KIWALAN NATIONAL HIGH SCHOOL

MATATAG CURRICULUM
A Semi-Detailed Lesson Plan
JUNIOR HIGH SCHOOL
in Mathematics

School Kiwalan National High School Grade Level 7

Teacher Beverly S. Perez Learning Area Mathematics
Teaching Dates March 3, 2025 Quarter 4: Lesson 3
Quarter & Week
and Time 9:45 – 10:45 AM (Week 3)
March 3, 2025 (Monday)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have knowledge and understanding of the solution of
A. Content Standards
simple equations
B. Performance By the end of the lesson, the learners can solve simple equations and
Standards substitute it into an algebraic expression to evaluate the expression.
C. Learning
The learners solve simple equations represented by bar models to find
Competencies and
unknowns.
Objectives
At the end of the lesson, learners should be able to
a) analyze the relationship between the parts of the bar model and the
equation.
D. Specific Objectives
b) present mathematical reasoning and problem-solving skills with
confidence
c) manipulate physical bar models representing equations.
Number and Algebra
E. Content Algebraic Equations: Modeling Simple Equation using Bar Models

F. Integration Concepts on empathy, fairness, cooperation, justice and equity

II. LEARNING RESOURCES
Addition of Integers Song || Row Row Row Your Boat. https://www.youtube.com/watch?
v=COgnOWQaGuw
Hand Signals for Volleyball Referees. https://www.youtube.com/watch?v=hSACYUktTmI
Human Digestive System.
https://www.etutorworld.com/7th-grade-science-worksheets/digestive-system.html
SOLVING SIMPLE EQUATIONS USING BAR MODELS (4th) FOURTH QUARTER GRADE 7 MATATAG
TAGALOG MATH TUTORIAL. https://www.youtube.com/watch?v=LhacaQ5gVk4
https://www.freepik.com/premium-vector/court-scales-justice-balance-symbol-lawyers-equality-sign-
lawfulness-judgement-icon_31988985.htm
Basketball Referee Hand Signals. https://www.youtube.com/watch?v=-q29vYryvk0
Digestive System. https://my.clevelandclinic.org/health/body/7041-digestive-system
https://giphy.com/stickers/arrow-arrows-next-DgGTGjWlkwNd8dW3NS
Lim et. Al (2024). Dynamic Mathematics for Lifelong Learners Textbook. Pages 217 – 228
Lesson Exemplar for Mathematics 7. Quarter 4: Lesson 3 (Week 3)
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior 1. Preliminary Activities
Knowledge  Checking of Attendance
 Setting Class Rules
 Calling learners with special needs
 Setting the mode for learning through a song

2. Short Review

Use the activity below to identify if learners were able to master translating
verbal phrases into algebraic expressions/equations and on operations of
 KIWALAN NATIONAL HIGH SCHOOL
MATATAG CURRICULUM
JUNIOR HIGH SCHOOL

integers.

Activity 1: Translate & Solve Me

Direction: Translate the following verbal phrases to algebraic
expressions/equations.
1. 99 + (-60) = 39
2. -54 + (−36) = 90
3. 12 – 20 = -8
4. 4(-6) = -24
−200
5. = 20
−10
6. The sum of a number and seven x+7
7. Four increased by a certain number 4+x
8. The sum of eight and a number is 20 x+8 = 20
9. The sum of twice a number added to 6 is 10 2x + 6 = 10
10. The sum of thrice a number and 4 is 10 3x+4=10

3. Unlocking Content Area Vocabulary

Activity 2: Math Beyond Numbers

Match the non-math definition to the words related to the lesson
1. Refers to replacing one player on the court with another from the
team's bench. (Substitution)
2. The act of including or combining something with another to make
it larger or more complete. (Addition)
3. In a painting, artists sometimes scrape off paint or cover parts of
the canvas to create negative space or draw attention to specific elements.
(Subtraction)
4. It is a fundamental principle that ensures no one is above or below
the law. (Equal)

1. Lesson Purpose
Alexa was taught by her father how to cook cupcakes. She shared her
knowledge with her friends and helped them in making one. To help one of
their friends fund her school project, they prepared cupcakes to be sold
during the school fair. During the school fair, Julia sold twice as many
cupcakes as her friend Thea. Alexa sold three times as many cupcakes as
Thea. Alexa sold 78 cupcakes.
A) How do you feel when you share your knowledge with others?
B. Establishing Lesson
B) How will you show your help to others?
Purpose
C) How many cupcakes has Thea been able to sell?

There are many ways to solve math problems, like how we can share our
knowledge and help those who are in need.
Translating verbal phrases to algebraic equations is a tool that will help
understand how to use the different methods in solving unknown values in an
algebraic equation. One way of solving the problem that involves algebraic
equations is through the use of a bar model.
C. Developing and 1. Explicitation
Deepening
Understanding Activity 2: Sharing is Caring
Directions: Each of the group shall answer the problem below on their own
understanding and method.
KIWALAN NATIONAL HIGH SCHOOL
MATATAG CURRICULUM
JUNIOR HIGH SCHOOL

Alexa was taught by her father how to cook cupcakes. She shared her
knowledge with her friends and helped them in making one. To help
one of their friends fund her school project, they prepared cupcakes to
be sold during the school fair. During the school fair, Julia sold twice as
many cupcakes as her friend Thea. Alexa sold three times as many
cupcakes as Thea. Alexa sold 78 cupcakes. How many cupcakes has
Thea been able to sell?

Answers: Thea sold 26 cupcakes

Solving equation means finding the value of the unknown that makes the
equation true.
8 + ? = 12
8 + 4 = 12

Math problems can be visualized through bar modeling to represent known

and unknown data. Bar models are one such tool that helps us visualize a
given math problem using rectangles or bars. It is not a technique of
computation, but rather a diagram that helps visualize the problem. A bar
model is a way of using rectangles to represent numbers and operations in
math problems. It can help you visualize the relationships between numbers
and find the unknown values.

The human digestive system can be related to the whole-to-parts concept in

math bar models, as each part plays a crucial role in breaking down food.
Without any one part, the entire system would not function properly—just like
a bar model, where missing parts make it incomplete.

 The digestive system works in a step-by-step process, just like

solving a problem using a bar model.
 If one part fails or is missing, the whole process is disrupted—just like
a math equation missing a key number.

2. Worked Examples
Use the bar model to solve the given algebraic equation.
KIWALAN NATIONAL HIGH SCHOOL
MATATAG CURRICULUM
JUNIOR HIGH SCHOOL

1. x + 6 = 14

2. 2x + 6 = 10

3. x + 10 = 2x + 5

4. 2x+5 = x+12
x= 7
3. Lesson Activity
Activity 3: It’s BAR Time
Use the bar method to find the value of the unknown variables.

This is a group activity in which learners will create a physical bar

model of the equations below using art materials. They will be
given 10 minutes to complete it and will discuss their work
afterward.
 KIWALAN NATIONAL HIGH SCHOOL
MATATAG CURRICULUM
JUNIOR HIGH SCHOOL

D. Making Learners’ Takeaways

Generalizations Generalization Questions:
1. Is the use of the bar model approach helpful in solving algebraic
equations?

2. Reflection on Learning
Let them reflect on their experience using the bar method in
analyzing the equation and finding the unknown value of the
variable. Talk about the essence: why do they always need to
check the value of the unknown that they have solved? How can
they apply it in their daily life?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning Activity 4: Solve Me
Solve the following equations using bar model.
1. 3x + 4 = 10
2. 4x + 2 = 10
3. 3x + 7 = x + 13
4. If the entrance fee ticket in a park costs 15 pesos each, how many
children buy the ticket if they pay 120 pesos?

B. Teacher’s Remarks Note observations on

Problems
any of the following Effective Practices
Encountered
areas:
strategies explored
Materials used
learner engagement/
interaction
others
C. Teacher’s Reflection Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
 KIWALAN NATIONAL HIGH SCHOOL
MATATAG CURRICULUM
JUNIOR HIGH SCHOOL

Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?

What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?

What can I explore in the next lesson?

Prepared by:
BEVERLY D. SARNO
Master Teacher I

Observers:
FEDELYN A. GOMEZ
School Principal I