GRADE 7 School CARLOS P.

GARCIA HIGH SCHOOL Grade Level 7

DAILY Teacher MS. ANGELICA AMOR V. MANZANO Learning Area MATHEMATICS
LESSON LOG
Teaching Dates and Time WEEK 3 (NOVEMBER 14 – 18, 2022) 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 The learner is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic
Standards expressions, linear equations, and inequalities in one variable.

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

Verbal Phrases and Constants, Variables and Evaluation of Algebraic

II. CONTENT Laws of Exponents
Mathematical Phrases Algebraic Expressions Expressions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pages
 2. Learner’s
pp.112 - 116 pp.112 - 116
Materials pages pp. 117 – 121 pp.126 - 129

3. Textbook pages G8 Math Module pages 66 – 67; Gladys C. Nivera, Making Grade 7Our World of Math Kto12 Ricardo M. Crisostomo
Gladys C. Nivera, Ph.D.,Grade 7 Connections in Mathematics I pp. pp. 133-135, [Link],Grade 7Our World of Math
Mathematics Patterns and 99 – 104 Gladys Nieverra Patterns and Kto12 pp. 153-155,
Practicalities, pp.184-188 Practicalities on G7- Math pp. Orlando [Link] and Marilyn
172-175 [Link] e-math, Worktext in
Mathematics 7 pp. 164-168
4. Additional [Link] [Link] [Link]
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B. Other Learning Grade 7 Alternative Delivery Mode Grade 7 Alternative Delivery Grade 7 Alternative Delivery Grade 7 Alternative Delivery
Resources Quarter 2 Module 1 by DepEd, Mode Quarter 2 Module 1 by Mode Quarter 2 Module 1 by Mode Quarter 2 Module 1 by
2020 DepEd, 2020 DepEd, 2020 DepEd, 2020
IV. PROCEDURES

A. Reviewing previous Ask two students to draw the Pre-Assessment Suppose numbers are assigned
lesson or presenting the following sets on the board using Give the product of each of the to some letters as follows;
new lesson Venn Diagram. following as fast as you can. O=1, C=3, I=2, P=7, D=5, L=6,
(LOGO QUIZ ) a) 3 x 3 = ________ R=4 and E=8;
Group the class into three. Let a b) 4 x 4 x 4 = ________ Name the picture which is one of
member of each group score a c) 5 x 5 x 5 = ________ the Cavite’s prides and find the
point by naming the following d) 2 x 2 x 2 = ________ numbers that corresponds to each
logos. Remind each group about e) 2 x 2 x 2 x 2 = _______ letter given the sum. First two
the following: f) 2 x 2 x 2 x 2 x 2 =______ letters are given as your clues.

Each member of the group

 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 In mathematics, what do these Guide Questions: Guide Questions Guide Questions
the lesson symbols mean? Can you give a short way of 1. What is the difference of 1. How did you find the
+ – x ÷ finding the product of the given? changing and activity?
Share your insights about the Explain your answer. unchanging? 2. What is Substitution
game. What is the importance of 2. In Mathematics, what Method?
interpreting or translating symbols idea or concept can
into words and vice versa we consider us changing
correctly? and unchanging?

C. Presenting examples/ In translating verbal phrases into Given Given:

instances of the lesson algebraic expressions, it is Mang Nonito is a barbecue stick Mark is 8 years old. On Sunday,
important to know the words that maker. He makes 10 to 12 his parents are planning to watch
are used to indicate mathematical bundles of sticks daily. Each movie after attending mass. The
operations. Some of these words bundle contains twenty sticks. prices of movie tickets are Php
are shown in the chart that follows: 200 for adults and Php150 for
 Complete the table: children 10 years old and below.
If x= the number of adults
and y= the number of children;

Compute how much will they pay

for movie tickets if
a. only Mark and his
parents
Question: Without the table, will watch the movie
Example1.1: Translate the verbal how many b. Mark, his parents and his
phrases into algebraic sticks could Mang Nonito make in 5-year old cousin will
expressions. Solution: every 10 watch the movie
a. the sum of x and y bundles? In 12 bundles? c. Mark, his parents and
b. 6 more than a To find the number of sticks in his uncle Joey will
c. Twice m all bundles, multiply the number of watch the movie
d. The difference of b and 10 bundles by 20,that is,
e. 9 less than z Number of bundles X 20,thus if Solution:
Solutions: we let To compute for the amount of
a. x+y d. b - 10 s=number of sticks; tickets needed is to substitute the
b. a+6 e. z – 9 The total number of sticks is s values of x and y
c. 2m an = a x a x a x a .....(n times) x 20 or 20s or n=20s In the expression 200 x +
Example 1.2: Express the In an, a is called the base and n is So 10 bundles= 20 (10) or 150y,where x= number of adults
algebraic expressions into verbal called the exponent. 200 and and y= number of children
phrases. 12 bundles = 20 ( 12) or 240
a. 7p c. sticks in all. a. x=2, y=1 (two adults,one
r+5 • s can take on many child)
b. 2x – 3 d. x + different values, 200x+150y= 200(2)+ 150
(x+2) + (x+4) we say that s is a (1)
Solutions: variable. Its value = 400 + 150
a. 7 times p varies. =Php 550
b. The difference of twice a • On the other hand, 20 is
number and three a constant
c. r increased by 5 since the number of b. x=2,y=2( two adults,two
d. the sum of three sticks in every children)
consecutive odd integers bundle has fixed 200x+150Y=200(2) + 150
value. (2)
• An expression 20s ,where =400 + 300
s represents the number = Php 700
of bundles, is an
example of algebraic c. x=3, y=1( three
expression. adults,one child)
• An algebraic expression 200x+150Y
is any combination of one =200(3)+150(1)
or more constants =600 + 150
and variables along = Php750
 with at least one
mathematical Example:
operation. Evaluate the following
• A variable is any symbol expressions if a=2, b= -1 and c=3
representing 1) a2 + 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

constants: 5 and 1
constants: 2 and
constant: 3
variable : x
variable: r
variables: a and b

D. Discussing new concepts Guide Questions: Guide Questions: Guide Questions: Guide Questions: (Developmental
and practicing new skills a. What words serve as a. What do you observe as (Developmental Activity ) Activity )
#1 clues to what operation you answer column B? a. In your own words, a. How did you find the
symbol is to be used? What do you observe as describe how to find the amount to be paid for
b. What must be considered you answer column C? number of sticks if you the movie tickets?
in translating verbal b. What happens to its know the number of b. What operation did you
phrases to mathematical value when the exponent bundles? perform?
phrases and vice versa? decreases? b. What operation is c. Why is there a need to
c. In translating a verbal c. What do you mean by an? involved? Why? substitute the assigned
phrase to an algebraic c. Which has a fixed value? values of x and y?
expression, a single word Which varies? d. What are the constants
can make a difference. d. Can you give your own and variables in
example similar to the given situation?
 Thus, every word in the this relationship?
statement must be interpreted
correctly. In what way does it
affect our dealings with others?

E. Discussing new concepts The teacher gives a set of verbal Which of the following is/are Identify the constant(s) and the A magic square is a puzzle in
and practicing new skills phrases then the students will correct? If correct, do the Variable(s) in each expression. which the sum of the numbers in
#2 select the corresponding THUMBS UP. Otherwise, Complete the table. any row, column, and
mathematical phrase written on THUMBS DOWN and give the along the diagonal are the same.
each picture and they will paste it correct value. When 5, 3 and 7 are substituted
on the board. a) 52 = 5 x 5 = 25 in place of a, b, and c
a. Twice a number increased b) 64 = 6 x 6 x 6 x 6 = 216 respectively for the expressions in
by four. c) 25 = 2 x 5 = 10 the left square, the result is the
b. The difference of five and d) 103 = 10 x 10 x 10 = 300 square at the right.
a number. Complete the square at the right
c. Eight diminished by thrice by evaluating the given algebraic
of a number. expressions at the left.
d. Ten added to a number.
e. The quotient of a number
and two.

Examine the sum of the

numbers in any rows ,columns
and along the
diagonals. What did you notice?
 F. Developing mastery A. Translate the verbal Rewrite each of these in I. Determine whether each Evaluate the following algebraic
(Leads to Formative Assessment phrases into algebraic exponential form. (an) quantity is fixed or varied expressions using the given
3) expressions. a) 5∙5∙5∙5∙5 = ______ a. the electric bill each values for the variables
a. The ratio of x and 4. b) (a)(a)(a)(a) = ______ month 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 b. x2 – 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
number and 8 daylight in a day d. 4x2 +6y, when x=-2 and
II. Identify the constants and y= -1
B. Express the algebraic variables in the given algebraic e. If x=4,find the numerical
expressions into verbal expressions value of 3x +4
phrases. d. 2xy + z
d. 8x – 6 e. ½ bh
e. 5(x + y) f. 3a-b
g. a+ b
G. Finding practical Each group must answer the Group Activity A local chocolate candy costs Php THINK-PAIR-SHARE.
applications of concepts following tasks. The first group to 2.00 The following mathematical
and skills in daily living answer correctly will get the score a. How much will Bryan pay statements describe cost and
for each task. if she buys 15 of these revenue in pesos from the
a. Write the mathematical chocolates? production and sale of x unit of
translation of the b. Fill up the table of values. cell phones.
following: Cost C of manufacturing:
1. The difference of four C=900x + 15
times a number Cost M of marketing :
and one.___________ M= 20 x2-5x+8
2. z less than 3. ________ Revenue R from sales:
R= 20x2+6x
b. Suppose you have a 120 [Link] is the cost of
cm stick and you cut off x c. Write the pattern in manufacturing;
centimeters from it. How symbols a. 10 units of cell
will you represent the d. Identify the constant and phones
length of the remaining variables. b. 25 units of cell
part? phones
[Link] the mathematical 2. What is the cost of
expression marketing 30 units of
2(x – 3) in at least two ways. 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 into The exponent tells us how many To evaluating algebraic
 and abstractions about mathematical phrases, consider times the base is multiplied by expressions, replace the variable
the lesson the following terms: itself. The base is the factor which with a number and perform the
is to be multiplied by itself n times operation(s) in the expression.
• Addition would indicate an to obtain the product. The power Example :
increase, a putting refers to the product of equal Evaluate x + 7, for x = 12
together, or combining. factors. X+7 replace the x with the
Thus, phrases like To interpret an where n is a given value, 12
increased by and added to positive integer: 12+7 perform the operation
are addition phrases. an= a x a x a x a ….. (n times) 19
*a is called the base
• Subtraction would indicate *n is called the exponent
a lessening, diminishing
3
action. Thus, phrases like Ex. 5 = 5x5x5 = 125
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.
I. Evaluating learning Directions: Translate the given Identify the base and the I. Tell whether each of the Evaluate the following algebraic
verbal phrases into mathematical exponent. Then evaluate the following expressions describes a expression using a=2, b= 3 and
expressions or vice versa. expression. constant or a variable. c= -4
a)The sum of a a) 28 a. the life span of humans 1. 5a + 3b
number and three b) 82 b. the number of hours in a 2. 2c2 -1
b)Four times a c) 51 day 3. c2 –b2
certain number d) 32 c. the amount of rainfall in a 4. 4a – 2b
decreased by one e) 182 month 5. a2 + 3b +c
c) The ratio of a d. the Philippine population
number x and six e. the minimum salary of a
increased by two labourer per hour
d)A certain number as prescribed by law
decreased by two II. Identify the constants and
e)The product of p variables in each
and q divided by algebraic expressions.
 three f. a – 10
f) 9m g. 2m + 3n
g) 4x– 7 h. y2 – 4y
h) 5(x+1) i. 2π r
i) 4 + x j. 4π r3h
j) 2a + 3 k. 3

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

VI. REFLECTION

1. [Link] learners who

earned 80% on the
formative assessment

2. [Link] 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?

Prepared by: Checked by: Noted by: Approved by:

Angelica Amor V. Manzano John Arvin S. Arendain Rodrigo Q. Picardal Dr. Reynaldo E. Casing
Teacher I Chairman Head Teacher III Principal II