School INGHOY NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher SHIRLEY S. LERIO Learning Area MATHEMATICS

Teaching Dates and Time JANUARY 4-5, 9-10, 2023 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

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

2. 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.

3. Learning Competencies /

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

Constants , Variables and Algebraic

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

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages pp.112 - 116 pp.112 - 116

pp. 117 – 121
3. Textbook pages G8 Math Module pages 66 – 67; Gladys C.
Nivera, Ph.D.,Grade 7 Mathematics Patterns
and Practicalities, pp.184-188
4. Additional Materials from Learning https://www.google.com.ph/search?
pp.126 - 129
Gladys C. Nivera, Making Connections in
Mathematics I pp. 99 – 104
Grade 7Our World of Math Kto12 pp. 133-
135,
Gladys Nieverra Patterns and Practicalities on
G7- Math pp. 172-175
https://www.google.com.ph/search?
Ricardo M. Crisostomo et.al,Grade 7Our
World of Math Kto12 pp. 153-155,
Orlando A.Oronce and Marilyn O.Mendoza e-
math, Worktext in Mathematics 7 pp. 164-168
https://www.google.com.ph search?q=real+lif

Resource (LR) portal q=cavite+places q=constants+variables+and+algebraic+ e+examples+of+evaluation+of+algebraic+ex

http://www.traveltothephilippines.info/wp- expressions&biw=1366&bih=667& pression&espv=2&biw=1366&bih=667&sourc
content/uploads/2011/09/balite-falls- source=lnms&tbm=isch e=lnms&tbm=isch&sa=X&ved=0ahUKEwiu8_
300x201.jpg &sa=X&ved=0ahUKEwimoOn- 7V87nMAhVEG5QKHSjeCXwQ_AU
nbDMAhVGo5QKHX8nDBo https://www.google.com.ph/search?
https://www.youtube.com/watch?v=C- q=evaluation+of+algebraic+expression&espv
VhIR29XDo =2&biw=1366&bih=667&source=lnms&tbm=is
https://www.google.com.ph/search? ch&sa=X&ved=0ahUKEwixjO7Wmr_MAhXF
q=constants+and+variables+in+algebraic+
expressions&espv=2&biw=1366&bih=667
&source=lnms&tbm=isch&sa=X&ved=0
B. Other Learning Resources Grade 7 LCTG by DepEd Cavite Mathematics, Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite
2016 Mathematics, 2016 Mathematics, 2016 Mathematics, 2016
Visual aids Visual aids Visual aids Visual aids

IV. PROCEDURES

A. Reviewing previous lesson or Ask two students to draw the following sets on Pre-Assessment Suppose numbers are assigned to some

presenting the new lesson
the board using Venn Diagram. Give the product of each of the following as letters as follows;
(LOGO QUIZ) fast as you can. O=1, C=3, I=2, P=7, D=5, L=6, R=4 and E=8;
Group the class into three. Let a member of a) 3 x 3 = ________ Name the picture which is one of the Cavite’s
each group score a point by naming the b) 4 x 4 x 4 = ________ prides and find the numbers that corresponds
following logos. Remind each group about the c) 5 x 5 x 5 = ________ to each letter given the sum. First two letters
following: d) 2 x 2 x 2 = ________ are given as your clues.
e) 2 x 2 x 2 x 2 = _______
  Each member of the group f) 2 x 2 x 2 x 2 x 2 =______
will have to answer by
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 purpose for the In mathematics, what do these symbols mean? Guide Questions: Guide Questions Guide Questions

lesson + – x ÷ Can you give a short way of finding the 1. What is the difference of 1. How did you find the
Share your insights about the game. What is product of the given? Explain your answer. changing and activity?
the importance of interpreting or translating unchanging? 2. What is Substitution
symbols into words and vice versa correctly? 2. In Mathematics, what Method?
idea or concept can
we consider us changing
and unchanging?
C. Presenting examples/ instances of In translating verbal phrases into algebraic Solution: Given Given:
n
the lesson expressions, it is important to know the words a = a x a x a x a .....(n times) Mang Nonito is a barbecue stick maker. He Mark is 8 years old. On Sunday, his parents
n
that are used to indicate mathematical In a , a is called the base and n is called the makes 10 to 12 bundles of sticks daily. Each are planning to watch movie after attending
operations. Some of these words are shown in exponent. bundle contains twenty sticks. mass. The prices of movie tickets are Php
the chart that follows: 200 for adults and Php150 for children 10
Example1.1: Translate the verbal phrases into Complete the table: years old and below.
algebraic expressions. Question: Without the table, how many If x= the number of adults
a. the sum of x and y sticks could Mang Nonito make in every 10 and y= the number of children;
b. 6 more than a bundles? In 12 bundles?
c. Twice m To find the number of sticks in all bundles, Compute how much will they pay for movie
d. The difference of b and 10 multiply the number of bundles by 20,that is, tickets if
e. 9 less than z Number of bundles X 20,thus if we let a. only Mark and his
Solutions: s=number of sticks; parents
a. x+y d. b - 10 The total number of sticks is s x 20 or 20s will watch the movie
b. a+6 e. z – 9 or n=20s b. Mark, his parents and his
c. 2m So 10 bundles= 20 (10) or 200 and 5-year old cousin will
Example 1.2: Express the algebraic 12 bundles = 20 ( 12) or 240 sticks in all. watch the movie
expressions into verbal phrases. ● s can take on many different c. Mark, his parents and
a. 7p values, his uncle Joey will
c. r + 5 we say that s is a watch the movie
b. 2x – 3 d. x + (x+2) variable. Its value
+ (x+4) varies. Solution:
Solutions: ● On the other hand, 20 is a To compute for the amount of tickets needed
a. 7 times p constant is to substitute the values of x and y
b. The difference of twice a number since the number of In the expression 200 x + 150y,where x=
and three sticks in every number of adults and y= number of children
c. r increased by 5 bundle has fixed
d. the sum of three consecutive odd value. a. x=2, y=1 (two adults,one
integers ● An expression 20s ,where s child)
represents the number of bundles, is an 200x+150y= 200(2)+ 150
example of algebraic expression. (1)
● An algebraic expression is any = 400 + 150

combination of one or more constants =Php 550

and variables along

with at least one
mathematical b. x=2,y=2( two adults,two

operation. children)
● A variable is any symbol 200x+150Y=200(2) + 150

representing (2)

possible value of a =400 + 300

quantity. = Php 700

● A constant is any symbol
representing c. x=3, y=1( three

one fixed value. adults,one child)

● A term is a constant or a variable 200x+150Y

or =200(3)+150(1)

constants and =600 + 150

variables multiplied = Php750


D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
together. Example:
Examples:Identify the constants and variables Evaluate the following expressions if a=2, b=
in the given expressions: -1 and c=3
2
a. 5x-1 1) a + 3c
2
b. 2 2) 4b c + 2a
2
c. a+ 3 3) b -2a +c
b
constants: 5 and 1
constants: 2 and
constant: 3
variable : x
variable: r
variables: a and b
Guide Questions: Guide Questions: Guide Questions: (Developmental Activity ) Guide Questions: (Developmental Activity )
a. What words serve as a. What do you observe as a. In your own words, a. How did you find the
clues to what operation you answer column B? describe how to find the amount to be paid for
symbol is to be used? What do you observe as number of sticks if you the movie tickets?
b. What must be considered you answer column C? know the number of b. What operation did you
in translating verbal b. What happens to its bundles? perform?
phrases to mathematical value when the exponent b. What operation is c. Why is there a need to
phrases and vice versa? decreases? involved? Why? substitute the assigned
n
c. In translating a verbal c. What do you mean by a ? c. Which has a fixed value? values of x and y?
phrase to an algebraic Which varies? d. What are the constants
expression, a single word d. Can you give your own and variables in
can make a difference. example similar to the given situation?
this relationship?
Thus, every word in the
statement must be interpreted correctly. In
what way does it affect our dealings with
others?
The teacher gives a set of verbal phrases then Which of the following is/are correct? If Identify the constant(s) and the Variable(s) in A magic square is a puzzle in which the sum
the students will select the corresponding correct, do the THUMBS UP. Otherwise, each expression. Complete the table. of the numbers in any row, column, and
mathematical phrase written on each picture THUMBS DOWN and give the correct value. along the diagonal are the same. When 5, 3
 2
and they will paste it on the board. a) 5 = 5 x 5 = 25 and 7 are substituted in place of a, b, and c
4
a. Twice a number increased b) 6 = 6 x 6 x 6 x 6 = 216 respectively for the expressions in the left
5
by four. c) 2 = 2 x 5 = 10 square, the result is the square at the right.
3
b. The difference of five and d) 10 = 10 x 10 x 10 = 300 Complete the square at the right by
a number. evaluating the given algebraic expressions at
c. Eight diminished by thrice the left.
of a number. Examine the sum of the numbers in any
d. Ten added to a number. rows ,columns and along the
e. The quotient of a number diagonals. What did you notice?
and two.
F. Developing mastery A. Translate the verbal Rewrite each of these in exponential form. I. Determine whether each quantity is fixed or Evaluate the following algebraic
n
(Leads to Formative Assessment 3) phrases into algebraic (a ) varied expressions using the given values for the
expressions. a) 5∙5∙5∙5∙5 = ______ a. the electric bill each variables
a. The ratio of x and 4. b) (a)(a)(a)(a) = ______ month a.5x + 2, when x= 2
2
b. 3 less than thrice a c) 6∙x∙x∙x∙x∙x∙x= ______ b. the number of months in b. x – 3x, when x= 3
number d) 7∙7∙y∙y = ______ a year c. 2x + 3y, when x=1 and y=
c. The sum of twice a e) 10 = ______ c. the number of hours of -2
2
number and 8 daylight in a day d. 4x +6y, when x=-2 and
B. Express the algebraic II. Identify the constants and variables in the y= -1
expressions into verbal given algebraic expressions e. If x=4,find the numerical
phrases. d. 2xy + z value of 3x +4
d. 8x – 6 e. ½ bh
e. 5(x + y) f. 3a-b
g. a+ b
G. Finding practical applications of Each group must answer the following tasks. Group Activity A local chocolate candy costs Php 2.00 THINK-PAIR-SHARE.

concepts and skills in daily living The first group to answer correctly will get the a. How much will Bryan pay The following mathematical statements
score for each task. if she buys 15 of these describe cost and revenue in pesos from the
a. Write the mathematical chocolates? production and sale of x unit of cell phones.
translation of the b. Fill up the table of values. Cost C of manufacturing:
following: c. Write the pattern in C=900x + 15
1. The difference of four symbols Cost M of marketing :
2
times a number d. Identify the constant and M= 20 x -5x+8
and one.___________ variables. Revenue R from sales:
2
2. z less than 3. ________ R= 20x +6x
b. Suppose you have a 120 1.What is the cost of manufacturing;

H. Making generalizations and
abstractions about the lesson
cm stick and you cut off x a. 10 units of cell
centimeters from it. How phones
will you represent the b. 25 units of cell
length of the remaining phones
part? 2. What is the cost of
c.Translate the mathematical marketing 30 units of
expression cell phones?
2(x – 3) in at least two ways. 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?
In translating verbal phrases into mathematical To evaluating algebraic expressions, replace
phrases, consider the following terms: the variable with a number and perform the
operation(s) in the expression.
● Addition would indicate an
Example :
increase, a putting together, or combining. Evaluate x + 7, for x = 12
The exponent tells us how many times the
Thus, phrases like increased by and added to X+7 replace the x with the
base is multiplied by itself. The base is the
are addition phrases. given value, 12
factor which is to be multiplied by itself n
12+7 perform the operation
● Subtraction would indicate a
times to obtain the product. The power refers
19
to the product of equal factors.
lessening, diminishing action. Thus, phrases n
To interpret a where n is a positive integer:
like decreased by, less, diminished by are n
a = a x a x a x a ….. (n times)
subtraction phrases.
*a is called the base
● Multiplication would indicate a
*n is called the exponent
multiplying action. Phrases like multiplied by or
3
Ex. 5 = 5x5x5 = 125
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 given verbal phrases Identify the base and the exponent. Then I. Tell whether each of the following Evaluate the following algebraic expression
into mathematical expressions or vice versa. evaluate the expression. expressions describes a constant or a using a=2, b= 3 and c= -4
a) The sum of a number and a) 28 variable. 1. 5a + 3b
2
three b) 82 a. the life span of humans 2. 2c -1
2 2
b) Four times a certain c) 51 b. the number of hours in a 3. c –b
number decreased by one d) 32 day 4. 4a – 2b
2
c) The ratio of a number x e) 182 c. the amount of rainfall in a 5. a + 3b +c
and six increased by two month
d) A certain number d. the Philippine population
decreased by two e. the minimum salary of a
e) The product of p and q labourer per hour
divided by three as prescribed by law
f) 9m II. Identify the constants and
g) 4x– 7 variables in each
h) 5(x+1) algebraic expressions.
i) 4+x f. a – 10
j) 2a + 3 g. 2m + 3n
h. y2 – 4y
i. 2π r
j. 4π r3h
k. 3
J. Additional activities for application 1. Follow-up: Write your own 1. Follow-up Activity: Math Journal 1.Evaluate the polynomial
3
or remediation pair of mathematical Rewrite in exponential form: Read, analyze, and answer. 2x -x-4 when;
phrase and its verbal a)(xyz)(xyz)(xyz) 1. If |a| = -5, what are the a. x= -1 b. x=1 c. x= 3 d. x= 4 e.
translation. b)3∙3∙3∙x∙x∙y∙y∙y possible values of a? x= -2
Justify your answer.
2. Study: Polynomials 2. Study: Laws of Exponent pages 126-129 2. Study Polynomials and their classifications
(Learner’s Material) 2. Explain what is meant by
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?