SCHOOL BANI NTEGRATED SCHOOL GRADE LEVEL 7

GRADES 1-12
TEACHER MA. RHODORA V. HERRERA LEARNING AREA MATHEMATICS
DAILY LESSON LOG
TEACHING DATES MARCH 11-14, 2024 / 7:30-8:30 AM QUARTER 3RD
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 can model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and
Standards inequalities in one variable.
C. Learning uses models and algebraic methods to find the:
Competencies/Objectives M7AL-IIe-g-1
(e) product of a binomial and a The learner solves linear equation or inequality in one variable involving absolute value by: (a) graphing; and
trinomial. (b) algebraic methods. (M7AL-IIi-j-1)

II. CONTENT Special Products: Product of a Solving Linear Equation Solving Linear Inequality Graphing of Linear Inequalities FREE DAY
binomial and a trinomial Algebraically Algebraically
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials pp 164-168 pp 164 - 168 pp 164 - 168
pages 150 – 151

3. Textbook pages Patterns and Practicalities on G7 Patterns and Practicalities on G7 Patterns and Practicalities on G7
Math pp: 252-259 Gladys Nivera, Math pp: 272-275 Gladys Nivera, Math pp: 272-275 Gladys Nivera,
Elementary Algebra Patterns and Elementary Algebra (Based on Elementary Algebra (Based on Elementary Algebra (Based on
Practicalities pages 320 – 321 by UbD) pp:74-79 UbD) pp:86-88 E.A.Lopez,V.L.Lopez UbD) pp:86-88 E.A.Lopez,V.L.Lopez
Gladys Nieverra E.A.Lopez,V.L.Lopez
Math E-Math by Orlando A. Oronce, E-Math by Orlando A. Oronce,
Marilyn O. Mendoza, pages 313- Marilyn O. Mendoza, pages 313-
327 327
4. Additional Materials www.youtube.com/wowmath www.youtube.com/wowmath www.youtube.com/wowmath www.youtube.com/wowmath
from Learning resource
(LR) Portal
B. Other Learning Grade 7 Math Modules Grade 7 Math Modules Grade 7 Math Modules Grade 7 Math Modules
Resources
IV. PROCEDURES
A. Reviewing previous Which pairing is different from the Observe the given figure. Show and Tell! Group the figures according to its
lesson or presenting the others? Why? classification.
new lesson

a.
Your teacher will show
different pictures (Use the
pictures below). Analyze and
tell something about what
b. have you observed.

c.

EQUALITY INEQUALITY
B. Establishing a purpose Based on the previous activity, PAK GANERN Give at least 5 values of the given Tell whether the given number is a
for the lesson answer the following questions: Write PAK if the given solution is variable. solution of the given inequality or
 Do they follow special form correct, otherwise write GANERN. not.
or pattern? 1. x ≥ 3
 What algebraic expressions 1. 4x + 8 = 15 ; x=5 2. 2y ≤ 10 1. s ≤ 40 : 30, 40, 45
can you relate/associate in 2. 8x = 24 ; x=4 3. b + 2 > 7 2. a < 5 : 2, 6, 3
each pairing using 3. 2x - 3 > 6 ; x=3 4. m - 4 < 6 3. g > 8 : 3, 10, 15
multiplication as the 4. 10x - 8 < -1 ; x = -1 5. d + 1 ≥ - 5 4. m ≥ -3 : -2, -4, -6
operation? 5. 6x - 8 = 3x - 2 ; x=2 5. x > 0 : 1, 2, 3

C. Presenting Find the product of (x+y) (x2-xy+y2) Using Addition Property of Exploratory Activity! Solve and Graph:
examples/instances of individually, compare your answers Equality 1. x + 4 < 2
the new lesson with your pair and decide with your Example 1: x - 5 = 8 A. Using the following symbols 2. x - 9 ≥ 1
final answer. Choose your product x-5+5=8+5 identify what mathematical 3. 5x < -20
below and justify your answer. Add 5 both sides of the phrases appropriate to each of the 4. 3x + 2 ≥ 8
a. x3-y3 equation (APE) following. 5. 3(x - 2) ≤ -1 + 4x
b. x3+y3 x + 0 =13
c. x3+2xy+2xy2+y3 x = 13  Solutions:
Example 2: x + 12= -18 1. x + 4 < 2
B. Write each relationship in
x + 12 + (-12) = -18+ (-12) Add - x + 4 + (-4) < 2 + (-4)
symbols.
Solution: 12 both sides of the equation Using Addition Property of
a. The fare hike (x) will not be more
If we multiply (APE) Inequality (API)
than Php 2.
2
x -xy+ y
2 x = -30 x < -2
b. The minimum car speed (x) in
by x+y Using Multiplication Property of
SLEX is 60kph.
3 2 2 Equality Draw an open circle at –2. The
x - x y+ xy c. The amount of water a person
Example 1: 5x = 35 solutions are all values of x less
2 2
x y-x y + y
3 should drink in a day (x) should
than –2, so shade the line to the
3 3 be more than 5 glasses.
x +y d. The time takes to process the
left
NSO document (x) is less than a
Likewise, if we multiply
week. I I.
of –2 I I I I I I I I
2 2
x +xy+ y Answer (Exploratory Activity) -7 -6 -5 -4 -3 -2 -1 0 1 2
both sides of the equation (MPE)
by x-y 2
3 2
x=7 2. x - 9 ≥ 1
x +y+ xy A. This are inequality symbols
2 2
- x y-x y ± < “is less than,” x - 9 + 9 ≥ 1 +9
3 3 Example 2: “is less than or equal to,” Using Addition Property of
x -y
> “is greater than,” Inequality (API)
 “is greater than or equal to” x ≥ 10

B. a. x ≤ 2, since the fare hike Draw a closed circle at 10. The

Multiply 6 both sides of the solutions are all values of x greater
cannot exceed Php 2.
equation (MPE) than 10, so shade the line to the
b. x ≥ 60, since the car speed
x = -12 right of 10.
cannot go below 60 kph.
Using Both Addition Property
c. x ˃ 5, since it should be
and Multiplication Property of
more than 5 glasses of
Equality I I.
of –2 I I I I I I I I
water.
Example 1: 2x + 3 = 9 d. x < 7, since the time it takes 6 7 8 9 10 11 12 1314 15
is less than a week. 15 2
2x + 3+ (-3) = 9 + (-3)
Try this! 3. 5x < -20
Add -3 both sides (APE) Solve

2x = 6 1. x + 2 < 1
2. x -7 ≥ 4
3. 5x < -15
Multiply both sides of the
4. 3x + 3 ≥ 6
equation (MPI)
5. 2(x-4) ≤ 10 + 5x
x< -4
Solutions: Draw an open circle at -4. The
Multiply both sides (MPE) 1. x +2 < 1 solutions are all values of x less
x=3 x +2 + (-2) < 1 + (-2) Using than –4, so shade the line to the
Example 2: 2(x – 4) = 10 + 5x Addition Property of Inequality left of –4.
2x - 8 = 10 + 5x Distributive (API)
Property x < -1
2x - 8 + 8 = 10 + 5x + 8 I .I
of –2 I I I I I I I i
Add 8 both sides (APE) 2. x -7 ≥ 4
--9 -8 -7 -6 -5 -4 -3 -2 -1 0
2x = 18 + x5x- 7 + 7 ≥ 4 +7 Using Addition Property of Inequality
2x + (-5x) = 18 + 5x + (-5x) Add - (API)
2
5x both sides (APE) x ≥ 11 4. 3x + 2 ≥ 8
3. 5x < -15 3x + 2+ (-2) ≥ 8 + (-2) Add -2 both
sides (API)

3x ≥ 6
Multiply both sides (MPE)
x = -6
Multiply both sides of the
equation (MPI) Multiply
x< -3
4. 3x + 3 ≥ 6

3x + 3+ (-3) ≥ 6 + (-3) both sides (MPI)

Add -3 both sides (API) x≥2

3x ≥ 3 Draw a closed circle at 2. The

solutions are all values of x greater
than 2, so shade the line to the
right of 2.

I .I
of –2 I I I I I I I i
Multiply both sides (MPI) --2 -1 0 1 2 3 4 5 6 7
2
x≥3
5. 2(x – 4) ≤ 10 + 5x 5. 3(x – 2) ≤ 3 + 6x
2x - 8 ≤ 10 + 5x 3x - 6 ≤ 3 + 6x
Distributive Property Distributive Property
2x - 8 + 8 ≤ 10 + 5x + 8 3x - 6 + 6 ≤ 3 + 6x + 6
Add 8 both sides (API) Add 6 both sides (API)
2x ≤ 18 + 5x 3x ≤ 9 + 6x
2x + (-5x) ≤ 18 + 5x + (-5x) 3x + (-6x) ≤ 9 + 6x + (-6x)
Add -5x both sides (API) Add -6x both sides (API)
(−13)( -3x) ≤ (18 )(−13)
Multiply −13 both sides
(MPI)
x ≥ -6

Multiply both sides (MPI)

x ≥ -3

Draw a closed circle at -3. The

solutions are all values of x greater
than -3, so shade the line to the
right of -3.

I .I
of –2 I I I I I I I i
-5 -4 -3 -2 -1 0 1 2 3
4 2
D. Discussing new 1. How many terms are in the Fill in the blank to complete the Identify the property of inequality Fill in the blank to complete the
concepts and practicing product? process in solving the equation. used in each of the following. process in solving linear
new skills #1 2. What consists the first factor of Apply the property of Equality. inequalities. Apply the property of
the product?? Check your solution if it is satisfies 1. If x + 5 > 11, then x > 6 Inequality indicated. Graph using
3. How is the first factor related to the equation. the number line at the right.
2. If x < 3, then 2x < 6
the second factor of the
product? 3. If x > 5 and 5 > y, then x > y 1. x - 20 < - 12
4. What trinomial should be x - 20 + ___ < -12 + ____
multiplied to x-1 to get x3-1? 1. x + 4 = 20 4. If 5x < 30, then x < 6 (API)
Using the methods outlined in the 5. If x < 17, then x + 7 < 24 x < ___
previous problems, what should be Solution: x + 4 = 20
I I I I I I I I I I
multiplied to x+2 to get x3+8?
x+4 + ____= 20 + ____ 4 5 6 7 8 9 10 11 12 13
(APE)
2. 8x = 40 2. -7x < 49
(__)(-7x) < 49 (___)
Solution: 8x = 40 x > ___
I I I I I I I I I I
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1
(MPE)

x = ___

3. x-1≥4
3. x - 8 = -17 x - 1 + ___≥ 4 + ___
(API)
Solution: x - 8 = -17 x ≥ ___

x-8 + ____= -17 + ____ I I I I I I I I I I

(APE) 2 3 4 5 6 7 8 9 10 11

4. x - 8 ≤ - 17
4. 2x + 4= 16 x - 8 + ___≤ -17 +
____ (API)
Solution: 2x + 4= 16 x ≤ ___

2x + 4 + (-4) = 16 + ___ I I I I I I I I I I
APE -3 -4 -5 -6 -7 -8 -9-10-11 -12

2x=___ 5. 5x + 4 > -21

5x + 4 + (-4)> -21 +
E. Discussing new Match the factors in column A with a. What is a linear inequality? a. Can you describe linear
concepts and practicing their product in Column B. a. How do we solve linear b. How do we solve linear inequalities? What is the
new skills #2 Column A equations? inequalities? difference between linear
____1. ( x+2)(x2-2x+4) b. What are properties applied in c. What symbols are used to equations and inequalities?
____2. (2x+5)(4x2-10x+25) solving linear equations? express inequality? b. How do we solve linear
____3. ( x-4)(x2+4x+16) c. Can we solve linear equations d. What are properties applied in inequalities?
____4. (3x-1)(9x2+3x+1) using those properties? solving linear inequalities? How c. What are properties applied in
____5. (2x-3)(4x2+6x+9) do they apply in solving linear solving linear inequalities? How
inequalities? do they apply in solving linear
Column B e. Differentiate solving linear inequalities?
a. x3-64 inequalities from solving linear
b. 8x3-27 equations. d.How do we graph linear
c. x3+8 inequalities on a number line?
d. 27x3-1
8x3+125
F. Developing Mastery Find the product. Solve the following linear Complete each solution. Write the inequality shown by
(Leads to formative 1. (x+3)(x2-3x+9) equations: each graph.
assessment 3) 2. (x-5)(x2+5x+25) 1. x + 9= 4 1. Solve 3x - 7 ≥ 8
3. (2x+1)(4x2-2x+1) 2. -4 + 3x = 5 3x - 7 + ≥ 8 + 1.
4. (m+7)(m2-7m+49) 3. 9y - 2= -10 + y 3x ≥ .
(3a-2)(9a2+6a+4) 4. 8x = 16x - 24 I .I
of –2 I I I I I I I i
5. -6x = 30 -3 -2 -1 0 1 2 3 4 5 6
2
x≥5 2.

2. Solve
I I.
of –2 I I I I I I I I-
5 -4 -3 -2 -1 0 1 2
3 4
3.

I I.
of –2 I I I I I I I I
-x < -3 -2 -1 0 1 2 3 4 5 6
x> 15 2
4.

I I.
of –2 I I I I I I I I
7 8 9 10 11 12 13 14 15 16
15 2
5.
I I I I I I I I I I
of –2 .
7 8 9 10 11 12 1314 15 16
15 2
G. Finding practical Activity by group: A. Find the value of x of the ff. Solve for each inequality. Solve the following linear
applications of concepts What should be multiplied to the Linear equations. Show your inequalities and graph on a
and skills in daily living following to get a sum/difference of solutions. 1. 3y < 2y + 8 number line.
two cubes? Give the product 1. 5x - 4 = 26 2. m-3 ˃12
2. 3x +3 + 2x = 18 3. -2k ≤ 2 1. x +5 ˃ 12
3. 6x - 4 = 8x + 7 4. 8x-4 ≤ 15x+24
4. 2(x - 5) = 42 - 3(x + 4) 2. 5y < -40
5. 3n+4 < 100
2 3. 6 +n ≤ -18
x  4 8
5. 3
4. 2x+8 ≥ 20
B. Analyze and answer:
1. Thrice a certain number is 5. 2x+3 ˃ x-8
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 generalization The factors (x + y )( x2-xy +y2 ) have PROPERTIES OF EQUALITY Properties of Inequality This open circle shows that 5 is not
and abstractions about the following characteristics: A. Reflexive Property of Equality a solution.
the lesson a. The first term of the trinomial is For each real number a, a = a. Trichotomy Property
the square of the first term of the Examples: 3 = 3 –b = –b x+2 a>5
=x+2 For all real numbers a and b, only
binomial
B. Symmetric Property of one of the following is true: I I I I I I I I I I
b. The second term of the trinomial
Equality a<b, a = b, or a > b 0 1 2 3 4 5 6 7 8 9
is the additive inverse of the
product of the For any real numbers a and b, if a
= b then b=a. Transitive Property of Inequality The symbols ≤ and ≥ indicate a
first and second terms of the
Examples: If 2 + 3 = 5, then 5 = 2 + For all real numbers a, b, and c: closed circle.
binomial
3. If a<b and b<c, then a<c
c. The third term of the trinomial is
If x – 5 = 2, then 2 = x – 5. If a>b and b>a, then c>a This closed circle shows that 3
the square of the second term of the
binomial C. Transitive Property of Equality is a solution.
For any real numbers a, b, and c,
Addition Property of Inequalities b≤ 3
If a = b and b = c, then a = c
Examples: If 2 + 3 = 5 and 5 = 1 + The same number may added to I I I I I I I I I I
4, then 2 + 3 = 1 + 4. both sides of the expressions. -3-2 -1 0 1 2 3 4 5 6
If x – 1 = y and y = 3, then x – 1 =
3. If a < b, then a + c < b + c Addition Property of Inequalities
D. Substitution Property of If a ˃ b, then a + c ˃ b + c
Equality The same number may added to
 For any real numbers a and b: If a Subtraction Property of Inequality both sides of the expressions.
= b, then a may be replaced by b, (SPI)
or 1. If a < b, then a + c < b + c
b may be replaced by a, in any For all real numbers a, b, and c: 2. If a ˃ b, then a + c ˃ b + c
mathematical sentence without If a < b, then a - c < b - c
changing its meaning. Multiplication Property of
If a ˃ b, then a - c ˃ b - c
Examples: If x + y = 5 and x = 3, Inequalities
then 3 + y = 5. Multiplication Property of
If 6 – b = 2 and b = 4, then 6 – 4 = 1. The same positive/negative
Inequalities
2. number may be multiplied to both
In solving linear equations, it is 1. The same positive/negative sides of the expression.
usually helpful to use the number may be multiplied to both 2. The direction of the inequality is
properties of equality to combine sides of the expression. reversed if you multiply both sides
all terms involving x on one side 2. The direction of the inequality is by a negative number.
of the equation, and all constant reversed if you multiply both sides
terms on the other side. by a negative number.
E. Addition Property of Equality
(APE)
For all real numbers a, b, and 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 Verify if the factors follow the Multiple Choices: Encircle the Solve each inequality MATCH ME
 letter of the correct answer. 1. 15 - 6y ≥ 51 Match each inequality in Column A
1. Which of the following is a 2. 8x + 9 < 2x + 21 with its graph in column B.
linear equation? 3. 10 - 2a ≤ 25 + 3a
a. 2x + 1= 0 c. x3 - 1=0 4. 2(6 + x) < 34 COLUMN A
2
b. x + 1= 0 d. all of these 1. x - 3 ≥ 6
2. Which will make the sentence x 2. 4y > - 24
+ 5 = 2x + 10 true? 5. 3. 2(x + 7) ≥ - 14
a. -1 c. 5 4. 3x - 7 < -1
b. -5 d. 1 5. -3a > 9
3. The solution of 2x +3 =15 is COLUMN B
_____.
a. 9 c. -6
b. -9 d. 6 I I I I I I I I I I
4. Which statement will always be A. 7 8 9 10 11 12 3 14 15 16
true?
special form.If they do,find the a. x + 4 = x + 5 c. x(5 + 4) = 9x
product. I I I I I I I I I I
a. (x+3)(x2+3x+9) B. 10 -9 -8 -7 -6 -5 -4 -3 -2 -1
b. (4x-1)(16x2+4x+1) b. 5x = 6 d.
c. (2x-5)(4x2+20x+25) 5. The sum of twice a number and
d. (6x+y)(36x2-6xy+y2) 5 is ten. The mathematical I I I I I I I I I I
translation of the sentence is: C. -8 -7 -6 -5 -4 -3 -2 -1 0 1
a. 2 + n + 5 = 10 c. 2n + 5=10
b. 2 (n+5) = 10 d. 2n = 5 + 10
I I I I I I I I I I
D. -5 -4 -3 -2 -1 0 1 2 3 4

I I I I I I I I I I
E. -17-16-15-14-13-12-11 10 9

J. Additional activities for Study Defining Linear Equation and Are these two inequalities Solve the following linear
application or Linear Inequality in One Variable equivalent? Explain. inequalities and graph on a
remediation number line.
2x-5 ≥ -3 and -3 ≤ 2x
1. 4x – 5 + 2x > 1

2. 8x + 2 ≤ 6x - 4
 Do you ever notice how some
people expect to receive as much
as they give? Should the love we
extend to others always be equal
to the love that we receive from
them?

IV. REMARKS
V. 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. Did the remedial
lessons work? No of
learners who caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies work well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve?
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials as Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or The lesson have successfully delivered The lesson have successfully The lesson have successfully delivered The lesson have successfully delivered
localized materials did I due to: delivered due to: due to: due to:
use/discover which I ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
wish to share with other
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
teacher? ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks

Prepared by: Checked by: Noted:

MA. RHODORA V. HERRERA MELINDA S. MENDOZA IAN LUEGIM M. DE LEON

Teacher II Master Teacher I OIC-PRINCIPAL