Math7 Q3 DLL8

Republic of the Philippines
Department of Education
Region XII
Kidapawan City Division
DAILY LESSON LOG in Math 7

Quarter 3, Week ____
Date: ______
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 Standard 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 Competency/ies The learner translates English sentences to mathematical
sentences and vice versa.
a. To translate English sentences to mathematical
sentences and vice versa.
II-CONTENT LINEAR EQUATIONS

III- LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials pp. 1 – 3 Quarter 3 LM
3. Additional Materials from
learning Resources(LR) portals:
B. Other Learning Resources3 Grade 7 Mathematics: Patterns and Practicalities
By: Gladys C. Nivera, Ph.D.
pp. 214 – 218
Elementary Algebra (SEDIP I)
pp. 82 – 84, 117 – 118
C. Values Integration Truthfulness
IV- PROCEDURES
A. Reviewing previous lesson or Let the students write algebraic expressions on the board, and
presenting the new lesson have somebody to read it.
B. Establishing a purpose for the Smileys
lesson Smileys or emoticons are letters and symbols that look like
faces when turned sideways. Paste the emoticons below
beside their meanings. (Board Work)
:-) x-( ;-) (((H))) :-] |-O
:-( :-S 8-P :----} :+D :-@
_____Winking _____Sad _____Big hug

_____Smiling _____Screaming _____Yawn
_____Laughing _____Yuck! _____Shocked
_____Mad _____Pinocchio _____Confused
C. Presenting illustrative In translating verbal sentences into algebraic equations, it is

examples/instances of the lesson important to know the words that are used to indicate
mathematical operations.
Group the learners and let them arrange the phrases below
in the given table. They will post their output on their group
station after 5 minutes.
plus subtracted from times the quotient of
the product of less than added to minus
the sum of multiplied by the ratio of is
divided by results to the total of more than
is equal to gives the difference of
increased by diminished by decreased by
= +  x ÷
D. Discussing the new concepts Activity: “EQUALLY TRANSLATED”

and practicing new skills#1 The learners are divided into two and they will stand on the
opposite side of the classroom. Each of them is given a strip of
paper, the first group will be holding the mathematical
translation while the second group holds the verbal translation.
A batch of 5 learners will find their corresponding partners and
present their answer on the center of the class.
(Sample paper strips)
𝑥−2=3 Two less than a number x

results to three.
3𝑥 = 15 Thrice a number x gives

15.
E. Discussing the new concepts Each group will answer the following questions and share their
and practicing new skills#2 answer to the class.
1. How did you find the corresponding translation of your
strip of paper?
2. Did you encounter any difficulty in finding the answers?
Why?
3. What concept did you apply?
F. Developing mastery(Leads to Let’s Do a Team Quiz!
formative assessment) Regroup the learners with 5 members each group. They will
be given boards where they will write their answers. The
question will be read by the teacher thrice and they will be
given 40 sec. to answer.
1. Translate the following into mathematical sentence.
a. Three times a number is equal to nine.
b. The sum of a number and twelve is seven.
c. The difference between 21 and a number 𝑎 is 5.
2. Translate the following into English sentences.
a. 𝑥 − 5 = −7
b. 2𝑥 − 6 = 4
12
c. 𝑥 = 2
G. Making generalizations and 1. What is the difference between the verbal translation of a
abstractions about the lesson mathematical expression from that of a mathematical
equation?
2. Can an algebraic equation be express in different verbal
phrases? Why or Why not?
H. Finding Practical applications In translating verbal sentence to an algebraic equation, a
of concepts and skills in daily living single word can make a difference. Thus, it is important to
interpret every word in the statement correctly.
In our dealings with others, what we say and how we say
it are without doubt very important. In what ways can the
misunderstanding of what has been said lead to trouble? Cite
some examples.
I. Evaluation of Learning 1. Write the equivalent mathematical sentence of;
a. A number 𝑦 diminished by five gives three.
b. Three-fourths of a number is nine.
2. Write two equivalent verbal sentence of 3𝑎 − 4 = 2𝑎.
J. Additional activities for Write two of your own mathematical equation with verbal
application or remediation translation.
V. REMARKS
VI. REFLECTION
A. No. of learners who B. No. of learners who C. Did the remedial D. No. of learners who
earned 80% in the scored below 80% who lessons work? No. of continue to require
evaluation: ________ needs additional learners who have remediation:
activities for caught up with the _________
remediation: _______ lesson: ______
E. Which of my teaching strategy/ies worked well? Why did these work?
F. What difficulties did I encounter with my principal or superior can help me solve?
Date: ______________ Checked by: ________________

Mathematics Department Head

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Republic of the Philippines

DAILY LESSON LOG in Math 7

II-CONTENT LINEAR EQUATIONS

:-) x-( ;-) (((H))) :-] |-O

:-( :-S 8-P :----} :+D :-@

___Winking _Sad ___Big hug

C. Presenting illustrative In translating verbal sentences into algebraic equations, it is

D. Discussing the new concepts Activity: “EQUALLY TRANSLATED”

(Sample paper strips)

𝑥−2=3 Two less than a number x

3𝑥 = 15 Thrice a number x gives

E. Which of my teaching strategy/ies worked well? Why did these work?

Date: Checked by: __

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