DAILY LESSON LOG OF M7AL-IIj-2 Day 1 (Week One-Day One)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
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 assessed
I. OBJECTIVES 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 key concepts of linear equations and
inequalities in one variable.
B. Performance The learner is able to model situations using oral, written, graphical, and algebraic
Standards methods in solving problems involving linear equations and inequalities in one
variable.
Learning Competency: Solves Problems involving Linear Equations in One Variable
(M7AL-IIj-2)
C. Learning
Learning Objectives:
Competencies/
1. Translate verbal phrases into mathematical equation,
Objectives
2. State and apply the different properties of equality; and
3. Solve problems involving linear equations in one variable.
II. CONTENT Solving Problems involving Linear Equations in One Variable
III. LEARNING RESOURCES teacher’s guide, learner’s material
A. References
1. Teacher’s Guide Pages 211-217
2. Learner’s Materials Pages 354 -360
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Elementary Algebra pp.133-136 by Julieta Bernabe
Resources Grade 7 Mathematics pp.303-306 by Gladys C. Nivera
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
IV. PROCEDURES 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.
The teacher lets the students translate verbal phrases into mathematical equation.

1. The difference between five and two is three.

A. Review previous lesson
2. Two less than a number x results to 3.
or presenting the new
3. The sum of five and twice a number y is fifteen.
lesson
Answer Key:
1. 5-2=3 2. x - 2 = 3 3. 5 + 2y = 15
The teacher lets the students realize that translating verbal phrases into
B. Establishing a purpose
mathematical equation is an important skill needed to understand the concepts of
for the lesson
solving problems involving linear equations in one variable.
C. Presenting examples/ The teacher lets the students solve the following equations applying the different
instances of the new properties of equality.
lesson 1. x - 2 = 3
2. 5 + 2y = 15
3. 3x = 75
4. 3x + 4 = 5x – 2
x x −2
5. + =4
3 6

Answer Key:
1. x = 5
2. x = 5
3. x = 25
4. x = 3
 26
5. x =
3

D. Discussing new The teacher discusses with the students the process of arriving at the answer of the
concepts and activity. Furthermore, he/she asks the students about the mathematical skills or
practicing new skills #1 methods that they used in solving linear equations.
Working in pairs, the teacher lets the students answer the problem.

There are two numbers whose sum is 72. One number is twice the other. What are
the numbers?

Answer Key:
E. Discussing new
Let x = smaller number
concepts and
Let 2x = larger number
practicing new skills #2
Then,
x + 2x = 72
3x = 72
x = 24
Therefore, x = 24 (smaller number)
2x = 2(24) = 48 (larger number)
Working in pairs, the teacher lets the students answer the problem.

John is 3 years older than Jim. Jim is 4 years less than twice David’s age. How old are
the three boys if their ages add up to 35?

Answer Key:
Let x = David’s age
F. Developing mastery
Let 2x -4 = Jim’s age
(leads to formative
Let (2x -4)+3 = John’s age
assessment 3)
Then,
x + 2x – 4 + (2x-4) + 3 = 35
5x = 40
x =8
Therefore, x = 8 David’s age
2x -4 = 2(8) – 4 = 12 Jim’s age
(2x -4)+3 = [2(8)-4] + 3 = 12 + 3 = 15 John’s age
The teacher lets the students answer the problem.

David can paint the living room in 4 hours and Anna can paint it in 6 hours. How
long will it take the two of them to paint the living room if they work together?

G. Finding practical Answer Key:

applications of
concepts and skills in
Let x = number of hours
daily living
x x
+ =1
4 6
3x + 2x = 12
5x = 12
x = 2.4 hours
The teacher summarizes the mathematical skills, methods or practices used to solve
problems involving linear equations through questions like:
1. What did you do to arrive at the answer?
2. Where there mathematical skills, methods or practices used to solve
H. Making generalizations
problems involving linear equations?
and abstractions about
Answers shall be drawn from the students.
the lesson
Possible response:
1. guess and check, working backwards, cover-up and etc.
2. yes, performing mathematical operations and evaluating equations were
used to solve problems involving linear equations
I. Evaluating Learning Working in groups, the teacher lets the students do the activity. After which, a
representative of each group will explain their answers.

Group 1
 How old am I if 400 reduced by 2 times my age is 244?
Group 2
For a field trip 4 students rode in cars and the rest filled nine buses. How many
students were in each bus if 472 students were on the trip?

Group 3
The sum of two numbers is 25. One of the numbers exceeds the other by 9. Find the
numbers.

Group 4
Carol is five times as old as her brother. She will be three times as old as her brother
in two years. How old is Carol now?

Group 5
Find three consecutive even integers such that three times the first equals the sum
of the other two.

Answer Key:
1. 78 years old
2. 52 students
3. 8 and 17
4. 10 years old
5. 6,8 and 10
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 (Localization and Contextualization is done in developing mastery, finding practical
materials did I use/ discover
application and evaluating learning)
which I wish to share with
other teachers