8

NATIONAL MATHEMATICS
PROGRAM

Lesson Script in
Mathematics

Week 3
Quarter 1
Day 1
 LESSON SCRIPT IN MATHEMATICS 8

National Mathematics Program

Lesson Script in Mathematics
Quarter 1: Week 3
SY 2024-2025

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 LESSON SCRIPT IN MATHEMATICS 8

Week 3 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate knowledge and understanding of
A. Content
algebraic expressions and operations with monomials, binomials,
Standards
and multinomials.
B. Performance
Standards
C. Learning The learners will be able to model real-life situations using
Competencies algebraic equations.
At the end of the lesson, the learners are able to;
a. translate verbal phrases to symbols;
D. Learning b. use variables to represent unknown number or quantities,
Objectives appropriately; and
c. translate real life verbal phrases into algebraic
expressions.
II. CONTENT: Number and Algebra
A. Subject Matter translating real life verbal phrases into algebraic expressions.
III. LEARNING RESOURCES
Mathematics-Grade -7. Alternative Delivery Mode. “Second
Quarter-Module 4: Algebraic Expressions”, First Edition (2020):20-
21.
A. References
Mathematics-Grade -7. Alternative Delivery Mode. “Second
Quarter-Module 8: Solving Word Problems using Algebraic
Expressions”, First Edition (2020):4-5.
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

(The learners are grouped based on their group classification with

3-4 members before the NMP classes. Groups can choose to
submit one output to be checked on the board or exchange
individual outputs within their group. Teachers will present or
post the answers for checking and discussion.)

Good morning/afternoon, class!

Alright, word wizards, get ready for a sorting activity. I've got some
Activating Prior mysterious envelopes filled with words. Your challenge is to place
Knowledge each word in its rightful box below the matching symbol. Choose
(3 minutes) wisely!

Intervention Consolidation Enrichment Group

Group Group
Added to, minus, Sum, product, Diminished by,
times, divided by, less than, fewer by, ratio,
multiplied by, subtracted from, total of, percent of,
increased by, more than, product, quotient, per
added to difference

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 LESSON SCRIPT IN MATHEMATICS 8

Expected answers:
+ − × ÷
Added to, less than, percent of, quotient, per,
increased subtracted times, divided by,
by, from, multiplied by, ratio,
Sum, difference, product,
more than, minus,
total of Diminished by,
fewer by,

NOTE TO THE TEACHER: This activity helps students recall key operational words used
in mathematics along with their corresponding symbols.

Give yourselves a round of applause! You aced that activity! And

guess what? You've taken the first step in becoming a math
Lesson
Purpose/Intention wizard! That activity was about turning words into math
(1 minute) symbols, which is exactly what we will discuss today!
NOTE TO THE TEACHER: This part introduces the competency to be mastered which is
translating verbal phrases into algebraic expressions.

Time for a quick brain warm-up! Let's see if we remember these

important words. Can you match each word to its definition? Get
ready, set, match!

TERMS DEFINITION
a symbol with no fixed value and is
usually represented by an English
1.Algebraic Expression
alphabet.

2.Constant a symbol that has a fixed value.

a set of symbols resulting from
applying one or more fundamental
3.Variable operations, namely, addition,
subtraction, multiplication, and
Lesson Language division of constants and variables.
Practice
(3 minutes)
Expected answers:

TERMS DEFINITION
a symbol with no fixed value and is
1.Algebraic Expression usually represented by an English
alphabet.
a symbol that has a fixed value.
2.Constant

a set of symbols resulting from

applying one or more fundamental
3.Variable operations, namely, addition,
subtraction, multiplication, and
division of constants and variables.

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 LESSON SCRIPT IN MATHEMATICS 8

Alright, everyone. Let's see if we can ace this challenge and test
our understanding of these new words! Get your notebook and
answer this activity.

Directions: Below are given algebraic expressions, identify its

constants and variables.

Algebraic Constant Variable

Expressions
4𝑠
2𝜋𝑟

Expected answers:

Algebraic Constant Variable

Expressions
4𝑠 4 𝑠
2𝜋𝑟 2, 𝑟

NOTE TO THE TEACHER: This part recalls the key terms to be used in the lesson. If
necessary, you may provide more examples.
During/Lesson Proper

Okay, learners, can you change words or phrases into

mathematical symbols? Let's put those skills to the test! Get ready
to translate these phrases into mathematical symbols!

Intervention Group

Direction: Express the following verbal phrases into mathematical

symbols.

1. Five plus seven

Reading the Key 2. Nine minus two
Idea/Stem 3. Eight divided by four
(3 minutes) 4. Two multiplied by six
5. The product of three and four

Expected answers:

1. 5 + 7
2. 9 − 2
3. 8 ÷ 4
4. 2 × 6
5. 3 × 4

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 LESSON SCRIPT IN MATHEMATICS 8

Consolidation Group

Direction: Express the following verbal phrases into mathematical

symbols.
1. Six increased by two
2. Twelve diminished by three
3. Fifteen decreased by eleven
4. The quotient of nine and 3
5. The sum of five and seven

Expected answers:

1. 6 + 2
2. 12 − 3
3. 15 − 11
4. 9 ÷ 3
5. 5 + 7

Enhancement Group

Direction: Express the following verbal phrases into mathematical

symbols.

1. One-half of the difference of thirty and ten

2. Two added to the product of three and four
3. Seven multiplied to the sum of one and four
4. Three-fourths of forty-eight
5. The product of two and five added to the sum of
forty and four

Expected answers:
1
1. 2 (30 − 10)
2. 2 + (3 × 4) or (3 × 4) + 2
3. 7(1 + 4)
3
4. 4 (48)
5. (2 × 5) + (40 + 4)

(After posting the answers, process the learner’s output and give
appropriate feedback.) Say, “Let us see if you got them right.” Make
sure to commend students on getting the correct answers and
discuss the item(s) they might have answered incorrectly. You may
ask volunteers to explain in class.

NOTE TO THE TEACHER: This activity will serve as a review to students in translating
verbal phrases into mathematical phrases.

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 LESSON SCRIPT IN MATHEMATICS 8

What if some of the values are unknown? How are you going to
translate these verbal phrases into symbols?

Let’s try this!

Translate the following verbal phrases into algebraic expressions.

Verbal phrase 1: The sum of a number and 3

What do you mean by “sum”?

Expected answer:
Sum means to add up numbers, or to get the total
result

What are we going to add?

Expected answer:
The number and 3

Do we know what number will we add with 3?

Expected answer:
- No, it is unknown
Developing
Understanding of the How are we going to write the number that is
Key Idea/Stem unknown?
Expected answer:
10 minutes - Let us express it as a variable

You're right! Now, let's use variable 𝑛 to

represent the missing number and write
words/phrases as mathematical symbol.
Expected answer:
- 𝑛+3

Very good! Now, let us try more examples.

2. The total cost of two books

Expected answer:
- Let x and y be the price of each book. Hence, the
algebraic expression is 𝑥 + 𝑦

3. Twice the age of Maris

Expected answer:
Let a be the age of Maris, and twice means
multiplying by 2. Hence, the algebraic expression is
2𝑎

NOTE TO THE TEACHER: This activity/discussion helps the learners realize that
variables can be used to represent an unknown value.
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 LESSON SCRIPT IN MATHEMATICS 8

Let’s try this!

Directions: Translate the following verbal phrases into algebraic

expressions. Let 𝑥 represent an unknown number
(2 minutes only).

Intervention Group

Verbal Phrase Expected answers

1. Six times a number 6𝑥
2. A number divided by five 𝑥÷5
3. A number minus six 𝑥−6

Consolidation Group

Deepening Verbal Phrase Expected answers

Understanding of the 1.the difference between twenty 20 − 𝑥
Key Idea/Stem and a number
2. the product of a number and 12𝑥
5 minutes twelve
3. a number decreased by two 𝑥−2

Directions: Translate the following verbal phrases into

algebraic expressions. Use any letters to represent
an unknown number.

Enhancement Group

Verbal Phrase Expected answers

1. A number added to the sum of
(6 + 7) + 𝑛 or 𝑛 + (6 + 7)
six and seven
2. Nine raised to the power of a
9𝑣
certain value
3. Thrice the product of the
3(𝑥 − 4)
difference of a number and four

After/Post-Lesson Proper
You did a great job! You've demonstrated a good understanding of
translating verbal phrases into algebraic expressions. Now I have
Making questions for you.
Generalizations and
Abstractions Guide questions:
(2 minutes)
1. What skills do we need to master in order to translate
verbal phrases to symbols?

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 LESSON SCRIPT IN MATHEMATICS 8

2. What are the steps that can help us translate verbal

phrases into algebraic expressions

Expected answers:
1. We need to master key mathematical operational words
and their corresponding symbols.
2. Step 1. Identify the operations involved.
Step 2. Identify the unknown value.
Step 3. Express the unknown value as a variable
Step 4. Write the verbal phrase into an algebraic expression.

Now let us test your understanding on translating real-life verbal

phrases into algebraic expression.

Direction: Read and understand the problem below. Answer the

questions and write them on a piece of paper.

A rectangular garden has a length of 𝑙 meters and a

width of 𝑤 meters

Intervention Group

1. If the garden's width is increased by 5 meters, write

an algebraic expression representing the new width.
2. If the garden's length is decreased by 5 meters, write
an algebraic expression representing the new length.

Expected answers
1. 𝑤 + 5
Evaluating Learning 2. 𝑙 − 5
4 minutes
Consolidation Group

1. If the garden's width is added by 10 meters, write an

algebraic expression representing the new width
2. If the garden's length is diminished by 2 meters, write
an algebraic expression representing the new length.

Expected answers
1. 𝑤 + 10
2. 𝑙 − 2

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Enhancement Group

Questions:

1. If the owner wants to construct a new garden with a

width 5 meters greater than the original and a length
2 meters less than the original, write an algebraic
expression to represent the new width and length.

2. What is the perimeter of the new garden?

Expected answers:
1. 𝑤 + 5, 𝑙 − 2
2. 𝑃 = 2𝑤 + 2𝑙
= 2(𝑤 + 5) + 2(𝑙 − 2)
= 2𝑤 + 10 + 2𝑙 − 4
= 2𝑤 + 2𝑙 + 6
Therefore, The Perimeter of the new garden is
𝑃 = 2𝑤 + 2𝑙 + 6

Additional Activities for

Application or
Remediation (if
applicable)
Remarks
Reflection

Prepared by:

VANISSA L. BOLINGOT
Name of Writer

Reviewed by:

ANELITO B. CALLO CATHERINE S. KE-E PURISIMA J. YAP

Content Evaluator Language Evaluator LR Supervisor

VANISSA L. BOLINGOT VANISSA L. BOLINGOT MA. CRISTINA B. GALGO, Ph.D

Illustrator Layout Artist Education Program Supervisor

Approved by:

MARINO O. DAL, DM MARIE EMERALD A. MALA EPRA B. MAGNAONG

CABIGAS, Ph.D.
Regional Program Supervisor Regional LR Supervisor CHIEF CLMD

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