Teaching Date and Time: __________________________

Grade Level: Grade 7

Learning Area: Mathematics
Quarter: 2nd

Lesson Plan in Grade 7

I. OBJECTIVES
The learner demonstrates an understanding of key concepts of algebraic
A. CONTENT STANDARD expressions, the properties of real numbers as applied in linear equations, and
inequalities in one variable.
The learner is able to model situations using oral, written, and graphical, and
B. PERFORMANCE
algebraic methods in solving problems involving algebraic expressions, linear
STANDARDS
equations, and inequalities in one variable.
C. MOST ESSENTIAL The learner translates English phrases to mathematical phrases and English
LEARNING COMPETENCY sentences to mathematics sentences, and vice versa
The learner should be able to:

a. Translate verbal phrases into mathematical phrases and vice versa;

D. UNPACKED
b. Give an examples of verbal phrases translate into mathematical phrases;
MELC/LEARNING
and
OBJECTIVES
C. Show appreciation of the application of the concept of algebraic expressions
in real-life situation.

ALGEBRAIC EXPRESSIONS
III. LEARNING RESOURCES
A. Reference
1. Textbooks Teacher’s guide and learner’s module
2. Other sources Q2 Self- Learning Module 3
IV. PROCEDURE DEVELOPMENTAL ACTIVITIES
A. Reviewing previous lesson or Preliminary Activities:
presenting the new lesson 1. Opening Prayer
2. Checking of Attendance
3. Setting of Classroom Standards

ELICIT
The teacher reviews the previous lesson by checking prior knowledge on
number sense by giving the number sentence or phrase in order to represent the
following word problems. Let the students answer individually.

ACTIVITY 1: Represent Me!

Instruction: Read each problem and write your answer on your answer sheet.

1. Nikka carries a load of 12 kilograms. She finds it heavy, so she removes a

weight of 4 kilograms. What is the weight of the remaining load?
Number Sentence/ Phrase:
___________________________________________

2. Trixie deposits Php 1, 500.00 in her savings account. A week after, she
decided to add her extra money amounting to Php 800.00. How much
money did she save?
Number Sentence/Phrase:
___________________________________________

3. A daily newspaper costs Php 15.00 per issue. How much will Mr. Dela Cruz
pay for a week’s supply?
Number Sentence/Phrase:
__________________________________________
 4. A mother has to divide equally the 16 oranges among her 4 children. How
many oranges can each child have?
Number Sentence/Phrase:
________________________________________

5. Seven hens lay nine eggs. How many eggs did they lay all together??
Number Sentence/Phrase:
________________________________________

B. Establishing a purpose for the ENGAGE:

lesson ACTIVITY 2: Classify Me!

Classify the following terms according to its corresponding mathematical

symbol. Let the students list down the different mathematical phrases below the
symbols on the board through a relay.

plus more than times

increased by subtracted by multiplies by
the quotient of equal to the product of
not equal to greater to diminished by
equivalent is minus
the sum of the difference of less than
the same as not the same as decreased by
ratio of less

The
Subtracted
plus product
from
of

C. Presenting examples/ EXPLORE:

instances of the new lesson. Discussion of the lesson.

Verbal or English phrases refers to mathematical statement that is

expressed in words. Once you know what those words mean, you will be able to
write different mathematical expressions. Meanwhile, mathematical phrases
refer to statements expressed in symbols such as letters, numbers and
operations. The symbol of operations and relations with their corresponding
meanings are as follows:

Meaning
Symbol
Addition, plus, increased by, added to, the
sum of, more than
Subtraction, minus, decreased by, subtracted
from, less than, diminished by
Multiplication, times, multiplied by, product of
Division, divided by, ratio of, quotient of
Equals, is equal to
D. Discussing new concepts and EXPLAIN
practicing new skills #1 The use of the symbols of operation together with symbols such as letters
and numbers will enable us to translate verbal phrases into mathematical
phrases. It is very important for us to be able to associate various key words with
their related arithmetic operations. Let us study the following examples below.

Verbal Phrases Mathematical Phrases

1. The sum of a and 3 a+3
2. 8 more than p p+8
3. The square of r r2
 4. 6 subtracted from b b–6
5. 4 less than y y–4
6. 4 less y 4–y
7. The product of 5 and c 5c
8. The quotient of m and 8 m/8

Study how the following English/verbal phases are translated into mathematical
phrases.
1. thrice x decreased by two
Thrice means 3 times or simply 3x. Then the word “decreased” suggests
subtraction operation, thus we subtract 2 from 3x. Therefore, the
translated mathematical phrase is 3x – 2.
2. one-half of the sum of 5 and t
This means that 5 and t are added first, and their sum is multiplied by ½.
Hence, the mathematical phrase is ½ (5 + t).
3. the sum of the squares of a and b
The squares of a and b are a2 and b2, respectively. The word sum
indicates addition. Thus, the translated mathematical phrase is a2 + b2.
4. the square of the sum of a and b
The sum of a and b is written as a + b. The required mathematical phrase,
which is the square of a + b, is written as (a + b)2.

Activity 3: Change Me!

The students will use tag boards to answer the following activity.

1. the sum of m and 8

2. 10 added to c
3. the product of 8 and m
4. 10 times c
E. Discussing new concepts and
5. twice x
practicing new skills #2
6. three more than twice x
7. four times the sum of x and 2
8. half of n plus 7
9. seven less than the triple x
10. the product of 3 and h, decreased by 2

Activity 4: Pass Me!

The students will pass around the paper cabbage while singing random song. As the
song stops, the student holding the paper cabbage will peel and answer the
questions found.

1. a number b divided by thirty-six

2. sixty-six subtracted from a number p
F. Developing mastery (Leads to 3. the quotient of twenty-nine and a number h
Formative Assessment) 4. a number n plus forty-nine
5. 3/g
6. 56y
7. a number s minus eighty-two
8. the product of number z and eighty-four
9. the sum of forty-five and a number r
10. 52c

ELABORATE
G. Finding practical applications Activity 6: Apply Me!
of concepts and skills in daily Group the students and let them make a verbal and mathematical phrases that
living relates a real life situation.

To summarize the lesson, the teacher will ask the following questions randomly to
students.
H. Making generalizations and 1. What is mathematical phrases?
abstractions about the lesson 2. What is verbal phrases?
3. What are the different mathematical symbols used in making mathematical
phrases?
 4. What are the common verbal phrases used in different mathematical
symbols?

EVALUATE
Assessment: Choose the best answer and write only the letter of your choice in
your quiz notebook.

1. What is the algebraic translation of “twice as large as r”?

a. r + 2
b. 2 + r
c. 2r
d. 2/r
2. Which of the following can be an English translation of x – 5y?
a. the sum of x and 5 y
b. the sum of y and 5x
c. the difference of x and 5 y
d. the difference of y and 5x
3. Which of the following refers to “the circumference (C) of a circle is twice
I. Evaluating Learning the product of π and radius (r)”?
a. C = 2 π + r
b. C = 2r + π C
c. C = 2 πr
d. C = 2 π
4. What is the algebraic expressions of “a number more than 23”?
a. n – 23
b. 23 – n
c. n + 23
d. 23 + n
5. Which of the following can be an English translation of 5x?
a. the product of 5 and x
b. the sum of 5 and x
c. the difference of 5 and x
d. the quotient of 5 and x

EXTEND
Assignment: Express the following Mathematical phrases into at least two English
phrases/sentences.
J. Additional activities for
application or remediation 1. 2 – x
2. 3x = 1
3. x/2

V. REMARKS
VI. 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 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:

MARICAR M. GALAURA
Teacher III
 Rubrics for Draw My Problem Activity

Points
Components Score
15 10 5

The line of sight and The line of sight and

The line of sight and
angle of elevation angle of elevation
angle of elevation
are well-defined. The are present. The
are not present. The
Content measurements for measurements for
measurements are
distance and angle distance and angle
not indicated or
are accurately are not correctly
incorrectly indicated.
indicated. indicated.
The students work
The students are The students are
together several
working together seldom working
times in the activity.
Collaboration from the start of the together and at
At some point, the
activity up to the some point argued
other students did
end. with each other.
not work together,
The drawing shows The drawing shows
The drawing does
accuracy in the good proportion of
not show good
Creativity and proportion of the the objects. The
proportion. The
Accuracy objects and the structure shows
structures are hardly
structure is well- some irregularities in
recognizable.
defined in form. form.

Total Score: