GRADES 1 TO 12 School Dela Paz National High School Grade Level VII

DAILY LESSON LOG Teacher MARK A. SOLIVA Learning Area MATHEMATICS

Nov. 20-24, 2023
5:50-6:50 7 FIDELITY
Teaching Dates and Time 7:50-8:50 7 COMPASSION Quarter SECOND QUARTER
9:10-10:10 7 FORTITUDE

11:10-12:10 7 DILIGENCE

DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY (FACE LEARNINGMODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (FACE TO FACE)
Objectives must be met 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
I. OBJECTIVES
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of the key concepts of measurement.
B. Performance Standards The learner s able to formulate real-life problems involving measurements and solve these using a variety of strategies.
The learner interprets the The learner differentiates The learner evaluates The learner evaluates algebraic
The learner translates English meaning of an where n is a between constants and algebraic expressions for given expressions for given values of
phrases to mathematical positive integer. variables in a given values of the variables. the variables. (M7AL-IIc-4)
phrases and vice versa. (M7AL-IIc-2)
algebraic expressions. (M7AL-IIc-4) Learning Objectives:
(M7AL-IIc-1) Learning Objectives:
(M7AL-IIc-3) Learning Objectives: a. Evaluate algebraic
Learning Objectives: a. Interpret the meaning of
Learning Objectives: a. Evaluate algebraic expressions for given
a. Identify the words / an where n is a positive
a. Differentiate between expressions for given values of the variables.
phrases that are used to integer.
C. Learning Competencies/ constants and variables values of the variables. b. Value accumulated
indicate mathematical b. Evaluate an.
Objectives c. Value accumulated in a given algebraic b. Value accumulated knowledge as means of
operations.
knowledge as means of expression knowledge as means of new understanding
b. Translate verbal phrases
new understanding. b. Identify the constants and new understanding
to mathematical phrases
variables in a given
and vice versa.
algebraic expression.
c. Value accumulated
c. Value constant love of
knowledge as means of
God.
new understanding.

Evaluation of Algebraic
D. Most Essential Learning Verbal Phrases and Constants, Variables and Evaluation of Algebraic
Laws of Exponents Expressions
Competency (MELC) Mathematical Phrases Algebraic Expressions Expressions

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.
 List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s guide, learner’s teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s
A. References
material, , reference books material, module module module
1. Teacher’s Guide pages

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

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
pp. 117 – 121
G8 Math Module pages 66 –
67; Gladys C. Nivera,
Ph.D.,Grade 7 Mathematics
Patterns and Practicalities,
pp.184-188
https://www.google.com.ph/
search?
q=cavite+places
http://
www.traveltothephilippines.in
fo/wp-content/uploads/
2011/09/balite-falls-
300x201.jpg
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
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?
q=constants+variables+and+
algebraic+
expressions&biw=1366&bih=
667&
source=lnms&tbm=isch
&sa=X&ved=0ahUKEwimoOn
-nbDMAhVGo5QKHX8nDBo
https://
www.youtube.com/watch?
v=C-VhIR29XDo
https://
www.google.com.ph/
search?
q=constants+and+variables+i
n+algebraic+
expressions&espv=2&biw=1
366&bih=667
&source=lnms&tbm=isch&sa
=X&ved=0
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
e+examples+of+evaluation+of
+algebraic+ex
pression&espv=2&biw=1366&
bih=667&sourc
e=lnms&tbm=isch&sa=X&ved
=0ahUKEwiu8_
7V87nMAhVEG5QKHSjeCXwQ
_AU
https://www.google.com.ph/
search?
q=evaluation+of+algebraic+ex
pression&espv=2&biw=1366&
bih=667&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwixjO7
Wmr_MAhXF
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
e+examples+of+evaluation+of+
algebraic+ex
pression&espv=2&biw=1366&bi
h=667&sourc
e=lnms&tbm=isch&sa=X&ved=0
ahUKEwiu8_
7V87nMAhVEG5QKHSjeCXwQ_
AU
https://www.google.com.ph/
search?
q=evaluation+of+algebraic+expr
ession&espv=2&biw=1366&bih
=667&source=lnms&tbm=isch&
sa=X&ved=0ahUKEwixjO7Wmr_
MAhXF

A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Ask two students to draw the Pre-Assessment Suppose numbers are Suppose numbers are assigned
following sets on the board Give the product of each of assigned to some letters as to some letters as follows;
using Venn Diagram. the following as fast as you follows; O=1, C=3, I=2, P=7, D=5, L=6,
(LOGO QUIZ) 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) 3 x 3 = ________ R=4 and E=8; Name the picture which is one
a member of each group score b) 4 x 4 x 4 = ________ Name the picture which is one of the Cavite’s prides and find
a point by naming the c) 5 x 5 x 5 = ________ of the Cavite’s prides and find the numbers that corresponds
following logos. Remind each d) 2 x 2 x 2 = ________ the numbers that corresponds to each letter given the sum.
group about the following: e) 2 x 2 x 2 x 2 = _______ to each letter given the sum. First two letters are given as
f) 2 x 2 x 2 x 2 x 2 =______ First two letters are given as your clues.
 Each member of the group your clues.
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.
In mathematics, what do Guide Questions: Guide Questions Guide Questions Guide Questions
these symbols mean? Can you give a short way of 1. What is the difference of 1. How did you find the 1. How did you find the

C. Presenting examples/
instances for the new lesson
+ – x ÷ finding the product of the changing and activity? activity?
Share your insights about the given? Explain your answer. unchanging? 2. What is Substitution 2. What is Substitution
game. What is the importance 2. In Mathematics, what Method? Method?
of interpreting or translating idea or concept can
symbols into words and vice we consider us changing
versa correctly? and unchanging?
In translating verbal phrases Given Given: Given:
into algebraic expressions, it is Mang Nonito is a barbecue Mark is 8 years old. On Mark is 8 years old. On Sunday,
important to know the words stick maker. He makes 10 to Sunday, his parents are his parents are planning to
that are used to indicate 12 bundles of sticks daily. planning to watch movie after watch movie after attending
mathematical operations. Each bundle contains twenty attending mass. The prices of mass. The prices of movie
Some of these words are sticks. movie tickets are Php 200 for tickets are Php 200 for adults
shown in the chart that adults and Php150 for children and Php150 for children 10
follows: Complete the table: 10 years old and below. years old and below.
Solution: If x= the number of adults If x= the number of adults
and y= the number of and y= the number of children;
children;
Compute how much will they
Compute how much will they pay for movie tickets if
pay for movie tickets if a. only Mark and his
a. only Mark and his parents
Question: Without the parents will watch the movie
table, how many will watch the movie b. Mark, his parents and his
Example1.1: Translate the an = a x a x a x a .....(n times) sticks could Mang Nonito b. Mark, his parents and his 5-year old cousin will
verbal phrases into algebraic In an, a is called the base and make in every 10 5-year old cousin will watch the movie
expressions. n is called the exponent. bundles? In 12 bundles? watch the movie c. Mark, his parents and
a. the sum of x and y To find the number of c. Mark, his parents and his uncle Joey will
b. 6 more than a sticks in all bundles, multiply his uncle Joey will watch the movie
c. Twice m the number of bundles by watch the movie
d. The difference of b 20,that is, Solution:
and 10 Number of bundles X Solution: To compute for the amount of
e. 9 less than z 20,thus if we let To compute for the amount of tickets needed is to substitute
Solutions: s=number of sticks; tickets needed is to substitute the values of x and y
a. x+y d. b - The total number of sticks the values of x and y In the expression 200 x +
10 is s x 20 or 20s or n=20s In the expression 200 x + 150y,where x= number of adults
b. a+6 e. z – So 10 bundles= 20 (10) or 150y,where x= number of and y= number of children
9 200 and adults and y= number of
c. 2m 12 bundles = 20 ( 12) or children a. x=2, y=1 (two adults,one
Example 1.2: Express the 240 sticks in all. child)
algebraic expressions into  s can take on many a. x=2, y=1 (two adults,one 200x+150y= 200(2)+ 150
verbal phrases. different values, child) (1)
a. 7p we say that s is a 200x+150y= 200(2)+ 150 = 400 + 150
 c. r + 5 variable. Its value (1) =Php 550
b. 2x – 3 d. x + varies. = 400 + 150
(x+2) + (x+4)  On the other hand, =Php 550
Solutions: 20 is a constant b. x=2,y=2( two adults,two
a. 7 times p since the number of children)
b. The difference of sticks in every b. x=2,y=2( two adults,two 200x+150Y=200(2) + 150
twice a number and three bundle has fixed children) (2)
c. r increased by 5 value. 200x+150Y=200(2) + 150 =400 + 300
d. the sum of three  An expression (2) = Php 700
consecutive odd integers 20s ,where s =400 + 300
represents the = Php 700 c. x=3, y=1( three
number of bundles, adults,one child)
is an example of c. x=3, y=1( three 200x+150Y
algebraic expression. adults,one child) =200(3)+150(1)
 An algebraic 200x+150Y =600 + 150
expression is any =200(3)+150(1) = Php750
combination of one =600 + 150
or more constants = Php750 Example:
and variables along Evaluate the following
with at least one Example: expressions if a=2, b= -1 and c=3
mathematical Evaluate the following 1) a2 + 3c
operation. expressions if a=2, b= -1 and 2) 4b2c + 2a
 A variable is any c=3 3) b2-2a +c
2
symbol representing 1) a + 3c
possible value of a 2) 4b2c + 2a
quantity. 3) b2-2a +c
 A constant is any
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

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Guide Questions:
a. What words serve as
clues to what operation
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 what
way does it affect our dealings
with others?
The teacher gives a set of
verbal phrases then the
students will select the
corresponding mathematical
phrase written on each picture
and they will paste it on the
board.
a. Twice a number increased
by four.
b. The difference of five and
a number.
c. Eight diminished by thrice
of a number.
d. Ten added to a number.
e. The quotient of a number
and two.
Guide Questions:
a. What do you observe as
you answer column B?
What do you observe as
you answer column C?
b. What happens to its
value when the exponent
decreases?
c. What do you mean by an?
Which of the following is/are
correct? If correct, do the
THUMBS UP. Otherwise,
THUMBS DOWN and give
the correct value.
a) 52 = 5 x 5 = 25
b) 64 = 6 x 6 x 6 x 6 = 216
c) 25 = 2 x 5 = 10
d) 103 = 10 x 10 x 10 = 300
constants: 5 and 1
constants: 2 and
constant: 3
variable : x
variable: r
variables: a and b
Guide Questions:
(Developmental Activity )
a. In your own words,
describe how to find the
number of sticks if you
know the number of
bundles?
b. What operation is
involved? Why?
c. Which has a fixed value?
Which varies?
d. Can you give your own
example similar to
this relationship?
Identify the constant(s) and
the Variable(s) in each
expression. Complete the
table.
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?
A magic square is a puzzle in
which the sum of the numbers
in any row, column, and
along the diagonal are the
same. When 5, 3 and 7 are
substituted in place of a, b,
and c
respectively for the
expressions in the left square,
the result is the square at the
right.
Complete the square at the
right by evaluating the given
algebraic expressions at the
left.
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?
A magic square is a puzzle in
which the sum of the numbers
in any row, column, and
along the diagonal are the
same. When 5, 3 and 7 are
substituted in place of a, b, and
c
respectively for the expressions
in the left square, the result is
the square at the right.
Complete the square at the
right by evaluating the given
algebraic expressions at the left.

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Examine the sum of the
numbers in any rows ,columns
Examine the sum of the and along the
numbers in any rows ,columns diagonals. What did you notice?
and along the
diagonals. What did you
notice?
A. Translate the verbal Rewrite each of these in I. Determine whether each Evaluate the following Evaluate the following
phrases into algebraic exponential form. (an) quantity is fixed or varied algebraic expressions using algebraic expressions using the
expressions. a) 5∙5∙5∙5∙5 = ______ a. the electric bill each the given values for the given values for the variables
a. The ratio of x and 4. b) (a)(a)(a)(a) = ______ month variables a.5x + 2, when x= 2
b. 3 less than thrice a c) 6∙x∙x∙x∙x∙x∙x= ______ b. the number of months in a.5x + 2, when x= 2 b. x2 – 3x, when x= 3
number d) 7∙7∙y∙y = ______ a year b. x2 – 3x, when x= 3 c. 2x + 3y, when x=1 and y=
c. The sum of twice a e) 10 = ______ c. the number of hours of c. 2x + 3y, when x=1 and y= -2
number and 8 daylight in a day -2 d. 4x2 +6y, when x=-2 and
II. Identify the constants and d. 4x2 +6y, when x=-2 and y= -1
B. Express the algebraic variables in the given y= -1 e. If x=4,find the numerical
expressions into verbal algebraic expressions e. If x=4,find the numerical value of 3x +4
phrases. d. 2xy + z value of 3x +4
d. 8x – 6 e. ½ bh
e. 5(x + y) f. 3a-b
g. a+ b
Each group must answer the Group Activity A local chocolate candy costs THINK-PAIR-SHARE. THINK-PAIR-SHARE.
following tasks. The first group Php 2.00 The following The following mathematical
to answer correctly will get a. How much will Bryan pay mathematical statements statements describe cost and
the score for each task. if she buys 15 of these describe cost and revenue in revenue in pesos from the
a. Write the mathematical chocolates? pesos from the production production and sale of x unit of
translation of the b. Fill up the table of values. and sale of x unit of cell cell phones.
following: phones. Cost C of manufacturing:
1. The difference of four Cost C of manufacturing: C=900x + 15
times a number C=900x + 15 Cost M of marketing :
and one.___________ Cost M of marketing : M= 20 x2-5x+8
2. z less than 3. ________ M= 20 x2-5x+8 Revenue R from sales:
Revenue R from sales: R= 20x2+6x
b. Suppose you have a 120 R= 20x2+6x 1.What is the cost of
cm stick and you cut off x 1.What is the cost of manufacturing;
centimeters from it. How manufacturing; a. 10 units of cell
 will you represent the c. Write the pattern in a. 10 units of cell
length of the remaining symbols phones
part? d. Identify the constant and b. 25 units of cell
c.Translate the mathematical variables. phones
expression 2. What is the cost of
2(x – 3) in at least two ways. marketing 30 units of
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?
phones
b. 25 units of cell
phones
2. What is the cost of
marketing 30 units of
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 generalizations In translating verbal phrases The exponent tells us how To evaluating algebraic To evaluating algebraic
and into mathematical phrases, many times the base is expressions, replace the expressions, replace the
abstractions about the consider the following terms: multiplied by itself. The base variable with a number and variable with a number and
lesson is the factor which is to be perform the operation(s) in perform the operation(s) in the
 Addition would multiplied by itself n times to the expression. expression.
indicate an increase, a obtain the product. The Example : Example :
putting together, or power refers to the product Evaluate x + 7, for x = 12 Evaluate x + 7, for x = 12
of equal factors. X+7 replace the x with the X+7 replace the x with the
combining. Thus,
To interpret an where n is a given value, 12 given value, 12
phrases like increased
positive integer: 12+7 perform the operation 12+7 perform the operation
by and added to are an= a x a x a x a ….. (n times) 19 19
addition phrases. *a is called the base
 Subtraction would *n is called the exponent
indicate a lessening,
Ex. 53 = 5x5x5 = 125
diminishing action.
Thus, phrases like
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.
Directions: Translate the given Identify the base and the Evaluate the following Evaluate the following algebraic
verbal phrases into exponent. Then evaluate the algebraic expression using expression using a=2, b= 3 and
mathematical expressions or expression. a=2, b= 3 and c= -4 c= -4
vice versa. a) 28 1. 5a + 3b 1. 5a + 3b
a) The sum of a b) 82 2. 2c2 -1 2. 2c2 -1
I. Tell whether each of the
number and c) 51 3. c2 –b2 3. c2 –b2
following expressions
three d) 32 4. 4a – 2b 4. 4a – 2b
describes a constant or a
b) Four times a e) 182 5. a2 + 3b +c 5. a2 + 3b +c
variable.
certain
a. the life span of humans
number
b. the number of hours in a
decreased by
day
one
c. the amount of rainfall in a
c) The ratio of a
month
number x
d. the Philippine population
and six
e. the minimum salary of a
I. Evaluating learning increased by
labourer per hour
two
as prescribed by law
d) A certain
II. Identify the constants and
number
variables in each
decreased by
algebraic expressions.
two
f. a – 10
e) The product
g. 2m + 3n
of p and q
h. y2 – 4y
divided by
i. 2π r
three
j. 4π r3h
f) 9m
k. 3
g) 4x– 7
h) 5(x+1)
i) 4 + x
j) 2a + 3

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

V. REMARKS

VI.REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
___ Problem Solving ___ Problem Solving ___ Problem Solving ___ Problem Solving ___ Problem Solving
___ Games ___ Games ___ Games ___ Games ___ Games
___ Deductive Learning ___ Deductive Learning ___ Deductive Learning ___ Deductive Learning ___ Deductive Learning
___ Research ___ Research ___ Research ___ Research ___ Research
___ Group work ___ Group work ___ Group work ___ Group work ___ Group work
E. Which of my teaching ___ Experimental Learning ___ Experimental Learning ___ Experimental Learning ___ Experimental Learning ___ Experimental Learning
strategies worked well? ___ Video Clips ___ Video Clips ___ Video Clips ___ Video Clips ___ Video Clips
Why did these work? ___ Puzzle ___ Puzzle ___ Puzzle ___ Puzzle ___ Puzzle
___Interactive Learning ___Interactive Learning ___Interactive Learning ___Interactive Learning ___Interactive Learning
___ Inductive Learning ___ Inductive Learning ___ Inductive Learning ___ Inductive Learning ___ Inductive Learning
___ Brainstorming ___ Brainstorming ___ Brainstorming ___ Brainstorming ___ Brainstorming
___ Others: ___ Others: ___ Others: ___ Others: ___ Others:
______________________ _____________________ _____________________ ______________________ ______________________
___ Low Performing School ___ Low Performing School ___ Low Performing School ___ Low Performing School ___ Low Performing School
F. What difficulties did I
___ Classroom Condition ___ Classroom Condition ___ Classroom Condition ___ Classroom Condition ___ Classroom Condition
encounter which my
___ Classroom Management ___ Classroom Management ___ Classroom Management ___ Classroom Management ___ Classroom Management
principal or supervisor can
___ Student Participation ___ Student Participation ___ Student Participation ___ Student Participation ___ Student Participation
help me solve?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
G. What innovation or ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up ___ Model / Mock – up
localized materials did I ___ Pictures ___ Pictures ___ Pictures ___ Pictures ___ Pictures
use/discover which I wish ___ SIM ___ SIM ___ SIM ___ SIM ___ SIM
 ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT ___ Prepared PPT
to share with other
___ Others: ___ Others: ___ Others: ___ Others: ___ Others:
teachers?
_______________________ _______________________ _______________________ _______________________ _______________________

Prepared by: Checked by: Noted by:

MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ

Mathematics 7 Teacher Chairperson, Mathematics Principal II