Annex 1c to DepEd Order No. 42 , s.

2016

GRADE 1 to 12 School Grade Level Seven

DAILY Teacher Learning Area Mathematics
LESSON LOG
Teaching Dates and Time Quarter Second

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard 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 The learner translates Interprets the meaning Differentiate between The learner evaluates
Competency/Objectives English phrases to of a nwhere n is a constants and variables algebraic expressions
Write the LC code for each. mathematical phrases positive integer. in a given algebraic for the given algebraic
and vice-versa. (M7AL-IIc-2) expression. expression.
(M7AL-IIc-1) (M7AL-IIc-3) (M7-IIc-4)

Present the Identify the base and Evaluate an algebraic

keywords/terms/clues/ the exponent. expression.
meaning and the
different symbols of
operations

Translate verbal phrases

to mathematical phrases
and vice-versa.
II. CONTENT
Translation of Verbal Meaning of a n Evaluating an Algebraic
Constants and
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Annex 1c to DepEd Order No. 42 , s. 2016

Phrases to Expression
Mathematical Phrases Variables
and Vice Versa
III.LEARNING
RESOURCES
A. References

1. Teacher’s Guide 147-148 152-155 152-155 152-155

pages
2. Learner’s Materials 117-121 121-122 121-125 121-125
pages
3. Textbook pages Understanding Understanding Understanding Understanding
Mathematics 7 Mathematics 7 Mathematics 7 Mathematics 7
(Pp. 233-238) (Pp. 227-232) (Pp. 227-232) (Pp. 227-232)
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Math LAS 2nd quarter Math LAS 2nd quarter Math LAS 2nd quarter Math LAS 2nd quarter
Resource No. 9 No. 10 No. 11 No. 12
IV. PROCEDURE These steps should be done across the week. Spread out the activities appropriately so that students
S will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with
multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous Present an algebraic Ask someone from the The teacher asks the The teacher requests a
lesson or presenting the expression to the class to do recap on class to differentiate student to differentiate a
new lesson students and let them how to translate verbal exponent from base. constant from a
describe it. phrases to mathematical variable.
phrases and vice-versa.
Restate also the
meaning of different
symbols used in
algebraic expressions.
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Annex 1c to DepEd Order No. 42 , s. 2016

B. Establishing a purpose Explain to the students Show a sample of an Tell the class a brief Present to the 3 boxes
for the lesson that the language of algebraic expression history of algebra and of coins.
algebra is composed of with exponent on it and that an algebraic *Box A(25 cents)-12 pcs
numerals, letters to ask the class if it is expression is *Box B(1 Peso)- 25 pcs
represent unknown familiar to them. composed of constants *Box C(5 Peso)- 15 pcs
numbers and symbol or Ask: What is an and variables. Ask 3 students to find
signs for the operation. exponent? What is the total amount or
base? value in the 3 boxes.

C. Presenting Present to the students Ask: What does 4 3 Define the following: To evaluate an algebraic
examples/Instances of symbols of operations mean? What is its a.) constant– a expression means to
the new lesson and relations with their value? constant is a find for the value of the
corresponding meaning. number on its expression.
own. For Steps to follow in
example, 1 or evaluating algebraic
127; expression.
b.) variable– a 1.Substitute the given
variable is a values for each variable.
symbol, 2.Simplify using
usually letters, PEMDAS.
which 3.Simplify the result.
represent a
value or a
number. For
example, a or
x. In truth, you
have been
dealing with
variables since
pre-school in
the form of
squares (),
blank lines
(___) or other
symbols used
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Annex 1c to DepEd Order No. 42 , s. 2016

to represent
the unknowns
in some
mathematical
sentences or
phrases;
c.) term– a term is
a constant or a
variable or
constants and
variables
multiplied
together. For
example, 4, xy
or 8yz. The
term’s number
part is called
the numerical
coefficient
while the
variable or
variables is/are
called the
literal
coefficient/s.
For the term
8yz, the
numerical
coefficient is 8
and the literal
coefficient is
yz;

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Annex 1c to DepEd Order No. 42 , s. 2016

D. Discussing new Discuss on how to Give examples of Present these examples on

concepts and practicing expand numbers raised algebraic expressions the board and let the
new skills # 1 by exponents. and ask the students to students try to evaluate.
Give examples on how Example: identify the constant/s 1. x+3 y
to translate English 3
and variable/s in them. if x=2 and y=1
10 ×10 ×10=10
phrases to mathematical Solution:
In the expression 103,
phrases. Example 1: Consider x +3 y=2+3 (−1 )=¿ 2 -
Examples: 10 is called the base, 3 = -1
3 is called the exponent, the expression
Translate each verbal 2 = -1
and (103 ¿ is the power. 4 x +3 y +2
phrase into a
Constants: 4, 3 and 2
mathematical phrase. 2
2. 2 x −3 xy + 4 y
3
3 (2 is also called
a.)Ten added to twice a 10 =10 x 10 x 10=1000
constant term) if x=−1and y=2
number x --------- 10 +
Variables: x and y
2x 2 3
¿ 2 (−1 ) −3 (−1 ) ( 2 )+ 4 (2)
b.)A number y
Example 2: Separate
multiplied by seven = 2 ( 1 )−3 (−2 ) + 4 ( 8 )
constants from
-------- 7y
variables of = 2+6+ 32
c.)Twice a number a
3
divided by 3 ------- xz ,mn ,−12 x = 40
2a 4
2 a ÷ 3 or 3
3 Constants: ,−12
4
Variables: xz , mn, x

E. Discussing new Give examples on how The teacher discusses

concepts and practicing to translate on how to simplify
new skills # 2 mathematical phrases to expressions using
English phrases. exponents.
a.)5x – 4
answer: four subtracted 2 ×2 ×2 ×2 ×2
5
from the product of five ¿2
and a number x Exponent is 5, base is 2
b.)3(x + 6) and the power is 25
answer: thrice the sum

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Annex 1c to DepEd Order No. 42 , s. 2016

of a number x and six

c.)P = 2 (L + W)
answer:The perimeter
(P) of a rectangle is
twice the sum of the
length (L) and width
(W).
F. Developing mastery Change each verbal to Identify the base and Identify the constant/s Evaluate the following
(leads to Formative mathematical phrase exponents of the and variable/s in each algebraic expressions
Assessment 3) and vice versa. following expression. algebraic expression. for a= 1, b = -3 and c =
1.A certain number 5.
3
decreased by fourteen. 1. ¿ 8 ¿
2.Eight increased by a 2.)1520 1.)ab + c
certain number. 3.) g12 2.)2ab4 + 2c2
3.Thrice a number 4.)10n +3 0
decreased by five. 3.)a5c3 – 2ab2c2 – 5ab3c
4.) 12 + 4x
5.)2x – 1

G. Finding practical Cite instances in which Highlight the Ask the students to Ask the ideas of the
application of concepts translation is used in importance of exponent give examples of students on the
and skills in daily real life? in different fields of constant values. Add importance of
living. sciences such as in also that the value of evaluating things in
computers, strength of dollar to Peso is an their lives.
earthquake and large example of variable
distances and values. which it changes from
time to time
H. Making generalizations Ask a Let a student sum up Request a volunteer to Call a student and let
and abstractions about volunteer(student) to the discussion. restate how to identify him state the steps in
the lesson summarize the day’s constants and evaluating algebraic
discussion. variables in a given expressions.
algebraic expressions.
I. Evaluating learning Match each verbal Identify the base and Identify the constant/s Evaluate the following

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Annex 1c to DepEd Order No. 42 , s. 2016

phrase under Column A exponents of the and variable/s in each algebraic expressions
to its mathematical following expression. algebraic expression. for x = 2, y = -1 and z =
phrase under Column (Use Exercises found in (Use Exercises found 3.
B. A letter may be used Math LAS 2nd quarter in Math LAS 2nd (Use Exercise found in
more than once. No. 10) quarter No. 11) Math LAS 2nd quarter
(Use Exercises found No. 12)
in Math LAS 2nd quarter
No. 9)
J. Additional activities for
application or
remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
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

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Annex 1c to DepEd Order No. 42 , s. 2016

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?

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