School PASIAN NATIONAL HIGH SCHOOL Grade Level 7

GRADES 1 TO 12 Teacher NORCELYN S. ANUDIN Learning Area MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time January 19, 2024 Quarter 2
(2:00-3:00 PM)

I. OBJECTIVES
A. Content Standards 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 The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving
Standards algebraic expressions, linear equations, and inequalities in one variable.
C. Learning  The learner differentiates between equations and inequalities. (M7AL - IIh - 3)
Competencies/Objectives
Write the LC code for At the end of the lesson, the learners should be able to:
each a Differentiate equations from inequalities
b. Determine whether a mathematical sentence is an equation or an
inequalities
c. Apply the concepts of equations and inequalities in real life situations.
II. Content DIFFERENTIATES EQUATIONS AND INEQUALITIES
III. Learning Resources
A. References 1. Curriculum Guide – MELCs
2. Mathematics Self Learning Module
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. Procedures INDICATORS TO BE ANNOTATION
ACHIEVED
A. Preliminaries (3 minutes)  All activities
1. Prayer (https://www.youtube.com/watch?v=A6wctQNdMQM ) will use the indicators.
2. Greetings All students are
3. Checking of Attendance encouraged to take
part in each activity,
4. Remind the students about the classroom rules.
and they are constantly
  Be kind to your classmates. reminded to proceed
 Raise your hand to talk. with caution.
 Do your best work.
 Be active in the classroom.
 Cooperate with your classmates.
 Be respectful of classmates who are working.
 Be Respectful of others’ ideas.
 Be creative and be proud of your work.
5. Inform the students of the safety procedures during circumstances
of urgency, such as earthquake.
6. Place the learners in groups based on their individual needs. It is
more convenient for students who are nearsighted, deaf, or have
orthopedic problems to sit in the front row.
(Note: Integration of Disaster Risk Reduction Management)
B. Reviewing previous Directions: Study and analyze the pictures. Arrange the following 1. Applied knowledge of  By engaging in this
lesson. (ELICIT) pictures according to their groups. content within and across activity, students
curriculum teaching develop a well-
areas. rounded set of
thinking skills that can
be applied across
various academic
disciplines and real-
life situations.

C. Establishing a purpose 1. How do you group the pictures in the previous activity?
of the lesson/presenting 2. How would you describe each group?
examples (ENGAGE) 3. Give other things that can be part of each group?
D. Presenting Directions: The table below shows examples of equations and
examples/instances of inequalities.
the new lesson. Equation Inequalities
0=0 -2 > 2
3 + 3 + 3 +3 + 3 = 3(5) 3 (x + 5) > 3x + 5
2+3=4+1 2x ≤ 3x
5x + 2 = 12 7x < 25
4 (x - 3) = -4 6x ≥ 37
E. Discussing new LIKE OR UNLIKE 2. Used a range of  (Numeracy Skills
concepts and practicing teaching Development:
Directions: Tell whether the given is an equation or an inequality. Students need to
new skills # 1 strategies that
enhance learner perform arithmetic
(EXPLORE/EXPLAIN) Choose for equation and choose if it is inequality. operations such as
achievement in addition and
literacy and subtraction.
1. 12 =12 numeracy skills.  Literacy Skills
3. Applied a range of Development:
2. -5 < 5 teaching Writing down the
strategies to problem statement
develop critical and the solution
3. (8x + 4) - ≥ 8x - 4 involves composing
and creative
clear and coherent
4. 3x - 9 = 6 thinking, as well explanations in
as other higher- written form.)
5. 0 > -3 order thinking
skills.
6. x- 4 > 9
7. x - 10 ≠ x + 10
8. ab > a + b
9. 7(7) = 72

10. x ≥5

F. Discussing new Answer the following questions:

concepts and practicing
new skills # 2 1. How do you compare the values of the left and the right side of an
(EXPLORE/EXPLAIN) equation? Of an inequalities?
2. What symbol is used to define equality? How about inequality?
G. Developing Mastery Directions: Determine whether each of the following is an equation
(ELABORATE) or an inequality.

1) 2x = 12 6) 3(5x-7) ≤24

2) 5xy – 3 = 27 7) 3xy + 6 ≥ 56

3) x+4 = 4 + x 8) -4x(x-2) = -60

4) 2(x+3) < 15 9) 3x² - 7x ≠ 16

5) 𝑥2 -8 > 5 10) 28 + 34 = 1

H. Finding practical CULTURAL MATH PERSPECTIVE 7. Establish a learner-

application of concepts centered culture by
and skills in daily living. using teaching
1. Divide participants into small groups, ensuring a mix of strategies that
indigenous and non-indigenous learners. respond to their
2. Distribute index cards to each group and ask them to write linguistic, cultural,
down a real-life scenario involving equations or inequalities, socio-economic, and
considering their cultural background. religious
background.
3. Encourage learners to share their scenarios with the group, 8. Adapted and used
fostering an appreciation for the cultural diversity in culturally appropriate
mathematical applications. teaching strategies
4. Facilitate a brief discussion on the similarities and differences to address the needs
in how equations and inequalities are applied across different of learners from
indigenous groups.
cultures.

I. Making Generalization Equation – a mathematical sentence indicating that two

and abstraction about the expressions are equal. The symbol “ = “ is used to denote equality.
lesson Inequality – a mathematical sentence indicating that two
expressions are not equal. The relation symbols <, >, ≤,≥,𝑎𝑛𝑑 ≠ are
used to denote inequality.

J. Evaluate Learning A. Directions: Indicate whether the given is an equation or an 9. Used strategies for Immediate feedback
(EVALUATE) inequality. providing timely, accurate allows learners to
1. x>24 and constructive address
feedback to improve misconceptions or
2. 2x+ 6 = 10 learner performance. mistakes while the
3. 3(3) ≤ 9 material is still fresh
4. 22 – x > 12 in their minds.
5. 6x - 8 = 22
4. (2+5)9 =2(5+9)
7.5(x+4) > x +4
8.x + 3x = 8
9.9.4x + 2x ≥7x - x
6 x2
=8 x−5 x
10. 2

Note: Provide feedback promptly after a learning activity.

K. A. Directions: Identify whether each given mathematical sentence is

Agreement/Assignment an an equation or an inequality.
1. x = x
2. -5x > 26
3. xyz ≠ abc
4. 7(3x + 1) ≤ 49
1
x <6
5. 3
B. Study : Properties of Equality
a. Give the property of equality illustrated.
1. If x = y, then y = x
2. If 2x = 10, then x = 5
3. If b + 7 = 13, then b = 6