7

Quarter 41
Lesson Exemplar Lesson

for Mathematics 3

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 4: Lesson 3 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

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to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Teresita C. Dalmacio (Malabon City National Science and Mathematics High School)

Validators:
• Roldan S. Cardona (Philippine Normal University – North Luzon)
• Edrian D. Saraos (Mariano Marcos State University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 4 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the solution of simple equations.
Standards

B. Performance
By the end of the quarter, the learners are able to solve simple equations.
Standards

C. Learning Learning Competency

Competencies The learners…
and Objectives 1. solve simple equations represented by bar models to find unknowns;
2. illustrate the properties of equality; and

D. Content Algebraic Equation (Week 3)

2.1 Modeling Simple Equation using Bar Models
2.2 Solving Equations by Applying Properties of Equality

E. Integration Concepts on empathy, fairness, cooperation, justice and equity

II. LEARNING RESOURCES

CueMath. (2024, January 15). Properties of equality. Cuemath. https://www.cuemath.com/algebra/properties-of-equality/

National Repository of Online Courses (2023, December 17). Solving one-step equations using properties of equality. LibreTexts Mathematics.
https://math.libretexts.org/Bookshelves/Applied_Mathematics/Developmental_Math_(NROC)/10%3A_Solving_Equations_and_Inequali
ties/10.01%3A_Solving_Equations/10.1.01%3A_Solving_One-Step_Equations_Using_Properties_of_Equality
Orines, F. B., et al. (2012). Next century mathematics 7. Quezon City, Philippines
Oronce, O. A., & Mendoza, M. O. (2010). E-math: Worktext in mathematics. Manila, Philippines

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 This section of the review

Knowledge 1. Short Review focuses on translating verbal
A. Translate the following verbal phrases to algebraic expressions. phrases to algebraic
expressions. The learners will
match each verbal expression

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 Column A Column B to a corresponding algebraic
expression. It can be performed
1. The sum of a number and seven A. 𝑥 − 7
individually or in pairs.
2. Three times a certain number decreased by two B. 𝑥 − 5
3. Two subtracted from five times a number C. 4 + 𝑥 For individual-based activity:
A learner will choose the correct
4. A certain number decreased by two D. 8 + 𝑥
answer from the available strips
5. Four increased by a certain number E. 𝑥 + 6 of paper
6. A certain number decreased by five F. 𝑥 − 2
7. Seven subtracted from a number G. 2 − 𝑥 For pair-based activity:
The teacher will give each
8. A number added to six H. 5𝑥 − 2 learner a strip of paper
9. The sum of eight and a number I. 3𝑥 − 2 consisting of either a verbal
10. The difference of two and a number J. 𝑥 + 7 phrase or an algebraic
expression. The learners will
roam around the room to find
B. Perform the indicated operations on integers. How many can you do orally?
their partner having the
1) 39 + (−46) 6) 2 (−5 + 13) corresponding strip of paper.
2) 65 − (−38) 7) 24 − (−32)
The teacher will provide a
3) −54 + (−36) 8) 12(−24) review of the operations of
integers that will be answered
4) 32(−25) 9) −92 − (−84)
orally by the students. Teachers
5) 225/(−25) 10) −169/13 can think of other activities that
will set the mood of the
learners.
1. Feedback (Optional)
The teacher may ask questions
1. What is the impact of the activity to the learners?
to check how they fully
2. How did the learners comprehend the previous lesson?
understand the previous lesson.
3. Where the student was able to answer the activity easily? The teacher may add other
questions that he/she thinks
will bring out answers to the
learners on identifying the level
of their understanding of the
previous lesson.

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 Answer:
A.
1. J 6. B
2. I 7. A
3. H 8. E
4. F 9. D
5. C 10. G

B.
1. -7 6. 16
2. 103 7. 56
3. –90 8. –288
4. –800 9. –8
5. –9 10. –13

B. Establishing 1. Lesson Purpose

Lesson Purpose Alexa was taught by her father how to cook cupcakes. She shared her In this part, the teacher will
knowledge with her friends and helped them in making one. To help one of their introduce the lesson and its
friends fund her school project, they prepared cupcakes to be sold during the application in daily life.
school fair. During the school fair, Julia sold twice as many cupcakes as her
friend Thea. Alexa sold three times as many cupcakes as Thea. Alexa sold 78
cupcakes. How many cupcakes has Thea been able to sell? How do learners feel
when they share their knowledge with others? How will they show their help to
others?
There are many ways to solve math problems, like how we can share our
knowledge and help those who are in need.
Translating verbal phrases to algebraic equations is a tool that will help
understand how to use the different methods in solving unknown values in an
algebraic equation. One way of solving the problem that involves algebraic
equations is through the use of a bar model.

2. Unlocking Content Vocabulary

1. Algebraic Expression – an expression that is made up of variables and The teacher may add other
constants along with algebraic operations (addition, subtraction, terms which may be used or
multiplication, and division). will arise during the discussion.
2. Algebraic Equation – a mathematical statement in which two expressions are
set equal.

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 3. Bar model – a tool that helps us visualize the given math problem using
rectangles or bars.
4. Variable – a letter or symbol that represents an unknown number.
5. Equation – a mathematical statement that two expressions are equal.
6. Expressions - are made up of terms and the number of terms in each
expression in an equation may vary.

C. Developing and SUB-TOPIC 1: Modeling Simple Equation using Bar Models The teacher can expound the
Deepening 1. Explicitation daily life application through
Understanding Let us say that you want to help with the daily expenses of your family. You other situations encountered by
were able to collect 68 photo cards that you want to trade. Your friend, Andrea, the learners in their daily lives.
has seven times as many photo cards as yours. Andrea wants to share her photo
cards equally between herself and you so that you can have many photo cards to To introduce the lesson, provide
be sold. How many cards do you have now? What do you think is the best way to a statement that will guide the
solve the problem? learners to understand why
Math problems can be visualized through bar modeling to represent known they need to learn the concept.
and unknown data. Bar models are one such tool that helps us visualize a given
math problem using rectangles or bars. It is not a technique of computation, but
rather a diagram that helps visualize the problem. A bar model is a way of
using rectangles to represent numbers and operations in math problems. It can The teacher can give more
help you visualize the relationships between numbers and find examples to address the needs
the unknown values. of other learners.
Solving problems with bar modelling:
A. Part-Part-Whole
Part Part
The teacher should prepare
Whole strips of paper in the shape of a
Whole = Part + Part rectangle so that they can show
Part = Whole – Part their learners how to do the bar
method.
B. Equal Parts of a Whole
The students may visualize
Part Part Part
what is the essence of using the
Whole bar method.
Whole = Part x Number of Parts
Part = Whole ÷ Number of Parts
Number of Parts = Whole ÷ Part
C. Comparison

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 A

B Difference

Difference = A-B Discuss thoroughly the

A = B + Difference differences of each bar
modeling so the learners will be
D. Part-Part-Whole and Comparison able to understand when to
A add, subtract, multiply, and
Whole divide.
B Difference

Whole = A + B
Difference = A- B
To further understand the illustration, here are some examples.

2. Worked Example
Example No. 1
Siony was able to collect 68 photo cards which she can trade. Andrea has
seven times as many cards as Siony. Andrea shares her cards equally between
herself and her friends Thea, Adel, and Iris. How many cards do Andrea and Siony
have now?
Solution:
A. Set up the bar model and label it carefully with the information given.

B. Make sure you have included all the information given in the problem.

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C. Decide what the unknown is and how this can be calculated.
● Since Siony has 68 photo cards, multiply 68 by 7 to get the number of
photo cards Andrea has.
68(7) = 476
● Andrea has 476 photo cards at the start.
● Divide 476 by 4, since it is divided equally to Andrea, Thea, Adel, and Iris.
476 ÷ 4 = 119 photo cards.
● Since Siony had 68 photocards before Andrea shared her photocards,
then she has 187 photocards now.
68 + 119 = 187 photocards

D. Complete the calculations to work out the answer to the problem.

● Andrea has 119 photo cards after sharing them with her friends. Checking:
● Siony has 187 photocards after Andrea shared her photo cards. x + 6 = 14
Substitute the value of x
Example No. 2 x=8
Use the bar model to solve the given algebraic equation. 8 + 6 = 14
1. x + 6 = 14 2. 2x + 6 = 10 14 = 14
True

Checking:
2x + 6 = 10
Substitute the value of x
x=2
2 (2) + 6 = 10
4 + 6 = 10
10 = 10
True

3. x + 10 = 2x + 5 Checking:
x + 10 = 2x + 5
Substitute the value of x
x=5
x + 10 = 2x + 5
5 + 10 = 2(5) + 5
15 = 10 + 5
15 = 15
True

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DAY 2
Short Review This short review is all terms
Fact or Bluff. Write Fact if the statement is true and Bluff if the statement is related to their previous lesson
false. in which the learners should
1. An algebraic expression is an expression that is made up of variables and fully understand the meaning of
constants along with algebraic operations (addition, subtraction, each terms which are needed in
multiplication, and division). the other lessons they will have.
2. The mathematical statement in which two expressions are set equal is an
integer. The teacher may ask the
3. The pie model is a tool that helps us visualize the given math problem using learners to have the activity
rectangles or bars. thumbs up or thumbs down to
4. A variable is a letter or symbol that represents an unknown number. answer the Fact or Bluff.
5. Expressions are made up of terms and the number of terms in each
expression in an equation.

3. Lesson Activity
A. It’s Bar Time
Complete the table below finding the value of the unknown using bar A. It’s Bar Time
method.
1. x = 5
Equation Bar Method Value of the Unknown 2. x = 10
3. x = 9
x 8 4. x = 8
5. x = 9
x + 8 = 15 15 x=7
B. Let’s Try
1. Eight children are buying
1. 5 + x = 10 the ticket.
2. Jess has 16 T-shirts in all.
2. 2x + 10 = 30

3. 2x – 5 = 13

4. 2x + 12 = 28

5. 3x – 4 = 2x + 5

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 B. Let’s Try
Solve the given algebraic equation by using the bar method.
1. If the entrance fee ticket in a park costs 15 pesos each, how many
children buy the ticket if they pay 120 pesos?
2. Jess has 4 black T-shirts. She has 3 times as many white as black t-
shirts. How many T-shirts does she have in all?

DAY 3
SUB-TOPIC 2: Solving Equations by Applying Properties of Equality
1. Explicitation
Translating, writing, and solving equations is an important component of
mathematics. Algebraic equations help teachers and learners in solving problems
in which quantities are unknown. A significant thing to remember in algebraic
equations is that you can add or subtract the same quantity to both sides of an
equation to maintain an equivalent equation. It is like a balance scale in our
justice system wherein court judges are expected to weigh both sides of evidence,
to practice fairness, and to ensure that justice is served.

Image Source: 10.1.1: Solving One-Step Equations Using Properties of Equality - Mathematics LibreTexts

To solve equations algebraically, use the properties of equality. The objective

is to make the equation true to the possible value of the variable. When the
equation involves addition or subtraction, use the inverse operation to separate
the variable.

Properties of Equality:
● Reflexive Property of Equality
For each real number a, a = a
Example: a + b = a + b, -x = -x

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 ● Symmetric Property of Equality
For any real numbers a and b,
if a = b then b = a
Example: x -5 = 3, then 3 = x – 5.

● Transitive Property of Equality

For any real numbers a, b, and c
If a = b and b= c, then a = c
Example: x = y, y = z, then x = z.

● Substitution Property of Equality

For any real numbers a and b, if a = b, then a may be replaced by b, or
b may be replaced by a, in any mathematical sentence without changing
its meaning.
Example: If x + y = 3 and x = 2, then 2 + y = 3.

2. Worked Example
For each of the procedures, identify the property of equality applied in the final
step and state why it was used.
1. 8 = 2x
4=x Divide both sides by 2
x=4
Answer: Symmetric Property is being used to write the final equation with the
variable on the left.

2. C(x) = 3 (x – 5)
= 3(x) – 3(5) Distributive Property
= 3x – 15
Answer: The transitive property is being used to relate the final expression.

3. Check if x = 7 is a solution for 2x – 6 = 8

2x – 6 = 8
2(7) – 6 = 8 Substitution Property
14 – 6 = 8
8=8
Answer: The reflexive property is being used to conclude that 8 = 8 is a true
statement.

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 D. Making 1. Learners’ Takeaways
Generalizations 1. Is the use of the bar model approach helpful in solving algebraic equations? Another option:
2. Are all properties of equality useful in performing problem-solving? Check the learner takeaways by
giving them questions that they
2. Reflection on Learning will reflect on. This is to check
Let the student prepare their reflection journal. Let them reflect on their whether they fully understand
experience using the bar method in analyzing the equation and finding the the lesson.
unknown value of the variable. Talk about the essence: why do they always need
to check the value of the unknown that they have solved? What is the application The teacher can give additional
of solving equations involving algebraic formulas and properties of equality? How exercises or activities they will
can they apply it in their daily life? work in groups or pairs.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4
Learning 1. Formative Assessment
Use the bar method to find the value of the unknown variables.

Equation Bar method Value of the Unknown

1. 2x + 4 = 6

2. 3a – 5 = 25

3. x – 4 = 9

4. 2a + 5 = a + 12

5. 3b + 7 = x + 13

2. Homework (Optional)
Complete each statement.
1. If c + 12 = 15, then c + 9 = _______
2. If 9 = b + 3, then _______ = b -15

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 3. What is wrong in the given equation? Explain then make necessary
corrections.
2b - 5 = b + 12
2b – b - 5 + 5 = 12 - 5
b -0 = 7
b=7

B. Teacher’s Note observations on any of The teacher may take note of

Effective Practices Problems Encountered
Remarks the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used
engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest ways
to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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