Refer to DLP pp. 108 Refer to DLP pp. 114

J. Additional activities K. Sketch a plan 1. Cut and paste Refer to DLP lesson 49, Refer to DLP lesson 49,
for application or of your dream illustrations or pictures (first day) Assignment (second day) Assignment
remediation house and identify the in the real life where
kinds of polygon polygons can be seen.
included in your Give at least 5.
dream house. 2. Read about sum of the
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 L. Read about the measures of the interior
classification of and exterior angles of a
polygon. convex polygon.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTION 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.
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
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 work?

6. What difficulties did I

encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

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