GRADE 7 School RIDGE VIEW PARAK INTEGRATED SCHOOL Grade Level 7

DAILY LESSON LOG

Teacher MILAFER R. DABAN Learning Area MATHEMATICS
SEPT. 18-22, 2023
Teaching Dates and 11:00-12:00 – Wisdom
Quarter FIRST
Time 02:00-03:00 – Justice
03:00-04:00 - Courage

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of Geometry of shapes and sizes, and geometric relationships.

2. Performance Standards The learner is able to create models of plan figures and formulate and solve accurately authentic problems involving sides and angles of a polygon

3. Learning Competencies / The learner solves problems The learner solves problems The learner The learner represents the
Objectives involving sets (M7NS-Ib-2) involving sets (M7NS-Ib-2) represents the absolute absolute value of a number on a
a. Solve problems involving a. Solve word problems value of a number on a number line as the distance of a
sets with the use of Venn involving sets with the number line as the distance number from 0.
diagrams use of Venn diagrams of a number from 0. (M7NS-IC-1)
b. Apply set operations to b. Apply set operations to (M7NS-IC-1) a. Identify the symbol of
solve a variety of problems solve a variety of
a. Illustrate the absolute inequality to be used to

INDEPENDENT/ COOPERATIVE LEARNING

c. Appreciate the use of
Venn diagram in
connection to solving real
life problems
problems
value of a number on a
c. Appreciate the use of
Venn diagram in number line as the
connection to solving real distance of a number
life problems from 0.
b. Find the absolute value of
a number
c. Appreciate the value of
distance in real life
situation
A.
find absolute value of a
number.
b. Find the possible values
of a number involving
absolute value
c. Appreciate the value of
distance in real life
situation

II. CONTENT
Word Problem Involving Sets Word Problem Involving Sets Absolute Value Absolute Value
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages
pp. 14 -18
3. Textbook - MSA Elem. Algebra pp.4-6.
- Grade 7 Mathematics
Patterns and Practicalities
by Gladys S. Nivera, pp.
22-26
4. Additional Materials from -http://sites.csn.edu/math/
Learning Resource (LR) ryates/122/course_notes/
portal week04/venn_problems.pdf
- http://www.sciencehq.
com/math- formulas/set-theory- com/math- formulas/set-theory- q=car+#tbm=isch&q=
formulas.html
- http://passyworldofmathe
matics.com/venn-diagram-word- matics.com/venn-diagram-word-
problems/
- http://hanlonmath.com/
pdfFiles/
Ch.12VennDiagrams.pdf
-http://passyworldofmathe
matics.com/three-circle-venn-
diagrams/
B. Other Learning Grade 7 LCTG by DepEd Cavite
Resources Mathematics, 2016
Visual aids
IV. PROCEDURES
A. Reviewing previous Ask two students to draw the
lesson or presenting the following sets on the board using
new lesson Venn Diagram.
U = {1,2,3,4,5,6,7}
A = {2,4,6,7}
B= {1,2,4,5,7}
pp. 70 -75 pp. 70 -75
pp. 14 -18
- MSA Elem. Algebra pp.4-- Grade 7 Module LM pp. -Grade 7 Module LM pp. 70-
6. 70-75 75
- Grade 7 Mathematics - Patterns and Practicalities - Patterns and Practicalities
Patterns and Practicalities
on G7 Math pp: 68-70 on G7 Math pp: 68-70
by Gladys S. Nivera, pp. Gladys Nievera Gladys Nievera
22-26 - Math Builders 7 pp. 28 – - Math Builders 7 pp. 28 –
30 Jisela N. Ulpina & Edna 30 Jisela N. Ulpina & Edna
D. Licardo D. Licardo
-http://sites.csn.edu/math/ https://www.google.com.ph/ https://www.google.com.ph/
ryates/122/course_notes/ search? search?
week04/venn_problems.pdf biw=800&bih=499&tbm biw=800&bih=499&tbm
- http://www.sciencehq. =isch&sa=1&btnG=Search& =isch&sa=1&btnG=Search&
q=car+#tbm=isch&q=
formulas.html riding+a+bycycle+gir+and+boy+ riding+a+bycycle+gir+and+boy+cl
- http://passyworldofmathe cliparts iparts
problems/
- http://hanlonmath.com/
pdfFiles/
Ch.12VennDiagrams.pdf
-http://passyworldofmathe
matics.com/three-circle-venn-
diagrams/
Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite Grade 7 LCTG by DepEd Cavite
Mathematics, 2016 Mathematics, 2016 Mathematics, 2016
Visual aids Visual aids Visual aids
Use Venn Diagram to answer the While the students are seated, Mental Math
given problem. ask them about the distance of Give the absolute value of the
A group of 62 students were their classmate if one of them following:
surveyed, and it was found that will be the center. Tell that each 1. |16|
each of the students surveyed student is equivalent to 1 unit 2. |-67|
liked at least one of the following so that it will be easy to identify 3. - |5|
three fruits: pineapples, the distance from left to right. 4. - |-20|
bananas, and mangoes. 5. |46 – 25|
34 liked pineapples.
30 liked bananas.
33 liked mangoes.
11 liked pineapples and
bananas.
15 liked bananas and mangoes.
17 liked pineapples and
mangoes.
19 liked exactly two of the

B. Establishing a purpose Guide Questions
for the lesson 1. What set operations did
you used to draw the
given sets using the Venn
Diagram?
2. Give the difference
between union and
intersection of sets.
C. Presenting examples/ The diagram below shows which Given:
instances of the lesson brand of phone teachers own.
Samsung (S). Asus (A), Iphone (I). a survey on what pets they like.
Answer the following:
1. How many people owned
a Samsung phone?
2. How many people owned
ONLY a Samsung phone?
3.
Answer
1. 6
2. 2
3. S U A = {Cath, Che}
following fruits: pineapples,
bananas, and mangoes
Guide Questions Guide Question Determine whether each
a. How many students liked Based on the activity, what have statement is true or false.
pineapples, but not you noticed with the distance ______1. 5 = |-5|
bananas or mangoes? between your classmate from ______2. 16 > |-16|
b. How many students liked the left and right? Explain your ______3. |-10| < |-11 + 1|
mangoes, but not answer. ______4. -|-2| < 0
bananas or pineapples? ______5. |5| ≤ -|-8|
c. How many students liked
all of the following three
fruits: pineapples,
bananas, and mangoes?
d. How many students liked
pineapples and mangoes,
but not bananas?
a. Distance from Ten-ten’s Examples:
A class of 40 students completed house to the school 1. Is |-9 | ≤ |9|?
Yes, because |-9| and
The choices were: cats, dogs, |9| = 9, therefore 9≤9.
birds. Everyone like at least one
pet. 2. If |x| = 7, what are the
possible values of x?
28 students liked cats Since |-7| = 7 and |7| =7,
19 students liked dogs b. Distance from the school to then x = 7 or x= -7.
15 students liked birds their house.
12 students liked cats and
birds
8 students liked cats and
dogs
10 students liked cats and
birds but not dogs
2 students liked dogs and
c. Distance from their house to
birds but not cats
2 students liked the three the church.
pets
Represent these results using
three circle Venn Diagram.
Solution:
d. Distance from the church to
the Ten-ten’s house.
D. Discussing new concepts Guide Questions
and practicing new skills #1 Using the same example:
1. How many people owned
an Asus phone?
2. How many people owned
an Iphone?
3. How many people owned
ONLY a Samsung phone?
4. How many people owned
ONLY an Asus phone?
5. I ∩ A = _______
E. Discussing new concepts
and practicing new skills #2 Given: Three Tourist Spot in
Tagaytay
Questions:
a. How many of the students
went to Peoples Park
only?
b. How many of the students
went to Picnic Grove only?
c. How many joined the Sky
Ranch trip only?
d. How many did not go to
any of the tourist spots?
F. Developing mastery The following diagram shows
(Leads to Formative how all the Grade Seven
Assessment 3) students of San Jose Community
High School go to school.
Questions:
a. How many students ride in
a car, jeep and tricycle
Guide Questions: Guide Questions:
1. Based on the activity, a.In the given activity how
how will you write the did Ten-ten illustrate
given on the Venn absolute value in his
Diagram? assignment?
2. Can you think of another b. What do you call to that
solution for the problem? distance from a point
Justify your answer. 0?value?
c.Can you cite some other
examples where you can
apply the lesson absolute
value?
Use a number line to find the
absolute value of +3, -3, +7,
+5,+9,4,-4,-1.
Determine whether each
statement is true or false.
Justify your answer.
______1. 3 = |-3|
______2. 8 > |-8|
______3. - |-2| < 0
______4. |5| ≤ - |-8|
______5. |9| ≥ -|9|
Guide Questions:
a.Explain what is meant by
the absolute value of a
number using example
number 2.
b.Can you cite some other
examples where you can
apply the lesson absolute
value?
Fill in the blanks with >, <, or =
to make the statements true.
1. |-6| ___ |6|
2. -45 ___ - |-56|
3. |18 – 12| ____ |-10|
4. - |24 – 30| ___ -|30 – 24|
5. 2 + |-4| ____ 10
Find the integer that satisfies
each of the following equations.
1. |x| = 5
2. |y| = -6
3. - |b| = -8
4. 26 = |-y|
5. |a+1| = 7
 going to their school?
b. How many students ride in
both a car and a jeep?
G. Finding practical Group Activity
applications of concepts and A group of students were asked
skills in daily living whether they use Facebook,
Twitter or Instagram. The
diagram shows the number of
students using the three social
media.
Questions:
1. How many use Facebook
only?
2. How many use Twitter
only?
3. How many use Instagram
only?
4. How many use Facebook
and Twitter?
5. How many use Facebook
and Instagram?
6. How many use Instagram
and Twitter?
7. How many use the three
social media?
H. Making generalizations Three Circle Venn Diagrams can
and abstractions about the take a quite a bit of working out.
lesson The steps to follow are generally
these:
a. Get the information from
the question that can go
straight onto the Venn
Diagram and place it
there.
b. Work through the
remaining information, a
bit at a time, to work out
each of the missing
values.
c. Often we work from the
center of the diagram
outwards, when finding
Group Activity
In a survey student were asked
about their favourite subjects.
The results are as follows:
132 students like Math
36 students like Math and
Science
163 students like Science
38 students like Math and
English
73 students like English
22 students like all three
subjects
51 students like Science and
English
Using Venn diagram, determine
a. the number of students
who like Math only
b. Science only
c. English only
d. the total number of
students in the survey.
Three Circle Venn Diagrams can
take a quite a bit of working out.
The steps to follow are generally
these:
a. Get the information from
the question that can go
straight onto the Venn
Diagram and place it
there.
b. Work through the
remaining information, a
bit at a time, to work out
each of the missing
values.
c. Often we work from the
center of the diagram
outwards, when finding
Solve the problem. Find the integers that satisfy
The bicycle joyride of James and each of the following equations.
Daniel 1. |a| = 0
2. -|-x| = -10
James and Daniel were at 3. - |a+5| = -6
Enrique’s house. James rode 4. - |x – 2| = -9
his bicycle 3 miles west of
Enrique’s house, and Daniel 5. 2 + |2x| = 12
rode his bicycle 4 miles east of
Enrique’s house. Who travelled
greater distance from Enrique’s
house Daniel or James?
Use the given picture below to
prove your answer.
The absolute value of a number The absolute value of a number
is the distance on the number is the distance on the number
line between the number and line between the number and
zero without any regard to its zero without any regard to its
direction. Thus, the absolute direction. Thus, the absolute
value of any number is a value of any number is a
nonnegative number. nonnegative number.
For any number n For any number n.
Speaking mathematically,
Speaking mathematically,
│5│= 5 is read as “the absolute
value of 5 is 5.” │5│= 5 is read as “the absolute

I. Evaluating learning
these unknown values. these unknown values. │-5│=5 is read as “the absolute
(Work from the Inside Out). (Work from the Inside value of negative 5 is 5.” value of 5 is 5.”
d. Check that all the numbers Out).
on the final diagram add d. Check that all the number │-5│=5 is read as “the absolute
up to the universal set. on the final diagram add value of negative 5 is 5.”
up to the universal set.
A Music Survey was carried out In a survey students were asked Give an integer which is the Find the possible values of n.
to find out what types of music a about their favorite subjects. simplest value for the 1. |3n| > 12
group of people liked. The results are as follows: expression. 2. |5n| < |-15|
132 students like Math 1. │24│= _____ 3. |n + 1| < 8
The results were placed into the 36 students like Math and 2. -│36│= _____
following three circle Venn Science 3. │-8 │= _____
163 students like Science 4. -│-6│= _____
Diagram.
38 students like Math and 5. - │10│ = ____
English
73 students like English
22 students like all three
subjects
51 students like Science and
English

Questions: Using Venn diagram, determine

J. Additional activities for
application or remediation
1. How many people liked
rock?
2. How many liked rap only?
3. How many liked the three
types of music?
Use Venn Diagram to answer the Study the Operations on Integers Math Journal
given problem.
A group of 62 students were
surveyed, and it was found that
each of the students surveyed
liked at least one of the following
three fruits: pineapples,
bananas, and mangoes.
a. the number of students
who like Math only
b. Science only
c. English only
d.the total number of
students in the survey.
Assignment
Read, analyze, and answer. Critical Thinking
1. If |a| = -5, what are the Find the possible values of x to
possible values of a? make the inequality true.
Justify your answer. 1. 5 < |x| < 10
2. Explain what is meant by 2. -7≤|x|≤0
absolute value of a
number?

34 liked pineapples.
30 liked bananas.
33 liked mangoes.
11 liked pineapples and
bananas.
15 liked bananas and mangoes.
17 liked pineapples and
mangoes.
19 liked exactly two of the
following fruits: pineapples,
bananas, and mangoes

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?
a. How many students liked
pineapples, but not
bananas or mangoes?
b. How many students liked
mangoes, but not bananas
or pineapples?
c. How many students liked
all of the following three
fruits: pineapples,
bananas, and mangoes?
d. How many students liked
pineapples and mangoes,
but not bananas?
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of lack ___Pupils did not enjoy the lesson because of
of knowledge, skills, and interest about the
lesson.
___Pupils were interested on the lesson, despite of ___Pupils were interested on the lesson, despite of ___Pupils were interested on the lesson, despite ___Pupils were interested on the lesson, despite of
some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities
for remediation
___Yes ___No
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
of knowledge, skills, and interest about the
lesson.
some difficulties encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional activities
for remediation
___Yes ___No
___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering
their lesson. their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
lesson. lesson.
___Pupils did not enjoy the lesson because of lack
lack of knowledge, skills and interest about the of knowledge, skills, and interest about the
lesson. lesson.
of some difficulties encountered in answering some difficulties encountered in answering the
the questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited
resources used by the teacher. resources used by the teacher.
___Majority of the pupils finished their work on ___Majority of the pupils finished their work on
time. time.
___Some pupils did not finish their work on time ___Some pupils did not finish their work on time
due to unnecessary behavior. due to unnecessary behavior.
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional activities
for remediation for remediation
___Yes ___No ___Yes ___No
 ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson

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?
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self
assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-
writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development: Examples: ___Metacognitive Development: Examples: Self
Self assessments, note taking and studying assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, quick-
quick-writes, and anticipatory charts. writes, and anticipatory charts.
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and
projects. projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local opportunities.
opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, and Examples: Student created drawings, videos, and ___Text Representation: Examples: Student created drawings, videos, and
games. games. Examples: Student created drawings, videos, games.
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and and games. ___Modeling: Examples: Speaking slowly and
clearly, modeling the language you want students clearly, modeling the language you want students ___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students
to use, and providing samples of student work. to use, and providing samples of student work. clearly, modeling the language you want to use, and providing samples of student work.
students to use, and providing samples of
Other Techniques and Strategies used: Other Techniques and Strategies used: student work. Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration Other Techniques and Strategies used: ___ Group collaboration
___Gamification/Learning through play ___Gamification/Learning through play ___ Explicit Teaching ___Gamification/Learning through play
___ Answering preliminary. ___ Answering preliminary. ___ Group collaboration ___ Answering preliminary.
activities/exercises activities/exercises ___Gamification/Learning through play activities/exercises
___ Carousel ___ Carousel ___ Answering preliminary. ___ Carousel
___ Diads ___ Diads activities/exercises ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
Why? Why? ___ Discovery Method Why?
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Availability of Materials ___ Availability of Materials Why? ___ Availability of Materials
___ Pupils’ eagerness to learn. ___ Pupils’ eagerness to learn. ___ Complete IMs ___ Pupils’ eagerness to learn.
___ Group member’s ___ Group member’s ___ Availability of Materials ___ Group member’s
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn. collaboration/cooperation
in doing their tasks in doing their tasks ___ Group member’s in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
of the lesson of the lesson in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson

Prepared by: Checked and Reviewed: Noted:

MILAFER R. DABAN MARVIN C. MAGADAN ARTURO B. ACEDILLO JR. DANILO S. QUEJADA

Teacher MATH-Subject Coordinator Master Teacher I Principal II