GRADES 1 to 12 School Motiong National Grade 7

DETAILED High School Level

LESSON PLAN
Teacher Nida C. Dacutanan Learning Mathematics
Area
Dates and Time March 7, 2025 Quarter 4

I. OBJECTIVES
A. Content Standards The learners should have knowledge and understanding of the solution of
simple equations.

B. Performance By the end of the lesson, the learners can solve simple equations and
Standard substitute it into an algebraic expression to evaluate the expression.

C. Learning Learning Competency:

Competencies Translate verbal phrases into algebraic expressions.
Write the LC code
for each  Differentiate verbal phrase from mathematical phrase.
 Translate verbal phrases to mathematical phrases.
 Appreciate the importance of using symbols.

Content is what the lesson all about. It pertains to the subject matter the
II. CONTENT teacher aims to teach in the CG, the content can be tackled in a week or two.
EVALUATING ALGEBRAIC EXPRESSIONS
III. LEARNING List the materials to be used in different days. Varied sources of materials
RESOURCES sustain children’s interest in the lesson and learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
A. References
1. Curriculum Guide
pages
2. Teacher’s Guide
pages
3. Learners Material
pages
4. Textbook pages
5. Additional materials  Matatag Curriculum Guide pp. 33
from Learning  Lesson Exemplar for Mathematics 7 Quarter 4: Lesson 2 (Week 2) pp.
Resource (LR) 6-10
portal.  Math Counts Textbook Grade 7 pp. 259-264
Worksheet for Mathematics 7 Quarter 4 : Lesson 2 (week 2) pp. 6 - 10
B. Other Learning Visual aid
Resource

IV. PROCEDURES These steps should be across the week. Spread out the activities
appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students
with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusion about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment
for each step.

Facilitator’s Activity
A. Reviewing Review Lesson: The teacher review the lesson on the different measuring devi
previous lesson or
presenting the Question:1. What is the appropriate measuring device to use when we would like
new lesson know the measure of our waist line?

a. b. c.
 Question 2: What about if you would like to know your body weight?

3.Is it important that we need to know the appropriate measuring device to use to a
object being measured ? why?

B. Establishing a The teacher presents the lesson with its objectives

purpose for the
lesson “Translation of Verbal Phrases to Mathematical Phrases”

 Differentiate verbal phrase from mathematical phrase.

 Translate verbal phrases to mathematical phrases.
 Appreciate the importance of using symbols.

C. Presenting
examples/instanc The teacher discusses the lesson starting with the key words for ; addition,
es of the new subtraction, multiplication, division, and exponent
lesson.
ENGLISH PHRASES KEY WORDS

ADDITION SUBTRACTION MULTIPLICATION

the sum of the difference of the product of
Added to Diminished by Multiplied by
Increased by Decreased by of
Plus Minus times
More than Subtracted from twice
Greater than Less than thrice

exceeds Take away

EXPO
more less square

D. Discussing the
new concepts and Activity 1: Translate Me! (5minutes)
practicing new
skills #1 Translate each verbal phrase into mathematical phrase. Let x represent a certain numb

English Phrase Key Words Mathematical Phras

the sum of m and 8 sum
7 minus a minus
r exceeds by 20 exceeds
Three-fourths of a number of
the quotient of a number and 10. quotient
 Symbols along with letters and numbers helps us turn verbal phrases i
mathematical expressions or algebraic expressions. It's important
connect specific words with their matching math operations. Let's look
some examples below to understand this better.
Here are more examples of english phrases to mathematical phra
translation.

Algebraic Algebrai
Verbal Phrases Verbal Phrases
Expression Expressio
the sum of m and 8 m+8 10 added to c c+10
the difference of m
m−8 10 subtracted from c c−10
and 8
7 plus a 7+a 7 minus a 7−a

5 more than t t+5 5 less than t t−5

q increased by p q+p q decreased by p q−p

11 greater than n n+11 9 take away d 9−d

exceeds r by twenty r+20 18 reduced by n 18−n

the product of 8 and The quotient of 8 and 8
𝑚
8m
m m
10
𝑐
10 times c 10c 10 divided by c
7
𝑎
twice x 2x The ratio of 7 to a
p split into 4 equal 𝑝
4
one-half of p ½p
parts
𝑥
10
7 multiplied by b 7b x divided into 10

E. Discussing the
new concepts and Activity 2: Show Me and I Tell! (5 minutes)
practicing new
skills #2 The teacher show some mathematical and verbal phrase through
PowerPoint presentation and call any representative in the group to identify
whether the given is verbal phrase or mathematical phrase.
(1 point every correct response.)

1. two more than four times a number

2. 3. 3x -5
3. 5. three times a minus four
4. 7. a number x increased by six
5. the sum of x and nine multiplied by three
6. 4. a2 – 4b
7. 2 ( 3+x)
8. Nine is divided by
“What is the difference between mathematical phrase and verbal phrase?”
 F. Finding practical Examples of translation are all around us. Pushing a toy car in a stra
application of line or sliding a chess piece across the board are great examples
concepts and translation because both figures preserve their size, shape, and orienta
skills in daily as you move them from one point to another
living.
G. Making 1.Do you think you can solve word problems without understanding the key
generalization words used in a given problem?
and abstraction 2.How important is our knowledge and ability to translate verbal phrase to
about the lesson mathematical phrase in solving a problem?
One of the important aspect in solving problems in algebra is a working knowle
of the ability to translate the statement in algebraic symbols. ... A knowledge of
constant and variable alongside with symbols of relations and operations will
facilitate translation of verbal phrases into mathematical phrases

H. Evaluating Match each verbal phrases under column A to its mathematical phrases in colum
learning B. Each number corresponds to a letter which will reveal a quotation if answere
correctly. A letter may be used more than once. Let any number be x. ( 1 poin
every correct response
Column A Column B

___1. the sum of a number and three a. x +3

___2. four times a certain number decrease by one b. 3 + 4x
___3.one subtracted from four times a number e. 4 + x
___4.a certain number decreased by two i. x + 4
___5. four increased by a certain number. l. 4x - 1
___6. a certain number decreased by three m. x - 2
___7.a number x added by three n. x - 3
___8.twice a number decreased by three p. 3 - x
___9.a number x added by four q. 2 - x
__10. The sum of four and a number r. 2x - 3
__11.the difference of two and a number u. 4x +3
__12.the sum of four times a number and three
__13. a number increase by three
__14. the difference of four times a number and one.

I. Additional
activities for
application or
remediation

IV. Remarks
Carried ( Y / N ) : ______________
Not Carried ( Y / N ) : _______________
Reason : __________________________
V. Reflections

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 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 my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by: Checked by

NIDA C. DACUTANAN RODOLFO J. NABUAL, Ph.D

Mathematics Teacher School Principal IV