School Grade Level: Grade 7

Teacher Learning Mathematics

Area
Teaching Dates and 1 Day Quarter: Second
Time

I.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
Measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies: 1. Illustrate what it means to measure. 2. Describes
the development of measurement from the primitive to the
present international system of units.
M7ME-IIa-1, M7ME-IIa-2

Objectives:
1. Describe what it means to measure.
2. Describe the development of measurement from the primitive
to the present international system of units

II. CONTENT/ MEASUREMENT

TOPIC/Subject
Matter

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide, pages: 119-122
2. Learner’s Materials, pages: 91-93
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

IV. PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
Greetings
Checking of Attendance
Recalling Class Rules
A. Review
B. Establishing a purpose for the lesson (3-5 mins)
Can anybody can tell me what are the objects can
 be measure? Like books !
Like____? Like school uniforms !
Like etc.

Various explanation from the

Why we need to measure things? students

No
Do you know the primitive style of measurement?

“The History of Measurement”

One of the earliest tools that human being invented
was the unit of measurement. In olden times,
people needed measurement to determine how
long or wide things are: things they needed to build
their houses or make their clothes. Later, units of
measurement were used in trade and commerce.
In the 3rd Century BC Egypt people used their body
part to determine measurement of things.

What tools they used to measure things? Body parts

C. Presenting examples/ instances of the new lesson (3-5 mins)

Thats how the olden people way of measuring
things. They used their body part.
Body parts that used to measure things.
Palm – the width of one’s hand excluding the
thumb.
Handspan – the distance from the tip of the thumb
to the tip of the little finger of one’s hand with
fingers spread apart.
Forearm length – the distance from the elbow to
the tip of the middle finger.

Palm, Handspan and Forearm

What are important terms?

D. Discussing new concepts & Practicing new skills #1 (3-5 mins)

Let us try measure today D.I.Y (Do It Yourself)

Instruction: Determine the dimension of the

following using only parts of your arms. Record
your results in the table below. Choose a
classmate and compare your results.

Note: Their answers will vary,

since they don’t have same
length of arms.
 E. Discussing new concepts & Practicing new skills #2 (5-7 mins)
Since that you’re done with your partner activity. I
have question for you:

1 1. What your reason for choosing which arm

part to use? (Sheet of paper, teachers table, Palm, Handspan and Forearm
Classroom) Why?
* While all of the units may use, there are
appropriate units of measurement to be used
depending on the length you are trying to
measure.
* For the sheet of paper, the palm is the
appropriate unit to use since the handspan and
the forearm length is too long.
* For the teacher’s table either the palm or the
handspan will do but the forearm length might be
too long to get an accurate measurement.
* For the classroom, the palm and handspan may
be used but you may end up with a lot repetitions.
The best unit to use would be the forearm length.
2 2.Did you experience any difficulty when you
were doing the actual measuring?
* The difficulties you may have experienced might
include having to use too many repetitions.
3. Where there differences in your data and your
classmate’s data? Where there differences
significant? What do you think caused those
differences?
* If you and your partner very a lot in height, then
chances are your forearm length, handspan and
palm may also vary, leading to different
measurements of the same thing.
F. Developing Mastery(leads to formative assessment 3 (3-5 mins)

3.Can you name other body measurements

which could have used as a non-standard unit
of measurement?

*Note: Do some research on other non-standard

units of measurement used by people other than
the Egyptians.
G. Finding practical applications of concepts & skills in daily living (3-5 mins)
Can you relate an experience in your community
where a non-standard unit of measurement was
used?
Size of jeans
Like what experience? My mother use neck to
What about size of the jeans? determine the size of jeans
Very good experience Cooking rice (Proportion of
Another experience? water and Rice)
What about cooking rice? We used our fingers in
Oh really very impression example measuring water over the rice
 H. Making generalizations & Abstractions abt. the Lesson (3-5 mins)
What can you say about measurement and It is very important to know
primitive way of measuring things? and used measurement in real
world life situation.
I. Evaluating Learning (3-5 mins)

Comparisons of their results will underscore the (Student have different

advantages of using standard unit’s measurement answer since they don’t have
as compared to using non-standard units of same size of hands)
measurement.

J. Additional activities for application or remediation (3-5mins)

Class tomorrow I will let to bring any measuring
tools/ device. Choose if any available in your
home.
-Ruler, Measuring Tape, Meter stick, L square,
etc.
V. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________
VI. REFLECTION
A. No. of learners who got 80% in the
Evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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 material
did I use/discover which I wish to share
with other teachers?
School Grade Level: Grade 7
Teacher Learning Mathematics
Area
Teaching Dates and 2 Days Quarter: Second
Time

I.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
Measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies: 1. Approximates the measures of quantities
particularly length, weight/mass, volume, time, angle, and
temperature and rate. 2. Converts measurement from one
unit to another in both Metric and English systems. 3.
Solves problems involving conversion of units of
measurement. M7ME-IIa-3, M7ME-IIb-1, M7ME-IIb-2

Objectives:
1. Estimate or approximate length;
2. Use appropriate instruments to measure length;
3. Convert length measurement from one unit to another,
including the English system;
4. Solve problems involving length, (perimeter and area).

II. CONTENT/ MEASUREMENT

TOPIC/Subject
Matter

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide, pages: 121-127
2. Learner’s Materials, pages: 92-98
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

IV. PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
 Greetings
Checking of Attendance
Recalling Class Rules
A. Review (2-3 Minutes)
Can anybody tell me about your learning the last From our last lesson, I learned
time we meet? about the important of
measurement in real life world
situation.

Can you give me example of non-unit (body part) I also learned that, the olden
olden people used to measure things? people used their body part to
measure things. And also until
today some used non-unit to
measure things.

Palm, Handspan and Forearm

length
B. Establishing a purpose for the lesson
Did you bring your measuring tools/ device?
Very Good!
Class where going to learn used our device in
measuring things.
Remember yesterday we measure things/objects
using our body part?
Now class! Same object where going to measure it
again but this time we used our measuring device. Where very excited
Are you excited to use your device?

C. Presenting examples/ instances of the new lesson

Let us try measure today D.I.Y (Do It Yourself)

Instruction: Determine the dimension of the (Students actively D.I.Y

following using specified English units only. measures the following
Record your results in the table below. Choose a objects being asked. And
classmate and compare your results. (Note: used compare their answers)
cm unit) only.

What have you notice in the result? We notice that we have same
answer

We observed/notice that
whatever measuring device we
used as long as it has cm unit.
 We have derived in same
answer.

What is the process you do in order to get you’re

the measure of the things? We just simple get the
And that’s exactly the definition of Length. Which distance of one end to the
the distance from one end of something to the other other end.
end. A measurement of how long something is. Or
in Merriam-Webster Dictionary “Length” is the size
or extent of a piece of writing, the quality or state of
being long.

D. Discussing new concepts & Practicing new skills #1

Class, as mentioned in the first activity, what unit

we used?

Anyone who can define what is cm? cm means Centimeter.

The English System of Measurement: Length

has basic units. These are :
-inch
-foot
-yard
-mile
Each can be converted into the other. Here are
the conversion factors,
1 foot = 12 inches
1 yard = 3 feet
For long distances, the mile is used:
1 mile = 1, 760 yards = 5, 280 feet
Converting from one unit to another might be
tricky at first, so an organized way of doing it
would be a good starting point. As the identity
property of multiplication states, the product of
any value and 1 is the value itself. Consequently,
dividing a value by the same value would be
equal to one. Thus, dividing a unit by its
equivalent in another unit is equal to 1. For
example:
1 foot / 12 inches = 1
3 feet/ 1 yard = 1

These conversion factors may be used to

convert from one unit to another. Just remember
that you’re converting from one unit to another so
cancelling same units would guide you in how to
use your conversion factors. For example:

1. convert 36 inches into feet:

Solution:
Solution:
 1 foot 1 foot
36 inches x = 3 feet 36 inches x =3
12inches 12inches
feet
Did you get it class?
Another example

Solution:
Solve: 5280 feet
2 miles x x
2. convert 2 miles into inches: 1 mile
12inches
1 foot
2 x 5280 x 12
= inches
1x 1
= 126, 720 inches
E. Discussing new concepts & Practicing new skills #2

Again, since the given measurement was

multiplies by conversion factors which are equal to
1, only the unit was converted but the given length
was not changed. Do it Yourself (D.I.Y)
Convert the following lengths into the desired
unit:

Who can solve on the board

1. Convert 30 inches to feet 1. convert 30 inches into feet:

Solution:
1 foot
30 inches x = 2.5
12inches
feet

2. Convert 130 yards to inches

2.convert 130 yards into

inches

Solution:
3 feet
130 yards x x
1 yard
12inches
1 foot
= 4, 680 inches

F. Developing Mastery(leads to formative assessment #3

Let’s have an example in real life situation.

Sarah is running in 42-mile marathon. How many
more feet does Sarah need to run if she has
already covered 64, 240 yards?
Solution:
5280 feet
Step1: 42 miles x = 221, 760 feet
1 mile
3 feet
Step2: 64 240 yards x = 192, 720 feet
1 yard
Step3: 221,760 feet -192,720 feet = 29, 040 feet
Answer : Sarah needs to run 29, 040 feet to
finish the marathon
G. Finding practical applications of concepts & skills in daily living
In our next activity, introduces the metric system
of measurement and its importance.
By 1960, CGPM (General Conference on
Weights and Measures/Conférence générale des
poids et measures) released the International
System of Units (SI) which is now being used by
majority of the countries with the biggest exception
being the United States of America. Since our
country used to be a colony of the United States,
the Filipino people were schooled in the use of the
English instead of the Metric System of
Measurement. Thus, the older generation of
Filipinos is more comfortable with English System
rather than the Metric System although the
Philippines have already adopted the Metric
System as its official system of measurement.
Here are the common prefixes used in the metric
System:

For example:
1 kilometer = 1, 000 meters
1 millimeter = 1/1,0000 meter or 0.001 meter
1,000 millimeters = 1 meters
These conversion factors may be used to convert
from big to small units or vice versa. For example:
1. Convert 3 km to m:
1000 m Solution:
3 km x = 3,000 m
1 km 1m 1
10mm x = or
D.I.Y (Do It Yourself) 1000 mm 100
Convert 10 mm to m 0.01m
 Now, the following are common conversion
factors for length:
1 inch = 2.54 cm
3.3 feet = 1 meter

For example:
Convert 20 inches to cm:
2.54 cm
20 inches x = 50.8 cm
1inch

This also highlights how events in Philippines and

world history determined the systems of
measurement currently used in the Philippines.

Answer the following questions: The Filipina girl is tall

1. When a Filipina girl is described as 1.7 meter
tall, would she be considered tall or short? Because if we use conversion
1.7 meter into inches
Why you said she is tall?

Solution:
3.3 feet
1.7 meter x = 5.61
1meter
feet

H. Making generalizations & Abstractions abt. the Lesson

What have you learned for today’s lesson? It is appropriate to use short
base units of length for
measuring short lengths and
long units of lengths to
measure long lengths or
distances.

Learned how to convert

common Metric units of
lengths into other Metric units
of lengths using the
conversion factors based on
prefixes. Same with convert
common English units of
length into Metric units of
length (and vise versa) using
conversion factors.

I learned how to convert units

lengths in real life world
situation.
I. Evaluating Learning
 1

J. Additional activities for application or remediation

V. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________

VI. REFLECTION
A. No. of learners who got 80% in the Evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 material did I
use/discover which I wish to share with other
teachers?
School Grade Level: Grade 7
Teacher Learning Mathematics
Area
Teaching Dates and 3 Days Quarter: Second
Time

I.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies: 1.Approximates the measures of quantities particularly
length, weight/mass, volume, time, angle, and temperature
and rate. 2. Converts measurement from one unit to
another in both Metric and English systems. 3. Solves
problems involving conversion of units of measurement.
M7ME-IIa-3, M7ME-IIb-1, M7ME-IIb-2

Objectives:
1. Estimate or approximate measures of volume;
2. Use appropriate instruments to measure volume;
3. Convert length measurement from one unit to another,
including the English system;
 4. Solve problems involving volume;

II. CONTENT/ MEASUREMENT

TOPIC/Subject
Matter

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide, pages: 128-134
2. Learner’s Materials, pages: 99-104
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

IV PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
Greetings
Checking of Attendance
Recalling Class Rules
A. Review (2-3 Minutes)
Can anybody tell me about your learning the last
time we meet? From our last lesson, I learned
about the important of (length)
unit measurement in real life
world situation.

We learned how to convert

Metric units of lengths into
other Metric units of lengths
using the conversion factors
based on prefixes.
B. Establishing a purpose for the lesson (30-40 mins)

What can you say about these figure/ picture given?

The picture shows some are

containers
 There is a certain space
inside the objects.
Now class, in connection to our previous lesson
about measurement. Do know how to measure the
amount of space inside the container? Or any idea
how to measure it?
It varies to students idea

Let us defined what is Volume.

Volume is amount of space an object contains or

occupies. In the history of measurement, this is
measure by the number of cubic units or the amount
of fluid it can contain and not the amount of space
the container occupies, the base SI unit for volume
is the cubic meter (mᶟ).
Aside from cubic meter, another commonly used
metric unit volume of solids is the cubic centimeter
(cmᶟ or cc) while the commonly used metric units for
volume of fluids are the (L) and the milliliter (mL).

Hereunder are the formula of some regularly-

shaped objects:
Cube:

Volume = edge x edge x edge ( V= eᶟ)

Rectangular prism :

Volume = length x width x height ( V= lwh)

Triangular prism :
 Volume = ½ x base of the triangular base x height
of the triangular base x height of the prism
( V= (½ bh)H)

Cylinder:

Volume =π x (radius)² x height of the cylinder

(V=πr²h)

Square- based pyramid;

Volume =1/3 x(side of the base)² x height of the

pyramid (V=1/3 sᶟh)
Rectangular – based pyramid;

Volume =1/3 x length of the base x width of the

base x height of the pyramid (V=1/3 lwh)
Triangle-based pyramid:

Volume =1/3 x 1/2 x base of the triangle x height of

the triangle x height of the pyramid (V=1/3 (1/2
bh)H)

Cone:
 Volume =1/3 x π x (radius)² x height (V=1/3 πr²)

Sphere:

Volume =4/3 x π x (radius)ᶟ (V=4/3 πrᶟ)

C. Presenting examples/ instances of the new lesson (15-20 mins)
Here are some example in finding the volume

D. Discussing new concepts & Practicing new skills #1 (20-30 mins)

Here are some of the conversion factors which
would help you convert given volume units into
the desire volume units:
1 m³ = I million cm³
1 ft³ = 1, 728 in³
1 in³ = 16.4 cm³
1 m³ = 35.3 ft³
1 gal = 3.79 L
1 gal = 4 quarts
1 quarts = 2 pints
1 pin = 2 cups
1 cup = 16 tablespoons
1 tablespoon = 3 teaspoons

Let us try measure today D.I.Y (Do It Yourself)

Convert:
Example:
1. 10 gal =_____ L

10 gal = 37.9 L
2. 25 cups = ______ tablespoons
 25 cups = 400 tablespoons
Now class let try to solve a practical application of
volume

Note: Cite example in video presentation It varies to students idea

E. Discussing new concepts & Practicing new skills #2 (15-20 mins)

Who can solve the following problem solving?
(Show your Solution)
1. How big is a Toblerone box (Triangular Prism) if
its triangular side has a base 3 cm and a height of
4.5 cm and the box’s height is 25cm?
?

2. How much water is in a cylindrical tin can with

radius of 7 cm and a height of 20 cm if it is only a
quarter full?

F. Developing Mastery(leads to formative assessment 3)

Which of the following occupies more space, a Volume sphere
ball with a radius of 4cm or a cube with an edge of Step 1:
6cm? = 4/3 πrᶟ
= 4/3 (3.14)(4)ᶟ
= 4/3 (3.14)(64)
= 4/3 (200.96)
= 267.947 cmᶟ

Volume Cube
Step 2:
= 6³
= 216 cm³
Step 3 : Compare
The ball occupies more
space than the cube.

G. Finding practical applications of concepts & skills in daily living ( 20-25 mins)
Determine the dimension of the following using
the specified metric units only. Record your results
in the table below and complete for each objects
volume using the units used to measure the
objects dimensions.
You can used your measuring device/tools to
measure the dimension of the objects.

Note : Find Length , Width and height

Solve each volume
Objects:
 H. Making generalizations & Abstractions abt. the Lesson (3-5 mins)
What have you learned for today’s lesson? It is appropriate to use units of
Volume.
To convert common Metric
units of Volume into other
Metric units of Volume using
the conversion factors based
on prefixes. Same with
convert common English units
of length into Metric units of
length (and vs.) using
conversion factors.
Learned how solve problems
involving volume in real world
situation
I. Evaluating Learning (10-15 mins)
Solve the following:
1. How much water, in cubic centimeters, can a Solution 1 (Using a conversion
cubical water tank hold if it has an edge of 3 factor)
meters? Volume = e³ = (3m)³ = 27m³
27m³ x 1 million cm³
1 m³
= 27 million cm³
Solution 2 ( Converting
dimensions first)
1million cm
3m = 300 cm
1m
Volume = e³ = (300 cm)³
= 27 million cm³
2. Convert 12 cups to mL. Solution
1 pint 1quart
12 cups x x
2 cups 2 pint

1 gal 3.79 L
x x x
4 quarts 1 gal
3. A rectangular container van needs to be filled 1000 ml
with identical cubical balikbayan boxes. If the 1L
container vans length, width and height are 16 ft. 4 = 2,842.5 mL
ft, and 6 ft, respectively. While each balikbayan
box has an edge of 2 ft. what is the maximum Solution:
number of balikbayan boxes that can be placed Step 1
inside the van? Vvan = lwh
= (16ft) (4ft)(6ft)
= 384 ft³
Step 2
Vbox = e³
= (2ft)³
= 8 ft³
Step 3
 Number of boxes =
Vvan/Vbox
384 ft ³
= = 48 boxes
8 ft ³
J. Additional activities for application or remediation (15-20 mins)

V. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________
VI. REFLECTION
A. No. of learners who got 80% in the Evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 material did I
use/discover which I wish to share with other
teachers?

School Grade Level: Grade 7

Teacher Learning Mathematics
Area
Teaching Dates and 2 Days Quarter: Second
Time

I.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies: 1.Approximates the measures of quantities particularly
length, weight/mass, volume, time, angle, and temperature
and rate. 2. Converts measurement from one unit to
another in both Metric and English systems. 3. Solves
problems involving conversion of units of measurement.
M7ME-IIa-3, M7ME-IIb-1, M7ME-IIb-2

Objective:
1. Estimate or approximate measures of weight/mass;
2. Use appropriate instruments to measure weight/mass;
3. Convert length measurement from one unit to another,
including the English system;
4. Solve problems involving weight/mass;

II. CONTENT/ MEASUREMENT

TOPIC/Subject
Matter

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide, pages: 134-136
2. Learner’s Materials, pages: 104- 105
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

IV. PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
Greetings
Checking of Attendance
Recalling Class Rules
A. Review (2-3 Minutes)
Can anybody tell me about your learning the last From our last lesson, I learned
time we meet? about the important of
(volume) unit measurement in
real life world situation.

Learned how to convert Metric

units of volume into other
Metric units of volume using
the conversion factors based
on prefixes.
B. Establishing a purpose for the lesson (3-5 mins)
Class can you remember your actual weight during My weight 38 kg.
your MAPEH class?
 We used the weighing scale.
What device you used to measure your weight?

What other device you seen in weighing an objects/ We used the kitchen scale.
things?

C. Presenting examples/ instances of the new lesson (15-20 mins)

Do you know that, in common language, the
other term for weight is mass.

The base unit for weight is the Kilogram (kg)

which is almost exactly to the mass of one liter of
water. for the English System of Measurement, the
base unit for weight is the pound, (lb). here are
some of the conversion factors for these units:
1 kg = 2.2 lb
1 kg = 1000 g
1 g = 1000mg
1 lb = 16 oz
1 metric ton = 1000 kg
D. Discussing new concepts & Practicing new skills #1 (15-20 mins)
Let us try convert

(using Conversion factors)

Convert:

Example:
1. 190 lb to =___Kg

Solution:
1 kg
190 lb X = 86.18 kg
2.2lb

E. Discussing new concepts & Practicing new skills #2 (15-20 mins)

F. Developing Mastery(leads to formative assessment 3 (10-15 mins)

 When Sebastian weights his balikbayan box, its Solution:
weight was 34 kg. When he got to the airport, he Step 1
found out that the airline charged Php 150 for each 2.2lb
lb in excess of the free baggage allowance of 50 = 22 kg x = 74. 8 lb
1 kg
lb. How much will Sebastian pay for the excess Step 2
weigh/ = 74.8 lb – 50lb =24.8 lb
Step 3
24.8 X 150 = Php3, 720

G. Finding practical applications of concepts & skills in daily living ( 20-25 mins)
Cooking Activity :
Measure Ingredients of Hot Cake

H. Making generalizations & Abstractions abt. the Lesson (3-5 mins)

What have you learned for today’s lesson? We learned that it is
appropriate to use units of
Weight/mass.

We learned how to convert

common Metric units of
Weight/mass into other Metric
units of Weight/mass using
the conversion factors based
on prefixes. Same with
convert common English units
of Weight/mass into Metric
units of weight/mass (and vs.)
using conversion factors.
I learned how solve problems
involving weight/mass in real
world situation
I. Evaluating Learning (5-10 mins)
A forwarding company charges Php 1000 for the Solution
first 20 kg and Php 60 for each succeeding 2 kg for Step 1
freight sent to Europe. How much do you need to Convert 88 lb to kg
pay for a box weighing 88 lb? 1 kg
88 lb x = 40 kg
2.2lb
Step 2
(40- 20)/ 2 = 10 kg

Step 3: freight charge

= Php 1,100 + (10)(Php60)
 = Php 1,700
J. Additional activities for application or remediation (15-20 mins)
Convert Solution
1. 5 kg = ____ oz 2.2lb 16 oz
5 kg x x = 176
1 kg 1 lb
oz
2. 17 kg = _____ lb
Solution
2.2lb
17 kg x = 37.4 lb
1 kg

5. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________
6. REFLECTION
A. No. of learners who got 80% in the Evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 material did I
use/discover which I wish to share with other
teachers?

School Grade Level: Grade 7

Teacher Learning Mathematics
Area
Teaching Dates and 1 Day Quarter: Second
Time
I.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies; 1.Approximates the measures of quantities particularly
length, weight/mass, volume, time, angle, and temperature
and rate. 2. Solves problems involving angle. M7ME-IIa-3,
M7ME-IIb-1,

Objectives:
1. Estimate or approximate measures of angle;
2. Use appropriate instruments to measure angle;
3. Solve problems involving angle;

II. CONTENT/ MEASUREMENT

TOPIC/Subject
Matter

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide, pages: 137-138
2. Learner’s Materials, pages: 106-107
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

IV. PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
Greetings
Checking of Attendance
Recalling Class Rules
A. Review (2-3 Minutes)
Can anybody tell me about your learning the last From our last lesson, I learned
time we meet? about the important of
(weight/mass) unit
measurement in real life world
situation
I also learned that, how to
convert Metric units of
weight/mass into other Metric
units of weight/mass using the
conversion factors based on
 prefixes.
B. Establishing a purpose for the lesson (3-5 mins)
Anybody knows what is angle?
Angle has two rays with
common endpoint.
In history, angle derived from the Latin word
Angulus, which means corner, an angle is defined
as a figure formed when two rays shared a
common endpoint called vertex.
Angle are measure either in degree or radian
measures. A protractor is used to determine the
measure of an angle in degrees.
C. Presenting examples/ instances of the new lesson (15-20 mins)
Do you know how to use a protractor? Yes Ma’am!

D. Discussing new concepts & Practicing new skills #1 (7-10 mins)

Estimate the measurement of the angle below.
Use your protractor to check your estimate,

E. Discussing new concepts & Practicing new skills #2 (5-7 mins)

There are types of angle:
Acute Angle = greater than 0° but less than 90°
Right Angle = exactly 90°
Obtuse angle = greater than 90° but less than
180°
F. Developing Mastery(leads to formative assessment 3 (10-15 mins)
 Who can measure the following

G. Finding practical applications of concepts & skills in daily living ( 20-25 mins)
Field trip
(outside the classroom) :
Find the measurement of the following

Branch of a tree
at least 5 angles

H. Making generalizations & Abstractions abt. the Lesson (3-5 mins)

What have you learned for today’s lesson? It is appropriate to use units of
Angle.
Learned how used appropriate
instrument to measure angles
Learned how solve problems
involving angle in real world
situation
I. Evaluating Learning

J. Additional activities for application or remediation

V. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________
VI. REFLECTION
A. No. of learners who got 80% in the Evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 material did I
use/discover which I wish to share with other
teachers?
 School Grade Level: Grade 7
Teacher Learning Mathematics
Area
Teaching Dates and 2 Days Quarter: Second
Time

1.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies: 1.Approximates the measures of quantities particularly
length, weight/mass, volume, time, angle, and temperature
and rate. 2. Converts measurement from one unit to
another in both Metric and English systems. 3. Solves
problems involving conversion of units of measurement.
M7ME-IIa-3, M7ME-IIb-1, M7ME-IIb-2

Objectives:
1. Estimate or approximate measures of Time and Speed ;
2. Use appropriate instruments to measure Time and Speed;
3. Convert Time and Speed measurement from one unit to
another, including the English system;
4. Solve problems involving Time and Speed;

2. CONTENT/ MEASUREMENT
TOPIC/Subject
Matter

3. LEARNING RESOURCES
A. References
1.Teacher’s Guide, pages: 138-140
2. Learner’s Materials, pages: 107-108
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

4. PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
Greetings
Checking of Attendance
Recalling Class Rules
 A. Review (2-3 Minutes)
Can anybody tell me about your learning the last Learned about the important
time we meet? of (angle) unit measurement
in real life world situation.

Used appropriate instrument

to measure angle.
B. Establishing a purpose for the lesson (3-5 mins)
.How many minutes you will get here in school? It takes 20 mins riding a
multicab

It takes 10 mins riding a

habal-habal
C. Presenting examples/ instances of the new lesson (15-20 mins)
How do you manage your time specially in studying
your subjects?

Do you know the concept of time is very basic and

very important. Currently, there are two types of
notation in stating time, the 12 –hr notation
(standard time) and the 24-hr notation (military or
astronomical time). The standard time makes use
of a.m and p.m while in Military time prevent this
ambiguity by using the 24-hr notation where the
counting of the time continues all the way 24.

Speed is the rate of an objects change in position

along a line. Average speed is determined by
dividing the distance travelled by the time spent to
d
cover the distance ( S= read as distance per time
t
. The base SI unit for speed is meter per second
(m/s) .
D. Discussing new concepts & Practicing new skills #1 (7-10 mins)
Let have a problem;
An airplane bound to Beijing took off from the
Ninoy Aquino International Airport at 11:15 a.m.
Its estimated time of arrival in Beijing is at 1555
hrs. The distance from Manila to Beijing is 2839
km.
3:50 p.m
1. What time (in standard time) is the pane
supposed to arrive in Beijing?
Solution
2. How long is the flight? 1555 hrs – 1115 hrs = 4hrs
and 40 minutes or 4.47 hrs

Solution S= d/t
3. What is the plane average speed?
2839 km/ 4.67 hrs =607.92
kph
 E. Discussing new concepts & Practicing new skills #2 (5-7 mins)
L Let try to solve Solution:

F. Developing Mastery(leads to formative assessment 3 (10-15 mins)

Solve the given problem

G. Finding practical applications of concepts & skills in daily living ( 20-25 mins)

H. Making generalizations & Abstractions abt. the Lesson (3-5 mins)

What have you learned for today’s lesson? Learned to solve Time and
speed

Learned how to use

appropriate instrument to
measure Time and Speed

Learned how solve problems

involving time and speed in
real world situation
I. Evaluating Learning

List your Daily Time Budget

J. Additional activities for application or remediation

5. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________
6. REFLECTION
A. No. of learners who got 80% in the Evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 material did I
use/discover which I wish to share with other
teachers?
School Grade Level: Grade 7
Teacher Learning Mathematics
Area
Teaching Dates and 2 Days Quarter: Second
Time

I.OBJECTIVES
A. Content Standards: The Learner demonstrates understanding of key concepts
of
measurement
B. Performance Standards: The Learner is able to formulate real-life problems
involving measurements and solve these using a variety of
strategies.
C. Learning Competencies: 1.Approximates the measures of quantities particularly
length, weight/mass, volume, time, angle, and temperature
and rate. 2. Converts measurement from one unit to
another in both Metric and English systems. 3. Solves
problems involving conversion of units of measurement.
M7ME-IIa-3, M7ME-IIb-1, M7ME-IIb-2
Objectives:
1. Estimate or approximate measures of temperature ;
2. Use appropriate instruments to measure temperature;
3. Convert temperature measurement from one unit to another,
including the English system;
4. Solve problems involving temperature;

II. CONTENT/ MEASUREMENT

TOPIC/Subject
Matter

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide, pages: 140-144
2. Learner’s Materials, pages: 108 – 111
3. Textbook pages:
4. Additional Materials from LR Portal:
B. Other Learning Resources: www.edhelper.com, www.IXL.com, downloaded
videos

IV. PROCEDURES
Teacher’s Activity Learners’ Activity
Classroom Routines (3 Minutes)
Prayer,
Greetings
Checking of Attendance
 Recalling Class Rules
A. Review (2-3 Minutes)
Can anybody tell me about your learning the last From our last lesson, I learned
time we meet? about the important of (time
and speed) unit measurement
in real life world situation.

Learned how to used

appropriate instrument to
measure time and speed.
B. Establishing a purpose for the lesson (3-5 mins)
What climate/season do we have in the Two seasons
Philippines?
Rainy(wet) and Sunny (dry)
And what is that season? season

C. Presenting examples/ instances of the new lesson (7-10 mins)

Do you know that temperature is the measurement
of the degree of hotness or coldness of an object
or substance. Commonly used units are Degree
Celsius (° C) for the Metric System and Degree
Fahrenheit (° F) for the English System. The base
SI unit for temperature is the Kelvin (K). Unlike the
Celsius and Fahrenheit which are considered
degrees, the Kelvin is considered as an absolute
unit of measure and therefore can be worked on
algebraically.
D. Discussing new concepts & Practicing new skills #1 (15-20 mins)
Here are some conversion factors:

° C = (5/9)(° F – 32)

° F = (9/5)(° C) + 32

K =° C + 273.15

For example:

Convert 100° C to° F

Solution
° F = (9/5)(° C) + 32
= (9/5)(100) + 32
= 180 + 32
= 212
100° C = 212° F

E. Discussing new concepts & Practicing new skills #2 (7-10 mins)

L Let try to solve a problem solving related to
temperature:
Zale, a Cebu resident, was packing his suitcase
for his trip to New York City the next day for a 2-
week vacation. He googled New York weather and
found out the average temperature there is 59° F.
should he bring a sweater? What data should Zale I think he needs to bring a
consider before making a decision? sweater.

L
Let us prove together and find out what is 59° F in Convert 59° F to° C
°C. Solution
Anyone who can used ? Used conversion ° C = (5/9)(° F – 32)
° C = (5/9)(° F – 32) = (5/9)(59 – 32)
= (5/9)(27)
= 15
So we proved that Zale should needs to bring 59° F = 15° C
Jacket because New York City has cold weather.
F. Developing Mastery(leads to formative assessment 3 (15-20 mins)
Solve the given problem: D.I.Y (Do It Yourself) Solution:
(Show your solution) Step 1
° C = (5/9)(° F – 32)
1. Convert 14° F to K. = (5/9)(14 – 32)
= -10
Step 2
K =° C + 273.15
= -10 + 273.15
= 263.15
2. Convert 37° C to° F Solution
° F = (9/5)( ° C + 32)
= (9/5)(37 +32)
= (9/5)(69)
= 124.2
G. Finding practical applications of concepts & skills in daily living ( 10-15 mins)
Solve the given problem solving
Maria was preparing the oven to bake brownies. Solution:
The recipe’s direction was to pre- heat oven 350° ° C = (5/9)(° F – 32)
F but her oven thermometer was in ° C. What = (5/9)(350 – 32)
would be the thermometer reading before Maria = (5/9)(318)
puts the baking pan full of the brownies mix in the = 176.67
oven?
H. Making generalizations & Abstractions abt. the Lesson (3-5 mins)
What have you learned for today’s lesson? Learned that it is appropriate
to use units of temperature.
Learned how to convert ° C
to° F and ° C to K.
Learned how solve problems
involving Temperature in real
world situation
I. Evaluating Learning (15-20 mins)
Nowadays, reading the electric meter would be
easier considering that the newly-installed meters
are digital but most of the installed meters are still
dial-based.
a. to read you’re your dial- based electric meter,
read the dial fro left to right.
b. if the dial hand is between numbers, the
smaller to the two numbers should be used. If the
dial hand is on the number, check out the dial to
the right. If the dial hand has passed zero, use the
number at wich the dial hand is pointing. If the dial
hand has not passed zero, use the smaller number
than the number at which the dial hand is pointing.
c. determine the electric comsumption for a given
period. Subtract the initial reading from the final
reading.

1. Initial reading is 40493

kWh.
Final Reading is 40515
kWh.
2. Final Reading – Initial
Reading
= 40515 kWh – 40493 kWh
= 22 kWh
3, Electric Bill = Total
consumption x electricity
charge
= 22 kWh x Php 9.50/KWh
= Php 209

J. Additional activities for application or remediation (15-20 mins)

Convert the following Solution:

1. 50° C to K. Step 1
° C = (5/9)(° F – 32)
= (5/9)(50 – 32)
= 10
Step 2
K =° C + 273.15
= 10 + 273.15
= 283.15

2. 45° F to° C

Solution
° F = (9/5)( ° C + 32)
 = (9/5)(45 +32)
= (9/5)(77)
= 138.6

5. REMARKS
Objectives are
Attained
[

Not Attained Reason:

_________________________________________
6. REFLECTION
A. No. of learners who got 80% in the Evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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 material did I
use/discover which I wish to share with other
teachers?

DETAILED LESSON PLAN

School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time
1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of 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.

C. Learning Competencies/
Objectives.
Translates English phrases to mathematical
Phrases and vice versa. M7AL-IIc-1

1. translate English phrases/sentences to

mathematical phrases/sentences and vice
versa;

2. select the appropriate mathematical symbols

in verbal translation; and

3. organize the different mathematical symbols

and their meaning into table.
2.CONTENT Verbal Phrases and Mathematical Phrases
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 147-151
2. Learner’s Material Pages 117-121
pages
3. Textbook pages Elementary algebra pages 82-83
4. Additional Material from https://drive.google.com/drive/folders/
Learning Resource (LR) 0B8DPX5vC83isNHB2Vkp2UG5naXM
portal
file:///C:/Users/user/Downloads/DLM
%201%20%E2%80%93%20Unit%203%20Algebraic
%20Expressions.pdf
B. Other Learning Resources https://www.youtube.com/watch?
v=KmuWR_LriQU
4.PROCEDURES Teacher’s Activity Students’ Activity
4.1 Introductory Daily Routines
Activity(6minutes) Prayer
Checking of Attendance
Checking of Assignment
Review
4.2 *Learners are given time to *Let the learners do the
Activity/Strategy answer the activity to activity on page 117 (LM).
(6 minutes) determine their prior
knowledge on verbal
translation.
 Materials:
Bond paper/worksheets

What to do: Work in pairs

4.3 Analysis *Question to Ponder: Act 1

(10minutes)
Based on activity 1,
Which phrase was easy to No. 1, 4, 5, 6, 10, and 13.
translate?

Did you get the quote? Yes.

What is the quote? “ALL MEN ARE EQUAL’’

If not, What was your mistake? No. 2, 3, 7, 8, 9, 11, 12 and

14.

*Another activity will be given to Let the learners do activity

the learners to further no. 2 on page 118 (LM)
determine their prior knowledge
on verbal translation.

4.4 Abstraction Question to Ponder: Act. 2

(10minutes)
Based on your 2nd activity,
complete the following
statement:

*Addition would indicate… Increase, putting together or

___________________ combining.

Thus, phrases like increased by

and added to are…_________ Addition phrases

*Subtraction would indicate…

____________ Lessening or diminishing

Thus, phrases like decreased

by, less, diminished by are…
_____ Subtraction phrases

*Multiplication would indicate…

______________ Multiplying

Thus, phrases like multiplied by

or n times are…______ Multiplication phrases

*Division would indicate… Partitioning, a quotient and a

______________ ratio.

Thus, phrases such as divided

by, ratio of, and a quotient of Common for division
are…_________
 *The inequalities are indicated Less than, greater than, at
by phrase such as…_______ least and at most.

*Equalities are indicated by The same as and equal to.

phrases like..____________

4.5 *Observe the following

Application(10minu examples given below and
tes) translate it into mathematical
phrases/sentences or verbal
phrases/sentences:

1.Four times a number x

decreased by 10 4x-10

2.Eight times a number x 8x+3

increased by three

3.5x-4 Five times a number x minus

four

4.3(x+6) Thrice the sum of a number x

and six
5. The sum of a number and 5 x+5=4
is 4
6. Twice a number decreased 2x-1=1
by 1 is equal to 1

7.3x=15 Thrice a number x yields 15

8. x-2=3 Two less than a number x

results to 3
*Additional activity will be given
if needed (pages 4-7)
https://drive.google.com/drive/
folders/
0B8DPX5vC83isNHB2Vkp2UG5naX
M
file:///C:/Users/user/
Downloads/DLM
%201%20%E2%80%93%20Unit
%203%20Algebraic
%20Expressions.pdf
4.6 Concluding *Students are tested on their *Verbal phrases can be
statement (5 language skills in interpreting written in both words and in
minutes) symbols and expressions. mathematical expressions.

*Oral Recitation *I learned common phrases

associated with addition,
subtraction, multiplication,
division, the inequalities and
the equality.
 *I realized that mathematical
expressions are also
meaningful.
4.7Assessment(10 Learners are given time to
minutes answer the activity to determine
if they learned the skills in
verbal translation.

A. Translate the following

verbal phrases/sentences into
mathematical phrases.

1.The product of x and 3 3x

2. 1 subtracted from the square

of a number x x2 – 1

3. The sum of a number and 5 x+5=4

is 4

B. Translate each of the

following into a verbal
phrases/sentences

1.5y Five times the number y

2. x + 6 A number x increased by 6

3. 2x-1 = 1 Twice a number decreased

. by 1 is equal to 1.
4.8 Agreement *Enhancing/ Improving the
(3minutes) day’s lesson.

Formulas are equations that

state relationships between
quantities. These formulas can
be translated into verbal
sentences.

1. A= lw The area A of a rectangle is

the product of the length l
and the width w of the
rectangle.

2. P= 2l + 2w The perimeter P of a
rectangle is the sum of twice
its length l and twice its width
w.

3. d = rt The distance d traveled by a

moving body is the product of
its rate r and the time t
elapsed.
5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time
1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of 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.

C. Learning Competencies/
Objectives. Interprets the meaning of an where n is a
positive integer. M7AL-IIc-2

1. Interpret the meaning of an where n is a

positive integer;

2. differentiate between the base and

exponent; and

3. increase proficiency in transforming long

notation into exponential notation.
2.CONTENT Exponents
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Elementary algebra 1 pages 88-89
Elementary algebra : Patterns and
Practicalities pages 100-101
4. Additional Material from https://drive.google.com/drive/folders/
Learning Resource (LR) 0B8DPX5vC83isNHB2Vkp2UG5naXM
portal
file:///C:/Users/user/Downloads/DLM
%201%20%E2%80%93%20Unit%203%20Algebraic
%20Expressions.pdf
B. Other Learning Resources https://www.youtube.com/watch?
v=HjOdGuAHc_0
4.PROCEDURES Teacher’s Activity Students’ Activity
4.1 Introductory Daily Routine
Activity(6minutes) Prayer
Checking of Attendance
Checking of Assignment
Review
4.2 *Learners are given
Activity/Strategy time for exploratory Find the area of the square.
(6 minutes) activity.
Find the volume of the cube.
 Materials: Worksheets/
Wooden square and
cube

How to find the area of Multiply its sides.

a square?

Thus, A= A= s • s=s2

How about the volume

of cube? Multiply its 3 sides.
Thus, V= V= s • s • s =s3

4.3 Analysis Speaking Mathematically:

(10minutes)
S2 is read as…________ ‘’s squared.”

S3 is read as…________ ‘’s cubed.’’

S4 is read as…________ “ s to the fourth power” or

“ s to the fourth.”

Think about this!

From the exploratory

activity, do you now see
why x2 is read as “ x Yes.
squared” and x3 as “x
cubed”?

As you have seen in the

examples, exponents are Abbreviate repeated
used to…____________ multiplication.

For instance, 6x6x6x6 can

be written as…_________ 64

and 3•3•3•3•3 can be

written as..____________ 35

4.4 Abstraction Based on the examples *An exponent is a symbol or a

(10minutes) given above, What is an number at the upper right hand
exponent? corner of a variable or constant.

What is the exponent of 64? *The exponent is 4.

The exponent tells you how many
times the base is used as a factor.

How about 6? *6 is the base.

What is base? The base is a repeated factor in a
product.
The base gives the number that is
being multiplied.
 Base Exponent

Yes.
You mean 64
So, 64 = __________ 64 = 1 296

6 is the …___________ 6 is the base.

4 is the …___________ 4 is the exponent.
1 296 is the …_______ 1 296 is the fourth power of 6.

How about 35? 35 = 243

3 is the …____________ 3 is the base.
5 is the…_____________ 5 is the exponent.
243 is the…___________ 243 is the fifth power of 3

4.5Application(10 *Learners are given activity

minutes) to determine if they learned
already the concept of
exponent.

Solve for x:

1. x5 = 32 X=2

2. 4x = 64 X=3

3. 26 = x X=64

4. x3 = 125 X= 5

5. 94 = x X= 6,561

*Additional activity will be

given if needed (page 12)
https://drive.google.com/
drive/folders/
0B8DPX5vC83isNHB2Vkp2UG5
naXM
file:///C:/Users/user/
Downloads/DLM
%201%20%E2%80%93%20Uni
t%203%20Algebraic
%20Expressions.pdf
4.6 Concluding *Do you ever notice how
statement (5 gossip multiplies
minutes) exponentially? When you
hear a gossip, do you pass
it on to others or do you
ignore it and forget about it?

*Let some students *An exponent is a symbol or a

summarized the lesson and number at the upper right hand
 say something about what corner of a variable or constant.
they have learned.
*The exponent tells you how
many times the base is used as a
factor.

*The base is a repeated factor in

a product.

*The base gives the number that

is being multiplied.
4.7Assessment(1 *Learners are given another Let the students do the exercises:
0minutes activity to determine if they
already mastered the
concept of exponent.

Write the following numbers

in exponential notation.

1. 8•8•8•8•8 85

2. 2•2•2•2•2•2 26

3. x • x • x • x x4

Solve for x:

4. if x2 = 64, what is x? x=8

5. If 25-x2 = 9, what is x? x=4

4.8 Agreement *Reinforcing/ strengthening

(3minutes) the lesson

Write the following numbers

in exponential notation:

1. xy • xy •xy •xy x4y4

2. 3x • 3x • 3x 27x3
5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time
1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of 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.
C. Learning Competencies/
Objectives. Differentiates between constants and
variables in a given algebraic expression.
M7AL-IIc-3

1. differentiates between constants and

variables in a given algebraic expression;
and

2. identify if it is a constant or a variable in a

given algebraic expressions.

2.CONTENT Constants, Variables and Algebraic

Expressions
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 145-148
2. Learner’s Material pages Pages 112-115
3. Textbook pages Elementary algebra 1 page 79
Elementary algebra : Patterns and
Practicalities pages 95-97
4. Additional Material from https://drive.google.com/drive/folders/
Learning Resource (LR) 0B8DPX5vC83isNHB2Vkp2UG5naXM
portal
file:///C:/Users/user/Downloads/DLM
%201%20%E2%80%93%20Unit
%203%20Algebraic%20Expressions.pdf
B. Other Learning Resources https://www.youtube.com/watch?
v=go9b2LPXTuA
https://www.youtube.com/watch?v=OF2GtIinL_s
4.PROCEDURES Teacher’s Activity Students’ Activity
4.1 Introductory Daily Routine
Activity(6minutes) Prayer
Checking of Attendance
Checking of Assignment
Review
4.2 Activity/Strategy *Learners are given Matchsticks and
(6 minutes) exploratory activity. Triangles
 Materials: 1. Form a triangle. How
Matchsticks/Toothpicks many matchsticks are
and worksheets needed to form a
triangle? _______
What to do: Work in
pairs 2. How many
matchsticks are needed
to form 2 adjacent
triangles?_____

3 adjacent triangles?
___

4 adjacent triangles?
___

5 adjacent triangles?
___

3. Do you see pattern?

Use this pattern to find
the number of
matchsticks needed to
form:
10 adjacent
triangles___

50 adjacent
triangles___

100 adjacent
triangles__

4. Write the pattern you

observed in words.

5. Write the pattern you

observed in symbols.
4.3 Analysis (10minutes) How many matchsticks are
needed to form a triangle? 3

How many matchsticks are

needed to form 2 adjacent 5
triangles?

3 adjacent triangles? 7

4 adjacent triangles? 9

5 adjacent triangles? 11

Do you see pattern? Yes.

Use this pattern to find the

 number of matchsticks
needed to form:

10 adjacent triangles? 21

50 adjacent triangles? 101

100 adjacent triangles 201

4.4 Abstraction Did you use pictures or Yes.

(10minutes) letters when you write the
pattern in symbols?

Can these pictures or

letters have different Yes.
values?

These pictures or letters

are called? Variables.

The numbers that you

used, if any, are called? Constants.

Based on your activity, A variable is any

How will you define a symbol, usually letters,
variable? which represent a value
or a number.

a or x
Can you give examples?
Constants are numbers
How about constant? that have fixed values.

1 or 27
Can you give examples?
*An algebraic
Since you know already expression is any
what is constant and combination of one or
variable, Who can define more constants and
Algebraic Expressions? variables along with at
least one mathematical
operation.

*An algebraic
expression is an
expression that is made
up of one or more
terms.
Can you give examples?
3xy
5x + 3
4xy – 8
4.5Application(10minutes) *Learners are given activity Identify the constants,
to determine if they can variables and the
identify constants, operations involved in
 variables and operations the following algebraic
involved in the given expressions.
algebraic expressions. 1. 5x-1
2. 4 π r 2
3. a + 3
b
5 and 1
1. Constants: X
Variable: Multiplication and
Operations: subtraction

4 and π
2. Constants: r
Variable: Multiplication
Operation:
3
3. Constants: a and b
Variables: addition and division
Operations:

4.6 Concluding statement *God’s love is constant. It

(5 minutes) does not vary from season
to season. He always there
for us.

*Let students summarized *A variable is any

the important terms to symbol, usually letters,
remember. which represent a value
or a number.

*Constants are
numbers that have
fixed values.

*An algebraic
expression is any
combination of one or
more constants and
variables along with at
least one mathematical
operation.

*An algebraic
expression is an
expression that is made
up of one or more
terms.
4.7Assessment(10minutes Describe whether each
quantity is constant or
variable.

1. the electric bill each variable

month

2. the number of days in a constant

 week

3. number of sides in a constant

pentagon

4. the length of time that a variable

volleyball game is played

Identify the constants,

variables and the
operations involved.

1. 2xy + z
Constant: 2
Variables: X,y and z
Operation: Addition

2. bh
2
Constant: ½
Variables: B and h
Operation: division
4.8 Agreement (3minutes) *Reinforcing/ strengthening
the day’s lesson

Fill the table below:

TABLE B TABLE B
ROW 1ST TERM 2ND TERM ROW 1ST 2ND TERM
TERM
a. 10 23 a. 10 23
b. 11 25 b. 11 25
c. 12 27 c. 12 27
d. 13 d. 13 29
e. 15 e. 15 33
f. 18 f. 18 39
g. 37 g. 37 77
h. n h. n 2(n+3)

5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time

1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of 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.

C. Learning Competencies/
Objectives. Evaluates algebraic expressions for given
values of the variables M7AL-IIc-4

1. evaluate algebraic expressions for given

values of the variables;

2. create a steps on how to evaluate algebraic

expression; and

3. increase proficiency in simplifying using

grouping symbols and the correct order of
operations.
2.CONTENT Evaluation of Algebraic expressions
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 145-148
2. Learner’s Material Pages 114-116
pages
3. Textbook pages Elementary algebra 1 pages 85-86
Elementary algebra: Patterns and Practicalities
pages 101-103
Elementary algebra (UBD) pages 140-143
4. Additional Material from https://drive.google.com/drive/folders/
Learning Resource (LR) 0B8DPX5vC83isNHB2Vkp2UG5naXM
portal
 file:///C:/Users/user/Downloads/DLM
%201%20%E2%80%93%20Unit%203%20Algebraic
%20Expressions.pdf
B. Other Learning https://www.youtube.com/watch?v=Hjs-PlCtKgQ
Resources
4.PROCEDURES Teacher’s Activity Students’ Activity
4.1 Introductory Daily Routine
Activity(6minutes) Prayer
Checking of Attendance
Checking of Assignment
Review
4.2 Learners are given time Volume of Cubes
Activity/Strategy for exploratory activity.
(6 minutes) Explore:
Materials:
bond paper/paper The sides of two cubes are 9 cm
and 8 cm, respectively. By how
What to do: Think-Pair- much does the volume of the first
Share cube differ from that of other
second cube?
4.3 Analysis *Going back to the
(10minutes) exploratory activity, by how
much does the volume of
the first cube differ from that
of other second cube?

Did you find the volume of

the cubes? Yes.

First cube:
s=_______ S=9 cm

V=_____ V=s3

So, V = ___ V= 93

Then, V = ____ V= 729 cm3

Why V= 729 cm3? Because 9•9•9 = 729

How about on the

Second cube:
s= _____ S=8 cm

V=_____ V=s3

So, V = ___ V= 83

Then, V = ____ V= 512 cm3

Why V= 512 cm3? Because 8•8•8 = 512

So, by how much does the

volume of the first cube
 differ from that of other
second cube? Subtract 512 from 729

What is the result? 729-512 = 217

So, 217 is … _________ The volume of the first cube is

217 cm3 bigger than the other
cube.

What if the given is like this,

Example: x3+2x+6
If x= -3

How do you evaluate Substitute the value of x.

expressions that contain Then, simplify.
exponents?

So, x3+2x+6 will become (-3)3 + 2(3) + 6

Then, (-3)3 + 2(3)+ 6=___ (-3)3 + 2(3)+ 6 = -27

Observe the next example.

Evaluate: 2a[4(x)2]
3y
When a =1
x= -3
y= 3

Sol:
2(1) • 4(-3)2
3(3)

= 2 • 4 (9)
9
= 8

4.4 Abstraction Based on the examples

(10minutes) given above, What are the
steps in evaluating
algebraic expressions?

1. ___________________
*Substitute the given values for
each variable.
2. ___________________
*Simplify first the expression
within the parenthesis.

3. ___________________ *Simplify the expressions with

exponents.

4. ___________________ *Perform all division and

multiplication from left to right.
 5. ___________________ *Perform all addition and
subtraction from left to right.

6. ___________________ *Simplify the result.

4.5Application(10 Learners are given

minutes) exercises to determine if
they learned already how to
evaluate algebraic
expressions.

Quick Check!

Evaluate the algebraic

expressions given the value
of each variable.

1. 5x-y ; x=8 & y=-6 46

2. m-4n ; m=5& n=-3 17

3. a2-7b ; a=-3 & b=7 -40

4. -6(x-y) ; x=2 & y=4 12

5. abc-b2 ; a=1,b=2 &c= -3 -10

*Additional activity will be

given if needed (pages 5-6
& 8-9)
https://drive.google.com/
drive/folders/
0B8DPX5vC83isNHB2Vkp2UG5
naXM
file:///C:/Users/user/
Downloads/DLM
%201%20%E2%80%93%20Uni
t%203%20Algebraic
%20Expressions.pdf
4.6 Concluding *Students are tested on
statement (5 their skills in evaluating
minutes) algebraic expressions.

*Evaluating expressions
requires knowledge in
simplifying using grouping
symbols and the correct
order of operations.

4.7Assessment(10 This activity determines if

minutes students learned the skills
in evaluating algebraic
 expressions.

Evaluate the following

expressions using x=1,
y= -2, a=1, b=2, c=-3.
1. 3xy -6

2. a+b-c2 -6

3. 5a3 – 3 2

4. 4(x-y)2 36

5. 6x2 – 3y 12

4.8 Agreement *Enhancing/ Improving

(3minutes) the day’s lesson

Think about this!

Is -24 = (-2)4? Why or why

not?
5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons 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?
 DETAILED LESSON PLAN
School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time

1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of 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.
C. Learning Competencies/ Classifies algebraic expressions which are
Objectives. polynomials according to degree and number
of terms. M7AL-IId-1
1. Classify algebraic expressions which are
polynomials according to degree and number
of terms;

2. differentiate between a polynomial and not

polynomial; and

3. identify what kinds of polynomial according

to the number of terms.

2.CONTENT Polynomials
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 156-159
2. Learner’s Material pages Pages 122-125
3. Textbook pages Elementary algebra : Patterns and
Practicalities pages 127-130
Elementary Algebra (UBD) page 130-133
4. Additional Material from https://drive.google.com/drive/folders/
Learning Resource (LR) 0B8DPX5vC83isNHB2Vkp2UG5naXM
portal
file:///C:/Users/user/Downloads/DLM
 %201%20%E2%80%93%20Unit%203%20Algebraic
%20Expressions.pdf
B. Other Learning https://www.youtube.com/watch?v=Jpii0nscdDo
Resources
4.PROCEDURE Teacher’s Activity Students’ Activity
S
4.1 Introductory Daily Routine
Activity(6minutes Prayer
) Checking of Attendance
Checking of Assignment
Review
4.2 Learners are given A
P
C
M
I
E
T
X
N
P
I
O
U
N
Q
E
Y
N
N
T
E
S
T
C
Activity/Strategy exploratory activity. C O E F F I C I E N T O
(6 minutes) Word Hunt Q N L I N E A R B D R N
U O C Y A P M R A E I S
A M R I N L M T S G N T
Materials: D I U N B O Q U N R O A
R A E Q P U M V T E M N
Bond paper/worksheet A L S O B D C I R E I T
T A A C U B I N A S A A
I U B I N O M I A L L C
What to do: Work in pairs C I T R A U Q R T I C B

Word Hunt:
Find the following words inside
the box.
A C I T N I U Q Y N E T
P M E X P O N E N T S C
C O E F F I C I E N T O
Q N L I N E A R B D R N
U O C Y A P M R A E I S
A M R I N L M T S G N T
D I U N B O Q U N R O A
R A E Q P U M V T E M N
A L S O B D C I R E I T
T A A C U B I N A S A A
I U B I N O M I A L L C
C I T R A U Q R T I C B

BASE COEFFICIENT DEGREE TERM

EXPONENT CONSTANT BINOMIAL
MONOMIAL POLYNOMIAL CUBIC
TRINOMIAL LINEAR QUADRATIC
QUINTIC QUARTIC

4.3 Analysis Did you find the 15 words Yes.

(10minutes) inside the box?

Can you define some of the

words?

Let’s start with the word TERM.

What is term?

Study these example:

3x2-x+5

3x2, -x and 5 are called terms.

Based on this example, What is *Terms are the parts of an

meant by a term of an algebraic algebraic expression separated
expression? by plus or minus signs.
 *A term is a number, a variable
or a product of numbers and
variables.

In the term 3x2, 3 is called the 3 is called the numerical

__________________ coefficient.

and x2 is called ________ x2 is called the literal

coefficient.

What is meant by numerical Numerical coefficient is the

coefficient? constant/number.

How about the literal Literal coefficient is the

coefficient? variable including its exponent.

In the literal coefficient x2, x is

called the ________ x is called the base.

and 2 is called the ______ 2 is called the exponent.

Can you define polynomials?

Consider the following

examples and non-examples of
polynomials.

All of these are polynomials 5 ,

2x3-y2,
a+b , gt2 , √ 8x3y5
2 2

All of these are not polynomials

9x-3 , 5x1/2

a , x+y, √ y +3
b 2x

4.4 Abstraction Based on the examples above,

(10minutes) How will you define
polynomials?
*A polynomial is a special kind
A polynomials is _______ of expression where each term
is a constant, a variable or a
product of constants and
variables raised to whole
number exponent.

When can you say that an *When the variable is in the

algebraic expression is not a denominator.
polynomial?
*When the exponent of the
variable is not a whole number.
How about the degree of a *When a variable is under a
polynomial? radical sign.

Compare the two examples:

In 3x2 – x +5, the degree is 2

In 3x2y3 + x4y3,the degree is 7

Based on the two examples, *Degree is the highest

What is meant by degree? exponent or the highest sum of
exponents of the variables in a
term.

*The degree of a polynomial

with one variable is the value
of the largest exponent of the
variable that appears in any
term.

So, In 3x2 – x +5, the degree is Yes, the degree is 2.

2
Because 2 is the highest
Why? exponent of the variable in a
term.

In the second example 3x2y3 + Yes, the degree is 7.

x4y3,the degree is 7.

Why? Because 7 is the highest sum

of exponents of the variables in
a term.

Where did you get 7? There are two variables in the

given expressions x and y.

Yes, there are two variable x The highest exponent for x is 4

and y. and the highest exponent for y
is 3.
So, 4 + 3 = 7
There are kinds of Polynomial
according to its degree.

A polynomial of degree zero…

_______________ Constant

A polynomial of degree one…

________________ Linear

A polynomial of degree two…

________________ Quadratic
A polynomial of degree three…
_______________ Cubic

A polynomial of degree four…

________________ Quartic

A polynomial of degree five…

________________ Quintic

How about standard form?

Look at the examples below.3x2

+ 5x – 2 is in standard form.

While, 5x + 3x2 – 2 is not in

standard form.
Based on the examples given A polynomial is in standard
above, a polynomial is in form if its terms are arranged
standard form if…_______ from the term with the highest
degree, up to the term with the
lowest degree.

If the polynomial is in standard

form the first term is called…
_________ The leading term.

The numerical coefficient of the

leading term is called… The leading coefficient.
______________

What is the standard form of -5x5 + 2x2 – 10

2x2 – 5x5 – 10?

What is the leading term? 5x5

How about the leading

coefficient? -5

The degree is…________ 5

What kind of polynomial

according to the degree? Quintic

What kind of polynomial

according to the number of Trinomial.
terms?
Trinomial is a polynomial with
What is trinomial? three terms.

If polynomial with only one

term…_______________ Monomial.

If two terms…__________ Binomial.

 Are you familiar with similar
terms? Yes.

Similar terms are…______ Similar terms are terms having

the same literal coefficients.

3x2 and -5x2 are…______ 3x2 and -5x2 are similar term.

Why similar? Because their literal

coefficients are the same.

5x and 5x2 are…________ 5x and 5x2 are NOT similar.

Because their literal

Why? coefficients are NOT the same.

4.5Application(1 *Learners are given activity to

0minutes) determine if they can classify
algebraic expressions which
are polynomials according to
degree and number of terms.

Write each polynomial in

standard form. Find the degree
of each and decide whether it is
a monomial, binomial and
trinomial.
1. 2x 2x,Degree 1, monomial

2. -5x + x2 + 4 x2-5x + 4, Degree 2, Trinomial

3. 4x – x3 – x3+4x, Degree 3, Binomial

4. 3x - x3 + 2x5 2x5- x3+3x, Degree 5, Trinomial

5. -1 + y2 y2-1, Degree 2, Binomial

*Additional activity will be given

if needed (pages 19-22)
https://drive.google.com/drive/
folders/
0B8DPX5vC83isNHB2Vkp2UG5naX
M
file:///C:/Users/user/
Downloads/DLM
%201%20%E2%80%93%20Unit
%203%20Algebraic
%20Expressions.pdf

4.6 Concluding *What do monogamy and *Terms are the parts of an

statement (5 polygamy mean? Why does our algebraic expression separated
minutes) Christian faith promote by plus or minus signs.
monogamy and prohibit
 polygamy? *A term is a number, a variable
or a product of numbers and
*In this lesson, You learned variables.
about the terminologies in
polynomials: term, coefficient, *Numerical coefficient is the
degree, similar terms, constant/number.
polynomial, standard form,
leading term, leading *The literal coefficient is the
coefficient. Can you give a brief variable including its exponent.
description of those
terminologies? *A polynomial is a special kind
of expression where each term
is a constant, a variable or a
product of constants and
variables raised to whole
number exponent.

*Degree is the highest

exponent or the highest sum of
exponents of the variables in a
term.

*The degree of a polynomial

with one variable is the value
of the largest exponent of the
variable that appears in any
term.

*A polynomial is in standard
form if its terms are arranged
from the term with the highest
degree, up to the term with the
lowest degree.

*Trinomial is a polynomial with

three terms.

*Similar terms are terms having

the same literal coefficients.
4.7Assessment(
10minutes Complete the table
Given Lea Leadi Degr Kind Kind Stand Given Lea Leadi Degre Kind Kind Stan
din ng ee of of ard din ng e of of dard
g Coeffi Polyno Polyn Form g Coeffi Polyn Polyn For
Ter cient mial omial Ter cient omial omial m
m accord accor m accor accor
ing to ding ding ding
the no. to the to the to the
Of degre no. Of degre
terms e terms e
2x+7 2x+7 2x 2 1 Bino Line 2x+
mial ar 7
3- 3- 7x2 7 2 Trin Qua 7x2-
4x+7x2 4x+7x2 omia drati 4x+
l c 3
3-8x
3-8x 8x 8 1 Bino Line -8x
mial ar +3
X2-9 X2-9 X2 1 2 Bino Qua X2-9
mial drati
100x3 c
100x3 10 100 3 Mon Cubi 100
9-2x+x3 0x3 omia c x3
l
9- X5 1 5 Trin Quin X5-
2x+x5 omia tic 2x+
l 9

4.8 Agreement *Reinforcing/ strengthening the

(3minutes) day’s lesson

Give an examples of a 15x6 Degree 6

monomial, Binomial and 10x4+8 Degree 4
Trinomial and identify their 2x3-x+1 Degree 3
degree.
5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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?
 DETAILED LESSON PLAN
School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time

1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of 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.

C. Learning Competencies/ Adds and subtracts polynomials.

Objectives. M7AL-IId-2

1. add polynomial;

2. write the process on how to add polynomial;

and

3. increase proficiency in mental calculation in

adding polynomial.

2.CONTENT Adding Polynomials

3.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 165-169s
2. Learner’s Material Pages 130-133
pages
3. Textbook pages Elementary algebra : Patterns and
Practicalities pages 138-145
4. Additional Material from https://drive.google.com/drive/folders/
 Learning Resource (LR) 0B8DPX5vC83isNHB2Vkp2UG5naXM
portal
file:///C:/Users/user/Downloads/DLM
%201%20%E2%80%93%20Unit%203%20Algebraic
%20Expressions.pdf
B. Other Learning https://www.youtube.com/watch?v=5MA1eZVegg4
Resources

4.PROCEDURES Teacher’s Activity Students’ Activity

4.1 Introductory Daily Routine
Activity(6minutes) Prayer
Checking of Attendance
Checking of Assignment
Review
4.2 Activity/Strategy Learners are given time Think about this!
(6 minutes) for exploratory activity.
In the school function,
James sells ice-cream in
Materials: bond their youth entrepreneur’s
paper/worksheets booth. If 21m represents his
sales on the first day, and
18m for the second day,
What to do: Think-Pair- and 15m on the third day,
Share how much is his sale for the
3 days celebration of the
school’s function?

4.3 Analysis Going back to the problem

(10minutes) presented above, how much
is his sale for the 3 days
celebration of the school’s
function?

Questions of this kind

require you to add algebraic
expressions.

From the given:

21m, 18m and 15m
represents, what? Similar terms.

Can you represent a table Ist 2nd 3rd TOTAL

for his 3 days sales? day day day
21m 18m 15m 54m

Going back to the question,

how much is his sale for the
3 days celebration of the
school’s function? 54m

Why 54m? Adding 21m, 18m and 15m

will give 54m.

Because 21m, 18m and

 Why is it that you add 21m, 15m are similar terms.
18m and 15m?
6a, -15a and -22a
Can you give an example of 4xy2 and -8xy2
similar terms?

Is there a difference None, they are the same.

between similar or like
terms?
Yes. 3a + 5a = 8a.
Can you add 3a + 5a?

How about 10ab + (-4ab) + 5ab = 11ab

10ab + (-4ab) + 5ab?

What if the given is

(6x2 + 2x -7) and
(-3x2 -8x + 14). Can you
add? How?

4.4 Abstraction There are two methods in

(10minutes) adding polynomials.

Method 1:
6x2 + 2x - 7
+ -3x2 - 8x + 14
3x2 - 6x + 7
What do you think is the
method being used? Add vertically.

What are the processes in Line up similar terms, and

using this method? then add the numerical
coefficients.
Observe method 2:

(6x2 + 2x – 7) + (-3x2 - 8x +
14) = (6x2- 3x2) + (2x-8x) + (-
7 + 14 )

= 3x2 - 6x + 7

What do you think is the Add horizontally.

method being used?

What are the processes in Group like terms and then

using this method? add the numerical
coefficients.

Those are the two methods

in adding polynomials, you
can choose between the two
methods.

So, we can add polynomials Adding vertically and adding

by.._______ horizontally.
 Try to add this given:
16x2 +12x - 10
+ -10x2 -10x + 14
Solution:
You can use either adding 16x2 +12x - 10
vertically or adding + -10x2 - 10x + 14
horizontally. 6x2 + 2x + 4
4.5Application *Learners are given activity
(10minutes) to determine if they already
learned the process of
adding polynomials.

Find the sum.

1. 3x-5 , 12 - x , 8x + 1 10x+8

2. 7x2 - 3x + 8 , 4x2 + 9x -10 11x2+6x-2

Answer the following.

3. What must be added to - 8xy2

24xy2 to get 32xy2.

4. What expression must be

added to 3x2 – 5x + 7 to get -8x2+8x+5
12 – 5x2 + 3x?

5. Add (4x2 – 12x – 8), 7x2+x-3

(6x2 + 9x + 12) and
(-3x2 + 4x – 7 )

*Additional activity will be

given if needed (pages 20-
23)
https://drive.google.com/
drive/folders/
0B8DPX5vC83isNHB2Vkp2UG5
naXM
file:///C:/Users/user/
Downloads/DLM
%201%20%E2%80%93%20Unit
%203%20Algebraic
%20Expressions.pdf

4.6Concluding *The beauty of mathematics

statement lies in its ability to discipline
(5 minutes) the mind. In what way, is
mental discipline necessary
in performing operations on
polynomials?
 *To add polynomials,___ Align or group similar terms,
add the numerical
coefficients, and affix the
common literal terms.
4.7Assessment(10minu Learners are given another
tes activity to determine if they
already mastered the
process in adding
polynomials

Answer the following.

1. Add (12x5 – 9x3 + 3), 12x5+7x4-16x3+5x+12

(7x4 – 12x3 +5x) and
(5x3 +8x2 + 9)

2. What must be added to

(9m2 + 3m – 8) to get -12m2+9m+2
(12m – 6 – 3m2)?

3. What must be added to 7x3+5x2-3x+13

(7x3 – 12x2 + 9x - 4 ) to
obtain (6x – 7x2 + 9)?

4. Add
(2 x2 – 5x + 2) + (3 x2 + 2x) 5x2-3x+2

5. Can you combine 7xy, No. Because 7xy, 9x2y and

9x2y and -12xy2? Why? -12xy2 are not similar terms

4.8Agreement *Reinforcing/ strengthening

(3minutes) the day’s lesson

Find the sum:

4a – 9b + 12 c
12a- 9b – 12c 11a+6b+7c
-5a +6b + 7c

12x4 – 3x2 + 21x -9

8x4 + 15x2 - 7x + 28
-29x4 – 34x2-17x + 16 -9x4-22x2-3x+35

5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7
Teacher Learning Area Mathematics
Teaching Dates Quarter Second Quarter
and Time

1. OBJECTIVES
A. Content Standards The learners is able to demonstrates
understanding of key concepts of algebraic
expressions, the properties of real numbers
as applied in linear equations, and inequalities
in one variable.
B. Performance The learner is able to model situations using
Standards oral, written, graphical, and algebraic methods in
solving problems involving algebraic
expressions, linear equations, and inequalities in
one variable.

C. Learning Adds and subtracts polynomials.

Competencies/ M7AL-IId-2
Objectives.

1. subtract polynomial;

2. write the process on how to subtract

polynomial; and

3. increase proficiency in mental calculation in

subtracting polynomial.
2.CONTENT Subtracting Polynomials
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 165-169
pages
2. Learner’s Material Pages 130-133
pages
3. Textbook pages Elementary Algebra 1 page 103
 Elementary algebra : Patterns and Practicalities
pages 138-145
4. Additional Material https://drive.google.com/drive/folders/
from Learning 0B8DPX5vC83isNHB2Vkp2UG5naXM
Resource (LR) portal
file:///C:/Users/user/Downloads/DLM
%201%20%E2%80%93%20Unit%203%20Algebraic
%20Expressions.pdf
B. Other Learning https://www.youtube.com/watch?v=RyaxsSHe7RM
Resources
4.PROCEDURES Teacher’s Activity Students’ Activity
4.1 Introductory Daily Routine
Activity(6minutes) Prayer
Checking of Attendance
Checking of Assignment
Review
4.2 Learners are given time Investigate!
Activity/Strategy for exploratory activity.
(6 minutes) If you subtract 15x2y from
Materials: bond -8x2y, will you get the same result
paper/worksheet you get from subtracting -8x2y
from 15x2y?
4.3 Analysis What is the result of your
(10minutes) investigation?

Do they have the same

results? No.

Why? If you subtract 15x2y from

-8x2y, you will get -23x2y
And
If you subtract -8x2y from
15x2y, you will get 23 x2y

Meaning ,
-8x2y – (5x2y) = -23x2y Yes.
Why? Because
-8x2y – (5x2y) = -23x2y
Will become
-8x2y + (-5x2y) = -23x2y
And,
15x2y – (-8x2y) = 23 x2y Yes.
Why? Because
15x2y – (-8x2y) = 23 x2y
Will become
15x2y + (8x2y) = 23 x2y

So, how to subtract *Subtraction means adding the

polynomials? minuend and the opposite of the
subtrahend. Just like in addition,
we can only subtract terms of
polynomials if they are similar.
How about the next
example:
 Find
(12m2 + 6m -10) – (3m2 –
8m + 11)

Can you find two possible

solutions? Yes.
4.4 Abstraction How to solve the given We can choose Vertical solution
(10minutes) example? or horizontal solution.

What do you mean by In vertical solution, line up similar

vertical solution? terms and add the opposite.

So, Find Line up similar terms

(12m2 + 6m -10) – (3m2 – 12m2 + 6m -10
8m + 11) using vertical - (3m2 – 8m + 11)
solution.

Add the opposite

12m2 + 6m -10
+ (-3m2 + 8m - 11)
9m2 + 14m -21

How about horizontal Horizontal Solution:

solution? (12m2 + 6m -10) - (3m2 – 8m +
11)

Simplify.
12m2 + 6m -10-3m2 + 8m – 11

Group similar terms.

(12m2 – 3m2) + (6m + 8m) + (-10 -11)

Add similar terms.

9m2 + 14m -21

So, both vertical and

horizontal solutions have
Yes.
the same answer
9m2 + 14m -21.

So, how to subtract Take note that we change the

polynomial? signs of the terms in the
polynomial being subtracted
before proceeding to addition.
4.5Application(10 *Learners are given activity
minutes) to determine if they already
learned the concept of
subtracting polynomials.

Find the difference.

 1. (4a3 – 2a2 + 5a + 7) – (3a3 a3+6a2-14a+21
– 8a2 – 9a – 14)

2.Subtract
8x4 – 9x3 + 2x – 11 from 5x4+4x3-7x-7
13x4 – 5x – 18.

3. (30x3 – 50x2 + 20x – 80) 23x3-50x2-6x-99

– (17x3 + 26x + 19).

4. (-2x4 + 5x3 – 2x2 + 3x + 1) -4x4+8x3+2x2-4

- (2x4 - 3x3 – 4x2 + 3x + 5)

*Additional activity will be

given if needed (pages 20-
23)
https://drive.google.com/
drive/folders/
0B8DPX5vC83isNHB2Vkp2UG5
naXM
file:///C:/Users/user/
Downloads/DLM
%201%20%E2%80%93%20Uni
t%203%20Algebraic
%20Expressions.pdf
4.6 Concluding *The beauty of mathematics
statement (5 lies in its ability to discipline
minutes) the mind. In what way, is
mental discipline necessary
in performing operations on
polynomials?

To subtract polynomials, change

How to subtract the sign of the subtrahend then
polynomials? proceed to the addition rule. Also,
remember what subtraction
means. It is adding the negative
of the quantity.

4.7Assessment(1 Learners are given another

0minutes activity to determine if they
already mastered the
concept of subtracting
polynomials

Answer the following.

1. Subtract (3x2 + 4x + 5) 5x2+5x – 2

from (8x2 + 9x – 7 ).

2. (7m3 + 2m – 3) – (4m3 – 3m3 +3m2-4

m2 + 1)
 3. (x2 + xy – 3y2) – (4x2 – xy -3x2+2xy-4y2
+ y2 )

4. Subtract 8x2 – 7x -6 by -4x2-2x-10

12x2 – 5x + 4

5. 4(4abc + 3bc) – (6abc + 10abc+5bc+15

7bc – 15)
4.8 Agreement *Reinforcing/ strengthening
(3minutes) the day’s lesson

TRY THIS!

Subtract the sum of (8x3 +

2x – 1) and (x2- 3x -1) from
(-4x3 – 2x2 + 3x + 5) -12x3-3x2+4x+7

5.REMARKS
6.REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons 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?
 DETAILED LESSON PLAN

School Grade Level 7

Teacher Learning Area Mathematics
Teaching Dates and Time Quarter Second
1.OBJECTIVES
A. Content Standard: The learner demonstrates understanding of the key
concepts of measurement.
B. Performance Standard: The learner is able to formulate real-life problems
involving measurements and solve these using a variety of strategies.
C. Learning Competencies/Objectives: M7AL-IId-e-1
1. Learning Competency: derives the laws of exponent
2. Objectives:
a. define Exponent
b. illustrate Laws of Exponent
c. show understanding in the law of exponent
2.CONTENT 1. Topic : Laws of Exponent
3.LEARNING RESOURCES
. A. References
1. Teacher’s Guide pages: pp 126 - 129
2. Learner’s Materials pages: none
3. Textbook pages: pp 220 -221, pp 231-232
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources: Patterns and Practicalities
4.PROCEDURES
Teacher’s Activity Students 2 hrs
Activity
A. Preliminary/  Prayer
Introductory  Checking of attendance 5 mins
Activity  House rules
B. Motivation/ Let’s find out how ready you
Review are… 10 mins
Previous (review on multiplication of real
Lesson numbers)

Let’s do this activity #1.

Give the product of each of the Yes! Ma’am
following as fast as you can.
1. 2.2 =
2. 2.2.2 = Students start
3. 2.2.2.2= thinking and
4. 3.3.3= writing.
5. 3.3.3.3.3=
A minute
Ok, you have done. past…
(Student answer each item)
What you have noticed the One student
product? stand…

Yes! Ma’am

( Students interactions)
C. Exploration Discovering the Laws of Students 35 mins
Exponents listening the
discussion
A)an = a.a.a.a…(n times)
In an, a is called the base and
n is called the exponent.
Example 1
1)Which of the ff. is/are correct?
a) 42 = 4.4 = 16
b) 24 = 2.2.2.2 = 8
c) 25 = 2.5 = 10
d) 33 = 3.3.3 = 27

Is no. a is correct? How about Yes! Ma’am

no. b? c & d?
_______answer b. _____.. wrong
Very Good! ma’am, since
2.2.2.2 = 16
_______ answer c. ____… wrong
ma’am, since
Excellent! 25 means
2.2.2.2.2 =
________ how about d? 32.
Very Good! Correct!
B) (an)m = an(m)
Example 2: Students
1) (22)3 = 22. 22.22 listening the
= 2.2.2.2.2.2 discussion.
= 64
2) (y3)4 = y3.y3.y3.y3
=y.y.y.y.y.y.y.y.y.y.y.y
= y12
How about multiplying with the
same base? Let’s find out the
next…
C) (an)(am) = ?
Example 3:
1) (32)(33) = 3.3.3.3.3
= 35
3 4
2) (x )(x ) = x.x.x.x.x.x.x
= x7
Therefore, (an)(am) = an + m

Example 4: Evaluate the ff.;

1) 34 = 81 = 9, 9 = 32
32 9 Students
2) y6 = y.y.y.y.y.y = y.y.y=y3 listen
attentively.
y3 y.y.y.

What you have noticed with their

quotient?
 The exponent
So, it means that; of the
In any an = an – m numerator
am minus the
exponent of
the
denominator.

D. Presentation What is Exponent? 40 mins

Anybody can define Exponent. Exponent is a

symbol or a
number at the
Exponent also indicates the upper right-
number of times the base is hand corner
used as a factor. of a variable
or a constant.
Base is the repeated factor in
a product.

an exponent
base

The activity that we had is all Students

about the… listen
attentively
Laws of Exponents:

1) an = a.a.a.a…
- ( n times) it tells how many
times you multiply your base.

Example:
a) 63 = 6.6.6 = 216
b) (c)4 = c.c.c.c
c) 53 = 5.5.5 = 125

2) Power of a power If a ia any

real number and m and n are
any positive integers, then
(an)m = anm

Example:
a) (42)3 = 4(2)(3) = 46 = 4096
b) (v6)8 =v(6)(8) = v48

c) (35)2 =3(5)(2) =310

= 59,049

3) Product of powers To
multiply powers of the same
base, add the exponents.
For any number a and positive
integers m and n, then
an. am = an + m

Example:
a) x6 . x5 = x6 + 5 = x11
b) n10 . n21 = n10+21 = n31
c) 43 . 411 = 43+11 = 413

4 Power of Products If a and b

are any numbers, and n is a
positive integers, then
n n n
a n an
(ab) = a b and ( ) = n
b b

Example(Product):
a) (xy)3 = x3y3
b) (2m)2 = 22m2 = 4m2
c) (3cd)3 = 33c3d3 = 27c3d3

For Quotient:
5 Quotient of power If a is any
real number except 0 and m,n,
and n – m are positive integers,
then
a n = an – m
am

Example:
5
a 5-2
a) 2 = a = a3 where a ≠ 0
a
b) m6n4 = m6-1. n4-1 = m5n3
mn
c) 8x5y4 = 8 .x5-2 . y4-3
2x2y3 2
= 4x3y

6 Power of a Fraction
a m = am , where b ≠ 0 and m
b bm is a positive
intergers.
Example:

x 3
1) = x3 , where y ≠ 0
y
y3
2) 3 2 = 32 = 9
4 42 16

3) 2x2 3 = 23x(2)(3) = 8x6

3y3 33y(3)(3) 27y9

7) Zero exponent for any

 nonzero number a, then

a0 = 1 where a ≠ 0

Example:
1) 50 = 1
2) B0 = 1
3) (3c3d)0 = 1
8) Negative Exponent for any
nonzero real number a and any
integer n.
1
a-n = n
a

Example:
1
1) x -2 = 2
x
1 1 1
2) 2-3 = 3 = =
2 2.2.2 8

E. Developing Group activity: Group yourself Students 15 mins

mastery by 5 probably within your row. forming their
(Distributing the group
worksheet/Activity #2)

F. Evaluating Answer the prepared evaluation Students 15 mins

learning test. answering the
test.
A. Evaluate the following:
1. 28 Ans.:
2. 82 A. 1. 256
3. 180 2.64
4. (23)3 3. 1
5. (32)(23) 4. 512
5. 72
B. Simplify each of the B. 1. x22
following: 2. y5
10 b
12
8 3. m45
1. (x )(x ) 7. 12 1
b 4. 6
2. (y-3)(y8) d
c
3 5. a16
15 3
3. (m ) 8. −2 6. z8
c 1
4. (d-3)2 7. 4
x
7
y
10 b
5. (a-4)-4 9. 3 5
8. c4
x y 9. x4y5
23 8 2
z a b 0 a
3
6. 15 10. 5 5
c 10.
z a b b
3

5.REMARKS
6.REFLECTION
 A.No. of learners who earned 80% in the ev aluation
B.No. of learners who require additional activities for
remediation
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 works?

DETAILED LESSON PLAN

School Grade Level 7

Teacher Learning Area Mathematics
Teaching Dates and Time Quarter Second
1.OBJECTIVES
D. Content Standard: The learner demonstrates understanding of the key
concepts of measurement.
E. Performance Standard: The learner is able to formulate real-life problems
involving measurements and solve these using a variety of strategies.
F. Learning Competencies/Objectives: M7AL-IIe-2
1. Learning Competency: Multiplication and Division of Polynomials
2. Objectives:
A. Multiply polynomials such as:
a. monomial by monomial
b. monomial by polynomial with more than one term
c. binomial by binomial
d. polynomial with more than one term to polynomial with
three or more terms.
B. Solve problems involving multiplying polynomials
2.CONTENT 1. Topic : Multiplication of Polynomial
3.LEARNING RESOURCES
. A. References
5. Teacher’s Guide pages: pp 134-139
6. Learner’s Materials pages: none
7. Textbook pages: pp 218-229
8. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources: Patterns and Practicalities
4.PROCEDURES
Teacher’s Activity Students Activity 2 hrs
A. Preliminary/  Prayer 5 min
Introductory  Monitoring of attendance
Activity  House rules

B. Motivation/ Let’s find out if you can still 5 min

Review remember this… 1. Product of
Previous Exercises: Identify the laws of power
Lesson exponent of the ff. expression: 2. Power of
1. (xn)( xm) = xn + m a power
2. (dn)m = dmn 3. Power of
3. (by)2 = b2y2 product
4. Product of
 4. (3s)(s) = 3s2 power
5. (53)2 = 56 5. Power of
a power
C. Exploration Group Activity. (Distributing the 30
set of algebra tiles) min

Activity #1
Familiarize the given tiles:
Stands for +x2

Stands for -x2

Stands for +x
Stands for -x
Stands for +1
Stands for -1

Now, find the following products

and use the tiles whenever Each group are
applicable: so busy doing,
1)(2x)(x) 2) (-x)(1+x) they enjoy of
3) (3-x)(x +2) what they are
doing.
(3min. later)
Have you done? Some say “Yes”
( Teacher roaming around and Other say “not
check) yet”

Ok! Let’s find out who got the

exact answer.

Discussion of Result:
1. (2x)(x) = 2x2, using the
tiles;

So, 2x2 is represented by two

Shaded squares.

X2 x2

How about no. 2? The product

of (-x)(1+x) representing the
tiles;

How about no. 2? The product

 of (-x)(1+x) representing the
tiles;

The answer is (-x2) + (-x). Why?

Recall on multiplying sign.
Recall on multiplying sign.

No. 3 (3-x)(x+2). How can you

find the product by using tiles?

Answer: (-x2) + (-x) + 3x + 6

= (-x2)+ 2x + 6

D. Presentatio So, our lesson today is 40

n multiplying polynomials. In doing Students listen min
it, we must to follow rules and attentively
applying the laws of exponent.

Rules in Multiplying
Polynomials
A.To multiply a monomial by
another monomial, simply
multiply the numerical
coefficients then multiply the
literal coefficients by applying
the basic laws of exponent.

Examples:
1) (x3)(x5) = x8
2) (3x2)(-5x10) = -15x12
3) (-8x2 y3)(-9xy8) = 72x3 y11

B. To multiply monomial by a
polynomial, simply apply the
distributive property and
follow the rule in multiplying
monomial by a monomial.

Examples:
1) 3x (x2 – 5x + 7)
= 3x3 – 15x2 + 21x
2) -5x2y3 (2x2 y – 3x + 4y5)
 = -10x4y4 + 15x3 y3 – 20x2 y8

C. To multiply binomial by
another binomial, simply
distribute the first term of the
first binomial to each term of
the other binomial then
distribute the second term to
each term of the other
binomial and simplify the
results by combining similar
terms. This procedure is also
known as the F-O-I-L method
or Smile method. Another way
is the vertical way of multiplying
which is the conventional one.

Examples:

1) (x + 3)(x + 5) = x2 + 8x + 15

First Last

(x + 3)(x + 5)
inner terms

outer terms

F –> (x)(x) = x2
O –> (x)(5) = 5x
I –> (3)(x) = 3x
L –> (3)(5)= 15
Since 5x and 3x are similar
terms we can combine them.
5x + 3x = 8x. The final answer
is
X2 + 8x + 15

2)(x - 5)(x + 5) = x2 + 5x – 5x –
25 = x2 – 25

3) (x + 6)2 = (x + 6)(x + 6) = x2 +
6x + 6x + 36 = x2 + 12x + 36

4) (2x + 3y)(3x – 2y) = 6x2 – 4xy

+ 9xy – 6y2 = 6x2 + 5xy – 6y2
5) (3a – 5b)(4a + 7) = 12a2 +
21a – 20ab – 35b

There are no similar terms so

it is already in simplest form.

Guide questions to check

whether the students
 understand the process or not

If you multiply (2x + 3) and (x – Ans.:

7) by F-O-I-L method,
a) the product of the first terms a). . . 2x2
is __________.
b) the product of the outer terms b) . . . -14x
is __________.
c) the product of the inner terms c). . . 3x
is __________.
d) the product of the last terms d) . . . -21
is __________. e) Yes…
e) Do you see any similar -14x and
terms? What are they? 3x
f) What is the result when you f) -11x
combine those similar terms? g) 2x2 -11x -
g) The final answer is 21
____________________.

D. To multiply a polynomial
with more than one term by a
polynomial with three or more
terms, simply distribute the
first term of the first
polynomial to each term of
the other polynomial. Repeat
the procedure up to the last term
and simplify the results by
combining similar terms.

Examples:
1) (x + 3)(x2 – 2x + 3) = x(x2 – 2x
+ 3) – 3(x2 – 2x + 3)
= x3 – 2x2 + 3x – 3x2 + 6x – 9
= x3 – 5x2 + 9x – 9

2) (x2 + 3x – 4)(4x3 + 5x – 1) =
x2(4x3 + 5x – 1) + 3x(4x3 + 5x –
1) - 4(4x3 + 5x – 1)
= 4x5 + 5x3 – x2 + 12x4 + 15x2 –
3x – 16x3 – 20x + 4
= 4x5 + 12x4 – 11x3 + 14x2 – 23x
+4

3) (2x – 3)(3x + 2)(x2 – 2x – 1) =

(6x2 – 5x – 6)(x2 – 2x – 1)
= 6x4 – 17x3 – 22x2 + 17x + 6

E. Developing Answer in your group. Students working 25

mastery A. Simplify each of the following with their group min
by combining like terms.
1) 6x + 7x
2) 3x – 8x
3) 3x – 4x – 6x + 2x
 4) x2 + 3x – 8x + 3x2
5) x2 – 5x + 3x – 15
B. Call a student or ask for
volunteers to recite the basic
laws of exponent but focus more
on the “product of a power” or
”multiplying with the same
base”.
Give follow up exercises
through flashcards.

1) x12 ÷ x5
2) a-10 • a12
3) x2 • x3
4) 22 • 23
5) x100 • x

C. Answer the following.

1) Give the product of each of
the following.
a) (12x2y3z)(-13ax3z4)
b) 2x2(3x2 – 5x – 6)
c) (x – 2)(x2 – x + 5)

2) What is the area of the

square whose side measures
(2x – 5) cm? (Hint: Area of the
square = s2)

3) Find the volume of the

rectangular prism whose length,
width and height are (x + 3) meter,
(x – 3) meter and (2x + 5) meter.
(Hint: Volume of rectangular prism
= l x w x h)

4) If I bought (3x + 5) pencils which

cost (5x – 1) pesos each, how much
will I pay for it?
F. Evaluating Answer the prepared evaluation Students 15
learning test. answering the min
A. Find the product of the test.
ff.: Ans.: A)1. 15x9
1. (5x2)(3x7) 2. 3b2 – 6b
2. 3b( b – 2) 3. x2 – 4x – 5
3. (x + 1)(x – 5) 4. a2 – 9n2
4. (a – 3n)(a + 3n) 5. 8c3d2 –
5. -4cd(2c2d + 5cd2) 20c2d3
B. 1. Find the area of a B) ans.
rectangular garden A = LW
whose length is 3x – 4 = (3x – 4)(x +6)
and whose width is x + Area is 3x2 + 14x
6. – 24.
5.REMARKS
6.REFLECTION
A.No. of learners who earned 80% in the evaluation
B.No. of learners who require additional activities for
remediation
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 works?
DETAILED LESSON PLAN

School Grade Level 7

Teacher Learning Area Mathematics
Teaching Dates and Time Quarter Second
1.OBJECTIVES
A. Content Standard: The learner demonstrates understanding of the key
concepts of measurement.
B. Performance Standard: The learner is able to formulate real-life problems
involving measurements and solve these using a variety of strategies.
C. Learning Competencies/Objectives: M7AL-IIe-2
1. Learning Competency: Multiplication and Division of Polynomials
2. Objectives:
A. Divide polynomials such as:
a. polynomial by a monomial
b. polynomial by polynomial with more than one term

B. Solve problems involving division of polynomials

2.CONTENT 1. Topic : Division of Polynomial
3.LEARNING RESOURCES
. A. References
1. Teacher’s Guide pages: pp 140 -144
2. Learner’s Materials pages: none
3. Textbook pages: pp 230-241
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources: Patterns and Practicalities
4.PROCEDURES
Teacher’s Activity Students Activity 2 hrs
A. Preliminary/  Prayer 5 min
Introductory  Monitoring of
Activity attendance
 House rules
B. Motivation/ 5 min
Review
Previous
Lesson

Today we learn more

on polynomials
specifically on Division.
Are you ready!
C. Exploration Group Activity Yes! Ma’am 25 min
 Activity 1: Decoding
( Each group is given
an activity sheet for
them to work) Yesss….
Instruction: You are
given 5 mins. to
answer the activity. Ans.:
The group got the The answer to
correct answer and Activity 1 is PHIDIAS.
first to submit will be
given a surprise
prize.
The time start now…

After five mins. Times

up…
Did you get it? If not,
what went wrong?

Activity 2.
Recall the Tiles. We
can use these tiles to
divide polynomials of
a certain type. Recall
also that division is Ans.: x + 6
the reverse operation
of multiplication. Let’s
see if you can work
out this problem
using Tiles: (x2 + 7x +
6) ÷ ( x + 1).

In Activity 2, note that

the dividend is under
the horizontal bar
similar to the long
division process on
whole numbers.

D. Presentation So, our lesson today 40 min

is Dividing Students listen
polynomials. In doing attentively
it, we must to follow
rules and applying
the laws of exponent.
Rules in Dividing
Polynomials
A. To divide
polynomial by a
monomial, simply
divide each term of the
polynomial by the
given divisor.
Examples:
1) Divide 12x4 – 16x3
+ 8x2 by 4x2
Solution A.

12x4 – 16x3 + 8x2

4x2
= 12x – 16x3 + 8x2
4

4x2 4x2 4x2

2
= 3x – 4x + 2

Solution B. (Long
Division Method)

3x2 - 4x +
2
4x2 12x4 – 16x3 +
8x2
12x4
-16x3
-16x3

8x2

8x2

2) Divide 15x4y3 +
25x3y3 – 20x2y4 by -
5x2y3

15x4y3 + 25x3y3 –
20x2y4
-5x2y3
= 15x y + 25x3y3 -
4 3

20x2y4
-5x2y3 -5x2y3 -
2 3
5x y
= -3x2 – 5x + 4y

To divide polynomial
by a polynomial with
more than one term
(by long division),
simply follow the
procedure in dividing
numbers by long
division.

These are some

suggested steps to
follow:
1) Check the
dividend and the
divisor if it is in
standard form.
2) Set-up the long
division by writing the
division symbol
where the divisor is
outside the division
symbol and the
dividend inside it.
3) You may now start
the Division,
Multiplication,
Subtraction and Bring
Down Cycle.
4) You can stop the
cycle when:
a) the quotient
(answer) has
reached the constant
term.
b) the exponent of
the divisor is greater
than the exponent of
the dividend.

Example:
1) Divide 2485
by 12 207 r. 1
12 ) 2485
24_
8
0__
85
84
1

1
Ans.: 207
12
 2) Divide x2 – 3x X-5
– 10 by x + 2 x+2)x2-3x-10
x2+2x
-5x-10
-5x-10
0
1) divide x2 by x and put the
result on top
2) multiply that result to x +
2 Ans.: x - 5
3) subtract the product to the
dividend
4) bring down the remaining
term/s
5) repeat the procedure from
1.

Any questions and

clarification.

3) Divide x3 - 6x2
+ 11x - 6 by x None, so far
–3

x2 -3x + 2
x-3)x -6x2+11x-6
3

x3-3x2
-3x2+11x
-3x2+ 9x
2x - 6
2x - 6
0
Ans.:
4) Divide 2x3 + 3x2 –
10x – 4 by 2x – 1 x2 – 3x + 2

x2+2x - 4
2x-1)2x +3x2-10x-4
3

2x3- x2___
4x2-10x
4x2-2x___
-8x – 4
-8x + 4
-8
Ans.:
X2 + 2x – 4
5) Divide x4 – 3x2 + 2 −8
by x2 – 2x + 3 2 x−1

x2+2x -2
x2-2x+3)x4+0x3-3x2+0x+2
x4- 2x3+3x2__
2X3-6X2+0X
2X3-4X2+6X
-2X2–6X +2
 -2X2+4X- 6
-10X+8

ANS.:
x2 +2x -2
−10 x+ 8
2
x −2 x +3

E. Developing Answer the following. Students working 30 min

mastery 1) Give the quotient with their group
of each of the
following. 1)
a) 30x2y5 divided by - a) 6
5x2y5 b) 1- 2x2 – 3x4

b) 13x3 – 26x5 – 39x7 c) x2 + 2x + 6

13x3
c)Divide 2x + x3 – 12 by
x–2

2) If I spent (x3 + 5x2 – 2) ans. x + 4

2x – 24) pesos for (x2 +
x – 6) pencils, how
much does each pencil
cost?

3) If 5 is the number
needed to be 3) ans. 2x – 3
multiplied by 9 to get
45, what polynomial is
needed to be
multiplied to x + 3 to
get 2x2 + 3x – 9?
4) ans. x2 - 1
4) The length of the
rectangle is x cm and
its area is (x3 – x) cm2.
What is the measure of
its width?

F. Evaluating Answer the prepared Students answering 15 min

learning evaluation test. the test.
A. Evaluate the ff. Ans. A. 1. 4n3-2n+1
2. b2 – a6
1) 32n4 – 16n2 + 8n 3. 1 – 2rs – 5r2s2
8n 4. 4x + 7
2) a12b15 – a18b13 5. x – 3
a12b13
3) 7r s – 14r3s2 – 35r4s3
2

7r2s
B. 1) 9x2 + 3x - 1
4) Divide 8x2+ 10x-7
by 2x – 1.
 5) Divide x2+2x-15 by
x+5

B. Solving:
1. The distance
covered by a car in
3x hours is 27x3 + 9x2
– 3x. Find the rate of
the car.

5.REMARKS
6.REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No. of learners who require additional
activities for
remediation
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 works?
 DETAILED LESSON PLAN

School Grade Level 7

Teacher Learning Area Mathematics
Teaching Dates and Time Quarter Second
1.OBJECTIVES
A. Content Standard: The learner demonstrates understanding of the key
concepts of measurement.
B. Performance Standard: The learner is able to formulate real-life problems
involving measurements and solve these using a variety of strategies.
C. Learning Competencies/Objectives: M7AL-IIe-g-1
1. Learning Competency: Uses models and algebraic methods to
find the:(a)product of two binomials;(b)product of the sum and
difference of two terms;(c)the square of binomials;(d)cube of
binomial;(e)product of a binomial and a trinomial
2. Objectives:
a. find (a) inductively, using models and (b) algebraically the
1. product of two binomials
2. product of a sum and difference of two terms
3. square of a binomial
4. cube of a binomial
5. product of a binomial and a trinomial

2.CONTENT 1. Topic : Special Product

3.LEARNING RESOURCES
. A. References
1. Teacher’s Guide pages: pp 145 - 151
2. Learner’s Materials pages: none
3. Textbook pages: pp 242-263
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources: Patterns and Practicalities
4.PROCEDURES
Teacher’s Activity Students 3 hrs
Activity
A. Preliminary/  Prayer 5 min
Introductory  Monitoring attendance
Activity  House rules
B. Motivation/ (review on multiplication of 5 min
Review polynomials)
Previous
Lesson What month we’re having now? September
What is the numerical symbol for
the month of September? I’m 9
counting from the back row start on
the left the 9th is the one to stand-
The 9th student
up…
narrate the
(1,2,3… 9)
previous
lesson.
C. Exploration Group of 5, if possible, the same Students is 30
group to make it comfortable. preparing their min
A. Product of two binomials activity paper.
I. Activity
Prepare three sets of algebra tiles
by cutting them out from a page of
newspaper or art paper. If you are
using newspaper, color the tiles
Students
from the first set black, the second
shows interest
set red and the third set yellow.
in doing their
Problem A. activity.
1. What is the area of a square
whose sides are 2cm?
2. What is the area of a rectangle
with a length of 3cm and a width of
2cm?
3. Demonstrate the area of the
figures using algebra tiles.

Problem B
1. What are the areas of the
different kinds of algebra tiles?
2. Form a rectangle with a length of
x + 2 and a width of x + 1 using the
algebra tiles. What is the area of the
rectangle?

(After the required time) Some say

Are you done? “yes” others
say “not yet”
Each group presenting their result.

D. Presentatio A. Product of two binomials Student listen 20

n 1. Using the concept learned in attentively min
algebra tiles what is the area of the
rectangle shown below?
2. Derive a general formula for the
product of two binomials . (a+b)
(c+d).

The area of the rectangle is

equivalent to the product of (a+ b)
( c+ d) which is ac+ ad+ bc+ bd .
This is the general formula for the
product of two binomials
(a+ b)(c+ d) . This general form is
sometimes called the FOIL method
where the letters of FOIL stand for
first, outside, inside, and last.

Example: Find the product of (x + 3)

(x + 5)

First: x . x = x2
Outside: x . 5 = 5x
Inside: 3 . x = 3x
Last: 3 . 5 = 15
(x + 3) (x + 5) = x2 + 5x + 3x + 15 = x2 + 8x
+ 15

B. Product of a sum and difference of

two terms
I. Activity
1. Use algebra tiles to find the
product of the following: 20
a. (x + 1) (x – 1)
min
b. (x + 3) (x – 3) Student are
c. (2x – 1) (2x + 1) eager to work
d. (2x – 3) (2x + 3) with the
algebra tiles.
 Then, they
2. Use the FOIL method to find the show their
products of the above numbers. work.

Questions
1. What are the products?
2. What is the common Students are
characteristic of the factors in the now
activity? comparing
the result of
3. Is there a pattern for the products the two
for these kinds of factors? Give the operation.
rule. They are
able to
Concepts to Remember answer the
The factors in the activity are called guide
the sum and difference of two questions.
terms. Each binomial factor is made
up of two terms. One factor is the
sum of the terms and the other
factor being their difference. The
general form is (a + b) (a – b).

The product of the sum and difference

of two terms is given by the general
formula (a + b) (a – b) = a2 – b2.

C. Square of a binomial

1. Using algebra tiles, find the

product of the following:
a. (x + 3) (x + 3)
b. (x – 2) (x – 2) Student are
eager to 20
c. (2x + 1) (2x + 1)
work again min
d. (2x – 1) (2x – 1) with the
algebra tiles
2. Use the FOIL method to find their some
products. students
working on
Questions: FOIL Method

1. Find another method of Then,

expressing the product of the given comparing
binomials. the result of
2. What is the general formula for the two
the square of a binomial? operation.
3. How many terms are there? Will
this be the case for all squares of
binomials? Why?
4. What is the difference between
the square of the sum of two terms
from the square of the difference of
the same two terms?
Concepts to Remember
The square of a binomial (a±b)2 is
the product of a binomial when
multiplied to itself. The square of a
binomial has a general formula,
(a±b)2 = a2 ± 2ab + b2.

D. Cube of a binomial

A. The cube of the binomial (x + 1)

can be expressed as (x + 1)3. This is
equivalent to (x + 1)(x + 1)(x + 1).
1. Show that (x + 1)2 = x2 + 2x + 1.
2. How are you going to use the Students
above expression to find (x + 1)3? attentively
3. What is the expanded form of (x + observe the 20
1)3? result on the min
cube of
B. Use the techniques outlined above, binomial.
They are
to find the following:
analyzing
how it is
1. (x + 2)3
obtained…
2. (x – 1)3
3. (x – 2)3 Everyone is
working…
Questions: some using
foil for the 1st
1. How many terms are there in product of the
each of the cubes of binomials? square of
2. Compare your answers in binomial
numbers 1 and 2? then,
a. What are similar with the first multiplied
term? How are they different? again by the
last binomial.
b. What are similar with the second
terms? How are they different? Until they
c. What are similar with the third able to
terms? How are they different? obtained the
process and
d. What are similar with the fourth
find the
terms? How are they different?
pattern.
3. Craft a rule for finding the cube of
the binomial in the form (x + a)3.
Use this rule to find (x + 3)3. Check
by using the method outlined in the
activity.

4. Compare numbers 1 and 3 and

numbers 2 and 4.
a. What are the similarities for each
of these pairs?
b. What are their differences?
5. Craft a rule for finding the cube of
a binomial in the form (x –a )3. Use
this rule to find (x – 4)3.
6. Use the method outlined in the
activity to find (2x + 5)3. Can you
apply the rule you made in
number 3 for getting the cube of
this binomial? If not, modify
your rule and use it to find
(4x + 1)3.

Concepts to Remember
The cube of a binomial has the
general form,(a±b)3 =
a3±3a2b+3ab2± b3 .

E. Product of a binomial and a

trinomial

In the previous activity, we have tried

multiplying a trinomial with a binomial.
The resulting product then had four
terms. But, the product of a trinomial Students 20
and a binomial does not always give a listen
mins
product of four terms. carefully and
attentively…

1. Find the product of x2 – x + 1

and x + 1.

2. How many terms are in the

product? Working with
pair…
3. What trinomial should be
multiplied to x + 1 to get x3 - 1 ?
4. Is there a trinomial that can be
multiplied to x – 1 to get x3 + 1?
5. Using the methods outlined in the
previous problems, what should be
multiplied to x + 2 to get
x3 + 8? Multiplied to x – 3 to get x3 –
27?

Questions:

1. What factors should be multiplied

to get the product x3 + a3? x3 – a3?
2. What factors should be multiplied
to get 27x3 + 8?

Concepts to Remember
The product of a trinomial and a
binomial can be expressed as the
 sum or difference of two cubes if
they are in the following form.

(a2 – ab + b2)(a + b) = a3 + b3

(a2 + ab + b2)(a – b) = a3 – b3

E. Developing A. Find the product using Students forming their 10

mastery the FOIL method. Write your group min
answers on the spaces Ans.:A
provided: 1) x2+9x+14
2)x2+12x+32
1. (x + 2) (x + 7) 3)x2-6x+8
4)x2-4x-5
2. (x + 4) (x + 8)
5)2x2+13x+15
3. (x – 2) (x – 4) 6)12x2-5x-2
4. (x – 5) (x + 1) 7)2x2+5x-4
5. (2x + 3) (x + 5) 8)5x4-23x-10
6. (3x – 2) (4x + 1) 9)8x2+10xy+3y2
10)21x2+11xy-40y2
7. (x + 4) (2x – 1)
8. (5x2 + 2) (x2 – 5)
9. (4x + 3y) (2x + y)
10. (7x – 8y) (3x + 5y)
B.
B. Find the product of 1) x2 – 25 10
each of the following: 2) x2 – 4 min
3) 9x2 – 1
1. (x – 5) (x + 5) 4) 4x2 – 9
5) x2 – y4
2. (x + 2) (x – 2) 6) x4 – 100
3. (3x – 1) (3x + 1) 7) 4x2y2 – 9z6
4. (2x + 3) (2x – 3) 8) 9x6 – 16
5. (x + y2) (x – y2) 9) (x + y)2 – 1
10) 4x2+4xy+y2-z2
6. (x2 – 10)(x2 + 10)
7. (4xy + 3z3) (4xy – 3z3)
8. (3x3 – 4)(3x3 + 4)
9. [(x + y) - 1] [(x + y) + 1] C.
10. (2x + y – z) (2x + y + 1)x2+10x+25 10
z) 2)x2-10x+25 min
3)x2+8x+16
C. Find the squares of the 4)x2-8x+16
 following binomials. 5)4x2+12x + 9
6)9x2-12x + 4
1. (x + 5)2 7) 16 –40x+25x2
2. (x - 5)2 8) 1+18x +81x2
3. (x + 4)2 9) x4+6x2y+9y2
4. (x – 4)2 10)9x6-24x3y2 + 16y4
5. (2x + 3)2
6. (3x - 2)2
7. (4 – 5x)2
8. (1 + 9x)2
9. (x2 + 3y)2 10
10. (3x3 – 4y2)2 min

D. Expand
D.
1)x3+15x2+75x+125
1. (x + 5)3
2)x3-15x2+75x-125
2. (x – 5)3
3)x3-21x2+147x-343
3. (x – 7)3
4)x3-18x2+108x-216
4. (x – 6)3
5)8x3 +12x2 + 6x + 1
5. (2x + 1)3
6)27x3-54x2+36x -8
6. (3x -2)3
7)x6-3x4+3x – 1
7. (x2 – 1)3
8)x3+9x2y+27xy2+27y3+
8. (x + 3y)3
9)64X3+144X2Y+108XY2+27Y3
9. (4x + 3y)3
10)8p3-36p2q2+54pq4-27q6
10. (2p -3q2)3
10
E. A. Find the product. min
E. A. Ans.
2
1. (x – 3x + 9)(x + 3) 1) x3 + 27
2. (x2 + 4x + 16)(x – 4) 2) x3 – 64
3. (x2 – 6x + 36)(x + 6) 3) x3 + 216
4. (x2 + 10x + 100)(x – 10) 4) x3 – 1000
5. (4x2 + 10x + 25)(2x – 5) 5) 8x3 – 125
6. (9x2 + 12x + 16)(3x – 4) 6) 27x3 – 64
10
min
B. What should be
multiplied to the following
to get a sum/difference of
B. Ans.
two cubes? Give the
1) x2 + 7x + 49
product.
2) x2 – 8x + 64
3)16x2 – 4x + 1
1. x -7 5) x – 2
2. x + 8 6) x + 11
3. 4x + 1 7) 10x – 3
4. x – 3 8) 3x + 7
5. x2 + 2x + 4
6. x2 – 11x + 121
7. 100x2 + 30x + 9
8. 9x2 – 21x + 49
F. Evaluating Answer the prepared Students answering the 15
learning evaluation test. test. min
Ans.:
A. Simplify the ff. A. 1. h2 + 4h + 4
1. ( h + 2)2 2. 4r2 – 25s2
 2. ( 2r – 5s)(2r + 5s) 3. x3 + 8
3. (x + 2)(x2 -2x + 4) 4. 4x2 -20x + 25
4. (2x – 5)2 5. c2 + 10c + 21
5. (c + 7)( c + 3)

B. Solving: B. Ans.: x2 - 8x + 16

1. What is the area of

square window whose
side is x – 4?

5.REMARKS
6.REFLECTION
A.No. of learners who earned 80% in the
evaluation
B.No. of learners who require additional
activities for
remediation
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 works?
 Activity 1

“ I am the father of Archimedes.” Do you know my nam

Find it out by decoding the hidden message below.

Match Column A with its answer in Column B to know the nam

Archimedes’ father. Put the letter of the correct answer in the
space provided below.

Column A (Perform the indicated operation)

1) (3x2 – 6x – 12) + (x2 + x + 3)

2) (2x – 3)(2x + 3)

3) (3x2 + 2x – 5) – (2x2 – x + 5)

4) (3x2 + 4) + (2x – 9)

5) (x + 5)(x – 2)

6) 3x2 – 5x + 2x – x2 + 6

7) (2x + 3)(2x + 3)

DETAILED LESSON PLAN

School Grade Level Grade 7
Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner translates English sentences to Mathematical
Learning Objectives: sentences and vice versa. (M7AL-IIh-2)
1. Translate English sentences to Mathematical sentences
and vice versa

II - CONTENT Translating English Sentences to Mathematical Sentences

and Vice Versa
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: None
3. Textbook pages: Integrated Mathematics for First Year pages 123-124
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall of The teacher introduces different After the student receive
translation. (10 minutes) mathematical words/phrases the strip of paper, they will
written in a manila paper and find the corresponding
posted in the board. With the words in the manila and
equivalent mathematical paste the strip beside the
expressions and symbols printed in corresponding words.
a strip of paper given to the 25/5 10-6
students, they will paste it beside xy m≥3
its corresponding words. Below are = 2p
the samples: 6 is subtracted from - +
ten, a certain number is greater
than or equal to 3, twice a number,
gives, the product of x and y,
diminished by, the quotient of 25
and 5, increased by
B. Establishing a The teacher tells the students Sharing of thoughts and
purpose for the lesson regarding the importance of ideas.
(5 minutes) learning the lesson in connection
with their real life situations. She
also solicits views from the students
 which can inspire their co-learners
to develop their interests towards
the lesson.
C. Presenting Giving and discussion of examples. After the discussion the
examples /instances of The teacher gives stress on the students are free to ask
the new lesson (25 different keywords that give clue in questions of the terms
minutes) translating mathematical equations they're confused for
and inequalities and vice versa. clarification.
1. The product of a number and five
gives twenty . Answers:
2. Seven added to eleven is 1. 5x = 20
eighteen. 2. 7+11 =18
3. Thirty divided by three equals a 3. 30/3=y
certain number. 4. 40-p˃9
4. Forty diminished by a number is 5. 3x+6≤4
greater than nine 5. The sum of 6. The sum of twelve
thrice a number and six is less than and a number gives
or equal to four. twenty five.
6. 12 + y = 25 7. The product of five and
7. 5x = 30 a number is thirty.
8. m ≥ 11 8. A certain number is
9. 24 /8 ˂ 7 greater than or equal to
10. x+2 ˃5 eleven.
9. The quotient of twenty
four and eight is less
than seven.
10. A number increased
by two is greater than
five.
D. Developing mastery The teacher instructs the students Pair discussion.
Application (10 minutes ) to group by pair, then discuss and ( collaborative effort)
answer the exercises given below:
Translate the following either to Answers:
mathematical equations or 1. The sum of four
inequalities, or vice versa. times a number and
1. 4x + 8 = 10 eight is ten.
2. y - 2 ≤ 5 2. A certain number
3. 12m/3 = 8 diminished by 2 is
4. The sum of fifteen and a less than or equal
numbers is twenty. to five.
5. The product of seven and a 3. The quotient of
number is greater than nine. twelve times a
number and three
gives eight.
4. 15 + y = 20
5. 7a ˃ 9
E. Evaluating Learning Translate the following either to
(10 minutes) mathematical equations or Answers:
inequalities and vice versa. 1. 3x +11 ˂ 3
1. Thrice a number added to 2. 35(2) ÷ 5 = y
eleven is less than three. 3. 42- m = 21
2. The product of thirty five and two 4. The product of five and
divided by five equals a certain twice a number is greater
number. than or equal to six.
 3. Forty two diminished by a 5. Eleven is subtracted
number is twenty one. from the sum of sixteen and
4. 5( 2x ) ÷ 5 ≥ 6 a number gives negative
5. (16 + x ) - 11 = -5 five.

Write your own examples of a mathematical equations and

F. Assignment inequalities with verbal translation.( 2 examples each)
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner differentiates between equations and
Learning Objectives: inequalities. (M7AL-IIh-3)
1. Differentiates between equations and inequalities.
II - CONTENT Differentiating Equations and Inequalities
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages : None
2. Learner's Material pages: 1-3
3. Textbook pages: Elementary Algebra page 121, Integrated Mathematics for
First Year
page 126 - 127
4. Additional Materials from Learning Resource (LR) Portal: None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Short Review The teacher divides the class into 5 After the students form
( Game round robin for groups. Gives each group one strip their groups and receive
20 minutes) of paper where the problem to be the strip of paper for
answered is found and it is good for their activity, they will
 3 minutes only. After they’ve done have to work
it, they will pass the strip of paper to cooperatively for the
the next group until all 5 strips are answer and write their
complete. The teacher pastes on answer in a sheet of
the board the different problems on bond paper given by the
the board. teacher. When
Activity: everybody is done, each
Translate each given into group will paste their
Mathematical or English sentences answer below the
in every strip of paper provided for problem to which it
your answer, then paste it on the belongs.
board beside the given. ANSWERS:
1. A certain number is added to the 1. x + ( 8÷4 ) = 10
quotient of 8 and 4 gives ten. 2. 5y - 3 ≥ 7
2. Five times a number diminished 3. The product of a
by three is greater than or equal to number and the sum of
seven. ten and three divided by
3. x(10+3 ) ÷ 2 = 13 two is equal to thirteen.
4. 7y ˂ 15 4. Seven and a certain
5. 6m - 4 ≤ 1 number is less than five.
5. The difference of six
times a number and four
is less than or equal to
one.
B. Establishing a The teacher asks the students to The students share their
purpose for the lesson examine very well each given and thoughts.
(5 minutes) the corresponding answer of their
review activity.
The teacher solicits the students'
observation and lets them
elaborate.
C. Presenting The teacher discusses the concepts After the discussion the
examples /instances of of equations and inequalities. students are free to ask
the new lesson (15 Equation - a mathematical questions for
minutes) statement that two things are equal. clarification.
A statement that asserts the
equality of two expressions. Equal
sign ( = ) is used.
Examples:
1. 2x = 20
2. 7y ( 8-3) = 35
3. 4-p = 3
Inequality - states the two values
are not equal. Uses the symbols of
inequality: is less than (˂ ), is
greater than ( ˃ ), is less than or
equal to ( ≤ ), is greater than or
equal to ( ≥ ) or not equal to ( ‡ ).
Examples:
1. 2(x+3) ˃ 4
2. 5y ÷ 9 ≤ 8
3. 7m - 2 ˂ 6
After discussing the definition and
examples, the teacher asks the
students to differentiate equation
 and inequality.
D. Developing mastery The teacher instructs the students Pair discussion.
Application (10 minutes ) to group by pair. ( collaborative effort)
Identify if the given is an equation
or inequality. 1. Equation
1. 4x + 8 = 10 2. inequality
2. y - 2 ≤ 5 3. equation
3. 12m/3 = 8 4. equation
4. 15 + y = 20 5. inequality
5. 7a ˃ 9
E. Evaluating Learning Write the difference between
(10 minutes) equation and inequality and give 2
examples each.

F. Assignment How will you know if the given is an equation or inequality?

V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for remediation.

C. Did the remedial

lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner illustrates equations and inequalities in one
Learning Objectives: variable. (M7AL-IIh-4)
1. Illustrate equations and inequalities in one variable.
II - CONTENT Illustrating Equations and Inequalities in One Variable
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: None
 3. Textbook pages: None
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Short Review The teacher asks the students Equation - a
( 10 minutes) regarding the definitions of equation mathematical statement
and inequality. that two things are
equal.
A statement that asserts
the equality of two
expressions.
Equal sign ( = ) is used.

Inequality - states the

two values are not
equal. Uses the symbols
of inequality: is less than
(˂ ), is greater than ( ˃ ),
is less than or equal to
( ≤ ), is greater than or
equal to ( ≥ ) or not
equal to ( ‡ ).
B. Establishing a The teacher asks the students why The students share their
purpose for the lesson is there a need to have review of thoughts.
(10 minutes) the previous discussion? Is it
important for the next lesson?
C. Presenting The teacher asks each student to Their reasons are based
examples /instances of write/illustrate 2 examples of on the definition.
the new lesson (15 equations and inequalities.
minutes) He solicits ideas/reasons why it is
an example of an equation and
inequality?
Discussion of an example:
3x+5=8 , is an equation because it
asserts equality and it has an equal
sign (=).
4a≤12, is an inequality because the
two values are not equal and it uses
the symbol of inequality.
D. Developing mastery The teacher instructs the students ( collaborative effort)
Application (15 minutes ) to group into 5 groups, gives the
manila paper and pen. Each group
is asked to illustrate 5 equations
and inequalities respectively. After
everybody is done, they’ll have to
present their work to the class and
explain.
E. Evaluating Learning The answer for B is
(10 minutes) A. illustrate: based on the definition.
1. 5 equations
2. 5 inequalities
 B. How can you identify that
it’s an equation or inequality?

The students are asked to write something about their

F. Assignment understanding of the lesson.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner finds the solution of linear equation or
Learning Objectives: inequality in one variable. ( M7ALIIi-1 )

1. Find solution of linear equation in one variable.

II - CONTENT Finding Solution of Linear Equation in One Variable

III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages : None
2. Learner's Material pages: 3-5
3. Textbook pages: Elementary Algebra pages121-122,
4. Additional Materials from Learning Resource (LR) Portal: None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A .Mental Arithmetic Let the students do this operation Answers:
(10 minutes) orally. 1. 12 6) 20
1) 2(5)+2 6) 5(4) 2. -9 7) 12
2) 3(2-5) 7) 2(5+1) 3. 30 8) -8
3) 6(4+1) 8) -9+1 4. 1 9) 2
4) –(2-3) 9) 3+(-1) 5. 7 10) 6
5) 3+2(1+1) 10) 2-(-4)
B. Establishing a The teacher tells the students that it
purpose for the lesson is very important to refresh the four
(5 minutes) fundamental operations dealing
with whole numbers and integers
since it would be applied in the
lesson.
C. Presenting In the previous lessons we knew
examples /instances of that mathematical equations is like
the new lesson (25 to complete sentence, such as the
minutes) equation x + 5 = 17 is translated as
“ A certain number increased by
five gives seventeen”. This equation
or statement may or may not be
true depending on the value of x.

In the example x+5=17 may be true

if x=12. So we have
x+5 = 17
12+5 = 17
17=17
We simply substitute x with 12 and
x=12 is called the solution of the
equation.
 Another example:
3x – 9 = 6 if x =5. It may be true
3(5)-9 = 6 substitute x with 5
15 – 9 = 6
6 = 6.
Then x = 5 is the solution.

D. Developing mastery The students are told to group by ( collaborative effort)

Application (20 three and find the solution of the Answer:
minutes ) problem below. For x = -8
Given x + 5 = 13, prove that only x + 5 =13
one of the replacement set { -8, -3, -8 + 5 = 13
5, 8, 11} satisfies the equation. -3 ≠ 13 Therefore
x=-8 is not a solution.

For x = -3
x + 5 =13
-3 + 5 = 13
2 ≠ 13 Therefore
x=-3 is not a solution.

For x = 5
5 + 5 =13
5 + 5 = 13
10 ≠ 13 Therefore
x= 5 is not a solution.

For x = 8
8 + 5 =13
8 + 5 = 13
13 = 13 Therefore
x= 8 is the solution.

For x = 11
11 + 5 =13
11 + 5 = 13
16 ≠ 13 Therefore
x= 11 is not a solution.

The students are asked to write something about their

E. Assignment understanding of the lesson.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.
C. Did the remedial
lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner finds the solution of linear equation or
Learning Objectives: inequality in one variable. ( M7ALIIi-1 )

1. Find solution of linear inequality in one variable.

II - CONTENT Finding Solution of Linear Inequality in One Variable

III - LEARNING RESOURCES
A. References
 1. Teacher's Guide pages : None
2. Learner's Material pages: 3-5
3. Textbook pages: Elementary Algebra pages121-122,
4. Additional Materials from Learning Resource (LR) Portal: None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A.Mental Arithmetic Let the students do this operation Answers:
(5 minutes) orally. 1) 72
1) 8(9) 2) 40
2) 8(3+2) 3) 35
3) (7-2)(4+3) 4) 5
4) (50-5)/9 5) 64
5) 32(2)
B. Establishing a The teacher solicits ideas from the
purpose for the lesson students why is there a need to
(5 minutes) review on the fundamental
operations.
C. Presenting We are done with finding the
examples /instances of solution of a linear equation. Now
the new lesson (20 we will have inequality in one
minutes) variable. We have the same
process as in the previous one, and
later you will discover the difference
between these two.

For example
1. Given x – 2 ˂ 11 this is true
when x =5 or x = 0.
When x = 5
x – 2 ˂ 11
5 – 2 ˂ 11
3 ˂ 11 is true

When x = 0
x – 2 ˂ 11
0 – 2 ˂ 11
-2 ˂ 11 is also
true
Therefore x =5 or x = 0 are the
possible solutions of the given
inequality.
But if x = 20
x – 2 ˂ 11
20 – 2 ˂ 11
18 ˂ 11 is not true because
18 is greater that 11, so it does not Inequality has more
satisfy the inequality . solutions whereas the
equation has only one
So, what can you say about the
solutions of the inequality compared
to an equation?
D. Developing mastery The teacher instructs the students (Collaborative Effort)
Application (30 minutes to the task by 5. Answer:
including discussion of For x = -8
their output ) Given x -3 ≤ 5, find the solutions x-3≤5
from the elements of the -8 - 3 ≤ 5
replacement set -11 ≤ 5 is a
{ -8,-3, 5, 8, 11} that satisfy the solution
inequality.
For x = -3
x-3≤5
-3 - 3 ≤ 5
- 9 ≤ 5 is a
solution

For x = 5
x-3≤5
5-3≤5
2 ≤ 5 is a solution

For x = 8
x-3≤5
8-3≤5
5 ≤ 5 is a solution

For x = 11
x-3≤5
11 - 3 ≤ 5
8 ≤ 5 is not a
solution
Therefore the solutions
of the inequality x -3 ≤ 5
are
{ -8, -3, 5, 8 }

The students are asked to write something about their

E. Assignment understanding of the lesson.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner finds the solution of linear equation or
Learning Objectives: inequality in one variable. ( M7ALIIi-1 )

1. Find solution of linear equation and Inequality in one

variable.
II - CONTENT Finding Solution of Linear Equation and Inequality in One
Variable
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages : None
2. Learner's Material pages: 3-5
3. Textbook pages: Elementary Algebra pages121-122
4. Additional Materials from Learning Resource (LR) Portal: None
 B. Other Learning Resources: None
IV - PROCEDURES
A. Evaluating Learning Match the solutions under Column
( Day 3, 60 minutes B to each equation or inequality in
including checking of one variable under column A.
output ) Remember that in inequalities there
can be more than one solution.
Show your solution at the back of
your paper. Answer:
1. D
Column A Column B 2. J
_____1. 3 + x = 4 A. -9 3. A, B, C, D, E, F,
_____2. 3x – 2 = 4 B. -1 G, H, J, M, N
_____3. x – 1 ˂ 10 C. -5 4. F, H, I, J, K, L, N
_____4. 2x – 9 ˃ -7 D. 1 5. O
_____5. 1/2x + 3 = -3 E. -2 6. B, D, E, F, G, H,
_____6. 2x ˃ -10 F. 4 I, J, K, L, N
_____7. x – 5 = 13 G. -4 7. K
_____8. 1 – x = 11 H. 6 8. M
_____9. -3 + x ˃ 1 I. 11 9. H, I, K, L,
_____10. -3x=15 J. 2 10. C
_____11. 14-5x≤-1 K. 18 11. A, B, C, D, E, G,
_____12. –x+1=10 L. 11 J, M, N, O
_____13. 1-3x=13 M. -10 12. A
N. 3 13. G
O. -12

5. REMARKS
6. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for remediation.

C. Did the remedial

lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves linear equation or inequality in one variable
Learning Objectives: involving absolute value by : (a) graphing; and by (b) algebraic
method. (M7AL-IIi-j-1)
1. Graph the linear equation in one variable in the set of
 integers.
II - CONTENT Solving Linear Equation in One Variable Through Graphing
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: None
3. Textbook pages: Integrated Mathematics for First Year pages 126-128
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall by 3. (10 The teacher gives problem to the Answer
minutes) students to find the solution of the
given equations below. This should 1. x = 5
be done by 3.
2. x = -3
1. x – 2 = 3
3. x = 8
2. x + 4 =1

3. x – 6 = 2

B. Establishing a The teacher solicits ideas from the Sharing of thoughts and
purpose for the lesson students if how they get the answer. ideas.
(5 minutes)
C. Presenting Giving and discussion of examples.
examples /instances of 1. Graph the equation in the set
the new lesson (25 of integers.
minutes) x -2 = 3
x=5

This translates to: What number

minus 2 equals 3? The number is 5
or x = 5, shown here with the solid
dot on the coordinate 5.

0 1 2 3 4 5 6 7 8

2. Graph the equation in the set

of integers.
x+4=1
x = -3

This translates to: What number is

added to 4 will result in 1? The
number is -3 or x = -3, shown here
with the solid dot on the coordinate
-3.
 -8 -7 -6 -5 -4 -3 -2 -1 0

1. Graph the equation in the set

of integers.
x-2=6
x=8

This translates to: What number is

diminished by 2 will result in 6? The
number is 8 or x = 8, shown here
with the solid dot on the coordinate
8.

0 1 2 3 4 5 6 7 8

D. Developing mastery The teacher instructs the students to Pair discussion.

Application group by 5, with the given manila ( collaborative effort)
(20 minutes including paper and pentel pen, they will have
discussion of output ) to graph the equation in it. Answers:
1. x = 3
Graph the equations in the set of
integers.
0 1 2 3 4 5 6 7
1. x + 1 = 4 8
2. x – 3 = 3
3. x + 6 = 2 2. x = 6
.

0 1 2 3 4 5 6 7
8

3. x = -4

-8 -7 -6 -5 -4 -3 -2 -1 0

How did you find solving linear equations in one variable by

F. Assignment graphing?
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves linear equation or inequality in one variable
Learning Objectives: involving absolute value by : (a) graphing; and by (b) algebraic
method. (M7AL-IIi-j-1)
1. Graph the linear inequalities in one variable in the set of
integers.
II - CONTENT Solving Linear Inequality in One Variable Through Graphing
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: None
3. Textbook pages: Integrated Mathematics for First Year pages 126-128
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall by 3. (10 The teacher gives problem to the
minutes) students to find the solution of the
given inequalities below. This
should be done by 3. Answer

1. x + 2 < 3 1.x= {…, -4, -3, -2, -1, 0}

x<1
2. x - 1 ≥ 1
2.x= {…7, 6, 5, 4, 3, 2}
3. x – 6 ≤ 2 x≥2

3.x= {…3, 4, 5, 6, 7, 8}
x≤8
B. Establishing a The teacher solicits ideas from the Sharing of thoughts and
purpose for the lesson students if how they get the answer. ideas.
(5 minutes)
C. Presenting Giving and discussion of examples.
examples /instances of 1. Graph the inequality in the
the new lesson (25 set of integers.
minutes) x+2 <3
x = { …-4, -3, -2, -1, 0 }
x<1
This translates to: What number
added to 2 is less than 3? The
solution set is { …-4, -3, -2, -1, 0 } ,
shown here with the solid dot on the
respective coordinates.

-4 -3 -2 -1 0 1 2 3 4

The replacement set for x in the

previous problem is the set of
integers. However, when the
replacement set for x is the set of
real numbers, the number line with
its solution will appear as shown
below,

-4 -3 -2 -1 0 1 2 3 4
The ray indicates the set of real
numbers without gaps on the
number line, and the open circle on
1 indicates that 1 is not included in
the solution set.

2. Graph the inequality in the

set of integers.
x-1≥1
x= {…7, 6, 5, 4, 3, 2}
x≥2

This translates to: What number is

minus 1 will be greater than or
equal to 1? The solution set is {…7,
6, 5, 4, 3, 2}, shown here with the
solid arrow.

0 1 2 3 4 5 6 7 8

The circle in 2 is closed which

means that 2 is included in the
solution set.

3. Graph the inequality in the

set of integers.
x–6≤2
x= {…3, 4, 5, 6, 7, 8}
x≤8

This translates to: What number is

diminished by 6 will result in less
than or equal to 2? The solution set
is {…3, 4, 5, 6, 7, 8} , shown here
with the solid arrow.
 0 1 2 3 4 5 6 7 8
The circle in 8 is closed which
means that 8 is included in the
solution set.

D. Developing mastery The teacher instructs the students Pair discussion.

Application to group by 5, with the given manila ( collaborative effort)
(20 minutes including paper and pentel pen, they will
discussion of output ) have to graph the equation in it. Answers:
1. x + 1 < 4
Graph the inequalities in the set of x ={…, 0, 1, 2}
integers. x<3

1. x + 1 < 4 0 1 2 3 4 5 6 7 8
2. x – 5 ≤ 3
3. x + 2 ≥ 2 The circle is not closed 8 in
. 3 which means that 3 is not
included in the solution set.

2. x – 5 ≤ 3
x = {…, 4, 5, 6, 7, 8}
x≤8

0 1 2 3 4 5 6 7 8

The circle at 8 is closed

which means that 8 is
included in the solution set.

3. x + 2 ≥ 2
x = {…, 4, 3, 2, 1, 0}
x≥0

0 1 2 3 4 5 6 7 8
The circle is closed at 0
which means that 0 is
included in the solution set.

How did you find solving linear inequality in one variable by

E. Assignment graphing?
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves linear equation or inequality in one variable
Learning Objectives: involving absolute value by : (a) graphing; and by (b) algebraic
method. (M7AL-IIi-j-1)
1. Graph the linear equations and inequalities in one variable
in the set of integers.
II - CONTENT Solving Linear Equation and Inequality in One Variable
Through Graphing
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: None
3. Textbook pages: Integrated Mathematics for First Year pages 126-128
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Evaluation Graph the solution in the set
(60 minutes of integers. Answer
including
checking) 1. x + 4 = 6 1. x = 2

2. x – 2 = 3 0 1 2 3 4 5 6 7 8

3. 2x = 8
2. x = 5
4. x – 3 ˃ 2
0 1 2 3 4 5 6 7 8
 5. 6x ≤ 24
3. x = 4

0 1 2 3 4 5 6 7 8

4. x = { …, 8, 7, 6}
x˃5

0 1 2 3 4 5 6 7 8

5. x = {…, 2, 3, 4}
x≤4

0 1 2 3 4 5 6 7 8

V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves linear equation or inequality in one variable
Learning Objectives: involving absolute value by : (a) graphing; and by (b) algebraic
method. (M7AL-IIi-j-1)
1. Identify and apply properties of equality in solving
problems.
II - CONTENT Properties of Equality
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: 8-11
3. Textbook pages: Integrated Mathematics for First Year pages 132-137,
Elementary Algebra for First Year pages 123-129
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV - PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall by 3. (10 Evaluate 2x + 5 if Answer
minutes) 1. x = 5 1. 2(5)+5 = 15
2. x = -4 2. 2(-4)+5 = -3
3. x = -7 3. 2(-7)+5 = -9
4. x = 0 4. 2(0)+5 = 5
5. x = 13 5. 2(13)+5 = 31
B. Establishing a The teacher solicits ideas from the Sharing of thoughts and
purpose for the lesson students if how they get the answer. ideas.
(5 minutes)
C. Presenting To solve the equations algebraically
examples /instances of we need to use the various
the new lesson (25 properties of equality.
minutes)
1. Reflexive Property – any
number is equal to itself.
Thus, for any real number a,
a=a.
Examples:
a. 3 = 3 b. 7 = 7
2. Symmetric Property – if the
left and right members of an
equation are interchanged,
their values remain the
same. Thus, for any real
numbers a and b, if a = b,
then b = a.
Examples:
a. If 3+5=8, then 8=3+5
b. If 15=18-3, then 18-3=15
c. If 20=4(5), then 4(5)=20
3. Transitive Property – if the
left and right members of an
equation are equal to the
same quantity, then the 2
quantities are equal. Thus,
for any real numbers a, b
and c, if a=b and b=c, then
a=c.
Examples:
a. If 8+5=13 and 13=6+7,
then 8+5=6+7.
b. If 8(5)=40 and 40=2(20),
then 8(5)=2(40).

D. Developing mastery The teacher instructs the students Collaborative effort.

Application to group by 5 and identify the
(20 minutes including property illustrated.
discussion of output ) Answers:
1. 13=13 1. Reflexive Property
2. If 5 = 2+3, then 2+3 = 5 2. Symmetric Property
3. If 8+9=9+8, then 9+8=8+9 3. Symmetric Property
4. 16-5=16-5 4. Reflexive Property
 5. If 6+2=8 and 8=5+3. 5. Transitive Property
then 6+2=5+3

Explain your basis why you decide to have that answer in the activity
E. Assignment above.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?
 DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves linear equation or inequality in one variable
Learning Objectives: involving absolute value by : (a) graphing; and by (b) algebraic
 method. (M7AL-IIi-j-1)
1. Identify and apply properties of equality in solving
problems.
II - CONTENT Properties of Equality
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: 8-11
3. Textbook pages: Integrated Mathematics for First Year pages 132-137,
Elementary Algebra for First Year pages 123-129
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV – PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall What are the properties of equality Answer
(5 minutes) that we have discussed already? 1. Reflexive Property
a=a
2. Symmetric Property
If a = b, then b = a
3. Transitive Property
If a = b and b = c
then a = c
B. Establishing a The teacher tells the students the Sharing of thoughts and
purpose for the lesson importance of the properties in ideas.
(5 minutes) solving equations.
C. Presenting To solve the equations algebraically
examples /instances of we need to use the various
the new lesson (20 properties of equality. Now, let us
minutes) continue discussing the remaining
properties.

4. Addition Property of
Equality(APE)
- if the same number is
added to the left and the
right members of an
equation, the sums are
equal.
- Thus for any real
numbers a, b and c, if
a=b, then a+c=b+c.
Examples:
a. 3+5 = 8 and 3 = 3
If 3=3, then (3+5)+3=8+3,
and 11=11
b. 9+8=17 and 5 = 5
If 5=5, then (9+8)+5=17+5,
and 22=22

5. Subtraction Property of
Equality (SPE)
- If the same number is
subtracted from the left
 and right members of an
equation, the differences
are equal.
- Thus, for any real
numbers a, b and c, if
a=b, then, a-c=b-c.
Examples:
a. 3+5 = 8 and 3 = 3
If 3=3, then (3+5)-3=8-3,
and 5=5
b. 9+8=17 and 5=5
If 5=5, then (9+8)-5=17-5
and 12=12

6. Multiplication Property of
Equality (MPE)
- if the same number is
multiplied to the left and
the right members of
and equation, the
products are equal.
- Thus for any real
numbers a, b and c, if
a=b, then ac=bc.
Examples:
a. (4)(6) = 24 and 3=3
If 3=3, then, {4(6)}
(3)=24(3)
and 72=72.
b. (3)(4) = 12 and 5=5
If 5=5, then {3(4)}
(5)=12(5)
and 60=60

7. Division Property of Equality

(DPE)
- If the same nonzero
number is divided into
the left and right
members of an equation,
the quotients are equal.
- Thus, for any real
numbers a, b and c, if
a=b, then a/c=b/c where
c≠0.
D. Developing mastery The teacher instructs the students Collaborative effort.
Application to group by 5 and identify the
(10 minutes including property illustrated.
discussion of output ) Answers:
1. If 4=4, then (3)(5)(4)=15(4) 1. MPE
2. 9+7=(3+6)+7 2. APE
3. (8+1)-5=9-5 3. SPE
4. If 3=3, then, 15/3 = {3(5)}/3 4. DPE
5. 14-9 = (8+6)-9 5. SPE
E. Evaluation The teacher distributes activity
(20 minutes) sheets to the students for
evaluation.
A – Identify the property shown in Answers:
each sentence. A
1. If 3(4) = 12 and 12 = 2(6), 1. Transitive Property
then 3(4) = 2(6). 2. Reflexive Property
2. 12=12 3. APE
3. If a+2 = 8, 4. Symmetric Property
then (a+2)+(-2)=8+(-2). 5. MPE
4. If 1+5 =6, then 6 = 1+5.
5. If 3x = 10,
then 1/3(3x)=1/3(10)

B- Fill-in the blanks with correct

expressions indicated by the
property of equality to be used. B
1. If 2+5 = 7, 7 = ______ 1. 2+5
(Symmetric Property) 2. (2)
2. (80+4)(2) = 84_____ 3. 10+9
(Multiplication Property) 4. (-9)
3. If 11+8=19 and 19 = 10+9, 5. 3
then, 11+8=_____
(Transitive Property)
4. (3+10)+(-9)=13+_____
(Addition Property)
5. 3 =___(Reflexive Property)

F. Assignment Explain how you decide to arrive your answer in the activity above.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7
Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves linear equation or inequality in one variable
Learning Objectives: involving absolute value by : (a) graphing; and by (b) algebraic
method. (M7AL-IIi-j-1)
1. Identify and apply the properties of inequalities in solving
problems.
II - CONTENT Properties of Inequalities
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: None
3. Textbook pages: Elementary Algebra for First Year pages 123-129
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV – PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall Recall on definition of inequality. Inequality is a mathematical
(5 minutes) sentence where the verb is
one of the following: ≥, ≤, <,
˃ or ≠.
B. Establishing a The teacher tells the students the Sharing of thoughts and
purpose for the lesson importance of the properties in ideas.
(5 minutes) solving equations.
C. Presenting To solve the inequalities
examples /instances of algebraically we need to use the
the new lesson (20 various properties of inequality.
minutes) 1. Addition Property of
Inequality(API)
- for any real numbers a,
b and c, if a < b, then
a+c < b+c.
Examples:
a. If 2 < 3,
then 2 +1< 3 +1
b. If 5 ˃ 4,
then 5 +2 ˃ 4+2

2. Subtraction Property of
 Inequality (SPI)
- If a < b,
then a-c < b-c
Examples:
a. If 2 < 3,
then 2-1 < 3 -1
b. If 5 ˃ 4,
then 5 -3 ˃ 4 -3

3. Multiplication Property of
Inequality (MPI)
- If a < b and c ˃ 0,
then ac < bc.
Examples:
a. If 3 < 5, and c = 2,
then, 3(2) < 5(2)
b. If 4 < 7, and c = 5
then, 4(5) < 7(5)

- If a < b and c < 0,

then ac ˃ bc.
Examples:
a. If 5 < 8 and c = -2,
then, 5(-2) ˃ 8(-2).
b. If 1 < 4 and c = -5,
then, 1(-5) ˃ 4(-5)

4. Division Property of
Inequality (DPI)
- If a < b and c ˃ 0,
a b
then, <
c c
Examples:
a. If 5 < 7 and c = 2,
5 7
then , <
2 2
b. If 1 < 5 and c = 5,
1 5
then , <
5 5

- If a < b and c < 0,

a b
then, ˃
c c
Examples:
a. If 5 < 7 and c = -2,
5 7
then , ˃
−2 −2
b. If 1 < 5 and c = -5,
1 5
then , ˃
−5 −5

D. Developing mastery The teacher instructs the students Collaborative effort.

Application to group by 5 and identify the
(10 minutes including property illustrated.
discussion of output ) Answers:
1. If 4 < 7, and c = 5, 1. MPI
then, 4(5) < 7(5). 2. API
2. If 1 < 10 then, 1+8 < 10+8. 3. MPI
3. If 6 < 7, and c = -1, 4. SPI
then, 6(-1) ˃ 7(-1). 5. DPI
4. If 8 ˃ 7, and c = 5,
then, 8-5 ˃7-8.
5. If 5 < 11 and c = -6,
5 11
then , ˃
−6 −6

E. Evaluation The teacher distributes activity

(20 minutes) sheets to the students for
evaluation.
Identify the property shown in each Answers:
sentence.
1. If x+5 ˃11 then x+5 -5˃11-5. 1. SPI
2. If x < 3, then 2x < 6 2. MPI
3. If x-9 ˃10, 3. API
then, x-9 +9˃10+9 4. DPI
2 4 5. MPI
4. If 2 < 4 then , ˃
−2 −2
5. If 8 < 13 and c = -2,
then, 8(-2) ˃ 13(-2).

F. Assignment Explain how you decide to arrive your answer in the activity above.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves problems involving equations and
Learning Objectives: inequalities in one variable. (M7AL-IIi-j-2)
1. Solve problems involving equations and inequalities in one
variable.
II - CONTENT Solving problems involving equations and inequalities in one
variable.
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: pages 9-12
3. Textbook pages: Elementary Algebra for First Year pages 125-129,
Integrated Mathematics for First Year pages 134 -141
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV – PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Simple recall Recall on the different properties of
(5 minutes) equality.
B. Establishing a The teacher tells the students the Sharing of thoughts and
purpose for the lesson importance of the properties in ideas.
(5 minutes) solving equations and inequalities.
C. Presenting To solve problems on equations
examples /instances of and inequalities in one variable, the
the new lesson (20 properties are to be applied to find
minutes) for the value of the unknown.
Examples:
1. x - 5 = 8
x - 5+5 = 8+5 MPE
x = 13
Checking: x = 13
x–5=8
13 – 5 = 8
8=8

2. 2x + 3 = 9
2x +3 -3 = 9 -3 SPE
2x = 6
2x 6
= DPE
2 2
x=3
Checking: x = 3
2(3) +3 = 9
6+3=9
9=9

3. 5y – 4 = 12 – y
5y-4+4= 12+4 –y APE
5y = 16 – y
5y + y = 16 – y + y APE
6y = 16
6 y 16
= DPE
6 6
2
y=2
3

2
Checking: y = 2
3
5y – 4 = 12 – y

2 2
5(2 )– 4 = 12 – (2 )
3 3

8 8
5( ) – 4 = 12 -
3 3

40 12 36 8
- = -
3 3 3 3
 28 28
=
3 3

D. Developing mastery The teacher instructs the students Collaborative effort.

Application to group by 5 then solve and check
(10 minutes including the given equation. 2(x -4) = 10 + 5x
discussion of output ) 2x – 8 = 10 + 5x DPMA
2(x -4) = 10 + 5x 2x – 8 +8 = 10+8+5x APE
2x = 18 + 5x
2x – 5x = 18 + 5x – 5x SPE
-3x = 18
−3 x 18
=
−3 −3
x = -6

Checking: x = -6
2(x -4) = 10 + 5x
2(-6 -4) = 10 + 5(-6)
2( -10) = 10 + (-30)
-20 = -20

E. Evaluation The teacher distributes activity

(20 minutes) sheets to the students for Answers:
evaluation.
Solve and check the equations 1. x + 3 = 5
below: x + 3 – 3 = 5 – 3 SPE
1. x + 3 = 5 x =2
2. 4x + 7 = x - 8
Checking: x = 2
x+3=5
2+3=5
5 =5

2. 4x + 7 = x – 8
4x +7-7 = x – 8-7 SPE
4x = x – 15
4x – x = x – x – 15 SPE
3x = -15
3x −15
=
3 3
x = -5
Checking: x = -5
4x + 7 = x – 8
4(-5) + 7 = -5 – 8
-20 + 7 = -13
-13 = -13

Write a journal regarding the what you have learned about the
F. Assignment lesson.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?

DETAILED LESSON PLAN

School Grade Level Grade 7

Learning
Teacher Area Math 7
Teaching Dates &
Time (1 day) Quarter Second
I - OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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.
C. Learning Competencies
(Write the LC code for each) The learner solves problems involving equations and
Learning Objectives: inequalities in one variable. (M7AL-IIi-j-2)
1. Solve problems involving equations and inequalities in one
variable.
II - CONTENT Solving problems involving equations and inequalities in one
variable.
III - LEARNING RESOURCES
A. References
1. Teacher's Guide pages: None
2. Learner's Material pages: pages 9-12
3. Textbook pages: Elementary Algebra for First Year pages 125-129,
Integrated Mathematics for First Year pages 134 -141
4. Additional Materials from Learning Resource (LR) Portal : None
B. Other Learning Resources: None
IV – PROCEDURES
STEP TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A.Simple recall Recall on the different properties of
(5 minutes) inequality.
B. Establishing a The teacher tells the students the Sharing of thoughts and
purpose for the lesson importance of the properties in ideas.
(5 minutes) solving equations and inequalities.
C. Presenting To solve problems on inequalities in
examples /instances of one variable, the properties are to
the new lesson (20 be applied to find for the value of
minutes) the unknown.
Examples:
1. x – 2 ˃ 6
x – 2 + 2 ˃ 6 + 2 API
x+0˃8
x˃8

2. x + 15 ˃ -7
x +15-15˃-7-15 SPI
x + 0 ˃ -22
x ˃ -22

x
3. ≥7
6
x
6( ) ≥ 7(6) MPI
6
x ≥ 42

4. 2x ≤ 8
2x 8
≤ DPI
2 2
x ≤4

D. Developing mastery The teacher instructs the students Collaborative effort.

Application to group by 5 then solve the given
(10 minutes including inequality. Answers:
discussion of output )
1. x + 7 < 1 1. x + 7 < 1
2. 3x < 12 x+7-7 < 1-7 SPI
x x + 0 < -6
3. ≥6 x < -6
5
2. 3x < 12
3 x 12
< DPI
3 3
x<4

x
3. ≥6
5

x
5( ) ≥ 6(5) MPI
5

x ≥ 30
E. Evaluation The teacher distributes activity
(20 minutes) sheets to the students for Answers:
evaluation.
Solve the given inequalities 1. x – 11 ˃ 14
1. x – 11 ˃ 14 x -11+11˃14+11
2. 4x < 28 x + 0 ˃ 25
2 1 x ˃ 25
3. x + ≥
5 2
2. 4x < 28
4 x 28
<
4 4
x<7

2 1
3. x + ≥
5 2
2 2 1 2
x+ - ≥ -
5 5 2 5
5−4
x+0≥
10
1
x ≥
10

Write a journal regarding the what you have learned about the
F. Assignment lesson.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners
who require additional
activities for
remediation.

C. Did the remedial

lessons 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?