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SCHOOL OF SAINT JOSEPH (NAGUILIAN ISABELA) INC.

QUEZON, NAGUILIAN, ISABELA

CURRICULUM MAP IN MATHEMATICS 7


S.Y. 2019-2020

KEY STAGE STANDARD


The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers); measurement (conversion
of units); patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and inequalities in two variables,
exponents and radicals, quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons, axiomatic structure of
geometry, triangle congruence, inequality and similarity, and basic trigonometry);statistics and probability (measures of central tendency, variability and position;
combinatorics and probability) as applied - using appropriate technology - in critical thinking, problem solving, communicating, reasoning, making connections, representations,
and decisions in real life.
GRADE LEVEL STANDTARD
The learner demonstrates understanding of key concepts and principles of Principles of numbers and number sense , measurement, pattern and algebra, geometry, statistics
and probability as applied, using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decision in
real life.
QUARTER/UNIT: 3 UNIT FRAME:
UNIT TITLE: ALGEBRAIC EXPRESSIONS
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates understanding of the key concepts of algebraic expressions The learner is able to model situations using oral, written, graphical, and algebraic
as applied in solving problems. methods in solving problems involving algebraic expressions.

KEY UNDERSTANDINGS LEARNING


VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
a. Simplifying The learners are able  Responses to Mental Math Exposition
Core Questions:
Numerical to: Exercises. Start by asking the
The value of
Expressions  Simplify  Seat works and assignments question; “Do you see
CQ1. How powerful and Simplicity.
numerical using Written Math beauty in simplicity?”
useful are the key
expressions. Exercises, Elicit answers from the
concepts of algebraic  Results of Quizzes, Long class and process their
expression? Quiz and Periodical tests. responses to lead them
 Formative assessments. to core value of
CQ2. How have the simplicity. Tell the class
applications of algebraic that simplicity is also
expressions drastically observed in
improved our way of mathematics.
life? Discuss how the PEMDAS
order of operations will
eliminate confusion in
Core Understanding: evaluating numerical
CU1. Key concept of expressions.
algebraic expressions
often makes formulas
easier to work with,
especially formulas that
they will use a lot in
other branches of
mathematics and other
disciplines;

CU2. Key concept of


algebraic expressions
represent patterns and
relationships which
guide them in
understanding how
certain problems can be
solved; and
CU3. There’s no work
that can be
done/finished and no
problem that can’t be
solved if they will
understand the key
concepts of algebraic
expressions.

Independent Practice
b. Evaluating  Evaluates algebraic
 Follow up the oral
Algebraic expressions for
exercises activity
Expressions given values of the
with individual
variables.
exercise. Use
Written Math on
page 189.
c. Translating  Translate English Formative Assessment Reinforcement Activity M7AL – IIIa – 24
English Phrases phrases to Concept Mapping Reinforce their skills by
to mathematical  To be successful in reversing the process.
Mathematical phrases and vice translating verbal problems This time provide the
Expressions versa. to mathematical sentences, algebraic expressions to
one must understand the be translated to verbal
meaning of certain Verbal expressions.
phrases and how they are
represented algebraically.
Initiate discussion among
students using graphic
organizer. Encourage them
to use concept mapping in
writing all possible meaning
or expression that may be
associated to each of the
following mathematical
symbols.

RAFT
d. Laws of  Interpret the K–W–L Inculcate the value M7AL – IIIc – 26
Role: Judge who will
Exponent meaning of Let he students recall the basic of respecting and
write a court decision
𝑎𝑛 𝑤ℎ𝑒𝑟𝑒 𝑛 is a ideas related to exponents. obeying societal
positive integers Emphasize the definition of laws. Emphasize
Audience: Erring
and; exponents and its uses. the importance M7AL – IIIc – 31
exponents who violated
 Derive the laws of and the reasons
laws of exponents.
exponents. Inductive Discovery Learning for implementing
laws.
Format: A written court
Formative Assessment
decision.
Make the students aware of
beginner’s common errors in
Topic: Common errors in
working with the laws of
working with the laws of
exponents.
exponents.

e. Adding and  Classify algebraic Formative Assessment Cooperative learning


Subtracting expressions which Consider the given dimensions Activity M7AL – IIId – 29
Polynomials are polynomials 1. How do you find the area  Use cooperative
according to of a region? leaning in solving
degree, and 2. How many regions are problems. Monitors
number of terms. there in the floor plan? students sharing and
 Add and Subtract 3. Determine the area of each solving. Take up
polynomials. of the five regions. student’s common M7AL – IIId – 30
4. Get their sum. What is the errors and
resulting algebraic misconception as
expression? opportunities to
5. Describe each term of the discuss formally how
algebraic expression. polynomials are
added and
subtracted.

 uses models and


f. Multiplying Formative Assessment
algebraic M7AL – IIIe – 33
Polynomials Think – Pair – Share
methods to find
Use this question “What is the
the: (a) product of
limitation of the use of rectangles
two binomials; (b)
as models for multiplying
product of the
polynomials?”
sum and
difference of two
terms; (c) square
of a binomial; (d)
cube of a
binomial; (e)
product of a
binomial and a
trinomial
g. Dividing Concept Map
Review
polynomials  divide Explore learners prior – M7AL – IIIe – 32
Ask a preliminary
polynomials knowledge of division as an
activity, let the class
operation. Ask the class to use
review the laws of
the concept map to reflect on
exponents and drill them
what they know about the
how to use this laws?
operation.
Independent Practice
Retelling
Answer Written Math for
Use the retelling technique in
Seatwork.
tackling division of a polynomial
by a 2 – to – 3 termed
polynomial. Utilized example 3
on pages 220 – 221.
Transfer Goal
Students will be able to independently use their learning to apply the vast uses of the key concepts of algebraic expressions to other branches of mathematics, to other
disciplines and to different life situations at home, in school and in the community.

Performance Task
Entomology is the science of classifying insects according to certain characteristics.
Goal: use the algebraic expressions in classifying the different “newfound insects”. Explain your system of classifying these insects.
Role: You are an entomologist tasked to produced and explain your classification procedure for the new found insects.
Audience: fellow entomologist.
Situation: You need to present your new classification procedure using algebraic expression is an entomological seminar, thus convince them of its advantages.
Product: A new classification procedure using algebraic expression to be presented in a seminar for the entomologist.
Standard for Success: The new classification procedure to be presented in the seminar must be
- Convincing, logically presented and supported by theories and key concepts of algebraic expressions.
- Practical and convenient.

Prepared by: Yvette Marie Yaneza Nicolas, LPT


QUARTER/UNIT: 3 UNIT FRAME:
UNIT TITLE: ALGEBRAIC EXPRESSIONS
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates understanding of the key concepts of special products. The learner is able to model situations using oral, written, graphical, and algebraic
methods in solving problems involving special products.

KEY UNDERSTANDINGS LEARNING


VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
Core Questions:  uses models and
algebraic methods to  Quizzes  Pair and Share
h. Special CQ1. What are patterns find the: (a) product  Unit test  Entry/Exit Slip
M7AL – IIIf – 33
Products without polynomials? of two binomials; (b)  Responses to Mental Math  Board works and
CQ2. Why are patterns product of the sum Exercises Recitation
important in life? and difference of two
terms; (c) square of a  Individual/group seatwork  Cooperative
Core Understanding: binomial; (d) cube of using written math learning.
a binomial; (e) exercises  Discovery learning
CU1. Patterns can make product of a binomial
life easy; and and a trinomial.
CU2. Patterns, rules,
observations, or
methodologies facilitate
the solutions to real life
problems.

Exploratory Activity
i. Product of  Find the product of Formative Assessment M7AL – IIIf –
two binomials two binomials and; Ask the class to write a product 33.1
Classroom Discussion
 Solve problem of two binomials on their meta
 Discuss geometric
involving algebraic card.
1. Multiply the two binomials interpretation of M7AL – IIIf –
expressions.
2. Write the answer at the finding (ax+by) 33.2
back of your meta cards (cx+dy)
3. Take turn in asking a  Use the foil
classmate to give the method to solve
product of the two
the product.
binomials you wrote.
 Discuss example 1
– 3 on pages 235 –
236.
 Present two
solutions using
FOIL method and
distributive
property.

Pair Board work

Oral Exercises

Communicating Math
M7AL – IIIg– 33.3
j. Square of a  Find the special Formative Assessment  Present Example 1- 3
binomial product of a binomial Ask the class to give as many on pages 239 – 240
and; examples and non – examples one at a time. Ask
M7AL – IIIg –
 Solve problems involving square of binomial. volunteers to explain
33.4
involving algebraic the class how to get
expressions. the product the
shortest way.

 Pose the question


“How patterns used
to solve real – life
problems involving
the product of two
binomials?” Show an
illustration with the
application of
patterns as used in
solving a problem.
Use example 5.
Summative Assessment Communicating Math
k. Square of a  Find the special
 To check for understanding ask Ask volunteers to explain M7AL – IIIh –
Multinomial product of a square
them to work on the problems the class examples 1 – 3 33.5
of a multinomial and;
of Math Challenge (44 – 50) on on pages 244 – 245.
 Solve problems page 247. If the results of the Then let the class M7AL – IIIh –
involving algebraic formative evaluation is express in their own 33.6
expressions. encouraging administer a quiz words the rule on how t
on the past lessons otherwise square a multinomial.
conduct remedial teaching. Ask them to write their
rule on a piece of paper.

Oral Exercises
Using the formulated
rule ask the class to
individually work on the
Mental Math (1 – 20). If
possible, have these item
written individually on
flash cards.

Independent Practice
Continue firming up their
skills by working on
Written Math on page
246.
Spring board
l. Cube of a
 Post the problem on
Binomial  Find the special
the board “Find the
product of a cube of a
volume of a cube
binomial
with edge (x+y) cm.
 Solve problems
 Before solving the
involving polynomials
problem, clarify the
and their products.
meaning of getting
the cube of a
number or
expression. List
some examples.
Then get suggestion
from the class on
how the solution to
the problem can be
derived. Let
volunteers with
different solutions
show them on the
board.

Puzzle

Communicating Math

Cooperative Learning

Transfer Goal
Students will be able to independently use their learning to simplify tedious work by using patterns, rules, observations or methodologies.

Performance Task
The challenge involves designing a floor plan. One of the primary functions of an architect is to make a floor design, In designing a floor plan, it is important to maximize the
available space to make it functional, convenient and pleasing to the eye. You need to design a floor plan. The plan should include a master’s bedroom, a kitchen, a living
room and other necessary amenities. You are given a floor area of dimensions x by y. You have to express the dimensions of all the areas in terms of x and y.

NAME POSITION SIGNATURE

PREPARED BY: SUBJECT TEACHER


YVETTE MARIE YANEZA
NICOLAS, LPT

APPROVED BY: LUCILA B. AGGARI, PhD PRINCIPAL

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