GRADES 1 TO 12 1STSchool

SESSION MANUEL A. ROXAS HIGH SCHOOL

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
A. Learning Competencies / Objectives
Write the LC code for each
Specific Objectives:
2ND SESSION Grade Level
3RD SESSION 7 4TH SESSION
Teacher
Objectives must be met overDAISY
the weekB. PAMITTAN
and Learning
connected to the curriculum standards. To meet the objectives, necessary Area
procedures MATH
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
Teachingsupport
Datestheand Time
learning November
of content 11-15,
and competencies and2019
enable children to find significance and joy in learning the lessons.Quarter Third
Weekly objectives shall be derived from the curriculum
guides. 7:00-8:00 Dama de Noche(Tues)
The learner is able to8:00-9:00
create models of plane figures and formulate and solve accurately authentic problems polygon
Sunflower(Tues)
12:45-1:45
The learner demonstrates Bougainvillea(Tues)
understanding of key concepts of geometry of shapes and sizes, and geometric relationships.
Classifies the different kinds
of angles
M7GE-IIIb41.0
Names and classifies the
different kinds of angles.
M7GE-IIIb41.1 1
Defines and illustrates the
Represents point, line and Derives relationships among Derives relationships among
different kinds of angles
plane using concrete and angles formed by parallel angles formed by parallel
M7GE-IIIb41.2 1
pictorial models. lines cut by a transversal lines cut by a transversal
Derives relationships of
M7GE-IIIa39 using measurement and by using measurement and by
geometric figures using
Illustrates subsets of a line. inductive reasoning. inductive reasoning.
measurements and by
M7GE-IIIa40.0 M7GE-IIIe43.0 M7GE-IIIe43.0
inductive reasoning;
supplementary angles,
complementary angles,
congruent angles, vertical
angles, adjacent angles and
linear pairs, perpendicular
lines,
M7GE-IIIb42.0
 Define the different
 Derives relationships
 Know the different types of angles and
among angles formed by
geometric lines and its  Define angle angle pairs
parallel lines cut by a
subsets  Measure and construct  Classify angles according
transversal
 Create lines using an angle to their measures
 Solves problems
toothpicks  Give the importance of  Relate the topic in real
involving angles
 Follow the directions in studying about angles Participate actively in
 Participate actively in
doing the activity class discussion.
class discussion.
Content is what the lesson is about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Basic Concepts and Terms

ANGLES ANGLES ANGLES
in Geometry
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 246-250 250-253 253-256
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Mathematics Learner’s Mathematics Learner’s Mathematics Learner’s
B. Other Learning Resources
Module Module Module
IV. PROCEDURES
 A. Reviewing previous lesson or presenting the new lesson
Explain the procedures on how to do the activity.
(See sample output)

The following are angles:

The following are not angles:

Which of these are angles?

Recall the past lesson.

What are angles?

How do you name angles?
How do you measure an angle?

Activity 1

Use your protractor to find the measures of the angles marked with letters.
B. Establishing a purpose for the lesson

Based on the illustrations, how do you define an angle?

An angle is ____________________.
Measure the following angles.
 Based on the activity,what do you observe? ________________________
C. Presenting examples/ instances of the new lesson

Is this an angle?

Why is this figure, taken as a whole, not an angle?

Classify the angles

0m90 m  90 90m180 D. Discussing new concepts and practicing skills #1

Three letters are used to identify an angle. The middle letter is the vertex, while the other two letters are points one from each side (other than the vertex) of
the angle. For example:

An angle divides the plane containing it into two regions: the interior and the exterior of the angle.

Discussion:

The three different types of angles are acute, right and obtuse angles. An acute angle measures more than 0o but less than 90o; a right angle measures exactly 90o while an obtuse
angle measures more than 90o but less than 180o. If two lines or segments intersect so that they form a right angle, then they are perpendicular. In fact, two perpendicular lines meet
to form four right angles.
 E. Discussing new concepts and practicing skills #2

A protractor is an instrument used to measure angles. The unit of measure we use is the degree, denoted by °. Angle measures are between 0oand 180o. The measure of
A is denoted by m A , or simply A .

*Constructing angles with the following measures:

90, 60, 30 and 120
*Measuring the following angles:

Discuss on angle pairs

Definitions
Two angles are adjacent if they are coplanar, have common vertex and a common side but have no common interior points. Two angles are complementary if the sum of their measures
is 900. Two angles are supplementary if the sum of their measures is 1800. Two angles form a linear pair if they are both adjacent and supplementary. Vertical angles are the opposite
angles formed when two lines intersect. Vertical angles are congruent.
Based on the Activity 1 1,Compare the measures of all the
: a) corresponding angles
b) alternate interior angles
c) alternate exterior angles.
F. Developing mastery

From the figure, determine the measure of each angle.

 Use the figure below to answer the following questions:

G. Finding practical applications of concepts and skills in daily living

Give the importance of studying angles.

Group Activity
Determine the measures of the angles marked with letters. (Note: Figures are not drawn to scale.)

Group Activity
.Determine the measures of the angles marked with letters. Lines with arrowheads are parallel. (Note: Figures are not drawn to scale.)

1. Making generalizations and abstractions about the lesson

Define angles.
Differentiate the types of angles according to measure.
Explain briefly the different angle pairs.

Complete the statements below:

When two parallel lines are cut by a transversal, then
 a) The corresponding angles are __________________.
b) The alternate interior angles are _______________.
c) The alternate exterior angles are _____________.

2. Evaluating learning

3. Additional activities for application or remediation

Answer Exercise 9: Estimating Angle Measures on

Learner’s Module page 250
Determine whether the statement is true or false. If false, explain why.
20, 30,40 are complementary angles
100, 50, 30 are supplementary angles.

I. Remarks

II. Reflection

A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons 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: Checked by: Noted by:

DAISY B. PAMITTAN LIGAYA V.GATUS JOSEPHINE D. OBLIGAR

Teacher I MATH Chairman Principal II