ELAIZA MAE N.
LAGARDE
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. SUBJECT MATTER
LEARNING RESOURCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
III. PROCEDURES
A. Preparatory Activities
Teacher Quarter Second
Teaching Date/Time 7 – DIGNITY (6:30-7:20 AM) Grade/Section 7 - DIGNITY
Learning Area MATHEMATICS 7 School Year 2023-2024
DAILY DETAILED LESSON PLAN
At the end of the lesson, the learner should be able to:
• state the steps in evaluating algebraic expressions;
• evaluate algebraic expressions for given values of the variable.
• show accuracy in solving problems in evaluating algebraic expressions in real life situation.
The learner demonstrates understanding of the key concepts of measurement.
The learner is able to formulate real-life problems involving measurements and solve these in a variety of strategies.
Evaluates algebraic expressions for given values of the variables. (M7AL-IIc-4)
Topic: Algebra
Sub-Topic: Evaluating algebraic expression
ADM Module pages 8-20
N/A
E-Math worktext in mathematics pages 185-190
https://www.youtube.com/watch?v=a1uhgb-V4Ic
Laptop, PowerPoint, projector/TV screen, whiteboard marker, visual aids.
Teacher’s Activity Students’ Activity
1.Daily Routine (2 minutes)
a. Prayer “Let us all stand and pray.”
“Before we start our lesson, let’s first have a prayer.”
b. Greetings
 “Good morning 7 - ________ ” “Good morning, Ma’am Elaiza!”

c. Classroom Management and Monitoring

“Before you take your seats, kindly pick up the piece of dirt around
you and arrange your chair properly “
“You may now take your seat.”
(The arrangement of seats is based on their group number.)

d. Checking of Attendance
(The Leader of each group will
“May I know who is/are absent for today” (call the leader per group to
tell who is/are absent in their
report the attendance)
group)
Project ReBaMs (Remastering Basic Multiplication Skill)
Bring out your mathematics notebook, then write down the table of
multiplication for whatever is being picked. I will give you 1 minute to
(Students listed down the
complete the task. Those who got the lowest score will be going to the faculty
multiplication table given)
to recite the multiplication table.

Drill: RAISE YOUR POWER!

Direction: Answer the following exponential notation.

Answer
1. 93 6. -2-4
Use a range of teaching strategies 1. 729 6. -6
2. (−5)3 7. (-3) (-7)
that enhance learner achievement in 2. -125 7. 21
literacy and numeracy skills
3. 122 8.(-4) (2) 3. 144 8. -8
−8
4. −62 9. −2 4. -36 9. 4
5. -3+1 10.
−12 5. -2 10. -3
4

3. Review
1. Based on the drill number 1-4, what do we call the number on the upper right “Ma’am, I think that is called exponent”
or on the superscript?
“Very Good”

B. Developmental
Activities
Apply a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-
order thinking skills
2. What can we say about the exponent?
“Excellent”
3. How about items 5-10? What can you say about the given?
“Very Good”
4. How do we add/subtract integer?
“Great”
5. How do we multiply or divide integer?
“Good job!”
Motivation:
Let us have an activity called “WHAT IS THE VALUE OF YOUR NAME?”
(The teacher will call student to give the value of their names)
“Based on our activity, what is your idea about our topic or today?
“It tells us how many times we multiply
the base by itself”
“Ma’am it is about operation on integers”
“Ma’am, in adding/ Subtracting integers
for like signs find the sum of their
absolute values and use the sign common
on both integers. While for unlike signs
find the difference of their absolute values
and use the sign of the integer with greater
absolute value”
“Ma’am, in multiplying and dividing
integers for like sign the answer would be
positive, while for unlike sign the answer
would be in negative”
Expected student explanation: Suppose
numbers are assigned to letters of the
alphabet as follows:
A = 1, B = 2, C = 3, D = 4, E = 5, and so
on, up to Z = 26
(Student will give their idea)
 2.Presentation of the Lesson (3 minutes)
Use effective verbal and non-verbal
classroom communication strategies
“Are you familiar with arithmetic statement?” “Yes ma’am”
to support learner understanding,
participation, engagement and
achievement

“Can you guess what are the possible values of and to make the “Ma’am 3 and 2”
statement true?

“Very good”
“What else?”
“4 and 1”
“10 and (-5)”
“15-10”
“Excellent”
“All of your answers are correct”

3.Discussion (15-20 minutes)

“Class, in evaluating an algebraic expression it means to replace a variable by a
particular value and to simplify the expression.
-We evaluate an expression by substituting the value for the variable and
finding the value of the expression.
“Yes ma’am”
“Did you understand?”

These are the steps to follow in evaluating algebraic expressions:

1. Substitute the given values for each variable.
Use a range of teaching strategies
2. Simplify first the expression within the parenthesis.
that enhance learner achievement in
literacy and numeracy skills
3. Perform all indicated operations and simplify the result.

“Let us apply those steps on the following examples.

Example: Evaluate 3x + y
1.If x = 4 then y = 5, find the value of 3x + y. = 3(4) + 5
 = 12 + 5
= 17

2. What is the value of 6𝑥 2 + 3 if x = -4

6𝑥 2 + 3 = 6(−4)2 + 3
= 6(16) + 3
= 96 + 3
= 99

3. What is the value of y in 𝑦 = 𝑥 2 + 3𝑥 − 10 if x = -3.

𝑦 = 𝑥 2 + 3𝑥 − 10
= (−3)2 + 3(−3) − 10
= 9 + -9 – 10
= -10

“Do you understand class?” “Yes Ma’am”

“Is there any clarification?” “None”

“Now, we already learn how to evaluate algebraic expression, let’s have a

group activity”
“Are you ready?” “Yes ma’am”

4. ACTIVITY
Title: Algebraic Precision: The Expression Factory

Story Problem: Mr. Padilla has a factory of chocolates, every year they
inventing a new set of chocolate flavors for upcoming Christmas holiday. He
wanted to have the best chocolate in town that everyone would love to eat it. He
has a list of inexact ingredients for different flavors and he want to know the
exact amount of ingredient in order to get right flavor of chocolates.

Instruction:
 1. Each group will be given a factory machine.
2. Each group will be given a set of expression to be solve.
3. A corresponding value of w, x, y, z will be given.
4. The group must perform on how they arrived with their answer.
5. The group will present their work to the class. “Yes ma’am”
Manage classroom structure to
engage learners, individually or in
Additional instructions: “None”
groups, in meaningful exploration, - Each of group has a machine with corresponding ingredient to solve.
discovery and hands-on activities - Put the machine on manila paper and show the solution beside the machine.
within a range of physical learning -Lastly, paste your work on the nearest wall to your group.
environments
Rubrics:
Understanding the concept - 5 points
Accuracy - 5 points
Team work - 5 points
Overall presentation - 5 points
Total - 20 points

Group 1: Sea salt caramel Chocolate flavors

Question: How much grams of sea salt needed to get the exact flavor of the
chocolate?
Using this expression: 𝟐𝒙𝟑 − 𝟓𝒙𝟐 + 𝟑𝒙 − 𝟏, if x = 5

x=5

2𝑥 3 − 5𝑥 2 + 3𝑥 − 1

?
 Group 2: Dipped Apricot Chocolate flavors
Question: How much grams of dark chocolate needed to get the exact flavor of
the dipped apricot chocolate?
Apply a range of teaching strategies
to develop critical and creative Using this expression: 𝟑𝒗𝟑 − 𝟐𝒗𝟐 + 𝟓𝒗 − 𝟒, if v = 3
thinking, as well as other higher-
order thinking skills

v=3

3𝑣 3 − 2𝑣 2 + 5𝑣 − 4

Group 3: Expresso shot Chocolate flavors

Question: How much grams of expresso coffee needed to get the exact flavor of
the chocolate?

Using this expression: 𝟑𝒚𝟑 − 𝟑𝒚𝟐 + 𝟒𝒚 − 𝟏, if y = 4

 y=4

𝟑𝒚𝟐 − 𝟐𝒚𝟑 + 𝟒𝒚 − 𝟏

?
Group 4: Pecan caramel cluster Chocolate flavors
Question: How much grams of pecan nuts needed to get the exact flavor of the
chocolate?

Using this expression: 𝟐𝒛𝟑 − 𝒛𝟐 + 𝟒𝒛 − 𝟏, if z = 6

z=6

𝟐𝒛𝟑 − 𝒛𝟐 + 𝟒𝒛 − 𝟏

?

Apply knowledge of content within
and across curriculum teaching
areas
“Now that we get all the exact ingredients to the 4 flavors, Mr. Padilla can sell
the new chocolates flavor for upcoming Christmas. Congrats and thankyou
workers for your hard work!”
5. APPLICATION: ALGEBRAIC EXPRESSION BINGO
“Let us now apply learning evaluating algebraic expression by playing BINGO”
“Are you familiar with the game” “Yes ma’am”
Instruction: A bingo card will serve the answer to the question I have provided,
each question has a corresponding answer that you can found on the bingo
cards. The first student to complete a line (horizontal, vertical, square or
diagonal) will be declared as winner!
Pattern: Diagonal, Horizontal, Vertical, and Square
“Did you understand?” “Yes ma’am”
“Let’s begin!”
 (The game begins)

6. Analysis

"What is the reason why we value the person or things significant to us?” “We give value on the things or person
we have because it is important that’s why
“Very Good” we take care to it.

“What else?”
Apply knowledge of content within
“Ma’am it is important for me because it
and across curriculum teaching
reminds me on what or who gave it to me
areas
and I claim that it is special to me”
“Great!”

“All of your answers are correct; we give value to things because it is important (Student answer may vary)
to us specially if our loved ones give something to us even if it small or big”

“Do you understand class?” “Yes ma’am”

7.Abstraction
“Class, what are the steps in evaluating algebraic equation?” “Ma’am, the first one is substituting the
given value for each variable”

“Next?” “Simplify first the expression within the

parenthesis”
“Very good”
“And the last step?” “Perform all indicated operations and
simplify the result.”

“Good job” (Student will clap 3times)

“Three claps for everyone”

8.Valuing
 The highlights of this saying are the significance of putting value on what we
own and suggests that valuing the thought and work that go into anything rather
than focusing only on its outward appearance or material components. It
basically emphasizes how important it is to treat others with true care and
consideration in all of their interactions and exchanges.
IV. EVALUATION Short Quiz: Evaluate Algebraic expression (1/4 sheet of paper)
Multiple Choice: Choose the letter of the correct answer. Answer:
1. What is the value of the expression 3xy if x = 0 and y = 1? 1. A
A. 0
B. 1
C. 2
D. 3
2. If x=3, what is the value of 3𝑥 2 ? 2. D
A. 3
B. 9
C. 18
D. 27
3. What is the value of the expression 2ab when a = 1 and b = −2? 3. D
A. -1
B. -2
C. -3
D. -4
4. In the expression x − 4, what is its value when x = 2? 4. C
A. 0
B. -1
C. -2
D. -3
5. Evaluate 3x – 2y + 5 when x = 2 and y = 4. 5. C
A. 1
B. 2
C. 3
D. 4
 I. Assignment EVALUATING ALGEBRAIC EXPRESSION

“For your assignment Answer Practice and Application. Copy and Answer with
solution.”

1.

2.

3.

V. REMARKS
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities or
remediations
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.

Prepared by: Checked by:

Elaiza Mae N. Lagarde John-John Roman
Mathematics Student Teacher Resource Teacher

Eva Y. Almaras
Head Teacher III - Mathematics