LESSON LOG FOR CATCH-UP FRIDAYS

MATHEMATICS
Name of Teacher: _____________________________ Date: Week 2
Grade Level: 10 Duration: 180 minutes

I. OBJECTIVES
 Familiarized the terms used in translating mathematical expression.
 Differentiate Verbal phrases from Mathematical expressions.
 Translate Verbal phrases into Mathematical expressions and vice
versa.
 Appreciate the importance of using symbols.

II. CONTENT

Translating English Phrases to Mathematical Expression

II. LEARNING RESOURCES

Reference/s :
Materials : Story Book, TV, Laptop

III. PROCEDURES
Activity
1. Preliminaries
A1: Opening Prayer
(10 minutes) A2: Greetings
A3: Checking of Attendance
(10 minutes) A4: Energizer
 The teacher will play a music for math dance
challenge.
 Let the student sing and dance.
(5 minutes) A5: Review of the Previous Lesson
 The teacher will instruct the students to list down the
mathematical symbol they remember and write them
into the board.
(15 minutes)
Motivation:
 The teacher will flash on the screen the different
pictures or symbols and pick students to answer of
what is the meaning of each picture.

After the motivation, the teacher will now read the objectives
first and let students repeat the reading of objectives.
(70 minutes) Activity:
“The Other Name of Me”
 The teacher will group the students into groups that
consist of 5 members.
 The students will list the synonyms or words usually
used in the four basic operations, which are addition,
subtraction, multiplication, and division.

Addition Subtraction Multiplication Division

 The teacher will let the students to present their work.

After the activity, the teacher will now introduce the topic by
presenting the definition of Verbal phrases and Mathematical
expression.

Verbal Phrases contain words and/or numbers that can be

translated into a mathematical expression, where the
mathematical expression is an expression containing number
and/or variables and operations on those numbers and
variables.

Example:
1. 6+ 9
2. x−8

That was an example algebraic expression or mathematical

expression. And the verbal or English phrase of that are

1. The sum of 6 and 9.

2. 8 less a number.

Key Word in Translating Verbal Phrase to

Mathematical Expression.
Addition Subtractio Multiplicat Division Exponent
n ion s
The sum The The The Square
of difference product of quotient
of of
Added to Diminish Multiplied Divided Cube
by by by
Increase Decrease Of All over Roots of
by d by
Plus Minus Times Ratio Power
More than Subtracte Twice Split into
d from
Greater Less than Thrice Average
than of
Exceeds Take Double Over
by away
Total of Less per Half of
Altogether Left
And Deduct
Combined Remove
with
Reduce
Change
Fewer
How
much less

Equals (=)
Equals
Is
Yields
Amounts to
Were
Are
was
Will be
gives

A number = x or y
Two numbers = x and y

Example:
Verbal Phrase Keyword Algebra
Expression
Five increased by Increased, times 5 + 4x
four times a
number
Eight less than Less than, twice 8 - 2x
 twice a number
The product of Product, 4x - 7
four, and a decreased by
number
decreased by
seven
Eight less a less 8-x
number
The sum of 6 and sum 6+9
9
Twice a number Twice, decreased 2x - 5
decreased by five
The quotient of Quotient, less (9 -x)/8
the nine less than than
a number and
eight

The teacher will let the students to translate the Verbal

phrases to mathematical expression.

1. The square of the sum of the two numbers.

2. The sum of twice a number and seven.

Answers:
1. (x + y )2
2. 2 x+7

The teacher will let the students to translate the mathematical

expression to verbal phrases.

1. 3(x−10)
2. 2x
3. y/3
2
4. (x + y )
5. x +5

Answers:
1. Thrice the difference of a number and ten
2. Twice a number
3. A number y divides by three.
4. The square of the sum of the two numbers.
5. A number plus five
2. Lesson Proper

(70 minutes)
A. PRE-READING 1. Activate prior knowledge.
 The teacher will introduce animals with different
number of legs.
2. Motive questions related to the story to be presented.
 Can you name an animal who have 8 legs.
 Does anyone know how many legs a Centipede
have?
B. DURING READING 1. Introduce the story
 The teacher will introduce the story “Spider and
the Many Legs by Carlo Deo Cajote.
2. Reading Aloud
 First reading is done by the teacher. Ask the
students to list down some unfamiliar word to be
unlock during the reading.
 Second reading is done by the students through
coral reading.
3. Analysis
 Is there any mathematics concept found in the
story? If yes, what are those?
 What do you think is the motive of the Spider
when she suggested the Lion to change the
law?
 What are the moral lessons did you learn in the
story?
C. POST READING 1. Find the meaning of the unfamiliar words you listed
earlier using the dictionary.
2. Students will read the meaning of the unfamiliar words
they have chosen.

IV.  Let the students complete the metacognition.

GENERALIZATION
I learned that _____________________________________.
I need further _____________________________________.

 Collect all the outputs for further progress monitoring of

the students

Prepared by: Checked by:

JAN NIKKIE C. MAQUIDATO NORMA M. BARUIZ
Teacher I School Principal I