Republic of the Philippines

Department of Education
Region VIII
Division of Southern Leyte
District of Libagon

LIBAGON NATIONAL HIGH SCHOOL

Jubas, Libagon, Southern Leyte

LESSON PLAN IN MATHEMATICS 7

Quarter 2 - Week 3 Date: March 29,

2021
Grade 7

Content Standard: The learner demonstrates understanding of key concepts of algebraic

expressions, the properties of real numbers as applied in linear equations, and inequalities in
one variable.

Performance Standard: The learner is able to model situations using oral, written,
graphical, and algebraic methods in solving problems involving algebraic expressions, linear
equartions, and inequalities in one variable.
Learning Competency: The learner translates English phrases to mathematical phrases
and vice versa.
Code: M7AL-IIc-1

I. OBJECTIVE: At the end of the lesson, students are expected to:

1. Identify the words / phrases that are used to indicate mathematical operations.;
2. Translates verbal phrases into mathematical expressions and vice versa; and
3. Appreciate the importance of using symbols

II. SUBJECT MATTER

A. Topic/Lesson: Translating Verbal Phrases into Mathematical Phrases and Vice
Versa
B. Materials: Manila Paper, Pentel pen, Cartolina, Laptop, Wall TV, Flashcards
C. References: Mathematics Learner’s Module 7 pp. 117-121

III. PROCEDURES
A. Preparatory Activities
1. Routinely Activities
a. Prayer & Greetings
b. Checking of Attendance
c. Review

2. Motivation : Translate Me!

Let the students identify or translate the different signs/pictures shown.
1. 2. 3. 4.
 5. 6. 7. 8.

In mathematics, what do these symbols mean?

+
9. 10. 11. 12.

x ÷ -
What is the importance of interpreting or translating symbols into words and
vice versa correctly?

B. Developmental Activities

1. Presentation

In translating verbal phrases into algebraic/mathematical expressions,

it is important to know the words that are used to indicate mathematical operations.
Some of these words are shown in the chart that follows:

Example1.1: Translate the verbal phrases into algebraic expressions.

a. the sum of x and y

b. 6 more than a number
c. Twice m
d. The difference of b and 10
e. 9 less than a number
Solutions:
a. x+y
b. a+6
c. 2m
d. b – 10
e. z–9

Example 1.2: Express the algebraic expressions into verbal phrases.

a. 7p c. r + 5
 b. 2x – 3 d. x + (x+2) + (x+4)

Solutions:
a. 7 times p
b. The difference of twice a number and three
c. r increased by 5
d. the sum of three consecutive odd integers

Guide Questions:
a. What words serve as clues to what operation symbol is to be used?
b. What must be considered in translating verbal phrases to
mathematical phrases and vice versa?
c. In translating a verbal phrase to an algebraic expression, a single
word can make a difference. Thus, every word in the statement must
be interpreted correctly. In what way does it affect our dealings with
others?

2. Lesson Proper
A. Activities
A1. Hot Seat Operation Words
 Give the cards to the last person in line
 That person ALONE will determine which card to pass up
 When you get the card, pass it forward if you agree, pass it back
if you disagree. There can be no talking!
 If the person in the front of the line agrees, hold the card against
your chest with the word facing me
 First team with correct answer gets 2 points. All other teams with
the correct answer get 1 point

Small-Group Activity: “Match Me Up!”

Mechanics:
a. Divide the class into 4 groups.
b. They will be given a set of mathematical expressions and another
set of verbal phrases on strips of paper and put each in a separate
envelope.
c. Each group must match each mathematical expression to its
corresponding verbal phrase.
d. There will be remaining phrases that never match to any of the
expressions, so they need to translate it into mathematical
expressions.
e. Presentation of the output will follow.

B. Analysis: Ask the students:

1. How did you come up with your answers?

2. What are your difficulties in writing verbal phrases into
mathematical expressions?
3. In how many ways you can translate mathematical expressions?

C. Abstraction: Ask the students:

 1. What is the difference between verbal phrases and mathematical
expressions?
2. How to translate verbal phrases to mathematical expressions
and vice versa?
3. Why is it important to be able to write verbal expressions as
algebraic expressions and sentences as equations and vice
versa?

D. Application: Boardwork:

A. Translate the verbal phrases into mathematical expressions.

1. Twice the sum of the numbers x and y
2. The difference of five and a number.
3. Ten added to a number.
4. The quotient of a number and two.

B. Translate the mathematical expressions into verbal phrases.

5. 8 – 3b
6. a+ b
7. 2x + 3

IV. EVALUATION:
A. Translate verbal phrases (column A) into mathematical expressions
(column B). Write the letter of the correct answer.

Correct Column A Column B

Answer
1. Five more than a number n - 12
2. Twice a number diminished by x + 5
5
3. Five times the sum of n and 5(p+7)
seven
4. Twelve less than a number 50÷ (h + 5)
5. The quotient of fifty and five 2y - 5
more than a number
B. Translate each algebraic expression into a verbal phrase.
1. 28 + k
2. D + 98

V. ASSIGNMENT: (20 points)

In a one whole sheet of paper you express how you feel about working with
translating a verbal phrase into mathematical expression and vice versa by
drawing a picture; no words draw a picture only.

Prepared by:

JENILYN E. SAMACO
SST- I

Approved by:
ISIDRA RISA S. PEÑAREDONDO
Head Teacher II