Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga
Registration No.
del
Gov.Norte
Guading Adaza St., Sta. Cruz, Dapitan City 62Q17082
Province of Zamboanga del Norte

COLLEGE OF
EDUCATION
SCHOOL: Dapitan City National High School GRADE LEVEL: 7
TEACHER : Kyla Lapinid LEARNING AREA : Mathematics
DATE & TIME: February 11, 2025 QUARTER: Fourth

I. OBJECTIVES

A. Content Standards

The learner should have knowledge and understanding of the solution of simple
equation.

B. Performance Standards

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

Evaluate algebraic expressions given the value/s of the variable .

D. Specific Objectives
At the end of the lesson the students are expected to:

1. Substitute the given value/s into algebraic expression.

2. develop mastery in evaluating algebraic expressions.

II. CONTENT: ALGEBRAIC EXPRESSION

III. LEARNING RESOURCES

A. References:

1. Teacher’s Guide -Teacher’s Guide pages

2. Learner’s Materials Pages - Mathematics 8 Learner’s Module pp
3. Additional Materials from LR Portal -None

B. Other Learning Resources -None

Materials: laptop, TV, pentel pen, manila paper, markers, scotch tape
IV. PROCEDURES

TEACHER’S ACTIVITY STUDENTS ACTIVITY

A. Preparatory Activities
Prayer
Kindly stand up everybody for the prayer. Please Oh God, Almighty behold us thy
lead (student name). loving children. Offering day to day
our works and studies. Help us dear
Lord to be obedient to our teachers,
kind to our companion, diligent in
our studies that we may merit the
blessings of our self, our school our
beloved country, the Philippines,
Greetings Amen.
You may now take your seats.
Good morning, class!

How are you today? (students take their seats)

Checking of Attendance Good morning, ma’am!

Is everybody present?
In checking the attendance please count of… Okay We’re fine, ma’am.

Class Rules
Okay, let’s have an agreement first. (students will report who are
absent)
So, what will you do if someone’s talking here in
front?

What will you do if you want to answer?

How about if we will have a group activity here in Listen attentively

class, what will you do?

Above all those rules, we should bear in mind that Raise your right hand
we have to respect each other.

Can I expect these from you? Participate actively in all activities.

That’s good!

B. Review
Class, before we proceed to our new topic, let’s
have a recall about our lesson about translating Yes, ma’am.
verbal phrases into algebraic expression.

An algebraic expression refers to a

What is algebraic exppression? constant, a variable, or a
combination of variables and
constant involving a finite number
of operations.

A symbol that represents an

How about a variable? unknown value.
 A symbol with exactly one number
How about a constant? or a fixed value in its replacement
set.

Excellent!

C. Motivation

Activity #1: Receipt Riddle!

Can you budget using Algebra?
 Total cost for ballpen 6 • 6 =
Directions: Students will use their math skills to solve 36
the problem based on receipt totals. Find the correct  Total cost for notebooks
combination of items (variables) that match the given 12 • x = 12x
total.
12x + (6 •6) = 192
Anna went to National Bookstore and bought 6 ballpens 12x + 36 = 192
and 12 notebooks. She paid a total of 192 pesos. Each 12x = 156
ballpen costs 6 pesos per piece. How much does one x =13
notebook cost?

Specific Objectives

Very good! At the end of the lesson the

students are expected to:
1. Substitute the given value
So our topic for this morning is all about into algebraic expressions.
“evaluating algebraic expressions given the 2. Develop mastery in
value/s of the variable .” evaluating algebraic
expressions.
D. Preparation
Now, before we start our discussion, let us all read
the specific objectives that we should accomplish.
Evaluate means to look at
something carefully and figure out
its value, quality, or importance. In
math, it means to solve a problem
or find the answer.

Thank you!

In our first activity, what comes to mind when you

hear the word ‘evaluate ‘?

E. Activity
Activity #2: Crack the Code! ANSWERS
In this activity, the class will be divided into small 1. D
groups. Each group will present their outputs 2. B
 infront. 3. A
4. E
Direction: Each equations has a given value of x. 5. C
Substitute the given value of x then solve the equation
to reveal the number that corresponds to a letter in the
alphabet.

less than/ less

if x 0, minus/
subtracted from/
to

By replacing the word with a

Time’s up! Kindly post your outputs in front. mathematical operations

F. Analysis
So, how did you solve the problem?

That’s right!

Replacing the word with a symbol or

mathematical operation.

Now, what we did a while ago is related to our

topic today.

To begin our discussion, let’s take note of these

following key words.

ILLUSTRATIVE EXAMPLES:

Example #1

“The sum of 15 and 6”

Since, we have here the word “sum” it means the
operation that we will use is addition and what you
will add is 15 and 6.

Therefore we have 15 + 6

Example #2

“The sum of a number and 6”

Again, we have here the keywords ‘some’, that
means the operation involved here is addition. But
this time, what will we be adding is ‘a number’ and
6. There is no specific given number here that’s why
it is stated as ‘a number’. In this case, since its an
unknown value we’ll be using a variable to
represent it, just like what we learn in our previous
topic.
So that means “the sum of a number and 6” can be
written as x + 6
 Example #3

“The product of 3 and 6”

Again, first thing we do is identify the keyword
‘product, that means the operation involved here is
multiplication and now you will multiply 3 and 6
Therefore, it can be written as 3 • 6

Example #4

“The product of 8 and 3 is increased by 5”

In this case, we have two operations involved.
“Product” indicates multiplication and “increased
by” is addition. This means, the product of 8 and 3
is increased by 5
Therefore, it can be written as (8 • 3) + 5

Example #5

“Five more than twice a number”

Again we have no specific given number here that’s
why it is stated as ‘a number’. Since its an unknown
value we’ll be using a variable to represent it, let’s Subtraction
say the variable is a.
Therefore, it can be written as 2x + 5 By using a variable

G. Abstraction/ Generalization None, ma’am.

1. What mathematical operation is indicated by
the words “take away/diminished”, “less
than/less” or decreased by?

2. How will you represent the word ‘a number’?

Any questions?

1. 2(x+5)
If none, pair up and answer the following questions. 2. 3x -8
You have 5 minutes to complete the task. 3. x^2 + 4
4. 3(x +2) -9
H. Application 5. x/6
Direction: Translate the following verbal phrases into
algebraic expressions.

1. Twice the sum of a number and 5.

2. The difference between three times a number and
8.
3. The sum of the square of a number and 4.
4. Three times the sum of a number and 2,
decreased by 9.
5. The quotient of a number and 6.
I. Assessment
Multiple Choice
Direction: Read each question carefully. Write the
letter of the correct answer. ANSWERS
1. A
2. B
1. Four times the difference of a number and 6. 3. B
a. 4 (x -6) 4. C
b. 4x-6 5. B
c. 4 (x +6)
d. x -4 + 6

2. 8 less than the square of a number

a. (x -8)^2
b. x^2 – 8
c. 8 – x^2
d. X^2 + 8

3. The difference between twice a number and the

sum of the number and 3.
a. (2x-x) + 3
b. 2x – (x+ 3)
c. 2(x+3)
d. 2x -x +3

4. How can you recognize when subtraction is

needed?
a. Sum, total, increased by
b. Product, twice, multiplied by
c. Difference, decreased by, less than
d. Quotient, divided by, half of

5. Which words signal multiplication in a phrase?

a. Sum, plus, more than
b. Product, times, twice
c. Difference, decreased by, minus 2 (x+4) -6 = 10
d. Quotient, divided 2x+8 -6 =10
2x +2 = 10
2x =8
J. Assignment x =4
Now that you’re all answering the test, please copy
your assignment shown here in front. You can work
individually or in pairs for this activity. 6 (x +5) / 10 - 15

Direction: Translate the following verbal phrases into

algebraic expression then proceed to answering the
equations.

1. What is two times the sum of a number and 4,

decreased by 6 and will equal to 10?
 2. The product of 6 and the sum of a number and 5,
divided by the difference between 10 and 15
K.
L.
M.

V. REMARKS

V. REFLECTION

_________ A. No. of learners who earned 80% in the evaluation.

_________ B. No. of learners who require additional activities for remediation who
scored below 80%.

_________ C. Did remedial lesson work? No. of learners who have caught up with
the lesson.
_________ D. No. of learners who continue to require remediation.

_________ E. Which of my teaching strategies worked well? Why did these work?

_________ F. What difficulties did I encounter which my principal or supervisor can help me
solve?

Prepared by:
KYLA LAPINID
BSED - Mathematics IV