DAILY LESSON LOG OF M7AL-IIi-1 ( Week Eight- Day 1 )

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Second
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
I. OBJECTIVES assessed using Formative 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 algebraic
expressions, the properties of real numbers as applied in linear equations, and
inequalities in one variable.
B. 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.
Learning Competency: Finds the solution of linear equation and inequality in one
variable. (M7AL-Iii-1)
Learning Objectives:
1. Recall the evaluation of algebraic expression given values of the
variables.
C. Learning Competencies/ 2. Differentiate between mathematical expressions and mathematical
Objectives equations.
3. Finds the solution of linear equation in one variable from a given
replacement set.
4. Finds the solution of linear equation using different methods: guess
and check, cover-up and work backwards.

II.CONTENT Solving Linear Equation in One Variable

III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
teacher’s guide, learner’s manual
Pages 192-198
Pages 153-159
Elementary Algebra pages 121-125
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
by providing pupils/students with multiple ways to learn new things, practice the 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.
Drill:
Evaluate, when x=2; y = -1
a. 7 ( x-y)2 + 3
b. 9x + 16y
c. (5x)3 – y2
d. 6xy + 3y – x
Key answers:
a. 69
b. 2
c. 999
d. – 8
The teacher will say, “Consider this sentence, One number is eight greater than
the second number. The sum of the two numbers is 88. Formulate a number
sentence and then find the number.
Answer should be drawn from the students
Possible Answer: x + ( x + 8 ) =88 and the numbers are 40 and 48
The teacher lets the students realize that evaluation of algebraic expressions
are important skills needed to the understand the concepts of equation.

C. Presenting examples/
instances of the new
lesson
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
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
The teacher lets the students, in groups of three, do Activity III of the Learner’s
Manual page 154.
Key Answers:
1. Items in column B is different from column A because all the
items in column A has no equality symbol while all the items
in column B has the equality symbol.
2. The common symbol in all items of Column B is the equality
symbol or the equal sign.
3. The teacher sees to it that students write correctly
mathematical expressions and mathematical equations.
Key Answers:
1. The difference between the verbal translation of a mathematical
expression from that of a mathematical equation, the verbal
translation starts with a small letter while the mathematical equation
starts with the capital letter and ends with a period.
2. The verbal translation for the “=” sign is the word/s is, is equal to and
other words we can use like gives and results.
3. Yes, we can evaluate it and the answer is 8. If we are going to substitute
x=3 in the mathematical equation x + 5 = 2x, it will make the equation
false/ not true.
4. A mathematical equation can be true or false. A mathematical
expression is always true because you will not equate one value to the
other.
5. The teacher sees to it that the students write their answers correctly.
The teacher discusses with the students the process of finding the solution of a
linear equation using a replacement set. The equation x – 3 = 11 may or may not
be true depending on the value of x. In our example, the sentence x – 3 = 11 is
true if x = 14, but not if x = 7. We call x = 14 is a solution to the mathematical
equation x – 3 = 11.
Example: Given, x + 3 = 13, prove that only one of the elements of the
replacement set
{- 8, -3, 5, 8, 11 } satisfies the equation.
Based on the evaluation, only x = 8 satisfied the equation while the rest did not.
Therefore, we proved that only one element in the replacement set satisfies the
equation.
The teacher discusses and illustrates thoroughly how to find the solution of an
equation given a replacement set.
Activity:
Find the solution of the equation given a replacement set. { -23, -14, - 13, -2, 0,
2, 6, 14 }
1. X + 4 = 6
2. X – 5 = 9
3. X + 5 = - 8
4. 9 – x = 3
Working in pairs, the teacher lets the students answer the exercises VI on the
Learner’s Manual page 157 on equations. The teacher uses the guess and check,
work backward or cover-up method in finding the solution of the equation. The
teacher should see to it that the students were able to come up with a correct
solution.
Key answers:
1. 4 6. 5
2. 15 7. 4
3. 4 8. 5
4. 15 9. – 9
5. 2 10. 5
The teacher summarizes the mathematical skills or principles used in finding the
solution of an equation. The teacher will ask the following questions:
1. What is the difference between an mathematical equation
from a mathematical expression?
 2. What are the methods of solving an equation?
3. Which do you think is more convenient for you?
Answer shall be drawn from the students.
Possible response:
1. The difference between a mathematical equation from a mathematical
expression is that, a mathematical equation must have an equality
symbol while mathematical expression do not have an equality symbol.
2. The methods used in solving an equation are the guess and check,
cover up and the work backward.
3. Students will have varied answers depending on what is convenient for
them.

Find the solution of the equation using the method easiest for you.
1. X + 16 = 20
2. X – 6 = 4
3. 4x = 20
4. 2x + 4 = 12
I. Evaluating Learning Key Answers:
1. 4
2. 10
3. 5
4. 4

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:
JAIME M. CABUCOS
MT-1, MCCNHS