This document contains a weekly lesson log for a 7th grade mathematics teacher. It includes: 1) The objectives, content standards, and learning competencies for the week's lessons on algebraic expressions and equations. 2) An outline of the procedures and activities for lessons across the week, including reviewing concepts, examples, discussions, practice problems, and assessments. 3) A reflection on student progress and areas for improvement.

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GRADE 7
DAILY LESSON LOG
School Grade Level 7
Teacher Learning Area Mathematics
Teaching Dates and Time Week 6 Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Competency
33. Uses models and algebraic methods
to find the:
a) Product of two binomials
b) Product of the sum and difference of
two terms
c) Square of a binomials
d) Cube of a binomial
M7AL-IIf-1
Objectives
The learner will be able to
M7AL-IIf-1
1. Identify and use algebraic
methods to find the:
a) Products of two
binomials
b) Product of the sum and
difference of two terms
c) Square of a binomials
d) Cube of a binomials
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week
or two.
Mathematics 7 PATTERNS AND ALGEBRA
Algebraic Equations Algebraic
Expressions/Equations
Equations/Inequalities in
one variable
III. LEARNING RESOURCES
A. References Mathematics 7
(Learners Material)
Elementary Algebra
( Bernabe)
Mathematics 7
(Learners Material)
Elementary Algebra
( Bernabe)
Mathematics 7
(Learners Material)
Elementary Algebra
( Bernabe)
Mathematics 7
(Learners Material)
Elementary Algebra
( Bernabe)
1. Teacher’s Guide pages

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2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
MTAP review materials MTAP review materials MTAP review materials
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students 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 lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of
the new lesson
Show and explain to your
students this problem that
lead to general formulas
Using the FOIL method
(x + a)(x + b)
= (x)(x) + (x)(b) + (a)(x) +
(a)(b)
= x2 + bx + ax + ab
= x2 + (b + a)x + ab
Or = x2 + (a + b)x + ab
Review:
Product of two binomials
Review;
Multiply:
(a + b)2 = (a + b)(a + b)
Answer:
= a2 + 2ab + b2.
Review:
Square of the binomials

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D. Discussing new concepts and
practicing new skills # 1
Example:
1. (x + 6)(x + 7)
In (x + a)(x + b)
* a = 6, b = 7
X2 + (a + b)x + ab
By substitution of a and b
X2 + (6+ 7)x + (6)(7)
= X2 + 13x + 42
a = first term
b = second term
your answer
* the square of the first term
* twice the product of the first
and the second term
* square of the second term
Ex.
(y + 4)2 = y2 + 8y + 16
Introduce the cube of the
binomial
(a + b)3
= (a + b)2(a + )
= a2 + 2ab + b2)(a + b)
= a3 + 3a2b + 3ab2 + b3
(a – b)3
= a3 - 3a2b + 3ab2 - b3
Let them perform activity #3,
LM,page 149,#s 5 and 6.1nd
page 150, #s 5 and 6 also.
E. Discussing new concepts and
practicing new skills # 2 Show also problem of formula
binomials
(ax + b)(cx +d)
= acx2
+ (ad + bc)x + ab
Ex. (3x – 5)(2x + 3)
a = 3, b = -5, c = 2 and d = 3
= acx2
+ (ad + bc)x + ab
=(3)(2) + ((3)(3) + (-5)(2) )x + (-
5)(3)
= 6x2
+ (9 -10)x + (-15)
= 6x2
– x -15
Try this;
(x – 5)2
Ask what have they observed
of the result.
Then give more examples
and let your students
discover themselves the
process with mental
computation.
F. Developing mastery
(leads to Formative Assessment ) Using FOIL method to develop
a special product of the sum
and difference of two terms
(a + b)(a – b) = a2
– ab + ab –
b2
= a2
– b2
Ex. (3x – 5)(3x + 5)
a = 3x, b = 5
= 9x2
- 25
Have more examples then let
your students answer it
mentally
Activity:
Solve the following mentally
1. (x-4)(x-8)
2. (6x + 2)(2x + 7)
3. (x + 5)(x -5)
Group work:
Give more examples
Activity;
Questions;
1. How many terms are
there in in each of the
squares of the binomials?
2. How many terms are
there in in each of the cubes
of the binomials?
3. What is the difference
between the square of the
sum of two terms from the
square of the difference of
the same two terms?
4. How about the difference

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of the cube of the sum and
the cube of difference of two
terms?
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson Miscellaneous Binomials
(x + a)(x + b) = x2 + (a +
b)x + ab
(ax + b)(cx + d) = acx2 +
(ad + bc)x + bd
(a + b)(a – b) = a2 – b2
The product of the sum and
difference of two terms is
the square of the first term
minus the square of the
second term
The pattern for the square of
the sum is also true to the
square of the difference. The
only difference is the sign of
the middle number.
The same with the cube of
the sum and cube of the
difference is the 2 negative
sign on the second and last
term.
I. Evaluating learning
Apply special products to
multiply the ff:
1. (x + 1)(x + 7)
2. ((m – 2)(m – 6)
3. (x + 8y)(x – 6y)
The rectangle is 3x + 1 units’
long and 2x – 3 units wide.
Find each area
1. What is the area of the
square whose side is 2x -1?
2. What is the volume of a
cube whose side is x + 4?
J. Additional activities for application
or remediation
V. REMARKS

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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
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?
Footnote:
This material has been formulated for the benefit of the teachers and learners as reference to ease preparation of learning plan. Yet, you are given the right to make some changes as your
locality/learners need but not the competencies.
Thank you.