Republic of the Philippines

ZZ JOSE RIZAL MEMORIAL STATE

UNIVERSITY
The Premier University in Zamboanga del Norte
Registration No.
Gov. Guading Adaza St., Sta. Cruz, Dapitan City 62Q17082
Province of Zamboanga del Norte
COLLEGE OF EDUCATION
SCHOOL : Dapitan City National High School GRADE LEVEL :7
TEACHER : Ms. Kyla Lapinid LEARNING AREA :
Mathematics
DATE & TIME : March 24, 2025 @2:00 PM – 3:00 PM QUARTER : Fourth

I. OBJECTIVES

A. Content The learner should have knowledge and understanding of the solution of
Domain the simple equations.
B. Performance The learner is able to solve simple equations.
Standard
C. Most Essential Solve simple equations represented by bar models to find unknowns.
Learning
Competency
(MELC)
D. Specific At the end of 45-minute discussion, the students are expected to
Objectives demonstrate at least 80% proficiency level to:
1. Perform operations of integers using bar model;
2. Solve simple equation using bar model to find the unknown.;
and
3. Relate the topic into real life problems.
II. CONTENT Solving Simple Equation Using Bar Models
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide
pages
2. Learning
Material
pages
3. Textbook
Pages
4. Other Matatag Exemplar
Learning
Resource
IV. TEACHER’S ACTIVITY STUDENT’S ACTIVITY
PROCEDURES

A. Reviewing A. 1. Preparatory Activity

previous
lesson or 1. Prayer
presenting the May I request everyone to please
new lesson stand and let us have our prayer (call
someone) kindly lead the prayer. Oh God, Almighty behold us thy
loving children. Offering day to
day our works and studies. Help
us dear Lord to be obedient to
our teachers, kind to our
companion, diligent in our
studies that we may merit the
blessings of our self, our school
 our beloved country, the
Philippines, Amen.
2. Greetings

Good morning class!

Good morning, Ma’am!
How are you today?
We’re doing good, ma’am.
Before you take your seat kindly pick
some pieces of paper and arrange (Pick some pieces of paper and
your chairs properly. arrange their chairs)

3. Checking of Attendance

And now let’s check your attendance.

Is everybody present? (Secretary reports the
attendance)
4. Class Rules

Now, let us have an agreement first.

What will you do if someone is talking

(Listen carefully and avoid
here in front?
talking)
What will you do if you want to answer
and ask some questions?
(Raise right hand)
How about if we will have a group
activity? What will you do?
(Participate and cooperate)
Again, can everybody repeat our
classroom rules??
1. Listen carefully and avoid
talking.
2. Raise right hand.
3. Participate and cooperate.
Very good! Can I expect that from all
of you?
Yes, ma’am.

A. 2. Reviewing the Past Lesson

Before we proceed to our new lesson

this morning, let’s review our previous
discussion.

Last meeting, what was our discussion

Evaluating algebraic expression
all about?
given the value/s of the
variable.
Let’s have a group activity! Since you
are already evenly divided at your
tables, the first table will be Group 1,
the middle table will be Group 2, and
the last table will be Group 3. Each
group will choose a leader or a
representative to raise their answers.
Points will be given. The fastest group
to present their answers and
accumulated the most numbers of
coorect wins the round.
You will be provided with board for
your asnwers. Representatives, please
come here in front to get the material
you’ll be needing for this activity.

Remember you only have 10 seconds

to answer each questions. Finished or
unfinished you have to raise your
boards.

Activity #1: Let’s begin! 1. 17

1. What is 3 y +2 if y = 5? 2. -6

2. What is (24÷ x) + (-10) if x = 6? 3. 29

3. What is x + 9y if x = 2 and y = 3? 4. In evaluating an algebraic

expression we must follow
4. How will you evaluate an algebraic the order of operations.
expression? First, we solve whats inside
the groupings then proceed
to operating the remaining
mathematical operations.

Very good, class

A. 3. Motivation
Let’s have another activity!
Activity #2: Unscramble Me!

Direction: Arrange the rambled

letters to form the word that is being
describe in the sentence and use the 1. BAR MODEL – A tool that
picture for added clues. The first helps us visualize the given
group to arrange their assigned words math problems using
correctly wins. rectangle or bars.

1. RAB DEMOL –
A tool that
helps us
visualize the
given math
problems using rectangle or bars. 2. EQUATION –A
mathematical statement in
2. AITONUQE –A which two expressions are
mathematical equal.
statement in
which two 3. EXPRESSION - A
expressions mathematical phrase that
are equal. combines numbers,
3. RPESISONXE - variables and operations
A mathematical without an equal sign.
phrase that
combines
numbers,
variables and
operations without an equal sign.
B. Establishing a In this afternoon, our lesson is all
purpose for about “Solve simple equations
the lesson represented by bar model to find
unknowns”.

Before we proceed to our discussion

let us all read first our lesson
At the end of 45-minute
objectives. discussion, the students are
expected to demonstrate at
least 80% proficiency level
to:
1. Perform operations of
integers using bar model;
2. Solve simple equation
using bar model to find the
unknown.; and
3. Relate the topic into real life
problems.
Thank you!

Again, let us all read the definition of BAR MODEL – A tool that helps
a Bar Model. us visualize the given math
problems using rectangle or
bars.
A Bar Model is a way of using
rectangles or bars to represent
numbers and operations in math
problems. It can help you visualize
the relationships of the unknown
values.

Now let’s have a visual representation

of the bar model.

First, we have Part-Part Whole model

this represents the whole as being
composed of two or more parts.

A. Part – Part Whole

Whole = Part + Part

Part = Whole – Part

B. Equal Parts of a Whole

Whole = Parts × Number of

Parts
Part = Whole ÷ Number of
Parts
Number of Parts = Whole ÷
 Part

C. Comparison

Difference = Whole – Part

Whole = Difference + Part

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.

To solve the problem we have to

understand first the equation. Again
what is an equation? EQUATION –A mathematical
statement in which two
expressions are equal.

What do you mean by EQUAL? Equal means fair or the same.

Yes, very good. Can you give me an

example of an object that represents
or symbolizes equality? (Students answer may vary)

How about a balance scale? Have you

seen a balance scale?

Or a seesaw?

Okay, very good. Just like these

objects an algebraic equation must
have equal parts.

In solving simple equations using bar

model, the “WHOLE” is a single bar
and the “PART” are smaller bars that
make up the whole.

This is illustrated as;

PARTS =
WHOLE
 Take note that size of the part should
be EQUAL to the size of the whole.

The parts and the whole can be

divided depending on the operation.

C. Presenting Okay, to test your understanding.

examples/ Let’s have an activity.
instances of
the lesson To ensure fairness and clarity in
evaluating your group activity, we will
use the following scoring rubric:
[Link] Interpretation (2 points) –
Evaluates how well you identify all
relevant information and accurately
draw a well-proportioned bar model.
2. Collaboration (2 points) – Assesses
how effectively your group works
together.
3. Labeling (1 point) – Checks if all
parts of the bar model are clearly and
accurately labeled.

This gives a total of 5 points.

PROFICIENTS DEVELOPING
CRITERIA
5 points 3 points
 Identifies all Some
relevant relevant
PROBLEM informations information
INTERPRE and draw is/are missing
TATION well and the bar
proportioned model is not
bar model proportioned.
All the
Most
COLLABO members
members are
RATION are
cooperating
cooperating
Clearly and Some errors
accurately in labeling
lABELING label all the parts of
parts of the the bar
bar model. model.

Activity #3: What’s Next to Me?

Direction: With the same group.

Perform operations of integers and
use the bar model to get the missing 1.
parts or unknown. Remember you
only have 5 minutes to finish the
activity.

1. What is the difference between 12

and 8?
12 – 8 = ? 2.
2. What should we divide from 16 to
get the quotient of 4?
16 ÷ ? = 4
3. What is the product of 5 and 7?
4×7=?

Time is up! Kindly post your outputs in 3.

front.

To check your answers, let's have a

representative from each group
present their answers. You will have
60 seconds to explain your answer,
and the assigned group will give the
score.

• Group 1 will give scores to Group 3

• Group 2 will give scores to Group 1
• Group 3 will give scores to **Group
2

Let’s begin!

D. Discussing Okay, that was performing operations

new concepts of integers using bar model.
and practicing
of new skills Now, how about when we use an
algebraic equation? Does it makes it
different? Let’s see!

In solving an algebraic equation, the

number of parts depends on its
expression. We will divide the part
according to its terms.

ILLUSTRATIVE EXAMPLE:

EXAMPLE #1
x + 15 = 27
x + 15 is the parts and 27 is our whole

To find the value of ‘x’ or ‘unknown’

this is illustrated as;

What we are looking for here is the

PART. Again, to find the part, Part =
Whole - Part.
Now that becomes 27 – 15 = PART
We all know that 27 – 15 is 12. But
how can we represent it using bar
model?

You might be
wondering why does
it became 15 and 12.
If we add 15 and 12
that becomes our
whole which is 27.

Next thing we have

to do here is to look
for a divisibility counter parts or
pairings

The purpose of this is to eliminate

the number. So that
the remaining
number will become
the value of the
variable

Therefore, the value of x is 12.

Let’s check if the value is correct

x + 15 = 27 if x = 12
12 + 15 = 27
27 = 27

EXAMPLE #2
2x - 5 = 25
In this example we have to subtract 5
from 2x to have the difference which
is 20.

What we are looking for here is the

whole. To find the whole, Whole =
Difference + Part. This is represented
in bar model as;

We will add the 25 and 5,

that becomes 30.
 Now, 2x = 20 is still not a value.

We all know that 2x is 2 • x.

Multiplying a number by an integer is
the same as adding that number
repeatedly. So that become x + x

We now have two

bars instead of 2x to
get the value of
unknown, we will be
dividing the 30 into
two equal parts. So
this becomes;

Therefore, the value

of x is 15.

Let’s check if the value is correct

2x - 5 = 20 if x = 5

2 (15) - 5 = 25
30 - 5 = 20
25 = 25

Okay, is it clear? Yes, Ma’am!

Any questions? None, Ma’am!

If none, let’s have another activity.

E. Developing Activity #4: Puzzle Time!
Mastery Direction: Complete the puzzle to
reveal the equation that is
represented by bar model. The first
group to finish wins the round.

F. Application ACTIVITY(Differentiated)
Direction: In this activity, every
group will be given different task to
accomplish. The scores will be based
on our scoring rubrics. Now listen, I
will only give you 10 minutes to
prepare then another 2 minutes to
perform here in front.

Group 1: COMIC STRIPS

Direction: Create a storyline about
your own experience in solving real
 life situation (e.g.,budgeting or
cooking). Apply bar model in solving.

Group 2: HUMAN EQUATION

Direction: Solve the equation using
bar model. But, instead of writing it on
a piece of paper. You will create a
human equations. Group leader will
assign the members that will hold a
card containing terms to complete the
equations. After that the leader will
move them in front to solve the
equation.
Equation: 2x + 20 = 50

Group 3: TRANSLATE VERBAL PHRASE

Direction: Translate the given verbal
phrase then use the bar model to
solve the equation.
Verbal Phrase: “twice a number
subtracted by 2 is equal to 8”
G. Generalization 1. How can a bar model help us
and visualize an equation? A bar model helps us see the
Abstraction equation by using bars to
represent numbers and
unknown values. It shows how
the parts relate to the whole,
making it easier to understand
and solve for the unknown.
2. Why do we need to balance both
sides of the bar model when
solving for x? We need to balance both sides
to keep the equation fair, just
like a scale. If we change one
side, we must do the same to
the other to find the correct
3. In what situation in life can we use answer.
bar model?
We can use a bar model when
sharing money, dividing
expenses, or figuring out how
much is left after spending. It
also helps in solving problems
like finding missing amounts in
Very good! budgets or measurements.

To find out today’s winner, let’s count

all the score coins in your score jars!
Who will have the most? Let’s find
out together!
H. Evaluation 1. Which of the following statements
below best describes the concept
of the bar model?
a. A way to create bar graphs for
data representation.
b. A visual strategy that
represents mathematical
problems using bars or
rectangles.
c. A technique for measuring
 objects using a ruler
d. A method of memorizing
multiplication tables
2. Which of the following
mathematical sentence is an
equation?
a. 5 + 3 = 8
b. 2x + 8
c. 8 + 2 > 6
d. 3x < 1
3. How can you represent an
algebraic equation using a bar
model?”
a. Circles and hearts
b. Stars and triangles?
c. Angles and sides
d. Rectangles and bars
4. Which of the following is the
correct illustration of the equation
5x – 20 = 60 in bar model?

a.

b.

c.

d.

5. A teacher has 64 books and wants

to distribute them equally among 8
students. If she buys 4 more
books, how many books will each
student receive?

a. b.

c. d.

V. REMARKS

VI. REFLECTION
V. REFLECTION

_________ A. No. of learners who earned 80% in the evaluation.

_________ B. No. of learners who require additional activities for
remediation who scored below 80%.

_________ C. Did remedial lesson work? No. of learners who have caught
up with the lesson.
_________ D. No. of learners who continue to require remediation.

_________ E. Which of my teaching strategies worked well? Why did these

work?

_________ F. What difficulties did I encounter which my principal or

supervisor can help me solve?