Republic of the Philippines
Department of Education
I-OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency/ies
II-CONTENT
III- LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Additional Materials from
learning Resources(LR) portals:
B. Other Learning Resources3
C. Values Integration
IV- PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting illustrative
examples/instances of the lesson
Region XII
Kidapawan City Division
DAILY LESSON LOG in Math 7
Quarter 3, Week ____
Date: ______
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.
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.
The learner solves problems involving equations and
inequalities in one variable.
a. To solve problems involving linear equations in one
variable. (Number & Age Problem)
LINEAR EQUATIONS
Math LM Quarter 3 pp. 12 – 15
DLM 1 – Unit 5: First Degree Equations and Inequalities in One
Variable pp. 15 – 22
Elementary Algebra. 2002
p. 137 – 142
Grade 7 Mathematics: Patterns and Practicalities
pp. 310 – 332
PERSEVERANCE
Review the lesson on translating phrases to algebraic
expressions and solving linear equations in one variable.
Guess My Number
I have a number. If you increase it by 3, multiply the sum by
5, and subtract 10 from the product, the result is 25.
Can you guess my number? ans. 4
The rudiments of algebra can help us find the mystery
number in a more efficient and systematic way.
The following steps can help you organize the solution to
different kinds of word problems.
1. Understand the problem.
a. Read the problem carefully.
b. Identify what is given and what is being
asked.
c. Select a meaningful variable to represent an
unknown quantity in the problem and
represent any other unknowns in terms of
that variable.
2. Write the equation.
a. Translate the phrases into algebraic
expressions.
b. Use the condition(s) in the problem to write
the equation.
3. Solve the equation and state the answer.
4. Check
a. Check that your answer satisfies the
conditions stated in the problem.
Example 1: The sum of two numbers is 44. Their difference is
8. Find the larger number.

D. Discussing the new concepts
and practicing new skills#1
E. Discussing the new concepts
and practicing new skills#2
F. Developing mastery(Leads to
formative assessment)
G. Making generalizations and
abstractions about the lesson
H. Finding Practical applications
of concepts and skills in daily living problem for some time only to find out in the end that your
I. Evaluation of Learning
Step 1: Understand the problem.
Let 𝑥 = 𝑡ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟
44 − 𝑥 = 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟
Step 2: Write the equation.
𝐿𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟 – 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟 = 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒
44 − 𝑥 − (𝑥) = 8
Step 3: Solve the equation and state the answer.
44 − 𝑥 − (𝑥) = 8
44 − 2𝑥 = 8 Combine like terms
−2𝑥 = −38 Subtract 44 from both sides
𝑥 = 18 Divide both sides by – 2
Hence, 𝑥 = 18 the smaller number
44 − 18 = 26 the larger number
The answer is 26.
Step 4: Check.
Is the sum of 18 and 26 equal to 44? YES
Is the difference of 26 and 18 equal to 8? YES
Divide the learners into groups with five members. Each
group will be given 1 problem to solve. All outputs will be
posted on the board after 5 minutes and one member of the
group will explain their work.
Solve the following problems completely.
1. The sum of two numbers is 41. Their difference is 5.
Find the smaller number.
2. The sum of thrice a number and two equals 6 less than
four times the number. Find the number.
3. Dina is twice as old as Claudine. The sum of their ages
is 72. Find their present ages.
4. When asked how old he is, a boy replied: “I am twice
older then I was 5 years ago.” How old is he now?
5. Jeff is 10 years old and his brother is 2 years old. In
how many years will Jeff be twice as old as his brother?
Another set of problem will be given to the group to be
answered in 5 minutes.
Solve.
1. The sum of five consecutive integers is 0. Find the
integers.
2. The sum of four consecutive even integers is two more
than five times the first integer. Find the smallest
integer.
3. Five times an odd integer plus three times the next odd
integer equals 62. Find the first odd integer.
4. John’s father is 45 years old. He is 15 years older than
twice John’s age. How old is John?
5. Karen is twice as old as Lorie. Three years from now,
the sum of their ages will be 42. How old is Karen?
Each group will be given two minutes to present their output
in a creative way.
Learners will answer the following questions to be shared in
the class.
1. How did you find the solution?
2. Did you encounter any difficulty in finding the solution?
3. What have you done to overcome your difficulty?
4. What concept did you apply in finding the solution?
When solving problems, it is not unusual to work on a
analysis is wrong and you have to start all over. Do you give up
or do you persevere and start again?
Henry Ford describes failure as an opportunity to begin
again intelligently. Do you agree?
Solve completely.
 The difference of two numbers is 29. Their sum is 115. Find
the smaller number.
J. Additional activities for Look for a number or age problem and solve it using the
application or remediation template found on page 14 in your Learner’s Material.
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