Detailed lesson Plan in Mathematics 7

I. Objectives
A. Content Standard
The learners demonstrate an understanding of:
 Identifying the constant, variables ,numerical and algebraic
expression
B. Performance Standard

The learners shall be able to:

 To model situations using algebraic methods in solving problems
involving algebraic expressions.
C. Learning Competency
 Evaluates algebraic expressions for given values of the variables.
Q2 Week 3 (M7AL-IIc-4)
II. Content
-Algebraic expression and Evaluating Algebraic Expression-

III. Learning Resources

 Instructional Materials: Visual aids, PowerPoint presentation,
laptop, projector, activity envelope, chalk and board.
 Reference: http://lrmds.depedldn.com/DETAIL/7384.HTM
E-Math by Orlando A. Oronce and Marilyn O. Mendoza,
http://www.algebra-class.com/evaluate-algebraic-
expressions.html,
https://www.bigideasmath.com/protected/content/ipe/grade
%206/01/g6_01_01.pdf

IV. Instructional Procedure

Teacher’s Activity Student’s Activity

A. Pre-activities

a. Opening Prayer

Good morning class! Good Morning Maam!

All stand and pray.

Let’s all stand and pray.

b. Checking of Attendance

While the class monitor checking the attendance, Kindly pick up the
pieces of paper under your chair.

So, we have a perfect attendance, right class? Yes, Ma’am!

Okay, Very Good! Let’s give ourselves a three clap! Clap! Clap! Clap!

c. Setting of Standards

By the way, are you now ready for our discussion? Yes, Ma’am!

But before that, what will you do if your teacher is discussing in

front? I will listen carefully, Ma’am!

Avoid talking with my seatmate

 That’s good! What else?
I will raise my right hand, and do not a
Great! Now, how about if you want to answer my question? chorus.

Perfect!

d. Review of the past lesson

A letter that is used as a placeholder s
To recall the concepts that we learned from the previous lesson, what that has no fixed value is
is the letter that is used as a placeholder symbol that has no fixed? called a variable while a symbol that
And a symbol that has a fixed value? fixed value is called a constant

Yes, Callysto?

Excellent!

e. Motivation
 Let the students observe the expressions shows in the
PowerPoint presentation ask about what they observe.

 Teacher establishes purpose of the expressions

shown on the screen.

 Why these expressions are grouped this way? Do the

expressions in each group have something in
common?
 B. Activities.

Activity 1. Classify the following expressions as

numerical or algebraic.

 The teacher shows the expressions on the PowerPoint

 The students will classify the following expressions as
numerical or algebraic. Shown on the screen.

Activity 2. Fill in the blanks and Identification

 The teacher shows the expressions on the PowerPoint
 The students will, identify the missing variable/s, and
constant. For each of the terms, fill the missing literal
coefficient

Activity 3. Can you think of an instance when substitution is done?

Substitute the given value of variable in the expression and simplify
it.

 The students will site an example of an instance that uses

substitution. Substitute and Evaluate expression on the given
value of variable.

1. Evaluate 2y + 3 when y = 3

Solution:
Example 2. Evaluate 3(a + 4) + (a – 2) when a = 6

Solution:

C. Analysis. Activity 1. Teacher Facilitates Q&A:

 Based from the activity, how we can
differentiate numerical expression and
algebraic expression

 Activity 2. Based from the activity, -

What is variable and constant in an
algebraic expression.

 Activity 3. The teacher ask how to

substitute algebraic expression given
the value of variable.

D. Abstraction
 Teacher selects any one, two or all of the activities
on how to identify constants, variables, terms,
numerical expressions and algebraic
expressions; and site the steps in evaluating
algebraic expressions.
 Lecture: Teacher says:
.
In Algebra, we replace a variable with a number. This is called
substituting the variable. To evaluate an algebraic
expression, replace the variable by a number or substitute a number
for the variable and simplify the expression. Evaluating an
algebraic expression means obtaining
or computing the value of the expression where value/s of the
variable/s is/are assigned. .

So, do you understand class on how to evaluate algebraic expression?

Is there any question?

Yes, Maam!
E. Application
No Maam!
Okay, Let’s now have a drill. Group the class into two.The leader will
be the one who can ask me about the activity and he/she is also
responsible for dividing the tasks between the members of the group.
Each group will be given an activity envelope where you will find the
materials for the activity and the expressions that your group will be
going to evaluate.

Group 1:

1. Why are variables used in algebraic expressions?

2. Compare and contrast algebraic expressions and numerical
expressions. You may use examples to explain your answers.

3.Evaluate 3x2 + 2x – 3 , when x=7

4.Evaluate 3x − 14 when x = 5

(Students Answered)
Group 2:
1. Why are variables used in algebraic expressions?
2. Compare and contrast algebraic expressions and
numerical expressions. You may use examples to explain
your answers
2.
1. Evaluate 3x2 + 2x – 3 , when x=5
(Students Answered)
2. Evaluate 3x − 14 when x = 4

Now, the group activity will be scored according to this standard.

Cooperative Learning Rubric

Excellen Acceptable Minimal
t5 3 points 1 point
points

Accuracy Correct Correct Wrong

answer answer.., answer.
Followin but Missing
g all the missing the
steps some of correct
the steps. steps.
Time Frame First Following Group/s
group to groups to that
pass pass passes
within within the exceedin
the time time limit. g the
limit. time
limit.
Cooperation All Some Few
member members members
s doing did not do the
their cooperate activity.
assigned in the
tasks activity.
cooperat
ively.

F. EVALUATION

Evaluate each of the following expressions at the given value(s) of the

variable(s).
 Algebraic Values of the variables
expression
1. 7a + 3b a = -4 b=2
2. 4xy - 2(x + y) x=3 y=4
– y2
3. (3y + y) + y2 y = -5 (Students Answered)
4. 3(m – n) + m=6 n = -4
(6m ÷ n) Answers:
5. (4x2 ÷ y) + x = -3 y=6 1. 7a + 3b if a = -4 and b =2
3(x - y) = 7(-4) + 3(2)
= -28 + 6
= -22

2. 4xy - 2(x + y) – y2 if x = 3 and y = 4

= 4(3)(4) – 2(3+4) – (4)2
= 48 – 14 - 16
= 18

3. (3y + y) + y2 if y = - 5
= [3(-5) + (-5)] + (-5)2
= [-15 – 5] +25
= [-20] + 25
G. Assignment = -20 + 25
=5

The expression 20a + 13c is the cost for a adults and c students to 4. 3(m – n) + (6m ÷ n) if m = 6and n =
enter the Miami Science Museum. = 3[6 – (-4)] + [6(6) ÷ (-4)]
a. Find the total cost for 4 adults and 24 students. = 3[6 + 4] + [36 ÷ (-4)]
= 3[10] + [-9]
b. You find the cost for a group. Then the numbers of adults and = 30 – 9
students in the group both double. Does the cost double? Explain = 21
your answer using an example.
5. (4x2 ÷ y) + 3(x - y) if x = -3 and y =
c. In part (a), the number of adults doubles, but the number of = [4(-3)2 ÷ 6] + 3[(-3) – 6]
students is cut in half. Is the cost the same? Explain your answer = [4(9) ÷ 6] + 3[-3 – 6]
using an example. = [36 ÷ 6] + 3[-9]
= 6 –18
= - 12

Prepared by: Rey Ann A. Rubio

Applicant