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Name of School: Quarter: 4th Quarter

Grade Level & Grade 7 Week: Week 1 Day 3

Section:

Subject: MATH Date and

Time:

Topic: Teacher:

I. CONTENT, STANDARDS AND LEARNING ANNOTATIONS

COMPETENCIES

A. CONTENT The learners should have knowledge and

STANDARD understanding of the solution of simple
S equations

B. PERFORMA By the end of the lesson, the learners can solve

NCE simple equations. and substitute it into an
STANDARD algebraic expression to evaluate the
S expression.

C. LEARNING The learners can:

COMPETEN 1. Distinguish a variable from a constant in an
CIES AND algebraic expression.
LEARNING 2. Translate verbal phrases into algebraic
OBJECTIVES expressions.
3. Evaluate algebraic expressions given the
value/s of the variables.

I. CONTENT

Algebraic Expression (Weeks 1 & 2)

II. LEARNING RESOURCES

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A. REFERENCE CK-12 Foundation. (2024, January 11). Evaluating algebraic expressions and
S equations. https://flexbooks.ck12.org/cbook/ck-12-algebra-ii with-
trigonometry-concepts/section/1.4/primary/lesson/evaluating-algebraic-
expressions-and-equations-alg-ii/ Department of Education. (2020).
Mathematics quarter 2 – module 4: algebraic expressions. (1). Khan
Academy. (2015, September 12). What are terms, factors, and coefficients
in algebraic expressions? | 6th grade | Khan Academy. YouTube.
https://www.youtube.com/watch?v=9_VCk9tWT0Y Miacademy Learning
Channel. (2021, March 31). Let’s learn about terms, factors, & coefficients
[Video]. YouTube. https://www.youtube.com/watch?v=pdTmDdKg554
Miacademy Learning Channel. (2021, April 24). What’s a variable? YouTube.
https://www.youtube.com/watch?v=70-qzr3x6Ys

B. OTHER
LEARNING
RESOURCE
S

III. TEACHING AND LEARNING PROCEDURE

BEFORE/PRE-LESSON PROPER

ACTIVATING Short Review

PRIOR Algebraic Expression Analysis
KNOWLEDGE
Analyzing an algebraic expression involves
breaking it down into its components: variables,
constants, coefficients, and terms. Here's a
deeper look at how to analyze algebraic
expressions:
Steps to Analyze Algebraic Expressions:
1. Identify the Variables:
o Look for the letters or symbols in the
expression that represent unknown
values.
2. Locate the Constants:
o Identify the fixed numerical values in
the expression that do not contain
variables.
3. Determine the Coefficients:
o Find the numerical factors multiplying
the variables. These are the

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 coefficients.
4. Break the Expression into Terms:
o Divide the expression into individual
terms separated by addition or
subtraction signs.
5. Identify the Exponents (if any):
o Look for numbers written as
exponents, indicating how many times
the base is multiplied by itself.

LESSON Unscramble the letters to form terms Answer:

PURPOSE/INTE related to algebraic expressions. Write 1.Coefficient
NTION your answers on the blank provided. 2.Variable
1. IOCVFEFFICET ➡️________________ 3.Constant
2. BLAVIARE ➡️________________ 4.Term
3. CONANTST ➡️________________ 5.Exponent
4. ERMT ➡️________________
5. IXEDPNOENT ➡️________________

LESSON Fill in the blanks 1. Variable

LANGUAGE 1. A ______________ is a letter or symbol that 2. Constant
PRACTICE represents an unknown value in an algebraic 3. Coefficient
expression. 4. Expression
5.Term
2. The fixed value that does not change in an
expression is called a ______________.

3. A ______________ is the numerical factor of a

term that contains a variable.

4. An algebraic ______________ consists of one or

more terms combined using operations such
as addition or subtraction.

5. A ______________ is a single part of an

expression separated by plus or minus signs.
DURING/LESSON PROPER

READING THE DAY 3 SUB-TOPIC 2: Translating verbal The teacher has the
KEY phrases to algebraic expressions. flexibility to adjust the
IDEA/STEM Explicitation Activity 4: See worksheet for number of items based on
the activity which students will accomplish students' abilities.
Answer Key:
Worked Example 1. Polynomial Degree: 2
Using operation symbols along with letters and Type: Trinomial
numbers helps us turn verbal phrases into 2. Not a polynomial

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 mathematical expressions or algebraic 3. Polynomial Degree: 4
expressions. It's important to connect specific Type: Multinomial
words with their matching math operations. 4. Not a polynomial
Let's look at some examples below to 5. Polynomial Degree: 5
understand this better. Type: Trinomial
6. Not a polynomial
7. Polynomial Degree: 4
Type: Multinomial
8. Not a polynomial
9. Not a polynomial
10. Polynomial Degree: 3
Type: Trinomial

Example no. 2
1. Twice the difference between y and 4. Twice
means 2 times or simply
2. The phrase "difference between y and 4"
implies subtraction, so we subtract 4 from y.
Therefore, the translated mathematical phrase
is 2(y−4). 2. One-third of the difference
between x and 7. "One-third" signifies 1
3 . The phrase "difference between x and 7"
implies subtraction, so we subtract 7 from x.
Therefore, the translated mathematical phrase
is 1 3 (x−7). 3. Four times the sum of p and q.
"Four times" means 4. The phrase "sum of p
and q" indicates addition, so we add p and q.
Therefore, the translated mathematical phrase
is 4(p+q).
DEVELOPING Lesson Activity See worksheet for the
UNDERSTANDI Activity: Find a Match! activity. Consider
NG OF THE Objective(s): organizing the activity as
KEY ● To understand the concept of algebraic a group task, allowing
IDEA/STEM expressions by matching verbal phrases with students to collaborate
their corresponding mathematical and discuss their
representations.
classifications with their
● To promote critical thinking by identifying
peers.
relationships between mathematical operations
and verbal descriptions After completing the
Materials Needed: activity, review the
● printed copies of the activity worksheet for classifications as a class
each student and discuss questions and

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 ● pencils or pens clarifications from
Instructions: students.
Your task is to pair each verbal phrase on the
box with its corresponding number. Each
number corresponds to a letter, which, when
correctly matched, will reveal a quotation.
Some letters may be used multiple times. ____
1. The sum of a number and three.
____ 2. Four times a certain number decreased
by one. ____ 3. One subtracted from four times
a number.
____ 4. A certain number decreased by two.
____ 5. Four increased by a certain number.
____ 6. A certain number decreased by three.
____ 7. Three more than a number.
____ 8. Twice a number decreased by three.
____ 9. A number added to four.
____ 10. The sum of four and a number.
____ 11. The difference of two and a number.
____ 12. The sum of four times a number and
three.
____ 13. A number increased by three.
____ 14. A difference of four times a number and
one. ____ 15. Twice a number is equal to 4.

DEEPENING
UNDERSTANDING
OF THE KEY
IDEA/STEM

AFTER AFTER/POST-LESSON

MAKING  What are the familiar words used in

GENERALIZATI translating verbal phrases into algebraic
ON AND expressions?
ABSTRACTION  Based on the first question, are these words
S commonly used in everyday language?
 Share with a classmate a simple example of
turning a mathematical phrase into an
algebraic expression.

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EVALUATING Instructions: Read each verbal phrase Answer:
LEARNING carefully and write the corresponding
1. x+15
algebraic expression.
2. x−7
1.The sum of a number and 15
3. 9x
2.7 less than a number
x
4.
5
3.The product of 9 and a number

4.The quotient of a number and 5 5. 2x+3

5.Twice a number increased by 3

ADDITIONAL .
ACTIVITIES
FOR
APPLICATION
OR
REMEDIATION
(IF
APPLICABLE)

REMARKS

REFLECTION

Prepared by: Reviewed by:

__________________________ _________________________
Subject Teacher Master Teacher/Head
Teacher

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