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Detailed Lesson PLAN IN Mathematics 7 day 2 - Copy

MST Mathematics (Saint Mary's University Philippines)

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School: ALICIA NATIONAL HIGH SCHOOL Grade Level: 7

Teacher: DISHELLE ANNE T. HUFANA Subject: Mathematics
Date and Time: November 24&25, 2022/ 8:45 – 11:45 Quarter: Second

DETAILED LESSON PLAN IN MATHEMATICS 7

DLP No.: 2 Learning Grade Level: Quarter: 3rd Duration: _days

I. Objectives
1. Content Standards
2. Performance Standards
3. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the lesson
Area: VII
Mathematics
The learner demonstrates understanding of key concepts of algebraic expression, the properties of real numbers as applied in linear
equations and inequalities in one variable.
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.
The learner translates English phrases to mathematical phrases and vice versa. (M7AL-IIc-1)
a. Identify the words/phrases that are used to indicate mathematical operations.
b. Translate verbal phrases to mathematical phrases and vice versa.
c. Value accumulated knowledge as means of new understanding.
Verbal Phrases and Mathematical Phrases
Learners’ Materials p. 117 – 121
Learning Activity Sheet second quarter p. ______
Teacher’s Guide p. ___
Laptop, LCD Projector, TV
Contextuali Learning
zation Materials
Ask the students what fundamental operations do the following phrases mean? Laptop, LCD
a. Less f. Times TV/Projector,
b. More than g. The ratio of pictures
c. The quotient of h. Decreased by
d. The sum of i. The difference of
e. Plus j. Increased by
The teacher will ask the students the following question/s:
 Why is it important that we know what does these verbal phrases mean in mathematics?
In translating verbal phrases into algebraic expressions, it is important to know the words that are used to Laptop, LCD
indicate mathematical operations. Some of these words are shown in the chart that follows: TV/Projector

Example1.1: Translate the verbal phrases into algebraic expressions.

 8 more than a number
 The sum of a number and 10
 The ration between m and 6
 The difference of a number and 10
 The sum of a number and 66
Solutions:
 8+x
 X + 10

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 m/6
 a - 10
 x + 66
Example 1.2 Translate the following algebraic expressions into verbal phrases
 2m
 w/10
 2 (c + 7)
Solutions:
 Twice a number m
 The ration of a number and 10
 Twice the sum of a number and 7
D. Discussing new concepts Guide Questions: Laptop, LCD
and practicing new skills a. What words serve as TV/Projector
#1 clues to what operation
symbol is to be used?
b. What must be considered
in translating verbal
phrases to mathematical
phrases and vice versa?
c. In translating a verbal
phrase to an algebraic
expression, a single word
can make a difference.

Thus, every word in the

statement must be interpreted correctly. In what way does it affect our dealings with others?
E. Discussing new concepts  The teacher gives a set of verbal phrases then the students will select the Laptop, LCD
and practicing new skills corresponding mathematical phrase written on each picture and they will TV/Projector,
#2 paste it on the board. pictures
 Twice a number increased by four.
 The difference of five and a number.
 Eight diminished by thrice of a number.
 Ten added to a number.
 The quotient of a number and two.

F. Developing mastery A. Translate the verbal Laptop, LCD

phrases into algebraic TV/Projector
expressions.
a. The ratio of x and 4.
b. 3 less than thrice a number
c. The sum of twice a number and 8

B. Express the algebraic

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expressions into verbal

phrases.
d. 8x – 6
e. 5(x + y)
G. Finding practical Each group must answer the following tasks. The first group to answer correctly will get the score for each Laptop, LCD
applications of concepts task. TV/Projector,
and skills in daily living visual aids
a. Write the mathematical
translation of the
following:
1. The difference of four times a number and one. ___________
2. z less than 3. ________

b. Suppose you have a 120 cm stick and you cut off x centimeters from it. How will you represent the
length of the remaining part?
c. Translate the mathematical expression 2(x – 3) in at least two ways.
H. Making generalizations In translating verbal phrases into mathematical phrases, consider the following terms:
and abstractions about the  Addition would indicate an increase, a putting together, or combining. Thus, phrases like increased by
lesson and added to are addition phrases.
 Subtraction would indicate a lessening, diminishing action. Thus, phrases like decreased by, less,
diminished by are subtraction phrases.
 Multiplication would indicate a multiplying action. Phrases like multiplied by or times are multiplication
phrases.

 Division would indicate partitioning, a quotient, and a ratio. Phrases such as divided by, ratio of and
quotient of are common for division.
I. Evaluating learning Directions: Translate the given verbal phrases into mathematical expressions or vice versa. Laptop, LCD
TV/Projector
a) The sum of a number and three
b) Four times a certain number decreased by one
c) The ratio of a number x and six increased by two
d) A certain number decreased by two
e) The product of p and q divided by three
f) 9m
g) 4x– 7
h) 5(x+1)
i) 4+x
j) 2a + 3

V. REMARKS
VI. REFLECTION
1. No.of learners who earned
80% on the formative

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assessment
2. No.of learners who require
additional activities for
remediation.
3. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
4. No.of learners who continue
to require remediation
5. Which of my teaching
strategies worked well?
Why did this work?
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

DISHELLE ANNE T. HUFANA

Checked by:

JOVITA E. BRILLO
Mathematics Coordinator

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