School Cantilan National High School Grade Level 7 - GUMAMELA

DETAILED LESSON Teacher MARY GRACE P. VEGA Learning Area MATHEMATICS

PLAN
Teaching Dates and Time October 23, 2023 / 1:00 – 2:00 pm Week 7
OBJECTIVES
Content Standards The learner…

Performance Standards The learner…

Learning Competencies with LC writes algebraic expressions by representing unknown quantities,

code evaluates algebraic expressions by replacing the given value for the variable, and
shows appreciation in evaluating algebraic expressions.
Learning Objectives At the end of the session, the learners are expected to:

writes algebraic expressions by representing unknown quantities,

evaluates algebraic expressions by replacing the given value for the variable, and
appreciation in evaluating algebraic expressions.
CONTENT ALGEBRAIC EXPRESSIONS
LEARNING RESOURCES

References
Teacher’s Guide pages Mathematics 7 , Teacher’s Guide pp.25-30
Learner’s Material pages
Textbook pages
Additional Materials from https://www.scribd.com/document/487729165/subsets-of-real-numbers-final-corrected-tg-pdf
learning Resource (LR) portal
Other Learning Resources TV, PC Tab,

Procedures PRELIMINARIES
(2 Minutes) -Start with the following with a prayer and greetings
-Checking of attendance
-Setting the mood and classroom standard
Safety first!
Make Good choice and use kind words
Arrived on time, prepared and ready to learn
Respect yourself and others
Try your best
Reviewing previous lesson or REVIEW: The teacher checks learners’ understanding on the previous lesson.
presenting the new lesson
MOTIVATION
(5 Minutes)
Tell Me the COLOR! Tell Me the WORD! Tell Me the NUMBER of Letters!

RED
BLUE
GREEN
ORANGE
YELLOW
- Can you read the word RED, BLUE, GREEN, ORANGE, YELLOW?
- What is the color of the word RED, BLUE, GREEN, ORANGE, YELLOW?
- How many letters in the word RED, BLUE, GREEN, ORANGE, YELLOW?
- How many letters in the color of the word RED, BLUE, GREEN, ORANGE, YELLOW?
- Based on the activity we have what do you think is our Lesson for today?
Establishing a purpose for the The teacher presents the objectives by allowing learners to read it. The teacher gives further inputs to emphasize the learning goals that students will achieve
lesson at the end of the lesson.
(1 Minute)
Learning Objectives
1. identify the different subsets of real numbers,
2. illustrate the subsets of real numbers on the number line, and
3. appreciate the importance of the different subsets of real numbers.

After reading the objectives, the teacher asks if the learners are ready for the lessons and the activities.
Presenting examples/ Instances Group Tasking: The teacher will divide the learners into four (4) groups. Each member of the group will have their assigned tasks to do.
of the new lesson
(ACTIVITY) Leader One who leads the group
Secretary One who writes the answers of the group
(17 Minutes) Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in creating ideas/outputs

Let the groups to decide first who are assigned with the different tasks in a minute. Once the groups are done assigning the tasks, the teacher presents the
rubrics and informs the learners that the rubric will be used in rating the outputs.

Group 1: Find ME!

Directions : Ten different words are hidden in this puzzle. Find those words. You may look up, down, across, backward, and diagonally.

Discussing new concepts and
practicing new skills #1
(ANALYSIS)
RUBRIC FOR SCORING
Category 10 8 6
Timeliness The group who The group who The group who finished
finished the activity on finished the activity 3 the activity more than 5
or before the given minutes after the given minutes the given time.
time. time.
Teamwork All the members 1 member did not More than 1 member did
(Brainstorming) actively participated in participate in not participate in
performing the activity. performing the activity. performing the activity.
Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
Performance Follows direction and 1 of the direction was Did not follow instructions
complete work unable to do to to complete the task.
together complete the task.
Correctness No error 1 error 2 or more errors
The teacher will provide an envelop with task inside of it for each group.
PRSENTATION OF OUTPUT
NOTE : Giving of scores based on the scoring rubric except for the CORRECTNESS!
The teacher will use the brainstorming method in the processing of questions to elicit responses from the students. In case learners’ answers are needing
more support, other learners will be called through the same method, or the teacher may shift to voluntary modality to allow other learners who are ready to
share their ideas. The teacher must ensure also those other learners are given a chance to share their answers.
(3 Minutes)
Continuation of discussion of
new concepts leading to
formative assessment
(ABSTRACTION)
(5 minutes)
Eliciting Learners’ Experience
1. Was the activity easy?
2. Did you encounter difficulties in carrying out the tasks?
3. What were those difficulties?
4. What did you do to overcome those difficulties?
Teamwork
5. Did you apply any strategy to finish your task on time?
6. What are those strategies?
7. How did it help you during the process of making the activity?
Content
Who can give an examples of numbers?
Can you identify that kind of numbers?
What do you think are those kind or set of numbers?
What are sets of numbers?
The teacher added learning on the topic through Power Point presentation to wrap-up lesson.
 Note : Checking the correctness of the previous Activity and announcing their total scores established on the scoring rubric.

HOTS QUESTIONS :

- How would you define Real Number in your own words?

- Every whole number, counting number, integer is a Real Number. True or False?
- Give an example of Real number, Rational Number, Counting Number, Whole Number, Integer & Irrational Number?
- Determine the set of numbers -1,2,0.
- Do you think there is a better way to familiarize numbers of subsets of Real Numbers?

Developing Mastery The teacher allows learners to answer an objective type of test to measure learners’ understanding on the lesson and check it right away.
(Leads to formative Assessment
3)
(Formative Practice)

(2 Minutes)
Finding practical applications of By Group ( Same Group)
concepts and skills in daily living Let’s Make an Ice Cream !
(APPLICATION)

(5 Minutes)

Directions : Ingredients in making homemade ice cream is given. Every groups arrange correctly the measuring of ingredients to create creamy! Yummy ice
cream. Then start making an ice cream by arranging the instructions correctly.

Basic Homemade Ice Cream Ingredients

304 ml can sweetened condensed milk
1/2 teaspoon vanilla flavoring or flavoring or extract of your choice
2 cups heavy whipping cream chilled, or all-purpose cream
1/2 Cup chocolate chips or other mix-ins

INSTRUCTIONS
1. In a large bowl, mix sweetened condensed milk and flavoring of choice. Mix well and set aside.
2. In a separate bowl, add heavy cream. Whip until stiff peaks.
3. Using a spatula, gently fold the whipped cream into the condensed milk mixture. Add chocolate chips or other mix-ins such as chopped nuts, candy
 pieces, or other ingredients as desired. (Be careful not to over-mix and deflate the mixture as you mix.)
4. Transfer mixture into a baking loaf pan or another similar container. Smooth the top. Cover with parchment or wax paper. Prevent ice crystals by
pressing the paper against the surface. Wrap the container in plastic wrap.
5. Freeze for at least 6 hours or until firm before scooping and serving

RUBRIC FOR SCORING

Category 10 8 6
Timeliness The group who The group who The group who finished
finished the activity on finished the activity 3 the activity more than 5
or before the given minutes after the given minutes the given time.
time. time.
Teamwork All the members 1 member did not More than 1 member did
(Brainstorming) actively participated in participate in not participate in
performing the activity. performing the activity. performing the activity.

Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
Performance Follows direction and 1 of the direction was Did not follow instructions
complete work unable to do to to complete the task.
together complete the task.
Correctness Answers are all correct Got 1 to 2 errors 3 or more errors
Making generalizations and Students short reflection.
abstraction about the lesson Directions: Fill in column A with what you know, column B is what you want to know, and for column C is what you already know about subsets of real
(3 Minutes) numbers. A sample is provided for you to have a guide in answering the activity.
A (KNOW) B (WANT) C (LEARN)

Sample answer: Sample answer: Sample answer:

- I already know subsets of real numbers. - I still want to know some examples of - I learned that numbers are group
numbers in subsets of real numbers appropriately in subsets of real number

Evaluating learning
You can Do it!
(5 Minutes) Directions : List down at least five (5) numbers you want and identify the number appropriately by putting check (/) in the box.

Number Real Number Rational Number Irrational Number Whole Number Counting Number Integer

Additional Activities for Assignment:

application or remediation
Directions: Answer the following by putting check (/) in the box.
(5 Minutes)

REMARKS
REFLECTION
No. of learners who earned 80%
in the evaluation.
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lessons.
No. Learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?

Prepared by: Checked and Validated:

MARY GRACE P. VEGA ELLA C. ARMAYAN

Teacher I Master Teacher I