DAILY LESSON LOG

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 27, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of the set of integers, and comparing and ordering
integers.
b. Performance Standards By the end of the quarter, the learners are able to compare and order integers, including through the use of
the number line. (NA)
The learners…
c. Learning Competencies/
1. describe the set of integers
Objectives
2. use positive and negative numbers to describe directions or opposites in real-. life situations.
II. CONTENT
a. Subject Matter Representing Integers
b. References Lesson Exemplar; Textbook
c. Materials Powerpoint, Board
III. PROCEDURES
Motivation
1. What do you call the set of numbers used for counting?
2. What is the difference between whole numbers and counting numbers?
A. Activate Prior Knowledge
3. What is the opposite of positive numbers?
4. What do you call the set of numbers composed of counting or natural numbers, their opposites (negative)
numbers, and zero?

B. Acquire New Knowledge

C. Application

Identify situations that demonstrate negative or positive numbers.

Richard, a young professional, started saving money from his salary to reach his goal of having his own house
and lot worth 1 million pesos. He consistently deposits 5,000 pesos every month in his bank account. Also, as
part of his mid-year and year-end bonuses, an amount of 100,000 pesos was invested in one of the top
D. Assessment
insurance companies. After four years, he started the construction of his own house and lot. He partially
withdraws an amount of 200,000 pesos from his savings account in the bank. While from his investment, he
entirely withdraws a total amount of 350,000, which includes the initial capital and the interest earned.
However, this amount is still not enough to start the construction. So, he borrows, in the form of a loan, from a
bank an amount of 300,000 pesos.

IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY ANALYN J. FOSTER JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV

DAILY LESSON LOG

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

 Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 28, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of the set of integers, and comparing and ordering
integers.
b. Performance Standards By the end of the quarter, the learners are able to compare and order integers, including through the use of
the number line. (NA)
c. Learning Competencies/ The learners should be able to locate integers on the number line.
Objectives
II. CONTENT
a. Subject Matter Locating Integers on the Number L
b. References Lesson Exemplar; Textbook
c. Materials Powerpoint, Board
III. PROCEDURES
- Guide the students to recall that integers are numbers that include the natural numbers, their opposites
(the negative numbers), and zero.
A. Activate Prior Knowledge
- Ask the students to draw a number line and indicate where the positive, zero, and negative numbers.
Present the following illustrative examples of how to plot points on the number line.

B. Acquire New Knowledge

C. Application

Plot the following integers on the number line.

1. 7
D. Assessment
2. -7
3. 12
4. -1
IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY ANALYN J. FOSTER JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV

DAILY LESSON LOG

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
 Teaching Date January 30, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of the set of integers, and comparing and ordering
integers.
b. Performance Standards By the end of the quarter, the learners are able to compare and order integers, including through the use of
the number line. (NA)
c. Learning Competencies/ The learners should be able to compare and order integers.
Objectives
II. CONTENT
a. Subject Matter Comparing and Ordering Integers
b. References Lesson Exemplar; Textbook
c. Materials Powerpoint, Board
III. PROCEDURES
Ask students the following questions:
1. Which is greater, –4 or –3?
A. Activate Prior Knowledge
2. Which is lesser, –5 or 2?
3. How did you determine which number is greater or lesser than the other?
Discuss the illustrative examples.

B. Acquire New Knowledge

C. Application

A. Compare the ff using < or >. B. Arrange the ff integers in increasing and decreasing.
D. Assessment
1. 3 ___ -2 3. -1 ___ 0 -2, 0, 5, -7, 1, 9, -9, -3
2. 4 ___ -4 4. 10 ___ -10
IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY ANALYN J. FOSTER JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV

DAILY LESSON LOG

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 27, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of the set of integers, and comparing and ordering
integers.
b. Performance Standards By the end of the quarter, the learners are able to compare and order integers, including through the use of
the number line. (NA)
The learner should be able to :
1. describe the set of integers
c. Learning Competencies/
2. use positive and negative numbers to describe directions or opposites in real-life situations.
Objectives
3. locate integers on the number line.
4. compare and order integers.
II. CONTENT
a. Subject Matter Quiz
b. References Notes
c. Materials Printed Quiz
III. PROCEDURES
A. Activate Prior Knowledge
B. Acquire New Knowledge The students will take the quiz to assess their knowledge about the lesson.
C. Application

D. Assessment

IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY ANALYN J. FOSTER JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV
 DAILY LESSON LOG

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 7, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of data collection and sampling techniques.
b. Performance Standards By the end of the quarter, the learners are able to collect data and apply knowledge in sampling techniques.
The learners investigate different data collection and sampling techniques.
1. understand the importance of data collection.
c. Learning Competencies/ 2. explain the data collection process.
Objectives 3. demonstrate knowledge of sampling.
4. investigate different data collection and sampling techniques.
5. apply knowledge in data collection and sampling techniques in practical life settings.
II. CONTENT
a. Subject Matter Data Collection
• Types of Data

Sampling Technique
• Types of Sampling
b. References Lesson Exemplar; Textbook page 190-196
c. Materials Powerpoint, Board
Market Research
• understanding customer needs
• estimating market size and potential
d. Integration
• identifying trends and opportunities
• determining pricing strategies
• analyzing strengths and weaknesses
III. PROCEDURES
Review
A. Activate Prior Knowledge
Call on some students to recall one thing that they learned from the previous session.
B. Acquire New Knowledge Guide the students to perform the activity in WORK WITH A PARTNER
C. Application Ask the students to answer the items in TRY THIS page 195 to assess if they understood the lesson.
Identify the most suitable data collection method to be used.
1.Researchers want to investigate the impact of a new teaching method on student learning outcomes in a
specific subject. They manipulate the teaching approach and compare the results with a control group.
D. Assessment 2. A researcher is interested in exploring the experiences and perceptions of individuals who have successfully
overcome a specific phobia. The focus is on obtaining in-depth, qualitative insights into their personal
journeys.
3. An organization is conducting a market research study to understand consumer preferences for a new
product. They distribute a set of standardized questions to a large sample of potential customers.

IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV
 DAILY LESSON LOG

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 8, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of data collection and sampling techniques.
b. Performance Standards By the end of the quarter, the learners are able to collect data and apply knowledge in sampling techniques.
The learners investigate different data collection and sampling techniques.
1. understand the importance of data collection.
c. Learning Competencies/ 2. explain the data collection process.
Objectives 3. demonstrate knowledge of sampling.
4. investigate different data collection and sampling techniques.
5. apply knowledge in data collection and sampling techniques in practical life settings.
II. CONTENT
a. Subject Matter Data Collection
• Types of Data

Sampling Technique
• Types of Sampling
b. References Lesson Exemplar; Textbook page 190-196
c. Materials Powerpoint, Board
Market Research
• understanding customer needs
• estimating market size and potential
d. Integration
• identifying trends and opportunities
• determining pricing strategies
• analyzing strengths and weaknesses
III. PROCEDURES
A. Activate Prior Knowledge
Ask the students the following questions:
1. What are the sampling techniques that you have learned? What different data-collection
B. Acquire New Knowledge methods have you learned?
2. Give an example of a situation where each sampling technique and each data-collection
method is appropriate.
Mrs. Santiago, the Math Club teacher is choosing 6 students to appear on a poster for an event promotion.
Identify the sampling technique she used in each of the ff:
C. Application 1. She puts the names of the boys in a box and randomly picks 3, and she does the same process for
the girls. ______________
2. She groups the students into groups of 3 and picks 2 groups.__________
D. Assessment Identify the most suitable data collection method to be used.
1. Getting information about family’s preference of milk brand. ________
2. Getting information on difficulties encountered by working students. ____________
IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV
 School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7
Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 9, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of data collection and sampling techniques.
b. Performance Standards By the end of the quarter, the learners are able to collect data and apply knowledge in sampling techniques.
c. Learning Competencies/ To assess the knowledge of students through quiz.
Objectives
II. CONTENT
a. Subject Matter Data Collection
• Types of Data

Sampling Technique
• Types of Sampling
b. References Notes
c. Materials Paper and Pen
d. Integration
III. PROCEDURES
A. Activate Prior Knowledge
B. Acquire New Knowledge
C. Application

The students will answer the prepared quiz.

A. Write QN on the line if the given data is quatitative and QL if it is qualitative.

1. The number of free throws made in a basket ball game ________
2. Experiences of super typhoon survivors________________
3. The age when a child started walking________________
D. Assessment B. Mrs. Cruz, the Math Club teacher, is choosing 6 students to appear on a poster for an event
promotion. Identify the sampling technique she used in each of the following scenarios.
4. She puts the names of all the students in a box, jumbles them up, and picks 6 names without
looking. _________________
5. She looks at the list of names alphabetically and picks the 3rd, 6th, 9th, 12th, 15th, and 18th names from
the list.

C. Write T if the statement is true and F if it is false.

6. Statistics is the branch of mathematics that deals with the study of data.
7. A researcher wants to know the annual salaries of fresh graduates, and compare these with the
salaries of people over 40 years old. He or she should use stratified random sampling.
8. Statistics helps make informed decisions.
IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV
 School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7
Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 10, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of data collection and sampling techniques.

b. Performance Standards By the end of the quarter, the learners are able to collect data and apply knowledge in sampling techniques.

The learners investigate different data collection and sampling techniques.

1. understand the importance of data collection.
c. Learning Competencies/ 2. explain the data collection process.
Objectives 3. demonstrate knowledge of sampling.
4. investigate different data collection and sampling techniques.
5. apply knowledge in data collection and sampling techniques in practical life settings.
II. CONTENT NMP (National Mathematics Program)
a. Subject Matter Data Collection
• Types of Data

Sampling Technique
• Types of Sampling
b. References Lesson Exemplar; Textbook page 190-196
c. Materials Powerpoint, Board
Market Research
• understanding customer needs
• estimating market size and potential
d. Integration
• identifying trends and opportunities
• determining pricing strategies
• analyzing strengths and weaknesses
III. PROCEDURES
A. Activate Prior Knowledge
B. Acquire New Knowledge The teacher will give the remediation for NMP.
C. Application

REMEDIATION
Answer the following questions on a sheet of paper.
1.What are the two kinds of data?
D. Assessment 2. Briefly describe each of your answers in no. 1.
3. What sampling technique divides the population into subgroups, from which the sample will be equally
chosen?

IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV
 School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7
Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 13, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of …
1. data collection and sampling techniques, and the presentation of data in appropriate tables and
graphs.
2. interpretation of statistical graphs.
b. Performance Standards By the end of the lesson, the learners are able to …
• collect data and organize data in a frequency distribution table.

• represent and interpret data in different types of graphs.

Organize statistical data in a frequency distribution table.
a. Correctly identify and describe a frequency distribution table.
b. Correctly organize data using a frequency distribution table.
c. Correctly use different graphs for their specific purpose.
d. Properly create a graph based on the given data.
c. Learning Competencies/
Objectives Use appropriate graphs to represent organized data: pie graph, bar graph, line graph, histogram
and stem-and-leaf plot.
a. Correctly use different graphs for their specific purpose.
b. Properly create a graph based on the given data.

Interpret statistical graphs.

II. CONTENT
a. Subject Matter • Frequency Distribution Table
• Graphical Representation of Data
• Interpretation of Statistical Graph
b. References Lesson Exemplar; Textbook page 197-201
c. Materials Powerpoint, Board
Market Research
d. Integration
• Presentation and interpretation of graphs
III. PROCEDURES
MOTIVATION
A. Activate Prior Knowledge 1.Ask the students what their zodiac signs are.
2.Ask the students for ideas on how to collect the data.
1. Guide the learners in performing the activity in EXPLORE page 197
Questions:
a. How many times did you get a head?
b. How many times did you get a tail?
c. Does tallying the results make it easier to record them? Why or Why not?

2.Discuss the frequency distribution table in LEARN page 198.

B. Acquire New Knowledge
Questions:
a. What are the parts of an FDT?
b. What are the steps to creating the FDT for your data?
c. Is the FDT a good way to present all kinds of data>
d. Is tallying the outcomes helpful?
e. What is the difference between the FDT for ungrouped data and the FDT for grouped data?

C. Application Ask the students to answer the items in PRACTICE page 199.

D. Assessment The prepared quiz will be answered on Thursday. (Jan 16).

IV. REMARKS

V. REFLECTION
Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 14, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of …
1. data collection and sampling techniques, and the presentation of data in appropriate tables and
graphs.
2. interpretation of statistical graphs.

b. Performance Standards By the end of the lesson, the learners are able to …

• collect data and organize data in a frequency distribution table.

• represent and interpret data in different types of graphs.
Organize statistical data in a frequency distribution table.
a. Correctly identify and describe a frequency distribution table.
b. Correctly organize data using a frequency distribution table.
c. Correctly use different graphs for their specific purpose.
c. Learning Competencies/ d. Properly create a graph based on the given data.
Objectives Use appropriate graphs to represent organized data: pie graph, bar graph, line graph, histogram
and stem-and-leaf plot.
a. Correctly use different graphs for their specific purpose.
b. Properly create a graph based on the given data.
Interpret statistical graphs.
II. CONTENT
a. Subject Matter • Frequency Distribution Table
• Graphical Representation of Data
• Interpretation of Statistical Graph
b. References Lesson Exemplar; Textbook page 197-201
c. Materials Powerpoint, Board
Market Research
d. Integration
• Presentation and interpretation of graphs
III. PROCEDURES
1. Call on some students to recall one thing that they learned from the previous session. They will write their
A. Activate Prior Knowledge
FDT on the board.
Encourage the students to share their process and experience in the data collection and organization,
B. Acquire New Knowledge
including challenges they may have encountered.
C. Application Ask the students to answer the items in PRACTICE page 199.

D. Assessment The prepared quiz will be answered on Thursday. (Jan 16).

IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV
 School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7
Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 15, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of …
a.data collection and sampling techniques, and the presentation of data in appropriate tables and graphs.
b.interpretation of statistical graphs.
b. Performance Standards By the end of the lesson, the learners are able to …
• collect data and organize data in a frequency distribution table.
• represent and interpret data in different types of graphs.
Organize statistical data in a frequency distribution table.
a. Correctly identify and describe a frequency distribution table.
b. Correctly organize data using a frequency distribution table.
c. Correctly use different graphs for their specific purpose.
c. Learning Competencies/ d. Properly create a graph based on the given data.
Objectives Use appropriate graphs to represent organized data: pie graph, bar graph, line graph, histogram
and stem-and-leaf plot.
a.Correctly use different graphs for their specific purpose.
b. Properly create a graph based on the given data.
Interpret statistical graphs.
II. CONTENT
a. Subject Matter • Frequency Distribution Table
• Graphical Representation of Data
• Interpretation of Statistical Graph
b. References Lesson Exemplar; Textbook page 197-201
c. Materials Powerpoint, Board
Market Research
d. Integration
• Presentation and interpretation of graphs
III. PROCEDURES
A. Activate Prior Knowledge
Discuss the characteristics, uses and construction of pie charts and bar graphs.

B. Acquire New Knowledge

Which food item was sold the

most?

C. Application

If the total monthly income is

20,000 pesos. How much is spent
on Utilities?

D. Assessment
IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 16, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of …
1. data collection and sampling techniques, and the presentation of data in appropriate tables and
graphs.
2. interpretation of statistical graphs.
b. Performance Standards By the end of the lesson, the learners are able to …
• collect data and organize data in a frequency distribution table.
• represent and interpret data in different types of graphs.
c. Learning Competencies/ To assess the knowledge of students through quiz
Objectives
II. CONTENT
a. Subject Matter • Frequency Distribution Table
• Graphical Representation of Data
• Interpretation of Statistical Graph
b. References notes
c. Materials Printed quiz and pen
Market Research
d. Integration
• Presentation and interpretation of graphs
III. PROCEDURES
A. Activate Prior Knowledge
B. Acquire New Knowledge
C. Application

D. Assessment
IV. REMARKS

V. REFLECTION
Let the students answer the ff:
On a scale of 1-10, how would you rate your understanding of the lesson on FDTs? Explain you rating briefly.

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV

School PUTLOD-SAN JOSE NATIONAL HIGH SCHOOL Grade Level Grade 7

Teacher ARIANE S. HONEY Learning Area Mathematics
Teaching Date January 17, 2025 Quarter Third
I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of …
1. data collection and sampling techniques, and the presentation of data in appropriate tables and
graphs.
2. interpretation of statistical graphs.
b. Performance Standards By the end of the lesson, the learners are able to …
• collect data and organize data in a frequency distribution table.
• represent and interpret data in different types of graphs.
c. Learning Competencies/ NMP
Objectives
II. CONTENT NATIONAL MATHEMATICS PROGRAM (NMP)
a. Subject Matter • Frequency Distribution Table
• Graphical Representation of Data
• Interpretation of Statistical Graph
b. References
c. Materials
d. Integration
III. PROCEDURES
A. Activate Prior Knowledge
B. Acquire New Knowledge
C. Application

D. Assessment REMEDIATION
Construct an FDT for the following data set.
274634753
IV. REMARKS

V. REFLECTION

Prepared by: Checked by: Noted:

ARIANE S. HONEY JESSUSA D. BOTE, CESE

Teacher III Head Teacher III School Principal IV