DAILY LESSON LOG MATHEMATICS 7 GEOMETRICAL CONSTRUCTIONS
- 1. GRADES 1 TO 12 DAILY LESSON LOG School Dela Paz National High School Grade Level VII Teacher MARK A. SOLIVA Learning Area MATHEMATICS Teaching Dates and Time February 26-March 1, 2024 5:50 – 6:50 7 FIDELITY 7:50 – 8:50 7 COMPASSION 9:10 – 10:10 7 FORTITUDE 11:10 – 12:10 7 HUMILITY Quarter THIRD QUARTER DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday LEARNING MODALITY (FACE TO FACE) LEARNINGMODALITY (FACE TO FACE) LEARNING MODALITY (FACE TO FACE) LEARNING MODALITY (FACE TO FACE) LEARNING MODALITY (FACE TO FACE) I. OBJECTIVES 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. 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 demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric relationships. B. Performance Standards The learner can create models of plane figures and formulate and solve accurately authentic problems involving sides and angles of a polygon C. Learning Competencies/ Objectives The learner uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels to construct a midpoint and perpendicular bisector of a segment. The learner uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels to construct an angle bisector of an angle. The learner uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels to construct a perpendicular lines. The learner uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels to construct a parallel lines. The learner uses a compass and straightedge to bisect line segments and angles and construct perpendicular and parallel lines. D. Most Essential Learning Competency (MELC) The learner uses compass and straightedge. Lesson 1: To bisect line segments and angles (M7GEIIId-1) Lesson 2: To construct perpendiculars and parallels (M7GEIIIe-1) The learner uses compass and straightedge. Lesson 1: To bisect line segments and angles (M7GEIIId-1) Lesson 2: To construct perpendiculars and parallels (M7GEIIIe-1) The learner uses compass and straightedge. Lesson 1: To bisect line segments and angles (M7GEIIId-1) Lesson 2: To construct perpendiculars and parallels (M7GEIIIe-1) The learner uses compass and straightedge. Lesson 1: To bisect line segments and angles (M7GEIIId-1) Lesson 2: To construct perpendiculars and parallels (M7GEIIIe-1) The learner uses compass and straightedge. Lesson 1: To bisect line segments and angles (M7GEIIId-1) Lesson 2: To construct perpendiculars and parallels (M7GEIIIe-1) II. CONTENT Content is what the lesson is all 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. Geometrical Constructions Geometrical Constructions Geometrical Constructions Geometrical Constructions Geometrical Constructions
- 2. III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. A. References Teacher’s guide, learner’s material, , reference books, teacher’s guide, learner’s material, Teacher’s guide, learner’s module Teacher’s guide, learner’s module Teacher’s guide, learner’s module 1. Teacher’s Guide pages Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 Math G7 TG Pages 237-242 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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. Reviewing previous lesson or presenting the new lesson Activity: Let the students use lines for sketches to draw a human face. Refer to sample below: Observe the sketches of a human face at the right. Do you see the transition of the drawing from an incomplete sketch to a recognizable face? Questions to answer: 1. Based on the sketches, how can you describe the lines (or segments) used to sketch a face? 2. What is the purpose of those lines? 3. Where do you think can you apply these skills in constructing human face sketches? The teacher will review the previous lesson through question like: 1. How will you describe a midpoint? The teacher will review the previous lesson through question like: 1. How will you describe an angle bisector of an angle? The teacher will review the previous lesson through question like: 1. How will you describe a perpendicular lines from parallel lines? The teacher will review concepts on how to locate the midpoint and construct the angle bisector, perpendiculars and parallels Engage students in a brief discussion about the value of compassion (Community Resilience- the sustained ability of a community to use available resources (energy, communication, transportation, food, etc.) to respond to, withstand, and recover from adverse situations (e.g. economic collapse to global catastrophic risks) in learning and problem-solving. Ask students to share examples of how they can demonstrate compassion during math activities.
- 3. B. Establishing a purpose for the lesson Do you know that: "Construction" in Geometry means to draw points, lines, angles and geometric figures accurately. These constructions involve the use of compass, straightedge (i.e. ruler) and a pencil. We use a straightedge to construct a line, ray or line segment from a given two points. Markings indicated in the ruler may not be intended for measurement. This is the "pure" form of geometric construction: no numbers involved! C. Presenting examples/ instances for the new lesson Presentation of Output D. Discussing new concepts and practicing new skills #1 LEARNING TASK LEARNING TASK Directions: Using a straightedge and a LEARNING TASK Directions: Using a straightedge and a LEARNING TASK Presentation of Output
- 4. Directions: Using a straightedge and a compass, perform the following task: compass, perform the following task: compass, perform the following task: Directions: Using a straightedge and a compass, perform the following task: The teacher will ask the learners how they withstand the challenges they encounter with the given activity. E. Discussing new concepts and practicing new skills #2 For this activity you will be needing the following materials: Ruler, Compass and Pencil Given : Construct the perpendicular bisector of with midpoint K. Use the steps on the left as your guide in completing the activity. Remember to use the materials in doing the task. Label your work properly. Construct the following, based on the given situations. Please make sure to maximize the use of compass and straightedge in this activity. Construct the following, based on the given situations. Please make sure to maximize the use of compass and straightedge in this activity. Construct the following, based on the given situations. Please make sure to maximize the use of compass and straightedge in this activity. A line parallel to line r passing through point U. F. Developing mastery (Leads to Formative Assessment 3) Given : Construct the perpendicular bisector of with midpoint K. Remember to use the materials in doing the task. Label your work properly. Given ∠O Construct Ray OP as angle bisector of ∠O Guided steps are given below. Use a compass and ruler in performing the activity. Label your work properly. Construct the perpendicular bisector of with midpoint E. Use a compass and ruler in performing the activity. Label your work properly. Poem " A line and points: Geometric Odyssey." In the realms of lines and points, we start our quest, With compass and straightedge, we seek the best. To bisect a segment, we draw with care, A perpendicular line, precise and fair. Through midpoint found, the segment divides,
- 5. In perfect halves, where balance resides. Next, angle bisector, we craft anew, Dividing angles, with precision true. From vertex outward, we draw a line, To where it meets the angle's confines. Dividing the angle with equal measure, Creating harmony, a geometric treasure. Then parallel lines, in silent grace, Never meeting, in any space. With a point and a line, we trace their course, Equal distance maintained, a steadfast force. Lastly, perpendicular lines we form, At ninety degrees, they stand uniform. Meeting at right angles, firm and strong, In geometric harmony, they belong. In the realms of lines and points, our journey ends, With constructions precise, and minds that transcend. Through angles and segments, we find our way, In the realm of geometry, where beauty holds sway.
- 6. G. Finding practical applications of concepts and skills in daily living Activity: DRAWING MO SHOW MO!” The learners will construct (5) five examples of a midpoint and perpendicular bisector of a segment using a compass and a straightedge. Activity: DRAWING MO SHOW MO!” The learners will construct (5) five examples of an angle bisector of an angle using a compass and a straightedge. Activity: DRAWING MO SHOW MO!” The learners will construct (5) five examples of a perpendicular lines using a compass and a straightedge. Activity: DRAWING MO SHOW MO!” The learners will construct (5) five examples of a parallel lines using a compass and a straightedge. Guide Questions: 1.What tools are mentioned in the poem for geometric constructions? Answer: Compass and straightedge. 2.How do you bisect a line segment? Answer: By drawing a perpendicular line through its midpoint. 3.What divides an angle into two equal parts? Answer: An angle bisector. 4.How do you construct parallel lines? Answer: By ensuring they maintain equal distance at all points. 5.What characterizes perpendicular lines? Answer: They meet at right angles. H. Making generalizations and abstractions about the lesson The teacher summarizes the mathematical principle in constructing a midpoint and perpendicular bisector of a segment using a compass and a straightedge by letting the students complete the sentences: 1. The midpoint of a segment is a __________________ two congruent segments. 2. A Straightedge is used to ________________ 3. A Compass is a geometric tool used to _________________. The teacher summarizes the mathematical principle in to bisect line segments and angles and construct perpendiculars and parallels to construct an angle bisector of an angle by letting the students complete the sentences: 1. The bisector of an angle is _______________________ which divides the angle into two congruent angles. 2. An angle bisector divides the angle to ____________. Answer Key: 1. The bisector of an angle is a ray drawn through the The teacher summarizes the mathematical principle in constructing a perpendicular lines using a compass and a straightedge by letting the students complete the sentences: 1. Perpendicular line are intersecting lines forming ________________. 2. If two lines intersect and form a right angle, the two lines are ______. The teacher summarizes the mathematical principle in constructing a parallel lines by letting the students complete the sentences: 1. Parallel lines are lines on the same plane that ___________________. 2. ____________ will never intersect each other. Answer Key: 1. Parallel lines are lines on the same plane that never intersect each other. The teacher summarizes the mathematical principle on how to locate the midpoint and construct the angle bisector, perpendiculars and parallels by letting the students complete the sentences: 1. The ______ of a segment is a point that divides the segment into two congruent segments. 2. The ________is a ray drawn through the vertex and interior of an angle which divides the
- 7. Answer Key: 1. The midpoint of a segment is a point that divides the segment into two congruent segments. 2. A Straightedge is used to guide for the pencil when drawing straight lines. 3. A Compass is a geometric tool used to draw circles and parts of a circle called arcs. vertex and interior of an angle which divides the angle into two congruent angles. 2. An angle bisector divides the angle to two congruent angles. Answer Key: 1. Perpendicular line are intersecting lines forming right angles. 2. If two lines intersect and form a right angle, the two lines are perpendicular. 2. Parallel lines will never intersect each other. angle into two congruent angles. 3. _____________ are intersecting lines forming right angles. 4. __________ are lines on the same plane that never intersect each other. 5. A __________is used to guide for the pencil when drawing straight lines. Answer Key: 1. The midpoint of a segment is a point that divides the segment into two congruent segments. 2. The bisector of an angle is a ray drawn through the vertex and interior of an angle which divides the angle into two congruent angles. 3. Perpendicular line are intersecting lines forming right angles. 4. Parallel lines are lines on the same plane that never intersect each other.
- 8. 5. A Straightedge is used to guide for the pencil when drawing straight lines. I. Evaluating learning Using the basic skills in Geometric construction you have just learned, show the step-by-step procedure in constructing the following. Do this in a separate clean sheet of paper. 1. Construct a line segment that is twice the measure of the given line segment. Using the basic skills in Geometric construction you have just learned, show the step-by-step procedure in constructing the following. Do this in a separate clean sheet of paper. 1.Accurately copy the angle below. Then, divide it into four congruent parts. Quiz: 1. In bisecting a given segment (𝐷𝐸) ̅, what will be your step 1? A. Locate a point between points D and E B. Using a straightedge(ruler), draw a segment passing the middle of (𝐷𝐸) ̅ C. Using a compass, at point D, draw an arc more than half the length of (𝐷𝐸) ̅ D. Connect points D and E 2. (𝐿𝑁) ̅ intersects (𝐽𝐾) ̅ at point M which is the midpoint of (𝐽𝐾) ̅. Which of the following is TRUE? A. (𝐽𝑀) ̅ ≅ (𝑀𝐾) ̅ B. (𝐽𝐾) ̅ ≅ (𝐽𝑁) ̅ C. (𝐾𝑀) ̅ ≅ (𝐾𝐿) ̅ D. (𝐽𝑀) ̅ ≅ (𝐽𝐿) ̅ 3. In bisecting an angle ∠𝐾𝑌𝑍 which of the following is a possible angle bisector of the angle? A. (𝑋𝑊) ⃗ B. (𝑌𝑊) ⃗ C. (𝑍𝑊) ⃗ D. (𝑋𝑍) ⃗ 4. (𝐴𝑀) ⃗ is the angle bisector of ∠SAP. Which of the following is true? A. ∠SAM ≅ ∠PAM
- 9. B. Point A is the midpoint of (𝑆𝑃) ̅ C. (𝐴𝑀) ⃗ and (𝐴𝑆) ⃗ are perpendicular. D. (𝐴𝑆) ⃗ and (𝐴𝑃) ⃗ are parallel. 5. If two lines intersect and form a right angle, which of the following is TRUE? The two lines ______________. A. are parallel. B. are perpendicular. C. bisect each other D. bisects the right angle J. Additional activities for application or remediation Create an examples of a perpendiculars using a straightedge and a compass. On your notebook, complete the following. I understand that ________________________________. I realize that ________________________________. I need to learn more about _______________________. V. REMARKS VI.REFLECTION A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80%. 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? ___ Problem Solving ___ Games ___ Deductive Learning ___ Research ___ Group work ___ Experimental Learning ___ Video Clips ___ Puzzle ___Interactive Learning ___ Inductive Learning ___ Problem Solving ___ Games ___ Deductive Learning ___ Research ___ Group work ___ Experimental Learning ___ Video Clips ___ Puzzle ___Interactive Learning ___ Inductive Learning ___ Problem Solving ___ Games ___ Deductive Learning ___ Research ___ Group work ___ Experimental Learning ___ Video Clips ___ Puzzle ___Interactive Learning ___ Inductive Learning ___ Problem Solving ___ Games ___ Deductive Learning ___ Research ___ Group work ___ Experimental Learning ___ Video Clips ___ Puzzle ___Interactive Learning ___ Inductive Learning ___ Problem Solving ___ Games ___ Deductive Learning ___ Research ___ Group work ___ Experimental Learning ___ Video Clips ___ Puzzle ___Interactive Learning ___ Inductive Learning
- 10. ___ Brainstorming ___ Others: ______________________ ___ Brainstorming ___ Others: _____________________ ___ Brainstorming ___ Others: _____________________ ___ Brainstorming ___ Others: ______________________ ___ Brainstorming ___ Others: ______________________ F. What difficulties did I encounter which my principal or supervisor can help me solve? ___ Low Performing School ___ Classroom Condition ___ Classroom Management ___ Student Participation ___ Availability of Materials ___ Low Performing School ___ Classroom Condition ___ Classroom Management ___ Student Participation ___ Availability of Materials ___ Low Performing School ___ Classroom Condition ___ Classroom Management ___ Student Participation ___ Availability of Materials ___ Low Performing School ___ Classroom Condition ___ Classroom Management ___ Student Participation ___ Availability of Materials ___ Low Performing School ___ Classroom Condition ___ Classroom Management ___ Student Participation ___ Availability of Materials G. What innovation or localized materials did I use/discover which I wish to share with other teachers? ___ Model / Mock – up ___ Pictures ___ SIM ___ Prepared PPT ___ Others: _______________________ ___ Model / Mock – up ___ Pictures ___ SIM ___ Prepared PPT ___ Others: _______________________ ___ Model / Mock – up ___ Pictures ___ SIM ___ Prepared PPT ___ Others: _______________________ ___ Model / Mock – up ___ Pictures ___ SIM ___ Prepared PPT ___ Others: _______________________ ___ Model / Mock – up ___ Pictures ___ SIM ___ Prepared PPT ___ Others: _______________________ Prepared by: Checked by: Noted by: MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ Mathematics 7 Teacher Chairperson, Mathematics Principal II