Lesson Plan in Grade 7 Mathematics

I. Objective
CONTENT STANDARD:
The learner demonstrates understanding of key concepts of algebraic expressions, the
properties of real numbers as applied in linear equations, and inequalities in one variable.

PERFORMANCE STANDARD:
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.

LEARNING COMPETENCIES:
The learner will
* Illustrates and differentiates related terms in algebra
a. “a” where n is a positive integer.
b. constants and variables
c. literal coefficients and numerical coefficient
d. algebraic expressions, terms and polynomials
e. number of terms, degree of the terms and degree of the polynomial.

II. Subject Matter

Topic: Translation from English Phrases to Mathematical Phrases
References: Mathematics 7 DEPED Module
K to 12 Conceptual Math & Beyond
Materials: Activity materials (Board and Paper) , Chalk, Board.
Strategies/Methods Used: Discovery Method, and Student-Centered Approach
Values Integration: Patience, Perseverance, Collaboration, and Hardworking

III. Procedure
Teacher’s Activity Student’s Activity Indicators
A. Preliminary Activities
Introduction
Good morning class!
Good Morning Ms. Alianza
Before we begin our class discussion
today, may I ask one student to lead
the prayer. Student’s prayer.

Okay, you may now take your seat and

please check and align your chair.
Thank you Ma’am.
Are you ready for our lesson today?

Before we start our new lesson, we should

follow the following rules. Indicator 4: Plan,
Yes Ma’am
1. Please behave during class discussion.
manage and
2. You are not allowed to go out, stand and implement
roam around while the teacher or somebody (Students are listening) developmentally
are discussing. sequenced teaching
3. Listen to the instruction and be attentive and learning
all the time.
4. If there is questions, raise your hand
processes to meet
when the teacher is done presenting. curriculum
 5. Be honest during quiz time requirements and
varied teaching
Is that clear?
context.
Let us have first to recall a previous
lesson.
Yes Ma’am
Review
Translate to Mathematical Sentence
1. Twenty times five.
2. A number p minus sixteen equals
twenty one.
3. Twice the sum of z and four.
1.20 (5)
4. A number b increased by sixty five.
2. P - 16 = 21
5. The product of two and y divided by
3. 2 (z + 4)
thirteen.
4. B + 65
5. 2y/13
Motivation
SCRAMBLE WORDS
1. AABVIRLE
2. TNATSNOC
Indicator 1: Apply
3. REEEGD
knowledge of content
4. ETALRLI
1. VARIABLE within and across
5. URMLACIEN
2. CONSTANT curriculum teaching
3. DEGREE areas.
4. LITERAL
5. NUMERICAL Math: M9GEIIIi-
2

Indicator 2: Use range

of teaching strategies
that enhance learner
achievement in
literacy and
numeracy.

Indicator 5: Design,
select, organize and
use diagnostic,
formative and
summative
assessment strategies
consistent with
curriculum
requirement.

Indicator 3: Apply a
range of teaching
strategies to develop
critical and creativen
thinking, as well as
 other higher-order
thinking skills.

Indicator 1: Apply
knowledge of content
within and across
curriculum teaching
areas.

Integrated to Science:
Location
S7ES-IV-a-1
B. Lesson Proper
Presentation of Topic
In what we have done a while ago,
do you think what is our topic today?

Exactly! Translation from English

phrases to Mathematical Indicator 2: Use range
In the language of Algebra, the phrases vice versa of teaching strategies
following are important terms to that enhance learner
remember: achievement in
n
* a where n is a positive integers literacy and
a is called the base numeracy.
n is called an exponent
Indicator 3: Apply a
To read, “ a raised to n”. range of teaching
If n is a positive integer, then a is used strategies to develop
as factor n times. critical and creativen
n
a =a x a x a x a ...¿ thinking, as well as
other higher-order
* Terms in mathematical expressions Trathinking skills.
are composed of constants and
variables.
Constants- are numbers that have fixed
values.

Variables- are symbols or letters that

may take one or more than one value.

In 2x + 4y+ 6,
6 is the constant
x an y are the variables.

* Literal Coefficient is the variable

including its exponent in a term.
* Numerical Coefficient is a constant
that multiplied to a variable. The word
coefficient alone refers to numerical
coefficient.
In 3 x 2 , x 2 is the literal coefficient
3 is the numerical coefficient

* Types of Polynomial
Monomial- One term Indicator 2: Use range
Binomial- two terms of teaching strategies
Trinomial - three terms that enhance learner
Polynomial- more than 3 terms achievement in
literacy and
* Degree of term numeracy.
Compute the sum of exponents
Indicator 3: Apply a
* Degree of Polynomial range of teaching
Compute the sum of exponent and strategies to develop
identify the highest dergee of terms . critical and creativen
thinking, as well as
Examples: other higher-order
1. 2 x 2+3 thinking skills.
Constant- 3
variable- x Indicator 4: Plan,
Literal coefficient- x 2 manage and
numerical coefficient- 2 implement
Terms of polynomial- Binomial developmentally
* Degree of terms - 2 sequenced teaching
* Degree of polynomial- 2 and learning
processes to meet
So, any question about our lessons curriculum
today ? No ma’am. requirements and
varied teaching
context.
To expand your understanding about
our lesson today. I have another Indicator 5: Design,
activity for you to learn more. select, organize and
use diagnostic,
 Activity formative and
Before you go to your respective groups. Kindly summative
listen for instructions.
assessment strategies
1. Work with your group in answering the
activity. consistent with
2. Inside the envelop there are instruction and Listening to the curriculum
materials on how to perform activity. instructions requirement.
3. Assign one member of the group to list the
names of the group mates in the paper
provided inside the envelop and one member
also to present the group answer.
4. A group will be graded by the following
criteria:

Criteria Points
Accuracy 7
Presentation 7
Indicator 3: Apply a
Collaboration 3 range of teaching
Timeliness 3 strategies to develop
Total 20 critical and creativen
thinking, as well as
I will give you 5 minutes to finish the activity. other higher-order
Make sure that you minimize your noise in thinking skills.
doing the activity.

You may now proceed to your respective Indicator 5: Design,

group. select, organize and
use diagnostic,
Activity Proper formative and
summative
Express Con Variab Literal Nume assessment strategies
ions sta le Coeffi rical
consistent with
nt cient Coeffi
cient curriculum
2x
3 requirement.
2
8 a +1
10 m+5
3
2 5 z −10
5 4 Students are answering Indicator 5: Design,
40 x y +11
the group activity select, organize and
use diagnostic,
formative and
Analysis
summative
 How did you find the
assessment strategies
activities?
consistent with
curriculum
 How did you answer the
requirement.
problem?

 How did you identify the

the difference of variable
and constant?
Indicator 3: Apply a
range of teaching
Very good. strategies to develop
Challenging but we enjoy critical and creativen
 Abstraction thinking, as well as
 What is algebra? other higher-order
We just follow the thinking skills.
definition given to us.

We identify variable
 What is variable and through the letters used Indicator 1: Apply
constant? in the expressions and knowledge of content
constant as a number within and across
alone. curriculum teaching
 What is the difference areas.
of literal coefficient and
numerical coefficient? SCIENCE:
Algebra is composed of S7ES-IV--a-1
the operations used TLE: TLE_HEDM8MT-
together with a constant Oc-d-2
and variables. TLE_AFAC9-12OS-Oh-
 How we will determine I-7
Variable is a letters while
the degree and the term
constant is a number
of polynomial?
 alone.

Numerical is the constant

that is multiplied to a
variable and the literal is
the variable with the
exponents.

Very good.
We can determine degree
 Application by adding the exponents
How important this lesson to of each term and identify
us? the highest degree as the
degree of polynomial.
While the term of the
In what part of our life that we can polynomial we can
usually apply our topic today. determine it through the
use of the symbol
addition and subtraction.

Very important because

we use it everyday.
Yes very good!

Is there any questions? We apply this topic

So, I think everyone is already everyday and such as in
understand our lesson today. the business report, when
the word stated and we
need to write it down to
Very good, put it in short part.
To check your individual learning I
have prepare a test.

No ma’am

Quiz Indicator 5: Design,

(Students are answering select, organize and
Identify the constant, variable, literal the quiz.) use diagnostic,
coefficient, numeral coefficient, terms formative and
of polynomial, degree of terms and summative
degree of the polynomial. assessment strategies
consistent with
3 4 5
1. 2 x y +3 x y −3 x +4 curriculum
2. 5 m2 n 6+ 3 m5 n4 − 3 mn+ 4 requirement.
 Indicator 2: Use range
of teaching strategies
that enhance learner
achievement in
literacy and
numeracy.

D. Assignment
In your notebook.
Give the value of the following
1. 27
2. 6 2
3. 83
Lesson Plan