DAILY LESSON LOG OF M7GE-IIIa-2 (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
I. OBJECTIVES 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 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: Illustrates subsets of a line (M7GE-IIIa-2)
Learning Objectives:
C. Learning Competencies/ 1. Described the different classifications and subsets of a line;
Objectives 2. Discuss the basic characteristics of each classification and subset of a line; and
3. Illustrate intersecting lines, parallel lines, concurrent lines, skew lines, lines
segments and rays.
II.CONTENT Classifications and Subsets of Line
III.
LEARNING RESOURCES teacher’s guide, learner’s material
A. References
1. Teacher’s Guide Pages 228
2. Learner’s Materials Pages 184
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.
A. Review previous lesson Ask the students to form terms from the given set of jumbled letters.
or presenting the new SECINTINGERT LELPARAL CONENTCURR WEKS SEILN
lesson ENTGMSE YAR
B. Establishing a purpose The teacher lets the students illustrates the subsets of a line.
for the lesson
C. Presenting examples/ The teacher ask the students to define intersecting lines , parallel lines ,
instances of the new concurrent lines , skew lines , line segment and ray.
lesson
D. Discussing new concepts Based from the figure presented, Lines CG and GF intersect at point G. They are
and practicing new skills intersecting lines. Lines AB and DC are parallel lines. Lines AD , AB, and AE are
#1 concurrent lines and they are concurrent at point A. Lines DH and EF are two lines
which are either intersecting nor parallel. These two lines do not lie on a plane
and are called skew lines.
Take note: * Two lines are intersecting if they have a common point. * Three or
more lines are concurrent if they all intersect at only one point. * Parallel lines
are coplanar lines that do not meet. * Skew lines are lines that do not lie on the
same plane. * The line segment and the ray are some of the subsets of a line.
A segment has two endpoints while a ray has only one endpoint and is extended
endlessly in one direction. Give more examples on the different classifications
and subsets of a line.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery Ask the students to illustrate / draw each classifications and subsets of a line.
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Ask the students to answer the following questions to ponder:
Refer to the figure presented.
Given: The points A, B, C , D , E , F , G , and H are corners of a box. Then ask the
students to name intersecting lines , parallel lines , concurrent lines , skew lines ,
line segment and ray
H. Making generalizations
and abstractions about
the lesson

Based on the figure/ box , ask the students to answer the following:
Refer to the segment and ray presented:
1. Name other points which are on line segment EQ.
2. Name other points which are not on line segment EQ.
3. What are the points on ray QT?
4.. What are the points on ray PQ?
5. What are the points on ray XU?
I. Evaluating Learning

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