School OZAMIZ CITY SCHOOL OF ARTS AND TRADES Grade Level 7

DAILY Teacher MERYL FE P. GUMERA Learning Areas MATHEMATICS

LESSON LOG Teaching Dates and March 10, 2021
Time 9:00 – 10:00 Quarter SECOND

SESSION 1

I. OBJECTIVES Objectives must be over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative assessment strategies. Valuing objectives support the leaning of content and
competencies and enable children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the
curriculum guide.
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 Standards The learner is able to model situations using oral, written, graphical, and algebraic methods in
solving problems involving algebraic expressions, linear equations, and inequalities in one
variable.

C. Learning Derives the laws of exponent.

Competencies/Objectives Week 5
Write the LC code for
(M7AL-IId-e-1)
each

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
teach in the CG. The content can be tackled in a week or two.
Laws of Exponents
IV. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure
that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
RESOURCES
development.

A. References

1. Teacher’s Guide

2. Learner’s Mathematics
Materials Pages Second Quarter – Module 24

3. Textbook Pages Math 7 (Patterns and Algebra) by Gladys Nivera pages 220 - 223

4. Additional
Materials from
Learning
Resource Portal

B. Other Learning
https://cejerl.files.wordpress.com/2012/06/laws-of-exponents-final-lg.pdf
Resources

V. PROCEDURE These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be
guided with demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
S
systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing the previous I. Learning Process
lesson or presenting the
new lesson Review:

Give the product of each of the following as fast as you can.

1) 3 x 3 = ________ Ans. 9
2) 4 x 4 x 4 = ________ Ans. 64
3) 5 x 5 x 5 = ________ Ans. 125
4) 2 x 2 x 2 = ________ Ans. 8
5) 2 x 2 x 2 x 2 = ________ Ans. 16
 Motivation:

 Show a picture of the Philippine Constitution textbook.

 What is this book all about?
 Do you think laws are important?

B. Establishing the Objectives:

purpose for the lesson
1. Derives the laws of exponent.
2. Apply the laws of exponents to simplify the algebraic expressions.
3. Discuss the importance of following the community’s rules and regulations.

C. Presenting II. Lesson Proper

Examples/Instances of the
new lesson A. Activity:

“Observe Me Pls…”

Mechanics:

1. Analyze the given example by answering the guide question in 3 minutes.

2. A representative will be given 5 minutes to explain the answer.

1. (23)(22) = 2 • 2 • 2 • 2 • 2 = 25 = 32

Factors Writing the Writing the Result

Factors without Product Using
Exponents Exponents
1. (23)(22) 2•2•2•2•2 25 32

2. (23)2 = 23 • 23 = 2 • 2 • 2 • 2 • 2 • 2 = 26 = 64

3. (x4)3 = x4 • x4 • x4 = x • x • x • x • x • x • x • x • x • x • x • x = x 12

Factors Writing the Writing the Result

Factors without Product Using
Exponents Exponents
2. (23)2 2 • 23 or 2 • 2 •
3
26 64
2•2•2•2
3. (x4)3 x • x4 • x4 or x •
4
x12 x12
x•x•x•x•x•
x•x•x•x•x•
x

26 6-3 3
4. =2 =2 =2x2x2=8
23

Division Expression Quotient Result

without
Exponent
6
2 2•2•2•2•2 23 8
4. 3
2 •2
2•2•2
 1
5. 2-1 =
2

6. a0 = 1

D. Discussing new B. Analysis:

concepts and practicing
new skills #1 Guide question on Examples 1, 2 and 3
1. What pattern do you see between the exponents in the first column and the exponents in the third
column?

Guide question on Example 4

1. How can we find the quotient without writing the exponents in expanded form?

Guide question on Example 5

1. What happen if the expression is raised to a negative number?

Guide question on Example 6

1. How about if the expression is raised to zero?

E. Discussing new C. Abstraction:

concepts and practicing
new skills #2 The teacher then asks the students:

1. Who can define an exponent?

2. What is a base?
3. Who can enumerate the 5 laws of exponent?
4. What is the formula of the product rule? Power rule? Quotient rule? Negative rule? Zero exponent
rule?
5. How useful are the laws of exponents to us?
6. Why do you think mathematician formulate these laws?
7. Have you understood the concept and importance of the laws of exponent?

F. Developing Mastery D. Application:

(Leads to Formative
Assessment 3) Math Wizard Game

Mechanics:

1. Solve the given problems and write the final answer on a clean sheet of paper.
2. Show the answer on the camera after 30 seconds.
3. Correct answer will earn 2 points each problem.
G. Finding practical E. Assessment
applications of concepts On a ¼ sheet of paper, answer activity 2 titled “Identify Me” from numbers 2 to 6 on page 14 in your
and skills in daily living Mathematics module 24.

H. Making generalization Value Integration

and abstractions about
the lesson
 Is it necessary to follow all the laws and regulations in the community like wearing of face
shield, face mask, sanitizing using alcohol and any health protocols? Why do you say so?
 Aside from following health protocols, what else do you need to have a healthy body and to
boost your immune system?
 What else aside from exercise?
 Have you eaten heathy foods every day?
 What will you do to supply all the nutrients needed in your body?
 Taking some supplements or vitamins, how good is it in your body?
 What will happen if you are not going to follow rules and regulations in your community?

I. Evaluating Learning III. Assignment:

On a ½ crosswise, answer the given problem on page 19 in your Mathematics 7 module 24.

J. Additional activities for

application or
remediation

VI. Remarks

VII. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when meet them, you can ask
them relevant questions.

A. No. of learners earned

80% on the formative
assessment

B. No. of learners who

require additional
activities for remediation

C. Did the remedial lesson

work? No. of learners who
have caught up the lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies work well? Why
did these work?

F. What difficulties did I

encounter which my
principal or my supervisor
 can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by Checked by Checked by

MERYL FE P. GUMERA MARIE JANE M. PABRIGA MARIFE P. MAGPULONG

Teacher I Master Teacher II Head Teacher V

Approved by

PAT S. RARA
Secondary School Principal III