A Detailed Lesson Plan in

Mathematics 7
Prepared by: Mystica Rose J. Lanzaderas

Learning Competencies: The learner translates English phrases to mathematical phrases and
vice versa. (M7AL-IIc-1)

I. Objectives:
At the end of 60-minute discussion, 80% of the students are expected to:
A. identify the words/phrases that are used to indicate mathematical operations;
B. translate verbal phrases to mathematical phrases and vice versa through examples and
activity;
C. value accumulated knowledge as means of new understanding.

II. Subject Matter:

A. Topic: Verbal Phrases and Mathematical Phrases
B. Reference: Learner’s Material, pp. 117 – 12 and G8 Math Module pages 66 – 67
C. Materials: Laptop, visual aids, blackboard, tag board and worksheets.

III. Procedure:

Teacher’s Activity Student’s Activity

A. Preliminary Activity
1. Greetings and Opening Prayer

Good afternoon class! All: Good afternoon ma’am!

To start our class today let’s pray
first. Who wants to lead the
prayer? (Student 1 raise her hand)
Come in front and lead the prayer.

Before you take your seat kindly (Students arrange their chairs and pick up
arrange your chairs and pick up the the pieces of papers)
pieces of papers.
All: Yes ma’am!
Are you done?
Again good afternoon lovely
students!

2. Checking of Attendance

Now start counting using the

number that I assigned to each of (Students are counting)
you in order for me to know who
are absent this afternoon.
Very good you have a perfect
attendance!

3. Getting of Class Standards

Before we proceed to the lesson

proper, I want you to know first Classroom Rules and Agreements
our classroom rules and
 agreements in order for you to be
aware on what to avoid during
class discussion. Everyone kindly
read our classroom rules and
agreements.
1. Listen Attentively.
2. Raise your right hand if you want to
answer.
3. Respect everyone in the class.
4. Have fun in learning.

The first agreement is that I want

you to listen attentively when
someone is talking or discussing in
front or answering. Next
agreement is that I want you to
raise your right hand if you want to
answer or if you have questions.
Then, the third agreement is I want
you to respect everyone in the
class, do not laugh at them if they
have wrong answer. And the last
agreement is I want you to have
fun during our discussion. Are we All: Yes ma’am!
clear class?
I am expecting that you will follow
our class standard throughout our
class this afternoon.

B. Lesson Proper( 5E’s Model)

1. Engage
All: Yes ma’am!
Let’s have an activity! Are you ready
class?

This activity is called

“LOGO/SYMBOL GAME”.
In this activity I will group you into
two groups, group A and B. The left
column will be the group A and the
right column will be the group B.

And this will be the mechanics of the

game everyone kindly read.

MECHANICS:
 In each level there are 3 logos to be (The student’s read the mechanics of the
named. game)
 For level 1, correct guess will score 2
points; level 2 (3points) and level 3 will
score 5points.
 Each group will be given 3 minutes
to name the logos.
 The group to earn the highest score
will be the winner.

This will be the score chart of this

 game.

Level 1 Level 2 Level 3

Group A

Group B

If you identify the three logos/symbols (All: Yes ma’am!)

then your basket will have the (The game started)
corresponding points to each level.

Are all groups ready?

Okay let’s start!

Group A
Level 1
(2pts)

Level 2
(3pts)

Level 3
(5pts)

Group B
Level 1
(2pts)

Level 2
(3pts)

∞ ÷ ≠
Level 3
(5pts)

Time’s up! Finish or unfinished stop (Group B is presenting)

answering.
Now choose one of your members to All: Yes ma’am!
present your answer in front.
Let’s start with the group B.
Okay does group B named those
(Group A is presenting)
logos/symbols?
Very good so I will put all the points All: No ma’am.
in each level since you named it all
correctly.
Let’s proceed to group A.
Okay does group A named those
logo/symbol?
 So the group A doesn’t answer all the
logos in level 3 so in level 3 they will
not receive the 5 points.
(All clap their hands)

Okay let’s count all your points. The

group A got 5 points and the group B (All clap their hands)
got 10 points. So, the winner is group
B. Let’s give a round of applause to
group B.
And also let’s give a barangay clap for
the group A since they also give their
best.
(Answer may vary)
Good job class you did it well!

2. Explore

Now based on the game we had, share

your insights about the game. What is
the importance of interpreting or
translating symbols into words and
vice versa correctly? One plus three ma’am.

Okay very good!

Let’s try to translate this expression Student 6: Based on the activity we had
into words. ma’am I think our topic for this day is all
1+3 about translating mathematical phrase to
What will be your answer? verbal phrase.
Very good!
Based on the activity and the example
that we answered what do you think
will be our topic today?

Very good! Our topic this afternoon is

all about verbal phrase and
mathematical phrase.
(Students are reading the objectives)
Before we start our proper discussion,
let us read all together the lesson
objectives.

At the end of 60-minute discussion, 80% of

the students are expected to:
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.

3. Explain
(Students are reading)
 Now let’s define first what is verbal
phrase and mathematical phrase.
Everyone kindly read.

A verbal expression is a mathematical

statement that is expressed in words.
For example:
Seven times a number b.

A mathematical phrase is a
mathematical expression containing
numbers and/or variables and
operations.

So in mathematical phrase it will

become 9a or 9 x a. In this example we
are already doing a translation of
verbal phrase to mathematical phrase
just like we did earlier. (Students are reading)

Now everybody read the different

terms to consider in translating verbal
phrase to mathematical phrase and
vice versa.

These are the things that you should Student 2: Addition ma’am
consider in translating and for you to
know what operation does the verbal
phrase used.
All: Yes ma’am.
So let’s have an example.
Translate the verbal phrase into
mathematical phrase.
a. A number b increased by 5.
Students 8: in verbal phrase ma’am it will
The term used is increased, what become six minus five times a number x.
operation does increased belong?
Very good! So it will become b + 5
since the used term belong to addition.
Do you understand?

Another example, translating

(Students are reading)
mathematical phrase into verbal phrase.
b. 6-5x
Anyone who wants to answer?

Very good!

Now let’s have a real life example.

 Everyone kindly read.

John runs the same number of miles

each day. Write an expression to
represent the number of miles John ran
in June last year.

Okay so we will first decide the

variable. We don't know how many Student 3: The answer is 30m, it is because
miles John runs each day, but we know there are 30 days in a month of June and m
every day it is the same. represent the number of miles he run.
Let m equal the number of miles John
runs each day.
Next, write a variable expression
using m. In one day John runs m miles.
In 2 days John runs 2 m miles. The
question asks for an expression that
represents how many miles John ran in
June. June is a month with 30 days. So
your expression in mathematical is 30m.
Again what will be the answer?
All: Yes ma’am

Very good! All: None ma’am!

Always remember that all letters from a-
z are all variables and in translating it
into verbal phrase there should be a
word ‘a number’ before the variable.
And also in translating verbal to
mathematical always remember the
terms in order for you to know what is
the operation being used. Are we clear
class?
All: Yes ma’am!
Okay any questions?
Since there’s no questions let’s have
another activity! (Student’s go to their pair and seats)

C. Concluding Activities All: Yes ma’am!

4. Elaborate

This game is called “Coach and Player”

In this game you will be paired by your
All: Yes ma’am!
9 o’clock buddy. One will be the coach
and a player. The player will write the
answer and the coach will give the
answer. Are we clear class?

I will give you 10 seconds to be with

your 9 o’clock buddy and find your seat.

Are all seated with their buddy?

Okay so I will give each pair a tag board

where you will be going to write your
answer. There should be no erasure and
wrong spelling is wrong. Is it clear?
 And we will check your paper every
number. I will just count 10 seconds for
you to answer and then I will say raise
your tag board up then that time you will
stop answering and raise your tag board
do not put your tag board down as I say
so. Be honest in checking your paper.

So this will be the tally chart.

A B Total
Group
1
Group
2
Group
3
Group
4
Group
5
Group
6
Group
7
Group
8 All: None ma’am!
Group (The game started)
9
Group Possible answer:
10 1. 14z
Group 2. p+5
11 x
Group 3.
y
12
Group
13
Group
14 ( the answers depend on the term being
Group used)
15

Any questions before we start?

Okay let’s start the game.
(The students are clapping)
A. Translate verbal phrases to
mathematical phrases.
1. The product of fourteen and a number
z.
2. The sum of a number p and five.
3. The quotient of a number x and a
number y.
B. Translate mathematical phrase to Student 7: Through the given terms we can
verbal phrase. already know what is the operation being
4. y-5 used.
5. 5+4m
 That’s it, now let’s all count the scores. Student 9: If we know how to translate
So all of the groups got perfect and all verbal phrase to mathematical phrase and
groups are winners. Okay let’s give a vice versa then we can easily communicate
wow clap. our ideas to others.

Now pass all the tag boards in front.

Good job class! You really understand

well our topic this day.

Now let’s have a short recap.

How will you identify the mathematical
operation of a given verbal phrase?

Very good!
In what way does this lesson can be used
in a real life situation?

Very good class, you really understand

our topic.

IV. Evaluation

Direction: Encircle the correct answer of the following questions for part A and for part B
translate it using the correct term.

A. Translate the given verbal phrases into mathematical phrases.

1. Ten diminished by two times a number a.

a. 10 + 2a b. 10 – 2a c. 10 x 2a d. 10/2a
2. The ratio of x and y.
a. x + y b. x – y c. (x) (y) d. x/y
3. Ralph is a baker who makes the same number of loaves of bread each day. He uses 5 cups
of flour in each loaf of bread. Write an expression to represent the number of cups of flour he
uses each day making bread.
a. 5 + l b. 5 –l c. 5l d. 5/l
B. Translate the given mathematical phrases into verbal phrases.

4. 1+a
5. 10m
Answer Key:
A.
1. b
2. d
3. c
B. (The answers depend on the terms being used)
V. Assignment

Instruction: Write your own 5 verbal phrases and translate it into mathematical phrases.

Prepared by:

MYSTICA ROSE J. LANZADERAS

Student Teacher

Checked by:

DANILO C. BULABON VICENTE A. TEJERO

Master Teacher I Head Teacher I