DETAILED LESSON PLAN IN MATH 7

Evaluating Algebraic Expressions

Teacher Subject MATH 7

Teaching Dates and Quarter SECOND
Time
QUARTER
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
I. WEEKLY
OBJECTIVES
The learners evaluates algebraic
A. Content Standards expressions for given values of the
variables.
The learners independently evaluate
B. Performance Standards algebraic expressions.

At the end of the lesson, the students

must be able to:
1. Evaluate algebraic expressions
C. Learning Competencies /
Objectives for given values of the variables.
Write the LC code for 2. Find appropriate values of the
each
variables that will make a given
algebraic expression true, and
3. Solve real-life problems involving
algebraic expressions.

Kra 1- Content Knowledge & Pedagogy

KRA Kra 2 – Diversity of Learners and

Assessment of Learning

II. CONTENT Evaluating Algebraic Expressions

III. LEARNING
RESOURCES
A. References
1. Quater 2 Module 5
2. Learner’s Materials
pages
3. Textbook pages

E-Math Elementary Algebra pp.199-202,

Khan Academy and Quipper; Phoenix
4. Additional Materials Mathematics 7
from Learning
Resource (LR) portal powerpoint presentation, leading
module, handouts of the topic
MELC

B. Other Learning
Resources
IV. PROCEDURES
 *Prayer
*Greetings
Preliminaries
*Attendance

What was our topic last meeting? Ma’am! The lesson

yesterday was about
Very Good! Writing Algebraic
Expression
What is an Algebraic Expression?
Ma’am! An Algebraic
Expression is a
A. Reviewing yesterday’s mathematical statement
lesson or Presenting the
new lesson that contains a
Connect the lesson with combination of numbers,
learners’ prior knowledge.
Explicitly
symbols, variables and
teachtothelearners Very Good! mathematical operators. It
howthenewlessonconnects does not have an equal
to previouslessons.
Reviewand I need 5 students to give me an example of sign.
presentnewlessonsina Algebraic Expression and write it on the
systematicmanner
board.
1. 2 x2 – 1
2. √ 4 b2
3. 4+ x
Very Good! All of that are examples of 2x
Algebraic Expressions. 4.
7 y−4
5. 5x

B. Establishing a purpose for In a group of 2, answer the activity called

the lesson
Motivate them to learn the “Who’s the Mathematician”
new lesson. Encourage them Direction: Evaluate each algebraic
to ask questions about the
new topic. This will help expression and match your answers with
establish a reason for letters in the box that corresponds to each
learning the new lessons.
expression to get the name of the
mathematician

0 10 -2 -7 -1 0 -5 -9 -6 3 -9

ALKWHARIZMI
 I = 6x + 3 -2 A -2x-2y when x =1-1
when x = = and y= Ma’am to find out the
unknown variable.
W=-a +b when a = 2 L = -2 =
and b=1 4x when3
x
K = -2x when x ==1 H = 5x+y -3and=
5y and y 0 when x = y 8
R -2a+3b+2 when= Z =-2x +4 =
= a=5 and b 1 when x5

M =-3x-2when b=2
=
4b and x 1
Why we need to solve an algebraic
expression?

Very Good! Algebraic expression

C. Presenting examples/ Algebra is one of the most interesting and
instances of the new
lesson challenging part of Mathematics. It is where
Provide examples of the other branches of Mathematics is derived.
new lesson. Show what the
instances of the Also, it provides written language in which
contentand competencies. mathematical idea are expressed that
This is where the concepts
are clarified. makes things easier, and problems re
simplified using notation and numbers
instead of verbal expression.
Now, I will discuss to you how to evaluate
algebraic expressions. Evaluating an algebraic
Do you have any idea about how to expression simply means
evaluate algebraic expressions? that we have to simplify or
reduce the expression
down to a single numerical
value. We have to
substitute numerical values
Very Good! to the variables.

For example, we have to evaluate the

algebraic expression 2x -y for x=4 and y=2

Who want to try?? 2x – y = 2(4) – (2)

=8–2
=6
Very Good! It seems like you all did your
advance reading about our lesson.

Here is the Steps in Evaluating Algebraic

Expression
1. Replacing the variable by the given
number value (Substitution)
2. Performing the indicated arithmetic,
following the order of operations.
(PEMDAS RULE)
Another example:
2 x−3
, where x= 3/2 and y= 4
y +2 Solution:
3
Another example is the word problem
2 x−3 2
y +2
= 2 ()
−3 3−3
=
6
=
4+ 2
The length of a rectangle is 5 less than 0
twice is width. Find the perimeter of the
rectangle if its width is 10cm?
Class! Who can give me the steps in
solving word problems? This is just a recap
of your elementary word problem solving.
Ma’am! Steps in solving
word problem
1. Identify what is
asked
2. List what are the
given facts
(Represent the
unknown quantities
using variables)
Who can tell me what is asked in the given 3. Create a working
problem? equation
4. Solve the problem

Excellent!
Ma’am! Find the perimeter
Who can tell me the given facts? of the rectangle.

Yes, Ainee?

Length (l) is 5 less than

Very Good! Always remember to translate
twice the width or 2w-5
English Phrase to mathematical phrase.

Next who can create the working equation?

The working equation will

be
P = 2l + 2w
P: Length
Excellent!
Lastly, who can solve the problem? l : length
w: width
Yes, 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)
Very Good! P = 30 + 20
P = 50
Therefore, the perimeter of
the rectangle is 50 cm
From this time, you will be divided into 3 .
groups, then each group will solve this set
of problems in your manila paper given.
D. Discussing new concepts
The first one who paste the answer on the
and practicing new skills #1 board will get more points. Show your
(Leads to Formative Assessment 1)
Discuss the concepts.
solution. 9 x− y
1. , where x = 3
Prepare good questions for x+ y
this. Listen to the answers
9 x− y and y = 2
of learners to gauge if 1. , where x = 3 and y = 2
they understood your x+ y Solution:
presentation lesson. If not, 8 p−3 q 9 x− y 9(3)−2
then re-teach. If they have 2. , where p = 4 and q = -1 =
understood, then proceed p+3 q x+ y 3+ 2
to deepening the lesson. 3. (2x2 + 3y) – 2, where x = 4 and y = -3 27−2
=
5
=5

8 p−3 q
2. , where p =
p+3 q
4 and q = -1
Solution:
8 p−3 q 8 ( 4 )−3 (−1 )
=
p+3 q 4 +3 (−1 )
32+ 3
=
7
=3

3. (2x2 + 3y) – 2,
where x = 4 and y =
-3
Solution:
(2x2 + 3y) – 2
= (2(4)2 + 3(-3) – 2
= (32 – 9) – 2
Job well done! You all got the correct = 23 – 2
answer. = 21

E. Finding practical Find the value of the Algebraic expression.

applications of concepts and
(5 minutes)
 6 t−u
1. , where t = -2 and u = 3
2 l+u
skills in daily living
2. Maria is five more than thrice the age
of her son. In two years, how old will
Maria be if her son is 10 years old
now?
For your assignment please answer this worksheet and write your
solutions in a one whole intermediate paper.
Assignment