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. 28-DEC.2,2022 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.

The learner demonstrates understanding of key concepts of sets and the real number system.

The learner will demonstrate understanding of key concepts of polynomials.

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

The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety of strategies

The learner is able to determine algebraic expressions that are polynomials according to degree and number of terms.
3. Learning Learning Competency: The Learning Competency: Differentiates between HOLIDAY – NOV.30,2022 Learning Competency: Evaluates
Competencies learner interprets the meaning constants and variables in a given algebraic algebraic expression for the given values
/ Objectives of n a where a is a positive expression. (M7AL-IIc -3) of the variables. (M7AL-IIc -4)
Learning Objectives: Learning Objectives:
integer. (M7AL-IIc-2)
1.Define constant and variable ; 1. Differentiate between constants
Learning Objectives: 2.Differentiate between constants and variables and variables in a given
in a given algebraic expression; algebraic expression;
1. Identify base and exponent 3. Demonstrate appreciation of identifying 2. Evaluate algebraic expressions
of a given expression in the form constants, variables and translating algebraic for given values of the variables;
a expressions as important skills needed in solving and
n;
algebraic word problems. 3. Demonstrate appreciation of
2. Explain the meaning of n a identifying constants, variables and
where a is a positive integer; translating algebraic expressions as
3. Solve mathematical important skills needed in solving
expressions in the form n a; algebraic word problems.
Write mathematical
expressions in the form n a
with ease and accuracy..
II. CONTENT Differentiates between Differentiates between constants and variables in Evaluates algebraic expression for the
constants and variables in a a given algebraic expression. (M7AL-IIc -3 given values of the variable.(M7AL-IIc -4
given algebraic expression.
(M7AL-IIc -3

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

A. References

1. Teacher’s Pages 156 Pages 14-22

Guide Pages 14-22

2. Learner’s Pages 126 Pages 113 – 116

Materials Pages 113 - 121

3. Textbook Math Builders Math Builders

4. Additional
Materials
from
Learning
Resource
(LR)
portal

B. Other
Learning
Resources

IV. PROCEDURES

A. Reviewing The teacher will conduct a short The teacher divides the class into groups with 4 The teacher asks the students: “Who
previous lesson or review on multiplying integers. members. among you here knows some rules in
presenting the Present the following: Each group will be given a table to fill in. basketball?”
new lesson They have to fill in the missing entry in the table.
1.) -2 x -2 =

2.) 5 x 5=

3.) -6 x -6 x -6 =

4.) 7 x 7=
 5.) -8 x -8=
Andrew How old How old is Andrew?
is y years will he __________________
old be after
5 years

Jane is x How old How old is Jane?

years old was she ________________
10 years
ago

Carl is z Andrew How old is Andrew?

years old is 5 years _________________
older
than
Carl.

Andrew is y How old will How old is

years old he be after 5 Andrew? y+5
years

Jane is x How old was How old is

years old she 10 years Jane? x - 10
ago

Carl is z years Andrew is 8 How old is

old years older Andrew? x +
than Carl. 8

B. Establishing a The teacher lets the students The teacher lets the students realize that The teacher will split the class with 5
purpose for the realize that prime factorization identifying constants and variables are important members. Each group will be given a
lesson are important skills needed to skills to understand the key concept. strip of paper that contains instructions
understand the concepts n a of the activity.
Students play the game “ Sub me in”.
where a is a positive integer.
Each letter in the English alphabet will be
given its corresponding counting
numbers from 1 to 26 since there are 26
 letters.
Let each group read the instructions
aloud.
From the given strips, there are given
words that they are going to find the
equivalent total value.
They have to substitute the numerical
value to each letter of the given word
and add all the numerical digits.
Example :
H U M B L
E
8 21 13 2 12
5 = 61
Give enough time for each group to do
the activity and ask them to show their
answer as soon as they are done.
Ask the students:
1. How did you determine the
equivalent value of each word?
2. Why we have to substitute?
3. What are those letters stand for?
Tell the class that they will be learning
about the concept of algebra. Those
letters are considered variables and they
performed evaluation of algebraic
expression where they substitute the
given value to each variable and solve
the expression.
C. Presenting The teacher lets the students The teacher lets the students, in groups of three, The teacher will post something on the
examples/ give the product of each the answer the following. board.
instances of the following, in pair, as fast as they Identify the constant and variables of the Let them understand the meaning of the
lesson can. given symbols and expressions on the
following.
board on the board.
1.) 3 x 3 = 1. 3x + 2y -4 =0 Ask some volunteers from the class to
2. 5x+ 2y -5 share their understanding on the
2.) 4 x 4 x 4 = 3. 3ab-5a symbols.
4. 2x2 – y 1. x 2. 2 + 3
3.) 5 x 5 x 5 x 5 =
5. 6x-10 3. =
4.) 1 x 1 x 1 x 1 x 1 = Process their answers and explain to
them that x will be considered a symbol
5.) 2 x 2 x 2 x 2 x 2 x 2 that stands for any value or number not
 anymore a multiplication sign. Another
way to think of 2 + 3 is to read it as the
sum of 2 and 3. They must have
thought, “Alright, what am I supposed to
compute?” The sign “=” may be called
the equal sign by most people but may
be interpreted as a command to carry
out an operation or operations.
However, the equal sign is also a symbol
for the relation between the expressions
on its left and right sides, much like the
less than “<” and greater than “>” signs.

Ask to the class the difference between a

phrase and a sentence? Just like from
their discussion in English. A phrase
doesn’t have a complete thought
while sentences express a complete
thought. Also in Algebra, An algebraic
phrase or expression only show
variables and coefficients and
constant whole algebraic equation
shows equality.
D. Discussing new The teacher discusses with the The teacher discusses and illustrates thoroughly Working in pairs, the teacher lets the
concepts and students the process of arriving the definition of a constant, term, variable, students solve the given problem.
practicing new at the answer of each exercise in numerical coefficient, literal coefficient and Problem: Given the value of x = 2 and y =
skills #1 Activity. expression as stated in the learners module page -4, solve the following expressions.
115. a. 2x + 2y b. 2x2 – y 3. 5y
The teacher discuss thoroughly Provide illustrative examples to students to + 7 c. 6x / 2y
with the activity that: diagnose difficulties. Give ample time to each pair to answer
and call some volunteers to show their
1.) 3 x 3 can be written as 32
answers on the board. Get any
2.) 4 x 4 x 4 can be written as 4 3 volunteer from the pairs and show their
answer on the assigned item.
3.) 5 x 5 x 5 x 5 can be written
as 54

4.) 1 x 1 x 1 x 1 x 1 can be
written as 15
5.) 2 x 2 x 2 x 2 x 2 x 2 can be
written as 26

Another sample:

1.) (a)(a)(a) = a 3

2.) (x)(x)(x) + (y)(y) = x 3+ y 2

3.) (x)(x) + (y)(y) = x2 + y2

2
(xy)(xy) ( xy )

Let the students define and

interpret the meaning of n ª
where a is a positive integer. In
n ª , n is called 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 Working in pairs, the teacher lets the provide
concepts and 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 Simply explain to the class that The letters such Simply explain to the class that The
mastery (Leads to the students answer the as x, y, n, etc. do not always have specific values letters such as x, y, n, etc. do not always
Formative following: assigned to them. When that is the case, simply have specific values assigned to them.
Assessment 3)
Which of the following is \ are think of each of them as any number. Thus, they When that is the case, simply think of
correct? can be added (x + y), subtracted (x – y), multiplied each of them as any number. Thus, they
(xy), and divided (x/y) like any real number. can be added (x + y), subtracted (x – y),
1.) 4² = 4 x 4 = 16 multiplied (xy), and divided (x/y) like any
2.) 2⁴ = 2 x 2 x 2 x 2 = 8 real number.

3.) 2⁶ = 2 + 2 + 2 + 2 + 2 + 2 =
12

4.) (-3)³ = -3 x -3 x -3 = - 27

Give the value of the following :

1.) 2³

2.) (-2) ⁴

3.) 3⁴

4.) 10⁶

5.) ( - 3 )⁸

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

H. Making The teacher summarizes the The teacher summarizes the mathematical skills The teacher summarizes the
generalizations mathematical skills or principles or principles used to differentiate the constant mathematical skills or principles used to
and abstractions used to recognize that prime and variables in the algebraic expression and also differentiate the constant and variables
about the lesson factorization are important skills to evaluate them given the certain values of the in the algebraic expression and also to
needed to understand the variables. evaluate them given the certain values
concepts n a where a is a positive 1. What are variables? of the variables.:
2. How do you differentiate variables from 4. What are variables?
integer through questions like:
constants? 5. How do you differentiate
3. What are terms, numerical coefficient, variables from constants?
literal coefficient and expression? 6. What are terms, numerical
Guide questions: Answers shall be drawn from the students. coefficient , literal coefficient
Possible responses: and expression?
1.) Based on the above activity, 1. constant – a constant is a number on 7. Where there mathematical
how many times we multiply its own. For example, 1 or 127; b. skills or principles used to
each number to it? 2. variable – a variable is a symbol, evaluate algebraic expression
2.) Can we write the above usually letters, which represent a value 8. What is a sequence?
expressions in shorter way? or a number. For example, a or x. In Answers shall be drawn from the
truth, you have been dealing with students.
3.) How do we write the variables since pre-school in the form Possible responses:
following in shorter way? of squares ( ), blank lines (___) or other 4. constant – a constant is a
symbols used to represent the number on its own. For
a.) (9)(9) =
unknowns in some mathematical example, 1 or 127; b.
b.) (2x)(2x)(2x) = sentences or phrases; 5. variable – a variable is a
3. term – a term is a constant or a symbol, usually letters, which
c.) {(x)(x)} + {(y)(y)}= variable or constants and variables represent a value or a
multiplied together. For example, 4, xy number. For example, a or x.
or 8yz. The term’s number part is In truth, you have been
called the numerical coefficient while dealing with variables since
the variable or variables is/are called pre-school in the form of
the literal coefficient/s. For the term squares ( ), blank lines (___) or
8yz, the numerical coefficient is 8 and other symbols used to
the literal coefficients are yz; represent the unknowns in
expression – an Algebraic expression is a group of some mathematical sentences
terms separated by the plus or minus sign. For or phrases;
example, x – 2 or 4x + ½y – 451. . 6. term – a term is a constant or
a variable or constants and
variables multiplied together.
For example, 4, xy or 8yz. The
term’s number part is called
the numerical coefficient
while the variable or variables
is/are called the literal
coefficient/s. For the term
8yz, the numerical coefficient
is 8 and the literal coefficients
 are yz;
7. expression – an Algebraic
expression is a group of terms
separated by the plus or
minus sign. For example, x – 2
or 4x + ½y – 451.
Moreover the teacher will simply explain
the rules in PEMDAS in evaluating
algebraic expression.
For finite sequence, the number of terms
is defined which means that the number
I. Evaluating The teacher lets the students The teacher lets the students answer The teacher lets the students answer
learning answer individually the individually the formative assessment. individually the formative
formative assessment. Directions: Write the letter of the correct assessment.
answer. Directions: Write the letter of the
Solve the following.
1. Which of the following is considered correct answer.
1.) 6³ a constant? 1. Which of the following is
a. x b. 8y c. 300 d. considered a constant?
2.) (-3) ⁴
42x a. f b. 3y c. 500
3.) 5⁴ 2. In the equation 3x + 2y =3, what is the d. 42x
numerical coefficient of x? 2. Which of the following is a
4.) (-1)⁶ a. 2 b. 0 c. 5 d. 3 term?
5.) ( - 2 )⁸ 3. In the equation 6x + 5y =2, what is the a. 23m + 5 b. (2)(6x) c.
numerical coefficient of y? x – y + 2 d. ½ x – y
3. Which of the following is
a. 6 b. 5 c. 2 d. 0 equal to the product of 27 and 2?
4. In the equation x + 2y-3 =0, which of a. 29 b. 49 + 6 c.
the following is considered constant ? 60 – 6 d. 11(5)
a. 2 b. 1 c. 3 d. -3 4. Which of the following
5. In the equation y = 2x + 9. , what is makes the sentence 69 – 3 = ___ + 2
the numerical coefficient of y? true?
a. 1 b. 2 c. 0 d. 9 a. 33 b. 64 c.
Answer Key: 66 d. 68
1.C 2. D 3. A 4. D 5. A 5. Let y = 2x + 9. What is y
when x = 5?
a. 118 b. 34
c. 28 d. 19
Answer Key:
C 2. B 3. C 4. B. 5.
 D
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 80% in the A. _____ No. of learners who A. _____ No. of learners who earned
who earned 80% earned 80% in the evaluation evaluation earned 80% in the evaluation 80% in the evaluation
on the formative
assessment

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

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

4. No.of learners D. _____ No. of learners who D. _____ No. of learners who continue to require D. _____ No. of learners who D. _____ No. of learners who continue to
who continue to continue to require remediation remediation continue 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 activities/exercises  Answering preliminary  Answering preliminary
activities/exercises  Discussion activities/exercises activities/exercises
 Discussion  Think-Pair-Share (TMS)  Discussion  Discussion
 Think-Pair-Share (TMS)  Differenetiated Instruction  Think-Pair-Share (TMS)  Think-Pair-Share (TMS)
 Differenetiated Instruction  Discovery Method  Differenetiated Instruction  Differenetiated Instruction
  Discovery Method  Lecture Method.Why? _________________  Discovery Method  Discovery Method
 Lecture Method.Why?  Complete IM’s  Lecture Method.Why?  Lecture Method.Why?
_________________  Availability of Materials _________________ _________________
 Complete IM’s  Student’s eagerness to learn  Complete IM’s  Complete IM’s
 Availability of Materials  Availability of Materials  Availability of Materials
 Student’s eagerness to learn Group member’s Cooperation in doing their tasks  Student’s eagerness to learn  Student’s eagerness to learn
 Group member’s
Cooperation in doing their Group member’s Cooperation in Group member’s Cooperation in doing
tasks doing their tasks their 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 Equipment  Unavailable Technology  Unavailable Technology Equipment
help me solve? Equipment (AVR/LCD) (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 done in ( Localization and ( Localization and Contextualization are
localized I Contextualization are done in evaluating learning) Contextualization are done in done in evaluating learning)
used/discover which evaluating learning) evaluating learning)
I wish to share with
other teacher?