School Grade Level 7

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of algebraic expression, the properties of real numbers as
Standards applied in linear equations and inequalities in one variable.

2. Performance The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems
Standards involving algebraic expressions, linear equations, and inequalities in one variable.

3. Learning
Competencies /
The learner translates The learner interprets the The learner differentiates The learner evaluates
Objectives
English phrases to meaning of a where n is a between constants and
n
algebraic expressions for
mathematical phrases and positive integer. variables in a given given values of the
vice versa. (M7AL-IIc-1) (M7AL-IIc-2) algebraic expressions. variables. (M7AL-IIc-4)
a. Identify the words / a. Interpret the meaning of (M7AL-IIc-3) a. Evaluate algebraic
phrases that are used to an where n is a positive a. Differentiate between expressions for given
indicate mathematical integer. constants and variables values of the variables.
operations. b. Evaluate an. in a given algebraic b. Value accumulated
b. Translate verbal phrases c. Value accumulated expression knowledge as means of
to mathematical phrases knowledge as means of b. Identify the constants and new understanding
and vice versa. new understanding. variables in a given
c. Value accumulated algebraic expression.
knowledge as means of c. Value constant love of
new understanding. God.

II. CONTENT Verbal Phrases and Laws of Exponents Constants , Variables Evaluation of Algebraic
 and Algebraic
Mathematical Phrases Expressions Expressions

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pp. 117 – 121 pp.126 - 129 pp.112 - 116 pp.112 - 116
pages
3. Textbook G8 Math Module pages 66 – Gladys C. Nivera, Making Grade 7Our World of Math Ricardo M. Crisostomo
pages 67; Gladys C. Nivera, Connections in Mathematics Kto12 pp. 133-135, et.al,Grade 7Our World of
Ph.D.,Grade 7 Mathematics I pp. 99 – 104 Gladys Nieverra Patterns Math Kto12 pp. 153-155,
Patterns and Practicalities, and Practicalities on G7- Orlando A.Oronce and
pp.184-188 Math pp. 172-175 Marilyn O.Mendoza e-math,
Worktext in Mathematics 7
pp. 164-168
4. Additional https://www.google.com.ph/ https:// https://www.google.com.ph
Materials from search? www.google.com.ph/ search?q=real+lif
Learning q=cavite+places search? e+examples+of+evaluation+
Resource (LR) http:// q=constants+variables+and of+algebraic+ex
portal www.traveltothephilippines.in +algebraic+ pression&espv=2&biw=136
fo/wp-content/uploads/ expressions&biw=1366&bih 6&bih=667&sourc
2011/09/balite-falls- =667& e=lnms&tbm=isch&sa=X&ve
300x201.jpg source=lnms&tbm=isch d=0ahUKEwiu8_
&sa=X&ved=0ahUKEwimo 7V87nMAhVEG5QKHSjeCX
On- wQ_AU
nbDMAhVGo5QKHX8nDBo https://
https://www.youtube.com/ www.google.com.ph/
watch?v=C-VhIR29XDo search?
https:// q=evaluation+of+algebraic+
 www.google.com.ph/ expression&espv=2&biw=13
search? 66&bih=667&source=lnms&
q=constants+and+variables tbm=isch&sa=X&ved=0ahU
+in+algebraic+ KEwixjO7Wmr_MAhXF
expressions&espv=2&biw=1
366&bih=667
&source=lnms&tbm=isch&s
a=X&ved=0
B. Other Learning Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd Grade 7 LCTG by DepEd
Resources Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016 Cavite Mathematics, 2016
Visual aids Visual aids Visual aids Visual aids
IV. PROCEDURES

A. Reviewing previous Ask two students to draw the Pre-Assessment Suppose numbers are
lesson or presenting following sets on the board Give the product of each of assigned to some letters as
the new lesson using Venn Diagram. the following as fast as you follows;
(LOGO QUIZ) can. O=1, C=3, I=2, P=7, D=5,
Group the class into three. a) 3 x 3 = ________ L=6, R=4 and E=8;
Let a member of each group b) 4 x 4 x 4 = ________ Name the picture which is
score a point by naming the c) 5 x 5 x 5 = ________ one of the Cavite’s prides
following logos. Remind each d) 2 x 2 x 2 = ________ and find the numbers that
group about the following: e) 2 x 2 x 2 x 2 = _______ corresponds to each letter
f) 2 x 2 x 2 x 2 x 2 =______ given the sum. First two
 Each member of the group letters are given as your
will have to answer by clues.
level respectively.
 In each level, there are 3
logos to be named.
 For level 1, correct guess
will score 1 point; level 2
(2points) and so on.
 The group to earn the
highest score will be the
winner.
B. Establishing a In mathematics, what do Guide Questions: Guide Questions Guide Questions
purpose for the these symbols mean? Can you give a short way of 1. What is the difference of 1. How did you find the
lesson + – x ÷ finding the product of the changing and activity?
Share your insights about the given? Explain your answer. unchanging? 2. What is Substitution
game. What is the 2. In Mathematics, what Method?
importance of interpreting or idea or concept can
translating symbols into we consider us changing
words and vice versa and unchanging?
correctly?
C. Presenting examples/ In translating verbal phrases Given Given:
instances of the into algebraic expressions, it Mang Nonito is a barbecue Mark is 8 years old. On
lesson is important to know the stick maker. He makes 10 to Sunday, his parents are
words that are used to 12 bundles of sticks daily. planning to watch movie
indicate mathematical Each bundle contains after attending mass. The
operations. Some of these twenty sticks. prices of movie tickets are
words are shown in the chart Php 200 for adults and
that follows: Complete the table: Php150 for children 10
Solution: years old and below.
If x= the number of adults
and y= the number of
children;

Compute how much will

they pay for movie tickets if
Question: Without the a. only Mark and his
table, how many parents
Example1.1: Translate the an = a x a x a x a .....(n sticks could Mang Nonito will watch the movie
verbal phrases into algebraic times) make in every 10 b. Mark, his parents and his
expressions. In an, a is called the base bundles? In 12 bundles? 5-year old cousin will
a. the sum of x and y and n is called the To find the number of watch the movie
b. 6 more than a exponent. sticks in all bundles, c. Mark, his parents and
c. Twice m multiply the number of his uncle Joey will
d. The difference of b bundles by 20,that is, watch the movie
and 10 Number of bundles X
e. 9 less than z 20,thus if we let Solution:
Solutions: s=number of sticks; To compute for the amount
a. x+y d. b - 10 The total number of of tickets needed is to
b. a+6 e. z – 9 sticks is s x 20 or 20s or substitute the values of x
c. 2m n=20s and y
Example 1.2: Express the So 10 bundles= 20 (10) In the expression 200 x +
algebraic expressions into or 200 and 150y,where x= number of
verbal phrases. 12 bundles = 20 ( 12) or adults and y= number of
a. 7p c. 240 sticks in all. children
r+5  s can take on many
b. 2x – 3 d. different values, a. x=2, y=1 (two adults,one
x + (x+2) + (x+4) we say that s is a child)
Solutions: variable. Its value 200x+150y= 200(2)+ 150
a. 7 times p varies. (1)
b. The difference of  On the other hand, = 400 + 150
twice a number and three 20 is a constant =Php 550
c. r increased by 5 since the number of
d. the sum of three sticks in every
consecutive odd integers bundle has fixed b. x=2,y=2( two adults,two
value. children)
 An expression 200x+150Y=200(2) + 150
20s ,where s (2)
represents the =400 + 300
number of bundles, = Php 700
is an example of
algebraic expression. c. x=3, y=1( three
 An algebraic adults,one child)
expression is any 200x+150Y
combination of one or =200(3)+150(1)
more constants =600 + 150
and variables along = Php750
with at least one
mathematical Example:
operation. Evaluate the following
 A variable is any expressions if a=2, b= -1
symbol representing and 2c=3
possible value of a 1) a 2+ 3c
quantity. 2) 4b c + 2a
2
 A constant is any 3) b -2a +c
symbol representing
one fixed value.
 A term is a constant
or a variable or
constants and
 variables multiplied
together.

Examples:Identify the
constants and variables in
the given expressions:
a. 5x-1
b. 2
c. a+ 3
b

constants: 5 and 1
constants: 2 and
constant: 3
variable : x
variable: r
variables: a and b

D. Discussing new Guide Questions:
concepts and a. What words serve as
practicing new skills clues to what operation
#1 symbol is to be used?
b. What must be considered
in translating verbal
phrases to mathematical
phrases and vice versa?
c. In translating a verbal
phrase to an algebraic
expression, a single word
can make a difference.
Thus, every word in the
statement must be
interpreted correctly. In
Guide Questions: Guide Questions:
a. What do you observe as (Developmental Activity )
you answer column B? a. In your own words,
What do you observe as describe how to find the
you answer column C? number of sticks if you
b. What happens to its know the number of
value when the exponent bundles?
decreases? b. What operation is
n
c. What do you mean by a ? involved? Why?
c. Which has a fixed value?
Which varies?
d. Can you give your own
example similar to
this relationship?
Guide Questions:
(Developmental Activity )
a. How did you find the
amount to be paid for
the movie tickets?
b. What operation did you
perform?
c. Why is there a need to
substitute the assigned
values of x and y?
d. What are the constants
and variables in
the given situation?
 what way does it affect our
dealings with others?
E. Discussing new The teacher gives a set of Which of the following is/are Identify the constant(s) and A magic square is a puzzle
concepts and verbal phrases then the correct? If correct, do the the Variable(s) in each in which the sum of the
practicing new skills students will select the THUMBS UP. Otherwise, expression. Complete the numbers in any row,
#2 corresponding mathematical THUMBS DOWN and give table. column, and
phrase written on each the correct value. along the diagonal are the
picture and they will paste it a) 52 = 5 x 5 = 25 same. When 5, 3 and 7 are
on the board. b) 64 = 6 x 6 x 6 x 6 = 216 substituted in place of a, b,
a. Twice a number increased c) 25 = 2 x 5 = 10 and c
by four. d) 103 = 10 x 10 x 10 = 300 respectively for the
b. The difference of five and expressions in the left
a number. square, the result is the
c. Eight diminished by thrice square at the right.
of a number. Complete the square at the
d. Ten added to a number. right by evaluating the given
e. The quotient of a number algebraic expressions at the
and two. left.

Examine the sum of the

numbers in any
rows ,columns and along
the
diagonals. What did you
notice?
 F. Developing mastery A. Translate the verbal
(Leads to Formative phrases into algebraic
Assessment 3) expressions.
a. The ratio of x and 4.
b. 3 less than thrice a
number
c. The sum of twice a
number and 8
B. Express the algebraic
expressions into verbal
phrases.
d. 8x – 6
e. 5(x + y)
G. Finding practical Each group must answer the Group Activity
applications of following tasks. The first
concepts and skills in group to answer correctly will
daily living get the score for each task.
a. Write the mathematical
translation of the
following:
1. The difference of four
times a number
and one.___________
2. z less than 3. ________
b. Suppose you have a 120
cm stick and you cut off x
Rewrite each of these in I. Determine whether each Evaluate the following
exponential form. (an) quantity is fixed or varied algebraic expressions using
a) 5∙5∙5∙5∙5 = ______ a. the electric bill each the given values for the
b) (a)(a)(a)(a) = ______ month variables
c) 6∙x∙x∙x∙x∙x∙x= ______ b. the number of months in a.5x + 2, when x= 2
d) 7∙7∙y∙y = ______ a year b. x2 – 3x, when x= 3
e) 10 = ______ c. the number of hours of c. 2x + 3y, when x=1 and y=
daylight in a day -2
II. Identify the constants and d. 4x2 +6y, when x=-2 and
variables in the given y= -1
algebraic expressions e. If x=4,find the numerical
d. 2xy + z value of 3x +4
e. ½ bh
f. 3a-b
g. a+ b
A local chocolate candy THINK-PAIR-SHARE.
costs Php 2.00 The following
a. How much will Bryan pay mathematical statements
if she buys 15 of these describe cost and revenue
chocolates? in pesos from the production
b. Fill up the table of values. and sale of x unit of cell
phones.
Cost C of manufacturing:
C=900x + 15
Cost M of marketing :
M= 20 x2-5x+8
Revenue R from sales:
R= 20x2+6x
c. Write the pattern in 1.What is the cost of
 centimeters from it. How symbols manufacturing;
will you represent the d. Identify the constant and a. 10 units of cell
length of the remaining variables. phones
part? b. 25 units of cell
c.Translate the mathematical phones
expression 2. What is the cost of
2(x – 3) in at least two marketing 30 units of
ways. cell phones?
3. What is the revenue from
selling 50 units of cell
phones?
4. What is the total cost of
manufacturing and
marketing 30 units of cell
phones?
H. Making In translating verbal phrases The exponent tells us how To evaluating algebraic
generalizations and into mathematical phrases, many times the base is expressions, replace the
abstractions about consider the following terms: multiplied by itself. The variable with a number and
the lesson base is the factor which is to perform the operation(s) in
 Addition would be multiplied by itself n the expression.
indicate an increase, a times to obtain the product. Example :
putting together, or The power refers to the Evaluate x + 7, for x = 12
combining. Thus, product of equal factors. X+7 replace the x with the
n
phrases like increased To interpret a where n is a given value, 12
by and added to are positive integer: 12+7 perform the operation
n
addition phrases. a = a x a x a x a ….. (n 19
times)
 Subtraction would *a is called the base
indicate a lessening, *n is called the exponent
diminishing action.
Thus, phrases like Ex. 53 = 5x5x5 = 125
decreased by, less,
diminished by are
subtraction phrases.
  Multiplication would
indicate a multiplying
action. Phrases like
multiplied by or times
are multiplication
phrases.

 Division would
indicate partitioning, a
quotient, and a ratio.
Phrases such as
divided by, ratio of
and quotient of are
common for division.
I. Evaluating learning Directions: Translate the Identify the base and the I. Tell whether each of the Evaluate the following
given verbal phrases into exponent. Then evaluate following expressions algebraic expression using
mathematical expressions or the expression. describes a constant or a a=2, b= 3 and c= -4
vice versa. a) 28 variable. 1. 5a + 3b
a) The sum of a b) 82 a. the life span of humans 2. 2c2 -1
number and c) 51 b. the number of hours in a 3. c2 –b2
three d) 32 day 4. 4a – 2b
b) Four times a e) 182 c. the amount of rainfall in a 5. a2 + 3b +c
certain month
number d. the Philippine population
decreased by e. the minimum salary of a
one labourer per hour
c) The ratio of a as prescribed by law
number x and II. Identify the constants and
six increased variables in each
by two algebraic expressions.
d) A certain f. a – 10
number g. 2m + 3n
decreased by h. y2 – 4y
two i. 2π r
e) The product of j. 4π r3h
 p and q
divided by
three
f) 9m
g) 4x– 7 k. 3
h) 5(x+1)
i) 4 + x
j) 2a + 3

J. Additional activities 1. Follow-up: Write your own 1. Follow-up Activity: Math Journal 1.Evaluate the polynomial
for application or pair of mathematical Rewrite in exponential form: Read, analyze, and answer. 2x3-x-4 when;
remediation phrase and its verbal a)(xyz)(xyz)(xyz) 1. If |a| = -5, what are the a. x= -1 b. x=1 c. x= 3
translation. b)3∙3∙3∙x∙x∙y∙y∙y possible values of a? d. x= 4 e. x= -2
Justify your answer.
2. Study: Polynomials 2. Study: Laws of Exponent 2. Study Polynomials and
pages 126-129 (Learner’s 2. Explain what is meant by their classifications
Material) absolute value of a
number?

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
 caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?