Limay Polytechnic College

Brgy. Reformista, Limay, Bataan

Dangal ng Bayan
in partnership with

Limay National High School

Duale, Limay, Bataan

DETAILED LESSON PLAN IN MATHEMATICS 7

I. LEARNING OBJECTIVES
A. Content Standard: The learners should have knowledge and understanding of the
solution of simple equations.
B. Performance Standard: By the end of the lesson, the learners can solve simple equations
and substitute it into an algebraic expression to evaluate the
expression.
C. Learning Competency: The learners can evaluate algebraic expressions given the value/s
of the variables.

At the end of the lesson, 100% of the students with 80% level of proficiency should be able to:
a. apply steps in evaluating algebraic expressions;
b. accurately evaluate algebraic expressions; and
c. integrate evaluation to real-life situations.

II. SUBJECT MATTER

a. Topic Evaluate algebraic expressions given the value/s of the variables

b. Sub-topic (if any)
c. References Math Counts Textbook, Q4_LE_Mathematics 7_Lesson 1_Weeks 1-2
d. Materials Instructional materials, powerpoint presentation, blackboard,
e. Skills Critical thinking, Problem-solving, Collaborative
f. Values Integration Fairness, Cooperation, Critical thinking, Self-discipline

III. PROCEDURES

TEACHER’S ACTIVITY STUDENT’ S ACTIVTY

A. PRELIMENARIES
1. Prayer
Class, kindly stand for the opening prayer.
_________, kindly lead the prayer.
The student will lead the prayer.
In the name of the Father, the Son,
the Holy Spirit … Amen.

2. Greetings
Good afternoon, everyone!
Good afternoon, Ma’am!

How are you class?

We’re good ma’am!

It’s nice to hear that!

Okay, everyone before you take your seat, kindly

pick up the pieces of paper under your chairs and
 arrange them properly. (Students will pick-up the pieces of
paper under their chairs and
arranged their chairs)

You may take your seats. (Students will sit down.)

3. Checking of Attendance
_______, tell me who are absent for today. I am glad to tell you ma’am that no
one is absent today!

It’s pleasant to hear that everybody is present.

4. Checking of Assignment
Do we have an assignment? Yes ma’am.

Bing out your assignment and let us check. ANSWER:

1. r + 20
1. the sum of r and twenty 2. 10 – x
2. ten less x 3. 8/m
3. the quotient of eight and m 4. 1/3(x - 7)
4. one-third of the difference between x and
seven 5. 2(y - 4)
5. twice the difference between y and four

Write the score on top of paper and pass your

paper in the center and pass it forward.

5. Review
Let’s have a short review.

What was our lesson yesterday? Ma’am it’s about translating verbal
phrase into algebraic expressions.

Very good!

And now let’s try to translate these verbal

phrases into algebraic expressions. Answer:
1. 2x – 5
1. five less than twice a number 2. x + 3
2. the sum of a number and three 3. 4x – 1
3. four times a certain number decreased by one 4. x – 2
4. a certain number decreased by two 5. 4 + x
5. the sum of four and a number

Is it clear to everyone how to translate verbal

phrases into algebraic expressions? Yes ma’am.

Let’s proceed to our daily drill. I have a flashcards

here for basic operations. Again, all you have to ANSWER:
do is say the final answer. −92 − (−84) = -8
24 − (−32) = 56
225 / (−25) = -9
39 + (−46) = -7
−54 + (−36) = -90
32 (−25) = -800
 65 − (−38) = 103
2 (−5+13) = 16
12 (−24) = -288
−169 / 13 = -13

B. LESSON PROPER

1. Motivation

Now let’s have an activity.

We call this activity “SNACKTACULAR

ADDITION!”

I need 5 students to go to ANNA’S SARI-SARI

STORE on my left and choose snacks that they
like from the food stand.

- I will choose 5 students from the class.

- You are going to select snack/s and post them
on the board.
- You will solve the total price of your snack/s
after I reveal their price/s.
- If you get the correct answer, I will give you a
power sticker.

PRODUCT AND PRICE:

(Student’s will do as what the

teacher said.)

Now let’s check your answers.

(Students’ output will be
checked.)
2. Presentation of the lesson

Did you enjoy our activity?

Yes, Ma’am
What did you do in the activity?
Ma’am we solved the total costs
of snack/s based on their prices.
Very good!

How did you do it? We substitute the price of the

 snack/s based on the product we
got.

What else? (More ideas from students)

You substituted the price of the snack/s based on

the product you got.

Very good! All of your answers are right!

In our new topic, we will use substitution of values

to variables.

And now let’s discuss our new topic which is

“Evaluating Algebraic Expressions”.

3. Discussion of the lesson

Evaluating Algebraic Expressions is

substituting a certain number for that variable and
performing the order of the arithmetic operations.

To evaluate algebraic expressions, we have

steps to follow;
1. Substitute the given values for each
variable.
2. Simplify first the expression within the
parenthesis.
3. Perform all indicated operations and
simplify the result.

Let’s try this example no. 1.

Evaluate a + 7 when
1. a = 3
2. a = 12

1. To evaluate, substitute 3 for a in the

expression, and then simplify.

a+7
Substitute 3+7
Add 10

When a = 3, the expression a + 7 has a value

of 10.

2. Now try to evaluate number 2, _______ try to

answer this? you need to substitute 12 for a in
the expression, and then simplify it. a+7
12 + 7
19

When a = 12, the expression a + 7 has a

value of 19.

Now let’s try another example.

Example no. 2:

Evaluate 9x – 2, when
1. x = 5
2. x = 1

Solution
Remember ab means a times b, so 9x
means 9 times x.

1. To evaluate the expression when x = 5, we

substitute 5 for x, and then simplify.

9x - 2
Substitute 9(5) – 2
Multiply 45 – 2
Subtract 43

Who wants to try the second value for 9x – 2? (Students will raise their hands.)

_____________, try to answer the second

value.

2. To evaluate the expression when x = 1,

substitute 1 for x, and then simplify. 9x - 2
9(1) – 2
9–2
7

Let’s move to example no. 3.

Example no. 3:

Evaluate x 2 , when x = 10.

2
x
2
Substitute 10 for x 10
Use the definition of exponent 10 x 10
Multiply 100

When x = 10, the expression x 2 has a value

of 100.

Who wants to answer example no. 4?

(Students will raise their hands.)

Example no. 4:
2
Evaluate x 2+ 20, when x = 9. x + 20
2
9 +20
81 + 20
101

Who wants to answer example no. 5?

(Students will raise their hands.)
 Example no. 5:

x x
Evaluate , when x = 40 ¿
10 10
40
=
10
=4

Very good! Now, you are going to have a group

activity.

4. Application
LESSON ACTIVITY:

“FUN WITH ME, FUN WITH GO! CARD”

INSTRUCTION: In this activity, I will divide the

class into 5 groups. Each group will work together
to solve the expressions given on the box.

Activity Rules:
1. Each group will have a 3x3 BIG GO! CARD
with values in it.
2. 1 member from each group will draw a paper
from the box, post it on board and solve it.
3. If the value of the algebraic expressions is in
their BIG GO! card, a member from the group will
stand as a mark on the value.
4. If the group who forms any of the patterns shall
yell GO!
5. I will check their card and give them power
stickers if they truly win.

EXPRESSIONS: ANSWER:

CARDS:
 PATTERN:

5. Generalization

How do you evaluate an algebraic expression

with given variable values?
- Substitute the given values
for each variable.
- Simplify first the expression
within the parenthesis.
- Perform all indicated
operations and simplify the
result.
 Very good!

Why do you think evaluating algebraic

expressions is important in real life?
EXPECTED ANSWER:
- Because it is helpful when
budgeting money, buying a
product, and calculating
distance.

How can this skill help you in your daily activities?

- It helps us in making quick
calculations, like knowing how
much to pay to buy multiple
items or estimating time for
travel.

Thank you! All of your answers are correct.

Evaluation is also related to situations in life that

do not involve numerical values such as making
important decisions, like what course to take in
college, or picking clothes for a specific occasion.

What else? (More idea from students)

Very good! Now let’s have a quiz.

6. Evaluation

INSTRUCTIONS:
1. Begin at the START box at the bottom of the
maze.
2. You must solve the mathematical expression in
the current box using the given values for the
variables.
3. The result of your calculation will determine the
next box you move to. The number you calculate
should match the number on the connecting line.
4. Draw a line or color the path you take through
the maze to show your answer.
5. Repeat 2 and 3 until you reach the END box at
the top.

ANSWER:
MAZE:
 ANSWER:
1. 100
2. 28
3. 70
4. 53
5. 8

7. Assignment
INSTRUCTION: Evaluate each expression for the
given values of the variables.
1. If y = 5, evaluate 4 y 2.
2. If b = 6, evaluate 3b + 10.
3. If p = 8, evaluate p2 +6.
4. If m = 5 and n = 3, evaluate 2m2 + n.
x+ y
5. If x = 10 and y = 6, evaluate .
2

Prepared by:

RITZ ANN M. RIVERA

Pre-service Teacher in Mathematics

Noted by:

MAYFLOR V. MANUEL
Cooperating Teacher