School ARMY'S ANGELS INTEG

Grade 1-12 Daily Lesson Log Teacher JENNIFER C. G

Teaching Dates and Time November 5-8,

LEARNING PLAN
I. OBJECTIVE
A. Unit Topic
B. Content Standard The learner demonstrates understanding of k
C. Performance Standard The learner is able to create models of plane figures and formu
D. Learning Competencies
II. CONTENT MONDAY TUESDAY

The learner represents point,

line and plane using concrete
A. Transfer Goals (Objectives) and pictorial models.

How useful are undefined

geometric figures in solving
B. Essential Questions problems related to design?
Undefined terms is the basis of
C. Enduring Understanding design
III. PRELIMINARIES
A. Drill/Review shapes
Explore - Presentation (Motivation/Introduction)

Picture Analysis: Leaves Guide

Questions: 1. What
geometric figures can you see
that compose the plant?
2. How do these
figures connect to each other
to form the plant?
3.From another perspective,
how does the plant come to
existence? From what figure did
it starts? Describe the
formation of the geometric
B. figures as plants grows.
 Firm Up - Guided Activity

Investigation ( Pair Work)

*Investigating POINTS, LINES,
and PLANES-
" I PUSH MO"
Materials: Cork Board, Push
Pins, Yarn
Procedures: 1. tack one push
pin at the center on the cork
board. What geometric figure
represents the head of the
push pins?
2.Place another push pins
on the corkboard. Make sure
that it is a little farther from the
push pins to the first push
pins.Using the yarn connect the
two push pins. What figure is
formed? 3. Place another
push pins on the corkboard.
Make sure that the third push
pin will not lie along the first
two points. Using the yarn
again, connect the third push
pin. What figure is formed?
Guide Questions:
1.While connecting the points
what have you observed? Were
you able to create different
C. figures ?
Deepen - Independent Activity Identifying Models of
Undefined Terms Found in your
room: Look around your room.
Identify and list an object that
model each undefined terms
1.Point -
_________________ 2.Line-
___________________
3.Plane- _________________

D.
Transfer - Application
Activity: Look for a
Design( furniture, gadgets,
personal belongings)that model
the three undefined terms
E. through labelling.
Formative Evaluation/Assesment

Activity: Organize your

thoughts: Make a diagram of
F. Undefined terms in Geometry
IV. Remarks
V. Reflection
No. of learners who earned 80% on the
A.
formative assesment
No. of learners who require additional activities
B.
for remediation
Did the remedial lessons work? No. of learners
C.
who have caught up with the lesson.
No. of learners who continue to require
D.
remediation
Which of my teaching teaching strategy worked
E.
well? Why did this work?
What difficulties did I encounter which my
F.
principal or supervisor can help me solve?
What innovation or localized materials did I
G. use/discover which I wish to share with other
teachers?
MY'S ANGELS INTEGRATED SCHOOOL Grade Level 7
JENNIFER C. GERMINA Learning Area MATHEMATICS
November 5-8, 2019 Quarter 3RD QUARTER

NING PLAN

Geometry
rates understanding of key concepts of geometry of shapes, sizes and geometric relationships.
plane figures and formulate and solves accurately authenthic problems involving sides and angles of a polygon.
M7GEIII-a-1 - M7GEIIIa-3
WEDNESDAY THURSDAY FRIDAY
The learner illustrates subsets The learner classifies the
of a line. different kinds of angles

How useful are the different

angles?
How can you represent a line,
segment or a ray using real life
situations

Line connect us everywhere Angle around us…

Game: Word Puzzle pinoy henyo

Group Activity: Politically a What is your angle?
Line- Lakbay Aral Interactive Activity
1.Group yourself in three
2. Take a political map of the
Phillippines
3.Identify the tourist spots on
the map
4.Use a ruler to measure the
distance of each tourist spot
from Manila 5. LONG QUIZ
Suggest a places to visited and
discuss the class.
Symbol Alert: Angle around us… Tell
whether each picture is an
1.Name a line segment 2. acute, right or obtuse.
Name a ray 3.
Opposite rays

Activity: Test Yourself ( Use the Identifying models of right,

words segment, ray or opposite acute and obtuse angles.
rays to answer the following ( inside the classrooms)
questions? 1. Which
will always form a line?
2. Which has
two endpoints? 3. Which is
extented in one direction
without end? 4. Which is
extended in two directions?

Activity: Identifying Real-Life Make a design with acute, right

Model of Segments and Rays or obtuse angle
Make a collage of freal life
objects that model segments,
and rays

Exit slip: One 321 3

thing I learned _________ One things I have learned __ 2
thing I still want to learned example ______ 1
__________________ thing I want to learned more