Time

EPER/PStrategy
Frame
Standards of Learning (SOL) Content (Exploration, Presentation, Exercises, Assessment Materials
Graduate (No. of
Reflection)
Attributes Weeks)
Content Performance
Standards Standards
Academic 1. Describe 1. Use Venn 1. Sets and Day 1-2 Quizzes 1. Book – First
1. Critical and illustrate Diagrams to Relations on Exploration Long Grade 7 Grading
Thinker well-defined represent sets, Sets Do the explore activity on p. 5 and answer the Quizzes Mathematics Period
2. Diligent sets, subsets, subsets, and set a. Set following questions. Performance by Gladys (36
Learner universal set operations. representations a. How can you group the objects? Name each Tasks Nievera and sessions)
3. Creative and the null 2. Solve b. Elements of group. (Journal Minie Rose
Learner set. problems a set and well- b. How many groups can you form? Is there an writing, Lapinid
4. Effective 2. Define and correctly defined sets object that belongs to more than one group? exploratory
Communicator describe the involving sets. c. Number of activity, 2. Laptop &
union and 3. Present ideas elements in a Presentation research, Projector
Community intersection of logically and set 1. Students will define set and discuss further the reporting)
1. Cooperative sets and the answers d. Equal and objects in a set. Periodical 3. PPT
Individual complement question equivalent sets 2. Present and differentiate the two ways of Test
of a set. accurately using e. Universal defining a set. 4. Manila
Spiritual Venn diagrams. sets, subsets, 3. Use Act. 1 on p.7 and present how to determine Grading paper
1. Persevering and Venn whether a collection is a well-defined set or not. System:
in Prayer diagram 4. Use Act. 2 on p. 9 and discuss about the 5. Colored
cardinality of a set, empty or null set. Written Work pens/
Human 2. Set 5. Make a distinction between finite and infinite set (WW) crayons
1. Self- Operations using the Act. 3 on p.10. 40%
confidence a. Intersection Performance 6. Math
and union Exercises Task (PT) notebook
Socio- b. Difference of Answer pp. 11-13. 40%
Pastoral two sets Quarterly 7. Math
1.Commitment c. Complement Reflection#1 Assessment Journal
of a set Ask students to have a summary of the lesson (QA) notebook
d. Solving word then ask volunteers to share. 20%
problems 8. Scientific
involving sets Day 3-4 ____ Calculator
using Venn Exploration Total
diagram Do the explore activity on p. 14 and answer the 100% 9. Ruler
following questions.
a. Which sets are equal? 10.
b. Which sets are equivalent but not equal? Protractor

Presentation 11. Pencil &

1. Help students discover the difference of equal Pens
and equivalent sets.
2. Introduce universal sets, subsets, and Venn- 12. Rubrics
diagram after working on the Explore activity on p.
15.
3. Engage students into problem solving by
working on with Act.4 on p. 17.

Exercises
Answer pp. 18-20.

Reflection#2
Ask students to have a summary of the lesson
then ask volunteers to share. The students will
write a letter to an absent classmate. They will
need to explain the lesson in their own way and in
simplified from.

Day 5-6
Exploration
Introduce intersection and union by letting them
work on the Explore activity on p. 21. Let them
study the solution on what fruit Sandra and Marco
both like.

Presentation
1. Help students define intersection and union of
sets.
2. Give more examples and demonstrate on how
to determine the intersection and union of sets.
3. Engage students into the Explore activity on p.
25 and help them discover how to determine the
complement of a set.
4. Discuss how to solve problems using Venn
 diagram.

Exercises
Answer pp. 32-35.

Reflection#3
Do the Reflect activity on p. 31.

Day 7
Long Quiz about Chapter 1.

3. Describe 4. Perform 3. Negative Day 8-9

and illustrate fundamental numbers Exploration
the absolute operations on a. Integers in Begin the lesson by asking the student to answer
value of a integers: real life the Explore activity on p. 43 and lead them to the
number on a addition, b. Absolute concept of negative numbers.
number line subtraction, value of a
as the multiplication, number Presentation
distance of and division. 4. Addition and 1. From the given activity, explain signed numbers.
the number 5. Illustrate the subtraction of 2. Group the class and let them work on with Act.1
from 0. different integers on p. 44 to further illustrate the concept of signed
4. State the properties of the a. Addition of numbers.
different operations on integers 3. Have the class do Act. 2 on p. 45 and lead them
properties of integers b. Subtraction to the discussion of opposite numbers on the
the operations (commutative, of integers number line.
on integers associative, 4. Present ordering of integers by using a number
(commutative, distributive, 5. Multiplication line and let them discover that the order of the
associative, identity, and and division of integers on a number line tells us which number
distributive, inverse.) integers has a greater value.
identity, and 6. Illustrate a. Multiplication 5. Use a picture on p. 47 and let them discover the
inverse.) rational numbers of integers definition of absolute value and ask them the
5. Define and arrange b. Division of question ”Why is the absolute value of a number
rational them on a integers never negative?”
numbers and number line. c. Rules for
arrange them 7. Express operating on Exercises
on a number rational numbers integers Answer pp. 48-49.
line. (both repeating
6. Describe and terminating/ 6. Rational
principal roots non-repeating numbers Reflection#4
and tells and non- a. Defining a Do the Reflect activity on p. 44.
whether they terminating) rational
are rational or from fraction number Day 10-11
irrational. form to decimal b. Ordering a Exploration
7. Describe form and vice rational Present the problem on the Explore activity on
the different versa. number p.50..
subsets of 8. Perform c. Converting
real numbers. operations on fractions to Presentation
8. Describe rational numbers decimals 1. Use colored counters, number line to model
and and illustrate problems using addition and subtraction of
represents their properties. 7. Operations integers.
real-life 9. Estimate the on rational 2. Show students how to add or subtract integers
situations square root of a numbers using calculator.
which involve number to the a. Equivalent
integers, nearest tenth. fractions Exercises
rational 10. Illustrate and b. Adding and Answer pp. 57-60.
numbers, graphs irrational subtracting
square roots numbers fractions Reflection#5
of a rational (square roots) c. Multiplying What is the most challenging part for me in adding
numbers and on a number line and dividing and subtracting integers? What makes it difficult?
irrational with and without fractions What are the things you did not understand?
numbers. appropriate d. Operations
technology. on decimals Day 12
11. Represent e. Order of Performance Task #1
and compare operations Let students do the “What is Your Life
the different Expectancy?” on p. 63.
subsets of real 8. Subsets of
numbers. the real Day 13-14
12. Find the numbers Exploration
union, a. The real Present the problems on the Explore activity on
intersection, and number system pp.64, 65, 66, and 68.
complement of b. Set
the set of real operations Presentation
numbers and its involving real 1. Use a number line to illustrate multiplication and
subsets. numbers division of integers.
13. Arrange real c. Application 2. Present the rules for operating integers.
numbers in of real 3. Students may answer the Act.8 & 9 for
increasing or numbers reinforcement.
decreasing
order. 9. Scientific Exercises
14. Determine Notation Answer pp. 74-75.
the significant a. Writing a
digits in a given number in Reflection#6
situation. scientific Do the Reflect activity on p. 68. Process the ff.
15. Write very notation question: Do you think being mean to someone will
large or very b. Changing likewise encourage that person to mean to others?
small numbers scientific Let them connect their answers to topics being
in scientific notation to presented previously. Ask volunteers to share their
notation. standard answers.
16. Solve notation
problems c. Simplifying Day 15
involving real computations Performance Task #2
numbers. using scientific Let students do the performance task on p. 75.
notation
Day 16-17
Exploration
Ask them to work on Explore activity on p. 76. Ask
a follow-up question, “When dividing integers, is
the result always an integer?”.

Presentation
1. Present rational number and lead the students
to the definition of a rational number.
2. Introduce ordering of rational numbers by letting
them work on the Explore activity on p. 77.
3. Teach the students how to arrange numbers in
descending or ascending order and use number
line to show the location of the arranged rational
numbers.
4. Present the techniques in ordering and
comparing fractions.
5. Introduce converting fractions to decimals

Exercises
Answer pp. 82-83.
Reflection#7
Do the Reflect activity on p. 81. Process the ff.
questions: Do you do house chores? If yes, what
are these? If not, why not?
Let them connect their answers to topics being
presented previously. Ask volunteers to share their
answers.

Day 18-19
Exploration
Let them read the conversation in a pizza
restaurant on the Explore activity on p. 84.

Presentation
1. Present the following:
a. on equivalent fractions
b. on adding and subtracting fractions
c. on multiplying and dividing fractions
d. on operations on decimal fractions
2. Use explore activity on p. 90 to introduce order
of operations.

Exercises
Answer pp. 93-95.

Reflection#8
Do the Reflect activity on p. 91. Process the ff.
questions: When you home from school during
home weekend, which of these tasks do you
prioritize?
Let them connect their answers to topics being
presented previously. Ask volunteers to share their
answers.

Day 20-21
Exploration
Students need to read Explore on p. 96 and
answer the question posed at the end of the
problem. Ask, ”How were you able to answer the
problem?” Have them discuss their answers.

Presentation
1. Discuss the concept of rational and irrational
number and let them differentiate.
2. Use the situation on p.98, Square Roots in
Action, to discuss the square roots of rational
number.
3. Present the diagram of the Real Number
System on p. 102 and let students describe the
relationship of various kinds of numbers in the
system.
4. Present the problem on the Explore activity on
p. 104. Let them study the different ways of solving
the problem.

Exercises
Answer pp. 105-108.

Reflection#9
Do the Reflect activity on p. 105. Process the ff.
questions: What is meant by the term “rational” in
the sentence? What is meant by “irrational
behaviour”?
Let them connect their answers to topics being
presented previously. Ask volunteers to share their
answers.

Day 22-23
Exploration
Students need to read Explore on p. 111.

Presentation
1. Review or reteach exponents and decimals
before teaching scientific notation.
2. Introduce the scientific notation. Let students
discover how to write a very small and a very large
 numbers in scientific notation.
3. Let students apply the steps in changing
decimal number into scientific notation.
4. Discuss how to change numbers in scientific
notation to standard form.

Exercises
Answer pp. 117-119.

Reflection#10
Do the Reflect activity on p. 116. Process the ff.
questions: “Do you realize how infinitely large the
universe is and how insignificantly small each of us
are compared to it? What does this mean to
people who think the world revolves around them
and for them?”
Let them connect their answers to topics being
presented previously. Ask volunteers to share their
answers.

Day 24
Long Quiz about Chapter 2

9. Describe 17. Estimate or 10. Day 25-26

what it means approximate the Measurement Exploration
to measure. measures of a. The To introduce the measurement process, present
10. Describe quantities measurement the problems on Explore activity on p. 129.
the particularly process
development length, b. Nonstandard Presentation
of weight/mass, units of 1. Emphasize to the students that measurement
measurement volume, time, measure involves identifying an attribute, selecting a unit of
from the angle, and c. The measure, and comparing the attribute of the object
primitive to temperature. standard to the unit of measure.
the present 18. Use system of 2. Have students answer the question presented
international appropriate measures on Explore activity on p. 130 to lead students
system of instruments to about the nonstandard units of measures and
units. measure 11. The SI standard systems of measures.
quantities such base units of 3. Show the class how to convert from customary
as length, measure system to metric system.
weight/mass, a. The SI Base 4. Ask students to answer Act. 2 (How Big was
volume, time, units Noah’s Ark?)
angle, and b. Converting Exercises
temperature. units from one Answer pp. 137-138.
19. Convert metric measure
measurements to another Reflection#11
from one unit to c. Fundamental Do the Reflect activity on p. 136. Process the ff.
another for each quantities and questions: “Faith is a sounder guide than reason.
type of their units Reason can only go far, but faith has no limits.”
measurement d. Derived Let them connect their answers to topics being
including the quantities and presented previously. Ask volunteers to share their
English System. their units answers.
20. Solve e. Precision,
problems accuracy, and Day 27-28
involving greatest Exploration
measurements possible error Let students read Explore activity on p. 140.
such as
perimeter, area, Presentation
weight, time, Discuss the following:
speed, a. The SI Base Units
temperature, b. Converting units from metric measure to
volume/capacity, another.
and utilities c. Fundamental quantities and their units
usage (meter c.1 Length
reading). c.2 Mass/Weight
c.3 Time
Others: c.4 Temperature
21. Speak and d. Derived quantities and their units
write with d.1 Area
correct grammar d.2 Volume and Capacity
in presenting d.3 Speed
ideas d.4 Estimation
22. Willingly e. Precision, accuracy, and greatest possible error
perform his
assigned tasks. Exercises
23. Develop the Answer pp. 162-166.
habit of prayer
 24. Develop the Reflection#12
ability to express As a point of reflection, let them do the Reflect
himself. activity on p. 160. Let them consider the quote
25. Efficiently from Construction Digest: “Prefer a loss to
finishes dishonest gain. The one brings pain at the
assigned tasks moment, the other for all time to come.”
with a happy
disposition. Day 29
26. Broaden Long Quiz about Chapter 3
knowledge
through studies
and research
27. Express
insights with the
use of different
media like
literary, visual,
and performing
arts.
28. Observe
proper
mechanics.
29. Articulate
ideas logically
and writes
reflectively in
their reflection
activity.
30. Collaborate
with his fellow
seminarians
during task.

Academic 1. 1. Translate 1. Constants, Day 1-2 Quizzes 1. Book – Second

1. Critical Differentiate verbal phrases variables, and Exploration Long Grade 7 Grading
Thinker between to mathematical exponents Do the explore activity on p. 173 and answer the Quizzes Mathematics Period
2. Diligent constants and phrases and a. Constants, following questions. Performance by Gladys (
Learner variables in a vice versa. variables, and a. Did you use pictures or letters when you wrote Tasks Nievera and sessions)
3. Creative given 2. Evaluate algebraic the pattern in symbols? (Journal Minie Rose
Learner algebraic algebraic expressions b. Can these pictures or letters have different writing, Lapinid
4. Effective expression. expressions for b. Exponential values? exploratory
Communicator 2. Give given values of notation activity, 2. Laptop &
examples of the variables. c. Evaluating Presentation research, Projector
Community polynomials, 3. Identify the numerical 1. Students will study the example on p.174 and let reporting)
1. Cooperative monomial, base, expressions them explained the concept of variables and Periodical 3. PPT
Individual binomial, and coefficient, with exponents constants. Test
trinomial. terms, and 2. Make use of the Explore activity on p. 178 in 4. Manila
Spiritual 3. Define and exponents in a 2. Translating discussing exponential notation. Grading paper
1. Persevering interpret the given and evaluating 3. Use the Explore activity on p. 178 to discuss the System:
in Prayer meaning of an polynomial. algebraic evaluation of numerical expressions with 5. Colored
exponent 4. Derive expressions exponents. Written Work pens/
Human where n is a inductively the a. Translating (WW) crayons
1. Self- positive laws of verbal phrases Exercises 40%
confidence integer. exponents. to algebraic Answer pp. 181-185. Performance 6. Math
4. 5. Illustrate the expressions Task (PT) notebook
Socio- Differentiate laws of b. Evaluating Reflection#1 40%
Pastoral between a exponents algebraic Ask students to do Reflect activity on p. 179. Quarterly 7. Math
1.Commitment mathematical 6. Add and expressions Assessment Journal
expressions subtract (QA) notebook
and polynomials 3. Algebraic Performance Task # 1 20%
mathematical 7. Multiply and expressions Let students do p. 185. 8. Scientific
equations. divide and ____ Calculator
5. Define and polynomials polynomials Day 3-4 Total
illustrate the 8. Find a. Terms in Exploration 100% 9. Ruler
meaning of inductively using algebraic Students need to do the explore activity on p. 186-
absolute models the expressions 187. 10.
value product of two b. Classifying Protractor
binomials, polynomials Presentation
product of a sum c. Simplifying 1. Emphasize to the class the important words that 11. Pencil &
and difference of expressions are used to indicate mathematical operations. Pens
two terms, 2. Let students analyze some common errors in
square of a 4. Adding and writing algebraic expressions and discuss how to 12. Rubrics
binomial, cube subtracting avoid committing such errors.
of a binomial, polynomials 3. Let students recall the PEMDAS rule.
product of a a. Adding 4. Discuss on how to evaluate algebraic
binomial and a polynomials expressions.
trinomial. b. Subtracting Exercises
9. Find polynomials Answer pp. 192-194.
algebraically the
product of two 5. Multiplying Reflection#2
binomials, polynomials Ask students to do Reflect activity on p. 191.
product of a sum a. Multiplying
and difference of polynomials by Day 5-6
two terms, monomial Exploration
square of a b. The laws of Ask students to study the examples presented on
binomial, cube exponents for the Explore activity on p 196 and ask them “What
of a binomial, multiplication is meant by a term of an algebraic expression?”.
product of a c. Multiplying
binomial and a polynomials Presentation
trinomial. 1. Students will define the following: term; variable
6. Dividing term; coefficient; and constant term.
Others: polynomials 2. Students will define polynomials after they study
10. Speak and a. Dividing the Explore activity on p. 197.
write with polynomials 3. Students will be grouped and they will work on
correct grammar the Activity 1 on p. 199.
in presenting 7. Special 4. Use of algebra tiles in representing algebraic
ideas Products expressions.
11. Willingly a. Multiplication 5. Lead students in understanding the concept of
perform his of polynomials equivalent expressions.
assigned tasks. b. Finding the
12. Develop the square of a Exercises
habit of prayer binomial Answer pp. 204-208.
13. Develop the c. Multiplying
ability to express the sum and Reflection#3
himself. difference of Do the Reflect activity on p. 204. Let them reflect
14. Efficiently two terms on the words of La Roche Foucald:
finishes d. Finding the “Few things are needed to make wise man happy,
assigned tasks cube of a but nothing satisfies the fool-and this is why so
with a happy binomial many mankind are miserable.”
disposition. e. Finding the
15. Broaden square of a Day 7
knowledge trinomial Performance Task # 2
through studies f. Multiplying a Let students do p. 208.
and research binomial and a
16. Express trinomial of the Day 8-9
insights with the form (a + b) (a2 Exploration
use of different – ab + b2) and Have class form in dyad and do explore activity on
media like (a - b) (a2 + ab p. 210.
literary, visual, + b2)
and performing Presentation
arts. 1. From the given activity, lead the students to the
17. Observe discussion of the topic on adding and subtracting
proper polynomials by using algebra tiles.
mechanics. 2. Show addition and subtraction of polynomials in
18. Articulate horizontal and vertical format.
ideas logically
and writes Exercises
reflectively in Answer pp. 214-217.
their reflection
activity. Reflection#4
19. Collaborate Do the Reflect activity on p. 214. Let them answer
with his fellow the question: “In what ways is mental discipline
seminarians necessary in performing operations on
during task. polynomials?

Day 10-11
Exploration
Let the students work on the Explore activity on p.
218.

Presentation
1. Present to the class the Laws of Exponents and
let them state the different rules on: multiplying
powers with like bases; raising a power to a power;
raising a product to a power.
2. Students will apply the laws in multiplying
monomials and multiplying two binomials.
3. Teacher will also demonstrate to the class on
how multiply polynomials using algebra tiles.
4. Present to the class the use of FOIL method in
multiplying two binomials.
Exercises
Answer pp. 226-229.

Reflection#5
Let them do the Reflect activity on p.226 and
answer the following questions:
Why are laws and rules important for peace and
order in the school and community?
What do you think will happen if people disregard
the laws?

Day 12
Performance Task #3
Let students do the activity on p. 229.

Day 13-14
Exploration
Have them work on the Explore activity on p.230.
To prepare the students in dividing polynomials,
students will have to do the Activity #2 on p. 231.

Presentation
1. Let students recall the concepts of adding,
subtracting, and multiplying polynomials.
2. Review the rules in scientific notation and laws
of exponents.
3. Teach the students on how to divide monomials,
polynomial by a monomial, and polynomial by a
binomial.

Exercises
Answer pp. 238-240.

Reflection#6
Do the Reflect activity on p. 238. Let them reflect
on the given questions about patience.
 Day 15
Performance Task #4
Let students do the performance task on p. 241 by
group.

Day 16-17
Exploration
Ask them to work on Explore activity on p. 242.

Presentation
1. Demonstrate to the class how to multiply
polynomials and let them discover the general
formulas.
2. Give illustrative examples and discuss further
how to apply the general formulas in multiplying
miscellaneous binomials.
3. Present the special product techniques in
squaring a binomial, sum and difference of two
terms, cube of a binomial, square of a trinomial,
and the product of a binomial and a trinomial of a
special form.

Exercises
Answer pp. 257-259.

Reflection#7
Do the Reflect activity on p. 256.

Day 18
Long Quiz on Chapter 4

Academic 1. Define first 1. Translate 1. Linear Day 1-2 Quizzes 1. Book – Third
1. Critical degree English Equations Exploration Long Grade 7 Grading
Thinker equations and sentences to a. Expressions Let the students do the explore activity on p. 273 Quizzes Mathematics Period
2. Diligent inequalities in mathematical and equations Performance by Gladys (
Learner one variable. sentences and b. Solving Presentation Tasks Nievera and sessions)
3. Creative 2. vice versa. equations 1. Explain to the students the definition of an (Journal Minie Rose
Learner Differentiate 2. Graph the using addition equation and solutions or roots of an equation. writing, Lapinid
4. Effective between solution set of principle 2. Help students to understand what solving an exploratory
Communicator equations and an inequality on c. Solving equation means. activity, 2. Laptop &
inequalities the number line. equations 3. Students will have to state the Addition Principle research, Projector
Community from 3. Translate using of Equality, Properties of Equality, Substitution reporting)
1. Cooperative expressions. word problems multiplication Principle, Multiplication Principle, and Division Periodical 3. PPT
Individual into linear principle Principle. Test
equations and d. Formulas 4. Manila
Spiritual inequalities. Exercises Grading paper
1. Persevering 4. Find the 2. Linear Answer pp. 285-287. System:
in Prayer solution of an Inequalities 5. Colored
equation or a. First degree Reflection#1 Written Work pens/
Human inequality inequalities in Ask students to do Reflect activity on pp. 276 and (WW) crayons
1. Self- involving one one variable 283. Process the following questions: 40%
confidence variable, b. Graphing an All human beings are born equal. Do you believe Performance 6. Math
including one inequality on it? Explain your answer. Task (PT) notebook
Socio- that involves the number line Do you ever notice how some people expect to 40%
Pastoral absolute value c. Graphing receive as much as they give? Quarterly 7. Math
1.Commitment from a given compound Should the love we extend to others always be Assessment Journal
replacement; inequalities equal to the love that we receive from them? (QA) notebook
intuitively by d. Solving Let them connect their answers to the topics being 20%
guess and inequalities presented previously. 8. Scientific
check; by ____ Calculator
algebraic 3. Solving Day 3 Total
procedures ( problems using Performance Task # 1 100% 9. Ruler
applying the linear Let students do p. 289.
properties of equations 10.
equalities and a. Number Day 4-6 Protractor
inequalities); problems Exploration
and by b. Comparison Students need to do the explore activity on p. 290 11. Pencil &
graphing. problems and let them explain the solution of the problem in Pens
c. Motion the activity.
problems 12. Rubrics
d. Work Presentation
problems 1. The teacher will show an example of a first
e. Geometry degree inequality in one variable then describe the
problems parts.
f. Money 2. Define inequality and its solution set.
problems 3. Teach students how to read inequality.
g. Interest 4. Show how to graph inequality on a number line.
problems 5. Let students answer the explore activity on p.
h. Mixture 292 and let them explain the solution of the
problems activity.
6. Discuss compound inequalities and how to
4. Solving graph it.
problems using 7. Introduce solving inequalities by having them
linear study the explore activity on p. 296.
inequalities 8. Present the properties of inequality needed in
solving inequality.

Exercises
Answer pp. 300-303.

Reflection#2
Ask students to do Reflect activity on p. 299.
Process the following questions:
Should we be nice to people only when they are
nice to us, or should we remain nice to people
even when they are mean to us?
What quality of life do you want to live? How do
you intend to achieve it?

Day 7
Performance Task #2
For transfer of understanding have the class works
on the performance task on p. 303.

Day 8-9
Exploration
Have students answer the problem presented on
the explore activity on p. 304.

Presentation
1. Present to the students the steps that can help
them organize their solution to different kinds of
word problems.
2. Present an illustrative example for comparison
problems, motion, work, geometry, money, interest
and mixture.

Exercises
Answer pp. 322-326.

Reflection#3
Do the Reflect activity on p. 310. Process the
following questions:
What does it take to be an entrepreneur?
What risks are involved?
Is it good to be a risk taker? Explain.
Let them connect their answers to the topics being
presented previously.

Day 10-11
Exploration
Let the students study the problem presented on
the explore activity on p. 327.

Presentation
1. Remind the students previously learned
mathematical skills are needed on translating
statements to inequalities and solve them.
2. Steps in solving word problem involving linear
equations will also be applied in problem solving
involving inequalities.

Exercises
Answer pp. 330-331.

Reflection#4
Do the Reflect activity on p. 329. Let them answer
the following questions:
“How do you view your grades?”
“Do you assess your self-worth based on the
grades you received in your report card? Or do you
see grades as benchmarks of your performance
 and take them as a challenge for you to perform
better?

Day 12
Performance Task #3
For transfer of understanding have the class works
on the performance task on p. 331.

Day 13
Long Quiz on Chapter 5

3. Define, 5. Represent a 5. Basic Day 14-15

identify, and point, line, and Geometrical Exploration
name the plane using Concepts and Let class do explore activity on p.339.
subsets of a concrete and Properties
line. pictorial models a. Points, lines, Presentation
4. Define 6. Identify and and planes 1. Explain why points, lines, and planes are called
parallel lines name the parts b. Line undefined terms. Use concrete objects to illustrate
and of an angle. segments, points, lines, and planes.
transversal 7. Determine the rays, and 2. Emphasize the following terms during
line measure of an intersecting discussion: line segment; ray; opposite rays;
angle using a lines congruent segments; intersecting lines; point of
protractor. c. Collinear intersection; collinear; and coplanar points.
8. Illustrate the and coplanar
different kinds of points Exercises
angles: acute, Answer pp. 344-345.
right, and 6. Angles
obtuse. a. Parts of an Reflection#4
9. Identify and angle Do the Reflect activity on p. 343. Process the
illustrate the b. Angle following questions:
different kinds of measurement What other line of work requires an understanding
angle pairs: c. Kinds of of points lines, and planes?
supplementary angles Let them connect their answers to the topics being
angles, presented previously.
complementary 7. Angle Pairs
angles, a.
congruent Supplementary
angles, adjacent and
angles, linear complementary Day 16-17
pair, and vertical angles Exploration
angles. b. Adjacent Let the students read and study the Explore
10. Derive angles and activity on p.346. As they understand the activity
relationships of Linear pair on playing billiards, they will eventually discover
geometric c. Congruent that the measure of the outgoing angle is equal to
figures using angles and the measure of the incoming angle.
measurements vertical angles
and by inductive Presentation
reasoning. 8. Parallel lines 1. Let students describe what an angle is by
11. Illustrate and naming its parts.
parallel lines transversals 2. Discuss to them how to name an angle.
and transversal a. Kinds of 3. Demonstrate how to measure an angle and how
lines lines to draw an angle using protractor.
12. Identify the b. Angles 4. Discuss the kinds of angles.
angles formed formed by
by parallel lines transversals Exercises
but by a c. Parallel lines Answer pp. 350-351.
transversal. and
13. Determine transversals Reflection#5
the relationship Ask students to have a summary of the lesson.
between pair of
angles formed Day 18-19
by parallel lines Exploration
cut by a Have them work on the Explore activity on p.352.
transversal.
Presentation
Others: 1. Emphasize that adding angles is useful in
14. Speak and studying angle pairs.
write with 2. Discuss the following angle pair relationship:
correct grammar complementary angles; supplementary angles;
in presenting adjacent angles; linear pair; and vertical angles.
ideas
15. Willingly Exercises
perform his Answer pp. 357-359.
assigned tasks.
16. Develop the Reflection#6
habit of prayer Do the Reflect activity on p. 353. Process the
17. Develop the following questions:
ability to express Why do we say that vitamins are good
himself. supplements?
18. Efficiently Why do we say that good deeds complement
finishes prayers?
assigned tasks What do you think will happen if people enjoy
with a happy freedom without responsibility?
disposition. What will happen if we enjoy privileges without
19. Broaden limits?
knowledge Let them connect their answers to the topics being
through studies presented previously.
and research
20. Express Day 20-21
insights with the Exploration
use of different Ask them to work on Explore activity on p. 360.
media like
literary, visual, Presentation
and performing 1. Let students compare their definitions to the
arts. following: intersecting lines; perpendicular lines;
21. Observe parallel lines; and skew lines.
proper 2. Using the figure on p. 361, conduct a class
mechanics. discussion on angles formed by transversals.
22. Articulate Define what a transversal line is.
ideas logically 3. Discuss the different types of angle pairs
and writes created by transversal line: corresponding angles,
reflectively in interior and exterior angles, alternate interior and
their reflection exterior angles, and same-side interior and exterior
activity. angles.
23. Collaborate 4. Students will work on Hands-on activity on p.
with his fellow 362.
seminarians
during task. Exercises
Answer pp. 365-367.

Reflection#7
Do the Reflect activity on p. 364. Process the
following question:
“Do you think your vision for yourself is parallel to
 God’s vision for you?
Let them connect their answers to the topics being
presented previously.

Day 18
Long Quiz on Chapter 6

Academic 1. Define 1. Illustrate 1. Relations Day 1-2 Quizzes 1. Book – Fourth

1. Critical betweenness betweenness Involving Exploration Long Grade 7 Grading
Thinker and and collinearity Segments and Let the students do the explore activity on p. 377. Quizzes Mathematics Period
2. Diligent collinearity of of points. Angles Performance by Gladys (
Learner points. 2. Identify and a. Presentation Tasks Nievera and sessions)
3. Creative 2. Define illustrate Measurement 1. Explain that the points of a line can be placed in (Journal Minie Rose
Learner congruent congruent of line correspondence with the real numbers. writing, Lapinid
4. Effective segments, segments, segments 2. Show how to find the distance between a pair of exploratory
Communicator midpoint of a midpoint of a b. points. activity, 2. Laptop &
segment, segment, Betweenness 3. Using the explore activity have the students research, Projector
Community perpendicular perpendicular and collinearity define betweenness. reporting)
1. Cooperative bisector of a bisector of a of points 4. Discuss the following geometrical concepts: Periodical 3. PPT
Individual segment, and segment and c. Midpoint of a congruent segments; midpoint; perpendicular Test
bisector of an bisector of an segment bisector and angle bisector. 4. Manila
Spiritual angle. angle. d. Bisector of 5. Do the Hands-On activity on p. 382 and Grading paper
1. Persevering 3. Define 3. Identify the an angle formulate their conjecture. System:
in Prayer different kinds Euclidean tools. e. 5. Colored
of polygons 4. Use a Perpendicular Exercises Written Work pens/
Human according to compass and lines and Answer pp. 383-385. (WW) crayons
1. Self- the number of straightedge to bisector of a 40%
confidence sides. bisect line line. Reflection#1 Performance 6. Math
4. segments and Ask students to do Reflect activity on pp. 383. Task (PT) notebook
Socio- Differentiate angles and 2. Geometrical Process the following questions: 40%
Pastoral convex from construct Constructions Are your present thoughts, actions, and Quarterly 7. Math
1.Commitment non-convex perpendicular a. Copying preoccupations congruent to your plans and Assessment Journal
polygons. and parallel segments and dreams? (QA) notebook
5. Define and lines. angles Let them connect their answers to the topics being 20%
name the 5. Copy b. Constructing presented previously. 8. Scientific
terms related segments and perpendicular ____ Calculator
to the circle: angles using bisectors and Total
radius, Euclidean tools. angle bisectors 100% 9. Ruler
diameter, 6. Identify and c. Constructing Day 3-4
chord, center, illustrate the parallel lines Exploration 10.
arc, and different kinds of To compare the specific meanings in geometry of Protractor
central angle. polygons 3. Polygons the words sketch, draw, and construct, student will
according to the a. Kinds of have to do first the Explore activity on p. 386. 11. Pencil &
number of sides. polygons Pens
7. Identify the b. Convex and Presentation
parts of a concave 1. Students need to remember to use special 12. Rubrics
regular polygon: polygons marks that indicate right angles, congruent angles,
interior, exterior, c. Sum of the congruent segments, and parallel segments.
and the points interior and 2. Demonstrate how Euclidean tools work in
on the polygon exterior angles copying a segment or constructing congruent
itself. of polygon segment using Hands-On activities on pp. 387-
8. Determine the 4. Circles 388.
sum of the a. Parts of a 3. Demonstrate how to construct perpendicular
measures of the circle bisectors and angle bisectors using Hands-On
interior and b. Congruent activities on pp. 390-391.
exterior angles and concentric 4. Demonstrate how to construct parallel lines
of a polygon. circles. using Hands-On activity on p. 392.
9. Identify the
terms related to Exercises
the circle: Answer pp. 394-395.
radius, diameter,
chord, center, Reflection#2
arc, and central Explain a Procedure: The students will a write a
angle. letter to an absent classmate. They will explain the
10. Identify the lesson on their own way and in simplified form.
congruent and
concentric Day 5-6
circles. Exploration
Help the students define a polygon by asking them
to study the figures in the Explore activity on p.
396.

Presentation
1. Have students define polygon and identify their
parts.
2. Explain the a polygon separates the points of
the plane into three set namely interior of the
polygon, exterior of the polygon, and points on the
polygon.
3. Differentiate convex from non-convex polygon,
and equiangular from equilateral.
4. Define regular polygon.
5. Let students work on explore activity on p.400
and help them to the conclusion about the sum of
the interior angles of a polygon.

Exercises
Answer pp. 402-404.

Reflection#3
Do the Reflect activity on p. 401. Process the
following question:
How does creativity help you investigate problems
in mathematics?
Let them connect their answers to the topics being
presented previously.

Day 7-8
Exploration
To introduce the parts of a circle, students will
work on the Explore activity on p. 405.

Presentation
1. Present the following definitions of the following
terms: circle; radius; chord; and diameter.
2. Discuss how to name a circle.
3. Emphasize that a radius of a circle is not unique.
4. Give the definition of arc, endpoints, semi-circle,
minor arc, major arc, central angle, secant,
tangent, and point of tangency.
5. Illustrate congruent and concentric circles.

Exercises
Answer pp. 409-410..
 Reflection#4
Do the Reflect activity on p. 408. Let them answer
the following questions:
“What does a circle of life’ mean?
“What lesson does it teach us about life?”
Let them connect their answers to the topics being
presented previously.

Day 12
Long Quiz on Chapter 7.

6. Explain the 11. Pose 5. Introduction Day 13-14

basic questions and to Statistics Exploration
concepts, problems that a. Importance Begin the discussion using the explore activity on
uses, and may be of Statistics p.417.
importance of answered using b. Statistical
statistics. statistics deceptions Presentation
7. Describe 12. Use the c. Summation 1. Define statistics.
the data using rules of Notation 2. Explain the importance of statistics.
information summation to 3. Teach students how to identify an authentic and
from the find sums. 6. Collecting valid data.
mean, 13. Collect or and Organizing 4. Discuss what statistical deception is.
median, and gather statistical Data 5. Teach students how to determine some
mode. data and a. Tables statistical deceptions.
8. Discuss the organize the b. Stem and 6. Teach students on how to use the rules of
meaning of data in a leaf diagrams summation to find sums.
variability. frequency table c. Frequency 7. Express the sum using sigma notation.
9. Give the according to distribution 8. Help students how to evaluate sigma notation.
characteristics some systematic d. Graphs 9. Teach students how to properly read a
of a set of considerations. summation notation.
data using the 14. Use 7. Measures of
measures of appropriate Central Exercises
variability. graphs to Tendency Answer pp. 423-425.
represent a. The Average
organized data: b. The Mean Reflection#4
stem and leaf c. The Mode Do the Reflect activity on p. 421. Process the
diagram, d. Comparison following questions:
pictograph, pie of the mean, Do you exaggerate facts to impress one another?
charts, bar median, and Do you hide, rather than confess faults?
graph, line mode Let them connect their answers to the topics being
graph, and e. Average for presented previously.
histogram. the grouped
15. Find the data Day 15-16
mean, median, Exploration
and mode of Measures of Let them work on the Explore activity on p. 426
statistical data. Variation and ask them to answer the following questions:
16. Find the a. In which month were most students in the class
range, variance, Understanding born?
and standard Variability In which month were the least number of students
deviation of b. Ungrouped in the class born?
ungrouped and data What can you infer in the data?
grouped data. c. Grouped
data Presentation
Others: 1. Discuss how useful a table is in presenting data.
17. Speak and 2. Demonstrate how to prepare a table which is
write with properly labeled.
correct grammar 3. Teach students how to organize data using a
in presenting stem and leaf display using the Explore activity on
ideas p. 427.
18. Willingly 4. Present frequency distribution and let them
perform his compare frequency distribution table from stem
assigned tasks. and leaf design.
19. Develop the 5. Introduce graphs by answering the Explore
habit of prayer activity on p. 431-432.
20. Develop the 6. Demonstrate how to construct a pictograph and
ability to express bar graph.
himself. 7. Facilitate a discussion on pie charts, histogram,
21. Efficiently and line graph.
finishes
assigned tasks Exercises
with a happy Answer pp. 437-444.
disposition.
22. Broaden Reflection#5
knowledge Ask students to do the reflect activity on p. 435 and
through studies process the following questions:
and research What are your unique talents?
23. Express How do you develop them?
insights with the Let them connect their answers to the topics being
use of different presented previously.
media like
literary, visual, Day 17-18
and performing Exploration
arts. Present the concept of average by asking them to
24. Observe study the Explore activit on p. 445
proper
mechanics. Presentation
25. Articulate 1. Define measure of central tendency.
ideas logically 2. Present the different measures of central
and writes tendency namely mean, median, and mode.
reflectively in 3. Discuss the advantages and disadvantages of
their reflection the mean, mode, and median.
activity. 4. Differentiate grouped data from ungrouped data.
26. Collaborate 5. Show how to find the average of ungrouped
with his fellow data to grouped data.
seminarians 6. State the formulas for computing the mean,
during task. median, and mode.
6. Discuss on how to find the mean, median, and
mode of a grouped data.

Exercises
Answer pp. 459-464.

Reflection#6
Do the Reflect activity on p. 455.

Day 19
Long Quiz on Chapter 8