A DETAILED LESSON PLAN IN

MATHEMATICS 7

I. OBJECTIVES
At the end of the lesson, the students should be able to:
A. Determine appropriate values of the variables that will make a given algebraic expression
true,
B. Evaluate the algebraic expression for given values of the variables, and
C. Appreciate the importance of solving real life problem using PEMDAS.

II. SUBJECT MATTER

a. Topic: Evaluating Algebraic Expression
b. Reference: https://openstax.org/books/prealgebra-2e/pages/2-2-evaluate-simplify-
and-translate-expressions
c. Materials: Projector, Laptop, PowerPoint Presentation, Whiteboard marker,
whiteboard, Visual Aids and Activity Cards.
d. Value Focus: Enhance and appreciate the critical thinking by helping students explore
on evaluating algebraic expression.

III. PROCEDURE
Teacher’s Activity Student’s Activity
A. Greetings
Good morning class! Good morning, Ma’am!
How are you today? We’re good and happy Ma’am!

That’s good class! Are you ready to learn a new

Yes, Ma’am!
lesson?
But before we start the lesson, please all stand for
the prayer.
THE LORD’S PRAYER
(The student will stand up)

https://www.youtube.com/watch?
v=hVg_TfQ0sMI
Thank you Ma’am!
(END PRAYER)
(The student will sit down in their seats)
Please take your seats now.

B. Attendance
Nathan: “I’m happy to tell you that we have
Before we proceed to our discussion, Nathan, can
perfect attendance for today.”
you report the attendance for today?
Thank you, Nathan, and Very Good class!!

C. Review
Let us now review what we discussed last meeting;
Who can remember our topic last meeting?
Yes, Shiela (Students raising their hands)
Our topic last meeting is all about identifying
the coefficient, variable and constant in the
Very Good, Thank you!
equation.

2x + 4 = 12
From the sample equation on the board can you
identify where is the coefficient?
Yes, Eugene? (Students raising their hands)

The coefficient is 2.
Very good, Thank you!

Another one, Where is the variable in the given

equation?
(Students raising their hands)
Yes, Ella?
The Variable is x.
Yes, very good.

Okay, very good class.

Last question, where is the constant?

(Students raising their hands)
Yes, Luela?
Yes, very good! The constant is 4 and 12.

D. Motivation
Let us now have an activity

TITLE: “GET OUT OF THE MAZE”

Direction: Solve each problem and then find the
correct answer out of the choices given on the
power point presentation. It will lead you to the
next problem you need to solve.

(Students raising their hands)

Student 1: 11-right
Student 2: 14-down
Student 3: 17-right
Student 4: 10-down
Student 5: 56-down
Very good class!
E. Discussion
Okay, to start our lesson, I will discuss to you how
to evaluate algebraic expression.

Do you have any thoughts/idea about on how to

evaluate algebraic expression?
Yes, Princess? (Students raising their hands)

Very good! Evaluating an algebraic expression simply

means that we must simplify the expression
down to a single numerical value.
To evaluate an algebraic expression, you
can substitute a number for each variable and then
simplify the expression using the order of
operations.

Understand Class? Yes, Ma’am!

Now, we have 3 steps in evaluating an algebraic

expression.

Step 1: Find the value of each variable in the

expression.
Step 2: Replace each variable with its numerical
value in the expression.
Step 3: Simplify the expression using PEMDAS.

Understand Class? Yes, Ma’am!

Who can identify what is PEMDAS stands for? (Students raising their hands)
Yes, Angeline?
 P – Parenthesis
 E – Exponents
 M – Multiplication
 D – Division
 A – Addition
Very good!  S – Subtraction

For example, we are to evaluate the algebraic

expression 2x-6 for x= 6.
Solve: 2x – 6
If x = 6
Substitute 6 to x. 2(6) – 6
then, 12 – 6
answer 6
Therefore the answer is 6.

Another example, evaluate 4x+ 3 for x = 4.

(Students raising their hands)
Who can try in the board?
4x + 3, where x = 4
Yes, Shiela?
Solution: 4x + 3
If x = 4
= 4(4) + 3
= 16 + 3
= 19
Very good!

2 x−3
How about , where x = 9 and y = 3.
y +2
(Students raising their hands)
Who can try answer on the board?
2 x−3
Yes, Gwen? Solution:
y +2
If x = 9 ; y = 3

2(9)−3
=
3+ 2

18−3
=
3+2

15
Yes, very good!! =
5

=3
Last example, in word problems.
The length of a rectangle is less than twice its
width. Find the perimeter of the rectangle if its
width is 10cm?

Class! Who can give me steps in solving word

problems? This is just a recap of your elementary
word problem solving.

Yes,
(Students raising their hands)
Steps in Solving Word Problem:

Student 1:Identify what is asked.

Student 2: List what are the given facts
Very Good! (represent the unknown quantities using
variables.)
What is asked on the problem? Student 3: Create a working equation
Student 4: Solve the problem
Yes, Aliyah?
Very good! (Students raising their hands)
Find the perimeter of the rectangle.

What is given?
Yes,Nesha?
(Students raising their hands)
Very good!
- Length (l) is less than twice the width or
Working Equation will be:
2w – 5.
P = 2l + 2w
P: Perimeter
l: Length
w: Width

P = 2(2w – 5) + 2w
Substitute the given value; what is w=10.

Who can solve on the board?

Yes, Jelyn
(Students raising their hands)

Solution:
P = 2[ 2(10) – 5] + 2(10)
P = 2(20 – 5) + 20
P = 2 (15) + 20
P = 30 + 20
P= 50
Therefore, the perimeter of the rectangle id
50cm.
Understand class?
Yes, Ma’am!
F. Generalization
Very good class. Now let’s recall what we have
discuss today.
What are the steps in evaluating an algebraic
expression?
(Students raising their hands)
Yes, Nathan? Student 1:
Very Good! Step 1: Find the value of each variable in the
expression.
Next step?
Yes, Theresa Theresa:
Very Good! Step 2: Replace each variable with its
numerical value in the expression.
Next step?
Yes, Janella? Janella:
Step 3: Simplify the expression using
Very Good Class! PEMDAS.

What is PEMDAS stands for?

Yes, Anegeline? (Students raising their hands)

 P – Parenthesis
 E – Exponents
 M – Multiplication
 D – Division
Very Good, Class!  A – Addition
 S – Subtraction

G. Application

Now let’s have an activity from what we have

discuss today. I will group you into 2 groups. Each
group will solve the set of problems they pulled
out.

Set 1: (Each group will present)

Group 1:
9 x− y
1. , where x = 3 and y = 2
x+ y 9 x− y
1. , where x = 3 and y = 2
x+ y

9(3)−2 27−2 25
2. -7 + 3x, where x = 4 = = = =5
3+ 2 5 5

4m 2. -7 + 3x, where x = 4
3. , where m = 4
m = -7 +3(4) = -7 + 12 = 5

4m
3. , where m = 4
m
4 (4 ) 16
= = =4
4 4

Set 2:
8 p−3 q Group 2:
1. , where p = 4 and q = 1.
p+3 q
8 p−3 q
1. , where p = 4 and q = 1
p+3 q

8(4)−3(1) 32−3 29
2. r + 4 , where r = -8 = = =
4+3 (1) 4+3 7

2. r + 4 , where r = -8
= -8 + 4 = -4
 y+ 5
3. , where y= 5
y+ 5 5
3. , where y= 5 5+5 10
5 = = =5
5 5

That’s all for our discussion for today.

(Each group will present)
Now let’s have a quiz.
(Students answer the evaluation)

IV. EVALUATION

Direction: In a ½ sheet of paper, evaluate each expression for the given value of the variable.

1. 6x + 7 , where x= 5
2. 14g – 98, where g= 7
3 p−3
3. , where p= 5
4
4 ( 2 y−6 )
4. , where y = 8
5
6 p +4
5. , where p = 6
p+2

V. ASSIGNMENT:

For your assignment study the next topic for our next meeting,use these guided questions:
1. what the are outcomes from the experiments;
2. How to collect data; and
3. How to express outcomes in words or symbols.

Prepared by:

LENDY M. CAPOY
Pre-service Teacher