GRADE 7 School BIGNAY NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher CRISELDA C. ANDADOR Learning Area MATHEMATICS

Teaching Dates and Time NOV. 21-25,2022 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and
Standards inequalities in one variable.
2. Performance The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic expressions, linear
Standards equations, and inequalities in one variable.

3. Learning Learning Competency: Properties Learning Competency: The learner Learning Competency: The learner Learning Competency: Differentiates
Competencies of the Operations on Integers. interprets the meaning of n a where a is interprets the meaning of n a where a is between constants and variables in a given
/ Objectives (M7AL-IIc-1) algebraic expression. (M7AL-IIc -3)
a positive integer. (M7AL-IIc-2) a positive integer. (M7AL-IIc-2)
Learning Objectives:
Learning Objectives: 1. Define constant and variable ;
Learning Objectives: Learning Objectives:
2. Differentiate between constants and
1. Translate verbal (english) variables in a given algebraic
phrases into mathematical 1. Identify base and exponent of a 1. Solve mathematical expressions in expression;
a
phrases and vice versa and given expression in the form n ; the form n a. 3. Demonstrate appreciation of
2. Change verbal (english) 2. Explain the meaning of n a where a 2. Write mathematical expressions in identifying constants, variables and
phrases into mathematical is a positive integer and the form n a with ease and accuracy.. translating algebraic expressions as important
phrases and vice versa. 3. Solve mathematical expressions in skills needed in solving algebraic word
problems.
the form n a.
4. Write mathematical expressions in
the form n a with ease and accuracy..
II. CONTENT Verbal (english) Phrases and Exponential Form Exponential Form Differentiates between constants and
Mathematical Phrases variables in a given algebraic expression.
(M7AL-IIc -3)

III. LEARNING teacher’s guide, learner’s material teacher’s guide, learner’s material teacher’s guide, learner’s material teacher’s guide, learner’s material
RESOURCES

A. References
 1. Teacher’s Pages 147-151 Page 156 Page 156
Guide Pages 14-22

2. Learner’s Page 126 Pages 113 – 116

Page 126
Materials Pages 118-122

3. Textbook

4. Additional Math Builders page 191 Math Builders page 191

Materials
from
Learning
Resource
(LR)
portal

B. Other Math Builders pages 177-181 Math Builders pages 177-181

Learning
Resources Mathematics Patters & Mathematics Patters & Practicalities pages
Practicalities pages 186-195 186-195

IV. PROCEDURES

A. Reviewing The teacher will conduct a short Checking of assignment The teacher divides the class into groups with
previous lesson or drill on identifying symbols and The teacher will conduct a short review 4 members.
presenting the giving their meanings. on multiplying integers. Present the Each group will be given a table to fill in.
new lesson following: 1.) -2 x -2 = They have to fill in the missing entry in the
The following symbols will be table.
presented: + , - , x , ÷ , / , > 2.) 5 x 5=
, = , < , ≠ , ≤ , ≥ , ●.
3.) -6 x -6 x -6 =
The teacher then will ask some
students to give the name or 4.) 7 x 7=
meaning of each symbol.
5.) -8 x -8=
(10 minutes)
 Andrew How How old is Andrew?
is y old will __________________
years he be
old after 5
years
Jane is How How old is Jane?
x years old was ________________
old she 10
years
ago
Carl is z Andrew How old is Andrew?
years is 5 _________________
old years
older
than
Carl.

Andrew is y How old will How old is

years old he be after Andrew?
5 years y+5
Jane is x How old How old is
years old was she 10 Jane? x - 10
years ago
Carl is z Andrew is 8 How old is
years old years older Andrew? x +
than Carl. 8

B. Establishing a The teacher lets the students The teacher lets the students realize The teacher lets the students realize The teacher lets the students realize that
purpose for the translate the English phrase in that prime factorization are important that prime factorization are important identifying constants and variables are
lesson correct grammar without skills needed to understand the skills needed to understand the important skills to understand the key
sacrificing the correctness of the concepts n a where a is a positive concepts n where a is a positive concept.
a

equivalent mathematical integer. integer.

expression.

C. Presenting The teacher lets the students do The teacher lets the students give the The teacher lets the students give the The teacher lets the students, in groups of
examples/ the matching type activity. In this product of each the following, in pair, product of each the following, in pair, three, answer the following.
instances of the activity the students will match as fast as they can. as fast as they can. Identify the constant and variables of the
lesson each verbal phrase under column
 A to its mathematical phrases 1.) 3x3= 1.) 3 x 3 = following.
under column B. Each number 1. 3x + 2y -4 =0
corresponds to a letter which will 2.) 4x4x4= 2.) 4 x 4 x 4 =
2. 5x+ 2y -5
reveal a quotation if answered 3. 3ab-5a
correctly. A letter maybe used 3.) 5x5x5x5= 3.) 5 x 5 x 5 x 5 =
4. 2x2 – y
more than once. (10 minutes)
4.) 1x1x1x1x1= 4.) 1 x 1 x 1 x 1 x 1 = 5. 6x-10

5.) 2 x 2 x 2 x 2 x 2 x 2 = 5.) 2 x 2 x 2 x 2 x 2 x 2

D. Discussing new The teacher must emphasize that The teacher discusses with the Another sample: The teacher discusses and illustrates
concepts and the knowledge of constants and students the process of arriving at the thoroughly the definition of a constant, term,
practicing new 3 variable, numerical coefficient, literal
variables along with symbols of answer of each exercise in Activity. 1.) (a)(a)(a) = a
skills #1 operations and relations will coefficient and expression as stated in the
facilitate translation of verbal The teacher discuss thoroughly with 2.) (x)(x)(x) + (y)(y) = x + y 3 2 learners module page 115.
(english) phrases into the activity that: Provide illustrative examples to students to
diagnose difficulties.
mathematical phrases. The 3.) (x)(x) + (y)(y) = x 2 + y 2
2
teacher will discuss further on the 1.) 3 x 3 can be written as 3
2
meaning of the different symbols (xy)(xy) (xy )
of operation and relations. 2.) 4 x 4 x 4 can be written as 4 3
Present illustrative examples: Let the students define and interpret
3.) 5 x 5 x 5 x 5 can be written as 54 the meaning of n ª where a is a
Translate each verbal phrase into positive integer. In n ª , n is called
mathematical phrase 4.) 1 x 1 x 1 x 1 x 1 can be written as the base and a is called the exponent.
5 Discuss further the functions of
1. 10 added to twice a number x 1
base and exponent. Then give
2. a number n decreased by 5 5.) 2 x 2 x 2 x 2 x 2 x 2 can be written examples of how to solve
mathematical expressions in the form
as 26
3. a number y multiplied by 7 n ª.
Another sample:
4. twice a number a divided by 3 Illustrative examples :
3
1.) (a)(a)(a) = a
5. the product of x and the a.) 4 ² = 4 x 4 = 16
square of y
2.) (x)(x)(x) + (y)(y) = x 3+ y 2 b.) 2 ³ = 2 x 2 x 2 = 8

3.) (x)(x) + (y)(y) = x2 + y2 c.) (- 1 )⁶ = -1 x -1 x -1 x -1 x -1 x -1 = 1

(xy)(xy) (xy )
2 d.) 5 ⁴ = 5 x 5 x 5 x 5 = 625
 Let the students define and interpret e.) 1⁸ = 1 x 1 x 1 x 1 x 1 x 1 x 1 x 1 = 1
the meaning of n ª where a is a
positive integer. In n ª , n is called f.) (-2) ³ = -2 x -2 x -2 = -8
the base and a is called the exponent.
Discuss further the functions of base
and exponent. Then give examples of
how to solve mathematical expressions
in the form n ª.

Illustrative examples :

a.) 4 ² = 4 x 4 = 16

b.) 2 ³ = 2 x 2 x 2 = 8

c.) (- 1 )⁶ = -1 x -1 x -1 x -1 x -1 x -1 = 1

d.) 5 ⁴ = 5 x 5 x 5 x 5 = 625

e.) 1⁸ = 1 x 1 x 1 x 1 x 1 x 1 x 1 x 1 = 1

f.) (-2) ³ = -2 x -2 x -2 = -8

E. Discussing new Let the students do the following Working in pairs, the teacher lets the provide
concepts and activity. Complete the table. their own example
practicing new Possible responses:
skills #2 2xy + 4 , x + 7 , 6x - 10 . let them also
identify from their examples the variables,
constant , term and coefficients
F. Developing Working in pairs, the teacher lets the Working in pairs, the teacher lets the Simply explain to the class that The letters
mastery (Leads to students answer the following: students answer the following: such as x, y, n, etc. do not always have
Formative
specific values assigned to them. When that
Assessment 3) Which of the following is \ are correct? Which of the following is \ are correct?
is the case, simply think of each of them as
1.) 4² = 4 x 4 = 16 1.) 4² = 4 x 4 = 16 any number. Thus, they can be added (x + y),
subtracted (x – y), multiplied (xy), and divided
2.) 2⁴ = 2 x 2 x 2 x 2 = 8 2.) 2⁴ = 2 x 2 x 2 x 2 = 8 (x/y) like any real number.
 3.) 2⁶ = 2 + 2 + 2 + 2 + 2 + 2 = 12 3.) 2⁶ = 2 + 2 + 2 + 2 + 2 + 2 = 12

4.) (-3)³ = -3 x -3 x -3 = - 27 4.) (-3)³ = -3 x -3 x -3 = - 27

Give the value of the following : Give the value of the following :

1.) 2³ 1.) 2³

2.) (-2) ⁴ 2.) (-2) ⁴

3.) 3⁴ 3.) 3⁴

4.) 10⁶ 4.) 10⁶

5.) ( - 3 )⁸ 5.) ( - 3 )⁸

G. Finding practical
applications of
concepts and
skills in daily living

H. Making The teacher summarizes the The teacher summarizes the The teacher summarizes the The teacher summarizes the mathematical
generalizations mathematical skills or principles mathematical skills or principles used mathematical skills or principles used skills or principles used to differentiate the
and abstractions to translate english phrase to to recognize that prime factorization to recognize that prime factorization constant and variables in the algebraic
about the lesson mathematical phrase through are important skills needed to are important skills needed to expression and also to evaluate them given
question like: the certain values of the variables.
understand the concepts n a where a is understand the concepts n a where a is 1. What are variables?
Translate 3x-2= -4 as many a positive integer through questions a positive integer through questions 2. How do you differentiate variables
verbal translations as you can? like: like: from constants?
3. What are terms, numerical
coefficient, literal coefficient and
expression?
Guide questions: Answers shall be drawn from the students.
Guide questions:
1.) Based on the above activity, how
many times we multiply each number 1.) Based on the above activity, how
to it? many times we multiply each number
2.) Can we write the above expressions to it?
in shorter way? 2.) Can we write the above expressions
in shorter way?
3.) How do we write the following in
 shorter way? 3.) How do we write the following in
shorter way?
a.) (9)(9) =
a.) (9)(9) =
b.) (2x)(2x)(2x) =
b.) (2x)(2x)(2x) =
c.) {(x)(x)} + {(y)(y)}=
c.) {(x)(x)} + {(y)(y)}=

I. Evaluating Translate the following English The teacher lets the students answer The teacher lets the students answer The teacher lets the students answer
learning phrases to Mathematical phrases. individually the formative assessment. individually the formative assessment. individually the formative assessment.
Write the answers in separate Directions: Write the letter of the correct
answer sheet. Solve the following. Solve the following. answer.
1) Nine less half of n 3) The
1. Which of the following is
square root of 2p 5) Sixteen times 1.) 6³ 1.) 6³
a number x considered a constant?
2) The ratio of 8 and k 4) Ten plus 2.) (-3) ⁴ 2.) (-3) ⁴ a. x b. 8y c. 300 d.
g is at most 60 42x
3.) 5⁴ 3.) 5⁴ 2. In the equation 3x + 2y =3, what is
Match the Mathematical phrases the numerical coefficient of x?
in column A to English phrases in 4.) (-1)⁶ 4.) (-1)⁶ a. 2 b. 0 c. 5
column B. Write the letter of the d. 3
answer in separate answer sheet. 5.) ( - 2 )⁸ 5.) ( - 2 )⁸ 3. In the equation 6x + 5y =2, what is
1) a minus b A. a minus b
the numerical coefficient of y?
2) a – b B. a less than thrice b
3) 3b – a C. a is less than thrice b
4) √𝑎≤𝑏 D. twice a is equal to b a. 6 b. 5 c. 2
5) a < 3b E. the square root of a is d. 0
at most b 4. In the equation x + 2y-3 =0, which
F. the square root of a is less than of the following is considered
b constant ?
a. 2 b. 1 c. 3
d. -3
5. In the equation y = 2x + 9. ,
what is the numerical coefficient of y?
a. 1 b. 2 c. 0
d. 9
Answer Key:
 1.C 2. D 3. A 4. D 5. A
J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

1. No.of learners A. _____ No. of learners who A. _____ No. of learners who earned A. _____ No. of learners who earned A. _____ No. of learners who earned 80% in
who earned 80% earned 80% in the evaluation 80% in the evaluation 80% in the evaluation the evaluation
on the formative
assessment

2. No.of learners B. _____ No. of learners who B. _____ No. of learners who require B. _____ No. of learners who require B. _____ No. of learners who require
who require require additional activities for additional activities for remediation additional activities for remediation additional activities for remediation
additional remediation
activities for
remediation.

3. Did the remedial C. Did the remedial lessons work? C. Did the remedial lessons work? C. Did the remedial lessons work? C. Did the remedial lessons work? _____ No.
lessons work? _____ No. of learners who have _____ No. of learners who have caught _____ No. of learners who have caught of learners who have caught up the lesson
No.of learners caught up the lesson up the lesson up the lesson
who have caught
up with the
lesson.

4. No.of learners D. _____ No. of learners who D. _____ No. of learners who continue D. _____ No. of learners who continue D. _____ No. of learners who continue to
who continue to continue to require remediation to require remediation to require remediation require remediation
require
remediation

5. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching
strategies worked  Group collaboration  Group collaboration  Group collaboration  Group collaboration
well? Why did  Powerpoint Presentation  Powerpoint Presentation  Powerpoint Presentation  Powerpoint Presentation
these work?  Answering preliminary  Answering preliminary  Answering preliminary  Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
 Discussion  Discussion  Discussion  Discussion
 Think-Pair-Share (TMS)  Think-Pair-Share (TMS)  Think-Pair-Share (TMS)  Think-Pair-Share (TMS)
 Differenetiated Instruction  Differenetiated Instruction  Differenetiated Instruction  Differenetiated Instruction
  Discovery Method  Discovery Method  Discovery Method  Discovery Method
 Lecture Method.Why?  Lecture Method.Why?  Lecture Method.Why?  Lecture Method.Why?
_________________ _________________ _________________ _________________
 Complete IM’s  Complete IM’s  Complete IM’s  Complete IM’s
 Availability of Materials  Availability of Materials  Availability of Materials  Availability of Materials
 Student’s eagerness to learn  Student’s eagerness to learn  Student’s eagerness to learn  Student’s eagerness to learn
 Group member’s Cooperation
in doing their tasks Group member’s Cooperation in doing Group member’s Cooperation in doing Group member’s Cooperation in doing their
their tasks their tasks tasks

6. What difficulties  Bullying among pupils  Bullying among pupils  Bullying among pupils  Bullying among pupils
did I encounter  Student’s behavior/attitude  Student’s behavior/attitude  Student’s behavior/attitude  Student’s behavior/attitude
which my principal  Colorful IM’s  Colorful IM’s  Colorful IM’s  Colorful IM’s
or supervisor can  Unavailable Technology  Unavailable Technology  Unavailable Technology  Unavailable Technology Equipment
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) (AVR/LCD)
 Reading Readiness  Reading Readiness  Reading Readiness  Reading Readiness

7. What innovation or ( Localization and ( Localization and Contextualization are ( Localization and Contextualization are ( Localization and Contextualization are done
localized I Contextualization are done in done in evaluating learning) done in evaluating learning) in evaluating learning)
used/discover which evaluating learning)
I wish to share with
other teacher?