School ANTONIO BALMES NATIONAL HIGH SCHOOL Grade Level 7

Learning
Teacher MA. NIKKA CHARO T. NAVARRO MATHEMATICS
GRADE 7 Area
DAILY
LESSON Teaching Dates and November 29, 2023
Time 10:00-11:00
Quarter Second
PLAN

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 The learner translates English phrases to mathematical phrases and COT Indicator 1
vice versa. (M7AL-IIc-1) Applied knowledge of content
Objectives within and across curriculum
a. Identify the words/phrases that are used to indicate mathematical teaching areas.
operations. Annotation:
b. Translate verbal phrases to mathematical phrases and vice versa. MATH 9 Quarter 2
c. Value accumulated knowledge as means of new understanding. (translates into variation
statement a relationship
between two quantities M9AL-
IIa-b-1)

II. CONTENT Translating English Phrases to Mathematical Symbols VV

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Mathematics Teachers Guide for Grade 7
2. Learner’s Materials Mathematics 7 Module 2
3. Additional Materials PowerPoint Presentation, Projector/TV, laptop,
4. Learning Resources (LR)
portal
B. Other Learning Resources You tube video link
https://www.youtube.com/watch?v=7bNOmVPj5T8
IV. PROCEDURES
A. Reviewing previous lesson or PRELIMINARIES
presenting the new lesson *Opening Prayer COT Indicator 7
Planned, managed, and
*Attendance Checking implemented developmentally
*Classroom Rules sequenced teaching and
learning process to meet
Group the class into two. Let a member of each group score a point curriculum requirement and
varied teaching context.
by naming the following logos. Remind each group about the Annotation:
following: The teacher create a cohesive
1. Each member of the group will have to answer 1 logo. and well-structured instructional
plan that caters to the
2. There are 5 logos to be named.
developmental needs of
3. Correct guess will score 1 point; learners.
4. The group to earn the highest score will be the winner.

C. Establishing a purpose for Activity 1 “MATH DANCE CAHLLENGE” COT Indicator 8

the lesson Selected, developed, organized and
In mathematics, what do these symbols mean? used appropriate teaching and
+ – x ÷ learning resources, including ICT, to
address learning goals.
Share your insights about the dance. What is the importance of Annotation:
interpreting or translating symbols into words and vice versa Using dance video to help the
students fully understand the topic.
correctly?
Process Question: COT Indicator 3
1. What is the importance of interpreting or translating symbols into Applied a range of teaching
C. Presenting examples/Instances of strategies that develop critical and
words and vice versa correctly? creative thinking, as well as other
the new lesson
Note: Lead the students to the concept of “Translating English higher-order thinking skills
Phrases to Mathematical Symbols and Vice Versa” and remind Annotation:
Asking process questions at the end
them to always respect everyone’s beliefs, ideas and opinion. of an activity helps to develop HOTS
among learners.
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
*Main Discussion
COT Indicator 2
Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills
Annotation:
Learners were assessed on their
literacy and numeracy skill through
this oral recitation activity
COT Indicator 2
Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.
Annotation:
After discussing each slide, the
learners will be given examples
which they will answer on their
notebook.
Activity 2
Guide Questions: COT Indicator 3
a. What words serve as clues to what operation symbol is to be Applied a range of teaching
strategies that develop critical and
used? creative thinking, as well as other
b. What must be considered in translating verbal phrases to higher-order thinking skills
mathematical phrases and vice versa? Annotation:
Asking process questions at the end
c. In translating a verbal phrase to an algebraic expression, a single of an activity helps to develop HOTS
word can make a difference. among learners.
Thus, every word in the statement must be interpreted correctly. In
what way does it affect our dealings with others?
Group Activity COT Indicator 1
Applied knowledge of content
Each group must answer the following tasks. The first group to
within and across curriculum
answer correctly will get the score for each task. teaching areas.
Annotation:
a. Write the mathematical translation of the following: MATH 9 Quarter 2
1. The difference of four times a number and one.___________ (translates into variation
2. z less than 3. ________ statement a relationship
between two quantities M9AL-
b. Suppose you have a 120 cm stick and you cut off x centimeters IIa-b-1)
from it. How will you represent the length of the remaining part?
c. Translate the mathematical expression 2(x – 3) in at least two
ways.
In translating verbal phrases into mathematical phrases, what are COT Indicator 3
Applied a range of teaching
the terms to consider for addition, subtraction, multiplication and strategies that develop critical and
division? creative thinking, as well as other
higher-order thinking skills
*What is the importance of this topic translating English Phrases to Annotation:
Mathematical symbols to real life? After the group activity, the teacher
asks the learners on the importance
of the topic discussed on real life,
asking open-ended questions helps
to develop HOTS among learners.
Directions: Translate the given verbal phrases into
COT Indicator 9
mathematical expressions or vice versa. Designed, selected, organized
and used diagnostic, formative
1. The sum of a number and three and summative assessment
2. Four times a certain number decreased by one strategies consistent with
curriculum requirement.
3. The product of p and q divided by three Annotation:
4. 9m The teacher will give an assessment
5. 4x– 7 in line with the objective to attain
learning goals.
6. 5(x+1)
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% of the formative
assessment
B. No. of learners who require
additional activities to
remediation
D. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
E. No. of learners who continue
to require remediation
F. Which of my teaching
strategies worked well?
Why did these work?
G. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
H. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
MA. NIKKA CHARO T. NAVARRO
Subject Teacher
Study on the Subtraction of Integers.
Formative number of items: _______
Grade 7 NEWTON- ______ of Learners who earned 80% above
Grade 7 NEWTON - ______ of Learners who require additional activities for
remediation
___Yes ___No
Grade 7 NEWTON -______ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Re-solve/ Re-calculate the problem
___ Lecture Method
___ Complete IMs
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among students
__ Students’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of students
Planned Innovations:
__ Localized Videos
__ Using 2 to 3 books for reference
__ Recycling of plastics to be used as Instructional Materials
__Flashcards
__4 F’s
Checked by: Noted by:
EDILBERTO M. SOLANA RUFINO B. HOMEREZ III
Subject Group Head Academic Groups Head