School: SAN NICOLAS NATIONAL HIGH SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: EMELYN V. CUDAPAS Learning Area: MATHEMATICS

DAILY LESSON November 12-16, 2018 Mercury(SSC) 9:45-10:45AM,
LOG Teaching Dates and Time: Earth (SSC) 2-3PM 3-4 PM Acacia(Regular) Quarter: Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Week _____
I. OBJECTIVES

A. Content Standards:
(Pamantayang The learner demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations, and inequalities
Pangnilalaman) in one variable.

B. Performance
Standards: The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic expressions, linear
(Pamantayan sa equations, and inequalities in one variable
Pagganap)
C. LearningCompetencie At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, At the end of the lesson, the At the end of the lesson, the
s will be able to translate English students will be able to the students will be able students will be able to students will be able to
(Pamantayan sa sentences to mathematical sentences translate English sentences to identify and apply the identify and apply the identify and apply the
Pagkatuto) and vice versa to mathematical sentences properties of equality properties of equality and properties of equality and
and vice versa and solve problems solve problems involving solve problems involving
involving linear linear equations in one linear equations in one
equations in one variable variable
variable
II. CONTENT Linear Equation in One Linear Equation in One Linear Equation in One Linear Equation in One
Linear Equation in One Variable
Variable Variable Variable Variable
LEARNING
RESOURCES
A. REFERENCES
(Sanggunian)
1. Teacher’s Guide
(Pahina sa Gabay na
Guro)
2. Learner’s Materials Simplified Math for Grade 7 Simplified Math for Grade Simplified Math for Simplified Math for Grade 7 Simplified Math for Grade
Pages 7 Grade 7 7
(Pahina sa kagamitan ng
Mag-aaral)
3. Textbook Pages
(Pahina sa Teksbuk)
 4. Additional Next Century Mathematics for Grade Next Century Next Century Next Century Mathematics Next Century Mathematics
References from 7(321-324) Mathematics for Grade 7 Mathematics for Grade 7 for Grade 7 ( pp342-344) for Grade 7 ( pp345-349)
LR (pp327-338) ( pp339-341)
(Karagdagang Kagamitan
mula sa LR)

5. Other Learning
Resources
(Iba pang Kagamitang
Panturo)
III. PROCEDURES
A. Reviewing previous LEARNING ACTIVITIES LEARNING LEARNING ACTIVITIES LEARNING ACTIVITIES LEARNING
lesson or presenting Session 1. ACTIVITIES Session 3: Session 4 ACTIVITIES
the new lesson Preliminaries Session 2. Brainstorming Sharing of insights Session 5
(Balik-aral sa Sharing of insights Brainstorming Sharing of insights (Motivation) Sharing of insights/recall
nakaraang (Motivation) Sharing of insights (Motivation) the previous lesson
aralin/pagsisimula ng (Motivation) (Motivation)
bagong aralin

The teacher will orient the students on The teacher will orient the The teacher will orient the The teacher will orient the
The teacher will orient the
B. Establishing Purpose what they will be learning from today’s students on what they will students on what they will be students on what they will students on what they will
for the Lesson session. be learning from today’s learning from today’s session be learning from today’s be learning from today’s
(Paghahabi sa Layunin session. . session. session
ng Aralin)
ICT Integration
(Show a videoclip on the
translation of English
sentences to mathematical
sentences and vice versa)
C. Presenting Activity 1: Guided Discovery Assess the students Activity 5: Recall Activity 8. (Discussion Activity 9: Individual
Examples/Instances of Present the table below. Leave the understanding on the (Discussion Method) Method) Exercise (Differentiated
the new lesson(Pag- second column blank for the students translation of English Review Introduce how to solve Learning) (Simplified
uugnay ng mga to fill/answer/give the meanings or sentences to mathematical 1. the law of trichotomy and word problems. Math for G7, p100-101)
halimbawa sa bagong definitions of each. sentences and vice versa the properties of equalities and Solving word problems -Administer a 6-item
aralin) Symbols Meanings/Definitions inequalities involving equations and exercise to the fast learner
+ plus, added to, a. Addition and subtraction inequalities in one variable. students and 3-item
the sum of, more than, property of equality and The following is a list of exercise to slow learners
more, increased by, inequality suggestions when solving to enhance their
exceeds b. Multiplication Property of word problems. understanding.
– minus, the difference of, equality and inequality 1. Read and analyze the -Afterwards, call on
less than, less, diminished by, subtracted from c. Division Property of problem carefully. If students to share their
∙ * () times, the product of, equality and inequality necessary, make responses and justify their
multiplied by, of 2. the translation of verbal to illustrations. answers. Encourage other
/÷ divided by, the quotient of, mathematical sentences and 2. Use variable/s to students to contribute to
the ratio of, over, splits vice versa represent the unknown or the dialogue.
= is equal to, is expressions for the
< lesser than Make sure the students full unknown numbers in the
> greater than attention in explaining the problem.
≤ lesser than or equal to process. 3. Determine the
≥ greater than or equal to relationship of the unknown
≠ not equal toz Provide many examples to and some information in the
enhance their understanding of
(Remind students not to use “x” in representing multiplication problems). problem.
Guided Question: the algorithm 4. Write accurately an
Why do we use numbers and (Make sure to discussed first equation or inequality to
Symbols in math instead of words? how to solve linear equations represent the relationship.
(Present to the learners with the and inequalities in one 5. Find the unknown using
abstract idea that letters represent variable in mathematical algebraic procedures.
unknown numbers or variables. symbol before proceeding to 6. Determine how the final
Vocabulary pertinent to writing word problems). answer is related to the
English phrases as algebraic original problem.
expressions and sentences as
equations and vice-versa is introduced. A mathematics and language arts Activity 9. Inquiry Based
relationship is also stressed.) Learning
(Make sure the students
full attention with the
process in solving the
problem)

Example 1:
Number Problem
1. Find five consecutive odd
integers whose sum is fifty-
five.
Solution: Let
x be the 1st odd integer.
x + 2 = 2nd odd integer
x + 4 = 3rd odd integer
x + 6 = 4th odd integer
x + 8 = 5th odd integer
x + (x+2) + (x+4) + (x+6) +
(x+8) = 55
5x + 20 = 55
5x = 55 – 20
5x/5 = 35/5
Answers: x=7
1st odd integer
x + 2 = 7 + 2 = 9 2nd odd
integer
x + 4 = 7 + 4 = 13rd odd
integer
x + 6 = 7 + 6 = 134th odd
integer
x + 8 = 7 + 8 = 155th odd
integer

The five consecutive

numbers are 7, 9, 11, 13,
and 15. We can check that
the sum of these five
numbers is 55.

Example no. 2
Age Problem
2. Margie is three times
older than Lilet. In fifteen
years , the sum of their ages
is thirty-eight years. Find
their present ages.

Representation

Age In 15
 Now Years
Lilet x x + 15
Margie 3x 3x + 15
The sum of their ages after
15 years is 38.

Equation:
(x + 15) + (3x + 15) = 38
Solution:
4x + 30 = 38
4x = 38 – 30
4x/4 = 8/4
Answers: x=2
Lilet’s age now
3x = 2(3) = 6 Margie’s
age now
Checking: In 15 years
their ages will be 21 and 17
whose sum is 38.

Guide question.
1. How was the problem
solved?
2. Are the given in the
problem represented
correctly?
3. What are the properties
of equality applied in
solving the solution of the
problem?

Example 3:
Keith has P5, 000.00 in a
savings account at the
beginning of the summer.
He wants to have at least
P2, 000.00 in the account
by the end of the summer.
He withdraws P250.00 each
week for food and
transportation. How many
weeks can Keith withdraw
money from his account?
Solution: Let w be the
number of weeks Keith can
withdraw money.
Equation:
5, 000 – 250w ≥ 2, 000
(amount at the beginning of
the summer) (withdraw)
(250 each week) (at least)
(amount at the end of the
summer)
– 250w ≥ 2, 000 – 5, 000

– 250w ≥ – 3, 000

w ≤ 12

5, 000 – 250w ≥ 2, 000

Clarifying Concepts
Note: Give more examples
for understanding

Activity 10. Group

Activity

1. Find two
consecutive integers whose
sum is equal 12?
2: Find three
consecutive integers whose
sum is equal to 366.
3. The sum of the ages of
James and Clark is 50. Five
years ago, Clark’s age was
three times as James’ age.
How old are James and
Clark now?

4.The sum of the present

ages of Kiran and Kate is 60
years. If the ratio of their
present ages be 7:8, find
 their present age. ( Make a
rubric in scoring their
answers)

D. Discussing New Activity 2: Discussion Clarifying Concepts Clarifying Concepts

Concepts and Practicing 1. Begin by asking students, "How many Activity 6. Group Activity
New Skills (Pagtatalakay of you love to solve word problems?" (Make a rubric for their
ng bagong konsepto sa Distribute to each student a plain sheet answers)
paglalahad ng bagong of paper and tell them to express how Why do we use numbers and
aralin) they feel about working with word symbols in math instead of
problems by drawing a picture, no words words?
draw a picture only.
2. Have a student volunteer share his/her
picture and the rest of the class translate
what the picture means to them. Students
should share their translation explaining
why they interpret the picture in their
own way. Express that all of this is a
form of communicating, and the way we
communicate in math is with the same
concept
–Ask the students what does a variable
represent?
Remind students that a variable is a
placeholder for one or more numbers.
"Some number" is a phrase that indicates
a variable is needed.
Then present different English sentences
to them and let them translate it in
mathematical sentences.
(Take note: The only difference of
English phrases to English sentences is
the use of the word “is” which is written
as equal sign in symbol)

E. Developing Mastery Group Activity (Analyze the given Activity 4. Individual Activity 7. Solution Papers
(Paglilinang sa example and react if the translated Activity. Individual Activity (Individual Transfer
Kabihasnan) expression is correct) (10 questions will be given to Activity)
To check their the students to answer Each student will be
understanding, give them independently assigned to two word
practice problem. problems on number and
age. They will prepare
two solution papers for
 the problems following
the format given

Problem___________

Representation________
Solution: ____________
Conclusion; __________
Checking; ____________

Guided Questions:
1. What operation uses this action?
 2. What does this number represent in
the problem?
3. How would you represent this part of
the phrase in math language?
4. Does this expression match the word
phrase?
5. Why is the ability to translate from
English phrases to math language
important? How will you use this in the
future?
F. Finding Practical Activity 3: Individual Exercise Administer the
Applications of concepts (Simplified Math for G7, p93) Summative Assessment
and skills in daily living -Administer a 10-item exercise to the when you believe students
(Paglalapat ng aralin sa students to enhance their are ready for it.
pang araw-araw na understanding.
buhay) -Afterwards, call on students to share
their responses and justify their answers.
Encourage other students to contribute to
the dialogue
G. Making Checking of answers. Encourage students to show Checking of answers. Checking of Answers
Generalization Call on students to share their responses neat solutions. Stress the ( Use rubrics of problem
(Paglalahat ng Aralin) and justify their answers. Encourage importance of neatness and solving in scoring their (Use rubrics in checking
other students to contribute to the orderliness in mathematics. answers) their answers)
dialogue

H. Evaluating Learning Activity 4: Individual Post-Activity Post-Activity

(Pagtataya ng Aralin) Written Work Giving Evaluation and (Visualization)
Give 20-item Written Clarifying of Concepts Giving Evaluation
Work on translating
English sentences to How problem solving in
mathematical sentences mathematics applies in
and vice versa. the real-world?

I. Additional Activities Give assignments Give assignments. Give assignments Give assignments Give assignments
for Application or Make a Journal on
Remediation “How can you use the
(Karagdagang gawain concepts of this lesson
para sa takdang aralin at for the improvement of
remediation) community life?”
REMARKS

V. REFLECTION
(Pagninilay)
A. No. of learners who earned
80% in the evaluation
(Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya)
B. No. of learners who require
additional activities for
remediation(Bilang ng mag-
aaral na nangangailangan ng
iba pang Gawain para sa
remediation)

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson(Nakatulong ba ang
remedial? Bilang ng
nakaunawa sa aralin)
D. No. of learners who
continue to require
remediation (Bilang ng
mag-aaral na nagpapatuloy
sa remediation)
E. Which of my teaching Collaborative learning makes the student more active in discussion
strategies work well? Why
did these work? (Alin sa
mga stratehiyang pagtuturo
ang nakatulong ng lubos?
Paano ito nakakatulong?)
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
(Anong suliranin ang aking
nararanasan na solusyon sa
tulong ng aking punongguro
at superbisor?)
G. What innovations or ICT Integration and Contextualization in the Method of teaching
localized materials did I
used/discover which I wish
to share with other teachers?
(Anong kagamitang panturo
ang aking nadibuho na nais
king ibahagi sa aking kapwa
guro?)
Checked by: NANDING B. RAQUEL ELIZA CAMAGON VEDANIA
Head Teacher III – Mathematics Department Principal IV

RUBRIC FOR ASSESSMENT:

RUBRIC FOR PROBLEM SOLVING

Category 4 POINTS 3 POINTS 2 POINTS 1 POINT

Mathematical Errors 90-100% of the steps and Almost all (85-89%) of the Most (75-84%) of the steps More than 75% of the
solutions have no steps and solutions have and solutions have no steps and solutions have
 mathematical errors. no mathematical errors. mathematical errors. mathematical errors.
Explanation Explanation is detailed Explanation is clear. Explanation is a little Explanation is difficult to
and clear. difficult to understand, but understand and is missing
includes critical several components or was
components. not included.
Neatness and The work is presented in a The work is presented in a The work is presented in The work appears sloppy
Organization neat, clear, organized neat and organized an organized fashion but and unorganized. It is hard
fashion that is easy to fashion that is usually may be hard to read at to know what information
read. easy to read. times. goes together.
Diagrams and Sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches
are clear and greatly add are clear and easy to are somewhat difficult to are somewhat difficult to
to the reader’s understand. understand. understand or are not
understanding of the used.
procedure(s).
Composition All problems are All but one of the All but two of the Several of the problems
completed. problems are completed. problems are completed. are not completed.

SOLUTION PAPER RUBRIC

TITLE CORRECTNESS/COMPLETENESS NEATNESS
The display contains title that clearly The solution paper is
All data is accurately represented on
3 (EXEMPLARY) and specifically tells what the data very neat and easy to
the graph. All parts are complete.
shows. read.
All parts are complete. Data The solution paper is
The display contains title that
2 (PROFICIENT) representation contains minor generally neat and
generally tells what the data shows.
errors. readable.

The title does not reflect what the
1 (REVISION NEEDED)
data shows.
The solution paper is sloppy and
0 (N CREDIT)
difficult to read.
All parts are complete. However, the
data is not accurately represented, The solution paper is
contains major errors. Or sloppy and difficult to
Some parts are missing and there read.
are minor errors.
The display is a total
Some parts and data are missing.
mess.

Checked by: NANDING B. RAQUEL ELIZA CAMAGON VEDANIA

Head Teacher III – Mathematics Department Principal IV