A Semi –Detailed Lesson Plan in Grade 7 Mathematics

Time: SEPTEMBER 26,2018 WEDNESDAY , 2:00-3:00 PM GRADE 7-MAKADIYOS

A. Content: Patterns and Algebra

B. Content Standards: The learner demonstrates understanding of key concepts of algebraic expressions, the
properties of real numbers as applied in linear equations, and inequalities in one variable.

C. Performance Standards: 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.
D. Learning Competency: The learner translates English phrases to mathematical phrases and vice versa.

I.Objectives:
At the end of the session, the students will be able to:

1. understand how each mathematical phrases be translated into mathematical expressions and vice versa
2. translates English phrases to mathematical phrases and vice versa.
3. gained confidence and greater idea on translating verbal phrases to mathematical expressions and vice versa.

II. Subject Matter: TRANSLATING VERBAL PHRASES INTO MATHEMATICAL

EXPRESSIONS AND VICE VERSA

A. References: Teaching Guide pp. 118-120,

Grade 7 Mathematics Patterns and Practicalities, pp.214-218

B. Materials: LCD Projector, Laptop, Worksheets, Colored cards, marking pen, manila paper,
masking tape
III. Procedures:

a. Routine Activities
• Prayer
• Greetings
• Classroom Management
• Checking of Attendance
•. Reminders

b. Review
• Ask the students about the topics that was discussed last meeting.
 What was our lesson yesterday?
 Do you have any questions about the topic that was discussed yesterday?

c. Motivation
Introduce Game “ Famous Number”. Let the students form by group and think of “Famous Number”, numbers that
are use in movie titles, books, computer games, etc. The most numbers listed in a group will be declared winner.

d. Lesson Proper
Introduction
A. Introduce to the learners that learning algebra is a little like learning another language. The first step in
learning to “speak algebra” is learning the definitions of commonly used words and then being able to translate
from plain English to the “language” of algebra.

B. Let the learners perform the following activity by group

 Activity (Provision for Cooperative Learning)

Activity 1: “In other words...”

This time,give strips of paper written the commonly used phrase/s for the different fundamental operations and let them fill in the
table on the board.

Ask: 1. What are the words that are used to indicate addition?subtraction?multiplication?division?

C. Show to the learners one at a time each mathematical expression in strips of cartolina for them to state into verbal
phrases.

D. Demonstrate how to translate verbal expressions to algebraic expressions. Discuss the linkage between
some of the vocabulary words and their definition: quotient: quantity. Quotient comes from a word meaning
“how many times.” When you divide you are finding how many times one quantity goes into another. Have
students find correlations between other words. example: triple:triangle (three sides); twice:twin (two people);
decrease:deflate (go down)
Interaction
Activity 2: “Match me up!”
Organize the class into five groups to perform this given activity. Prepare a set of mathematical expressions and another set of
verbal phrases on strips of paper and put each in a separate envelope. Let each group match each mathematical expression into
verbal phrase.There will be remaining phrases that never match to any of the expressions, so ask them to translate them into
mathematical expressions. Let them present their work by group.

Ask: How each mathematical phrases be translated into mathematical expressions and vice versa. ?
What are the common errors in writing algebraic expressions?
In how many ways you can translate mathematical expressions and vice versa?
Integration
A. Round up
Ask: what helped you understand easily the process of translating verbal phrases into mathematical expressions and vice
versa?
B. Application
Let the students make an individual list of algebraic expressions for at least 5 and translate each into verbal phrases.

C. Evaluation:
Paper-pencil test:Translate verbal phrases into mathematical expressions and vice versa.

A. Translate the following into mathematical expressions.

1. three times a number a minus four _______________________

2. a number c increased by 6 _______________________

3. a number b less five _______________________

4. eight more than a number n diminished by ten _______________________

5. a number w divided by thrice the sum of 8 and p _______________________

B. Translate each mathematical expression into verbal phrase.

1. 5x – 4 _________________________________________________________

2. 3 (X + 6) _________________________________________________________

3. x y _________________________________________________________
2
D. Assignment

Directions: Write 5 mathematical expressions and translate it in at least two ways.

Prepared by:

Diana R. Calansingin
Adviser

Submitted to: Reuel A. Alvarez, EdD,PhD

Principal IV