CURRICULUM MAP

MATHEMATICS 7
S.Y. 2023-2024

Grading
Period/Them Quarter 2: PATTERNS AND ALGEBRA
e
Content The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear
Standard equations, and inequalities in one variable.
Performance The learners shall be able to model situations using oral, written, graphical, and algebraic methods in solving problems involving
Standard algebraic expressions, linear equations, and inequalities in one variable.
G- To get the body mass index of some students in the school. You will then compare their Body Mass Index (BMI) to a standard health chart
to identify if the student is underweight, normal, overweight, or obese.
Performance R- School Nurse
Task A- School Doctor
S- You are a school nurse. Part of your job is to monitor the nutritional status of students. You are assigned to get the nutritional status of
your classmates through their Body Mass Index (BMI). You need to get the weight w of the students in kilogram and the height h in meters.

2 , where weight is represented as w , and ℎ as the height to get the body mass index of each student. Compare the BMI
w
Use the formula I=
h
to a standard health chart to identify if the student is underweight, normal, overweight, or obese. You are to report to the school doctor the
result of your survey for proper action and disposition.
P- Report of the students’ nutritional status
S- Evaluated based on completeness of the data, accuracy, and timeliness of submission.
Formation
The learners will become proactive in addressing problems in real-life situation. (Competent, Compassionate and Community-Oriented)
Standard
ENDURING
LEARNING INTEGRATI
CONTENT/ UNDERSTANDING ASSESSME RESOUR
MELCS/CODE COMPETEN ACTIVITIES ON
TOPIC AND ESSENTIAL NT CE
CIES
QUESTION
1.Algebraic Translates English Acquisition: Formative: A1: Modeling: Subject: Quipper
Expression phrases to Evaluates Multiple The teacher will instruct the learners - Science
mathematical algebraic Choice to complete the table and follow the - English Textbook
phrases and vice expressions Computation steps indicated in the first column. s
versa (M7AL-IIc- for given al Then, write the result for each step in Values/ My Desk
1) values of the Matching the second column. The number in Virtues: Learning
variables. Type step six reveal their age and the Competent Reimagin
Evaluates number of siblings they have. and ed- Grade
algebraic Compassiona 7
expressions for Summative A2: Guided Practice (Groupings): te Mathemat
 : The teacher will instruct the learners ics-RBS
Problem- to fill the boxes with operations to Pg.14-23
Solving make the number sentence correct,
and the correct order of operations
should be followed. Afterward, the
learner will submit their output to the
teacher.

A3: Guided Practice:

The teacher will group the learners
into four and give each group a set of
small squares containing numbers,
letters, and symbols. Then, the teacher
will say an English phrase or a
situation. Each group should look for
the equivalent mathematical
expression using the set of small
squares.
given values of
A4: Independent Practice:
the variables
The learners will solve the questions
(M7AL-IIc-4)
by applying what they learn to
evaluating algebraic expressions.
Solves problems
Make EU: Formative: A1: Modeling: Quipper
involving
meaning: The learners will Multiple The teacher will group the learners
algebraic
Explain how understand that Choice into four and give each group an Textbook
expressions
to translates in order to Matching envelope containing cut-out pictures of s
(M7AL-IIg-2)
English translate English Type phrases and a picture of a basket with My Desk
phrases to phrases to symbols. Each group needs to paste Learning
mathematica mathematical the phrases in the baskets where they Reimagin
l phrases and phrases and vice Summative belong. ed- Grade
vice versa. versa, you need to : 7
identify the key Identification A2: Guided Practice: Mathemat
phrase and the The teacher will divide the class into ics-RBS
operation it four groups and inform each group of Pg.4-14
translates to. the mathematical operation assigned
to their group. Instruct each group to
EQ: think of different words that are
How will you associated with the mathematical
translate English operations assigned to them and use
phrases to the words they formulate in a
mathematical sentence. The sentence may be
phrases and vice mathematical or not. They need to put
versa? their answers on a ¼ manila paper.

A3: Guided Practice:

 The teacher will group the learners
into four and give each group a set of
small squares containing numbers and
operators. Then, the teacher will say
an English phrase or a situation. Each
group should look for the equivalent
mathematical expression using the set
of small squares.

A4: Independent Practice:

The learners will answer and complete
the table by translating English or
verbal phrases and sentences into
mathematical phrases and sentences
or vice versa.
Transfer: Performance Scaffold 1: Quipper
Solves Task Start by discussing solving problems
problems involving algebraic expressions. Textbook
involving Provide an example first on how to s
algebraic solve problems involving sets. Then, My Desk
expressions. let the learners try answering the word Learning
problems on the board. Reimagin
ed- Grade
Scaffold 2: Video Clips: 7
The teacher will present to the class a Mathemat
video about solving real-world ics-RBS
problems involving algebraic Pg.14-23
expressions. Encourage learners to
share their insights and takeaways
from the video. And after, the teacher
will ask follow-up questions.

Link:
https://www.youtube.com/watch?
v=jOJLfQq9kt

Scaffold 3: Group Activity:

The teacher will divide the learners
into small groups and ask them to
think of a scenario in real life situation
where problems involving algebraic
expression is shown.

Scaffold 4:
Based on the activities, each group is
tasked with roleplaying the real-life
 scenarios they have brainstormed,
where problems involving algebraic
expression are shown.
2.Polynomial Adds and Acquisition: Formative: A1: Modeling: Subject: Quipper
and subtracts Uses models Multiple The teacher will choose a random - Science
Special polynomials and Choice student and randomly flash the cards - English Textbook
(M7AL-IId-2) algebraic Identification one at a time, and then ask the s
Product
methods to Short student to add and subtract each pair Values/ My Desk
Multiplies and find the: (a) Answer of polynomials. The learners will write Virtues: Learning
divides product of Response their answers on the drill board. They Competent Reimagin
polynomials two Type will be given 20 seconds to answer and ed- Grade
(M7AL-IIe-2) binomials; each flashcard, and they should Compassiona 7
(b) product Summative answer at least five pairs correctly to te Mathemat
Derives the laws of the sum : win the challenge. ics-RBS
of exponent and Problem- Pg.4-13
(M7AL-IId-e1) difference of Solving A2: Guided Practice (Groupings):
two terms; The teacher will instruct the students
Uses models and (c) square of to multiply the given binomials using
algebraic a binomial; the FOIL method and without using the
methods to find (d) cube of a FOIL method. The learners may create
the: (a) product of binomial; (e) a conjecture based on what they have
two binomials; (b) product of a observed in the activity.
product of the binomial and
sum and a trinomial. A3: Guided Practice:
difference of two The teacher will group the students
terms; (c) square into groups of four members. There
of a binomial; (d) will be four stations (chairs), where
cube of a each station has an expression that
binomial; (e) needs to be solved in order to proceed
product of a to the next station. One member
binomial and a should be assigned to each station.
trinomial (M7AL- After solving Station D, all members of
IIe-g1) the group can answer Station E.

A4: Independent Practice:

The teacher will instruct the students
to complete the given multiplication
tables of algebraic expressions, then
add the products to produce a new
algebraic expression.

Make EU: Formative: A1: Modeling: Quipper

meaning: The learners will Multiple The teacher will write an exponential
Explains how understand that Choice expression on the board and let the Textbook
to derives simplifying True or False students read it multiple times in s
the laws of exponents is a multiple ways until they learn how to My Desk
exponent simple process of Summative read an exponential expression. Learning
reducing the : Reimagin
mathematical Problem- A2: Guided Practice: ed- Grade
expression Solving The teacher will instruct the students 7
involving to expand the given exponential Mathemat
exponents into a factors on graph paper and express ics-RBS
simpler form such the factors as an exponential number. Pg.8-15
that they cannot Then, write a simple equation after
further be each number.
simplified. In order
to simplify A3: Guided Practice:
exponential The teacher will group the class into
expression, we will four and assign one activity to each
apply the different group. Each group must write their
laws of exponents. output on manila paper for reporting
purposes and write a rule based on the
activity.
EQ:
How do you A4: Independent Practice:
simplify The learners will simplify exponential
exponential expressions using the laws of
expressions using exponents.
the laws of
exponents?
Transfer: Performance Scaffold 1: Quipper
Adds, Task The teacher will group the class into
Subtracts, four, and each group will find the math Textbook
Multiplies, quote by evaluating the given s
and Divides integers. My Desk
Polynomials Learning
Scaffold 2: Reimagin
The teacher will discuss the ed- Grade
fundamental operations on 7
polynomials and provide an example Mathemat
first on how to add, subtract, multiply, ics-RBS
and divide polynomials. Afterwards, Pg.16-24
the learner will solve the word
problems on the board.

Scaffold 3:
The learners will act as surveyors and
be assigned to determine the
dimensions and area of the
neighborhood. The learners receive
incomplete data, and it’s up to them to
complete the dimensions.
3.Linear Differentiates Acquisition: Formative: A1: Modeling: Subject: Quipper
Equations between Finds the Multiple The learners will work in pairs and - Science
and equations and solution of Choice each pair will observe the data of the - English Textbook
inequalities linear Matching number of typhoons reported in the s
Inequality
(M7AL-IIh-3) equation or type Philippines in the given table. After Values/ My Desk
inequality in observing, they will answer the follow- Virtues: Learning
Finds the solution one variable up questions. Then, they will report Competent, Reimagin
of linear equation Summative their answers in the class. Compassiona ed- Grade
or inequality in : te and 7
one variable Problem- A2: Guided Practice: Community- Mathemat
(M7AL-IIi-1) Solving The teacher will show a platform oriented ics-RBS
balance and put equal weights on each Pg.4-9
Solves problems side. Ask a student to exchange the
involving weights on each side. Let them
equations and observe. Put weights on a side and call
inequalities in one another student to choose a weight to
variable (M7AL- balance the platform. Remove a
IIj-2) weight and ask another random
student to balance the platform. Do
the adding and removing of weights as
desired.

A3: Guided Practice:

The teacher will ask the learners to
copy the given inequalities post in the
board. Instruct the learners to add,
subtract, multiply, and divide a
positive and a negative integer to the
given inequalities. Ask the students to
observe what happens and identify
which of the inequalities become false.

A4: Independent Practice:

The learners will perform the activity
guess and check. They will guess the
solution and then substitute the
guessed value into the problem to see
if the answer is correct.
Make EU: Formative: A1: Modeling: Quipper
meaning: The learners will Multiple The teacher will give the learners a
Differentiate understand that Choice copy of the word pool and instruct Textbook
s between equations differ Essay them to find the words that are related s
equations from inequalities in to the given mathematical words in the My Desk
and a way that Summative word pool. There may be more than Learning
inequalities. equations show the : one word in the word pool that is Reimagin
equal value of two Compare synonymous with the given words. The ed- Grade
 expressions, while and Contrast words can be found in vertical, 7
an inequality shows horizontal, diagonal, forward, or Mathemat
that one backward orientations. ics-RBS
expression is less Pg.9-13
or more than the A2: Guided Practice:
other. An equation The teacher will post an example of
shows the equality equations and inequalities on the
of two variables, board and then, let the learners
while an inequality observe it. After observing, the
shows the learners will share their observation in
inequality of two the class.
variables.
A3: Guided Practice:
EQ: The teacher will present a video
How does presentation that explains the
equations differ difference between equations and
from inequalities? inequalities. After watching the
discussions, the learners will share
their takeaways and understanding
from the video.
Link:
https://www.youtube.com/watch?
v=F5yj4MuQZc

A4: Independent Practice:

The learners will accomplish the
Compare and Contrast Chart Graphic
Organizer to state the similarities and
differences between equations and
inequalities.
Transfer: Performance Scaffold 1: Quipper
Solves Task The teacher will group the learners

example using any number for 𝑎, 𝑏,

problems into four and each group will write an Textbook

and 𝑐 based on the given statements

involving s
equations My Desk
and and bring it to you. The first two Learning
inequalities groups who brings a correct example Reimagin
in one earns a point ed- Grade
variable. 7
Scaffold 2: Mathemat
The teacher will group the students ics-RBS
into four and each group will gather a Pg.13-21
data of different savings accounts from
banks and banks institution. They will
use their knowledge about solving
linear equation to come up with a
 proposal of the best savings plan. They
will make their proposal in written
form.

RUBRICS
OUTSTANDING SATISFACTORY NEEDS IMPROVEMENT BELOW EXPECTATION
CRITERIA
(4) (3) (2) (1)
Completeness 100% of the class was measured, 90% to 99% of the class was 80% to 89% of the class was Less than 80% of the class
of the data and the chart is complete with measured, and the chart is measured with incomplete was measured with
(40%) information. complete with information. chart information. incomplete chart information.
The BMI computation is Some computations of BMI Some computations of BMI
The BMI computation is accurate
Accuracy accurate with an incorrect are inaccurate, but with are inaccurate with some
with the correct interpretation of
(40%) interpretation of nutritional correct interpretation of incorrect interpretations of
nutritional status.
status. nutritional status. nutritional status.
Timeliness of The needed report was The needed report was The needed report was
The needed report was submitted
Submission submitted and presented 2-3 submitted and presented 4-5 submitted and presented
and presented on time.
(20%) days late. days late. more than five days late.

Prepared by: Checked by: Checked & Approved by:

JAME JOY F. CONSING, LPT RECAJANE M. MALINAO, LPT VANESA T. GUILLENA, LPT SR. ANA MARIE
L. JAMORA, MSM, Ph.D. CAR
Subject Teacher Asst. JHS Academic Coordinator JHS & SHS Academic Coordinator Directress /Principal