The document is a daily lesson log from Osmeña National High School in the Philippines. It outlines the objectives, content, procedures, and activities for a 7th grade mathematics lesson on algebraic expressions. The lesson teaches students to translate between verbal phrases and mathematical expressions, identify constants and variables, and evaluate algebraic expressions. Example problems are provided to illustrate key concepts like exponents, addition/subtraction of terms, and substituting values into expressions. The formative assessment asks students to apply these skills by translating phrases, identifying constants/variables, and evaluating expressions with given values.

1. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
DISTRICT OF MARABUT
Marabut, Samar
GRADES 1 to
12 DAILY
LESSON LOG
School Osmeña National High School Grade Level Grade 7
Teacher Angelina S. Tabugoca Learning Area Mathematics
Inclusive Dates November 21-25, 2022 Section
Week No. 3 Scheduled Time
I. OBJECTIVES TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standard The learner demonstrates understanding of key concepts of algebraic expression, the properties of real numbers as applied in linear equations and
inequalities in one variable.
B. 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.
C. Learning Competencies /
Objectives (Write the LC Code)
Translates English phrases to mathematical phrases and English sentences to mathematics sentences, and vice versa. (No MELC Code given)
(K to 12 MELCs with CG Codes DepEd Commons p. 288
Illustrates and differentiates related terms in algebra:
a. 𝑎𝑛
where 𝑛 is a positive integer
b. constants and variables
c. literal coefficients and numerical coefficients
d. algebraic expressions, terms, and polynomials
e. number of terms, degree of the term and degree of the polynomial.
D. Specific
Learning
Objectives
Knowing Remembering
Identify the words / phrases that
are used to indicate mathematical
operations.
Identify the constants and
variables in a given algebraic
expression.
Under-
standing
Understanding
Applying
Translate verbal phrases to
mathematical phrases and vice
versa.
Analyzing
Interpret the meaning of an where
n is a positive integer.
Differentiate between constants
and variables in a given algebraic

2. expression
Evaluating
Evaluate an. Evaluate algebraic expressions for
given values of the variables.
Doing Creating
Integration
Value accumulated knowledge as
means of new understanding.
Value accumulated knowledge as
means of new understanding.
Value constant love of God. Value accumulated knowledge as
means of new understanding
II. CONTENT
Verbal Phrases and
Mathematical Phrases
Laws of Exponents
Constants, Variables and
Algebraic Expressions
Evaluation of Algebraic
Expressions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
pp. 117 – 121 pp.126 - 129
pp.112 - 116 pp.112 - 116
3. Textbook pages G8 Math Module pages 66 – 67;
Gladys C. Nivera, Ph.D.,Grade 7
Mathematics Patterns and
Practicalities, pp.184-188
Gladys C. Nivera, Making
Connections in Mathematics I pp.
99 – 104
Grade 7Our World of Math Kto12
pp. 133-135, Gladys Niverra
Patterns and Practicalities on G7-
Math pp. 172-175
Ricardo M. Crisostomo et.al,
Grade 7Our World of Math Kto12
pp. 153-155, Orlando A.Oronce
and Marilyn O.Mendoza e-math,
Worktext in Mathematics 7 pp.
164-168
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources
IV. PROCEDURES
A. Revisiting previous lesson or
presenting the new lesson
Ask two students to draw the
following sets on the board using
Venn Diagram.
Group the class into three. Let a
member of each group score a
point by naming the following
logos. Remind each group about
the following:
will have to answer by
level respectively.
logos to be named.
Pre-Assessment
Give the product of each of the
following as fast as you can.
a) 3 x 3 = ________
b) 4 x 4 x 4 = ________
c) 5 x 5 x 5 = ________
d) 2 x 2 x 2 = ________
e) 2 x 2 x 2 x 2 = _______
f) 2 x 2 x 2 x 2 x 2 =______
Suppose numbers are assigned to
some letters as follows;
O=1, C=3, I=2, P=7, D=5, L=6,
R=4 and E=8;
Name the picture which is one of
the Cavite’s prides and find the
numbers that corresponds to each

3. will score 1 point; level 2
(2points) and so on.
highest score will be the
winner.
letter given the sum. First two
letters are given as your clues.
B. Establishing a purpose for the
lesson
In mathematics, what do these
symbols mean?
+ – x ÷
Share your insights about the
game. What is the importance of
interpreting or translating symbols
into words and vice versa
correctly?
Guide Questions:
Can you give a short way of finding
the product of the given? Explain
your answer.
Guide Questions
1. What is the difference of
changing and
unchanging?
2. In Mathematics, what
idea or concept can
we consider us changing
and unchanging?
Guide Questions
1. How did you find the
activity?
2. What is Substitution
Method?
C. Presenting examples/ instances
of the new lesson
In translating verbal phrases into
algebraic expressions, it is
important to know the words that
are used to indicate mathematical
operations. Some of these words
are shown in the chart that follows:
Solution:
Given
Mang Nonito is a barbecue stick
maker. He makes 10 to 12 bundles
of sticks daily. Each bundle
contains twenty sticks.
Complete the table:
Question: Without the table, how
many
Given:
Mark is 8 years old. On Sunday,
his parents are planning to watch
movie after attending mass. The
prices of movie tickets are Php 200
for adults and Php150 for children
10 years old and below.
If x= the number of adults
and y= the number of children;
Compute how much will they pay
for movie tickets if
a. only Mark and his
parents
will watch the movie
b. Mark, his parents and his

4. Example1.1: Translate the verbal
phrases into algebraic
expressions.
a. the sum of x and y
b. 6 more than a
c. Twice m
d. The difference of b and 10
e. 9 less than z
Solutions:
a. x + y d. b - 10
b. a + 6 e. z – 9
c. 2m
Example 1.2: Express the
algebraic expressions into verbal
phrases.
a. 7p c. r + 5
b. 2x – 3 d. x + (x+2) + (x+4)
Solutions:
a. 7 times p
b. The difference of twice a
number and three
c. r increased by 5
d. the sum of three consecutive
odd integers
an = a x a x a x a .....(n times)
In an, a is called the base and n is
called the exponent.
sticks could Mang Nonito make in
every 10 bundles? In 12 bundles?
To find the number of sticks in all
bundles, multiply the number of
bundles by 20,that is,
Number of bundles X 20, thus if
we let
s=number of sticks.
The total number of sticks is s x
20 or 20s or n=20s
So 10 bundles= 20 (10) or 200
and
12 bundles = 20 (12) or 240
sticks in all.
 s can take on many
different values,
we say that s is a
variable. Its value
varies.
 On the other hand, 20 is a
constant
since the number of
sticks in every
bundle has fixed
value.
 An expression 20s, where
s represents the number
of bundles, is an example
of algebraic expression.
 An algebraic expression
is any combination of one
or more constants
and variables along
with at least one
mathematical
operation.
 A variable is any symbol
representing
possible value of a
quantity.
5-year old cousin will
watch the movie
c. Mark, his parents and
his uncle Joey will
watch the movie
Solution:
To compute for the amount of
tickets needed is to substitute the
values of x and y
In the expression 200 x +
150y,where x= number of adults
and y= number of children
a. x=2, y=1 (two adults,one
child)
200x+150y= 200(2)+ 150
(1)
= 400 + 150
=Php 550
b. x=2,y=2( two adults,two
children)
200x+150Y=200(2) + 150
(2)
=400 + 300
= Php 700
c. x=3, y=1( three
adults,one child)
200x+150Y
=200(3)+150(1)
=600 + 150
= Php750
Example:
Evaluate the following expressions
if a=2, b= -1 and c=3
1) a2 + 3c
2) 4b2c + 2a

5.  A constant is any symbol
representing
one fixed value.
 A term is a constant or a
variable or
constants and
variables multiplied
together.
Examples: Identify the constants
and variables in the given
expressions:
a. 5x-1
b. 2
c. a+ 3
b
constants: 5 and 1
constants: 2 and
constant: 3
variable: x
variable: r
variables: a and b
3) b2-2a +c
D. Discussing new concepts and
practicing new skills #1
Guide Questions:
a. What words serve as
clues to what operation
symbol is to be used?
b. What must be considered
in translating verbal
phrases to mathematical
phrases and vice versa?
c. In translating a verbal
phrase to an algebraic
expression, a single word
can make a difference.
Thus, every word in the
Guide Questions:
a. What do you observe as
you answer column B?
What do you observe as
you answer column C?
b. What happens to its
value when the exponent
decreases?
c. What do you mean by an?
Guide Questions:
(Developmental Activity)
a. In your own words,
describe how to find the
number of sticks if you
know the number of
bundles?
b. What operation is
involved? Why?
c. Which has a fixed value?
Which varies?
d. Can you give your own
example similar to
this relationship?
Guide Questions: (Developmental
Activity)
a. How did you find the
amount to be paid for
the movie tickets?
b. What operation did you
perform?
c. Why is there a need to
substitute the assigned
values of x and y?
d. What are the constants
and variables in
the given situation?

6. statement must be interpreted
correctly. In what way does it
affect our dealings with others?
E. Discussing concepts and
practicing new skills #2
The teacher gives a set of verbal
phrases then the students will
select the corresponding
mathematical phrase written on
each picture and they will paste it
on the board.
a. Twice a number increased
by four.
b. The difference of five and
a number.
c. Eight diminished by thrice
of a number.
d. Ten added to a number.
e. The quotient of a number
and two.
Which of the following is/are
correct? If correct, do the
THUMBS UP. Otherwise,
THUMBS DOWN and give the
correct value.
a) 52 = 5 x 5 = 25
b) 64 = 6 x 6 x 6 x 6 = 216
c) 25 = 2 x 5 = 10
d) 103 = 10 x 10 x 10 = 300
Identify the constant(s) and the
Variable(s) in each expression.
Complete the table.
A magic square is a puzzle in
which the sum of the numbers in
any row, column, and
along the diagonal are the same.
When 5, 3 and 7 are substituted in
place of a, b, and c
respectively for the expressions in
the left square, the result is the
square at the right.
Complete the square at the right
by evaluating the given algebraic
expressions at the left.
Examine the sum of the numbers
in any rows, columns and along
the diagonals. What did you
notice?
F. Developing mastery
(Leads to Formative
Assessment 3)
A. Translate the verbal
phrases into algebraic
expressions.
a. The ratio of x and 4.
b. 3 less than thrice a
number
c. The sum of twice a
number and 8
B. Express the algebraic
Rewrite each of these in
exponential form. (an)
a) 5∙5∙5∙5∙5 = ______
b) (a)(a)(a)(a) = ______
c) 6∙x∙x∙x∙x∙x∙x= ______
d) 7∙7∙y∙y = ______
e) 10 = ______
I. Determine whether each quantity
is fixed or varied
a. the electric bill each
month
b. the number of months in
a year
c. the number of hours of
daylight in a day
Evaluate the following algebraic
expressions using the given values
for the variables
a.5x + 2, when x= 2
b. x2 – 3x, when x= 3
c. 2x + 3y, when x=1 and y=
-2
d. 4x2 +6y, when x=-2 and
y= -1
e. If x=4,find the numerical

7. expressions into verbal
phrases.
d. 8x – 6
e. 5(x + y)
II. Identify the constants and
variables in the given algebraic
expressions
d. 2xy + z
e. ½ bh
f. 3a-b
g. a+ b
value of 3x +4
G. Finding practical applications of
concepts and skills in daily living
Each group must answer the
following tasks. The first group to
answer correctly will get the score
for each task.
a. Write the mathematical
translation of the
following:
1. The difference of four
times a number
and one.___________
2. z less than 3. ________
b. Suppose you have a 120
cm stick and you cut off x
centimeters from it. How
will you represent the
length of the remaining
part?
c. Translate the mathematical
expression
2(x – 3) in at least two ways.
Group Activity A local chocolate candy costs Php
2.00
a. How much will Bryan pay
if she buys 15 of these
chocolates?
b. Fill up the table of values.
c. Write the pattern in
symbols
d. Identify the constant and
variables.
THINK-PAIR-SHARE.
The following mathematical
statements describe cost and
revenue in pesos from the
production and sale of x unit of cell
phones.
Cost C of manufacturing:
C=900x + 15
Cost M of marketing :
M= 20 x2-5x+8
Revenue R from sales:
R= 20x2+6x
1.What is the cost of
manufacturing;
a. 10 units of cell
phones
b. 25 units of cell
phones
2. What is the cost of
marketing 30 units of
cell phones?
3. What is the revenue from
selling 50 units of cell
phones?
4. What is the total cost of
manufacturing and
marketing 30 units of cell
phones?
H. Making generalizations and
abstractions about the lesson
In translating verbal phrases into
mathematical phrases, consider
the following terms:
 Addition would indicate
an increase, a putting
The exponent tells us how many
times the base is multiplied by
itself. The base is the factor which
is to be multiplied by itself n times
to obtain the product. The power
To evaluating algebraic
expressions, replace the variable
with a number and perform the
operation(s) in the expression.
Example :
Evaluate x + 7, for x = 12

8. together, or combining.
Thus, phrases like
increased by and added
to are addition phrases.
 Subtraction would
indicate a lessening,
diminishing action. Thus,
phrases like decreased
by, less, diminished by
are subtraction phrases.
 Multiplication would
indicate a multiplying
action. Phrases like
multiplied by or times are
multiplication phrases.
Division would indicate partitioning,
a quotient, and a ratio. Phrases
such as divided by, ratio of and
quotient of are common for
division.
refers to the product of equal
factors.
To interpret an where n is a
positive integer:
an= a x a x a x a ….. (n times)
*a is called the base
*n is called the exponent
Ex. 53 = 5x5x5 = 125
X+7 replace the x with the
given value, 12
12+7 perform the operation
19
I. Evaluating learning Directions: Translate the given
verbal phrases into mathematical
expressions or vice versa.
a) The sum of a
number and
three
b) Four times a
certain number
decreased by
one
c) The ratio of a
number x and
six increased
by two
d) A certain
number
decreased by
two
Identify the base and the
exponent. Then evaluate the
expression.
a) 28
b) 82
c) 51
d) 32
e) 182
I. Tell whether each of the
following expressions describes a
constant or a variable.
a. the life span of humans
b. the number of hours in a
day
c. the amount of rainfall in a
month
d. the Philippine population
e. the minimum salary of a
labourer per hour
as prescribed by law
II. Identify the constants and
variables in each
algebraic expressions.
f. a – 10
g. 2m + 3n
h. y2 – 4y
Evaluate the following algebraic
expression using a=2, b= 3 and c=
-4
1. 5a + 3b
2. 2c2 -1
3. c2 –b2
4. 4a – 2b
5. a2 + 3b +c

9. e) The product of
p and q divided
by three
f) 9m
g) 4x– 7
h) 5(x+1)
i) 4 + x
j) 2a + 3
i. 2π r
j. 4π r3h
k. 3
J. Additional activities for
application or remediation
1. Follow-up: Write your own
pair of mathematical
phrase and its verbal
translation.
2. Study: Polynomials
1. Follow-up Activity:
Rewrite in exponential form:
a)(xyz)(xyz)(xyz)
b)3∙3∙3∙x∙x∙y∙y∙y
2. Study: Laws of Exponent pages
126-129 (Learner’s Material)
Math Journal
Read, analyze, and answer.
1. If |a| = -5, what are the
possible values of a?
Justify your answer.
2. Explain what is meant by
absolute value of a
number?
1.Evaluate the polynomial
2x3-x-4 when;
a. x= -1 b. x=1 c. x= 3 d.
x= 4 e. x= -2
2. Study Polynomials and their
classifications
V. REMARKS
REFLECTION
VI. No. of learners who earned 80%
in the evaluation.
A. No. of learners who require
additional activities for
remediation
B. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
C. No. of learners who continue to
require remediation.
D. Which of my teaching strategies
worked well? Why did it work?
E. Which of my teaching strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

10. G. What innovation or localized
materials did I used/discover
which I wish to share with other
learners?
Prepared by:
ANGELINA S. TABUGOCA
Teacher III
Reviewed by:
GLENDA G. SEBANDAL.
MT-I, Department Head - Designate