Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR

Detailed Lesson Plan in Mathematics

“Verbal Phrases and Mathematical Phrases”
Grade 7

I. CONTENT STANDARD
The learners demonstrates understanding of the key concepts of algebraic expressions, the
properties of real numbers as applied in linear equations, and inequalities in one variable.

II. PERFORMANCE STANDARD

The learners are able to model situations using oral, written, graphical, and algebraic methods in
problems involving algebraic expressions, linear equations, and inequalities in one variable.

III. OBJECTIVES
At the end of the lesson, students are expected to:
A. translate verbal phrases to mathematical phrases and vice versa,
B. formulate equations from given problems or information; and
C. solve number problem applying the verbal phrases and mathematical phrases.

IV. SUBJECT MATTER

a. Topic: Verbal Phrases and Mathematical Phrases
b. References:
 Grade 7- Mathematics Learner’s Module pp. 117-121 (M7ME-IIc-1)
 http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-materials-in-mathematics-q1q2
 Elementary Algebra I. 2002. pp.82-84
 NFE Accreditation and Equivalency Learning materials. Equation(Part 1) 2001 pp. 6 - 10
 EASE I – Module 6: Express, Translate and Evaluate
 DLM 1 – Unit 3: Algebraic Expressions
c. Pre-requisite Concepts: Real Numbers and Operations on real numbers
d. Instructional Materials: Manipulative Objects and PowerPoint Presentation
e. Skills to develop: Knowing and understanding, solving and applying, and connecting.
f. Values Integration: Critical thinking, Active participation, objectivity, and perseverance.
g. Methodology: 4A’s
h. Concepts:

FUNDAMENTAL OPERATIONS
MEANING KEYWORDS
AND EQUALITIES
total more than
indicate an increase, a putting
ADDITION the sum of added to
together, or combining
increased by plus
minus fewer than
indicate a lessening,
SUBTRACTION difference of less than
diminishing action
decreased by subtracted from
product of
multiplied by
MULTIPLICATION indicate a multiplying action times
twice
of
quotient
indicate partitioning, a per
DIVISION divided by
quotient and a ratio ratio
shared
will be
results in
indicated by phrases of totals
EQUAL yields to
equality is equal to
becomes
gives
V. LESSON ACTIVITIES
Time Teacher’s Hint Teacher’s Activity Student’s Activity IM’s
Frame
5 mins. Preliminary

A.1. Greetings Good Morning Class! Good morning Sir!

A.2. Prayer Kindly stand and let us pray. (Students will pray)
Please lead the prayer

A.3. Securing Before you take your seat, kindly (Students will arrange their
the cleanliness arrange your chair properly and chairs and pick up all the
and orderliness follow this row. And pick up all pieces of dirt)
of the the pieces of dirt under your
classroom. chair.

A.4. Checking Class beadle, kindly checked the (Class beadle will check the
the attendance attendance of your classmate. attendance)

A.5. Kindly pass your assignment (Students will pass their

Assignments forward and I’ll check it later. assignments forward)

3 mins. Recall Before we start our discussion

for today, we will have a recall
about our past lesson.

How do you read this class,

4x4
10+8 (Students will answer)
5-3

Very good class! It seems that

you still remember what we have
tackled last meeting.

5 mins. Motivation Before we proceed to our lesson,

we will have a game first. This
game called “REBUS
PUZZLE”. I will group you into
3 groups. Each group must
answer the puzzle that I will
show to you. Every correct
answer is 1 point, The group that
has many points is considered as
the winner. Is there any question None Sir.
class?

How did you find the activity The game was very
class? Is it easy or difficult? challenging because it is not
familiar but it was enjoyable;
there was also a difficult part
because we need to analyze
Very well said class! Yes, I see the pictures and words in
that all of you participated well. order to complete the puzzle.
Rebus puzzle is something
related to our topic.
2 mins. B. Lesson
Proper Our topic for today is all about
Presentation of “Verbal Phrases and
the lesson Mathematical Phrases”

Presentation of For today’s lesson, we have the
the objectives following objectives to be
attained today.
At the end of the lesson,
students are expected to:
A. translates verbal phrases to
mathematical phrases and vice
versa.
B. formulate equations from
given problems or information
C. solve number problem
applying the verbal phrases and
mathematical phrases.
10 mins. 3.Activity
For today’s lesson, we have Visu
the following objectives to be al
attained today. aids
At the end of the lesson,
students are expected to:
A. translates verbal phrases to
mathematical phrases and
vice versa.
B. formulate equations from
given problems or
information
C. solve number problem
applying the verbal phrases
and mathematical phrases.

Pre-activity In order to attain our objectives, Tarp

we will be having an activity. Go aper,
to your group mates and choose Mark
one member to present your er
output. Do you understand?
Yes Sir!
(Discussion of direction)

(Distribution of Materials)
(See attached rubric)

For this activity, here is the

rubric.

B. Activity (See attached activity sheet)

Proper

C. Post activity Okay times up! Post your output

and let’s proceed to the
presentation.

(the student will present their

output)

5 mins. Analysis and How was your activity class?

Abstraction We find the activity very easy
Sir because you already gave
the words and we are going to
do is to use those words to
translate into verbal phrases
Very good! Yes you are correct and of course into
that is easy for you to translate it mathematical phrases. Visu
because I have already given an al
example in your activity sheet Aids
that is very helpful for you to
translate.
Let us now discuss your answers.
Based from the activity, what are For “+” symbol, we can use
the words or phrase that we can the words or phrases like Visu
use in “+” symbol? total, al
the sum of, increased by, Aids
more than, added to and plus.
Excellent! How about the
“-“symbol?
For “-“symbol, we can use
minus, difference of,
decreased by, fewer than, less
Very good! For the “.”,” ()”, than and subtracted from.
“X”, what are the words or
phrase we can use? For “.”,” ()”, “X” symbols, we
can use product of, times, of
Perfect! How about “÷”, “/”? multiplied by, and twice.

We can use the quotient,

divided by, shared, per and
Excellent Class! ratio.

So what do you think are more

difficult to translate, verbal
phrases into mathematical
phrases or mathematical phrases I think Sir there is no
into verbal phrases? difficulty between the two
because it was all the same
Very Good. Do you think it is concepts and it was very easy.
possible to translate the
mathematical phrases in many
verbal phrases?

How do you say so? Yes Sir.

Because there are many words

Excellent! You are correct that that describe the respective
there are many words that symbol.
describe the respective symbol.

How about translating of the “=”

sign?

1. 2x-1=1

2. 7+x=2x+3 1. Twice a number decreased

by one is equal to one
2. Seven added to a number x
3. 3x=15 is equal to twice the same
number increased by three
3. Thrice a number x is equals
Awesome class! Based on that, to fifteen
what do you observe are the
common verbal translations of
the “=” sign?

Very good! Can you think of “is”, “is equal to”

other verbal translations for the
“=” sign?
 Excellent! Thank you. How
about the problem that you are “Results in”, “Becomes”
going to formulate into an It is very easy Sir because the
equation? problems are easy to
understand and not so very
complicated situation.
Excellent class! It shows that
you already learned about our
topic for today. Do you have any
question?
None Sir! Visu
Now you know how to translate al
the Verbal Phrases into aids
Mathematical Phrases.
5 mins. Generalization
To generalize your
understanding about our topic,
let us write as many verbal
translations as you can for this
mathematical sentence. Possible answers are:
x/y - 2z
1. The quotient of x and y
decreased by twice z
2. X divided by y less twice z
3. Twice z less than the
quotient of x and y
4. The difference between the
quotient of x and y, and twice
Excellent class! z
5 mins. Application
Now, what do you think are the
connections of the game Rebus Sir the connection of the
puzzle in our topic for today? game Rebus puzzle in our
Who wants to answer? topic for today is we can
translate the words into
mathematical phrases or vice
versa and it has key words to
find the right answer. The
same as the Verbal Phrases
and mathematical phrases, it
Very well said! That is true that needs to be translating
we need to translate one thing correctly.
not just a puzzle but everything
in our life correctly. The same as
the topic for today, for example
in problem solving. Do you think
it is possible to have a correct
answer if we don’t translate or
understand correctly the
problem? Why?

No Sir! Because it has only

one answer in solving
problem, so better to
Very Good! I have here an understand it and translate
example of number problem that correctly.
you are going to answer. I need
one boy and one girl to answer
with the same problem.
 Problem 1: When 15 is
subtracted from five times a
number, the remainder is 125. 5x – 15 = 125
What is the number? 5x =125 - 15
5x = 110
5 5
X = 22
Very Excellent class! Do you
have any question?

None Sir!

VI. EVALUATION

Answer the following.

Write at least 3 ways of verbal translations for this mathematical sentence?
3x-2=4
1.
2.
3.
4. Thrice a number x yields 15?
5. Thrice a number decreased by one is equal to 1?
6- 15. What are the keywords we can use for: (Give 2 keywords)
a. Addition (+) d. Division (÷,/)
b. Subtraction (-) e. Equals (=)
c. Multiplication (*, x)

VII. ASSIGNMENTS
Answer the following.

1. Write the verbal translation of the formula for converting temperature from Celsius (C) to Fahrenheit
(F) which if .

2. Write the verbal translation of the formula for simple interest: I=PRT, where I is simple interest, P is
Principal Amount, R is Rate and T is time in years.

3. The area (A) of a rectangle is a product of length (L) and width (w).

4. What is constant?

5. What is variable?

Reference: http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-material-in-mathematics-q1q2.

Prepared by:

NIÑO LEMUEL L. CONCINA

APPLICANT