III-DAY 29

DAILY LESSON LOG OF M7GE-IIIh-i-1 (Week One-Day One)
School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and
Quarter Third
Time
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 content knowledge and competencies.
I. OBJECTIVES
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 Demonstrates understanding of key concepts of geometry of shapes and sizes and geometric
Standards relationships.
B. Performance Is able to create models of plane figures and formulate and solve accurately authentic
Standards problems involving sides and angles of polygon
Construct triangles , squares, rectangles , regular pentagons and regular hexagons; M7GE-IIIh-
i-1
C. Learning
Learning Objectives:
Competencies/
1. State the process of constructing triangles;
Objectives
2. Construct triangles ; and
3. Demonstrate appreciation of the importance of constructing triangles
II. CONTENT Constructing triangles
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References Internet :
https://www.mathsteacher.com.au/year8/ch10_geomcons/06_construct/const.htm#triangle
https://corbettmaths.files.wordpress.com/2013/02/constructing-triangles-pdf.pdf
https://www.math-only-math.com/worksheet-on-construction-of-triangles.html
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Singapore Math: My Pals Grade 6
Resources
IV. PROCEDURES
A. Review The teacher asks the students “ what are the parts of the triangles”?
previous lesson The teacher lets the students identify which is the vertex, the sides and the angles.
or presenting
the new lesson
B. Establishing a The teachers tells the class that Fashion designers, builders, architects and engineers use
purpose for accurate constructions (or diagrams) to communicate their ideas to others. He / she lets the
the lesson students realize that in this lesson they will be considering some of the basic construction in
geometry.
The teachers presents on the board the process of constructing triangles.
He/ she lets the students prepare the materials for the activity asks them to follow the steps.
This activity should be done individually.
Activity 1 : Draw a triangle ABC in which BC= 4cm , ∠ ABC = 600 and ,
The teacher tells the class that for Activity 1, they will be sketching the figure “ triangle ABC “
∠ BCA= 500
A
B 600 500 C
Step 1 : Using a ruler , draw BC = 4cm
B 4cm C
Step 2 : Using a protractor , draw and angle of 600

C. Presenting
examples/
instances of
the new lesson
600 B 4cm C B 4cm C

Step 3 : Using a protractor , draw and angle of 500 at C to locate the point A. Then using ruler,
join AC to form triangle ABC.
A
600 500
B 4cm C
The teacher checks if the triangles are drawn correctly by the students.
D. Discussing new The teacher discusses with the students the process of arriving at the figure of Activity 1.
concepts and Furthermore, he/she asks the students about the mathematical skills or principles that they
practicing new used to construct the triangle.
skills #1
E. Discussing new The teacher lets the students do the activity individually. He/she reminds the students that in
this activity, they will need compass and rules.
Activity No. 2:
Using a ruler and compass, construct a triangle ABC with AB = 3 cm, BC = 4 cm and AC = 5 cm.
Answer Key:
Step 1: Draw a line, AB, 3 cm long.
Step 2: Draw an arc of radius 4 cm with B as the center.
Step 3: Draw an arc of radius 5 cm with A as the center to cut the
arc drawn in Step 2 at C.
Step 4: Join, C, the point of intersection of the two arcs to the
concepts and points A and B.
practicing new Step 5: Erase the arcs to obtain the required triangle ABC.
skills #2
The teacher lets the students work by pair.
Using a ruler and compass, construct a triangle ABC with AB = 6 cm, ∠ BAC = 800 , BC = 7cm
Let each pair do activity 3.
Solution:
F. Developing
mastery (leads
to formative
assessment 3)
G. Finding A triangular field has sides 250m, 300m and 350m. Draw the triangle accurately, using a scale
practical of 1cm to 50m.
applications of
concepts and
skills in daily
living
H. Making The teacher summarizes the mathematical skills and process constructing triangles through
questions like:
1. How do you construct triangles?
Answer Key:
generalizations 1. Draw a straight line. Lay your ruler on the paper, then trace a pencil along the
and straight edge. ...
abstractions 2. Span the segment with your compass. ...
about the 3. Trace a quarter-circle arc. ...
lesson 4. Switch the compass around. ...
5. Draw a second arc. ...
6. Mark the point where the two arcs cross. ...
7. Finish the triangle
The teacher lets the students answer individually the formative assessment.
1.Construct a triangle ABC with AB = 9 cm, AC = 7 cm and ∠ BAC = 700

Answer key:
Step 1: Draw a line, AB, 9 cm long.

Step 2: Mark an angle of 70º by placing the center of the protractor at the point A.
Step 3: Join the 70º mark and the point A. Extend the arm AC until it is 7 cm long.
Step 4: Join the points B and C to obtain the required triangle ABC
I. Evaluating
Learning
J. Additional
activities or
remediation
IV. 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 pupils/students learn? Identify what help
V. REFLECTION
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
Prepared by:
JAIME P. RUELAN, Ed. D.
EPS in MATH

III-DAY 29

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DAILY LESSON LOG OF M7GE-IIIh-i-1 (Week One-Day One)

School Grade Level Grade 7

Step 1 : Using a ruler , draw BC = 4cm

Step 2 : Using a protractor , draw and angle of 600

600 B 4cm C B 4cm C

The teacher lets the students work by pair.

1.Construct a triangle ABC with AB = 9 cm, AC = 7 cm and ∠ BAC = 700

Step 1: Draw a line, AB, 9 cm long.

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