4A’s Detailed Lesson Plan in Mathematics-7

Date 01-25-24 Pre-Service Teacher Acero, Jessica B.

Time 7:00-8:00am Critic Teacher Mr. Ronald Alcera
Grade Level Grade 7 Supervising Teacher Dr. Marlo Alvares

I. Objectives:
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 demonstrates understanding of key
concepts of algebraic expressions, the properties of real numbers as
applied in linear equations, and inequalities in one variable.
C. Learning Competency: The learner solves linear equation or inequality in
one variable involving absolute value by: (a) graphing; and (b) algebraic
methods. (M7AL-IIi-j-1)
D. Learning Objectives:
1. explain the concept of solving linear equation involving absolute value,
2. recognize the importance of understanding and solving linear
equations with absolute value, and
3. plot and solve linear equation involving absolute value by using
algebraic method.

II. Subject Matter:

A. Topic: Patterns and Algebra
B. Sub-topic: Solving Linear Equation Involving Absolute Value
C. Materials: Laptop, Projector, PowerPoint Presentation, Visual Aid,
Graphing paper, Marker, and Ruler.
D. References: DepEd Mathematics 7 Module (Quarter 3)

I. Procedure

Teacher’s Activity Students Activity

A. Preliminaries
1. Prayer
2. Attendance
3. Checking of the orderliness and
cleanliness of the classroom.
Good Morning Class.
Here are my classroom policies:
1. Listen and avoid unnecessary noises.
2. Pay attention when someone is talking.
3. Raise your right hand if you have
concerns.
B. Review .

Before we proceed with our next topic,

let’s have first a recap or a recall.

You are done with Literal Equations right? Yes Ma’am.

What is Literal Equation? Literal equations are equations involving letters and
alphabets.

Who can give an example of a Literal Some common examples of literal equations are
Equation? formulas in geometry like the area of a square is
given by A = s2, where s denotes the length of a side
of the square and A denotes its area.
Yes, very good
C. Motivation

Let’s have a game, this game is called “hep-

hep, Horry”, but with a twist.

What you are going to do is:

I will say a number and you are going to say
Hep-Hep if it is linear equation and Horry if
it is non-linear equation. Clear? Yes, Teacher.
1. 3 1. horry
2. 1 2. hep-hep
3. 2 + (-1) 3. hep-hep
4. 5 + (-4) 4. hep-hep
5. 4 + 2 5. horry

D. Presentation of the Lesson

Based on our activity, what do you think is

our lesson for today? Linear equation.

Yes, we are still in Linear equation, but

today we are bound to solving Linear
Equation involving absolute value.

At the end of the lesson, students are

expected to;
1. explain the concept of solving
linear equation involving absolute
value,
2. recognize the importance of
understanding and solving linear
 equations with absolute value,
and
3. plot and solve linear equation
involving absolute value by using
algebraic method.
E. Lesson Proper
1. Activity
You want another game? Group
yourselves into four and I will give you at
least three minutes finishing the task and
two minutes presenting your work. What
you are going to do is to solve an
equation
algebraically and graph the solution.

All groups: solution:

Solve the equation / x – 6 / = 4 /x-6/=4
X=a or x = -a
x-6=4 x – 6 = -4
x=4+6 x = -4 + 6
x = 10 x=2

2. Analysis
Okay for the group one, are you sure with
your answers? We are not really sure, Ma’am.

Did you find any difficulty in performing

the Yes, Ma’am.
task?

Okay, based on your answers, I see that

it
is a little bit harder but don’t you worry
because later on we are going to explain
and discuss it.
We are not similar Ma’am.
Group 2, compare your answers to the
answers of group 1, is it similar?

Yes, you have different answers. How Yes, Ma’am. At first, we are the same but throughout
 about group 3. Is there any similarities the process it becomes different.
with
your answer to the answer of group 4? I think Ma’am, no one got the correct answer but I
observe that we have the same process of
Group 4, what can you say about the answering.
answers of all groups?

Okay so thank you everyone.

3. Abstraction

As you observed, I gave you only one

problem which is to solve the /x - 6/ = 4.
Again, what is our lesson for today? Our lesson for today is all about Solving Linear
Equation Involving Absolute Value.
Yes, very good. Solving Linear Equation
Involving Absolute Value, so based on the
given problem, we can say that it is a linear
equation right? Yes, Ma’am.

Okay so why is it linear equation?

Yes, the highest degree is only 1. Because the exponent is only 1.

How about the word absolute value, what

is Absolute value is the distance of a number from 0.
absolute value?
Bear in mind that in geometrically, the
absolute value of a number is its distance
d
from 0 on a number line.

So, we have / x – 6 / = 4 and we are going

to solve. Always remember that if /x/=a
then,
x = a or x = -a

solution:
/x-6/=4
X=a or x = -a
x-6=4 x – 6 = -4
x=4+6 x = -4 + 6
x = 10 x=2
 Let’s have an another example:
Who wants to answer?
Solve /x + 5/ = 4

None, Ma’am

Thank you. Is there any questions,

clarifications?

H. Application
For example, we have here an coordinate
plane, it has negative and positive
directions.
Is it possible to have an negative directions
in
real world setting?
No, Ma’am….. Yes, Ma’am…..
 Very good, are you ready for your quiz?
Yes, Ma’am.
IV. Evaluation
In a 1 whole sheet of paper.
Use the number line method in solving the
equations. Then plot the solution on the
number line.

1. /x - 9/ = 8
2. /x + 4/ = 10
3. /x/ = 10

V. Assignment
In a one whole sheet of paper, solve each
equation algebraically, then graph the solution.
a./x/ = 8
b./3x/ = 10
c./3x - 2/ = 13