School MATALAM HIGH SCHOOL Grade Level 7A, 7B, 7D, 7H, 7J, 7SPA

Teacher Saniya M. Kudarat Learning Areas MATH-REGULAR

Ariene L. Daguio
Norhaifa A. Bansinan
Teaching Dates and Time February 24-28, 2025 Quarter 4TH QUARTER

I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
· the solution of simple equations.
B. Performance The learners should be able to:
Standard  solve simple equations
C. Learning Learning Competency
Competencies/ 1. solve simple equations represented by bar models to find unknowns;
Objectives Specific Objective/s
(Write the LC At the end of the lesson the students should be able to:
code) 1. identify the components of a bar model (such as the unknown,
constants,
and operations) ;
2. Apply the concept of bar models to solve simple algebraic equations
with
unknowns; and
3. Appreciate the importance of visual representations (such as bar
models)
for simplifying and solving algebraic problems
II CONTENT · Modeling Simple Equation using Bar Models

III LEARNING Teacher’s guide, learner’s module, Matatag Curriculum Lesson Exemplar.
RESOURCES
A. References
1. Teacher’s Guide
pages
138-146
2. Learners Materials
224-235
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning www.google.com
Resources
IV. PROCEDURES
A. Reviewing Preliminary Activities
Previous lesson or  Prayer
presenting the  Greetings
new lesson  Checking of Attendance
 Setting of Classroom Standards to ensure an orderly, secure and safe
learning environment.

Short Review
(INDIVIDUAL ACTIVITY)

Ask random learners to answer the following:

1. What are the steps in evaluating algebraic expressions?
2. Evaluate 3x – 10 when x=5.
3. Evaluate 5 x 3+ 45 when x=2
4. The total distance traveled by a car is given by the formula 50h + 100, where h
represents the time in hours. Evaluate the total distance traveled when the car has
been driving for 3 hours.

Check any misconceptions

B. Establishing a 1. Lesson Purpose

purpose for the (Let the learners read the scenario. In this part, the teacher will introduce the lesson
lesson and its application in daily life.)

Scenario:
 1. Alexa was taught by her father how to cook cupcakes. She shared her knowledge
with her friends and helped them in making one. To help one of their friends fund her
school project, they prepared cupcakes to be sold during the 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?

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 constants

along with algebraic operations (addition, subtraction, multiplication, and division).
2. Algebraic Equation – a mathematical statement in which two expressions are set
equal.
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. Presenting Motivational Activity:
examples/instanc Instruction: Represent each number equation using bar model.
es of the new
lesson Example:

8 + 4 = 12

8 4
12

1. 3 + 4 = 7
2. 5 + 3 = 8
3. 10 – 3 = 7
4. 6 + 3 = 9
5. 12 – 8 = 4

D. Discussing new Modeling Simple Equation using Bar Models

concepts and Let us say that you want to help with the daily expenses of your family. You were
practicing new able to collect 68 photo cards that you want to trade. Your friend, Andrea, has seven
skills #1 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 be sold. How many
cards do you have now? What do you think is the best way to solve the problem?

Math problems can be visualized through bar modeling to represent known 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 help you visualize the
relationships between numbers and find the unknown values.

Solving problems with bar modelling:

A. Part-Part-Whole

B. Equal Parts of a Whole

C. Comparison
 D. Part-Part-Whole and Comparison

Worked Example
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.

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 photocards 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.
● Siony has 187 photocards after Andrea shared her photo cards.

E. Discussing new Using the bar model to solve the given algebraic equation.
concept and
practicing new To solve a simple equation using bar models, you can use the following steps:
skills #2 1. Draw the two level bar model that represents the eqution.
2. If necessary, subdivide both levels of the model such that bars representing the
same quantity are on top of each other in the model.
3. Simplify the model by removing the rectangles representing equal quantities that are
on top of each other.
4. Repeat the last two steps until one level contains only the unknown. The number
below it is the value of the unknown.

Example :

1.) x + 6 = 14 2.) 2x +6 =10

Checking: Checking:
x + 6 = 14 2x + 6 = 10
Substitute the value of x Substitute the value of x
x=8 x=2
8 + 6 = 14 2(2) + 6 = 10
14 = 14 4 + 6 = 10
True 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

Practice/Drill
Instruction: Solve the following equations using bar models. In each case, check your
answer by substituting the value into the given equation.

1. 3x + 1 = x + 11
2. 4x - 2 = 10
3. 3x + 4 = 10
4. 2x + 4 = x+7
5. 3x -2=x+4

F. Developing Activity (By Pair) : It’s Bar Time

mastery ( leads to
Formative Objective(s): At the end of the activity, you should be able to solve simple equations
Assessment 3)
represented by bar models to find unknown.
Materials Needed: worksheet, coloring pen, pen
Instruction: Complete the table below finding the value of the unknown using bar
method.

Answer Key
1. x = 5
2. x = 10
3. x = 9
4. x = 8
5. x = 9

G. Making
generalization and 1. Is the use of the bar model approach helpful in solving algebraic equations? In what
abstraction about way?
lesson 2. Complete the following statements:
I know that I know how to _____________________.
First, I ________________________________________.
After that, …. _________________________________.
Then, _________________________________.
Finally, ____________________________
When I have completed these steps, I have proved that
____________________________.
H. Finding practical Group Activity
 applications of Let the students form two groups and answer the following activity. Let them present
concepts and their work in a manila paper.
skills in daily
living Instruction: 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?
I. Evaluating Multiple Choice.
learning Instruction: Write the letter of the correct answer. Provide the correct answer if there no
answer in the choices.

1. What is an expression that is made up of variables and constants

along with algebraic operations?
a. algebraic expression b. algebraic equation
c. expression d. equation

2. What equation could this bar model represent?

a. x+8=15 b. x-2=8
c. x+15=8 d. x=8
3. What is the value of x in item no. 2?
a. 8 b. 15
c. 7 d. 6
4. What is the value of x in the equation 3x - 5 =7?
a. 3 b. 4
c. -3 d. -4
5. If James shared his 300 stickers equally among himself, Maria, Lily, and Ethan, how
many stickers would each person get?
a. 50 b. 60
c. 75 d. 10
J. Additional Assignment:
activities for Solve the following equations using bar model. In each case, check your answer by
application or substituting the value into the given equation.
remediation a. 3x + 1 = x + 11
b. 4x – 2 = 10
V. REMARKS The lesson have successfully deliberated due to:
_____students eagerness to learn
_____complete /varied IM’s
_____uncomplicated lesson
_____ worksheets
_____varied activity sheets
VII. REFLECTION 7-A 7-B 7-D 7-H 7-J 7-SPA
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
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 the Strategies used that work well:
teaching _____group collaboration
strategies _____games
worked well? _____solving puzzles/jigsaw
Why did these _____Think-pair-Share (TPS)
work? _____Rereading of Paragraphs / poem/stories
Why?
_____complete IM’s
_____unavailable Technology
_____students eagerness to learn
_____group members cooperation in doing their tasks
 F. What _____bullying among students
difficulties did _____students behavior/attitude
I encounter _____colorful IM’s
which my _____Unavailable technology (AVR/LCD)
principal or _____science /computer/ internet lab
supervisor can _____additional clerical works
help me solve?

G. What Planned Innovations:

innovation or _____localized Videos
localized _____Making big books from views of the locality
materials did I _____recycling of plastic to be used as instructional materials
use/discover _____local poetical composition
which I wish to
share with
other
teachers?

Prepared by: Checked by: Observed Approved

by: by:

Name and SANIYA M. KUDARAT

Signature ULYSSES A. VERGARA, JR. TITA P. RAYA
: ARIENE L. DAGUIO

NORHAIFA A. BANSINAN EDMUND C. ROSETE, JR.

Position: Critic Teacher Principal IV
Date: