WEEK 8.docx

DAILY LESSON LOG
School Grade Level 7
Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter SECOND
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
1. 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.
2. 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.
3. Learning
Competencies /
Objectives
The learner differentiates
between equations and
inequalities. (M7AL - IIh - 3)
The learner Illustrates linear
equation and inequality in
one variable.
(M7AL - IIh - 4)
The learner finds the solution of linear equation or
inequality in one variable. M7AL- II-1
a Differentiate equations
from inequalities
b. Determine whether a
mathematical sentence is an
equation or an
inequalities
c. Apply the concepts of
equations and inequalities in
real life situations.
a. Identify linear equations
and inequalities in one
variable.
b. Translate verbal phrases
into linear equation/
inequality in one variable
and vice versa
c. Value accumulated
knowledge as means of new
understanding.
a. Identify and apply the
properties of equality.
b. Find the solution of an
equation and inequality
involving one variable from a
given replacement set by
guess and check.
c. Value accumulated
understanding.
a. Find the solution of an
inequality involving one
variable from a given
replacement set by guess
and check.
b. Value accumulated
understanding.

II. CONTENT
DIFFERENTIATES
EQUATIONS AND
INEQUALITIES
LINEAR EQUATION AND
INEQUALITY IN ONE
VARIABLE
SOLVING LINEAR EQUATIONS AND INEQUALITIES IN ONE
VARIABLE
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
pp 1- 5 pp 1- 4 pp 1- 4, 154-156 pp 1- 4, 154-156
2. Learner’s
Materials
pages
pp 1- 2 pp 1- 2 pp 1- 2 pp 1- 2
3. Textbook
pages
Ref. Elementary Algebra page
123
e- math by Oronce, Orlando
A. and Mendoza, Marilyn O.
pp. 227- 228
Elementary Algebra I by Li,
Bernardino Q. and Misa,
Estrellita L. pp. 193- 195
Elementary Algebra I by Li,
Bernardino Q. and Misa,
Estrellita L. pp. 193- 195
e- math by Oronce, O.A, &
Mendoza, M.O. pp. 313-
323
4. Additional
Materials from
Learning
Resource (LR)
portal
https://ph.images.search.yah
oo.com/
https://www.brighthubeducati
on.com/lesson-plans-grades-
3-5/102267-the-three-types-
of-angles/
https://www.mathworksheet
s4kids.com/inequalities.php
B. Other Learning
Resources
LCD, Laptop,
Pictures/Illustrations/Figures
LCD, Laptop,
LCD, Laptop,
LCD, Laptop,
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Directions: Study and analyze
the pictures. Arrange the
following pictures according to
their groups.
HEP! HEP! HOORAY!
Write Hep! Hep! if the
following mathematical
Mental Arithmetic: How many
can you do orally?
Minute to Win it!!!
Each participant will be
given 1 minute to solve the
given equation mentally.

expression is a linear
equation and Hooray! if it
is inequality.
1. x - 2 = 5
2. 10 + 3z = 2
3. 4x > 7
4. 9x + 20 = - 15
5. 10x -9 < 4x - 7
6. 5y - 7 = 3y + 4
7. 2x ≤ 4x - 7
8. 12x ≥ 13x - 5
9. 6x + 2 = 9
10. 3x + 5 = 7
1) 2(5) + 2 6) 5(4)
2) 3(2 – 5) 7) 2(5 + 1)
3) 6(4 + 1) 8) – 9 + 1
4) –(2 – 3) 9) 3 + (–1)
5) 3 + 2(1 + 1) 10) 2 – (–4)
Each correct answer
corresponds to 1 point.
Highest accumulated points
win the game.
1) 9 + v = –7
2) 2 = 10b
3) 4 + n = –5 + (–9)
4) –2 = –4 + x
5) –7 = –8t – 12t
6) k + 9 = 7
7) 11n – 6n = 6
8)
𝑠
10
= 7
9) 12=
𝑥
5
10)
1
2
x = -10
B. Establishing a
purpose for the
lesson
1. How do you group the
pictures in the previous
activity?
2. How would you describe
each group?
3. Give other things that can
be part of each group?
A. Preliminaries
Match the different words
in Column A to their
mathematical operations
in Column B. Use the
different towns in Column
A and its corresponding
landmarks in Column B as
clues.
Directions: The table below
shows two columns, A and B.
Column A contains
mathematical expressions
while Column B contains
mathematical equations.
Observe the items under
each column and compare.
Answer the questions that
follow.
Column A
Mathematical Expressions
Column B
Mathematical Equations
x + 2 x + 2 = 5
2x – 5 4 = 2x – 5
Inequalities help you
describe relationships.
Study the different pictures
below and answer the
questions that follow.
Children under
5 FREE
Entrance

x x = 2
7 7 = 3 – x
___________ ___________
___________ ___________
1. Name three speeds that
will show that a driver is a
law abiding citizen. Is a
driver who is traveling at 10
kph driving at a legal
speed?
2. Name three ages of
children who can enter the
park free of charge. Can a
child who is 5 years old
enter for free?
3. Name three amounts of
gifts that you can buy for the
Kris Kringle.
C. Presenting examples/
instances of the
lesson
Directions: The table below
shows examples of equations
and inequalities.
Equation Inequalities
0 = 0
3 + 3 + 3
+3 + 3 =
3(5)
2 + 3 = 4 +
1
-2 > 2
3 (x + 5) > 3x
+ 5
2x ≤ 3x
7x < 25
6x ≥ 37
Linear equation in one
variable is an equation
which can be written in the
form of 𝑎𝑥+𝑏=0, where a
and b are real-number
constants and 𝑎 ≠ 0.
Inequality is a
mathematical sentence
indicating that two
expressions are not equal.
Illustrative example:
Mathematical equation with
one variable is similar to a
complete sentence. For
example, the equation x – 3 =
11 can be expressed as,
“Three less than a number is
eleven.” This equation or
statement may or may not be
true, depending on the value
of x. In our example, the
statement x – 3 = 11 is true if x
= 14, but not if x = 7. We call x
Based on the evaluation,
the inequality was satisfied
Spend
between
P100 to
P300 for
a gift.

5x + 2 =
12
4 (x - 3) =
-4
line
ar
equ
atio
n
Inequ
ality
in one
variab
le
Non
e of
the
two
𝑥+2
≥2
𝑥+3
=5
2𝑦−
5=0
𝑥<0
2𝑥÷
𝑦=3
3𝑒+
𝑓≤6
= 14 a solution to the
mathematical equation x – 3 =
11.
Based on the evaluation, only
x = 8 satisfied the equation
while the rest did not.
Therefore, we proved that
only one element in the
replacement set satisfies the
equation.
if x = –8,–3, 5, or 8. The
inequality was not satisfied
when x = 11. Therefore,
there are 4 elements in the
replacement set that are
solutions to the inequality.
D. Discussing new
concepts and
practicing new skills
#1
LIKE OR UNLIKE
Directions: Tell whether the
given is an equation or an
inequality. Choose for
equation and choose if it is
inequality.
1. 12 =12
2. -5 < 5
Where do I belong?
One group of student will
pick mathematical
sentence and the other
group will pick its
corresponding
mathematical equation.
They should find their
partner by matching their
corresponding
and equation.
First Group
Complete the following table
by placing a check mark on
the cells that correspond to x
values that make the given
equation true.
VALUES OF X
-4 -1 0 2 3 8
0=2x + 2
1
2
(𝑥 − 1)
= −1
Tell whether the given
number is a solution of the
given inequality or not.
a) x ≤ 40 ; 30, 40, 45
b) a ˂ 5 ; 2, 6, 3
c) g ˃ -8 ; -7, -9, 0

3. (8x + 4) - ≥ 8x - 4
4. 3x - 9 = 6
5. 0 > -3
6. x- 4 > 9
7. x - 10 ≠ x + 10
8. ab > a + b
9. 7(7) = 72
10. x ≥5
1) 8 more than a number
is 28
2) a number subtracted
from 28 is 8
3) 28 less than a number
is 8
4) the product of a number
and 8 is 28
5) the sum of a number
and 28 equals 8
Second Group
1) x – 28 = 8
2) x + 28 = 8
3) x + 8 = 28
4) 28 – x = 8
5) 8x = 28
E. Discussing new
concepts and
practicing new skills
#2
Answer the following
questions:
1. How do you compare the
values of the left and the right
side of an equation? Of an
inequalities?
2. What symbol is used to
define equality? How about
inequality?
1. How many variables
are there in linear
equation?
2. When do we say that
the equation or inequality
has one variable?
3. What is the general
form of inequality in one
variable?
A.
1) How are items in Column
B different from Column A?
[Possible answers: One
mathematical expression is
given in Column A, while
items in column B consist
of two mathematical
expressions that are
connected with an equal
sign; Column B contains
an equal sign.]
2) What symbol is common in
all items of Column B?
[Answer: The equal sign
1. What is inequality?
2. How would you identify if
the given mathematical
statement is an inequality?
What are the symbols used
to express inequality?
3. How do you solve for the
solution of an inequality?

“=”]
3) Write your own examples
(at least 2) on the blanks
provided below each column.
[Answers: Column A:
ensure that students give
mathematical expressions
(these should not contain
any statement or equality
or inequality (such as =, <,
, or ). Column B:
students should give
statements of equality so
their examples should
contain “=”)
B.
1. How can we identify the
solution to a given linear
equation?
2. Are there any examples of
linear equations that have
more than one solution?
F. Developing mastery
(Leads to Formative
Assessment 3)
Directions: Determine whether
each of the following is an
equation or an inequality.
1) 2x = 12 6) 3(5x-
7) ≤24
2) 5xy – 3 = 27 7) 3xy +
6 ≥ 56
In the list below, encircle
the following expressions
which are in general form
and box those are not and
translate
1. 2𝑎+2=7
2. 5+2𝑦=3
3. 8𝑦+3=1
Solve for the value of x to
make the mathematical
sentence true. You may try
several values for x until you
reach a correct solution.
1) x + 6 = 10
2) x – 4 = 11
3) 2x = 8
Find the solution set of the
following inequalities over
the set of whole numbers.
1) w ≤ -2
2) b ≥ 0
3) r ˃ -6
4) -1 ≤ x ≤ 0
5) 14 ˃ m ˃ 0

3) x+4 = 4 + x 8) -4x(x-
2) = -60
4) 2(x+3) < 15 9) 3x² -
7x ≠ 16
5) 𝑥2 -8 > 5 10) 28 +
34 = 1
4. −2+4𝑎=2
5. 10𝑤+3=1
4) 15𝑥=3
5) 5 – x = 3
G. Finding practical
applications of
concepts and skills in
daily living.
Directions: Place the symbol <,
>, or = inside the heart to
make each sentence true.
1. 10 - 10
2. 5³ 3(5)
3. -3 + 4² 5² - 12
4. 9 + (- 5) 2²
5. (5 + 4) 2 5(4 + 2)
6. 3+2 2+3
7. (12 – 8) + 9 12 (-8+9)
8. 3 (-2) -2(3)
9. 3(x+4) 3x+4
10. 6(3) 24
In all problems use 𝑥 as
the variable and give what
is being asked for each of
the following situation then
identify whether linear
equation or inequality.
1-3. Aaron is 5 years
younger than Ron. Four
years later, Ron will be
twice as old as Aaron.
1. Illustrate Aaron’s
present age
2. Illustrate Ron’s age
after 4 years
3. Illustrate Aaron’s age
4-5. Mara’s score in Math
exam is twice the score of
Lina. The sum of their
scores is less than 70.
4. Illustrate Mara’s age
5. Illustrate the solution to
find the scores of Mara
and Lina
Find the solution for every
below.
1. 3𝑥=15
2. 2𝑥+1=9
3. 7−𝑥=3
4. 8𝑥=4
5. -5 =
𝑥
12
A. Find the solutions for the
following inequalities when
the replacements for the
variable are:
1) All the whole numbers.
a) x ˂ 7 b) y˂ -2
2) All the counting numbers
a) d ˂ -2 b) e ˂ 8
3) All the integers
a) h ≤ -3 b) j ≥ 0
B. Find the solutions for the
following inequalities.
1) at least 8 glasses of
water
2) grade less than 75
3) scores greater than 5
from a 10- item test

H. Making
generalizations and
abstractions about
the lesson
Equation – a mathematical
sentence indicating that two
expressions are equal. The
symbol “ = “ is used to denote
equality.
Inequality – a mathematical
expressions are not equal. The
relation symbols <, >, ≤,≥,𝑎𝑛𝑑
≠ are used to denote
inequality.
Linear equation in one
variable is an equation
which can be written in the
form of ax + b = 0, where
a and b are real-number
constants and a ≠ 0.
Inequality is a
indicating that two
expressions are not equal
Mathematical equation- a
mathematical statement that
shows two numbers or two
expressions are equal.
Mathematical expression- it
does not contain any sign of
equality or inequality
In a linear equation there is
always only one particular
solution
Inequality – a mathematical
expressions are not equal.
The relation symbols <, >,
≤,≥,𝑎𝑛𝑑 ≠ are used to
denote inequality.
We can solve for the
solution of an inequality
using Guess and Check.
But there is another method
which is solving
algebraically using the
different properties of
inequality.
I. Evaluating learning A. Directions: Indicate whether
the given is an equation or an
inequality.
1. x>24
2. 2x+ 6 = 10
3. 3(3)≤ 9
4. 22 – x > 12
5. 6x - 8 = 22
4. (2+5)9 =2(5+9)
7.5(x+4) > x +4
8.x + 3x = 8
Illustrate the following
verbal phrases in
mathematical phrases and
identify whether linear
1. 6 is not less than x
2. Value of x is less than 14
3. Altogether of 9 and two-
thirds of k alike 13
4. 8 divides total of 3 times
f and six equals 3
5. Value of x is not greater
than 18
Fact or Bluff
Write Fact if the number in
the parentheses a solution of
the given equation.
Otherwise, Bluff.
1. a + 9 = 12 (21)
2. -7c = -3 (4)
3. 3d + 15 = 3 (-4)
4. 11g= -77 (7)
5. 8y – 2 = -10 (-1)
Cross out the number that is
not a solution in the given
inequality.
1) 2x ≥ 8 {3 4 5 6}
2) x – 3 < 9 { -16 18 10 3}
3) 20 ≥ 2x {5, 7, 10, 20}
4)
𝑥
3
˃ -3 { -4, -6, -12, 0}
5) 5 ˂
𝑥
5
{ 1, 5,10, 25}

9.9.4x + 2x ≥7x - x
10. x
x
x
5
8
2
6 2


J. Additional activities
for application or
remediation
A. Directions: Identify whether
each given mathematical
sentence is an an equation or
an inequality.
1. x = x
2. -5x > 26
3. xyz ≠ abc
4. 7(3x + 1) ≤ 49
5. 6
3
1

x
B. Study : Properties of
Equality
a. Give the property of equality
illustrated.
1. If x = y, then y = x
2. If 2x = 10, then x = 5
3. If b + 7 = 13, then b = 6
1. Review
Complete the table below.
Verbal Phrases
Mathematical Expressions
1. 6 is not less than x
_________
2.
______________________
___ 𝑥<14
3. Altogether of 9 and two-
thirds of k alike 13
_________
4. 8 divides total of 3 times
f and six equals 3
_________
5.
______________________
___ 𝑥<18
2. Study
Identify whether the given
value of x satisfies the
1. If 𝑥=2; 2𝑥=4
2. If 𝑥=3; 3𝑥>2
3. If 𝑥=4; 𝑥−2=2
4. If 𝑥=5; 10−𝑥=4
5. If 𝑥=6; 𝑥3≥2
Review
Find the solution of the
following.
1. 3𝑥 = 4.5
2. 2𝑥 =
20
2
3. 3+𝑥=4
4. 𝑥−10=−1
5.
5𝑓
5
= 1
1. Review
Find the solution of the
following.
1. 𝑥>1.5
2. 2𝑥=10
3. 3+𝑥=4
4. 𝑥−10=−1
5. 2𝑥<8
2. Study
Enumerate the different
properties of equality.

V. REMARKS
VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help

me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

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