DAILY LESSON School Osmeña Colleges Grade Level 7

PLAN Teacher Marc Regan D. Cornal Learning Area Mathematics

Teaching Dates and Time Quarter 1st

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of identifying and applying the steps in evaluating algebraic expressions.
B. Performance Standard The learner is able to identify the steps in evaluating algebraic expression, apply the steps in evaluating algebraic expressions and
show appreciation in working with group activity.
C. Learning Competencies/Objectives M7AL-Iic-4: The learner evaluates algebraic expressions for given values of the variables.
II. CONTENT Evaluating Algebraic Expression
III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide E-Math Elementary Algebra
 Learner’s Materials E-Math Elementary Algebra, KhanAcademy and Quipper
 Textbook Pages pp. 199-202
 Additional Materials from Learning NONE
Resources (LR) portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lessons or presenting The teacher will: The student will:
the new lesson  Class let’s all stand up.  The student will lead the prayer
 Before we start, Rey please lead the prayer  Our father … … … Amen.
 Good morning, class!  Good morning, sir. It’s nice to see you!
 It’s nice to see you too.

 Please pick up the pieces of paper under your chair  Picking up the pieces of paper under the chairs
and check your alignment.
 You may now take your seats.  Sitting down

 Let’s check your attendance and say present if you’re  Present!

here.

 Class! What was our lesson yesterday?  Students will raise their hand.
 Yes, Jane?  The lesson yesterday was about Writing Algebraic
Expression.
 Very Good!

B. Establishing purpose of the lesson
C. Presenting examples/instances of the new
lesson
 What is an Algebraic Expression?  Student will raise hands.
 Yes, Joshua?  An algebraic expression is a mathematical
statement that contains a combination of numbers,
symbols, variables and mathematical operators. It
does not have and equals sign.
 Very Good!
 I need 5 students to give me an example of Algebraic 1. 2x2-1
Expression and write it on the board? 2. x2 + 4
3. ___2y____
x2 + 4x-4
4. 4+2x
5. __3x___
7y-4
 Very Good!
 All of that are examples of Algebraic Expressions.
 Now, class I have here sets of maze puzzles. All you need
to do is to answer the following question and always
keep in mind the PEMDAS RULE. You only Food Monkey
Delivery Service.
 The task you all need to do is help the delivery man to  Yes sir!
deliver all the foods to the right houses by correctly
answer the given set of questions. You must deliver all
the foods in 5 minutes.
 Very Good!
 Algebra is one of the most interesting and challenging
part of Mathematics. It is where other branches of
Mathematics is derived. Also, it provides written
language in which mathematical ideas are expressed
that makes things easier, and problems are simplified
using notation and numbers instead of verbal
descriptions
 Now, I will discuss to you how to evaluate algebraic
expressions

D. Discussing new concepts and practicing new
skills #1
E. Discussing new concepts and practicing new
 Do you have any idea about on how to evaluate  Student raise hands
algebraic expressions?
 Yes, Gabriel?  Evaluating an algebraic expression simply means
that we have to simplify or reduce the expression
down to a single numerical value. As we have
discussed earlier, variables can assume multiple
values. Hence, in evaluating algebraic expressions,
we have to substitute numerical values to the
variables.
 Very Good!
 For example, we are to evaluate the algebraic
expression 2x-y for x-4 and y-2.
 If that's the case what will be the result? If we
substitute the values for x and y in the given
algebraic expression.
 Who wants to try?  Student will raise hand
 Yes Jenny?  2x – y = 2(4)-(2)
=8 -2
=6
 Very Good! It's seems like you all did your advance
reading about our lesson.
 Open your E-book on p.199  Opening their E-Books)
 Who wants to give me the steps on how to evaluate  Student will raise hands
algebraic expressions?
 Yes, Crissa?  Steps in Evaluating Algebraic Expressions
1. Replacing the variable by the given number
value (Substitution)
 Very Good! Another one.  Student will raise hands
 Yes Kurt? 2. Performing the indicated arithmetic,
following the order of operations. (PEMDAS
RULE)
 Okay, very good!
 So for example you are asked to evaluate 4x + 3 when x
skills #2 –4

 Who can evaluate this algebraic expression using the  Students will raise hands
two steps?
 Yes Jess?  4x + 3, where x – 4
 Solution:
4x + 3 = 4 (4) + 3
= 16 + 3
 Well done! = 19

 For the next example is  Student will raise hands

______2x – 3___
y+2
, where x = 3/2 and y = 4
 Yes Fred?  ______2x – 3___
y+2
, where x = 3/2 and y = 4
 Solution:
______2x – 3___
y+2
= 2 ( 3/2) – 3
4+2
= 3–3
6
=0
6
 Next, who can create the working question? =0
 Yes Heart?

 Excellent!
 Lastly, who can solve the problem?
 Yes Kim?  Students will raise hands.
 The working equation will be
 P = 2l + 2w
P: Perimeter
l: Length
w: Width

 Students will raise hands.

 Very good, Kim!
 P=2 (2w–5) + 2w
Substitute the given value; that is w=10.
Solution:
P=2 [2 (10) − 5] + 2 (10)
P=2 (15) + 2 (10)
P=30 + 20
P=50
Therefore, the perimeter of the rectangle is 50cm.
F. Developing Mastery (Leads to formative  Another example is in word problem;
assessment) The length of a rectangle is 5 less than twice its
width.
Find the perimeter of the rectangle if its width is
10cm?
 Student will raise hands.
 Class! Who can give me the steps in solving word
problem? This is just a recap of your elementary word
problem solving.
 Steps in solving word problem
 Yes Garry? 1. Identify what is asked
2. List what are given facts (Represent the
unknown quantities using variables.)
3. Create a working equation
4. Solve the Problem
 Very good, Garry!
G. Finding practical application of concepts and  Who can tell me what is asked on the given problem?  Student will raise hands
skills in daily living  Yes Pao?
 Excellent!  Find the perimeter of the rectangle

 Who can tell me what are given facts?  Students will raise hands
 Yes Chinee?  Length ( l ) is 5 less than twice the width or 2w – 5.
 Very Good! Always remember to translate English
 phrase to mathematical phrase.

 Students will raise hands.

 Next, who can create the working question?  The working equation will be
 Yes Heart? P = 2l + 2w
P: Perimeter
l: Length
w: Width

 Excellent!  Students will raise hands.

 Lastly, who can solve the problem?  P=2 (2w–5) + 2w
 Yes Kim? Substitute the given value; that is w=10.
Solution:
P=2 [2 (10) − 5] + 2 (10)
P=2 (15) + 2 (10)
P=30 + 20
P=50
Therefore, the perimeter of the rectangle is 50cm

 Very good, Kim!

H. Making generalizations and abstractions  Are there any more question?  Students will raise hands.
about the lesson  Yes, Kenzie!  Sir, regarding example the third example what will
happen if the denominator becomes zero? Will it also
be equal to zero?
 No, if the denominator becomes zero the answer will  Thank your Sir!
also be undefined.
Is it clear now?  Yes, Sir!

 Who wants to summarize the today’s lesson?  Students will raise hands.
 Yes, Regie?
 Sir, in evaluating algebraic expressions, we need to
follow the two steps and always never forget the
PEMDAS Rule. And the steps in solving word problems
in order to evaluate algebraic equation we need to
translate English Phrases to Mathematical Phrases.
 Excellent!
I. Evaluating learning  Find the value of the algebraic expression. (5minutes)  6t – u
 1. 6t – u 2t + u
2t + u , where t = -2 and u = 3.
, where t = -2 and u = 3. Solution:
6t – u
2t + u
= 6 (-2) – (3)
2 (-2) + (3)
= -12 -3
-4 + 3
= -15
-1
2. Maria is five more than thrice the age of her son. = 15
In two years, how old will Maria be if her son is  Steps
10 years old now? 1. Identify what is asked
The age of Maria in two years
2. List what are the given. (Represent the unknown
quantities using variables.)
Let’s be the age of the son. Since Maria’s age is five
more than thrice the age of her son, the age of
Maria is 3s + 5.
3. Create working equation
(3s + 5) + 2
4. Solve the problem.

 Solution:
Substitute the given value; that is, s = 10.

Maria′s age = (3s + 5) + 2

J. Additional activities for application or
remediation
= [3 (10) + 5] + 2
= (35) + 2
= 37
Therefore, Maria will be 37 years old in two years.
 For your assignment please answer this work sheet and
write your solutions in a one whole intermediate paper.

 Goodbye Sir Ezekiel. Thank you for teaching us. See you
  Goodbye Class! If you have questions or clarifications my tomorrow God Bless you and take care.
consultation time is posted at the faculty room. Have a
great day and God Bless
V. REMARKS
Mathematics 7 subject is taken only for five (5) times a week with one (1) hour per meeting. Weekend is a non-meeting day with the class.
VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of students who require additional

activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the 
lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked

well? Why did these work?”
F. Which difficulty did I encounter that my

principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with 
other teachers?

Prepared by:

MARC REGAN D. CORNAL

JHS Teacher