School Tayabas Western Academy Grade Level Seven

DAILY
Teacher Ma’am Lordena C. Reyes Topic Algebra
Inclusive Dates May 27, 2024 Learning Area Mathematics
LESSON Scheduled Time 6:00-7:00 Quarter Second Quarter

LOG

I. OBJECTIVES MONDAY
A. Content Standard The learner demonstrates an understanding of key concepts of algebraic expressions, the properties of real numbers as
applied in linear equations, and inequalities in one variable.
B. Performance Standards The learner can model situations using oral, written, graphical, and algebraic methods in solving problems involving
algebraic expressions, linear equations, and inequalities in one variable.
II. CONTENT Evaluating Algebraic Expressions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
3. Textbook pages Second Edition Next Century Mathematics (pg. 187 – 188)
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources PowerPoint Presentation and Flashcard
IV. PROCEDURES
A. Revising previous lesson or Teacher’s Activity Student’s Activity
presenting the new lesson
Let’s have a quick recap of the past lesson.

What have we discussed last meeting?

We have learned last meeting about Measurements.
The history beyond it and also about the measuring
instrument, converting measurement, Ratio and
Measurement, Rounding measurement, and also the
 perimeter, area and volume of the different polygons.

That’s precisely correct!

Before we proceed to the next topic, Where

do you think we can use that in our real life
situation?
The concepts and skills learned in math lessons, including
measurement, are applicable in various real-life situations.
Here are some common examples:

Cooking and Baking, Budgeting and Finance, Travel,

Shopping, Health and Fitness, Architecture and
Construction, Landscaping and Gardening, Technology and
Engineering, Art and Design and Science and Research.

In essence, the skills learned in math, especially

measurement, have widespread applications in everyday
life and various professional fields. The ability to understand
and apply mathematical concepts enhances problem-
solving skills and contributes to informed decision-making.
Wow! That’s amazing and with that we can now make
some activity for you to freshen up the knowledge or
skills that we can get to our next lesson.

B. Establishing a purpose for the MOTIVATION

lesson There are 1 sentence assigned in 5 groups, the
challenge is you need to search for each word in
its equivalent letter for you to be able to guess the
word.

The words is hidden under your armchair. Make

sure to collect all the word, and if you find another
word, you can put it into another armchair.
Of course, in span of 5 minutes

READDYYY Where we can find the words ma’am?

SETT We’re excited ma’am, may we start the game?

GOOOO!

Title: Guess the Word Challenge in one sentence.

(Sentences)

1. The cake2 is chocolate.

2. She was in1 hurry.

3. The babies2 were1 crying2.

4. You are so pretty2.

5. Fake through (social-media)2.

(WORD EQUIVALENT)

1. THE = T

2. CAKE2=E

3. IS=R

4. CHOCOLATE=M

5. SHE=L

6. WAS=O

7. IN1=A

8. HURRY=N

9. THE=T
 10. BABIES2=A

11. WERE1=K

12. CRYING2=E

13. YOU=P

14. ARE=I

15. S0=C

16. PRETTY2=K

17. FAKE=B

18. THROUGH=U

19. SOCIAL1=Z

20. MEDIA1=Z

GROUP 1 - TERM

GROUP 2 - LOAN

GROUP 3 - TAKE

GROUP 4 - PICK

GROUP 5 - BUZZ

(EVERYONE: Do the thumbs up rule)

C. Presenting examples/ instances 1. 3x2 - 4x + 1
of the new lesson
In this example the given variable is only x.

There are 3 terms: 3x2, -4x, and 1

 The constant number is 1

The numerical coefficient are 3 and -4

2. 3x2 - 4x + 1 , x=2

>3(4) - 4(2) + 1

>12 - 8 +1

>4 + 1

=5

D. Discussing new concepts and Can someone explain on what we do in our

practicing new skills #1 activity?

Very Good!
Ma’am, it is substitution?

(EVERYONE: Do the thumbs up rule)

When we say substitution, it is?
Substitution is the action of replacing someone or
something with another person or thing.

That is correct! Now in our lesson, substitution is a

big part of the Algebraic Expression. But before we
proceed in evaluating algebraic expression, let’s
first evaluate the terms we will encounter in our
lesson.

E. Algebraic Expression - a variable, number or a

group of it with given operation is reffered to it.

F. Variable - symbol that represents an unknown

number.

G. Term - an algebraic expression seperated from

another algebraic expression by a plus (+) or
 minus (-).

H. Constant term - term without variable.

I. Numerical Coefficient - numerical factor in a

term

Example:
Can you give an example ma’am?
1. 7m3 - 2n2 + 24d

How about the variables?

There are 3 terms ma’am: 7m3, -2n2, and 24d.
While the constant number?
There are also 3 variables, the m,n, and d.
Remember class if there are no indicated number
Where is it ma’am?
without variable
So, there are no constant term ma’am and the
coefficients are 7, -2 and 24 ma’am.
That’s right! Awesome!

E. Discussing concepts and To illustrate now the essence of substitution let’s Ma’am are we going to substitute the value of x
practicing new skills #2 use the example 1. which is 2 in the algebraic expression?

1. 3x2 - 4x + 1 , x=2 Yes, ma’am. 3(2)2 -4(2) + 1

Where there are given value of x which is 2.

Yes, simple as that. You want to try on the board?

Enable for you to evaluate that, you will use the

PEMDAS RULE. Do you still remember that?
Yes ma’am!
Who wants to try?
Student 1:

>3(4) - 4(2) + 1
 >12 - 8 +1

>4 + 1

=5

Awesome! And that is how to evaluate the

algebraic expression. Another example, let’s use
the second example.

2. 7m3 - 2n2 + 24d if m=3, n=2, and d=4

Student 2:

>7(3)3 - 2(2)2 + 24(4)

>7(9) - 2(4) + 96

>63 - 8 + 96

> 55 + 96

= 151

(Everyone do the Thumbs up rule)

F. Developing mastery GROUP ACTIVITY
(Leads to Formative
Assessment 3) Please group yourself into 5 by counting starting
always from the right to left.

You may now seat in your respective group.

Instructions:

. Participants will discuss and collaborate on

solving the assigned question.

. Emphasize the importance of showing the steps

 and reasoning.

. After a set time, discuss any differences in their

approaches.

. Questions and clarification from other groups to

promote a deeper understanding of the concepts.

Questions:

Value: a = 2, b=3, c=4, d=5, x = 6, y = 7, z = 8

1. 3x2 + 7x - 2y - 5z

2. a + 2b + 3c + 4d - 5e

3. 24y2 - 56x +22y

4. 12z + 13z - 4y + 52q2

5. 32a + 45z - 98b2 - 12y5

(start doing group discussion)

(Everyone do the thumbs up rule)

G. Finding practical applications of INDIVIDUAL ACTIVITY

concepts and skills in daily living
I have learned all about evaluating algebraic
1. What have you learned today?
expression.

2. What do you think is the importance of this lesson?

I think that this lesson is important for understanding
the different value in every expression.
 3. How do you think it can help you in your everyday life?

It can help me in my everyday life by having the knowledge

about valuing some variables that can affect my everyday
life, thus for I know it can help me balance my problems
and decision-making.
H. Making generalizations and Can anyone sum up our discussion?
abstractions about the lesson

Evaluating algebraic expressions involves breaking down

complex mathematical statements into manageable parts
for students to understand. It requires guiding students
through the process of substituting variables with specific
values and simplifying the expression using established
rules of arithmetic. Effective teaching involves providing
clear explanations, examples, and opportunities for
students to practice independently. Assessing student
understanding involves observing their problem-solving
strategies, addressing misconceptions, and providing
constructive feedback. Ultimately, successful evaluation of
algebraic expressions as a teacher involves nurturing
students' confidence and proficiency in manipulating
mathematical symbols to solve problems.
Do you have any question?Since you can now tell
the importance, I believe you can now answer this
activity. Please get 1/2 crosswise sheet of paper. None, Ma’am.

I. Evaluating learning EVALUATION

Direction: Evaluate each expression if a = 2, b = -

1, c= 3 and d = -5
 1. (b/d) + (a/c)

2. (b+d)/ac

3. ba + dc

4. (a + b + c)/d

5. ab + cd

1. (b/d) + (a/c) = (-1)/(-5) + (2/3) = 1/5 + 2/3 = 3/15 + 10/15

= 13/15

2. (b+d)/ac = (-1 + (-5))/(2*3) = (-6)/6 = -1

3. ba + dc = (2 * -1) + (3 * -5) = -2 - 15 = -17

4. (a + b + c)/d = (2 - 1 + 3)/(-5) = 4/(-5) = -4/5

5. ab + cd = (2 * -1) + (3 * -5) = -2 - 15 = -17

(Everyone do the thumbs up rule)

J. Additional activities for ADDITIONAL ACTIVITY (Assignment)
application or remediation
Copy the following algebraic expression and
evaluate each expression for the given
values of variable.

1. A2, when A=0.3

2. (B+C)2 , when B = -5 and C = 4

 3. 1/2(ab) - 1/3(ba), if a = -4 and b = -3

4. [2 (s - 3) + (t + 2)]2, when s=3, t=2

5. (-b + √ b2 −4 ac ) / 2a, when a=2, b=-2, and c=-4

V. REMARKS

I learned that __________________________________________

VI. REFLECTION I realized that _________________________________________

I can relate algebraic expression in real life situation by ______________

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 remediation.
E. Which of my teaching strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
learners?