lOMoARcPSD|46752744

Detailed Lesson PLAN Grade 7 - Evaluating Algebraic

Expressions
College Algebra (Technological Institute of the Philippines)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Rhea Jane Sembrano ([email protected])
 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

Department of Education
NAME OF SCHOOL
School Address

Section Class Time

Grade - 7A 1:00 – 2:00
Grade - 7B
Grade - 7C
Date: February 6, 2019
Day: Wednesday

Content Standards Performance Standards

The learner demonstrates understanding of The learner is able to model situations using oral,
key concepts of algebraic expressions, the written, graphical, and algebraic methods in solving
properties of real numbers as applied in problems involving algebraic expressions, linear
linear equations, and inequalities in one equations, and inequalities in one variable.
variable.

I. Objectives
At the end of the lesson, the students should be able to:
A. State what evaluating algebraic expression means;
B. Enumerate the steps in evaluating algebraic expressions;
C. Evaluate algebraic expressions for given values of variables. M7AL-IIc-4
D. Solve real life problems involving algebraic expressions.

II. Subject Matter

A. Content Area: Patterns and Algebra (Constant, Variables, and Algebraic Expressions)
Pre-requisite topic: Simplifying Numerical Expressions (GEMDAS)
Lesson Title: Evaluating Algebraic Expressions
B. Reference:
Mathematics Learner’s Module p. 113 – 116
C. Materials:
Visual Aids, worksheets, PowerPoint, chalk and blackboard
D. Strategies:
1. Discussion
2. Practice and Consolidation
3. Group Work
4. Guided Discovery
III. Procedure
Teacher’s Activity Students’ Activity
A. Preparatory Activities
1. Prayer
2. Greetings *class stands up*
_____, remain standing. *act as ordered*
Arrange your chairs. Pick up any trash you see.

Good afternoon, ________! Good afternoon Sir

Kenneth! Welcome to
_______. Mabuhay!
Take your seats. Thank you, sir.
Good morning, Sir. I am
3. Checking of Attendance
pleased/saddened to
Before we start with our lesson, let’s check our

Downloaded by Rhea Jane Sembrano ([email protected])

 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

attendance first. __________, kindly report on the report that _____ is

class’ attendance for today. (report) Thank you! absent today. (This may
vary)
Are you ready?
Great! Yes, Sir!

B. Priming: The Math Mystery!

To start our class, let’s have a short investigating
game.
There’s a set of math rules that tells you what to do
“Why do I need RULES to tell me which
operations to do first? Can’t I just do them in any
order I want?” Well that’s a really good question.
And to answer it, I interviewed 2 TOTALLY
different people the SAME math problem to solve.

The problem is: 2 + 5 × 4

This time, I will ask 2 of you to read the answers

of the people I interviewed. I want you to read
their answers according to the appearance of the
person. Thus, if it shows a young woman, you
have to sound like a young woman. Does everyone
understand? (Shows Picture or Slideshow)
Young Woman: Hmmm. I like addition better than
*calls on 2 students*
multiplication, so I’m going to do that first! Let’s see… 2 +
5 gives us 7. And then I just multiply that 7 by the 4 and I
get 28. That was easy! But you’d better not copy my
answer!

Old man: Uh, don’t worry… I’m not going to copy your
answer, because I want the RIGHT answer! And I prefer
multiplying, so I’m going to do that first. Let’s see… 5 x 4
= 20, and then I’ll add the 2 which gives me 22 for a final
answer.
*Answers may vary*
Okay, so which one of these guys do you think is
right?

Neither one made any mistakes with the

calculations. They just did the operations in
different order and got different answers.

But math would be very a confusing subject if

there were different answers to the same problem.

Is there anyone of you who can help us out? *students are called*
PEMDAS/GEMDAS
(Order of Operations)
Let’s answer the problem 2 + 5 x 4 The answer is 22.

Well done everyone! How about 9 ¾ Mathematics *act as ordered*

Claps for all. (The teacher may teach the Math Clap)

Did you enjoy the game?

Excellent! Now, let’s play a hunting game.

(The teacher will explain the mechanics of the game.)

Downloaded by Rhea Jane Sembrano ([email protected])

 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

C. Activity 1: Only for Geniuses?

Who is familiar with the game PAIRS? This activity
has the same rule. The goal is to find the correct
answer in each given problem. And, each card has a
corresponding letter that will help us in decoding or
knowing our topic for this day. So, who wants to try
it?

*students are called*

1. 5 × 2 − 14 ÷ 7 1. The answer is 8.
2. 18 ÷ 6 × 4 − 10 + 1 2. The answer is 3.
3. (−4 × 5) + (42 + 24 ÷ 6) 3. The answer is 0
4. 20 + 30 × 0 + 1 4. The answer is 21
5. 7 + 7 × 7 + 7 ÷ 7 − 1 5. The answer is 50.

(A = 8, E = 3, I = 0 , O = 21, U = 50)

Fantastic! Well-done class. It shows that everyone is

very good in hunting numbers. Indeed you’re all
GENUISES!
Evaluating Algebraic
Based on our decoder what is our topic for today? Expression
So, who knows what evaluating algebraic expression *Answers may vary
is? Anyone?
(The teacher will show the Learning Objectives)

To give us an idea about this topic, let’s do this next

activity.

Activity 2: Today’s Menu

Does everyone here know how to cook? How about,
who loves to eat? Does everyone know or love pork
adobo?

If we are going to cook pork adobo, can someone give

me four (4) major ingredients of this dish? *students are called*

How much do you think are the prices of each

ingredient given? *Answers may vary

Guide Questions: *Answers may vary

1. If I’ll buy all of the ingredients, how much will I
need to pay?

2. If I will buy 2 kilos of pork, 3 pieces of onions, and

*Answers may vary
1 each of clove of garlic and bottle of soy sauce, how
much will I pay in all?

3. How did you arrive to the following answers?

4. If I will change the ingredients into letters of the

English alphabet, representing each ingredient, will
the hidden number still be the same?

Downloaded by Rhea Jane Sembrano ([email protected])

 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

Let us validate your answers, once again. How did we We replace the
get the hidden number in each condition? ingredients/symbol by
its corresponding
number/value then solve
the expressions using the
Concept Notes: concept of GEMDAS.
Replacing any letters/symbols or VARIABLES by its
corresponding value, then simplify the resulting
numerical expression is called Evaluating Algebraic
Expressions.

The teacher will provide additional examples, then,

will ask the students to determine the hidden number
in each example.

Examples. Let’s Explore: Treasure Island!

(The teacher will explain the mechanics of the game)
Directions: Solve each problem. Find the correct
answer from the choices given. It will lead you to the *calls on students*
next problem you need to solve.
𝑥 + 3, 𝑥 = 7 (Answer: 10)
𝑥 2 − 𝑥 − 3, 𝑥 = −2 (Answer: 3)
𝑦 2 + 𝑥 3 + 7, 𝑥 = 1 𝑎𝑛𝑑 𝑦 = −2 (Answer: 12)
5 − 𝑥 2 , 𝑥 = −2 (Answer: 1)
(3𝑥)(5𝑦), 𝑥 = −1 𝑎𝑛𝑑 𝑦 = 2 (Answer: -30)
−7𝑥 2 − 5 + 𝑦 2 − 𝑥 , 𝑥 = −3 𝑎𝑛𝑑 𝑦 = 4 (Answer: -49)
If Levi has two 10 peso coins, one 5 peso coin, three 1
peso coin, and four 25 centavo coins, how much money
does Levi have? (Answer: Php 29)
You have Php 500. You buy a pair of jeans and a shirt.
The pair of jeans costs Php 349. You come home with
Php 15. How much did you spend on the shirt?
(Answer: Php 136) *Explanation may vary
You are saving for an Orange Mobile Phone that costs
Php 3500. Your aunt gives you 500 to start and you
save 100 each week. The expression 500 + 100w gives
the amount of money you save after w weeks. After 20
weeks, can you buy the mobile phone? Explain
(Answer: No. Not enough Savings Php 2500 only)

*calls on students*
D. Analysis:
1. How did you find the given activity? 1. Answers may vary
2. What have you learned and realized while 2. Answers may vary
doing the activity?

3. Were you able to learn how to evaluate and 3. Yes, Sir!

solve algebraic expressions?

Downloaded by Rhea Jane Sembrano ([email protected])

 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

E. Abstraction: *calls on students*

What was our step/order in evaluating an
Student: Replacing any
algebraic expression?
letters/symbols or
VARIABLES by its
corresponding value,
then simplify the
resulting numerical
F. Application:
expression
For further understanding of this lesson, you’ll have a
group activity.
Go into your groups.

This is what you will do. I’m going to give you

worksheets you have to answer. Write your answers
on a Manila paper. After 5 minutes, you have to post
your answers on the board, and a representative from
your group will have to present how you solved the
problem for 3 minutes. Do you understand? Yes, Sir!

And, since this is a group activity, these criteria in

*act as ordered*
doing group activities have to be observed. Read them
aloud.

I’ll be scoring your works based on these criteria. Do Yes. Sir!

you follow?

Group leaders, come here in front! (give envelopes of

materials) *act as ordered*
Again, I’m giving you 5 minutes to do the activity,
and 3 minutes to present your works in front.
Your 5 minutes starts now! (click the timer)

Okay, five minutes is up! Post your works on the

board. Group representatives, get ready to present *act as ordered*
them.

Let’s give group _____, (number of) claps!

Group ______ for your work, I’m giving you *act as ordered*
________ based on our criteria.

G. Evaluation
To test your understanding of today’s lesson, let’s
have a short quiz. Bring out ¼ sheet of paper.
*act as ordered*
________, please read the directions.
Direction: Solve each
As ________ read, you will answer this riddle by problem and write the
applying what you’ve learned. Use the decoder to matching letter on the
answer the riddle. I’m giving you 5 minutes to answer. blank above the answer.

Downloaded by Rhea Jane Sembrano ([email protected])

 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

*act as ordered*

*students are called*

Okay, 5 minutes is up! Exchange papers. Write
corrected by. Student 1. The answer
for Letter B is 5.
Who wants to answer number 1, 2, 3, 4, 5, 6, 7, and 8?
Student 2. The answer
for Letter I is 4.
Student 3. The answer
for Letter R is 76.
Student 4. The answer
for Letter L is 3.
Student 5. The answer
for Letter A (Left) is 84.
Student 6. The answer
for Letter A (Right) is
18.
Student 7. The answer
for Letter V is 1.
Student 8. The answer
for Letter E is 11.
*calls on a student*

Now, what is the answer of the riddle? VARIABLE

Correct! VARIABLE: meaning a quantity that may

assume any one of a set of values.

*act as ordered*
Okay, those who got 8, raise your hands! Okay, ____
got 8. (student), write it down.
Who got 7? (count and let it be noted again by
assigned student)
Who got 6?
Who got 5?
Who got 4?
Anybody, who got lower than 3?
_______, you did well in today’s lesson based on this
activity.

Downloaded by Rhea Jane Sembrano ([email protected])

 lOMoARcPSD|46752744

LESSON PLAN: DETAILED

Well done everyone! How about 9 ¾ Mathematics *act as ordered*

Claps for all.
No, Sir!
Do you have any questions and clarifications?

IV. Closure:

Bring out your notebooks, and copy this *act as ordered*

homework.

Assignment: IN YOUR OWN WORDS - How can

you write and evaluate an expression that
represents a real-life problem? Give one example
with addition, one with subtraction, one with
multiplication, and one with division.

Today is Wednesday, before we part ways let’s do the

MATH activity. * students are going to
M – You have to make meaning of what you learned. act as ordered*
Summarize what you’ve understood.
A – What positive attitude could we get from this
lesson?
T – Thumbs up, Thumbs down, whether you
understood the lesson clearly.
H – Make a HUGOT line from the lesson.
Goodbye, Sir Kenneth!
Okay, ______, stand up! That’s it for today. Thank you for teaching
Thank you, and goodbye! us today. God bless us.

Index of Mastery
8 7 6 5 4 3 2 1 0
SECTION A
SECTION B
SECTION C
TOTAL

Prepared by:
MARK KENNETH F. NUNEZ, LPT
Mathematics Teacher

Downloaded by Rhea Jane Sembrano ([email protected])