GRADES 1 to 12
DAILY
LESSON
LOG
School
Teacher
Teaching Dates and Time
Grade Level G-7 Topaz
Learning Area Mathematics 7
Quarter 3rd
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 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
C. Learning Competencies/
Objectives
Write LC code for each
Uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels. M7GE-IIId-e-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.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other 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.
IV. PROCEDURES
By the end of this lesson students will be able to,
A. define perpendicular lines and understand their significance in various fields.
B. construct a perpendicular line to a given line through a given point on the line using a straightedge and a compass.
C. appreciate the importance of accuracy and precision in construction.
Construct Perpendicular Lines
Teaching Guide
Mathematics Learner’s Module
laptop (power point presentation), television set, worksheets, straightedge, compass, pictures, visual aids
https://www.briskteaching.com/
https://www.canva.com/design/DAF9w2PZToI/HX9NXFazZxQjhsG6GiAlhA/edit
https://www.mathsisfun.com/geometry/construct-perponline.html
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.
Teacher’s Activity
A. Reviewing previous
lesson or presenting the
new lesson
(Indicator 4: Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning) – throughout the lesson.
Learner’s Activity
1.1. PRELIMINARY ACTIVITIES
 Prayer
Before we start our lesson today, let’s have a prayer first. Let us put ourselves The students will stand up and pray.
in the holy presence of the Lord…
Almighty Father…
AMEN.
 Greetings
Good afternoon, class.
The students will stand up and say (with a polite bow):
 Setting the Classroom
Good afternoon, ma’am Gladys.
(Indicator 5: Establish safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines, and procedures.)
Good afternoon once again!
Before you take your seats, kindly arrange your chairs properly and pick-up
any trashes you can see.
Yes, ma’am.
(The students will arrange their chairs, pick-up trashes, and make themselves
In a count of ten, everything should be done. Okay?
comfortable with their seats.)
1, 2, 3, 4, 5…


Thank you, ma’am.
Please settle down now and you can take your seat. Make sure you are (The students will take their seats.)
comfortable with your seats.
Checking of Attendance
Let us check your attendance first.
G1: No absent Ma’am.
G2: No absent Ma’am.
Leader of each group is assigned to monitor the attendance of your members. G3: Complete Ma’am.
G4: No absent Ma’am.
Leader of group one, please stand-up.
G5: We’re Complete Ma’am.
Who is absent in your group?
G6: Complete Ma’am
(And so on… up to group eight.)
G7: No Absent Ma’am
G8: We’re Complete Ma’am
Very good! Everyone is present today.
Let’s give ourselves a barangay clap.!
Classroom Rules
(Indicator 6: Maintain learning environments that promote fairness, respect, and care to
encourage learning.)
CLASSROOM RULES
Always remember class that you are the star inside the classroom. Therefore, 1. Actively participate by raising your right hand and engage in math activities.
2. Respect other students' ideas and perspectives.
you also need to follow the rules during our discussion.
3. Ask questions when you need clarification.
Ok Everybody Please read.
Are all these clear to you?
Excellent!
Precautionary measures in using the tools.
 When using a tool for construction or measurement purposes, it is important
to follow certain precautionary measures to ensure accurate results and
maintain safety.
 Review
The Teacher will ask the students about the previous lesson through a
Question and Answer.
What is construction? Unistructural
What tools we are going to used to construct geometric figures? Unistructural
What is bisector? Unistructural
What is perpendicular bisector? Unistructural
4. Use math tools and resources responsibly.
5. Collaborate with your group on math tasks.
6. Practice perseverance when solving problems.





Handle the tools with care.
Ensure a stable surface.
Check the compass for damage.
Use a sturdy straightedge.
Hold the straightedge firmly.
Share their ideas.
Possible answer:
-Construction” in geometry means to draw geometric figures accurately using a
compass and a straightedge with no numbers involved.
-Straightedge and compass
-Bisector is a ray that divides an angle into two equal parts.
- a line perpendicular to another line that divides the original line into two
congruent parts.
*Sikap Reading:
Mathematics knows no races or geographic boundaries; for mathematics, Possible answer:
the cultural world is one country.
— David Hilbert, German mathematician
Mathematics is a universal language that transcends races and geographic
Question:
boundaries.
1. What did David Hilbert say about mathematics? Unistructural
1.2 DEVELOPMENTAL ACTIVITIES
(Indicator 1: Applies knowledge of content within and across curriculum teaching areas.)
 Motivation
4 pics 1 word
Mechanics:
Guess the word that links the four pictures together in one minute.
Answer:
Construct
Perpendicular Lines
Based on the activity; what do you think is our topic for today?
Excellent! Let us know proceed to our topic for today.
Based on the given picture, I think “Construct Perpendicular Lines”
B. Establishing a purpose
for the lesson
But before that, let me present to you the learning objectives of the The students will raise their hands to read.
lesson.
The teacher will call a student one at a time to
read each learning objectives.
By the end of this lesson students will be able to,
A. define perpendicular lines and understand their significance in various fields.
B. construct a perpendicular line to a given line through a given point on the line
using a straightedge and a compass.
C. appreciate the importance of accuracy and precision in construction.
Thank you!
By the end of this lesson students will be able to,
A. define perpendicular lines and understand their significance in various fields.
B. construct a perpendicular line to a given line through a given point on the line
using a straightedge and a compass.
C. appreciate the importance of accuracy and precision in construction.
So, are you ready to listen?
Okay, lets proceed.
“Yes, ma’am.”
*Unlocking Difficulty:
Accuracy- the degree to which the result of a measurement, calculation, or
specification conforms to the correct value or a standard.
Precision- the quality, condition, or fact of being exact and accurate.
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
new skill #1
(Indicator 3: Apply a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills)
(Indicator 1: Applies knowledge of content within and across curriculum teaching areas.)
Activity 1: Observe Me!
Observe the sketches of a human face below. Do you see the transition of the
drawing from an incomplete sketch to a recognizable face? Unistructural
Questions to answer:
1. Based on the sketches, how can you describe the lines (or segments)
used to sketch a face? Multistructural
2. What is the purpose of those lines? Multistructural
3. Where do you think can you apply these skills in constructing human face
sketches? Relational
Perpendicular lines play a crucial role in constructing accurate and realistic human
face sketches. By understanding and applying these skills effectively, artists can
create visually appealing and proportionate facial features.
Let us now define what is PERPENDICULAR LINES:
Yes ma’am.
Based on the sketches ma’am there are perpendicular lines, parallel lines, and
vertical angle.
Answer may vary
The student will read the definition.
The teacher will call a student to read the definition flashed on the screen.
Perpendicular lines are a fundamental concept in geometry. They are two lines
that intersect at a right angle, forming a 90-degree angle. The point of intersection
is called the vertex of the angle.
Perpendicular lines have various applications in real-life scenarios, can you give
some applications of perpendicular lines in real-life? Multistructural
Perpendicular lines are a fundamental concept in geometry. They are two lines
that intersect at a right angle, forming a 90-degree angle. The point of
intersection is called the vertex of the angle.
Perpendicular lines have various applications in real-life scenarios, including:
1. **Architecture and Construction:**
2. **Navigation:**
3. **Art and Design:**
4. **Mathematics and Geometry:**
Activity 2: Construct Me!
Let the students work in pairs. Allow students to explore and share ideas on how
to complete the activity.
1. Using the compass and straightedge, construct a line perpendicular to a line L
through Point P located on the line L.
Given: Line L and point P on L.
L
E. Discussing new
concepts and practicing
new skill #2
P
How’s the activity, did you construct perpendicular lines? If yes, explain the
Answer may vary.
method on how you constructed perpendicular lines. Relational
The teacher discusses and illustrates thoroughly the steps in constructing a
perpendicular line to a given line through a given point on the line.
How to construct a Perpendicular to a Point on a Line using just a compass and a
straightedge.
To construct a perpendicular line to a given line through a given point on the line,
you will need a straightedge and a compass. Follow these steps:
1. Draw the given line on a piece of paper using your straightedge. Label the line
as "l".
2. Mark the given point on the line. Label this point as "P".
3. Place the point of your compass on point P and draw an arc that intersects line
"l" at two different points. Label these points as A and B.
4. Without changing the compass width, place the point of your compass on point
A and draw an arc that intersects the first arc you drew. Label this point of
intersection as C.
5. Using your straightedge, draw a line connecting point P and point C. This line is
perpendicular to the given line "l" and passes through the given point P.
.
F. Developing Mastery
(Leads to Formative Assessment
3)
To understand more the steps, the teacher presents a video clip on how to
construct a perpendicular line to a given line through a given point on the line.
The teacher and the students will perform the correct construction on the activity
using the correct steps simultaneously on the board.
G. Finding practical
applications of concepts &
skills in daily living
(Indicator 3: Apply a range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills)
Criteria
5 pts
All the
necessary labels
are evident. All
COMPLETENESS
the lines,
and CLARITY
segments, arc,
and points are
clearly drawn.
4pts
3pts
There are a few
missing labels.
Some
constructions are
not drawn clearly.
Almost more than
half of the needed
labels are missing.
The final desired
construction is
unclear.
Working by pair
Directions: Using a straightedge and a compass, perform the following tasks:
1. Given:
Line AB, Point P on (AB)
Construct:
H. Making generalizations
& abstractions about the
lesson
Find (CD) through Point P that is perpendicular to (AB)
(Indicator 3: Apply a range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills)
Perpendicular lines are a fundamental concept in geometry. They are two lines
that intersect at a right angle, forming a 90-degree angle. The point of
intersection is called the vertex of the angle.
What are some applications of perpendicular lines in real-life?
1. **Architecture and Construction:**
2. **Navigation:**
3. **Art and Design:**
4. **Mathematics and Geometry:**
What is perpendicular line?
What are the steps to construct a perpendicular line to a given line through a given The students will state the steps.
point on the line?
accuracy and precision play a vital role in construction. They are essential for
ensuring safety, compliance with regulations, cost efficiency, quality assurance,
Why accuracy and precision are important in construction?
and long-term durability. By prioritizing accuracy and precision in construction
practices, professionals can deliver high-quality projects that stand the test of
time.
I. Evaluating Learning
QUIZ Directions: Choose the letter of your best answer.
1. Which of the following best defines perpendicular lines?
a) Lines that intersect at a right angle
b) Lines that never intersect
c) Lines that are parallel to each other
d) Lines that intersect at an acute angle
2. What is the significance of perpendicular lines in construction?
a) They ensure safety and compliance with regulations
b) They improve cost efficiency in construction projects
c) They guarantee long-term durability of structures
d) All of the above
3. Which of the following statements is true about constructing a perpendicular
line?
a) It can only be done with a protractor
b) It always creates a right angle
c) It requires three points on the given line
d) It is used to find the midpoint of the line
4. Which of the following is NOT a method to construct a perpendicular line?
a) Using a compass to create congruent angles
b) Using a straightedge to draw a line perpendicular to the given line
c) Using a protractor to measure a right angle
d) Using a ruler to find the midpoint of the line
5. Why is accuracy important in constructing perpendicular lines?
a) Accurate measurements ensure that the perpendicular line is constructed
at the correct angle.
b) Accuracy is not important in constructing perpendicular lines.
c) Accurate measurements make the construction process faster.
J. Additional activities for
application or remediation
d) Accurate measurements are only important for large construction projects.
The teacher will give a task for the students to do at home.
Problem 1:
Directions: Using a straightedge and a compass, perform the tasks:
Construct a perpendicular line to line PQ passing through point R.
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 lesson
work? No. of learners who
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
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
use/discover which I wish
to share with other
teachers?
Prepared by:
GLADYS JANE T. ARABEJO
Math Teacher Demonstrator
Observed by:
ALLAIN A. MACAPILI
Master Teacher II
GLORILYN D. PALERMO
Head Teacher I/Department Head
ASELA L. MANGUBAT
Principal II