School: RANOM ILOCO NATIONAL HIGH SCHOOL Grade Level: 7

DAILY
Teacher: CHRISTINE IVY L. SERRANO Learning Area: MATH
LESSON
Teaching Dates and
LOG
Time: January 23-27, 2023 9:45-10:45 (7-Zinnia); 10:45-11:45 (7-Lily) Quarter: 2ND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be meet 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 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 Standard The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities in one
variable.

B. Performance Standard The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and
inequalities in one variable.

C. Learning The learner solves linear The learner solves linear

Competencies/Objective equation or inequality in one equation or inequality in one
s: variable involving absolute variable involving absolute
Write the LC Code for each value by: (a) graphing; and (b) value by: (a) graphing; and (b)
algebraic methods. (M7AL-IIi- algebraic methods. (M7AL-IIi-
j-1) j-1)
a. Identify and apply the a. Identify and apply the 2nd Quarter Assessment 2nd Quarter Assessment
properties of equality properties of inequality REVIEW
b. Find the solution of an b. Find the solution of an (Day 1) (Day 2)
equation involving one equation involving one
variable by algebraic variable by algebraic
procedure using the procedure using the
properties of equality properties of inequality
c. Appreciate the concept of c. Appreciate the concept of
equality in real-life situation. inequality in real-life
situation.
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.
II. CONTENT Solving Linear Equation Algebraically
III. LEARNING Lists 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
RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References

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 1. Teacher’s Guide
Pages

2. Learner’s Materials
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd

Resources Cavite Mathematics 2016 Cavite Mathematics 2016

IV.PROCEDURES

A. Reviewing Previous Observe the given figure. Show and Tell!

Lesson or Presenting the
New Lesson Your teacher will show
different pictures (Use
the pictures below).
Analyze and tell
something about what
have you observed.
What does each picture
shows?

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B. Establishing a Purpose PAK GANERN Give at least 5 values of the
for the Lesson given variable.
Write PAK if the given solution
is correct, otherwise write 1. x ≥ 3
GANERN.
2. 2y ≤ 10
1. 4x + 8 = 15 ; x=5
3. b + 2 > 7
2. 8x = 24 ; x=4
4. m - 4 < 6
3. 2x - 3 > 6 ; x=3
5. d + 1 ≥ - 5
4. 10x - 8 < -1 ; x = -1
5. 6x - 8 = 3x - 2 ; x=2
A. Using the following symbols
C. Presenting Using Addition Property of
identify what mathematical
Examples/Instances of Equality
phrases appropriate to each of
the Lesson
Example 1: x - 5 = 8 the following.
x-5+5=8+5
Add 5 both sides of the 
equation (APE) B. Write each relationship in
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 x + 0 =13 symbols.
x = 13 a. The fare hike (x) will not be
more than Php 2.
Example 2: x + 12= -18 b. The minimum car speed (x)
x + 12 + (-12) = -18+ (-12) in SLEX is 60kph.
Add -12 both sides of the c. The amount of water a
equation (APE) person should drink in a day
x = -30 (x) should be more than 5
glasses.
Using Multiplication Property d. The time takes to process
of Equality the NSO document (x) is less
than a week.
Example 1: 5x = 35 Answer
A. This are inequality symbols
< “is less than,”
“is less than or equal to,”
> “is greater than,”
“is greater than or equal to”
Multiply both sides of
the equation (MPE) B.
a. x ≤ 2, since the fare hike
x=7 cannot exceed Php 2.
b. x ≥ 60, since the car speed
cannot go below 60 kph.
Example 2: c. x ˃ 5, since it should be
more than 5 glasses of
water.
d. x < 7, since the time it takes
Multiply 6 both sides of the is less than a week.
equation (MPE)
x = -12 Try this!
Solve
Using Both Addition 1. x + 2 < 1
Property and Multiplication 2. x -7 ≥ 4
Property of Equality 3. 5x < -15
4. 3x + 3 ≥ 6
Example 1: 2x + 3 = 9 5. 2(x-4) ≤ 10 + 5x
2x + 3+ (-3) = 9 + (-3)
Add -3 both sides (APE) Solutions:
2x = 6 1. x +2 < 1
x +2 + (-2) < 1 + (-2)
Using Addition Property of
Inequality (API)
x < -1
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 2. x -7 ≥ 4
Multiply xboth
- 7 +sides
7 ≥ 4(MPE)
+7 Using Addition Property of
x=3 Inequality (API)
x ≥ 11
Example 2: 2(x – 4) = 10 + 5x
2x - 8 = 10 + 5x 3. 5x < -15
Distributive Property
2x - 8 + 8 = 10 + 5x + 8

Add 8 both sides (APE)

2x = 18 + 5x
2x + (-5x) = 18 + 5x + (-5x) Multiply both sides of the
equation (MPI)
Add -5x both sides (APE) x< -3

4. 3x + 3 ≥ 6
3x + 3+ (-3) ≥ 6 + (-3)
Add -3 both sides (API)
3x ≥ 3
Multiply both sides
(MPE)
x = -6

Multiply both sides (MPI)

x≥3

5. 2(x – 4) ≤ 10 + 5x
2x - 8 ≤ 10 + 5x
Distributive Property
2x - 8 + 8 ≤ 10 + 5x + 8

Add 8 both sides (API)

2x ≤ 18 + 5x
2x + (-5x) ≤ 18 + 5x + (-5x)

Add -5x both sides (API)

(−13)( -3x) ≤ (18 )(−13)

Multiply −13 both sides

(MPI)
x ≥ -6
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D. Discussing New Fill in the blank to complete the Identify the property of
Concepts and Practicing process in solving the equation. inequality used in each of the
New Skills #1 Apply the property of Equality. following.
Check your solution if it is
1. If x + 5 > 11, then x > 6
satisfies the equation.
2. If x < 3, then 2x < 6
1. x + 4 = 20
Solution: x + 4 = 20 3. If x > 5 and 5 > y, then x > y
x+4 + ____= 20 + ____ 4. If 5x < 30, then x < 6
(APE)
x = ______ 5. If x < 17, then x + 7 < 24

2. 8x = 40
Solution: 8x = 40

(MPE)
x = _____

3. x - 8 = -17
Solution: x - 8 = -17
x-8 + ____= -17 + ____
(APE)
x = ______

4. 2x + 4= 16
Solution: 2x + 4= 16
2x + 4 + (-4) = 16 + ___
APE
2x=___
( ___ ) 2x=___ ( 12 )
MPE
x=______

E. Discussing New a. How do we solve linear a. What is a linear inequality?

Concepts and Practicing equations?
b. How do we solve linear
New Skills #2
b. What are properties applied inequalities?
in solving linear equations?
c. What symbols are used to
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 c. Can we solve linear express inequality?
equations using those
d. What are properties applied
properties?
in solving linear inequalities?
How do they apply in solving
linear inequalities?
e. Differentiate solving linear
inequalities from solving linear
equations.

F. Developing Mastery Solve the following linear Complete each solution.

(Leads to Formative equations:
1. Solve 3x - 7 ≥ 8
Assessment 3)
1. x + 9= 4
3x - 7 + ≥8+
2. -4 + 3x = 5
3x ≥
3. 9y - 2= -10 + y
4. 8x = 16x - 24
5. -6x = 30
x≥5

2. Solve

-x <
x>

3. Solve 9(x - 11) < 13 + 7x

9x - < 13 + 7x
9x - 99 + < 13 + 7x + 99
9x < 7x +

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 9x - < 7x + 112 -
2x <

x<

G. Finding Practical A. Find the value of x of the ff. Solve for each inequality.
Applications of Linear equations. Show your
1. 3y < 2y + 8
Concepts and Skills in solutions.
Daily Living 2. m-3 ˃12
1. 5x - 4 = 26
3. -2k ≤ 2
2. 3x +3 + 2x = 18
4. 8x-4 ≤ 15x+24
3. 6x - 4 = 8x + 7
5. 3n+4 < 100
4. 2(x - 5) = 42 - 3(x + 4)
2
x48
3
5.
B. Analyze and answer:
1. Thrice a certain number is
three-fourths. What is the
number?
2. In –x = 9, what will you
multiply both sides of the
equation to get the value of x?
3. Solve 3x + 4 = 5x - 26

H. Making Generalizations PROPERTIES OF EQUALITY Properties of Inequality

and Abstractions about
A. Reflexive Property of Trichotomy Property
the Lesson
Equality
For all real numbers a and b,
For each real number a, a = a. only one of the following is true:
Examples: 3 = 3 –b = –b a<b, a = b, or a > b
x+2=x+2
B. Symmetric Property of
Equality Transitive Property of

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For any real numbers a and b, Inequality
if a = b then b=a.
For all real numbers a, b, and
Examples: If 2 + 3 = 5, then 5 = c:
2 + 3.
If a<b and b<c, then a<c
If x – 5 = 2, then 2 = x – 5.
If a>b and b>a, then c>a
C. Transitive Property of
Addition Property of
Equality
Inequalities
For any real numbers a, b, and
The same number may added
c,
to both sides of the
If a = b and b = c, then a = c expressions.
Examples: If 2 + 3 = 5 and 5 = If a < b, then a + c < b + c
1 + 4, then 2 + 3 = 1 + 4.
If a ˃ b, then a + c ˃ b + c
If x – 1 = y and y = 3, then x – 1
Subtraction Property of
= 3.
Inequality (SPI)
D. Substitution Property of
For all real numbers a, b, and
Equality
c:
For any real numbers a and b:
If a < b, then a - c < b - c
If a = b, then a may be
replaced by b, or If a ˃ b, then a - c ˃ b - c
b may be replaced by a, in any Multiplication Property of
mathematical sentence without Inequalities
changing its meaning.
1. The same positive/negative
Examples: If x + y = 5 and x = number may be multiplied to
3, then 3 + y = 5. both sides of the expression.
If 6 – b = 2 and b = 4, then 6 – 2. The direction of the
4 = 2. inequality is reversed if you
multiply both sides by a
In solving linear equations, it is
negative number.
usually helpful to use the
properties of equality to
combine all terms involving x
on one side of the equation,
and all constant terms on the
other side.
E. Addition Property of
Equality (APE)
For all real numbers a, b, and
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 c,
a = b if and only if a + c = b + c.
If we add the same number to
both sides of the equal sign,
then the two sides remain
equal.
Example: 10 + 3 = 13 is true if
and only if 10 + 3 + 248 = 13 +
248 is also true (because the
same number, 248, was added
to both sides of the equation).
F. Multiplication Property of
Equality (MPE)
For all real numbers a, b, and
c, where c ≠ 0,
a = b if and only if ac = bc.
If we multiply the same number
to both sides of the equal sign,
then the two sides remain
equal.
Example: 3 · 5 = 15 is true if
and only if (3 · 5) · 2 = 15 · 2 is
also true (because the same
number, 2, was multiplied to
both sides of the equation).

I. Evaluating Learning Multiple Choices: Encircle the Solve each inequality

letter of the correct answer.
1. 15 - 6y ≥ 51
1. Which of the following is a
2. 8x + 9 < 2x + 21
linear equation?
3. 10 - 2a ≤ 25 + 3a
a. 2x + 1= 0 c. x3 - 1=0
4. 2(6 + x) < 34
b. x2 + 1= 0 d. all of these
2. Which will make the
sentence x + 5 = 2x + 10 true?
5.
a. -1 c. 5
b. -5 d. 1

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 3. The solution of 2x +3 =15 is
_____.
a. 9 c. -6
b. -9 d. 6
4. Which statement will always
be true?
a. x + 4 = x + 5 c. x(5 + 4) = 9x

b. 5x = 6 d.
5. The sum of twice a number
and 5 is ten. The mathematical
translation of the sentence is:
a. 2 + n + 5 = 10 c. 2n + 5=10
b. 2 (n+5) = 10 d. 2n = 5 + 10

J. Additional Activities for Do you ever notice how some Are these two inequalities
Application or people expect to receive as equivalent? Explain.
Remediation much as they give? Should the
2x-5 ≥ -3 and -3 ≤ 2x
love we extend to others
always be equal to the love that
we receive from them?

IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson?
D. No. of learners who
continue to require
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 remediation?
E. Which of my teaching
strategies work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

CHRISTINE IVY L. SERRANO

Teacher I Reviewed/Checked by:

RONNIE N. NAVARRETE
Principal IV

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