School LAPOGAN INTEGRATED Grade Level Grade 7

SCHOOL

Teacher LUISA F. GARCILLAN Learning Area Math

DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 28-DECEMBER Quarter Second (Week 4)
2,2022

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES

A. Content Standards Demonstrates understanding of the key concepts of algebraic expressions, the properties of real
numbers as applied in linear equations and inequalities in one variable.

B. Performance Standards 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 Competencies/  Answer the Summative

Objectives test accurately; Translates English phrases to Translates English phrases to Interprets the meaning of an
 Follow the standards of mathematical phrases and vice mathematical phrases and vice where n is a positive integer.
behaviour in taking the versa. versa. M7AL-IIc-2
test. M7AL-IIc-1 M7AL-IIc-1

II. CONTENT SUMMATIVE TEST PATTERNS AND ALGEBRA (Lesson 19: Verbal Phrases and Mathematical Phrases)

III. LEARNING PROCESS

A. References

1. Teacher’s Guide pages

Math G7 TG pp.147 - 151 Math G7 TG pp.147 - 151
 2. Learner’s Materials Math G7 LM pp. 117 - 121 Math G7 LM pp. 117 - 121 Math G7 LM pp. 126-129
pages
3. Textbook pages

4. Additional Materials
for Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous A. Pre-test Think of this:

lesson or presenting the  Motivation
new lesson. Show students the different Answering and checking of If a2 = 64 , what is a?
 Presentation
symbols. Let them recall the assignment.
 Setting Standard of If 25 – r2 = 9 , what is r?
meaning of the following:
Behavior
 Distribution of Test 1. + 4. ÷
Papers 2. – 5. >
3. X 6. <

B. Establishing a purpose
for the lesson. B.Test Proper In the expression an, what is a?
 Translate verbal phrases to  Translate verbal phrases to
n?
 The teacher checks mathematical phrases and mathematical phrases and
Which is the base?
students’ work from vice versa vice versa.
Which is the exponent?
time to time  Answer Activity 1 on  Use flash cards
page 117 of G7 LM

C. Presenting examples/ C.Post Test  Which phrase is easy to In the following examples,
instances of the new translate? identify the base, exponent,
lesson.  Gathering of Answer
 Sheets Translate the numerical and literal
 Gathering of Test mathematical expression 2 coefficients.
Papers (x+3) in at least two ways.
1. 7a2
2. 3x2 + 1
3. 10a + b
4. 25m3 + 10n2
5. 40x5y4 + 11

D. Discussing new concepts  Give more examples of  Define exponent.

and practicing new skills translating verbal phrases  Identify base, exponent,
#1. to mathematical phrases numerical and literal
and vice versa. coefficients
 Use flash cards

E. Discussing new concepts  Give the other meaning of  Give the equivalent value of
and practicing new skill the some mathematical the following:
#2 symbols. Show table on p. 1. 122 =
148 of G7 TG. 2. 72 =
3. 254 =

F. Developing Mastery Answer the exercises on page Translate each into an algebraic Which of the following is
( Leads to Formative 119 – 121of G7 LM expression. Use any letter to correct?
Assessment 3) represent the unknowns unless
1. 52 = 5 x 5
otherwise specified.
2. 65 = 6 x 6 x 6 x 6
1. Nine less than a certain 3. 34 = 3 x 3 x 3 x 3
number 4. 43 = 4 x 4 x 4
2. Fourteen more than the
product of 9 and a
number.
 3. Thrice the sum of x, y
and z
4. Fifty decreased by the
product of c and d
5. Eleven more than the
sum of two different
numbers
G. Finding practical
applications of concepts
and skills in daily living.
H. Making generalizations
and abstractions about
the lesson. What is an exponent?

What expression/s is difficult to How do we interpret the values

translate? of numbers with exponents?

I. Evaluating Learning  Let x represent an odd Paper- Pencil Test

number. Write an
Worksheet - making
Write as many verbal expression that describes
translations as you can for this the following.
mathematical sentence: 3x – 2 a. Preceding odd number
= -4 b. Next whole number
c. Sum of the odd number and
the next whole number
 Worksheet-making
J. Additional activities for
application or Checking of the activity. Give
remediation. Try Rebus Puzzle on page 121
clarifications if possible.
of LM.

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. Do the remedial lessons
work? No. of learners
who have 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
use/ discover which I
wish to share with other
teachers?

Prepared by: Checked and Verified: Noted:

LUISA F. GARCILLAN MARCIANA A. BOLIBUL ROSALINDA B. GARCILIAN
Subject Teacher T3, JHS Department Head School Principal