Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
MINA NATIONAL HIGH SCHOOL
MINA, ILOILO

DAILY LESSON PLAN

MATHEMATICS 7
School: Mina National High School Grade Level: 7
Teacher MA. SHARON M. ARTILLO Learning Area Mathematics
Date JANUARY 11, 2023 (WEDNESDAY) Quarter Second

Date and Day: JANUARY 11, 2023 (WEDNESDAY)

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of algebraic expression, the properties of real
numbers as applied in linear equations and inequalities
in one variable.
B. Grade Level Standard The learner is able to model situations using oral,
written, graphical, and algebraic methods in solving
problems involving algebraic expressions, linear
equations, and inequalities in one variable.
The learner translates English phrases to mathematical
C. Learning Competencies/ Objectives Write the LC phrases and vice versa. (M7AL-IIc-1)
Code for each a. Identify the words /
phrases that are used to
indicate mathematical
operations.
b. Translate verbal phrases
to mathematical phrases
and vice versa.
c. Value accumulated
knowledge as means of
new understanding.
II Content Translates English phrases to mathematical phrases
and vice versa. (M7AL-IIc-1)
III. LEARNING RESOURCES
A. Reference

1.Teacher’s Guide Pages

2. Learner’s Material Pages
3. Textbook Pages
4. Additional Material from LR portals
B. Other Learning Resources
pp. 117 – 121
G8 Math Module pages 66 – 67; Gladys C. Nivera,
Ph.D.,Grade 7 Mathematics Patterns and Practicalities,
pp.184-188
https://www.google.com.ph/search?
q=cavite+places
http://www.traveltothephilippines.info/wp-content/
uploads/2011/09/balite-falls-300x201.jpg
Grade 7 LCTG by DepEd Cavite Mathematics, 2016
Visual aids
 IV. PROCEDURES
Preparatory Activity
a. Prayer
b. Checking of Attendance
c. Presentation of Objectives
Lesson Proper
A. Reviewing previous lesson or
presenting the lesson.
B. Establishing a purpose for
the lesson.
C. Presenting examples or
instances of the new lesson.
Teacher’s Activity Learner’s Activity
I would like to request
everybody to stand for a prayer
(Teacher designates the class
monitor to check the attendance) ___________ will check the
Thank you,. attendance.
In this session ,you will learn Everybody is present Ma am.
to translate English phrases to
mathematical phrases and vice
versa.
PHRASE is a group of
words that doesn’t have subject
and predicate.
Let us start with our
objectives. (refer to objectives
above)
Motivational or Purpose Setting
Activity
Directions: Translate the
pictures to form a meaningful
phrase.
In mathematics, what do these
symbols mean?
+ – x ÷
Share your insights about the
game. What is the importance of
interpreting or translating symbols
into words and vice versa
correctly?
In translating verbal phrases into
algebraic 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
c. Twice m
d. The difference of b and 10
e. 9 less than z
Solutions:
a. x+y d. b - 10
b. a+6 e. z – 9
c. 2m
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

D. Discussing new concepts and

practicing new skills #1
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


E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment)
G. Finding practical applications
of concepts and skills in daily
statement must be interpreted
correctly. In what way does it
affect our dealings with others?
The teacher gives a set of verbal
phrases then the students will
select the corresponding
mathematical phrase written on
each picture and they will paste it
on the board.
a. Twice a number increased
by four.
b. The difference of five and
a number.
c. Eight diminished by thrice
of a number.
d. Ten added to a number.
e. The quotient of a number
and two.
A. Translate the verbal Each group will be given
phrases into algebraic opportunity to report and
expressions. discuss their answers.
a. The ratio of x and 4.
b. 3 less than thrice a
number
c. The sum of twice a
number and 8
B. Express the algebraic
expressions into verbal
phrases.
d. 8x – 6
e. 5(x + y)
Each group must answer the
following tasks. The first group to
 living. answer correctly will get the score
for each task.
a. Write the mathematical
translation of the
following:
1. The difference of four
times a number
and one.___________
2. z less than 3. ________

b. Suppose you have a 120

cm stick and you cut off x
centimeters from it. How
will you represent the
length of the remaining
part?
c.Translate the mathematical
expression
2(x – 3) in at least two ways.

H. Making generalizations and In translating verbal phrases into

abstractions about the mathematical phrases, consider
lesson. the following terms:
 Addition would indicate an
increase, a putting together,
or combining. Thus,
phrases like increased by
and added to are addition
phrases.
 Subtraction would indicate
a lessening, diminishing
action. Thus, phrases like
decreased by, less,
diminished by are
subtraction phrases.
 Multiplication would indicate
a multiplying action.
Phrases like multiplied by
or times are multiplication
phrases.

 Division would indicate

partitioning, a quotient, and
a ratio. Phrases such as
divided by, ratio of and
quotient of are common for
division.
I. Evaluating Learning Directions: Translate the given
verbal phrases into mathematical
expressions or vice versa.
a) The sum of a
 number and three
b) Four times a certain
number decreased
by one
c) The ratio of a
number x and six
increased by two
d) A certain number
decreased by two
e) The product of p
and q divided by
three
f) 9m
g) 4x– 7
h) 5(x+1)
i) 4 + x
j) 2a + 3

J. Additional activities for . Follow-up: Write your own

application or remediation. pair of mathematical
phrase and its verbal
translation.

2. Study: Polynomials

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

Prepared by:

MA. SHARON M. ARTILLO

Teacher II

Checked and verified by: Approved by:

MILAGROS B. LOBRIO OLIVA P. ALFARAS,PhD LUDA G. AHUMADA, PhD

Master Teacher I Head Teacher III Principal IV