School SAN AGUSTIN Grade Level 7

INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching March 13, 2023(8:40-9:40) 3rd
LOG Dates and (10:00-11:00)
Time

I.OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of Geometry of shapes
Standard and sizes, and geometric relationships.
B. Performance The learner is able to create models of plan figures and formulate and solve
Standard accurately authentic problems involving sides and angles of a polygon.
C. Learning After going through this lesson, the students are expected to:
Competencies/ 1. define and illustrate polygons;
Objectives 2. determine polygons and non – polygons;
3. identify a convex and non – convex polygons.
II. CONTENT Polygons
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide LCTG
Pages
2. Learner’s Mathematics Quarter 3 – Week 1 Module 1
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing Review of the past lesson.
previous lesson or
presenting the
new lesson
(ELICIT)
B. Establishing a That Mystery Box”
purpose for the Inside the box are pictures of different figures. When the music starts, the student
lesson will start passing the mystery box. And if the music stops, the student who is
(ENGAGE) holding the box will pick one picture and answer the question.
a. How many sides are there in the figure?
C. Presenting
examples /instances
of the new lesson
(ENGAGE)

D. Discussing new A polygon comes from two Greek words “poly” which means “many” and “gon”
concepts and which means “angles”. It is a closed plane figure that is determined by its non –
practicing new collinear segments (sides) that meets on a common endpoint. (vertex).
skills # 1
(EXPLORE)
E. Discussing new A polygon can be described by its angles, number of its sides, and whether any of
concepts and its sides are congruent. We can classify and name polygons according to the
practicing new number of their sides.
skills #2 For example:
(EXPLORE)

F. Developing Activity: Who Am I

mastery (Leads to
formative
assessment 3)
(EXPLAIN)
 G. Finding practical Give 5 real life examples of polygons.
applications of
concepts and
skills in daily
living
(ELABORATE)
H. Making What is a polygon?
generalizations Polygons are closed figures made up of three or more line segments joined at
and abstractions their endpoints.
about the lesson A polygon is a union of
(ELABORATE) 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(sides).
How do you describe it?
It is a closed plane figure that is determined by its non – collinear segments
(sides) that meets on a common endpoint. (vertex).
I. Evaluating Draw 5 examples of polygons. Name it and explain why it became a polygon.
Learning
(EVALUATE) Rubrics
0-No response or irrelevant response
2- At least one polygon are drawn and explained
4-At least two polygons are drawn and explained
6- At least three polygons are drawn and explained
8- At least four polygons are drawn and explained
10- At least five polygons are drawn and explained

J. Additional Short reaction paper for today’s lesson.

activities for
application or
remediation
(EXTEND)
V. REMARKS
VI.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 this 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: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 7
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching February 20, 2023(8:40-9:40) Quarter 3rd
LOG Dates and (10:00-11:00)
Time

I. OBJECTIVES
A. Content The learner will be able to demonstrate understanding of key concepts of
Standard geometry of shapes and sizes, and geometric relationships.
B. Performance The learners will be able to create models of plane figures as well as formulate
Standard and solve authentic problems involving sides accurately.
C. Learning Identify complementary angles and supplementary angles.
Competencies/ Find the complement and supplement of an angle.
Objectives Value accumulated knowledge as means of new
II. CONTENT Complementary Angles and Supplementary Angles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Mathematics Quarter 3 – Week 2 Module 2
Material Pages
3. Textbook Pages
4. Additional
Material from
Learning
Resource (LR)
Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Passing of Assignment
 5. Review of the previous lesson
A. Reviewing Checking of
previous lesson Assignment
or presenting the
new lesson Naming pair of complementary and supplementary angles in each figure.
(ELICIT)
B. Establishing a Activity (PAK GANERN)
purpose for the
lesson
(ENGAGE)

C. Presenting Find the value of x and measures of CBD in each

examples figure.
/instances of the
new lesson
(ENGAGE)

D. Discussing new Activity (It’s Showtime)

concepts and
practicing new
skills # 1
(EXPLORE)

E. Discussing new How did you find the activity?

concepts and
practicing new When do we say that two angles are complementary? How about supplementary
skills #2 angles?
(EXPLORE)
F. Developing
mastery (Leads to
Find the value of the given variable and the measures of each angle.
formative
assessment 3)
(EXPLAIN)
G. Finding practical Think –Pair Share: Get your partner and solve. Problem Solving 1.Two angles
 applications of are complementary. The larger angle is twice the smaller angle. what is the
concepts and measure
skills in daily
living 2.Two angles are supplementary. Find their measure if one of them is 8˚ less
(ELABORATE) than three times the measures of each angle?
H. Making  Complementary and Supplementary Angles
generalizations
and abstractions
about the lesson
(ELABORATE)
I. Evaluating
Learning
(EVALUATE)

J. Additional activities Task: Take a selfie on your home where you can see complementary and
for application or supplementary angles and post it on facebook using #suppcom.
remediation
(EXTEND) Study: Congruent Angles
and Vertical Angles

V. REMARKS
VI.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 this 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: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 7
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching February 27, 2023(8:40-9:40) Quarter 3rd
LOG Dates and (10:00-11:00)
Time

I. OBJECTIVES
A. Content Standard The learner will be able to demonstrate understanding of key concepts
of geometry of shapes and sizes, and geometric relationships.
B. Performance The learner will be able to create models of plane figures and formulate
Standard and solve accurately authentic problems involving sides and angles of a
polygon.
C. Learning After going through this module, you are expected to:
Competencies/ 1. Identify the angles formed by parallel lines cut by a transversal;
Objectives 2. Determine the relationship between pairs of angles formed by parallel
lines cut by a transversal using measurement and by inductive reasoning
II. CONTENT ANGLE RELATIONSHIPS FORMED BY PARALLEL LINES
CUT BY A TRANSVERSAL
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Mathematics Quarter 3 – Week 3 Module 3
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource (LR) Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing previous Let us recall the different triangle congruency postulates and
lesson or presenting the theorems.
new lesson
(ELICIT)
B. Establishing a purpose The teacher prepares four pictures related to the topic in which the task
for the lesson of the learner is to describe it. They can also cite instances that are
(ENGAGE) related with the picture.
Refer to DLP pp 49-60
C. Presenting examples This is “Parallel Lines Discovery Activity”.
/instances of the new Instructions:
lesson (ENGAGE) 1. Put a dot on the top left margin
2. On the top right count down 5 lines – make a dot – connect the dots
with a straight line
3. From the dot on the left count down 5 lines – make a dot
4. From the right dot count down 5 lines and make a dot – connect these
dots with a straight line
 5. From the top left dot, count down 10 lines and make a dot, connect
this dot with a straight line to the top right corner
6. Label the angles as you see here.
D. Discussing new concepts PM Me” – Pattern and Measure Activity
and practicing new skills The class will be divided into four (4) groups. Five (5) minutes
# 1 (EXPLORE) will be given to finish the task and two (2) minutes to present
their work in the class. Each group will be working on their
assigned task based on the given pattern below. Identify the
pairs of angles formed when two parallel lines are cut by a
transversal. Measure each pair and draw a conclusion.
E. Discussing new concepts 1. Based on the definition presented in the video clip, identify what
and practicing new skills kind of angle pair does angles 1 and 2 form and their
#2 relationship.
(EXPLORE)
F. Developing mastery “Angle-Relationship
(Leads to formative Activity”
assessment 3) Identify the angle relationship for each pair of angles by choosing your
(EXPLAIN) answer in the box below. Write your answer on the space provided.
G. Finding practical Say My Name”
applications of concepts Identify the special name for each pair of angles.
and skills in daily living
(ELABORATE)
H. Making generalizations The learners will correctly place an angle number in the correct box.
and abstractions about Angle numbers may repeat.
the lesson
(ELABORATE)
I. Evaluating Learning Refer to DLP pp 49-60
(EVALUATE)
J. Additional activities for Given the angle relationship, identify the pair of angle.
application or
remediation (EXTEND)
V. REMARKS
VI.REFLECTION
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 this 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?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III
 School SAN AGUSTIN Grade Level 7
INTEGRATED SCHOOL
Teacher ANGELA CAMILLE P. Learning Mathematics
CARIAGA Areas
DAILY LESSON Teaching March 6, 2023(8:40-9:40) Quarter 3rd
LOG Dates and (3:00-4:00)
Time
I.OBJECTIVES
A. Content Standard The learner will be able to demonstrate understanding of key concepts
of geometry of shapes and sizes, and geometric relationships.
B. Performance The learner will be able to create models of plane figures and formulate
Standard and solve accurately authentic problems involving sides and angles of a
polygon.
C. Learning After going through this module, you are expected to:
Competencies/ 1. perform basic constructions in geometry using compass and
Objectives straightedge; and
2. apply knowledge of basic construction to draw geometric figures.
II. CONTENT BASIC GEOMETRIC CONSTRUCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Mathematics Quarter 3 – Week 4 Module 4
Pages
3. Textbook Pages
4. Additional Material
from Learning
Resource (LR) Portal
B. Other Learning Internet/ PowerPoint Presentation/Flashcards
Resources
IV. PROCEDURE Preparatory Activities
1. Prayer
2. Checking of attendance
3. Classroom management
4. Review of the previous lesson
A. Reviewing previous Review of the past lessons
lesson or presenting the
new lesson
(ELICIT)
B. Establishing a purpose DRAWING MO SHOW MO!”
for the lesson
(ENGAGE)
C. Presenting examples The teacher will show a picture.
/instances of the new
lesson (ENGAGE)
 D. Discussing new concepts
and practicing new skills
# 1 (EXPLORE)

E. Discussing new concepts 2. Bisector of a line segment is possible to have more than one
and practicing new skills segment.
#2
(EXPLORE)
F. Developing mastery A segment bisector intersects a segment at which point?
(Leads to formative
assessment 3)
(EXPLAIN)
G. Finding practical How would you relate segment bisectors in real life situation?
applications of concepts
and skills in daily living
(ELABORATE)
H. Making generalizations What is segment bisector?
and abstractions about
the lesson
(ELABORATE)
I. Evaluating Learning Given that point D is the midpoint of line RS, name all of the bisectors
(EVALUATE) of line RS.

J. Additional activities for Journal Writing

application or
remediation (EXTEND)
V. REMARKS
VI.REFLECTION
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 this 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?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA VICTORIA P. ROMBO

Teacher I OIC/HT III