LP Mathematics 7 Done

MATHEMATICS 7 MATHEMATICS 7 MATHEMATICS 7
October 24, 2016 October 25, 2016 October 26, 2016
I.Objective/s I.Objective/s I.Objective/s
II.Subject Matter II.Subject Matter II.Subject Matter

INSET Seminar INSET Seminar Sembreak
A. Reference: A. Reference: A. Reference:
B. Material: B. Material: B. Material:
C. Values Integration C. Values Integration C. Values Integration
III.Procedure III.Procedure III.Procedure
A. Preliminary Activity A. Preliminary Activity A. Preliminary Activity
1. Prayer 1. Prayer 1. Prayer
2. Classroom Management 2. Classroom Management 2. Classroom Management
3. Checking of Attendance 3. Checking of Attendance 3. Checking of Attendance
4. Review 4. Review 4. Review
B. Motivation B. Motivation B. Motivation

C. Setting up Standard C. Setting up Standard C. Setting up Standard
D. Lesson Proper D. Lesson Proper D. Lesson Proper
Discussion Discussion Discussion
E. Generalization E. Generalization E. Generalization
IV. Evaluation IV. Evaluation IV. Evaluation
V. Remarks V. Remarks V. Remarks
VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement
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VIVIAN I. ELMIDO VIVIAN I. ELMIDO VIVIAN I. ELMIDO
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LAILA B. RAPER LAILA B. RAPER LAILA B. RAPER
School Head School Head School Head
October 27, 2016 October 28, 2016 October 31, 2016

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November 1, 2016 November 2, 2016 November 3, 2016

Holiday Review for 2nd Quarter Exam 2nd Quarter Exam


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a. to evaluate an algebraic expression. a. to evaluate an algebraic expression
2nd Quarter Exam / UN Coronation Day Evaluation of algebraic expressions Continuation Evaluation of algebraic expressions
A. Reference: A. Reference: Elementary algebra A. Reference: Elementary algebra
B. Material: B. Material: book B. Material: book

short quiz

answer “test yourself” numbers 17 to 21.

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a. to add monomials properly.
Addition of Monomials 3 Day Refresher Course for Sports Coaching 3 Day Refresher Course for Sports Coaching
A. Reference: elementary algebra A. Reference: A. Reference:
B. Material: book B. Material: B. Material:


Answer test yourself numbers 1 – 5 page 92.

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a. to add monomial properly. a. to properly follow the rules in subtracting monomials.
Continuation Addition of Monomials Submission of papers of the athlete Subtraction of monomials
A. Reference: elementary algebra A. Reference: A. Reference: elementary algebra
B. Material: book B. Material: B. Material: book

short quiz

answer test yourself numbers 1-5 page 93.

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A. Reference: A. Reference: Meeting
B. Material: B. Material: A. Reference:
C. Values Integration C. Values Integration B. Material:
III.Procedure III.Procedure C. Values Integration
A. Preliminary Activity A. Preliminary Activity III.Procedure
1. Prayer 1. Prayer A. Preliminary Activity
2. Classroom Management 2. Classroom Management 1. Prayer
3. Checking of Attendance 3. Checking of Attendance 2. Classroom Management
4. Review 4. Review 3. Checking of Attendance
4. Review
B. Motivation B. Motivation
C. Setting up Standard C. Setting up Standard B. Motivation
D. Lesson Proper D. Lesson Proper C. Setting up Standard
Discussion Discussion D. Lesson Proper
E. Generalization E. Generalization Discussion
IV. Evaluation IV. Evaluation E. Generalization
IV. Evaluation
V. Remarks V. Remarks
V. Remarks
VI. Assignment / Agreement VI. Assignment / Agreement
VI. Assignment / Agreement
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VIVIAN I. ELMIDO VIVIAN I. ELMIDO Prepared by:
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Training Preparation for Division Meet 2016 Training Preparation for Division Meet 2016 Training Preparation for Division Meet 2016
D. Reference: D. Reference: D. Reference:
E. Material: E. Material: E. Material:
F. Values Integration F. Values Integration F. Values Integration
F. Preliminary Activity F. Preliminary Activity F. Preliminary Activity
G. Motivation G. Motivation G. Motivation

H. Setting up Standard H. Setting up Standard H. Setting up Standard
I. Lesson Proper I. Lesson Proper I. Lesson Proper
J. Generalization J. Generalization J. Generalization

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December 5, 2016 December 6, 2016 December 7, 2016

Division Meet 2016 Division Meet 2016 Division Meet 2016


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a. to fully understand and solve properly the given terms by
II.Subject Matter II.Subject Matter adding or subtracting.
Division Meet 2016 II.Subject Matter
A. Reference: A. Reference: Review addition and subtraction of monomials.
B. Material: B. Material: A. Reference: elementary algebra
C. Values Integration C. Values Integration B. Material: book
III.Procedure III.Procedure C. Values Integration
4. Review
Discussion Discussion D. Lesson Proper
E. Generalization E. Generalization Discussion
IV. Evaluation IV. Evaluation E. Generalization
IV. Evaluation
V. Remarks V. Remarks short quiz
V. Remarks

VIVIAN I. ELMIDO VIVIAN I. ELMIDO Prepared by:
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LAILA B. RAPER LAILA B. RAPER Checked by:
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a. To multiply monomials properly. a. to multiply monomials properly. a. to properly follow the rules in dividing monomials.
Multiplication of Monomials Continuation Multiplication of monomials Division of Monomials
A. Reference: elementary Algebra A. Reference: elementary algebra A. Reference: elementary algebra
B. Material: book B. Material: book B. Material: book

short quiz

answer test yourself numbers 1-5 page 95. answer test yourself numbers 1-5 page 98.

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January 3, 2017 January 4, 2017 January 5, 2017
I.Objective/s I.Objective/s
I.Objective/s
To properly follow the rules in dividing monomials. To follow the rules on how to express whole number in scientific notation
To follow the rules on how to express whole number in scientific notation and
II.Subject Matter and decimal number in scientific notation. decimal number in scientific notation.
Continuation Division of Monomials. II.Subject Matter II.Subject Matter
A. Reference: Math VII, pages 96-98 Scientific Notation
Scientific Notation
B. Material: book A. Reference: Math VII, pages 99 - 101
C. Values Integration: Accuracy, Critical Thinking A. Reference: Math VII, pages 99 - 101
B. Material: book
III.Procedure B. Material: book
C. Values Integration: Accuracy, Critical Thinking
A. Preliminary Activity III.Procedure C. Values Integration: Accuracy, Critical Thinking
1. Prayer A. Preliminary Activity III.Procedure
2. Classroom Management 1. Prayer A. Preliminary Activity
3. Checking of Attendance 2. Classroom Management 1. Prayer
4. Review 3. Checking of Attendance 2. Classroom Management
4. Review 3. Checking of Attendance
B. Motivation 4. Review
C. Setting up Standard B. Motivation
D. Lesson Proper C. Setting up Standard
Ways of Dividing Monomials: B. Motivation
D. Lesson Proper
1. am / an = am-n C. Setting up Standard
Scientific Notation – in this notation, a positive number is expressed in
2. a0 = 1 the form a X 10n, where 1 ≤ a < 10 and n is an integer. D. Lesson Proper
Scientific Notation – in this notation, a positive number is expressed in the form a X 10 n,
3. am / an = 1 / an-m To express a number in scientific notation, write it as a product of a where 1 ≤ a < 10 and n is an integer.
4. a-n = 1 / an number less than 10 but greater than or equal to 1 and an integral power To express a number in scientific notation, write it as a product of a number less than 10
5. (a / b)m = am / bm of 10. but greater than or equal to 1 and an integral power of 10.
To divide monomials, we have to properly follow the ways of dividing IV. Evaluation To express whole number in scientific notation we have to count the numbers from right to
monomials so that we can get the correct answer. left and follow the form a X 10n, to express decimal numbers in scientific notation, count
the numbers from left to right and follow the scientific notation form.
IV. Evaluation V. Remarks When numbers less than 1 are written in scientific notation, the exponent of 10 is negative.
short quiz, test yourself 1-5 page 98 Continue next day. IV. Evaluation
V. Remarks short quiz, test yourself 7 – 11, page 101
VI. Assignment / Agreement V. Remarks
Prepared by: Study in advance Polynomials.
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MATHEMATICS 7
January 6, 2017
I.Objective/s
To arrange the ascending and descending powers with respect to a variable and
to identify the degree of polynomial.
II.Subject Matter:
POLYNOMIALS
A. Reference: Math VII, pages 102 - 103
B. Material: book
III.Procedure
A. Preliminary Activity
1. Prayer
2. Classroom Management
3. Checking of Attendance
4. Review
B. Motivation
Scramble Letter: word to arrange: POLYNOMIALS
C. Setting up Standard
D. Lesson Proper
Polynomial is an algebraic expression where all variables when expressed in the
numerator have non-negative integral exponents.
To arrange the terms of a polynomial in ascending order 3 + 5x – 2x2 – 8x3 + x4,
descending order 2x5 + 4x4 – 3x2 – 7.
the degree of a polynomial in more than one variable is the same as that of the
term in that polynomial with the highest degree. Example: 3a2b4 + 2a5b3c –
4a6bc3 is 10 because the term -4a6bc3 has the highest degree equal to 6 + 1 + 3
= 10
E. Generalization
IV. Evaluation
V. Remarks
To be continue next meeting.
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ESP 8
October 25, 2016
INSET Seminar
I.Objective/s
January 10, 2017 January 11, 2017
January 9, 2017
I.Objective/s
I.Objective/s
I.Objective/s To arrange the ascending and descending powers with respect to a variable and
To properly follow the rules in adding polynomials.
to identify the degree of polynomial.
II.Subject Matter II.Subject Matter
II.Subject Matter POLYNOMIALS ADDITION OF POLYNOMIALS
Classes Suspended due to BagyongAuring A. Reference: Math VII, pages 102 - 103 A. Reference: Math VII, page 103-104
B. Material: book
A. Reference: C. Values Integration: Accuracy, Critical Thinking
B. Material: book
B. Material: III.Procedure C. Values Integration: Accuracy, Critical Thinking
C. Values Integration: A. Preliminary Activity III.Procedure
1. Prayer A. Preliminary Activity
III.Procedure 2. Classroom Management 1. Prayer
A. Preliminary Activity 3. Checking of Attendance 2. Classroom Management
1. Prayer 4. Review
2. Classroom Management B. Motivation 4. Review
3. Checking of Attendance C. Setting up Standard
4. Review D. Lesson Proper B. Motivation
Polynomial is an algebraic expression where all variables when expressed in the How will you add an apple plus an apple?
numerator have non-negative integral exponents. C. Setting up Standard
B. Motivation To arrange the terms of a polynomial in ascending order 3 + 5x – 2x2 – 8x3 + x4,
D. Lesson Proper
C. Setting up Standard descending order 2x5 + 4x4 – 3x2 – 7.
To add polynomials, combine similar terms and proceed as in
the degree of a polynomial in more than one variable is the same as that of the
D. Lesson Proper term in that polynomial with the highest degree. Example: 3a2b4 + 2a5b3c – addition of monomials.
4a6bc3 is 10 because the term -4a6bc3 has the highest degree equal to 6 + 1 + 3 Example: (2x + 3y - 6xy) + (-5x + 2y + 3xy)
E. Generalization = 10 2x + 3y - 6xy
E. Generalization -5x + 2y + 3xy
To arrange the terms in ascending/descending order we have to arrange the
IV. Evaluation -3x + 5y - 3xy
exponents of each variables either from lowest to highest or vice versa.
To identify the degree of polynomials, we have to refer the highest degree of E. Generalization
exponent.
V. Remarks IV. Evaluation IV. Evaluation
Short quiz. Answer Test Yourself, numbers 1-5 page 102.
VI. Assignment / Agreement V. Remarks V. Remarks
Continue the topic next meeting.
Prepared by: Study in advance addition of polynomials page 103-104 VI. Assignment / Agreement
VIVIAN I. ELMIDO
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LAILA B. RAPER LAILA B. RAPER
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MATHEMATICS 7
January 12, 2017
I.Objective/s
To properly follow the rules in adding polynomials.
II.Subject Matter
ADDITION OF POLYNOMIALS
A. Reference: Math VII, page 103-104
B. Material: book
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
To add polynomials, combine similar terms and proceed as in addition of
monomials.
Example: (2x + 3y - 6xy) + (-5x + 2y + 3xy)
2x + 3y - 6xy
-5x + 2y + 3xy
-3x + 5y - 3xy
E. Generalization
To add polynomials, combine similar terms and proceed to addition of
monomials. If the given terms are not similar, arrange similar terms in the same
column then proceed to addition. Always follow the rules in adding sign
numbers.
IV. Evaluation
Short quiz, answer Test Yourself numbers 1-5, page 104.
V. Remarks

Study in advance Subtraction of Polynomials page 105 - 106.
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To properly multiply polynomials by a monomial using the distributive To properly multiply polynomials by a monomial using the distributive property of To properly follow the rule in multiplying a polynomial by another
property of multiplication over addition. multiplication over addition. polynomial.
Multiplication of a Polynomial by a Monomial Multiplication of a Polynomial by a Monomial Multiplication of a Polynomial by another Polynomial
A. Reference: Math 7, page 106 A. Reference: Math 7, page 106 A. Reference: Math 7, page 108
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Critical Thinking, Accuracy

To multiply a polynomial by a monomial, multiply each term of the To multiply a polynomial by a monomial, multiply each term of the polynomial by In multiplying a polynomial by another polynomial, each term in the
polynomial by the monomial. In other words, apply the distributive the monomial. In other words, apply the distributive property of multiplication multiplier is multiplied by each of the terms in the multiplicand. Then, the
over addition.
property of multiplication over addition. products are added and similar terms are combined.
Example: 3x(2x2 + 5x – 3) = 3x(2x2) + 3x(5x) + 3x(-3)
Example: 3x(2x2 + 5x – 3) = 3x(2x2) + 3x(5x) + 3x(-3) = 6x3 + 15x2 – 9x Example: 4x – 5
= 6x3 + 15x2 – 9x E. Generalization 3x + 6
E. Generalization To multiply polynomial by a monomial, apply the distributive property of 12x2 – 15x
multiplication over addition, meaning we have to distribute first the 24x – 30
IV. Evaluation monomial term into the polynomial terms and proceed to multiplication 12x2 + 9x – 30
proper. E. Generalization
Continue the topic tomorrow. Short quiz, answer 1-5 test yourself page 107
Continue the topic tomorrow.
Prepared by: Study in advance page 108 “Multiplication of a polynomial by another
VIVIAN I. ELMIDO polynomial”
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MATHEMATICS 7
January 19, 2017
I.Objective/s
To properly follow the rule in multiplying a polynomial by another polynomial.
II.Subject Matter
Multiplication of a Polynomial by Another Polynomial
A. Reference: Math 7, page 108
B. Material: book, Critical Thinking, Accuracy
C. Values Integration
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
In multiplying a polynomial by another polynomial, each term in the multiplier is multiplied
by each of the terms in the multiplicand. Then, the products are added and similar terms
are combined.
Example: 4x – 5
3x + 6
12x2 – 15x
24x – 30
12x2 + 9x – 30
E. Generalization
To multiply a polynomial by another polynomial, each term of a multiplier
must be multiplied by the terms in the multiplicand.
IV. Evaluation
Short quiz, answer test yourself 1-5 page 109.
V. Remarks

Study in advance page 110 “division of a polynomial by a monomial”
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Review for 3rd Quarter Examination Multiplication of a Polynomial by a Monomial Multiplication of a Polynomial by another Polynomial

over addition.
LAILA B. RAPER
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MATHEMATICS 7
January 26, 2017
I.Objective/s
II.Subject Matter
3rd Quarter Examination
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
are combined.
Example: 4x – 5x – 30
12x2 + 9x – 30
E. Generalization
IV. Evaluation
V. Remarks
More than 50% of the students get a passing scores.

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January 30, 2017 January 31, 2017 February 1, 2017

Classes Suspended due to LPA Classes Suspended due to LPA Classes Suspended due to LPA / Faculty Meeting

over addition.
LAILA B. RAPER
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MATHEMATICS 7
February 2, 2017
I.Objective/s
II.Subject Matter
Home Visitation
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
are combined.
Example: 4x – 5
3x + 6
12x2 – 15x
24x – 30
12x2 + 9x – 30
E. Generalization
IV. Evaluation
V. Remarks

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VIVIAN I. ELMIDO
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Checked by:
LAILA B. RAPER
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February 6, 2017 February 7, 2017 February 8, 2017

To follow the steps in dividing polynomials. To follow the steps in dividing polynomials. To properly follow the rule in multiplying a polynomial by another
II.Subject Matter II.Subject Matter polynomial.
Division of a Polynomial by a Monomial Division of a Polynomial by a Monomial II.Subject Matter
A. Reference: Math 7, page 110 A. Reference: Math 7, page 110 Division of a Polynomial by a Polynomial
B. Material: book B. Material: book A. Reference: Math 7, page 111
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking B. Material: book
III.Procedure III.Procedure C. Values Integration: Critical Thinking, Accuracy
4. Review
To divide a polynomial by a monomial, each term of the polynomial is To divide a polynomial by a monomial, each term of the polynomial is D. Lesson Proper
divided by the monomial. divided by the monomial. The process of dividing a polynomial by another polynomial is similar to
Example: Example: that of dividing whole numbers. It is necessary that the polynomials are
Find the quotient. Find the quotient. arranged in descending powers of one of the variables involved.
1. 6a3b2c – 8a2b4c3 + 12ab3c2 = 6a3b2c - 8a2b4c3 + 12ab3c2 2. 6a3b2c – 8a2b4c3 + 12ab3c2 = 6a3b2c - 8a2b4c3 + 12ab3c2 Example:
2ab2c 2ab2c 2ab2c 2ab2c 2ab2c 2ab2c 2ab2c 2ab2c 7x + 4
= 3a2 – 4ab2c2 + 6bc = 3a2 – 4ab2c2 + 6bc 𝑥 − 2√7𝑥 2 − 10𝑥 − 8
E. Generalization E. Generalization 7x2 - 14x
To divide polynomial by a monomial, we have to divide each term of the 4x – 8
IV. Evaluation dividend to the term of the divisor and simplify the answer. 4x – 8
0
V. Remarks IV. Evaluation
Continue the topic tomorrow. Answer test yourself 1-5 page 110. E. Generalization
IV. Evaluation
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VIVIAN I. ELMIDO
VIVIAN I. ELMIDO Prepared by:
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MATHEMATICS 7
February 9, 2017
I.Objective/s
II.Subject Matter
Division of a Polynomial by a Polynomial
B. Material: book
C. Values Integration: Critical Thinking, Accuracy
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
The process of dividing a polynomial by another polynomial is similar to that of dividing
whole numbers. It is necessary that the polynomials are arranged in descending powers of
one of the variables involved.
Example:
7x + 4
𝑥 − 2√7𝑥 2 − 10𝑥 − 8
7x2 - 14x
4x – 8
4x – 8
0
E. Generalization
To divide polynomials by another polynomials we have to follow the following steps.
Step 1: divide the 1st term of the dividend to the 1st term of the divisor
Step 2: multiply the quotient and the divisor
Step 3: subtract (follow the rule in subtracting sign numbers)
Step 4: bring down the next term of the dividend as the new dividend
Step 5: follow step 1 to step 4.
IV. Evaluation
V. Remarks
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To develop reasoning and thinking power based on the given problem. To develop reasoning and thinking power based on the given problem.
Problems Involving Polynomials 3rd Quarter Parents’ Day Problems Involving Polynomials
A. Reference: Math 7, page 114 A. Reference: A. Reference: Math 7, page 114
B. Material: book B. Material: B. Material: book
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: C. Values Integration: Accuracy, Critical Thinking

Word problems are important in learning mathematics. The problem that Word problems are important in learning mathematics. The problem that
follow make use of polynomials in place of numerical quantities. E. Generalization follow make use of polynomials in place of numerical quantities.
1. in a box of letters, there are 3 x’s, 4 y’s, and 13 z’s. in a second box, 1. in a box of letters, there are 3 x’s, 4 y’s, and 13 z’s. in a second box,
there are 7 x’s, 15 y’s, and 2 z’s. the contents of the two boxes are put IV. Evaluation there are 7 x’s, 15 y’s, and 2 z’s. the contents of the two boxes are put
together in a third box which already contains 2 x’s, 3 y’s and 8 z’s. what together in a third box which already contains 2 x’s, 3 y’s and 8 z’s. what
are the final contents of the third box? V. Remarks are the final contents of the third box?
E. Generalization VI. Assignment / Agreement E. Generalization
IV. Evaluation IV. Evaluation

Prepared by: Answer the problems 1 -5 page 115.
V. Remarks VIVIAN I. ELMIDO V. Remarks
Continue the topic tomorrow. SST – 1
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MATHEMATICS 7
February 16, 2017
I.Objective/s
II.Subject Matter
Class Suspended
A. Reference:
B. Material:
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
E. Generalization
IV. Evaluation
V. Remarks
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To identify the true or false statement of equality and inequality by solving the
To identify linear equations and linear inequalities. To solve the given equality and inequality using the 3 different ways by
equation giving a value of a variable.
II.Subject Matter II.Subject Matter inspection.
Linear Equations and Inequalities in One Variable Solution Set of a Linear Equation or Inequality II.Subject Matter
A. Reference: Math 7, page 121 A. Reference: Math 7, page 121 – 122 Solution Set of Simple Equations and Inequalities in One Variable by
B. Material: book B. Material: book Inspection
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking A. Reference: Math 7, page 122-123
III.Procedure III.Procedure B. Material: book
A. Preliminary Activity A. Preliminary Activity C. Values Integration: Accuracy, Critical Thinking
1. Prayer 1. Prayer III.Procedure
2. Classroom Management A. Preliminary Activity
3. Checking of Attendance 4. Review 1. Prayer
4. Review 2. Classroom Management
B. Motivation 3. Checking of Attendance
B. Motivation C. Setting up Standard 4. Review
C. Setting up Standard D. Lesson Proper
D. Lesson Proper The mathematical sentences 2x + 5 = 9 and 2 + 9 = 11 are examples of linear B. Motivation
An equation is a mathematical sentence indicating that two expressions equations. The equation 2x + 5 = 9 is a conditional equation since its truth or C. Setting up Standard
are equal. The symbol “=” is used to denote equality. An inequality is a falsity depends on the value of x. the equation 2 + 9 = 11 is an identity equation D. Lesson Proper
since both of its sides are identical to the same number 11. The unequal sign (≠)
mathematical sentence indication that two expressions are not equal. is a symbol of inequality. If two expressions are unequal, then their relationship
To solve an equation or inequality means to find its solution set. There
The relation symbols <, ≥, >, ≤, and ≠ are used to denote inequality. can be any of the following: greater than (>), greater than or equal to (≥), less are three different ways to solve an equation/inequality by inspection.
Equations such as 3x = 9, x + 7 = 12, and 12 – a = 12 are examples of than (<), or less than or equal to (≤). When a mathematical sentence contains a 1. guess and check – in this method, one guesses and substitutes
linear equations in one variable. A linear equation in one variable is one variable, it becomes an open mathematical sentence. values into an equation/inequality to see if a true statement will result.
which can be written in the form ax + b = 0, where a and b are real E. Generalization 2. cover up – in this method, one covers up the term with the variable.
number constants and a ≠ 0. 3. working backwards – in this method, the reverse procedure is used.
IV. Evaluation
E. Generalization E. Generalization
V. Remarks
Study in advance solution set of simple equations and inequalities in one
V. Remarks variable by inspection page 122. V. Remarks
VI. Assignment / Agreement Prepared by: VI. Assignment / Agreement
VIVIAN I. ELMIDO
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MATHEMATICS 7
February 22, 2017
I.Objective/s
To solve the given equality and inequality using the 3 different ways by
inspection.
II.Subject Matter
Solution Set of Simple Equations and Inequalities in One Variable by
Inspection
A. Reference: Math 7, page 122-123
B. Material: book
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
To solve an equation or inequality means to find its solution set. There
are three different ways to solve an equation/inequality by inspection.
1. guess and check – in this method, one guesses and substitutes
values into an equation/inequality to see if a true statement will result.
2. cover up – in this method, one covers up the term with the variable.
3. working backwards – in this method, the reverse procedure is used.
E. Generalization
In solving the given equation either equality or inequality we need to try
the 3 different ways to solve an equation/inequality.
IV. Evaluation
V. Remarks
Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
School Head
February 27, 2017 February 28, 2017 March 1, 2017

To know the properties of equality and inequality. To know the properties of equality and inequality. To know the different ways in solving linear equations in one variable
Properties of Equality and Inequality Properties of Equality and Inequality Solving Linear Equations in One Variable
A. Reference: Math 7, page 123 A. Reference: Math 7, page 123 A. Reference: Math 7, page 125 – 128
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking

Property of equality: Property of Inequality: Property of equality: Property of Inequality: Recall that if the same number is added to the left and right members of
a. reflexive property a. addition property a. reflexive property a. addition property an equation, the resulting sums are equal. We will illustrate how this
b. symmetric property b. subtraction property b. symmetric property b. subtraction property property is applied in solving linear equations in one variable.
c. transitive property c. multiplication property c. transitive property c. multiplication property Example:
d. addition property d. division property d. addition property d. division property 1. X – 5 = 8
e. subtraction property e. subtraction property X–5+5=8+5 add 5 to both sides of the equation
f. multiplication property f. multiplication property X + 0 = 13
g. division property g. division property X = 13

Answer page 125 test yourself 1-5.
Continue the topic tomorrow. Continue the topic next meeting.

SST – 1 SST – 1 SST – 1

MATHEMATICS 7
March 1, 2017
I.Objective/s
To know the different ways in solving linear equations in one variable
II.Subject Matter
Solving Linear Equations in One Variable
A. Reference: Math 7, page 125 – 128
B. Material: book
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
Recall that if the same number is added to the left and right members of
an equation, the resulting sums are equal. We will illustrate how this
property is applied in solving linear equations in one variable.
Example:
1. X – 5 = 8
X–5+5=8+5 add 5 to both sides of the equation
X + 0 = 13
X = 13
E. Generalization
IV. Evaluation
V. Remarks
.
Study this topic we will have a long quiz tomorrow.
Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
School Head
March 6, 2017 March 6, 2017 March 8, 2017
To know how to graph inequalities using number line. To know how to graph inequalities using number line.
To apply the inequality properties.
II.Subject Matter II.Subject Matter
Graphing Inequalities on a Number Line Graphing Inequalities on a Number Line II.Subject Matter
A. Reference: Math 7, page 130 A. Reference: Math 7, page 130 Applying the Properties of Inequality
B. Material: book B. Material: book A. Reference: Math 7, page 131-132
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking B. Material: book
III.Procedure III.Procedure C. Values Integration: Accuracy, Critical Thinking
3. Checking of Attendance 3. Checking of Attendance
4. Review 4. Review
B. Motivation B. Motivation 4. Review
C. Setting up Standard C. Setting up Standard
D. Lesson Proper D. Lesson Proper B. Motivation
We now consider the graph of an inequality on a number line. We now consider the graph of an inequality on a number line. C. Setting up Standard
Graph x > 6 on a number line. Graph x > 6 on a number line. D. Lesson Proper
X>6 X>6 We will illustrate how the properties of inequality can be applied to solve
The ray indicates that the solution set of x > 6 consists of all numbers greater The ray indicates that the solution set of x > 6 consists of all numbers greater linear inequalities.
than 6. The open circle on 6 indicates that 6 is not included in the solution set. than 6. The open circle on 6 indicates that 6 is not included in the solution set.
Graph x ≤ -1 on a number line. Graph x ≤ -1 on a number line.
Example:
X ≤ -1 1. X ≤ -1 1. Solve x – 2 > 6 and graph the solution set.
The ray indicates that the solution set of x ≤ -1 consists of all the numbers less 2. that the solution set of x ≤ -1 consists of all the numbers less
The ray indicates Solution:
than or equal to -1. The solid circle on -1 indicates that -1 is included in the than or equal to3.-1. The solid circle on -1 indicates that -1 is included in the X–2>6
solution set. solution set. 4. X–2+2>6+2 add 2 to both sides of the inequality.
E. Generalization E. 5.
Generalization X+0>8 additive inverse property
6. X>8
Answer test yourself 1-5 page 130 E. Generalization
V. Remarks V. Remarks
VI. Assignment / Agreement VI. Assignment / Agreement IV. Evaluation
V. Remarks
Prepared by: Prepared by: Continue this topic next meeting.
VIVIAN I. ELMIDO VIVIAN I. ELMIDO VI. Assignment / Agreement
SST – 1 SST – 1
Prepared by:
VIVIAN I. ELMIDO
School Head School Head SST – 1
Checked by:
LAILA B. RAPER
School Head
MATHEMATICS 7
March 8, 2017
I.Objective/s
To develop reasoning and thinking power based on the given problem.
II.Subject Matter
Solving Word Problems Involving Linear Equations
A. Reference: Math 7, page 133 – 134
B. Material: book
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
To solve a word problem, one must know how to write equations. There are
steps to follow when writing the equation and finally finding its solution.
1. Read and understand the problem. Identify what is given and what is
unknown. Choose a variable to represent the unknown number.
2. Express the other unknowns, if there are any, in terms of the variable chosen
in step 1.
3. Write an equation to represent the relationship among the given and
unknown/s.
4. Solve the equation for the unknown and use the solution to find the quantities
being asked.
5. Check by going back to the original statement.
E. Generalization
IV. Evaluation
V. Remarks
Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
School Head
March 13, 2017 March 14, 2017 March 15, 2017
To develop reasoning and thinking power based on the given problem.
II.Subject Matter
Solving Word Problems Involving Linear Equations II.Subject Matter II.Subject Matter
A. Reference: Math 7, page 133 – 134 Review for 4th quarter exam Faculty Meeting
B. Material: book A. Reference: A. Reference: Math 7, page 114
C. Values Integration: Accuracy, Critical Thinking B. Material: B. Material: book
III.Procedure C. Values Integration: C. Values Integration: Accuracy, Critical Thinking
A. Preliminary Activity III.Procedure III.Procedure
1. Prayer A. Preliminary Activity A. Preliminary Activity
2. Classroom Management 1. Prayer 1. Prayer
2. Classroom Management 2. Classroom Management
4. Review
3. Checking of Attendance 3. Checking of Attendance
B. Motivation 4. Review 4. Review
D. Lesson Proper B. Motivation B. Motivation
To solve a word problem, one must know how to write equations. There are C. Setting up Standard C. Setting up Standard
steps to follow when writing the equation and finally finding its solution. D. Lesson Proper D. Lesson Proper
1. Read and understand the problem. Identify what is given and what is Word problems are important in learning mathematics. The problem that
unknown. Choose a variable to represent the unknown number. E. Generalization follow make use of polynomials in place of numerical quantities.
2. Express the other unknowns, if there are any, in terms of the variable chosen
in step 1.
1. in a box of letters, there are 3 x’s, 4 y’s, and 13 z’s. in a second box,
3. Write an equation to represent the relationship among the given and IV. Evaluation there are 7 x’s, 15 y’s, and 2 z’s. the contents of the two boxes are put
unknown/s. together in a third box which already contains 2 x’s, 3 y’s and 8 z’s. what
4. Solve the equation for the unknown and use the solution to find the quantities V. Remarks are the final contents of the third box?
being asked.
5. Check by going back to the original statement. VI. Assignment / Agreement E. Generalization
E. Generalization IV. Evaluation
Prepared by: Answer the problems 1 -5 page 115.
IV. Evaluation
VIVIAN I. ELMIDO V. Remarks
Answer test yourself 1-5 page 136
V. Remarks SST – 1
Checked by:
LAILA B. RAPER Prepared by:
Prepared by: School Head VIVIAN I. ELMIDO
SST – 1

MATHEMATICS 7
March 16, 2017
I.Objective/s
II.Subject Matter
Review for 4th Quarter Exam
A. Reference:
B. Material:
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
E. Generalization
IV. Evaluation
V. Remarks
Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
School Head
MATHEMATICS 7 MATHEMATICS 7
March 20, 2017 March 21, 2017
To identify linear equations and linear inequalities. To identify linear equations and linear inequalities. MATHEMATICS 7
II.Subject Matter II.Subject Matter March 22, 2017
4th Quarter Exam 4th Quarter Exam
A. Reference: Math 7, page 121 A. Reference: Math 7, page 121 I.Objective/s
B. Material: book B. Material: book To develop reasoning and thinking power based on the given problem.
C. Values Integration: Accuracy, Critical Thinking C. Values Integration: Accuracy, Critical Thinking II.Subject Matter
III.Procedure III.Procedure Problems Involving Polynomials
A. Preliminary Activity A. Preliminary Activity A. Reference: Math 7, page 114
1. Prayer 1. Prayer B. Material: book
2. Classroom Management 2. Classroom Management C. Values Integration: Accuracy, Critical Thinking
3. Checking of Attendance 3. Checking of Attendance III.Procedure
4. Review 4. Review A. Preliminary Activity
1. Prayer
B. Motivation B. Motivation 2. Classroom Management
C. Setting up Standard C. Setting up Standard 3. Checking of Attendance
D. Lesson Proper D. Lesson Proper 4. Review
An equation is a mathematical sentence indicating that two expressions An equation is a mathematical sentence indicating that two expressions
are equal. The symbol “=” is used to denote equality. An inequality is a are equal. The symbol “=” is used to denote equality. An inequality is a B. Motivation
mathematical sentence indication that two expressions are not equal. mathematical sentence indication that two expressions are not equal. C. Setting up Standard
The relation symbols <, The relation symbols <, D. Lesson Proper
Word problems are important in learning mathematics. The problem that
E. Generalization E. Generalization follow make use of polynomials in place of numerical quantities.
1. in a box of letters, there are 3 x’s, 4 y’s, and 13 z’s. in a second box,
IV. Evaluation IV. Evaluation there are 7 x’s, 15 y’s, and 2 z’s. the contents of the two boxes are put
together in a third box which already contains 2 x’s, 3 y’s and 8 z’s. what
V. Remarks V. Remarks are the final contents of the third box?
Continue the topic tomorrow. Continue the topic tomorrow.
VI. Assignment / Agreement VI. Assignment / Agreement E. Generalization
IV. Evaluation
Prepared by: Prepared by: Answer the problems 1 -5 page 115.
VIVIAN I. ELMIDO VIVIAN I. ELMIDO V. Remarks
SST – 1 SST – 1

LAILA B. RAPER LAILA B. RAPER Prepared by:
School Head School Head VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
MATHEMATICS 7
March 23, 2017
I.Objective/s
II.Subject Matter
Class Suspended
A. Reference:
B. Material:
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
E. Generalization
IV. Evaluation
V. Remarks
Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
MATHEMATICS 7 MATHEMATICS 7
March 28, 2017 MATHEMATICS 7
March 27, 2017
March 29, 2017
I.Objective/s
To identify linear equations and linear inequalities.
II.Subject Matter To develop reasoning and thinking power based on the given problem.
II.Subject Matter
3rd Quarter Parents’ Day II.Subject Matter
Linear Equations and Inequalities in One Variable
A. Reference: Problems Involving Polynomials
B. Material: A. Reference: Math 7, page 114
B. Material: book
C. Values Integration: B. Material: book
III.Procedure C. Values Integration: Accuracy, Critical Thinking
III.Procedure
A. Preliminary Activity III.Procedure
1. Prayer A. Preliminary Activity
1. Prayer
2. Classroom Management 1. Prayer
3. Checking of Attendance 2. Classroom Management
4. Review 3. Checking of Attendance
4. Review
4. Review
C. Setting up Standard B. Motivation
D. Lesson Proper C. Setting up Standard
D. Lesson Proper
D. Lesson Proper
An equation is a mathematical sentence indicating that two expressions
E. Generalization Word problems are important in learning mathematics. The problem that
are equal. The symbol “=” is used to denote equality. An inequality is a
follow make use of polynomials in place of numerical quantities.
mathematical sentence indication that two expressions are not equal.
IV. Evaluation 1. in a box of letters, there are 3 x’s, 4 y’s, and 13 z’s. in a second box,
The relation symbols <,
there are 7 x’s, 15 y’s, and 2 z’s. the contents of the two boxes are put
V. Remarks together in a third box which already contains 2 x’s, 3 y’s and 8 z’s. what
E. Generalization
are the final contents of the third box?
IV. Evaluation VI. Assignment / Agreement
E. Generalization
V. Remarks
Prepared by: IV. Evaluation
VIVIAN I. ELMIDO Answer the problems 1 -5 page 115.
SST – 1 V. Remarks

Prepared by:
VIVIAN I. ELMIDO Checked by:
SST – 1 LAILA B. RAPER
School Head Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER
School Head
Checked by:
LAILA B. RAPER
MATHEMATICS 7
March 30, 2017
I.Objective/s
II.Subject Matter
Class Suspended
A. Reference:
B. Material:
III.Procedure
1. Prayer
4. Review
B. Motivation
D. Lesson Proper
E. Generalization
IV. Evaluation
V. Remarks
Prepared by:
VIVIAN I. ELMIDO
SST – 1
Checked by:
LAILA B. RAPER

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MATHEMATICS 7 MATHEMATICS 7 MATHEMATICS 7

October 24, 2016 October 25, 2016 October 26, 2016

I.Objective/s I.Objective/s I.Objective/s

II.Subject Matter II.Subject Matter II.Subject Matter

B. Motivation B. Motivation B. Motivation

V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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Checked by: Checked by: Checked by:

I.Objective/s I.Objective/s I.Objective/s

II.Subject Matter II.Subject Matter II.Subject Matter

B. Motivation B. Motivation B. Motivation

V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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Checked by: Checked by: Checked by:

I.Objective/s I.Objective/s I.Objective/s

II.Subject Matter II.Subject Matter II.Subject Matter

B. Motivation B. Motivation B. Motivation

V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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Checked by: Checked by: Checked by:

I.Objective/s I.Objective/s I.Objective/s

B. Motivation B. Motivation B. Motivation

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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Checked by: Checked by: Checked by:

I.Objective/s I.Objective/s I.Objective/s

B. Motivation B. Motivation B. Motivation

V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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Checked by: Checked by: Checked by:

I.Objective/s I.Objective/s I.Objective/s

II.Subject Matter II.Subject Matter II.Subject Matter

B. Motivation B. Motivation B. Motivation

V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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Checked by: Checked by: Checked by:

I.Objective/s I.Objective/s I.Objective/s

B. Motivation B. Motivation B. Motivation

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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I.Objective/s I.Objective/s I.Objective/s

II.Subject Matter II.Subject Matter II.Subject Matter

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II.Subject Matter II.Subject Matter II.Subject Matter

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V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement

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I.Objective/s I.Objective/s I.Objective/s

II.Subject Matter II.Subject Matter II.Subject Matter

B. Motivation B. Motivation B. Motivation

V. Remarks V. Remarks V. Remarks

VI. Assignment / Agreement VI. Assignment / Agreement VI. Assignment / Agreement